Football Outline free essay sample

A. Harvard University created football and Walter Camp is considered the father of modern football. 1. Harvard created based off rugby because many schools wouldn’t allow students to engage in aggressive physical contact. 2. Walter Camp adjusted the game by changing the rules and set forth the beginning of the football we know now a. The teams now consisted of eleven players, and is played on a smaller field b. He also implemented the rule that offense has only three downs to gain five yards otherwise they surrender the ball, this changed in 1906 by adding 5 more yards and in 1912 a fourth down was added B. In 1892 the first professional game of football is played 1. Latrobe YMCA played against Jeannette Athletic Club A. William Heffelinger was the first professional player, he was paid $500 b. Football got a reputation as a high injury and high mortality sport II. From the 1950’s football has been became the most popular sport in the U. We will write a custom essay sample on Football Outline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page S A. In the 1950 professional football has become a major sport in the U. S 1. T. V made football become a major sport in American lives 2. Sports figures like Paul Hornung, Johnny Unitas, and Bobby Lane made people cheer for another city teams B. The 1960’s became the start of the most popular sport in America 1. In 1967 the Super Bowl was created by both the AFL and NFL to prove who is the true champion is. 2. In 1970 the AFL and NFL merged together after the AFL couldn’t attract enough viewers to compete with the NFL 3. From there on the NFL just became more popular with teams like the Steelers, the 49ers and the cowboys winning the super bowls and creating a major fan each team C. Football has become America’s past time 1. Football for many fans has become more than just a game it’s become there life. a. Fans have wasted life savings to go watch their team play in the super bowl b. Fans have dressed up in their teams mascot to show their team spirit and show how they feel many people call them hooligans my opinion they just love their team. Conclusion I. Football has been the dominate sport of the U. S since the 1950’s and it was all started from a simple game in college. II.

Definition and Examples of False Friends in Language

Definition and Examples of False Friends in Language In  linguistics, the informal term  false friends refers to  pairs of words in two languages (or in two dialects of the same language) that look and/or sound the same but have different meanings. Also known as false (or deceptive) cognates. The term false friends (in French, faux amis) was coined by Maxime Koessler and Jules Derocquigny in Les faux amis, ou, les trahisons du vocabulaire anglais (False Friends, or, the Treacheries of English Vocabulary), 1928. Examples and Observations Youd think you can figure out the meanings if you come across the words embarazada, tasten, and stanza in Spanish, German, and Italian respectively. But watch out! They actually mean pregnant, to touch or feel, and room in the respective languages.(Anu Garg, Another Word a Day. Wiley, 2005)At the simplest level there can be trivial confusion between everyday words such as French carte (card, menu, etc.) and English cart or German aktuell (at present) and English actual. But more problematic conflicts of meaning arise with trade names. Americas General Motors had to find a new name for their Vauxhall Nova car in Spain when it was discovered that no va in Spanish means doesnt go.(Ned Halley, Dictionary of Modern English Grammar. Wordsworth, 2005)An example of a  false cognate  is the English  jubilation  and the Spanish  jubilacià ³n. The English word means happiness, while the Spanish one means retirement, pension (money).(Christine A. Hult and Thomas N. Huckin,  The New Century Handbook. Allyn and Bacon, 1999) Interference: Four Types of False Friends Interference is the phenomenon that we experience when linguistic structures that we have already learnt interfere with our learning new structures. Interference exists in all areas- for example, in pronunciation and spelling. Incidentally, interference exists not only between two languages, but also within one language. In semantics, one therefore refers to intralingual and interlingual false friends. Since a word may change its meaning in the course of time, this problem cannot be viewed only in the light of the current (i.e., synchronic) situation. Because the historical (i.e., diachronic) development must also be taken into consideration, there are altogether four types of false friends.(Christoph Gutknecht, Translation. The Handbook of Linguistics, ed. by Mark Aronoff and Janie Rees-Miller. Blackwell, 2003) French, English, and Spanish:  Faux Amis [I]n order to illustrate how deceitful false friends may become, the best we can do is to resort to the term false friends itself . . . As I have just pointed out,  false friends is a calque from the French term faux amis, although this translation is at least unsuitable, despite being lexicalised now. And the reason is that treacherous, disloyal or unfaithful friends are not usually called false friends and falsos amigos, but bad friends and malos amigos in English and Spanish, respectively.Yet, the term false friends is the most widely spread in the literature on this linguistic phenomenon . . .(Pedro J. Chamizo-Domà ­nguez, Semantics and Pragmatics of False Friends. Routledge, 2008) Old English and Modern English The vocabulary of Old English presents a mixed picture, to those encountering it for the first time. . . Particular care must be taken with words which look familiar, but whose meaning is different in Modern English. An Anglo-Saxon wif was any woman, married or not. A ​fugol fowl was any bird, not just a farmyard one. Sona (soon) meant immediately, not in a little while; won (wan) meant dark, not pale; and faest (fast) meant firm, fixed, not rapidly. These are false friends, when translating out of Old English.(David Crystal, The Cambridge Encyclopedia of the English Language, 2nd ed. Cambridge University Press, 2003)

World Cup Airports Essay Example | Topics and Well Written Essays - 3750 words

World Cup Airports - Essay Example Causes for this lopsided preference and the remedial steps to be taken need to receive attention. The next major issue is that of Aviation safety. Air Traffic Controllers constantly worry about the inadequacy of the equipment at their disposal for detecting incoming Aircraft, process their requests for landing in the most suitable manner and thus ensure the safety of the passengers. This brief paper looks at the efforts of the authorities in addressing both these concerns. There are many more issues, but owing to paucity of time and space, only these two are addressed here. The advances made in determining traffic volume that can be reallocated to other hubs, development of infrastructure to facilitate such change and the option of PPP model for this are examined here. The recent advances in ATC equipment and their expected impact on the Civil Aviation scene are discussed detail too. The turn of the Millennium is an appropriate time to think ahead, of the future, drawing on past experiences and current realities. No one can predict for sure the trends and forces that might emerge in the future. It for sure can be said that the rate of growth of aviation industry will be radically changed. That will be an awesome pace, considering the fact that the industry, one of the youngest of all, is barely a century old. Any consideration of the type of Aircraft of the future will ipso facto involve the consideration of the issues that that will be faced by Airports that will handle those craft, (Fife, 1998). The present paper attempts to examine the current issues that the aviation sector has identified in the areas of design and construction of airports. It is obvious that Airports considering the trends, the Airports will need to incorporate flexibility to adapt to rapid changes in technology and politico-economic factors which impact each other and the Airports’ functions. Invariably, every list of issues faced by Airports has Capacity and Delay as the

Careers Service In The New Quasi-Market Essay Example | Topics and Well Written Essays - 3000 words

Careers Service In The New Quasi-Market - Essay Example Within this context, the growth of the new Connexions Service is seriously examined. It is argued that it contains basic design flaws, from which a number of troubles have stemmed. It is concluded that while career direction has an imperative involvement to make in strategies to address communal exclusion, this ought to be secondary to its role in supporting individual sequence and growth inside the societal structures to which addition is being sought (Watts, A.G. 1981, 24-35). This study highlights the models of career management practice for adolescent people in the UK have been built on a partnership among, on the one hand, stipulation made within schools and colleges, and on the other, the exterior role provided by the Careers Service, now the Connexions Service. Lots of countries have had only one of these forms of stipulation. We have had the merits of both, by the characteristic advantages that every of them brings. Furthermore, this study challenge in the UK is to build on this model, to expand a authentically all-age career management service. This is not going backwards: it is driving towards a up-to-the-minute future, building on all that we have achieved. No doubt, In Scotland and Wales, this is what they are doing. In England, we were perched to do so too. In the OECD Career management policy assessment, the UK emerged as one of the world-leaders. But in England, we are at danger of conceding this position by throwing away one of the interior strengths of our system. And we are doing it so not by plan, but by default (Roberts, K. 1971). The enterprise model is still in process. But it has been considerably eroded. Now, with the long-delayed publication of the adolescence Matters Green Paper and the End to End Review of Careers learning and management, it is gravely at risk. From a career guidance viewpoint, the key features of the Green Paper are eight-fold: - Career management is subsumed inside a general concept of 'information, suggestion and direction' (IAG), which covers choices relating not only to learning and work but also to spare time, health, dealings, smoking, alcohol and drugs. - A clear difference is drawn among 'universal IAG' and 'targeted support'. - The main liability for 'universal IAG' is allocated, via local authorities, to schools and colleges, in teamwork through children's trusts. - There is support for schools and colleges to agree limited arrangements on a joint basis; but they will reserve the right to make their own preparations, subject to meeting excellence standards (Andrews, D. 2000). - Moreover, schools/colleges and children's trusts can, if they wish, pay money for in services from Connexions or further providers. - Connexions are efficiently to vanish as a national service, although a few local services will remain, and local authorities are confident to hold the Connexions brand. - Consideration is to be specified to new arrangements for

Assignment Example | Topics and Well Written Essays - 1250 words - 22

Assignment Example Between early1900s and 1960s was characterized with core improvement in relation to domestic violence against women in the societies of the US. Major rights were awarded to women across the different states of the US. Feminist movements were formed to fight for gender equality and acts of male chauvinism. Women could charge their husbands for assault in a court of law. Domestic violence cases are commonly presented in courts across the country. It is also during this period that cases that regarded to domestic violence were transferred from the criminal court to civil court. In the civil courts, only the civil procedures could apply. This meant that men who assaulted their wives or girlfriend was not considered as criminal In the 1800s, most states in the United States had laws that somewhat favored domestic violence against the women. Although most of federal laws in different states in the US stated to have had protected the women in the society against domestic violence, most of these laws tolerated men who beat their wife as they would be charged for such act. It was not considered a major offense for the men in the societies of the 1800s in the US, since women were generally considered inferior. Between 1900s and 1960s was characterized with major improvement in relation to domestic violence against women in the societies of the US. More rights were awarded to women across the different states of the US. Feminist movements were formed to fight for gender equality and acts of male chauvinism. Women could charge their husbands for assault in a court of law. Domestic violence cases are commonly presented in courts across the country. It is also during this period that cases that regarded to domestic violence were transferred from the criminal court to civil court. In the civil courts, only the civil procedures could apply. This meant that husbands or men who assaulted their wives or girlfriend was

Literacy As Social Practice To Aid In Teaching Education Essay

Literacy As Social Practice To Aid In Teaching Education Essay The world has changed profoundly over the last two decades, and many of our longstanding notions about literacy need to be challenged. As a result, the definition of literacy is neither a singular or universal one, and it is often defined in contradictory ways. It is recognised that the teaching and learning of literacy is a major responsibility of the schools. While some children have some knowledge of literacy acquired before formal schooling, all will need the opportunities for learning to read and write that school provides. The term literacy has often been associated with the reading and writing stage of learning and it is no surprise that the way the community views how literacy is learned in schools can take vastly different viewpoints. It is important to note that the way in which it is defined will shape the kinds of policies and approaches to teaching and learning that are adopted by the field of education. Olsons definition focuses on literacy as a cognitive model, which is needed for work, education and social interaction. This view prevails that literacy is a simple, learned cognitive skill that one learns to read and write just as one learns to kick a ball, ride a bicycle or make a cake. It is clearly perceived, once the skill has been mastered. Street (1985) refers this view of literacy as the autonomous literacy where those who master this skill can use it to advantage of influence and prestige. In contrast, Street contemplates that literacy should have a more social focus, such as the assumption of it contributing knowledge according to social-cultural contexts. He defines this alternative notion as ideological literacy which refers to the social conceptions and uses of literacy. This viewpoint suggests that literacy is an aspect of defining framework of society. Street (1997) extents this notion by arguing that literacy not only varies with social context and with cultural norms and discourses, but that its uses and meanings are embedded in relations of power. This suggests that literacy is what society achieves, and society is, to some extent, what literacy contributes to it. Furthermore, another view of literacy is that of critical literacy that is informed by the work of Paulo Freire (1972), who conceptualizes literacy not as reading the word but as reading the world. This advocates the emphasis of the empowering role that literacy can and should play in reshaping the way in which one lives and works. Wallace (2001) explains that the empowering potential of literacy is articulated in difference ways to encourage new literates to use literacy as a means for educational change and for the literate person to reflect on what is wrong in their world and use the enabling power of literacy to change that world. Furthermore, Wallace views this potential as a means to reshape approaches to English language teaching, not just for first language learners, but for the majority of users of English who are second language English speakers. She proposes that the variety of labels given to English in its worldwide role be replaced by what she calls literate English, one with which it is not a reduced or simplified model of English which restricts communication to basic patterns of interaction, but a global English that should be elaborated to serve global needs. Luke and Carrington (2002) discuss this further with the notion of literacy as cultural capital by suggesting how to construct a literacy education that addresses new economic and cultural formations providing our students with the ability to think critically and globally in a world that, increasingly, will require a politically and socially active citizen (NOTE, 2007). Models of Literacy In the minds of many in the community, an important function of schooling is that it teaches literacy with the teaching of literacy this is often held to be the most important thing that schooling provides. As a result, literacy remains high on the educational and political agenda at national and international levels and continues to be contested and debated. There appears to be three main models of literary which have implications for policy-making, teaching and learning; autonomous, social and critical literacy. The first is the cognitive or autonomous model, which has dominated educational policy for the last two decades especially in the UK with the introduction of the National Curriculum which then was preceded by the National Literacy Strategy (NLS) in the late 90s. Both of which attempted to transform literacy teaching in the primary and secondary school. Goodwyn and Findlay (2003) are encouraged by the aim of the NLS to demystify subject teaching and to involve all subject specialist in helping pupils become literate within each subject. However, the emphasis on the autonomous literacy model is a failure to acknowledge the ever changing nature of literacy. This skills-based view of a universal or aptitude represents the meaning of literacy in terms of limited mental operations. Therefore, if we view literacy teaching and learning as a matter of mastering certain important, but essentially basic technical skills in control of such things as the spelling and writing system, and perhaps h ow to shape simple written sentences. Literacy becomes a relatively simple and unproblematic matter, learned in the early years and then used and reused in whatever ways appear appropriate. According to Street (1995), such traditional definitions of literacy are based an autonomous model, autonomous because it is extracted from its social, cultural, and historical context. When treated as a technical skill or mental operation independent of social context, literacy is associated with consequences that have no relation to the social situations in which it is embedded. In addition, Street (1995) explains, it gives limited attention to social structures within which the concepts and specific cultures are forms. Therefore, in an autonomous model, literacy is separated from its social context and considered an independent variable making it possible to associate literacy with symbolic elements such as progress, social mobility and economic stability (Gee, 1996). In our society, the benef its for being literate has taken on mythic qualities as Street suggests this literacy myth raises false expectations for those who do become literate in comparison to the illiterate who are branded as too lazy or, even worse unable to learn. This situation enables government to shift focus away from social problems onto individual shortcoming (Street, 1996) The second model of literacy is one that avoids the pitfalls of the literacy myth by capturing the complexity of literacy practices in the social contexts that make them meaningful. Street (1996) calls this an ideological model of literary, which concentrates on the social practices of reading and writing and the ideological and culturally embedded nature of these practices. In addition, the ideological model maintains a wariness of claims for literacy and distinguishes between these claims and the actual significance of literacy for the people involved. Literacy in the ideological model looks beyond a technical definition of literacy to consider literacy practices. Rather than limiting literacy to events that involve reading and writing, Street broadens the scope to literacy practices which take into account the behaviour and the social and cultural conceptualizations that give meaning to the uses of reading and writing. This concept of literacy practices gets us away from the liter acy myth by re-inserting social and cultural context and arguing that whatever benefits come from literacy also come from the contexts in which it is embedded. The third model critical literacy is one that as Wallace (2001) explains is powerful to the extent that it offers a vantage point from which to survey other literacies. Like the ideological model, critical literacy is understood as social action through language use that develops us as agents inside a larger culture. However, it takes us beyond this in providing an active, challenging approach to reading and textual practice by the analysis and critique of the relationship among texts, language, power, social groups and social practice. It shows us ways of looking at written, visual, spoken, multimedia and performance texts to question and challenge the attitudes, values and beliefs that lie beneath the surface. It has been suggested that critical literacy links with our modern lifestyles of a rapidly changing globalised world. Changing societal structures, increasing social and cultural diversity and the marketing of ideas and products through multimedia mean that we need to think a bout literacy for lifelong learning in new ways. The way that information is received today hadnt been invented twenty years ago. The world is becoming increasingly accessible because of instantaneous communications; the corpus of print literature is expanding almost exponentially because of the number of works either being written in English not just by authors from United States or the British Commonwealth but by major authors outside these regions. The consequence is that the technology is not only bringing global English (Wallace, 2004) into daily contact, the nature of digital communication is aiding in the demise of a standard English.   Instant messaging, text messaging, and other technological forms of communication are creating new writing practices that often undermine traditional, standard English for the sake of faster, more effective communication. English is becoming more complex than ever, and our students will need to be flexible and efficient users of a vast array of discourses that isolated, drill-oriented grammar lessons simply will not teach. We need to be able to make meaning from the array of multimedia, complex visual imagery, music and sound, even virtual worlds that confront us each day in addition to written and spoken words. Changes in society are occurring so rapidly that we need to take time to think about whether they will have positive or negative effects upon our ways of living. Conclusion Lonsdale et al (2004) imply that the meaning of literacy has changed over time from an elementary decoding of words to a range of more complex and diverse skills and understandings. There is a need for these changes to be understood, against a background of economic, social, political and cultural. Literacy as a social practice should be considered in context, rather than the convention of literacy as an individual, cognitive skill. The new skills are premised on the idea that much higher order skills such as critical thinking are now needed by all students. Goodwyn et al (2003) suggest that students once needed literacy to be told what to do; now they need it to know what to do without being told. Street (1985) implies that Ideological literacy requires that we view literacy as much more than the ability to decipher or encode messages on paper. We have to view literacy in the dynamic contexts of politics, social change, development, education, religion, philosophy, confrontation, and even war. Practitioners of critical literacy have forcefully made the point that literacy is a mechanism of political control as well as a tool for liberation. These views of literacy are not mutually exclusive. Rather, they represent points on a continuum between action and system. At one extreme, autonomous literacy is viewed as something isolated from everything else, as a personal skill or characteristic. At the other extreme, it is seen almost as a primal element in the construction of reality. (SIL, 1999) The teaching of critical thinking plays a central role in the teaching of critical literacy. As the world becomes more complex, increasingly flattened, and, one might argue, ever more interesting and challenging, our students must be prepared to enter it as competent, thoughtful, and agentive readers and communicators. In order to prepare them effectively, we as literacy educators must make changes to literacy curricula that traditionally view knowledge making and communication as straightforward, text-based, and individualized, a perspective that was only appropriate before the recent explosion in communicative technologies and resulting economic, social, and cultural realities. To prepare students who can be active and effective world citizens able to make thoughtful decisions and solve global problems, we must first help them to be critical, meta-aware thinkers and communicators. (NOTE, 2007) A consequence of these views of literacy has been that specialists in the field have become more aware that literacy, in both theory and practice, is more than a simple technical skill. Literacy, by itself, does not lead to health, wealth, happiness, and national development. Literacy is but one element in the development process. The other elements must be included if developmental aspirations are to be attained. (SIL, 1999) Word count: 2063

Free Catcher in the Rye Essays - Holden Runs, be He Cannot Hide :: Catcher Rye Essays

Catcher in the Rye - Holden Runs, be He Cannot Hide While reading Catcher in the Rye, one can easily see that Holden has a certain romantic view about his world. Holden thinks in a particular romantic way about almost everyone and everything. This unusual view upon the world actually hinders Holden rather then helps him throughout the story. By his own actions Holden is harming himself, not necessarily physically. Holden has an idealized view of the world, is introspective, and he celebrates the freedom of his spirit. Holden has a romantic view because he has an idealized outlook of the world. One example is when Holden lies. He knows that this is a vile trait, yet he keeps on doing it. This is a part of Holden's character yet, deep in his heart he loves lying to people. For example, when he was on the train with Mrs. Morrow, he goes way off on a wild story and has difficulty keeping with reality. ` "Rudolf Schmidt," I told her. I didn't feel like giving her my whole life history. Rudolf Schmidt was the name of the janitor of our dorm' (Salinger 54). In the future, this will hinder him because lying can catch you from behind when one least expects it. The way he thinks about people is another part of Holden's idealized view that gets in his way. Most of the time Holden is talking about how everyone is a pretender. This is a bad habit because Holden is pretty much judging the people without even actually having met them most of the time. `Old buddyroos. It was nauseating. The funny part was, they probably met each other once, at some phony party' (Salinger 127). This hinders him a lot because many of the people in this book seem like normal people yet, in Holden's eyes, they seem like the worst of the worst. Many of these people might actually have helped him. Especially in the case of Luce, Holden acted like a baby and this hurt him a lot. The last thing that Holden does, due to his idealized view of the world is quite strange. Holden at some random points in the book, just thinks of a crazy idea.

Differences Between the Early English Settlers and Native Americans Essay

The indigenous people of North America and Europe are both very different cultures with very different beliefs and ideas. As the Europeans began to colonize North America, these differences between these cultures really impacted the events of this time. The most important difference is the ideas on land use and ownership. Other important differences include religion and the ideas of gender roles. The biggest difference between of the Native Americans and the European immigrants is the issue of land use and ownership. Native Americans believed that land was sacred, and that nature needed to be cared for. They also did not value land ownership, all of the tribes land and belongings were shared. The idea of ownership here was not commonly used. On the other end of the spectrum, the Europeans had beliefs very different from the Native Americans. One of the main reasons the Europeans came to the New World in the first place was to become wealthy! To the Europeans at the time, land ownership meant freedom, wealth and a higher social status. Land was passed down from generation to generation. Because of this, the Europeans and the Native Americans ideology on land use and ownership created quite a culture clash that we still see remnants of today. Another difference between the Native American culture and the Europeans was the religion of these two cultures. Europeans were predominantly Christian, while the natives believed in numerous spirits and Gods. The indigenous people in North America had separate spirits for corn, the sun and things of that nature. While Christians are monotheists. The Europeans thought that the natives were savages for worshipping wooden figurines and carvings. The Europeans tried to convert as many natives as possible, especially the Spanish. Because of these differences in religion, the Europeans and the Native Americans had a difficult time really seeing eye to eye. The third difference between the in indigenous people of North America and the Europeans is the matter of gender roles. The native women in these tribes held high positions, many making important decisions for the tribe. The family tree would also follow the females side, as opposed to the family line following the males in the European cultures. To the Europeans, females gave birth and did chores in the home. They were not nearly as powerful as some women in native tribes. When the Europeans noticed how strong the women were along with the men, they fought the natives into submission. In conclusion, it is plain to see that there are so many differences between the Native American culture and that of the Europeans. A few examples of differences is the ideas on land use and ownership, religion and gender roles. The most impactful difference was the ideas each culture had on land use and ownership. These differences were very influential on the events that occurred during this time, and we still see some of these differences impact us today.

Printable PDFs for Learning R-Controlled Vowel Words

Printable PDFs for Learning R-Controlled Vowel Words The vowels that are controlled by r are often difficult for children to learn. All too often, learners are taught the long and short vowels and the learner then has no idea what to call words like: cord, far, bird, taller, dirt. Reading or basal texts will often offer individual lessons rather than systematic instruction in using the r controlled vowels.  Word building activities will help support students to recognize word patterns, such as changing the first letter or letters in the r controlled vowels, i.e. change car to far and far to jar, etc. by listening for the initial sound. This is why we need to focus on the 44 sounds in spelling instead of just the consonant sounds and long and short vowel sounds, which is what teaching spelling is really all about. Here is a sample of great word study words to use to help learners learn the patterns and anomalies of some of the R-controlled vowels.   Activities to Build Decoding Skills With R-Controlled Vowels Word Building:  Using individual letter cards and small personal pocket charts, have students build r controlled words from the list below, modeling the first word and then dictating the next words, for examples: more, store, pore, chore - bark, park, lark, stark, etc.   Word Sorting:  This is an especially good activity for r controlled sounds that can be made in different ways, such as the or in oar, store, floor, door, etc. Silly Poems:  Give students a set of r controlled words and have them write silly rhyming poems, such as:  heart, smart, chart, part, start. Jim made a picture of a heart And put it on the classroom chart. Oh please, dont let me start . . . Jim thinks hes just so blessed smart! Word Cards for the Word Wall You can print the word cards below and have the students physically sort the words by putting Velcro or magnets on the back of words to sort. You could also use word families that are already prepared, which involve cutting out the words and pasting them into the correct column. Do the word sorts in small groups, or make it an activity in a reading center that two or three children can complete together.   The sound of ar as in car: arebarcarfarjarscardarkmarklarkparkjarsharkstarkremark The sound of air as in stare, care, fair: barecaredareglarefairsharetearpearsquarestaresharebewareprepare The sound of or as in pork, board, award: corkforkporkstorkborncornformhorntornforfourawardboredboardcordfordlordswordwardadoredtoward The sound of ir as in bird, heard, skirt: birdwordherdheardpreferredheardthirdoccurreddirtblurtshirtsquirtskirtconcertdesertdessertalert The sound of r as in fatter, taller, longer: butterbetterhammershutterspidermotherfathereasterearlierflowerpowerolderyoungerslowerfasterlongershorterbiggertaller

Antisocialism and J. Alfred Prufrock Essay Example

Antisocialism and J. Alfred Prufrock Essay Example Antisocialism and J. Alfred Prufrock Essay Antisocialism and J. Alfred Prufrock Essay Essay Topic: The Love Song Of J alfred Prufrock Men are well-known for their strength in confronting many different situations during their lifetime; however, men have feeling and sensations that might affect their life in a way or another. People are developing through time, but the main biological traits remain similar and will remain similar in future. As a conscious man Thomas Stearns Eliot, born on  September 26, 1888, is one of the twentieth centurys major poets who wrote â€Å"The Love Song of J. Alfred Prufrock.† It is a modernist poem that describes the poet unhappy life full of fear and boredom. The main character â€Å"Prufrock† is a person who understands values in life, but is unable to take decisive actions in the right time. A man who is overeducated, eloquent, and intelligent, but has fear of mental crisis upon the urban modern civilization. Many postmodern men -Twenty-First Century men- tend to be like a â€Å"Prufrock man† of the Twentieth Century as they suffer from depression, lack of com munication, and fear of aging or death. Anxiety and depression are considered a dominant negative factors that control most men’s life in the twenty first century. Unfortunately, postmodernism acts as a catalyst in spreading depression among people. According to a study conducted by the Office for National Statistics (ONS), back in 2000 mixed anxiety and depression affected an estimated 7 per cent of men, with depression affecting a further 2 per cent. Harsh living conditions and the great responsibility on men made depression even worse in the new complicated world. For example, men has to take care of their business, home duties, and keep up with the sophisticated life. â€Å"The dangerous mix of  technology and terrorism, the ongoing  poverty  and suffering of billions of our fellow humans, and the seeming inability of governments to respond to these significant issues and others, people find themselves losing faith in our collective future.†(Cohen Andrew).The Prufrock characte

Habituation in sow bugs Essay Example | Topics and Well Written Essays - 500 words

Habituation in sow bugs - Essay Example Because they are generally harmless to humans, sow bugs could be kept in plastic containers that are sealed with a ventilated lid. Use damp soil and decaying organic materials like wood, leaves, compost, etc. Put in an adequate amount of water to keep the habitat humid. Place paper towel in the container to aid in maintaining the humidity. If molds should appear, increase the ventilation or reduce the quantity of water use to make the habitat humid and cool. Keep the container in a dimly lit area of a room which has a temperature of 68 to 77 degrees Fahrenheit. If a large number of sow bugs are to be kept in a single container it is best to change the soil from time to time to keep them in a healthy condition (Carolina Teamed with Teachers, 1-2). Caring includes feeding these terrestrials with fish food flakes, leaf litter, pieces of potatoes, apples or carrots. Aside from these foods, they also feed on their feces in order to extract extra nutrients and to regain precious copper, si nce copper based pigments are needed to carry oxygen in their blood (Gadsby, 4), while the bacteria present in their intestine helps in the digestion of any ingested cellulose (Woodland Dunes Nature Center, 1-2). In order to protect their environment while encased in ventilated containers, immediately remove food that becomes moldy. Sow bugs are preyed on by bigger and many insects such as spiders, centipedes, and ground beetles . These bugs could emit a foul tasting or foul smelling substance to ward off would be predators (Kentucky Critter Files, 2). Although when in danger, sow bugs either run or remain perfectly motionless pretending to be dead (armadillo style) (Carolina Teamed with Teachers, 1-2). In the Spring time and summer time, sow bugs sometimes migrate from their current habitat in large numbers, and would often settle into homes. The migration could be attributed to a combination of

Travel Agency HR Plan Research Paper Example | Topics and Well Written Essays - 1000 words

Travel Agency HR Plan - Research Paper Example As such the key concerns for every human resources department have always been job satisfaction, employee commitment and motivation which are the determinants of the level of performance and job growth. The resources based approach to the role of human resources management proposes that the company has a competitive advantage if it can effectively execute its human resources strategy. As such the human resources strategy serves certain functions including creating competitive advantage. The focus of the firm’s competitive edge is the potential for effective and efficient execution of the production process. This is mainly associated with the firm’s workforce and how the workforce responds to the firm’s objectives and goals. People management The organisation’s human resources strategy ensures that the employees remain objective to the firm’s overall goals and objectives. Each employee has their own personal goals and objectives which are either simi lar or different from those of the organisation. The human resources strategy ensures that the employee aims and objectives are incorporated in the mission and objectives of the organisation. Job growth. ... This acts as a motivation mechanism for the employees by driving their efforts towards a particular achievable and well laid out objective. 2. Challenges in the implementation Change management in the organisation has always presented serious concerns to the human resources department. The implementation of the human resources strategy will therefore be confronted by the resistance to change among the employees who are not as willing to adjust to the new strategy. Further the new human resources strategy will require the managers to change their systems of administration and instruction to allow for the adoption and effective implementation of the new strategy. The new strategy also requires a particular skill set that acts as the basis for the allocation of duties and responsibilities. As such not many employees bear these skills. This causes the projections of the strategy to deviate from the practically possible results. The recruitment of the new employees will also create new tr aining costs to ensure that the employees maintain a strict standard of responsibility to the strategy. Finally the production line of the travel agency has an industry best practice standard which is commonly used among the travel agencies. Any deviation from the common standards creates doubts of actual effectiveness. 3. The purpose of HR metrics and their effect on senior management Human resources metrics are the series of factors and circumstances that allow the organisation to quantify the participation of the human resources as resources to the business. The effective implementation of corporate strategy depends on the ability to effectively manage the organisation (Lawler, Levenson, and Boudreau 2004). The