Using High School Graduation Essay Topics

Using High School Graduation Essay Topics High school is the ideal time to practice delivering a persuasive speech, and therefore don't miss the chance to learn to deliver a persuasive speech. In case the job of delivering a graduation speech has fallen on you, there are a few things to remember. Each region of the procedure for creating and delivering great graduation speeches has lots of distinctions and should you have enough time you may spend it improving your speech through various practices. To produce and deliver a graduation speech isn't really any different. Finding High School Graduation Essay Topics on the Web Not many people wind up paying the whole cost printed on college sites. Buying a graduation invitation set from the school is simple, but there are a lot of disadvantages to doing so. So for instance, you could be giving a presentation about the market for coffee in a particular city. There are many ways to earn a cash gift more personal and distinctive. Choosing Good High School Graduation Essay Topics Sure, today it appears that getting your hands on any sort of information is straightforward. Take what you've learned throughout the previous 12 decades and set it to good use. If you're following several directions, and you've got a great emergency kit that's ideal for college living, then whether you're a college student or whether you're the parent of one, you are going to know that everything was accounted for and everything is going to be taken care of. Your college student will require a flashlight and a great battery powered radio with a reversal of batteries also. You might choose to pursue a career right after graduation or maybe you opt to enroll directly into college. If your student is interested in attending colleges more than a couple of hours from your house, you are going to want to think of a game plan to see college campuses. Many students spend an excessive amount of money on textbooks annually. Always ma ke certain that your college student knows where they ought to meet you. High School Graduation Essay Topics - the Story Perhaps, you will find precisely what you need in different categories. To choose which subject you're likely to discuss, it's crucial to see the complete collection of good persuasive speech topics from the special area of study. When you have chosen a topic, conduct research. For this reason, you might have to look for good topics for high school research papers on the net. Life, Death and High School Graduation Essay Topics You will be able to keep in mind, and so will they. The graduation party will require the correct plan which makes all the correct moves at the perfect moment. Every day marks the start of the next day of your life but there are particular days that represent big milestones. The Benefits of High School Graduation Essay Topics What you say in those High School graduation speeches ought to be something they'll remember whether they g et Olympic swimmers or simply splash around in the neighborhood pool of life. Graduation is a process which goes on until the previous day of your life. An invitation might include word of mouth, email, or an official invitation. Along with price, the graduation invitation sets offered by the majority of schools aren't unique. You're able to select any country that's at war with a different one, addressing the citizens to hate citizens from another nation. In the future, it opens lots of opportunities for folks to be successful. To begin with, high schools are places that help to acquire people ready to operate in the adult world. All in all, they are definitely a vital institution that young people need to attend in order to get the basic book skills and society type of skills so that they can cope with the adult world, do well in their prospective jobs and do well when interacting with other people. Up in Arms About High School Graduation Essay Topics? High school essay writing is a typical classroom activity and is also part of several normal examinations. You have to demonstrate facts employing colorful language instead of merely telling. You are able to use narrative essay examples high school to find out more. P.S. Keep in mind you're able to contact online academic writers to aid in topic selection along with writing the entire paper from A to Z. Ultimately, if you are going to write and essay but have very little knowledge or interest in the topic, remember there are lots of custom essay writers which will gladly do the task for you. With endless possibilities and a deadline just around the corner, it's no surprise that you have turned to Google for a tiny inspiration and suggestions on ways to get the ideal paper topic. Another good idea is to receive some totally free essay examples of different sorts and on various subjects to find a general idea of the way in which a prosperous debatable paper looks. The last write-up needs to be concise with firm language. The Upside to High School Graduation Essay Topics Think of one privilege which you would love to have that you don't have now. Certainly, the admissions essay has become the most challenging portion of the graduate school application. Also, keep in mind that you'll have to offer some factual evidence for your opinion (after all, any academic paper needs to be supp orted by academically recognized sources), thus don't go for subjects which are purely opinionated and don't have any possibility of justification. Within the body section, you must give supporting arguments for each point which you make. Indeed even the simple fact that you may have to compete against other graduation parties could just offer you a few concerns. Write an essay to convince your principal your idea is one that ought to be adopted. Very often it becomes tough to choose a single topic either due to the many ideas in the student's head, or due to their complete absence. Want to Know More About High School Graduation Essay Topics? Going away to college can be a great time for somebody to mature and start their adult life, but in addition, it can provide a person the chance to go downhill in life decisions. It's OK to wonder but, I also think it's important to realize our future isn't just something which happens to us. The first thing is vital in getting you started is choosing the proper topic for you as well as the audience. Think of yourself and a few of your pals.

An Administrator At Henry Ford Academy School For Creative...

With each interview, I have looked forward to learning about Mr. Carey s process to teaching. This interview was doubly exciting to finally get the perspective of an administrator at Henry Ford Academy School for Creative Studies. This gave an opportunity to potentially see if the way that Mr. Carey approaches situations is based on his years in education or if it is influenced by the administration. There was no better topic than relationships, rules, discipline to get the dual perspective; the responses provided indicated the ways that different faculty think about situations. The administrator that agreed to be interviewed, arranged by Mr. Carey, was Liz Bastian the Director of Curriculum for grades 6-12 at Henry Ford School for Creative Studies. The interview took place soon after lunch in her small, fairly cluttered office. Mrs. Bastian was not overly forthcoming with information at the start and seemed to have an all business attitude in her answers. Her demeanor resulted in a n interview pace that was much quicker than any of the others that have been conducted. The first question asked, as a baseline and to center what to expect going forward, was: how do you think about relationships and discipline as aspects of classroom culture. Mr. Carey began, as he often does, fairly short as if he is not clear what is being asked. He begins by stating that it helps, then quickly follows up be adding that compliance comes a lot easier if you have a relationship with theShow MoreRelatedHistory Of Mary Parker ( 1868 )2888 Words   |  12 Pagesturn, opened the door for invitations to serve on the boards of industrial relations arbitration boards and other official minimum wage in Massachusetts courts. This close exposure to the inner workings of the industry resulted in his third book, Creative Experience. 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The Woman In Black Persuasive Essay Example For Students

The Woman In Black Persuasive Essay The Woman in Black is a thriller, which was taken from the novel by Susan Hill. It was about a solicitor who is sent to look at the legal documents of an old lady who has recently died in a large house. Elements such as a mysterious deaths and large houses in remote locations are often used in the thriller genre. When the man checks the documents he is locked in and haunted by the spectral woman in black and slowly uncovers the horrific secrets that lie within the house. The style of performance wasnt naturalistic as the actors talked directly to the audience. It was performed quite originally, in a way that an actor was performing a story as it was told to him, and shockingly as he acts it out the events reoccur. This is a very unusual and effective way of performing a ghost story. The style of performance fit the plot exceedingly well, even making it more interesting and aiding the twist in the conclusion of the play. We will write a custom essay on The Woman In Black Persuasive specifically for you for only $16.38 $13.9/page Order now The acting was extremely convincing. The two actors managed to play several different roles convincingly. A clever device was used: the characters would bump into each other after walking away, and from then on theyd be different characters after that initial moment. They also changed things important for characterisation, such as: voice, gesture and posture. Not only did this define the characters clearly, I thought this was excellent and a credit to their acting abilities. The same basic set was kept the same throughout the play; however, subtle changes were made. For example: stairs at the top of the set were revealed when the upstairs of the house were being occupied. Also at some points another section was lit where either a bedroom or a graveyard would show. This was extremely effective and the changes were not seen at all by the audience as it was concealed by focusing the attention on another section of the stage. I have drawn a diagram to illustrate this. The sets supported the production by adding parts of the house which revealed important plot points. Without the set changes this couldnt have been done as effectively. Lighting helped to establish where the scene was set. When it was dark and one single spotlight was on the centre with the crate, you knew it was the pony and trap. The clever lack of light during the night times helped us establish the time, where Mr Kipps only had a small lantern beside him. Lighting was used most effectively to ascertain the atmosphere throughout. Lights were dimmed to make moment more eerie and mysterious than others, and lit drastically to create shock and terror. Costumes helped identify different characters. The actors did this by quick costume changes, with items of clothing which were associated with them. For example: a large coat was slipped on and off the clothes rack when characters were switched. The woman in blacks robe hid most of her, allowing and helping us to imagine our own ghostly image from the haunting descriptions and actions given through the play. You could tell certain characters social hierarchy by the way they dressed, which helped us to see if they were locals and knew about the woman in black. This was all done well and simplistically, without abusing or overdoing the amount of costumes or props which could have easily ruined it. The only visible use of make-up was to make the woman in blacks face extremely pale and ghastly. It was used to create a dramatic effect, which also fitted the descriptions and stories in the play. I think that this helped the actress to get into character and also aided the two other actors to react to her performance and make the play, as a whole, more convincing. .uaf1de16ae1c9a759c8da2e7d9d11274f , .uaf1de16ae1c9a759c8da2e7d9d11274f .postImageUrl , .uaf1de16ae1c9a759c8da2e7d9d11274f .centered-text-area { min-height: 80px; position: relative; } .uaf1de16ae1c9a759c8da2e7d9d11274f , .uaf1de16ae1c9a759c8da2e7d9d11274f:hover , .uaf1de16ae1c9a759c8da2e7d9d11274f:visited , .uaf1de16ae1c9a759c8da2e7d9d11274f:active { border:0!important; } .uaf1de16ae1c9a759c8da2e7d9d11274f .clearfix:after { content: ""; display: table; clear: both; } .uaf1de16ae1c9a759c8da2e7d9d11274f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uaf1de16ae1c9a759c8da2e7d9d11274f:active , .uaf1de16ae1c9a759c8da2e7d9d11274f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uaf1de16ae1c9a759c8da2e7d9d11274f .centered-text-area { width: 100%; position: relative ; } .uaf1de16ae1c9a759c8da2e7d9d11274f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uaf1de16ae1c9a759c8da2e7d9d11274f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uaf1de16ae1c9a759c8da2e7d9d11274f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uaf1de16ae1c9a759c8da2e7d9d11274f:hover .ctaButton { background-color: #34495E!important; } .uaf1de16ae1c9a759c8da2e7d9d11274f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uaf1de16ae1c9a759c8da2e7d9d11274f .uaf1de16ae1c9a759c8da2e7d9d11274f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uaf1de16ae1c9a759c8da2e7d9d11274f:after { content: ""; display: block; clear: both; } READ: Review of the Fictional Novel 'Jane Eyre' EssayA childs music box was used for an astonishingly terrifying purpose in the play. This melodic tune was twisted, warped and perverted into something extremely sinister. It was used every time the child or his bedroom was mentioned. As he died under suspicious circumstances, we relate the song with him and so it is used to frighten us and gives us a sense of foreboding every time it is used, which was the desired effect. This was an excellent idea which was brilliantly executed throughout the play, without being used to the excess so it would still be poignant in our minds. The rhythm was excellently paced, with it varying enough to hold my attention fixatedly throughout. New information was given and hinted at multiple moments, making the plays plot deepen and accelerate as it got even more complicated, exciting and terrifying. Its atmosphere was well placed, with the right mix of suspense, mystery and terror created by the horror filled screams, eerie music and frightening narration. If I were the director of this production I wouldnt give so much information away at the beginning, especially regarding the letters on the gravestone as it made the plot extremely easy to figure out and left a sense of impatience when more and more clues were needlessly thrown at us. However, this could be used to create dramatic irony instead of predictability; however, in this case it was too ambiguous to fathom whether the plot was meant to be known by the audience at the beginning or not. Overall, I thoroughly enjoyed the production and was sufficiently terrified several days after it. Its subtle sound affects to instil terror such as hoof beats and music boxes are extremely affective on leaving a lasting affect, while the shrill, piercing screams created a thoroughly successful fright immediately. This excellently structured plot coupled with amazing acting, lighting, sound and set design made it a memorable performance that is worthy of being titled a thriller.

Monarchy of the United Kingdom free essay sample

In the UK, Parliament consists of the monarchy, House of Commons and the House of Lords which have existed for centuries, however, some have expressed their concern on if they are carrying out their functions adequately. The Parliament is the prime legislative body in the UK have many functions such as creating laws, being representative, legitimizing legislation, calling the government to account as well as scrutinizing and amending legislation. It is made up of representatives who are voted in.Parliament’s main function is legislation and passing bills. It can make, amend and abolish any statue law it wants which is called parliamentary sovereignty and because the UK follows an uncodified constitution, this allows policies and laws to be passed easily. We will write a custom essay sample on Monarchy of the United Kingdom or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Laws can also be passed easily because of the First Past the Post system which overrepresents larger parties because the majority of the government MP’s vote in line with the government, so the governments policies can be passed easily. This is very different in the US as they follow a codified constitution and can take up to several years to pass a bill which can be done in a few days in the UK. Parliament can also give power to other bodies to make laws on its behalf which are then called the devolved assemblies and local governments. In reality, however, there is little free debate and discussion as MP’s have to follow the party line and pass legislation. It can also be argued that a government with no debates and compromisation can be argued to eventually result in an elective dictatorship.Parliament’s other function is representation. The UK follows a representative democracy where decisions are made by elected representatives rather than the people themselves. It is argued that representation in parliament is strong as many sections of society and associations are represented effectively as decisions are made by representatives who have more expertise in particular areas of policies and can help to improve legislation. People also feel that representatives will have the more political knowledge and the forth are more effective when questioning the minister or calling the government to account (scrutinizing the government). However, it is not successful in all aspects of representation as it does not reflect the social makeup of the UK. Major parties also have an unfair representation when it comes to MP’s as there are a huge gender and ethical disparity in terms of representation. Another issue with the representation that the First Past the Post system does not represent the majority of the views of the electorate. This can be seen during the 2010 general election where 52. 8% of the votes cast were wasted. If the electorate is not fairly represented, then all illusion of a democracy falls away. This is one of the areas where parliament fails at functioning as it does not represent the majority of the public’s views, not being a democratic process.

Wear Leveling Example

Wear Leveling Example Wear Leveling – Coursework Example Wear leveling as it relates to USB and SSD devices And how it effects the devices as it relates to digital forensics and hashingWear Leveling is a processing technique implemented in a processing unit to restore and mange erasable space in storage media of a computer system. It basically enhances quality of services for SSDs, USB drives in respect to flash memory. However, this technique is used in diverse ways according to the requirement and levels of the flash memory and to improve its durability in respect to the memory space in the unit. It prolongs the service life of memory drives and caters storage issues of temporary memory (Compardo et al, 2014, 309). SSDs and USB have integral flash memories, which can exhaust if the temporal data is written multiple times. Wear leveling technique enables uniform distribution of data writing transversely on other storage media in the system as well, so to prevent data writing on the same place and multiple times. However, Wear leveling alw ays affect secure-erase-programs, as it permanently deletes and modify data on storage devices. Likewise, SSD is fundamentally different from HDD in its structure and functions. It is motionless, can be accessed in less time and has firm resistance against jolt and vibration. However, techniques like wear leveling impact on forensic analysis of SSDs. As, integrally SSD is programmed by wear leveling technique to delete all the temporary data. This makes it impossible to retain deleted data by the digital forensics, whether the memory drive was imaged or write-blocked. Secondly, SSD has this peculiar characteristic to modify its data automatically after it has been imaged, which inaugurates hash value inconsistencies and also becomes a cause of corruption of data. Finally, encoded or encrypted SSD will never allow digital forensics to obtain any significant or meaningful data in the first place (Shimeal & Spring, 2014).  References:Top of FormCampardo, G., Tiziani, F., & Iaculo, M. (2014).  Memory Mass Storage. Berlin: Springer Berlin.Top of FormShimeall, T., & Spring, J. M. (2014).  Introduction to information security: A strategic-based approach.Bottom of FormBottom of Form

Conjugating Spanish Verbs in the Conditional Tense

Conjugating Spanish Verbs in the Conditional Tense The conjugation of the conditional tense is fairly straightforward, because all three types of verbs (-ar, -er and -ir) use the same ending, and the ending is applied to the infinitive rather than to a portion of the verb. Also, there are few irregular verbs in the conditional. These are the endings that are applied to turn an infinitive to a verb in the conditional tense: First-person singular (I): -à ­aSecond-person singular (familiar you): -à ­asThird-person singular (he, she, formal you): -à ­aFirst-person plural (we): -à ­amosSecond-person plural (familiar you): -à ­aisThird-person plural (they, familiar you): -à ­an As an example, here are the conjugated forms of vivir (to live) using the same pattern as is applied to all regular verbs. Yo vivirà ­a, I would liveTà º vivirà ­as, you (informal singular) would liveUsted, à ©l, ella vivirà ­a, you (formal singular), he, she would liveNosotros, nosotras vivirà ­amos, we would liveVosotros, vosotras vivirà ­ais, you (informal plural) would liveEllos, ellas ustedes vivirà ­an, they, you (plural formal) would live You may notice that the endings attached to the infinitives are the same as the endings of haber in the imperfect, just as the endings attached to infinitives to make the future tense are the same as the endings of haber  (but with added accent marks) in the present tense. And theres another similarity with the future tense: Some verbs are irregular in the future tense in that the ending is attached to a variation of the stem rather than to the infinitive. The same verbs that are irregular in the future tense are irregular in the conditional, and in the same way. So just as the first-person future of tener is tendrà © instead of tenerà ©, the first-person conditional of tener is tendrà ­a instead of tenerà ­a. The same pattern is followed for the other persons, with this being the full conjugation of tener in the conditional: tendrà ­a, tendrà ­as, tendrà ­a, tendrà ­amos, tendrà ­ais, tendrà ­an. Common Verbs With Irregular in the Conditional Here are the most common verbs that are irregular in the conditional: Caber (to fit): cabrà ­a, cabrà ­as Decir (to say): dirà ­a, dirà ­as Haber (to have): habrà ­a, habrà ­as Hacer (to do or make): harà ­a, harà ­asPoder (to be able): podrà ­a, podrà ­as Poner (to put): pondrà ­a, pondrà ­as Querer (to want): querrà ­a, querrà ­as Saber (to know): sabrà ­a, sabrà ­asSalir (to leave): saldrà ­a, saldrà ­as Valer (to be worth): valdrà ­a, valdrà ­as Venir (to come): vendrà ­a, vendrà ­as The other verbs that are irregular in the conditional are based on these verbs. For example, proponer follows the pattern of poner, and deshacer follows the pattern of hacer. Finally, here are some examples of sentences using the conditional: Te amarà ­a si supiera tu nombre. I would love you if I knew your name.No comprarà ­amos tantas cosas. We would never buy so many things.Si me preguntan, yo dirà ­a que lo mejor es decir no. If they ask me, I would say that the best thing is to say no.Nos decà ­an que no saldrà ­amos vivos. They told us we would not leave alive.Si recomendaran mi libro  ¿lo leerà ­an ustedes? If they were to recommend my book, would you read it?

Financial Accounting and Corporate Governance Research Proposal

Financial Accounting and Corporate Governance - Research Proposal Example Chief among these participants are the board of directors and management. There are aspects of the corporate governance regime that have an impact on the relationship between shareholders and the company† (Jacques du Plessis & Et. Al., 2010). The regulators and legislators in the United States have realised that transparency is essential to inspire trust and confidence in the business. The Sarbanes-Oxley Act was passed in 2002 by the United States Congress to protect the interest of the investors by making corporate disclosures more accurate and reliable (Hoffman & Rowe, n.d.). Corporate governance helps in integrating the choices and the actions of the managers with the shareholders’ interests. Financial accounting plays an important role in this integration process. Corporate governance can be thought of in terms of the outsider’s perspective or the shareholder’s perspective. The organisation consists of a hierarchy which includes shareholders, board of d irectors and managers. Responsibility is delegated to the various entities in the hierarchy. Corporate governance simply involves alignment of interest of all these entities. Two kinds of agency problems arise whereby the alignment of interest may occur between managers and the board but not the shareholders and alignment between the board and the shareholders but not the managers. The financial accounting system resolves these agency problems. They provide useful information to directors and shareholders (Armstrong, 2009). Corporate governance plays an important role in promoting transparency in an organisation. There are various approaches to corporate governance which result in various theories. The objectives of the organisation are set by the owners or the directors in the agency theory. Managers have the responsibility of execution of the objectives. Structures and processes are designed to enable control of management. The theory holds that individuals are rational and egoist s and thus managers cannot remain faithful to the owners. The managers can resort to diversion of corporate resources to fulfil their selfish needs unless an external control is placed on them. The owners or directors can be considered as the principle in the agency theory. The action is originated by the principle and he bears the responsibility for the action. The principle does not always execute the objective himself. He may employ an agent to act on his behalf. The managers are the agent and should behave ethically and should avoid conflict of interests. Compliance with rules is essential and a minimum threshold exists for the acceptable behaviour. According to the stockholder theory the organisation is merely a property of stockholders. Stockholders take an egoistic view. The owners channelize the members of the organisation towards the achievement of their interest. The owners expect a return from the investments they have made in the organisation. Managers have the duty to f unction in a manner in order that return is maximised. Strategies are implemented to ensure faithfulness on the part of the managers. The stakeholder theory focuses on all the stakeholders of the organisation. All the stakeholders function in a manner to maximise their self interests. The managers have the responsibility to balance out the conflicting interests of various stakeholders. The managers are faithful agents of all the stakehold

Tea market segmetation Research Paper Example | Topics and Well Written Essays - 1000 words

Tea market segmetation - Research Paper Example Tea bags and loose leafs will be packaged in paper and aluminium boxes in 50gm and 100 gm packaging. Cold ready mix teas will be packaged in soft pouch and also aluminium cans. The printing on packaging will not inform customers about the brand and its values but also provide history of herbal and specialized teas and their benefits according to the type of tea. The front of packaging will have soft images of herbal and specialized teas stored in it. The logo of the brand will comprise of a leaf image in green colour with colourful vibrant background. d. Place The company aims to adopt a step wise approach to the market where distribution network will be used to distribute different types of herbal and specialized teas to wholesalers, retailers, restaurants, hotels, and coffee shops. Wholesalers in particular will be engaged to make distribution to large retail stores such as Tesco, Sainsbury’s, and Asda, etc. The distribution intensity of the new brand and its products is dep endent upon various factors including the size of the target market segment, pricing of the company and funds to be allocated for the promotion of the brand. Initially, the new brand will use selective distribution to sell its products to wholesalers and retail outlets and coffee shops in London Area. The reason for choosing this approach is due to the company’s unique selling proposition which needs to be tested out in one major region of UK tea market. Once the company gain experiences from this market then it will engage in intensive distribution throughout UK. e.Price There are various pricing strategies that may be considered when introducing a new brand in the market. Based on the characteristics of the UK tea market it... The distribution intensity of the new brand and its products is dependent upon various factors including the size of the target market segment, pricing of the company and funds to be allocated for the promotion of the brand. Initially, the new brand will use selective distribution to sell its products to wholesalers and retail outlets and coffee shops in London Area. The reason for choosing this approach is due to the company’s unique selling proposition which needs to be tested out in one major region of UK tea market. Once the company gain experiences from this market then it will engage in intensive distribution throughout UK. e.Price There are various pricing strategies that may be considered when introducing a new brand in the market. Based on the characteristics of the UK tea market it is obvious that the new brand has to face tough landscape in terms of the intense competition between existing prices and their ability to produce and market tea at lower profit margins. According to BBC, the price of tea is rising due to the increase in demand for tea (Twining). Therefore, the company can adjust its pricing strategy according to the expected demand for its different types of herbal and specialized teas.

Disadvantages of Globalization Essay Example for Free

Disadvantages of Globalization Essay 1. ABSTRACT It is debated that sustainable development has not worked well within the globalist environment and continues to seem unpromising for our future. If there is not some sort of new outside of the box idea followed by drastic action which takes place, this society faces grave environmental dangers as every new year comes. This essay will critically assess the statement mentioned above and will go in depth to try to explain how negative impacts can be stopped and this essay will put forth ideas regarding how capitalism and environmentalism can reconcile. 2. INTRODUCTION 2.1. BackgroundGlobalization is a concern today as it is attributed to massive social problems in developing nations. The deterioration of the environment i.e. the destruction of the rain forests, oceans, rivers, and lakes is directly related to overwriting and non-regulation of local environmental laws by corporations in developing countries. Also within the global society, economic inequality, especially poverty and exploitation of underdeveloped nations, are major social problems due to developed policies between international economic institutions of the International Monetary Fund and the Word Bank, international corporations, and national governments. These policies can be so harmful to economies that they contribute to horrors such as world hunger, disease, and human trafficking to name a few. Government intervention by regulation, taxation, and redistributing wealth then distorts natural laws of supply and demand. Some economies may suffer disadvantaged at first, but society is better off when the free market is allowed to control itself. 2.2. Purpose of the ReportThis report is aimed to give in detaied undertandign of what does globalization it, how it developed and what negative impacts on human life. While there are many positive aspects of globalization, its negative effects are overwhelming and far reaching. In fact the effects of the same behave like slow poison which is why it becomes more important to recognize and stop the negatives. 2.3. Statement of the problemBefore understanding the reasons behind why this phenomenon has brought with it so many problems, we need to have a look at  the instruments by which globalization is being promoted and enhanced. The most important and predominant instruments influencing this process are the multinational corporations and the new revolution of information technology. 3. METHODOLOGY While preparing this report, mostly the book resources of Yeditepe University Knowledge Center applied. there were numbers of books to search about the subject. This report will start with briefly defining globalization. then it will follow by its negative impacts in terms of both its economic, human and nature impacts. 4. FINDINGS 4.1. GlobalizationThere are various definitions for the word globalization, but depending on the perspective it is seen in, this phenomenon ramifies itself in different shade colors between white and black. To put ourselves in the appropriate context, it is important to understand what the word globalization means. Globalization in its literal sense is the process of transformation of local or regional things or phenomena into global ones. It can also be used to describe a process by which the people of the world are unified into a single society and function together. This process is a combination of economic, technological, socio-cultural and political forces. Globalization is also used to refer to another term called economic globalization and this term, refers to the Integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology.(Robertson, 1992) During the death of each minute consumed and the passing of each day, societies have identified a certain shrinking of the world that has been more real with the strengthening of larger and stronger bonds between parallel worlds called countries. It is interesting to see that this phenomenon is not only visible because of the human being evolution, but also because of the rapid transformations in communication, transportation, and computer technology, that have permitted these parallel worlds to explore and be exposed to other ways of living and cultures (Roberts, 1999). In a broader perspective, this situation could be seen as a beneficial situation due to the fact, that opening up to new cultures, means the breaking of paradigms in the solving of problems. The difficulty nagging in everyones minds is, in the dissolution of those paradigms, are the  societies going to lose their identities which indicate in the way they live life and differ themselves from others? Its a question that has been more and more obvious in the passing of each day and that have started revolutions in pursue of preventing cultural distortion because many countries, in fact, feel threatened by other cultures and consequently, are acting out to preserve themselves the best way possible. 4.2. Globalization and culture Globalization represents a challenge to cultures and local languages. Globalization needs to be pursued with tolerance and respect for the cultures that we come across. Being hastily judgmental could lead to marginalizing many local cultures. Scientific and economic superiority of the US and the flow of information technology assist in imposing certain languages in particular English as a second language in some developing and developed countries, and as a first language in some others and this could have a significant impact on cultures resulting in the dilution if not wiping out traditions, customs, and values of many societies and marginalizes their cultures (Appadurai, 1996). 4.2.1. Cultural imperialism People are scared of cultural imperialism, which describes the idea that one day the whole world will be one big culture and that the blending of cultures will eliminate the existence of the weaker ones and fusion the habits and customs of the stronger ones. In order for this to happen, there must be an eradication of many different cultures around the world, but in a personal perspective, the idea of cultural imperialism is not possible (Appadurai, 1996). Even if all the weakest cultures adopted important habits, people would still prefer some of the things their culture proportions. 4.2.2. McDonalds More than half of the Colombians would never prefer a Mc Donald lunch over a real good sancocho trifà ¡sico and the American culture has a higher possibility to choose the other way around, due to the fact that a lot of people can only afford to eat at Mc Donalds because of its low prices in their country. This is why in a way it is clear that even if cultural imperialism were to happen, the cultures of the world would never be able to come together to form just one. Besides, there is no secret that  globalization is an uneven process, due to the fact that there is an unequal distribution of benefits and losses and this is another argument that demonstrates that many cultures differ(Peterson, 1999). This imbalance, also leads to the separation between the rich countries, and the poor ones causing them to be more against the beliefs of the rich countries, and more protective of their own. Positive cultural understanding of the market is a way to facilitate any marketing program development and resumes in a higher success for the manager that applies this, but some managers confuse themselves believing that marketing influences culture completely (Appadurai, 1996). In a way, this is true but this does not mean it changes it even though product acceptance is affected by culturally based attitudes towards change. There are a few things to take into consideration when thinking that culture is in constant change with marketing. There is a term called corporate culture, which describes the whole collection of assumptions, practices and norms that people in an organization adopt over time. This means that employees have to buy into them, eventually getting to the point where they take them for granted and passes them on. (Bauman, 1998) This term is interesting because all of the companies have their own internal culture that is always bargaining with the culture of its home country and many managers confuse themselves trying to change their national cultures for that of their company without any success, thinking in that idea that market can change culture. Experts in organization behavior say it is difficult to alter any kind of culture independent if it is a national culture or a corporate one, but the corporate culture is more flexible in terms of the way they do things internally and that a manager must understand this in order to obtain success. 4.3. Globalization and developing countries Globalization has serious effects on many developing countries:a. The irresponsible behavior of some multinational corporations toward the environment of developing countries (using these countries as a safe haven) participating in this phenomenon could cause much harm to the latter. Due to lenient policing, expired products are dangerously marketed and natural surroundings are carelessly  abused. So globalization in this context changes the world to become a global pillage instead of being a global village. Besides due to lack of supervisory governmental bodies, such behaviour could also lead to Global Warming -the consequences of which will not be limited only to the marginalized nations (Cosgrove-Sacks, 1999). b. The real test to globalization is through its success in reducing the gap between the rich and the poor at local, national and global levels. However the widening gap between the East and the West at international level, and between haves and have-nots at national level is another serious aspect of globalization (Peterson, 1999). c. Globalization has forced many countries in various parts of this world to regulate to a lower league the most fundamental needs of their peoples. The equitable distribution of food, adequate health care facilities, and the quality of education are no longer priority concerns the political agendas of the governments in these countries (Roberts, 1999). All these indicate that poor societies in the third world not only remain far away from benefiting from globalization, but also they continue to suffer from its calamities, pitfalls and misfortunes. It then contributes to laying the foundation of injustices and social inequalities, and moreover preventing the growth of new markets in these countries because they are unable to compete with the advanced markets. Globalization can also be bad for countries that arent very good at producing things and are too impoverished. Their industries may need protection against multinational firms so that their local industries can develop and get big enough to fund research and development and exploit economies of scale. Globalization means the world becoming one big marketplace with as few trade barriers as possible, so obviously weaker companies would be wiped out by stronger ones, which might be based in a few rich countries. So great income inequality can result. However, it is generally agreed that globalization has more pros than it has cons. 4.4. Globalization and morals The immoral character of globalization is becoming even more serious and its negative impacts in this context have different aspects. Globalization has internationalized crimes. Drug trafficking and the trafficking of women and children have become much more difficult to control because of their international character. Not only crimes are globalized, but also diseases such as AIDS. Pornography too accounts for the poisoning of young minds and counter productive usage of technology. This has lead to increase in crimes against women and beginning of unhealthy trends in society(Perlas, 1999). 4.5. Globalization and international politics By increasing interdependence among countries, globalization would give economically strong and advanced countries a strong hold on international politics. However this power could be misused by superpowers which could possibly challenge international legitimacy through marginalizing the role of the United Nations and ignoring the international law (Baylis, 2001). 4.6. Globalization and societal structuresThe free economy and the development of technology have negative impact on labourers. As known, twenty percent of the world population is producing the needs of all population in this world, while most of the rest 80% are unable to find a suitable source of income. This is serious because underprivileged people are expected to revolt against their bad conditions (Perlas, 1999). This is possible with the growing decline of states power to the favor of private sectors, on one hand, and to the growing decrease of the governmental expenditures on social and public services such as heath, education etc., on the other. In this, globalization is a source of social instability and class disparity. 4.6.1. Inequalities within society It is difficult to fully understand inequalities within society without fully understanding that in our capitalist societies, nothing happens unless it is profitable and that profit is usually achieved through the struggle of others surrounding it.  The leading corporate empires and some of the richest people in our worlds history have achieved their successes through the blood, sweat and tears of the unnamable workers that have helped in the past, and are helping them today (Bauman, 1998). The following essay will critically assess the usefulness of the blame globalism approach as to why there exist so many inequalities in our society, and this essay will also touch upon alternative points of view that steer away from capitalism as the main problem (Peterson, 1999). Inequality in society is quite extensive and it continues to grow. Different ways exist when portraying inequality and where it is rooted from, some views are fact based logic and some are more opinion based. Most of the time our initial views of what inequality is and where it seems to exist most, comes from the infomercials we see where images of poor children in third world countries strike across our televisions. Outside the western hemisphere of the world in the poorer countries there certainly is a visible inequality when compared to life here at home, but this has been the case for so many years (Perlas, 1999). One of the major modern inequalities creating a history of its own for people in the future to look back upon is how our own capitalist society continues to divide the rich and the poor at a fast rate and a greater division as every year passes. 4.7. Globalization materializing human nature Globalization has also popularized a consumer culture among people due to the flow of goods and products. Since the desire to consume more and more can never really be satisfied, the consumer becomes addicted to shopping to a point where the spiritual, moral and intellectual dimensions of his/her personality do not grow or develop. These are actually due to the business corporations, which produce the wide array of consumer goods and the media which advertise them. In fact this trend has also resulted in higher levels of dissatisfaction despite improved lifestyles due to never-ending wants (Bauman, 1998). 4.7.1. Gender issue Gender is essential to modern globalization in manufacturing because it has been discuss at a variety of joint degrees to see if assembly-line workers are to influence global factory regimes and  improve the quality of their jobs. This knowledge is made a power by workers in that they are able to build effective networks of resistance and resistance centers on issues of human rights, labor rights, gender identities, and indigenous identities (Brysk, 2004). Economic oppression caused by the globalization of markets and industries keeps women poor. Around the world, women are paid less than men even when they have similar jobs to male counterparts. Often women are demoted to lower paid positions and then unable to advance. When companies such as factories are privatized, women are the fist to be let go because employers assume that their income is an appendage the income earned by the male head of household. Single, unemployed mothers are one of the largest groups of potential trafficking victims (Brysk, 2004). All of these issues force women into the gray, semi-legal economy, or even worse, the black market in an effort to support themselves and their families. Increased globalization is what causes this oppression for women through trade, travel and the movements of money both legal and illegal become faster and much less able to be regulated and trafficking is made easier due to these factors. 4.7.2. Human rights violation The effect of globalization on state-based human rights violations depends on the type of state and its history. Countries that are newly democratizing with weak institutions and elite-controlled economies, such as Russia, Latin America, and Southeast Asia, the growth of global markets and economic flows tends to weaken coercive forces but increase crime, police abuse, and corruption (Brysk, 2004). Global mobility and information flows generally lead to ethnic mobilization, which may promote self-rule in more open states but mostly it produces abuses in defense of dominant-group control. Alternatively, the same forces have produced slow institutional openings by single-party states, like China and Mexico (Brysk, 2004). In much of Africa, globalization has increased the power void, by both empowering and providing intervention, which displace old governments without combining new ones. Some of the most horrifying abuses of human rights happened in the international civil wars of Sierra Leone, Angola, and the Congo (Brysk, 2004). 4.8. Globalization and prosperity Globalization poses serious questions about  peace and prosperity: Could the implementation of free market principle globally enhance international peace and security or prevents wars, as globalists argue? Prosperity, welfare and economic progress which market economy is expected to achieve could enhance or create some opportunities for political stability; but it does not necessarily ensure peace or social stability (Brueggemann, 2006). It is true that market economy has contributed to social and political stability in liberal states and to peace among them, but it does the opposite in many developing countries. Asian economic crisis of 1997 is a case in point. The free market forces allowed manipulators to control stock markets and to transfer large amount of money just to maximize their profits, while they were destroying the economies of many Asian countries (Baylis and Smith, 2001). Indeed these activities have destroyed the social structures of those societies, and furthermore, created what might be called potential social unrests in the region. That is why globalization in its current formula does not necessarily ensure social and political stability. 4.9. Globalization and Environment Capitalism is mainly about the overall accumulation of wealth based upon the consumption of our planets natural resources and these resources are becoming more and more strictly limited. We as one face the universal environmental problem existing that we are consuming roughly twenty-five percent more than the Earth can give us each year. Our planet needs these natural resources such as trees for example that continue to give our planets ecosystem clean air and water that we all need to survive daily. 4.9.1. Pollution We are exceeding the amount of pollution that our environment can handle. Waste products that give off carbon dioxide emissions into the air are now much more than our planet is able to absorb and deal with without having serious affects for both our planets health and our own. These carbon dioxide emissions are also the leading cause of our climate change referred to as global warming. Even though international agreements exist to prevent global warming by affectively fighting it, there truly needs to be than just marketing principles to achieve overall compliance from everyone (Cosgrove-Sacks, 1999). There has to be set in stone  principles that turn standard to every leading employer that threats the environmental crisis, and they need to feel as if they cannot just continue doing what they are doing by paying a fine here and there. There are many developing nations still needing to grow economically themselves but in order for them to achieve their goals, the richer countries such as ours here in the western hemisphere, we will need to reduce the usages of natural resources in order to balance things out efficiently (Cosgrove-Sacks, 1999). This is highly unlikely to happen as we continue to use more and more resources each and every year that passes now. If everyone in the world lived like we do over here, we would need around five planets to simply provide the necessary natural resources needed to survive. 4.9.2. Environmental technologies Technology that is more efficient and cleaner will not necessarily solve the environmental issues at hand either. Even though these new innovations seem to be the ideology that if we do things cleaner than everything will be okay, this is not the answer to the question of sustainability. Many areas of the world that were or still are leading polluters have began to go about their work more efficiently by adapting cleaner technology but it still does not change the fact countries such as the United States consume far more material goods and end up using more of the planets limited natural resources (Roberts, 1999). There is always another issue behind another and it becomes very difficult to address everything at once successfully. However, without a solution to these problems our planets climate will continue to die (Peterson, 1999). The only way for globalism to move forward successfully would be for it to make a change from exploiting out natural resources such as air and water and to protect them as common wealth trusts of humanities. They could belong to everybody and we would have the power to limit the use of scarce resources, charge rent, and pay dividends to everyone. Continuous economical growth can occur as long it becomes environmentally friendly with efficient technologies being adopted and if the economies steer away from producing material goods and begin to move towards services, sustainable prosperity is  what this is known as. Sustainable prosperity as the global use of resources and methods of dealing with wastes would not exceed the planets capacity to regenerate and absorb. True prosperity can only come if the income disparity between the rich and poor shortens (Brueggemann, 2006). 4.10. Globalization and poverty Wealth is created through labor. This labor comes from the people who are not getting rich from the company of which they are working for. Workers dedicate hours of labor work and most of their lives working with a companys means of production such as machinery and building things. The company owners themselves are not out there building a house, driving a bus, or selling vacuums, yet they are getting practically all of the profit and do not do the hard work themselves. They simple own the means of production. This unfair sort of money pyramid is the bases of pretty much all major money leading companies and it is the system that creates rich and poor and continues to do so much more all the time (Bauman, 1998). 4.10.1. InequalitiesOnce this basic realization is understood, it is easier to see how inequalities within the oppressed classes relate to this as well. For poor people in places like Africa and similar circumstances countries, their struggle is mainly a result of the capitalists not caring about them, because there is no profit to be made out of their labour. What worsens the views and opinions people have on capitalists even more is not that they are exploiting the poor, but it is that they are not exploited them at all. These poor people are irrelevant to capitalist production and therefore capitalists truly do not care if they live or die, eat or starve, the capitalists simple are not concerned. In fact in some cases, capitalists would most likely love if the poor would just die out, so then they could stop pretending to care (Perlas, 1999). Bosses have used all sorts of divisions in the past to attempt to increase the inequalities and drive down working conditions. However, through the years there has been an increasing amount of workers coming together to fight these inequalities. There once existed a time when racism, sexism, and youth wages played more than just a small factor in working wages, but in  fact made up most of the inequalities within our society. With so much success as time progresses, workers continue to unite to challenge globalists (Peterson, 1999). With progressions of equality such as these in our capitalist society, there are certainly other views that do not blame globalism for all the poor in the world, in fact some may even say hat globalism helps people instead of causing societal negativities. 4.10.2. Decrease in living standards of people These types of little scenarios make up the theory of equal opportunity. Poorer families not having the education, health care, or typical social skills which are created by being raised in a decent home, are at a lesser advantage than others whom were raised in a middle class family (Robertson, 1992). This makes it clear to see how people and families remain poor over decades and through generation and as the prices of things climb, these people get even more left behind. It is not necessarily the fault of capitalism, just the result of many, many growing up situations being the same. However, when people then begin to bite onto this theory and give globalism the benefit of the doubt in situations, people then turn around and say it was globalism in the first place long back many years ago that caused that family to be poor. Then as decades passed, these poor families never got out of the downward slope of things and globalism started it all (Brysk, 2004). It is not a simple task to pin point exactly where inequality was derived from in the beginning, it is easier to see where it still exists now. For every positive thing brought to light regarding globalizm, there seems to be an opposing view whether fact of opinion that then blames it again. Globalizm and inequalities in society continue to move around as one, even if possibly they were never one in the beginning and globalisms original intention was never to create a gap as large as the one is today between the rich and poor (Brysk, 2004). 5. CONCLUSION The affects of globalization can be endless. States in the US can see impacts both good and harmful due to manufacturing of export goods. Economically, globalization can be positive when it benefits commerce and can contribute to an increase in the standard of living. Also, when developing nations being to grow wealthier is can lead to social prosperity. On the other hand globalization can be seen as a negative. When it acts as  corporate imperialism, the global issues of environment, gender, and human rights are abused. This is due to the growth of markets, internationally, where economic movements tend to aid the deterioration of protective forces which increase crime levels, and abuse of policies. Depending on how globalization is approached it can negatively or positively affect socializations, but one thing s for sure: it brings change. 6. REFERENCES Appadurai, Arjun, Modernity at large : cultural dimensions of globalization, Minneapolis, Minn. : University of Minnesota Press, 1996Bauman, Zygmunt, Globalization : the human consequences, New York : Columbia University Press, 1998Baylis, John and Smith, Steve, The globalization of world politics : an introduction to international relations, Oxford ; New York : Oxford University Press, 2001Brueggemann, William G. The Practice of Macro Social Work. Thompson Brooks/Cole, Canada. 2006. Brysk., Alison. Globalization and Human Rights. University of California Press, Ltd. 2002. Globalization and Gender Inequalities: Advancing the Status of Women Worldwide. The Zontian. 2004. Volume 83, number 4. Cosgrove-Sacks, Carol, The European Union and developing countries : the challenges of globalization, New York : St. Martins Press, 1999Perlas, Nicanor, Shaping globalization : civil society, cultural power, and threefolding, Quezon City, Philippines : Center for Alternative Development Initiatives, 1999Peterson, Robert Dean. Social problems : globalization in the twenty-first century, Upper Saddle River, N.J. : Prentice Hall, 1999Roberts, J. Timmons and Hite, Amy, From modernization to globalization : perspectives on development and social change, Malden, Mass. : Blackwell, 1999Robertson, Roland. Globalization : social theory and global culture, London : Sage, 1992

Howard Stern Essay -- essays research papers

.   Ã‚  Ã‚  Ã‚  Ã‚  Howard Stern has been labeled as many things, such as offensive, obnoxious, discussing and by the majority of his listeners a genius. He grew up in a suburb of Manhattan in the early sixties. His father, Ben Stern, worked at radio station WHOM where the was the engineer. His father commuted every day about 40 miles to and from work. Howard would spend little time with his father but on occasion he would get to go to work with him. This is what interested Howard to being on the radio.   Ã‚  Ã‚  Ã‚  Ã‚  At the time, the area Howard lived in was going through a racist change. His mother told his friends who were making racist comments about the negros that she and Howard were part negro, but they weren’t really. Roosevelt High School, his school, was a fully integrated educational system, which in his words meant â€Å"six thousand black guys and him.† In his high school years he turned to marijuana because he had to deal with several personal problems. He said the personal problems affected his personal life forever.   Ã‚  Ã‚  Ã‚  Ã‚  In his college years it was pretty hard for him to find a date. So, he stayed at home and masturbated constantly. His senior year he got on at the college radio station known as WTBU. That year he met the woman who would be his future wife. She was in his first film for his film class. He won an award for the film.   Ã‚  Ã‚  Ã‚  Ã‚  After completing college Howard went to his first job interview on May 12, 1977. His interview was at WRNW and he got the job. After two months on the air, the manager who said he would never be a good DJ and that he had a lousy voice, promoted him to program director because he was a hard worker and came to work on time.† After saving money and working for awhile he then married Alison. They got their own place and was doing well with Howard making $250.00 a week.   Ã‚  Ã‚  Ã‚  Ã‚  After three months of being program director Howard quit his job because he didn’t want to fire an employee. So, Howard was now unemployed himself. Howard decides to make a major decision and move to another city. He moves to Hartford and begins working as a morning man on WCCC. Time has moved to October , 1979. Howard then met his partner Fred who wil... ...ey say â€Å"I want to see what he will say next.†   Ã‚  Ã‚  Ã‚  Ã‚  Howard is invited to be on the David Letterman show and talks down about NBC. On a July of 1985 he tops the rating charts in New York. A rally is thrown for his accomplishment AC/DC plays at the ceremony. It is held in Central Park, on the field it is a sold out show. During the concert Alison’s water breaks. He named his first daughter Emily.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Three children later he is still the best known radio personality in years. Occasionally he might make a fool of himself in public like the MTV music award incident as Fartman. To this date the FCC still wants him off the radio and so does every other fundamentalist group in the United States. Most of the things he does are mostly misunderstood but that is the fate of most geniuses right? Stern, Howard (1997). Private Parts. New York City, NY: NBC Retived (11/17/00) From http://www.california.com/~rpcman/HOWARD1.HTM Retived (11/17/00) From http://www.sgi.net/~jon/howard/

Villain, Hero, or Victim?

Katie Parlier Villain, Hero, or Victim? Jay Gatsby is one of America’s most prized antagonists who the reader genuinely wants to believe in but his personae of a hero is falsely presented and admired. Characters are commonly placed in either the hero or villain category, but Gatsby is the exception because he exhibits more qualities of a victim. Gatsby has fallen victimized by Daisy’s guise. During the initial relationship between Daisy and Gatsby in Kentucky, Daisy continues to encourage Gatsby’s affections even though she knows that there is no future with Gatsby.Gatsby is not and will never be aristocratic and in his pursuit of the impossible, Gatsby loses his identity along the way. A victim is defined as a person who has been harmed or tricked, and Gatsby unquestionably falls prey to Daisy’s ability to â€Å"smash up things and creatures and then retreat back into her money or †¦ vast carelessness†¦Ã¢â‚¬  Before Gatsby and Daisy even met, Gatsby had set a goal to leave behind his poor roots and create a successful life full of wealth.Gatsby in the summer of 1924 has accomplished exactly that but because of his encounter with Daisy his initial dream changes and becomes further complicated because it now depends on the actions of another person. After Daisy and Gatsby’s month of romance, Gatsby has tacked on the ambition to not only become wealthy and successful for himself, but for the hope that Daisy will acknowledge his prosperity and select Gatsby as her husband. Daisy presents Gatsby with a false sense of hope because she knew all along that money was not enough, she must be involved with an aristocratic society.This fictitious sense of hope causes Gatsby to attain the maximum amount of money in the minimum amount of time; even it is accomplished in unsavory ways. Gatsby is victimized by Daisy’s lies and becomes a criminal just to satisfy Daisy’s needs. His criminal activity caused as a result by Daisy’s actions lead Gatsby into a downward spiral that is recognizable throughout the novel with the endless parties. Now that Gatsby has acquired his great wealth, he decides to attract Daisy by throwing ostentatious parties that attract people like kids flocking to the wonders of a circus.The never ending flamboyant parties become so vast, that the host morphs into a ghostlike entity with his presence known lurking around the parties every once in a while without being recognized as an actual man. Gatsby becomes this grand and mysterious socialite who not known by the own people who visit his house. His personality does not exist for the partygoers, so they have to create their own versions of the great Jay Gatsby. Gatsby does not bother with making friends while he is in West Egg because his only goal is to attract the attention of Daisy.Because he does not socialize, he has lived the life of a hermit creating new ways to fascinate Daisy while Daisy is out living her life without the slightest memory of Gatsby. Daisy does not acknowledge the presence of others unless they are some use to her, and manipulation and deceit towards Gatsby only continues to escalate as the novel progresses. The final victimized act of Gatsby’s life occurs when takes the blame for Daisy’s actions against Myrtle that eventually lead to his death. Just before Daisy’s hits Myrtle with Gatsby’s car, Daisy has chosen to stay with Tom because of Gatsby’s suspicious business practices.However Gatsby still believes that Daisy will come back to him because she never outright admitted to loving Tom. Just like Gatsby and Daisy’s month of love, Daisy is never able to tell Gatsby the truth and completely end her relationship with Gatsby because she likes the power. In both cases Gatsby is presented with the false sense of hope and once again becomes the victim of Daisy’s fun and games. Daisy is too selfish to realize that she is pla ying with someone’s life and her actions could have long term consequences to others.Up until the very end Daisy continues to manipulate Gatsby like an inconsiderate puppet master. She controls the strings of Gatsby’s life, but when things get messy Daisy takes the quickest way out, to remove her fragile societal image from the dubious situation. Daisy’s influence on Gatsby turned him from a strong-willed man who created a destiny to make himself a better man to a disappointed fool who modeled his life actions after the feelings of another. Gatsby has become the ultimate victim to the alluring qualities of a woman and never has the chance to recover.

An Analysis of Jonathan Swift’s “A Modest Proposal” Essay

Satire as a form of discursive practice may be properly understood if it is contextualized within a particular culture, institution, attitude, or belief. It is only by placing the satire within a particular setting [as presented by the elements mentioned above] that a satire will garner the â€Å"non-linguistic components covering the preparatory preconditions necessary for the construction of satirical discourse† (Simpson 70). An example of the satire as a form of discursive practice is evident, for example, in Jonathan Swift’s â€Å"A Modest Proposal†. In the aforementioned work, Swift presents a situation wherein the persona of his text urges the population on acts of cannibalism in order to lessen the problems caused by Irish overpopulation. The persona starts his proposal with an initial description of his surroundings. He notes, â€Å"It is a melancholy object to those who walk through this great town†¦when they see the streets†¦crowded with beggers of the female sex, followed by three, four, or six children, all in rags, and importuning every passenger for alms† (Swift 52). It is important to note that such a description is characterized by the persona’s detachment towards his surroundings. Note for example, the manner in which a two senses of the concept ‘object’ is used. The aforementioned passage thereby portrays not only the persona’s ‘objective’ appraisal of his surroundings but also the persona’s ‘objectification’ of the individuals encompassed within that area. Such an objectification is further evident in the following passage: Some persons of a desponding spirit are in great concern about the vast number of poor people, who are aged, diseased, or maimed†¦But I am not in the least pained about that matter, because it is very well known that they are everyday dying, rotting, by cold, and famine, and filth, and vermin, as fast as can be reasonably expected. (Swift 56) The persona’s use of the two senses of object, in this sense, may be understood as a manner in which Swift portrays the irony evident in the context of the text. The irony is evident if one conceives of â€Å"A Modest Proposal† as a text which presents a delimited view of the world. As opposed to a satire’s ironic presentation of a particular situation [in fact an ironic portrayal of a particular mindset], humor, on the other hand, portrays the manner in which worldly interests are given more credence as opposed to lofty ideals. An example of this is evident in Samuel Beckett’s writings wherein Beckett focuses the text to the importance of existence [as well as the importance of the meaning of existence] in relation to the ordinary objects. As opposed to a satire which might present a bland ethnocentric perspective regarding racial discrimination, the emphasis on modern humor would be on the problematic construction of such concepts that enable racial discrimination to exist [e. g. opposition of black and white]. In line with this, Colebrook notes, â€Å"both irony and humor play off the gap between concepts and world† (241). The difference, however, lies in the difference of presentation noted above. Works Cited Colebrook, Claire. Irony in the Works of Philosophy. Nebraska: U of Nebraska P, 2003. Simpson, Paul. On the Discourse of Satire: Towards a Stylistic Model of Satirical Humor. Philadelphia: John Benjamin’s, 2003. Swift, Jonathan. â€Å"A Modest Proposal. † A Modest Proposal and Other Satirical Works. New York: Dover, 1996.

Free Essays on Butterflies Or Hornets

Butterflies or Hornets? As I looked off of this 400 foot cliff, I pondered the idea of why was I here, was it really worth it, what kind of thoughts would drive me to this point? I moved taking sloth sized steps to the edge only to be greeted by a warm gentle breeze. The blue sky and this gentle breeze was a pleasant welcoming on this mountain of rocks. My instructor for the day was named Bill, he was a very muscular man about my height with wavy brown hair, â€Å"Bill,† I asked, â€Å"Is it safe to be repelling down this soul catcher? I mean it’s a long ways down!† He replied, â€Å"Of course! Would I be up here if it wasn’t?† I started by slipping into the leg hoops of the nylon harness, then attached the waist belt, and finally the shoulder hoops. Bill asked, â€Å"Are you scared yet?† â€Å"No, just anxious,† I replied grimly. He could see right through me; he knew that I was trembling inside. â€Å"You’ll be fine, just don’t look down!† This was all of the advice he wanted to give me. The butterflies in my stomach suddenly began to flutter compulsively and my heart began to rev as an Indy car would at the start of a race, an uncontrollable RPM. â€Å"Your face is pale as a ghost,† Bill smirked as he tied the ropes to the anchor tree. This tree was a monumental pine, about three and a half feet around at the bottom. I clipped my rope into the carabineer on my harness and began to have second thoughts. I felt as if the brief repelling lesson was definitely not enough. â€Å"Are you ready green horn?† Bill said laughing. â€Å"As ready as I’ll ever be.† I picked up the rope, put it between my legs, held the rope in front of me with my right hand and left hand underneath holding the rope firmly. I was starting to feel like something is wrong; did Bill prepare me for this descent? I leaned back on the rope, stretching it as it pulled tight on tension. My feet started to shake violently as I took... Free Essays on Butterflies Or Hornets Free Essays on Butterflies Or Hornets Butterflies or Hornets? As I looked off of this 400 foot cliff, I pondered the idea of why was I here, was it really worth it, what kind of thoughts would drive me to this point? I moved taking sloth sized steps to the edge only to be greeted by a warm gentle breeze. The blue sky and this gentle breeze was a pleasant welcoming on this mountain of rocks. My instructor for the day was named Bill, he was a very muscular man about my height with wavy brown hair, â€Å"Bill,† I asked, â€Å"Is it safe to be repelling down this soul catcher? I mean it’s a long ways down!† He replied, â€Å"Of course! Would I be up here if it wasn’t?† I started by slipping into the leg hoops of the nylon harness, then attached the waist belt, and finally the shoulder hoops. Bill asked, â€Å"Are you scared yet?† â€Å"No, just anxious,† I replied grimly. He could see right through me; he knew that I was trembling inside. â€Å"You’ll be fine, just don’t look down!† This was all of the advice he wanted to give me. The butterflies in my stomach suddenly began to flutter compulsively and my heart began to rev as an Indy car would at the start of a race, an uncontrollable RPM. â€Å"Your face is pale as a ghost,† Bill smirked as he tied the ropes to the anchor tree. This tree was a monumental pine, about three and a half feet around at the bottom. I clipped my rope into the carabineer on my harness and began to have second thoughts. I felt as if the brief repelling lesson was definitely not enough. â€Å"Are you ready green horn?† Bill said laughing. â€Å"As ready as I’ll ever be.† I picked up the rope, put it between my legs, held the rope in front of me with my right hand and left hand underneath holding the rope firmly. I was starting to feel like something is wrong; did Bill prepare me for this descent? I leaned back on the rope, stretching it as it pulled tight on tension. My feet started to shake violently as I took...

Thanksgiving Quotes for Kids

Thanksgiving Quotes for Kids Thanksgiving Day  is perhaps the best time to talk to your kids about family values and tradition. Kids love to participate in Thanksgiving celebrations, from decorating and helping mash the potatoes, to creating cards and sitting with the family for the feast. These Thanksgiving quotes for kids can help reinforce your value system in a fun, interactive way. You can use them to adorn your Thanksgiving dinner table, plan a treasure hunt, or write each quote on a piece of paper for them to read aloud before dinner. Linda G. Paulsen, Ballad of the MayflowerHey, Ho, Dee-o, Dee-o! The Pilgrims came to Plymouth Rock; Hey, HoSimple people, strudy stock; Hey, HoTo be free they crossed the sea,Thanked the Lord on bended knee; Hey, Ho, Dee-o, Dee-o! CiceroA thankful heart is not only the greatest virtue, but the parent of all the other virtues. William WordsworthAll that we behold is full of blessings. John Fitzgerald KennedyAs we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them. Ralph Waldo EmersonFor flowers that bloom about our feet;For tender grass, so fresh, so sweet;For song of bird, and hum of bee;For all things fair we hear or see,Father in heaven, we thank Thee! Melody BeattieGratitude unlocks the fullness of life. It turns what we have into enough, and more. It turns denial into acceptance, chaos to order, confusion to clarity. It can turn a meal into a feast, a house into a home, a stranger into a friend. Gratitude makes sense of our past, brings peace for today and creates a vision for tomorrow. Frank A. ClarkIf a fellow isnt thankful for what hes got, he isnt likely to be thankful for what hes going to get. Meister EckhartIf the only prayer you said in your whole life was, thank you, that would suffice. Cindy MargolisMy favorite meal is turkey and mashed potatoes. I love Thanksgiving, its just my favorite. I can have Thanksgiving all year round. Courtland MilloyNothing purchased can come close to the renewed sense of gratitude for having family and friends. Bobby JindalOn Thanksgiving I will stop to give thanks that my family is safe and healthy, especially because I realize that, following the tragedies of this year, it is all too real a possibility that they might not have been. Thornton WilderWe can only be said to be alive in those moments when our hearts are conscious of our treasures. Harry A. IronsideWe would worry less if we praised more. Thanksgiving is the enemy of discontent and dissatisfaction. George CanningWhen our perils are past, shall our gratitude sleep? John Greenleaf WhittierAh! On Thanksgiving day...When the care-wearied man seeks his mother once more,And the worn matron smiles where the girl smiled before.What moistens the lips and what brightens the eye?What calls back the past, like the rich pumpkin pie?

Film Report Movie Review Example | Topics and Well Written Essays - 1000 words - 5

Film Report - Movie Review Example As the movie progresses, he encounters different people who will aid in uncovering the core theme of the movie that running is an act of courage and strength. The movie explains that the act of running away from something or someone cannot be totally attributed to cowardice. Often times, running, as depicted in the film, is a person’s ability to move towards the future and to his or her dreams and destiny. The theme was first seen when forest, with braces on his legs, was able to run away from the bullies. The theme was emphasized with the help of Gump’s leg braces that broke apart as he ran fast away from the bullies. 2) What were the choices made by the main characters and what were the consequences of those choices? Forrest Gump’s choice to sit beside Jenny on the first day of school is considered as the start of the whole story. After which, when Gump listened to Jenny when she told him to run away from the bullies was the first decision Gump made that allowe d the core theme of the story to unfold. Also, the time Gump befriended and believed on Jenny became his soul aspiration to learn his destiny. As Gump decided to go to the war in Vietnam, he also made a decision to save his fellow soldiers. This decision brought him to fame, but Lieutenant Dan hated him for saving his life. As the story unfolds, Gump and Lieutenant Dan became good friends and successfully established their shrimp business. Meanwhile, Jenny slowly ruined her life as she started to get on drugs and dated different men. Nonetheless, she decided to go home to Gump, and this had brought joy to Gump. However, Jenny left him again, which caused Gump to run across the country for three years. When Jenny heard of him, she decided to write him a letter, and the two got back together and married, along with their son Gump. 3) What three or four sequences are most important in the film? Why? The first important scene in the movie was when Forrest Gump sat beside Jenny on the sc hool bus on their first day to school. This scene is the outset of the story of the life of Gump. It is also considered as an important event because, after this event, Jenny will play the most important inspiration to the life of Forrest Gump. The second vital scene was when Gump decides to join the war in Vietnam where he becomes friends with Benjamin Buford â€Å"Bubba† Blue from whom he learns the shrimping business. This was also the time when he meets Lieutenant Dan and become business partners, and also whom he considers as his best friend. The third essential scene in the movie is the time Jenny comes home to Gump, and this will be the time when Jenny becomes impregnated by Gump, but she leaves him. Lastly, the most crucial part of the movie was when Jenny acknowledges that Gump is the father of his son and the two of them got married. 4) Did the ?lm surprise you with anything unusual in its story, style, technique, or implications? The thing that struck me the most w as the tolerance of Forrest Gump in waiting for Jenny to come home to him. He never looked at or wanted any other woman aside from Jenny, which is very much unusual in a typical movie. Also, the manner the story unfolds which is presented in a first person was a unique style and added more drama to the movie. It allows the movie to be more dramatic and realistic as Gump tells his story to other people while waiting for the bus. Also, along the narration of Gump, it is inevitable to acknowledge the presence of many

Project management Essay Example | Topics and Well Written Essays - 1500 words - 23

Project management - Essay Example Project planning and budgeting helps project managers to take pro-active measures to avoid some of the risks that emerge from the external and internal environment that surrounds the contractors (Kerzner, 2013). Project planning is an iterative process. Tasks undertaken are interdependent of each other; hence, failure of a subsystem affects the whole systems. Project planning rescues the project team from unforeseen circumstances due the high uncertainty that is with a majority of projects. The first stage of the project plan is identifying the goals of the project. In the stage, beneficiaries of the project are identified and the stakeholders. Their needs are so that the project is designed to meet them. A schedule is then developed to establish the amount of time and resources that will be. A budget of the resources necessary is prepared to determine the cost of executing the project. Additionally, a Human Resource plan is also developed to determine the skills that will be needed to accomplish the mission. Furthermore, a communication plan is outlined indicating how progress of work will be. Lastly, a risk management plan is created to provide measures that can be taken to shield activit y from interference (Turner, 2014). Mode Sante, a company, based in France launched an ambitious plan of constructing ultra modern leisure complexes. The company outsourced for contractor through a competitive bidding process who were supposed to build one of the facilities in Uxbridge. With a capital as a constraint, the new Active Being Complex had to be built according to the specifications provided with the minimum cost possible. A capital amount of  £300,000 had to be allocated prudently towards installation of a new IT infrastructure, security system, music and public address systems and other amenities that were to be in the new building. Interestingly, an old building that had been left

A Futuristic Commercial Advertisement Video Research Proposal

A Futuristic Commercial Advertisement Video - Research Proposal Example The project title for this proposal will be ‘A Futuristic Commercial Advertisement Video’ that aims at emerging with a new media that would enable commercial advertisements to take place everywhere. This means that videos of commercial advertisements will be aired the whole day through various platforms and media that are unique ranging from the electronic appliances to nature. In this regard, such items such as refrigerators, mirrors, ceilings, and sky. The finished project in this case will be a new and unique media that delivers video commercial advertisements in real-time on virtually any media including such unnatural media as in dreams and in the sky (Mullen and Rahn 64). Unlike the ordinary commercial advertisements that come through the mainstream media such as television, radio, print media, and the internet, this new media will be able to air video adverts on unique platforms that no human has ever witnessed nor experienced before. Additionally, the new media p latform will achieve maximum efficiency in the sense that it will reach out to more audience than the conventional media. Certainly, the principle and elements of visual arts such as colour, shape, lines, movement, and symmetry have played a major role in informing the approach to this project. These aspects of visual arts could just meet the ultimate goal if they can be transferred into nature. In essence, visual arts and films studies have been limited to the common media that performers are familiar with over the years. However, this new commercial advertisement brings in a new dimension of video platform that had never been seen before (Chun 424). This actually means that this will be a pilot project that will inspire many minds and capture the attention of many if it is successfully launched, as it will accentuate the level of enjoyment in commercial advertisements (Vacche 53). Besides, the project that has been motivated by the urge to adventure the commercial advertisements especially in real-time has really won the heart of many through its feasibility is still debatable within some quarters (M ullen and Rahn 64).

Learning Irregular Verbs In English

Learning Irregular Verbs In English INTRODUCTION The present report contains the results of the investigation carried out at Higà ¼erito Basic School. It is evident that the goal of grammar instruction is to enable students to carry out their communication, Purposes, thereby getting involved with all those difficulties students have had for years to learn and use irregular verbs is highly important for teachers of English as a foreign Language. This Research has three Different Chapters: Chapter I, Presents the historical context of the Educational Center, it shows the External or geographic aspects of Higà ¼erito Basic School, There ´s an analysis of the Socio Economic and cultural characteristics of the Educational Center, In addition the philosophy of Higà ¼erito Basic School. The second chapter of this investigation states the difficulties in Learning Irregular verbs which is the basis of this research, It is analyzed here different aspects and methods of teaching irregular verbs such as; Infinitives matching and grouping, presentation, infinitives, unfamiliarity with infinitives, infinitives matching, The present continuous tense as matter of priority, categorization of irregular verbs and some strategies to teach irregular verbs. Chapter III, Is where the result of the investigation is presented. Firstly this chapter shows the results of the interview directed to the English teachers of Higà ¼erito Basic School and the results of the survey applied to the students of this Educational Center. JUSTIFICATION Teachers are always trying to find new and easily comprehensible ways to teach different parts of grammar, especially for the challenge that teaching irregular verbs represents. It hasnt been easy to deal with irregular verbs or make students understand how to use them. We felt motivated to investigate about it, because as English students we have also had difficulties with the acquisition and usage of irregular verbs. It is highly important to have all kind of information about the process of teaching irregular verbs, because we are thoroughly sure that as future English professionals will need to use them in a current conversation or in the classroom. This research will not only be important for us, it will also be important for those readers who share the benefits of the results of this investigation. The advantages of overcoming the difficulties that most teachers and students have with irregular verbs will contribute to improve the teaching and learning process that so far has been obstructed. METHODOLOGY This investigation was documentary and it was carried out in the field too, considering these, and the best and ideal ways to obtain excellent results and to count with the correct tools to understand the target problem of this research. In this investigation were used the descriptive and analytical methods, this report starts with a problem that is affecting most of the schools of our country in order to analyze a particular situation that is happening in Higà ¼erito Basic in San Juan de la Maguana Dom. Rep. All the possible elements that concern to this research were summarized and the results of the analysis were summarized. For more credibility and trying to give a realistic out look to Different sources were analyzed: Research, Books, on line technology and surveys at Higà ¼erito Basic School; teachers and students were interviewed CHAPTER I: CHAPTER I GENERAL CHARACTERICTISC OF THE HIGUERITO BASIC SCHOOL 1.1- Historical context of the Educative center. 1.2 External or Geographic Aspects 1.2.1- Socio Economic and Cultural Characteristics of the Center. 1.3 Internal Characteristics of the School 1.3.1 Description of the infrastructure. 1.3.2 Philosophy of the Educative Center. 1.3.3- Strengths and weaknesses of Higà ¼erito Basic School. 1.3.4- Problems of the Educative Center. 1.3.5- Statistics of Higà ¼erito Basic School CHAPTER I General Characteristics of Higà ¼erito Basic school This chapter I presents important information concerning to the historical context of the Educational Center, the Geographical location of Higà ¼erito Basic School, The Socio Economic and Cultural Characteristics of the Sector; This chapter also presents the internal characteristics of the school, it focuses the infrastructure; In addition it presents the philosophy of the Educational Center, the Strengths and weaknesses of Higà ¼erito basic school whereas the problems of the Educational Center and the Statistics of Higà ¼erito basic School. I. I. Historical context of the Educational Center. The first pavilion of the school was made of wood in 1953, by this time the principal was Mrs. Batida Ruiz, later they built three more classrooms, and three more teachers were hired. In 1970 teacher Ana Isolina de la Cruz was in charge of the school, in 1970 there was a staff of 2o teachers. Under Mrs. De la Cruz administration a second pavilion was built in 1982. Finally in 2001 Higà ¼erito Basic School was managed by Lida. Francisca Mirella Rodriquez. 1.2 Geographical Location of the Higà ¼erito Basic School This Urban School Belongs to Region 02 District 02-06. It is located in the Northern part of the city at 151 Anacaona Avenue in San Juan de la Maguana Dominican Republic. In the northern part of Higà ¼erito Basic School theres a neighborhood called, project 20 of the Ensanche Anacaona. South of the school theres a belt way Better Known as Circumvallation San Juan Bautista. East of the school, its located the Fire Fighter building and to the west La Altagracia Neighborhood. 1.2.1- Socio Economic and Cultural Characteristics of the sector. To talk about the Educational preparation of the, or background of the people, who live in this area it is necessary to present this topic focusing on the different sectors that are surrounding the educational center. The people, who live in the Eastern part of the school, are teachers, some of them are working and others are retired. Those people who live north of the school have an average level of education, most of the students that attend this school belong to this area, and they come from humble homes lots of economic adversities. San Juan de la Maguana is well known as El Granero del Sur, for its grain production, there by most of these people income depends on agriculture this activity is the economic support of the citizens, all around this educational center there are, some liquor stores. Concerning to cultural aspects, it is well known that every educational center that provides any kind of service to the community has its own beliefs and culture, which is well identified in students behavior. San Juan owns a rich culture with multiple traditions such as saint patrons party, in honor of John the Baptist. These parties are celebrated from June 15th to June 24th each year. This belief is part of every child and it is part of the school and the community. The school participates in all the activities promoted by different institutions of the community. 1.3- Description of the Infrastructure of the Higà ¼erito Basic School. The infrastructure of Higà ¼erito basic school looks in good conditions, Nowadays the School is made of blocks. It has 17 classrooms, Higà ¼erito School has an area of 466, 43 Mts. And each classroom measures 5.29mts. And 6.44 mts. There are only two bathrooms for the students which are not enough for the amount of pupils. The furnitures are not in good conditions, they need to be fixed. In the inside part of the school it could be observed certain amount of garbage in the yard and in the halls. There is a bad smell that comes out of the bathrooms this situation is affecting the students health. 1.3.1 Internal Characteristics of Higà ¼erito Basic School At present this School is been managed by a principal, for a better management it also has a procedures Staff, a cooperative team and a pedagogic team pretending to guarantee the application of the contents proposed by the curriculum. 1.3.2 Philosophy of the educative Center The project of Center of Higà ¼erito Basic School States the vision and mission of this school, it pretends to guarantee the preparation of all of the students increasing the reinvestment of values, attitudes and talents, making of those teenagers competent people. With the effort of dedicated teachers and following the guidance of the curriculum the image and the prestige of the school is going up. Some important values that make part of this school priority are: dignity, love, solidarity, discipline, responsibility, respect, collaboration, empathy, partnership, faith, honesty, creativity, humbleness, hygiene and sincerity. 1.3.3 Strengths and weaknesses of Higà ¼erito Basic School. According to the information compiled from the project of center this school, it may be quoted the following strengths: The teachers who come to this school are qualified teachers, willing to work with a high spirit of compromise, responsibility and desire to improve. The school is located away from disturbing places in benefit of those who take classes in this Educative Center. This Educative center contemplates as weaknesses: Lack of Library equipment, counseling Department, equipment and adequate school supplies. 1.3.4 Problems of the educative center The problems that are quoted in the project of center of this school are : indiscipline in the classroom, the student have reading problems, The process of teaching technical areas has become one of the biggest problems of the school because those technical areas as English and French require experienced teachers and this school doesnt have these teachers yet. CHAPTER II Difficulties in Learning Irregular Verbs 2.1 Difficulties Learning Irregular verbs. 2.1.1 Infinitives Matching and grouping. 2.1.2 Presentation, practice, production. 2.1.3 Unfamiliarity with infinitives 2.1.4 Infinitives matching. 2.1.5 The present continuous tense as matter of priority. 2.1.6 Categorization of irregular verbs. 2.1.7 Database making and strategies to teach irregular verbs. THE Difficulties in Learning Irregular verbs The chapter II of This research is based on the analysis of the difficulties in learning irregular verbs, here it is presented the infinitive matching and grouping activities and some methods such as presentation, practice and production, it is also treated here the unfamiliarity with infinitives, infinitive matching, the present continuous tense as a matter of priority as well as the categorization of irregular verbs and some strategies to teach irregular verbs. 2.1 Difficulties Learning Irregular Verbs. For learner of English, irregular verbs represent one of the most difficult aspects of the language. Normally because they are presented in the form of alphabetical lists. Never take into account the actual occurrence of these verbs. Irregular verbs haunt learners of English from the beginning to the end of their studies. Teachers are always trying to find new and easily comprehensible ways to teach different parts of grammar. The past tens and the perfective aspect on the verb are two rather difficult areas for ESL Learners all over the world. ESL Learners usually try several hypotheses before they can handle the past tense confidently. Especially, the irregular past poses problems for learners. If they could be organized in a morphonemic classification, to make it easier for the learners to create file/ folders that they can easily accommodate them in their learning process, and if the learning load can be reduced thereby, learners can grasp and remember them better and faster. In English, majority of the verbs go through 4 forms, with an exception of modal auxiliary verbs. These forms are: 2 tense forms and 2 aspects for The verbs in English behave in four different ways in the past tense: I. There is a regular past tense form: 2. There is an irregular past tense form wherein it takes any shape, which is not easily predicted. 3. There is a vowel change past tense form in which on vowel in the verb changes to form the past tense, while the rest of the verb shape remains the same. 4. There is a no change past tense form wherein the verb remains as it is. The irregular verbs have hardly any resemblance with the original form of the verbs and therefore their past form is unpredictable. 2.1.1 Infinitives matching and grouping The students are encouraged to match and group infinitives in a logical way. Hence, when they star dealing with the past simple tense, they have become familiar with the infinitives, so the primary barrier is eliminated. The list of irregular verbs with all three forms is then cat into pieces and the students are asked to categorize the irregular verbs on the basis of resemblance. This proceeds from a classification of irregular verbs as stated in a comprehensive grammar of the English language. The students are encouraged to create their own positive negative compound sentences, which they can as the fourth step- develop in stories. The fifth step is fixing phase, during which the students organize and reorganize the irregular verbs depending on how familiar the students are with them having learnt the infinitive, past and past- participle forms by heart, however, the students are found unable to recognize any of the forms if written in English, there is a method elaborated by: Jeremy Harmer, consists of the following elements: Engage, Study, Activate. In the engage phase, the teacher s effort is to awake the students interest, arouse their curiosity, and engage their emotions, employing numerous means, such as games, pictures, audio or video recordings, or dramatic stories. Most of us can remember lessons at school which were uninvolving and where we, switched off from what was being taught. We may also remember lessons where we were more or less paying attention, but where we were not really hooked. We were not engaged emotionally with what was going on; we were not curious, passionate or involved. Yet things are learnt much better if both our minds and our hearts are brought into service. Engagement of this type is one of the vital ingredients for successful learning. ¨ Harmer, (200:52). Hence, instead of being passively taught the infinitives of irregular verbs, students are encourage to play with them, in the activate phase, those exercises and activities are comprised, which gave been designed to make students use the language communicatively. The students are discouraged to focus on the language construction or practice of its particular patterns. On the contrary, the activities are to help the students to use their full language knowledge in the selected situation or task. The objective in the activate phase is, to use all and any language which may be appropriate for a given situation or topic. In this way students get a chance to try out real language use with little or no restriction, a kind of rehearsal for the real life. Story making is an activity typically employed within the activate phase. The students are assigned to create a story, being allowed to use limited or unlimited group of vocabulary. 2.1.2 Presentation, practice, production. This is a widely spread approach, in terms of which the teacher present the language and then encourages the student to practice it at first by means of highly controlled activities the p.p.p model is employed efficiently when most isolated grammatical items are being dealt with. From the teachers point of view, it is highly favorable since it allows the teacher to time each stage of the lesson fairly accurately and anticipate and solve the possible problems the students may encounter. 2.1.3 Unfamiliarity with Infinitives According to the structure of a elementary English course, students are expected to acquire the principles of the past simple tense and past forms of numerous irregular verbs, one difficulty the have is that the encounter approximately one hundred verbs fewer than half of which are irregular for example. Buy, come, cost, do, draw, drink, drive, eat, fall, find, fly, get, give, go, have, hear, know, leave, make, mean, meet, put, read, ring, run, say, see, sing, sit, sleep, speak, spend, stand, swim, take, tell, think, understand, wear, write. Then the biggest problem the students have is that they are not given enough opportunities to get familiar with them. When they have managed to learn the infinitives of hardly twenty irregular verbs, the students are confronted with both a new grammatical phenomenon the principles of making the past simp0le tense, and a flood of irregular verbs. They become showered with the infinitives and past forms of so many new irregular verbs that they star t drawing, losing their motivation 2.1.4 Infinitives Matching. Its a teaching aid that consists in encouraging students to match and group infinitives in a way which they find logical. This method is of double benefit to the students. First it makes the infinitives easy to remember, and secondly, it forces the student to enrich their vocabulary by looking up synonyms to the given verbs. Vocabulary cannot be taught. It can be presented, explained, included in all kind of activities, and experienced in all manner of associations, but ultimately it is learned by the individual. Language teachers must arouse interest in words and a certain excitement in personal development in this area. Teachers must help the students by giving them ideas on how to learn, but each will finally learn a very personal selection of items, organized into relationships in a individual way (1983). Wilga Rivers. 2.1.5 The present continuous tense as a matter of priority Dealing with the present continuous tense before starting to do the past simple one is another way how to imprint on students memory as many infinitives of irregular verbs as possible, before confronting the principles of making and using of the present continuous tense is considerably easier than the past simple. Describing various pictures, a method typically applied when teaching present continuous, encourages students to look up a considerable number of verbs in a dictionary. This method. By choosing appropriate pictures, the teacher can give the students the right direction towards irregular verbs without the students realizing that they are being controlled. Successful language learning in a classroom depends on a judicious blend of subconscious language acquisition and a kind of study activities. Harmer. The inquired system is according to krashen, A product of a subconscious process very similar to the process children under goes when they acquire their first language The learned system, on the contrary, is defined by krashen as a product of formal instruction, comprising a conscious process with results in conscious knowledge about the language. In other words learning is less important than acquisition with the method of describing pictures being applied, students are able to learn the infinitives of all the eighty or ninety most commonly used irregular verbs on cards, which they are encourage to employ when describing routines or making bubble diagrams. In this way, the students are able to get familiar with a substantial number of verbs in an easy, natural manner. Other problem when teaching irregular verbs is that having instilled the infinitive forms of the most commonly used irregular verbs into the students, teacher are sometimes confronted with another problem. They have to decide whether to involve past participles and teach all three forms at once, or to postpone teaching of the past participles until the present perfecto tense is being done. 2.1.6 Categorization of irregular verbs. The students are expected to memorize all three forms of the following eighty- six irregular verbs. Be, beat, begin, break, bring, build, burn, buy, catch, choose, come, cost, cut, deal, do, draw, drink, drive, eat, fall, feel, find, fly, forget, forgive, get, give, go, have, hear, hit, hold, hurt, keep, know, leave, lend, lie, lose, make, mean, pay, put, read, ride, ring, run, say, see, sell, send, sing, sleep, speak, spell, spend, stand, swim, teach, tell, think, throw, understand, wake, wear, win, wrote etcà ¢Ã¢â€š ¬Ã‚ ¦ Irregular ones in that either the past inflection or the ed participle inflection, or both of these, are irregular. The irregular verbs either do not have the regular -ed inflection According to a comprehensive grammar of the English language irregular verbs differ from else. Irregular verbs typically, but not invariably, have variation in their base vowel; irregular verbs have a varying number of distinct formsà ¢Ã¢â€š ¬Ã‚ ¦ The base form past and the ed participle. These are traditionally known as the principal parts of the verb- most irregular verbs have, like regular ones, only one common form for the past. The 250 or so irregular verbs can be, classified on the basis of criteria derived from similarities and differences. In other to make the irregular verbs easier to memorize, the students Endeavour to discover as many similarities and differences as possible. There is a method that consists in students creating positive negative questions triplets of sentences. This method is called reversing the students choose a card with the infinitive are asked to provide a triplet in the past simple tens. For example: see I saw Jane yesterday but I didnt see Bob Did you see Antonio? This method of reversing is possible to extend and apply later on when dealing with the present perfect tense. Not only do the students practice recalling the past form and past participle of the particular verb, they also learn to recognize the difference between the past simple tense and the present perfect one in terms of usage. Come: Pedro came to our house last Saturday but Jessica didnt come. Did Robert come? Pedro has come but Jessica hasnt come yet. Has Robert come? When learning irregular verbs other strategy very effective for learning them is creating story, employing the cards with the past forms of the irregular verbs on them. At the beginning, the students are preferably supposed to use verbs within a group or subgroup, in order to fix the patterns in their minds. Gradually, however, they are encouraged to introduce verbs from the other groups or subgroups. 2.1.7 Database Making and strategies to teach irregular verbs In order to conclude the process of intensive irregular verbs learning, the students are asked to create a database of the cards witch they made and used during the process itself. Such a card index is to be at the students disposal ever after while revising or when they are confronted with a new tense or grammar. There lots of useful programs teachers could use as a support for teaching irregular verbs. These programs focus on high frequency irregular verbs and train them in their base, present. Present progressive, past, and past perfect forms, some of the resource that these programs use are: Flash, multiple choice with sentences not read, spelling activity. In all activities, there are teacher choices to set interface, level of difficulty, speech and /or text options, response time, and background reinforcement animation. Games (to memorize form), there are several games that can easily be adapted to practice past tense verbs. Bingo: Students are asked to make a 33 grid on a piece of paper, look at their list of irregular verbs and to complete their grid with infinitive verbs. When they have finished, start reading student hears the past form of a verb they have on their grid, they cross it out. The first to cross out all the verbs on the grid calls Bingo and wins. Follow this up by asking students to work in pairs and to prepare a story using the verbs on their grid, in the past tense. Tennis or volleyball, this activity involves students calling out verbs to each other, as if they were passing a ball over and invisible net. Ex. Student I. Says the infinitive of the verb (Run) Student 2. Says the past form. (Ran) Student 3. Says the past participle (Run) If a student gets a word wrong (or pauses for more than 10 seconds), they lose. Students can do this in pairs, although with smaller classes you may set up two facing chairs in front of the class and have students come up and play each other in front of the others. The students who win stays (as the reigning champion) and another student come up to challenge. Permanism (or Memory), prepare a set of cars with the infinitive on them (set A), and a set of cards with the past tense on them (Set B). Put both sets face down on a table. Invite a student to pick up two cards. He / She must read the verbs aloud on the cards and decide if they match. If they match, he/she keeps them- If they dont match him /she shows them to the others and puts them back down. Another student comes up and tries to get a matching, pair in the same way. It could be done with large or small classes. With a large class put the students into groups of four and ask each group to prepare their own cards. Working with pronunciations: give students a list of irregular past tense verbs and ask them to group them according to the main vowel sound in each. If this seems too hard, you could give them verbs and find others that sound the same. For example, find the matching pairs of verbs in this list: wrote could taught read eat drank gave had waked went took bought. You could group the irregular verbs according to similar sounds and put them and a poster on the wall. Meaningful practice, Listen and recap: In this activity you give the students a list of irregular verbs in the students a list of irregular verbs in their infinitive form (on a worksheet, or written on the board). You then tell a personal story, incorporating the past tense of the verbs. Its best to prepared this ahead of time, bearing in mind what your students understands. As the students listen, they must number the verbs they hear in order. When you finish, tell the students to compare their order in pairs. They should then write the past form of all the verbs they heard. Check the answers with the whole class. Then ask the students to try and are tell the story together using the past tense verbs as cues. Finally ask students to tell a similar story based on their own experience. Monday morning conversation, one way of getting a lot of past simple verbs out of the students is to simply start an informal chat with them at the beginning of the class, The simple what did you do last weekend? On Monday morning should throw up some past simple verbs. You can also go around ask the students some questions and allow them to answer. Teaching English irregular verbs is indeed challenging. However the goal of grammar instruction is to enable students to carry out their communication purposes irregular verbs are verbs themselves. The fourth grade is when those verbs start getting hammered into kids brains so that they might not mess them up quite so much when they re older. Irregular verbs are verbs that dont follow normal conjugation rules as thy traverse temporal space. They are the source of a great deal of frustration if you let them, unfortunately the only way to learn irregular verbs is to memorize their freaky conjugation as you encounter them. The irregular verbs might be the hardest part of fourth grade grammar. Chapter III Presentation and Analysis of the datas of the investigation In this chapter are presented the results of the investigation carried out in the Educative Center Higà ¼errito basic School. The results of the interview to the principal of the School and the surveys applied to teachers and students of this Educative Center. 3.1. Interview Applied to the Principal of the Educative Center Higà ¼erito basic School. In this section are analyzed the answers obtained from the interview to the director of the school. The principal of Higà ¼erito basic School was asked if she supervises the English teachers while they are on duty and her answer was affirmative, but she specified, that is the teacher in charge of the grade who teaches English because they dont have a teacher for the area so far. She was also questioned if she has received any kind of complaints from the students for the lustration they receive, and she answer,54 not yet she was asked if the school trains the teachers in order to have better results during and after the process of teaching and learning She replied, no. She was also questioned about the resources that the teachers of English need as a complement to their teaching process and she said that is a teacher ´s responsibility because public Schools do not provide these resources, when she was asked how she evaluates the English teachers ´ work, her reply was, that she evaluates it very good, because they are not English teachers actually, and believe it or no t they have been teaching well taking in to considerations the limitations. Here ´s the key of the problems, as this Educative Center is Subsidized by the State and the fact that there arent languages teachers: The teachers in charge of the grade are obliged to mange to teach. In the project of center the principal States as an advantage the preparation of the teachers who work for this school but they dont have qualified English teachers, and this is a serious problem because either the teachers or the students might feel frustrated, the teachers feeling unable to do their job and the students getting drowned in their attempt for learning the language. 3.2 Survey elaborated for the English teachers of Higà ¼erito basic School. In this section are analyzed the answers obtained from the survey applied to teachers of English of Higà ¼erito basic School. I. Years of experience of Higà ¼erito basic school English teachers. Category Frequency % 1-5 3 60 5-10 2 40 10-15 0 0 Total 5 100 In this square it could be observed that 3 teachers have from 1-5 years of experience teaching and 2 teachers have from 5- 10 years of experience. These years of experience are a good indicator to guarantee the quality of teaching of the Educative Center Higà ¼erito. 2. Techniques used by teachers of the Educative Center Higà ¼erito to teach irregular verbs. Category Frequency % Participation in class Oral Practice 1 20 Home works Written Exams 4 80 All the previous Alternatives None of the Alternatives Total 5 100 According to what it seen in this chart, 20. % of the English teachers use as a teaching technique, the oral practice and 80 % use written ex