Education and Empowerment - Free Essay Example

Sample details Pages: 4 Words: 1305 Downloads: 9 Date added: 2019/10/10 Did you like this example? Education refers to the systematic process of learning whereby knowledge, skills, habits, values, and beliefs of a particular group of people are passed from generation to generation. Education is facilitated through various forms of teaching, training, and research. In a general sense education is the way to which a person is prepared to face challenges in life. Don’t waste time! Our writers will create an original "Education and Empowerment" essay for you Create order It is through knowledge obtained from education that an individual is empowered and development takes place. On the contrary, empowerment refers to the process through which the capacity of individuals or a group of people to make decisions is transformed and modified into desired choices and outcomes. Vital to this procedure are activities and aggregate resources which both form individual and enhance the effectiveness and decency of the authoritative and institutional setting which represent the utilization of these advantages. Education is a choice that is dependent on every individual. It is through empowerment that this awareness is created throughout the world. An empowered individual has the freedom of selection and action. Through this, they can take charge of the decisions that affect and influence their lives. This paper addresses the definition of an educated person. An educated person has a different meaning in the eyes of the community. Various notions are attached to the idea of a healthy nation thereby influencing the status of whether an individual is educated or not. The essay is divided into various sections. The first part is an engaging personal and first-hand experience through an education system. It further explains how it is related to the central argument of the essay; definition of an educated person. This is highlighted through the detailed experience as a reader, writer, and researcher. The flow of the article picks up as a next section discusses the various reasons that may make o ne get an education. The essay moves on to capture the real meaning of learning well. The last section incorporates the various methods that are used by teachers and educationalist towards ensuring student gets the best education that can be offered. Education has been a controversial matter throughout the world. This is in light to matters of gender. The male child has been preferred to receive education to the female child. Empowerment had to be to remove this ideology among the masses. In some areas, it is yet to be a victorious battle. Change is, however, taking root in most countries especially the African continent. As a female, education is a critical stage that has to be accomplished not through force but as a choice and desire. To be educated not only entails the acquisition of knowledge of books and literary material. Most importantly a student should be able to grasp life skills that will help one cope in the real world. In school, one can tell if a student is getting educated, this done through various exercises such as examinations or simple sports activities. Through the interaction with the other students, sometimes from other educational institutions, one can gauge if one is educated or not. An examination based on the core life skills was carried out between my school and another school of the same level. There were distinct differences based on the difference of teachers, classrooms, resources, and exposure to real-life situations. My school had the upper hand compared to the challenged school. The challenged school is a private institution that uniquely approaches education compared to the approach taken by my school. Students from my school in the test connected the heuristics adaptable, recommending that students learned standards as opposed to repetition methodology for argumentation and could adjust the heuristics and exchange their insight to a scope of subjects. Students from the other school showed more prominent learning of contention criteria and techniques. These outcomes bolster the speculation that knowledge of claim structure hones students judgment concerning the substance and association expected to produce legitimately associated allegations. By cleari ng up the prerequisites for restricting convincing factious papers, the heuristics tried in the present investigation may enhance underprepared students capacity to compose scholarly articles. Education remains an idea that is hard to characterize and as open to wrangle as it is fundamental to our personality. Is a gifted craftsman with no formal education considered educated? Is an insightful grandma with eighty years of life encounter, however just a third-grade schooling educated? Is Bill Gates, who dropped out of Harvard as a lesser scholar to establish Microsoft, considered more educated compared to his colleagues who remained in school? When we are looking for education, would we say we are searching for learning, astuteness, abilities, or every one of the three? As one grows, everyone forms a theory that fits their description of an educated person. This varies from person to person as there is no particular approved theory (Battersby, 10).What makes a person educated is dependent on the individual although parents also play a particular role in ensuring children get educated. They offer the necessary help in the form of advice, motivation and the relevant support r equired of them. An educated person is an individual who makes out something useful from the knowledge and skill they have been exposed to. In a larger sense, an educated person is one who can relate to life situations (Biesta, 82). An educated person would be one who scans for perfection, one who does not underestimate things, one who is worried about individuals and things around him or her. An educated person has the following characteristics: Has a profound and bona fide sympathy, endeavoring to comprehend others, with the capacity to withhold their particular judgment until the point when they are confident that they do get it; Is delicate to the mental, physical, moral and social milieu in which they end up, demonstrating admiration and minding regularly (Peters, 45); Has an unmistakable comprehension of his or her own esteems, needs and inclinations without wishing to force these on others; Is autonomous, inside the requirements of shared living, in real life and thought, assuming liability for the well-being and prosperity of their body and their psyche; Comprehends the connectedness of everything on the planet, and even in the universe, thus acts dependable in all that they do the motto think universally, act locally applies here; Is harmonious, implying that the individual will be agreeable in their skin, ready to recognize their own particular emotions and the sentiments of others without loftiness (Peters, 116). Philosopher Christopher Phillips said, â€Å"I think an astounding human advancement do share certain traits: they are forward-looking. They are perceptive of how their activities affect others. Not directly today, but rather in coming eras, and endeavor to act in ways that will improve the lives of people and social orders of today, as well as without bounds and not only the following maybe a couple or five eras, however the next hundred and thousand and ten thousand periods. According to John Dewey, â€Å"Education has no end beyond itself.† There is no specific limit to be considered as well educated. However, there are recognizable aspects and related esteems required to end up noticeably well learned. The meaning expands upon the primary elements in the accompanying ways: It depicts and exhibits a creative model for an all-encompassing and coordinated approach to quality education and deep rooted adapting by and large by creating innovative practices. This is because values educate towards global comprehension and a culture of peace. It incorporates the esteeming procedure, with down to earth illustrations and modules for use by educators and teachers. Additionally, education offers an integrated system of center esteems as aides for coming to our maximum capacity as total individuals in every one of our measurements. Consequently empowering us to build up the mettle, intelligence and initiative qualities required, to contribute usefully toward s building a culture of peace in each setting in which we find ourselves.

Essay on Joseph Stalin - 2352 Words

â€Å"The man who turned the Soviet Union from a backward country into a world superpower at unimaginable human cost (Joseph Stalin).† â€Å"Stalin was born into a dysfunctional family in a poor village in Georgia (Joseph Stalin).† Permanently scarred from a childhood bout with smallpox and having a mildly deformed arm, Stalin always felt unfairly treated by life, and thus developed a strong, romanticized desire for greatness and respect, combined with a shrewd streak of calculating cold-heartedness towards those who had maligned him. â€Å"He always felt a sense of inferiority before educated intellectuals, and particularly distrusted them (Joseph Stalin).† Sent by his mother to the seminary in Tiflis (now Tbilisi), the capital of Georgia, to†¦show more content†¦At first, these people were removed from their posts and exiled abroad. â€Å"Later, when he realized that their sharp tongues and pens were still capable of inveighing against him even from far away, Stalin switched tactics, culminating in a vast reign of terror and spectacular show trials. In the 1930s during which the founding fathers of the Soviet Union were one by one unmasked as enemies of the people who had supposedly always been in the employ of Capitalist intelligence services and summarily shot (Stalin Internet Library).† The particularly pesky Leon Trotsky, who continued to badger Stalin from Mexico City after his exile in 1929, had to be silenced once and for all with an ice pick in 1940. â€Å"The purges, or repressions as they are known in Russia, extended far beyond the Party elite, reaching down into every local Party cell and nearly all of the intellectual professions, since anyone with a higher education was suspected of being a potential counterrevolutionary (Stalin Internet Library).† â€Å"This depleted the Soviet Union of its brainpower, and left Stalin as the sole force in the country. â€Å"He was an expert on virtually every human endeavor (Stalin Internet Library).† Driven by his own sense of inferiority, which he projected onto his country as a whole,Show MoreRelatedEssay Joseph Stalin3070 Words   |  13 PagesJoseph Stalin Joseph Stalin was one of the biggest mass murderers of the twentieth century. From the purges in the Red Army to forced relocations, Stalin had the blood of millions on his hands. This essay is not going to debate the fact that this was indeed a brutal and power hungry individual, because he was indeed just that. I will on the other hand show you that through his way of governing the Soviet Union, he actually saved mother Russia from the German invasion in World War Two through hisRead MoreJoseph Stalin Genocide1421 Words   |  6 PagesJoseph Stalin’s Genocide: 50 Million Deaths From 1919 to 1953 when Stalin died about 50 million lives were taken in the Gulags of Russia (â€Å"Videofact†). In total there were 53 Gulags and 423 labor camps (â€Å"Gulag†).   Stalin was considered one of the most feared dictators because of his secret police and the Gulags. During a series of interviews in 1996, a Soviet veteran who lived in Minsk claimed to have seen a U.S. POW in May or June 1953. The POW was a Korean War F-86D pilot whose plane had beenRead MoreThe Death Of Joseph Stalin1829 Words   |  8 Pagesâ€Å"Death is the solution to all problems. No man - no problem.† This is a direct quote from one of the most notorious men in history, Joseph Stalin. Stalin was the leader of the Soviet Union from the mid 1920’s until his death. The period in which he ruled over the Soviet Union was known as the Reign of Terror because he was a malicious leader who was ready to do anything to maintain the level of power he achieved. He will forever be remembered as a cold blooded and heartless leader, who took the livesRead MoreJoseph Stalin Research Paper1472 Words   |  6 Pagesgreat or corrupt; they are rarely both. Most of Russia’s history is filled with corrupt leaders. Joseph was one of those leaders. Stalin killed millions of people during his rule. But Stalin also led the Soviet Union almost to the top in world power. Stalin had many influences that led him to his Soviet Leadership in which gave him many admirers but even more non-supporters. At the age of 10, Joseph â€Å"Stalin† Djugashvili attended Gori’s religious elementary school. His mother, Yekaterina, wanted himRead MoreEssay on The life of Joseph Stalin554 Words   |  3 PagesThe life of Joseph Stalin Joseph Stalin. One of the Russias most supreme leaders. But one of its most horrid as well. He brought them up while also letting them down. Some could say where would we be without him. But others wish they never were led by him. He went from nothing to the most powerful man in the now most powerful country. In the early years. He was first born Josef Vissarionovich Djugashvili to a poor shoemaker of a father on December 21 1879. It was a small village calledRead MoreExecution By Hunger, By Joseph Stalin1081 Words   |  5 PagesExecution by Hunger 1. Collectivization was peasants being forced to give up their goods to the government. Collectivization started at the end of 1929 by Joseph Stalin. He began collectivization as part of the 5 year plan because he feared the invasion from the Allied countries in the west. He increased industrialization so he could earn more money just in case there was a war. This impacted the peasants of Ukraine because majority of the farmers had their own land it was their only way of incomeRead MoreJoseph Stalin And Vladimir Putin2340 Words   |  10 PagesJoseph Stalin and Vladimir Putin are two of the most famous and influential figures of Russian history. Joseph Stalin’s iron fist ruled Russia from the mid-1920’s until his death in 1953. Under Stalin’s totalitarian government, the Union of Soviet Socialist Republics played a pivotal role in several major conflicts, including World War II and the Cold War. Stalin’s main goal seemed to be expanding Russia and spreadi ng the influence of communism. Contrastingly, Vladimir Putin has held power from 1999Read MoreEssay about Joseph Stalin2651 Words   |  11 PagesJoseph Stalin was the leader of the Soviet Union from 1922-1953, when he died. He was responsible for one of the most notable and devastating genocides, the Great Purge. His vicious reign took the lives of around 20-60 million people by his rigid and cruel treatment. Through his exploitation of the lower class and his manipulative abuse of power, Stalin created one of the worst examples of leadership in history. It takes an interesting character to be able to execute the cruelties displayed in hisRead MoreJoseph Stalin Essay example1133 Words   |  5 PagesJoseph Stalin, whose real name is Iosif Vissarionovich Dzhugashvili, was born on December 21, 1879 in the small town of Gori, Georgia. His family was poor and he was the only child of four to survive. His father was a shoemaker. He was a heavy drinker and died from wounds in a brawl when Stalin was 11 years old. 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Fashion and Gender Free Essays

Introduction In the western culture, fashion has affected and reflected the distinctions between the social and economical status of men and women throughout the years. From the 19th century on, gender, social understanding of femininity and masculinity, became clearer and more precise. They were identifiable through fashion and clothing and were an important aspect in distinguishing roles of men and women. We will write a custom essay sample on Fashion and Gender or any similar topic only for you Order Now However, changes in fashion will blur as much as emphasise the differences between gender, evolving in parallel borrowing from one another. Thus, as the constant changes in fashion, the level of differences between men and women varied very so often. Fashion was influencing and defining gender role and gender lifestyle was influencing fashion. Masculine men and feminine women The first signs of gender distinctions appeared at the start of the 19th century following the French Revolution. In addition to separating social classes, fashion now established a clear division between male and female clothing. Men were no longer powdered or perfumed and they got rid of ornaments and wigs, now signifies of femininity. Their clothing was characterized by a restricted use of material, tailored construction, simplified set of surface, uniformity, net and spotless garments, perfect hats and limited color (29 January). According to the trickle-down effect, fashion trends were still created by the upper-classes and were followed by others down the scale (05 February). Then, according to Georg Simmel, two types of males emerged from the middle-class. Dandies were followers of the leisure class and never went against a particular fashion dress code while bohemian were rejecting fashion (05 February). Men of the upper-class are characterized as a Flaneur by Walter Benjamin: â€Å"Empathy is the nature of the intoxication to which the flaneur abandons himself [†¦]† (05 February). The upper-class still needed to follow three rules in order to stay on top and keep the middle-class from rising; the expensive fabric, the lack of movement inflicted by the garment and the novelty of the ensemble (05 February). They conformed to a conspicuous lifestyle with their absence of labour and function in the society, but still in a more subtle way than women in terms of dress (29 January). Indeed, women became a physical display representing the husband’s wealth through fashion, assuring their social rank in the leisure class; the new aristocrats. Important gatherings such as the Grand Prix de Paris were a place where â€Å"one went to the races, as to the theater, partly to look over the women and their apparel† (Hebert, 24). They would wear multiple colors, dresses with pouf skirts, light fabrics, beading and flower ornaments, parasols and other accessories. Women were placed in the forefront with fashion and devoid of any role or power. [†¦] the adornment of both the female person and her environment was an expression of women’s inferior economic power and her social status as a man’s chattel† (Veblen, 91). Unattached and unmarried women were also expected to dressed respectfully and fashionably for the dignity of her family and for future husbands. Lower-level women such as actresses and prostitutes, who were mingling with the upper-class, wore more revealing clothes but still in fashion. Women were thought of as irrational and sensible creatures who adhered to fashion by weakness, to have a sense of belonging. During the 19th century and early 20th century, there is a clear distinction between man and woman fashion. It is reflected in their clothes and in their social status and role in the society. Gender was easily identifiable with the shape formed by the garment. While men wear clean cut, sober and solid suits, holding all the power, the women dress in soft, elaborate and colourful dresses, trophies to the men. ? Fashion upside-down With the start of the World War I, women were now helping out and filling more masculine jobs. Roles were no longer clearly defined according to hysical characteristics. â€Å"Because while war work forced women to life in new social and physical environments, they had to adapt their clothing to unfamiliar activities and spaces† (Matthews David, 101). New technology and new combat techniques meant also a change in menswear. Soldiers had to wear uniforms that hid their masculine forms to allow movement. They replaced their flat and boxy hats with a mo re feminine and round one with leaves and flowers to hide in the trenches. â€Å"A definite outline, a traditionally masculine attribute, proved a deadly handicap in battle† (Matthews David, 97). Upper-class men were traditionally supposed to show their status through clothing. The advent of the war blurred distinctions between classes as both had to participate in the war effort. Men were no longer useless and ineffective in the society, with meant a necessary change in fashion. Restrictions in luxury fabrics, such as silk, fur and ornaments, forced a transformation of men’s masculine and luxurious attire. All men were now wearing jersey fabric clothing, darker earth colours and softer silhouettes. In the early 20th century, there was a eminent need for change in fashion. While men were adopting feminine fashion to survive during the war, women started borrowing the simplified and linear masculine silhouette. â€Å"The flip side of this feminization of the sniper was the much more generalized masculinization of women’s civilian and uniform dress during the war† (Matthews David, 101). They started wearing suits with sober colours to adapt to their more active lifestyle in the warfare. The latter was the start of a changing role in society for women. Before this change, women had no power on fashion or society. They were now needed for labour and they showed to be very efficient. This allowed women to make decisions and have a definite role society. By adopting the masculine look, they gained power. They were no longer considered as an accessory to men. The exchanges of particular characteristics of gender made the distinctions and the differences more blurry. The World War I was a turning point in fashion for both men and women. Shortages of materials transformed clothing; new fabrics emerged, new silhouettes using less fabrics, less ornaments, leaner cuts, suits for women and softer clothes for men. Women were now looking more or less like men with the square suits and linear dresses, requisitioning their roles as women as though the clothes itself hold the power. While men were still the dominant figure, women were revising their position in the public and private sphere. ? Conclusion To conclude, gender is a social perception of masculinity and femininity. Through the 19th and 20th cent ury, both men and women were affected by fashion; gender leading the distinctions. Sexes were defined by gender in the 19th century with the specific trends of clothing for each. Men were wearing clean and linear cuts, showing their boxy figures, while women wore elaborate and frivolous clothes highlighting their silhouette. Roles were also clearly different according to gender. Men held all the power and women served of accessories, displaying the husband’s wealth. The World War I acted as a turning point for men and women. Both were transforming their fashion because of their active lifestyle by adopting each others gender characteristics of fashion. Men softened their figures while women started wearing masculine suits. Gender differences became were blurred and roles redefined; women gained power and all men got functional for the society. Hence, the level of distinction between gender is in constant change. Fashion influences gender roles and gender lifestyle influences fashion. The latter blurs, blends as well as emphasis the social perceptions of what a men and a women is and looks like. Gender continues to affect and reflect distinctions between sexes, both constantly borrowing and exchanging from one another. How to cite Fashion and Gender, Essay examples

Humanity free essay sample

Isa siya sa mga ninuno ng makabagong Filipinong maikling katha sa Ingles. Siya ang nanguna sa pagpapalawak ng maikling katha bilang matulaing anyo. Kaniyang ipinagkakapuri ang likhang-isip sapagkat naipapakita nito ang katotohanan at naipriprisinta ang realidad. Siya ay naging mapangahas sa pagtuklas ng mga anyo ng sanaysay upang maipahayag ang talas ng pakiramdam ng mga Filipino. Dahil sa galing ng kaniyang mga kamay sa pagsulat, ang kaniyang mga likha ay siya na ngayong ginagamit ng mga mag-aaral sa kolehiyo. In 1932 Arcellana entered the University of the Philippines (UP) as a pre-medicine student and graduated in 1939 with a bachelor of philosophy in degree. In his junior year, mainly because of the publication of his â€Å"trilogy of the turtles† in the Literary Apprentice, Arcellana was invited to join the UP Writers Club by Manuel Arguilla – who at that time was already a campus literary figure. In 1934, he edited and published Expression, a quarterly of experimental writing. It caught the attention of Jose Garcia Villa who started a correspondence with Arcellana. It also spawned the Veronicans, a group of 13 pre-WWII who rebelled against traditional forms and themes in Philippine literature. Arcellana went on to medical school after receiving his bachelors degree while holding jobs in Herald Midweek Magazine, where his weekly column â€Å"Art and Life† (later retitled â€Å"Life and Letters†) appeared, and in Philcross, the publication of the Philippine Red Cross. The war stopped his schooling. After the war, he continued working in media and publishing and began a career in the academe. He was manager of the International News Service and the editor of This Week. He joined the UP Department of English and Comparative Literature and served as adviser of the Philippine Collegian and director of the UP Creative Writing Center, 1979- 1982. Under a Rockefeller Foundation grant he became a fellow in creative writing, 1956- 1957, at the University of Iowa and Breadloaf Writers Conference. In 1932 Arcellana published his first story. â€Å"The Man Who Could Be Poe† in Graphic while still a student at Torres High School. The following year two of his short stories, â€Å"Death is a Factory† and â€Å"Lina,† were included in Jose Garcia Villas honor roll. During the 1930s, which he calls his most productive period, he wrote his most significant stories including, â€Å"Now Sleeps the Crimson Petal† cited in 1938 by Villa as the years best. He also began writing poetry at this time, many of them appearing in Philippine Collegian, Graphic and Herald Midweek Magazine. Some of his works have been translated into Tagalog, Malaysian, Italian, German and Russian, and many have been anthologized. But his homecomingfrom a trip to the Southwas fated to be more memorable than, say, of the others. He had written from Mariveles: I have just met a marvelous matweavera real artistand I shall have a surprise for you. I asked him to weave a sleeping-mat for every one of the family. He is using many different colors and for each mat the dominant color is that of our respective birthstones. I am sure that the children will be very pleased. I know you will be. I can hardly wait to show them to you. Nana Emilia read the letter that morning, and again and again every time she had a chance to leave the kitchen. In the evening when all the children were home from school she asked her oldest son, Jose, to read the letter at dinner table. The children became very much excited about the mats, and talked about them until late into the night. This she wrote her husband when she labored over a reply to him. For days after that, mats continued to be the chief topic of conversation among the children. Finally, from Lopez, Mr. Angeles wrote again: I am taking the Bicol Express tomorrow. I have the mats with me, and they are beautiful. God willing, I shall be home to join you at dinner. The letter was read aloud during the noon meal. Talk about the mats flared up again like wildfire. I like the feel of mats, Antonio, the third child, said. I like the smell of new mats. Oh, but these mats are different, interposed Susanna, the fifth child. They have our names woven into them, and in our ascribed colors, too. The children knew what they were talking about: they knew just what a decorative mat was like; it was not anything new or strange in their experience. That was why they were so excited about the matter. They had such a mat in the house, one they seldom used, a mat older than any one of them. This mat had been given to Nana Emilia by her mother when she and Mr. Angeles were married, and it had been with them ever since. It had served on the wedding night, and had not since been used except on special occasions. It was a very beautiful mat, not really meant to be ordinarily used. It had green leaf borders, and a lot of gigantic red roses woven into it. In the middle, running the whole length of the mat, was the lettering: Emilia y Jaime Recuerdo. The letters were in gold. Nana Emilia always kept that mat in her trunk. When any one of the family was taken ill, the mat was brought out and the patient slept on it, had it all to himself. Every one of the children had some time in their lives slept on it; not a few had slept on it more than once. Most of the times the mat was kept in Nana Emilias trunk, and when it was taken out and spread on the floor the children were always around to watch. At first there had been only Nana Emilia to see the mat spread. Then a childa girlwatched with them. The number of watchers increased as more children came. The mat did not seem to age. It seemed to Nana Emilia always as new as when it had been laid on the nuptial bed. To the children it seemed as new as the first time it was spread before them. The folds and creases always new and fresh . The smell was always the smell of a new mat. Watching the intricate design was an endless joy. The childrens pleasure at the golden letters even before they could work out the meaning was boundless. Somehow they were always pleasantly shocked by the sight of the mat: so delicate and so consummate the artistry of its weave. Now, taking out that mat to spread had become a kind of ritual. The process had become associated with illness in the family. Illness, even serious illness, had not been infrequent. There had been deaths In the evening Mr. Angeles was with his family. He had brought the usual things home with him. There was a lot of fruits, as always (his itinerary carried him through the fruit-growing provinces): pineapples, lanzones, chicos, atis, santol, sandia, guyabano, avocado, according to the season. He had also brought home a jar of preserved sweets from Lopez. Putting away the fruit, sampling them, was as usual accomplished with animation and lively talk. Dinner was a long affair. Mr. Angeles was full of stories about his trip but would interrupt his tales with: I could not sleep nights thinking of the young ones. They should never be allowed to play in the treets. And you older ones should not stay out too late at night. The stories petered out and dinner was over. Putting away the dishes and wiping the dishes and wiping the table clean did not at all seem tedious. Yet Nana and the children, although they did not show it, were all on edge about the mats. Finally, after a long time over his cigar, Mr. Angeles rose from his seat at the he ad of the table and crossed the room to the corner where his luggage had been piled. From the heap he disengaged a ponderous bundle. Taking it under one arm, he walked to the middle of the room where the light was brightest. He dropped the bundle and, bending over and balancing himself on his toes, he strained at the cord that bound it. It was strong, it would not break, it would not give way. He tried working at the knots. His fingers were clumsy, they had begun shaking. He raised his head, breathing heavily, to ask for the scissors. Alfonso, his youngest boy, was to one side of him with the scissors ready. Nana Emilia and her eldest girl who had long returned from the kitchen were watching the proceedings quietly. One swift movement with the scissors, snip! and the bundle was loose. Turning to Nana Emilia, Mr. Angeles joyfully cried: These are the mats, Miling. Mr. Angeles picked up the topmost mat in the bundle. This, I believe, is yours, Miling. Nana Emilia stepped forward to the light, wiping her still moist hands against the folds of her skirt, and with a strange young shyness received the mat. The children watched the spectacle silently and then broke into delighted, though a little self-conscious, laughter. Nana Emilia unfolded the mat without a word. It was a beautiful mat: to her mind, even more beautiful than the one she received from her mother on her wedding. There was a name in the very center of it: EMILIA. The letters were large, done in green. Flowerscadena-de-amorwere woven in and out among the letters. The border was a long winding twig of cadena-de-amor. The children stood about the spreading mat. The air was punctuated by their breathless exclamations of delight. It is beautiful, Jaime; it is beautiful! Nana Emilias voice broke, and she could not say any more. And this, I know, is my own, said Mr. Angeles of the next mat in the bundle. The mat was rather simply decorated, the design almost austere, and the only colors used were purple and gold. The letters of the name Jaime were in purple. And this, for your, Marcelina. Marcelina was the oldest child. She had always thought her name too long; it had been one of her worries with regard to the mat. How on earth are they going to weave all of the letters of my name into my mat? she had asked of almost everyone in the family. Now it delighted her to see her whole name spelled out on the mat, even if the letters were a little small. Besides, there was a device above her name which pleased Marcelina very much. It was in the form of a lyre, finely done in three colors. Marcelina was a student of music and was quite a proficient pianist. And this is for you, Jose. Jose was the second child. He was a medical student already in the third year of medical school. Over his name the symbol of Aesculapius was woven into the matYou are not to use this mat until the year of your internship, Mr. Angeles was saying. This is yours, Antonia. And this is yours, Juan. And this is yours, Jesus. Mat after mat was unfolded. On each of the childrens mats there was somehow an appropriate device. At least all the children had been shown their individual mats. The air was filled with their excited talk, and through it all Mr. Angeles was saying over and over again in his deep voice:You are not to use these mats until you go to the University. Then Nana Emilia noticed bewilderingly that there were some more mats remaining to be unfolded. But Jaime, Nana Emilia said, wondering, with evident repudiation, there are some more mats. Only Mr. Angeles seemed to have heard Nana Emilias words. He suddenly stopped talking, as if he had been jerked away from a pleasant fantasy. A puzzled, reminiscent look came into his eyes, superseding the deep and quiet delight that had been briefly there, and when he spoke his voice was different. Yes, Emilia, said Mr. Angeles, There are three more mats to unfold. The others who arent here Nana Emilia caught her breath; there was a swift constriction in her throat; her face paled and she could not say anything. The self-centered talk of the children also died. There was a silence as Mr. Angeles picked up the first of the remaining mats and began slowly unfolding it. The mat was al most as austere in design as Mr. Angeles own, and it had a name. There was no symbol or device above the name; only a blank space, emptiness. The children knew the name. But somehow the name, the letters spelling the name, seemed strange to them. Then Nana Emilia found her voice. You know, Jaime, you didnt have to, Nana Emilia said, her voice hurt and surely frightened. Mr. Angeles held his tears back; there was something swift and savage in the movement. Do you think Id forgotten? Do you think I had forgotten them? Do you think I could forget them? This is for you, Josefina! And this is for you, Victoria! And this is for you, Concepcion. Mr. Angeles called the names rather than uttered them. Dont, Jaime, please dont, was all that Nana Emilia managed to say. Is it fair to forget them? Would it be just to disregard them? Mr. Angeles demanded rather than asked. His voice had risen shrill, almost hysterical; it was also stern and sad, and somehow vindictive. Mr. Angeles had spoken almost as if he were a stranger. Also, he had spoken as if from a deep, grudgingly-silent, long-bewildered sorrow. The children heard the words exploding in the silence. They wanted to turn away and not see the face of their father. But they could neither move nor look away; his eyes held them, his voice held them where they were. They seemed rooted to the spot. Nana Emilia shivered once or twice, bowed her head, and gripped her clasped hands between her thighs. There was a terrible hush. The remaining mats were unfolded in silence. The names which were with infinite slowness revealed, seemed strange and stranger still; the colors not bright but deathly dull; the separate letters, spelling out the names of the dead among them, did not seem to glow or shine with a festive sheen as did the other living names.

Two Descriptions Paper free essay sample

I’m currently in southern Afghanistan surrounded by rugged mountains, guard towers, razor wire, and lots of military soldiers and vehicles. The sky is grey, visibility is very low from all of the dust in the air, the wind blows at a constant speed of about 20 knots and the temperature is scorching 85 degrees. There are some villages, no schools, no running water, no electricity, and there is only one paved road for miles. There is the constant smell of burning trash and there are hundreds of stray roaming about dogs. There are other forms of wild- life such as the scorpion, the cobra and various other snakes. Lots of Military vehicles patrolling the area. . I am currently here in southern Afghanistan. The temperature is 80 degrees with light rain; the rain keeps some of the dust down, and even though we are surrounded by desert and mountains, there are patches of green in the desert. We will write a custom essay sample on Two Descriptions Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You can see the shepherds in the fields nearby bring their goats and sheep out to graze in the fields. There are people in the local villages who go out to the open markets to shop, farmers plowing the fields and horse drawn buggies. It looks like a place that time has preserved, like something out of the bible. Analysis I created the differing impressions by focusing on the negative aspects of Afghanistan and the positive aspects of Afghanistan. The strategy that would support this would be, select detail that support your Intentions; omit or de-emphasize others. I tried to give the reader a good description in both paragraphs so that when it came time to make a decision on visiting or not visiting he or she would have enough information in order to make to make the best decision possible. I have learned from this exercises that as a writer you have the power of persuasion based on how well you describe a person, place or thing.

Should Girls Ask Guys Out Essays

Should Girls Ask Guys Out Essays Should Girls Ask Guys Out Paper Should Girls Ask Guys Out Paper Should girls ask guys out BY leie_92 Felecia Cummings ENGL1321 SP13 J. Brantley April 28, 2013 Outline Thesis: Although boys have always asked girls out, why cant girls return the favor; society today has changed and girls are asking boys out. I. Almost everybody is taught that tradition has always been that the boy has to ask the girl out, because this shows that he can be a man and take charge. a. This tradition goes back far as the eighteenth century. b. Most boys who took interest in a girl they liked or were attracted to, nine times out of ten wanted to get to know her and in doing so by asking her out. A girl will never understand how much pressure and sense of masculine it puts on a boy to ask a girl out. II. Nowadays, people live in a civilized society with a continuous development. a. Women are stronger and more confident about themselves and certain situations than women in the past. b. Boys do not know how to handle rejection or failure, so they think that they can avoid rejection or failure by not asking a girl out all together. c. Boys would sometimes prefer for a girl to ask them out. III. For those who agree with the idea or for those who do not, there are however pros and cons to asking a boy out. a. It seems sensible to go after what you want and take initiative. b. If he feels like you are extremely interested he might not be that interested. c. As one becomes more skilled, ones chances of finding, appreciating, and deserving a more satisfying life partner greatly increases. Professor J. Brantley English Comp. II 28 April 2013 Should Girls Ask Boys Out While both genders are timorous of what the other will say, this is the main reason why a lot of people never ask out the other gender until someone intervenes or someone works up the courage to say something. Although boys have always asked irls out, why cant girls return the favor; society today has changed and girls are asking boys out. They are becoming more confident because they feel they should not have to wait for a boy to ask if they really like him. My goal in this paper is to talk about how it is generally traditional for guys to ask girls out, the way society has changed and girls are becoming confident and feel equally able to ask men out. To achieve this goal, I have organized my paper into three main sections. In the first section, I provide an account of information regarding the traditions of dating and asking a girl or boy out. In the second section, I discuss how dating in todays society has changed and how boys have become scared to ask due to the fear of rejection. I end my paper with a third section that discusses and supports my decision of whether or not girls should ask boys out. This section also includes several opinions from others from blog sites and article reviews. I also include an appendix before the Work Cited that contains images of surveys taken by both sex on dating. Traditional Almost everybody is taught that tradition has always been that the boy has to ask the girl out, because this shows that he can be a man and take charge. It is represented that men are the head of the household and are to take care of his family and be the final decision maker; and anything not according would make him less of a man. This tradition goes back far as the eighteenth century, where in order for a boy and girl to even go on a date, he had to ask her parents for their consent. Just as it is in marriage, the man is to ask the womans parents or father for her hand. For a girl to take the initiative in asking a boy out during these times, they were looked upon as being disrespectful, being out of place and a boy would respect them less. Most boys who took interest in a girl they liked or were attracted to, nine times out of ten wanted to get to know her and in doing so by asking her out. This leaving the boy having to take a chance with every decision he makes because oftentimes the girls truly believe the boys has to do everything. Not only were we taught that this was tradition, but we see it portrayed in pre-motion pictures as well. Like stated during an interview by Maddie Burks Historically speaking, men have always played a more dominant role in relationships, Maddie said. l think its kind of stayed that way ecause girls like to feel taken care of. I mean not to the point where they cant do anything on their own, but its nice to feel like someones thinking about you. While there is nothing wrong with a girl wanting to feel protected or having a sense of security, a girl will never understand how much pressure and sense of masculine it puts on a boy to ask a girl out. Todays Society In society today, many beli eve in the equality between men and women, and why a girl should not have to wait to be invited on a date, or out to dinner. Nowadays, women are stronger and more confident about themselves and certain situations han women in the past, due to family situations, the work environment, and the fact that women now contribute effort in amplification of the country. While there are still some people of both genders who might not agree with girls asking boys out first, that does not make it wrong especially in these enlightened times when men and women are supposed to be on equal symmetries. I think that it is suitable and bolstered for girls to ask boys out. If a girl knows that boy really likes her, then she should act on how she feels. Also in todays society boys are not very buoyant. They o not know how to handle rejection or failure, so they think that they can avoid rejection or failure by not asking a girl out all together. As stated in a thread (essay review) on Should Girls Ask Boy Out? Help Me Correct Please Besides that, people mentioned that the guy would prefer not asking and being able to near the girl than to take a chance by asking and being rejected. Definitely, if girls dont grab at the chance, it might be gone. Especially if the girl is very outgoing and the guys are shy. From this statement it is gathered that boys would sometimes prefer for a girl to ask hem out because they are tired of being rejected, and if no one says anything to the other party then they Just missed out on the chance with that person. It also states that you might have a situation where sometimes the boy may be shy and nervous and the girl is totally opposite and is poised. So, one actually never knows until they go out on a limb and ask the person out. The Pros and Cons While many people are quick to Judge a girl when she takes the initiative to ask a guy out many also believe that there is absolutely nothing wrong with it. When it comes o the situation where a girl asks a guy out, there are advantages and disadvantages in the situation. Girls do not want a guy to think that the girls are desperate or that they can do whatever they want because you have made it clear that your interested. Yes, it is a serious problem. However, without a doubt the same thing can happen at any time, even if the guy was the one who made the approach first. The pros and advantages of a girl asking a guy out consists of being confident, not waiting or missing out on the opportunity, actually getting the guy to say yes, and relieving the guy from the pressure of asking the girl. The cons/disadvantages of a girl asking a guy out are: being rejected, the guy might become indifferent or arrogant, and nothing romantic happens because the guy expects the girl to do everything. When a girl lets the guy choose her, she will end up with the guys who like her; oppose to when a girl makes the approach she gets the guy of her choosing. One of the advantages that come from a girl asking a guy out is that she does not have to wait for the guy to ask her and she wont miss out on the opportunity with the guy. When a girl approaches a guy, she already knows what her intensions are with the guy and hows that she is confident and makes a guy want to respect her more. Women who wait for a man to initiate romantic contact can find themselves waiting for weeks, months, or even years. Sometimes they dont get the chance to wait that long because the man leaves or becomes involved with someone else. The best way to make sure you arent sitting waiting for an unknown amount of time is to take action. Aloftyexistence. From this quote it can be gathered that when girls go ahead and put forth the effort to ask a guy out it could actually benefit her in more than one uy is scared to ask the girl in fear of rejection. And if both parties do not have the courage to say anything the guy may end up asking a girl out that he knows will not reject him, leaving the girl that really wanted to talk to the guy without a chance to ask him out. When a girl ask a guy out it can sometimes give her the upper hand in t he relationship and shows that she is truly self-possessed about what exactly it is that she wants. The guy would be more receptive of the girl, because often times he already knows that he is interested in the girl, and it will catch the guy off guard and ive the girl more leverage in the relationship (D. Tolbert) After interviewing a colleague on his perceptive of the pros from a girl asking a guy out, it gave me insight on how guys feel about the girls asking guys out and how they really feel about the situation. Being rejected is definitely something that no one wants to experience. It takes a lot of courage not only for guys to ask girls out, but twice as much for a girl to ask a guy out. Not only has she built up her self-esteem and confidence but she has also set her pride aside and is will to take the role that a guy would normally have. When a girl gets rejected it may also cause the girl to second-guess herself, aside from her being hurt; sometimes it happened and its not as bad as its made out to be. Sometimes you approach a guy and end up with nothing to show for it. You may end up becoming friends, which isnt terrible, but probably not what you were looking for. Other times there are no tangible results; you part ways and contact dwindles or simply put, nothing happens. (Aloftyexistence) Sometimes approaching a guy or making the first move is not always the best. Another disadvantage from asking a guy ut could result in him being to relaxed and feeling like he does not have to put forth as much effort into the relationship as he would if he was the one who actually asked the girl out. The romance may be lacking in the relationship or the guy could appreciate t he fact that you had the courage to approach him, and then in the end just really want to be the girls friend. As girls continuously ask guys out the girl will eventually start to realize what type of guy it is that she wants. She will learn the proper approach, what to say and how to say it. Her confidence will increase and she ill become relaxed and comfortable with asking a guy out. This can often times resort in good future relationships. Conclusion From doing research, reading articles and interviewing colleagues, it has proven to me that there is absolutely nothing wrong with a girl asking a guy out. Most guys love it when girls ask them out. It means that shes in control and knows what she wants. Its very stereotypical that guys have to ask out the girls. We have to stop letting societies standards dictate our lives. We as Americans are the only one who can choose what to do and the decisions we choose to make. While there are some eople both guys and girls who might not agree with girls asking guys out first, does not make it wrong especially in these enlightened times when men and women are supposed to be on equal footings. So to the girls who have no problem asking a guy out, I say bravo. To the girls who have a problem doing it, I say you have to stop asking for equality if you can not do things on an equal footing with the guys and take the good with the bad. (Can a Girl Ask a Guy Out? ) Today, Are Women Asking Men Out on First Dates? No. From The first question we asked was whether they preferred to ask someone out, or ould rather be asked out on a date. Figure 1-1 shows the percentage of males and females who would prefer to be asked out, or asked someone out. As noted in the histogram, a great majority of the women, 93%, preferred to be asked out only 6% preferred to do the asking. The majority of men preferred to do the asking, 83%, while 16% preferred to be asked out on a date. It is interesting that more men preferred to be asked out (16%) than there were women who preferred to do the asking (6%). That difference suggests that 10% of men may be waiting quite a while for a woman to ask them out on a first date. Work Cited Aloftyexistence. Aloftyexistence. N. p. , n. d. Web. 30 Apr. 2013. Can a Girl Ask a Guy Out? Yahoo! Answers. Yahoo! , n. d. Web. 30 Apr. 2013. Hamdan, Merahm. Boy Meets Girl. New Cannan High Schools Rampage. N. p. , 2007. Web. 10 March. 2013 Mills, Michael, Ph. D. Why Dont Women Ask Men Out on First Dates? The How and Why of Sex Differences (201 1): n. pag. Web. 30 Apr. 2011.. Thread: Should Girls Ask Boy Out? Help Me Correct Please. UsingEnglishcom ESL Forum RSS. N. p. , 3 Mar. 2010. web. 10 Mar. 2013. Tolbert, Damen. The Pros and Cons of Asking a Guy out. Personal interview. 28 Apr. 2013.

Similarities between colonization of Jamaica( west Indies) and Essay - 1

Similarities between colonization of Jamaica( west Indies) and gentrification in Newark , jersey - Essay Example t up their colony base in West Indies (Cheng 50) The colonization was characterized by slavery exchanged through slave trade and brutal working conditions in the British owned sugar plantations in the better part of the 17th and 18th century before Jamaica finally attended her independence in 1962 which saw an end to the British rule in the Caribbean island. Gentrification in New Jersey back in the 1980’s can be seen to have similarities with the Jamaican colonization because of the oppressive nature to the less fortunate in society (Lees, Slater &Wyly22). Gentrification in Newark was characterized by the poor class which mainly consisted of blacks to be fazed out of â€Å"white† inhabited areas initially inhabited by the African Americans. This brings about the similarity in that the less fortunate are oppressed based on based on their races, culture and social status. Colonization in Jamaica and gentrification in Newark, New Jersey is majorly characterized by racial discrimination based on the races of the parties involved. In the 18th century the blacks who are the Jamaicans were oppressed by the colonization of the whites who were British. Their rights were curtailed and inhumane acts done on the blacks who were treated as slaves (Giovas&Flitzpatrick 573). The island acted as a harbor for the slaves who later rebelled to gain independence from the British. Gentrification in Newark was characterized by the racial aspect in that whites moved into black inhabited neighborhoods and because of the racial superiority perception the livelihood of the Americans were made almost impossible because of the high standards of living that were brought along by the â€Å"whites† who are mainly made of high class and middle class levels forcing the poor class out of the â€Å"neighborhoods†. A form of rebellion from the parties that appear oppres sed seems to be eminent which in the two cases consists of â€Å"blacks† who feel their rights have been violated through the actions

Racial Violence - The Case of George Zimmerman Essay

Racial Violence - The Case of George Zimmerman - Essay Example Racial violence is not like other types of violence because its primary cause is based on beliefs of superiority and hatred of other individuals or groups who are destined to be inferior due to their ethnicity; and due to their physical features like skin color. Racial violence takes many forms. It can be as subtle as teasing or pushing and can be severe as murder, physical assault, and genocide (Browne-Marshall 15-18). This essay analyzes a recent racially charged issue—the case of George Zimmerman, a Hispanic guard who killed a young black man, Trayvon Martin, allegedly as an act of ‘self-defense’. This case is analyzed in terms of the causes and effects of racial violence. The Role of Race in Zimmerman’s Case Although racial violence is more obvious, other types of violence are similarly destructive. There is an increasing number of evidence that continuous harassment negatively affects the health of its victims. It inflicts psychological and physical pa in which is passed on to subsequent generations (Gruber 1573). Being constantly anxious or fearful because one is racially different and continuous harassment are root causes of poor self-worth and mental disorders. People who are subjected to racial violence usually accept or embrace an identity with the undesirable images they are assigned to. Resistance at times results in greater and more severe discrimination and violence (Bonilla-Silva 22). The belief that everyone is created in God’s image is hollow when the identity one embraces is that of a lowly, insignificant individual. The death of Trayvon Martin compelled Americans, once more, to confront the nation’s tragic history of racial violence. Nevertheless, possibly because the death of Martin evidently resembles the death of a huge number of young black men in the past and recent times, the debate over the issue seemed historically inclined.

US History before 1877, Development of Erie Canal Research Paper

US History before 1877, Development of Erie Canal - Research Paper Example This paper will discuss US history before 1877, with special focus on the â€Å"Development of Erie Canal†.The main points which this paper is going to cover are the historical perspective of the canal, construction of the canal, improvements in the plan and the financial implications of the canal project. The time era under discussion is between 1807 to 1825. Historical Perspective During the period between the late 18th and early 19th century the USA started to plan and develop the system of transportation throughout the country with special focus on the interiors areas and outside the localities from Appalachian mountainous regions. The main focus was on the linkage between Erie Lake and other big lakes in the coast of Atlantic by making canals. Initially a large number of survey and plans were laid out for the construction of the canal but most of them were not feasible and were rejected. The final plan was based on the survey which was carried out in 1816. Based on this s urvey the route of the canal was established. According to the plan the canal was expected to connect to the New York port at the river of Hudson close to Troy in the New York City. From Troy the flow of the canal would be towards Rome in New York. Finally it would reach to Buffalo (on the northeastern coast of Erie Lake) by passing through Syracuse and Rochester [1]. 1. Matt Rosenberg (2010), Erie  Canal, The Building of the Great Western Canal. Online accession at About.com Guide (Accessed February 12th, 2011). After the development of the route plan of the Erie Canal the major issue was the arrangement of finances for the project. A bill was initially approved by the US congress for the provision of funding for the project then named as â€Å"The Great Western Canal†. The idea was found unconstitutional by The President of time J. Monroe and he vetoed it. The matter was then directly taken by the state legislature. The legislature, after extensive examination of the plan , approved for the funding of the Erie Canal project in the year 1816 with the condition that the tolls would be paid back to the government after the completion of the project. The city Mayor of New York was the chief supporter of the canal project and helped a lot for the construction and completion of the task. Fortunately he became the governor of the state in the year 1817 and was thus able to supervise the details of the plan [1]. Construction of Canal The formal construction of the canal named â€Å"Erie canal† began on 4th July, 1817. According to the plan the initial first segment was to be proceeded from the eastern side of Rome towards the river Hudson. Most of the constructors of the canal were the rich farmers who resided along the route of the canal. They were contracted to make the small portions of the project which came along their way. A large number of immigrants from Great Brittan, Germany and Ire Land supported the construction of canal in terms of manpow er [2]. 1. Matt Rosenberg (2010), Erie  Canal, The Building of the Great Western Canal. Online accession at About.com Guide (Accessed February 12th, 2011) 2. Christopher. M (2008).  "Hints of Comeback for Nation's First Superhighway".  The New York Times. (Accessed February 12th, 2011). The portions of canal were to be dug with the help of horses and shovels. At time modern earth moving specialized equipment were not available so the construction of such plans was a tedious job. The labor cost was about 85 cents to 100 cents per day. This was a heavy amount since it was about three times the pay which a laborer earned during that time. The initial 24 kilometer of the canal - from Rome to Utica - were formally opened around the year 1819. The rate of construction was visibly slow; at the speed during that time, the canal

Speech Act Theory Implications For English Language English Language Essay

Speech Act Theory Implications For English Language English Language Essay Speech act theory was introduced by J.L Austin in How to Do Things with Words. Later John Searle further expanded on the theory, mostly focusing on speech acts in Speech Acts: An Essay In The Philosophy Of Language (1969) and A Classification Of Illocutionary Acts (1976). Searle further defined speech acts and categorised them. First of his five classifications were Representatives, where the speaker asserts a proposition to be true, using such verbs as affirm, believe, conclude, deny, and report. The second category is Directives, when the speaker tries to make the hearer do something, with such words as ask, beg, challenge, command, dare, invite, insist, request. The third is Commissives, where the speaker commits to an action, with verbs such as guarantee, pledge, promise, swear, vow, undertake, warrant. The next category is Expressives, where the speaker expresses an attitude to or about a state of affairs, using such verbs as apologize, appreciate, congratulate, deplore, detest, regret, thank, welcome. And the last category is Declarations, where the speaker alter the external status or condition of an object or situation, by making the utterance, for example: I now pronounce you man and wife, I sentence you to be hanged by the neck until you be dead, I name this ship.and so on. (Searle, 1976 ) There have been additions to this list, however, the focus of this essay is on how meaning is communicated from the speaker to the listener(s), how it is interpreted and how they are related to TEFL. It will focus on the three types of meaning an utterance has, but it will not explain the types of speech acts in detail. According to Austin (1962) speech act is a functional unit in communication. Its an act that a speaker performs when making an utterance. (LinguaLink website) Utterances have three kinds of meaning (ibid) which are Locutionary, Illocutionary and Perlocutionary. (Schmidt, R. Richards, C. 1980, Cohen, 1996) Locutionary act is saying something with its literal meaning. (Searle, 1969) For example, in saying I am cold. the locutionary meaning is that I feel cold. Illocutionary meaning is the social function of the words or the way they are intended to be understood (Ibid). For example I am cold. may actually be a way of asking the other person to close the window. If this is the intention an Indirect Speech Act (Austin 1962 Searle 1975) had been performed because the meaning is dependent on the hearers interpretation of what has been communicated. The Perlocutionary meaning (ibid) is the effect or the aim of the utterance on the feelings, thoughts or actions. The Perlocutionary force of the utterance I am cold. could be that the listener closes the window. If it was the intended outcome from the words the perlocutionary force (result or aim) matches the illocutionary meaning (intention). This may not always be the case, which is called Perlocutionary failure (Leech, 1983: 204-5). A very c ommon example is that Could you pass the salt? (Searle, 1969) is a request rather than asking about ability (Fraser 1983: 29). Also the sentence Why are you so sensitive? is more likely to be a criticism rather than a question. (Pinner, 2008). There are a number of empirical research on practical applications of speech acts for language teaching. Bardovi-Harlig Hartford, Blum-Kulka Kasper, Olshtain Cohen, Schmidt Richards and Wolfson researched and evolved the implications of speech acts for English language teaching. The teaching of speech acts becomes more intriguing regarding cross-cultural pragmatics. The findings from a cross-cultural study by Cohen, Olshtain, and Rosenstein (1986) showed that non-native speakers (NNS) were not aware to certain sociolinguistic distinction that native speakers (NS) make, for example excuse me versus sorry or really sorry versus very sorry. One of the first studies that focused on first language (L1) and second language (L2) speakers while performing speech acts was The Cross Cultural Speech Act Research Project (Blum-Kulka, House and Kasper 1989). It was observing and analysing the differences of seven languages in how they use the speech act of request and apology. (1989: 11). The study looked at social distance and dominance (Wolfson, Marmor and Jones, 1989: 191). The findings revealed that the foreign speakers responses were quite different from native speakers answers and that not just low but advanced level learners can make sociolinguistic errors. Furthermore according to Boxer Pickering (1993: 56) sociolinguistic errors are gaps in etiquette or as Bachman terms in sociolinguistic competence(1990). He states that these errors are more serious than grammatical errors (Crandall Basturkmen 2004: 38) Hence explicit teaching of pragmatics would be beneficial to language learners, (Rose Kasper, 2001) because acquisition of native like production by non-native speakers may take many years even if they are in the target culture (Schmidt, 1993: 25-6). There is a divergence between the responses of native and second language speakers of English, therefore the explicit teaching of illocutionary meaning and conducting certain types of speech acts has value for s tudents (Blumka-Kulka, House, Kasper 1997, Schmidt ,1996, Bardovi-Harlig,1999). Cohen (1998: 66-7) also advocates the need for explicit teaching and notes that it does not take a long time for students to put the knowledge from speech act training into use, if the learners want to fit in and to be accepted in the target culture. Cultural contrast does not only exist between speakers of different languages. There can be also a cultural contrast when the native language of the speaker is the same but the culture is different. For example, Creese (1991) discovered differences between American and British speakers of English in dealing with compliments. Gumperz (1982) looked at variations between British-English and Indian-English speakers when performing speech acts in institutional settings. These studies have implications for TEFL and for English as a Global Language .They also introduce the limitations of appropriateness. A number of studies (e.g., Boxer Pickering, 1995; Bouton, 1994; Kasper 1997, DÃ ¶rnyei, 1997 Bardovi-Harlig, 2001) have shown that language learners with high grammatical proficiency are not always competent in pragmatic aspects of the foreign language (FL). As Boxer Pickering (1995) point out grammatically advanced learners may not know how to use appropriate language in different situations and digress from pragmatic norms of the target-language. They might directly translate speech acts from their mother tongues into the target language when they are trying to get the intended meaning across. Teachers often disregard pragmatic failures and they sometimes assign them to other causes, for example to disrespect. (p. 47) The contrast in cultural norms may reduce speech act theory being universally relevant to language, but there is a definite need for teaching them in the language classroom. Bardovi-Harlig and Hartford point out that theories related to teaching and learning are cultural and they are usually not shared when teacher and students have different backgrounds (1997: 129). Boxer and Pickering (1993:45) states that the appropriate speech behaviour depends on the rules of the societies. On the side of overtly teaching illocutionary force and meaning Schmidt (1993: 25-26) discusses the value of making learners conscious of the meanings or functions of various speech acts. He talks about consciousness perception and lists examples from his acquisition of Portuguese. He observed how to end a phone conversation. Before this observation he was not confident of what to say when finishing a phone conversation, but after he was able to make use of this new knowledge (Ibid: 29). From my own experienc e it was really useful when someone explained the different phrases to me that I should use in English, because I came across as being rude at many times without me intending to be rude or even knowing about it. It is important to make the students aware of expressions and phrases, such as Id better let you get back for saving face of both parties when closing a conversation as learners often express difficulty.(Schmidt 1993: 29).Cohen (1996: 411) also states that explicit teaching of speech acts helps learners in communicating with native speakers in real life. Widdowson (2003: 04) points out that theory and practice in ELT should not be separated. Teachers should not go into explaining the theory in details, but this does not mean the two should be separated. If learners are to be effective in acquiring a language they need to have a certain amount of sociolinguistic competence (Bachman 1990) of the learnt language or they would fail using for example English language as they will not be able to communicate their real intentions without a loss of face (Brown and Levinson, 1978). I agree with the above mentioned theories of Cohen and Schmidt that speech acts and particularly the illocutionary meaning behind them can help language learners in becoming more skilled speakers and avoid them from losing face. I also think that it is important to give the student a chance to make some observations and come to their own conclusions, without telling them what is right or wrong. As Ellis (1998) states let the student be the researcher. This way the students learn to make their own decision based on their own observations of what is appropriate. McConachy (2007) analysed the dialogues which contain speech acts in several English language course books. For example, dialogues which present the speech act of suggestions, but without any contextual information. He suggests that the teacher need to add to these the dialogues by asking questions about the speakers relationship to one and other and asking students to guess any illocutionary information. This asks the students to make their own judgement on the situation and it makes them aware of illocutionary meaning. It seems that speech acts are finding their way into classroom materials (Bardovi-Harlig MayhanTaylor, 2003), but there is still a lot that teachers need to add to make them more comprehensible. At first teaching speech acts it is important to determine the students level of awareness in general by eliciting. Dialogues are useful to show student how speech acts are used, also the evaluation of a situation is a good technique to reinforce the awareness of the learners. Activities such as role plays are good for practicing speech acts. At the end feedback and discussion are useful so students can tell their understanding. Again the idea is to encourage the learner as researcher (Ellis, Bardovi-Harlig et al, 1989) approach and assist students to make their own observations. The most practical implication of speech act theory in teaching is the idea that the literal meaning of the words might not agree with the intended meaning. As I understand speech acts focus on communicative intentions in a language. It is useful for language learners to teach them, because they provide an insight into the study of language as it is used in a social context, and also because they can be applied when learners need to discuss different meanings in a certain context. Bardovi-Harlig Hartford (1997: 114) report that the difference between speech acts and language functions is not always recognised in language teaching, and that the two have a distinct difference. This point might be argued because the study of speech acts comes from the idea that communication is a performance of certain acts, such as making statements, thanking, asking questions, apologizing, complaining and so on (Blum-Kulka, House Kasper 1989: 2). These are functions within a language, which means that speech act theory is about teaching functional units of language with the aim of an understanding of possible illocutionary meaning present. Materials do not always follow this, however there is a progression towards presenting speech acts with contextual information. Teachers need to simplify the speech acts and the sociolinguistic norms around them by breaking them down into easy terms, so the language learners can use them. Although this does not mean it should be separated from the theory. The best way to teach speech acts might be to make students more aware of pragmatic variables and to give them enough information to be able to make their own observations. This allows learners to work out themselves the best way to perform a speech act in any given situation.

The Narrator in The Tell-Tale Heart :: Tell-Tale Heart Essays

The Narrator in The Tell-Tale Heart Through the first person narrator, Edgar Allan Poe's "The Tell-Tale Heart" illustrates how man's imagination is capable of being so vivid that it profoundly affects people's lives. The manifestation of the narrator's imagination unconsciously plants seeds in his mind, and those seeds grow into an unmanageable situation for which there is no room for reason and which culminates in murder. The narrator takes care of an old man with whom the relationship is unclear, although the narrator's comment of "For his gold I had no desire" (Poe 34) lends itself to the fact that the old man may be a family member whose death would monetarily benefit the narrator. Moreover, the narrator also intimates a caring relationship when he says, "I loved the old man. He had never wronged me. He had never given me insult" (34). The narrator's obsession with the old man's eye culminates in his own undoing as he is engulfed with internal conflict and his own transformation from confidence to guilt . The fixation on the old man's vulture-like eye forces the narrator to concoct a plan to eliminate the old man. The narrator confesses the sole reason for killing the old man is his eye: "Whenever it fell upon me, my blood ran cold; and so by degrees - very gradually - I made up my mind to rid myself of the eye for ever" (34). The narrator begins his tale of betrayal by trying to convince the reader he is not insane, but the reader quickly surmises the narrator indeed is out of control. The fact that the old man's eye is the only motivation to murder proves the narrator is so mentally unstable that he must search for justification to kill. In his mind, he rationalizes murder with his own unreasonable fear of the eye. The narrator wrestles with conflicting feelings of responsibility to the old man and feelings of ridding his life of the man's "Evil Eye" (34). Although afflicted with overriding fear and derangement, the narrator still acts with quasi-allegiance toward the old man; however, his kindness may stem more from protecting himself from suspicion of watching the old man every night than from genuine compassion for the old man.

Rhetoric Analysis

English 103 Rhetorical Analysis Authors Becky Herz, and Kim Phuc wrote essays that not only touched hearts, but also made people take a different look at life and those around them. â€Å"The Long Road to Forgiveness† and â€Å"My Husband Will Call Me Tomorrow† are two essays that use literary devices such as pathos, imagery, ethos, and repetition to effectively tell their stories. By using different rhetorical and literary devices in their writing they were able to make an impact with their words. Words are very powerful weapons in the battle of making a point and trying to make sure that people actually understand that same point.In Herz’s â€Å"My Husband Will Call Tomorrow† she was able to use repetition as well as visual devices to effectively tell her story. Her use of these devices allows the reader to be able to connect and see things from her level. Phuc’s essay on the other hand, was able to evoke gut-wrenching emotion, just using devices such as imagery and details about to make her story credible. Becky Herz’s essay, â€Å"My Husband Will Call Me Tomorrow† contains credibility in her use of certain details about how her life is laid out now that her husband is not at home.Her use of repetition through the essay, stating that, â€Å"I believe my husband is going to call me tomorrow† is very effective. The author states this through the essay multiple times. This can be interpreted in a way where one can come to believe that she is just stating a fact. Over and over she states that her husband is going to call her; this shows that she has hope, faith, and is determined that her husband will indeed call her tomorrow. Herz gives detail about how she puts the baby to bed, walks the dogs, checks on her employees; this expresses how she does indeed â€Å"have her hands full† and establishes her credibility.By going through her everyday life, this reveals that hope and belief that nothing is out of the ordinary. Through detailing the actions and evoking the emotion behind it, she makes her story more credible and emotional. The reader can actually believe that she does have hope and believe her husband will call her. If she really did not believe that her husband would call, would she keep her usual routine? Or would she just wallow in the idea that she will never see him again? Her use of repetition helped make her essay touching and believable. In Kim Phuc’s essay, â€Å"The Long Road to Forgiveness† she does not tell a story.She states the facts about everything that happened to her when she was younger giving the story an emotional effect. She described in intricate detail about how she saw everything around her in flames. â€Å"I saw fire everywhere around me. Then I saw fire over my body, especially on my left arm. My clothes had been burned off my body† (Phuc 179). Not only did this statement help provoke the emotion in her story, but it also cr eated imagery for the audience. Her word choice allows the audience to visualize the fire everywhere around her, burning off her clothes and everything around her. Also you can read Rhetorical Devices in Night Walker by Brent StaplesHer words further on in the essay help form her credibility in the forgiveness that she is trying to provoke upon the reader. Still, her story is so detailed and thought provoking to feel some time of emotion for what has happened to her is unavoidable. As her essay goes on, never in the beginning or the middle does she state exactly what caused all the damage around her; Phuc saves the fact that she was burned by napalm until the very end of the essay. By just giving details about what happened instead of stating that fact first and then elaborating on it, allowed the essay to have a more emotional impact on the reader.By finalizing what exactly caused all this damage to her physical being, stating how â€Å"Napalm is very powerful, but faith, forgiveness, and love are much more powerful† (Phuc 180), she made her story that much more credible. Especially when she reiterates how is â€Å"If that little girl in the picture can do it (forgive), ask yourself: Can you? † (Phuc 181). Both Becky Herz and Kim Phuc were able to use emotion in their writing and make their essays credible by using details that forced the reader to actually sit back and think about what they were reading.For instance, in Herz’s essay, just how she wrote about how she went through her day waiting for her husband to call her, it was almost as if she was just writing a note to a friend. Her diction created a relaxed tone though she was talking about something that was anything but that. She didn’t write it like she was trying to make the reader feel sorry for her; she was just revealing that she had hope by going through her everyday routine. â€Å"When people say, ‘Looks like you have your hands full,’ I’ll smile and acknowledge that its true, but I make the nest of it because I believe my husband will call me tomorrow† (Herz 110).Phuc organized her essay the same way. She did not ask for any type of pity in her writing in how she wrote it; the facts about what happened were simply stated. From the very first sentence, â€Å"On June 8, 1972, I ran out from Cao Dai temple in my village, Trang Bang, South Vietnam, I saw an airplane getting lower and then four bombs falling down† (Phuc 179), information was given but pity was not requested. She told what happened, and how from it, her life changed drastically; this unknowingly pulls emotion from the reader, and helps establish even more credibility. The Long Road to Forgiveness† and â€Å"My Husband Will Call Me Tomorrow† are two essays that use literary devices such as pathos, imagery, ethos, and repetition to effectively tell their stories and create an essay where the audience can establish understandings and connections. From Phuc’s essay the reader can visualize almost every single detail that she writes about because the words themselves are so vivid. The reader can see the bombs falling out of the sky as they skim over the words. Becky Herz and Kim Phuc’s essays in This I Believe II are two perfect examples of these literary devices fundamentally being put to use.

Advances in Medicine essays

Advances in Medicine essays As the history of medicine has evolved, a number of trends and prevailing opinions have swept the profession. One of the most subtle, and yet most revealing results of these sweeping trends manifests itself by altering the tone in medical conversations and dialogues, often available to the non-medical person in the form of texts and literature. A relatively current example appears in the form of Perri Klass A Not Entirely Benign Procedure, a text dedicated to the experiences of the author at Harvard Medical School. Published in 1987, Klass work offers an interesting, if not shocking comparison to Philippe Pinels The Clinical Training of Doctors, an article published in 1783. It seems that, despite the obvious advancements and progress in medical technology and general care, the modern Klass presents less certainty about the profession and its abilities than does the eighteenth century article. In Pinels article, however, a distinct tone of holistic healing pervades the proposed train ing of physicians-the lack of which Klass bemoans in her work. The contrast between the two works affords the reader a view into two parallel transitions in medicine: the decline of certainty and the decline of holistic care. One of the most shocking aspects of Pinels article involves the specificity in patient setting and observation he demands. From precise measurements of the weather to room orientations, Pinel seems to imply that precision in observation and care-giving will lead to precise diagnoses and eventual cures: It is obvious that medical observations can be precise and conclusive only if the evidence is reduced to the smallest possible number of facts and to the plainest data. The outline for the training of physicians Pinel proposes attempts to create an environment that allows the kind of precision that will lead to conclusive outcomes in patient care. Pinels demands range from the...

Role Model Nelson Mandela

Role Model Nelson Mandela Introduction Nelson Mandela was born in 1918 at Qunu. Mandela is widely known for his charismatic leadership skills. His political career ambitions started while at university when he realized the unjust nature in which the African society was. The blacks were denied the due chances both economically and politically. This disappointed Nelson Mandela which triggered his ambitions to join politics to fight for his people.Advertising We will write a custom essay sample on Role Model: Nelson Mandela specifically for you for only $16.05 $11/page Learn More Discussion Thesis Statement Throughout his leadership period, Nelson Mandela demonstrated excellent leadership skills which went beyond the political role. He committed his whole life fighting for the rights of the South Africans who suffered from discrimination. As a political activist, Nelson Mandela fought for his people which led him to be a political prisoner. Nelson Mandela struggled until he became the f irst black president of South Africa. These achievements by Nelson Mandela make him qualify to be one of the greatest men who have ever lived in history. Fight against Apartheid (Discrimination) Mandela’s early days in politics coincided with very high levels of apartheid in South Africa. Mandela was very disappointed by the system since it was characterized by high levels of discrimination (Glad Blanton, 1997). Apartheid was the main vice in South Africa which incited Mandela to engage in endless struggles. Mandela has been imprisoned for about thirty years for opposing apartheid system in South Africa (Ryan, 2011). During the apartheid system, the whites oppressed the blacks through their discriminative policies. In 1944, Nelson Mandela became an active leader of the American National Congress (ANC). This was just his first move to fight for the people’s freedom. South Africa’s apartheid system was one of the worst racism and discrimination scenarios that hav e ever taken place in the world. However, Mandela managed to oppose the system courageously and persistently despite of the threats by the white leaders (Lieberfeld, 2003). Therefore, Mandela has shown excellent and selfless leadership which cannot be found in many leaders. Most leaders are driven by their own benefits but Mandela was determined to undergo any torture for the sake of his people. Through the African National Congress party, Mandela was determined to undergo any form of suffering for the sake of the South Africans blacks who were facing a lot of suffering at the hand of apartheid. Political Activist (African National Congress) In most cases, many political parties in Africa which fought for the rights of the blacks were characterized by violent activities. Therefore, it was expected that Mandela’s political party (ANC) would be even more violent bearing in the mind the extent to which apartheid had reached in South Africa. However, Mandela’s movement was characterized by non-violent protests. However, the younger nationalists became discouraged because of lack of progress in the initial stages (Ryan, 2011).Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Together with his colleagues, Mandela believed that incorporating violence in their activities would trigger police’s brutality and this would bring suffering to South African blacks (Glad Blanton, 1997). In case they engaged in violent activities, they new that the white leaders would take that opportunity to finish their people. This was the main reason why they refrained from engaging themselves in violent demonstrations. According to Lieberfeld (2003), Mandela demonstrated peace in every step he made. His struggle against apartheid in earlier days was characterized by peace. Mandela was one of those kinds of leaders who never gave up. He was rarely intimidated by any resistance to make his moves. He persistently moved forward. For instance, later on after joining ANC, Mandela decided to join the African National Congress Youth League (ANCYL) (Ryan, 2011). This is because ANC was making very little progress during that time. Due to his thirst to save his people from the chains of apartheid, Mandela joined this party as it was more vibrant than ANC. This group was composed of the members of ANC who were more militant. In 1949, ANCYL organized strikes and boycotts across the country (Ryan, 2011). These actions were directed to force for changes in policies which oppressed the Africans in South Africa. In 1951, Nelson Mandela was elected as the head of this political party in the country. Soon after being elected the leader of this group, Mandela initiated a Defiance campaign which was aimed at triggering a massive resistance towards discriminative policies. This was his next move after their initial moves yielded little results. Due to his perpetual resistan ce to the prevailing system and organizing of boycotts and strikes, Mandela was arrested in 1952 (Ryan, 2011). However, Mandela won that time as his sentence was suspended some time later. However, he was neither allowed to attend any public gathering nor attend ANC meetings. These restrictions were aimed at minimizing his interactions with the public to avoid further incitation. However, Mandela’s journey did not stop hear as many would have thought. This encounter just boosted her determination to pursue his goals. To defend the people who were persecuted in the apartheid system, Mandela opened a law which defended the convicts. Later, Mandela and some other leaders were charged of treason. This case was later dropped. However, most of Mandela’s time was wasted as he was sometimes forced to make many appearances before the court. Despite of these commitments, Mandela still continued to fight four the equality in South Africa.Advertising We will write a custom essay sample on Role Model: Nelson Mandela specifically for you for only $16.05 $11/page Learn More Underground Movement On realizing that non-violent resistance was not yielding any positive results, Mandela decided to adopt violence in his fight against apartheid. For instance, sixty nine people were killed while resisting for anti apartheid rule which restricted the movement of the blacks in South Africa. This incident made Mandela to change his strategy of non-violent resistance to more harsh reaction. This is because the rate of discrimination was rising even after their efforts instead of falling. In connection to this, ANC commenced adopting armed resistance (Ryan, 2011). After the banning of their party, Mandela with the support of other leaders formed an underground group. Through this group, Mandela and his colleagues targeted any official symbol of Apartheid and the government in their targets through sabotage. On seeing the extent to which apartheid ha d reached in South Africa, Nelson Mandela decided to travel across the African countries and Europe to seek support as well as learning the tactics of guerilla warfare (Ryan, 2011). Therefore, Mandela realized the importance of the support from other countries in his struggle against apartheid (Glad Blanton, 1997). Unfortunately, Mandela was arrested soon after going back to his country after completing his mission. He was charged for his involvements with the underground group and for moving out side the country without a legal prescription. This cost, Mandela five years in prison. Despite of these sufferings which Mandela underwent during his struggle against discrimination towards the black South Africans, his stand was never shaken. During his trial, Mandela confirmed not to be intimidated by anything from his fight against apartheid (Ryan, 2011). He also explained the main aims of the newly formed group Umkhonto we Sizwe. Mandela together with his group narrowly escaped execut ion during these trials (Ryan, 2011). However, they were given a life imprisonment. In 1964, Mandela was sent to Robben Island where he was supposed to spend the rest of his life according to the judgment. Later, he was kept confined alone in fear that he will intimidate his colleagues. All this suffering never shook Mandela’s ambitions. His people went to the extent of referring to him as a silent suffering martyr (Ryan, 2011). Road to Freedom and Accomplishments Later in 1984, negotiations for Mandela’s release started on condition that he will allow reallocation of South African blacks to specific places. However, Mandela rejected all these offers. This displays a strong character of determined and selfless leader who was ready to sacrifice himself for the sake of his people. This clearly shows that Mandela was not after any material gain in his struggle for equality.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Under the pressure of the international community and the black South Africans, the head of the National Party F.W. de Klerk softened his stand (Ryan, 2011). Restrictions on ANC were lifted and most laws which were discriminative were dissolved. After continued pressure, Mandela was released in 1990. Soon after being released, Mandela continued with his fight for freedom. He was engaged in negotiations with de Klerk form ma democratic government. In 1993, Mandela was awarded a Nobel Peace Prize (Ryan, 2011). This was just three years after being released. Through Mandela’s efforts, South African got the first chance to vote freely without impediments which mostly favored the whites. Mandela was finally elected the president of South Africa in 1994 under the ANC party. On becoming, the president of South Africa, Mandela came up with strategies to unite people and also released those imprisoned during the apartheid system through amnesty (Ryan, 2011). From there, Mandela has re ceived various awards for his good work to the community. For instance, he received Presidential Medal of Freedom from the former United States president Bush. Mandela was also determined in the fight against AIDs as well as care for the AIDs victims. Summary and Conclusion From this discussion, it can clearly be seen that Mandela is really a leader to be emulated. Throughout his leadership, he has demonstrated courage, humility, patience, perseverance, and determination, a combination of character traits which is very rare in many leaders. He persistently fought against discrimination in South Africa despite of the difficulties he faced. Mandela faced police brutality and imprisonment for about thirty years but was never discouraged from pursuing his goals. This discussion has also indicated that Mandela opted for violence after the peaceful demonstrations proved futile. This indicates that he was a humble reader who looked beyond the leadership boundaries. He considered every move he made taking into consideration the end results. Although he had the power to use violence from beginning of his struggle, he avoided that. Mandela’s leadership teaches us that one should never be discouraged from pursuing his or her goals despite of the conditions through which they pass. We should also not lose hope for whichever time period this may take. Mandela spent many years in jail but he never buried his hope. Reference List Glad, B. Blanton, R. (1997). F.W. de Klerk and Nelson Mandela: a study in cooperative transformational leadership. Presidential Studies Quarterly, Vol. 27, 1997. Lieberfeld, D. (2003). ‘Nelson Mandela: Partisan and Peacemaker.’ Negotiation Journal. Volume 19, Number 3, 229-250, DOI: 10.1023/A:1024629628402 Ryan, J. (2011). Nelson Mandela.  Nelson Mandela (Great Neck Publishing), 1. Web.

Fact pattern Assignment Example | Topics and Well Written Essays - 1000 words

Fact pattern - Assignment Example The law is very clear; you must never purport to use the image of any celebrity in preparing another artistic work unless a permission is total granted. However, the US Copyright law does not specify on the legality of the use of names of celebrities. In this case, Artist can just flash the names of the names of famous musicians. In this scenario, Artist and Chet verbally agree on conditions they considered favourable to both of them. Artist agrees to pay Chet $150 per day plus gas, breakfast, lunch and cat food. On the other hand Chet is willing to drive Artist anywhere within a radius of 200 miles for duration of 10 days. Definitely this is an oral agreement. Oral contracts are valid and are enforceable by a court of law as long as there is sufficient evidence to justify one`s claim (Oversight 1-10). By the fact that Chet and Artist shook hands on their agreement it remains a valid contract. After 3 days something happens and Chet has to stop offering his services to Artist. It is notable that Chet, the driver has partially fulfilled his promise in the terms of verbal agreement. It is therefore unlawful for Artist to fail to pay Chet for the three days of the service. Since Artist knew very well that he had no money and went ahead to give Chet a false promise, that forms a crime under Statute of Frauds if he fails to honour the promise. It is notable that during the agreement, Artist agreed to be driven together with two pet cats; Detour and Frolic owned by the taxi driver. Arguably, this can be justified by the fact that Artist consciously agrees to pay $150 per day plus fuel, breakfast, lunch and cat food. In the last part of the previous statement basically Artist agrees to pay for the food of the two cats. Naturally that would mean that he is willing to travel with them in the same car. However, it should be noted that Artist is allergic to pest such as cats. Contrary, there is no legal backing for

Polycystic Ovary Syndrome Essay Example | Topics and Well Written Essays - 500 words

Polycystic Ovary Syndrome - Essay Example According to D'Amico and Barbarito (2012), health history is a way of obtaining information about patients’ health based on their own words and perceptions. P.W’s case requires a health history assessment that would help in evaluating the cause of her health condition. In evaluating her health history, interviewing her about the family’s past and present health history would help to understand the nature of her condition and diagnose effective lifestyle measures. In addition, the physical examination would help in studying underlying physical symptoms presented by the patient and enhance accurate diagnosis (Brashers, 2006).  According to D'Amico and Barbarito (2012), health history is a way of obtaining information about patients’ health based on their own words and perceptions. P.W’s case requires a health history assessment that would help in evaluating the cause of her health condition. In evaluating her health history, interviewing her about t he family’s past and present health history would help to understand the nature of her condition and diagnose effective lifestyle measures. In addition, the physical examination would help in studying underlying physical symptoms presented by the patient and enhance accurate diagnosis (Brashers, 2006).  For effective diagnosis, I would:†¢ Ask P.W questions about her past health and take the history specifically for patterns associated with menstruation, obesity, breast development and hirsutism.  Ã¢â‚¬ ¢ Conduct a physical examination through inspection methods. This would involve conducting gynecologic ultrasonography that would help in identifying small ovarian follicles that disturb ovarian functions with failed ovulation.  Ã¢â‚¬ ¢ Measure blood pressure level, waist size, and body mass index. I would also inspect the skin for any increased hair growth. This would help in determining the effects on hormonal imbalances on hair growth or changes of the skin textur e.  For P.W to manage her condition, I would recommend the following:†¢ Birth control pills would help in controlling menstrual cycles, clearing acne as well as reducing hormone levels.