Longing for elf diamond-polishers Review Essay Example

Yearning for mythical person jewel polishers Review Paper Paper on Longing for mythical person jewel polishers In typical estimated book with a wonderful, yet not clear from the start, the name precious stone of Yearning mythical person polishers closed gigabytes of information text and subtext, and the perpetual chain of affiliations that emerge from colleague with stunning pictures. Writer, pundit and artist in the past Margarita White composed a book 6 years back, however it was distributed just now in the distributing house Veche  »Ã¢ » The name of the novel a reword of a statement from The Lord of the Rings by JR R. . Tolkien The book is written in the class egobelletristiki: in her emotions and considerations. The melodious character, for whose benefit the storyteller, shows up in full mental outcrop. Scandinavian epic quietly woven into a profoundly imaginative story with components of news-casting and self-incongruity. The outcome an extraordinary artistic work of the unceasing, consistently cutting-edge lonely love, which changes the character and remotely and inside. Otherworldly development and individual development happen somewhere close to Moscow and a portion of the Baltic nations, between the only remaining century and tomorrow. We will compose a custom article test on Longing for mythical person jewel polishers Review explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Longing for mythical being precious stone polishers Review explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Longing for mythical being precious stone polishers Review explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Move music as troublesome words, how to portray the sentiments of the equation, yet Margaret White as a music pundit could distinctively compose about music as well as about affection, enduring, ability Rockers a different classification of individuals with its specific lifestyle and demeanor to the world. Margarita permitted to contact this world and see inside the lives of the individuals who are called veterans third supernatural, hallucinogenic veterans. The book is committed to the memory of the rashly expired artists The creator has detailed the possibility of ​​the novel as follows:.. Crying soul of its creatorâ » It is prescribed to peruse the rockers and all who are not interested in great music and a solid sense . As per the acquisition of the book to compose on [emailprotected] In the headline show the book application.

Chapter Cost free essay sample

Talk about why numerous data innovation experts may disregard venture cost the board and how this may influence finishing ventures inside financial plan. One of the most troublesome undertakings is cost the executives inside a data innovation venture. A significant factor to consider while investigating the accomplishment of cost the board rehearses on a specific venture is assessing the different costs that go into an IT anticipate. Numerous IT anticipates have extremely unclear or vague necessities at first so is one of the issue with cost the board. IT anticipates likewise remembers an overwhelming dependence for new advances and full business process investigation, any utilization of new innovation has a related hazard, which frequently prompts complex issues, or even relinquishment of the innovation itself. Numerous data innovation experts have a constrained business foundation, which incorporates not understanding the significance of essential bookkeeping and account standards. 2. Clarify a portion of the essential standards of cost the board, for example, benefits, life cycle costs, substantial and impalpable expenses and benefits, immediate and aberrant costs, saves, etc. We will compose a custom article test on Section Cost or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Benefits are incomes short consumptions. To build benefits, an organization can expand incomes, decline costs, or attempt to do both. LIFE CYCLE COSTS permits you to see a major picture perspective on the expense of a task for an amazing duration cycle. This encourages you build up a precise projection of a project’s budgetary expenses and advantages. Substantial AND INTANGIBLE COSTS AND BENEFITS Tangible expenses or advantages are those expenses or advantages that an association can without much of a stretch measure in dollars. Elusive expenses or advantages are expenses or advantages that are hard to gauge in money related terms. Immediate AND INDIRECT COSTS Direct expenses are costs that can be legitimately identified with creating the items and administrations of the task. Backhanded expenses are costs that are not legitimately identified with the items or administrations of the undertaking, yet are in a roundabout way identified with playing out the task. Stores are dollars remembered for a quote to give a pad to future circumstances that are hard to foresee. 3. Give instances of when you would plan unpleasant request of greatness (ROM), budgetary, and defintive quotes for a data innovation venture. Give a case of how you would utilize every one of the accompanying methods for making a quote: similar to, parametric, and base up. ROM gives a gauge of what a venture will cost. This gauge is done from the get-go in a task or even before a venture is authoritatively begun. BUDGETARY is utilized to distribute cash into an association? s financial plan. Budgetary appraisals are made one to two years before venture culmination. DEFINTIVE COST ESTIMATES gives a precise gauge of undertaking costs. Authoritative assessments are utilized for settling on many buying choices for which exact evaluations are required and for assessing last venture costs. . Clarify what occurs during the procedure to decide the task financial plan. 5. Clarify how earned worth administration (EVM) can be utilized to control expenses and measure venture execution and guess with respect to why it isn't utilized all the more frequently. What are some broad dependable guidelines for choosing if cost difference, plan change, cost execution record, and timetable execution list numbers are positive or negative? 6. What is venture portfolio the board? Will extend administrators use it with earned worth administration? 7. Depict a few kinds of programming that venture supervisors can use to help venture cost the executives.

Book and Wine Pairings Franzen and Franzia

Book and Wine Pairings Franzen and Franzia I have never read a Jonathan Franzen novel and I never will. I have imbibed box wine, but it’s been 20 years and I only ever drank Chillable Red, which I maintain is perfectly drinkable. None of this stops me from pairing Franzen novels with Franzia varietals. I’ve chosen six pairings. Descriptions are from goodreads.com (edited for length) and franzia.com. Freedom by Jonathan Franzen paired with Crisp White by Franzia THE BOOK: In his first novel since The Corrections, Jonathan Franzen has given us an epic of contemporary love and marriage. Freedom comically and tragically captures the temptations and burdens of liberty: the thrills of teenage lust, the shaken compromises of middle age, the wages of suburban sprawl, the heavy weight of empire. In charting the mistakes and joys of Freedoms characters as they struggle to learn how to live in an ever more confusing world, Franzen has produced an indelible and deeply moving portrait of our time. THE WINE: A medium-bodied white wine with floral aromas and fruit flavors. Serve chilled. Enjoy with fresh vegetables and light pasta plates. WHY: This novel sounds medium-bodied and white, just like the wine. Purity by Jonathan Franzen paired with Refreshing White by Franzia THE BOOK:  Purity is a grand story of youthful idealism, extreme fidelity, and murder. The author of The Corrections and Freedom has imagined a world of vividly original charactersâ€"Californians and East Germans, good parents and bad parents, journalists and leakersâ€"and he follows their intertwining paths through landscapes as contemporary as the omnipresent Internet and as ancient as the war between the sexes. Purity is the most daring and penetrating book yet by one of the major writers of our time. THE WINE: A white wine that is light and easy to drink. Serve chilled. Pair with simple pasta or seafood. WHY: Purity sounds heavy and hard to read, so I chose a wine that is its opposite. The Corrections by Jonathan Franzen paired with Rhine by Franzia THE BOOK: Enid, who loves to have fun, can still look forward to a final family Christmas and to the ten-day Nordic Pleasurelines Luxury Fall Color Cruise that she and Alfred are about to embark on. But even these few remaining joys are threatened by her husbands growing confusion and unsteadiness. As Alfred enters his final decline, the Lamberts must face the failures, secrets, and long-buried hurts that haunt them as a family if they are to make the corrections that each desperately needs. THE WINE: A fresh and crisp white wine with floral aromas and sweet flavors. Serve with lighter meats and cheeses. Serve chilled. WHY: A chilled wine for a chilling(ly bad?) novel. How To Be Alone by Jonathan Franzen paired with Pinot Grigio/Colombard by Franzia THE BOOK: While the essays in this collection range in subject matter from the sex-advice industry to the way a supermax prison works, each one wrestles with the essential themes of Franzens writing: the erosion of civil life and private dignity; and the hidden persistence of loneliness in postmodern, imperial America. Reprinted here for the first time is Franzens controversial 1996 investigation of the fate of the American novel in what became known as the Harpers essay, as well as his award-winning narrative of his fathers struggle with Alzheimers disease, and a rueful account of his brief tenure as an Oprah Winfrey author. THE WINE: A fresh, light-bodied white wine with citrus flavors and a vibrant finish. Best served chilled. Enjoy with salads and grilled seafood. WHY: A collection of essays is unlikely to have a vibrant finish, but this wine promises one. Strong Motion by Jonathan Franzen paired with Moscato by Franzia THE BOOK: Louis Holland arrives in Boston in a spring of strange happeningsâ€"earthquakes strike the city, and the first one kills his grandmother. During a bitter feud over the inheritance Louis falls in love with Renee Seitchek, a passionate and brilliant seismologist, whose discoveries about the origin of the earthquakes complicate everything. Potent and vivid, Strong Motion is a complex story of change from the forceful imagination of Jonathan Franzen. THE WINE: A sweet wine with delicate aromas of juicy peach and flavors of ripe apricot. Serve chilled. Enjoy with spicy foods and Asian cuisine. WHY: This book cover features a womans nipples, which is as inappropriate as my choice of a wine that smells like a juicy peach. Farther Away by Jonathan Franzen paired with Chardonnay by Franzia THE BOOK:  In  Farther Away, which gathers together essays and speeches written mostly in the past five years, Franzen returns with renewed vigor to the themes, both human and literary, that have long preoccupied him. Taken together, these essays trace the progress of unique and mature mind wrestling with itself, with literature, and with some of the most important issues of our day.  Farther Away  is remarkable, provocative, and necessary. THE WINE:  A crisp wine with a clean finish. Semi-dry and medium bodied. Serve chilled. Complements chicken, simple pastas and seafood. WHY: Simple. Pastas.

Could All the Dinosaurs Have Fit on Noahs Ark

In the summer of 2016, the prominent Australian-born creationist Ken Ham saw his dream come true: the opening of Ark Encounter, a 500-foot-long, biblically accurate recreation of Noahs Ark, complete with dinosaurs and other animals. Ham and his backers insist that this exhibit, located in Williamstown, Kentucky, will draw a whopping two million visitors per year, who will presumably be unfazed by the $40 daily admission fee ($28 for children). If they also want to see Hams Creation Museum, located 45 minutes away by car, a dual-admission ticket will set them back $75 ($51 for kids). Its not our intention to get into the theology of Ark Encounter, or the opacity of its $100 million price tag; the first issue is the domain of theologians, and the second that of investigative reporters. What concerns us here, first and foremost, is Hams claim that his exhibit proves, once and for all, that two of each kind of dinosaur could have fit on Noahs Ark, along with all the other animals that lived on the earth approximately 5,000 years ago. (Since creationists dont believe in deep time, they insist that dinosaurs, if they in fact existed, must have lived at the same time as humans.) How Do You Fit All the Dinosaurs Onto a 500-Foot-Long Ark? One simple fact about dinosaurs that most people appreciate, from the age of three or so, is that they were very, very big. This, by itself, would rule out the inclusion of one, much less two, Diplodocus adults on Noahs Ark; youd barely have enough room left over for a pair of dung beetles. Ark Encounter skirts this issue by stocking its simulacrum with a scattering of juvenile rather than fully grown sauropods and ceratopsians (along with a pair of unicorns, but lets not get into that right now). This is a not-surprisingly literal interpretation of the Bible; one can imagine simply loading the Ark with thousands of dinosaur eggs, but Ham (one presumes) shuns that scenario since its not specifically mentioned in the Book of Genesis. Ham indulges in most of his sleight-of-hand behind the scenes, in his interpretation of what the Bible means by each type of animal. To quote from the Ark Encounter website, Recent studies have estimated that Noah may have cared for roughly 1,500 kinds of land-dwelling animals and flying creatures. This includes all living and known extinct animals. Using a worst-case scenario approach in our calculations, there would have been just over 7,000 land animals and flying creatures on the Ark. Strangely, Ark Encounter includes only terrestrial vertebrate animals (no insects or invertebrates, which were surely familiar animals in biblical times); not so strangely, it doesnt include any ocean-dwelling fish or sharks, which presumably would have enjoyed, rather than dreaded, the 40-day Flood. How Many Kinds of Dinosaurs Were There? To date, paleontologists have named nearly 1,000 genera of dinosaurs, many of which embrace multiple species. (Roughly speaking, a species refers to a population of animals that can interbreed with one another; this kind of sexual compatibility may or may not exist at the genus level.) Lets bend over backward in the creationist direction and agree that each genus represents a different kind of dinosaur. But Ken Ham goes still further; he insists that there were really only 50 or so different kinds of dinosaurs and that two of each could easily have fit on the Ark. By the same token, he manages to whittle down the 10 million or so animal species that we know existed, even during biblical times, into a worst case scenario of 7,000, simply, it seems, by waving his arms. This, however, understates the disconnect between dinosaur science and creationism. Ken Ham may choose not to believe in geologic time, but he still has to account for the existing fossil evidence, which speaks to literally hundreds of thousands of genera of mammals, amphibians, reptiles and birds. Either dinosaurs ruled the earth for 165 million years, from the middle Triassic period to the end of the Cretaceous, or all these dinosaurs existed over the last 6,000 years. In either case, thats a lot of dinosaur kinds, including many we havent discovered yet. Now consider life as a whole, not just dinosaurs, and the numbers become truly mind-boggling: one can easily imagine more than a billion separate animal genera existing on earth since, say, the Cambrian Explosion. Bottom Line: Could All the Dinosaurs Have Fit on Noahs Ark? As you might have already guessed, the answer to this question comes down to the issue of kinds, types and species. Ken Ham and his creationist supporters arent scientists--a fact of which theyre unquestionably proud--so they have plenty of leeway to massage the evidence to support their interpretation of the Bible. Are millions of genera of animals, even in the time frame of a Young Earth, too much? Lets whittle the number down to 1,500, on the word of biblical scholars. Would the inclusion of insects and invertebrates throw the Arks proportions out of whack? Lets jettison them, too, no one will object. Instead of asking whether all the dinosaurs could have fit on Noahs Ark, lets ask a seemingly more tractable question: Could all the arthropods have fit on Noahs Ark? We have fossil evidence of weird, three-foot-long arthropods dating back to the Cambrian period, so even a Young Earth creationist would have to accept the existence of these creatures (on the premise that scientific dating techniques are wrong and invertebrates like Opabinia lived 5,000 rather than 500 million years ago). Millions of genera of arthropods, large and small, have come and gone in the last half-billion years: trilobites, crustaceans, insects, crabs, etc. You probably couldnt fit two of each on an aircraft carrier, much less a boat the size of a small motel! So could all the dinosaurs have fit on Noahs Ark? Not by a long shot, no matter what Ken Ham and his backers would have you believe otherwise.

Essay on Chris Herren Basketball Junkie to Mentor

Chris Herren: Basketball Junkie to Mentor With drugs everywhere in this world, Chris Herren became what he never believed he would; a drug addict. Chris grew up in a poor family in Fall River, MA and could have become a NBA star. He was predicted to be the number 1 pick in the NBA draft if he was clean. Now, not even the highs of his NCAA and NBA career will cover up what he has done to his life. The life of Christopher Albert Herren is a true example of how a person can overcome a struggle and then make an impact in society. Chris Herren was born on September 7, 1975. He attended and graduated Durfee High School from 1990-1994, there he played basketball. â€Å"Chris Herren, Durfee High School basketball’s only 2,000-point career†¦show more content†¦When he was drafted into the NBA by the Denver Nuggets, the players knew about his drug issue. Therefore, they tried to help him stay on a clean path to a drug free life. His teammates would all take turns staying with him and making sure he didn’t drink or do any drugs. He was clean for over a year, however, that was all erased after he was traded to the Boston Celtics because he relapsed again. While with The Boston Celtics, Chris used painkillers such as OxyContin, Vicodin, and Percocent. He was released by the Boston Celtics because of a season ending knee injury. After he recovered from that injury, Chris went to play in Europe and Asia. There he would have dealers send packages of painkillers, so he would always have his drugs. However, he was caught using drugs and sent back to America. A few months later, in the parking lot of a Dunkin’ Donuts, Chris was found unconscious and was charged with possession of heroin and driving under the influence with a revoked license. Soon Chris started to purchase and use crystal meth. While under the influence of crystal meth, Chris overdosed and crashed his car into a utility pole. The paramedics on site at the accident said he was dead fo r thirty seconds. After that accident, Chris realized that what he was doing was destroying his life. He didn’t have a relationship with his children and his wife didn’t talk to him. The drug addict went to a rehabilitation

Mr. Know All Summary Free Essays

Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. We will write a custom essay sample on Mr. Know All Summary or any similar topic only for you Order Now I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four oâ€⠄¢clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if youà ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? ill press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- . I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had b een 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8 . I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  mig ht  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought 1. Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). . How is Tom going to get to work tomorrow? He isn’t sure. If it’s rains, ___________________________ If it’s sunny, __________________________ 2. Where are you going to have lunch today? I’m not sure. If I’m not a hurry, ______________________ If I have some time, ____________________ 3. Where is Patty going to go after school today? She isn’t sure. If she has a lot of homework, _______________ If she doesn’t have a lot of homework____________________ 4. What are Mr. nd Mrs. Green going to do tonight? They aren’t sure. If they’re tired, __________________________ If they have some energy, __________________ 5. What’s Jane going to do tomorrow? She isn’t sure. If she still has a cold, _______________________ If she feels better, ____________________ 6. What’s Henry going to have for dessert this evening? He isn’t sure. If he decides to stay on his diet, _________________ If he decides to forget about his diet, _____________ How to cite Mr. Know All Summary, Essay examples

Research on Parental Involvement in Adolescents Life as an Element to Contribute To Identity Formation

Introduction Every stage of Development of human being is very important especially the adolescence. This is because it is purported that it’s at this stage that the formulation of sense of identity takes place.Advertising We will write a custom research paper sample on Research on Parental Involvement in Adolescent’s Life as an Element to Contribute To Identity Formation specifically for you for only $16.05 $11/page Learn More Basically identity is described as the cohesive set of personal qualities concerning life goals like career developmental religious values and political ideologies. Achieving e a stable ego identity allows adaptability and future development besides creating an integrated sense of oneself (Faber et al, 2008, p. 244). Besides, attaining a stable mature quality experience is a crucial part of adolescent identity formulation. It’s believed that before adolescents can commit themselves to certain value system they observe and exploit the value their parents portray, assess and compare them with other alternative ideologies. Hence, parents’ idea and qualities can play a critical role in formation of child identity. Objectives The aim of the paper will be to explore the role of active involvement of parents in raising their children through adolescence and the impact on the formation of identity. Basically, theory states that native participation in their children’s lives influential on how they behaved and set their goals in life. Specifically, the research will explore the process through which identity statuses are related to the process of achieving parent-child value similarity – the accurate perception of parent value and the acceptance of these values by children. The paper will also describe the role of parents as reflective agents in comparison with the process of formulation of identity (Knafo Schwartz, 2004, p. 441; Schachter Ventura, 2008, p. 449). Purpose of Study This research will be aimed at examining the relationship between the process of identify development in adolescents and the process of parent child value analogy. The research will exploit the impact of active interaction of parents with children builds their identity formation (Faber et al, 2008, p. 243).Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The paper will present a theoretical assessment of the significance of the theory for the formation of an all-inclusive background theory of identity formation. Hypothesis The active involvement of parents in the lives of their adolescent children contributed greatly to healthy identity formulation of these adolescent as opposed to inactive participation of parents in the lives of their children. Parent participation plays a crucial role in the process of adolescents’ (aged 13 – 17 years) identity formulations. Literatu re Review Due to the significance of adolescents forming a stable ego identity, there has been increased research set to explore the factors that affect ego identity. Many of these studies show that there are differences in the processes of identity formation during the adolescent years (Faber et al, 2008, p. 245). Theoretically, the development of identity takes time because of the need of exploration. Nonetheless, some studies show that this type of exploration is less likely to take place in a less secure home. A stable home supports exploration of external environments. This means that secure attachment that takes place when a family is stable and the adolescents face challenges of interpersonal and intrapersonal searching and this can result into formation of a stable ego identity (Faber et al, 2008, p. 245). There are several researches that have explored the connection between identity formulation and adolescent attachment. Family Stability The importance of family stability is quite evident in several studies. These studies show that families are organizations that are made up of subsystems including parents, sibling and spouse relationship, which define the manner in which family members interrelate (Faber et al, 2008, p. 245).Advertising We will write a custom research paper sample on Research on Parental Involvement in Adolescent’s Life as an Element to Contribute To Identity Formation specifically for you for only $16.05 $11/page Learn More Alignment describes the way family members as individuals and comprising the subsystems are connected to each other and compared to the rest of family members and subsystems. Parental coalition is set when parents work in concert to provide the basic needs to their children and keep the children out of marital affairs (Knafo Schwartz, 2004, p. 441). This means family structure has been deemed to be a very significant influence on the identity formation, nonetheless in what m anner family structure affects adolescent attachment degree and the formation of identity process has not been exclusively investigated. It’s been found that when adolescents are securely attached to their parents it’s a sign that they explored their environment more. Strong parental partnership developed clear boundaries between the parents and children, culminating into a secure attachment because the differentiation describes responsibilities and authority (Knafo Schwartz, 2004, p. 442). From the point of view of the parental influence, the degree to which the parent-child similarity is developed by a process that takes two phases of internalization. The first step is where the children have to notice the values their parent support and second step is where the children have to agree that these values appropriate and develop them as their own. This is a process referred to as value transmission and it could succeed or fail at any step.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More For the first step of perception, children could observe that the values their parents quite acceptable in an accurate perception (Knafo Schwartz, 2004, p. 443). For the second step of acceptance, children could choose to agree to the values they perceive, but they could as well reject them as well. When children think that the parents’ values are accurate and accept them instead of rejecting them, then, value congruence will be higher (Schachter Ventura, 2008, p. 449). Adolescents Perception of Growth From the viewpoint of adolescent identity development, value systems are developed via a process where adolescents take on an ideological standpoint juxtaposed to those of their parents (Knafo Schwartz, 2004, p. 443). The value system is a major aspect in the stable occupational, ideological and relational dedication that comprises the adolescents’ emergent identity. Exploration entails searching, explaining and exploiting the possible alternatives of identity. Commit ment includes deciding to accept certain alternative as part of their self. The results of the commitment are to attain enduring self-orientation in several life domains like political, vocational and religious (Schachter Ventura, 2008, p. 451). Methodology Systematic Literature Search The research will use literature search to collect information. For this study articles that related to the topic of identity formulation and parenting of adolescents will be searched for study. This means that the researcher will search these articles on the internet (Knafo Schwartz, 2004, p. 443). Basically articles with information on identity statuses in adolescents (diffusion, moratorium, achievement and exploration), impact of parent values of ego identity of adolescents, family structure and attachment, and parent-children value analogy among other will be searched (Faber et al, 2008, p. 244). The major problems that would face the researcher may include where to get those sources and once th ese resources have been identified, knowing what to sieve or seek via an excess of information that will be available to determine what is important to the study. Enough time will be allocated to finding the relevant materials. Two main activities will be critical for this study. The brainstorming and the literature search itself (Faber et al, 2008, p. 245). At the start of the research, the investigator will develop a working bibliography based on knowledge of both print and electronic library resources and use of the referencing system to identify these sources. Search Plan The research will focus on how this topic progresses as the research is conducted via the documentation life-cycle. The possible approaches include looking for the books and articles that are currently accepted for use as references in the study and discover how they were cited. Seeking original reports and articles is very important (Knafo Schwartz, 2004, p. 444). This strategy will result in a structure like tree-diagram or a network that will show articles that are related. By assessing and reading the abstracts of these articles, it would be possible to categorize the articles by topic and also by the author’s interest in that particular work. The researcher will then search the reference lists of the papers to find relevant papers because at times the internet databases classify articles differently or categorize the papers by using different descriptions and different terms and key words. The search plan is a blue print to understanding of the information available because the electronic storage system is getting complicated and retrieve of research resources is advancing a great deal. Without a plan, there are high chances that the researcher might get lost in the sea of internet articles seeking relevant information or the search can just be going round the same articles. Expected Results In a research by Knafo and Shwatz, the results of their studies showed that identific ation and acceptance of parent value was high when adolescent correctly perceived their father values. Basically there was no significance difference between the acceptances of father value versus the mother values (Knafo Schwartz, 2004, p. 447). The researcher in this proposal anticipates that the relationship between the way parent and child values predicts the accuracy of perception and acceptance. Basically when there is low congruence then the parent-child value perception and acceptance will be low as well. The findings also showed that the accurateness of perception and approval the parental values are significant influencers of the parent-child value congruence as literature has often presumed based on the studies by Grusec and Goodnow in 1994 (Knafo Schwartz, 2004, p. 447). Grusec and Goodnow presented a two-phase process of value acquisition already discussed in literature review. It’s therefore important to examine how identity formation was related to acceptance and accuracy (Knafo Schwartz, 2004, p. 448). The results of accuracy perception versus identity formation indicate that the adolescent who are in the moratorium and achievement (high-exploration) level are able to correctly perceive the parental value than their counterparts in low status of exploration (diffusion and foreclosure) (Knafo Schwartz, 2004, p. 448). These studies also shows that the adolescent in the high-commitment statuses readily accepted their parents perceived values compared to their counterparts who happened to be in low commitment statuses. Faber el al found that the relationship between the family structure and attachment were positively correlated with poor attachment in families that faded some unresolved conflicts between spouses. With regard to attachment and identity, paper demonstrated that there was a positive correlation between father attachment and the level of identity attained (Faber et al, 2008, p. 247). This was quite different from other studi es which indicate that mother’s relationship and attachment were positive correlated to identity achievement. Parents usually feel very responsible for their children development of identity and sometimes consider themselves as the only factors that are responsible for influencing their children’s development. Being involves in development of identity of their children is not only because of concern, moral or success but rather their own identity (parent’s own identity). Parents interviewed in a study by (Schachter Ventura, 2008, p. 456) revealed that parents were concerned about the social identity of their children especially religion. This is basic traditional identity that families believe it should be passed on to next generations and that it was the responsibilities of parents (Schachter Ventura, 2008, p. 456). There were set identity goals for many families concerning their children’s identity formation and educational and vocational achievements . Whereas parents were educated in same framework of study, they had different goals in life compared to their children. However, the interpersonal morality is quite insisted for any of the studies. Conclusion Identity agents constantly evaluate and scrutinize the children and their environment at different levels so as to better arbitrate identity. Both parents are reported to have developed an understanding of the social factors that are important to the attainment of identities of their children. This is evident in the modern society where parent are seen to potently influence the identities of their children either by revitalization impact on morals and dedication or as an vast wave of continuous change. Identity formation is a part of development stage in life where adolescents take active role. Being able to get a chance to explore and then make a commitment to a certain identity has huge effect on the future development and success of such an individual. Therefore when one un derstands the factors that affect individual’s ability to attain identity, therapist can assist adolescents in their search for an identity. Besides the weaknesses of methodologies that have been used for related studies, this will be a crucial study that seeks to examine directly how the cognitive aspects of the adolescents are manifested as they seek their own identity to make a commitment to. Therefore this study will have crucial implications on the study about parenting styles and identity formation. Reference List Faber, A.J., Edwards, A.E., Bauer, K.S Wetchler, J.L. (2008). Family Structure: Its Effects on Adolescent Attachment and Identity Formation. The American Journal of Family Therapy, 31, 243-255 Knafo, A., Schwartz, S.H. (2004). Identity Formation and Parent- Child Value Congruence in Adolescence. British Journal of Developmental Psychology, 22, 439-458 Schachter, E.P., Ventura, J.J. (2008). Identity Agents: Parents as Active and Reflective Participants in Th eir Children’s Identity Formation. Journal of Research on Adolescents, 18(3), 449-476. This research paper on Research on Parental Involvement in Adolescent’s Life as an Element to Contribute To Identity Formation was written and submitted by user Graysen Floyd to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Aaliyah essays

Aaliyah essays So many lives she touched. She probably never had and inkling as to how many people loved her. These were the words of Darlene Corbin on August 31, the day that Aaliyah Dani Haughton was laid to rest. Multi-talented singer and actress, Aaliyah released three chart topping albums and snatched a role in a number of films. She was not only a talented entertainer, but also a great person. That is why today, November 1, 2001, on the day of the dead, we honor the life of Aaliyah. Aaliyah Dani Haughton was born on January 16, 1979 in Brooklyn, New York. At the age of five, Aaliyah and her family moved to Detroit. Just one year later, she starred in the school play Annie, for then she is when she realized that she had a special gift, her voice. Moving on to bigger things, Aaliyah appeared on the syndicated television show Star Search as she wowed the audience singing My Funny Valentine. She also had the experience of singing backup for Gladys Knight at a hotel in Las Vegas for five nights. At the age of fifteen, Aaliyah had released he first album. Her album was entitled Age aint nothing but a number, which she proved to the audience as she topped the charts. Just two years later, in her senior year of high school, she released her second album, One in a million. The album featured the collaboration of major Rs fame forever. She graduated from Detroit High School for performing arts, that year, with a 4.0. Aaliyah then appeared on many different so undtracks including the Dr. Dolittle soundtrack that featured her hit single Are you that somebody. Aaliyah was later cast in her first major film role in the box office hit Romeo Must Die. She then tool on the title of a movie star. She was then cast as one of the ...

How to Make an Inference in 5 Easy Steps

How to Make an Inference in 5 Easy Steps We all have to take those standardized tests where youre presented with a large passage of text and must work your way through the multiple-choice problems that follow. Most of the time, youll get questions asking you to find the main idea, determine the authors purpose, understand vocabulary in context, figure out the authors tone, and, the topic at hand, make inferences. For many people, understanding how to make an inference is the toughest part of the reading passage, because an inference in real life requires a bit of guessing. On a multiple-choice test, however, making an inference comes down to honing a few reading skills like these listed below. Read them, then practice your new skills with the inference practice problems listed below. What exactly is an inference? Step 1: Identify an Inference Question First, youll need to determine whether or not youre actually being asked to make an inference on a reading test. The most obvious questions will have the words suggest, imply or infer right in the tag like these: According to the passage, we can reasonably infer...Based on the passage, it could be suggested that...Which of the following statements is best supported by the passage?The passage suggests that this primary problem...The author seems to imply that†¦ Some questions, however, will not come right out and ask you to infer. Youll have to actually infer that you need to make an inference about the passage. Sneaky, huh? Here are a few that require inferencing skills, but dont use those words exactly. With which of the following statements would the author most likely agree?Which of the following sentences would the author most likely use to add additional support to paragraph three? Step 2: Trust the Passage Now that youre certain you have an inference question on your hands, and you know exactly what an inference is, youll need to let go of your prejudices and prior knowledge and use the passage to prove that the inference you select is the correct one. Inferences on a multiple-choice exam are different from those in real life. Out in the real world, if you make an educated guess, your inference could still be incorrect. But on a multiple-choice exam, your inference will be correct because youll use the details in the passage to prove it. You have to trust that the passage offers you the truth in the setting of the test and that one of the answer choices provided is correct without stepping too far outside the realm of the passage. Step 3: Hunt for Clues Your third step is to start hunting for clues – supporting details, vocabulary, characters actions, descriptions, dialogue, and more – to prove one of the inferences listed below the question. Take this question and text, for example: Reading Passage: The widow Elsa was as complete a contrast to her third bridegroom, in everything but age, as can be conceived. Compelled to relinquish her first marriage after her husband died in the war, she married a man twice her years to whom she became an exemplary wife despite their having nothing in common, and by whose death she was left in possession of a splendid fortune, though she gave it away to the church. Next, a southern gentleman, considerably younger than herself, succeeded to her hand, and carried her to Charleston, where, after many uncomfortable years, she found herself again a widow. It would have been remarkable if any feeling had survived through such a life as Elsas; it could not but be crushed and killed by the early disappointment of her first grooms demise, the icy duty of her second marriage, and the unkindness of her third husband, which had inevitably driven her to connect the idea of his death with that of her comfort. Based on the information in the passage, it could be suggested that the narrator believes Elsas prior marriages to be:A. uncomfortable, but well-suited to ElsaB. satisfactory and dull to ElsaC. cold and damaging to ElsaD. awful, but worth it to Elsa To find clues that point to the correct answer, look for descriptions that would support those first adjectives in the answer choices. Here are some of the descriptions of her marriages in the passage: †¦she became an exemplary wife despite their having nothing in common†¦Ã¢â‚¬ ¦after many uncomfortable years, she found herself again a widow.†¦the icy duty of her second marriage and the unkindness of her third husband which had inevitably driven her to connect the idea of his death with that of her comfort. Step 4: Narrow Down the Choices The last step to making a correct inference on a multiple-choice test is to narrow down the answer choices. Using the clues from the passage, we can infer that nothing much was satisfactory to Elsa about her marriages, which gets rid of Choice B. Choice A is also incorrect because although the marriages certainly seem uncomfortable based on the clues, they were not well-suited to her as she had nothing in common with her second husband and wanted her third husband to die. Choice D is also incorrect because nothing is stated or implied in the passage to prove that Elsa believed her marriages to be worth it in some way; in fact, we can infer that it wasnt worth it to her at all because she gave away the money from her second husband. So, we have to believe that Choice C is the best – the marriages were cold and damaging. The passage states explicitly that her marriage was an icy duty and her third husband was unkind. We also know that they were damaging because her feelings had been crushed and killed by her marriages. Step 5: Practice To get really good at making inferences, youll need to practice making your own inferences first, so start with these free inference practice worksheets.

Leadership. Two Occasions of my Lidership Personal Statement

Leadership. Two Occasions of my Lidership - Personal Statement Example In its first year, firm has been able to close out four successful deals suggesting that new and nascent firms, in an industry which is dominated by giants like Goldman Sachs and Morgan Stanley, can succeed too provided they take into account reality. I am a proactive person and realize that in order to succeed in this industry; we must evolve into a company and grow ourselves as leaders in our chosen segmented market. This idea was floated by me to our co-founders but relying on their success in first year; they were resistant to change however I decided to carry on with this idea and called a brainstorming session with our employees. During that session, we come up with many issues which we believed were restricting the growth of our firm. I also further decided to bring my former boss, who was once, one of the successful leaders with a very well developed firm serving a niche market which however could not have survived and was sold merely for US$5 million only. That meeting proved one of the catalysts for my partners to think more strategically because the kind of competitive landscaped we faced were such that it demanded a comprehensive overhaul of our current thinking.

Analysis of the Sources that Explained Mesopotamia in Preindustrial Annotated Bibliography

Analysis of the Sources that Explained Mesopotamia in Preindustrial Era - Annotated Bibliography Example The problems will be linked to the economic and social wellbeing of the country. They will also be linked to the increasing settlement in the region with the focus being on how this article describes early settlement. The social problems experienced are directly linked to urbanization which will be detailed upon by the articles. The aim of the article will be to provide information that would describe earlier settlement. The article will give details on how the problems affected settlement in the city. This will also detail how it also affected the structural design of the city. The article also explores models designed by preindustrial Mesopotamia in curbing these social problems. The article also explores the manner in which the two rivers bordering the city where effecting while constructing the city and at the same time sustain life within the city. The focus will be to highlight the factors that contributed to the problems and the solutions offered by the dwellers within the cit y. There is a need to focus on human geography. This source will detail the population distribution of the region and at the same time focus on the economic activities of the region. The aim will be to determine the human element in the existence of the city and how different cultures coexisted within the city. The focus will be on how resources were distributed within the city. The aim would be discussed the population growth and to determine how this contributed to the expansion of the city. The connections between human population and the citizen of the city will be focused upon. The migration patterns and the population of the neighboring cities will be focused upon. The factors that enhanced the migration will be discussed. This will be compared to the available economic activities within the region. The article will detail what resources were utilized during the development of the city.  

The Anti Social Behaviour Orders Criminology Essay

The Anti Social Behaviour Orders Criminology Essay For many years the law enforcement agencies have been criticised for using ineffective methods when dealing with badly behaved youth. These criticisms have led the Tony Blair government to take an action on the issue, and as a result the Anti-Social Behaviour Orders were introduced. The Anti-Social Behaviour Orders were originally introduced by the Crime and Disorders Act in 1998( Walklate 2007). Later on the Anti-Social Behaviour Orders were supported even further by the Anti-Social Behaviour Act which was passed in 2003 (Knepper, Doak., Shapland 2009) . Anti-Social Behaviour Orders can be explained as a concurrence between the police and the young person who have committed an offence which can be classified as anti-social behaviour. Any behaviour that causes a nuisance or disturbance to the people living in and around a surrounding area can be categorized as anti-social behaviour. Specific examples of anti-social behaviour include offences such as; graffiti, vandalism and causing e xcessive noise(McEvoy, Newburn2003). The Anti-Social Behaviour Orders punish the individual who has behaved anti-socially by restricting their behaviour in one form or another. For example an Anti-Social Behaviour Order can prohibit an individual who has behaved anti-socially from returning to a certain area or shop. Therefore it can be stated that these orders are issued hoping that it will prohibit the individual in receipt of the Anti-Social Behaviour Order from committing further anti-social behaviour offences by restricting their behaviours. Anti-Social Behaviour Orders are issued by the magistrates court.( ) The burden of proof for an Anti-Social Behaviour Order to be issued should be beyond reasonable doubt. This means that the claimant has to prove that the defendant who has been arrested had been behaving anti-socially. One limitation of Anti-Social Behaviour Orders is that they are seen as a solution after an individual commits an act of anti-social behaviour. Therefore Anti-Social Behaviour Orders are designed to punish rather than to prevent anti-social behaviour in the first place. For example statistics show that young children aged between six and nine years old learn to behave anti-socially through imitating teenagers behaviours in their community who acts anti-socially. As this is clearly stated in the statistics, rather than waiting for this age group to be influenced by their elders and get issued an ASBO things like after school clubs can be encouraged to prevent those children from behaving anti-socially. On the other hand in the statistics obtained it is indicated that anti-social behaviour orders are a successful solution in the sense that a teenager with an ASBO stays out of trouble and this reduces the youth crime rate. (Millie2009) This view has also been stated by the resident in areas affected by what is viewed as yobbish and anti-social behaviour. They have reported improvements in their neighbourhood when Anti-Social Behaviour Orders have been issued to young people who have committed acts of anti-social behaviour. However issuing an Anti-Social Behaviour Order to a teenager who behaves anti-socially leads them to be labelled in their community as a trouble maker. In some sense this prevents the individual to engage in with their daily life (Home Office 2008). In very few situations the individual who have been issued an Anti-Social Behaviour Order wants to improve their standard of life. In most situations the ASBO seems to have a big and long term impact on the young individuals lives. For example according to the survey of youth offending teams issuing an Anti-Social Behaviour Order to the young individual who behaves anti-socially leads them to have mental disorder problems such as depression, suicidal problems and personality disorder. The individual who has given an Anti-Social Behaviour Order goes into depression because they cannot carry on living as they used. On the other hand other some young individuals who behave anti-socially see getting an ASBO as an honour badge. So a young pers on who has an ASBO is pursued as having a higher rank in their what is so called gang by their friends. When talking about todays society media plays a big role, and like most of the issues that concern general public, media highly affects peoples views regarding teenagers who are behaving anti-socially( Clarke 2003). This can be linked with the theory of labelling and stereotyping. The news regarding anti-social behaviour is pursued by the media subjectively rather than objectively. These subjective views are then passed onto the public through media organs such news. For example the media puts across the view that most youngsters who behave anti-socially are children who have a working class background. When this view is stated in the media it leads to stereotyping of all the working class youngsters. Pursuing this particular group as trouble makers leads them to not being given equal chances in life when compared with youngsters who are not included in this stereotyping. This is where the strain theory comes in (Treadwell 2006).The strain theory suggests that the crime is the result of individuals being blocked in terms of mainstream society from reaching certain goals and under the consequent strain they seek deviant or criminal ways to reach those goals. In a way it would fair to say that, these stereotyping views of the society leads young individuals to commit acts of anti-social behaviour. Another criticism of the Anti-social Behaviour Order is that these orders have introduced many new criminal offences. More criminal offences mean that young individuals are more likely to commit criminal offences (Squires 2008). However it is noted in the drafting of the Anti-social Behaviour Order Bill that getting only one ASBO issued for an individual does not mean they get a criminal record. This can be scored as a good point for the Anti-social behaviour Order scheme, as criminalising young people just for a minor offence will mean, they will have a bad criminal record all their lives. However if the terms of the Anti-Social Behaviour Order is broken then the individual faces a criminal conviction which can result in with an up to five years of imprisonment. One of the few positive perceptions towards the Anti-social Behaviour Orders is that they do not cost the government too much. For example if an individual who had committed an act of anti-social behaviour was to be tried and convicted by the courts instead of taking proceedings to issue an Anti-Social Behaviour Order this would cause the government to waste more of their budget on youngsters who are behaving anti-socially.(Knepper 2007) For example after the young individual was sentenced and sent into the prison, there would be additional costs to keep them in the jail such as to provide food for them. Another strength of the Anti-social Behaviour Orders is that some people see them as a fast and efficient system to resolve anti-social behaviour in the community. On the other hand others believe that Anti-social Behaviour Orders on their own is not enough to prevent a youngster from re-offending. A more effective move towards anti-social behaviour can be taken through multi-agency approach. For example once an individual is issued an Anti-social Behaviour Order they should also be sent to rehabilitation programmes to make sure that they do not re-offend. Along side of this they should be sent to do community work to improve these young people perceptions and the way they see the world. Sending these young offenders to do community work will also improve their relationships with other individuals from the community and this might be a more permanent solution than just issuing an Anti-social Behaviour Order. Although there are some positive sides to the Anti-social Behaviour Orders, it can be concluded there are more negative sides to it. Therefore it would be right to conclude that the scheme of Anti-social Behaviour Orders needs a serious reform, in order to resolve the problem of highly rising anti-social behaviour rate. Home Office (2008) Anti-Social Behaviour [online] available from http://www.asb.homeoffice.gov.uk/uploadedFiles/Members_site/Documents_and_images/About_ASB_general/EconSocialCostASB_0142.pdf [10 July2010] Clarke .D (2003) Pro-social and anti-social behaviour .Routledge Squires P. (2008) ASBO nation: the criminalisation of nuisance The Policy Press .London Knepper .P (2007) Criminology and social policy Sage London Millie .A (2009) Anti-Social Behaviour .McGraw-Hill McEvoy.K, Newburn.T (2003) Criminology, conflict resolution and restorative justice .Palgrave Macmillan Walklate. S (2007) Understanding criminology: current theoretical debates .McGraw-Hill International Knepper. P, Doak. J, Shapland .J(2009) Urban crime prevention, surveillance, and restorative justice: effects of social technologies Crc Press London Treadwell .J (2006) Criminology , Sage London

Mass Spectrometer Design Report

Mass-spectrometer Design Report Your Name March 21, 2013 Abstract This report documents the design of a mass-spectrometer In sufficient detail so It can be constructed by a competent technician from the Information contained here, without any further reference to the design engineer themselves. The mass- spectrometer described here is intended for with the ability to . In general, the instrument needs to be (1/4 – 1/2 page) Introduction A mass-spectrometer Is a device which does and and .Dodo these things, the mass- spectrometer works on and [1] and . Mass-spectrometers In general can be used for . The specifications of the mass-spectrometer as designed here are given in section 2. The final design is given in section 3. That includes diagrams of the entire instrument with labels showing all dimensions, a list of all major components required, details of all major electrical components including the voltages and currents required, details f the electric and magnetic fields uti lized and of any subsystems used to generate those fields.Section 4 contains example calculations demonstrating the operation of the device for two deferent atomic species. Intermediate results are given at key points in the calculations so that the method of calculation can be easily verified. A table of all formula used In the calculations Is given In appendix A along with a description of the purpose for which each Is used. Section 5 contains a checklist comparing the characteristics and performance of the vice against the original specifications.Section 6 contains a conclusion stating clearly how closely the specifications were met or by how far they were exceeded. References follow the conclusion. There are no references to websites, only to original documents, articles, or books. (3/4 page)

The Reflection As A Tool For Learning From Experience

John Dewey considered as the pioneer scholar who proposed the reflection as a tool for learning from experience. According to Dewey (1933), reflection is associated with a thinking about the experience or event which contains five steps in order to make sense of it and internalise meanings. These steps are; problem, suggestions, reasoning, hypothesis and testing. In the first step of ‘problem’, he proposes that we need to see big picture of the event which includes the actions, conditions and contextual factors of the event. As our actions operated in open system (social world), thinking about small entities may distract us to identify the real cause of concern. In this way, there is high probability to recognise and understand the perplexity of the event, resulting in more comprehensive action plan to tackle the situation. Schà ¶n (1983) argues similar notion by referring ‘discomfort/ surprises’ in actions, but he did that propose any strategy to figure ou t the actual problem or issue in action. There is a consensus in literature that reflective thinking is triggered by doubtful situations, discomfort (Dewey, 1933), surprise (Schà ¶n, 1983), inner discomfort (Boyed and Fales, 1983), uncomfortable feelings (Atkins and Murphy, 1993), critical point (Barnett, 1997) and issue in action (John, 2005; Boud, 2010) and many more. These are various terms used for the recognition of problem in practice that initiate the reflective practice in practitioner. It suggests that nature ofShow MoreRelatedReflective Essay : Reflective Practice Theoretical Essay1732 Words   |  7 PagesIntroduction(300) Rolfe (2011) state that reflection is a mental process which include thinking, feeling, imagining and learning about what was happening in the past and which could be considered as a personal experience. 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My Use of Transformational Learning Going Back to School...

Transformational Learning consist of four stages which are, â€Å"recognizing a significant problem; confronting it intensely; finding a solution; and integrating a new prospective† (R-Model, 2010, p.115). When making any major life transition you will probably use transformational learning. You will first recognize that there is a problem or that there is something in your life that you would like to change. Second, you will need to confront the problem. You will need to do so with great intensity, so that you may find a solution. Once you have gone through the third stage to find your solution, you will then start to integrate that solution into your life. Transformational learning is something that everyone will go through at some point†¦show more content†¦I realized about four months ago, when I didn’t get a promotion, that it could be because I did not yet have a degree. I started thinking about my problem every day, to the point I was losing sleep o ver it. I already had a solution; I needed to go to school. Having a solution only created more problems for me. I wanted to go to school, but you have to have the money to pay for your tuition in order to actually go to school. I started looking into financial aid, student loans, grant, scholarships, and programs offered to military members and their spouses. Once I found the money, and a school that I wanted to attend, I began integrating my plan into my life. Choosing to go back to school has been an extremely stressful process. Although stressful, things seem to be falling into place quite nicely. Research conducted by Jack Mezirow (1991) has shown that there are seven phases that typically occur in the challenges of transformational learning. 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