Investigation of Tunisian Geography Teachers

Examination of Tunisian Geography Teachers Presentation The reason for this examination was to explore some Tunisian topography educators/specialists perusing of exploration articles (RA) in English in their field, specifically their utilization of metadiscourse and the variables that may influence this utilization. A blend of quantitative and subjective techniques tended to the reasons for this examination. Two significant reasons have inspired the decision of this theme: hypothetical and logical. Hypothetical Justifications Of The Study A decent number of studies have featured the facilitative job that metadiscourse plays in understanding cognizance (for example Camiciottoli, 2003). Metadiscourse is characterized, in the current examination, as â€Å"self-intelligent phonetic material alluding to the developing content and to the author and to the envisioned peruser of that text (Hyland and Tse, 2004, p. 156). In characterizing understanding perception, I received the componential intelligent methodology (for example Grabe, 2008). As per this methodology, perusers are dynamic members who effectively take information, interface it to recently absorbed information and make it theirs by developing their own translation. They create, adjust and even think about all or a portion of the thoughts showed in the content. Examination has demonstrated that subsequent language (SL) and unknown dialect (FL) perusing cognizance process is exceptionally intricate (Grabe, 2008; Koda, 2007; Sheng, 2000). Without a doubt, a wide scope of factors mediate all the while: etymological, metalinguistic, intellectual, metacognitive, social and mental (Koda, 2005; Pressley, 2006; Rapp et al., 2007). Scientists announced the trouble to unmistakably comprehend the specific level of the commitment of every factor to the last item. All parts of the peruser factors interface with each other and associate with printed and logical variables (for example Dhieb-Henia, 2003). Various models have been proposed in the writing so as to assess these elements (the Top-down methodology, the Bottom-up approach, the Interactive methodology) (Grabe, 2008). Additionally, there has been a discussion among SL perusing specialists about whether SL perusing is a language issue or an understanding issue (Alderson, 1984, Bernhardt and Kamil, 1995; Grabe, 1991; Khaldieh, 2001). A few scientists fought that some SL phonetic information edge was fundamental so as to get first language (L1) perusing information to connect with and first language perusing techniques to move (Cummins (1979) edge level of language capability and Clarkes (1978) semantic roof). Others contended that perusing troubles in a SL can be brought about by an inadequate perusing capacity as a rule, or can be brought about by a bombing move of L1 perusing capacity to a FL (the semantic reliance speculation, or on the other hand called the basic standard (Bernhardt Kamil, 1995). Perusing in English for Academic purposes (EAP) is as yet an increasingly mind boggling process (Flowerdew and Peacock, 2001). EAP is worried about the English required for explicit scholarly reason, for example, learning at colleges and universities, doing research or distributing papers. In light of the writing, the current examination sees EAP perusing as the capacity to peruse an EAP talk as the result of a specific disciplinary culture (e.g., Swales, 2004). Daoud (1991, p. 6), for example, suggested that non-local perusers (of EAP) ought to get â€Å"those capacities which would permit them to perceive the presence of specific kinds of understood presuppositional logical data, capacities that the accomplished local peruser has. Studies in Contrastive Rhetoric (CR) have shown that writings are formed by their social starting points regardless of whether they take part in global talks, for example, those of the science disciplines (Burgess, 2002; Connor, 2004; Kaplan, 1966, 1987) . Mauranen (1993) declared that â€Å"science, or all the more broadly, scholarly exploration, doesn't exist outside composition, thus we can't speak to it, or acknowledge it, without being impacted by the variety in the composing societies that convey it† (p. 4). This proposes the conviction that logical scholastic talks just transmit characteristic realities is easy to refute. Hyland (2005) contended that talks are rarely nonpartisan yet consistently occupied with that they understand the interests, the positions, the points of view and the estimations of the individuals who order them (p. 4). The RA, for example, is a talk composed by a specific author having a place with a specific logical talk network in the motivation behind connecting with a group of people and convincing them of his/her discoveries (Adel, 2006; Hyland, 2005; Martin, 2004). Webber (1994) clarified â€Å"scientists are journalists who battle for their plans to be acknowledged, perceived, and to be serious and get their work published† (p. 257). The inclination of logical scholars to pick a specific scope of expository gadgets, may uncover their endeavors to set up relational relations, to communicate with their crowd and to communicate individual mentalities about the substance of their writings and about their audience(s). Metadiscourse is the phonetic framework that empowers journalists to accomplish these objectives (Adel, 2006; Hyland, 2004; 2005; Martin, 2004). It speaks to some interior elaborate guide whereby an outer the truth is made and passed on. Metadiscourse additionally assists with seeing talk as a social activity between two gatherings, author(s) and crowd, analysts and mainstream researchers; at the end of the day, scholars and perusers are seen as social specialists and messages as a social venture in which essayists don't just need their messages to be comprehended (an illocutionary impact), yet additionally to be acknowledged (a perlocutionary impact) (Hyland, 2005). Hyland (2001, p. 550) contends â€Å"a focal part of the author peruser discourse includes cautious relational arrangements in which essayists look to adjust claims for the importance, inventiveness, and truth of their neutralize the feelings of their readers†. The perusers capacity to develop the author proposed meaning, through metadiscourse, is one significant key to a fruitful appreciation. This thought of connection was grounded in Hallidays (1985) metafunctional hypothesis of language. Halliday (1985) contended that language is an arrangement of implications and keeps up that the essayist needs to work at three levels: the ideational, the printed and the relational. On the ideational plane, the author supplies data about the subject of the content and grows propositional content, on the intelligent plane, he/she doesn't include propositional material, however enables perusers to sort out, group, decipher, assess, and respond to such material. Numerous scientists have endeavored to examine the commitments of metadiscourse to language educating. Be that as it may, the vast majority of the writing on metadiscourse has concentrated on the composing ability. The tremendous piece of these investigations has looked at essayists utilization of metadiscourse across societies and orders (Dahl, 2004; Hyland TLe, 2004; Ifantidou, 2005; Lee, 2002; Perez Macia, 2002; Steffensen Cheng, 1996). Just a couple of studies have inspected the job that this critical piece of talk plays in perusing understanding aptitude. There is as yet a murky image of the connection between's the acknowledgment of metadiscourse markers and perusing understanding execution. Without a doubt, a decent number of the investigations directed with local perusers of English has yielded uncertain outcomes (e.g., Crismore and Vande Kopple, 1997; OKeefe, 1988). While a few analysts showed the positive job of metadiscourse (for example Vande Kopple, 2002), different analysts reasoned that metadiscourse didn't have bigger impacts in their investigations (e.g., Crismore, 1989). Exploration on the cooperation between SL perusing and metadiscourse is by all accounts still in its early stages. The little exploration completed has exhibited the unpredictability of the entreprise (Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003; Mustapha and Premalatha, 2001). Truth be told, research has demonstrated that numerous components could intercede in the understanding procedure and hamper EAP perusers from utilizing metadiscourse, in particular language capability, earlier disciplinary information and metacognitive methodologies (e.g., Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003). Language capability alludes to the capacity to get specialized and semi-specialized language utilized by a specific scholastic talk network. Metacognition is the mindfulness perusers have of their own psychological procedures and the resulting capacity to screen, control, and direct themselves to an ideal end. Earlier information incorporates information on the expository shows of t he class and the subject control. It has been likewise intriguing to take note of that no examination has researched SL specialists utilization of metadiscourse when perusing materials in their fields. Neighborhood Justifications Of The Study Perusing RAs is an essential for doing investigate, refreshing ones information and eventually distributing RAs. Distribution isn't discretionary or a matter of individual decision in Tunisia. The last change of postgraduate investigations has given earlier significance to the quantity of distributed RAs (Labbassi, 2000). Accordingly, analysts who might want to get obvious in the universal academic network, need to peruse and compose RAs in English, the global Lingua Frinca in the period of electronic correspondence. Truth be told, in Tunisia there are not many specific nearby diaries. Labassi (2008, p. 4120 appropriately put â€Å"reading and composing English have become unavoidable conditions for joining scholarly networks in practically all disciplines†. The Tunisian geological society is by all accounts anxious to incorporate into the global geographic network. For sure, the Tunisian Geographers Association, as a team with the International Geographical Union (IGU), figur ed out how to arrange the 31st International Geographical Congress (IGC) in the nation in 2008. Tunisia was the primary Arab and African nation to have the greatest appointmen

Marlows Transformation in Joseph Conrad’s Heart of Darkness Essay

Marlow's Transformation in Joseph Conrad’s Heart of Darkness In the wake of coming back from a journey in the Congo of Africa, Joseph Conrad said Before the Congo I was a minor creature, and suggested that solitary a chosen few of the remainder of society have transcended the creature state. Conrad had a session with jungle fever, and keeping in mind that recuperating experienced radical changes in deduction. He started to disdain his kindred Belgians, and for a period he was incensed with them for their very presence. Leonard Dean's assortment of Conrad's letters show the author's contempt of normal society after his excursion: Everything is repellent to me here. Men and things, yet particularly men...all have a present for driving me insane. (103) Conrad in the end acknowledged himself as one of these individuals, and started to take a shot at Heart of Darkness, a purifying novel dependent on his diary written in the Congo. He expounded on Marlow, who will bring an excursion into the Congo and into his own spirit, trying to examine the malicious he encountered in Africa. Conrad presents a circumstance that he and Marlow both know, and that the normal audience can't fathom. Conrad was shocked and shaken by what he saw being drilled in the Congo, and by his announcement concretes his conviction that a man can't genuinely comprehend, identify, or feel anything huge on the enthusiastic level except if he has likewise encountered the dull and the sick side of himself. Everything up to that point is just starting to expose human instinct. A person needs enduring and involvement in wickedness before he can acknowledge and grasp what is acceptable in himself. He is just a creature up until that point. Marlow goes to Africa on a journey, however he doesn't know about it. Jerome Thale looked at Marl... .../DynaPage.taf?file=/nature/diary/v407/n6800/full/407025a0_fs.html Evans, Robert O., Conrad's Underworld. Cambridge: Purdue Research Establishment, 1956. Guerard, Albert J., The Journey Within, 1958. Cambridge Mass: Harvard College Press. Hewitt, Douglas, Reassessment of Heart of Darkness. Cambridge: Bowes and Bowes Publishers Ltd., 1952. Current Fiction Studies, IX, No. 4 Winter '63-64. Cambridge: Purdue Research Establishment Reid, Stephen A., The 'Unspeakable Rites in Heart of Darkness, Solzhenitsyn, Alexander, What I Learned in the Gulag. Excerpted and compressed from The Gulag Archipelago http://www.geocities.com/Athens/Parthenon/4942/gulag.html Telgen, Diane, Novels for Students. 2 vols. Detroit: Gale Researcher, 1997. Thale, Jerome, Marlow's Quest, 1955. Toronto: University of Toronto Quarterly, XXIV July.

How to Create a Summer Schedule for a Child With ADHD

How to Create a Summer Schedule for a Child With ADHD ADHD Living With ADD/ADHD Print How to Create a Summer Schedule for a Child With ADHD By Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. Learn about our editorial policy Keath Low Updated on April 23, 2019 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children Keith Douglas/First Light/Getty Images Summertime has a way of creeping up on us. School is suddenly out. Children are home. Days may now be wide open. Many children will be involved in summer programs for part of the time, but some will not. Summertime is often a lazy, relaxed time. But for a child with ADHD, a daily routine continues to be very important. During the school year, you are more likely to make your child adhere to regular bed, wake-up and meal times. This is important during the summer, as well. A schedule doesn’t have to be rigid, but days run much more smoothly when there are expectations and predictability for your child. Ideas for Your Child’s Summer Schedule Make sure the summer schedule includes lots of fun physical activities such as outdoor play (including lots of sunscreen), trips to the pool, walks in the neighborhood, bike riding in a safe area away from cars, etc.If your child likes arts and crafts, plan special projects over the summer. Visit your local craft store for ideas. You may even be able to identify a class that you and your child can enjoy together. Some stores offer free in-store demonstrations or “make and take it” activities.Talk with your child about what types of things he would like to plan for the summer. Perhaps he has been wanting to take a trip to the water park, learn how to skateboard or visit the new ice cream shop. Add your child’s ideas to the list.Don’t forget to allow time for unstructured, imaginative play for kids and quiet downtime for teens.To maintain academic skills over the summer, include daily reading times and study skills activities. Ask your child’s teacher if there is a workbook s he recommends for your child’s age and academic level. The work shouldn’t be new material, but simply a review of skills learned over the past school year.Plan regular weekly trips to the library to stock up on books. Spend time reading together. Make this learning time relaxed, no pressure, just fun.Use a large calendar to write down daily activities. Include any camps, vacations, appointments, etc. If you have an older teen who is working, include his work schedule on the calendar.Post the calendar in a central location, such as the kitchen, so it is visible to the whole family.Involve your child in the planning.Review the next day’s schedule the night before.Use the calendar to prepare your child for upcoming scheduled activities such as swim lessons or the beginning of a day camp. Your child may even want to cross out the days on the calendar as he counts down to camp starting. You don’t have to schedule every minute of the day. The idea is to provide your child with a summer routine that is predictable, but flexible.

Analysis Of The Book The Dustbin Of History - 1383 Words

The Dustbin of History I. When in dire times all hope expires fate may fain the jester play and lease another act upon those characters who have outpaced their day. Here then stands an Emperor who once commanded mountain tops and ocean waves to subordinate their wills and strength to his design perforce disarmed, but not prostrate. Oh, woe betide that nameless thing who rained upon the continent the cannonballs and thunderbolts of titans drunk upon democracy that warped with praxis’ caveats. Who carves the epitaphs of kings but bureaucrats and sycophants who insure postage stamps scan true, all the while the sovereign rests his eyes upon the works of pests. Who compares edicts and screeds to the Arc de Triomphe following Austerlitz?†¦show more content†¦The exile of an Emperor — his Highness now a General; stripped of rank but not hauteur — was mitigated, with no irony, by domestic whiles, rustic repose, and the company of a captor’s child. Betsy Balcombe was her name, a most unusual English girl; she lived on St. Helena isle, her father owned the summer home that housed the ‘Corsican ogre’ — a monster who deigned to amuse. Betsy, who was then thirteen, enjoyed the company of Lucifer. And who could better teach a lass to speak French right, or drink cordials, or break a horse, or break the rules of decorum by severing a Marquis’ tail? And, let us not omit to note, the ‘Anecdote of the Sabre’ — in which the Emperor did grandly show Betsy his foil, with which the girl wielded au fait. And, who to better play the part of a phantom than Napoleon? With spectres of mad men and ghosts to chill a child with felicity, why not an Emperor to haunt an isle? ’Tis Shakespearean — this volatile commingling of farce and tragedy; why not Lear and his Fool in one person; why should gravity not have a laugh since life performs in several acts, and humans make discrepant themes? This life at times was far from death, resembling a fairy tale — of architectural pastries, and toy carriages drawn by live mice; imagine a magical uncle King. Alas, as all storybooks must do, the ending page was turned in time and one sad day the English lass bade fare thee well to Napoleon, her

Small man who led a big nation Essay - 1042 Words

The Small Man Who Led a Big Nation nbsp;nbsp;nbsp;nbsp;nbsp;Mahatma Gandhi was a national icon for the people of India between the years 1869 and 1948. He is still remembered all over the world today. To follow the path of Gandhi one must traverse all regions of India, from the houses of the highest officials to the poorest villages where the word poverty does injustice. Gandhi led a fearless resistance against the British government, that oppressed his people, and an endless pilgrimage to lift the spirits of his people(the people of India) to maturity. Gandhi was very unique in his approach as he preached non-violence and led a life similar to that of the most downtrodden people of India. nbsp;nbsp;nbsp;nbsp;nbsp;Gandhi was†¦show more content†¦Gandhi interacted with a diversified group of Indians while in Africa. He learned about many different injustices Indians suffered from in Africa and in India. As his beliefs in satyagraha solidified his reputation began to spread into India. It was about this time in 1914 that Gandhi returned to India. nbsp;nbsp;nbsp;nbsp;nbsp;The people of India, who were discouraged with Britain’s policies, eagerly waited for Gandhi’s return. They had been showing dissent towards the government on a small scale, but they needed Gandhi’s political initiative and leadership. The British would not share industrial secrets, levied high taxes, restricted industrial investment, and limited any kind of economic advancement for the Indians.(Spodek 667). Gandhi began to assist several protests that had been initiated against the British and got the Indians to participate in hartals. These hartals are similar to sit down strikes. At one sit down in 1919 the Indians were protesting the Rowlatt Acts. The British decided that they would show their power and killed 379 people and injured over1100. This is when Gandhi and all of India proclaimed â€Å"non cooperation† with Britain. nbsp;nbsp;nbsp;nbsp;nbsp;This action by the British led to two things: a new vigorous political movement and a grassroots spiritual revival, both led by Gandhi. Gandhi rallied his Congress and people into a mass movement. He â€Å"emerged as a leader offering newShow MoreRelatedThe Root Of Afric African Culture881 Words   |  4 Pageswesterners, who are always rushing about and hate wasting time. This relaxed mindset may be good for some situations, but this attitude does not work well when relating to issues dealing with infrastructure, buildings, and resources. African leaders are strong, confident, paternalistic, and they care for their people with the expectation of receiving obedience in return. Their idea of government is a small group of unelected leaders that rule by threats and is led by a big man in the center. 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Child Marriage Free Essays

Marriage is â€Å"the institution whereby men and women are joined in a special kind of social and legal dependence for the purpose of founding and maintaining a family† (Marriage 729). The fact is, marriage, to most of society, is something much more than that. To some, marriage is the uniting of their souls; to others, it is merely an escape from their fear, their pain, and their agony. We will write a custom essay sample on Child Marriage or any similar topic only for you Order Now The sad truth about it is that many of those marriages will end in divorce. So how do couples know if what they have will last forever? It is impossible to know for sure. No one can tell them that they definitely have what it takes to make a marriage last. Marriage is about compromise and understanding. It is also about give and take. If one party in the marriage is unwilling to give, and only takes, the marriage will be short lived. Child marriage is a violation of human rights whether it happens to a girl or a boy, but it represents perhaps the most prevalent form of sexual abuse and exploitation of girls. The harmful consequences include separation from family and friends, lack of freedom to interact with peers and participate in community activities, and decreased opportunities for education. Child marriage can also result in bonded labour orenslavement,commercial sexual exploitation and violence against the victims. government commitment and capacity the role of government and civil-society institutions is to develop and implement systems to prevent or discourage this practice. Government action is required to review customary and civil law. Because child marriage is closely associated with poverty, government commitment to poverty reduction is likely to lead to a decrease in child marriages. Legislation and enforcement Governments need to establish 18 as the legal age of marriage for girls, as well as boys, and ensure its implementation. Promoting birth and marriage registration will help enforce these laws. attitudes, customs and practices nding child marriage is challenging because even parents who understand its negative impact may find it hard to resist economic and societal pressures and traditions. Addressing attitudes and customs that promote or condone the practice is vital to changing the acceptable age for marriage. Open discussion Marriage is regarded as a private subject in many cultures. Communication campaigns can help create circumstances in which it can be discussed and traditional beliefs about marriage can be examined. o foster behavioural change from within communities, human rights should be emphasized, particularly those of women – including equality, access to education and freedom from exploitation and discrimination. children’s life skills, knowledge and participation expanding children’s knowledge and empowerment is crucial, particularly for girls. educated girls are less likely to agree to marry at a young age. Attempts to close gender gaps in education can include the establishment of child-friendly schools, cash incentives for parents and the expansion of non-formal education. capacity of families and communities How to cite Child Marriage, Papers

Theme Of Love Essay Research Paper In free essay sample

Subject Of Love Essay, Research Paper In society today, when person mentions the word # 8220 ; Love # 8221 ; and are mentioning to love between two of no relation, it is guaranteed that at least half the people environing you will shiver. Whether it be through observation or experience, people have come to larn that Love is far from being the ideal province in which 1 should populate in and, for that affair, many choose to remain off from it. It is known to interrupt Black Marias, to ache feelings and, believe it or non, it genuinely is non ever merrily of all time after. Yes, Love does hold its positive points. It is thrilling and exciting when you # 8217 ; re in love, it is sometimes even euphoric but the statement here is non whether Love is good or bad for you. The statement is that it has every bit many cons to it as it does pros. We will write a custom essay sample on Theme Of Love Essay Research Paper In or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One is non everlastingly happy when they are in-love. There are negative facets to it every bit good. There is misrepresentation, sightlessness, exposure, every bit good as sodiums? vet? . It takes plentifulness of attempt to work at a relationship. Love can be nonreversible, suffering, even simply elating. The per centum rate of self-destruction due to love being rejected, non out, is highly high. This is portion of world and it has been accepted by some of the population, yet there are some people that still believe it is a dream universe. Are the descriptions of love in Like Water for Chocolate, The Princess Bride, and Tristan A ; Iseult the ideal perceptual experience of what existent love today is genuinely approximately, or are viewing audiences being deceived by a faulty image? When examined, Like Water for Chocolate, Tristan A ; Iseult, every bit good as The Princess Bride each exemplify the thought of out yet ever surpassing love, therefore lead oning readers and viewing audiences into the false belief that # 8220 ; Love conquers all # 8221 ; and puting a deformed image that without love, there is nil and with love, you do non necessitate anything else. The Princess Bride negotiations about Heartbroken, Buttercup who goes into mourning for her lost love, and re-emerges five old ages subsequently as the unwilling fiancee of the evil Prince Humperdinck. To do affairs worse, Princess Buttercup ends up being kidnapped by a three of kidnapers. Fortunately, Buttercup # 8217 ; s true love, Westley, is still alive and has come back to deliver her. Of class, before the twosome can be reunited in blest marriage, there are a figure of interesting obstructions to get the better of. # 8220 ; The Princess Bride # 8221 ; evokes the admiration of faery narratives, with its damsels-in-distress, evil monsters, and generous parts of love affair thrown. A fantastic faery narrative it is and cognizing full well that nil is to be taken literally, it is merely natural for one to sift the true significance behind this film. Love conquers all. As many times as this phrase is to be used, it is necessary to maintain adverting it. It is apprehensible to state that this film has been created for kids, but is it non incorrect to lead on them about the thought of love? It builds an unneeded thought that there is no halting Love when it comes your manner. There is little enduring in the film when Buttercup feels the loss of her true love, and so loses him once more for the 2nd clip after the Prince efforts to kill him. Yet, Westley revives, twice, on the footing that he has promised his one and true love that he shall be back for her. Nothing is traveling to halt him. As for Buttercup, she remains ever-so-faithful for 5 old age s until she is forced to get married the prince and would instead decease with her love than to populate without him. Make kids besides keep in head that Buttercup and Westley had barely uttered more than two words to each other at one clip before they impotently fell in-love? Love at first sight may be, but non in the manner it is displayed in the film. Another somewhat upseting issue is that this film is non merely made for kids Like Water for Chocolate is a novel that is assorted with love, hatred, relationships, wit, tradition, fate and thaumaturgy that are all revealed through nutrient created in the kitchen. The assorted formulas that introduce each chapter fell within themselves a narrative. Tita, the chief character, has been out of her lone true love because he is married to her sister. The intent behind the creative activity of her alien dishes was for Tita to show her feelings to Pedro, yet remain concealed, disguised in the nutrient. She allows these emotions to overpower her and take control of her in the kitchen. Nothing else could compare to the scene when she prepares her formula for Quail in Rose Petal Sauce. In the dish she uses rose petals, given to her by Pedro. Tita holds the roses so tightly to her thorax that her blood and perspiration and the rose petals all intermix. The Quail in Rose Petal Sauce it is a trigger that sends the message of two lovers lustfulness that could non be reached . The pragmatism of this book is expressed

4 interview mistakes youre making in the first ten minutes

4 interview mistakes youre making in the first ten minutes By: Biron Clark Most employers spend days or even weeks deciding if they want to hire you, but it only takes them a few seconds to rule you out. As an Executive Recruiter, I’ve seen first-hand some crucial missteps from interviewees that have cost them the job.Here are four overlooked interview mistakes that are costing you job offers in the first 10 minutes of your interview.You’re trying to decide mid-interview if you want the jobYou should have one goal in your interview – sell yourself and get invited to the next round in the process. Here’s where many job seekers go wrong: They start trying to decide if they want the job while also trying to sell them self and impress the interviewer.You can gather facts and ask questions to find out about the role (in fact you absolutely should), but never try to decide mid-interview if you’re interested or not. You’ll be distracted and won’t sell yourself as effectively.I’ve seen this hap pen over and over as a Recruiter with the people I’ve coached and helped.For example, you might hear something that worries you about the job, and your energy level will drop. You might stop trying to impress them. Later in the interview, you might hear  a few great things and decide you are interested, but it’s too late – you didn’t seem excited about most of the interview and they’re not going to invite you to continue.It’s better to get invited to continue interviewing at companies you’re not interested in than lose a single job offer you wanted because of this mistake. Wait until you’re home to decide whether you are interested in their job.You don’t seem confidentPeople gather a first impression visually before anything else. Within the first one or two seconds of seeing you, the interviewer is judging you – even if they don’t realize it. By the time you’ve followed them down the hallway and s at down with them, they’ve already gathered a strong impression of you – whether it’s positive or negative.This is the importance of a good handshake, posture and overall body language.This isn’t something you can turn on-and-off at will; especially when you’re tense and nervous in an interview. So start thinking about body language in everyday conversations to prepare for your interviews. Try to keep your shoulders back and your head up straight. When you sit down, avoid tapping your hands or feet or doing anything else that will distract the interviewer. Practice maintaining eye contact before your interview too, especially while talking (most people find it easy to hold eye contact while listening, but much more difficult while talking).Finally, make sure to show confidence in your abilities and your expertise when answering their questions.You’re the expert in your field of work. If not, why would they hire you?So show them you have grea t ideas to contribute and are ready to make an impact and use what you know to help them. This is what top employers look for.You’re worrying if the interviewer likes you or notPeople ask me all the time, â€Å"how will I know if my interview is going well?† Here’s what I tell them: Don’t try.Always assume it’s going well and the company is interested in you. If you start to worry, you’ll lose confidence and then you will do badly (even if you were doing fine before). Some interviewers are friendly to everyone, even if they have no interest in hiring you. Other interviewers show little or no emotion even if they think you’re the perfect fit for them.So stop worrying, and just assume you’re giving great answers from start to finish. It’ll be one less thing to worry about and will make your answers come out better.You didn’t ask enough questionsNow, you might be thinking, â€Å"hold on, Biron. I thought this articl e was about the first 10 minutes of the interview. I’m supposed to ask my questions at the end, right?†That’s correct, but you should also ask questions throughout the interview.Asking questions and gathering information shows them you’re confident in your ability to find a job, and picky about which employer you choose to work for (both good things!) So you want to mix questions into the conversation naturally, rather than waiting for them to invite you to do it. The simplest way to do this is to end some of your answers with a question directed back at them.Here’s an example of how this might look:Interviewer: â€Å"Why do you think you’re a good fit for this job?†You: â€Å"Well, my biggest strength is in financial reporting, and from the job description, it seems like that’s an area you need help with right now. Is that right? And if so, can you tell me a little more about the team’s needs?†Interviewer: â€Å" Yes, that’s right. Our biggest expert just retired and we don’t have enough people to do the work. We also need to make our reporting processes far more efficient.†You: â€Å"Very interesting! My last company actually had a pretty inefficient reporting process when I joined three years ago and I worked with them to improve it. Do you have a sense of where the process can be improved most?†This creates a natural dialogue where you can share your knowledge and start to be seen as an expert. You don’t need to do this with every question, but try to do it once within the first 10 minutes, and two or three times in each interview.If you follow the advice above, you’ll stick in employers’ minds and make them much more likely to hire you.  About the author: Biron is a career advice author, Founder of CareerSidekick.com, and former Executive Recruiter for more than 40 companies, including venture-funded tech startups  and Fortune 500 compa nies across the US and Europe.

Second Seminole War, 1835-1842

Second Seminole War, 1835-1842 Having ratified the Adams-Onà ­s Treaty in 1821, the United States officially purchased Florida from Spain. Taking control, American officials concluded the Treaty of Moultrie Creek two years later which established a large reservation in central Florida for the Seminoles. By 1827, the majority of the Seminoles had moved to the reservation and Fort King (Ocala) was constructed nearby under the guidance of Colonel Duncan L. Clinch. Though the next five years were largely peaceful, some began to call for the Seminoles to be relocated west of the Mississippi River. This was partially driven by issues revolving around the Seminoles providing sanctuary for escaped slaves, a group that became known as the Black Seminoles. In addition, the Seminoles were increasingly leaving the reservation as hunting on their lands was poor. Seeds of Conflict In an effort to eliminate the Seminole problem, Washington passed the Indian Removal Act in 1830 which called for their relocation west. Meeting at Paynes Landing, FL in 1832, officials discussed relocation with the leading Seminole chiefs. Coming to an agreement, the Treaty of Paynes Landing stated that the Seminoles would move if a council of chiefs agreed that the lands in the west were suitable. Touring the lands near the Creek Reservation, the council agreed and signed a document stating that the lands were acceptable. Returning to Florida, they quickly renounced their previous statement and claimed they had been forced to sign the document. Despite this, the treaty was ratified by the US Senate and the Seminoles were given three years complete their move. The Seminoles Attack In October 1834, the Seminole chiefs informed the agent at Fort King, Wiley Thompson, that they had no intention of moving. While Thompson began receiving reports that the Seminoles were gathering weapons, Clinch alerted Washington that force may be required to compel the Seminoles to relocate. After further discussions in 1835, some of the Seminole chiefs agreed to move, however the most powerful refused. With the situation deteriorating, Thompson cut off the sale of weapons to the Seminoles. As the year progressed, minor attacks began occurring around Florida. As these began to intensify, the territory began preparing for war. In December, in an effort to reinforce Fort King, the US Army directed Major Francis Dade to take two companies north from Fort Brooke (Tampa). As they marched, they were shadowed by the Seminoles. On December 28, the Seminoles attacked, killing all but two of Dades 110 men. That same day, a party led by the warrior Osceola ambushed and killed Thompson. Gaines Response In response, Clinch moved south and fought an inconclusive battle with the Seminoles on December 31 near their base in the Cove of the Withlacoochee River. As the war quickly escalated, Major General Winfield Scott was charged with eliminating the Seminole threat. His first action was to direct Brigadier General Edmund P. Gaines to attack with a force of around 1,100 regulars and volunteers. Arriving at Fort Brooke from New Orleans, Gaines troops began moving towards Fort King. Along the way, they buried the bodies of Dades command. Arriving at Fort King, they found it short on supplies. After conferring with Clinch, who was based at Fort Drane to the north, Gaines elected to return to Fort Brooke via the Cove of the Withlacoochee River. Moving along the river in February, he engaged the Seminoles in mid-February. Unable to advance and knowing there were no supplies at Fort King, he elected to fortify his position. Hemmed in, Gaines was rescued in early March by Clinchs men who had c ome down from Fort Drane (Map). Scott in the Field With Gaines failure, Scott elected to take command of operations in person. A hero of the War of 1812, he planned a large-scale campaign against the Cove which called for 5,000 men in three columns to strike the area in concert. Though all three columns were supposed to be in place on March 25, delays ensued and they were not ready until March 30. Traveling with a column led by Clinch, Scott entered the Cove but found that the Seminole villages had been abandoned. Short on supplies, Scott withdrew to Fort Brooke. As the spring progressed, Seminole attacks and the incidence of disease increased compelling the US Army to withdraw from key posts such as Forts King and Drane. Seeking to turn the tide, Governor Richard K. Call took the field with a force of volunteers in September. While an initial campaign up the Withlacoochee failed, a second in November saw him engage the Seminoles in the Battle of Wahoo Swamp. Unable to advance during the fighting, Call fell back to Volusia, FL. Jesup in Command On December 9, 1836, Major General Thomas Jesup relieved Call. Victorious in the Creek War of 1836, Jesup sought to grind down the Seminoles and his forces ultimately increased to around 9,000 men. Working in conjunction with the US Navy and Marine Corps, Jesup began to turn American fortunes. On January 26, 1837, American forces won a victory at Hatchee-Lustee. Shortly thereafter, the Seminole chiefs approached Jesup regarding a truce. Meeting in March, an agreement was reached which would allow the Seminoles to move west with their negroes, [and] their bona fide property. As the Seminoles came into camps, they were accosted by slave catchers and debt collectors. With relations again worsening, two Seminole leaders, Osceola and Sam Jones, arrived and led away around 700 Seminoles. Angered by this, Jesup resumed operations and began sending raiding parties into Seminole territory. In the course of these, his men captured the leaders King Philip and Uchee Billy. In an effort to conclude the issue, Jesup began resorting to trickery to capture Seminole leaders. In October, he arrested King Philips son, Coacoochee, after forcing his father to write a letter requesting a meeting. That same month, Jesup arranged for a meeting with Osceola and Coa Hadjo. Though the two Seminole leaders arrived under a flag of truce, they were quickly taken prisoner. While Osceola would die of malaria three months later, Coacoochee escaped from captivity. Later that fall, Jesup used a delegation of Cherokees to draw out additional Seminole leaders so that they could be arrested. At the same time, Jesup worked to build a large military force. Divided into three columns, he sought to force the remaining Seminoles south. One of these columns, led by Colonel Zachary Taylor encountered a strong Seminole force, led by Alligator, on Christmas Day. Attacking, Taylor won a bloody victory at the Battle of Lake Okeechobee. As Jesups forces united and continued their campaign, a combined Army-Navy force fought a bitter battle at Jupiter Inlet on January 12, 1838. Forced to fall back, their retreat was covered by Lieutenant Joseph E. Johnston. Twelve days later, Jesups army won victory nearby at the Battle of Loxahatchee. The following month, leading Seminole chiefs approached Jesup and offered to stop fighting if given a reservation in southern Florida. While Jesup favored this approach, it was declined by the War Department and he was ordered to continue fighting. As a large number of Seminoles had gathered around his camp, he informed them of Washingtons decision and quickly detained them. Tired of the conflict, Jesup asked to be relieved and was replaced by Taylor, who was promoted to brigadier general, in May. Taylor Takes Charge Operating with reduced forces, Taylor sought to protect northern Florida so that settlers could return to their homes. In an effort to secure the region, the constructed a series of small forts connected by roads. While these protected American settlers, Taylor used larger formations to seek out the remaining Seminoles. This approach was largely successful and fighting quieted during the latter part of 1838. In an effort to conclude the war, President Martin Van Buren dispatched Major General Alexander Macomb to make peace. After a slow start, negotiations finally produced a peace treaty on May 19, 1839 which allowed for a reservation in southern Florida. The peace held for a little over two months and ended when Seminoles attacked Colonel William Harneys command at a trading post along the Caloosahatchee River on July 23. In the wake of this incident, attacks and ambushes of American troops and settlers resumed. In May 1840, Taylor was granted a transfer and replaced with Brigadier General Walker K. Armistead. Increasing the Pressure Taking the offensive, Armistead campaigned in the summer despite the weather and threat of disease. Striking at Seminole crops and settlements, he sought to deprive them of supplies and sustenance. Turning over the defense of northern Florida to the militia, Armistead continued to pressure the Seminoles. Despite a Seminole raid on Indian Key in August, American forces continued the offensive and Harney conducted a successful attack into the Everglades in December. In addition to military activity, Armistead used a system of bribes and inducements to convince various Seminole leaders to take their bands west. Turning over operations to Colonel William J. Worth in May 1841, Armistead left Florida. Continuing Armisteads system of raids during that summer, Worth cleared the Cove of the Withlacoochee and much of northern Florida. Capturing Coacoochee on June 4, he used the Seminole leader to bring in those who were resisting. This proved partially successful. In November, US troops attacked into the Big Cypress Swamp and burned several villages. With fighting winding down in early 1842, Worth recommended leaving the remaining Seminoles in place if they would remain on an informal reservation in southern Florida. In August, Worth met with the Seminole leaders and offered final inducements to relocate. Believing that the last Seminoles would either move or shift to the reservation, Worth declared the war to be over on August 14, 1842. Taking leave, he turned command over to Colonel Josiah Vose. A short time later, attacks on settlers resumed and Vose was ordered to attack the bands that were still off the reservation. Concerned that such action would have a negative effect on those complying, he requested permission not to attack. This was granted, though when Worth returned in November he ordered key Seminole leaders, such as Otiarche and Tiger Tail, brought in and secured. Remaining in Florida, Worth reported in early 1843 that the situation was largely peaceful and that only 300 Seminoles, all on the reservation, remained in the territory. Aftermath During operations in Florida, the US Army suffered 1,466 killed with the majority dying of disease. Seminole losses are not known with any degree of certainty. The Second Seminole War proved to be the longest and costliest conflict with a Native American group fought by the United States. In the course of the fighting, numerous officers gained valuable experience which would serve them well in the Mexican-American War and the Civil War. Though Florida remained peaceful, authorities in the territory pressed for the full removal of the Seminoles. This pressure increased through the 1850s and ultimately led to the Third Seminole War (1855-1858).

Superfund site Essay Example | Topics and Well Written Essays - 750 words

Superfund site - Essay Example After 1992, leasing of the site following procedures defined by the Industrial Development Board. However, the buildings were not tampered with after the leasing of the site until during the cleanup exercise. Current reports indicate that the site is not occupied, but is under the ownership of R&B investments. The site borders two residential homes, and the EPA has carried out assessment tests of the quality of water in these residences after the clean-up process(United States Environmental Protection Agency, 2013). Contamination at the Site Processes involved in the smelting and foundry activities in the process of exploiting brass posed certain risks of contamination to the soil and water in the area. Contamination at the site was also evident at other materials at the site. As outlined by EPA, the soil and water exhibited the highest rate of contamination, although a range of media at the site also exhibited a level of contamination. These media include fish media, sediment, fish tissue, and groundwater. Evidently, contamination occurred on both liquid-based and solid-based media. This contamination was associated with the waste handling process at the site during the brass smelting process. It appears that the relevant efficiency in waste handling was not attained, contributing to a high risk factor of contamination to all the media at the site(United States Environmental Protection Agency, 2013). The contamination posed increased health threats because it affected the shallow water sources, the soils on site, and sediments. Assessment of the risk revealed that the highest contamination at the site was at the area in closest proximity to the smelting and foundry facility that lay on the site. It is worth noting that thorough assessment of the extent of contamination revealed that the drinking water in the adjacent residences was free from the contamination emanating from the site. Contaminants of Concern Analysis and assessment of the evident contamination resulting from the waste handling processes at the site revealed that several contaminants deserving serious concern were evident at the site. Experts highlighted that both metals and polychlorinated biphenyls were the contaminants posing the greatest risk at the site. Investigations on the area highlighted that the metal boron and lead were some of the leading contaminants of concern. Other monitoring processes that analyzed the level of contamination in the wells revealed the presence of nitrate and ammonia as some of the critical contaminants. EPA experts working on the site identified these as the major contaminants posing health risks to the people living in the proximity of the site as well as those proving detrimental to the environment. Clean up Measures Utilized The cleanup activities are planned in a specific order beginning with extensive studies of the site, selection of the most effective remedy, designing the remedy, construction of the remedy plan and post-constructio n activities(United States Environmental Protection Agency, 2013). Usually, EPA takes different clean up measures depending on the level of contamination at the site. Whereas some sites require energy action followed by a long-term remedial action plan of comprehensively studying the site ad developing an effective, clean up resolution. EPA implemented an emergency removal procedure in 1996 that sought to get rid of all the lead-contaminated soils as

Administrative Law Essay Example | Topics and Well Written Essays - 2250 words

Administrative Law - Essay Example ts. Consequently, there has been an urgent need to tackle and overcome such activities of prostitution which are in most communities considered as unacceptable. However, many countries in the light of the stated problem have legalized prostitution through brothels with the imposition of certain restriction so as to minimize criminal offences, simultaneously preserving social interests. For instance, even though an increasing percentage of population worldwide deciphers a strong believe that legalization of prostitution or brothels can de-motivate the performing of such offences, communities still perceive that such acts are immoral and should never be legalised as it might harm the social environment and the following generations by a large extent. Based on this understanding, in the light of Brothel Licensing Act 2011 (Cth), the case scenario of Alice will be assessed. Alice is an adult citizen of Sydney and runs a number of art galleries. Deciding that she would become a brothel â €˜madam’, Alice renovates a dilapidated youth hostel into a high class brothel. Correspondingly, she applies for a brothel license pursuant to the Brothel Licensing Act 2011 (Cth). Although she is granted with a brothel license, two conditions were mentioned rigidly in the agreement which she feels to be inhibiting her business growth prospects. Accordingly, many issues are observed to emerge opposing the license granted to the brothel. Concentrating on these issues, the report will intend to evaluate the specifications of such acts and its justness to be enacted. Decision or Decisions That Alice Can Seek Judicial Review Of The Minister decides to grant Alice a brothel license based on two rigid conditions. The first condition restricts that there be a maximum of four people on the premises at any one time. Correspondingly, the second condition deliberates that the brothel shall provide prostitution services only within the hours of 9am to 5pm and from Monday to Friday onl y. It is worth mentioning in this regard that prostitution has been found as one of the oldest professional practices performed by people even after being strongly opposed in the orthodox period of human civilisation. In the current day perspective, many countries including United Kingdom, Canada, France, and Germany among others have made prostitution and brothel legal with the intention to reduce the rate of sex crimes bringing-in various legal restrictions. Laws that prohibit prostitution and brothels have often been opposed by feminists accusing it to act as sex discrimination. Therefore, in a free and independent society, such laws are regarded as inappropriate as these legal implications tend to violate the basic rights and individual liberties unnecessarily. Prostitution services do not harm any of the party engaged in the prostitution due to mutual agreements; rather it does de-motivate people to forcefully indulge in such activities. People who agree to pay value for the pr ostitution services rendered to them at their own will and interest are the likely clients of the brothels. It has often been mentioned that it is appropriate to enact strict laws against trafficking defining it to be a category of sex crime, rather than on brothels which focuses on agreed sexual activities1. Thus, with reference to Alice’

Impact of Lincolns Assassination

Impact of Lincolns Assassination Marley AyoSHR A house divided against itself cannot standI believe this government cannot endure, permanently half slave and half free. America will become all one thing, or all the other. This is a famous quote spoken by Abraham Lincoln in 1858 to describe one of the reasons for fighting in the Civil War. During the war, the United States was bitterly divided between the North and the South. When the war ended in 1865, many leaders were unsure about the future course of our nation. But, not Lincoln. He had a plan and the leadership skills to reunite the nation. This process of rebuilding became known as Reconstruction. Most battles and destruction took place on southern soil. Which made living conditions hard to overcome, especially agricultural lands used for crops and plantation. Reconstructing the nation was important in order to keep the nation running smoothly instead of it falling apart. To begin with the nations failures were the fact that all fighting took place in the South. The Civil War lasted from 1861 to 1865. In those four years, the Union, which is the North, lost 370,000 troops, and the Confederacy, the South, lost 260,000. In addition to lives lost, there were 375,000 soldiers injured or maimed from both sides. Many soldiers were killed in battle, but the majority of them died as a result of illness. Several civilians, non-military people, died in the South because food was scarce. More American lives were lost in the Civil War than in all other American wars combined. Owing more than $2 billion dollars, the southern states were severely crippled after the war. Most battles and destruction took place on southern soil. In fact, one reason the Union won was because it engaged in total war. Total war is the military practice of destroying the enemys ability to fight by attacking civilian and economic targets as well as military targets. Southerners daily live s came to a halt since the fighting occurred near their towns and communities. Also, the economy of the South was based on agriculture, so they had more difficulty recovering and manufacturing needed supplies. The North was also hit hard, but the effects were not as long-lasting as the Souths. War costs for the Union totaled more than $3.2 billion. Since the northern economy was already based on industrialization, trade, and banking, it was able to recover more quickly than the southern economy. Also, fighting was removed from northerners daily lives, except for those living in areas bordering Confederate states. In Addition, to the negative aspects were the successful ones. In that it restored the United States as a unified nation: by 1877, all of the former Confederate states had drafted new constitutions, acknowledged the Thirteenth, Fourteenth, and Fifteenth Amendments, and pledged their loyalty to the U.S. government. Reconstruction also finally settled the states rights vs. federalism debate that had been an issue since the 1790s. However, Reconstruction failed by most other measures: the sharecropping system-essentially a legal form of slavery that kept blacks tied to land owned by rich white farmers-became widespread in the South. With little economic power, blacks ended up having to fight for civil rights on their own, as northern whites lost interest in Reconstruction by the mid-1870s. By 1877, northerners were tired of Reconstruction, scandals, radicals, and the fight for blacks rights. Reconstruction thus came to a close with many of its goals left unaccomplished. As well as, Radi cal Republican legislation ultimately failed to protect former slaves from white persecution and failed to engender fundamental changes to the social fabric of the South. When President Rutherford B. Hayes removed federal troops from the South in 1877, former Confederate officials and slave owners almost immediately returned to power. With the support of a conservative Supreme Court, these newly empowered white southern politicians passed black codes, voter qualifications, and other anti-progressive legislation to reverse the rights that blacks had gained during Radical Reconstruction. The U.S. Supreme Court bolstered this anti-progressive movement with decisions in the Slaughterhouse Cases, the Civil Rights Cases, and United States v. Cruikshank that effectively repealed the Fourteenth and Fifteenth Amendments and the Civil Rights Act of 1875. In conclusion, while some historians have suggested that had Lincoln not been assassinated, Radical Republicans in the House might have impeached him instead of Andrew Johnson. After the Civil War, many Bureaus were underfunded and cut short, leaving the vast majority of free slaves uneducated and still in the South. There was no land reform, meaning slaves were forced into a sharecropping system and did not own their own farms, which might have made them more independent, equal, and successful. The Black Codes and other laws restricting former slaves, though clearly unconstitutional, were not challenged in court or struck down by local military authorities, leaving African-Americans virtually unprotected and subject once again to working for whites involuntarily. And finally, the effort of Reconstruction was cut off after only 12 years, leaving the economy of the South still in ruins and its population largely in poverty.

Examples of ways to establish ground Essay

Produce a briefing document for a new member of staff who will be delivering classes in your specialist area embedding functional skills. The document should demonstrate your understanding of: a) ways to establish ground rules with learners Beginners Massage Course Introductory Weekend Briefing document The aim of the Beginners Massage Course Introductory Weekend is to give people the chance to learn a few basic massage techniques and explore their interest in massage without having to commit to a full study programme. Before embarking on teaching the Intro weekend it is important to understand the need for ground rules: those already set by the organisation/ set by you, set by the learners themselves before /or during the course and rules agreed by both of you. Organisational Please read through our organisational policies & procedures including Health & Safety & Fire policy; this enables you to understand what to do in the event of a fire and to instruct your students/learners on the evacuation procedure. the syllabus gives clear objectives; lesson plans with suggested time frames, how to assess, monitor and review the achievements of the students, different methods of teaching, resources to hand (course manuals,whiteboard etc.), progression routes from beginners, anatomy & physiology through to practitioner level and also more course specific health and safety guidelines including advice on dress, jewellery, hygiene, use of equipment and the continuous observation of posture and correct stoke techniques. These provide a structure for the course for you & the students to follow, supports the diversification of learning skills (demonstration, verbal, hands on, handouts etc.) and give clear guidelines on where to go next with their knowledge. There are a maximum of 10 students per class with a mix of male & female of all ages though minimum age is 21. Due both to the  size of the room and our past experience we have found that this is an ideal number for a learning group. Requirements sent to all students at time of booking: – please arrive by 9.50am – you may wish to change into loose comfortable clothing – please bring 2 large bath towels – leave all your valuable at home i.e. we rings, necklaces, earrings etc. as we cannot be responsible for any loss or damage to these items as they will have to be removed during the class – For the comfort of the student you will be working with, please ensure your nails are short. These requirements ensure the smooth running of the course, all students having correct equipment/can learn equally and the well-being of students. Tutor set At the start of the course it is good practice to establish some basic housekeeping practices: evacuation procedures, whereabouts of toilets, suggested break/lunch times and use of mobile phones. Introduce yourself. This gives a little of your background to the students, gives them an idea of where they can go and your experience. Give a brief overview of the weekend, how it will run Review/ recap at the end of each day what they have learnt and ask if there are any questions/areas that need attention. This way give structure to the course and helps manage expectations for the students. Student led/negotiated Give students opportunity to introduce themselves Students choose to work with another student and this partner can be kept for the whole weekend or they may change. Students are more compliant when they set the rules so allow them to decide if & when they are ready to move onto the next technique or wish to review and repeat what they have already done. This way gives opportunity to learn the syllabus whilst allowing some fluidity in what pace the class moves at, allows access for everyone to learn equally and working with individual learning requirements. Understanding more about each other gives a feeling of ‘community’ or familiarity within the group so mutual respect & empathy can take place.

Evaluate Critical Thinking

My perception of our team’s metaphors as a whole is that we all are capable of expressing our thoughts about things in our lives as we see them through metaphors. Each of our metaphors allowed others to identify with our thoughts by connecting words with our senses. The metaphors that my team members have written are descriptive and easy to understand. The metaphors that the team members have written were very good and descriptive in my opinion. Personal Barriers None of our metaphors seemed to have any thinking errors in them such as, egocentric thinking, polarized thinking, or over-generalizations. Personalized barriers such as, enculturation was present in some of our metaphors and did affect the way we critically thought them through. Because most of our metaphors were based on things in our lives it was not surprising that these sources produced metaphors with enculturation. I think everyone, especially myself, has to be careful not to allow personal barriers get in the way. By not allowing their personal barriers to get in the way they were able to create easily understood metaphors. I think that the team did a good job in doing this. Language The next tool is language I think that the way the team constructed their metaphors through the use of language was clear and interesting. I do not really understand how someone could accurately communicate using metaphors. We as a society do not communicate this way and I find that it would be tough to communicate in this manner. We are meant to speak a certain way in order to communicate accurately for instance in America we speak English and in Germany they speak German. It would be difficult to go to Germany and speak English and communicate effectively if they only understood a little English. I personally could not communicate using metaphors to communicate accurately. The language in which we write, talk, and think helps for the individuals listen understand the message that we are trying to convey to them. So we must be clear in the message and the wording that we use to get our message across. The team did this well when contrasting their metaphors. I was able to understand what they were saying in most of their metaphors. One example is from Stephens metaphor about family â€Å"Constant and Changing; Joy and happiness; Frustration and confusion,† The language that he used describes the emotions that a family goes through and the language describe it well. Feelings The majority of our metaphors reflected our feelings towards family, events, and places. Our feelings were put into our metaphors to help connect our words to their meaning. In my opinion this is where the metaphor becomes powerful. It seems to me that there is a lot of feeling in many of their metaphors. One can feel it as it is read. The next tool is creativity check I believe that most of the metaphors exhibited a lot of creativity while remaining clear. Like feeling I think that creativity plays a very important role in the metaphors. The next tool used is that of organization. Creative Thinking I feel that all of our metaphors were creatively thought through. We successfully transformed our thoughts into a language that everyone could understand and appreciate. From what I can tell most of the metaphors created exhibited some kind of order. The last tool was logic. I also feel that the team’s metaphors seemed to follow this well. I would say that over all the metaphors that the team created was very creative, and fun to read. I would also say that some seemed to contain a lot of feeling, which also made them more enjoyable to read. By putting their feelings behind the metaphors and made the metaphors originally and showed that creative thinking was utilized when writing the metaphors.

Essay about A Rose for Emily - Prose Analysis - 680 Words

Essay 1 – Prose Analysis This paragraph is found near the end of the short story, â€Å"A Rose for Emily,† by William Faulkner. In this excerpt, we are thrust into the funeral of Emily, and the effect of her death upon the townsfolk. Emily, a reclusive and apparently mentally disturbed spinster, has been a talked about figure in the town for the majority of her years. Her life and death have been all about relationships – both of the ones she had, as well of the ones she did not have. We learned that, although her relationships with the townsfolk were at times both cordial and strained, they came to her funeral in order to pay a kind of tribute to an object of their pity for,†¦show more content†¦Through this methodology, Faulkner shows a true genius in not being obvious with his craft, instead ensuring that his choice of words create a true picture in the minds eye, with the reader automatically creating a dialogue amongst the ladies. This passage, although several lines in length, consists of only two sentences. The first is very brief, consisting of only seven words. As this sentence relates to Emilys cousins, it is also reflective of her relationship with her extended family: it exists, but to a degree that is barely worth mentioning. The second sentence is far lengthier, relates to the townsfolk and her father, and as such is useful in elaborating on her tortuous relationships with these people. It is a compound sentence, dealing with many discrete ideas at once. There is the funeral and the compulsive, socially driven reaction of the townsfolk to all attend. Next, there is the element of progress (â€Å"bought flowers,† where once people would have brought cut flowers from their own gardens) as compared to Emilys passing being representative of a bygone era. The very old men continue this theme of a bygone era, although they were in fact older than Emily (â€Å"...as if she had been a contempor ary of theirs...†), and are also reflective of Emilys failed attempts at relationships with men, as well as the infinite influence of her father upon her life. And, of course, there is the element of time, which pervades the entire story, and isShow MoreRelatedEssay on Prose Analysis â€Å"a Rose for Emily† William Faulkner1085 Words   |  5 PagesProse Analysis â€Å"A Rose for Emily† William Faulkner The two female cousins came at once. 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Lawrence, H.W. Longfellow, R. Burns, Ch. Kingsley, B. Googe). The issue of stylistics and stylistic analysis has been extensively studied in recent years and the problem of stylistics has been a subject of special interest. Various scientific paradigms, trends andRead MoreLogical Reasoning189930 Words   |  760 Pageslooking at alternative actions that can be taken, then considering the probable good consequences of each action and the probable bad consequences while weighing the positive and negative impact of each consequence. It’s a kind of cost-benefit analysis. Exercises 1. Columbus Day is an American holiday. Write a short essay that weighs the pros and cons and then comes to a decision about whether there should be more or less public celebration (by Americans and their institutions) on Columbus