Book Review Odyssey - 2531 Words

Alexis Lauren Robinson December 03, 2014 Odyssey Sections Book Thirteen: 1-79: The section of this book in which Alcinous is stunned by how much Odysseus has suffered. Alcinous believes that he will sail home from Ithaca. The king and the rest of his people throw him a type of celebration in which they slaughter an ox, sing, and Odysseus is launched into the sea. 80-212: Royal escorts took the gifts produced by the queen while Odysseus sleeps. Poseidon angered by the Phaeacians talks with Zeus about their punishment for sending castaways into the sea. At the end they reach an agreement that in front of the Phaeacians when their ship returns in will be†¦show more content†¦The swineherd made those walls with his own hands to enclose pigs without the help of anyone. (built of quarried blocks and coped with a fence of wild pear.) Drives stakes, in the yard he built twelve beds to house his pigs and were breed. The suitors’ feast are thinning the population of boars who sleep outside; this keeps the swineherd sending to town his beast hog. A pack of four dogs guards them however. He sends a hog in town and one to the suitors to feast on. 32-83: Odysseus is almost attacked by the pack of guard dogs. But, is saved by the swineherd who invites him in to talk of where he is from and the pains he has endured as well as eat a large quantity of bread and wine. (Thinks that Odysseus is a dead and was traveling to unknown lands unaware of anything. The gods blocked his journey home) Odysseus loves this gesture and thanks the man again. Eumaeus believes no man should ever be sent away eve one in worse shape than him; every beggar comes from Zeus and whatever scrap they receive they are thankful for. 84-191: He talks to him angried that Odysseus is dead and believes that the suitors have no mercy in their hearts. They think Odysseus died and that has caused they to do not want to do their courting fairly or go back in peace. Odysseus’ wealth was vast and no man could ever defeat him. Odysseus questions if he knows he has died for sure and what his name is. As well, he believes he can bring him news. The swine herd said that no

The War Of Equality For The African American - 1400 Words

The war of equality for the African American was fought on many battlefields. Whether on American soil or the trenches of other countries, black men and women gave their every breath to be known as equal human beings. The white man of the south, on the other hand, rich or poor and uneducated alike wanted to insinuate their faà §ade of superiority and hold the black community to their haven of slavery. Being put through unimaginable trials such as lynching, Jim crow laws, sharecropping did not stop African Americans from their endeavors, in reality, it gave them a reason to strive for their constitutional rights that have been forsaken for too long. Because going back to the days of slavery -although it seemed like they were treated that way†¦show more content†¦At this point, I don’t understand what the black man is to do. Being cornered for everything you do; You can either fight get punished or show support and still be punished. African Americans, after helping in the wars before had to put their lives in the front line of fire once again for the slim chance to be an American citizen and a soldier of honor and not the sambo he was thought to be. Unfortunately, the life of the soldier was not any better. Albeit, they were fighting the same war as the white man. African American life was still not as important. Max Brooks uses his book, â€Å"The Harlem Hellfighters†, to illustrate it more clearly. In the book, Brooks depicts the type of training the men got. The white soldiers were issued given the proper equipment and training to protect themselves, while the black soldier had to train in their original civvies and broom sticks (Brooks, p.34). Black soldiers were not even in the field at first, instead they had subordinate jobs like unloading ships. African Americans were not meant to fight this war because with the guidance of the white man, he couldn’t do anything. Even back home they were disgraced. Not being given a proper send of, they were not able to be a part of a parade - a parade- because black was not a color of the rainbow (Brooks, p.63). That is just absurdity. How do can justify a discrimination based on the colors of the rainbow? In fact, where is the color white on the rainbow. Unless I am ignorant of myShow MoreRelatedTeam America: World Police1682 Words   |  7 PagesIn the aftermath of World War II, every nation of the world emerged mentally and, in some cases, physically altered. 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During the time of Martin Luther King Jr’s speech, the country was in a great state of distress regarding equal rights and equal opportunity for people of color. Riots, protests, and chaos seemed to be taking over the country as African Americans began to demand their deserved equality. Martin Luther King Jr stepped up through all the madness going on and spoke at a peacefulRead MoreThe Cold War Between Communism And Communism1382 Words   |  6 PagesAfter WW2, United States became the greatest power in the world; many American politicians thought that Unites states should play the role as a leader to â€Å"lead the rest of the world to a future of international cooperation, expanding democracy, and ever-increasing living standards (Give me Libert y P952).† They wanted to express the idea of equality, civil rights, and the freedom to the world, and hoped to build an easier world for democracy and capitalism. 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Single-Sex School and Co-Ed School free essay sample

Girls are far more likely to thrive, get GCSEs and stay in education if they go to a single-sex school, according to new research, which reveals pupils who are struggling academically when they start secondary school reap the biggest rewards of girls-only schooling. The analysis of the GCSE scores of more than 700,000 girls taught in the state sector concludes that those at girls schools consistently made more progress than those in co-ed secondaries. The fact that pupils with the lowest test scores when they started secondary made the biggest leap in girls school will reopen the debate about whether more children should have access to a single-sex education in order to drive up results. The number of girls schools has dwindled in the state sector since the 1970s and has been dropping more recently among private schools, as more and more parents demand co-ed schools. Only 221,000 girls and 160,000 boys are now taught in state single sex secondaries out of a total school population of more than 3. It is an efficient way of schooling for poorer countries that do not have the capital to build single-sex schools. Therefore, the biggest advantage of co-ed school is that there will be no need to open separate schools exclusively for boys or girls, because both boys and girls can study in same schools and they can be taught by the same staff. From childhood we know that kids like to play with each other and it is not depend on gender that is why friendships develop in natural way. From sociological point of view same thing happens in co-ed school.Pupils meet each other and have to be together in the society and if they will be studying together from the very beginning, they can understand well each other. As girls and boys become teenagers they participate in many activities, develop new societies and clubs in school where they are taking part in pleasant and friendly environment. This friendly atmosphere continues in the classroom, which allows them to share and express their point of view easily. In co-ed school boys and girls will be trained to take place in the community and how to behave with not just people of the same gender by also the other gender.For instance, if they will start working for international company where both genders are working together it would be easier for them to communicate with others, because they will know how to behave themselves. This experience will break their insufficient perceptions of each gender and will provide great social and personal development of relationships in later life. Another important point of co-education is that this type of school is very successful in challenging of sexist attitudes.In order to prove this we should answer on question â€Å"what do we know about sexism and how the single-sex or co-educational gender grouping of schools affects the occurrence, form, and severity of sexism in the classroom? † Sexism is an analogue to racism means a fundamental and pervasive institutionalized bias on the basis of sex, with discrimination usually directed against women. The rationale for sexism is the biological difference between males and females that dictates differential social roles, status, and norms (Lee, Marks, Byrd, 1994, pp. 2). In the past it meant that female had weak role in the society and males were powerful gender, which is always on the top. And this was the main purpose of development of single-sex schools. But nowadays women achieved equality in the society. As men they can work, build, manage, lead, guide or in other words do all things that men can do in the society. Sexism almost eradicated from our society and it is important point, and that is why co-ed school is very successful in challenging of sexist attitudes. For instance, there are many subjects that provide many discussions and debates in class and it is very important and useful for boys and girls. Because they learn that equality does not require similarity, and they know that they have equal rights and freedom of speech. It means that collaboration between boys and girls in the classroom helps them to develop confidence; they feel comfortable to share their ideas and opinions in any situation in the presence of opposite sex. Co-education improves pupils’ confidence to interact with opposite gender.Moreover, co-education creates a sense of healthy competition between both genders, because they need to work hard and pay serious attention to their studies. Also, co-educated pupils have strong friendship and respect to each other. For example, boys are trying to behave themselves very polite in company of girls. Moreover, they are trying not use rough and abusive language in presence of girls. Similarly, the girls are trying to dress properly and talk in a good manner, because they need good relationship with the boys if they are studying together.On the other hand if boys and girls are studying in separate schools, boys misbehave with the girls, because they are always having a curiosity to know about them. But when they study together, their curiosity is satisfied more easily and they do not consider girls as strange creatures or taboo. Despite the fact that co-ed schools are more modern and are similar with the current environment of the workplace, where boys and girls study together, some conservative people criticize co-education system.According to them, this system is against their tradition, because from ancient times they fear that co-education will help develop immoral relationships between boys and girls. They believe that in this system both the boys and girls will be spoilt. This was represented as the main possible disadvantage of co-education schools. Moreover, there was an experiment where boys and girls were studying in separate classes. And more of co-educational schools showed interest in segregating lessons. Academics and teachers have found that both genders have better concentration on core subjects and they are less distracted by opposite sex.The main idea is that separating boys and girls is not a cure for disruptive classrooms, but under the right conditions it can help to raise academic standards in schools. Despite of the fact that girls have better achievements than boys, they can also benefit from single-sex classes because they sometimes allowed them to perform without worrying about their image in front of girls. On the other hand there can be some problems in separating classes, because there is a need to avoid an intimidating atmosphere for other boys, who can be generated among all-boys’ classes, and to be alert to the danger s of generating a homophobic environment. In addition, there is also a need to beware of girls becoming aggressive towards each other. So, there are some risks of single-sex classrooms and schools. On the other hand, single-sex education is an old education system where boys and girls study in separate classrooms or schools. Some educational researchers have identified single-sex education as a way of facilitating a special educational experience for all students. Single-sex education refers to the education of students in an environment that consists of a single gender, either all-male or all-female environments (NASSPE, 2008).Not so long ago single-sex classes in co-educational schools were considered to be an appropriate educative aspect of K–12 learning environments (Pollard, 1999). In late 60s and early 70s in United States girls and boys were separated from each other on a single-sex basis. For example, in many schools in country classes were separated by gender where girls attended economics classes while boys attended agriculture classes and it was required for all pupils or students. The main purpose of creating single-sex classes was physical education and sex education of boys and girls.In other words, boys and girls was separated because of assumptions about their physical abilities and characteristics, their social and personal functioning, or beliefs held by adults regarding appropriate interaction among or between the sexes (Pollard, 1999). Moreover, some single-sex classes were created in order to exclude girls from some activities that were based on gender stereotypes that were not appropriate for them. According to Smith and Wilhelm, in general boys achieve lower grades than girls while girls are demonstrating higher performance.In general, girls are in particular benefiting from a single-sex education, but the authors just suggesting this idea. From my poi nt of view, girls just do not shy or worry how will they perform in presence of boys and vise versa. Interestingly, many researches show that they participate in class more than boys, develop much higher confidence, have higher grades, and are more likely to choose ‘male’ disciplines such as science, math, etc. Moreover, they are more successful in their careers. That is why the majority of single-sex schools nowadays are for girls.The gender equality development around the world seems to pose a mixed attitude toward the single-sex schools. On one hand, single-sex schools appear to be against this wave in that they treat the two genders differently and cultivate the sexist view in people’s minds from when they are young. In this respect, single-sex system seems to be something attached to the obsolete past in human history and does not fit the modern world in every way. But on the other hand, compared with single-sex system, the co-ed system is possibly contributing to sexist views, too. Some people argue that in a co-ed system, boys and girls are exposed much more to the differences in their own characteristics and because girls mature earlier than boys, boys might find the learning environment inappropriately challenging and even depressing during this stage. Another advantage of single-sex schools is that teachers know better about their students’ characteristics and thus can modify their teaching methods to meet the needs required by the differences in the two genders, whereas in co-ed schools, girls and boys are forced to learn and be appraised in exactly same ways which might not be proper.This should sound a legitimate argument to people who accept that there are differences between the two genders. Although the two systems have sharp differences, they also share similarities. When we compare single-sex school and co-ed school, we can identify some similarities. In spite of the fact that these two types of schools separate student by gender, they both h ave the same educational program. Both types of schools use same books, literature and syllabus. Also, the goals of both schools are the same.They prepare students for future life; give them appropriate knowledge that will help to survive and thrive in our world, but in single-sex school it difficult to be prepared for real life because they do not have natural training of behavior with opposite gender. Moreover, both schools do not give them just knowledge, but also pay attention to the physical activities. For example, pupils attend different competitions, like football, basketball, volleyball etc. In addition, students participate in public affairs, like movements against drugs, participation in aid for children’s home or helping to greybeards.There are many differences between single-sex school and co-ed school. For instance, differences in behavior of girls and boys have been observed and commented for generations, but history records that until social expectations of girls were very different of boys, especially regarding education (Zanders, 1993, p. 16). The learning style and interests of girls and boys have been consistently different, because girls acquire a learning method involving personal relationships and imitation, but boys are learning through defining goal, restructuring the field, and applying abstract principles.Alternatively, girls’ learning styles require more open-ended learning tasks, they are both more reflective and empathetic and engage with tasks that are related to real situations, whereas boys show a preference for memorizing rules and abstract facts and express their comprehension factually (Zanders, 1993, p. 17). Single-sex schools are relying on more ancient perspectives on education, which are oriented to separate boys and girls. Co-ed schools are more modern and represent the current environment of the workplace, where boys and girls study together.According to many articles and researches single-sex school students say that they are studying better than in co-ed and this is because they are i n the class of their gender. For example, in Kazakhstan, students from Kazakh-Turkish lyceum won a lot of awards in exact sciences like mathematics, chemistry and physics and all foreign language and they gave the highest results in their knowledge. Co-ed education schools trains students for their future lives, how to communicate and behave in real world. This education breaks all the boarders between genders and helps them to build a good, strong relationships.Moreover, students in single-sex school may lose some social skills that students in a co-ed school may gain. It happens because students in single-sex school are limited from communication with opposite sex. Another important thing that influences education is relationships with opposite sex. In co-ed schools, students sometimes cannot realize their abilities in subjects like mathematics, chemistry and physics. In co-ed school, there exist teenagers’ sex and unwanted pregnancy at a very young age. This is because they always focus some or all their attention on opposite sex.However, in single-sex schools it is not a problem, because nothing of this sort exists. Finally, I want to conclude that both of schools have advantages and disadvantages. In co-ed school, it will be easy to gain your social skills, but student can lose some points in education. In single-sex school student can focus attention only on education, but will not properly prepared for social life. There is a trade off between academic knowledge acquisition and social functional ability development. The knowledge student gain does not depend on the type of school.The factors that influence their education are student character, environment and his or her abilities. Parents should decide themselves where their child will learn, but it should guarantee that the choice represents the children’s own feelings. They should like the type of school they are going to. But some parents sex for their children prefer to choose single-sex schools in order to minimize their contact with the opposite, but it is important to understand that choosing for child all-female or all-male school will not stop them from searching for the opposite sex.If parents minimize contact when child is in school, but they cannot stop children meeting others through tuitions, extra classes, the neighborhood, or through friends. If their child meets someone with whom she or he shares home assignment or some exercises, and if she or he makes the decision to get physical with such person, theres little a pare nt can do. But on the other hand, when parents choose for their child a co-educational school, their child will have contact with opposite sex from the beginning.As a result, child will not only feel more comfortable in the company of the opposite sex, but will also be able to handle advances better. When parents making the decision of sending their child to a single-sex or a co-educational school, their decision should not be based on whether they want to minimize or increase childs contact with the opposite sex. Instead, they must consider the reputation of the school, the activities it offers and the quality of education and educators. For example, some schools offer sending students abroad for further studies.So, parents may consider this point if they want their child to go abroad. Because there is other less traditional schools that focus more on activities and less on academics. If this is something that appeals to them, then give this fact more priority than the student mix. In fact, when deciding what school to choose for child, parent’s choice should fall on the co-educational school because it will give huge experience and will train their child for future life.

The Interview Paper Essays - Hong Kong, Pearl River Delta

The Interview Paper The Interview Paper Interviewer : Chen Siu Ming Interviewee : Wanman Stoneman Chan Date : 02 17 - 1998 Description of Stoneman Stoneman is ninetieth-years-old. He is a 5 feet 8 inch Chinese boy. He has a big nose but small eyes with glasses. By looking at his mouth, you will think that he is a talkative boy because of his big mouth, but not. He is a passive person. If you dont talk to him, he never opens his big mouth because he knows his mouth stink. Although you maybe hate stink, you will like to talk with him because he is really very kind and he can give you a good reaction and a helpful suggestion when you have any problem you cant solve by yourself. He is a smart boy and also a fat boy. His abdomens length is 37 inch. He can eat 4 Big-Macs in the lunch, therefore he got 185 pound. He dont like sport, so I think it is very difficult for him when he want to lose his weight. Interview with Stoneman Q: It is very nice to have an interview with you. You came from Hong Kong. How long have you been living in the United States? A: My family came here in 1990 and I came here in 1994. Q: Why did you come here later 4 years than your family? Did you live alone in Hong Kong when your family was here? A: No, I lived with my uncle. The reason why I stayed in Hong Kong was I wanted to study in the Hong Kong University. I had to finish the high school and pass the Hong Kong Certification of Education Examination to get in the Hong Kong University. So I stayed in Hong Kong and studied. Q: Did you pass the exam? A:Yes, I passed the examination but the grade was not high enough to get in the Hong Kong University. Q: So you came here for continuous your education? A: You can say that, but actually, my family immigrated in this country. Q: Which college are you studying now? A: Queensborough Community College but I will transfer to the St. John University next years because my college is a 2-year college, so I have to go to another college. Q: What is your major? A: My majors are Economic and Marketing. The minor is Accounting. Q: You have a lot of classes, do you think you can handle them? A: Yes, of course. The Americas education is not similar to Hong Kong. I feel no pressure in studying here. It is so comfortable to study in this country. Q: What do you think about the differences of education or college between Hong Kong and the United States? A: I dont know how to say but I can remember that when I was studying in Hong Kong, I felt extremely terrible pressure everyday. You know there are only 7 universities in Hong Kong and more than ninety thousand students want to get to the universities every year. It is not enough seat to supply all the students. You have to contend with another students. You must fight for the certification to go to the university. That pressure drove me crazy. It was an indelible memory and I cannot forget it because it already branded in my mind. But in this country, you can find college or university everywhere. You dont need to worry that you cannot go to the college. You can also apply the finical aid. The only think you must worry about is yourself. You dont need to strive with another students but it doesnt mean you dont need to concentrate on your study. Therefore yourself is the only one you must fight to. Q: I think you like to study in this country but do you like to live in this country? I heard that a lot of Hong Kong people dont like to live in here because they feel bored. They also say it is quite expensive to live in here. What do think about this? A: To be honest, I feel bored in here sometime. You know Hong Kong is a crowd city. I still remember when I lived in Hong Kong, I could go to movie or go to play the t.v. games when I felt

Learn Chemistry - Help, Tutorials, Problems Quizzes

Learn Chemistry - Help, Tutorials, Problems Quizzes Learn chemistry! Get chemistry help, tutorials, example problems, self-quizzes, and chemistry tools so you can learn the concepts of general chemistry. Introduction to ChemistryLearn about what chemistry is and how the science of chemistry is studied.What Is Chemistry?What Is the Scientific Method? Math BasicsMath is used in all the sciences, including chemistry. To learn chemistry, you need to understand algebra, geometry, and some trig, as well as be able to work in scientific notation and perform unit conversions.Accuracy Precision ReviewSignificant FiguresScientific NotationPhysical ConstantsMetric Base UnitsTable of Derived Metric UnitsMetric Unit PrefixesUnit CancellingTemperature ConversionsExperimental Error Calculations Atoms and MoleculesAtoms are the basic building blocks of matter. Atoms join together to form compounds and molecules. Learn about the parts of the atom and how atoms form bonds with other atoms.Basic Model of the AtomBohr ModelAtomic Mass Atomic Mass NumberTypes of Chemical BondsIonic vs Covalent BondsRules for Assigning Oxidation NumbersLewis Structures and Electron Dot ModelsIntroduction to Molecular GeometryWhat Is a Mole?More About Molecules MolesLaw of Multiple Proportions StoichiometryStoichiometry describes the proportions between atoms in molecules and reactants/products in chemical reactions. Learn about how matter reacts in predictable ways so that you can balance chemical equations.Types of Chemical ReactionsHow to Balance EquationsHow to Balance Redox ReactionsGram to Mole ConversionsLimiting Reactant Theoretical YieldMole Relations in Balanced EquationsMass Relations in Balanced Equations States of MatterThe states of matter are defined by the structure of matter as well as whether it has a fixed shape and volume. Learn about the different states and how matter transforms itself from one state to another.States of MatterPhase Diagrams Chemical ReactionsOnce you have learned about atoms and molecules, youre ready to examine the type of chemical reactions that can occur.Reactions in WaterTypes of Inorganic Chemical Reactions Periodic TrendsThe properties of the elements exhibit trends based on the structure of their electrons. The trends or periodicity can be used to make predictions about the nature of the elements.Periodic Properties TrendsElement Groups SolutionsIts important to understand how mixtures behave.Solutions, Suspensions, Colloids, DispersionsCalculating Concentration GasesGases exhibit special properties based on having no fixed size or shape.Introduction to Ideal GasesIdeal Gas LawBoyles LawCharles LawDaltons Law of Partial Pressures Acids BasesAcids and bases are concerned with the actions of hydrogen ions or protons in aqueous solutions.Acid Base DefinitionsCommon Acids BasesStrength of Acids BasesCalculating pHBuffersSalt FormationHenderson-Hasselbalch EquationTitration BasicsTitration Curves Thermochemistry Physical ChemistryLearn about the relationships between matter and energy.Laws of ThermochemistryStandard State ConditionsCalorimetry, Heat Flow and EnthalphyBond Energy Enthalpy ChangeEndothermic Exothermic ReactionsWhat Is Absolute Zero? KineticsMatter is always in motion! Learn about the motion of atoms and molecules, or kinetics.Factors that Affect Reaction RateCatalystsChemical Reaction Order Atomic Electronic StructureMuch of the chemistry that you learn is associated with electronic structure, since electrons can move around much more easily than protons or neutrons.Valences of the ElementsAufbau Principle Electronic StructureElectron Configuration of the ElementsAufbau Principle Electronic StructureNernst EquationQuantum Numbers Electron OrbitalsHow Magnets Work Nuclear ChemistryNuclear chemistry is concerned with the behavior of protons and neutrons in the atomic nucleus.Radiation RadioactivityIsotopes Nuclear SymbolsRate of Radioactive DecayAtomic Mass Atomic AbundanceCarbon-14 Dating Chemistry Practice Problems Index of Worked Chemistry Problems Printable Chemistry Worksheets Chemistry Quizzes How to Take a Test Atom Basics Quiz Atomic Structure Quiz Acids Bases Quiz Chemical Bonds Quiz Changes in State Quiz Compound Naming Quiz Element Number Quiz Element Picture Quiz Units of Measurement Quiz General Chemistry Tools Periodic Table Chemistry Glossary Chemical Structures - Find the structures for molecules, compounds, and functional groups.

100 Major Works of Modern Creative Nonfiction

100 Major Works of Modern Creative Nonfiction Essays, memoirs, autobiographies, biographies, travel writing, history, cultural studies, nature writing- all of these fit under the broad heading of creative nonfiction, and all are represented in this list of 100 major works of creative nonfiction published by British and American writers over the past 90 years or so. Theyre arranged alphabetically by author last name. Recommended Creative Nonfiction Edward Abbey, Desert Solitaire: A Season in the Wilderness (1968)James Agee, Let Us Now Praise Famous Men (1941)Martin Amis, Experience (1995)Maya Angelou, I Know Why the Caged Bird Sings (1970)Russell Baker, Growing Up (1982)James Baldwin, Notes of a Native Son (1963)Julian Barnes, Nothing to Be Frightened Of (2008)Alan Bennett, Untold Stories (2005)Wendell Berry, Recollected Essays (1981)Bill Bryson, Notes From a Small Island (1995)Anthony Burgess, Little Wilson and Big God: Being the First Part of the Confessions of Anthony Burgess (1987)Joseph Campbell, The Hero With a Thousand Faces (1949)Truman Capote, In Cold Blood (1965)Rachel Carson, Silent Spring (1962)Pat Conroy, The Water Is Wide (1972)Harry Crews, A Childhood: The Biography of a Place (1978)Joan Didion, We Tell Ourselves Stories in Order to Live: Collected Nonfiction (2006)Joan Didion, The Year of Magical Thinking (2005)Annie Dillard, An American Childhood (1987)Annie Dillard, Pilgrim at Tinker Creek (1974) Barbara Ehrenreich, Nickel and Dimed: On (Not) Getting By in America (2001)Gretel Ehrlich, The Solace of Open Spaces (1986)Loren Eiseley, The Immense Journey: An Imaginative Naturalist Explores the Mysteries of Man and Nature (1957)Ralph Ellison, Shadow and Act (1964)Nora Ephron, Crazy Salad: Some Things About Women (1975)Joseph Epstein, Snobbery: The American Version (2002)Richard P. Feynman, The Feynman Lectures on Physics (1964)Shelby Foote, The Civil War: A Narrative (1974)Ian Frazier, Great Plains (1989)Paul Fussell, The Great War and Modern Memory (1975)Stephen Jay Gould, Ever Since Darwin: Reflections in Natural History (1977)Robert Graves, Good-Bye to All That (1929)Alex Haley, The Autobiography of Malcolm X (1965)Pete Hamill, A Drinking Life: A Memoir (1994)Ernest Hemingway, A Moveable Feast (1964)Michael Herr, Dispatches (1977)John Hersey, Hiroshima (1946)Laura Hillenbrand, Unbroken: A World War II Story of Survival, Resilience, and Redemption (2010) Edward Hoagland, The Edward Hoagland Reader (1979)Eric Hoffer, The True Believer: Thoughts on the Nature of Mass Movements (1951)Richard Hofstadter, Anti-Intellectualism in American Life (1963)Jeanne Wakatsuki Houston and James D. Houston, Farewell to Manzanar (1973)Langston Hughes, The Big Sea (1940)Zora Neale Hurston, Dust Tracks on a Road (1942)Aldous Huxley, Collected Essays (1958)Clive James, Reliable Essays: The Best of Clive James (2001)Alfred Kazin, A Walker in the City (1951)Tracy Kidder, House (1985)Maxine Hong Kingston, The Woman Warrior: Memoirs of a Childhood Among Ghosts (1989)Thomas Kuhn, The Structure of Scientific Revolutions (1962)William Least Heat-Moon, Blue Highways: A Journey Into America (1982)Bernard Levin, Enthusiasms (1983)Barry Lopez, Arctic Dreams: Imagination and Desire in a Northern Landscape (1986)David McCullough, Truman (1992)Dwight Macdonald, Against The American Grain: Essays on the Effects of Mass Culture (1962)John McPhee, Coming Into the Country (1977) Rosemary Mahoney, Whoredom in Kimmage: The Private Lives of Irish Women (1993)Norman Mailer, The Armies of the Night (1968)Peter Matthiessen, The Snow Leopard (1979)H.L. Mencken, A Mencken Chrestomathy: His Own Selection of His Choicest Writing (1949)Joseph Mitchell, Up in the Old Hotel and Other Stories (1992)Jessica Mitford, The American Way of Death (1963)N. Scott Momaday, Names (1977)Lewis Mumford, The City in History: Its Origins, Its Transformations, and Its Prospects (1961)Vladimir Nabokov, Speak, Memory: An Autobiography Revisited (1967)P.J. ORourke, Parliament of Whores (1991)Susan Orlean, My Kind of Place: Travel Stories from a Woman Whos Been Everywhere (2004)George Orwell, Down and Out in Paris and London (1933)George Orwell, Essays (2002)Cynthia Ozick, Metaphor and Memory (1989)Robert Pirsig, Zen and the Art of Motorcycle Maintenance (1975)Richard Rodriguez, Hunger of Memory (1982)Lillian Ross, Picture (1952)David Sedaris, Me Talk Pretty One Day (2000) Richard Selzer, Taking the World in for Repairs (1986)Zadie Smith, Changing My Mind: Occasional Essays (2009)Susan Sontag, Against Interpretation and Other Essays (1966)John Steinbeck, Travels with Charley (1962)Studs Terkel, Hard Times: An Oral History of the Great Depression (1970)Lewis Thomas, The Lives of a Cell (1974)E.P. Thompson, The Making of the English Working Class (1963; rev. 1968)Hunter S. Thompson, Fear and Loathing in Las Vegas: A Savage Journey to the Heart of the American Dream (1971)James Thurber, My Life and Hard Times (1933)Lionel Trilling, The Liberal Imagination: Essays on Literature and Society (1950)Barbara Tuchman, The Guns of August (1962)John Updike, Self-Consciousness (1989)Gore Vidal, United States: Essays 1952–1992 (1993)Sarah Vowell, The Wordy Shipmates (2008)Alice Walker, In Search of Our Mothers Gardens: Womanist Prose (1983)David Foster Wallace, A Supposedly Fun Thing Ill Never Do Again: Essays and Arguments (1997)James D. Watson, The Double H elix (1968) Eudora Welty, One Writers Beginnings (1984)E.B. White, Essays of E.B. White (1977)E.B. White, One Mans Meat (1944)Isabel Wilkerson, The Warmth of Other Suns: The Epic Story of Americas Great Migration (2010)Tom Wolfe, The Electric Kool-Aid Acid Test (1968)Tom Wolfe, The Right Stuff (1979)Tobias Wolff, This Boys Life: A Memoir (1989)Virginia Woolf, A Room of Ones Own (1929)Richard Wright, Black Boy (1945)

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

IVb - Case Study Example Unlike consumption, investments are not made from the disposable income and, therefore they are better indicators of economic growth. Indeed, consumption does not have a direct correlation with people’s earnings. This is because people will tend to maintain a stable consumption despite income fluctuations. â€Å"Consumption varies less than GDP because consumption depends on disposable income† (Bade, & Michael, 2002). This indicates that consumption cannot be a better measure for economic growth. Moreover, an extreme economic situation such as booms and recession depends in investment trends (Bade, & Michael, 2002). For instance, the 2001 recession resulted from a decline in investment and not consumption. On the conference Board’s index of leading economic indicators, consumer confidence might affect investment. This is because consumers are fundamentals drivers of the economy. Ideally, consumer confidence affects consumer’s decisions, which in turn determines investment trends and capacity. Consumer confidence also indicates a sustainable investment rate. This is because consumer confidence only occurs in a stable economy (McEachern, 2012). For instance, consumers in the banking sector will be confidence with if the industry has a sustainable investment rate. In such an economy, entry and exit of businesses from a particular economy is minimal. Consequently, the leading economy index would give or gives minimal information on the country’s investment and, therefore not a sufficient

Culture Essay Example | Topics and Well Written Essays - 1000 words - 8

Culture - Essay Example Organisational culture is defined as those shared behaviour patterns that individuals demonstrate consistently within a firm as they undertake their respective roles (Mullins 2011: 88). For example, holding weekly staff meeting can be a culture that distinguishes organisation A from organisation B. Values, norms as well as traditions are also shared in companies that have identifiable cultures. It is worth noting that the strength or intensity of the culture may vary from one organisation to another. This paper will seek to address comprehensively the concept of organisational culture and determine some of the advantages strong organisational cultures bring to companies. The essay begins by tracing the development of organisational culture before embarking on evaluating the many benefits of strong cultures within the firm. A question that may perplex someone is how the culture is set and absorbed by members within the organisation. As a matter of fact, the deepest root off organisational culture is extended to the founders. It is the company’s vision and mission as well as the core values that they pioneer the organisation with that forms the foundation of the firm’s culture. Initially the founders identify some of the values that should be fundamental to the operations of the organisation they form. They then hire and recruit person (managers) who share the same values and perceptions with them. In cases where the founders do not find exactly people who do not have the same perception, they may convince and assimilate them into accepting their culture. Through their actions and the behaviour they exhibit, the pioneers indoctrinate the worker to accept their values and perceptions. For example, if the organisation is founded on strong Christian principles, the behaviours and expressions of the founders that portray Christian values will be transferred to and absorbed by the workers (Robbins & Judge

Hobbes’ And Lockes Political Philosophy Essay Example for Free

Hobbes’ And Lockes Political Philosophy Essay On Hobbes’ Political Philosophy Hobbes’ scientistic philosophy presupposed that man is the self-sufficient interpreter of the facts of life and that man can correctly define what the facts of life are. Similar to the Sophists, Hobbes asserted that the knowable facts of life are only particular empirical things. Thus, Hobbes asserted that universal words, such as good and evil, are incomprehensible to man in the objective sense as rooted in reality. Because they are non-empirical and universal, they are mere names. Like the Sophists, Hobbes was also a nominalist. Moreover, Hobbes asserted that metaphysical essences and metaphysical forms do not exist. God’s attributes are merely names that man thinks would honor Him. Thus, like the Sophists, there is no natural hierarchy tied to the essences or purposes of things, but only a realm of natural causes. For Hobbes, man existed individually in a state of nature before civil government was formed. He asserted that human equality is based upon an empirical condition, namely power. Man in the state of nature was obligated only to seek Peace by self-preservation. Hobbes embraced a negative theory of freedom. There was really no law in the state of nature because the obligation to seek peace was not declared from a higher power; no one had a Bible in the state of nature to proclaim to him the will of almighty God. As one who believed in God’s existence, Hobbes’ scientistic epistemology and ontology forced him to embrace theological voluntarism. Ultimately, morals are grounded in the arbitrary will of God rather than His character. Hobbes postulated that the superior will and power are the only legitimate grounds of law.[1] In terms of what is good and evil, just and unjust, the natural man in a state of nature did whatever he reasonably thought was right in his own eyes to preserve his life. If killing another person was deemed necessary to preserve his life, then it was good and just in the sense that it preserved the peace. Thus, because good and evil, just and unjust are mere names whose meanings no one can agree on, the state of nature is a state of war, every man against every man. And because man naturally avoids the risk of harm, he arms himself to preserve the peace.[2] For Hobbes, only civil society has a supreme sovereign to give the citizens the standard they so desperately need to judge between good and evil, virtue and vice. For Hobbes, good and evil are not objective ideas rooted in reality that man can conceive and understand with his own mind. Therein is the fountain from which springs forth the conflict of individual man in a state of nature. Man, as a risk avoider, contracts with his fellow man to leave the state of nature and create an artificial civil society in which a third party will act as the supreme power. Hobbes pointed, the will of the parties in their social contract create their duties to each other and to the third party. The third party, the king, must define for the society what is good and evil, just and unjust so that the natural war of all against all will cease. The king, however, is not a party to the contract. The king has no contractual duty to the citizens, but only a natural duty to God to seek peace. The king seeks peace by deterring evildoers (the king defines who is evil) by wielding the sword and restricting free speech. Thus, any punishment meted out by the government is for the purpose of deterring wrongdoing, not retribution. That is, the â€Å"evildoer† is neither punished because he necessarily deserves it nor punished proportionally to his just desert, but because the punishment is an example to others how seriously the king takes his duty to preserve the peace. Thus, logically, the king could â€Å"rightly† punish an innocent citizen. The only inalienable right the citizens have is the natural right to preserve their life. Thus, they contracted to obey the king; they did not contract not to resist the king when being punished. In the state of nature, no man is obligated to heed another person’s opinion or power. Every person has a right to all things, to define what is good and what is evil, even to kill a person if one does not trust him. For Hobbes, the primary means of achieving peace is by creating an â€Å"artificial† society through individual covenantal relationships (Ibid, 66). In De Cive, Hobbes defined a contract as â€Å"the act of two, or more, mutually conveying their rights† and a covenant as that which involves promises that bind one to perform in the future (Ibid, 35-36). Hobbes’ political theory involves more of a social covenant idea than a social contract. But he does tend to use the two terms interchangeably, as is evidenced below, perhaps signifying both that rights are given up and that one is bound to perform in the future with the creation of civil society out of the state of nature.[3] Most assuredly, Hobbes’ political philosophy is a recipe for a tyrannical and oppressive government Similar to the Sophists, Hobbes’ scientistic philosophy supports the argument that any philosophy that has scientific presuppositions and begins with physical particulars produces a negative view of freedom, a simple view of human equality based upon power, authority that is equated with mere power and sanction, a deterrence theory of punishment, a natural law that can only be known in selfish generalities, natural rights that are grounded in man’s self-interests, nominalism, and theological voluntarism. In addition, because the social contract or covenant is made with each other and not with the sovereign, the sovereign has no obligation to the people that arises from the social contract. The only obligation the absolute sovereign king has is to God. In Leviathan, Hobbes discusses why a king with such absolute power â€Å"will not take all, spoil all, kill all†. Hobbes states: â€Å"[T]hough by right, that is, without injury to them, he may do it, yet can he not do it justly, that is, without breach of the natural laws, and injury against God. And therefore there is some security for subjects in the oaths which princes take†.[4] Hobbes seems to say that the king would not be seeking peace, the one obligation of the natural law, if he sought to â€Å"take all, spoil all, and kill all†. But if the king does abuse his power, the citizens have an inalienable right to resist death. For Hobbes, the citizens contracted or covenanted away their natural right to all things, but one: the preservation of life. According to Hobbes, that is the one inalienable right that men have. In essence, men contract or covenant with each other that the king may kill them if they do not perform their contractual duty, not that they will not resist when then king attempts to kill them. Although the king can â€Å"sin against God,† in no situation â€Å"is the right taken away from him, of slaying those who shall refuse to obey him†.[5] Moreover, the king has the right â€Å"to judge what opinions and doctrines are enemies unto peace, and also that he forbid them to be taught†.[6] Hence, it is the sole purpose of having a civic government. On Locke’s Political Philosophy The state of nature refers to the natural pre-political state of man. Except for the fact that Locke believed man naturally is a social person in a family, he agreed with Hobbes that man is not naturally a social being. Similar to Hobbes, civil society is not natural, but artificial. In a state of nature, man was free within the bounds of the natural law and was equal in power in relation to everyone else to act as judge in his own case and controversy with anyone else. The natural law obligates man to preserve himself: to do no harm, and to preserve the community in the absence of competition.[7] Similar to Hobbes, Locke equated human equality with power. Although Locke believed in a positive view of freedom whereby man is free only within law, Locke failed to show that man could know the specifics of the natural law code and thus, he failed to show that man really possessed a positive freedom in the state of nature. Do no harm does not provide much moral guidance. In reality, like Hobbes, for Locke man possessed a negative freedom. Locke stated â€Å"state all men are naturally in†¦ is a state of perfect freedom to order their actions, and dispose of their possessions, and persons as they think fit, within the bounds of the law of nature, without asking leave, or depending upon the will of any other man. A state also of equality, wherein all the power and jurisdiction is reciprocal, no one having more than another†.[8] Similar to the Sophists and Hobbes, Locke believed man began his existence in a state of nature. For Locke, the state of nature is divided into two historical stages. In the first stage, man had a natural property right over his own body. Everything else was naturally held in common. When a man labored over something that was held in common, he acquired property in it. Moreover, man had a natural right of subsistence, which was regulated by spoilage. In other words, what man possessed as property by mixing his labor with it was limited by what he could consume before spoiling. The second stage of the state of nature was initiated in by the invention and use of money. With the invention of money, man could enlarge his possessions way beyond what he could consume before spoiling. Money does not spoil. Although the use of money produced the unequal division of the earth, overall, Locke argues everyone is better off: For Locke, mankind socially compacted to form civil society for several reasons: first, some in the state of nature were ignorant of the law of nature, second some were biased by the amount of property they had, third, there was no impartial judge to resolve disputes, and fourth, there was no third power to execute the law of nature. Underlying all of these reasons to form civil society is, similar to the Sophists and Hobbes, man’s self-interested passion to preserve himself. Because not one theoretical or practical principle is written on man’s heart, the natural law is not written on man’s heart. Because the natural law can be known only from a lawmaker, those who are ignorant of God’s existence because they fail to apply their reason are ignorant of the natural law. For those who do apply their reason and come to know of God’s existence and the natural law, Locke claimed that they could know the natural law code as they could know the specifics of mathematics. But Locke never came close to showing that the specific moral code is capable of mathematical demonstration. Locke extremely overestimated how much moral knowledge his empiricist epistemology could deliver. Locke’s empiricist epistemology could not demonstrate in detail what was good or evil, just or unjust For Locke, man’s conscience is nothing other than his own opinion of what is right and wrong. Thus, similar to the Sophists and Hobbes, Locke was essentially a skeptic. God’s natural law governs his creatures. Although Locke wrote of God’s right and authority to rule over his creatures, Locke never justifies his assertion. Locke never demonstrated that God was anything except the most powerful being that could compel obedience through rewards and punishments. Locke’s empiricist epistemology does not allow him to draw the distinction between authority and mere power. Thus, like Hobbes, punishment for Locke was merely deterrence. Moreover, because Locke was so consumed with, and analyzed so thoroughly, the empiricist epistemology of natural law, Locke demonstrates clearer than Hobbes that scientism coupled with a belief in God leads to nothing but theological voluntarism, i.e., the law is ultimately grounded in God’s almighty will, not His unchanging character, such that God can will anything to be moral. Thus, whoever embraces an empiricist epistemology and at the same time, acknowledges God as the ultimate lawgiver, will be left with nothing but theological voluntarism. Thus, scientistic modernism destroyed the firm and unchanging foundation of civil law and the only real restraint to civil tyranny, namely, a natural law grounded in God’s eternal and unchanging character. Similar to Hobbes, the source of civil governmental power for Locke is the consent of the people. There are two natural powers that are given to civil society, the legislative and executive. The legislative power in any civil government is superior over the executive because it gives the laws to the executive. Some of man’s natural executive power is retained. This is so because mans natural right of self-preservation is inalienable, i.e., it cannot be given over to civil government. Thus, men in civil society have a right to resist the civil government if, after a long train of abuses, their opinion on the basis of their feelings grounded in their experience is that the civil government has violated the natural law. The civil governmental authority puts itself into a state of war with the people when it repeatedly violates the natural law. Tyranny occurs when the civil government acts out of its own self-interest and does not protect the property of the people. Locke’s theory of civil resistance is weak, however, because he failed to demonstrate that the specific code of the natural law is knowable.[9] Similar to Hobbes, Locke’s empiricist epistemology made the end of civil government empirical, i.e., the self-preservation of the people. Locke’s theory of civil resistance is based upon the personal opinions of the people. Thus, Locke could support that notion that the civil government should tolerate every religious opinion that does not threaten the people’s physical property.[10] Moreover, Locke placed most religious beliefs in the realm of mere opinions. For Locke, only a few religious propositions were within the realm of demonstrative knowledge. Overall, Locke’s theory of religious toleration is a two-edged sword. In a sense, it encouraged theological relativism. In another sense, it allowed religious liberty, albeit seemingly equating toleration with liberty (negative freedom). Finally, if Hobbes’ political philosophy described how a society of skeptics could live together under one sovereign power, then Lockes political philosophy described how a society of skeptics could live together by balancing their opinions with the civil governments. Thus, contrary to Hobbes, Locke believed that a little civil resistance now and then is a good thing. Although Lockes political philosophy guards against tyranny better than the political philosophy of the Sophists and Hobbes, similar to the Sophists and Hobbes, Locke’s scientistic philosophy supports the argument that any philosophy that has scientific presuppositions and begins with physical particulars produces a negative view of freedom, a simple view of human equality based upon power, authority that is equated with mere power and sanction, a deterrence theory of punishment, a natural law that can only be known in selfish generalities, natural rights that are grounded in mans self-interests, nominalism, and theological voluntarism. BIBILIOGRAPHY Hobbes, Thomas. Leviathan: Or the Matter, Forme and Power of a Commonwealth Ecclesiasticall and Civil, ed. Michael Oakeshott. New York: Simon . Schuster, Inc., 1997. Locke, John. Two Treatises of Government, ed. Peter Laslett. Cambridge: Cambridge University Press, 1988. [1]   Hobbes, Thomas, Leviathan: Or the Matter, Forme and Power of a Commonwealth Ecclesiasticall and Civil (New York: Simon . Schuster, Inc., 1997), 54-63) [2] Ibid, 72-77. [3] Ibid, 11-21. [4] Ibid, 77. [5] Ibid, 79. [6] Ibid, 76. [7] Locke, John, Two Treatises of Government (Cambridge: Cambridge University Press, 1988) 283-290. [8] Ibid, 263. [9] Ibid, 290-292. [10] Ibid.

Roald Dahls Lamb to the Slaughter and Arthur Conan Doyles The Adventure of the Speckled Band :: Slaughter Speckled Band Essays

Roald Dahl's Lamb to the Slaughter and Arthur Conan Doyle's The Adventure of the Speckled Band While both stories are murder stories, Lamb to the Slaughter is not a typical murder mystery. A typical murder mystery would be one where a dashing detective saves the damsel in distress from the evil murderer in an old mansion. Quite simply, that describes the story in The Adventure of the Speckled Band. On the other hand, Lamb to the Slaughter is not a bit typical. It is set in a warm home where a woman is knitting and peacefully counting away the time before her husband comes home. It could be argued that Mrs Maloney would more likely be a victim in a story, rather than a murderer. In the early part of the play she is described as: "Her skin - for this was her sixth month with child - had acquired a wonderful translucent quality, the mouth was soft, and the eyes, with their new placid look, seemed larger, darker than before." Dr Roylott is much more sinister, and in that way the story was quite predictable: "Violence and temper approaching to mania has been hereditary in the men of the family" The character of Mrs Maloney is by far the more interesting of the two. She starts as a kind and loving housewife, and ends up as some sort of almost psychopathic killer. There are many cultural differences between The Adventure of the Speckled Band and Lamb to the Slaughter. We can see many technical advances in Lamb to the Slaughter because of the differing time setting. The Adventure of the Speckled Band has dogcarts, veils and frock coats. Contrasting with this, Lamb to the Slaughter has freezers, cars and ovens. In The Adventure of the Speckled Band, women are regarded as helpless and cannot make decisions. In contrast, Lamb to the Slaughter shows a woman who can make decisions for herself. This is shown when Mrs Maloney makes drinks. Mrs Maloney would appear to have a sort of strength of character, shown by the fact that seems to be stable and in control, even when Patrick is dead. In contrast, in The Adventure of the Speckled Band the women seem helpless and unable to choose. The mansion in The Adventure of the Speckled Band is typical of a murder mystery story. This is shown by:"two curving wings, like the claws of a crab, thrown out on each side". The Maloney household however is not typical at all. It is a warm 1950's home. This is probably to lull you into a false sense of security, and believe that everything is calm before the shocking murder. Roald Dahl's Lamb to the Slaughter and Arthur Conan Doyle's The Adventure of the Speckled Band :: Slaughter Speckled Band Essays Roald Dahl's Lamb to the Slaughter and Arthur Conan Doyle's The Adventure of the Speckled Band While both stories are murder stories, Lamb to the Slaughter is not a typical murder mystery. A typical murder mystery would be one where a dashing detective saves the damsel in distress from the evil murderer in an old mansion. Quite simply, that describes the story in The Adventure of the Speckled Band. On the other hand, Lamb to the Slaughter is not a bit typical. It is set in a warm home where a woman is knitting and peacefully counting away the time before her husband comes home. It could be argued that Mrs Maloney would more likely be a victim in a story, rather than a murderer. In the early part of the play she is described as: "Her skin - for this was her sixth month with child - had acquired a wonderful translucent quality, the mouth was soft, and the eyes, with their new placid look, seemed larger, darker than before." Dr Roylott is much more sinister, and in that way the story was quite predictable: "Violence and temper approaching to mania has been hereditary in the men of the family" The character of Mrs Maloney is by far the more interesting of the two. She starts as a kind and loving housewife, and ends up as some sort of almost psychopathic killer. There are many cultural differences between The Adventure of the Speckled Band and Lamb to the Slaughter. We can see many technical advances in Lamb to the Slaughter because of the differing time setting. The Adventure of the Speckled Band has dogcarts, veils and frock coats. Contrasting with this, Lamb to the Slaughter has freezers, cars and ovens. In The Adventure of the Speckled Band, women are regarded as helpless and cannot make decisions. In contrast, Lamb to the Slaughter shows a woman who can make decisions for herself. This is shown when Mrs Maloney makes drinks. Mrs Maloney would appear to have a sort of strength of character, shown by the fact that seems to be stable and in control, even when Patrick is dead. In contrast, in The Adventure of the Speckled Band the women seem helpless and unable to choose. The mansion in The Adventure of the Speckled Band is typical of a murder mystery story. This is shown by:"two curving wings, like the claws of a crab, thrown out on each side". The Maloney household however is not typical at all. It is a warm 1950's home. This is probably to lull you into a false sense of security, and believe that everything is calm before the shocking murder.

Kafka and Grimm

Kafka presents a very different story line themed to alienation than Tolstoy:   The Metamorphosis is not subtle in its allusion to how Gregor feels, nor is it sly in its presentation of how Gregor is treated.   Upon awakening one morning Gregor finds that he has been transformed into a monstrous vermin.   Despite this reality, Gregor does not preoccupy himself with his own change but focuses on the dreary weather outside; the rain, the wind.   He does not fully realize his situation in least and goes about his diurnal routines without worrying about his great transformation: â€Å"When Gregor Samsa woke up one morning from unsettling dreams, he found himself changed in his bed into a monstrous vermin.He was lying on his back as hard as armor plate, and when he lifted his head a little, he saw his vaulted brown belly, sectioned by arch-shaped ribs, to whose dome the cover, about to slide off completely, could barely cling. His many legs, pitifully thin compared with the size of the rest of him, were waving helplessly before his eyes.† (P. 3).   This description of change is extreme and yet, despite its severity or alternating course of life, Gregor does not recognize it as anything in particular.   Through this, the reader realizes the extent of Gregor’s alienation from himself, when such a physical difference is presented to him from his own body he chooses not to recognize it, and thus, the theme of alienation from self is made clear from the start of the novella.Through Gregor’s family the reader realizes a sense of extreme change.   Despite Gregor’s displaced emotion of his own body and geography, his family recognizes quite clearly the situation.   It is in this moment that Gregor’s previous alienation of him takes on a more physical and apparent form as seen when Gregor first steps or crawls out of his bedroom after his discourse of loathing his job, â€Å"And now he could see him, standing closest to the door, his hand pressed over his open mouth, slowly backing away, as if repulsed by an invisible, unrelenting force.His mother – in spite of the manager's presence she stood with her hair still unbraided from the night, sticking out in all directions – first looked at his father with her hands clasped, then took two steps towards Gregor, and sank down in the midst of her skirt spreading out around her, her face completely hidden on her breast. With a hostile expression his father clenched his fist, as if to drive Gregor back into his room, then looked uncertainly around the living room, shielded his eyes with his hands, and sobbed with heaves of his powerful chest.† (P. 15).   It is in this revealing narrative that the reader grasps how grotesque Gregor has become.   He has already been alienating himself from his family, and keeping to himself, and not being relatable and thus, his family truly cannot recognize him anymore, it merely took the physical repres entation of his alienation for this to occur.It is through Gregor’s family that the theme of alienation persists.   Gregor had been the provider of the family and with recognition, â€Å"Those had been wonderful times, and they had never returned, at least not with the same glory, although later on Gregor earned enough money to meet the expenses of the entire family and actually did so. They had just gotten used to it, the family as well as Gregor, the money was received with thanks and given with pleasure.† (P. 27).   Thus it would seem that Gregor’s alienation has erupted because he is displeased with his job, yet he keeps his job because that is his role in his family and with this in mind, it seems that Gregor does not want to be placed in that role any longer.The theme of alienation is seen in Kafka’s narrative, â€Å"Into a room in which Gregor ruled the bare walls all alone, no human being beside Grete was ever likely to set foot.† (P. 3 0).   So, with his family no longer seeing him as the provider the manifestation of harbored feelings rise in the form of a vermin and Gregor cannot hide the truth of his existence any longer from his family; his family rejects Gregor, and he dies.Thus, Gregor’s death is the ultimate alienation, and his rejection by his family is the tribute to such a theme,   â€Å"Gregor's serious wound, from which he suffered for over a month – the apple remained imbedded in his flesh as a visible souvenir since no one dared to remove it – seemed to have reminded even his father that Gregor was a member of the family, in spite of his present pathetic and repulsive shape, who could not be treated as an enemy; that on the contrary, it was the commandment of family duty to swallow their disgust and endure him, endure him and nothing more.† (P. 40).The concept of metamorphoses is not a foreign idea in literature as the Brother’s Grimm have used this technique in many instances.   The transformation side of a fairy tale is found in a plethora of tales including, The Frog King or Iron Henry, and to an extent, Little Red-Cap.   Each of these stories illustrates a stage of transformation either as a curse, or as a means to gain something.   In The Frog King or Iron Henry a prince is transformed into a frog in a tale of bewitchment.   The story differs on the concept between whether the princess kisses or throws the frog in order for the frog to transform back into a prince.The tale of this kind is different from Kafka’s due to the nature and the way in which the transformation changes the main character.   For Gregor, the metamorphoses relates to his family and other problems with life, while with the prince/frog the concept of the tale revolves around the change of the people around the prince/frog such as the princess and Henry, the servant.The transformation of the people around the prince/frog is well established with the snide behavior of the princess changing into a more civilized person, and the prince’s servant Henry who had bound his heart with gold bonds in order so that it would not break on the prince having been cursed into being a frog.   Thus, the fundamental difference between these two stories rests with the outside characters being changed in the Grimm’s tale and the physical change in Gregor only relating to him.In another Grimm tale Little Red-Cap a little girl who adores her grandmother goes to see her only to find a wolf in her place dressed in her grandmother’s clothing in order to deceive the little girl and to consume her.   Although the element of consumption is similar in Kafka’s story as in Gregor feeling consumed by the world he lives in and does not feel satisfaction in and thus is consumed by it, so does the wolf desire to consume the little girl.The story of transformation in Little Red-Cap involves changing an animal into a human and thus t he change regarded for these two stories revolves around a human changing into an animal (insect) and an animal changing into a human each for the purpose of consumption but in different regards.   Gregor changes into an insect in relation to an unfulfillment of life while the wolf changes into a human in order to be fulfilled.   For both stories their desires are not met as the wolf is only fulfilled with stones and then skinned and Gregor is not given a chance to find fulfillment as he was a wastrel in life having neither goal nor purpose and thus his ebb of desire lessens and lessens until he is killed.Work CitedKafka, F.   The Metamorphosis.   Crown.   2003.http://www.familymanagement.com/literacy/grimms/grimms20.htmlhttp://www.familymanagement.com/literacy/grimms/grimms01.html

Spring Syllabus

[pic] [pic] Florida A&M University Department of Chemistry CHM 1045 Lab Syllabus COURSE SYLLABUS | |Course Number: CHM 1045L |Course Title: General Chemistry I Laboratory | |Prerequisite(s): | | |Co-requisite: CHM 1045 Lecture | | |Course Credit: 1 |Course Hours: 3 per week | |College: Science and Technology |Required Text(s): The laboratory manual, Experiments In General Chemistry, 6th | | |Edition by Peter Cottrell, Jesse Edwards, & Richard A. Ford, Jr. | |Department: Chemistry | | |Faculty Name: Arian White-Baker |Term and Year: Spring 2013 | | |Place and Time: 401/413 Jones Hall | |Office Location: |Telephone: ( 850 )599-8424 | |219-A Jones Hall |e-mail: arian1. [email  protected] edu or arian1. [email  protected] com | |Office Hours |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday | | |4:00-5:00 pm | 9:00-11:00 am | |12:00-2:00pm | | Curriculum Status: Required for Chemistry, Biology, Pre-Pharmacy and Pre-Engineering majors. INTRODUCTION General Chemistry I L aboratory (CHM 1045L) is the first course of a sequence of two laboratory courses primarily for students who are in science or science-related majors. In this laboratory course, students will have an opportunity to observe some of the phenomena of matter and obtain practical skills in using various items of laboratory equipment. Upon completion of this course students should have a deeper and more concrete understanding of the experimental science of chemistry.There are 10 different laboratory exercises scheduled to be done during the weeks specified in the SCHEDULE section of this outline. Because of the large number of laboratory sections and the full use of time available during the semester, there will be no opportunity to make individual laboratory exercises. Only in cases of emergency, you must notify your instructor before the class session. In such case, the laboratory experiment should be made up during the week that it was assigned. In order to make up the experiment, thes e procedures should be followed: *Notify your instructor and get a note from them stating their approval and awareness of your absence. *Obtain an official excuse from your dean. Bring the excuse and the note to laboratory coordinators office in JONES HALL room 405. *At this time, you will receive a form with the time that you can make your experiment up. Appointments for office visits other than during scheduled office hours may be made on an individual basis for the mutual convenience of the students and instructor. LABORATORY OBJECTIVES There are several objectives of the laboratory course. Among these are to: a. Train students to observe and follow the standard safety practices while doing experiments. b. Provide a means for students to examine, analyze, and verify chemical principles by carrying out simple exercises in the laboratory. c.Provide an opportunity for students to practice making careful observations and measurements, and to perform critical analyses of the observati ons made and data obtained. d. Train students to carry out laboratory exercises using standard techniques, while keeping a record of the observations made and data obtained. Academic Learning Compact As a result of your experience at FAMU chemistry students should be able to communicate chemical concepts in oral and written laboratory reports. Your reports should discern what you think happened from what indeed did occur based on sound chemical reasoning. You are to interpret laboratory data, measurements, procedures and results. Eventually, you should solve chemical problems and design and evaluate experiments.After taking this class you will be able to recognize potentially hazardous substances and reactions. You should be able to make effective use of information resources and use a computer to gain information about chemical compounds and reactions. LABORATORY MATERIALS The following materials will be required for the laboratory: a. Laboratory safety glasses b. The laboratory ma nual, Experiments In General Chemistry, 6th Edition by Peter Cottrell, Jesse Edwards, & Richard A. Ford, Jr. , which is available at the University Bookstore. c. Laboratory coat d. Expt In General Chemistry Lab Safety & Techniques DVD Safety Students must always wear eye protection and laboratory coats when they are doing the laboratory exercises.There are no exceptions to this requirement. Students not having eye protection and laboratory coat cannot remain in the laboratory. a. Wear approved eye protection at all times. b. Never eat, drink or smoke in a chemical laboratory c. If any glassware is broken, it should be cleaned up by the student. d. Never perform an unauthorized experiment. e. Never work in a chemical laboratory without proper supervision f. Never pipette by mouth or inhale gases or vapors g. Exercise proper care in heating or mixing chemicals h. Be careful with glass equipment PROCEUDURE Each laboratory experiment must be read and carefully studied before coming to t he laboratory.This must be done to ensure that each student is thoroughly familiar with the principles, procedures, calculations, and anything else with the exercises may be involved. Unless otherwise directed to do so, students should work alone in doing in the laboratory exercises. Take extreme care when using the analytical balances, thermometers, and other items of equipment that are expensive and/or may be easily broken. When the laboratory exercise is completed, all equipment should be cleaned and put in its proper place or in the locker in an orderly way. The bench top and common work areas should also be cleaned. LABORATORY REPORTS The pre-laboratory assignments of each laboratory experiment must be turned in to the instructor before the beginning of the laboratory.Laboratory Reports are to be completed and turned in as directed by the instructor. The laboratory report will usually consist of the Pre-Lab, Post-Lab, Lab Write-up, Data Sheet from the laboratory experiment and calculations sheet. Laboratory Report Organization: All sections should be typed except calculations, pre/post lab and your data/report sheet †¢ Title Page: Your name, Group members names, Date, Lab section Title of the Experiment †¢ Introduction- 5-6 sentences at most †¢ Materials and Procedure- Past Tense, Bullet format †¢ Pre-Lab, Report Sheet and Post Lab –please complete all calculations and questions in the spaces provided. If the space is too small, please complete on a separate sheet of paper. Calculation sheet – SHOW ALL WORK! †¢ Conclusion – Discuss what you learned and any possible sources of error that occurred in the experiment. Please use complete sentences. Students who do not actively participate in the laboratory experiment will be subject to point reduction. there are no make up labs, so do not miss a lab date. Late lab reports will not be graded. No exceptions will be granted and no excuses are acceptable. PUBLIC HOLID AYS AND LABS IF YOUR LAB FALLS ON ANY PUBLIC HOLIDAY (EXCEPT THANKSGIVING WEEK) OR UNIVERSITY CONVOCATION, PLEASE ENDEVOR TO ATTEND ANY OTHER SECTION OF THE LAB WITHIN THE SAME WEEK. THE MISSED LAB WILL NOT BE REPEATED THE FOLLOWING WEEK.PLEASE ENSURE THAT THE LAB INSTRUCTOR OF THE LAB YOU ATTENDED FOR MAKEUP SIGNS YOUR WORK AS EVIDENCE OF ATTENDANCE. THEN SUBMIT YOUR LAB REPORT TO YOUR LAB INSTRUCTOR AS USUAL. The total score for the course will be based on laboratory reports, write up, and exam. Each laboratory report will have equal value but not necessarily the same number of points. The laboratory reports will count between 80-90% of the total score. The final laboratory examination will count between 10-20% of the total score. Additionally, you may be given quizzes that will count toward your overall grad. The various parts of the lab exercises and reports will contribute towards the final grade as follows: Lab Reports Report Sheet and Data 50Pre-Lab 10 Post Lab 10 Write up 30 Total 100 There will be a total of Ten Labs and Two Exams worth 100 pts each. At the end of the semester, an overall fractional score will be calculated. It is anticipated that the grade will be based on the following scale for fractional scores: A- (90% or above)(990-1110) B-(80-90%)(880-989) C-(70-80%)(770-879) D-(60-70%)(660-769) F- (Below 60%)(659 & Below) Some general items to be considered in grading the reports will be the neatness and legibility of the report, the correct use of English, and the proper use of significant figures and units.Other items that may be considered, depending on the specific exercise, will be the closeness of a result obtained to what the result should be the correctness of any calculations, and the completeness of any observations that may be expected. A subjective evaluation will also be included of the student’s attitude toward the laboratory exercised and the correct use of the laboratory equipment. Academic Calendar: Fall 2013 January 7 Classes begin (Full-Time Studies) January 21 Martin Luther King (Holiday) March 11-15 Spring Break March 29 Last day to withdraw April 26 Last day to submit I change of grade Aptil 26 Last day of classes April 29-May 3, 2013 Final examinations Week CHM 1045 Labs Spring 2013Lab # Date Title Page # 1/7-12/12 Laboratory Orientation and Safety Video/ MSDS 1. 1//14-18/12 Basic Laboratory Technique 1 No Labs 1/21-25/12 Martin Luther King – No Class This Week 2. 1/28 – 2/1/12 Identification of Substances by physical properties 13 3. 2/4-8/12 Separation of the Components of a mixture 23 4. 2/11-15/12 Chemical reactions of copper and percent yield 31 5. /18-22/12 The stoichiometry of a reaction 39 2/25-3/1/12 Exam #1 6. 3/4 – 8/12 Reactions in Aqueous Solutions 49 No Labs 3/11-15/12 Spring Break- No Class This week 7. 3/18-22/12 Qualitative-Analysis Scheme 61 8. 3/25-29/12 Colorimetric determination of iron 69 9. 4/1-5/12 Behavior of gases: Molar mass 93 10. 4/8-12/12 Where are electrons? : VSEPR 245 4/15-19/12 Exam 2 SAMPLE LAB WRITE UP: Cover Page EXPERIMENT 1BASIC LABORATORY TECHNIQUES John Doe Group Members: Andrew Luck Reggie Wayne Dwight Freeney SAMPLE LAB WRITE UP INTRODUCTION Chemistry is an experimental science that relies heavily upon meticulous observations and precise measurements. When recording the measurements made, the accuracy of the devise used has to be reflected. Although the metric system used here in America is the most common, scientists prefer the use the International System of Units or SI system. The objective of this lab is to perfect the use of the laboratory balance, graduate cylinder, thermometer and pipets in order to learn how to obtain accurate measurements in experimental procedures.This lab will also allow familiarization with the SI units used in scientific work. APPARATUS/MATERIALS Balance150-mL Beaker 250-mL Beaker Bunsen Burner Hose clampFlask 125-mL 50-mL Erlenmeyer Grad. Cylinder Rubber BulbIron ringRing S tand 10-mL Pipet ThermometerWing TipIce Barometer PROCEDURE A. The Bunsen Burner †¢ The Bunsen burner was examined for valves and all gas/air outlets †¢ Both valves were closed and rubber tubing was attached from the gas outlet on the burner to the lab bench spout. †¢ A striker was used to light the gas below the top of the barrel while the gas valve on the burner was gradually opened to obtain a flame roughly 3-4 inches high. The air was adjusted to allow a pale blue flame to form on the inner cone. B. The GraduatedCylinder †¢ The 100-mL graduated cylinder was examined and the markings in milliliters was noted †¢ The cylinder was then filled approximately half full with water and the meniscus(curved surface) was observed. †¢ Reading the lowest point of the meniscus at eye level with the cylinder a volume measurement was obtained to the nearest 0. 1mL and recorded †¢ A 125-mL Erlenmeyer flask was then filled to the top with water and the graduate c ylinder was used to aid in recording the total volume in the flask. C. The Thermometer and Its Calibration To test the accuracy of the thermometer, it was calibrated using known measurements †¢ 50mL of ice was placed in a 250mL beaker and covered with distilled water. †¢ The ice-water mixture was allowed to set and come to equilibrium and measurements were taken and recorded. †¢ To test the boiling point, a 250-mL beaker ws set on a wire gause and iron ring half full with distilled water. †¢ The water was heated and measurements were periodically taken to determine the temperature of the water . †¢ The boiling point of water was recorded and a bp correction calculation was performed to determine the true boiling point at the observed pressure. D. Using the Balance to Calibrate the 10-mL Pipet †¢ A penny was weighed and the mass recorded About 40mL of distilled water was put in a 50-mL beaker †¢ The weight of an empty, dry 50 mL Erlenmeyer flask was weighted to the nearest 0. 1 mL †¢ The temperature of the water in the beaker was measured and recorded. †¢ Exactly 10 mL of water was pipet into the empty flask and the flask was weighed with the water. †¢ The weight of the water was determined by subtraction the mass of the empty flask from the mass obtained after the 10 mL of water was added. †¢ The density was calculated, and based on the temperature obtained previously, the accuracy of the pipet was determined. †¢ This procedure was repeated three more times CALCULATIONS: WRITE ALL CALCULATIONS IN THIS SECTION. NO NEED TO TYPE THEM OUT.CONCLUSION: The objective of this lab was to learn the use of simple lab equipment. In this experiment our group was able to learn basic laboratory protocols and become familiar with common equipment operation. We were able to successfully calibrate and standardize the equipment for future measurements to be taken. Overall there were minor errors that could have occurred including the following: not reading the bottom of the meniscus on the graduated cylinder procedure and dropping some water while transferring to flasks in procedure D. We completed all procedures proficiently otherwise and look forward to a semester of future experimentation.

Free Essays on Lamb Of God

of John the Baptist as he saw Jesus approaching one day. Why would John refer to Jesus as the Lamb of God? He is not the only one; in the book of Exodus Jesus is referred to as the Lamb twenty-eight times. According to the dictionary a lamb can be: a young sheep, a sweet mild-mannered person, or one who can be duped or cheated especially in financial matters. These are the ways that lamb can be used out of the context of this chapter. Jesus is obviously not a young sheep or someone who can duped or cheated very easily, but he is a sweet mild-mannered person according to the bible. I do not believe that this is the reason that John refers to Jesus as the Lamb of God. I believe that in order to discover the meaning in the context you have to look at the Jewish traditions and beliefs. During Passover the Jews would sacrifice a Lamb and smear its blood across their doors to protect them from the evil spirits that came. Jesus as a lamb can be interpreted as the paschal lamb, whose blood saved the Israel, and also as the lamb that is slaughtered as sin-offerings. Jesus’ crucifixion and death can be thought of as both of the lambs, the paschal and the slaughtered. He was slaughtered to save the salvation of man and forgive their sins. He came to be a sacrifice for the sinners. There is one last interpretation of the lamb in the bible, the apocalyptic lamb that would destroy evil from the world. The apocalyptic lamb is totally different then the paschal lamb and the slaughtered lamb. In the book of Revelations the lamb is referred to as having seven eyes and seven horns. The horn is a symbol of power. The lamb of Revelation is said to lead an army, go to war, and conquer his enemy. This lamb holds the destiny of mankind in his hand; he is â€Å"The Lord of Lord and King of Kings.†(Rev. 17:14) So, which meaning did John in... Free Essays on Lamb Of God Free Essays on Lamb Of God â€Å"Behold, the Lamb of God, who takes away the sin of the world.† (John 1:29) These are the words of John the Baptist as he saw Jesus approaching one day. Why would John refer to Jesus as the Lamb of God? He is not the only one; in the book of Exodus Jesus is referred to as the Lamb twenty-eight times. According to the dictionary a lamb can be: a young sheep, a sweet mild-mannered person, or one who can be duped or cheated especially in financial matters. These are the ways that lamb can be used out of the context of this chapter. Jesus is obviously not a young sheep or someone who can duped or cheated very easily, but he is a sweet mild-mannered person according to the bible. I do not believe that this is the reason that John refers to Jesus as the Lamb of God. I believe that in order to discover the meaning in the context you have to look at the Jewish traditions and beliefs. During Passover the Jews would sacrifice a Lamb and smear its blood across their doors to protect them from the evil spirits that came. Jesus as a lamb can be interpreted as the paschal lamb, whose blood saved the Israel, and also as the lamb that is slaughtered as sin-offerings. Jesus’ crucifixion and death can be thought of as both of the lambs, the paschal and the slaughtered. He was slaughtered to save the salvation of man and forgive their sins. He came to be a sacrifice for the sinners. There is one last interpretation of the lamb in the bible, the apocalyptic lamb that would destroy evil from the world. The apocalyptic lamb is totally different then the paschal lamb and the slaughtered lamb. In the book of Revelations the lamb is referred to as having seven eyes and seven horns. The horn is a symbol of power. The lamb of Revelation is said to lead an army, go to war, and conquer his enemy. This lamb holds the destiny of mankind in his hand; he is â€Å"The Lord of Lord and King of Kings.†(Rev. 17:14) So, which meaning did John in...

Forever Alone Pros of Celebrating Valentines Day Solo

Forever Alone Pros of Celebrating Valentines Day Solo Bunch of chocolate, cheesy cards, and flowers†¦who needs it? No one seems to care anymore that V-day is named after a Christian martyr that dates back to the 5th century! Here’s the gist: the most widely circulated story is that this guy, who the saints named Valentinus, was imprisoned and executed for ministering to Christians and performing forbidden weddings under the oppressive Roman Empire of that time. What does this have to do with Valentine’s Day cards, jewelry, dinner dates, and boxes of candy? There’s the forbidden wedding angle, okay, but what the holiday’s turned into and how it’s been commercialized should be an outrage! If you have the same opinion or just dont have a date to celebrate Valentines Day here are some reason to spend this day happily alone. You Can Spoil Yourself Guilt-Free Unlike all the couples in love you dont have to bother what to get your beloved one, how to organize the celebration. what to surprise them with. You can dedicate this day for you entirely. At the end of the day, you are your most valuable asset. Use this day to thank yourself for all the good things about who you are and about being you. There’s no one else in all the universe like you, and you are an absolutely mind-bogglingly extraordinary being; conscious, self-aware†¦you’re alive! However much cash you would’ve shelled out for a special someone, spend it on yourself instead. Imagine what you would do for someone that you’re head over heels in love with, selflessly, and do it for you! No narcissism needed, just good old fashioned self-appreciation. You Can Take Enjoy a Solo Date Valentines day is actually not about the gifts and declaring love. Its about spending good time together. So, why not do it on your own? Dont be such a boring couch potato, surprise yourself by taking yourself out on a date (no matter how ridiculous or pathetic it may sound). Dinner and movie? Zoo then the club? A day in a spa? How about the opera then a moonlit walk through the park? Whatever. Go hit the gym and workout extra hard as a reward and an acknowledgement of your prowess. V-Day can be the â€Å"all about me† day and there’s absolutely nothing wrong with that. You Can Meet New People Dont want to spend this day alone and all of your friends will be somewhere out with their dates? No problem, you can meet new people to hang out with. After all, 60% of breeding-age people in the modern world are single. Go to a single’s hotspot and mingle with all the other romantics who wish they were arm in arm with their one and only True Love. At least you will be sure you have one thing in common you are sing;e on Valentines day. Do your homework though and take this seriously. Investigate all the potential places to go and hang for a bit. You’ll likely end up focusing your resources on 1-3 places. Now, regardless of where you go, be sure you show up in your best outfit ready to celebrate being single. On Valentines day you will definitely have. You Can Throw an Un-Valentine’s Day Party! Instead of lovey-dovey movies and comic romances, how about action adventures or perhaps even horror? V-Day could be one of the best days for a â€Å"Die Hard† or â€Å"Lord of the Rings† party. These Un-Valentine’s day parties are increasingly common, so if you live in a bigger city or metropolis there’s likely a few going on within Uber, Cab, or driving distance. You never quite know what you’ll find when people put parties together to be the antithesis of V-Day. You Can Save Money and Even Profit Being a commercialized holiday, Valentines Day literally empties your wallet you buy gifts, cards, chocolates, pay for entries and dinner. Having no date cuts a half of these spending if you still want to have fun alone, or doesnt require any finances. What is more you can make profit of it. Here are some opportunities to make some money on valentines day: Buy roses en-masse and add a little margin Create and sell your own specialized V-Day cards Offer your services as a babysitter These are just some of the options, you can be creative and make up much more ways to benefit from this whole V-day idea. You Can Volunteer or Do Something for a Stranger Seriously, this will pretty much quench any of those icky feelings you may be experiencing. Go work at a shelter, read at a children hospital, make a new friend at a nursing home, or hand out free calories at a soup kitchen. This is actually, in reality, among the most appropriate ways to celebrate this day. If you want to take it one step further, you can do things for people anonymously. So, for example, you could anonymously pay the month’s utility bill for a poor family. You could send flowers anonymously to someone that just recently went through a bad heart-wrenching breakup. You get the idea. You Can Spend the Day with Your Dearest As we all know, romantic relationships and marriages can come and go. They DO come and go for most people these days throughout our lives. But family’s different. And, most of the time our best friends are different as well. Make the day about the people who love you. If you need, you can check out even more ideas on how to spend Valentines day if you are single. And there you have the cream of the crop solo-V-Day strategies to make it count. But, that’s just our opinion. If you’re going to be a solo act, what do you plan on doing this year? We’d love to hear!

Assignement Assignment Example | Topics and Well Written Essays - 750 words

Assignement - Assignment Example Test of Written English, The Cambridge Certificate and the Diploma of English Studies, and the FSI Oral Interview Test. In order to prepare the students for these tests, we must make sure to prepare them by providing them with mock tests in the areas of pscychometric, linguistic, integrative, and communicative tests. The psychometric tests can be done using the Educational Testing Service practice psychometric standards. As teachers, the practice tests that we administer using their guidelines determines the competence of the student in relation to his grasp of the English language and its practical uses. The standardized test allows students to take the test based upon their level of expertise in the language by allowing them to modify and edit their answers. On the other hand, the integrative tests have been proven to test merely the surface knowledge of the student. This can be done using an oral interview method or composition testing which is done via essay writing. Even though dictation is also considered an integrative test, it has proven to be inconclusive in its results since listening skills vary from learner to learner. Teachers will most definitely be inclined to test the students using these formal assesment types but, they also have the option to informally test the students in the form of an oral interview. These oral interviews will not provide the same overview of the student's skills that the formal tests provide but it will give the teacher an idea as to the degree of learning that the student has actually acquired and retained from the lessons. Each of the testing types can be administered to the students depending upon their level of learning or difficulty in following the lesson. In formal schools, the more formal testing methods suggested by the Education Testing Service decides the learning accomplishment of the students since they have more time for practice runs. It is important to note however, that informal testing via oral response tests will also function in the same capacity should the teacher not have enough materials to back up the multiple testing methods of ETS. Of course testing results will vary for the EFL/ESL elementary and high school learners. That is because their mental capity and development in terms of ELLs, such as speaking, listening, and writing, vary with the intellectual maturity that the students are developing. An educator cannot expect a child of 8 to be able to carry on a conversation with an adult at the level of a high school student / English speaker. That is why the tests that are given to the elementary and high schools students of EFL/ESL are as different as night and day. The elementary student's interests, verbal, and written capacities are limited by his age and exposure to life, including his degree of practice in the English language so therefore, he cannot be tested and judged at the same level as a high school student. A high school student on the other hand is assumed to have been studying English far longer and already has an established foundation for the ELLs that will allow him to perform at a higher level than his elementary counterpart. Most EFL/ESL teachers these days fail to properly test their students and rely mostly on the practice tests because it is easier for them to test students from the textbook