Love Should Grow Up Like An Wild Iris - 739 Words

Real Life Love Throughout â€Å"Love Should Grow up Like an Wild Iris in the Fields† Susan Griffin provokes the readers to think twice about why they consistently enslave themselves with the burden of daily monotony, instead of enjoying the simplicity of love. Griffin uses two metaphors in her poem when describing love, as a flower, as well as the iris of an eye. Her comparisons are both interesting as well as accurate. Love should be born and live in fields, just like wild flowers. Love needs to be nurtured by water, with no concern about where and when the next rainfall will take place. Love needs to allow nature to take its course and trust in the sustenance that its surrounding provides. However, love refuses to take the easy path. Instead, love decides to live in kitchens alongside irritated cooks, dirty walls and screaming infants with impatient mothers. Clearly, love would be better off without concerns, growing in a field like an iris, patiently waiting for the next r ainfall. However, love chooses to exist in chaotic environments filled with discontent and discord. In the first verse Griffin begins her poem by describing the flower in a field. Within the first few lines, imagery is used in such a way that it creates a vivid picture for the reader. â€Å"Love should grow up like a wild iris in the fields/ unexpected, after a terrible storm, opening a purple/ mouth to the rain, with not a thought to the future/ ignorant of the grass and the graveyard of leaves/ around,Show MoreRelatedLove should grow up like a wild iris1244 Words   |  4 Pagesyyyy 18 April 2014 â€Å"The Lottery† Since the beginning of human existence love has earned a meaning of pure bliss and wild passion between two people that cannot be broken. Through out time the meaning of love has had its slight shifts but for the most part, maintains a positive value. In the poem â€Å"Love Should Grow Up Like a Wild Iris in the Fields,† the author, Susan Griffin expresses that this long lost concept of love is often concealed by the madness of everyday life and reality. In the poemRead MoreA Letter to His Parent by Jose Rizal4223 Words   |  17 Pagesthan a hill. ______ 4. We can see mountains all over the world. ______ 5. A plateu is an elevated land area that surrounded by a lower land area. ______ 6. A mountain is good for putting up airports and railroads. ______ 7. Rice fields are usually found on plains. ______ 8. People cultivate the land and grow different crops on it. ______ 9. Island is a flat level land between mountains or hills. ______ 10. Lava is very hot mud. Match the correct answer. ____ 11. It erupts and throws out lavaRead MoreHow to Read Lit Like a Prof Notes3608 Words   |  15 PagesFrom How to Read Literature Like a Professor Thomas C. Foster Notes by Marti Nelson 1. Every Trip is a Quest (except when it’s not): a. A quester b. A place to go c. A stated reason to go there d. Challenges and trials e. The real reason to go—always self-knowledge 2. Nice to Eat With You: Acts of Communion a. Whenever people eat or drink together, it’s communion b. Not usually religious c. An act of sharing and peace d. A failed meal carries negative connotations 3. Nice to Eat You: Acts of VampiresRead MoreGardening For Beginners : Gardening5513 Words   |  23 Pages GARDENING FOR BEGINNERS Gardening is a pastime activity of cultivating a piece of land either with fruits, vegetables, herbs or flowers to become a garden. I love gardening! Do you love gardening too? There are several reasons why I love gardening. One is the fact that I readily have a place to relax, unwind and enjoy a bit of time in solace with nature and revel in its beauty. That means, I do not have to spend hundreds of dollars on vacations with my family. DependingRead More Imagery in The Tempest, by William Shakespeare Essay3748 Words   |  15 Pagestempest-imagery in this scene. Shakespeare then returns to the present through Mirandas asking for Prosperos reason/For raising this sea-storm (I. ii. 75). Shortly afterwards we see a being who is himself a kind of storm-spirit and, through his spirit-like nature, is related to the airy elements. The words   and images which characterize Ariel (and by which he characterizes himself) at the same time thus revive, the world of the sea, of the winds and waves. Ariels description of his activity duringRead MoreThe Original Purpose Of Greek And Roman Mythology2203 Words   |  9 Pagesrepresent powers dealing with nature. For example Zeus’ thunderbolts and no one knowing where they would strike, like lighting. 11. Zeus evolves in Greek mythology because he was once a rain god evolving into a thunder god. When he was a rain god he brought rain to Greece because they needed it more than the Sun. 12. Ovid was a Latin poet who wrote many myths. He thought that myths should be elegant. He changed some myths by in his words â€Å"Making them less silly†. Part One- The Gods, theRead MoreBook Xvi: the Iliad - Homer3177 Words   |  13 Pagesfight without him. 4. Achilles tells Patroclus to ‘limit his efforts’ and return to the camp after he has driven the Trojans from the Achaean ships, so that the two warriors may go into battle together. Achilles wishes for this as he fears that should Patroclus go alone, he will only make Achilles’ â€Å"glory that much less†. 5. Achilles’ hurries Patroclus on his way as at this moment in the book, Hector has managed to gain the upper hand in the fight against Ajax. Ajax is the second most powerRead MoreCats: Domestic Cat11027 Words   |  45 Pagesobey simple commands, and has been known to teach itself to manipulate simple mechanisms (see cat intelligence). The trinomial name of the domestic cat is Felis silvestris catus. Its closest pre-domesticated ancestor is believed to be the African wild cat, Felis silvestris lybica.[1] Humans have developed several dozen breeds of cat, in a variety of colours. Cats have lived in close association with humans for at least 9,500 years,[2]. Legends and myths about the cat exist in many cultures, fromRead MoreEssay on Ducati8819 Words   |  36 Pages1997 to around 60.0 million Euros in 2000; the market share had gone from 5.1% in the sport bikes segment in 1997 to 6.7% in 2000 (see Exhibit 1). Despite this success, Minoli was concerned with the future of the company. He knew that Ducati could not grow indefinitely, and was struggling with what strategy might overtake these bounds. Minoli and the rest of Ducati’s top management team were considering different alternatives. One alternative was to attack Harley Davidson’s niche with a Ducati interpretationRead MoreThe Ballad of the Sad Cafe46714 Words   |  187 Pagessensation. She is very special, one of America s superlative writers who conjures up a vision of existence as terrible as it is real, who takes us on shattering voyages into the depths of the spiritual isolation tha t underlies the human condition. A grotesque human triangle in a primitive Southern town. . . A young boy learning the difficult lessons of manhood. . . A fateful encounter with his native land and former love. . . These are parts of the world of Carson McCullers -- a world of the lost,

The Origin Of The Beverage Industry - 1715 Words

The beverage industry has its origins in the antique civilization. The beverage industry includes tea brewers, wine growers and home industries producing additional beverage for selling them. Over the years, the process of producing drinks became simplified and performed on a much larger scale. â€Å"The term soft drink is a combination of the words â€Å"soda water,† dating back to 1798. At that time, soft beverage creation and soda fountain manufacturing were handled by local pharmacists using their experience with chemistry and medicine. In 1835, the first bottled soda water was produced in the United States. This marked the start of carbonated soft drink manufacturing.† Martin, J. (2001). The soda fountain was rising in popularity as a social gathering spot. Temperance was keeping patrons out of bars, so making a soda-fountain drink just made sense. According to Pendergrast (1993), by the time of 1886, Coca-Cola was invented by a pharmacist named John Pemberton, everything he made failed in pharmacies. He invented many drugs, but none of them made any money. After he moved to Atlanta, decided to try his invention in the beverage market. Pemberton associated with Frank Robinson, a marketing business man, who register the patent, design the logo and slogan â€Å"The pauses that refreshed†. During the lapse of its first year, Coke was a disastrous business and his inventor died in August of 1888 without know what will happen with his creation. During this period, CalebShow MoreRelatedBusiness Concept : Naturalnfreshbev Llc1659 Words   |  7 PagesBusiness Concept: NaturalnFreshBev LLC is a Sacramento, California based non-alcoholic beverage startup, founded by Rajib Datta along with Melinda Cates in 2016 with a business opportunity to serve high quality and healthy non-alcoholic beverages with local origin to the consumer as well as engage the brand with the customers of new generation by providing health conscious choices. The growi ng heath and obesity concern with high sugar contained carbonated soda drinks, the shift in generation cycleRead MoreChocolates El Ray1742 Words   |  7 Pagesabout his chocolates in order to build brand awareness and gain new customers. The chocolate industry is a huge industry which entails a large market to which Venezuela could penetrate. Venezuela has some of the best cocoa in the world, and this is exactly what consumers’ need think of when they hear the name â€Å"Chocolates El Rey†. Ultimately Jorge needs to market not just the chocolate and cocoa, but the origin in which it came from and in this case Venezuela. When people think of chocolate the firstRead MoreValue Alignment for Coca-Cola Bus/4751060 Words   |  5 PagesValue Alignment for Coca-Cola BUS/475 Value Alignment for Coca-Cola The Origin and Evolution of Coca-Cola’s Workplace Values In May 1886 as a one man business in Atlanta, GA, Dr. John Pemberton, a Pharmacist who created the noncarbonated drink as medicine used as a medical elixir, nerve, and brain tonic during the origin(s) and subsequent evolution of Coca-cola started. Later carbonated dihydrogen monoxide was integrated into the drink presently known as Coca-Cola. Robert Goizueta is the currentRead MoreCoca Cola And The Market Strategy Essay1178 Words   |  5 Pagesand Coke Whiskey. Target market would be males and females of legal drinking age. Coca-Cola operates in a mature industry and business is in existence for more than 100 years. Coca-Cola managed to be competitive in the carbonated soft drink industry through improving the product and also providing customers with options of various versions of the drink including acquiring many beverage brands. Providing customers with many options satisfies customers. Coca-Cola could consider further expanding itsRead MoreThe Stomach Is The Center And Origin Of Civilization905 Words   |  4 Pages According to an anonymous author, â€Å"The stomach is the center and origin of civilization† (Armstrong, â€Å"The Stomach is the Center and Origin of Civilization†). Food played a crucial role in the rise of civilization. It spurred on the transition from a hunter and gather way of life to a sedentary and domesticated lifestyle, especially through agriculture and the development of farming. Ancient Egypt grew many of the crops used in the Old World, producing a variety of fruits, vegetables and grains toRead MoreWine Quality Of Wine Tourism1545 Words   |  7 Pagesof the wine producing area. The activities usually last for one day or more (Zhan Li, 2009). Wine tourism as a tourist type with specific purpose and feature, it has relationships with primary industry, secondary industry and tertiary industry. Wine tourism began in 1950s, and France was the origin of wine cultural and wine tourism. South Africa as a new region of wine producing, it also has a wine tourism history of 30 years. At present, wine tourism has a thrill development in many countriesRead Morebottled water case Essay1418 Words   |  6 Pagesï » ¿Bottled Water Case: Industrial Evolution 1. Describe the bottled water industry as presented in the case a. Size in sales: In 2001, bottled water was among the world’s most attractive beverage categories, with global sales exceeding 32 billion gallons and annual growth averaging nearly 9 percent between 1996 and 2001. b. Projected growth: U.S. per capita consumption had grown to nearly 20 gallons a year by 2001 and was expected to grow to 26 gallons a year by 2005 c. Number of Competitors:Read MoreLabelling, Packaging And Country Of Origin1402 Words   |  6 Pages1) Introduction to Marketing This report highlights on latest issues related to Labelling, packaging Country of Origin in Australia. We discuss few major issues related to labelling and packaging, and its bad effect on health and environment pollution. We also discuss recently introduced new rules which were implemented for better health and safety reasons. â€Å"Marketing management is defined as the process of overseeing and planning new product development, advertising, promotions and sales† (AnonRead MoreCrafting Winning Strategies in the Wine Industry791 Words   |  4 PagesCRAFTING WINING STRATEGIES IN A MATURE MARKET The Wine Industry in U.S has shown that although they are the fourth largest producer of wine, they still in the 34th place in world wine consumption according to statistics in 2001. The industry competion is matter that involves understanding the industry structure and  ¿ how the fives forces affect the competition, consumption and the structure in the industry in U.S? Furthermore of this analysis, the fives forces approach is necessary to understandRead MoreCadbury Beverages Case1524 Words   |  7 PagesCompany Description Cadbury Beverages, Inc. is the beverage division of Cadbury Schweppes PLC, a major global soft drink and confectionery marketer. In 1989, Cadbury Schweppes PLC had worldwide sales of $4.6 billion, which were produced by product sales in more than 110 countries. Cadbury Schweppes PLC headquarters are located in London, England; Cadbury Beverages, Inc. worldwide headquarters are in Stamford, Connecticut. Cadbury Schweppes PLC has the distinction of being the world’s

Ethic Groups and Discrimination †Scottish-Americans Free Essays

Running head: ETHNIC GROUPS AND DISCRIMINATION – SCOTTISH Ethnic Groups and Discrimination – Scottish Americans Axia College Ethnic Groups and Discrimination – Scottish Americans People from Scotland first came to the new world in the 1600s. There is some evidence of Scots coming to what is now considered America with the Vikings as slaves. This would be one of the first occurrences of mistreatment they endured (Gormley, 2000). We will write a custom essay sample on Ethic Groups and Discrimination – Scottish-Americans or any similar topic only for you Order Now Like other ethnic groups who migrated to the United States looking for a better life they were burdened with stereotypes and misconceptions about what kind of people they were. Over the course of their history people of Scottish decent have been a major force in the building of our country. They were instrumental in the creation and establishment of our current way of accounting, not just our country. History In America the Scots were stereotyped by the English, Dutch and Germans who also immigrated to this country. These groups stereotyped the Scots as uncivilized, not orderly and not interested in working hard to improve themselves. They were viewed as excellent fighters and were used in the western frontier as a first line of defense against Indian attacks. It did not take long for the Scots to squash the undeserved images of them by the colonists. Two Scotsmen names are on the Declaration of Independence and have been some of the most influential political figures in the history of America (Akins, 2010). The features and characteristics of the Scots would continue in the following centuries to come. After the revolutionary war period Scots would continue coming to America. Many of these immigrants possessed a higher than average education level when compared to other immigrants of the same period. Scotsmen were merchants, professionals, educators, doctors, and clergy (Landsman, 2006). With the exception of the latter, it can be presumed that this group, the Scots, was probably the faction doing the discrimination and stereo-typing now. It stands to reason because of their social status and place in society they may have looked down on other ethnic groups. Something that has happened throughout history in America and in other supposed civilized societies. At the same time, the Scots who mixed in with the Irish immigrants and were known as Scot-Irish did not always fair as well as those with an education. These persons scattered out across the mountain country of Appalachian Mountains and the western states. They were considered lazy and dirty, similar to those who came over originally. They toiled at menial jobs and lived in squalor in the mining communities. Like other ethnic groups, they were grouped together and were excluded from bettering themselves. This appears to be because of one’s education level and not as much emphasis on ones ethnic background. Especially since the Scots who had an education and/or profession had little trouble assimilating to American life. While the one’s without the above credentials had to work harder to be accepted by the ruling groups. One has to wonder since there were people of the group who â€Å"made it†; it was beneficial to those who needed the help. â€Å"One thing that particularly distinguished Scots and Scots-Irish immigration from that of most ethnic groups was their relatively easy adjustment into American society as white, English-speaking Protestants from the United Kingdom† (Landsman, 2006, p. 199) This gave them a step-up when it came to assimilation into the new country. This was an advantage that many other ethnic groups did not enjoy or experience. It is probably this and their solid work ethic that allowed them to go has far as they have. Presently, the members of this group are the ones complaining of reverse discrimination and other inequalities. It is interesting how the Scots have came around full-circle in America from the times of the Vikings, when they were enslaved to being pioneers of the country and ending with a type of institutional discrimination placed upon them and other light-skinned individuals for the advancement of the ones they held back. Conclusion I would like to think that I posses the best traits of the Scots; strong work ethic, strong sense of family responsibility and a high regard for education. When that is mixed with a sturdy patriotic belief in ones country it can only be a formula for success. Even the symbol of America, Uncle Sam was based on a Scottish-born businessman from NY (Scot-Amer, n. d. ). References Akins, S. (2010). Scots emigration/immigration to the US. Retrieved January 29, 2010, from http://www. siliconglen. com/Scotland/11_24. html Gormley, M. V. (2000). Migration patterns of our scottish ancestors. American Genealogy Magazine, 4(1). Retrieved from http://www. genealogymagazine. com/scots. html Landsman, N. (2006). Immigration and immigrants: scots and scots-irish. In P. Finkelman (Ed. ), Encyclopedia of the new american nation. Retrieved January 29, 2010, from Gale Virtual Reference Library  via  Gale:   http://find. galegroup. com. ezproxy. apollolibrary. com/gps/start. do? prodId=IPSuserGroupName=uphoenix Scottish Americans. (n. d. ). Retrieved January 28, 2010, from Wiki Project – Ethnic Groups: http://en. wikipedia. org/wiki/Scottish_American How to cite Ethic Groups and Discrimination – Scottish-Americans, Essay examples

Essential Guide to Blood Groups

Question: Discuss about the Report for Essential Guide to Blood Groups. Answer: Marys ABO is A and Rh is Positive Mary has both alloantibodies and auto antibodies since antibodies like antilutheran(Lub) and antikell (k,kpb,Jsb) are both reacting (REID, M., LOMAS-FRANCIS, C., OLSSON 2012). If these blood is given as it is, it may cause damage to body organs and tissues as a result of it clotting. The following antibodies cannot be ruled out or ignored while doing cell antigram screening. antigram are the following: Rhesus D,C,E,c,f,e Kell Fya,Fyb,Jka,Jkb, Sex linked Lewis Lea,Leb, MNS M,N,P1 These are the essential antibodies that can never be left out with operating antibody panel as shown in figure referred to are the following: Lutheran Lua LISS IS and LISS 37 Rhesus Cw Kell Jsb and KellKpa From the above figure, the following are important antibodies that antibody panel or antibody screen cannot rule out. Kell K antibody, Duffy Fya antibody Duffy Fyb antibody, Duffy Jka antibody, Duffy Jka antibody, Duff Jkb antibody When papain and facin are brought to picture, the following antigen much therefore be enhanced; Antigens M,S,S,s,Fya Antigen Fyb. The effects of polyethylene glycol (PEG) on the antihuman globulin procedure are that PEG usually give enhancement to the various functions of alloantibodies in the body system (DANIELS BROMILOW 2011). This it does by ctransforming or changing several micro molecules and available particles of the anti human globulin thus makes it hard to be recognized easily by other available agents. 8.Some of the antibodies identifiable by this panel are the following: Anti Kell k,Anti ,Anti Kell Jsb, Anti Lutheran Lub. There are several antibodies that can never be left aside by this panel and they include: The Anti Rhesus D,C,E,c,e,f The Anti Kell K,Fya,Fyb,JKa,JKb Anti sex Linked Xga, Anti Lewis Lea, Leb, Anti MNS S,s,M,N Anti P1 9. The following are possible antibodies left aside by the panel as shown in figure I-6 Anti Kell Kpa Anti Kell Jsa and Anti Lutheran Lua, The following are some of the antibodies spotted by ImmuAdd AHG PEG panel : Anti Rhesus R1R1 Anti Rhesus rr Anti Rhesus rr And the ones that cannot be left aside: Anti rhesus R2R2 Anti rhesus R0r1 Anti rhesus rr 10.Following keenly this figures Marys most probable Rh genotype are as follows Rh D, Rh E Rh c , Duffy Fyb 11 . While putting everything into consideration the panel has therefore ruled out this result. 12. A technologist should type at least 8 units not less. Bibliography DANIELS, G., BROMILOW, I. (2011). Essential Guide to Blood Groups. New York, NY, John Wiley Sons. https://nbn-resolving.de/urn:nbn:de:101:1-201412052496. REID, M. E., LOMAS-FRANCIS, C., OLSSON, M. (2012). The blood group antigen factsbook. Oxford, Academic.

Long walk free essay sample

â€Å"I have no friend, Margaret: when I am glowing with the enthusiasm of success, there will be none to participate my joy; if I am assailed by disappointment, no one will endeavour to sustain me in dejection. † (Page 5) -Robert Walton -Letter 2 It relates to the theme of isolation, he believes he is too good for anyone, nobody matched to his intelligence therefore he is alone. He is also ambitious; he wants to be known for discovering something. â€Å"You seek for knowledge and wisdom, as I once did; and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been. † (Page 16) -Robert Walton -Letter 4 This is foreshadowing, Victor is saying that he hopes that Walton’s thirst for knowledge and adventure not turn into ruin as his fate was before him. â€Å"Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow. We will write a custom essay sample on Long walk or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † (Page 43) -Victor Frankenstein -Chapter 4 He is advising Walton to believe more in his family and town rather than to seek knowledge because with great knowledge brings great destruction if not used in the correct way. Plus to always follow life as nature will allow and to not defy it. â€Å"Life and death appeared to me ideal bounds, which I should first break through, and pour a torrent of light into our dark world. † (Page 44) -Victor Frankenstein -Chapter 4 He wanted to implore the fine line between life and death, this was when his curiosity into the matter began to stir. â€Å"For this I had deprived myself of rest and health. I had desired it with an ardour that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart.  Ã¢â‚¬  (Page 48) -Victor Frankenstein -Chapter 5 He believed his dream to be that of beauty and accomplishment rather he created a monster of such hideous attributes that is disgusts him that he was able to create such a thing. â€Å"flash of lightning illuminated the object and discovered its shape plainly to me; its gigantic stature, and the deformity of its aspect, more hideous than belongs to humanity, instantly informed me that it was the wretch, the filthy demon to whom I had given life† (Page 69) -Victor Frankenstein  -Chapter 7 He goes on to further talk about the hideousness of the monster, he describes the horrid description in great detail, he compares his creation to the devil, thus implying bible stories. â€Å"The sublime and magnificent scenes afford me the greatest consolation I was capable of receiving. † (Page 92) -Victor Frankenstein -Chapter 10 This is a romantic feature; it describes nature, landscape and scenery and how victor feels at peace when surrounded by it. This is once he creates the mo nster and abandons it in fear. â€Å"All men hate the wretched; how then, must I be hated, who am miserable beyond all living things! Yet you, my creator, detest and spurn me, thy creature, to whom thou art bound by ties only dissoluble by the annihilation of one of us. † (Page 95) -The Monster -Chapter 10 The Monster is explaining to Frankenstein his hurt and anguish because he left him after creating him, he relates it to god and being Adam. This is where the monster begins to feel the emotion of betrayal. â€Å"When I looked  around I saw and heard of none like me. Was I, a monster, a blot upon the earth from which all men fled and whom all men disowned? † (Page 119) -The Monster -Chapter 13 This is identity crisis, he begins to ask himself questions about who he is, he is in a dilemma within himself. â€Å"Thanks to the lessons of Felix and the sanguinary laws of man, I had learned now to work mischief I bent over her, and placed the portrait securely in one of the folds of her dress. She moved again, and I fled. The theme of revenge, the monster has now realized that he will never be accepted by humanity, so is cunning and knowledge is revealed when he tricks them into thinking Janine killed William. â€Å"I am alone and miserable: man will not associate with me; but one as deformed and horrible as myself would not deny herself to me. My companion must be of the same species and have the same defects. This being you must create. † (Page 146) -The Monster -Chapter 16 The Monster wishes for Victor to create a monster just as him, so he has a companion, this is the climax in the story. This shows that the monster understands the meaning of family and being together and that is what he wants. â€Å"I will revenge my injuries: if I cannot inspire love, I will cause fear; and chiefly towards you my arch-enemy, because my creator, do I swear inextinguishable hatred. Have a care: I will work at your destruction, nor finish until I desolate your heart, so that you shall curse the hour of your birth. (Page 148) -The Monster -Chapter 17 This shows that if he cannot be loved by people and be part of a family, he will make people suffer and fear him, he will take revenge on those who did not like him, he is angry at the fact that victor left him and thus will destroy him. Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master; obey! (Page 172) -The Monster -Chapter 20 What you create can always overcome you; the monster says that even though victor created him, he still has the power above him. Further depth on the theme revenge. â€Å"You can blast my other passions, but revenge remains—revenge, henceforth dearer than light of food! I may die, but first you, my tyrant and tormentor, shall curse the sun that gazes on your misery. † (Page 173) -The Monster -Chapter 20 Revenge is his main focus and is emphasized now, The monster is very angry and wishes to torment victor. He goes from calling him my creator to my tyrant and tormentor.

Wildlife of the Great Lakes

Wildlife of the Great Lakes The Great Lakes are a chain of five large, freshwater lakes that are located in central North America, astride the border of Canada and the United States. The Great Lakes include Lake Erie, Lake Huron, Lake Michigan, Lake Ontario, and Lake Superior and together form  the largest group of freshwater lakes on Earth. They are contained within the Great Lakes watershed, a region whose waters discharge into the Saint Lawrence River and, ultimately, the Atlantic Ocean. The Great Lakes cover a total surface area of 95,000 square miles and hold about 5,500 cubic miles of water (approximately 20% of all the worlds fresh water and more than 80% of the fresh water of North America). There are more than 10,000 miles of shoreline that frame the Great Lakes and from west to east, the lakes span more than 750 miles. The Great Lakes formed during the Pleistocene Epoch as the result of the repeated glaciation of the region during the Ice Ages. Glaciers advanced and retreated time and again, gradually carving deep depressions in the Great Lakes River Basin. When the glaciers receded at the end of the last glacial period about 15,000 years ago, the Great Lakes filled with water left behind by the melting ice. The Great Lakes and their surrounding lands encompass  a wide variety of freshwater and terrestrial habitats including coniferous and hardwood forests, freshwater marshes, freshwater wetlands, dunes, grasslands, and prairies.  The Great Lakes region supports a diverse fauna  that includes numerous species of mammals, amphibians, birds, reptiles, and fishes. There are more than 250 species of fishes found in the Great Lakes including Atlantic salmon, bluegill, brook trout, Chinook salmon, Coho salmon, freshwater drum, lake sturgeon, lake trout, lake whitefish, northern pike, rock bass, walleye, white perch, yellow perch, and many others. Native mammals include the black bear, fox, elk, white-tailed deer, moose, beaver, river otter, coyote, gray wolf, Canada lynx, and many others. Bird species native to the Great Lakes include herring gulls, whooping cranes, snowy owls, wood ducks, great blue herons, bald eagles, piping plovers, and much more. The Great Lakes have suffered greatly the effects of introduced (non-native) species during the past two hundred years. Non-native animal species such as zebra mussels, quagga mussels, sea lampreys, alewives, Asian carps, and many others have greatly altered the Great Lakes ecosystem. The most recent non-native animal to have been recorded in the Great Lakes is the spiny water flea, a crustacean native to the seas of the Middle East that are now quickly populating Lake Ontario. Introduced species compete with native species for food and habitat and can also More than 180 non-native species have entered the Great Lakes since the latter part of the 19th century. Many of the introduced species have been transported into the Great Lakes in the ballast water of ships, but other species such as the Asian carp, have invaded the lakes by swimming through the man-made channels and locks that now connect the Lake Michigan to the Mississippi River. Key Characteristics The following are the key characteristics of the Great Lakes: the largest group of freshwater lakes on Earthaccount for 20% of all the worlds fresh wateraccount for more than 80% of the fresh water of North Americaintroduced species have greatly altered the Great Lakes ecosystemsupports more than 3,500 species of plants and animals Animals of the Great Lakes Some of the animals that inhabit the Great Lakes include: Lake whitefish (Coregonus clupeaformis) - The lake whitefish is a species of freshwater fish that belongs to the salmon family. Lake whitefish are found in all of the Great Lakes and are a valuable commercial species. Lake whitefish feed on bottom-dwelling invertebrates such as snails, clams, and the aquatic larvae of insects.Walleye (Sander vitreous) - The walleye is  a large freshwater fish native to the Great Lakes as well as most parts of Canada and the northern United States. Walleye are much recognized as icons of the places they inhabit- they are the state fish of Minnesota and South Dakota and they are the official fish of Saskatchewan.Yellow perch (Perca flavescens) - The yellow perch is a species of perch whose range includes the Great Lakes and the Saint Lawrence River. Adult yellow perch feed on aquatic insect larvae, crustaceans, mysid shrimp, fish eggs, and small fish.Great blue heron (Ardea Herodias) - The great blue heron is a large wading bird common to freshwater wetland habitats throughout North American, including the Great Lakes. Great blue herons have a long, sharp bill that they use to capture a variety of small prey animals such as fish, crustaceans, insects, rodents, amphibians, reptiles, and birds. Canada lynx (Lynx canadensis) - The Canada lynx is a medium-sized cat that inhabits the forests throughout Canada and Alaska. In the Great Lakes region, Canada lynx occurs around Lake Superior and on the northern shores of Lake Ontario and Georgian Bay, a large bay of Lake Huron that lies in Ontario, Canada. Canada lynxes are secretive, nocturnal mammals that feed on snowshoe hares, rodents, and birds.Moose (Alces alces) - The moose is the largest living member of the deer family. Moose inhabit the forests that border the northern shores of the Great Lakes. Moose are herbivores that feed on a variety of herbaceous plants and grasses.Common snapping turtle (Chelydra serpentina) - The common snapping turtle is a widespread turtle that inhabits freshwater wetlands east of the Rocky Mountains, including the Great Lakes region. Snapping turtles have a reputation for being quite aggressive.American bullfrog (Lithobates catesbeiana) - The American bullfrog is a large frog that occurs in wet lands in the Great Lakes region. American bullfrogs are predators that feed on small mammals, reptiles, and invertebrates. Sources Great Lakes Environmental Research Laboratory. About Our Great Lakes. Published online at https://www.glerl.noaa.gov//pr/ourlakes/intro.htmlHarding JH. Amphibians and Reptiles of the Great Lakes Region. University of Michigan Press; 1997. 400 p.Kurta, A. Mammals of the Great Lakes Region. Revised Edition. University of Michigan Press; 1995. 392 p.US Environmental Protection Agency. The Great Lakes: An Environmental Atlas and Resource Book. 2012. Published online at https://www.epa.gov/greatlakesUS Environmental Protection Agency. Great Lakes Invasive Species. Accessed November 22, 2013. Published online at https://www.epa.gov/greatlakes

Albert Einstein Essays (1603 words) - Albert Einstein, Free Essays

Albert Einstein Of all the scientists to emerge from the nineteenth and twentieth centuries there is one whose name is known by almost all living people. While most of these do not understand this man's work, everyone knows that its impact on the world of science is astonishing. Yes, many have heard of Albert Einstein's General Theory of relativity, but few know about the intriguing life that led this scientist to discover what some have called, "The greatest single achievement of human thought." Einstein was born in Ulm, Germany on March 14, 1874. Before his first birthday, his family had moved to Munich where young Albert's father, Hermann Einstein, and uncle set up a small electro-chemical business. He was fortunate to have an excellent family with which he held a strong relationship. Albert's mother, Pauline Einstein, had an intense passion for music and literature, and it was she that first introduced her son to the violin in which he found much joy and relaxation. Also, he was very close with his younger sister, Maja, and they could often be found in the lakes that were scattered about the countryside near Munich. As a child, Einstein's sense of curiosity had already begun to stir. A favorite toy of his was his father's compass, and he often marvelled at his uncle's explanations of algebra. Although young Albert was intrigued by certain mysteries of science, he was considered a slow learner. His failure to become fluent in German until the age of nine even led some teachers to believe he was disabled. Einstein's post-basic education began at the Luitpold Gymnasium when he was ten. It was here that he first encountered the German spirit through the school's strict disciplinary policy. His disapproval of this method of teaching led to his reputation as a rebel. It was probably these differences that caused Einstein to search for knowledge at home. He began not with science, but with religion. He avidly studied the Bible seeking truth, but this religious fervor soon died down when he discovered the intrigue of science and math. To him, these seemed much more realistic than ancient stories. With this new knowledge he disliked class even more, and was eventually expelled from Luitpold Gymnasium being considered a disruptive influence. Feeling that he could no longer deal with the German mentality, Einstein moved to Switzerland where he continued his education. At sixteen he attempted to enroll at the Federal Institute of Technology but failed the entrance exam. This forced him to study locally for one year until he finally passed the school's evaluation. The Institute allowed Einstein to meet many other students that shared his curiosity, and It was here that his studies turned mainly to Physics. He quickly learned that while physicists had generally agreed on major principals in the past, there were modern scientists who were attempting to disprove outdated theories. Since most of Einstein's teachers ignored these new ideas, he was again forced to explore on his own. In 1900 he graduated from the Institute and then achieved citizenship to Switzerland. Einstein became a clerk at the Swiss Patent Office in 1902. This job had little to do with physics, but he was able to satiate his curiosity by figuring out how new inventions worked. The most important part of Einstein's occupation was that it allowed him enough time to pursue his own line of research. As his ideas began to develop, he published them in specialist journals. Though he was still unknown to the scientific world, he began to attract a large circle of friends and admirers. A group of students that he tutored quickly transformed into a social club that shared a love of nature, music, and of course, science. In 1903 he married Mileva Meric, a mathematician friend. In 1905, Einstein published five separate papers in a journal, the Annals of Physics. The first was immediately acknowledged, and the University of Zurich awarded Einstein an additional degree. The other papers helped to develop modern physics and earned him the reputation of an artist. Many scientists have said that Einstein's work contained an imaginative spirit that was seen in most poetry. His work at this time dealt with molecules, and

Enterprise in practice Essay Example | Topics and Well Written Essays - 1000 words

Enterprise in practice - Essay Example These models can be used in practice in order to assess the viability of an opportunity under specific market conditions. The first of these models, the SWOT analysis, provides a detailed view of the internal and the external environment of the organization. SWOT analysis focuses on the identification and the evaluation of the organization’s strengths, weaknesses, opportunities and threats (Earley et al. 2000). The two first elements of SWOT analysis, i.e. the strengths and weaknesses refer to the internal organizational environment; in opposition, opportunities and threats reflect the organization’s external environment (Adler et al. 2008). ... al conditions; moreover, secondary data describing the organization’s external environment would be also used (for instance, statistical data referring to the performance of the industry in which the organization operates or the trends of the particular industry regarding specific business decisions, e.g. mergers and acquisitions); it would be preferable that the information referring to the organization’s external environment is relevant to the opportunity the viability of which has been set under examination; for example, if the development of a strategic alliance between a specific organization and a well known organization of its industry is planned, then the performance of similar strategic decisions within the particular industry would be examined; an alternative method for generating ideas, along with the use of SWOT analysis, would be the focus groups, which would offer the following advantage: through the open discussion on a series of important issues, ideas c ould be developed in regard to the opportunity under evaluation; b) furthermore, the ideas generating through the above process – or processes, in case that both the processes suggested above are used – should be carefully preserved, in order to be further processed; the use of a notebook would be useful ensuring that the ideas generating will be not in risk – referring to the potential loss of ideas if they are stored in a database/ PC accessed by third persons, c) at the next level, the PEST analysis (Political, Economic, Social and Technological factors) would be used in order to identify additional risks in the organization’s external environment; PEST analysis refers to different elements of the organization’s external environment and for this reason it should be used along with SWOT

Reconstruction Essay Example | Topics and Well Written Essays - 250 words

Reconstruction - Essay Example ved their freedom from their white masters, African Americans would celebrate their newly won liberties and rights in the years following the war – also referred by historians as the period of Reconstruction. In the book America: A Concise History by James Henretta and David Bordy, we get in-depth analysis and commentary on this crucial period in American history. We learn from the text that the Reconstruction project is largely a failure. The acceding of eleven defeated Southern states into the Union was going to be a highly challenging process due to cultural and political dissimilarities between the two former warring groups. Indeed, the non-viability of this proposition had what ultimately led to the abandonment of Reconstruction efforts; and much of the bipartisanship seen in American politics today is proof of this deep division in the countrys social and political makeup. Immediately after the Civil War an atmosphere of euphoria prevailed, when intellectuals and common people alike dreamt of a radically new American society. But as the initial excitement of the Reconstruction era faded out, people came to the realization that old, established institutions would not change readily. In many ways the Civil Rights movement that occurred a century later was a reaction to the failure of the Reconstruction project. In this sense, the progress of American society was effectively held back for a hundred

Factors Affecting Health Essay Example for Free

Factors Affecting Health Essay Define the following key terms: ï‚ · ï‚ · ï‚ · Ageing population Youthful population Dependency Ratio www.geobytesgcse.wordpress.com Youthful Population – a population with a very high proportion of young people under the age of 15 Fold along here Dependency Ratio – the ratio between economically and noneconomically active population – normally expressed as a % www.geobytesgcse.wordpress.com Yr 10 Population St Ivo School Geography Department GCSE REVISION What is meant by the term ‘dependent population’? Yr 10 Population www.geobytesgcse.wordpress.com Fold along here The people who are not working and are therefore dependent on the economically active population (ages 0-14 and 65+) www.geobytesgcse.wordpress.com St Ivo School Geography Department GCSE REVISION Define the term Infant Mortality. The number of infants dying before the age of 1 per 1000 live births per year Fold along here Yr 10 Population www.geobytesgcse.wordpress.com www.geobytesgcse.wordpress.com St Ivo School Geography Department GCSE REVISION Population Distribution – how a population is spread out over an area Population Density – the number of people living in a given area 2 (people per km ) Fold along here Define the following key terms: ï‚ · ï‚ · ï‚ · Population Distribution Population Density Population Explosion www.geobytesgcse.wordpress.com Population Explosion – a very rapid increase in population www.geobytesgcse.wordpress.com Yr 10 Population St Ivo School Geography Department GCSE REVISION What does DTM stand for and what is it used to show? DTM stands for The Demographic Transition Model – this is a model showing population change over time in relation to changing birth and death rates and the consequent change in overall population Fold along here Yr 10 Population www.geobytesgcse.wordpress.com www.geobytesgcse.wordpress.com St Ivo School Geography Department GCSE REVISION Natural Decrease – the fall in population caused by deaths exceeding births. Natural Increase – the rise in population caused by births exceeding deaths Fold along here Define the following key terms: ï‚ · ï‚ · ï‚ · Natural Decrease Natural Increase Depopulation www.geobytesgcse.wordpress.com Depopulation – a decline in the numbers of people living in an area due to out-migration or changes in birth and death rates. www.geobytesgcse.wordpress.com Yr 10 Population St Ivo School Geography Department GCSE REVISION Population Growth Rate – the increase in population over a year – normally expressed as a % Population Structure – the age and sex composition of a population Fold along here Define the following key terms: ï‚ · ï‚ · ï‚ · Population Growth Rate Population Structure Population Pyramids www.geobytesgcse.wordpress.com Population Pyramid – a diagram used to show the age and sex of a population (also known as age-sex pyramids) www.geobytesgcse.wordpress.com Yr 10 Population St Ivo School Geography Department GCSE REVISION Name the following case studies: ï‚ · ï‚ · ï‚ · A case study to show the consequences of an ageing population A case study to show the consequences of a youthful population A comparison of population structures between a LIC, MIC and HIC www.geobytesgcse.wordpress.com A case study to show the consequences of an ageing population – UK – East Devon (Torbay) A case study to show the consequences of a youthful population – The Gambia (Africa) Fold along here A comparison of population structures between a LIC, MIC and HIC – Philippines, Brazil Germany www.geobytesgcse.wordpress.com Yr 10 Population St Ivo School Geography Department GCSE REVISION Name the following case studies: ï‚ · ï‚ · ï‚ · ï‚ · A case study to show how a government has reduced the birth rate An example of a densely populated area of the UK A case study to show how a government has set out to increase the birth rate (pro-natalist policy) An example of a sparsely populated area of the UK www.geobytesgcse.wordpress.com ï‚ · ï‚ · ï‚ · Fold along here ï‚ · Yr 10 Population A case study to show how a government has reduced the birth rate – China’s One Child Policy An example of a densely populated area in the UK – London and the South East A case study to show how a government has set out to increase the birth rate (pro-natalist policy) – Singapore’s â€Å"3 or more Policy† An example of a sparsely populated area of the UK – Scottish Highlands www.geobytesgcse.wordpress.com St Ivo School Geography Department GCSE REVISION The world’s population is unevenly distributed Some areas have a high population density eg, Asia / 2 Europe (75+people/km ) Other areas of the world have a low population density 2 e.g. Canada/Greenland and Russia (

Grendels Mothers Attack Essay -- Beowulf Grendel Mother Essays

Grendel's Mother's Attack In Beowulf, we see a number of elements throughout the poem. First, we see a pagan warrior society. In this society the relationship between a king and his thanes is key. It is a symbiotic relationship in which the thanes defend the king and his land and fight his wars. In return, the king provides for his men. He offers them such items as mailcoats, swords, helmets, gold rings, mead, beer, shelter and companionship. This society also places great value on kinship. If one's kin is killed, it is the remaining relative's duty to make the killer pay for the death, either with his own life or the payment of wergild (the "man price"). Finally, we see the recurrence of the pagan ideas of fate and courage. Men believe that fate controls their lives. Beowulf constantly tests fate and believes that through courage he can live on in the memory of those who will live after him. In the section of the poem dealing with Grendel's Mother's attack, we see the warriors settling down to sleep in Heorot after the huge celebration of Beowulf's victory over Grendel. They seem unaware of the fact that Grendel has kin who may come to avenge his death. Grendel's mother appears on the scene, snatches a man away and hurries back to the mere. When it is discovered a man is dead, sorrow is renewed. There is no more joy at Heorot, now that the she-monster has sought "payment" for the death of her son. Yet since she and her son are monsters, the thanes feel little sympat...

Example of a Reflective Writing

Examples of reflective writing An example of good reflective writing – integration of theory with personal experience; justification and explanation of person experience using relevant theory as support; provides insight into the author’s observations of the theory; appropriate use of language; analysis of theory within the context of own experience. Organisational change and development theory suggests that models are a good way of providing change practitioners with strategies to plan, implement and move through various stages of change (Waddell, Cummings & Worley, 2007).While it is arguable that models are useful in providing guidelines for change practitioners, I feel that they are not necessarily an accurate representation of how change is actually experienced in organisations. I have worked in an organisation that has been through repeated change throughout the duration of my employment. My experience of change has been somewhat different from how it is reflected in change models.For example, as an employee I have not been involved in the initial planning stages of change, nor have I been involved in diagnosis at an individual level, therefore I am unclear as to what happens during these stages. From an individual perspective, it feels as though change is planned and implemented in my organisation at the senior levels of management without adequate input or information to and from staff. Further, from my perspective, change is not experienced in a smooth manner as suggested by change models.I have experienced change that has not appeared to move beyond the unfreezing stages (Lewin, 1947), and I have also experienced change that has regressed at different stages rather than move forward. If I were to work with employees as a change practitioner, I would highlight the realities of change so that employees are aware that there are multiple experiences in addition to ‘the prominent way of viewing this process’ (McShane & Travaglione , 2007, p. 02) within academic references. An example of poor reflective writing – colloquial/non-academic writing style; opinion-based without justification or explanation; lack of engagement with theory; links to references not made; generalisation of opinion. In my job I have been though a lot of change and there is no way that what the change models say is right. My experiences of change have all been bad and there is no way that anybody could have had a good experience of change.I don’t think change models are useful as they pretend that change is an easy process which is different from my opinion that no change is easy. I think I can speak for everyone when I say that managers don’t manage change properly as I have never seen the stages of any models within my organisation. This might be because my manager is a poor communicator which is what all the staff think. In my opinion, change models shouldn’t be taught to students as they can only teach stu dents to think about change in the wrong way which doesn’t help employees who have to go through it.

The Beguines: The Brave, Religious Women of the Middle Ages

Women were expected to be two things in the Middles Ages, they either live under the charge of a husband in the household or dedicated herself to the Church in a convent as a nun. However, something unfamiliar happened in the late 12th century in parts of Europe, especially the Lowlands, Germany and Italy.Women who were called â€Å"beguines† gained prominence as they questioned those stereotyped concepts of being women and lived outside of those boundaries. During the Middle Ages, women who entered Beguinages (Beguine houses or convents) were not bound by permanent vows, in contrast to women who entered convents.It would seem that these women responded spontaneously to the work of the Holy Spirit to live a simple communal life of prayer, to care for the poor, the sick, lepers and orphaned, to teach, make lace, garden and anything else which enables them to be economically free in their respective communities. They also read and taught the Scriptures in the vernacular. The beg uines had a very special devotion to the Eucharist and to the Passion of Christ. The beguines were ordinary women who were in a certain world, but not really part of it.They are pious women whose devotional ardor often surpassed that of cloistered nuns. Like them, they dedicated their lives to God in a disciplined lifestyle, but unlike them they did not professed religious vows. In sum, it was the lifestyle of the early beguines, a lifestyle founded on intense spirituality, which differentiated them on the one hand from other laywomen and on the other from nuns. Women could enter beguinages having already been married and they could leave the beguinages to marry. Some women even entered the beguinages with children.Various debates exist with regards to their origins, but around 1150, groups of women, eventually called beguines, began living together for the purposes of economic self-sufficiency and a religious vocation. The attitudes of the clerics towards blossoming beguine movemen t were ambivalent at first. They deemed that these were groups of religious women who were dedicated to chastity and charity, which could not be condemned in any way. The fact that they existed and existed without men, except for priests and confessors to lead them, was suspect to the ecclesiastical hierarchy.For this and many other reasons, many beguines came to be known as heretics and were brutally persecuted. Though they were never an approved religious order, at one point they were granted special privileges and exemptions customary for approved orders. The Church, however, did not approve of their lack permanent vows. Women were not supposed to have that much freedom. What is particularly interesting about the Beguines was that, unlike most of those considered heretics, most of them considered themselves orthodox, but still beguines.Some strongly identified themselves as such and while in court testified to that effect, demonstrating self-identification with the group. Yet, th e group was diverse and is hard to define. This diversity was due in part to the geographical distribution as well as to the individual autonomy of each community. However, the beguines’ great devotion to the Eucharist emphasized the real presence of the incarnated Lord. At the height of the beguine movement the Feast of Corpus Christi was decreed by Pope Urban IV in 1264, and there is no doubt that the Eucharistic piety of the beguines attributed to the keeping of this feast.Indeed, the beguines wanted to imitate their Lord and to live as the Spirit inspired them. The first beguines were not subject to a rule of life, neither did the beguine have to make a life-time commitment. She was free to leave or to marry. Such a way of life was very attractive to the devout woman, and it is not surprising that their numbers grew swiftly. It was a welcome alternative to the cloister or marriage, although for women to live without the protection of the convent or a husband was quite rev olutionary in the early medieval period.Undoubtedly, the beguines had become an important fragment not only in the history of women’s movement, but also the development of the Catholic faith. Origins of the Beguines Two important movements in the 12th century had their impact on those who became known as beguines. The Cistercian monk, Bernard of Clairvaux (1090- 1153), especially from his writings on The Song of Songs emphasized the importance of a personal relationship between the soul and the Lord. He allegorized this relationship as being similar to that of the bride and the heavenly Bridegroom.This union between the beloved and the lover was a foundation upon which the feminist mystics, including beguines, developed an intimate spirituality with their Lord. Of course the receiving of Christ in the Blessed Sacrament was the outward act of this union. Closely associated with this nuptial image of Bernard was the â€Å"reasonable mystic† and â€Å"learned lover† of his friend, William of St. Thierry (1085-1148), who happened to live in Liege, the birthplace of the beguine movement.He appealed to the soul to know God in perfect love, which also appealed to these mystics (McNichols, 2002). Another factor contributing to the birth of the beguine movement was the vita apostolica, which St. Francis of Assisi had preached by returning to the ideals that our Lord had preached to His disciples: poverty, simplicity and a burning desire to preach the Gospel. The acceptance of this Franciscan preaching and mendicant order in 1215, even though no new orders were supposed to be have founded, gave inspiration to like-minded souls (McNichols, 2002).In the early twelfth century a new order, Premonstratensains, was founded in Liege by Norbert of Xanten who allowed religious women to be â€Å"attached† and to do charity work in the world. However his successor reversed this role and all nuns were expelled from the order by the end of the century. In a way, these sisters were the forerunners of the beguines (McNichols, 2002). In addition, when the church structures were becoming increasingly inaccessible to women in the 13th century; where convents were overcrowded and entrance dowries were expensive; women's orders were scarce and subject to male oversight.At this time in Liege and Antwerp, on the peripheries of urban centers, self-supporting communities of women began to appear. They lived by the work of their hands, often caring for the poor, the sick and the dying, and carried on regular devotional practices. They sought â€Å"an unstructured, nonhierarchical spiritual life that was both active (in the sense of ministering to the needs of others) and contemplative (in the sense that meditation and visionary experience were highly valued and developed)† (Petroff 1994, p. 51-52). This was the seed of what would become the beguinages.More elaborately, Walter Simons explained in the preface to Cities of Ladies Beguine Co mmunities in the Medieval Low Countries, 1200-1565 (2001) that the most widely held scholarly opinions about the origins of the beguines both have their source in medieval materials. James of Vitry's second Sermon to Virgins, written sometime between 1229 and 1240, provides Joseph Greven with his argument that the beguines were â€Å"nuns manquees, women who became beguines because they could not be nuns† (p. x). Similarly a statement on the origins of the beguines made by a clerical committee who visited the beguinage of St.Elizabeth of Ghent in 1328 became the basis for Karl Bucher's argument that the beguine movement was the result of a â€Å"surplus of women† in the urban areas of the Southern Low Countries and other parts of northern Europe. As Simons summarized that the two materials of James of Vitry and the bishop's men at Ghent agreed on several points: they argued that large numbers of young women of the best families, in their desire to live chastely, attemp ted to join a nunnery, but that many of them could not find a convent that would accept them: there were simply too many candidates.The Ghent report added that women could not afford the entrance gift, the dos, required in most monasteries – an obstacle to their entry that James tactfully omitted. It further differed from James in its assessment of the primary motive that drove women to the convent: it was the inability to conclude a suitable marriage that prompted these women to the monastic life; when the latter proved impossible, they joined the beguinage (p. xi).Seen from the perspective of the committee at Ghent, particularly as reread by Bucher and others, the beguines were driven primarily by economic and social forces and beguinages were â€Å"thus just female versions of guild organizations† (p. xi). Grundmann, as Simon noted, was the first to write about a â€Å"religious movement by women† (â€Å"religisen Frauenbewegung†) and to understand the specifically religious motivations behind the beguine life style, particularly their emphasis on poverty and labor in the pursuit of the apostolic life.Grundmann goes on, however, to describe in detail the complex negotiations between the papal curia, the mendicant orders, and the women's religious communities whereby the mendicants were eventually persuaded-sometimes pressured-into taking over the â€Å"care of souls† and often institutional responsibility for women's houses (Grundmann's most detailed examples of this process involve communities that became Dominican convents).Implicit within the narrative of Religious Movements in the Middle Ages, then, lies the argument that orderly communities of beguines desired and ultimately succeeded in becoming more traditional convents, most often within the mendicant orders. Beguines were forced to give up ideals of individual poverty and self-support and to possess sufficient corporately owned property to maintain a community of enclosed nuns.Hence ecclesial concerns for women's chastity and religious propriety required that women's religious ideals be transformed. As Grundmann argues, the result is the spiritualization of poverty within the writings of the thirteenth-century beguines and their heirs among both male and female Dominican authors. Without directly contesting Grundmann's arguments, which for the most part pertain to Germany, Simons presents a significantly new picture of the development of beguine communities in the Southern Low Countries.Simons divides the history of the movement into two periods: the first, from 1190-1230, saw the emergence of laywomen living alone or together in â€Å"loose communities without institutional attachments† (p. 36). The primary sources pertaining to this period are eleven hagiographies devoted to individual holy women involved with the movement from 1190-1250. Often written shortly after their death and in each case by male clerics or monks interested in promoting cults around the holy women, none of these women were ever canonized nor did they all maintain the beguine lifestyle.In fact, as Simons points out, hagiographers from the period and region seemed particularly interested in women who moved from the beguinal milieu into more traditional forms of monastic life (p. 92). Groups of women outside convents, like the beguines, had to steer a narrow course in order to avoid â€Å"the shoals of anticlericalism and heresy that always threatened the spiritual creativity of women† (McNamara 1990, p. 237). The success and spread of the beguine movement would suggest it did answer a need felt among women for an independent expression of their own religious creativity.It is also important to note that beguines fall under the more general designation of mulieres religiosae (religious women), an umbrella term which included nuns, recluses, and virgins living at home or in small groups. The appearance of the mulieres religiosae, who f lourished in the twelfth and thirteenth centuries, was a major religious development, possibly connected with factors like the Crusades, priestly celibacy and harsh physical labor, which resulted in women outnumbering men in Western Europe.Religious motives, however, were perhaps even more important than socio-economic ones (DeGanck 1991, p. 2-3). Development of the Beguine Movement Scholars trace the development of the beguine movement through several stages, beginning with individual women (beguinae singulariter in saeculo manentes) living in towns but observing the evangelical principles as well as they could. These individuals eventually came together in the beguinages (congregationes beguinarum disciplinatarum) that are the main focus of this chapter.Later, some of the communities took the form of cloistered communities (beguinae clausae); finally, some communities were reconstituted as autonomous parishes (Little 1978, p. 130). Around 1230, these loose communities of widows, v irgins, and chaste wives began to acquire property, to draw up regulations governing the life of the group, and to present â€Å"themselves to the outside world as religious institutions, either in the form of small ‘convents,' or as larger architectural complexes segregated in some manner from the surrounding urban community, the so-called court beguinages† (Simons 2001, p.36). Simons therefore convincingly demonstrates that up to and through the Catholic Reformation the beguine movement in the Southern Low Countries remains a lay urban movement characterized by the preponderance of women from a range of social classes who participated within it (p. 91-117). In addition, Simons provides invaluable information about the beguines' work in the textile industry (p. 85-87), with the sick and dying (76-80), and-perhaps most importantly for the study of spirituality-in teaching (p.80-85). Grundmann's early argument for the centrality of the beguines' lay status to the develop ment of vernacular religious literature here finds crucial support. Not only did the beguines themselves read and write in the vernacular, but they were also engaged in the education of girls and women who then in turn constituted an audience for vernacular religious writing. The development of the beguinages demonstrated an outgrowth of the lay religious awakening of the twelfth and thirteenth centuries.It also reflected the social background of the era. Although much more positive than simply a stand against clerical mediocrity and Western feudalism, the growth of the beguinages did, nevertheless, provide alternatives to both. The beguinages represented a new way of giving religious significance to women's ordinary lives (Bynum 1987, p. 17). It was characteristic of the beguinage to combine the vita contemplativa and appropriate devotional exercises with the practical solution of daily problems.The beguines customarily engaged in weaving, spinning, carding, charitable activity, se wing, and the education of children. So religious impetus and economic factors were intertwined in a beguine's life (McDonnell 1954, p. 146). Theologically, medieval women were faced with contradictory doctrines which placed them either on a pedestal or in a bottomless pit: the virgin or the temptress. In the Christian view of sacred history, the greatest source of blessing for humanity after Christ was his mother, Mary; the greatest source of grief was also a woman Eve, the mother of us all.Clearly, Christian tradition saw women as both the greatest and the weakest (Power 1962, p. 401-403). Thus, the beguines were bound to change these by shaping their own religious experience in lay communities, where female charisms served as alternative to the male emphasis on the power of office, the beguines paralleled other women who were emerging from the feudal system and becoming economically independent through small crafts, shops, and businesses in new towns (Bynum 1987, p. 22).Also, it has been suggested that the strength of the beguines lay in their unique combination of traditional spirituality with their freedom from the restrictions of the cloister, a combination which allowed them to experiment and break new ground. Beguines adopted a chaste way of life and dressed simply, but they were not separated from the world, nor were they bound to any ecclesiastical authority. To wit, The beguine movement differed substantially from all earlier important movements within the western church.

The Realistic Views of Miss Jane Pittman Essays

The Realistic Views of Miss Jane Pittman Essays The Realistic Views of Miss Jane Pittman Paper The Realistic Views of Miss Jane Pittman Paper Gaines tells his story of struggle and triumph through his character, Jane Pitman. Although this Is a fictional novel, The Autobiography of Miss Jane Pitman portrays many realistic views and events that occurred In the late 19th century, during and after slavery. Throughout the novel, many slaves experience a realistic loss of a close friend or relative (Carmen 72-73). When the slaves attempt to run away in small groups, they get separated. The white plantation owners chase after them with guns and dogs. While Jane, only 12, and Ned, her recently met friend, are hiding, Needs mother is shot and killed by a Confederate soldier. Later in the novel, Jane meets two young brothers, Timmy and Tee-Bob. Timmy is black and Tee-Bob is white. Because it is so hard for them to live with a white father and black mother, Tee-Bob commits seclude. Although there are only few scenes In which slaves are trying to escape, they are so dramatic and well-characterized, the reader can understand what the slaves were going Karachi 2 through. One of the very first scenes In the novel describes Jane and a few other slaves running away to Ohio. They are later chased by their owners and Jane, along with her small group, are shot at. While traveling to Ohio, Jane gets lost several times and struggles in search of food, but overall she never gives up. Gaines gives lane the characteristics of determination, physical endurance, and a lack of self-pity Sometimes the African-Americans lose each other for a more (Carmen 65). Positive reason. Many of them leave their homes in search of a better life. For example, when Ned grows up, he decides to leave and Join the Union army. Most of the African-Americans are determined to head North to escape from the struggles of racism (62). The scenes Gaines Illustrates with death and separation are described so well, its as if the reader is actually there. Ernest Gaines shows us how often death ND separation from slave families occurred in the 19th century and how tragic and realistic it actually was. Living with racism is the toughest struggle the African- Americans had to overcome. Carmen says of Gaines readers: .. Hey receive a vivid Impression of the kinds of guerilla tactics that terrorized people of color and forced them to submit to the De facto slavery system that persisted well into the 20th 1 OFF cent I nurturing ten wangle story, even Walt ten war Dealing over, most Attract Americans were treated with no respect. While the war was still in effect, most slaves were forced to live in inhumane conditions. Most slaves live in small qu arters, ancient structures (Bloom 34), serving as homes. Readers see how horrible the conditions of the houses really were. They were so badly kept that many slaves developed sickness causing death. Even with this cruel Karachi 3 treatment, Gaines shows them willing to fight for small human pleasures, such as food or friendship (Bloom 32). For example, with the war over, the free African Americans are still willing to work with their plantation owners Just for food and shelter. Not all white people in the novel are racist; Gaines also illustrates white people who do not believe in slavery. He lets the readers know that whites are not all selfish and inconsiderate. For example, he mentions a respectable Union soldier. The soldier gives Jane her name. Before then, she was known as Dicey. The soldier changes it because he says Dicey is a black name. He does not want her to be treated like a slave or working, since she is only a child. He demands that Jane get break from working and begins a conversation with the girl. The Union soldier explains to Jane that he lives in Ohio and slavery is not tolerated there. After meeting this soldier, Jane is determined to travel to Ohio (Stanley, deed. 83). The Union soldiers n the book, along with real life, both disagreed with slavery. The soldiers hated seeing the African Americans treated as slaves. In the book there are many new beginnings for the slaves. In reality with all the African-American slaves, many had trouble finding new homes and Jobs. Although today along with the novel, the war ended and slavery is now over, African-Americans still find struggles in racism. The book shows how many former slaves stay and live with their old plantation owners so that they have food and a place to live. At one point, Jane agrees to live and work for a plantation in return for a home. Other former slaves were determined to go out on their own and be free such as Ned when he leaves for the North. Karachi 4 Ernest Gaines main purpose of the novel was to depict the clash between youth and age. Bloom says, His concern is for the ways in which people attempt to hold on to or break from the past, and adjust to the present or influence the future (Bloom 33). Canes point of view changes along with her age. As she grows older she becomes more of an observer rather than a fighter. Her struggles throughout her past continue to stay with her and make her stronger all the way till her death (Harpoon 103). In real life people will recover from rigorous situations or learn from their mistakes, and this makes them stronger. After reading The Autobiography of Miss Jane Pitman, readers will see how factual and truthful the story really is. Gauged once stated, Gaines creation is so successful, his rendering of Canes voice is so convincing, that many readers will come to believe Jane was a living person, not a fictional character (Carmen 62). Gaines takes facts from the past and turns them into a fictional story. The reader will find that every single event that occurs in The Autobiography of Miss Jane Pitman could nave napped EAI In real Tie

Andy Warhol, Nam June Paik & Walt Disney Essay Example | Topics and Well Written Essays - 1500 words

Andy Warhol, Nam June Paik & Walt Disney - Essay Example The essay "Andy Warhol, Nam June Paik & Walt Disney" discovers Andy Warhol, Nam June Paik and Walt Disney. These men set the benchmarks by which others are measured to this day. Andy Warhol was one of the originators of the Pop art phenomenon that came to the fore during 1962 when he had his first exhibition as a solo artist. His innovative use of techniques allowed him to break away from current art conventions and groups; this is a trend that I hope to follow by being an individualist in my illustration style. He made use of a technique in his early works that resulted in a slightly printed look to his illustrations that has been employed by many other illustrators after its method was disclosed. The style was much noticed and the method of creating it remained unknown until one of his assistants noticed how he did and told others. This use of alternative techniques brought Warhol’s art works to the attention of the art world as a counter point to homogenous art works that h ad proliferated previously. It is this method of standing out from the surrounding artists that is one of the greatest ambitions that I have. It is indeed an ambition that each person has had through all time, to be singled out as exceptional from the ranks of the general populace. This was done by replacing the singular nature of artworks with mass produced works that purposefully removed the great passions from the art. This allowed the art itself to be appreciated in a dispassionate way for the technique. more than for the underlying emotions. This was displayed for the first time when he displayed "Campbell's Soup Cans" at the Ferus Gallery in Los Angeles in 1962 and the art world received its first true glimpse of a new art style emerging. Nam June Paik has had a far more personal effect on me since he is a fellow Korean artist and as such, his ability to capitalize on his talent so greatly within America is something to which I also wish to aspire to. Though he died earlier this year, he leaves behind a great legacy through his craft that was used to provide many different people with a spark of beauty and artistry in an industry that is becoming increasingly homogenous. He had a huge influence on the perception of video as a form when he began to use it as an artistic medium in a manner unlike any other. He worked with numerous musical partners including Charlotte Moorman for whom he created a cello composed of television screens that continued to display constantly changing pictures in artwork that he titled "TV Cello". Paik's movement towards electronic art has been attributed to a meeting with composer John Cage to whom he later paid homage through various works. There is so much variation within his work and he had such an unusual grasp of the artistic possibilities of an object that had become a part of mainstream culture. This abstract viewing of a commonplace object was also influenced by the neo-Dadaists with whom he was at one time affiliated. He has in turn inspired a generation of other artists to explore the artistic potential of everyday objects. Walt Disney founded one of the greatest multi-media empires on animated designs and illustrations and his creation of Mickey Mouse gave birth to an icon that has endured to this day. He made sure that each new bound that technology took in the early days of film were utilized when he created his motion pictures including providing his illustrated pictures with sound and color as soon as those technologies were made available. His fertile imagination was

Strategic Compensation Assignment Example | Topics and Well Written Essays - 500 words

Strategic Compensation - Assignment Example Person-focused pay is advantageous since it controls costs and motivates employees’ productivity. Employees should be rewarded according to their productivity and not according to amount of their salaries. The factors that an employee need to have in order to be entitled for rewards are work output quality, work output quantity, work safety records, work attendance, and monthly sales. The company in the case study need to implement the following four types of employees’ incentive plans. Management rewards plan that awards managers when they exceed or meet the sales, production, or profit objectives. Piecework plans that reward employees for every unity produced. Behavioral incentive plan that award employees for accomplishing specific behavior such as safety records and good attendance. Person-focused pay plans will be of broad significant not only to the employees but also towards the organization’s productions.This is because the plans will motivate employees’ productivity as well as controlling costs that the company incurs (Gregory, 2009). Therefore, the management should not use the roles of Jane and the shift leader to determine whether they should be entitled for overtime but factors such as work output quality, work output quantity, work safety records, work attendance, and monthly sales. Job evaluation is defined as an objective and systematic process that organizations use to compared all jobs performed by employees to determine the worth or value of each job category. The focus of job evaluation is to evaluate the job and not the workers who undertake the job (Robinson, Wahlstrom & Mecham, 2004). The criteria used for job evaluation include factors like skills needed, education qualification, job responsibilities and working conditions. Moreover, there are four main methods that managers use to evaluate jobs in their organizations. Job ranking-This method of job evaluation involves ranking all jobs done in an organization in an order of

Managing your identity Essay Example | Topics and Well Written Essays - 250 words

Managing your identity - Essay Example A single real time identity may act several under different identities over the internet. The presentation of an individual in real time may vary from association with positivism to that of negativism. Social sites are rampant for deceitful identity, for instance. Most internet users express the desire to receive positivism attached to their identity while using the internet. However, some internet users prefer negative identity to positivism for vested reasons. Some internet uses involve professionalism and need high level of identity that displays the reality. Others, on the contrary, require low levels of reality of the internet user. The true characteristics of the internet user are subject to a degree of manipulation, in the later case. The media of preference dictates the personality of an individual while using the internet. Communication media that use semantics of language require low levels of identity. It requires a temporary real time personal identity. For choice of media that require that, personalities should have a vivid identity, including webcams for highly engaging interactions, a nearly true personality is

The Last Song Essay Example for Free

The Last Song Essay It has been widely accepted that textbook is an essential component of the classroom. It is the most common teaching device. A textbook is a manual of instruction or a standard book in any branch of study. They are produced according to the demand of educational institution. This paper is a textbook evaluation to determine the effectiveness of the book to the 3rd year high school students in the reading development and if it provides the learning goals of each lesson, classified into listening, speaking, reading, grammar, writing and study skills, and values objectives as a tool for learning and living in the highly competitive world. Education demands a high-quality level of learning device or technology. In fact, the efficiency of the teaching-learning process depends on the authenticity and relevance of the instructional material. One of which is the textbook. One of the skills education demands is the skill on reading. Reading is the cognitive process of understanding a written linguistic message. According to Timothy Dwight, â€Å"A person who cannot read is something like a blind man walking through a pleasant meadow, where there are flowers and fruit trees; there are many pleasant things and many wise and good things printed in books, but we cannot get them unless we read†. It is the root of all wisdom. So what do you think would be the effect if a student will gather wrong information or inaccurate learning from a book? Textbook is book used in schools or colleges for the formal study of a subject. They play a big role in the learning process of every individual. They can make or break the student’s future. So it is really important to select the best book that you will use in facilitating learning. Well, selecting isn’t enough, there should always be an evaluation; for you to see the efficacy of every components of the book. This paper will present how a specific textbook satisfy the requirements to be considered an efficient book. Each part of the book will be criticized and evaluated whether they work for each other or some should be eliminated. The following parts of the paper are product of close reading of the book â€Å"Public Speaking and Speech Improvement for Filipino Students Fourth Edition† by Arsenia B. Tan. OBJECTIVES 1. To determine the effectiveness of the book to the 3rd year high school students in the reading development. 2. To value the importance of the reading book/s instead of depending everything on the internet. 3. To awaken the students that even in their simple ways, they can be a good public speaker. TEXTBOOK ANALYSIS I. Title of the book: Public Speaking and Speech Improvement for Filipino Students II. Author: Arsenia B. Tan III. Subject Area of Concentration: English IV. Curriculum used: Third Year High School (English III) V. Textbook Analysis: This book offers a practical approach to the fundamentals of speech improvement. Since speech is a communication, there are a number of factors that the reader must consider. If he wishes to be an effective communicator of his thoughts are feelings. The following premises will discuss each part of the book about their content, implication, and efficiency. A. Title Page The book is covered with a yellow- colored skin with the title pointed on it. The design used a picture at a speaker showing his conviction in public speaking. As a reader you will initially figure out that the book indeed offers a great content by simply looking on its cover page. B. Copyright Page The book displays the total information about the book’s publishing company, date, and authors. This would be beneficial to the students who aim to have a research. C. Table of Contents Based on convention, the topics of the book were presented in organized form. Each topic was specified with its page location. Each part of the book was placed on the table of contents. The teacher, student of any reader will have an easy time looking for the topics of the book. D. Preface The most precious gift that God has given to man is the power of speech. It is the power that distinguishes man from animals. Man uses speech to communicate his thoughts, feelings, desires, and aspirations to his fellow beings with to whom he interacts in continual living or in social activities. This is how the authors started her preface. It is indeed encouraging to read the preface. It gives us an efficient birds-eye-view about the goals and content of the book. If you will match it to the curriculum, it is suitable to the demands of the Language subjects of the students. The preface seems to be the author’s journal. You can read how dedicated she is to transmit the wisdom of public speaking to her readers. It is the main objective – to develop not only mastery of the communication skills but also proficiency in the transmission of ideas that this book has been prepared. For this reason, this book will serve as an individual tool to develop one’s communicative power to the outmost if he expects to become a competent and dynamic administrator or leader in his field of endeavour. E. Chapter Analysis A. Part 1: On Public Speaking Chapter 1: What public speaking involves? The chapter deals with the definition of public speaking. It also presents different definition from various authors of public speaking. Since the book is used for language subjects in secondary, the content of chapter one satisfy the demands of a newbie speaker who will read this book. The student will easily understand the ideas of chapter one because the words are clearly defined and the examples given are congruent to the reality of life the book describes. The teacher could also apply the tips presented in the chapter. Most of the explanations can be easily discussed through the use of examples provided. The chapter offers a self- evaluation on its last part. It is an oral examination which asks ‘What can you contribute to make your country a better place to live in as an individual? As a member of the community? As a professional? † See page 12. Basically, the activity is appropriate to test the effect of the tips given on the chapter. The teacher could assess whether learners is effectively learning. B. Chapter 2: Delivery as an effective medium of putting words into action. This particular chapter talks about delivery. Its process, definition, and aspects. The factors affecting delivery were also presented chronologically. The salient factors to underscore in the process of delivery were presented in detail. The student could easily understand the steps because they were narratively presented. And most of the examples are true to life. The student can easily relate with the scenarios of delivery. The teacher is the best demonstrator of the following reminders of delivery. If she will follow the steps given she’ll be effective in her discussion of the chapter. The chapter offers another self- evaluation which asks for application test. The activity can help the teacher to assess the student’s development in his delivery. C. Chapter 3: Developing a pleasing, impressive voice and using gestures effectively. The chapter discussed the definitions of voice and gestures. It also presented different techniques in developing the two. The book gave a lot of standard procedures in performing voice and gestures. The students are subjected to corrections and criticism whenever they attempt to perform such. The chapter could help the teacher in managing the voice quality of the students, even the execution of the gestures. The teacher should master every bits of information of this chapter three. She could effectively demonstrate the standard procedures. The chapter presented a voice drill and gestures drill which serves as an activity to evaluate the students’ mastery of the lesson. D. Chapter 4: Preparing the speech In this chapter the content is all about how will the student prepare a speech. There are factors that the student must consider as a speaker before making a speech. How to become an interesting and effective speaker are being underscore in this chapter. It also includes suggestions in preparing a speech to be a great public speaker. As a good speaker, every individual must know how to make a plan on how to produce or write an interesting beginning and a remarkable ending. The book suggests the ways in choosing a topic or a subject considering the audience, occasion, and the availability of the materials to be used in the speech. The activity given in this chapter assess the capability of the student’s knowledge on a certain topic and how will he react or present in the situation given. Thus, the given topic is somehow difficult for the students for the secondary level. The topic must be appropriate in their level. E. Chapter 5: Tackling the problem of listening. This chapter discussed the problems in listening. Basically, this is a very interesting topic for the readers who are experiencing problems in listening since talking is such a natural and endless activity that we perform in daily. We frequently have conversations without realizing that we are engaged in a public rather than in a private activity. Good thing about this chapter is that, it provides demonstrative examples like dialogues of native speakers as they overcome problems in listening. It also discussed different symptoms and signs about having listening problems. The students could easily relate to the lesson because students nowadays are sometimes experiencing listening problems. The chapter’s topic is a challenge to the teacher because it provides different tips to solve the listening problems. Part of which are the suggested activities see page 52- 53. F. Chapter 6: Variations in the forms of your prepared speeches. This chapter is a performance- based part. The time to speak has come! The students should have to stand before an audience and deliver their speech. This chapter asks for what kind of category of speech will the student perform on a specific purpose. The chapter provided concrete excerpts and sample speeches from different sources (see bibliography) which played a big role in transmitting the skills in speaking. There are also practical speeches to be practiced after every type of speech. A student could also use the examples to compare their speech efficiency to others. The teacher is privilege to have this part of the book because she will not have a hard time looking for resources. She could easily facilitate learning by simply using the given examples of speech on the chapter. Education- wise, the chapter also provided a practical activity on the latter part of it. It requires students to perform different types of speeches see page 66. G. Chapter 7: Speaking with a definite purpose. After discussing how to speak, this chapter aims to illustrate different purposes why we speak. The general purpose of speaking is usually to inform, to inspire, to convince, to entertain, to persuade. The student is lucky to have this part of the book, only limited books presents comprehensive details about different purpose of speeches. They could practice and inculcate in their minds the variation of speeches according to specific purpose. As expected, this chapter provided examples of speeches depending on its specific purpose of such. It presented narrative explanation of each type of purposeful speeches. A teacher can facilitate learning by using different examples given to this chapter. In fact, most activities are already given in the evaluation part of this book. H. Chapter 8: The art of audience psychology. As we observed, the topics are getting deeper and more complex. Since speeches are fundamentally built around people’s lives and are primarily directed to an audiences it is of vital importance to study the audience and to know the art of its psychology if a public speaker wishes to be successful and efficient during the moment of speech communication. This chapter, it was clearly searched that a speaker should master the audience’s psychology. In fact, it provides different factors to remember the audience’s psychology. The teacher is expected to discuss all pointers given in the chapter through the use of practical examples given in the book. In the evaluation part, it can be used in the actual discussion because it is performance- based. See page 85. I. Chapter 9: Can children and teenagers become public speakers and type of audience in a public speaking occasion. In this chapter, children and teenagers as public speakers and as an audience in a public speaking occasion. They will surely gasp with disbelief and prospect of seeing children and teenagers going to podium, standing before a microphone and getting ready to deliver a speech. This chapter deals with the other dimension to consider in public speaking. It focuses on a specific human age. These are children and teenager. Basically, childhood is the beginning of development. This chapter offers different pointers and suggestions on how to develop public speaking skill in special occasion. The teacher can use the given excerpts and literary pieces to facilitate the activities which the chapter demands. It is comprehensive because standard procedures were given to be able to perform a speech. J. Chapter 10: Getting involved with a group discussion. Today, we recognized the value of group discussions. Many changes are brought about in our social, political, and religious conditions. Religious conditions through participation of individuals in group discussions. After learning bout individual’s performances, this chapter moved to the next level which is group discussions. The student is being prepared for social interaction. It also presented the different requirements of group communication. The teacher and student can distinguish how efficient a group can be in accomplishing something that would be impossible or at least improbable for a person will depend on a large degree upon the ability of the group members to communicate effectively when they find themselves in a group situation. This chapter is a great source to read because nowadays we are dealing with a multi- cultural world wherein we are demanded to be socially competent. This chapter gave an activity see page 128. It asked the student’s to perform an activity about group communication. ’ K. Chapter 11: The campaign speech. Since speech is broad, this chapter tackles a specific kind of speech which is the campaign speech. This is beneficial to students or even teachers who are hoping to be efficient in campaign speeches. We live in an era today, where politics, economics and social event dominated and determined the outcome of people’s life and destiny. This chapter discussed the definition, importance, implication, and glamour of campaign speech. It provides different styles and techniques in a good campaign speech. Each part of the speech is discussed on how to create such and how to implement. Each part provided different exercises which can test and practice the student’s efficiency in campaign speech. The attitudes of a campaign speaker cited can be used by the teacher while discussing the topic. It serves as a motivation for them because the exercises were really challenging for the learners. L. Chapter 12: Speeches for special occasion. Public speaking is indeed multi- faceted. It appears In different forms as it evolve out many varied occasions in which a person is asked to speak publicly. There is a variety of occasions that produce special types of public speaking and though brief in nature may still require a professional mode of preparation and delivery of speech in public and may demand guidelines to help the speaker achieve his goals. A student can efficiently master these topics presented simply because life is full of special occasions, wherein these occasions requires a good speaking skills. As a beginner, this is a good source of wisdom to follow. Practical examples and guidelines on making speeches for special occasions were given. Speech for special occasions is done with the use of following steps. So each topic gives procedures on how to perform such. The teacher can use the activities provided on page 49. M. Chapter 13: Some special types of public speaking which arise from occasional, historical, or special events of the time. There are types of speeches evolves only out of the occasional, historical, or special events that happen in a country, region, city or any business on educational institutions wherein buildings are expected to commemorate a special historical events or when important persons who have dedicated their whole life to the source of a country, on a well- known business organization or an outstanding educational institution are accorded full honours for their unstinting and meritorious works or services to humanitarian causes by means of status or other sculptural works in order to perpetuate their names during and specially after their life time. It is a great chapter because the newly- invented types of speeches were presented comprehensively the standard procedures were also presented comprehensively the standard procedures were also presented orderly in detailed- manner. The chapter offers practical activities about the types of speeches presented. The speeches can be read by the students and performed inside the class. The teacher can also make different activities suggested by the book. * Chapter 13’s Appendices This is a special portion of the book because it gives a lot of examples or ifferent genres of public speaking (see page 166-176). Some books don’t offer this portion. These examples can be used and implemented in the different speaking activities the teacher wish to perform. Drills for children on vowel and consonantal sounds through these action nursery rhymes and through varieties of poems. N. Chapter 14: The interview and choral verse recitation. From single performance/ speech this chapter pres ented a more complex speech type. They’re actually considered as special form of public speaking. Why? Because this special speeches requires two or more number of speakers. First on the list is the interview this will be very beneficial to the students because one of these days they will experience an interview. Another is the choral verse this is also known as â€Å"speech choir† the unity of voice and mind here is very important. The teacher can use different sources given for evaluating the acquired knowledge by the students. It provides situational activities wherein the students will be the one to decide on what to do. O. Chapter 15: Dramatic interpretation and play production. This is the last objective chapter of the books and this is another phase of public speaking. This time it tackles about drama and play production. As a public speaker being an actor is a must. The students and teachers shall deal with dramatic interpretation and play production as distinct special forms of public speaking. Principles and factors to consider in Drama were presented comprehensively. It will surely benefit for all the students. B. Part II. On Speech Improvement Students who desire to master the pronunciation of English or American vowels and consonant sounds that give them difficulties in the roduction of these sounds. This is a special part of the book wherein from lesson (1-51) are presented for the enhancement of the student’s proficiency in speaking. The students will be provided guidelines during the production of these sounds such as the position of the tongue, type of the sound, lip formation, etc. Students who wish to be proficient in the pronunciation o f the English or American show some clusters must always bear in mind that these consonant clusters are among difficult sounds for speakers of other language. A. Appendices The sources used were presented in a standard format of bibliography. It is good because the future researchers won’t have difficulty in using the book. The sources are efficient for the reader to use. B. Bibliography It is rare for textbook to have â€Å"appendices†. This part contains different excerpts and masterpieces which can be used by the students in exercising the lesson of public speaking. GENERAL FINDINGS: Fit between Student and Text 1. Content / Explanation Is the content likely to be of interest or use to the students? The book is easy to read and has a refreshing style. It has a â€Å"Speech Improvement Part† that is relevant to the book content and it captured the interest of the students because of its contents that contains oral reading and acting activities that will develop the student’s skills in reading and speaking. And also it helps the teacher to evaluate the individual progress of the students. 2. Examples Are the examples appropriate to the lives and interests of the students? Do the examples fit closely with the concepts they are supposed to be explaining? The examples in the textbook are appropriate and interesting because it helps the pupils to learn more. The textbook also provides an illustration in the example which emphasizes the real life situation where pupils will learn. 3. Exercises / Tasks Do the exercises or tasks provide enough variety to meet the needs of different kinds of learners in the class (es)? Will they be of interest to those students? The exercises or tasks provide enough variety to meet the needs of different kinds of learners in the class by means of providing activities which are systematically organized to develop reading proficiency. It meets the interest of the learners, because it includes enjoyable activities which they can relate and apply the things that they have learned. 4. Presentation / Format Does the book look right for these Students? Are the illustration and other graphical and design elements appropriate for their age and educational level? Is the printed text easy to read and appropriate for their reading level? Is the mix between print and white space balanced so that readability is enhanced and appropriate? Does the book have an index, appendices, or other sections that are usable by students? Is the book well-constructed will it last a term of hard use by students? Yes, because the illustrations, graphical designs elements and all its contents are appropriate for the student’s age and grade level. It is conducive for learning. In fact, the hierarchy of lessons is in the simple to complex form. Which is really good for the readers? ADVANTAGES OF THE TEXTBOOK 1. The reading exercises provide practice in a variety of informational skills and reading comprehension skills. 2. The important words are being emphasized by means of bolding the letters. 3. Concrete how-to procedures are given, based on actual teaching experience. TABLE I. Analysis of Content for implementation of teaching Linguistic Content| The content contributes towards addressing learning objectives of the system. It teaches pupils to be an English-educated person for it helps to develop reading English skills. Concepts and skills are presented in the most logical sequence, from reading readiness level to the highest level, to make it easier for the pupils to learn and for the teacher to teach, and also to help pupils to enhance their creative or logical thinking. Thematic Content| The book contains two (2) that has different topic, and in each unit contains different lessons. Since this is a reading and speaking book, in the first unit the topic is all about â€Å"On Public Speaking†, second unit entitled â€Å"On Speech Improvement†,The topic in each unit makes happen to students that reading is fun and interesting. By this topics It can motivate st udents to read more, since each theme are connected to the lessons to be tackled. | Table II. Analysis of Teaching Activities for Implementation in Teaching Which of the activities provided in this textbook will I do in class? Chapter 7, Activity 2. The re-enactment of a specific scenario is one of the most done in English Classes. | Which activities in the textbook will I assign as homework? | Chapter 4 (Activity 1-4) The student should prepare different tips on how to create a speech by using different sources or speakers. | Which activities in the textbook will I hold back to use for testing? | Unit 2, (Chapter 2) Mastery of the English Sounds. With this type of activities it focuses with one main goal; to evaluate whether the learners understand the topic or not. We can also identify if the information given was acquired by the learners and how long it was retained with their minds. | Which activities in the textbook can be used for review later in the term? | The activities that can be used for review are activities are Chapter 1, Activity 1. With these types of activities teachers can evaluate whether the learners are listening to the stories presented in class and how they will reason-out with the questions being asked. | Which activities in the textbook require longer periods of time to accomplish- special projects? Chapter 6, (Interview and prepare a talk about a famous TV show nowadays, in this activity learners is requiring a lot of self-confidence, Creativeness is one approach that learners could apply with this said activity. | Which activities in the textbook might require special Equipment that was to be ordered ahead of time? | Activities 6(Role playing) are the activities in the textbook that might require special equipment. The reason why it requires special equipment for the learners to see the reality of things. Having props and costumes conveys someone’s curiosity and imagination. With this role playing activities the learners can witness and experienced what’s in the book and how it was being done. | Which activities in the textbook do I not want to do at all? | Chapter 14, Activity 1. Prepare a choral verse presentation. | CONCLUSION The program of activities should follow a predictable format wherein each lesson is covered in one week. Planning that the students will know in advance what areas of development are to be taken up each day. DAY| ACTIVITY| Mondays and Tuesdays| Developmental reading skills with emphasis to comprehension. Wednesdays| Functional skills with emphasis on the materials in science, math, social studies, and other subject areas. | Thursdays| Literary appreciation skills with emphasis on reading for enjoyment and enrichment. | Fridays| Review and testing of the reading skills covered during the week, including unite test. | RECOMMENDATION Since it is for 3rd year high school students, as observed the book doesn’t have a lo t of graphics which the learners like to see and learned, especially for the gestures taught. I recommend that all pictures/illustrations must be in practical and visible design regarding with some activities, I prefer to suggest putting some rubrics for evaluation purposes. With their young age, I think this kind of activities is not truly appropriate. 3rd year high school students are in the stage of reading refinement wherein they can figure out the purpose for reading. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate reading strategies. Attend to the parts of the text that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory. And of course select strategies that are appropriate to the reading task and use them flexibly and interactively. Students comprehension improves and their confidence increases when they use top-down and bottom-up skills simultaneously to construct meaning. Check comprehension while reading and when the reading task is completed. Monitoring comprehension helps students detect inconsistencies and comprehension failures, helping them learn to use alternate and the directions to be followed or if they can’t put a glossary in the back of the book can surely help the learners if they can see the meanings of hard words they have encountered. Another thing is the book must have an index, because an index seeks to direct the reader/s to all names and subjects on which the book has information. Index can set as a guide with the learners if they are in trouble of finding their lessons.