Why I Picked Speech Essays - Speech And Language Pathology

Why I Picked Speech The science field of communication disorders has been of interest to me since my early childhood years. As a toddler, my younger brother Paul suffered forma severe ear infection, which caused him to lose fifty percent of his hearing. Due to this, Paul developed a speech impediment. At the age of seven I was introduced to the communication disorders field when I accompanied my brother for his first speech lesson. I remember observing through a one way mirror as the speech pathologist worked with my brother on pronunciations, syllables and playing phonics games. I recall the session as being fun and enjoyable both for Paul and the speech pathologist. My brother went to numerous sessions after this, and with my curiosity, I also attended. Now at the age of fifteen Paul has no impediment. No one would ever know he once had difficulties speaking. I enjoyed watching these lessons, and as I grew older, my curiosity grew even stronger, which made me investigate this field as a career. Due to this childhood experience, I have decided that communication disorders is the field I wish to study for my future career. Knowing the difficulty of this field has made my dedication to my academics even stronger. Throughout my four years of high school I have tried to take courses related to the communication disorders and science fields. I have been a hard working student throughout my years of schooling, because one day I hope to have an impact on children's lives the way someone did my brother's. I am an excellent candidate for the Massachusetts Association of Insurance Women, Inc. Scholarship because I have proved to be a dedicated and involved student during my Taunton High School career. Throughout my four years of high school I have excelled academically and athletically. I have been an extremely busy student. Currently The vice president of my high school, I have obtained the respect of both my peers and faculty. Many of our school functions have been left to my responsibility, such as ?Spirit Week?, ?Senior Week?, proms, school dances and more. Besides being one of the leaders of my school, I am also the captain of the Taunton High Swim Team and have been in charge of many other school and outside related committees, including the Advisory Board which converses with our school committee to discuss ways to make Taunton High a better place. Dedicating much of my time to school related activities, has been a wonderful experience. As I further my education, I plan to contin ue my involvement and further pursue my leadership qualities. Although I feel I have been an asset to my school, my desire to achieve my dream of becoming a speech pathologist can not be accomplished by dedication and inspiration alone. Being the hard worker that I am will get me far, but in this day and age money is also a necessity. Each college that I have applied and been accepted to, including Northeastern University and the University of New Hampshire requires immense sums of money. I am hoping that a good financial aid package will help defray expenses, but I know that I will need assistance from other organizations to achieve my goal. Speech and Communication Essays

Peachtree Assignment Essays

Peachtree Assignment Essays Peachtree Assignment Essay Peachtree Assignment Essay There are many reasons to use accounting software like PeachTree. Just like PeachTree there are programs like Cookbooks and Quicken that will allow for a company to track assets and banking information. The reason these programs are highly suggested and used through the world is because they provide efficiency through data entry onto a computer that can then be used o electronically send out the information directly to banks, vendors and even payroll which would take longer to do if it was done by hand. This is because by hand the data would have to be calculated and also then sent by mail which could take up to five days for the vendor or customer would receive and then the time it would take for the company to receive back. Accuracy is another reason why accounting software is beneficial. Accuracy comes into play as all the calculations have been programmed into the software. This means it just a matter of entering the data and the program does the rest. Accounting software can also save time should there be data loss. The reason is that these programs come with databases that can be backed up automatically by a set schedule. This means reloading the data takes between 5-10 minutes to do versus being down for weeks trying to rebuild. Reports are also built into the software. This means it is easier to grab all the information requested in a matter of a couple clicks instead of going through filing beanies full of paper that may not be legible enough to read. This means there is a greater chance for errors to happen. Accounting software is very important for organizations and companies to have. It keeps all data in a centralized location that is legible and accurate with a sense of safety with database backups. PeachTree, Cookbooks and Quicken are programs that also provide free trials to users to be sure that It can be customized to fit the needs of the company.

Health Resarch Methods - Article Critique Example | Topics and Well Written Essays - 250 words - 1

Health Resarch Methods - Critique - Article Example (Carmen D. Samuel-Hodge, 2010) The researcher employed a sample of African Americans and Whites as his data source while evaluating six family functioning constructs completed by 291 participants in a trial of weight loss maintenance. Analysis was limited to 217 participants in households with at least one other family member, all providing final weight measurements. (Carmen D. Samuel-Hodge, 2010) The research as contained in the report ‘Weight-ing: The Experience of Waiting on Weight Loss’ was designed to explore the meaning of waiting on weight loss using Van Manen’s guide to phenomenological reflection and writing. (Glenn, 2012) The strategy employed was set up to analyze why weight has become an increasing focus of contemporary culture, weight becoming synonymous with health status, and weight loss with â€Å"healthier.† (Glenn, 2012) The data source employed was random as the report was grounded on human science research (i.e., herme ­neutic phenomenology), the reflective study of pre-re ­flective experience which was based on experiences of the common and uncommon, considering relations to time, body, space, and the other with the aim of evoking a felt, embodied, emotive understanding of the meaning of waiting on weight loss. (Glenn, 2012) The research contained in ‘The comparative and cumulative effects of a dietary restriction and exercise on weight loss’ report was designed to assess the independence of changes made in diet and physical activity for weight loss; and to examine the comparative and cumulative effects of these behavioural changes on weight loss outcomes. (CL Dunn, 2006) The strategy employed was to study the outcome variable of the body mass index (BMI) change from baseline to a 2-year follow-up while maintaining the primary independent variables which were changes in physical activity and dietary fat intake, assessed as

Understaffed Nursing Problems in Hospitals Research Proposal

Understaffed Nursing Problems in Hospitals - Research Proposal Example It is noticeable that the nursing shortage has become a global issue that has put patients care at higher risk and residents are complaining of poor care. It has been found that some nursing homes are highly understaffed that have endangered the lives of patients (Ellis & Hartley, 2004). Thousands of nurses are needed in nursing homes to address the health issues of patients who need assistance to recover from chronic diseases. But, they are losing hope and facing more health complexities due to the shortage of nursing staff. Some evidence-based major complexities that emerge from lack of nurses' assistance include hypertension, catheterized patients, urinary infections, poor feeding resulting in malnutrition, dehydration and most prominently decrease in the participation rate of patients in healthy activities (Siela, 2009). Nursing staff is responsible for taking care of patients during medicines intake or meal time and their absence lead patients to more complex health conditions. †¢ Problem and Problem Statement: Present literature over closely related issues shows that no study has contributed to highlight the factors, which are responsible for causing understaffed nursing problems in hospitals. †¢ The significance of the Problem: Lack of identification of responsible factors is a crucial issue and its solution can lead to resolving problems of the understaffed nursing sector. This problem has significant importance as it will help practitioners and researchers recognize the areas, which need proper attention and modification to provide standard healthcare services to the patients. Additionally, a research-based study covering an important issue related to understaffed nursing department might also contribute to open the gate and beneficial opportunities for those individuals, who seek to build up the career in the field of nursing.  A study conducted by Buerhaus, Donelan & Ulrich in 2005 aimed to find out the rate and impact of registered nurse s in the hospitals.

Choose a company that is involved in international business activities Essay

Choose a company that is involved in international business activities - Essay Example The recent conflicts in the coltan mining Congo have greatly affected the company in numerous aspects (Smith, 2013). Coltan is Columbo-tantalite substance that is used in the production of the modern electronics including smartphones (Richard & Kathreen, 2014). This product is essential in the production of electric capacitors that are used in smartphones because of their capability to hold high electric charges (Cellular news, 2014). The Democratic Republic of Congo (DRC) has the largest world reserve of coltan, and its production has recently been affected by conflicts between DRC soldiers and M-23 militia rebel group (Smith, 2011). The M-23 militia consisted of Rwandese and Ugandan soldiers. This conflict evolved when the M-23 wanted to gain control over the coltan mining areas in DRC (Weebly, 2014). Though the mining of coltan is not large scale, it is mined by a group of men who dig huge craters in streambeds and scrap the dirt in order to get to coltan. The M-23 was involved in the smuggling of coltan from DRC to the neighboring nations. The neighboring countries such as neighboring Rwanda were accused of selling smuggled coltan though there is no coltan available in the country (Smith, 2011). This conflict in the late 2011 caused a decrease in the supply of coltan and an increase in the prices of coltan. Though there are other nations that produce coltan, DRC is the second largest producer and reserve of coltan after Australia (Marlow & Akkad, 2011). The decreased supply of coltan resulted to increased prices that increased the production costs of Apple Inc. by 20% (Weebly, 2014). However, continued conflicts in the area may result to increasing costs of production and may also affect the production level of the company. Additionally, reports by the United Nations indicate that there is a need to institute regulations to limit the production of coltan from conflict-prone areas in order to

An Integrated Approach To Writing English Language Essay

An Integrated Approach To Writing English Language Essay The first chapter of my paper puts forth three main issues: an investigation of writing in relation to the other language skills, a comparison between writing-for-writing versus writing-for-learning as well as an analysis of the teachers roles and the students involvement in the process of teaching writing. By exposing these aspects, I demonstrate that writing should not be taught as an isolated language skill but rather as a part of an integrated approach. Additionally, I show how writing-for-writing is as significant as writing-for-learning and how students play a crucial part in teaching writing and take responsibility for their own learning. An Integrated Approach to Writing and the Other Language Skills Contemporary methodological tendencies split the four language skills into two broad categories: receptive skills and productive ones. The latter includes speaking and writing with their much-debated differences. The process of writing presupposes the use of graphic symbols or letters chained together in higher sentence sequences that respect a particular order and form a coherent text. Writing is primarily linked to two other language skills: speaking and reading. On the one hand, the association writing-speaking gives rise to tough debates about whether teachers should focus more on teaching writing or teaching speaking. It may be argued that writing is not merely an ordinary extension of speech; the former practice differs from the latter in multiple ways as Donn Byrne cogently shows in the following table: SPEECH WRITING Takes place in a context. Creates its own context. Speaker and listener(s) in contact. Reader not present and no interaction possible Person addressed is specific. Reader not necessarily known to writer Immediate feedback given and expected. No immediate feedback possible. Speech is transitory. Writing is permanent. Sentences often incomplete and sometimes ungrammatical. Hesitations and pauses common. Sentences expected to be carefully constructed and linked and organised to form a text. Range of devices (stress, intonation, pitch, speed) to help convey meaning. Facial expressions, body movements, and gestures also used. Devices to help convey meaning are punctuation, capitals, and underlining (for emphasis). Fig. 1. Differences between speech and writing (Byrne 3). Source: Byrne, Donn. Teaching Writing Skills. London: Longman, 1993. Thus, the written language asks for a greater standardization of grammar and vocabulary whereas speech is varied according to distinctions in regional dialects. Speaking usually occurs as a spontaneous act while writing is carefully planned. Then, speakers make use of their body language and voice to put across meaning but writers have to count on their words for the same purpose. Finally, speech has a more informal and repetitive character where the written discourse develops logically in a more formal and compact style. On the other hand, writing is related to reading as these two skills represent the basis of literacy. Nowadays, theoreticians such as S.B. Kucer and E. Delgado-Larocco consider literacy as a multifaceted and active practice that encompasses sociocultural, cognitive, developmental, and cognitive factors (see Fig. 2 below). Consequently, for a person to become literate, he or she has to master all the abovementioned dimensions of literacy at the same time (Kucer 4). First, the cognitive influence dictates the writers wish to find, build, and share meaning. Afterwards, the sociocultural component contains markers of social identity (ethnicity or gender). Third of all, the linguistic element puts forth the language used by the writer as the conveyor of meaning. Last but not least, the developmental aspect includes the other three factors: since literacy is a dynamic process, the writers / readers development never ceases (Kucer 5-6). Fig. 2. Dimensions of literacy (Kucer 59). Source: Kucer, Stephen B. Dimensions of Literacy. A Conceptual Base for Teaching Reading and Writing in School Settings. New Jersey: LEA Publishers, 2005. Moreover, the question of why and how writing should be taught arises. Since writing is a skill which is (à ¢Ã¢â€š ¬Ã‚ ¦) difficult to acquire (Byrne 6), it is obvious by now that instructors should set very clear teaching goals as concerns writing. In this sense, writing may be taught as a response to students needs and diverse learning styles: introvert learners do not feel at ease expressing themselves orally, so writing allows them to feel more self-confidence. But writing may equally be taught for reasons of memorization or retention and thus it offers students the confirmation for part of their learning progress. The most evident purpose for teaching writing seems to be the need for its presence in informal and formal examinations alike. In general, teaching writing is not meant to be an isolated practice. Instead, an effective student exposure to the foreign language is acquired through more than one medium as Eli Henkel points out: in meaningful communication, people employ incremental language skills not in isolation, but in tandem (quoted in Harmer 265). In the classroom, the teaching-learning environment tries to mimic real-life situations and this is the reason why lessons often integrate multi-layered language skills. In this context, writing invites us to gather and organize our thoughts in order to clearly communicate them (Johnson 8). Teaching Writing-for-writing versus Writing-for-learning Language is the vehicle of thought. The essential hypothesis is that-being a language skill-writing means writing a connected text and not just single sentences, that writers write for a purpose and a reader, and that the process of writing is a valuable learning tool for all our students (Raimes 11). Contemporary methodological trends dictate that writing should be taught interdependently with reading, speaking, and listening. There is no single approach to teaching writing but many. Writing may reinforce recently acquired language structures, it may improve the students mental and linguistic development, and it may also emphasize individual learning styles. Additionally, the type of writing teachers promote depends greatly on the learners age, level, and personal interests. In The Practice of English Language Teaching, Jeremy Harmer divides the teaching of writing in two broad categories: writing-for-learning and writing-for-writing. The former type is defined as the kind of writing we do to help students learn language or to test them on that language (Harmer 330). Thus, writing-for-learning can ask students to build sentences using the Past Tense Simple or the Going to Future for instance; here, the aim is not to train students to write, but rather to help them remember (Harmer 330) a certain grammar item. Learners build writing habits for language practice in this case-they come to grasp, retain, and acquire new language structures. Besides this, writing-for-learning promotes learners involvement in the lessons development and outcome by raising their awareness and by making them responsible for their own learning. By contrast, writing-for-writing addresses specific writing genres such as narratives, ads, letters, postcards, job applications, reports, or articles whose construction we want our students to master. Therefore, if we are to build the students writing skills, it is advisable to use such writing-for-writing tasks as often as is appropriate (Harmer 330). This category focuses more on familiar, daily styles that the learners find useful and that they are likely to come across more frequently. Writing for fun or for pleasure is also included here since it allows students to acquire knowledge in their own rhythm; self-experience proves valuable and motivates learners intrinsically, making them accumulate new language items more rapidly and with more ease. There are countless types of writing of activities targeted for this type of writing, amongst which: questionnaires, scenarios, puzzles, instructions, quizzes, diaries, headlines, or programmes. Unlike the controlled practice in class w here pupils are asked to comply to certain composition rules, writing for fun does not require obeying specific conventions but rather using the language that learners have at their disposal. As a result, writing for pleasure enhances students creativity and underpins their level of proficiency in the foreign language. Furthermore, Art Young-in Teaching Writing across the Curriculum-dwells on the same distinction between writing-for-learning and writing-for-writing, although he labels these categories differently: writing to learn and writing to communicate. Fig. 3. Writing to learn and writing to communicate (Young 9). Source: Young, Art. Writing across the Curriculum. New Jersey: Prentice Hall, 1999. Young exposes the fact that on the one hand, writing to learn encourages students to take the time to discover new language items step-by-step through creativity and problem-solving skills. Thus, writing to learn sets forth the writers linguistic knowledge and principles in his attempt to explain the matter to oneself (Britton quoted in Young 10). On the other hand, writing to communicate enables writers to share newly acquired structures with others, to explain the matter to others (Britton quoted in Young 10). This time, the reader or the receiver of the writers text is privileged and further supported to revise shared information or discover new perspectives. All in all, writing-for-learning and writing-for-writing are only two of the many possible ways of teaching writing. These two categories are not reciprocally exclusive, so teachers should not focus solely on one of them at the expense of the other. Although writing-for-learning focuses more on content areas whereas writing-for-writing on compositional forms, they both represent invaluable tools for the teaching-learning process. Used jointly within pairwork or groupwork, these techniques bring about the advantages of unimpeded communication, creativity, self-confidence and peer-reliability. Teachers Roles and the Students Involvement in Teaching Writing Teachers whose goal is to instruct students how to become proficient writers must always take into consideration the learners background and emotional makeup but also their life experiences that they bring to class. An efficient teaching of writing presupposes acknowledging the students active role in this process. Thus, a culturally sympathetic input offered by teachers embraces and explores class diversity. Besides the open-mindedness to culturally diverse learners, teachers also play other crucial roles in the classroom such as: resource, organiser, prompter, motivator, participant, and feedback provider. As resource, the teacher should be ready to supply information and language where necessary (à ¢Ã¢â€š ¬Ã‚ ¦) offering advice and suggestions in a constructive and tactful way (Harmer 330), especially for longer writing tasks. Skilled teachers operate with their expertise when it comes to teaching writing and make sure that they put across new structures in a significant and accessible way. When the teacher becomes organiser, he or she is involved in physically setting up the classroom environment so that students get to better assimilate the writing tasks. The teacher may require that the students work in pairs or in groups and that the class setting be corresponding to the task (horseshoe, circle, groups of four desks or more, u-shape, or others). In this case, the teacher can also act as prompter, hinting at certain English structures to ensure a smooth flow of the activity; he or she could pass from group to group and offer learners tips and cues. Assuming the role of motivator, the teacher tries to boost both the learners intrinsic and extrinsic motivation since student motivation often proves to impede the acquiring of new English structures, whatever the taught skill may be. For teaching writing, motivation usually means giving students the advantage of choice without limiting their perspectives to a single activity. This is not to say that students may roam freely or disregard topics assigned by the teacher, but that they can rely on their life experiences, on their options in terms of English knowledge as well as on the prospect of a real audience (their colleagues, teachers, etc.) in order to successfully conclude an assignment. In this respect, one of our principal roles (à ¢Ã¢â€š ¬Ã‚ ¦) will be to motivate the students, (à ¢Ã¢â€š ¬Ã‚ ¦) persuading them of the usefulness of the activity, and encouraging them to make as much effort as possible for maximum benefit (Harmer 330). Additionally, acting as participant, the teacher can share with the students his or her own experience as a writer. By doing this, the teacher exposes writing strategies and offers insight into techniques typically used by proficient, expert writers. Students have to opportunity to witness the teacher struggling with logic and coherence and thus, they become more confident in their own writing skills. Humbertson even recounts: As I continued to write and share with my students, they connected and invested in their own literacy (11). Finally, the teacher as feedback provider is a position that I am dealing with in greater detail in my following chapter. However, mention should be made of the fact that teachers should respond positively and encouragingly to the content of what the students have written (Harmer 331). A negative feedback discourages students and makes them reticent to writing. It is generally accepted nowadays that the teachers feedback should highlight only one aspect that needs improvement every time: English register, vocabulary, punctuation, grammar, or word order. Nonetheless, the acclaimed student-centred teaching style of today does not obviously revolve exclusively around teachers roles in the classroom. Instead, this approach views teachers and students as partners or collaborators in the teaching-learning process. Students are as active a part of the writing practice as their instructors. By showing that they care and understand the learners needs and interests, teachers allow their students to become responsible for their own learning. Another instance of students involvement in teaching writing is the case of groupwork tasks when more proficient learners can guide or help out less proficient ones. Regardless of the writing context in the classroom, the teacher can follow certain steps to guarantee successful learning outcomes: design authentic and meaningful writing tasks, teach writing together with other language skills as part of an integrated approach, alternate teaching methods or techniques, create a sympathetic class atmosphere, and adopt a supportive attitude towards the learners. Overall, the first chapter of my paper has dwelled on aspects concerning first of all the relationship writing-speaking and writing-reading, then the similarities and differences between writing-for-learning and writing-for-writing, and ultimately the teachers responsibilities as well as the students participation in teaching writing. In this respect, I have revealed the fact that an integrated approach to teaching the language skills is the most appropriate technique to adopt in class, that writing-for-writing is as significant as and sometimes more constructive than writing-for-learning, and that good teachers know how to include students in the teaching-learning process by offering them a share of self-reliance, awareness, and motivation.

Brian Skyrms? Evolution of the Social Contract Essay -- essays researc

  Ã‚  Ã‚  Ã‚  Ã‚  Skyrms’ book, Evolution of the Social Contract, offers a compelling explanation as to why individuals, when placed with one-shot prisoner’s dilemmas, will often cooperate, or choose the equilibrium that will benefit both parties equally. He uses examples to outline how individuals of certain environments frequently engage in activities that benefit the group at their own personal expense. Using both game theory and decision theory, Skyrms explores problems with the social contract when it is applied to evolutionary dynamics. In the chapters of the book, he offers new insights into concepts such as sex and justice, commitment, and mutual aid.   Ã‚  Ã‚  Ã‚  Ã‚  Skyrms’ writing goes beyond traditional game theory, and exposes some weaknesses in its application. He rejects the theory’s traditional interpretation of rational actors and actions by discovering some glaring inconsistencies. Skyrms conducted a number of experiments using one-shot prisoners’ dilemmas. The ultimatum the author introduces in the first chapter serves as a simple example of a one-shot prisoners’ dilemma. In the initial form of the example, Skyrms proposes there is a cake that must be divided between two individuals. Each individual is looking to maximize his or her utility, and therefore, wants as much of the cake as possible. However, there is a third party, or what Skryms labels a â€Å"referee.† The two individuals must determine the percentage or portion of the cake they want and summit these requests to the referee. The percentages must not exceed 100%, or the referee will consume all the cake. It is therefore not in either parties’ best interest to request a significantly large portion. Additionally, if the total of the two requests is below 100% of the cake, the referee will take the left-over portion. The two parties will then aim to maximize their portion, however the best claim that an individual submits is dependent upon the other party’s claim. There are two interacting optimization problems (Skyrms 3, 4).   Ã‚  Ã‚  Ã‚  Ã‚  An answer to the puzzle will be found in solutions that are in equilibrium. An equilibrium in informed rational self-interest, or a Nash equilibrium, is any solution to the problem whereby neither party could do better by altering its position. However, this is a general and broad definition. Further stipu... ...as formed certain signals and understandings that are critical to our prospects for cooperation and negotiation today (Skyrms 80-104).   Ã‚  Ã‚  Ã‚  Ã‚  Skyrms’ explorations in Evolution of the Social Contract are based on the premise that human beings are, in fact, inclined to behave justly. His writings do not aim to prove that individuals act justly all the time; however they assert that the disposition exists in societies. Many would take issue with Skyrms’ assertion. Firstly, justice has many interpretations. According to some, equal division of a resource is not always what justice requires. Skyrms fails to address situations where an individual may have worked harder than another for a resource, and invested more time in it. Perhaps one individual would obtain more utility from a given amount of a resource than another would. Libertarians would demand property rights, and argue that one individual might better utilize the resource than the other, creating more benefit for society. Skyrms also fails to give specific interpretations of justice and does not offer any thoughts on what ideas of jus tice, if any, are cultural universals.   Ã‚  Ã‚  Ã‚  Ã‚  

Discuss A Streetcar Named Desire Essay

Discuss A Streetcar Named Desire as a portrayal of a broken world. Hart Crane’s stanza, printed on the title-page of A Streetcar Named Desire, speaks of love’s voice as â€Å"an instant in the wind†. The last line goes on to allude to its transiency. Given that this is placed under the banner of a â€Å"broken world†, a play that otherwise boasts the subtlety of its imagery seems to get a rather blunt prefix. William’s intention was to create for Blanche a form of heroism. Here, on the first page, he pronounces love to be a dying entity. He tells us that it cannot be a permanent force within the vessel of human decision making. In the scenes that follow, he introduces a character positively wrestling with her internal nihilism, a character in contemplative turmoil about whether there is something more to her being-and her decisions. She quickly enters wholly hedonistic and materialistic surroundings, where her fading romanticism is contrasted with the apathetic humanism of Stanley. There is not, as the question suggests, a deep and deliberate flaw spanning the world of A Streetcar Named Desire. Indeed, such an assertion entirely misses the point. Perhaps it is a semantic difference, but the world depicted in the play is an entirely functional one; it is a world in which all the coherent parts play off each other, with both friction and cooperation. It is entirely incorrect to state that the lives of Stanley, Stella, Eunice, and Steve don’t continue from day-to-day with regularity and a certain degree of contentedness. That is not to say that Williams presents a situation that is either positive or, more crucially, hopeful. Instead, he examines twentieth century society as a great evolutionary mechanism: a fact, an absolute, in which Blanche constitutes an anomaly. Within this mechanism, base-line motivations act as stimuli for every moment of character action-and, as a reader, there is a temptation to focus on this. However, a more consequential realisation is that these hedonistic human pursuits-sex, monetary accumulation, power, and so on-also power the stasis of the play. Every moment of internal equilibrium is clamped in place by microcosm of personal economics and raw desire. The best illustrations of this come through Stella. Of course, her behaviour is often contrasted in blunt and unequal terms to Blanche’s melodrama. As a result of this, the passages between them exhibit a rather distorted sense of tension, whereby Stella’s consistency of view-point deflates the very conflict that Blanche is starting. Therefore, there is a tendency, particularly early in the play, to see Stella as a defeated character: there is aura of disconnection about her, as if the world has no effect on her: Blanche: And you are standing there smiling. Stella: What do you want me to do? B: Pull yourself together and face the facts. S: What are they, in your opinion? B: In my opinion? You’re married to a madman!

farbstoffe essays

farbstoffe essays In diesem Bereich mchte ich einige grundlegende Prinzipien zum Thema Farbe erlutern. Denn obwohl nicht nur Farbphotographie und Farbfernsehen, sondern eigentlich unser ganzes Leben von Farbe bestimmt ist und wichtige Entscheidungen davon abhngen (die Blinden und Farbenblinden nehme ich hier mal aus), gibt es dabei ein Problem: Wir haben mit den Farbnamen, die wir verwenden, kein eindeutiges System, um eine Farbe zu beschreiben. Was ist beispielsweise Knigsblau? Jeder, der dies jetzt liest, wird seine eigene Vorstellung davon haben und wenn man all diese Farben auf einem Blatt nebeneinander htte, wrde wohl jeder Farbton anders aussehen. Und so ist das eigentlich mit all den Farben, deren Namen wir im Alltag verwenden. Vllig undurchsichtig wird das Ganze dann, wenn man die Farbnamen der Bekleidungsindustrie betrachtet, die wohl mit jeder neuen Mode neu erfunden werden. Und selbst das Wort "Farbe" ist nicht eindeutig. Umgangssprachlich wird es sowohl fr einen Farbstoff, fr ein optisches Phnomen und fr einen Sinneseindruck verwendet. Die englischsprachigen Lnder unterscheiden da genauer: Einem Amerikaner kme es bspw. nicht in den Sinn in einem Baumarkt einen Eimer "color" zu kaufen. Einen Eimer "paint" wrde er aber erhalten. Das Hauptproblem ist, daß Farbe keine physikalische Grße wie Lnge oder Gewicht ist, die eindeutig definiert ist. Farbe ist eher ein Sinneseindruck wie Geschmack oder Geruch. Und Farbe setzt eine Bestrahlung mit sichtbarem Licht voraus. Ohne Licht keine Farbe. Trotzdem, auch mit dem Wissen, das in diesem Bereich vermittelt wird, ist es nicht mglich "Farbe" zu messen. Man kann nur die Strahlung messen, die in unser Auge eintritt und dann im Gehirn einen Farbeindruck hervorruft. Ob das bei Person A derselbe ist, wie bei Person B ist ein ganz anderes Thema. Das Bedrfnis des Menschen, sich und seine Umwelt mit Farben zu schmc...

To Kill A Mockingbird

In the novel To Kill A Mockingbird, by Harper Lee, Tom Robinson is a minor character. Tom Robinson cares for his family. Tom is a helpful person and he provided for himself. He is innocent and hard working. Tom is an innocent man. He was accused and convicted of raping Mayella Ewell, but the truth was that he never raped Mayella. It was all a cover up for Bob Ewell, Mayellas father, beating Mayella. Tom Robinson is just like a Mockingbird. He minds his own business and is harmless. This is why people were amazed when Tom Robinson was accused of rape, but everyone on the jury was white and prejudice and this is why Tom Robinson was convicted of rape. In this story, Atticus quoted, Its a sin to kill a mockingbird. It was a sin to kill Tom for a crime that he didnt commit. In the end Tom did die. Right before Tom was executed, Scout said, Well, itd be sort of like shootin a mockingbird. Tom Robinson is very courteous. He treats everyone with respect. When he was on the stand during his trial, he addressed everyone with Sir or Mam. Tom likes to do the right thing or does what he thinks is right. He doesnt like to do things that will disappoint others. Tom Robinson is a hardworking man. Since he was a young boy, he was working for Link Deas in the Cotton Gin. When he was a young boy, the Cotton Gin had cut off his left arm, but that did not stop him from working. Tom Robinson kept working with one arm to support his wife and his children. Above all, he helped Mayella when she needed assistance with her everyday jobs. Mayella would ask him to help her bring in large, heavy pails of water from the well in the house for her, chop up wood, and get things that are too high for her to reach and he was always more than happy to help her. In conclusion, Tom Robinson was a kind and polite man and he didnt deserve to die for a crim

Do you believe Girl or Sabbat function as Little Red Riding Hood Essay

Do you believe Girl or Sabbat function as Little Red Riding Hood (LRRH) Rewrites Why or why not In your response, you may respond to only one text and you must compare it to a traditional version of LRRH - Essay Example In as much as â€Å"Sabbat† appears to be in the tale, â€Å"girl† is more dominant and serves as the Little Red Riding Hood (LRRH). In all versions of the tale, there are human relationships evidenced by the presence of people such as grandmother. Certainly, a â€Å"Sabbat† cannot have a grandmother unless in a fiction. Evidently, the girl had a grandmother and was anxious to learn various things. As a result, when given a Red Riding Hood by her grandmother she ends up wondering around in the forest. Certainly, the latter plays a more important role in shaping perception and understanding of the tale (Hillert 71). The original versions make the wolf a dangerous animal that eats the girl. Nevertheless, the following versions make it difficult for the story to end in the direction as she gets saved before the actual process. For instance, in one instance a saviour disguises as her father to initiate a safe retrieval from the dangerous situation. In other instances, the saviour appears as a hunter or woodcutter to rescue the Little Red Riding Hood. The moral ambiguity in all the stories appear to focused on a human experience. Variation in moral message among the different versions of Little Red Riding Hood represents different issues. Conceivably, the theme of not talking to strangers dominates the story that makes it easy for children to learn. Undoubtedly, many parents have been on the verge of teaching and educating their children not to talk to strangers. The educative book makes it easy for parents to educate children without going through hard lessons (Mays 46). Contrary to Perrault version that has additional text located at the end of every story, others leave the unintended version for readers to employ different measures. Interestingly, the human experience of the girl in the tale makes this possible. Without a consistent word layout, it is difficult to bring into light

I need to paraphrase Essay Example | Topics and Well Written Essays - 750 words

I need to paraphrase - Essay Example re cash flow, then the value of the asst is determined by discounting the future cash flows properly through taking into account the total of all the cash flows. d) The value of bonds is determined by the discounted value of the Principal and all the coupon payments and this is done through the use of discount rate. For instance, a ten year value bond that has a value of 10 % will yield value of 1000 or par. g) It can be observed that annual payment of 10 year bond is more risky compared to a similar bond of one year since the value is derived from cash flows that are closer to the current date and vice versa in case of the first one. Slight changes in the yield mean big changes in the discounted far away cash flow values. This results in more fluctuation of the 10 year bond. h) When discount rate (yield) is used to discount the future cash flows, it is assumed that the same return on the investment as the discount rate would be obtained. As commonly known, the discount rate or the current expected return constantly fluctuates depending on the market situation which means that the expected return might not be obtained. This type of risk is referred to as reinvestment risk. i) When there are semiannual payments, the number of periods used also increases. When there is a 10 year semiannual coupon bond with rate of 10% coupon while the current nominal rate is pegged at 13%, the value of the bond would be USD 834.72. j) If a 10 year bond with coupon of 10% as well prevailing interest rate of 10%, between an annual coupon bond and semiannual is bought, the semiannual one is bought while the cash flows are received more quickly. In such a scenario, both coupon rates and current interest rates are the same where there is no price difference. In the event that the coupon rate is different from the nominal rate, a difference is found. For instance, if the current nominal rate is 8%, the annual coupon bond will then be valued at USD 1134.20 while the semiannual is