School Violence And Schools Violence - 2781 Words

School violence has become a topic that many people are engaged in a debate about. It is difficult to make a definitive definition of school violence, because there are so very many components to it. For one thing, we can be sure that school violence and bullying is something that only takes place amongst peers; this type of violence typically does not involve adults, and happens as a result of interactions from school or within the peer group. This part of the definition seems obvious. However, like some other forms of violence, there really is no concrete set of information that would allow us to distinctively define school violence as just one thing. One could define it in terms of violating private persons or property. Another could define school violence in terms of a simply violent act that takes place in school. Then, when the term bullying is brought into the equation, it complicates the definition even more, because the range of contexts which bullying is put into is so incr edibly broad. One may consider teasing another student about the shirt they have on is bullying, while another person would say that bullying is only truly bullying when a physical altercation breaks out. A comprehensive definition may be one founded by the Center for Prevention of School Violence in North Carolina (2002): â€Å"school violence is any behavior that violates a school’s educational mission or climate of respect or jeopardizes the intent of the school to be free of aggression againstShow MoreRelatedSchool Violence2444 Words   |  10 PagesSchool Violence Victoria Griffin Fayetteville State University The Importance to Be Aware Of School Violence in Education Today By Victoria Griffin December 1, 2014 Abstract: The importance of knowing about school violence, the cause of school violence, forms of school violence and they ways teacher can prevent school violence was observed. A recent act of school violence is announced and the content of why it is important for teachers to be aware of school violence. School violenceRead MoreSchool Violence2187 Words   |  9 PagesSchool Violence Violence in schools has spread widely throughout the nation. School violence is a big problem we are facing now. This has caused many problems among students, families’ faculty of schools and residents of the community. School violence includes gang activity, locker thefts, bullying and intimidation, gun use, assault, and drugs. In my paper I will discuss the reasons why violence in schools exists, describeRead MoreSchool Violence Essay1154 Words   |  5 PagesPreventing school violence has been an issue in our society for so long it has almost become commonplace. According to an article on www.infoplease.com, since the year 2000, there have been a recorded 64 shooting related incidents that involved publicly occupied areas. That is an occurrence of almost five per year. Of those 64, 94% of these incidents were school related shootings. The violence goes from elementary schools all the way up to college universities. The statistics are not pretty by anyRead MoreEssay o n Violence in Schools1490 Words   |  6 PagesViolence in schools is a problem that Americans have had to face at an ever increasing rate. Instead of fistfights, the issues are fatal, like school shootings. Violence is nationally defined as a physical force used to injure, damage or destroy (Guralnik, D., 1997, P.1490). In the past decade, students are using more than physical force. They are using deadly weapons to injure or kill their peers and authority figures, and to destroy school property. Safety is considered to be the freedom fromRead MoreThe Violence Of Public Schools871 Words   |  4 PagesIn recent times, several mass shootings have occurred in several places. Sadly, public schools in America have been venues for these mass shootings. How do we reduce these shootings? How do we ensure that the lives of our kids are safe? These are the questions parents all over America are asking. A lot of suggestions have been made to the government concerning the issue of mas s shootings. Some say government have to ban the purchase of guns, others say there should be background checks, while othersRead MorePreventing School Violence608 Words   |  2 Pagesor experienced some form of school violence is growing at an alarming rate. School violence has been increasing rapidly but there are ways to prevent it. School violence is defined as anything that jeopardizes a schools educational mission. This includes bullying, fights, assault, harassment, and even shootings. Over the years, there has been an increase in cases. But, there are ways to slow the increase of school violence. School violence is posing harm to schools across the United States. PreventionRead MoreShould School Violence Be Banned?901 Words   |  4 PagesPrabhdip Kang Mr. Shurrie Did you guys hear? About that shooting at the school? Most of you guys, thought about something different. This just goes to show you how many different shootings have happened recently. I’m not sure where to begin, but according to The Star Newspaper, there were more than 1,100 incidents of school violence in just 4 years, that’s a lot. If you were to google â€Å"school shooting† right now, you would find numerous incidents that happened just this week that happened in CanadaRead More Violence in Our Schools Essay1257 Words   |  6 Pages Violence in our Schools Children today are growing up in an increasingly violent atmosphere, both in society in general and in their schools. While there is no easy answer as to how to end this violence once and for all, we can look at some of the causes and take steps to contain that which we can. The main contributing factor in all recent school shootings has been the shooters’ feelings that they were bullied by and alienated from the rest of the children and were made to feel that they wereRead MoreThe Fight Against School Violence Essay1901 Words   |  8 Pagesthat at least ten percent of the schools in the entire United States of America are faced with problems associated with violence and in these schools there is at least one serious case of crime other than thefts and physical attacks†(School Violence...). The article, School Violence-a Survey, on the School Violence, Weapons, Crime, and Bullying website clearly states a rising problem within the US. It seems as if the news has a co nstant flow of new school violence cases, and there is no indicationRead MoreThe Effects Of School Violence On Today s Youth2247 Words   |  9 PagesAbstract This research investigates definitions of school violence in general and as a subset of youth violence in particular and investigates and the core environmental factors and the individual student risk factors found to contribute to school violence. The research also includes investigation into the effects of school violence on today’s youth in general and the negative outcomes of school violence including poor physical health, poor mental health, poor academic achievement, and a decreased

Fahrenheit 451 By Ray Bradbury - 1592 Words

When writing the introduction to Fahrenheit 451, author Neil Gaiman stated that â€Å"ideas--written ideas--are special. They are the way we transmit our stories and our thoughts from one generation to the next. If we lose them, we lose our shared history†. Gaiman is absolutely correct; especially because what he is saying heavily applies to books. Books are a critical aspect in shaping humanity as a whole, they create and share a network of creative ideas, history, and overall entertainment; to lose books would be like losing patches of humankind’s history. Creativity, history, feelings and thoughts: all of the aspects that make us human...gone. Fahrenheit 451 by Ray Bradbury illustrates the story of a man named Guy Montag who struggles to live in a futuristic dystopian society where censorship through book burning is prominent. Throughout Fahrenheit 451, Bradbury uses multiple motifs to emphasize a certain idea or convey a message to the reader better. A motif is a re curring subject, theme, idea, or even a physical object that appears in literature. Ray Bradbury’s hostile tone towards technology gives meaning to the reader by depicting the message that technology has the power to completely detach people from their genuine emotions, as well as urge readers to not get too attached to technology because it separates them from relationships in real life. When the motif of technology appears in Fahrenheit 451, Bradbury often uses a hostile, foreboding tone to convey to readersShow MoreRelatedFahrenheit 451 by Ray Bradbury719 Words   |  3 PagesThe flash point of paper, or the temperature at which paper will burst in flames, is 451 degrees Fahrenheit. In Fahrenheit 451, written by Ray Bradbury, the main character, Guy Montag, is a â€Å"fireman† in a futuristic society where he and his coworkers start fires, rather than put them out. Books are banned and burned, along with the owner of the book’s house and sometimes even the owner of the book, upon discovery. Technology has taken over in a sense that social interaction between the average personRead MoreFahrenheit 451 By Ray Bradbury1952 Words   |  8 Pagesis clearly displayed in the plight of Ray Bradbury’s novel about a dystopian American society, Fahrenheit 451, which contains many ideas and bits of content that some people believed should be censored. In fact, one of the reasons that this novel was censored for displaying the dangers of censorship, which is both extremely ironic, and telling as to where this society is going. Thanks to several distributors and oversensitive parents and teachers, Fahrenheit 451 has been banned in many schools overRead MoreFahrenheit 451 By Ray Bradbury954 Words   |  4 Pages In Fahrenheit 451 by Ray Bradbury, the author uses allegory (often misinterpreted by readers) to show the dangers of mass media consumption and the decline of reading traditional media. Many readers draw incorrect conclusions (lessons learned) from the book due to how generally the book applies its theme. Government censorship, though an important topic, is not the intended focus of the novel Fahrenheit 451. Finally, Bradbury’s original message of the book shows the beauty of traditional media andRead MoreFahrenheit 451 By Ray Bradbury1661 Words   |  7 Pages1.) In the novel, Fahrenheit 451 by Ray Bradbury, M ontag’s view on life reverses. Two characters the influence the main character Guy Montag are the old lady whose house and books were burnt down and Mildred. The old lady was caught preserving books in her home. Firemen including Montag were ordered to burn the books. The old lady refused to leave her books, so she too was burned. She bravely gave an allusion as her last words, â€Å"Play the man,’ she said, ‘Master Ridley.’ Something, somethingRead MoreFahrenheit 451 by Ray Bradbury818 Words   |  4 PagesFAHRENHEIT 451 BY RAY BRADBURY Important People in Montag’s Life In Partical Fulfillment Of English 2 Ms Irina Abramov By Helen Hernandez November 9, 2012 â€Å"There are worse crimes than burning books. One of them is not reading them† -Ray Bradbury. In the past there were events that affected book writers. People will get together to burn books because they thought it was inappropriate or they were against their literature. Montag is a fireman in a futuristic society who would startRead MoreFahrenheit 451 By Ray Bradbury918 Words   |  4 Pagesâ€Å"Fahrenheit 451,† written by Ray Bradbury, is a futuristic, dystopian novel based upon a society secluded by technology and ignorance. In this future society, books are outlawed and firemen are presented with the task of burning books that are found in people’s homes. Montag, a fireman, finds himself intrigued with the books, and begins to take them home and read them. As the story progresses, Montag learns the truth behind why books are outlawed and flees his city to join the last remnants of age-oldRead MoreFahrenheit 451 By Ray Bradbury863 Words   |  4 PagesTh e novel, Fahrenheit 451 was written by Ray Bradbury and it took place in the dystopian future. Throughout each novel, we are able to see a major theme, which is censorship. In this essay, I will explain how this theme are explored in the story by using the literary devices. To begin with, in this novel, censorship is not given a straight description, but we can see how the author shows it through many literary elements, such as using the setting, tone and symbolisms even foreshadowing. This novelRead MoreFahrenheit 451 By Ray Bradbury943 Words   |  4 PagesIn the novel Fahrenheit 451, written in 1951 by Ray Bradbury. There are many similarities between the novel and contemporary society, including technology, family lifestyle and censorship. In Fahrenheit 451, Bradbury’s main focus was on technology, such as televisions. Televisions were a big deal back in 1950, individuals were thrilled to get their hands on the new device. When it comes to Mildred, Montag s wife in Fahrenheit 451 novel. Mildred was so obsessed with televisions. She had three differentRead MoreFahrenheit 451 By Ray Bradbury1592 Words   |  7 PagesWhen writing the introduction to Fahrenheit 451, author Neil Gaiman stated that â€Å"ideas--written ideas--are special. They are the way we transmit our stories and our thoughts from one generation to the next. If we lose them, we lose our shared history†. Gaiman is absolutely correct; especially because what he is saying heavily applies to books. Books are a critical aspect in shaping humanity as a whole, they create and share a network of creative ideas, history, and overall entertainment; to loseRead MoreFahrenheit 451 By Ray Bradbury847 Words   |  4 PagesSet Knowledge On Fire The book Fahrenheit 451 is a postmodern work by Ray Bradbury first published in 1951. In Bradbury’s story, all books are illegal and are subject to be burned by firemen. Furthermore, the two predominant themes of Fahrenheit 451 are censorship and ignorance. The censorship implemented over the years removes all information from society that is necessary to learn, which accomplishes to prevent people from questioning anything. The ignorance of society has been fostered and the Fahrenheit 451 By Ray Bradbury - 1592 Words When writing the introduction to Fahrenheit 451, author Neil Gaiman stated that â€Å"ideas--written ideas--are special. They are the way we transmit our stories and our thoughts from one generation to the next. If we lose them, we lose our shared history†. Gaiman is absolutely correct; especially because what he is saying heavily applies to books. Books are a critical aspect in shaping humanity as a whole, they create and share a network of creative ideas, history, and overall entertainment; to lose books would be like losing patches of humankind’s history. Creativity, history, feelings and thoughts: all of the aspects that make us human...gone. Fahrenheit 451 by Ray Bradbury illustrates the story of a man named Guy Montag, who struggles to live in a futuristic dystopian society where censorship through book burning is prominent. Throughout Fahrenheit 451, Bradbury uses multiple motifs to emphasize a certain idea or convey a message to the reader better. A motif is a r ecurring subject, theme, idea, or even a physical object that appears in literature. Ray Bradbury’s hostile tone towards technology gives meaning to the reader by depicting the message that technology has the power to completely detach people from their genuine emotions, as well as urge readers to not get too attached to technology because it separates them from relationships in real life. When the motif of technology appears in Fahrenheit 451, Bradbury often uses a hostile, foreboding tone to convey to readersShow MoreRelatedFahrenheit 451 by Ray Bradbury719 Words   |  3 PagesThe flash point of paper, or the temperature at which paper will burst in flames, is 451 degrees Fahrenheit. In Fahrenheit 451, written by Ray Bradbury, the main character, Guy Montag, is a â€Å"fireman† in a futuristic society where he and his coworkers start fires, rather than put them out. Books are banned and burned, along with the owner of the book’s house and sometimes even the owner of the book, upon discovery. Technology has taken over in a sense that social interaction between the average personRead MoreFahrenheit 451 By Ray Bradbury1952 Words   |  8 Pagesis clearly displayed in the plight of Ray Bradbury’s novel about a dystopian American society, Fahrenheit 451, which contains many ideas and bits of content that some people believed should be censored. In fact, one of the reasons that this novel was censored for displaying the dangers of censorship, which is both extremely ironic, and telling as to where this society is going. Thanks to several distributors and oversensitive parents and teachers, Fahrenheit 451 has been banned in many schools overRead MoreFahrenheit 451 By Ray Bradbury954 Words   |  4 Pages In Fahrenheit 451 by Ray Bradbury, the author uses allegory (often misinterpreted by readers) to show the dangers of mass media consumption and the decline of reading traditional media. Many readers draw incorrect conclusions (lessons learned) from the book due to how generally the book applies its theme. Government censorship, though an important topic, is not the intended focus of the novel Fahrenheit 451. Finally, Bradbury’s original message of the book shows the beauty of traditional media andRead MoreFahrenheit 451 By Ray Bradbury1592 Words   |  7 PagesWhen writing the introduction to Fahrenheit 451, author Nei l Gaiman stated that â€Å"ideas--written ideas--are special. They are the way we transmit our stories and our thoughts from one generation to the next. If we lose them, we lose our shared history†. Gaiman is absolutely correct; especially because what he is saying heavily applies to books. Books are a critical aspect in shaping humanity as a whole, they create and share a network of creative ideas, history, and overall entertainment; to loseRead MoreFahrenheit 451 By Ray Bradbury1661 Words   |  7 Pages1.) In the novel, Fahrenheit 451 by Ray Bradbury, Montag’s view on life reverses. Two characters the influence the main character Guy Montag are the old lady whose house and books were burnt down and Mildred. The old lady was caught preserving books in her home. Firemen including Montag were ordered to burn the books. The old lady refused to leave her books, so she too was burned. She bravely gave an allusion as her last words, â€Å"Play the man,’ sh e said, ‘Master Ridley.’ Something, somethingRead MoreFahrenheit 451 by Ray Bradbury818 Words   |  4 PagesFAHRENHEIT 451 BY RAY BRADBURY Important People in Montag’s Life In Partical Fulfillment Of English 2 Ms Irina Abramov By Helen Hernandez November 9, 2012 â€Å"There are worse crimes than burning books. One of them is not reading them† -Ray Bradbury. In the past there were events that affected book writers. People will get together to burn books because they thought it was inappropriate or they were against their literature. Montag is a fireman in a futuristic society who would startRead MoreFahrenheit 451 By Ray Bradbury918 Words   |  4 Pagesâ€Å"Fahrenheit 451,† written by Ray Bradbury, is a futuristic, dystopian novel based upon a society secluded by technology and ignorance. In this future society, books are outlawed and firemen are presented with the task of burning books that are found in people’s homes. Montag, a fireman, finds himself intrigued with the books, and begins to take them home and read them. As the story progresses, Montag learns the truth behind why books are outlawed and flees his city to join the last remnants of age-oldRead MoreFahrenheit 451 By Ray Bradbury863 Words   |  4 PagesTh e novel, Fahrenheit 451 was written by Ray Bradbury and it took place in the dystopian future. Throughout each novel, we are able to see a major theme, which is censorship. In this essay, I will explain how this theme are explored in the story by using the literary devices. To begin with, in this novel, censorship is not given a straight description, but we can see how the author shows it through many literary elements, such as using the setting, tone and symbolisms even foreshadowing. This novelRead MoreFahrenheit 451 By Ray Bradbury943 Words   |  4 PagesIn the novel Fahrenheit 451, written in 1951 by Ray Bradbury. There are many similarities between the novel and contemporary society, including technology, family lifestyle and censorship. In Fahrenheit 451, Bradbury’s main focus was on technology, such as televisions. Televisions were a big deal back in 1950, individuals were thrilled to get their hands on the new device. When it comes to Mildred, Montag s wife in Fahrenheit 451 novel. Mildred was so obsessed with televisions. She had three differentRead MoreFahrenheit 451 By Ray Bradbury847 Words   |  4 PagesSet Knowledge On Fire The book Fahrenheit 451 is a postmodern work by Ray Bradbury first published in 1951. In Bradbury’s story, all books are illegal and are subject to be burned by firemen. Furthermore, the two predominant themes of Fahrenheit 451 are censorship and ignorance. The censorship implemented over the years removes all information from society that is necessary to learn, which accomplishes to prevent people from questioning anything. The ignorance of society has been fostered and the

Effects of having nearby computer shops in Capitol University free essay sample

Introduction A computer is a crucial component of the academic success of a student. Whether it is a laptop or a desktop, a computer offers a unique platform to gain the most up-to-date information and to analyze the use of that information for school projects. Additionally, computers help students grow accustomed to writing professional material, like resumes when preparing for the workforce. Technology has developed so much that it is almost crucial to have electronic devices particularly the personal computers at home, school, internet cafe, etc. Teenagers have gotten so used to have technology around them. However, while having these computers that make life easier, comfortable, and handy at most of the times, it could also have negative effects on their lives particularly in their studies when used too much. It is very evident that people specially students nowadays are now attached to computer the addictive computer programs and not with books in making reports and academic works. For example: students tend to play games first, browse websites and make friends with new people by the use of the internet rather than studying. For these reasons, the researchers conducted this paper to give an overview for the readers to fully understand the effects of having computer shops near the university and how it affects the academic performances of Capitol University Bachelor of Science in Maritime Education students of S. Y. 2013-2014. This paper is in point a fact about having computer shop near the institution and how it declines the academic performances of the students. There are lots of students that develop bad habits in their computer use that cause so many problems in their study. They spend large amount of time in front of the computer doing unnecessary things like: visiting porn sites, watching pornographic videos/images, involving in a cyber relationship, involving in information overload, addiction to computer games and doing net compulsions instead of studying (Lowinson, 2004). Students nowadays were getting involved with internet pornography. According to the survey conducted by the researchers at Mapua Institute of Technology, two out of 16 first year students admitted that one of the most common things they did was viewing a sexually explicit site. This result shows that they tend to be involved in internet pornography rather than doing their school works and studying their lessons. â€Å"Being involved in internet pornography is in point also a behavioral -oriented addiction, which those who get hooked, are addicted to what they do and the feelings they experience when they are doing it† (Young, 1998, p. 17). Male students usually seek for power and influence. On the other hand, female students look to the internet as a source of friendship and romance. They also think that by being a prostitute, it would help them financially because their partner would sustain their needs also their wants (Lowinson, 2004). Regular use of computers can have an effect on student performance on standardized tests, according to a new study by researchers at Boston College and the University of Massachusetts at Lowell. This study also indicates that having computer shop near the school had a negative effect on the academic performance of the students. The authors speculate that this occurs because students would possibly spend more time using computers for recreational purposes and may spend less time for their studies. In schools, computer education has been made compulsory to spread awareness about computers. As a matter of fact, computers have become a learning tool for children. Indeed, a student can use the PC as a storage system for many books. Also, there are many universities that provide online degrees, which are very advantageous for those people staying in remote areas and for the disabled. In fact, online education is one of the most flexible and convenient forms of learning. One can take the benefit of such online degree programs staying at home without the need of relocation. Computers are also used for training purposes. Many companies use them to train their staff. However, in spite of the many advantages of computers, there are some disadvantages that cannot be ignored. First and foremost, sitting for long hours in front of the PC will affect ones eyes and hamper his activity level. The easy access to information via Internet has made students lazy in terms of their education since they are able to download information without exploring their topic of research. They also use computers for mathematical tables and calculations without actually solving the problems. Also, it is important for parents to keep a check on the browsing habits of their children as some websites are not meant for their viewing. Other disadvantages include identity theft and virus threat. Computers viruses are harmful to the systems and can be transferred from one computer system to another. In 2007, complaints have been received from schools all over all over the nation regarding students who is spending most of their time in computer shops rather than in school. This is in spite of the fact that the government’s Department of Education (DepEd) values how internet also helps sharpen the young generation into highly proficient individuals in new technologies and digital trends. DepEd also recognizes that internet and computer shops cater to the research needs of students, especially those without internet access at home. In addition, it is viewed that using internet is a shift from the usual vices of young students today, such as drinking and smoking. Apparently, using internet critics are clamoring that many computer shop owners could not care less since it meant more income for the business. The effects of having nearby computer shop on student’s academic performance can be both advantageous and disadvantageous. Statement of the Problem This study aims to answer the following questions: 1. What are the impacts of having nearby computer shops? 2. What are the advantages and disadvantages of having nearby computer shops? 3. What actions should be taken by the institution towards having nearby computer shops? Scope and Delimitations This study focuses on the Effects of having nearby Computer Shops of Capitol University and how it affects the academic performance of the students. This study is limited to the Capitol University Bachelor of Science in Maritime Education of S. Y 2013-2014. Definition of Terms accustomed Methodology This section presents the research method used, the respondents, and the statistical method and tool used. Exploratory research is used because a problem has not been clearly defined as yet, or its real scope is as yet unclear. It allows the researchers to familiarize him/herself with the problem or concept to be studied, and perhaps generate hypothesis to be tested. Another common reason for conducting exploratory research is to test concepts before they are put in the market place, always a very costly endeavor. This study uses the Capitol University Bachelor of Science in Maritime Education of S. Y. 2013-2014. Results and Discussions This section presents the results and discussion of the findings. The presentation is arranged according to the sequence of statement of the problem. 1. What are the impacts of having nearby computer shops? 1. What are the advantages and disadvantages of having nearby computer shops? 2. What actions should be taken by the institution towards having nearby computer shops? (actions to be taken’/)Some institutions who have nearby computer shops admits that these shops made some of the students hooked into computer gaming and with this incident, the guidance office of Mapua Institute of Technology conducted seminars, activities, programs, etc. to help those students that are addicted to it. These findings and reports show that the location of the computer shops is really a great factor for the students to be addicted to computer and disregard their studies and school works. Conclusion the researchers analyzed the data gathered and carefully relate it to real life situation asof the situations involved with regards to computer addiction and how it declines the academic performances of the first year students of Mapua Institute of Technology. The output of theresearch was organized and studied by the researchers to give a complete overview of the mainconcept of the paper the study was able to demonstrate the effects of computer addiction to the academic performance of first year students in Mapua Institute of Technology. The results of the surveyconducted by the researchers have shown that 11 out of 16 students were considered as computer addicts. These students have an average of four hours per day in front of computer. Nine of themfailed on their major courses and was not satisfied with their grades during the first semester. Five students admitted that they do not always study and always use computer. 15 of the students

Public vs private sppech free essay sample

Throughout life we express ourselves through words. The way we present ourselves through speech says a lot about our character. The way one speaks to others can Jeopardize the amount of respect and trust others have for them. From the way one pronounces a word to their posture can affect the way an audience interprets what is being said. Personally, I am not confident with my speaking skills at this point. I would like my audience to fully comprehend the concepts or facts that I would present to them.In order to do so I must Improve my speaking skills I believe that a problem most people, including myself, have when giving speeches is facing an audience. Just looking out to an audience oaf mere ten could get your knees knocking. I know it is important not to let your audience know that you are nervous because this could easily make them doubt what you are about to say. We will write a custom essay sample on Public vs private sppech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It Is Impossible to speak at ease without knowing what you are talking about.I guess the only way to ease this overwhelming anxiety when stepping up to the podium would be through thorough preparation. Sometimes when we get up to the podium we feel that the spotlight upon us is just so unbearable that we tend to rush through our speeches. I know that this problem has to get back to my seat. This is definitely a speech flaw that has to be touched up for How can my audience comprehend a concept I am trying to get across to them if my speech might as well be in a foreign language?The whole point of a speech is to get message across to an audience or a group of people. If you speed through a speech and just mumble, you are not only wasting your own time but your audiences as well. When giving a speech it is handy to have a list of key concepts with you that you want to get cross to your audience. Writing out your whole speech will not do. Writing out your full speech may cause you to have your head buried in your notes for your entire presentation.As a high school student you can get away with this, but in the real world no one will trust you unless you look them in the eye when talking to them. I must admit that it is very hard for me to look at people when I am giving a speech, but it is imperative that I do so. I not only want my audience to understand what I am trying to say to them, but I want them to believe me as well. Also, when you dont face your audience they tend to lose interest and start conversations or activities of their own.In order to gain the trust and respect of your audience, it is absolutely necessary to look them in the eye when speaking to them. Boring to hear a speech that is given in a monotonous voice without any variety in their tone. Speaking in monotone puts your audience to sleep. This can happen to anyone who is reading their speech word for word. It has happened to me, and before I knew it my speech was over and my applause was nothing close to enthusiastic.You cannot expect your audience to be interested in your topic if you sound as if youre not interested in it yourself. I have to emphasize again that these kinds of situations can be avoided by thorough preparation and lots of practice. My behavior when others are speaking depends entirely on the speakers themselves. If he/she is not excited about what they have to say, I wont be either. Usually I try my best to give speakers the same respect I wish to receive, but as I stated earlier, my respect for what they have to say depends entirely on the presentation of beech.This semester, in Personal and Public Speech, I would like to improve my speaking skills. I would like to be confident when speaking in front of an audience, I would like to receive the respect of my peers for what I have to say, I would like to learn how to overcome anxiety and its effects on my speech when speaking in front of a large this class is very important and pertains to future obstacles when entering the work force. I am really looking forward to building up my confidence and improving my speaking skills in this class.

Slow Food Movement Essay Essays

Slow Food Movement Essay Essays Slow Food Movement Essay Paper Slow Food Movement Essay Paper Fast food and slow food both play an important role in the lives of many people and it has an immense impact on world resource sharing. Both the fast food industry and slow food movement have major implications in relation to food production, food distribution, environmental impact, economic impact and social impact.  The idea of taverns and coffee houses were popular for social gatherings and sharing of beverages in the 17th century, however the industry of eating outside of home did not launch into the Western Society until the late 18th Century. The idea of eating outside of home was the beginning of the fast food industry, which refers to meals or foods which are readily available and can be prepared and served very quickly. These are generally packaged foods and involve businesses where food is eaten on the premises where there are no waiters or waitresses. For example, McDonalds, KFC, Wendys or Fish and Chip shops. Fast foods are generally foods which are not prepared by the consumer; however the consumers may complete the cooking process by heating it up. Consumers, shareholders and other stakeholders are beginning to look at the fast food industry and increase their demand for enhanced accountability of food production. As a result of this, fast food companies have been using cash crops. Cash crops reduce the land which the native people of the country can use for their personal benefit, through exploitation and reduction of food production. For example, McDonalds may want a poor country to grow lettuce for them, rather than growing their original rice crops. The problem with the lettuce is that it does not feed the farmers families as it is going to McDonalds and the amount of land used to produce 1 tonne of lettuce could produce 2 tonnes of rice. The foods which are grown arent necessarily suited for the area for the soil type and yields arent necessarily as high compared to the original crops. McDonalds may offer higher profits in money; however the farmer cannot feed a family with lettuce as they can with rice. Once the food is produced, the distribution begins to raise complications. In the fast food industry, the food often has to travel some distance before it reaches the fast food industry. This will use up more fuel, energy for travel and use refrigeration and other methods of ensuring food is at its best quality. Although attempts are made, the nutritional content of the food is lower due to the transportation. The distribution of food includes food miles which in turn increases pollution which goes into the atmosphere and damages the environment. There is also wastage due to the packaging, damaged and uneaten foods due to transportation methods. There is also wastage through other methods which are harmful to the environment. A major cause of deforestation in the Southern U.S. is the fast food industry as paper is consumed and wasted through packaging (For example, KFC uses paper boxes to contain food). Due to reasons like this, the fast food industry is increasing in its demand for environmental sustainability, the ability to maintain the qualities that are valued in the physical environment. As environmental sustainability is desired, hints have shown that the fast food industry is attempting to account for the desire of people for healthier choices and greener products. Although people purchase healthy options, many wonder whether the fast food chains are doing enough to protect the env ironment. The large affect of the fast food industry on the environment is summarised by Prince Charles through, Fast food may appear to be cheap food and, in the literal sense it often is, but that is because huge social and environmental costs are being excluded from the calculations. Any analysis of the real cost would have to look at such things as the rise in food-borne illnesses, the advent of new pathogens, such as E.coli 0157, antibiotic resistance from the overuse of drugs in animal feed, extensive water pollution from intensive agricultural systems and many other factors. These costs are not reflected in the price of fast food. As the economy declines, the fast food industry continues to grow. Due to the economic downfall, people are choosing to go to fast food restaurants rather than going to more expensive options. This in turn results in the growth in the industry and provides many job opportunities. Economic impact is estimated to increase, however there are also challenges due to the increased food prices. In the year ahead, the industrys sales are projected to continue to increase, with a total economic impact that exceeds $1.5 trillion, yet at the same time, the industry is experiencing unprecedented challenges due to the economic recession and elevated food prices. (Dawn Sweeney, National Restaurant Association president and CEO). The transportation of the fast food also impacts the economy and adds to the concern of elevated food prices, as shipping foods is significantly more costly than locally grown produce.

Genealogy Research in Great Britain

Genealogy Research in Great Britain Once youve explored as much of your family tree as you can online, its time to head to Britain and the land of your ancestors. Nothing can compare to visiting the places where your ancestors once lived, and on-site research offers access to a variety of records that arent available elsewhere.   England Wales: If your family tree leads you to England or Wales, then London is a good place to start your research. This is where youll find most of Englands major repositories. Most people begin with the Family Records Centre, jointly operated by the General Register Office and the National Archives, as it holds the original indexes to the births, marriages and deaths registered in England and Wales from 1837. There are also other collections available for research, such as death duty registers, census returns and the Prerogative Court of Canterbury wills. If your short on research time, however, most of these records can also be searched online (most for a fee) in advance of your trip. Located within walking distance of the Family Records Centre, the library of the Society of Genealogists in London is another excellent place to start your search for British ancestry. Here youll find many published family histories and the largest collection of transcribed parish registers in England. The library also has census records for all of the British Isles, city directories, poll lists, wills, and an advice desk where you can get expert suggestions on how and where to continue your research. The National Archives in Kew, outside of London, has many records that are not available elsewhere, including nonconformist church records, probates, letters of administration, military records, taxation records, association oath rolls, maps, parliamentary papers, and court records. This is generally not the best place to start your research, but is a must-visit for anyone looking to follow up clues found in more basic records such as census enumerations and parish registers. The National Archives, which covers England, Wales and the central UK government, is especially important for anyone researching members of the armed forces. Before you visit, be sure to check out their online catalog and comprehensive research guides. Other important research repositories in London include the Guildhall Library, home to the parish records of the City of London and records of city guilds; the British Library, most notable for its manuscripts and Oriental and India Office collections; and the London Metropolitan Archives, which houses records of metropolitan London. For further Welsh research, the National Library of Wales in Aberystwyth is the main center for family history research in Wales. There you will find copies of parish registers and family collections of deeds, pedigrees and other genealogical material, as well as all wills proved in the Welsh diocesan courts. The twelve County Record Offices of Wales hold copies of the indexes for their respective areas, and most also hold microfilm copies of records such as census returns. Most also hold their local parish registers dating back to 1538 (including some that arent also kept at the National Library of Wales).   Scotland: In Scotland, most of the main national archives and genealogical repositories are housed in Edinburgh. This is where youll find the General Register Office of Scotland, which holds civil birth, marriage and death records from 1 January 1855, plus census returns and parish registers. Next door, the National Archives of Scotland preserves a host of genealogical material, including wills and testaments from the 16th century to the present day. Just down the road lies the National Library of Scotland where you can search trade and street directories, professional directories, family and local histories and an extensive map collection. The Library and Family History Centre of the Scottish Genealogy Society is also located in Edinburgh, and houses a unique collection of family histories, pedigrees and manuscripts.   Go Local Once youve explored the national and specialist repositories, the next stop is generally the county or municipal archive. This is also a good place to start if your time is limited and you are definite about the area where your ancestors lived. Most county archives include microfilm copies of national records, such as certificate indexes and census records, as well as important county collections, such as local wills, land records, family papers and parish registers. ARCHON, hosted by the National Archives, includes contact details for archives and other record repositories within the UK. Check the regional directory to find county archives, university archives and other unique resources in your area of interest.   Explore Your History Be sure to leave time on your journey to visit the places where your ancestors once lived, and explore the history of your family. Use census and civil registration records to identify the addresses where your ancestors resided, take a trip to their parish church or the cemetery where they are buried, enjoy dinner in a Scottish castle, or visit a specialty archive or museum to learn more about how your ancestors lived. Look for interesting stops such as the National Coal Museum in Wales; the West Highland Museum in Fort William, Scotland; or the National Army Museum in Chelsea, England. For those with Scottish roots, Ancestral Scotland offers a number of clan-themed iteneraries to help you walk in your ancestors footsteps.

Morphine Essay Example | Topics and Well Written Essays - 3000 words

Morphine - Essay Example hat these other common drugs either match in action the effects of morphine when acted upon by the enzymes, or they increase the effectiveness of the enzymes resulting in a faster, or more concentrated catalytic effect (â€Å"Drugs.com†, 2011). In the case of lasix, which includes a psychotherapeutic and CNS-active agent the patient might experience hypotensive effects when the treatment is first administered or if either of the drugs dosage is increased. There is also a coadministration factor with vasodilators and alpha-blockers that can increase blood pressure and othostasis. This interaction is not consistent enough across all patients to come to a conclusion as to why this happens, but careful monitoring of any patient on this type of treatment method is advised (Hammack and Loprinzi, 1994). iii. Note the clinical consequences of each of the interactions (e.g. increases the plasma concentration of Drug B leading to an enhanced pharmacological effect and toxicity). In all of the drugs in the previous section (except lasix) the concern is that the drugs, when combined with morphine have an additive or synergetic effect on the toxicity and potency of both drugs thereby increasing effectiveness as well as possible side effects depending on how well individual patients metabolize the morphine. Factors that would need to be considered would include type of illness, health of the liver, enzyme production and any built up tolerance to either medication (American Pain Society, 1999). Lasix can interact with elements such as alpha blockers or vasodilators which would put more stress on the heart due to increased blood flow and/or respiratory system (American Pain Society, 1999). Section 3. Drug absorption For morphine: a. Determine and state the oral bioavailability... The study has shown that morphine is metabolized to M6G which is a potent analgesic thereby increasing the effectiveness of the drug in some situations. As a rule, the metabolism of morphine comes through uridine diphosphate glucuronosyl transferase (UGT) enzymes which are found in the liver. The enzymes form active analgesic metabolites and in some cases toxic metabolites as well. This would indicate that environmental factors that could inhibit or increase the effectiveness of morphine would include conjoint use of other drugs that reduce or inhibit the effect of liver enzymes; liver disease or a liver dysfunction and any drugs that can increase enzyme levels in the liver itself. According to the AHFS drug information the bioavailability is influenced by gastrointestinal absorption but the amount of bioavailability depends on the method that is used to administer it. In reality the bioavailability is almost 90% first pass hepatic extraction. This is supported by literature that sug gests that the clearance rate for morphine is longer in those individuals who have hepatic impairment. In most cases the morphine is metabolized in the liver and dispersed through urination. The rate of conventional oral preparations (immediate release) and the extended release oral versions are about the same but there is a difference in peak plasma concentrations which are longer and lower with the extended release oral preparation.

National Assemblies of Kuwait Essay Example | Topics and Well Written Essays - 500 words - 1

National Assemblies of Kuwait - Essay Example 97). The subsequent National Assembly election was conduct in 1971, and it also produced an assembly that was deemed compliant with the wishes of the ruling family. Most of the former nationalist leaders, including al-Khatib, failed to re-enter the assembly. However, the 1971-1975 National Assembly made its voice heard during negotiations with major oil companies. It was during this session of the National Assembly that the opposition to Kuwaiti participation with the KOC began, starting Kuwait’s path towards nationalizing oil resources (p. 97). Nationalization of oil happened under the National Assembly of 1975, which also enthusiastically opposed other policies of the Amir. Finally, wary of the impact that a vibrant opposition would have on the ruling family, as well as with relations between Kuwait and other Arab states that disapproved of assemblies and the resulting Arab nationalist opposition groups, the Amir dissolved the assembly in 1976 (p.97). Kuwait remained without an assembly until elections were held in 1981. While they were relatively free and fair, the government subtly supported Islamist leaders as a counter-balance to the nationalists the government was still uncomfortable with. This meant that opposition pioneer al-Khatib was unable to rejoin the assembly again. Islamists formed the opposition core, while pro-administration Bedouins also made gains. The assembly was vocal in its opposition to the government to various government policies, including legislative-executive relations (p. 98). The next assembl y elections in 1985 saw the government encourage nationalists and Bedouins to run so as to reduce the Islamist influence. This assembly resulted in the formation of nationalist and Islamist opposition blocks that coordinated to block government bills. So effective was this assembly in opposing the government that, yet again, it

Employment Essay Example for Free

Employment Essay Overview: An elementary toy that is due to be shipped at the end of the week has failed quality control testing. A metal whistle has been shown to exceed the federal regulation guidelines for lead. The testing process showed the lead level for this particular toy tested at 103 parts per million. The federal guidelines dictate that toys cannot contain lead with more than 100 parts per million (OSHA, 2013). The projected cost to conform to federal guidelines and replace the whistle are projected to cost 0,000. This should take 3 weeks for completion. Facts: Lead is naturally occurring, but it can be toxic to humans (EPA, 2013). It can cause serious medical conditions, such as, hearing loss, learning disabilities, physical growth retardation and neurological damage. Lead gathers in the body quickly and increases at a fast pace if it exceeds federal guidelines. Children because of their size are more susceptible to lead poisoning than an adult. Children are curious by nature and often place themselves in danger without realizing it. Children often investigate by touching, placing objects in their mouths and then sharing with others. These actions can cause lead poisoning to occur. Although the cost to replace the whistle is considerable, this is a small price in the long run. Our company will retain customers by providing customer satisfaction by replacing the faulty whistle. This will also save the company money in costly legal fees by facing our responsibilities now. Our company needs to ensure that we have identified all involved when considering our options. It would be remiss of our company to not consider the parents, dealers, and stakeholders with an interest in the company. Parents—trust our company to produce products that are safe Vendors—sell our company’s products and assume reliable construction Employees—rely on our company to sell products to continue to receive money for the work they have provided Investors—hold an interest in how the company’s actions and decisions affect employees, customers, and overall viability Options to Consider: Cost Monetary—Reproduction costs, fines, legal fees, litigation and income Vendor Relationships—strained relations, decrease in customer relationships Reputation—loss of customers Employment – layoffs Time Length—reproduction time, construct reputation and relationships Reasonable—ability to get products to customers Ethical Responsibility—employees, vendors, parents, children, investors Due diligence—don’t take risks, maintain ethical position, weigh all the options The options listed help define possible reasons for possible lawsuits and probable fines if the product is found defective. Our company needs to consider alternative options to fine a viable solution. Three options will be discussed in detail to be considered. Cost Considerations The yearly budget is not far from thought and to remain within budget we must consider the option of shipping the product as it stands now. The amount of lead was only slightly above the federal recommended guidelines. We would be able to get the product to our customer on time and without added cost. However, the children may be subjected to possible lead poisoning. Depending upon the extent of exposure, this could lead to detrimental side effects. This would leave the company open to the risk of legal action and may have a devastating effect on investors, employees and the company not to mention the children harmed. Legal action against our company would be costly. The fines can be as much as $100,000 per violation with $15,000,000 for a series of violations (Consumer Product Safety Improvement Act, 2008). We would most definitely have a series of violations, but more importantly our relationship with our customers would be damaged. The company’s reputation would be in tatters. Ethical Considerations Our company has a moral obligation to keep our customers safe. The code of ethics within our company is to be honest and provide protection to the children who play with our products. The overall cost to our company is how big of a risk are we willing to take. Our company needs to decide if business growth and profit is more important than the risk we would be taking in delivering those toys to children. Reproducing the whistles is ethically correct, however doing so will impact our vendors by missing out on peak sales. This may lead to other companies replacing our company and products, which will lead to overall revenue losses and possible employee layoffs. On the other hand, if we replace the defective whistles, parents will believe in our company because we ensure our products meet the federal guidelines for safety. This alone may increase revenue. Our company has a responsibility to meet the federal guidelines. This protects our company from costly fines and legal proceedings. Most importantly, we protect our customers—parent and children. Risk is good, but not when it can potentially kill children. Time Considerations Our company cannot dismiss time considerations when discussing the impact on business. We can dismiss the time consideration when we consider the risk of legal implications upon our business. First, our company can notify our vendors and customers that we plan to substitute a like item for the whistle in our elementary toy collection. This would allow us to move ahead with the current shipping date. This would cost considerably less than reproducing the whistle. Secondly, we can notify our vendors and customers that the whistle has been removed from the elementary toy collection and offer a credit towards future purchases. The company would still incur a monetary loss, but retain vendor and customer relations. Thirdly, the vendors and customers would have an option to wait for the whistle to be reproduced. Should the vendors and customers choose this option, we can reproduce the whistles, but reduce the overall number of whistles to be replaced. This would still cause the company to incur a monetary loss, but retain positive relationships with our vendors and customers. The options outlined are viable. We can maintain company integrity, provide protection to our company, employees, investors, and customers. Following federal recommended guidelines will secure our position in the business realm and provide longevity for all involved. Our company would take a risk by announcing the problem with the whistle, but we would be able to highlight our commitment to protect our customers. We would be able to convey we place safety over profit. This would help raise consumer confidence, avoid legal implications, and retain satisfied customers. Recommendation: Notification of our vendors and customers is the best option. We know how much lead is in our product and how much is considered safe per federal guidelines. We need to be honest in our business dealings and not take unethical risks for profit. We also need to find a cost effective material that has reduced lead readings to replace any future whistles. Our commitment to protect everyone involved cannot be taken lightly. We should begin notifying customers affected by this product and shipment. We should advise them the order must be changed and the circumstances that require this change. We should allow our customers to make an informed decision and then find out how they would wish to proceed. We would then be placing any liability into the customer’s hands, as we made every effort to right a wrong. This will help preserve our relationships with vendors and customers. As a company, we need to minimize risks that are ethically and legally wrong. We need to be socially responsible and have strong relationships with our employees, vendors, customers, and investors. Longevity is everything in business and by following these rules, our company will have vendors, customers, investors and employees who want to be there and not forced to be there. Moral, ethical, and responsibility are keywords within my own personal mantra. I believe striving to be morally, ethically and socially responsible helps have a positive impact on business and personal endeavors. These traits provide positive contributions both in business and society. I believe our company has strong moral and ethical values. Thus, we cannot allow this shipment to proceed. This would be hypocrisy and go against not only my own beliefs but the company’s code of ethics. I understand the cost is considerable to replace the toy, but by replacing the whistle we have an increased positive impact in our own company, customer base, investors, and employees. Finally, we are showing social responsibility and will set a standard in our industry as a leader. We cannot be a leader by taking unnecessary risks children’s lives.

Flowers for Algernon :: Free Essay Writer

Flowers for Algernon "Hurting Charlie" When was the last time you wanted something so much, you would sacrifice your life to have it; even if just for a moment? Charlie Gordon, a 37 year old man with a learning disability, did just that. In the story "Flowers for Algernon", by Daniel Keyes, Charlie gets a chance to alter his I.Q. substantially through operation. The only drawback to this is, the long-term outcomes of the operation are unknown. The operation does succeed, but later Charlie is sent on a riveting downward spiral into the life he tried to run away from. The operation hurt Charlie in every imaginable way; and did nothing to help him. Is it not better to do your best than to be the best? Charlie Gordon was a motivated man who always put forth as much effort as he could! He struggled for independence and freedom in a world he desperately wanted to be a part of. A statement such as, "Im gonna try awful hard" is often heard spoken by Charlie. Everybody notices how hard Charlie tries to be what he considers normal. Dr. Strauss described Charlie best when he said, "But most people of his low mentality are hostile and uncooperative. They are usually dull, apathetic, and hard to reach. He has a good nature. He’s interested and eager to please". If a person is doing the best they can for the circumstances, isn’t that the best? Why should a person feel pressured to be what he isn’t capable of being? After the operation, Charlie first doesn’t even want to try, then can’t remember what it means to try, and finally, doesn’t have hope enough to try. His statement changes from, "Im gonn a try awful hard" to, "maybe its just easier not to do what I say Im going to do"! the thought to try his best never even occurs. He lost one of his most valuable qualities due to his need to conform. If a man does not know of hurt and suffering, he should not have to know. Before Charlie knew the truth of his life and was able to look back on it, he didn’t know of some horrible feelings. He never had to feel ugly, unwanted, alone, and most of all, ashamed. After finding out how all of the men he thought were his friends only used him for free laughs, Charlie feels so humiliated.

Conversation Analysis and the X Factor

Part 1 I have selected an interview with X-Factor judge Kelly Rowland, in which she finds out that contestant Frankie Cocozza has been ‘kicked off' of the show. Transcription methods vary depending on what the analyst chooses to investigate. In this particular case, as I was interested in, not only how the speakers perform social activities through language (Seedhouse, 2008), but also the contribution of their non-verbal actions, I chose Conversation Analysis (CA). However, one must point out that, although CA emphasises empirical, data-led research â€Å"to guard against building speculative theories,† (Hewings, 2008, p. 4), it is futile to suppose one single, authoritative version of the original event exists (Graddol, 1994). Furthermore, not all features of spoken interaction can be captured, nor can specific motives be attributed to a certain non-verbal action. 01Reporter: of course we are a:bsolutely huge fans of you on the[x factor 02Kelly: [thank you 03Reporter:(l oving watching [you 04Kelly: [thank you 05Reporter: um (. ) but b. but (. ) w. we're sho(cked to hear today ((fiddles with hair)) that Frankie's (. ) gone (. ) what can you tell ? us ? w. hat do you make of that 06Kelly:(0. 2) what(= 07PA:= I don't we don't we've been lo(cked in a room [all day 08Reporter: [oh re::ally( hah hah (. ) oh gosh yeah( th. they released a statement saying that he um (. ) that he's decided to leave 09PA:(. ) oh I don't know I think we'll have [to ( ) 10Reporter: [oh I'm sorry I ( ) 11Kelly: ((holds up hand as if to stop)) [yeah cos that would be quite the face to have from [that oh my god 12Reporter: [I'm so sorry I didn't realise it like broke all over twitter (. and I um we got a ? statement ? about it 13PA:((Kelly looks at her PA)) (0. 2) I don't know we'll have to cos (Ellen's not (here from (. ) talkback we haven't we'd need to get that [verified 14Kelly: [ye: :ah [I'm sorry 15PA:[ ( ) music interview [today 16Reporter: [like no no I'm sorry I didn't mean to= 17PA: =well hahhah 18Reporter:I I didn't mean to [like 19PA: [ ( ) 20Reporter:Yeah sorry I didn't mean to [like um I didn't realise that you (. ) didn't know 21Kelly: [ ((she sighs loudly)) (0. 3) (poor guy( 380 words Part 2Conversation Analysis is based on the idea that what is said draws a vast amount of meaning from what is left unsaid (Maybin, 2007). Seemingly incoherent conversations are actually organised in an orderly fashion, centred around the cooperation of participants (Hewings, 2008). The excerpt I have chosen is particularly interesting as, although it stems from a potentially scripted situation, due to Kelly's misinformation, the entire conversation immediately shifts to unscripted. The conversation begins with informal ‘small talk,' known as phatic communion (Malinowski, 1923. Its primary purpose is not its content, but rather to bind the reporter and Kelly together before ‘getting down to business. ‘ The reporter's opening comment of being an absolutely huge fan of hers on the X-Factor establishes an interactional framework for the encounter. As the interviewer, she is expected to lead the conversation, yet her continuous opening compliments – â€Å"loving watching you†- show that she is aware of Kelly's higher status and, thus, is paying far more attention to face needs (Levinson, 1987). â€Å"Face† is a term coined by sociologist Goffman (1967) for people's public self-image.Here, the reporter, keen to obtain a successful interview, uses compliments to focus on positive face needs, fitting with Holmes' (1994) research that women are more likely to give compliments as a way of gaining popularity through ‘egalitarian norms. ‘ Although turn-taking may be taken for granted, it is actually managed through a complex range of linguistic and social signals. In the transcript, we can see that normally one person talks at a time, and any instances of overlap are quickly repaired (lines 15-16). Early conversation analyst, Sacks (1974), suggests this is due to people's shared cultural knowledge of the kind of ‘script' used in certain speech events. Therefore, turns can be roughly predicted. Furthermore, this intuitive knowledge is based on adjacency pairs, where particular utterances and responses tend to occur together – e. g. , lines 1-4, where each compliment is answered with â€Å"thank you. † Through this dialogic comprehension, turns can easily be allocated. In addition to adjacency pairs, Sacks noticed that speakers unconsciously respond at the end of a grammatical unit, rather than in the middle.In lines 5-7, we see clear examples of transition relevance places (TRP), where the reporter pauses for a response, allowing both other interlocutors to speak. Sometimes, one can slightly overlap the previous speaker or break in before a TRP (e. g. , lines 9-10), which is classed as an interruption. The concept of maintaining face is a constant reference point throughout the interaction, especially when the journalist discovers that Kelly does not know that Frankie has left the competition.Determined to both satisfy Kelly's face needs, as well as to protect her own, the journalist begins apologising profusely (lines 10-20), in addition to hedging expressions (line 18) to avoid a face-threatening act, personifying the British ‘negative politeness' culture (Brown, 1987). Line 12 even shows an example of typical political rhetoric whereby the journalist immediately changes her usage of the pronoun ‘I' to ‘we' in order to give collective responsibility (Beard, 2008) for the news on Frankie's departure. This signal of inclusiveness is another device used to save face and ensure that conversation continues running smoothly.It is interesting, however, that, contrary to the belief that a person will use ‘I' when wanting credit for an idea, the journalist still uses ‘we' (line 5). Given that ‘we' can have various potential meanings, here it would appear to be a mechanism to emphasise with the British public – ‘we,' as a whole, are shocked at the news. Even so, when apologising, the journalist shifts back to the first person singular, almost as if she feels she has the sole responsibility to maintain face, both for personal and professional motives.Spoken conversation is filled with inexplicit references that are understood by a considerable amount of shared knowledge between speakers. In line 13, when replying to the journalist, the PA announces that ‘Ellen' is not here – we can assume that the journalist knows who Ellen is but, just to make sure, the PA adds ‘from Talkback' (X-Factor's Production Company). As well as justifying why they cannot answer the question, this response also subtly signals solidarity by communicating surreptitiously that there are no ‘hard feelings' between them.As Levinson's (1987) study shows, people are remarkably ade pt at interpreting these inexplicit nuances and, thus, it should serve to put the journalist more at ease. These references are closely linked to elliptical structures, such as in line 3 where, although the clause lacks some words, its meaning is inferable from its context. These half-finished sentences are a key part of everyday interactions, yet would seem highly inappropriate in written English. As all speakers are women in this transcript, it is easy to identify their specific style features.According to Lakoff (1975), women are more cooperative and work harder to make conversations run smoother. This aspect is clearly detectable throughout the extract by both the journalist's repeated apologies and Kelly and her PA's attempts to casually move away from the issue. This non-confrontational collaborative speech style also centres around an interest in people's feelings (Goodwin, 1990). However, as opposed to Lakoff's suggestion that women use more tag questions and weaker vocabula ry, we see no examples of this in the conversation.One reason may be that the women have no reason to show deference, as there are no men involved and, thus, they do not have to conform to the belief that they occupy a less powerful position in society. One predominant metaphor comes in line 7 of the text when the PA states that they have been â€Å"locked† in a room all day. This device both emphasises that they truly have no idea about the news, as well as serving as a pointer to guide the conversation into a different direction. In response to this metaphor, we see continual repetition from the journalist (in particular, â€Å"yeah† and â€Å"sorry†).Although repetition is typically used to persuade, here it performs the dual function of consciously expressing the journalist's nervousness as well as unconsciously signalling how the other speakers should respond. The repetition of â€Å"sorry† is used to indicate the journalist's desire to not impose up on them and avoid any act that may threaten face. In terms of prosody, the use of intonational shift is very significant, as it highlights particular key words, as well as prompting the other speakers when to reply (Atkinson, 1984).In line 6, Kelly's voice rises up on â€Å"What? † to express disbelief and concern at the information that she has been given. Similarly, we see a fall in intonation on the last remark â€Å"Poor guy,† which signals completion as well as sadness. Likewise, the lengthy stress on â€Å"yeah† (line 14) shows acknowledgement of the PA's utterance and provides a sense of cooperation with her. A related concept is the function of softly spoken words. In line 5, ‘us' is murmured softly in order to place the journalist on the same level as the interviewee.Despite the typical image of a journalist, this lady wants to show that she is truly interested in how Kelly feels about Frankie's departure on a personal level. In line 12, ‘st atement' is pronounced quietly to perhaps ‘soften the blow' of the news. As a statement is something official, it highlights the fact that the news is real, and not just a rumour. Therefore, in order to save face, the journalist tactfully pronounces the word. This conversation extract is filled with various meaningful pauses. A lot of these pauses occur within a syntactic unit before an important content word (e. g. line 20) to subtly inform the speaker that they are not finished yet. However, there are also prolonged pauses, such as in line 21 – in this case, Kelly is genuinely shocked at the news and needs to carefully plan her answer before speaking. For celebrities, this is even more important, as anything they do say can be subject to scrutiny. The journalist's utterances are also classified by filled pauses, such as ‘um' and ‘hahhah' – this shows hesitancy on her part and a caution to ensure that she does not make the situation anymore awkward t han it already is. This also explains the reasons for her continual cluttered speech (e. . , line 5) – on breaking the news, she cannot predict Kelly's reaction, and so she nervously brings up the topic, not sure of the best approach, eluding the usual self-assured journalistic persona. Finally, when looking at body language, it appears that it communicates a lot non-verbally. Firstly, in line 5, the reporter fiddles with her hair as she relates the announcement. Although we cannot claim 100% what this means, it is highly likely that this is a comforting action in a tense situation. In line 11, Kelly's raising of the hand signals that she wishes to stop and does not want her reaction recorded.Line 13 similarly expresses uncertainty on Kelly's part when she looks at her PA for reassurance before speaking. Finally, in line 21, the prolonged sigh emphasises with Frankie's grief. Overall, this particular extract fascinated me, as it shows how scripted conversation can quickly tur n unscripted when typical conventions break down. Non-fluency features are common and evident – there are excessive hesitations, stuttering and repetition by the journalist and spontaneous turn-taking procedures seen by the interruptions and overlaps of Kelly and her PA (Edwards, 2007).Furthermore, irregular supra segmental features are present, as well as fillers and echoes. Syntax is irregular, with convoluted utterances and incomplete sections as well as mid-sentence pauses. In my opinion, Conversation Analysis was the best method to transcribe this conversation as, without it, it would have been impossible to convey the specific emotions of each interlocutor as well as their non-verbal communication. Also, I felt that the false starts and fillers were incredibly relevant to the spontaneity of the extract, and provided an insight into each speaker's thought process.I specifically chose to omit gaze in my transcript as CA has been criticised for over-analysing simple gestur es – e. g. , blinking could merely be something in the eye, rather than lying. Using this transcription method, I have been able to analyse both ideational and interpersonal meaning (Halliday, 1978) and how it specifically relates to my chosen example. 1706 words (2086 words in total) References Atkinson, J. M. (1984) Our Master's Voices: The Language and Body Language of Politics, London, Methuen Beard, A. 2007) ‘Using English to persuade' in Maybin, J. , Mercer, N. , and Hewings, A. (eds) Using English, London, Routledge/The Open University, pp. 43-81 Brown, P. and Levinson, S. (1987) Politeness: Some Universals in Language Usage, Cambridge, Cambridge University Press Crystal, D. (1985) ‘Things to remember when transcribing speech,' Child Language Teaching and Therapy, Vol. 1, No. 2, pp. 235-239 Edwards, V. (2007) U211 Exploring the English Language, DVD 1: Language Play in English, Block B, Unit 11, Section 5, Milton Keynes, The Open UniversityGoffman, E. (1967 ) Interactional Ritual, Harmondsworth, Penguin Goodwin, M. H. (1990) ‘Tactical use of stories: participation frameworks within girls' and boys' disputes', Discourse Processes, Vol. 13, No. 1, pp. 33-71 Graddol, D. , Cheshire, J. , and Swann, J. (1994) Describing Language (2nd edn), Buckingham, Open University Press Halliday, M. A. K. (1978) Language as Social Semiotic: The Social Interpretation of Language and Meaning, London, Edward Arnold Hewings, A. 2008) U211 Exploring the English Language, ‘Conversation Analysis,' Resource and Reference Materials, Unit 9, Section 1, Milton Keynes, The Open University Holmes, J. (2001) Introduction to Sociolinguistics (2nd edn), London, Longman Lakoff, R. (1975) Language and Women's Place, New York, Harper & Row Malinowski, B. (1923) ‘The problem of meaning in primitive languages' in Ogden, C. K. and Richards, I. M. (eds) The Meaning of Meaning, London, Routledge &Kegan Paul Maybin, J. (2007) ‘Everyday talk' in Maybin, J. , Mercer, N. , and Hewings, A. eds) Using English, London, Routledge/The Open University, pp. 5-41 Percival, A. (2011) What? The moment Kelly finds out Frankie has been axed [online] London http://celebrity. aol. co. uk/2011/11/08/kelly-rowland-frankie-cocozza/ (Accessed: 29th Nov 2011) Sacks, H. , Schegloff, E. and Jefferson, G. (1974) ‘A simplest systematics for the organization of turn-taking in conversation', Language, Vol. 50, No. 4, pp. 696-735 Seedhouse, P. (2008) U211 Exploring the English Language, DVD 1: Everyday Talk, Block B, Unit 9, Section 1, Milton Keynes, The Open UniversityVaid, V. (2011) 4 rules of Verbatim Transcription [online] Gurgaon http://www. indianscribes. com/4-rules-of-verbatim-transcription/ (Accessed: 2nd Dec 2011) ———————– Key to transcription methods used in this excerpt (. )Short untimed pause (0. 6)Timed interval [ ]Overlapping utterances or actions ( )Transcription doubtful (Marked risi ng shift in pitch (Marked falling shift in pitch : :Extension of sound or syllable .Stopping falling tone ? ? Talk that is quieter than surrounding talk

Irish People and Father Flynn

In order to answer the broad question, the term ‘possibility’ will be analysed in the context of the characters of the texts and in the ‘possibility’ for their personal growth and opportunity for change, be it spiritual, physical or emotional. The essay will focus thematically on four chosen texts: James Joyce’s The Sisters and Langston Hughes’ poems I, too, New Yorkers and Harlem. Firstly this essay will analyse how the city of Dublin represented in The Sisters is shown, through Joyce’s literary devices, to both offer and restrict possibility for each of its central characters.Key themes identified will then be used as a basis for further analysis of how these themes are more widely represented within the selected New York poems to either confirm or refute Lehan’s statement that ‘The city both offers and restricts possibility’. Textual analysis of The Sisters reveals numerous literary devices that explicate the theme of the repression of possibility by the city of its people.Throughout, Joyce uses symbolism, metaphors, and ellipsis to emphasise his themes whilst allowing the reader to infer its meanings without the need to describe them explicitly. The italicised words ’paralysis’, ‘gnomon’ and ‘simony’ (page 1) is one such technique and immediately underscores the physical, spiritual and religious restrictions found within the story that Dubliners symbolises as a ‘paralysis’ (p1) of the city and its people.The story’s young, intelligent, and sensitive (unnamed) protagonist comes to experience first-hand the reality of paralysis and death: he achieves his desire to ‘look upon’ (p1) both the physical paralysis and death of Father Flynn, with whom he was ‘great friends’ (p2) and the more subtle psychological ‘paralysis’ of those around him – his Aunt, Uncle Jack, Eliza and Nanny Flynn and Mr Cotter. The story shows that the Dublin adults are mentally immobilised – metaphorically paralysed, by their conformity to the conventions of their city lives, for them, the beliefs of the Irish church is a given.Eliza, Cotter and the church men consider Flynn and not the church to be the cause of his predicament ‘the duties of the priesthood was too much for him’ (p9). They appear unable to acknowledge the truth of a priest ‘nearly smothered’ (p4) by his understanding of the demands of his – and their- church. The perceptive boy, finds the adults surrounding him ‘tiresome’ (p1) and notices how Nannie Flynn’s skirt was hooked ‘clumsily’ (p6).His judgemental and sometimes precocious style seems at times somewhat harsh ‘the old woman’s mutterings distracted me’ (p6) and his character seemingly reflects the ‘scrupulous’ nature of Father Flynn. The friendship between this fatherless boy and the priest also offered important possibilities for growth to our protagonist, he was taught ‘a great deal’ (p2) such as ‘how to pronounce Latin properly’, told stories ‘about Napoleon Bonaparte’ and was questioned until he ‘could make no answer’ (p6).This education, when contrasted to the ‘principle’ of education described by his Uncle as a ‘cold bath’ (p2), is something that, without Father Flynn, the boy might not have had access to. The question of whether, in the ‘sensation of freedom’ from (p4)Flynn’s death, the boy takes up this possibility for change or succumbs to the paralysis caused by the restrictions of the city is one which Joyce leaves unanswered. In the case of Father Flynn the city of Dublin both offered and restricted possibility.From a lower class upbringing in ‘Irishtown’ (p9) Flynn was able to travel to, and be educated in, ‘the Irish col lege in Rome’ (p5). Yet once he returned to the city and took up his post, he became the ‘disappointed’ (p9), Father Flynn who was paralysed by his ‘too scrupulous’ (p9) nature. Perhaps this is a reference to the potentially paralysing psychological disorder ‘scrupulosity’ which would explain his ‘nervous’ (p10) disposition and his failed attempts to perform his office – represented by the symbolic chalice that ‘contained nothing’ (p9) and the ‘idle chalice’ (p10) he ‘loosely retained’ (p6) in death.The story’s namesakes, the Flynn sisters, were perhaps the most restricted by their Dublin lives. Flynn’s economically and socially impoverished siblings lived with him in the ‘unassuming shop, registered under the vague name of Drapery’ (p3) have been forced to receive the debilitating legacy of a ‘truculent’ (p6) defector whose fortunes once t ook him to college in Rome. Their lack of education becomes apparent through Eliza’s malapropisms ‘freeman’s General’(p8) and ‘rheumatic wheels’ (p9) and the fact they remain unmarried is made clear through the address of ‘Miss Flynn’ (p8).The sacrifices the sisters made for their brother’s career within the Irish church, is clearly represented by the symbolic communion of sherry and cream crackers when they receive the boy and his Aunt into the death-room, all highlight the sacrifices they have made. Joyce does not veil his opinion that the Catholic Church is responsible for a large portion of Dubliner’s paralysis of will and also hints at another malefactor: England. The death notice on the door of the shop on ‘Great Britain Street’ (p3) states that the priest died on 1st July 1895.This date coincides with the Battle of the Boyne (1690) in which Catholic supporters of James II were defeated by William III in a defeat that ‘brought death to the Irish hopes for national and religious freedom. ’(Walzl, 1965, p45) . The date is also that of the Feast of the Most Precious Blood which is symbolic of Father Flynn, his strokes, the broken chalice and the communion served in the death-room. This analysis has demonstrated a number of themes in The Sisters that restrict (paralyse) the possibility of its characters growth, and fewer that display the offering.The paralysis of its character’s resolution for change, caused by the restrictions of the city, is a theme that is also echoed throughout the rest of Dubliners. Joyce presents the city as an ever present â€Å"channel of poverty and inaction† (p. 35) which often leads to a life of â€Å"commonplace sacrifices closing in final craziness† (p. 33). Trapped by poverty and political and religious repression, Joyce's citizens cannot summon  the hope or energy that Gallaher  from ‘A Little Cloudâ€⠄¢ did, to â€Å"revolt against the dull inelegance† of the city (p. 68). However, Joyce's portrait of Dublin is not entirely bleak.Joyce could simply have condemned Dublin, as  Gallaher  does, or followed the example of Duffy, who, in A Painful Case, seeks refuge in brittle, lonely seclusion. But Joyce chose the more challenging course of confronting and accepting the loss of the ‘dear’ in ‘dear, dirty Dublin. ’ (p70) The city’s ability to supress its citizens hope of, or will to change, is something that it is clear, the paralysed characters of The Sisters had experienced, and it is this theme that this essay will now explore further, in an attempt to draw conclusions as to the validity of Lehan’s statement.The chosen Langston Hughes’ poems I, too, Harlem and New Yorkers display continuity of the theme of ‘paralysis’ through the restriction of a city on its citizens although in differing ways and to differing e xtents. Langston Hughes’ poem, I, too, is a poem whose main character is in complete contrast to the those of Joyce. Hughes positions the readers to feel the emotions of guilt and sympathy by applying his personal narration and allows the readers to recognise the inequality of the ‘darker brother’ who is sent ‘to eat in the kitchen /when company comes’ (lines 3-4).The isolation of the ‘darker brother’, his presence an embarrassment to the people around him, serves to anger and motivate his determination for change that is so differing to that of Joyce’s Dublin characters. When he ironically states, ‘But I laugh,/And eat well,/ And grow strong’ (5-7) the speaker is making clear his determination to utilise even the worst situation as an opportunity for growth. Hughes’ use of humour and irony demonstrates this positivity and certainty of change for the future which is in complete contrast to that of Joyce’ s characters.The physical symmetry of the anthem-like poem centres around the line ‘tomorrow’ (8) and seems to gain momentum and passion, as he defiantly promises white America that he will not be spoken for ‘Tomorrow, /I’ll be at the table/ when company comes. / nobody’ll dare say to me,/ eat in the kitchen [†¦] they’ll see how beautiful I am’ (8-16). Hughes positions the reader to feel both sympathy and admiration in the statement, ‘and be ashamed’ (17).The word ‘beautiful’ seemingly symbolises both the speaker’s skin colour and his cultural heritage, his pride demonstrating that he does not want to change himself so the city will accept him, but for the ‘white’ city to awake from its own paralysis and to actively accept change by valuing their separate and distinctive black culture, establishing that he, acting as a representative for the rest of his culture, is as part of the city a s â€Å"I [he] too am [is] America† (18).The theme of ‘paralysis’ is also present in Hughes’ poem Harlem albeit in different way to that of I, too. The speaker’s tone of disdain towards the city is instantly clear through the powerful imagery of it being situated on ‘the edge of hell’ (line 1). This is then compounded by the frequent punctuation and repetition of ‘old’ (3-5), successfully portraying the tedium and hopelessness that it is clear the speaker feels about the situation.The narrative uses the term ‘we’ suggesting that, like I, too, that the speaker is not just speaking as himself but acting as a ‘voice’ for a wider, black culture. When he speaks of the price increase of sugar, bread and the ‘new tax on cigarettes’ (11) he suggests political repression, when he speaks of the job they ‘never could get/and can’t have now/Because we’re coloured’ (13-15 ) he displays his embitterment towards the city and its reluctance to change. The feeling of hopelessness is carried through to the end of the poem, ‘We remember. a sombre statement echoing the ‘remembering of old lies’ (5) from the beginning and accurately portraying the sense of time passed over which they have been ‘patient’ (5) despite what ‘they told us before’ (5). The sense of hopelessness present within the speaker, and by association the African-American culture, is one that Hughes is suggesting has been gradually attained through their sacrifices for, and repression by, the city in which they live, much like that of Joyce’s Dublin upon his characters.The third poem which this essay will use to explore the validity of Lehan’s statement is that of New Yorkers. The first stanza opens introducing the male character as that of a native New Yorker ‘I was born here’ (line 1), the internal rhyme of ‘that ’s no lie, he said/right here beneath God’s sky’ (2-3) draws attention to the apparent need to reassure the female character that he was telling the truth, the implication being that they had been subject to previous dishonesty.If, like in Hughes’ other two poems we assume that each ‘voice’ represents the voice of their particular cultures we can infer a deeper meaning to the previous statement: that the female voice who ‘wasn’t born here’ (4) represents the new immigrants, the statement therefore seemingly echoing the ‘old lies’ seen in Hughes’ Harlem that promised of better possibilities. ‘where I come from/folks work hard/all their lives/ until they die/ and never own no parts/of earth nor sky’(6-11) Hughes draws attention to her belief of the better possibilities that the city would offer and the fact that they were misguided, by his use f her believing she could own a piece of ‘s ky’ (11). The repetition of the word also serves to demonstrate the similarities between the ‘sky’ of the place from which the immigrant originates and that of the city’s despite her initial beliefs that the city would offer more ‘Now what’ve I got? ’ (13). The following declaration of love ‘You! ’ (14) acts to convey that an unexpected possibility for emotional growth has been offered. However the hint of irony in the final line ‘The same old spark! perhaps implies that she has closed her mind to her original dreams of expanding possibilities, for what might be a temporary ‘flame’. In conclusion, Hughes’ poems, like The Sisters, all indicate the offering of, and restrictions on, the possibilities within a city and therefore confirm Lehan’s statement. Both authors, upon first glance, seemingly highlight more restrictions than opportunities. It is important to remember however, that as each c ity changes, so do the opportunities and restrictions offered, and at the time of writing, both cities were in a period of dramatic change, to which there is always resistance.At the conclusion of The Sisters we are left wondering how much of a character's plight is due to the city’s restrictions Joyce so specifically illuminates, and how much is due to human qualities that transcend environment. Perhaps the lesson in both Joyce’s and Hughes’ work, is that a city is made up of individual characters, and as long as its individuals remain backward-facing, without hope and closed to change, they will be paralysed from seeing the possibilities that the city has to offer them.Word Count 2186 Bibliography †¢ A230 Assignment Guide,( 2010) TMA 04, Open University press †¢ Bremen, B (1984) â€Å"He Was Too Scrupulous Always†: A Re-Examination of Joyce's â€Å"The Sisters† James Joyce Quarterly  , Vol. 22, No. 1 pp. 55-66 †¢ Haslam, S & Asbe e, S (2012) The Twentieth Century, Twentieth-Century Cities, Open University Press †¢ Haslam, S & Asbee, S (2012) The Twentieth Century, ‘Readings for part 1’, Open University Press James Joyce (2000 [1914]) Dubliners (with an introduction and notes by Terence Brown), Penguin Modern Classics, London, Penguin. †¢ Walzl, F (1965) The life chronology of the Dubliners , James Joyce Quarterley Websites: †¢ A230-11J, Study Guide: Week 26: Extra Resources, Milton Keynes, The Open University, http://learn. open. ac. uk/file. php/7066/ebook_a230_book3_pt1_chpt4_langston-hughes-poetry_l3. pdf (accessed 21st March 2012) †¢ http://us. penguingroup. com/static/rguides/us/dubliners. html

Latin Personal Pronouns

Latin Personal Pronouns A pronoun stands in for a noun. A personal pronoun works like a noun in one of the 3 persons, which are, predictably, numbered 1st, 2nd, and 3rd. In Latin, nouns, pronouns, and adjectives are declined: endings signify the specific use of the pronouns in the sentence. These uses and endings are the cases. Commonly, there are nominative, genitive, dative, accusative, and ablative cases. Latin Personal Pronouns in the Subject or Nominative Case Subject or Nominative Case pronouns function as the subject of a sentence. (The subject is the word in the sentence that does the verb.) Here are the English subject pronouns followed by the Latin nominative pronouns. I - EgoYou - TuHe/She/It - Is/Ea/IdWe - NosYou - VosThey - Ei Oblique Case Pronouns: Genitive Case The oblique cases are the cases that are not nominative/subject. One of these is familiar from English pronouns. This familiar case is the possessive or Genitive Case, as it is called in reference to Latin. The English determiner my is a possessive. The English pronouns mine, ours, yours, and his/her/its are possessive pronouns. Other Oblique Cases Other oblique cases are the direct object (Accusative Case in Latin) and the prepositional cases (in English). Accusative Case The Accusative Case is used as the direct object of a sentence or the object of a preposition. Not all Latin prepositions take the Accusative Case. Some prepositions take other cases. Dative Case The Dative Case is the equivalent of the English indirect object case. The indirect object is used in English when a verb takes 2 objects: one is acted upon (the direct object/Accusative Case) and one receives the object (the indirect object/Dative Case). (Subject does direct object to indirect object [example below].) You can generally spot the indirect object easily in English because the prepositions to and for precede it*. In Latin, there are no propositions for the Dative Case. He gave the letter to you (Epistulam tibi donavit.) He Subject/Nominative CaseTo You Indirect Object/Dative Case tibiThe Letter Direct Object/Accusative CaseDoing it all with pronouns:He gave it to you. (Id tibi donavit)**He Subject/Nominative CaseIt Direct Object/Accusative Case idTo You Indirect Object/Dative Case tibi Besides the Dative Case for the indirect object, where the English preposition is spelled out (to or for), there are other prepositional cases. Ablative Case The Ablative Case is used with a wide variety of propositions, including with and by. Like the Dative Case, the prepositions are sometimes implied in Latin, rather than written out. The case that is used for the direct object which youll remember is called the Accusative Case is also used with some prepositions. Some prepositions take either the Ablative or the Accusative Case, depending on meaning. * Not all instances of the prepositions to and for in English signify the indirect object. ** Note the subject personal pronoun is not spelled out but is included in the information from the verb, which tells you person, number, voice, mood, aspect, and tense. You could say Ille id tibi donavit if the he in question were important.

Stoichiometry Definition in Chemistry

Stoichiometry Definition in Chemistry Stoichiometry is one of the most important subjects in general chemistry. It is typically introduced after discussing parts of the atom and unit conversions. While its not difficult, many students get put off by the complicated-sounding word. For this reason, it may be introduced as Mass Relations. StoichiometryDefinition Stoichiometry is the study of the quantitative relationships or ratios between two or more substances undergoing a physical change or chemical change (chemical reaction). The word derives from the  Greek words:  stoicheion  (meaning element) and  metron  (meaning to measure). Most often, stoichiometry calculations deal with the mass or volumes of products and reactants. Pronunciation Pronounce stoichiometry as  stoy-kee-ah-met-tree or abbreviate it as stoyk. What Is Stoichiometry? Jeremias Benjaim Richter defined stoichiometry in 1792 as the science of measuring quantities or mass ratios of chemical elements. You might be given a chemical equation and the mass of one reactant or product and asked to determine the quantity of another reactant or product in the equation. Or, you might be given the quantities of reactants and products and asked to write the balanced equation that fits the math. Important Concepts in Stoichiometry You must master the following chemistry concepts to solve stoichiometry problems: Balancing equationsConverting between grams and molesCalculating molar massCalculating mole ratios Remember, stoichiometry is the study of mass relations. To master it, you need to be comfortable with unit conversions and balancing equations. From there, the focus is on mole relationships between reactants and products in a chemical reaction. Mass-Mass Stoichiometry Problem One of the most common types of chemistry problems youll use stoichiometry to solve is the mass-mass problem. Here are the steps to solve a mass-mass problem: Correctly identify the problem as a mass-mass problem. Usually youre given a chemical equation, like:A 2B → CMost often, the question is a word problem, such as:Assume 10.0 grams of A reacts completely with B. How many grams of C will be produced?Balance the chemical equation. Make certain you have the same number of each type of atom on both the reactants and products side of the arrow in the equation. In other words, apply the Law of Conservation of Mass.Convert any mass values in the problem into moles. Use the molar mass to do this.Use molar proportion to determine unknown quantities of moles. Do this by setting two molar ratios equal to each other, with the unknown as the only value to solve.Convert the mole value you just found into mass, using the molar mass of that substance. Excess Reactant, Limiting Reactant, and Theoretical Yield Because atoms, molecules, and ions react with each other according to molar ratios, youll also encounter stoichiometry problems that ask you to identify the limiting reactant or any reactant that is present in excess. Once you know how many moles of each reactant you have, you compare this ratio to the ratio required to complete the reaction. The limiting reactant would be used up before the other reactant, while the excess reactant would be the one leftover after the reaction proceeded. Since the limiting reactant defines exactly how much of each reactant actually participates in a reaction, stoichiometry is used to determine theoretical yield. This is how much product can be formed if the reaction uses all of the limiting reactant and proceeds to completion. The value is determined using the molar ratio between the amount of limiting reactant and product.