Ergonomic Review of Workstations Essay Example | Topics and Well Written Essays - 500 words

Ergonomic Review of Workstations - Essay Example This can be done by making the following adjustments to the work environment: 1. Using ergonomically designed furniture which allows for the adjustment of both the chairs and the desk on which the typing console is placed. The furniture should be adaptable for multiple users of varying body types. 4. Strategically placing the keyboard in positions which facilitate ease in reach as well as to restrict range of motion in order to prevent awkward movement which can result in harm (Legg, Mackie & Milicich, 2002). In addition to examining postural flexibility, I would examine whether the Executive Assistants are visually comfortable. In so doing, I would ensure that the monitors are placed in an optimal position to facilitate ease in seeing the computer monitors. This would go a long way in preventing eye strain. In this vein, I would also make accommodations for the height of the monitors which are utilized for most of the day. In so doing, they should be placed at eye level as a means of relieving the pressure which may be placed on the neck muscles and ensuring that the head is held flat. Another component of visual comfort is the distance between the eyes and the screen.

The university and colleges authorities Essay Example for Free

The university and colleges authorities Essay Blogging presents the users with a unique opportunity to express themselves and air their views on different issues. It gives the students a chance to communicate with their peers on different issue. To many this is an opportunity to tell others what one believes or feels concerning a certain issue. It also gives the user a chance to earn some income depending on the number of people who respond to the issues raised by the person initiating the blog. Basically what is a blog? Blog has been described as a term which is used to describe those website which maintain a continuos series of information which is arranged in a systematic manner. By systematic I mean the information is a arranged according to the time that it was posted. The site is frequently updated . This from of communication dwells on various issues from personal to politics. One can focus on a wide issue or a narrow one depending on ones wish. Therefore blog can be fun informative,entertaining and at the same time it can be used as atool of spreading malicious information concerning a person or a group of people. At the same time blog can be used to offend a certain person or a society. (Bruns, A and Joanne J 2006) Blogging can be used for various purposes by different people,in colleges and universities it has become a tool where students attack each other through posting information which can damage a personal character. Although the American constitution through the first amendment guarantees every citizen the freedom of speech the authorities in the laerning institution should control the use of blog to pass information which can interfere with other students learning process. Hate speeches are common among the students in our laerning institutions,internet has played a very big role in promoting this culture as students can post hate speeches anonymously in the internet. Since access to the websites which provide blog is not restricted to any user anybody can bump on such information. Through reading the content one may feel disoriented and will be affected negatively by the message. This will affect the person phychologically and may go to an extent of affecting the student education depending on the kind of message or information that was relayed. (Kline, D and Burstein, D. 2007 34) Restricting blog which are mostly used to insult and demean others is the best thing that can happen in our institution of higher learning. This will ensure that the learning process is smooth if all the other factors remain constant. This will also guarantee each and every srudents right to a dignified life in the institution. It will protect the most vulnerable group as far as hate speech is concerned. The most tergeted groups include the women,people from different races,disabled or basically those students who have some weakness as far as the college society is concerned. These are people who need protection since they are prone to such henous acts which can leave them traumatized to an extent where their education is intefered with. (Ringmar, E 2007 56) The freedom guaranteed by the American constitution does not give us a leeway to spread rumors against others, pass on some information which can hurt other people or even more give messages which are inciting in nature or pass on messages with a purpose of hurting others. The law clearly spells out that such an action would be tantamount to interfering with other people’s affairs in a manner that suggests that one is malicious and at the same time lacks respect for the others. Regulation of blogs which spread such kind of message will ensure that those vulnerable groups are protected from those malicious people who are only interested in hurting other people’s emotions. The universities authorities ought to take the first step in getting all those culprits who are out to hurt other feeling. Though such a move may attract great opposition it is a move in the right direction as the same constitution that promotes free speech articulates clearly the rights of very American to lead a decent life. Blogs which promote such kind information do not only violate a person freedom but also affects their lives. One may argue that why put so much emphasize on the blogs yet hate speeches are made day and day out in our colleges. One has to appreciate that internet is accessed by many people who are not restricted from visiting sites especially those which largely deals with the blog. This means that if a negative or a hate speech is posted targeting a certain group the message will spread far and wide within a very short time. This will affect the targeted people emotionally and psychologically because they may not be in a position to react or behave different in such circumstances. (Bruns, A and Joanne J 2006 38) Emergence of blog has presented some very complicated issues concerning the rights of those who may be targeted by some of the information posted. There have been several cases which have been filed touching on blog and hate speech. It is a form of defamation where perpetrators can be sued in a court of law. May be to start with ,the authorities in our learning institution should sue such character as their aim is harm others while trying to make themselves popular. Through such an action they will be moving in the right direction in curbing such practices in the institutions where students are supposed to be nurtured in a manner where they respect each other. It might be difficult to unmask some of the bloggers who use anonymous addresses but with the advancement of technology this should be an easy task. Involvement of internet service providers in unmasking these malicious people would yield some fruits since they have the proper machinery in netting the culprits. The effects of hate speech have far much reaching effects especially for the students who can be very vulnerable due to their conditions. It impacts some form of resentment to a certain group of people especially those who have characteristics which the blogger writes against. It may also lead to withdrawal of the victim as they tend to come to terms with the message being relayed. This means that the student will not be in a position to concentrate in their studies. (Alavi, N. 2005 26) The university and colleges authorities should not only aim at curbing the practice but should embark on a program where the students are sensitized on the dangers of hate speech especially through blogs. They should be made to understand hate speeches can ignite conflict between different people within the learning institution. Such a conflict can be detrimental to their learning process as they will live in fear of attack from the other group. Another danger as far as this practice is concerning is the time involved. Such a time is supposed to be used to study but most of the students will spend most of their time blogging, an activity which is time consuming. This means that the student will not have enough time as they embark on an activity which is very addictive in nature. Blog when used for the right purpose can have very positive effect but when it is used to hurt other people it has some serious effect on those whom are targeted and at the same time for those who post them. We should not abuse the systems provided for us to ease the process of communication and passing relevant information rather we should utilize such opportunities ti reap as much benefits as possible. The universities can be successful in addressing this issue as they have the capacity to control what the students’ access in the networks provided by the institution. Mostly giving the students the right information can also go along way in ensuring that hate speech is not spread through the internet in form of blog. Work cited Bruns, A and Joanne J Uses of Blogs, Peter Lang, New York, (2006) Alavi, N. We Are Iran: The Persian Blogs, Soft Skull Press, New York,( 2005) Ringmar, E A Blogger Manifesto:Free speech and cesorship in the age of internet,London,Anthem Press(2007) Kline, D and Burstein, D. Blog: How the Newest Media Revolution is Changing Politics, Business, and Culture, Squibnocket Partners, (2005).

Philosophy of Teaching Statement :: Education Teachers Careers Essays

Philosophy of Teaching Statement Education is one of the best professions to venture into. I believe a teacher should be a role model, should believe in their students, and try to help their students in any way they can. I feel that a teacher is one of the most important people in a child's life. A teacher is someone who loves and cares for her students. There are different natures of students. The first kinds of students are the ones who enjoy going to school and learning. These students are the most pleasurable to teach because they are willing to learn and it is very easy to deal with them. The second type of students are the ones who want to learn, but may not understand the concepts of the subjects you teach. I feel that if you can reach these students you have really touched a child's life. The third kind of student is the type that does not care if they learn or not. My heart aches when I see this happen. A teacher should try to assist this type of student as much as they can. The reason these students do not want to learn may be because they are making a cry for help. The purpose of public education is to give a child a better future. Without common knowledge people could not function in today's society. Why is education important? One wonders when they are in school why they must learn some of the materials that they do. The reason why we must learn is to stay ahead of others. If we do not learn then we may as well give up on being as smart as or smarter than others. As a country we have got to keep up with other countries, or we will see the demise of our homeland. As a teacher I hope to accomplish many things. A teacher is a person who should touch lives. If I can touch a person's life in some certain way it will make a difference in my life.

Contrastive Lexicology Essay

1. Lexicology and linguistics. Contrastive lexicology, object, aim, and tasks. 2. The history of contrastive lexicology, main units and terms. Ukrainian scientists, manuals, observing. 3. Language and vocabulary. The branches of Contrastive Lexicology. 4. Structural aspects of a word: External and Internal structure. Scientific methods to leant English and Ukrainian words in Comparison. 5. The semantic unity of a word. Polysemy: types of semantic component. Sema, Semema, semantic field. 6. The main scientific aspects: syntagmatics and paradigmatics in Contrastive lexicology. 7. Contrastive lexicology and Lexicography. 8. Structure of the vocabulary of modern English and Ukrainian. The main groups of words. Colloquial words, the main stock of English and Ukrainian Vocabulary. 9. Morphemic structure of a word. Morpheme. Allomorph. Morph. 10. English and Ukrainian principles to analyze word structure. Productive and unproductive morphemes. 11. Neologisms, Historicisms and archaisms, their place in English and Ukrainian vocabulary. 12. Etymology as a branch of Lexicology, objective and tasks. Etymological structure of English and Ukrainian vocabulary in comparison. Indo-European element. 13. Word-building in english and ukrainian. Affixation 14. Semantics as a branch of lexicology, its goals and tasks. 15. Etymological structure of English and Ukrainian vocabulary; borrowed and native elements; loan words, Etymological doublets and triplets. 16. Etymology: peculiar features of international words. International words in translation. 17. Denotative and connotative meaning of a word. Bilingual dictionaries in translating and interpreting. Printed and electronic dictionaries. 18. Word-formation: productive ways to derive words in English and Ukrainian: Composition. 19. Word-formation: reduplication, back-formation. 29. General ways to enrich English and Ukrainian vocabulary. Nonce-words, Euphemisms, word-groups with transferred meanings. 35. Semantics: Types of semantic component; the processes of Development and Change of Meaning in English and Ukrainian. 36. Semantics: Kinds of transference (based on resemblance and based on contiguity); broadening and narrowing of Meaning. 37. Synonyms in English and Ukrainian vocabulary; Hypheronyms and Hyponyms. The Dominant Synonyms. 38. Isomophism and allomorphism in contrastive lexicology as basic principles. Branches of Contrastive Lexicology. 39. English and Ukrainian idioms, phraseologisms, usage, way of interpreting. 1. Lexicology and linguistics. Contrastive lexicology, object, aim, and tasks. Lexicology is that part of linguistics which studies words, their nature and meaning, words’ elements, relations between words (semantical relations), words groups and the whole lexicon. LG is a branch of linguistics and has its own aims and methods of scientific research. Its basic task is to study and descript systematically the vocabulary in respect to its origin, development and current use. Linguistics is the scientific study of natural language. Linguistics is narrowly defined as the scientific approach to the study of language, but language can be approached from a variety of directions, and a number of other intellectual disciplines are relevant to it and influence its study. The Contrastive and Comparative LG – their aims are to study the correlation between the vocabularies of 2 or more languages and find out the correspondences between the vocabulary units. The task of Contrastive lexicology is â€Å"to compare linguistic accounts stated, within the same lexicological framework, of the lexical competence necessarily possessed by speakers of the two languages concerned†. Aim: To conduct a comparative-synchronic comparison of lexical items and events, to highlight common features in the lexicon of two languages. Explore lexical linguistic phenomenon (trends words) and discover the peculiarities of the national outlook. Object: lexical units of the two languages. Subject: different aspects (origin of word morphemic structure, lexical change trend values), phenomena or processes (common features). 2. The history of contrastive lexicology, main units and terms. Ukrainian scientists, manuals, observing. The term â€Å"Lexicology† first was introduced in the French D. Diderot and d’Alembert’s encyclopedia in 1765. However, as a separate part of Linguistics, Lexicology appeared relatively recently. At the beginning of 20 century, an American linguist Leonard Bloomfield thought that linguistics in general should not engage in semantics. Ukrainian scientists presented the Kiev and Kharkov school: Ðâ€"Ð »Ã ¾Ã ±Ã'‚Ð µÃ ½Ã ºÃ ¾, ГÐ ¾Ã »Ã'Æ'Ð ±Ã ¾Ã ²Ã' Ã'Å'Ð ºÃ ¸Ã ¹, Ðâ€"Ð °Ã ¹Ã ²Ã ¾Ã'€Ð ¾Ã ½Ã ¾Ã º, КÐ ¾Ã'€Ã'Æ'Ð ½Ã µÃ'†Ã'Å', БÃ'Æ'Ð ±Ã »Ã µÃ ¹Ã ½Ã ¸Ã º, КÐ ¾Ã ½Ã ¾Ã ½Ã µÃ ½Ã ºÃ ¾. The second half of 19 century. Stylistics, grammar, lexicology are contrastive . 3. Language and vocabulary. The branches of Contrastive Lexicology. Lexicography is the science and art of compiling dictionary. The first book published under the English title Dictionary was Latin-English Dictionary by Sir Thomas Elyot (1538). For a medieval scholar a dictionary was a collection of diction or phrases put together for the use of pupils studying Latin. One of the purposes of dictionary in medieval times was glossing texts and employing synonyms for them. Dictionaries are prepared to serve different practical needs of the people. A reader looks at the dictionary mainly from the following points of view: (1) as a reference book for different types of information on words e.g. pronunciation, etymology, usage etc. this may be called the store house function of the dictionary. (2) as a reference point for distinguishing the good or proper usage from the bad or wrong usage. This is the legislative or the court house function of the dictionary. Branches: The General LG – the general study of words and vocabulary. Linguistic phenomena and properties common to all languages are generally referred as language universals. The Special LG – is the LG of a particular language. That’s the study of and description of its vocabulary and vocabulary units. The Historical LG – the evolution of any vocabulary. It discusses the origin of various words, their change and development, investigates linguistics and extra linguistics forces. The object – its single elements, modifying their structure, meaning and usage. The Contrastive and Comparative LG – their aims are to study the correlation between the vocabularies of 2 or more languages and find out the correspondences between the vocabulary units. The descriptive LG – deals with the vocabulary of a given language at a given stage of its development. LG also studies all kinds of semantic grouping and semantic relations such as synonymy, ant onymy, homonymy, semantic fields. Meaning relations as a whole are dealed within semantics – the Study of meaning. 4. Structural aspects of a word: External and Internal structure. Scientific methods to leant English and Ukrainian words in Comparison. The word can be seen in terms of its internal and external structures. The external structure of the word – its its morphemic composition. It is considered in terms of free and bound morphemes. The Units of external structure are the structure of prefixes, suffixes, roots, foundations, and their combination of lexical items in two languages. The external structure of the word – is a study of Word Formation. Word Formation in English and Ukrainian language has much in common, and words often have similar structure. Considerable Amount of prefixes and suffixes are unique in two languages (writer; student; teacher – Ð ¿Ã ¸Ã' Ã'Å'Ð ¼Ã µÃ ½Ã ½Ã ¸Ã º; Ã' Ã'‚Ã'Æ'Ð ´Ã µÃ ½Ã'‚; Ð ²Ã'‡Ð ¸Ã'‚Ð µÃ »Ã'Å'), part of Ukrainian suffixes (suffix system and the Ukrainian language is much more developed and richer than Engl ish) has not derivational analogy in English (Ã' Ã ¾Ã ½Ã'†Ð µ Ã'â€" Ã' Ã ¾Ã ½Ã µÃ'‡Ð ºÃ ¾, Ã'…Ð ²Ã ¸Ã »Ã ¸Ã ½Ã ° Ã'â€" Ã'…Ð ²Ã ¸Ã »Ã ¸Ã ½Ã ºÃ °). Internal structure of words – its its meaning, views and values of its shades, are seing in part of lexicology called semasiology. Some words has quite clear phonetic motivation: buzz, splash, snore and Ð ´Ã ·Ã ¸Ã ¶Ã'‡Ð °Ã'‚Ð ¸, Ã'…Ð »Ã'ŽÐ ¿Ã °Ã'‚Ð ¸, Ã'…Ã'€Ð ¾Ã ¿Ã'â€"Ã'‚Ð ¸ – and the imitation of sounds of two languages (similar in nature) may be different Ukrainian people hear in snoring Ã'…Ã'€(Ð ¿Ã'€Ð ¸Ã ¼.Ã'€Ð µÃ ´. Ã'‚Ð ¾ Ð ½Ã µ Ã'â€"Ã' Ã º Ð ¿Ã'â€", Ð ° Ã'Æ'Ð ºÃ'€ Ð »Ã'â€"Ã'‚Ð µÃ'€Ð ¸ Ã'…Ã'€), and British people hear s..r. Distributive analysis – a method of language-based learning environments of all possible linguistic units, the words in the text (excluding notional side words).(e.g. man – Adj+N(boring man), work – V+Adv(to work slowly).) Analysis of the direct components – a unit of linguistic analysis by its representation as a nested hierarchy of elements from each ot her, forming a structure. Thus, in the case of non-governmental words we first distinguish two components – non /-governmental, as it is formed from the word non-government, then government / al, and finally govern / ment. Component analysis – a method of linguistic analysis of lexical units, lexical expansion and the value of the minimal semantic components and representation of lexical meaning (e.g. a nose – denotative – Ð ½Ã ¾Ã' , to nose connotative – Ð ¿Ã'€Ð ¸Ã ½Ã'ŽÃ'…Ð ¸Ã ²Ã °Ã'‚Ã' Ã' ). Transform analysis – is to change language unit into a unit with another structure without changing the content(e.g. to give help – to help; to play visit – to come). In the Ukrainian language you can determine the status characteristic phrases Ð ½Ã °Ã ´Ã °Ã ²Ã °Ã'‚Ð ¸ Ð ´Ã ¾Ã ¿Ã ¾Ã ¼Ã ¾Ã ³Ã'Æ' – Ð ´Ã ¾Ã ¿Ã ¾Ã ¼Ã °Ã ³Ã °Ã'‚Ð ¸ (Ð °Ã ºÃ'‚Ð ¸Ã ²Ã ½Ã ¸Ã ¹ Ã' Ã'‚Ð °Ã ½), Ð ° Ð ¾Ã'‚Ã'€Ð ¸Ã ¼Ã'Æ'Ð ²Ã °Ã'‚Ð ¸ Ð ´Ã ¾Ã ¿Ã ¾Ã ¼Ã ¾Ã ³Ã'Æ' (Ð ¿Ã °Ã' Ã ¸Ã ²Ã ½Ã ¸Ã ¹) there is no one-word expression. 5. The semantic unity of a word. Polysemy: types of semantic component. Sema, Semema, semantic field. The semantic unity of a compound word is often very strong. In such cases we have idiomatic compounds where the meaning of the whole is not a sum of meanings of its components, e.g. to ghostwrite, skinhead, brain-drain etc. In nonidiomatic compounds semantic unity is not strong, e. g., airbus, to bloodtransfuse, astrodynamics etc. Polysemy is the capacity for a sign (e.g., a word, phrase, etc.) or signs to have multiple meanings (sememes), i.e., a large semantic field. Types of Semantic Components: The leading semantic component in the semantic structure of a word is usually termed denotative component. The denotative component expresses the conceptual content of a word.(e.g. lonely, adj. – alone, without company , to glance, v.- to look). It is quite obvious that the definitions only partially and incompletely describe the meanings of their corresponding words. They do not give a more or less full picture of the meaning of a word. To do it, it is necessary to include in the scheme of analysis additional semantic components which are termed connotations or connotative components. Grammatical meaning is a meaning which comes to the fore in the words with different lexical meaning, and brings them into one row: apples, tables, books, birds – grammatical meaning of plurality; was, went, ate, did, slept, knew – grammatical meaning of past tense. Lexical meaning – is a meaning which combines different grammatical forms of a word into one paradigm: to be, was, were, been, is, are; apple, apples, apple’s. Seme – an elementary semantic feature, a minimal unit of meaning. Sememe – a set of semes recognizable in a given word. A semantic field is a technical term in the discipline of linguistics to describe a set of words grouped in a certain way. 6. The main scientific aspects: syntagmatics and paradigmatics in Contrastive lexicology. Syntagmatics – linear (simultaneous) relationship of words in speech as distinct from associative (non-simultaneous) relationship of words in language. Paradigmatics – 1) associative (non-simultaneous) relationship of words in language as distinct from linear (simultaneous) relationship of words in speech (syntagmatics); relation of units in absentia (e.g. synonymic, antonymic relationships); 2) an approach to language when the elements of its system are regarded as associated units joined by oppositional relationship.Word-meaning in syntagmatics and paradigmatics Intralinguistic relations of words are basically of 2 types: syntagmatic and paradigmatic. Syntagmatic relations define the meaning the word possesses when it is used in combination with other words in the flow of speech. Paradigmatic relations are those that exist between individual lexical items which make up one of the subgroups of vocabulary items (sets of synonyms, lexico-semantic groups, etc.). Syntagmatic relations Paradigmatic relations He got a letter. I received a note. She obtained an epistle. 7. Contrastive lexicology and Lexicography. Lexicology is that part of linguistics which studies words, their nature and meaning, words’ elements, relations between words (semantical relations), words groups and the whole lexicon. The Contrastive LG – is a branch of lexicology. Its aim is to study the correlation between the vocabularies of 2 or more languages and find out the correspondences between the vocabulary units. Lexicography is an important branch of linguistics which covers the theory and practice of compiling dictionaries. Lexicography is divided into two related disciplines: Practical lexicography is the art or craft of compiling, writing and editing dictionaries. Theoretical lexicography is the scholarly discipline of analyzing and describing the semantic, syntagmatic and paradigmatic relationships within the lexicon (vocabulary) of a language, developing theories of dictionary components and structures linking the data in dictionaries, the needs for information by users in specific types of situati on, and how users may best access the data incorporated in printed and electronic dictionaries. 8. Structure of the vocabulary of modern English and Ukrainian. The main groups of words. Colloquial words, the main stock of English and Ukrainian Vocabulary. Compiling the dictionary included a conceptual framework of its own language (lexical, grammatical), and sociolinguistic aspects are closely interrelated. Most vocabulary words gives the collection of one or another language in alphabetical order. There are dictionaries in which words are represented nested system, it means that in a lexical article are all derived words derived from one root word. There are even inversion dictionaries – in the words given them by letter words end.The whole of the word-stock of the English language can be divided into three main layers: the literary layer, the neutral layer and the colloquial layer. The literary and colloquial layers contain a number of subgroups each of which has a property it shares with all the subgroups within the layer. The aspect of the literary layer is its markedly bookish character. The aspect of the colloquial layer is its lively spoken character which makes the layer unstable. The aspect of the neutral layer is its universal character. That means it is unrestricted in its use. It can be used in all styles of the language. It is this feature that makes the layer the most stable of all. The subgroups of the special literary vocabulary are the following: terms, poetical words, foreignisms and barbarisms(non-assimilated words that are known to everyone(tet-a-tet, Ð ¼Ã µÃ'€Ã' Ã'â€" Ð ±Ã ¾Ã ºÃ'Æ'), archaic words(woe (sorrow), nigh (near)), nonce-words. The subgroups of the special colloquial layer are such: dialectical words, vulgarisms, slang, jargon, professionalisms, nonce-words. 9. Morphemic structure of a word. Morpheme. Allomorph. Morph. The morpheme is the smallest meaningful unit of form. A form in these cases a recurring discrete unit of speech. Morphemes occur in speech only as constituent parts of words, not independently, although a word may consist of single morpheme. Words that consist of a root and an affix are called derived words or derivatives and are produced by the process of word building known as affixation (or derivation). The root-morpheme is the lexical nucleus of the word; it has a very general and abstract lexical meaning common to a set of semantically related words constituting one word-cluster, e.g. (to) teach, teacher, teaching. Affixational morphemes include inflectional affixes or inflections and derivational affixes. Inflections carry only grammatical meaning and are thus relevant only for the formation of word-forms. Derivational affixes are relevant for building various types of words. They are lexically always dependent on the root which they modify. An allomorph is a linguistics term for a variant form of a morpheme. The concept occurs when a unit of meaning can vary in sound (phonologically) without changing meaning. It is used in linguistics to explain the comprehension of variations in sound for a specific morpheme. Allomorph is also defined as a positional variant of a morpheme occurring in a specific environment and so characterized by complementary description. Any concrete realization of a morpheme in a given utterance is called a morph. 10. English and Ukrainian principles to analyze word structure. Productive and unproductive morphemes. In most cases the morphemic structure of words is transparent enough and individual morphemes clearly stand out within the word. The segmentation of words is generally carried out according to the method of Immediate and Ultimate Constituents. This method is based on the binary principle, i.e. each stage of the procedure involves two components the word immediately breaks into. At each stage these two components are referred to as the Immediate Constituents. Each Immediate Constituent at the next stage of analysis is in turn broken into smaller meaningful elements. The analysis is completed when we arrive at constituents incapable of further division, i.e. morphemes. These are referred to Ultimate Constituents. The analysis of word-structure at the morphemic level must proceed to the stage of Ultimate Constituents. For example, the noun friendliness is first segmented into the ICs: [frendlÄ ±-] recurring in the adjectives friendly-looking and friendly and [-nÄ ±s] found in a countless number of nouns, such as unhappiness, blackness, sameness, etc. the IC [-nÄ ±s] is at the same time an UC of the word, as it cannot be broken into any smaller elements possessing both sound-form and meaning. Any further division of -ness would give individual speech-sounds which denote nothing by themselves. The IC(Immediate Constituents) [frendlÄ ±-] is next broken into the ICs [-lÄ ±] and [frend-] which are both UCs(Ultimate Constituents) of the word. Morphemic analysis under the method of Ultimate Constituents may be carried out on the basis of two principles: the so-called root-principle and affix principle. According to the affix principle the splitting of the word into its constituent morphemes is based on the identification of the affix within a set of words, e.g. the identification of the suffix -er leads to the segmentation of words singer, teacher, swimmer into the derivational morpheme – er and the roots teach- , sing-, drive-. According to the root-principle, the segmentation of the word is based on the identification of the root-morpheme in a word-cluster, for example the identification of the root-morpheme agree- in the words agreeable, agreement, disagree.By productive affixes we mean the ones, which take part in deriving new words in this particular period of language development. The best way to identify productive affixes is to look for them among neologisms and so-called nonce-words, i. e. words coined and used only for this particular occasion. Unproductive, non-affix morphemes that exist only in bound form are known as â€Å"cranberry† morphemes, from the à ¢â‚¬Å"cran† in that very word.

Last Sacrifice Chapter Seventeen

THE INTERROGATION DIDN'T go so well. Oh, sure, we made plenty of threats and used the stakes as torture devices, but not much came of it. Dimitri was still scary when dealing with Sonya, but after his breakdown with Donovan, he was careful not to fall into that berserk rage again. This was healthier for him in the long run but not so good for scaring up answers out of Sonya. It didn't help matters that we didn't exactly have a concrete question to ask her. We mostly had a series to throw at her. Did she know about another Dragomir? Was she related to the mother? Where were the mother and child? Things also went bad when Sonya realized we needed her too much to kill her, no matter how much silver stake torture we did. We'd been at it for over an hour and were getting exhausted. At least, I was. I leaned against a wall near Sonya, and though I had my stake out and ready, I was relying on the wall a bit more than I liked to admit to keep me upright. None of us had spoken in a while. Even Sonya had given up on her snarling threats. She simply waited and stayed watchful, undoubtedly planning for escape, probably figuring we'd tire before she did. That silence was scarier than all the threats in the world. I was used to Strigoi using words to intimidate me. I'd never expected the power simply being quiet and staring menacingly could have. â€Å"What happened to your head, Rose?' asked Dimitri, suddenly catching a glimpse of it. I'd been tuning out a little and realized he was talking to me. â€Å"Huh?' I brushed aside hair that had been obscuring part of my forehead. My fingers came away sticky with blood, triggering vague memories of crashing into the table. I shrugged, ignoring the dizziness I'd been feeling. â€Å"I'm fine.' Dimitri gave Sydney the quickest of glances. â€Å"Go lay her down and clean it up. Don't let her sleep until we can figure out if it's a concussion.' â€Å"No, I can't,' I argued. â€Å"I can't leave you alone with her †¦' â€Å"I'm fine,' he said. â€Å"Rest up so that you can help me later. You're no good to me if you're just going to fall over.' I still protested, but when Sydney gently took my arm, my stumbling gave me away. She led me to the house's one bedroom, much to my dismay. There was something creepy about knowing I was in a Strigoi's bed–even if it was covered with a blue-and- white floral quilt. â€Å"Man,' I said, lying back against the pillow once Sydney had cleaned my forehead. Despite my earlier denial, it felt great to rest. â€Å"I can't get used to the weirdness of a Strigoi living in a place so †¦ normal. How are you holding up?' â€Å"Better than you guys,' said Sydney. She wrapped her arms around herself and eyed the room uncomfortably. â€Å"Being around Strigoi is starting to make you guys seem not so bad.' â€Å"Well, at least some good's come out of this,' I remarked. Despite her joke, I knew she had to be terrified. I started to close my eyes and was jolted awake when Sydney poked my arm. â€Å"No sleep,' she chastised. â€Å"Stay up and talk to me.' â€Å"It's not a concussion,' I muttered. â€Å"But I suppose we can go over plans to get Sonya to talk.' Sydney sat at the foot of the bed and grimaced. â€Å"No offense? But I don't think she's going to crack.' â€Å"She will once she's gone a few days without blood.' Sydney blanched. â€Å"A few days?' â€Å"Well, whatever it takes to–‘ A spike of emotion flitted through the bond, and I froze. Sydney jumped up, her eyes darting around as though a group of Strigoi might have burst into the room. â€Å"What's wrong?' she exclaimed. â€Å"I have to go to Lissa.' â€Å"You're not supposed to sleep–‘ â€Å"It's not sleeping,' I said bluntly. And with that, I jumped away from Sonya's bedroom and into Lissa's perspective. She was riding in a van with five other people whom I immediately recognized as other royal nominees. It was an eight-person van and also included a guardian driver with another in the passenger seat who was looking back at Lissa and her companions. â€Å"Each of you will be dropped off in a separate location on the outskirts of a forest and given a map and compass. The ultimate goal is for you to reach the destination on the map and wait out the daylight until we come for you.' Lissa and the other nominees exchanged glances and then, almost as one, peered out the van's windows. It was almost noon, and the sunlight was pouring down. â€Å"Waiting out the daylight' was not going to be pleasant but didn't sound impossible. Idly, she scratched at a small bandage on her arm and quickly stopped herself. I read from her thoughts what it was: a tiny, barely noticeable dot tattooed into her skin. It was actually similar to Sydney's: blood and earth, mixed with compulsion. Compulsion might be taboo among Moroi, but this was a special situation. The spell in the tattoo prevented the candidates from revealing the monarch tests to others not involved with the process. This was the first test. â€Å"What kind of terrain are you sending us to?' demanded Marcus Lazar. â€Å"We're not all in the same physical shape. It's not fair when some of us have an advantage.' His eyes were on Lissa as he spoke. â€Å"There is a lot of walking,' said the guardian, face serious. â€Å"But it's nothing that any candidate–of any age–shouldn't be able to handle. And, to be honest, part of the requirements for a king or queen is a certain amount of stamina. Age brings wisdom, but a monarch needs to be healthy. Not an athlete by any means,' added the guardian quickly, seeing Marcus start to open his mouth. â€Å"But it's no good for the Moroi to have a sickly monarch elected who dies within a year. Harsh, but true. And you also need to be able to endure uncomfortable situations. If you can't handle a day in the sun, you can't handle a Council meeting.' I think he intended that as a joke, but it was hard to tell since he didn't smile. â€Å"It's not a race, though. Take your time getting to the end if you need it. Marked along the map are spots where certain items are hidden–items that'll make this more bearable, if you can decipher the clues.' â€Å"Can we use our magic?' asked Ariana Szelsky. She wasn't young either, but she looked tough and ready to accept a challenge of endurance. â€Å"Yes, you can,' said the guardian solemnly. â€Å"Are we in danger out there?' asked another candidate, Ronald Ozera. â€Å"Aside from the sun?' â€Å"That,' said the guardian mysteriously, â€Å"is something you'll need to learn for yourselves. But, if at any time you want out †¦' He produced a bag of cell phones and distributed them. Maps and compasses followed. â€Å"Call the programmed number, and we'll come for you.' Nobody had to ask about the hidden message behind that. Calling the number would get you out of the long day of endurance. It would also mean you'd failed the test and were out of the running for the throne. Lissa glanced at her phone, half-surprised there was even a signal. They'd left Court about an hour ago and were well into the countryside. A line of trees made Lissa think they were nearing their destination. So. A test of physical endurance. It wasn't quite what she'd expected. The trials a monarch went through had long been shrouded in mystery, gaining an almost mystical reputation. This one was pretty practical, and Lissa could understand the reasoning, even if Marcus didn't. It truly wasn't an athletic competition, and the guardian had a point in saying that the future monarch should possess a certain level of fitness. Glancing at the back of her map, which listed the clues, Lissa realized this would also test their reasoning skills. All very basic stuff–but essential to ruling a nation. The van dropped them off one by one at different starting points. With each departing candidate, Lissa's anxiety grew. There's nothing to worry about, she thought. I've just got to sit through a sunny day. She was the next to last person dropped off, with only Ariana remaining behind. Ariana patted Lissa's arm as the van door opened. â€Å"Good luck, dear.' Lissa gave her a quick smile. These tests might all be a ruse on Lissa's part, but Ariana was the real deal, and Lissa prayed the older woman could get through this successfully. Left alone as the van drove away, unease spread through Lissa. The simple endurance test suddenly seemed much more daunting and difficult. She was on her own, something that didn't happen very often. I'd been there for most of her life, and even when I'd left, she'd had friends around her. But now? It was just her, the map, and the cell phone. And the cell phone was her enemy. She walked to the edge of the forest and studied her map. A drawing of a large oak tree marked the beginning, with directions to go northwest. Scanning the trees, Lissa saw three maples, a fir, and–an oak. Heading toward it, she couldn't help a smile. If anyone else had botanical landmarks and didn't know their plants and trees, they could lose candidacy right there. The compass was a classic one. No digital GPS convenience here. Lissa had never used a compass like this, and the protective part of me wished I could jump in and help. I should have known better, though. Lissa was smart and easily figured it out. Heading northwest, she stepped into the woods. While there was no clear path, the forest's floor wasn't too covered with overgrowth or obstacles. The nice part about being in the forest was that the trees blocked out some of the sun. It still wasn't an ideal Moroi condition, but it beat being dropped in a desert. Birds sang, and the scenery was lush and green. Keeping an eye out for the next landmark, Lissa tried to relax and pretend she was simply on a pleasant hike. Yet †¦ it was difficult to do that with so much on her mind. Abe and our other friends were now in charge of working and asking questions about the murder. All of them were asleep right now–it was the middle of the Moroi night–but Lissa didn't know when she'd return and couldn't help resenting this test for taking up her time. No, wasting her time. She'd finally accepted the logic behind her friends' nomination–but she still didn't like it. She wanted to actively help them. Her churning thoughts almost led her right past her next landmark: a tree that had fallen ages ago. Moss covered it, and much of the wood was rotten. A star on the map marked it as a place with a clue. She flipped over the map and read: I grow and I shrink. I run and I crawl. Follow my voice, though I have none at all. I never do leave here, but I travel around– I float through the sky and I creep through the ground. I keep my cache in a vault although I have no wealth, Seek out my decay to safeguard your health. Um. My mind went blank right about then, but Lissa's spun. She read it over and over again, examining the individual words and how each line played off the other. I never do leave here. That was the starting point, she decided. Something permanent. She looked around, considered the trees, then dismissed them. They could always be cut and removed. Careful not to stray too far from the fallen tree, she circled the area searching for more. Everything was theoretically transient. What stayed? Follow my voice. She came to a halt and closed her eyes, absorbing the sounds around her. Mostly birds. The occasional rustle of leaves. And– She opened her eyes and walked briskly to her right. The sound she'd heard grew louder, bubbling and trickling. There. A small creek ran through the woods, hardly noticeable. Indeed, it seemed too tiny for the streambed carved out around it. â€Å"But I bet you grow when it rains,' she murmured, uncaring that she was speaking to a stream. She looked back down at the clue, and I felt her clever mind rapidly piece it all together. The stream was permanent–but traveled. It changed size. It had a voice. It ran in deep parts, crawled when there were obstacles. And when it evaporated, it floated in the air. She frowned, still puzzling the riddle aloud. â€Å"But you don't decay.' Lissa studied the area once more, uneasily thinking decay could apply to any plant life. Her gaze moved past a large maple tree and then jerked back. At its base grew a clump of brown and white mushrooms, several wilting and turning black. She hurried over and knelt down, and that was when she saw it: a small hole dug into the earth nearby. Leaning closer, she saw a flash of color: a purple drawstring bag. Triumphantly, Lissa pulled it out and stood up. The bag was made of canvas and had long strings that would allow it to hang over her shoulder as she walked. She opened the bag and peered inside. There, tucked inside the fluffy and fuzzy lining, was the best thing of all: a bottle of water. Until now, Lissa hadn't realized how hot and dehydrated she'd grown–or how wearying the sun was. The candidates had been told to wear sturdy shoes and practical clothing but hadn't been allowed any other supplies. Finding this bottle was priceless. Sitting on the log, she took a break, careful to conserve her water. While the map indicated a few more clues and â€Å"rewards,' she knew she couldn't necessarily count on any more helpful bags. So, after several minutes' rest, she put away the water and slung the little tote over her shoulder. The map directed her due west, so that was the way she went. The heat beat on her as she continued her walk, forcing her to take a few more (conservative) water breaks. She kept reminding herself it wasn't a race and that she should take it easy. After a few more clues, she discovered the map wasn't quite to scale, so it wasn't always obvious how long each leg of the hike was. Nonetheless, she was delighted to successfully solve each clue, though the rewards became more and more baffling. One of them was a bunch of sticks sitting on a rock, something she would have sworn was a mistake, but someone civilized had clearly tied the bundle together. She added that into her bag, along with a neatly folded green plastic tarp. By now, sweat was pouring off her, and rolling up the sleeves of her button-down cotton shirt did little to help. She took more frequent breaks. Sunburn became a serious concern, so it was a huge relief when her next clue led to a bottle of sunscreen. After a couple hours of battling the intense summer heat, Lissa became so hot and tired that she no longer had the mental energy to be annoyed about missing out on whatever was happening at Court. All that mattered was getting to the end of this test. The map showed two more clues, which she took as a promising sign. She would reach the end soon and then could simply wait for someone to get her. A flash of realization hit her. The tarp. The tarp was a sun block, she decided. She could use it at the end. This cheered her up, as did the next prize: more water and a floppy, wide-brimmed hat that helped keep the sunlight from her face. Unfortunately, after that, what appeared to be a short leg of the trip turned out to be twice as long as she expected. By the time she finally reached the next clue, she was more interested in taking a water break than digging out whatever else the guardians had left her. My heart went out to her. I wished so, so badly that I could help. That was my job, to protect her. She shouldn't be alone. Or should she? Was that also part of the test? In a world where royals were almost always surrounded by guardians, this solitude had to be a total shock. Moroi were hardy and had excellent senses, but they weren't built for extreme heat and challenging terrain. I could have probably jogged the course easily. Admittedly, I wasn't sure I would have had Lissa's deductive skills in figuring out the clues. Lissa's last reward was flint and steel, not that she had any idea what they were. I recognized them instantly as the tools of a fire-making kit but couldn't for the world figure out why she'd need to build a fire on a day like this. With a shrug, she added the items to her bag and kept going. And that's when things started to get cold. Really cold. She didn't entirely process it at first, mainly because the sun was still shining so brilliantly. Her brain said what she felt was impossible, but her goose bumps and chattering teeth said otherwise. She rolled her sleeves back down and quickened her pace, wishing that the sudden cold had at least come with cloud cover. Walking faster and exerting herself more helped heat her body. Until it began to rain. It started off as a mist, then changed to drizzle, and finally turned into a steady curtain of water. Her hair and clothing became soaked, making the cold temperature that much worse. Yet †¦ the sun still shone, its light an annoyance to her sensitive skin but offering no warmth in compensation. Magic, she realized. This weather is magical. It was part of the test. Somehow, Moroi air and water magic users had united to defy the hot, sunny weather. That was why she had a tarp–to block the sun and the rain. She considered getting it out now and wearing it like a cloak but quickly decided to wait until she reached the endpoint. She had no idea how far away that really was, though. Twenty feet? Twenty miles? The chill of the rain crept over her, seeping under her skin. It was miserable. The cell phone in the bag was her ticket out. It was barely late afternoon. She had a long time to wait before this test ended. All she had to do was make one call †¦ one call, and she'd be out of this mess and back to working on what she should be at Court. No. A kernel of determination flared up within her. This challenge was no longer about the Moroi throne or Tatiana's murder. It was a test she would take on for herself. She'd led a soft and sheltered life, letting others protect her. She would endure this on her own–and she would pass. This determination took her to the map's end, a clearing ringed in trees. Two of the trees were small and close enough together that Lissa thought she might be able to drape the tarp into some sort of reasonable shelter. With cold, fumbling fingers, she managed to get it out of the bag and unfold it to its full size–which was fortunately much larger than she'd suspected. Her mood began to lift as she worked with the tarp and figured out how to create a small canopy. She crawled inside once it was complete, glad to be out of the falling rain. But that didn't change the fact that she was wet. Or that the ground was also wet– and muddy. The tarp also didn't protect her against the cold. She felt a flash of bitterness, recalling the guardians saying magic was allowed in this test. She hadn't thought magic would be useful at the time, but now, she could certainly see the perks of being a water user to control the rain and keep it off her. Or, better yet: being a fire user. She wished Christian was with her. She would have welcomed the warmth of both his magic and his embrace. For this kind of situation, spirit seriously sucked–unless, perhaps, she got hypothermia and needed to try to heal herself (which never worked as well as it did on other people). No, she decided. There could be no question: water and fire users had the advantage in this test. That's when it hit her. Fire! Lissa straightened up from where she'd been huddled. She hadn't recognized the iron and flint for what they were, but now, vague recollections of fire-making were coming back to her. She'd never been taught those skills directly but was pretty sure striking the stones together would make a spark–if she only had dry wood. Everything out there was soaked†¦ . Except for the bundle of sticks in her bag. Laughing out loud, she untied the sticks and set them in a place shielded from the rain. After arranging them in what seemed like a campfire-friendly pattern, she tried to figure out what to do with the steel and flint. In movies, she thought she'd seen people just hit them to make sparks fly. So, that's what she did. Nothing happened. She tried three more times, and her earlier excitement gave way to spirit-darkened frustration. I pulled some of that from her, needing her to stay focused. On the fourth try, a spark flew off and faded away–but it was what she needed to understand the principle. Before long she could easily make sparks, but they did nothing when they landed on the wood. Up and down: her mood was a rollercoaster of hope and disappointment. Don't give up, I wanted to say as I drew off more negativity. Don't give up. I also wanted to give her a lesson on kindling, but that was pushing my limits. Watching her, I was beginning to realize how much I underestimated Lissa's intelligence. I knew she was brilliant, but I always imagined her being helpless in these situations. She wasn't. She could reason things out. That tiny spark couldn't penetrate the wood of the sticks. She needed a bigger flame. She needed something the sparks could ignite. But what? Surely nothing in this waterlogged forest. Her eyes fell on the map poking out of her bag. She hesitated only a moment before ripping and shredding the paper into a pile on top of the twigs. Supposedly, she'd reached the end of the hike and didn't need the map. Supposedly. But it was too late now, and Lissa pushed forward with her plan. First, she pulled out some of the bag's fluffy lining, adding the bits of fuzz to the paper. Then she took up the flint and steel again. A spark jumped out and immediately caught a piece of the paper. It flared orange before fading out, leaving a wisp of smoke. She tried again, leaning forward to gently blow on the paper when the spark landed. A tiny flame appeared, caught a neighboring shred, and then faded. Steeling herself up, Lissa tried a final time. â€Å"Come on, come on,' she muttered, as though she might compel a fire into existence. This time, the spark caught and held, turning into a small flame, then a larger flame that soon consumed her kindling. I prayed it would take to the wood, or else she was out of luck. Brighter and larger the flame grew, eating the last of the paper and fuzz †¦ and then spreading along the sticks. Lissa blew softly to keep it going, and before long, the campfire was in full blaze. The fire couldn't change the piercing cold, but as far as she was concerned, she had the warmth of the entire sun in her hands. She smiled, and a sense of pride that she hadn't felt in a while spread within her. Finally able to relax, she glanced out at the rainy forest and caught the faintest flashes of color in the distance. Channeling spirit, she used her magic to intensify her ability to see auras. Sure enough–hidden far, far out among the trees, she could see two auras filled with strong, steady colors. Their owners stood still, staying quiet and covered. Lissa's smile grew. Guardians. Or maybe the air and water users controlling the weather. None of the candidates were alone out here. Ronald Ozera had had no need to worry–but then, he wouldn't know that. Only she did. Maybe spirit wasn't so useless out here after all. The rain began to lighten, and the fire's warmth continued to soothe her. She couldn't read the time from the sky, but somehow, she knew she would have no problem waiting out the day and– â€Å"Rose?' A voice summoned me out of Lissa's wilderness survival. â€Å"Rose, wake up or †¦ whatever.' I blinked, focusing on Sydney's face, which was a few inches from mine. â€Å"What?' I demanded. â€Å"Why are you bothering me?' She flinched and jerked away, momentarily speechless. Pulling away Lissa's darkness while joined with her hadn't affected me at the time, but now, conscious in my own body, I felt anger and irritation flood me. It's not you, it's not Sydney, I told myself. It's spirit. Calm down. I took a deep breath, refusing to let spirit master me. I was stronger than it was. I hoped. As I fought to push those feelings down, I looked around and remembered I was in Sonya Karp's bedroom. All my problems came rushing back. There was a bound Strigoi in the other room, one we were barely keeping constrained and who didn't seem like she would give us answers anytime soon. I looked back at Sydney, who still seemed afraid of me. â€Å"I'm sorry †¦ I didn't mean to snap at you. I was just startled.' She hesitated a few moments and then nodded, accepting my apology. As the fear faded from her face, I could see that something else was bothering her. â€Å"What's wrong?' I asked. As long as we were alive and Sonya was still trapped, things couldn't be that bad, right? Sydney stepped back and crossed her arms. â€Å"Victor Dashkov and his brother are here.'

Transportation Changes in Morocco essays

Transportation Changes in Morocco essays Transportation is a movement from place to place by some type of vehicle - car, boat, plane, train, motorcycle, skateboard - whatever moves us from point A to point B. The transportation system has changed and developed in many ways over the past two or three decades. In Morocco, which is my country, transportation has changed dramatically from my grandmother's day to the present including the cost of transportation, it's rules and regulations. Some of those changes have improved the transportation system while other changes have been detrimental. First, the time component is an important consideration and it's associated with service. In the past, 40% of the roads in Morocco were in poor condition. This issue led to wasting time getting from one place to another. Today, it's easier than ever because back roads have improved and freeways have been built to solve the congestion issue. As a result, this change helped improve the entire economic system in Morocco. For example, most companies are no longer wasting time delivering their products by using old, dangerous roads, or poorly constructed freeways. Second, the cost of transportation in my Grandmother's day was much less expensive than today. In the past, people visited their families every holiday and during the summer because the cost of transportation was affordable; but today, the cost of transportation in Morocco has increased two or three times to what it was before due to high fuel costs, security and safety issues. So families with low incomes can't afford transportation - leading them to work and shop as close to home as possible. In this way, improved transportation in Morocco has stopped the overall betterment of the country. Finally, the new rules and regulations of transportation in Morocco are not accepted by all the Moroccan people. In addition, in my Grandmother's day, people were afraid of breaking the law. That is why most of them followed rules and ...

Thomas J essays

Thomas J essays The most influential person in American history would be Thomas Jefferson. Jefferson wrote the Declaration of Independence, became the first republican president, and began the self improvement thought process by learning through going to school. Jefferson told people that knowledge was the way to becoming a better person, and that all Americans need to improve on what they think, not by changing day by day themselves, but overall becoming a better person through their thoughts. He believed that if a person thought on his own, and learned that they would become an improved person and be more happy overall, weather at home or at work. Jefferson was big on reform and that was the biggest change in his presidency over Washingtons. Washington set rules and regulations, Jefferson improved on them and made everything Jefferson was a very important person in U.S. history. His first major contribution to our creation was that he developed and wrote the Declaration of Independence. He was very smart and creative, he said when he wrote the declaration I turned neither book nor pamphlet preparing the paper ( Morris 102 ). That shows how creative he was by drawing up such a magnificent piece of writing under difficult circumstances, after all he was writing a complete divorce paper from Britain to create a new nation all on his own, with just John Adams revising it. Twenty five years after writing the Declaration of Independence to create the U.S., Jefferson lead that nation as its president. He was the first republican president that was going to change the nation radically. He set out to make improvements on individuals by teaching them how to make themselves better. His motives were to self improve all Americans so they could feel better about who they were. He was well liked and re-elected in 1804 for a second ...

Lesson Plan - Differences Between Past and Present

Lesson Plan - Differences Between Past and Present Getting students to talk about the differences between the past and present is a great way to get students using a variety of tenses and cementing their understanding of the differences and time relationships between the past simple, present perfect (continuous), and present simple tenses. This exercise is quite easy for students to understand and helps to get students thinking in the right direction before beginning the task. Lesson Plan Aim: Conversation lesson focusing on the use of the past simple, present perfect, and present simple tensesActivity: Drawing diagrams as a support for conversation in pairsLevel: Intermediate to advanced Outline: Give students the example above or draw a similar example on the board.Read through the example sentences showing the relationship between the two circles (life then and life now).Ask students why you used the various tenses (i.e. past simple, present perfect (continuous), and present simple (continuous).Have students draw two circles. Each circle should have me at the center with a universe of friends, hobbies, relationships, etc. surrounding. One circle is drawn for the past and one drawn for life now.Students break up into pairs and explain their diagrams to each other.Walk around the room and listen to the discussions, take notes on the most common mistakes made.As a follow-up, go through the most common mistakes made by the students to focus on the problems they are still having with certain tenses (i.e. using the present perfect instead of past simple for definite past). Life Then - Life Now Look at the two circles describing life then and life now. Read the sentences below describing how the persons life has changed. For example: In 1994, I lived in New York.Since then, I have moved to Livorno where I have been living for the past five years.In 1994, I had been married to Barbara for four years. Since then, we have had our daughter Katherine. Katherine is three years old.Barbara and I have been married for ten years.I used to play squash twice a week when I lived in New York.Now I play tennis twice a week. I have been playing tennis for over a year.My best friends were Marek and Franco in New York. Now my best friend is Corrado.I loved going to the opera in New York. Now, I love going to museums around Tuscany.I worked at the New York Association for New Americans for two years in New York.Now I work at the British School. I have been working there for over four years. Draw two circles of your own. One describing life a few years ago and one describing life now. Once you have finished, find a partner and describe how your life has changed over the past few years.

Define a job-seekers reservation wage and its relevance to the Essay

Define a job-seekers reservation wage and its relevance to the expectations-augmented Phillips curve - Essay Example s indicate that optimal strategies for job seekers involves continued hunt for jobs as long as incoming bids for jobs include wages that fall below the reservation wage, (Cahuc et al., 2014, p. 262). The relevance of relevance wage and expectations for the augmented Phillips curve was recognized as the expectations-augmented Phillips curve developed in late stages of 1960s and early 1970s, (Woodbury and Davidson, 2002, p. 233). According to the explanation given by Phillips regarding unemployment, it states that when the demand for labor is high, eligible but unemployed workers expect employers to offer high wage rates quite faster. On the other hand, it appears like job-seekers are reluctant to offer their valuable services below the wage rates prevailing in the labor market. Any subsequent analysis of expectations-augmented predicts that the co-existence of elevated inflation and towering unemployment usually occur with excessive growth in the money supply (Gottschalk, 2005, p. 13). That is, ΔMS/MS > ΔMD/MD, which is related to demand-pull inflation. Similarly, the expectations-augmented Phillips curve shifts upwards in each phase as expectations for inflation changes. On the other hand, the Phillips curve moves downwards in each phase as expectations for inflation

Fallacy Burden of Proof Essay Example | Topics and Well Written Essays - 1000 words

Fallacy Burden of Proof - Essay Example Time and again the expression 'fallacy' is applied to assign some mistake whatever it is, but is maltreatment. Logic is occasionally mentioned as the capacity to rationalize accurately, but it is more appropriately described as the appraisal of the connections between declarations that are frequently given with the purpose of proposing a line of reasoning. Regulations of conjecture characterize appropriate derivability, that is, they assign the kinds of reports that may be derived from particular given kinds of statements. Usually the concluding statement is named as the conclusion, and the others are called premises. To state an argument or reach a conclusion that appears, on superficial examination, to follow these rules of inference but that actually breaks them is to commit a fallacy. 'Argumentum ad ignorantiam' denotes "Reasoning as of unawareness". This type of fallacy takes place there has been reasoning about truthfulness of something only on the ground that no one could evidence it as wrong. On the other hand, if an argument is made about falseness of something simply because it could not be confirmed as correct. For instance, accepting any holy book as true only on the ground you cannot prove it other way. Moreover if somebody says that there is no existence of telepathy as nobody has provided evidence. Within systematic examina... n an occurrence is recognized to turn out a particular proof of its incidence so the lack of that particular proof may dependably be utilized for concluding the non occurrence of that event. (Methew, 1997) Shifting the Burden of Proof The 'shifting of Burden of Proof' is a specific instance under 'Argumentum ad ignorantiam' and is usually over the individual making a statement. In other words we can say that it is a type of fallacy where the burden of proof is put on the individual who contradicts or interrogates about that statement. This type of fallacy is based on the postulation that any statement is regarded as true if there is no evidence to prove it wrong. (Methew, 1997) As stated by Bailenson and Rips (1999) while making arguments intimates put forward declarations and endeavor to support them with established confirmations. The legal structure in USA entails regulations administering 'the burden of proof' with potential conclusions based on proofs. Such as, that a person being not in attendance for around eight consecutive years and not being informed throughout this period can be accepted as deceased. In this case the burden of proof lies on group making effort to confirm that individual as living. Even though, law provides more than one denotations for the burden of proof, related regulations usually resolve the default result if there is no more proof for the concerned issue is expected. An associated example of burden of proof is frequent in political an educational field where the party having the burden of proof has to be defeated by default except additional confirmation comes out in its backing. Thus in terms of law, the burden of proof is apt to shift during an argument. On one occasion if a party completed its burden through providing persuasive

How to make eggroll Speech or Presentation Example | Topics and Well Written Essays - 750 words

How to make eggroll - Speech or Presentation Example It is believed that the spring roll led to the emergence of egg roll. It is rather unpleasing to mention that Kyle Wilson also played a major role in the creation of egg rolls when he rolled his penis in egg (Thomas, 2002). Despite the fact that most Asian countries claim that the dish originated from them, Southern China is considered the most likely source in which the dish originated since it stems from Cantonese cuisine features (Myer, 2002). An egg roll is normally made by wrapping a mixture of chopped vegetables in most cases cabbage and meat using a sheet of egg dough. Either in a closed or open ended form it is deep fried to obtain the latter result. Many Chinese immigrant communities in the world predominantly refer to the egg roll as the egg based, flute shaped pastry containing yellow like flaky crust mostly eaten as a dessert by Asians. In West Bengal, they refer to egg roll as a fried egg wrapped by paratha flat bread which is also known as Kati roll. Most of you may be wondering how about United States, how does it refer to the egg roll Most restaurants in the United States refer to the egg roll as a Tex-Mex dish which is made up of a deep fried flour tortilla and mixture of other ingredients such as black beans, corn, Monterey jack cheese, peppers and spices. Having given a brief analysis on the history of egg rolls, I will go ahead and explain on how to make an egg roll. ... The following are the main ingredients for the wrappers: 4 eggs, 1 cup floor, 1 teaspoon salt and 1 cup water, while the main ingredients for the fillings include: a piece of cabbage, Ib chopped turkey ham, 1 grated carrot, 1 teaspoon sugar and 1 teaspoon salt, ginger, and garlic (Allan, 2005). For the wrapper, begin by thoroughly beating two eggs using a wooden spoon in a small bowl or you can mix the eggs in any other way, add some salt to taste and then add 1 cup floor, mix by hand or a mixer until it is smooth. Gradually add some water while mixing so as to come up with lump free mixture. With the dough ready, place a pan on medium heat and lightly grease it, pour the lightly formed mixture unto the pan. Slightly cook the pancakes over the pan however you should ensure that the pan cakes do not overcook as this would render them crunchy and hence it would be hard to fold them. Considering the amount of flour used, 12 pancakes should be made. Place them in a clean container and wait for them to cool down. As you await for them to cool down, move on the next stage and prepare the fillings. In the preparation of fillings, take the chopped turkey ham and slice it into small pieces. Prepare the other ingredients; cabbage, tomatoes, ginger, onions and garlic. Place the pan on medium heat and add a teaspoonful of oil and onions. Wait for the onions to cook until brown then add the other flavoring spices (ginger, garlic and salt). After 1-2 minutes add the turkey ham and properly mix with the rest of the ingredients in the pan. Cook the mixture until the turkey ham is ready, this could take around 20-30 minutes. With the shredded carrot and cabbage, put them inside the ready turkey ham and mix them thoroughly. With the

Report - classroom observation Essay Example | Topics and Well Written Essays - 2000 words - 1

Report - classroom observation - Essay Example It is significant for both parties to identify these things. Hopkins (2002, 10) explains that the setting of a class makes an observer to preconceive what he/she will expect when the class commences. Since the topic was about the television, the students would have to listen to the television. Since s and videos are almost inseparable, there was the inclusion of the video. It also made the class more interesting. The television was placed before the class while the instructor stood between the students and the screen. However, she made sure that she did not obstruct the students from viewing the screen. By standing between these two subjects, the teacher was able to monitor both sides thus she could manage the class better. If she stood at the back of the class, the students would be distracted by having to look at the rear of the course group and then at the front in order to follow up on both the teacher and the screen. The teacher started by pronouncing some words to be expected when viewing the video or television. The students first listened to the pronounced words, then they repeated these words and then they tried to spell them out so that they could have a better understanding of them. The teacher encouraged the students to ask questions regarding the areas they did not understand. Additionally, the teacher encouraged the participation of the students before, after and during the watching of the video. At one point, all the three students were not attentive to what was on the screen. The teacher encouraged the students to be attentive by showing the video once more. The teacher’s language and actions were also strategic in enabling the students to understand the content they were taught. Ollerton (2004, 14) states that the language used by a teacher when teaching plays a major role in enabling a student to understand a given topic. The teacher was constantly praising

Midterm Essay Example | Topics and Well Written Essays - 1000 words - 4

Midterm - Essay Example History is a subject in which all the past events are collected, organized and studied in detail. The main purpose of history is to obtain all the information from past, organize it in a proper manner so that it could be provided at the time of need. The Spanish interest in Hispaniola is due to the fact that it is one the largest islands in the world i.e. 22nd largest and probably the second largest island in Caribbean. The Spanish interest was also due to the fact that the island provided a major trade route as well as an important place for Spanish colonies to invade and get settled in. 17th century i.e. the 1600s is called the century of misery due to various reasons. The first one being that the most of the population of the world spent most of the century fighting wars which led to a huge loss of money, manpower and lack of industrial skill. Secondly, the century was marked by different epidemics that came during different decades of the 17th century e.g. the epidemic of plague that went on to take millions of life throughout the time period. Lastly, from the very start of 17th century, different areas of world were marked by bad harvests which led to millions starving and dying because of that. In the years between 1791 and 1804, slaves of Saint-Dominigue started a movement or rather a revolt against the outlanders French to remove them of power and bring it back to the locals. The revolt ended up in the formation of Republic of Haiti and is known as the Haitian Revolution. The main effect it had on the island is that it led others to take lesson from and push the outlanders out of their own lands but also it led to the formation of a totally new country now known as Haiti. The global effects of this revolution include, it proved to be a guiding light for others to remove French and dismantle their rule worldwide, especially in America and it was the first time ever that the slaves stood up against the elite and ended up

Geography Bachelor Essay Example | Topics and Well Written Essays - 500 words

Geography Bachelor - Essay Example Then we got tired of the loss of quality of life associated with that kind of crowding, social inequity, and pollution. And through sets of rules and through inventive technology, we invented a better systemwe're talking about global warming." Somverille believes that humans are causing the climate changes, ozone depletion, and global warming. He states, "What we really need is a global technology policy to try to accelerate the rate of development of clean technologies, and to help especially the developed world" On the other hand, Dr. Fred S. Singer believes that although humans do contribute to climate change on a local scale. Singer (2000) "climate change is a natural phenomenon. Climate keeps changing all the time. The fact that climate changes is not in itself a threat, because, obviously, in the past human beings have adapted to all kinds of climate changes. Climate change is a natural phenomenon. Climate keeps changing all the time. The fact that climate changes is not in itself a threat, because, obviously, in the past human beings have adapted to all kinds of climate changes." He stated that during the years of 1900-1940, the temperature increased and that was before the use of energy. Then the climate cooled between the years of 1940-1975.

Midterm Essay Example | Topics and Well Written Essays - 1000 words - 4

Midterm - Essay Example History is a subject in which all the past events are collected, organized and studied in detail. The main purpose of history is to obtain all the information from past, organize it in a proper manner so that it could be provided at the time of need. The Spanish interest in Hispaniola is due to the fact that it is one the largest islands in the world i.e. 22nd largest and probably the second largest island in Caribbean. The Spanish interest was also due to the fact that the island provided a major trade route as well as an important place for Spanish colonies to invade and get settled in. 17th century i.e. the 1600s is called the century of misery due to various reasons. The first one being that the most of the population of the world spent most of the century fighting wars which led to a huge loss of money, manpower and lack of industrial skill. Secondly, the century was marked by different epidemics that came during different decades of the 17th century e.g. the epidemic of plague that went on to take millions of life throughout the time period. Lastly, from the very start of 17th century, different areas of world were marked by bad harvests which led to millions starving and dying because of that. In the years between 1791 and 1804, slaves of Saint-Dominigue started a movement or rather a revolt against the outlanders French to remove them of power and bring it back to the locals. The revolt ended up in the formation of Republic of Haiti and is known as the Haitian Revolution. The main effect it had on the island is that it led others to take lesson from and push the outlanders out of their own lands but also it led to the formation of a totally new country now known as Haiti. The global effects of this revolution include, it proved to be a guiding light for others to remove French and dismantle their rule worldwide, especially in America and it was the first time ever that the slaves stood up against the elite and ended up

Outsourcing Essay Example | Topics and Well Written Essays - 3000 words

Outsourcing - Essay Example sourcing lies in the incompatibility of effective stakeholder participation with outsourcing projects especially those who outsource globally because very often this outsourcing takes place in far-flung corners of the world and which the stakeholders find it difficult to handle because of clash of culture and work environment. Like any other business the outsourcing process has its own pros and cons which play a big hand in either the success or the failure of the project. If the management of the tow parties is excellent and there is mutual trust and understanding between the firm and the vendor during the ongoing outsourcing project, the entire process will be successful and not incompatible with effective stakeholder participation. Technology in the information sector has progressed in leaps and bounds and entirely dominates modern life. From the lordly space shuttle to the lowly air conditioner appliance, computers are a part and parcel of every electronic system. To meet the needs of various types of systems and organizations dependent on those systems, different types of system development approaches have evolved. Some of them are: prototyping, rapid application development, system development life cycle or SDLC and object oriented methodology. The whole purpose of these methods is to enable the stakeholders to use reliable, steady and easy-to-maintain systems. The stakeholders may be technical supporters, direct managers, daily users and anyone who can participate in the system. Outsourcing is basically the result of the insistent demand for high quality information systems or IS along with the burden of paring down costs in the internal information technology or IT department of companies. As mentioned ea rlier, these last few years have seen the rapid development of Information System Outsourcing and many companies either outsource part or wholly of there is services to a third party which can be one or many vendors. This essay will briefly discus system

Assessment for learning Essay Example for Free

Assessment for learning Essay What is assessment for learning and how does it relate to a teaching assistant? In this essay I am going to compare and contrast the roles of the teacher and the learning support practitioner in assessment of learner’s achievement. I will also explain the difference between formative and summative assessment. I will say what the characteristics of assessment for learning are and explain the importance and benefits of assessment for learning and I will explain how assessment for learning can contribute to planning for future learning when carried out by the teacher and the learners and the teaching assistant. The differences between a teacher and the learning support practitioner are, the teacher is the lead role model in the classroom. The learner’s will take their lead from the teacher. He or she will set the lessons and the goals for learning. He or she is deemed as the role model. The lessons are planned by the teacher and planned in such a way that will help the learner’s progress and meet their targets. Once the target shave been met the lessons will move onwards. The teacher will set class assessments to find out where the learners are in terms of meeting their targets, and will continually assess the learner’s abilities be it through classwork, homework or end of term assessments. The learning support practitioner will support the teacher in the classroom. They should take their lead from the teacher. If the teacher wants the learning support practitioner to assess the children they may be asked to take small groups or individual children, and follow an assessment plan set for them. Read more:Â  Characteristics of Assessment for Learning Essay The learning support practitioner should also assist in the classroom and then feedback to the teacher on what he or she feels the learners did well or what they need help with. This will then help the teacher to plan the next lesson and set next steps for the learners. The difference between formative and summative assessments are:- Formative assessment is assessing as the learners learn, for example using open ended questioning to encourage the learners to give their ideas. Observing learners this gives a lot of knowledge as to how the learners work and it is usually done daily. Listening to learners this shows that the learners understand the work, and we can hear their ideas and methods, we can check their understanding by questioning them this shows what the children know and finally self-evaluation let the learners think about what they have learnt and encourage them to evaluate their own progress against their targets and learning outcomes. Summative assessment is the formal assessments used by teachers to show where the learners are exactly and what has been learnt, for example end of term SAT’s or assessments. The results of these may be put onto the learners report and shared so that their new teachers, head teacher and parents will see how the learners have progressed. The characteristics of assessment for learning are, it informs and promotes all learners achievements. The students are encouraged to take responsibility for their learning. This starts with giving the learners learning outcomes, making sure the learners receive feedback this in turn helps them to develop the skills needed to evaluate and self-assess their work. They will be able to recognise their own progress and achievements. This will start with students doing peer assessments, this is where learners will assess in order to gain the skills to assess themselves. The importance and benefits of assessments for learning are that there is a proven link that a learner who is more involved in their own assessment is more motivated to reach their targets. The learners want to reach the goals set and put in the more effort to do so. This is turn boosts self-esteem and motivation in learners. It also gives feedback to the right people, the teacher, the teaching assistant or the learning mentors, on how to best support the learners whether they be more or less able. Assessment for learning enables the learners to understand what they are doing, what they need to do, and how to go about doing it. How assessment for learning can contribute to planning for future learning carried out by:- The teacher, it will help the teacher to be able to plan for the individual learner. It will help the teacher to pass on responsibility to the learner for their own learning and make sure that the learner is involved with their own learning goals. The learner will be more informed about their own targets and goals. It will help them to reach their full potential by getting them extra support where it might be needed. Learners will be able to self-assess their work which is a life skill, as adults we constantly assess ourselves on the things we do, as the learners gain more awareness it will boost confidence and help them ask for help. The teaching assistant will be better informed this will help to assist the teacher and learners alike. It will help to develop questioning skills and find out where a learner needs support. It may help to plan for less able students so that certain topics can be done again with added support, which can then be fed back to the teacher. In conclusion assessment for learning is the ongoing assessing of learners, using a variety of methods. It helps the teaching assistant in many ways like how best to support learners. It gives teaching assistants the knowledge and capability to do their jobs to a high standard and support the class teacher with more or less abled learners. Burnham and Baker. (2010). Support teaching and learning in schools (primary). (pp104-106). Malaysia. Heinmann The department for children, schools and families. (2008). The assessment for learning strategy. Department for education and skills. (2004/05). Working together: teaching assistants and assessment for learning. Black and William. (1998). Inside the black box. Kings College. London.

Handling the Issues of Rage and Murder in Poetry :: Education for Leisure The Hitcher Poems Essays

Handling the Issues of Rage and Murder in Poetry The two poems I am going to analyse are 'Education for Leisure' by Carol Ann Duffy and ' The Hitcher. These poems both have potentially dangerous speakers. The first line of 'Education for leisure' contains murderous feeling, this grabs the reader and submerses them into the poem. "Today I am going to kill something. Anything" The poet uses direct and powerful words, by using the word 'something' instead of 'someone' the poet makes it unclear what the speaker wants to kill. In 'Education for Leisure' the speaker thinks that his readiness to kill makes him somehow smarter then anyone else. This is shown when the speaker says; "I am a genius..." The speaker seems to kill for killing sake. This sadism is shown in line five when the speaker says; I squash a fly against the window with my thumb. We did that at school. Shakespeare." This can be interpreted in two ways, one way is that killing and Shakespeare can be associated with boredom. The other way is a line from 'King Lear' By William Shakespeare "As flies to wanton boys are we to the gods; They kill us for their sport." (4.1.57-58) Carol Ann Duffy uses this a another way of symbolising the speakers delusional view that he is a God. The poet reinforces the point that the speaker is delusional when he says; "The cat avoids me. The cat Knows I am a genius, and has hidden itself." The speaker thinks here that the cat thinks he is a God and has hidden out of fear, he thinks the whole planet revolves around himself. The speaker also thinks he is famous. " I dial the radio and tell the man he's talking to a superstar. He cuts me off." By now the speaker is probably getting very frustrated, he then takes a drastic step. "I get our bread-knife and go out. The pavements glitter suddenly. I touch your arm." By saying 'your arm' instead of 'someone's arm' Carol Ann Duffy brings the reader into the poem by making the point that people like the speaker do exist and this sort of thing could happen. The speaker in 'The Hitcher' is observably feeling very depressed. "I'd been tired under the weather," The speaker is presumably mentally ill, he picks up a hitcher "...in Leeds" One difference 'The Hitcher' has to 'Education for Leisure' is that in 'The hitcher' we know someone is killed. "I let him have it on the top road out of Harrogate - once with the head, then six times with the krooklok in the face..." even though we're not directly told that the hitcher is dead it's

Gods Gift To Calculators: The Taylor Series :: essays research papers

Gods Gift to Calculators: The Taylor Series It is incredible how far calculators have come since my parents were in college, which was when the square root key came out. Calculators since then have evolved into machines that can take natural logarithms, sines, cosines, arcsines, and so on. The funny thing is that calculators have not gotten any "smarter" since then. In fact, calculators are still basically limited to the four basic operations: addition, subtraction, multiplication, and division! So what is it that allows calculators to evaluate logs, trigonometric functions, and exponents? This ability is due in large part to the Taylor series, which has allowed mathematicians (and calculators) to approximate functions,such as those given above, with polynomials. These polynomials, called Taylor Polynomials, are easy for a calculator manipulate because the calculator uses only the four basic arithmetic operators. So how do mathematicians take a function and turn it into a polynomial function? Lets find out. First, lets assume that we have a function in the form y= f(x) that looks like the graph below. We'll start out trying to approximate function values near x=0. To do this we start out using the lowest order polynomial, f0(x)=a0, that passes through the y-intercept of the graph (0,f(0)). So f(0)=ao. Next, we see that the graph of f1(x)= a0 + a1x will also pass through x= 0, and will have the same slope as f(x) if we let a0=f1(0). Now, if we want to get a better polynomial approximation for this function, which we do of course, we must make a few generalizations. First, we let the polynomial fn(x)= a0 + a1x + a2x2 + ... + anxn approximate f(x) near x=0, and let this functions first n derivatives match the the derivatives of f(x) at x=0. So if we want to make the derivatives of fn(x) equal to f(x) at x=0, we have to chose the coefficients a0 through an properly. How do we do this? We'll write down the polynomial and its derivatives as follows. fn(x)= a0 + a1x + a2x2 + a3x3 + ... + anxn f1n(x)= a1 + 2a2x + 3a3x2 +... + nanxn-1 f2n(x)= 2a2 + 6a3x +... +n(n-1)anxn-2 . . f(n)n(x)= (n!)an Next we will substitute 0 in for x above so that a0=f(0) a2=f2(0)/2! an=f(n)(0)/n! Now we have an equation whose first n derivatives match those of f(x) at x=0. fn(x)= f(0) + f1(0)x + f2(0)x2/2! + ... + f(n)(0)xn/ n! This equation is called the nth degree Taylor polynomial at x=0. Furthermore, we can generalize this equation for x=a instead of just

An Essay on Vanity Essay

â€Å"Mirror, mirror, on the wall, who’s the fairest of them all?† this ever so famous line quoted from Disney’s Snow White and the Seven Dwarfs sticks to the back of our minds more often than expected. Modern day witches gradually start to emerge in our world with the same intention, or shall we say insecurity, as the witch in the fairy tale – to have the satisfaction of being on top. Nowadays, more and more people, especially teenagers, begin to look in the mirror to see if they are satisfied with themselves. Vanity, which is being worthless and futile, causes this. When an individual feels worthless, he becomes insecure because he feels that he is not â€Å"worth it,† regardless if it’s true or not. This leads to even more troubling problems like fitting in the â€Å"in crowd,† attaining high self-esteem and self-confidence, and finding one’s true identity. The feeling of worthlessness or simply called vanity leaves teenagers to have the craving to fit in. When one feels that he is not worthy, he seeks the attention of others and he feels that he needs their approval. What happens after this? Then, he tries doubly hard to fit in the â€Å"cool crowd† by wearing the trendiest clothes, saying the coolest lines, and doing the meanest things. This may make him one of the â€Å"cool people,† but this evidently doesn’t’ make him commendable. Another common thing for trying-hard-to-fit-in teenagers to do is start the hazardous habit of smoking. Their very own peers may well become their very own adversaries because they are the ones who pressure them in taking up smoking. Eventually, these vulnerable teenagers lose their self-image in exchange for a place in the â€Å"cool crowd organization.† Being a teenager is indeed a very difficult part in the cycle of life. It can ruin your self-esteem and self-confidence in a second. For example, cool kids pick on the insecure ones for the fun of it. These kids laugh at nerdy-looking teens and snicker at try-hard-to-fit-in ones. Usually, the ones being laughed at and looked down upon are the ones having problems with vanity. Their sense of futility plus the kind of attention they get from others decreases their self-esteem to zero, thus, causing their self-confidence to drop. This shouldn’t be the case. The vainer a person is, the more he should do something about it, and the more he has to believe in  himself. In extreme cases, adolescents alter their very own persona just to please others. An evident example of this would be teens who steal so that their peers won’t think of them as inadequate. They would rather be called â€Å"conyo† than be of the standard class. The question here is why do they have to steal? People who steal aren’t contented with what they have that’s why they make use of other people’s belongings and mark them as their own. By doing this, they would gain attention because their peers would commend them on the objects that they stole, which usually are expensive and classy ones. This is one of the persona alterations that vanity can cause. These common Dr. Jekyll and Mr. Hyde type of teens are pretenders. They live their lives superficially, pretending to be somebody that they’re truly not. This is a real problem among adolescents. Since they are on the stage where they are able to intellectually contrast themselves with others, they feel that they should show another personality aside from their own so that they wouldn’t have to worry about people’s reactions to their true personality. They cover their faces with masks to keep others from finding out their true identity and to protect themselves from rejection. Because of their insecurity, they may never be able to find their true selves. They should take out their masks and show the world their true selves so that people may accept them for who they are, and not for who they are trying to be. To all those teenagers with problems regarding vanity and insecurity, you should be able to face your own fear of rejection so that you wouldn’t be living in a superficial world. Be brave enough to bring out your true identity because you should always give yourself a chance to prove that you are indeed â€Å"worth it.† They say that it is not because things are difficult that we do not dare, it is because we do not dare that they are difficult. So dare to face your fears and dare to be true to yourself for it is only then that you would find inner peace and self-confidence.

Modern Day Hero Essay

H. English 12 February 27, 2013 Hines Ward as a Modern Hero There are very few people in the world today we can consider heroes. These people are almost always brave, honest, compassionate, and smart. These qualities can all be found in Hines Ward. The things that make him a modern hero are his outstanding football career, dedication to charity, and perseverance for equality. Hines Ward would have never been able to achieve any of his goals or aspirations without his football career. It is the vessel that carried him forward in life, and it is what put him on top.Ward started out at a small high school in Atlanta, and then he went to The University of Georgia where he was drafted to the professional football team, the Pittsburgh Steelers. Ward was easily one of the best receivers to play in the NFL by far. In an article written about one of Wards hits where he broke Keith Rivers jaw, Larry Brown says â€Å"Lesson be learned: always go hard and stay on your toes when you’re oc cupying the same space as Hines Ward. Otherwise you’re going to wind up hurt. † (Brown).Just the idea that other players would have to pay attention to a singular player shows his ability. Even if Wards big hits weren’t enough, he is also one of eight people in NFL history to achieve a landmark 1,000 receptions. Hines is also the second player to have 1,000 receptions while also having multiple Super Bowl wins. Ward has been in multiple Super Bowls. In Super Bowl XL, he was recognized as the game’s MVP. Ward caught five passes for 123 yards, and had a touchdown. Even though he won this, he was still as humble as ever.Ward dropped a pass, and in an interview his teammate and quarterback Ben Roethlisberger said â€Å"Hines was going to kill himself because he dropped a touchdown pass. But you know what? He came out and made plays when he had to and that's what he does. † (Super Bowl XL MVP). Ward is and forever will be one of the best players to play the game. There will never be many players who can match his intensity and ability. Although Ward ended up in a not so obscure place, he started very close to the bottom. He was born in Seoul, South Korea to his African American father nd his Korean mother. They moved to Atlanta, and his father left their family. Ward worked his way up from the bottom and had to deal with many obstacles along the way. Ward is very dedicated to helping other people overcome the same obstacles he himself overcame. In South Korea, Ward had to deal with discrimination due to being a mixed race child. After Ward became a professional football player, he was compelled to start a charity that would help deal with the issue of mixed-race discrimination in Korea and everywhere else.Ward called his charity The Hines Ward Helping Hands Foundation. Ward not only donates money, but much of his time to his foundation. In an interview about his charity Ward said â€Å"When I went to Korea and saw, firsthand, the biracial children, I could easily identify with them and they embraced me, like a hero. I do not want to let them down. I want to encourage them by providing them with resources and programs that will enhance their lives and chances for success in life. † (Interview with Eric Kuhn). Ward clearly wants to do his best to help these kids.He shows perseverance and helps to provide these underprivileged children with hope for their future. Other traits that make a modern hero are humility and a positive attitude. Ward is a player that demonstrates both. He is one of the hardest hitting players in the NFL, and one of the most humble. Ward says that â€Å"It's like my mother still tells me, ‘Always be humble, and never forget where you came from. My story is kind of a perfect story, of how I was able to overcome all that. Maybe some other kids can use that as motivation. † (Hines Ward).Ward knows how lucky he is to have all the opportunities he was granted, and he doesnà ¢â‚¬â„¢t take these opportunities lightly. Ward also has a very positive attitude. Many players recall after hitting him, or being hit by him that he always had a smile on his face. In a play against the Seahawks, Ward caught a pass and ran into the endzone for a touchdown. It wasn’t the play that was extraordinary, but it was how Ward made the play. He ran the ball in the whole way, smiling. The NFL even took the picture taken of him making the play and made it into one of their go to advertisement pictures for the next year.The NFL put it on a raft of official publications the next year; it was that iconic, that unusual. â€Å"The NFL put it on a raft of official publications the next year; it was that iconic, that unusual. † (Collier). This one picture shows off Wards entire football career. Ward is just a regular guy, playing the game he loved every day, and doing it all with a smile on his face. He is an inspiration and a role model for all young people to look up to. Ward is easily one of the best people to ever play football, both on and off the field.His positive attitude mixed with his humble upbringing and overall ability is what makes him a modern day hero. Ward retired from the NFL with an unparalled dedication to his team. â€Å"Hines Ward believes he can still play football. The longtime Pittsburgh wide receiver known for his high-wattage smile and his bone-crunching blocks just couldn't stomach the thought of doing it in some strange uniform on some strange field with nary a Terrible Towel in sight. † (Hensley). Ward retired with dignity as an all-time best Steelers receiver, and he is a person that everyone can find some inspiration in.