Publick Speaking and Me Essay Example | Topics and Well Written Essays - 500 words

Publick Speaking and Me - Essay Example well thought-out, purposeful way in order to inform, influence, or entertain the audience and it requires the effective use of language, voice, volume, eye contact, gestures, conversational style, and visual aids. As public speaking has become a very important activity in the contemporary social contexts, the formal training of the various techniques of public speaking is essential. One can be effectively trained in the use of voice, volume, gestures, posture, conversational style, nonverbal communication, projection, eye contact etc. The technical training in establishing the tone, vocal flexibility, the formation of words, making the point, indicating values and relations, expressing feelings, showing the picture, and expression by action etc can help one in effectively making a public speaking and the training of these technical elements has influenced my skill in public speaking. The utility of gestures, postures, and nonverbal communication is fundamental in expression by action and proper training is required. Similarly, presenting the theme of the speech effectively to the audience is one of the basic elements determining the success of public speaking. For this, the speaker requires proper preplanning and research about the topic to be dealt with. Organization of the content in a logical order is also important to convey the message effectively to the audience. Therefore, the speaker should be well prepared with his topic and be confident to present it in a logical manner. One of the basic intension of every speech is persuasion and the speaker should be able to convey his ideas through the effective use of language, vocal flexibility with good tone and volume, nonverbal communication, posture, gesture, conversational style etc. An audience-centered attitude is also essential for the speaker to be effective and the feelings of the audience should be given great priority. The speaker’s eye-contact with the audience is fundamental to establish

Program as an English Teachi Essay Example for Free

Program as an English Teachi Essay The most meaningful goal in my life at this time is to be granted the honor of participating in the Fulbright program as an English Teaching Assistant in Poland. Through all of my academic and professional activities up to this date, I have proven to be an exemplary member of my community, devoting focused care, time and energy to fostering understanding and authentic expression among people. My deep appreciation of what it means to be an effective communicator, through words and body language, is a main part of the reason why I believe that I would be a highly successful and noteworthy Teaching Assistant. I have a strong background of training in the field of language, theater and communication, and my expressive and artistic nature would be an asset in my being able to offer the experience to other people of learning something new. I have proven to be able to work well as a leader and director as well as a listener and team player, and I have great confidence in my ability to impart knowledge as well as learn from others. The reasons for my choice of Poland as a target location center on my own personal ancestry, meaningful experiences in the Polish American community, and my heartfelt desire to work as a cultural ambassador to Poland. As a curious boy of 11, I became interested in genealogy and traced our family back to Poland in the 1700s. I learned that I have distant relatives who live in Poland, including a cousin in Lublin who owns a school where English is taught. I have visited Poland twice before, once with my grandmother when I was 17 years old and once with a friend when I was 25. The church I attended growing up, St. Hedwig Catholic Church in Gary, Indiana, had a Polish Mass that I attended regularly. I was the organist at church and played during Mass. Although I did not understand everything that was being said, I truly enjoyed engaging in the Polish songs, even more than the English ones. I was only 14 years old when I became the organist there, and the memories of Midnight Mass, sunrise Easter services and the traditions carried over from Poland left distinct impressions on me. It would be personally enriching for me to spend time in Poland, learning as much as possible about the Polish culture and sharing insight about my own Polish American culture. In my spare time, I would like to observe or assist at a local theater company in Poland. I have several years of professional experience in theater, and it would be interesting to examine the difference between American styles of directing and Polish styles of directing. There are many past achievements and personal characteristics which qualify me for the opportunity of being honored as a Fulbright scholar. My current major in English and work towards my Bachelor degree at Purdue University is the most prominent demonstration of my high level academic understanding of the English language. This experience is supported by my leadership as President of the Alpha Mu Pi chapter of Sigma Tau Delta, English Honor Society, and awards as Consistent Semester Honors and Chancellors List Recipient. In addition to my university experience, I have been engaged as a professional director and actor in the Indiana theater community. I have performed in over 60 productions, served as the Vocal Director of nine productions, choreographed three productions and served as the Director of seven award winning productions. My membership experience includes the Ball State University Singers, Americas #1 Collegiate Entertainment Organization, and Indianas Official Goodwill Ambassadors. I have also engaged in leadership positions, serving as the Membership Chair, Marketing Chair and President of Portage Community Theatre and Development Chair for the Northwest Indiana Excellence in Theatre Foundation. Various awards received include Winner of Best Director, Best Actor, Best Vocal Director Awards, and Musical and Play Viewer for the Northwest Indiana Excellence in Theatre Foundation. Upon returning to the United States, it is my intention to enter a Master degree program and continue on to the doctorate level.

Comparing The Sick Rose by William Blake and Fog by Carl Sandburg Essay

Comparing "The Sick Rose" by William Blake and "Fog" by Carl Sandburg In this assignment I will gracefully compare and contrast two short poems. In my selection for the poems, I kept in mind that the two poems needed to have something in common metaphorically or thematically. After many hours of browsing I came upon two poems that contained an ultimately strange connection metaphorically and in content. Interestingly, the two also had numerous differences. The first poem I encountered was "The Sick Rose" written by William Blake in 1794. Soon after, I read "Fog" (1916) by Carl Sandburg and I began to notice an exciting connection filled with various exceptions of chief differences. Although the poems were written more than a century apart from each other, after rereading them numerous times, they left me with an unimaginable amount of thinking and writing ground. Comparison   Ã‚  Ã‚  Ã‚  Ã‚  The two poems "The Sick Rose" and "Fog" are very much alike in the sense that they both use the introduction of weather and animals to shape the poem and give the reader a sense of displeasure. In "The Sick Rose" the poet introduces a worm and storm and in "Fog" the poet uses the fog and a cat. The subject matter is perhaps similar in these two poems with the fact that both poems embody foul weather that prevent life from flowing in its normal path. To be more specific, a storm destroys plants, animals, and life in general, while a fog blocks out the sun and its energy to spring life. In "Fog" the poet, Carl Sandburg, uses the weather condition of a fog as the main subject matter for his poem. The entire poem is literally focused on the fog above the city and harbor. Using a metaphor, Sandburg makes the fog come to life as if it actually had its own eyes to be able to overlook the city. The fog takes the shape of a cat as it "sits looking over harbor and city" (570). Like a cat, the fog sits on silent haunches. Personally, Sandburg’s words created a mental picture of a black/grayish, dirty, street cat wandering silently in the alleys of an industrious city observing the streets on top of a half-century old brick building. This engaging metaphor is what makes the fog come to life and also creates its consciousness of the harbor and city that it overlooks. Although the metaphor is being used to show a similarity in the two poems, it will be most significant later on... ...escribe how peaceful and silent the fog is and how it just comes and goes in silence leaving no trace behind. Sandburg’s approach produces imagery of calmness, silence, and perhaps unimportance. This is strongly reflected with the last line "and then moves on." (570) In contrast, Blake’s tone and attitude is intense and violent, almost provocative at times. It utterly creates weight and importance on the sick rose. One example is how he starts out using an exclamation in his first line as he speaks to the rose in anguish. In conclusion, "Fog" because of its use of metaphor and calm tone tends to focus more on developing a strong, temperate image, (more on description), while "The Sick Rose" uses fierce, moving words to create strong feelings as it concludes with death, grief, and great emotional sorrow. The Sick Rose William Blake O Rose, thou art sick! The invisible worm That flies in the night, In the howling storm, Has found out thy bed Of crimson joy, And his dark secret love Does thy life destroy. (1794) Fog Carl Sandburg The fog comes on little cat feet. It sits looking over harbor and city on silent haunches and then moves on. (1916)

Charm City :: Essays Papers

Charm City The bitter winds blow off the Chesapeake as we drive the Uhaul down the old cobblestone street toward our new apartment. My stomach flips with excitement. I'm actually moving to Baltimore. "Charm City." "The City That Reads." (At least this is what all the bus benches claim, but I'm sure many would argue.). The city where a young George Herman Ruth, Jr. swung a stick at a small rubber ball in front of 216 Emory Street and nineteen years later, after signing a contract with the Oriole's, adopted the name "Babe." The city where in 1826, an 8 year old Frederick Bailey retreated from the chains of slavery by learning to read and 21 years later, as Frederick Douglas, published the North Star, an abolitionist newspaper. The city where once upon a midnight dreary Edgar Allen Poe pondered, weak and weary and suddenly there came a tapping at his chamber door. The city where Marci Koch, an aspiring artist at 27, unpacked a Uhaul on a brisk wintry day in March of 1999. Various structures of different shapes and sizes decorate the Inner Harbor. At night, the darkness defines the scattered brilliance of towers, glowing wonders reflected in the water. The Lord Baltimore Hotel, once the tallest building in Maryland, glows gold, noble and proud. The king on a giant chessboard. The Legg Mason building stands at his side, his reigning Queen. The Bromo Seltzer building glows blue, dark and mysterious. The slender, square pillar resembles a castle. Clearly his rook. And the others scattered about, his bishops, knights, and pawns. Sprinkled upon red brick sidewalks, restaurants, shops, galleries, and hotels display dazzling signs that flicker and flash. Barnes and Nobles, Planet Hollywood, ESPN Zone. The Hyatt, The Hilton, The Sheraton Hotel. The Aquarium, Science Center, and Port Discovery Museum. A huge red and yellow neon guitar sits on top of the Hard Rock Cafe. The strings blink back and forth vibrating in the night sky. I imagine if it was real, all of Baltimore could hear it playing "Big City Nights" by the Scorpians. The sounds of the city create a symphony. The soprano squawks of seagulls, saxophones that compliment the deep sounds from ships in the harbor- a long, drawn out

Descriptive Essay on Dementia Family Member Essay

Imagine if you had a dreadful disease that took away your memory and you could no longer remember familiar people, places or events. This is what is happening to my Grandma. She has been diagnosed with vascular dementia and it has been detrimental to her life and her mind, and I hate to think about what it will do to her in the future. She is 80 years old and is still able to live alone, however her son lives across the road from her. Other than having dementia, she is a healthy person. She has always been a caring and loving person that has always taken care of others. Dementia has drastically changed her life. She has always been very caring and supportive toward all of her family. She babysat all 4 of her grandchildren when we were younger. She would always cook the best eggs and homemade biscuits for breakfast. We would look forward to her breakfast every day. She picked all of us up from school almost every day. Now she does not hardly drive anymore for fear she might get lost because she doesn’t remember how to get to all the places she used to could because of her disease. She would always cook her delicious fried chicken, rice and a scrumptious homemade chocolate cake for every family member’s birthdays. It breaks my heart to think that now she does not even remember our birthdays. Read Also:  Descriptive Essay Topics for High School Students Dementia is detrimental to her mind. Our family did not realize anything was wrong, until one day she went to her doctor, but could not find his office. She said she stopped at a couple offices, but could not find the right one. Luckily she made it back home. She sometimes calls me by my cousin’s name and cannot remember the names of people that she used to know well. She used to also keep books for my Granddad’s fertilizer business, but now she is no longer able to even balance her check book. She misplaces items, such as her wallet, car keys, and checkbook, daily. I am afraid to imagine how this disease will slowly destroy my grandma as it continues to progress. She is taking medication to slow down the progression of the disease, but there is no cure for dementia. Right now she is in the  mild stage of dementia. Our family can see a few symptoms of the moderate stages of dementia appearing and are dreading the day that we will start noticing the severe stages. When that time comes she will not be able to care for herself and will need someone there 24 hours a day. Dementia is hard on grandma, but it seems to be harder on our family. Dementia has gradually crept into her life over the past year. It has changed the way she has always lived and is gradually taking her memory. She does still make her delicious eggs and homemade biscuits every morning. The future doesn’t look good, but she takes it one day at the time. It is a shame how a disease can take the mind of an otherwise healthy person. 1. Your essay must be at least 5 paragraphs long, but may be more. 2. Each paragraph must have 5 well-developed sentences, but may have more. 3. Your essay must have an introduction with an easily identifiable, developed thesis with three valid points. 4. Your essay must have three, developed body paragraphs, each expressing one of the points from your thesis. 5. Each body paragraph must stick to one and only one point from the thesis. 6. Your essay must use standard grammar. 7. Your essay must be interesting, use real-life examples, and have good style and tone. 8. Your essay must be descriptive, show rather than tell, and engage the senses. 9. Your essay must be organized in a meaningful way. 10. Your essay must have a logical conclusion.

Free Essays on An Analysis Of The 2001 Recession

An Economic Analysis of the 2001-2002 Recession The recession is commonly defined as â€Å"Two or more consecutive quarters of a shrinking economy.† During the month of March 2001, the world’s largest economy - The United States of America - began experiencing a downturn, leading into a recession. (â€Å"Economists call it recession†). In comparing previous recessions that occurred, it appears that similar patterns exist also in the 2001-2002 recession. Such patterns start with increasing interest rates by the Federal Reserve Open Committee, proceeded by growth slowdowns, the fall of real output, and eventually the rise in unemployment. According to Robert E. Scott and Christian Weller, â€Å"further increases in real short - term interest rates herald a slowdown.† Further evidence that suggests a recession was on the horizon was information released from the National Bureau of Economic Research that states, â€Å"A peak marks the end of an expansion and the beginning of a recession.†(The B usiness Cycle Peak, March 2001.) During an expansion, however the economy is experiencing normalcy, and during this period the economy is between a trough and peak. The National Bureau of Economic Research, however, defines a recession as, â€Å" a significant decline in activity spread across the economy, lasting more than a few months, visible in industrial production, employment, real income and the wholesale-retail trade.† (the Business Cycle Peak.) Therefore, when a peak date was determined in March 2001 it marked the end of an expansion that began in March 1991, and hence the beginning of a recession. This marked the end of the longest economic expansion that lasted ten years of rising incomes and employment. Because the longest economic expansion came to an end this led to lower incomes and higher unemployment rates. Employers thus required fewer employees which leads to fewer employed people and a higher unemployment rate. Recessio... Free Essays on An Analysis Of The 2001 Recession Free Essays on An Analysis Of The 2001 Recession An Economic Analysis of the 2001-2002 Recession The recession is commonly defined as â€Å"Two or more consecutive quarters of a shrinking economy.† During the month of March 2001, the world’s largest economy - The United States of America - began experiencing a downturn, leading into a recession. (â€Å"Economists call it recession†). In comparing previous recessions that occurred, it appears that similar patterns exist also in the 2001-2002 recession. Such patterns start with increasing interest rates by the Federal Reserve Open Committee, proceeded by growth slowdowns, the fall of real output, and eventually the rise in unemployment. According to Robert E. Scott and Christian Weller, â€Å"further increases in real short - term interest rates herald a slowdown.† Further evidence that suggests a recession was on the horizon was information released from the National Bureau of Economic Research that states, â€Å"A peak marks the end of an expansion and the beginning of a recession.†(The B usiness Cycle Peak, March 2001.) During an expansion, however the economy is experiencing normalcy, and during this period the economy is between a trough and peak. The National Bureau of Economic Research, however, defines a recession as, â€Å" a significant decline in activity spread across the economy, lasting more than a few months, visible in industrial production, employment, real income and the wholesale-retail trade.† (the Business Cycle Peak.) Therefore, when a peak date was determined in March 2001 it marked the end of an expansion that began in March 1991, and hence the beginning of a recession. This marked the end of the longest economic expansion that lasted ten years of rising incomes and employment. Because the longest economic expansion came to an end this led to lower incomes and higher unemployment rates. Employers thus required fewer employees which leads to fewer employed people and a higher unemployment rate. Recessio...

Flame Tests Lab Report Essays

Flame Tests Lab Report Essays Flame Tests Lab Report Paper Flame Tests Lab Report Paper If one can tell if a planet has oxygen on it based on its bright line spectra, research could be done to tell if people can live on the planet or not. This would be a huge advance in science if it was possible to tell if people can live on other planets by knowing the elements on the other planets. This would solve the problem of the world becoming over-populated and would help prevent the spread of disease. Introduction- The purpose of this lab was to see what colors are characteristic of particular metallic ions in a flame test and use their characteristic color to identify other elements. Another purpose is to understand how fireworks work. A flame test is used to identify certain metals in a compound or single element. 1 When an electron jumps up to a higher energy state the element is in its excited state. Elements are only in their excited for a brief moment. When the electron moves back down to a lower energy state, it emits light and produce a flame color. L Sometimes there is more than one flame color because an electron might go from the as orbital then go to the up orbital which means two colors will be produced. Every element emits a different flame color or colors. : These colors can be put on a bright line spectra which shows every color that the element produces in a flame test. 1 Each element has a unique bright line spectra and thus can be identified by using its bright line spectra. When the element is in a compound, it can be burned to produce the flame. The color of the flame corresponds with each element. When there is an unknown compound, the metal can be found by using previous data from previous tests. By looking at the color you can see if it matches any previous tests and possibly find the name of he metal. Flame tests can also be used to find the color of fireworks one wants to use. By using the metal that emits the color one wants in fireworks, one can get the desired color. This experiment will be conducted using the same spatula, the same Bunsen burner, the same kind of acid and nitrate bonded to every one of the metals. It will also be conducted with everyone in the lab using safety goggles and everyone wearing closed toed shoes. There are no relevant waste concerns in this lab This experiment will show that every element has a different right line spectra and this can be used to identify elements in space or anywhere. It will also show that flame tests can be used to make certain colored fireworks. I predict that all of the metals tested will emit different colors of light. I also predict that all of the metals will emit a color in the visible spectrum. Materials- Chemical Splash Goggles Well Plate Marker Pen Barium Nitrate (Baa(NON)2) Copper Nitrate (Cue(NON)2) Strontium Nitrate Lithium Nitrate (Lie(NON)) Potassium Nitrate (K(NON)) Sodium Chloride (NCAA) Calcium Nitrate (Ca(NON)2) Monochrome wire loop Beaker, 50-ml Hydrochloric Acid Lab Burner Wash Bottle with distilled water 1 Unknown Solution Experimental- The safety equipment was put on. The spatula was cleaned off to make sure there is no residue on it. The Bunsen burner was set up and the flame was adjusted to the desired height. One of the samples was put on the spatula and the formula of the salt solution was recorded into Table 1. The spatula with the salt solution was put over the flame. The color of the flame was recorded in table 1. The spatula was put in hydrochloric acid, then put into water, and then put over the flame to burn off any residue from the salt solution. This procedure was repeated for the other seven salt solutions and the one unknown solution. The equipment was cleaned off and put away at the end of the experiment Data- Table 1: Table 21 Table 2: Test of Unknown Solution Unknown Color K(NON) Light Orange Results and Discussion- The data in table 1 shows that every metal tested emits a different color during a flame test. This happens because every metal has a different bright line spectra. Table 2 shows that you can identify a metal in a compound by using a flame test. The metal in the compound was identified by the light orange color seen during the flame test. Table 1 proves my hypothesis to be correct. Conclusion- The purpose of this lab was to see what colors are characteristic of particular metallic ions in a flame test and use their characteristic color to identify other elements. Another purpose was to understand how fireworks work. This experiment can help to identify elements in space to help scientists know whether a planet has oxygen or not. It can also alp one determine what metal to use in fireworks to portray a certain color. The experiment was conducted by burning a salt and recording the color of the flame. This experiment showed that every metal emits a different color and this proves the hypothesis to be correct, that every metal emits a different color when put into a flame. This experiment also shows that a metal can be identified by looking at the color of the flame and matching it to previous data results. This also proves my hypothesis to be correct. Table 1 and Table 2 prove both of my hypotheses to be correct. More experiments can be done with machines to find the exact wavelengths of light for every element. If the exact wavelengths can be found, it would be easier to identify elements with a flame test. Possible sources of error in this experiment were that the monochrome wire may not have been fully cleaned off every time, the color might have looked different because of other light sources, and there could have been particles in the bottom of the Bunsen burner. Acknowledgments: The author of this paper thanks Union Springs High School for use of their facilities to conduct this experiment with.

10 Fascinating Facts About Cockroaches

10 Fascinating Facts About Cockroaches Nobody wants to see a cockroach scurrying under the fridge when flipping on the light switch. These creatures arent exactly revered. Entomologists know otherwise, though; these insects are actually rather cool. Here are 10 fascinating facts about cockroaches that just might persuade you to think differently about them. 1. Most Species Are Not Pests What image do you conjure up when you hear the word cockroach? For most people, its a dark, dirty city apartment teeming with cockroaches. In truth, very few cockroach species inhabit human dwellings. We know of some 4,000 species of cockroaches on the planet, most of which inhabit forests, caves, burrows, or brush.  Only about 30 species like to live where people do. In the U.S., the two most common species are the German cockroach, known as  Blattella germanica, and the American cockroach,  Periplaneta americana. 2. Cockroaches Are Scavengers Most roaches prefer sugar and other sweets, but they will eat just about anything: glue, grease, soap, wallpaper paste, leather, bookbindings, even hair. And cockroaches can survive a remarkably long time without food. Some species can go as long as six weeks without a meal. In nature, cockroaches provide an important service by consuming organic waste. As with houseflies, when cockroaches take up residence among humans, they can become vehicles for spreading diseases as they scuttle about the home. Feeding on waste, trash, and food, they leave germs and droppings in their wake. 3. Theyve Been Around For a Long Time If you could travel back to the Jurassic period and walk among the dinosaurs, you would easily recognize the cockroaches crawling under logs and stones in prehistoric forests. The modern cockroach first came to be about 200 million years ago. Primitive roaches appeared even earlier, about 350 million years ago, during the Carboniferous period. The fossil record shows that Paleozoic roaches had an external ovipositor, a trait that disappeared during the Mesozoic era. 4. Cockroaches Like to Be Touched Roaches are thigmotropic, meaning they like feeling something solid in contact with their bodies, preferably on all sides. They seek out cracks and crevices, squeezing into spaces that offer them the comfort of a tight fit. The small German cockroach can fit into a crack as thin as a dime, while the larger American cockroach will squeeze into a space no thicker than a quarter. Even a pregnant female can manage a crevice as thin as two stacked nickels. Cockroaches are also social creatures, preferring to live in multigenerational nests that can range from a few bugs to several dozen. In fact, according to research, cockroaches that dont share the company of others can become ill or unable to mate. 5. They Lay Eggs, Lots of Them Mama cockroach protects her eggs by enveloping them in a thick protective case, called an ootheca. German cockroaches may encase as many as 40 eggs in one ootheca, while the larger American roaches average about 14 eggs per capsule. A female cockroach can produce multiple egg cases over her lifetime. In some species, the mother will carry the ootheca with her until the eggs are ready to hatch. In others, the female will drop the ootheca or attach it to a substrate. 6. Roaches Love Bacteria For millions of years, cockroaches have carried on a symbiotic relationship with special bacteria called Bacteroides. These bacteria live within special cells called mycetocytes and are passed down to new generations of cockroaches by their mothers. In exchange for living a life of relative comfort inside the cockroachs fatty tissue, the Bacteroides manufacture all the vitamins and amino acids the cockroach needs to live. 7. Cockroaches Dont Need Heads to Survive Lop the head off a roach, and a week or two later it will still respond to stimuli by wiggling its legs. Why? Surprisingly, its head isnt all that important to how a cockroach functions. Cockroaches have open circulatory systems, so as long as the wound clots normally, they arent prone to bleeding out. Their respiration occurs via spiracles along the sides of the body. Eventually, the headless cockroach will either dehydrate or succumb to mold. 8. Theyre Fast Cockroaches detect approaching threats by sensing changes in air currents. The fastest start time clocked by a cockroach was just 8.2 milliseconds after it sensed a puff of air on its rear end. Once all six legs are in motion, a cockroach can sprint at speeds of 80 centimeters per second, or about 1.7 miles per hour. And theyre elusive, too, with the ability to turn on a dime while in full stride. 9. Tropical Roaches Are Big Most domestic roaches dont come close to the size of their giant, tropical cousins. Megaloblatta longipennis boasts a wingspan of 7 inches. The Australian rhinoceros cockroach,  Macropanesthia rhinoceros,  measures about 3 inches and can weigh 1 ounce or more. The giant cave cricket, Blaberus giganteus, is even larger, reaching 4 inches at maturity.   10. Cockroaches Can Be Trained Makoto Mizunami and Hidehiro Watanabe, two scientists at Japans Tohoku University, found cockroaches could be conditioned much like dogs. They introduced the scent of vanilla or peppermint just before giving the roaches a sugary treat. Eventually, the cockroaches would drool when their antennae detected one of these scents in the air. More Crazy Cockroach Facts Its often been said that cockroaches are so hardy that they can survive a nuclear explosion. Although the bugs can survive levels of radiation that would kill a human being within minutes, higher levels of exposure can be deadly. In one experiment, cockroaches were exposed to 10,000 rads of radiation, about the same amount as the nuclear bombs dropped on Japan during World War II. Only about 10 percent of the test subjects survived. These hardly bugs can also hold their breath for 4 to 7 minutes at a time. Scientists arent sure why cockroaches do this, but researchers in Australia say it may be in order to preserve moisture in dry climates. They can also survive for several minutes under water, though exposure to hot water can kill them. Sources: BBC editors. Cockroaches. BBC.co.uk. October 2014.Sampaolo, Marco, et al. Cockroaches. Brittanica.com. 14 September 2014.Walker, Matt. Why Cockroaches Need Their Friends. BBC.co.uk. 2 May 2012.Willis, Bill. Separating Fact from Fiction: Cockroach Myths and Misconceptions. National Institutes of Health. 1 February 2017.

Final Case Study Example | Topics and Well Written Essays - 250 words

Final - Case Study Example Such situation may arise in the transient cardiac arrest that can be managed with resuscitation and the cardio-respiratory systems kicks back to function. In addition, a patient should be confirmed dead when an extensive attempt of cardio-respiratory arrest reversal has been attempted for more than five minutes  has  failed.  In addition,  there is no central pulse on palpation, heart sounds on auscultation as well as lack of blood pressure. It can be concluded that Ms. Robaczynski did not follow all these criteria; therefore, she did active killing. If at all, Mr. Gessner had asked to be disconnected from his respirator then Ms. Robaczynski could not have committed a crime. This is because the patients have a right to refuse treatment and would wish to have a peaceful death rather than battle with the disease. In such cases, the patient sign a legal document of â€Å"Do not resuscitate† in which a patient states that in case their heart stop, then they should not be resuscitated. Even though, DNR has several ethical debates but it is legally accepted and no healthcare provider can be convicted of a crime in following the patient instruction (Sanders, Schepp, & Baird,

Risk takers Coursework Example | Topics and Well Written Essays - 250 words

Risk takers - Coursework Example A risk-taker is a type of an entrepreneur who decides to involve oneself in a risky venture without necessarily taking consideration on the extent of the harm that the venture will cause. This type of an entrepreneur is full of vigor and strength and is fully prepared to undergo all the necessary downfalls that are attached to the risk. A perfect example for this is an entrepreneur buying out a bond during economic boom. In case of a chance of economic downturn, the individual will incur a lot of risk and the net worth of his investments will be negative. This is a type of an investor who doesn’t like involving oneself in risky ventures. He knows and understands the possible outcome of indulging oneself in such activities. This does not guarantee success in any of his ventures. This type of an individual clearly prepares himself to take a risk in case of an option where risk is involved and there is no loophole for escape. He clearly sets out steps to follow and possible procedures to take in case the risk binds him. A risk neutral person is neither a risk-taker nor a risk-averse entrepreneur; he operates comfortably in all the environments and is fully prepared to face the risk in case it binds him down. On the other hand, in case the risk doesn’t affect him, he emerges out as a victor. A risk-taker is bound to enjoy more success in his ventures than a risk-averse person. This is so, because, a risk-taker operates comfortably in a risky environment without necessarily taking caution, this binds him to succeed. A risk-averse takes caution in everything that he, in case of taking risk in order to achieve success, and then the risk-averse person does not comprehend. A risk-neutral entrepreneur operates comfortably under all the

Personal statement Essay Example | Topics and Well Written Essays - 1000 words - 1

Personal statement - Essay Example To be specific, my father is the president of a local bank in China. My father and mother have always been interested in their jobs, and they frequently used to discuss financial problems and solutions. In addition, when I was a high school student, I used to look through books beyond my textbooks. For instance, I used to read my parents’ books related to management and business law. Obviously, these books were useful to them as bank employees, and they were stimulating to me as a person developing an increasingly deeper interest in economics. Gradually, I came to realize that learning economics could help me to have a secure life in the future. My work experience and internship include some basic work in a local bank in China. For example, during last summer vacation, I worked as a teller. This helped me to have practical experience in dealing with customers. Moreover, this internship helped me to acquire the basic skills that are essential to a bank employee. Now, I realize that work experience and internship are most helpful for an individual who is aiming to be a bank employee. So, I gained the basic skills in customer care, especially the skill to deal with short-tempered customers. My core courses at City College have included macro-economics, micro-economics, Statistics, Calculus- Biology, Social Science and Business. These courses have helped to develop my interest in the major. For instance, all these courses, except Social Science, are related to the theoretical area of banking. On the other side, Social Science relates to the practical matter of customer relations. The course subjects like macro-economics, micro-economics, Statistics, Calculus at City College and major requirements at the University of California are same. Besides, I am particularly interested in macro-economics and micro-economics, especially the theories like Classical Economics and New Classical Economics and theory of Demand. The classes at City College sparked my curiosit y in the subject in part because macro-economics was familiar to me. Later, I discussed this matter with my parents and they encouraged me in my habit of reading books. The lecture classes at City College have also helped me to grasp new concepts and even to develop some ability to predict the ups and downs in the banking sector. Prompt #2 In China, one’s family is the most influential factor in one’s individual growth and development. As far as I am concerned, my family is clearly the most important motivation behind my personal growth. However, when I immigrated to the United States of America, I discovered the amalgamative power of American culture. For instance, it would seem that an individual who is so close to his or her family might face a number of problems on his own in a different culture. In America, however, I did not feel any difficulties because it is a multicultural society. Larry L Naylor opined that â€Å"In fact, many Americans believe that culture does come from their families where they learned their family traditions and their heritage† (1). I was aware of the fact that I needed to let myself be absorbed into the core of the American society. To be specific, personal qualities like receptiveness and open-mindedness can be helpful for an individual to accept a different culture. As an open minded individual, I was able to gain a number of friends at the College. Besides, the multicultural atmosphere of the College campus helped me to be open-minded and receptive towards others who are from

Summary Article Example | Topics and Well Written Essays - 250 words - 19

Summary - Article Example The Commission’s argument is that, Abercrombie practiced intentional discrimination for failing to accommodate Elauf’s religion practice. They also claim that Title VII favors all religious practices, and they should treat them fairly and not worse than others. Contrary Abercrombie argue that the claims against them must not be raised as a disparate-treatment claim but as a disparate-impact claim. Primarily, Abercrombie argues that the applicant cannot claim of disparate treatment without first revealing the employer’s actual knowledge of the applicant’s need for an accommodation (www.law.cornell.edu) The issues raised concerns violation of Title VII. The Commission claims that Abercrombie has increased conflicts among religious practices. According to Title VII, the law prohibits an employer from refusing to hire an individual because of religion affiliation, the difference in race or nationality (www.law.cornell.edu). Also, it is unlawful to segregate the applicants for employment. Therefore, such practice will limit their chances of getting employed, or it will affect their status as employees. The outcome of these issues is depicted when the court is urged to adopt the Tenth Circuit rule. Abercrombie claims that they have been allocated the burden of religious conflicts, and this led to the case being reversed. However, in the District Court, EEOC were victorious but the Tenth Circuit reversed the case. Therefore, the Tenth Circuit decided to award judgment to Abercrombie. The verdict stipulates that failure-to-accommodate liability add value only in cases where the employee provides knowledge of his or her need to be

Older Adults in Society Assignment Example | Topics and Well Written Essays - 3000 words

Older Adults in Society - Assignment Example According to the study ageism â€Å"legitimates the use of chronological age to mark out classes of people who are systematically denied resources and opportunities that others enjoy, and who suffer the consequences of such denigration, ranging from well†meaning patronage to unambiguous vilification’. They further state that it may also give rise to various inherent negative beliefs concerning older people as well the whole process of ageing in general, beginning with well-intentioned benefaction to unequivocal disparagement.From this paper it is clear that  the concept of Ageism, contrary to popular beliefs is a far wider concept and encompasses wider range of issues as compared to mere discrimination on the basis of age. Such beliefs are created socially, which are then reinforced and assimilated within our societies, and are experienced in our social lives.  The term ageism is mostly used to describe the various prejudices and stereotypes which exist in our socie ties today, with regard to older people on the grounds of their age. It also describes the behaviour which is directed towards the older population either directly or indirectly.  The author has identified various types of age related discrimination. While differentiation on the basis of age is a consequence of deep rooted understanding and perception of individuals and mostly occurs as a result of a considerate acknowledgment of the age-related differences.   ... It also describes the behaviour which is directed towards the older population either directly or indirectly (Ray et al., 2006). The author has identified various types of age related discrimination. These include under representative i.e. passive or indirect form of discrimination; positive or protective discrimination which includes giving extra or special treatment to the said age group; and negative or overtly harmful discrimination, which is also known as direct discrimination. Direct discrimination occurs when any individual is given differential treatment on the basis of his/her age, while in case of indirect discrimination although care is provided it is offered in such a way that the older people cannot exploit the services offered for their ultimate benefit, and instead have to suffer due to disproportionate provisions of services (Roberts and Robinson, 2000). According to Adams et al (2006), indirect discrimination occurs when the medical practitioners or organizations res ponsible for providing health care services adopt ageist attitudes with respect to decision-making and service provision. The policies thus implemented in such a way have little or no regard to the needs and requirements of the older section of the population, as their health care needs are given lower priority than required. Thus, due to such an attitude of the health care providers, the aged people find themselves with very few alternatives to seek health care. Such type of ageism, although quite common and rampant, is difficult to challenge and address, especially given its discreet or covert nature. According to Hagestad and Uhlenberg (2005) ageist attitude is related to various factors

Summary Article Example | Topics and Well Written Essays - 250 words - 19

Summary - Article Example The Commission’s argument is that, Abercrombie practiced intentional discrimination for failing to accommodate Elauf’s religion practice. They also claim that Title VII favors all religious practices, and they should treat them fairly and not worse than others. Contrary Abercrombie argue that the claims against them must not be raised as a disparate-treatment claim but as a disparate-impact claim. Primarily, Abercrombie argues that the applicant cannot claim of disparate treatment without first revealing the employer’s actual knowledge of the applicant’s need for an accommodation (www.law.cornell.edu) The issues raised concerns violation of Title VII. The Commission claims that Abercrombie has increased conflicts among religious practices. According to Title VII, the law prohibits an employer from refusing to hire an individual because of religion affiliation, the difference in race or nationality (www.law.cornell.edu). Also, it is unlawful to segregate the applicants for employment. Therefore, such practice will limit their chances of getting employed, or it will affect their status as employees. The outcome of these issues is depicted when the court is urged to adopt the Tenth Circuit rule. Abercrombie claims that they have been allocated the burden of religious conflicts, and this led to the case being reversed. However, in the District Court, EEOC were victorious but the Tenth Circuit reversed the case. Therefore, the Tenth Circuit decided to award judgment to Abercrombie. The verdict stipulates that failure-to-accommodate liability add value only in cases where the employee provides knowledge of his or her need to be

Modest Proposal by Jonathan Swift Essay Example | Topics and Well Written Essays - 1500 words

Modest Proposal by Jonathan Swift - Essay Example Arguments are presented to raise awareness about a trivial matter in a light-hearted manner and this is where the piece becomes important for its humorous worth. Such arguments do not lack force but refuse to impose views on others and this is what Suzanne Britt’s essay is all about. In a Modest Proposal, Jonathan Swift highlights the subject of poverty in Ireland in very harsh and satirical manner. It is important to understand that there is a very clear line dividing humor and satire and Swift’s work is not humorous in any way. His language is abrasive and there is little use of compassion. Even if logic is applied, it is twisted around which makes it appear like reversed logic. There is nothing mild about his essay and while his main purpose was to draw attention to the extremes of poverty in Ireland and the growing population problem, his solution might appear to be an attack against the government instead of a concern for societal good. Such themes were usually Swift’s favorites as Fox tells us, â€Å"Recurrent famine, widespread poverty and misery amongst the native peasantry, the failure to create a more self-reliant economy, and the landlords moral complacency are the principal targets of Swift's anger.† There is too much politics in the essay, which is one reason the essay cannot be truly enjoyed. No serious facts or statistics have been used and thus the essay lacks objectivity. With the kind of harshness he employed, statistics were definitely needed to support his case. In the contrast, we can use the example of Suzanne Britt’s essay, Neat people vs. Sloppy people. This essay has made good refreshing use of humor. The author has tried to attract attention to the differences between the attitude of neat and sloppy people and has employed humor with such ease and precision that every person would love this piece.

Gun Control Essay Example for Free

Gun Control Essay Guns kill many innocent people every year. Some states require permits for guns and some states do not. There are many laws put in to effect to control guns. The main two laws that will be covered in this essay are just and unjust laws when it comes to gun control. (A just law is a man-made code squares with the moral law.) (An unjust law is that is out of harmony with the moral law) meaning that the† unjust law is not a law at all. † People have always been interested in using weapons for various reasons. The Constitution legally established the right for any law abiding citizen to keep and bear arms, yet proponents of gun control wish to steadily erode this law through regulation and legislation. Some people collect gun as collectors while some use them for protection and others use them for hunting. The term gun control is just that, a steady relentless effort to seize control by chipping away at the edges of the law until is gone entirely. While some people oppose the idea, others claim that the government should introduce tighter gun controls. The first argument of the opponents of strict gun control laws is that most people own guns to protect themselves. They claim that guns are necessary for self-defense because the police are unable to stop violent crime. Opponents further maintain that citizens keep guns to feel safe and defend themselves and their families whenever the need arises. Therefore, gun control laws disarm only the innocent people who obey the laws. Gun laws can protect people while the  same law can get someone injured, due to self-defense. No law should ever be broken because they are here to protect the people, so they say. If everyone abided by this gun law there will be no one in jail for shooting someone. There has to be something out there to help everyone understand the significance of the gun law, but there are always the opposers that make everything hard to understand. How can someone protect their family if they  cannot have guns, but the enemy â€Å"law breaker† will get their hands on one and cause harm to someone or even to their self. By not being able to protect their family makes it hard for someone to abide by these gun control laws. Every man should be able to protect their home with a gun as long the guns is kept in a safe place with child proof locks on them. Another argument put forward by people who are against gun-control is that many people keep the guns for sport and recreation. According to the opponents, these gun-owners are responsible citizens who do not intend to harm anyone. They further say that shooting and hunting are sports which many people enjoy, and gun control take firearms from hobbyist and hunters. Hunters are just trying to provide food for their families as a result of the gun law their family might starve. No one ever think about things like that they only think about how someone can be injured or killed when it comes to guns. Shooting sports can be relaxing but the gun law makes them stressful. Guns can really be dangerous when it is put in the hand of the wrong person in wrong in the wrong mind frame; therefor gun laws affect everyone that deals with some sort of guns. Most people think that gun control is absurd due to the fact that everyone doesn’t think the same way. Most sportsmen is against gun control because before the law came about they was able to live free and not worry about the violence these guns was causing. Hunters can’t hang their guns in the back window of their pick-up truck no more due to the  control laws. There should be a background check done for everyone before buying a gun so everyone don’t have to suffer for someone else mistakes. Some hunters think that gun control laws are too stiff. Guns have been around for a long time and really had no restrictions on them now hunters and sportsmen have to pay close attention to these laws so they won’t go to jail. Hunters think the gun law is unjust, while everyone else thinks it is just. (An unjust law is no law at all) makes it hard to distinguish between a just law. Recreational use for gun can be harmful to if someone is using that gun for the first time. Going to the gun range can be a stress reliever for some people and target practice for others. Needless to say but everyone no matter of age or experience should know the gun law if they going to be using a gun. Although some people oppose gun control law, others support  the idea because it may reduce the crime and accidental shootings. The reason of gun control law claims that not owning a gun can decrease the homicide that is happing. They assert that most murder victims are killed by firearms. It is also maintained that in robberies and assaults, victims are more likely to die when the criminal is armed with a gun than when he has another weapon. Most rappers rap about killing so if the kids start listening to this music they will start trying to be like the rappers, because young listeners indulge into rap music. A gun can be purchased in my different places and that’s how kids end up with them. Another reason why people oppose the gun law is because if everyone was able to carry a gun most of these killing by guns would not be happing. People must protect their self at all time because these gun laws can be for or against anyone. Most homicides with guns involved lead to people going to jail because they think they are bigger than the law, people must learn that laws are here to protect citizens. Martin Luther King Jr was killed by a gun and he was a non-violent person. People should be more like Dr. King and use the (non-violent) approach to solve any problem. An unarmed person is prone to a homicide due to the fact they can’t protect them self against an armed individual with a gun. The gun law should help people instead of hurting them. Many crimes can be stopped if the people stop be selfish. Murders happen every day and everywhere but it’s up to the people to stop them or at least decrease the rate of them happening. Guns should only be used by the military at war time but not to kill just to scare. Many people know the law some just think that it is put into effect or pertain to the ones that committing these homicides. The effects of gun control also assert the stricter laws can prevent accidental shooting especially among children. Children have a tendency to play with their parent’s gun because they think it is a toy. Parents should always keep their firearms in a safe with a child proof lock in the trigger well of their gun. If all parents that own guns lock the guns up and keep it away from their kids there would be less school shootings. A lot of youngster can be easily influenced by violent video games and TV shows that promote violence, therefore the gun laws should be tighter. Most youths today rather are out in the streets with the  wrong crowd than at home learning how to prevent homicides or accidental death due to gun control. Kids don’t know right from wrong unless their parents teach them. A lot of kids lost their lives because the parents didn’t know how to secure their guns correctly. The gun law is people should know if they want to own a firearm. In order to reach out and get the attention of the youth there has to be more parents getting involved in their kids’ lives and teach them about these gun laws if they got gun in their homes. To sum up, the opponents of gun control believe that tighter laws restrict only people who use firearms for self-protection or recreation whereas those who are in favor of gun control  claim that guns cause more harms than benefits. However, it is obvious that gun ownership is very risky, so it is necessary for the governments to introduce stricter gun laws and educate people about the firearms. With stronger gun control laws, the crime and murder rates will most likely decrease all over the world. Gun don’t kill people it the people who is not gun law educated that kills people. The gun control law was put into effect to help the citizens not to kill off the population, but many people is still getting hurt or kill by someone pulling the trigger on a gun. Works Cited Cohen, Samuel, â€Å"Letter from Birmingham Jail† 50 Essays: A Portable Anthology. 3rd Edition Blackmore, Howard L. â€Å"Guns and Rifles of the World† Firearm Pictorial Works: 1965 Marsh, Pamela C. â€Å"Madison Firearm Dealer Sentenced† Tallahassee, Florida 30 April 2014. (newspaper) â€Å"Guns Guns† April 2013. (magazine)

Building Vocabulary With English Language Learners English Language Essay

Building Vocabulary With English Language Learners English Language Essay Abstract For my research I chose to focus on the vocabulary aspect of language acquisition. As I contemplated my current students and what I feel I most need to be able to do for them is to help them build vocabulary. The everyday language known as Basic Interpersonal Communicative Skills (BICS) (according to Jim Cummins) develops sooner and more easily than Cognitive Academic Language Proficiency (CALP), the academic language. This tells me that my students will pick up the structures of language and patterns of conversing incidentally (and at three years of age they are very receptive to it), but even most of my native English speakers have limited vocabularies due to their age and experiences. So it is my job to bolster their knowledge of the world and to give them the words to discuss it. Different speakers in online videos suggested strategies for building language and vocabulary. However, I wanted to focus more intensely on this as I prepare for the beginning of a new school year with all-new students. This paper addresses strategies that have proven successful in building vocabulary in English language learners, from read-alouds focusing on new vocabulary to activating prior knowledge and selecting leveled text. Vocabulary instruction can be explicit, or after a certain level is reached, it occurs incidentally as students read. There are many strategies to assist EESL Vocabulary is without a doubt a fundamental building block if a student is to be successful in the area of literacy. Yet this area is a major struggle for students who are new to the country or who have yet to master English. Teachers can teach strategies for decoding and can teach children to read, but without a strong vocabulary the spoken words will have little meaning to the student. Although many of these students possess a fluent oral vocabulary, many English as a second language (ESLs) struggle with achieving the reading level necessary to function at the appropriate grade level, (Wallace, 2007). Before students are able to read and comprehend text, they must have a large repertoire of words that they can read and understand. The minimum number of words needed for extensive reading to occur is believed to be somewhere around 3,000 to 5,000 words (Wallace, 2007). Contrastively, students learning to read in their primary language already know 5,000 to 7,000 words (Wallace, 2007) . This very obviously leaves a large gap between the words known by ESL students and EO students, making reading a much more difficult task for the former group. ESL students need both breadth and depth of words, as vocabulary knowledge is a strong predictor of reading comprehension. It also impacts listening comprehension (Wallace, 2007). In one study the Text Talk approach was used in a kindergarten classroom. Prior to the intervention there was a significant difference in the vocabulary knowledge of the English-only (EO) students as opposed to the English language learners. Using the Text Talk approach along with English as a Second Language (ESL) techniques such as visual illustrations and acting the words out, the English language learners were able to close the gap. Additional research has shown that specific vocabulary strategies have yielded similar gains for EO and ESL students (Manyak, 2009). Not only were significant gains made in vocabulary, smaller gains were made by both groups in the area of reading comprehension. Some might downplay the need for specific instruction in vocabulary, but studies show that students benefit from specific vocabulary instruction. For example, teachers should point out and help students become aware of cognates. Cognates are vocabulary items in two different languages that are similar both orthographically and semantically'(Wallace, 2007). To educators, it might seem quite obvious that words that look similar in another language could in fact have the same meaning, but studies have shown that emergent bilingual students noticed less than half the cognates in material they were presented (Manyak, 2009). Languages such as Spanish share many cognates with English, allowing for a large amount of transfer for students who know to look for them. Students would benefit from explicit instruction of even basic vocabulary using materials from Increasing Fluency with High Frequency Word Phrases. This includes using child-friendly definitions and giving examples of word usage. T hese Tier I words usually do not need to be taught to EO students, but ESL students may not know the words. Wallace suggests using pictures or other visual aids to support ESL students with these basic words (Wallace, 2007). Pictures are particularly suited to using with new nouns. Teachers can show pictures of both examples and non-examples (Swanson, 2007). Tran (2006) points out that Coady (1997) believed a group of 2,000 to 3,000 high-frequency words should be studied until they become sight words. This starts with the 220 Dolch words that cover very basic words. In addition to basic words, instruction should also cover some higher-level words, particularly those that are subject-matter specific and related to the content being covered (Cummins CALP). After Dolch words are master there is a General Service List of English Words (GSL) that can be used. It contains 2,000 high-frequency words which cover 87% of general text (Tran, 2006). GSL also gives information about the words relative frequency and the meaning of each entry. Since students must learn many more words than can be explicitly taught, it is also important that teachers give students strategies for inferring the meaning of words. Strategies for inferring include noticing cognates, explicit instruction in using context clues, and morphological analysis (Wallace, 2007). As with anything taught to ESL students, basic strategies can enhance presentation, such as slowing speech, using realia, simplifying speech, and using tools such as graphic organizers (Manyak, 2009). As with any classroom, it is important that the environment be a safe place for students to express ideas and speech (Swanson, 2007). Students should feel comfortable sharing without the fear of ridicule or criticism, which will keep the affective filter for students low. There are also vocabulary-specific programs such as Vocabulary Visits that Manyak suggests (Manyak, 2009). This approach is particularly effective for teaching younger students vocabulary. Making sure to review and reinforce new words is something that most teachers know to do, but might be need to be reminded to implement, especially when it comes to even more basic words that ESL students will need assistance in learning. Read-alouds should be followed with teacher-directed activities in language development. Due to limited time, student-directed activities are also importance (Wallace, 2007). Simplified reading materials are particularly beneficial to ESL students because they allow for repetition of high frequency words while limiting difficult vocabulary words (Tran, 2006). Because there are usually many different levels of text, it is easier to differentiate based on students abilities, with the best fit being a text that is slightly difficult; the text should be comprehensible to the student but just difficult enough that the student will have to put forth effort and can pick up some new vocabulary from it. The number of new words should be limited so students will not be overwhelmed by the sheer volume of them and can focus on making meaning of the new vocabulary presented. It is important that students see a new word repeatedly and have opportunities to read it, write it, and say it to increase the likelihood of the student remembering the word and being able to add it to their repertoire (Swanson, 2007). Research also supports the value of extensive reading, defined as both a large quantity of reading materials and also a focus on meaning as opposed to language. This can benefit students in the areas of developing sight vocabulary, general vocabulary and the knowledge of the target language (Tran, 2006). One technique for increasing word knowledge is the use of a word map (Swanson, 2007). A word map provides a definition of the new word, a synonym, an antonym, and either a picture or a sentence using the word. This allows the student to think about the new word in a variety of ways and to see how it can be used in a different context. As for the quantity of materials, Krashen considered students reading on their own superior to direct instruction, and other researchers found it to benefit spelling, grammar, and writing in addition to vocabulary. However, other researchers warn against expecting students to learn vocabulary incidentally until they have a base of about 3000-5000 words in their vocabulary. For that reason, Tran suggests that to best develop vocabulary students be given graded text or materials specifically written for ESL students. Shorter passages may be read in one sitting, or divided into shorter segments to be read over a number of sessions. As students reading comprehension improves, they can be given increasingly longer passages to read (Tran, 2006). Some research has shown intentional teaching of vocabulary strategies is more effective with older students, and is also more beneficial when it is interactive. Some ways to explicitly teach vocabulary involve word notebooks and dictionaries. Students can keep word notebooks or word cards. A word card consists of a new word along with notes on how to use that particular word. Notebooks can also be used for students to keep track of new words, like in a personal dictionary. Bilingualized dictionaries can also be very useful, providing a L1 translation, an L2 definition, and an example sentence in the L2. Students tend to remember words better when they are explained in their L1 as opposed to the L2 (Tran, 2006). However, teachers should steer clear of having students copy definitions out of the dictionary (Swanson, 2007). The teacher should also inform students that the dictionary is a tool for learning a words meaning, but not necessarily a valuable tool for students to regurgitate i n writing. When vocabulary activities are teacher-centered, teachers can teach words pertaining to the passage being read and give strategies for developing vocabulary and reading comprehension. When the activity is more learner-centered, the student should identify vocabulary needed the reading in question and try to learn the new words to gain understanding of the text (Tran, 2006). Related literacy activities such as listening to a song or a recording of the text, or watching a movie clip with subtitles and also aid in new vocabulary retention. Students can also be asked to summarize what they read, either orally or in writing. Teachers should also provide students with opportunities to read and write new words. Younger students would benefit from choral reading to give them a good model of the proper pronunciation. Older students may want to read the text multiple times. Teachers may want to explicitly point out differences between writing in the L1 and L2 (Swanson, 2007). These might be particularly beneficial to students when the writing system is close but not identical. For example, in Spanish the /h/ sound is written with a g or a j, but not with an h as in English. Keeping this in mind, when presenting text for ESL students to read, teachers should select text where there is the same letter-sound correlation as much as possible so it will be easier for reading. For example, in Spanish, most of the consonants have the same sounds, so students whose L1 is Spanish can easily decode many words in English. Teachers themselves need a strong understanding of language and how it works so they can make it acc essible to their students. Having a working linguistic knowledge of English will help teachers in pinpointing areas where ESL students might need specific instruction. New words can also be kept track of on a word wall, along with a definition of the word. Prior to reading a new text, teacher can also provide context by giving students a preview of the reading. The teacher can select material that will capture the students interest, and then ask a question to prompt discussion. Finally, the teacher can give an overview before the class begins the new reading material (Swanson, 2007). Students should also be taught to monitor their reading and keep track of what it is they do not know (Swanson, 2007). Swanson surmises that even young students know what it is they do not know, and teachers can assist beginning English speakers by asking them what words they would like to know. Teachers should keep in mind that idioms do not translate well across languages, and idiomatic speech must be explained to students or they will likely take the phrases literally and they will appear nonsensical. Drawing on students background knowledge as it relates to the literacy presented also helps students retain new vocabulary (Hickman, 2004). The vocabulary should be taught in the context of the literature and subject matter in which it will be used instead of as a separate vocabulary list. New vocabulary should be related to the content area being studied, and students benefit from semantic mapping and word family associations. Teachers might find themselves steering away from vocabulary that is more abstract and harder to visualize, but students need to be taught these words as well. Students understanding of vocabulary grows from in-depth discussion of new terms guided by the teacher. Text should be culturally relevant and easy for students to relate to so that new vocabulary can be incorporated in students minds (Hickman, 2004). Read-alouds can also be extremely constructive, especially if teachers make a conscious effort to highlight vocabulary and adhere to certain guidelines for instruction. Materials for read-alouds should be one to two grade-levels above what students can currently read. Reading books that are related thematically allow repeat exposure to new vocabulary and provide a basis from which students can generalize about words and gain a deeper understanding of the content being studied (Hickman, 2004). Based on studies of first-grade students, Hickman suggests a book be broken into three to five segments of 200-250 words each being read on successive days, with the entire selection being read the day after the final passage is completed. A smaller passage allows for the introduction of fewer new vocabulary words and allows the teacher time to delve into the meaning of the new words and to explore how they are used in the text. On the final day the teacher should review four or five challenging new vocabulary words to help solidify them in students brains. Word choice is vital, with research suggesting that Tier 2 words that can be used across content areas are good choices. These are the types of words that can often be seen in academic text and on assessments. Suggested questions to consider when selecting vocabulary are as follows: Will learning this word enable students to better discuss their own experiences because the word can be used with words the student already knows? Will this word lend itself to a deeper understanding of the content? (Hickman, 2004). The teacher can select three to four words from the reading selection and then write definitions from them in child-friendly terms. Before reads the text, the text, the teacher previews the material and gives the students the vocabulary words that are the focus, one at a time. The students repeat the word and the teacher gives a definition that is in line with the students knowledge of English and uses simple and familiar words. Then the teacher presents the word in its written form displayed on an index cards, and then moves on to the next new word. The teacher then instructs the students to listen for the key vocabulary words before reading the text straight through. After the read-aloud, students are encouraged to retell the text using the key vocabulary words. Students who are listening to verify the accuracy of information other students give with a simple thumbs-up / thumbs-down. First the teacher asks for an account of the text, and then asks an open-ended question, and then a n inferential one. After closing the discussion, the teacher rereads the text, asking students to listen for the featured vocabulary words and showing a thumbs-up when they hear one of them. If the students dont catch the new vocabulary word when the teacher reads it, the teacher should stop, point out that the key vocabulary was just read, and reread the text so students have a chance to notice it. When the students find a new words they are asked to repeat the word and explain its meaning. Then students can make their own sentences using the new vocabulary words. From there the teacher can extend what students know about those words and how they are used in the read-aloud. ESL students need an opportunity to discuss the story and related events in their own life. After finishing with the vocabulary instruction, the text should be summarized and the key take-away points relating to the content should be reiterated (Hickman, 2004). On the final day the entire text is reread and then students do follow- up activities such as acting out new vocabulary words or matching these words with their synonyms. For vocabulary instruction, there are many ways classroom teachers can assist ESL students. Teachers can use strategies such as speaking slower, using simpler words, and using pictures as aids. Focusing on cognates and deeper word meanings are also helpful. Everyday practices like read-alouds are also highly beneficial for ESL students. Research supports these and many other ways of helping our English language learners improve in the area of vocabulary.

sheeps :: essays research papers

BAGHDAD, Iraq (CNN) -- An American citizen was kidnapped along with the three Romanian journalists abducted Monday in Iraq, the U.S. State Department said Wednesday. Citing privacy laws, a State Department spokeswoman in Washington said she could not release more information, but called for the "immediate and safe recovery of all hostages in Iraq." The Romanians and an unidentified man appeared in a video that aired on the Arabic-language network Al-Jazeera Wednesday. It has not been confirmed whether the unidentified man is the American hostage. The four were shown sitting on a floor as two men -- their faces covered by traditional headscarves -- stood to the side, pointing guns at them. The three Romanians -- Marie Jeanne Ion, Sorin Dumitru Miscoci, and Eduard Ovidiu Ohanesian -- work for Prima TV. They were abducted Monday night. (Full story) Prima TV confirmed the three were in the hostage video. It did not know who the fourth individual was. The hostages appeared calm in the video. At one point, Ion looked into the camera and said in English, "We have been kidnapped." She then said there had been reports their hostage-takers "asked for something in exchange for our freedom. This is not true." In Romania, the Foreign Ministry and the main intelligence service have set up a team to investigate the abduction, and President Traian Basescu has expressed concern. Ion's sister pleaded for her safe return. "I implore you to do everything you can to bring my sister back home," Ana Maria Ion said in an interview on Romanian television. "She has no guilt. Our family is waiting for Marie Jeanne to be here, also all the others." The three were last heard from by the station around 7:45 p.m. Monday during a telephone conversation that was broadcast while they were apparently being abducted, an executive said. A cell phone text message also was sent that said: "Please call the embassy urgently," a reference to Romania's Baghdad embassy. The Romanian ambassador to Iraq has collected the personal effects of the team, which had been in Iraq for three days and had been planning to stay for only five days, a Western source said. Seven civilians die in attacks Insurgents targeting U.S. forces killed seven civilians Wednesday, police said, during attacks in the northern city of Mosul and the Iraqi capital. A woman and child were among six killed in Mosul when insurgents fired on a U.S. military patrol in the northeastern part of the city, police said.

Japanese Involvement in the War :: essays research papers

Modern Asia Japanese Involvement in the War   Ã‚  Ã‚  Ã‚  Ã‚  War changes people’s lives; it changes the way people act, the way they think, and what they believe in. The people of Japan hold tradition and honor above everything else, this is something that did not change throughout the war. Though the world is changing right before the Japanese peoples’ eyes, they keep honor and tradition locked into their minds as well as their hearts. Frank Gibney’s statement, â€Å"There is no question that the Japanese people had participated wholeheartedly in the war effort.† is partly true as well as not. True in the sense that the Japanese did do certain things that may be counted as participating in the war, yet these acts were not done wholeheartedly.   Ã‚  Ã‚  Ã‚  Ã‚  The people of Japan believe the Emperor is a descendant of the Sun-Goddess. They believe this with all their heart and will protect this belief till their death; this is the main reason that so many men died for Japan. At one perspective you can say that the people of Japan have been brainwashed since they were young. Therefore, grew up to believe this and fought for the Emperor and Japan. If one believes this, why is it that Americans sing the national anthem before every sports event? Another question that I have is why we say the Pledge of Allegiance when we’re in elementary school. Not one of the kids that say it day-to-day is actually paying attention to the real meaning or comprehending what they are reciting, they are going along with it. This is an example that shows the Japanese did participate in the war yet not wholeheartedly. They did not know the real meaning of war, nor did they comprehend it, they just went along with it.   Ã‚  Ã‚  Ã‚  Ã‚  The Japanese government used police forces in order to keep anyone from speaking out about the war; this keeps the citizens optimistic about the war and helps their nationalistic pride. Japan, who was once a rising power in the world had its citizens proud to be Japanese. This national pride only led to their downfall because they could only see the positive side of the war. Even in today’s world, you will find many Japanese people who are proud to be Japanese because of the pride that all of the citizens possess. This could possibly be traced back to the censorship that the government imposed on its people.

Overview of Fmcg Sector

An Overview of the FMCG Industry in India chillibreeze writer — Shital Vakhariya Looking for more info Read our more comprehensive report of the same at: India-Reports Read more about Discount Retailing   Ã‚  | | | What are Fast Moving Consumer Goods (FMCG)? Products which have a quick turnover, and relatively low cost are known as Fast Moving Consumer Goods (FMCG). FMCG products are those that get replaced within a year.Examples of FMCG generally include a wide range of frequently purchased consumer products such as toiletries, soap, cosmetics, tooth cleaning products, shaving products and detergents, as well as other non-durables such as glassware, bulbs, batteries, paper products, and plastic goods. FMCG may also include pharmaceuticals, consumer electronics, packaged food products, soft drinks, tissue paper, and chocolate bars. A subset of FMCGs are Fast Moving Consumer Electronics which include innovative electronic products such as mobile phones, MP3 players, digital c ameras, GPS Systems and Laptops.These are replaced more frequently than other electronic products. White goods in FMCG refer to household electronic items such as Refrigerators, T. Vs, Music Systems, etc. In 2005, the Rs. 48,000-crore FMCG segment was one of the fast growing industries in India. According to the AC Nielsen India study, the industry grew 5. 3% in value between 2004 and 2005. Indian FMCG Sector | | The Indian FMCG sector is the fourth largest in the economy and has a market size of US$13. 1 billion. Well-established distribution networks, as well as intense competition between the organised and unorganised segments are the characteristics of this sector.FMCG in India has a strong and competitive MNC presence across the entire value chain. It has been predicted that the FMCG market will reach to US$ 33. 4 billion in 2015 from US $ billion 11. 6 in 2003. The middle class and the rural segments of the Indian population are the most promising market for FMCG, and give bra nd makers the opportunity to convert them to branded products. Most of the product categories like jams, toothpaste, skin care, shampoos, etc, in India, have low per capita consumption as well as low penetration level, but the potential for growth is huge.The Indian Economy is surging ahead by leaps and bounds, keeping pace with rapid urbanization, increased literacy levels, and rising per capita income. The big firms are growing bigger and small-time companies are catching up as well. According to the study conducted by AC Nielsen, 62 of the top 100 brands are owned by MNCs, and the balance by Indian companies. Fifteen companies own these 62 brands, and 27 of these are owned by Hindustan Lever. Pepsi is at number three followed by Thums Up. Britannia takes the fifth place, followed by Colgate (6), Nirma (7), Coca-Cola (8) and Parle (9).These are figures the soft drink and cigarette companies have always shied away from revealing. Personal care, cigarettes, and soft drinks are the t hree biggest categories in FMCG. Between them, they account for 35 of the top 100 brands. Exhibit I THE TOP 10 COMPANIES IN FMCG SECTOR S. NO. | Companies| 1. | Hindustan Unilever Ltd. | 2. | ITC (Indian Tobacco Company)| 3. | Nestle India| 4. | GCMMF (AMUL)| 5. | Dabur India| 6. | Asian Paints (India)| 7. | Cadbury India| 8. | Britannia Industries| 9. | Procter & Gamble Hygiene and Health Care| 10. | Marico Industries| Source: Naukrihub. comThe companies mentioned in Exhibit I, are the leaders in their respective sectors. The personal care category has the largest number of brands, i. e. , 21, inclusive of Lux, Lifebuoy, Fair and Lovely, Vicks, and Ponds. There are 11 HLL brands in the 21, aggregating Rs. 3,799 crore or 54% of the personal care category. Cigarettes account for 17% of the top 100 FMCG sales, and just below the personal care category. ITC alone accounts for 60% volume market share and 70% by value of all filter cigarettes in India. The foods category in FMCG is g aining popularity with a swing of launches by HLL, ITC, Godrej, and others.This category has 18 major brands, aggregating Rs. 4,637 crore. Nestle and Amul slug it out in the powders segment. The food category has also seen innovations like softies in ice creams, chapattis by HLL, ready to eat rice by HLL and pizzas by both GCMMF and Godrej Pillsbury. This category seems to have faster development than the stagnating personal care category. Amul, India's largest foods company, has a good presence in the food category with its ice-creams, curd, milk, butter, cheese, and so on. Britannia also ranks in the top 100 FMCG brands, dominates the biscuits category and has launched a series of products at various prices.In the household care category (like mosquito repellents), Godrej and Reckitt are two players. Goodknight from Godrej, is worth above Rs 217 crore, followed by Reckitt's Mortein at Rs 149 crore. In the shampoo category, HLL's Clinic and Sunsilk make it to the top 100, although P;amp;G's Head and Shoulders and Pantene are also trying hard to be positioned on top. Clinic is nearly double the size of Sunsilk. Dabur is among the top five FMCG companies in India and is a herbal specialist. With a turnover of Rs. 19 billion (approx.US$ 420 million) in 2005-2006, Dabur has brands like Dabur Amla, Dabur Chyawanprash, Vatika, Hajmola and Real. Asian Paints is enjoying a formidable presence in the Indian sub-continent, Southeast Asia, Far East, Middle East, South Pacific, Caribbean, Africa and Europe. Asian Paints is India's largest paint company, with a turnover of Rs. 22. 6 billion (around USD 513 million). Forbes Global magazine, USA, ranked Asian Paints among the 200 Best Small Companies in the World Cadbury India is the market leader in the chocolate confectionery market with a 70% market share and is ranked number two in the total food drinks market.Its popular brands include Cadbury's Dairy Milk, 5 Star, Eclairs, and Gems. The Rs. 15. 6 billion (USD 380 Mill ion) Marico is a leading Indian group in consumer products and services in the Global Beauty and Wellness space. Scope Of The Sector| | | The Indian FMCG sector with a market size of US$13. 1 billion is the fourth largest sector in the economy. A well-established distribution network, intense competition between the organized and unorganized segments characterize the sector. FMCG Sector is expected to grow by over 60% by 2010. That will translate into an annual growth of 10% over a 5-year period.It has been estimated that FMCG sector will rise from around Rs 56,500 crores in 2005 to Rs 92,100 crores in 2010. Hair care, household care, male grooming, female hygiene, and the chocolates and confectionery categories are estimated to be the fastest growing segments, says an HSBC report. Though the sector witnessed a slower growth in 2002-2004, it has been able to make a fine recovery since then. | | For example, Hindustan Levers Limited (HLL) has shown a healthy growth in the last quarte r. An estimated double-digit growth over the next few years shows that the good times are likely to continue.Growth Prospects With the presence of 12. 2% of the world population in the villages of India, the Indian rural FMCG market is something no one can overlook. Increased focus on farm sector will boost rural incomes, hence providing better growth prospects to the FMCG companies. Better infrastructure facilities will improve their supply chain. FMCG sector is also likely to benefit from growing demand in the market. Because of the low per capita consumption for almost all the products in the country, FMCG companies have immense possibilities for growth.And if the companies are able to change the mindset of the consumers, i. e. if they are able to take the consumers to branded products and offer new generation products, they would be able to generate higher growth in the near future. It is expected that the rural income will rise in 2007, boosting purchasing power in the countrys ide. However, the demand in urban areas would be the key growth driver over the long term. Also, increase in the urban population, along with increase in income levels and the availability of new categories, would help the urban areas maintain their position in terms of consumption.At present, urban India accounts for 66% of total FMCG consumption, with rural India accounting for the remaining 34%. However, rural India accounts for more than 40% consumption in major FMCG categories such as personal care, fabric care, and hot beverages. In urban areas, home and personal care category, including skin care, household care and feminine hygiene, will keep growing at relatively attractive rates. Within the foods segment, it is estimated that processed foods, bakery, and dairy are long-term growth categories in both rural and urban areas. Indian Competitiveness and Comparison with the World MarketsThe following factors make India a competitive player in FMCG sector:? Availability of raw ma terials Because of the diverse agro-climatic conditions in India, there is a large raw material base suitable for food processing industries. India is the largest producer of livestock, milk, sugarcane, coconut, spices and cashew and is the second largest producer of rice, wheat and fruits &vegetables. India also produces caustic soda and soda ash, which are required for the production of soaps and detergents. The availability of these raw materials gives India the location advantage. Labor cost comparison Low cost labor gives India a competitive advantage. India's labor cost is amongst the lowest in the world, after China ;amp; Indonesia. Low labor costs give the advantage of low cost of production. Many MNC's have established their plants in India to outsource for domestic and export markets. ? Presence across value chain Indian companies have their presence across the value chain of FMCG sector, right from the supply of raw materials to packaged goods in the food-processing s ector. This brings India a more cost competitive advantage.For example, Amul supplies milk as well as dairy products like cheese, butter, etc. | Strategic Intent We intend to significantly accelerate profitable growth. To do this, we will: * Focus on growing our core brands across categories, reaching out to new geographies, within and outside India, and improve operational efficiencies by leveraging technology * Be the preferred company to meet the health and personal grooming needs of our target consumers with safe, efficacious, natural solutions by synthesizing our deep knowledge of ayurveda and herbs with modern science * Provide our consumers with innovative products ithin easy reach * Build a platform to enable Dabur to become a global ayurvedic leader * Be a professionally managed employer of choice, attracting, developing and retaining quality personnel * Be responsible citizens with a commitment to environmental protection * Provide superior returns, relative to our peer gr oup, to our shareholders * Dabur India Limited | * Dabur India Limited is India's leading FMCG company with interests in health care, personal care and foods. Dabur has a history of more than 100 years and the company has carved a niche for it self in the field of Ayurvedic medicines.The products of Dabur are marketed in more than 50 countries worldwide. The company has 2 major strategic business units (SBU) – Consumer Care Division (CCD) ;amp; Consumer Health Division (CHD), and 3 Subsidiary Group companies – Dabur Foods, Dabur Nepal and Dabur International. Dabur International has 3 step down subsidiaries – Asian Consumer Care in Bangladesh, African Consumer Care in Nigeria and Dabur Egypt. The origin of Dabur can be traced back to 1884 when Dr. S. K. Burman started a health care products manufacturing facility in a small Calcutta pharmacy.In 1896, as a result of growing popularity of Dabur products, Dr. Burman set up a manufacturing plant for mass production of formulations. In early 1900s, Dabur entered the specialized area of nature based Ayurvedic medicines. In 1919, Dabur established research laboratories to develop scientific processes and quality checks. In 1936, Dabur became a full-fledged company with the name Dabur India (Dr. S. K. Burman) Pvt Ltd. Dabur shifted its operations to Delhi in 1972. Dabur became a Public Limited Company in 1986 and Dabur India Limited came into existence after reverse merger with Vidogum Limited.In 1992, Dabur entered into a joint venture with Agrolimen of Spain to manufacture and market confectionary items in India. In 1994, Dabur raised its first IPO. In 1998, day to day running of the company was handed over to professionals. In 2000, Dabur achieved a turnover of Rs 1000 crores. In 2005, Dabur acquired Balsara. Dabur crossed $ 2 billion market cap in 2006. Some of the well-known brands of Dabur are: Amla Chyawanprash, Hajmola, Lal Dantmanjan, Nature Care, Pudin Hara, Babool Toothpaste, Hingoli, D abur Honey, Lemoneez, Meswak, Odonil, Real, RealActiv and Vatika.

Lord of the Flies: Intelligence and Good vs. Evil

Good versus evil is a common concept used often in storytelling, writing, plays, movies, etc. the basic story line is commonly used and developed to mold different ideals, meanings, and lessons into different types of works. William Golding’s novel the Lord of the Flies falls into this category of works with the good versus evil story line. Boiling the novel down to its most basic state it is a story of a group of boys. They all start out in a state of innocence, then as they adjust to their new surroundings after being stranded on a deserted island with no adults; they chose whether or not they turn from their innocence.When the boys turn from their innocence they go from being good to evil, or as the interpretation of this novel is commonly perceived the boys go from being civilized boys to savages. It is in this sense that civilized and good can be used interchangeably for this interpretation, and the same for evil and savagery. Golding puts an interesting twist to this bas ic plot right in the beginning of the story. Golding takes the story from just a simple tale of good versus evil to good versus evil with competing ideas of intelligence.Right in the beginning of the novel we see these ideas of intelligence take form. As the story builds the differences in the types of intelligence grows and becomes more distinct. From there the competition of good versus evil begins. After their plane crashes the boys who were on the plane to escape the warfare in England are scattered on the island. Ralph, the first boy we are introduced to meets another boy named Piggy. â€Å"It’s a shell! I seen one like that before. On someone’s back wall. A conch he called it. He used to blow it and then his mum would come. It’s ever so valuable-â€Å"(15).With Piggy’s help Ralph uses the conch they found to call out to the other boys on the island. This is the first hint at the two types of intelligence. Piggy is already exhibiting signs of natur al intelligence. This type of intelligence is developed based on the sensory analysis of the surroundings. This intelligence is more advanced and enables Piggy to think in more civilized, advanced ways. He is immediately made fun of for his appearance and as the story progresses is mocked as a know-it-all. No one listens to Piggy, even though the conch and the meeting were his ideas no one realizes this, nor do they care.Once all the boys are gathered together there is a vote on who should be chief. A boy named Jack is introduced as the leader of the choir boys and he wants to be chief, but when put to a vote Ralph is elected. Ralph does give the choir to Jack and asks what they would like to be. Jack tells Ralph that he and his choir shall be the hunters. Ralph depicts more social intelligence. Ralph knows how to work a crowd, how to lead a group, and how to gain respect. â€Å"Everybody must stay round here and wait and not go away.Three of us- if we take more we’d get all mixed, and lose each other- three of us will go on an expedition and find out† (23-24). This act showed that Ralph was able to get the attention of the boys at any time and that the boys would actually listen to him. His ability to be able to accomplish this as quickly as he did really shows his true social intelligence. â€Å"If a ship comes near the island they may not notice us. So we must make smoke on top of the mountain. We must make a fire† (38). Ralph does show some natural intelligence as well, but not nearly as much as Piggy exhibits.Jack also shows a form of social intelligence. He is able to keep command over his choir and they listen to him no matter what. This shows that in the beginning of the story even though the boys are all different, have different types of intelligence, and have mixed feelings about the situation they are still united together as a whole. â€Å"All day I’ve been working with Simon. No one else. They’re off bathing, o r eating, or playing† (50). The boys begin to slack and begin to realize that there aren’t consequences or punishments for the wrongs they do.Jack and his group of hunters become obsessed with the idea of killing a pig, and are the only ones exempt from helping build shelters, though the other boys don’t really care enough about their orders to help build or gather food. It’s at this point in the novel where there are serious signs of cracks and issues with the order system the boys have put in place since being on the island. Jack is beginning to slip into a more savage state, and is using his social intelligence to bring other boys down with him. The improvised form of society that the boys have created is already starting to weaken and fall. Kill the pig. Cut her throat. Spill her blood† (69). â€Å"Look! We’ve killed a pig-we stole up on them-we got into a circle-â€Å"(69). It is at this point in the novel where the group of hunters, th e boys who killed the pig, have turned from innocence. The kill they had obsessed over finally happened and they were proud of themselves for killing. The act of killing a living creature, something they never had done before, was the true turning point for them. There was no turning back from it; the hunters even painted their faces, this sense of wearing a mask, pretending to be someone else enabled them to kill. ‘But they’ll be painted! You know how it is. ’ Eric says. The others nodded. They understood only too well the liberation into savagery that the concealing paint brought. ‘Well, we won’t be painted,’ said Ralph, ‘because we aren’t savages’† (Golding 172). Ralph is starting to understand that Jack and the group of boys who follow him are starting to turn to a more evil state. Ralph still tries to use his social intelligence and command over his boys so they don’t go over to Jack’s side. Within Jack’s group the obsession with hunting caused the boys to let the fire go out, and subsequently lose a chance at rescue.The hunters didn’t really seem to care about the fire; they were still overly hyped up about their kill, swearing that they would hunt again and bring back even more meat. As the boys become more and more content with letting go with the rules they get closer and closer to losing their sense of civilization completely. â€Å"‘If I blow the conch and they don’t come back; then we’ve had it. We shan’t keep the fire going. We’ll be like animals. We’ll never be rescued. ’â€Å" (Golding 92). As the boys start to fulfill their own wishes of hunting and playing they get sick of listening to Ralph and being controlled by the conch.They don’t want to do work; they just want to have fun. Jack rebels against Ralph and makes his own â€Å"tribe,† where he could be the leader and he would no longer be controlled by the conch. Evil starts to arise rapidly; the majority of the older boys side with Jack and abandon Ralph’s authority. After that Piggy, Sam and Eric are the older boys who remain with Ralph. As the night wears on, some of the â€Å"littleuns† sneak off to join Jack. This is truly the end of their makeshift society, it has completely failed.After the split of the group it appeared as though things could settle down, but Ralph and his boys find that it is nearly impossible to keep the rescue fire going. They need to ask the others for help but Jack’s boys are too afraid to help them. Jack had taken to using torturous and intimidation methods to keep control over his group. He wears a mask, like he did when he killed the first pig; this seems to allow Jack to give in completely to his â€Å"evil† savage side. It was while celebrating their savageness and reenacting the kill that they got carried away and got themselves overly worked up. The beast struggled forward, broke the ring and fell over the steep edge of the rock to the sand by the water. At once the crowd surged after it poured down the rock, leapt on to the beast, screamed struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws† (Golding 153). The wickedness in all of the boys deludes them into mistaking Simon, the only truly â€Å"good† pure boy, as the beastie. Simon was considered to be the â€Å"pure† boy, the epitome of civilization and innocence. Jack and the other boys had completely given themselves over to their evil sides, giving in to their natural instincts and savagery.Social Intelligence and natural intelligence are both qualities that help a person to be successful in life. However, overall, society puts greater worth in social intelligence. The abilities to work with others, lead and motivate others, and inspire others make a person successful in life. Just like good and evil, social and n atural intelligence go hand in hand. One is not greater than the other, but like people believe good is better, people put more stock in social intelligence. In Lord of the Flies the boys put their trust in Ralph, but as time goes on, and rules begin to be broken, the less control Ralph seems to have.Social intelligence will only go so far, it can’t be natural instincts. Natural instincts are hidden behind the rules and expectations of society. When they begin to dwindle and those instincts become more prominent, that natural intelligence becomes important, it can be the intelligence or lack thereof that can make or break a situation. Without one, evil or good, natural intelligence or social intelligence, the other is not really known. Without evil how would we know what good is? If everyone was socially intelligent how would we know what natural intelligence is? The answer is we wouldn’t have a way of knowing.A person cannot know one without knowing of the other. Inte lligence and good and evil all work together, as seen in Golding’s novel. Jack possessed the same kind of social intelligence as Ralph, but when he gave in to evil his social intelligence the power it gave him over the other boys allowed Jack to change the atmosphere of the island and turn the boys away from goodness and civilization. Piggy had natural intelligence but because he lacked any real social intelligence he was shunned, mocked, and in the end killed for this. He came off as a know-it-all and a whiner; this annoyed the other boys and eventually led to his demise.The boys didn’t put any stock in natural intelligence; they put all their stock in social intelligence and natural instinct. Ralph, with Piggy’s help, was able to remain civilized and good. Though he lost his hold on the boys he still had his social intelligence, and even some natural intelligence of his own to rely on. When Ralph was in charge his positive outlook affected the boys as well, th ey were positive because he was positive. The struggle between good and evil does not just affect the person who’s battling it within themselves, it also affects those around them, and subsequently can change them too. ?