Why To Kill a Mockingbird Is Controversial to Some

For what reason To Kill a Mockingbird Is Controversial to Some There are a few reasons that the substance of Harper Lees incredible novel, To Kill a Mockingbird, is here and there considered so disputable (and wrong for youthful crowds) that it is prohibited, tested, just as expelled from school/library records and retires. Racial Injustice The subject of partiality, separation, and without a doubt unfeeling scorn isn't generally a point that we like to talk about with our youngsters. All things considered, we need youngsters to stay honest, to be expelled and shielded from the shameful acts, shamefulness, cold-bloodedness, and dread that so frequently wins in this world. Kids become familiar with all-to-rapidly that society is loaded up with goodness and graciousness (or if nothing else that is the expectation), yet theres additionally a lot of underhanded, tormenting and all the most noticeably awful cruelty in human nature. To Kill a Mockingbird investigates the two parts of humankind. Theres the life-and-demise battle of a guiltless dark man against the segregation and barbarity that is not just clear in the activities of their kindred townspeople yet in addition in the unavoidable partialities of the lawful framework. Atticus is the main man who is sufficiently bold to face the chaos, with an end goal to guarantee that equity is served! He realizes that the obliviousness that wins could cost him his life (or potentially all that he holds dear), yet the quest for equity and the barrier of blamelessness is (to him) worth anything he could confront. He isn't stopped. Sexual Violence In spite of the fact that the untruths that are advised identified with the assault are not express in nature, theres still the way that Mayella Ewell put fault on Tom Robinson for an appalling infringement. The arraignment is totally manufactured, however even the case of assault inconveniences a few perusers. For certain guardians, instructors and different passages to perusing, the subject of infringement (even in a theoretical sense) is unsatisfactory for young youngsters. Physical Violence Its hard to feel frustrated about Mayella in light of the fact that we comprehend what her cases intend to Tom (and to Atticus, as he endeavors to safeguard an honest man). We may detest what shes saying (and doing), we go to some acknowledgment of the brain science of poor people, manhandled young lady; she would do or say anything (in her frightful and bullied state). Notwithstanding the maltreatment that Mayella encounters on account of her dad, physical savagery are brought to hold up under upon Atticus and his kids. In their indignation and obliviousness, the townspeople endeavor to utilize brutality and dread; to control Atticus.Atticus will not withdraw. He will not permit a guiltless man to erroneously sentenced and detained, without at any rate a battle. Atticus says: Fortitude isn't a man with a weapon in his grasp. Its knowing youre licked before you start yet you start at any rate and you see it through regardless. You once in a while win, yet now and again you do.â Heres another intriguing inquiry; how might the novel be distinctive without questionable points (and occasions)? Envision what the book would resemble in the event that they cleaned the novel.

My Mother Essay

The film fixates on Manuela, an attendant who regulates giver organ transplants in Ramã ³n y Cajal Hospital in Madrid and single parent to Esteban, an adolescent who needs to be an author. On his seventeenth birthday celebration, Esteban is hit by a vehicle and killed while pursuing on-screen character Huma Rojo for her signature following a presentation of A Streetcar Named Desire, in which she depicts Blanche DuBois. Manuela needs to concur with her associates at work that her son’s heart be transplanted to a man in A Coruã ±a. Subsequent to going after her son’s heart, Manuela leaves her place of employment and excursions to Barcelona, where she plans to discover her son’s father, Lola, a transvestite she left well enough alone from her child, similarly as she never disclosed to Lola they had a child. see more:speech about my mom In Barcelona, Manuela reunites with her old companion Agrado, a warm and clever transsexual whore. She likewise meets and turns out to be profoundly engaged with a few characters: Rosa, a youthful pious devotee who works in a sanctuary for battered whores and is pregnant by Lola; Huma Rojo, the entertainer her child had respected; and the medication dependent Nina Cruz, Huma’s co-star and sweetheart. Her life becomes weaved with theirs as she thinks about Rosa during her pregnancy and works for Huma as her own partner and even acts in the play as an understudy for Nina during one of her medication misuse emergencies. On her way to the medical clinic, Rosa requests that the taxi stop at a recreation center where she detects her father’s pooch, Sapic, and afterward her own dad, who experiences Alzheimer’s; he doesn't perceive Rosa and requests her age and stature, yet Sapic is cleverer and knows Rosa. Rosa kicks the bucket bringing forth her child, and Lola and Manuela at long last rejoin at Rosa’s memorial service. Lola (whose name used to be Esteban), who is biting the dust from AIDS, discusses how she constantly needed a child, and Manuela informs her concerning her own Esteban and how he kicked the bucket in a fender bender. Manuela then embraces Esteban, Rosa’s kid, and remains with him at Rosa’s parents’ house. The dad doesn't comprehend who Manuela is, and Rosa’s mother says it’s the new cook, who is living here with her child. Rosa’s father at that point asks Manuela her age and stature. Manuela presents Esteban (Rosa’s child) to Lola and gives her their very own image Esteban. Rosa’s mother spots them from the road and afterward faces Manuela about letting outsiders see the child. Manuela reveals to her that Lola is Esteban’s father; Rosa’s mother is horrified and says: â€Å"That is the beast that executed my daughter?!† Manuela escapes back to Madrid with Esteban; she can't take living at Rosa’s house any more, since the grandma is worried about the possibility that that she will contract AIDS from the infant. She composes a letter to Huma and Agrado saying that she is leaving and by and by is upset for not bidding farewell, as she did a very long time previously. After two years, Manuela comes back with Esteban to an AIDS show, telling Huma and Agrado, who presently run a phase show together, that Esteban had been a wonder by not acquiring the infection. She at that point says she is coming back to remain with Esteban’s grandparents. When getting some information about Nina, she gets melancholic and leaves. Agrado reveals to Manuela that Nina returned to her town, got hitched, and had a fat, terrible child kid.

How to Start a Compare and Contrast Essay

How to Start a Compare and Contrast Essay To understand how to start a compare and contrast essay, you should first get a clear idea of what you will write about. This academic assignment requires students to discuss both differences and similarities between subjects. Most of them find its successful completion easier if they create an outline before getting started. It’s always good to have a detailed framework before you sit down to write the paper that will keep other people engaged. How to state a compare and contrast essay? There are only a few basic steps that should be taken when writing this type of academic paper. You need to do the following: Choose two suitable subjects; Make a list of their differences and similarities; Determine a good point that you will make after comparing and contrasting them; Create a detailed outline that you will follow. Start with identifying the subjects that have different and common things. What is a compare and contrast essay? To write a good paper and earn high grades, you need to understand that it always looks into two basic subjects that can be either closely related or vastly different. This essay type focuses on what makes them different, similar, or different combinations of their similarities and differences. What should a strong compare and contrast essay do? Clear up any misunderstanding; State something unknown; Show a new way of doing, seeing, and understanding your chosen issue; Prove readers how one subject is different from the other; Explain a strong point and give supportive evidence. To make the entire process easier and faster, follow helpful guidelines. Comparison essay structure There are different reasons why a detailed outline for your compare and contrast essay plays an important role in the entire writing process. Take into account these critical factors proving that and organized essay outline: Shows others that you’re a professional; Acts as a bridge to scoring high grades; Helps you hold all of your ideas in their logical order; Ensures that you mention all critical points; Saves your time by helping you arrange all thoughts. A well-organized essay outline provides you with a great chance to streamline major ideas and rainstorm everything you want to write in it. Having a good plan is important because it guides you on the things that should be covered so that you don’t waste your time on thinking about what to write next in your paper. Compare and contrast essay outline: point-by-point organization This kind of organization allows you to concentrate your essay on comparing and contrasting one thing in every subject and all at the same time. It’s easy to follow this structure for readers because it contains only a few basic parts, such as: Introduction; Main body; Conclusion. Introduction In this paragraph, you need to present the chosen topic in specific and broad terms. Besides, it’s necessary to state a strong thesis. What is it? It’s a basis of all of your major ideas states in a compare and contrast essay. When introducing your main idea, you should start with a hook line and write the points of concern in the chosen subject. Don’t forget to specify who or what you’re comparing and contrasting in your piece of writing. To end an introductory paragraph, present the main idea with enough clarity. Many students agree that it’s a tough part when writing compare and contrast essays. The main trick is to write it as a last piece of text. Thesis statement To end your introductory paragraph successfully, don’t overlook the major point of your paper. You should state a strong thesis to express all the things that you will compare and contrast in it. This is how you’ll provide readers with a good idea of the direction that your essay will take. Body paragraphs Arrange the main body of your compare and contrast essay in a few paragraphs that discuss a separate major point. This is how you show both similarities and differences of the chosen subject. Include the main idea in the first body paragraph, and wind up on the last part included in a thesis in the third one. Keep a few important things in mind: Include the number of paragraphs based on the ideas that you have; Explain and outline all points in a straightforward manner. The first difference between subjects In the first body paragraph of your compare and contrast, be sure to include its main idea. For example, if to compare and contrast two girls, Molly and Morgan, you can pay attention to how they accessorize. Although both of them help each other in terms of fashion matters, they don’t have a similar style. The second difference between subjects Discuss the second difference between your chosen subjects in the next body paragraph. If to go back to the example of Morgan and Molly, another difference between these girls is playing with toys. Both of them like toys, but their choices don’t match. The third difference between subjects Discuss it in the third body paragraph where you also need to wind up the last part included in a thesis. For instance, you can say that the last difference between Molly and Morgan is how they spend their leisure time. That’s because they have different abilities, hobbies, and talents. How to write a conclusion for a compare and contrast essay After the tedious process of arranging all points in an organized manner, all you need to do is writing an interesting conclusion. At this stage of the writing process, you made a strong statement and arranged all paragraphs. Now, you need to put everything together by doing the following: Summing up major points; Evaluating. When writing a concluding paragraph of your compare and contrast essay, you should sum up all key points carefully. Bring together important information from your thesis and body paragraphs. Your next step is doing a simple analysis of everything you wrote. Feel free to go ahead and mention future developments or research. What does it mean? The main purpose of your concluding paragraph is to answer this question. It also needs to complete the entire circle by going back to an introductory section. How to compare and contrast poems? When teachers ask you to compare and contrast poem, don’t start to panic. Focus on both differences and similarities in their tones, themes, language, and imagery. Some students prefer to compare and contrast poems of the same authors to show readers poets use different methods to get their points across, while others choose different authors for their comparisons. First, you need to focus on major themes. Show that poems have either different or similar topics, including courage, death, romantic love, or others. For example, if you need to compare and contrast The Odyssey and Beowulf, they both contain themes about tribal allegiances and revenge. Next, examine the tone and mood of both poems. If you need to compare and contrast poems of the same author, they ca have different or similar tones or moods. For instance, take the literary works of Robert Frost. They are similar because they focus on changing season and natural wonders, while they have such difference as a grateful mood and a depressing style, melancholy and a cheerful tone. Pay attention to the use of imagery in the poems that you compare. Poets usually use symbolism and imagery to reveal some important things about nature and people. You can choose poems from the same era for your compare and contrast paper. They can be similar as they deal with the subjects of losses and death while using the same imagery. However, one poem may present a final resting place to show an acceptable role that the death plays in people’s lives, while the other one may represent its unwelcoming and dark finality. Finally, you need to evaluate the format, style, and language of both poems to find their differences and similarities. Focus of the meter, choice of words, length of every stanza or line, and rhythm when making your comparison. As an example, some poets prefer short lines and 1-syllable words, while others choose long stanzas or lines and multi-syllable words. Talk to teachers if you find it hard to determine how technical they want your comparison and contrast essay to be. Some professors expect their students to discuss stressed syllables and feet, while others want to read about iambic pentameter. Read your assignment guidelines not to miss out any important directions and essay writing rules. If you find it hard to compare and contrast poems successfully, don’t feel confused because you can always get professional help online. Entrust this academic assignment to qualified and trained specialists who are ready to help you 24 hours per day. The best part is that their high-quality custom paper writing services are fast and affordable. Provide our experienced writers with your detailed assignment instructions and deadlines, and your online order will be completed on time to help you get high grades.

Learn How to Say I Love You in Japanese

One of the most popular phrases in any language is probably I love you. There are many ways to say, I love you, in Japanese, but the expression has slightly different cultural meanings than it does in Western nations like the U.S.   In Kansai-ben, a regional dialect spoken in south-central Japan, the phrase suki  yanen is used for I love you. This colloquial phrase has become so popular that its even used as the name of an instant noodle soup. Saying I Love You In Japanese, the word love is ai, which is written like this: æ„›. The verb to love is aisuru (愛㠁™ã‚‹). A literal translation of the phrase I love you in Japanese would be aishite imasu. Written out, it would look like this: 愛㠁â€"㠁 ¦Ã£ â€žÃ£  ¾Ã£ â„¢. In conversation, youre more likely to use the gender-neutral word aishiteru (愛㠁â€"㠁 ¦Ã£â€šâ€¹). If you wanted to express your affection for a man, you would say, aishiteru yo (愛㠁â€"㠁 ¦Ã£â€šâ€¹Ã£â€šË†). If you wanted to say the same thing to a woman, youd say, aishiteru wa (愛㠁â€"㠁 ¦Ã£â€šâ€¹Ã£â€š ). Yo and wa at the end of a sentence are sentence-ending particles.   Love Versus Like However, the Japanese dont say, I love you, as often as people in the West do, mainly because of cultural differences. Instead, love is expressed by manners or gestures. When the Japanese do put their feelings into words, theyre more likely to use the phrase suki desu (Ã¥ ¥ ½Ã£  Ã£  §Ã£ â„¢), which literally means to like. The gender-neutral phrase suki da (Ã¥ ¥ ½Ã£  Ã£   ), the masculine suki dayo (Ã¥ ¥ ½Ã£  Ã£   Ã£â€šË†), or feminine suki yo (Ã¥ ¥ ½Ã£  Ã£â€šË†) are more colloquial expressions.  If you like somebody or something very much, the word dai (literally, big) can be added as the prefix, and you can say daisuki  desu (Ã¥ ¤ §Ã¥ ¥ ½Ã£  Ã£  §Ã£ â„¢). Variations on I Love You in Japanese There are many variations on this phrase, including regional dialects or hogen. If you were in the south-central part of Japan surrounding the city of Osaka, for example, youd probably be speaking in Kansai-ben, the regional dialect. In Kansai-ben, you would use the phrase suki yanen (written as Ã¥ ¥ ½Ã£  Ã£â€šâ€žÃ£  ­Ã£â€šâ€œ) to say, I love you, in Japanese. This colloquial phrase has become so popular in Japan that its even used as the name of an instant noodle soup. Another word to describe love is koi (æ â€¹). The primary difference between using the word koi instead of ai is that the former is typically used to express romantic love for one person, while the latter is a more general form of love. However, the differences can be subtle, and there are many more ways to say I love you in Japanese if you want to be particularly eloquent.

ESL Phrases for Performing Well in Business Meetings

One of the most common requirements of business English is holding meetings in English. The following sections provide useful language and phrases for conducting meetings and making contributions to a meeting. Conducting a Meeting These phrases are useful if you need to run  a meeting. Opening Good morning/afternoon, everyone.If we are all here, lets get started / start the meeting / start. Welcoming and Introducing Please join me in welcoming (name of participant)Were pleased to welcome (name of participant)Id like to extend a warm welcome to (name of participant)Its a pleasure to welcome (name of participant)Id like to introduce (name of participant) Stating the Principal Objectives Were here today to ...Id like to make sure that we ...Our main aim today is to ...Ive called this meeting in order to ... Giving Apologies for Someone Who is Absent Im afraid.., (name of participant) cant be with us today. She is in...Unfortunately, (name of participant) ... will not be with us to day because he ...I have received apologies for absence from (name of participant), who is in (place). Reading the Minutes (notes) of the Last Meeting To begin with Id like to quickly go through the minutes of our last meeting.First, lets go over the report from the last meeting, which was held on (date)Here are the minutes from our last meeting, which was on (date) Dealing with Recent Developments Jack, can you tell us how the XYZ project is progressing?Jack, how is the XYZ project coming along?John, have you completed the report on the new accounting package?Has everyone received a copy of the Tate Foundation report on current marketing trends? Moving Forward So, if there is nothing else we need to discuss, lets move on to todays agenda.Shall we get down to business?Is there Any Other Business?If there are no further developments, Id like to move on to todays topic. Introducing the Agenda Have you all received a copy of the agenda?There are X items on the agenda. First, ... second, ... third, ... lastly, ...Shall we take the points in this order?If you dont mind, Id like to go in order today.skip item 1 and move on to item 3I suggest we take item 2 last. Allocating Roles (secretary, participants) (name of participant) has agreed to take the minutes.(name of participant), would you mind  taking the minutes?(name of participant) has kindly agreed to give us a report on ...(name of participant) will lead point 1, (name of participant) point 2, and (name of participant) point 3.(name of participant), would you mind taking notes today? Agreeing on the Ground Rules for the Meeting (contributions, timing, decision-making, etc.) We will first hear a short report on each point first, followed by a discussion of ...I suggest we go round the table first.Lets make sure we finish by ...Id suggest we ...There will be five minutes for each item.Well have to keep each item to 15 minutes. Otherwise well never get through. Introducing the First Item on the Agenda So, lets start with ...Id suggest we start with...Why dont we start with...So, the first item on the agenda isPete, would you like to kick off?Shall we start with ...(name of participant), would you like to introduce this item? Closing an Item I think that takes care of the first item.Shall we leave that item?Why dont we move on to...If nobody has anything else to add, lets ... Next Item Lets move onto the next itemNow that weve discussed X, lets now ...The next item on todays agenda is...Now we come to the question of. Giving Control to the Next Participant Id like to hand over to (name of participant), who is going to lead the next point.Next, (name of participant) is going to take us through ...Now, Id like to introduce (name of participant) who is going to ... Summarizing Before we close todays meeting, let me just summarize the main points.Let me quickly go over todays main points.To sum up, ...,.OK, why dont we quickly summarize what weve done today.In brief, ...Shall I go over the main points? Keeping the Meeting On Target (time, relevance, decisions) Were running short of time.Well, that seems to be all the time we have today.Please be brief.Im afraid weve run out of time.Im afraid thats outside the scope of this meeting.Lets get back on track, why dont we?Thats not really why were here today.Why dont we return to the main focus of todays meeting.Well have to leave that to another time.Were beginning to lose sight of the main point.Keep to the point, please.I think wed better leave that for another meeting.Are we ready to make a decision? Finishing Up Right, it looks as though weve covered the main items.If there are no other comments, Id like to wrap this meeting up.Lets bring this to a close for today.Is there Any Other Business? Suggesting and Agreeing on Time, Date and Place for the Next Meeting Can we set the date for the next meeting, please?So, the next meeting will be on ... (day), the . . . (date) of.. . (month) at ...Lets next meet on ... (day), the . . . (date) of.. . (month) at ... What about the following Wednesday? How is that? Thanking Participants for Attending Id like to thank Marianne and Jeremy for coming over from London.Thank you all for attending.Thanks for your participation. Closing the Meeting The meeting is finished, well see each other next ...The meeting is closed.I declare the meeting closed. Meeting Participation Vocabulary The following phrases are used to participate in a meeting. These phrases are useful for expressing your ideas and giving input during  a meeting. Getting the Chairpersons Attention (Mister/Madam) chairman.May I have a word?If I may, I think...Excuse me for interrupting.May I come in here? Giving Opinions Im positive that...I (really) feel that...In my opinion...The way I see things...If you ask me,... I tend to think that... Asking for Opinions Are you positive that...Do you (really) think that...(name of participant) can we get your input?How do you feel about...? Commenting Thats interesting.I never thought about it that way before.Good point!I get your point.I see what you mean. Agreeing I totally agree with you.Exactly!Thats (exactly) the way I feel.I have to agree with (name of participant). Disagreeing Unfortunately, I see it differently.Up to a point I agree with you, but...(Im afraid) I cant agree Advising and Suggesting Lets...We should...Why dont you....How/What about...I suggest/recommend that... Clarifying Let me spell out...Have I made that clear?Do you see what Im getting at?Let me put this another way...Id just like to repeat that... Requesting Information Please, could you...Id like you to...Would you mind...I wonder if you could... Asking for Repetition Im afraid I didnt understand that. Could you repeat what you just said?I didnt catch that. Could you repeat that, please?I missed that. Could you say it again, please?Could you run that by me one more time? Asking for Clarification I dont quite follow you. What exactly do you mean?Im afraid I dont quite understand what your are getting at.Could you explain to me how that is going to work?I dont see what you mean. Could we have some more details, please? Asking for Verification You did say next week, didnt you? (did is stressed)Do you mean that...?Is it true that...? Asking for Spelling Could you spell that, please?Would you mind spelling that for me, please? Asking for Contributions We havent heard from you yet, (name of participant).What do you think about this proposal?Would you like to add anything, (name of participant)?Has anyone else got anything to contribute?Are there any more comments? Correcting Information Sorry, I think you misunderstood what I said.Sorry, thats not quite right.Im afraid you dont understand what Im saying.Thats not quite what I had in mind.Thats not what I meant. Meeting Format Meetings generally follow a more or less similar structure and can be divided into the following parts: I - Introductions Opening the MeetingWelcoming and Introducing ParticipantsStating the Principal Objectives of a MeetingGiving Apologies for Someone Who is Absent II - Reviewing Past Business Reading the Minutes (notes) of the Last MeetingDealing with Recent Developments III - Beginning the Meeting Introducing the AgendaAllocating Roles (secretary, participants)Agreeing on the Ground Rules for the Meeting (contributions, timing, decision-making, etc.) IV - Discussing Items Introducing the First Item on the AgendaClosing an ItemNext ItemGiving Control to the Next Participant V - Finishing the Meeting SummarizingFinishing UpSuggesting and Agreeing  on Time, Date and Place for the Next MeetingThanking Participants for AttendingClosing the Meeting

Nick Hornby a Long Way Down Free Essays

His first book Fever Pitch was released in 1992. It’s an autobiographical story about his fanatical support for Arsenal Football Club. High Fidelity — his second book and first novel — was published in 1995. We will write a custom essay sample on Nick Hornby: a Long Way Down or any similar topic only for you Order Now The novel was adapted into a film in 2000 and a Broadway musical in 2006. For his second novel About a Boy (1998) Hornby received the E. M. Forster Award of the American Academy of Arts and Letters. Hugh Grant and Nicholas Hoult starred in the 2002 film version. A Long Way Down was published in 2005 in the UK. The book received mixed reviews from critics. Johnny Depp bought the rights to the book before it was even published and has since hired writer D. V. DeVincentis, who previously wrote the script for the film High Fidelity, to write the screenplay. The story takes place in London sometime these days. Martin Sharp – Martin Sharp is a former celebrity. We don’t know his exact age but he is in his 40-s. Martin’s life was perfect: he had a wife and two little daughters, a well-paid job and was successful. He was host of a famous show but Martin made the mistake of sleeping with a 15 years old girl, for which he spent three months in prison. This made him even more popular as his case was stripped in the yellow press. When he is released from prison he discovers that his marriage is ruined. From that point he works for a cable TV channel with low popularity and has an affair with Penny, his former colleague. He does not make an effort to see his daughters or to clarify the tense situation with his wife. He’s very unhappy about his situation and feels that he has â€Å"pissed his life away† and that’s why he wants to end his life. Maureen – Maureen is a 51-year-old single mother of a disabled son named Matty. Her whole life is turning around Matty. She believes that it is her cross she must bear for her mistake (Matty was born out of wedlock). She has led a completely closed-in life for two decades raising him. Before she got Matty she was employed and outgoing. This has changed because she has to care for Matty the whole day. She has no freedom and free time except the services at church she attends every Sunday. She wants to get rid of her problems, which seems impossible to her. That is why she wants to commit suicide. Jess Crichton – Jess is an eighteen-year-old girl. She does not have real friends. Jess is a person who pisses people off very quickly with her direct and rude character because she says everything that comes to her mind. Jess’s father is a local politician and the family is completed by her mother. Her sister Jen, who is really important to her, left the family a few years ago and is thought to have committed suicide. The whole family, especially the mother and Jess, are still very upset about it. She wants to commit suicide by jumping from the tower block because of her family problems and losing her ex-boyfriend though it’s also slightly impulsive. JJ – JJ is an American who came to London with his girlfriend Lizzy. He used to play in a band called â€Å"Big Yellow† and toured across the whole UK. For Lizzy he gave up his dream of becoming a rock star, the band broke up and Lizzy dumped him. Now he earns money by delivering pizza, a fact that he is really unhappy with. He compares his own ambition for suicide with the ambitions of well-known musicians These four strangers happen to meet on the roof of a high building called Topper’s House in London on New Year’s Eve, each with the intent of committing suicide. Their plans for death in solitude, however, are ruined when they meet. After telling their individual stories to the others, they decide to hold off on jumping and to protect themselves. Thus a group of four unfortunate and very individual people forms. Jess’ condition not to jump is that they help her to find her ex-boyfriend Chas. So they take a taxi and drive to the party they suppose Chas to be at. After finding and talking to Chas they decide to go to Martin’s place where they find Penny, who has obviously been crying. After this event the press begins to chase them. The newspapers claim that Martin has slept with Jess and that they concluded a suicidal-pact. Jess suggests that they can try to profit from the suicidal-report in the newspaper. Jess tells a reporter that they saw an angel that looked like Matt Damon, who saved them from jumping. Because of this silly lie their lives get worse. They go on vacation together and then plan next meeting for Saint Valentine’s Day. They meet at 8 o’clock on the roof of Topper’s House on Saint Valentine’s Day. While they have a conversation, they detect a young man who is planning to jump from the roof. They try to stop him from committing suicide but he jumps. They are really taken aback. They decide to go home and to meet the following afternoon. Martin tells them about a newspaper article he read according to which people who want to commit suicide need 90 days to overcome their ambition. So they decide to wait with their decision until the 31st of March. A lot of event happens during these three months. Things improve a bit. Maureen, JJ and Martin have new jobs now. Martin teaches pupils and wants to start a new life, JJ is a busker and is happy to make music again and Maureen works in a newspaper-store. Jess’s relationships with her family come to normal. The ninety days have passed and they meet in front of the Topper’s House again. They decide to go on the roof. On top, while watching the London Eye they realize that their lives are not so bad. They decide to wait with killing themselves for another six months. The book is divided into 3 big parts. And every big part consists of many small ones, each is written in the first-person narration from the points of view of each character. The language differs significantly from one character to another. Jess and JJ use a lot of slang, rude words. It’s interesting to compare British and American languages, thus JJ is an American. Though this is a book about four suicidal people, it is written in rather humorous and witty way. There are a number of laugh-out-loud passages, but also moments of real heartbreak (scenes with Maureen and her son, the suicide of a young man) Ideas Jess, Martin, and Maureen can be seen to represent Freud’s concepts of the Id, Ego, and Superego. The person’s change and development, overcoming difficulties and love for life are the main ideas of the book. Though the changes in the characters appear slight, Hornby shows that such changes are often the ones that lead to real progress in the right direction How to cite Nick Hornby: a Long Way Down, Papers

The Redemption of Jean Val Jean in Les Mis Essay Example

The Redemption of Jean Val Jean in Les Mis Essay You no longer belong to evil, but to good.It is your soul I am buying for you.I withdraw it from the dark thoughts and from the spirit of perdition, and I give it to God! (Hugo, 30)This dramatic statement uttered by the bishop, Magloire in Victor Hugos Les Misrables , pierced though the many coarse protective outer layers of Jean Valjean, awakening his slumbering soul.The bishops overall kindness and magnanimity after nineteen years of abuse in the galley sends Valjean into a shock.A multitude of new sensations (30) fill his powerful body as his conscience stretches and yawns ; awakening from nearly two decades of hibernation.Emotions courses through him so strong, he broke down weeping violently, thefirst salty tears his cheeks had felt in years.A single night with the saintly bishop Magloire catalyzes Valjeans soul to revive.This marks the beginning of a long journey to rediscover himself; the true Jean Valjean hiding beneath his coarse appearance.This rebirth occurs in several sta ges, each stage a accompanied by a pseudonym, until the end when he acts under his original name Jean Valjean, a completely altered man.Jean Valjean grows from a hardened convict in the beginning, to a judicial mayor, a compassionate father, a war hero, to an almost saint like reinvention of himself willing to sacrifice everything. A man with a knapsack and a rope and a terrible-looking face (12) is the original image of Jean Valjean the reader isfirst acquainted with.This wretched appearance (6) is the result of a lifetime of poverty followed by nineteen years of horror and abuse as a galley slave.So long he goes without any intimate relationships the only emotion known to him is the will to survive.He displays shame over who he is.Nineteen years of hard labor hardened and dehumanized him so; he does not deem himsel

Makes Me Wanna Holler essays

Makes Me Wanna Holler essays This book is about Nathan's life,and the choices he made.He basically grew up in the 60's and 70's.Where the average black male had few choices for a good future.Nathan grew up being a very angry person inside,because of the way blacks were treated by the white man.He started hanging out with friends,and they formed a gang.They started doing drugs,running trains on girls,and fighting with other gangs. Nathan however,graduated from high school,and he also graduated to armed robbery that landed him in prison.While in prison he became a muslum,and was released early on good behavior.He went to college,and eventually married because of his muslum faith.He finished college,but the marriage didn't last,and he still was re-living his past.Re-married again moved to Atlanta,and still had a lot of anger towards the white man.His wife from his second marriage took him threw a whole lot of changes,but he tried to make it work because they had two kids.Eventually he got his big break,and now he is a best selling writer,and journalist. I think this book is a good read,for anybody who wants to know how it was being black,and growing up in the 60's and 70's.The difficult chalenges,and choices that black's faced.I gave this book an 8,because I grew up in that time and I can relate to a lot of the things that he experienced. ...

Geography of the Southern Hemisphere and Facts

Geography of the Southern Hemisphere and Facts The Southern Hemisphere is the southern portion or half of the Earth. It begins at the equator at 0 degrees latitude and continues south into higher latitudes until it reaches 90 degrees south, the South Pole in the middle of Antarctica. The word hemisphere itself specifically means half of a sphere, and because the earth is spherical (although it is considered an oblate sphere) a hemisphere is half. Geography and Climate of the Southern Hemisphere In the Northern Hemisphere, the majority of the area is composed of land masses instead of water. In comparison, the Southern Hemisphere has fewer land masses and more water. The South Pacific, South Atlantic, Indian Ocean, and various seas such as the Tasman Sea between Australia and New Zealand and the Weddell Sea near Antarctica make up around 80.9 percent of the Southern Hemisphere. The land comprises only 19.1 percent. The continents making up the Southern Hemisphere include all of Antarctica, around one third of Africa, most of South America, and nearly all of Australia. Because of the large presence of water in the Southern Hemisphere, the climate in the Earths southern half is milder overall than the Northern Hemisphere. In general, water heats and cools more slowly than land so water near any land area usually has a moderating effect on the lands climate. Since water surrounds land in much of the Southern Hemisphere, more of it is moderated than in the Northern Hemisphere. The Southern Hemisphere, like the Northern Hemisphere, is also divided into several different regions based on climate. The most prevalent are the southern temperate zone, which runs from the Tropic of Capricorn to the beginning of the Arctic Circle at 66.5 degrees south. This area features a temperate climate which generally has large amounts of precipitation, cold winters, and warm summers. Some countries included in the southern temperate zone include most of Chile, all of New Zealand and Uruguay. The area directly north of the southern temperate zone and lying between the equator and the Tropic of Capricorn are known as the tropics- an area which has warm temperatures and precipitation year round. South of the southern temperate zone is the Antarctic Circle and the Antarctic continent. Antarctica, unlike the rest of the Southern Hemisphere, is not moderated by the large presence of water because it is a very large land mass. In addition, it is considerably colder than the Arctic in the Northern Hemisphere for the same reason. Summer in the Southern Hemisphere lasts from around December 21 to the vernal equinox around March 20. Winter lasts from around June 21 to the autumnal equinox around September 21. These dates are due to the Earths axial tilt and from the period of December 21 to March 20, the southern hemisphere is tilted toward the sun, while during the June 21 to September 21 interval, it is tilted away from the sun. The Coriolis Effect and the Southern Hemisphere An important component of physical geography in the Southern Hemisphere is the Coriolis Effect and the specific direction that objects are deflected in Earths southern half. In the southern hemisphere, any object moving over the Earths surface deflects to the left. Because of this, any large patterns in air or water turn counterclockwise south of the equator. For example, there are many large oceanic gyres in the North Atlantic and North Pacific- all of which turn counterclockwise. In the Northern Hemisphere, these directions are reversed because objects are deflected to the right. In addition, the left deflection of objects impacts the flows of air over the Earth. A high-pressure system, for example, is an area where the atmospheric pressure is greater than that of the surrounding area. In the Southern Hemisphere, these move counterclockwise because of the Coriolis Effect. By contrast, low-pressure systems or areas where atmospheric pressure is less than that of the surrounding area move clockwise because of the Coriolis Effect in the Southern Hemisphere. Population and the Southern Hemisphere Because the Southern Hemisphere has less land area than the Northern Hemisphere it should be noted that population is lower in Earths southern half than in the north. The majority of Earths population and its largest cities are in the Northern Hemisphere, although there are large cities such as Lima, Peru, Cape Town, South Africa, Santiago, Chile, and Auckland, New Zealand. Antarctica is the largest landmass in the Southern Hemisphere and it is the worlds largest cold desert. Although it is the largest area of land in the Southern Hemisphere, it is not populated because of its extremely harsh climate and the difficulty of building permanent settlements there. Any human development that has taken place in Antarctica consists of scientific research stations- most of which are operated only during the summer. In addition to people, however, the Southern Hemisphere is incredibly biodiverse as the majority of the worlds tropical rainforests are in this region. For example, the Amazon Rainforest is almost entirely in the Southern Hemisphere as are biodiverse places such as Madagascar and New Zealand. Antarctica also has a large variety of species adapted to its harsh climates such as emperor penguins, seals, whales and various types of plants and algae.

How God Organizes People for Effective Action Essay

How God Organizes People for Effective Action - Essay Example Our assigned tasks fit together to complete His plan. God views each of us as a very important puzzle piece, existing to complete the whole. For instance, the Bible speaks of King David who greatly enhanced and extended the kingdom of Israel and established the Judean dynasty. This biblical figure was indeed a historical character. According to Daniel Hillel in his book The Natural History of the Bible, in 1993, excavations at Tel Dan, at the far northern-tip of the state of Israel, uncovered an inscription with an explicit mention of the "House of David". Dr. Michael Denton in his book Nature's Destiny, concluded that, "All the evidence available in the biological sciences supports the core proposition of traditional natural theology -that the cosmos is a specially designed whole with life and mankind as its fundamental goal and purpose, a whole in which all facets of reality, from the size of galaxies to the thermal capacity of water, have their meaning and explanation in this central fact." The world is custom-made for our essence. Daniel Hillel describes in his book, The Natural History of the Bible, the venture to the Promised Land.

Modern Business Annotated Bibliography Example | Topics and Well Written Essays - 1500 words

Modern Business - Annotated Bibliography Example 'Chandler, A D', International Encyclopedia of Business and Management, 1996, pp.612-7 C.J.Schmitz, The Growth of Big Business in the United States and Western Europe, 1850-1939 (London: Macmillan, 1993) M E Porter, 'The Competitive Advantage of Nations', Harvard Business Review, March-April 1990, pp.73-93 f. You should note that the following are classics on the course's topic matter and know of their existence, but it is not so essential to read them directly: A.Gershenkron, Economic Backwardness in Historical Perspective (Harvard University Press, 1962) S.Kuznets, Modern Economic Growth: Rate, Structure, and Spread (Yale University Press, 1966) D.C.North, Institutions, Institutional Change and Economic Performance (Cambridge University Press, 1990) M.Weber, Economy and Society (1917) g. Useful sources of on-line information, statistics, and national surveys will, however, be particularly useful: United Nations - Statistics Division: www.unstats.un.org/unsd/snaama/Introduction United Nations Conference on Trade and Development: www.unctad.org/Templates/StartPage United Nations Centre on Transnational Corporations: www.unctc.unctad.org/aspx.index.aspx World Bank: www.worldbank.org International Monetary Fund: www.imf.org Organization of Economic Cooperation and Development: www.oecd.statsportal Central Intelligence Agency: www.odci.gov/cia/publications/factbook Institute of Management Development: www.imd.ch/wccc World Economic Forum: www.weforum.org Research and development: http://www.finfacts.com/irelandbusinessnews/publish/article_10003718.shtml All of these organisations also provide statistics and publications in hard copy. The World Economic Forum publishes...Baumol etal., Convergence of Productivity: Cross-national Studies and Historical Evidence (1994) B Dornseifer and J Kocka, 'The Impact of the Preindustrial Heritage: Reconsiderations on the German Pattern of Corporate Development in the Late 19th and Early 20th Centuries, Industrial and Corporate Change, vol 2 (1993) P.Krugman, 'Competitiveness: A Dangerous Obsession', Foreign Affairs, March-April 1994, pp.28-44, and 'Proving My Point', Foreign Affairs, July-August 1994, pp.198-203. Reprinted in P.Krugman, Pop Internationalism (MIT Press, 1996), pp.3-33. [382 KRU] A.L.Kallenberg, The Comparative Study of Business Organizations and their Employees', in C.Calhoun (ed.), Comparative Social Research vol. 12 (1990) [SL offprint. NB. This is shelved under Kallenberg not Calhoun.] R.Fitzgerald and C.Rowley, 'From Hands To Resources: Explanation, Perspective And History', in Human Resources and the Firm in International Perspective, Vol.I (London: Edward Elgar, 1996), [SL 331 HUM] B Dornseifer and J Kocka, 'The Impact of the Preindustrial Heritage: Reconsiderations on the German Pattern of Corporate Development in the Late 19th and Early 20th Centuries, Industrial and Corporate Change, vol 2 (1993) J Williams, C Haslam, and K Williams, 'Bad Work Practices and Good Management Practices: the Consequences of the Exte

Effects Of Warm Up In Learning Second Language

Effects Of Warm Up In Learning Second Language The Effects of Warm up in Learning Second Language Abstract One of the ways to learn the language better is having a good warm up activity. This paper aims to investigate the effects of warm up as a class room activity in learning second language. It is going to have a critical study, and over view of some books and essays about this activity. This paper attends to provide the definition of warm up as an activity before the lesson. Then, it is going to discover that how could warm up affect the learning process? It is probably going to find that having a good warm up activity helps students to set for the new lesson. Key words: Warm up activity, second language, learning process Introduction Warm up is one of the good methods for ESL students to learn the second language better. This paper introduces the concept of warm up as an activity which attracts students attention and helps them to focus on the topic. Literary review An interesting way of starting a lesson could be using activities called warm-up activities or ice-breakers (Robertson Acklam, 2000). Teacher could start warm up activity by using some games, asking questions and having discussions which all should be related to the topic or lesson. A warm up activity could help a teacher to recognize the different types of students learning style. According to CÃ ¡rdenas (2001), Students learn best when they can address knowledge in ways that they trust. They will learn best through doing rather than reflecting. Therefore, teacher could use different styles like play, demonstration, discussion, and totally we could say by action. A warm up activity helps students to put aside any distractions which are in their mind and focus on topic, and it helps ESL students to think in target language. According to Peterson (2010), Beginning your lesson plans with a five minute warm up can serve to focus your students on the topic, open up creative thinking and help to apply the learning in new ways. Purpose of the study This paper assesses the impact of warm up on ESL students and aims to examine the effects of this activity on the learning process. It is going to examine these questions: 1) what are the effects of warm up activity? , and 2) how could warm up affect the learning process? Which offers two hypotheses: 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may just helps ESL students to put aside any distractions and maybe after awhile they will forget whatever they learned. Therefore, this paper is going to explore the answers of these two questions and then it will discover which hypotheses are right. Method In advance this paper mentions two questions which are going to explain in this section. This paper by using critical review about warm up provides the following answers to these questions; 1) What are the effects of warm up activity? This paper propounds five important effects for warm up which are explained below. 1) Create a friendly environment. A brief warm up activity can build a relationship between the students and the learning materials (Hasan Akhand, 2013).Warm up works as an ice breaker; it helps students to be comfortable with the environment and their classmates. 2) Attract students attention. Walqui (2006) states, by focusing students attention on the main ideas, teacher first prepares the students for engaging them in interactive tasks to practice (p.169). A five or ten minute warm up attracts the students attention toward the lesson and besides being physically in the class it helps them being mentally in the classroom, too. 3) Activate the students background knowledge. Rumelhart (1980) states, we comprehend something only when we can relate it to something we already know-only when we can relate the new experience to an existing knowledge structure (as cited in Carrell, 1983, p.82). Students might forget the things which they have learned from the last class or session. Hence, a warm up activity could activate their background knowledge; things they already know or learned. 4) Think in English and focus on the topic. Kay (1995) claims that warm ups are different types of activities which help the students begin to think in English, review previously introduced materials and become interested in the lesson (as cited in Velandia, 2008, p. 11). A warm up activity could help ESL students to start thinking in second language and forget any distractions and focus on the new topic or lesson. 5) Increase students participation. Warm-up activities like joke, game, and puzzle establish a positive learning environment and make the students comfortable to participate in the classroom (Joshi, 2006). When a teacher uses warm up, because of its enjoyable and interesting feature, students attends to participate or take place in that activity. Students like to be involved in such an amazing warm up activity; it builds a sense of community inside them. Now this paper answers the second question which is: 2) How could warm up affect the learning process? Learning process is facilitated through building a positive relationship with the students. A fun or interesting class largely depends on the teachers as their personality and teaching method motivate the students to raise a positive attitude towards learning (Krishnan Hoon, 2002). Because of all those effects that warm up activity has on ESL students, it is obvious that warm up task could affect the learning process, too. Following is a diagram which displays the effects of warm up task briefly. Diagram: effects of warm up activity Discussion/conclusion This paper, in the purpose of the study, states two hypotheses: 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may just helps ESL students to put aside any distractions and maybe after awhile they will forget whatever they learned. The first one is acceptable because it is correct and actual, but the second one is reject able because it could help students to put away any distractions but when we use warm up activity, it is a review of what they learned. Hence, they could not forget whatever they learned. In sum up, this paper gets to the point that warm up activity is the best way for thinking in target language, setting for the new lesson, focusing on the topic, and attracting the attention. Therefore, it should be short, interesting, related to the topic, and be at the students level or slightly above (i+1) to have their effect in learning the second language. References Akther, A. (2014). Role of Warm-up Activity in Language Classroom: A Tertiary Scenario. Retrieved from http://dspace.bracu.ac.bd/bitstream/handle/10361/3553/10303010.pdf?sequence=1 Hasan, M. K., Akhand, M. M. (2013). Strategies for Enhancing the Use of Textbooks in Language Classrooms at the Tertiary Level. ABAC Journal, 33 (2), 1-14. Retrieved from http://www.abacjournal.au.edu/2013/may2013/01_StrategiesforEnhancing.pdf Pakdel Estaikhbijari, Z. Khodareza, M. (2012). The Effects of Warm-up Tasks on the Iranian EFL Students Writing Ability. Retrieved from http://www.ccsenet.org/journal/index.php/ies/article/viewFile/11691/10636 Peterson, D. (2010). Warm-Up Exercises. [Online] Available: http:// www.TeachingJobs.com (September 17, 2010) Velandia, R. (2008). The Role of Warming Up Activities in Adolescent Students’ Involvement During the English Class. Profile Journal, 10, 9-26. Retrieved from http://www.redalyc.org/pdf/1692/169214143002.pdf Walqui, A. (2006). Scaffolding Instruction for English Language Learners: A Conceptual Framework. The International Journal of Bilingual Education and Bilingualism, 9 (2), 159- 180. Retrieved from http://www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding- Walqui.pdf Joshi, M. (2006). Diversity in Lecture-Delivery. Journal of NELTA, 11 (1-2), 1-151. Retrieved from http://nelta.org.np/uploads/files/2006.pdf Krishnan, L. A., Hoon, L. H. (2002). Diaries: listening to ‘voices’ from the multicultural classroom. ELT Journal, 56 (3), 227-239. Retrieved from http://eltj.oxfordjournals.org/content/56/3/227.full.pdf+html?sid=c6d03ada-4f81-4786- 819c-78335f7f594a CÃ ¡rdenas, M. L. (2001). Responding to Childrens Learning Styles. How, 8, 17-22. Robertson, C., Acklam, R. (2000). Action Plan for Teachers a guide to teaching English. London, UK: BBC World Service. Kay, C. (1995). Scott Foresman English series. Baltimore, Maryland: Scott Foresman. Carrell, P. L. (1983). Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a foreign language, 1 (2), 81-92. Retrieved from http://nflrc.hawaii.edu/rfl/PastIssues/rfl12carrell.pdf

Mary Shelley present Frankenstein Essay

‘Frankenstein’ was written in 1812 by a woman called Mary Shelley, at the age of 19, this shows that she is very intelligent because to write such a novel with so much understanding at a very young age shows that she was a dedicated female author who studied very hard. At first when I heard of the novel ‘Frankenstein’ I straight away thought without any doubt that it was a man who wrote this novel, because firstly it was a horror story so that instantly clicked in my mind to think that it was a man but I was very shocked to find out that the author of the novel was actually a women. This seemed very unusual to me because firstly at that time female authors were less well thought of than male authors and also even if female writers wrote books you would expect them to be all flowery and cosy type but for a women to write a novel with such imagination, creativity and devilish thoughts seemed very unusual with the basic fact that she was a women. This again showed that she was very intelligent. She also didn’t put her name on the book for 13 years, this was because of the fact that mentioned earlier about female writers being less thought of than male writers. I believe that she done this because during that time there might have been a lot of sexism and she believed that if she put her name on the book than a lot of people may not have bought it because she was a female and when she did put her name on the book I am sure that a lot of people were shocked to hear that it was written by a women. She probably played a vital part in raising the confidence of female writers and broke the deadlock for all female authors. The novel was about a young ambitious scientist who is keen to prove that he can create life. The scientists name is Victor Frankenstein. He accomplished his mission but all his dreams about this being were crushed when he realised what a monster he had created. Frankenstein ran away from the monster and left it to a life of loneliness. The monster learned how to talk and read and soon tracked down Victor Frankenstein. After being treated badly by humans the monster had one thing on his mind which was revenge. The novel starts with a letter from Robert Walton an explorer, to his sister. He is preparing to go on his way to his desired destination the North Pole. He is a very ambitious man and he wants to go on this expedition because no man has ever set foot there. Walton writes: â€Å"Never before imprinted by the foot of man† Walton also wants to be the man who discovers the route to the North Pole because at that time there was no route to this area of the world. This shows how desperate he was to go there and his ambitiousness. He trained his body for the expedition and Walton tells us: ‘I voluntarily endured cold, famine, thirst and of want of sleep’ This proves his determination and how serious he was about his venture.

Fetal Alcohol Spectrum Disorder ( Fasd ) - 1451 Words

Lit Review Paper According to Webster, Magill-Evans, and Pei,†Fetal alcohol spectrum disorder (FASD) refers to the diagnoses of damage caused to the fetus by alcohol exposure† (2012). It is the cause of abnormalities in children and can include effects such as communicating, socializing, controlling emotions, learning, remembering, understanding and following directions, and daily life skills. Some of the abnormalities caused by this disorder includes wide-set and narrow eyes, growth problems, and nervous system abnormalities. Having this disorder lasts forever so there is no cure for it; only treatment and medicine available to help with the symptoms. In this paper, I will touch base on the human development issues children develop due to this disorder such as sleep disruption, vision deficit, and sensory processing deficits. This disorder is of interest to me because I want to be informed on what effects the children undergo when they have fetal alcohol spectrum disorde r and hear studies elaborating on it. It is an interesting topic to me since I am uninformed of that disorder. It would also be of interest to me because learning about the effects they have can help me when working with a client that may have this disorder. It would be better for me to understand her and know where she is coming from. In the social work field I am going to be working with a lot of different people and I want to be well informed of everything and be aware of why people are how they are. ItShow MoreRelatedFetal Alcohol Spectrum Disorder ( Fasd )1603 Words   |  7 PagesFetal Alcohol Spectrum Disorder â€Å"Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications† (HHS, 2005). FASD refers to conditions such as: fetal alcohol syndrome including partial FAS, fetal alcohol effects (FAE), alcohol related neurodevelopment disorder, alcohol-relatedRead MoreFetal Alcohol Spectrum Disorder ( Fasd )1727 Words   |  7 Pagesdrink during her pregnancy as it can cause Fetal Alcohol Spectrum Disorder (FASD). Fetal Alcohol Spectrum Disorder (FASD) is a fairly new disorder. Fetal alcohol spectrum disorders are a group of conditions that can occur in a person whose mother drank alcohol during her pregnancy. Unfortunately, the issue has evolved into a moral panic due to the stigma. There is stigma for the mothers for drinking during pregnancy and the children having FASD. 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The medical prognosis of FASD includes: Fetal Alcohol Syndrome (FAS), Partial Fetal Alcohol Syndrome (PFAS), Alcohol Related Neurodevelopmental Disorder (ARND) and Alcohol Related Birth Defects (ARBD). Moreover, teratogen is a harmful agent that can interrupt the development of an embryo. For instance, alcohol is teratogen. As per Health Canada, FASD is a leadingRead MoreSchool-age children with fetal alcohol spectrum disorders (FASD) have complex clinical profiles and900 Words   |  4 PagesSchool-age children with fetal alcohol spectrum disorders (FASD) have complex clinical profiles and often struggle to socially communicate in effective and successful ways (Coggins, Olswang, Carmichael Olson, Timler, 2003). It has been estimated that elementary school–age students may spend up to one-quarter to one-half of their school day engaged in paper-a nd-pencil tasks, which include handwriting (McHale Cermak, 1992). Difficulties with handwriting can affect many aspects of a child’s participationRead MoreMarisa Leathers. Kathleen Mccoy. Development Of The Exceptional1537 Words   |  7 PagesChild April 16, 2017 Fetal Alcohol Spectrum Disorders Discovered in 1973, fetal alcohol spectrum disorders were recognized from a specific pattern of cardiac, craniofacial, and limb defects between unrelated infants. The one thing the infants all had in common was that they were all born to alcoholic mothers (Bradshaw). Fetal alcohol spectrum disorder, also referred to as FASD for short, can lead to numerous physical and mental defects and disorders alike. These defects and disorders range from mild toRead MoreAdvances Of Treatment Of Fetal Alcohol Spectrum Disorder Essay1255 Words   |  6 PagesAdvances in Treatment of Fetal Alcohol Spectrum Disorder According to the Center for Disease Control and Prevention (CDC, 2015), in 2011 to 2013, one in ten pregnant women reported consuming alcohol in the past 30 days. Additionally, one in 33 women admitted to binge drinking during pregnancy (CDC, 2015). Consummation of alcohol during pregnancy is one of the leading causes for developmental disabilities. The term fetal alcohol spectrum disorders (FASD) is being increasingly used to refer to theRead MoreLanguage Impairment Of Children With Autism1355 Words   |  6 PagesChildren With Fetal Alcohol Spectrum Disorder† from the Journal of population therapeutics and clinical pharmacology The purpose of this study was to identify pronounced deficits in the language of children with FASD. There were fifty children in this study. 27 of the children (10 female) with FASD, and 23 typically developing control children (9 females), ages 5-13. The children with FASD had been diagnosed with an alcohol related disorder. This study analyzes language in children with FASD in orderRead MoreThe Disorder Of Fetal Alcohol Syndrome1018 Words   |  5 Pagesexplain the the disorder Fetal Alcohol Syndrome .This paper will aim to discuss what the disorder is ,it s history how it is diagnosed and the treatment and prevention of this disorder. Taking a sip a int hip Introduction :Behold, thou shalt conceive, and bear a son; and now drink no wine nor strong drink, neither eat any unclean thing(Bible-Judges 13:7).It has been known throughout history that the effects of alcohol use in pregnancyRead MoreFetal Alcohol Syndrome Essay1984 Words   |  8 PagesFetal Alcohol Syndrome (FAS) and Fetal Alcohol Spectrum Disorder (FASD) are identified as a category of birth disorders caused by prenatal alcohol exposure. These can include physical or intellectual anomalies, such as cardiac, skeletal, visual, aural, and fine or gross motor problems. (Callanan, 2013) Prevention would involve alcohol use prevention programs for women who are pregnant, and treatment for FAS and FASD would be aimed at helping those affected realize their full potential through both

Elizabethan Architecture Essay - 1390 Words

Architecture and style are two very broad categories when it comes to theater but over the years both have shaped theater into what it looks like today. There are many different types of theater but today Elizabethan theater will be discussed in a brief overview. In this paper, I will cover the history of Elizabethan theater and what it is, the architecture style of Elizabethan theater and the theatrical life and the establishment of permanent theaters. Let’s take a look at some of the history and just what exactly Elizabethan theater really is. Elizabethan theater, â€Å"also known as English theater or English Renaissance theater†, refers to the theater of England between 1562 and 1642. Elizabethan theater is based on the styles of†¦show more content†¦Gigantic columns were used in many of the entrances to these types of theaters. More specifically, two big columns in particular were known to be used in the architecture of Elizabethan theaters which were call ed â€Å"Herculean† columns or pillars. These columns or pillars were elaborately painted to resemble marble. As stated earlier, Elizabethan theaters were constructed so that the audience and actors were displayed in the outside environments similar to an Amphitheater. This would mean that the arena was open and sometimes the actors and audience would get wet if it rained, or sweat if it was hot out that day. The size of the Amphitheater was usually around 100 ft. in diameter which is a decent sized theater. The arenas themselves varied in shapes and included Octagonal or circular in shape and would have anywhere between 8 and 24 sides. The material that was used to build the theaters consisted of timber, stone, nails and plaster, later on Amphitheaters would have tile roofs on them. Because theater was a priority in the Elizabethan time construction was completed relatively fast and averaged about 6 months to complete. The overall design was an open-air arena and it was comm only called the â€Å"pit† or the â€Å"yard†. â€Å"They had a raised stage at one end and were surrounded by three tiers of roofed galleries with balconies overlooking the back of the stage, the stage projected halfway into the pit †(). Continuing with architecture of Elizabethan theaters theShow MoreRelatedEssay about Globe Theater1087 Words   |  5 Pagescondemned by London authorities, along with cock-fighting, bear-baiting and the bawdy attractions of taverns, the Southwark theater district operated outside the legal reach of the Citys officials. But while the Globe Theatre, and indeed, the entire Elizabethan theater scene opened its doors to the low life of the pits, it also accommodated an audience of higher-status, well-heeled, and better educated individuals. 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