Answer for few Questions Assignment Example | Topics and Well Written Essays - 1000 words

Answer for not many Questions - Assignment Example The pace of criminalization was high in African Americans which lead to dark force development. In 1964, the Black force development turned into the social equality development as the Democratic Party declined to situate Black Mississippi Freedom Democratic Party (MFDP) (Gilmore, 1998.pp.175). At the point when Black Americans understood the way that there was no expectation for them to acquire equivalent rights as White Americans, this issue at that point turned into the reason for significant clutters and uproars everywhere throughout the land. Prejudice has assumed a significant job in making the criminal history of the United States of America. The imbalance as far as financial rights and social rights made the Black Americans become vicious. The white individuals were the genuine players who took on conflicts against non-white individuals and various races. Surplus The basic reality behind this wrongdoing scene was that sentimental hysteria was more prominent than the wrongdoing . There are numerous emergencies which consolidated and brought about the type of detainment facilities and detainee. There are social emergency and financial emergency. The historical backdrop of the violations and penitentiaries has roots to be sure. The United States had the overflow belief system for the sake of resistance. Regardless of whether it was a contention against Native Americans or the counter entrepreneur developments there have been numerous emergencies throughout the entire existence of the United States. During the time of 1970s the country confronted melancholy and there were excess of emergency. The outcomes of 1973-7 downturn were joined with the overflow of 1981-4 downturn and again in 1990-4. (Gilmore, 1998. pp 177). Jail Industrial Complex The Prison Industrial complex is the term initially utilized by dissident and the researchers to deny the normal idea that the expanded pace of wrongdoing is the explanation of building penitentiaries. They contend that th e fundamental driver of the expanded populace of these penitentiaries are benefits and prejudice. There is misuse of detainees and the penitentiaries by the enormous partnerships, government and the networks (Davis, 2003.pp. 84). The thirteenth Amendment The thirteenth Amendment to the United States constitution formally bans servitude aside from as discipline for wrongdoing (Davis, 2003.pp. 23). On April 8, 1864, it was passed by the senate and embraced on December 6, 1865. There was a background marked by servitude in the United States and it was abrogated later, yet the idea was noticeable to the point that white abolitionists even thought that it was hard to envision Black individuals equivalent. After the abrogation of subjection, its impacts on the general public were as yet present in the types of lynching and isolation. There is a connection of detainment facilities to the bondage, isolation and lynching since all these social foundations like jail were considered as everlas ting as sun. It tends to be plainly seen that subjection came about because of bigotry and there is a few proof of jails filling in as supremacist organizations and they are old, though racial segregation is likewise seen inside the jail dividers and among detainees. We simply think about prejudice as far as high contrast, however we overlook bigotry in term among minorities individuals. After the September 9, 2011, the mass of individuals were captured who were Middle Eastern, South Asian and for the most part Muslims. Things being what they are, the inquiry emerges are jails supremacist establishments? In the event that it is the situation, at that point like bigotry the penitentiaries are likewise old. Penitentiaries are a â€Å"geographical answer for financial problems†

Synthesis Research Paper Example | Topics and Well Written Essays - 2250 words

Union - Research Paper Example The Serpent of Paradise was composed by Edward Abbey. Furthermore, in this work he centers around his experience like a recreation center officer in the south-eastern Utah’s Arches National Monument. The most significant topics of Edward Abbey are-exploitation’s of flawless condition by the vacationers and People’s family relationship towards the creatures. The Themes Present in the Works: â€Å"The liberation considered as the connecting with, intense, loaded with quick paced riddle and wonderful exposition depicting the regular habitat that will before long be crushed by a force company’s dam† (Cusatis p.110). The principle subject of Deliverance is that of the endurance in the nature against its overwhelming chances. Furthermore, the principle topics that are available in the Serpents of Paradise are-exploitation’s of perfect condition by the sightseers and People’s connection towards the creatures. A portion of different subjects a s present in the Most Dangerous game seem to be; Arrogance: Rainsford, an egotistical creature tracker and he have no torment or dread. Also, Zaroff, another presumptuous tracker and he feel that so as to engage himself, he should chase people. Savagery: It identifies with the conduct of characters towards one another and furthermore towards the encompassing creatures. Corruption of man: â€Å"The last and most predominant subject is the Degradation of Man† (Marin p.5). It manages the corruption of man from being an insignificant creature tracker to being a tracker of man and the progressions from being tracker to that of a killer. The Common Themes in these Works: While looking at crafted by The Deliverance, The Serpents of Paradise and The Most Dangerous Game; we can locate a typical subject which is available in every one of these works i.e., the demeanor of people towards the nature. Man’s battle and endurance in the wild. Every one of these works center around thi s specific subject and the creator depicts this topic with different occurrences In Deliverance, James Dickey speaks to the topic so that before the excursion begins, the three among the four explorers doesn't have any involvement with the excursion through the woodland. Lewis Medlock who is one among the four is a survivalist and prepared outdoorsmen who truly designs the excursion and aides the gathering. The focal point of the novel is that of the rape and the assault by two mountain dwellers in the waterway bank and which prompts a succession of homicide. During the excursion they confronted a great deal of contentions from the nature and from men. What's more, they battled a great deal to conquer these troubles that is, during their kayak ride they went up against with the Rough River and furthermore they stood up to a contention with the two hillbillies. Despite the fact that one among the four kicked the bucket and they attempted to have a battle with the neighborhood men in the wood and they had the option to escape from it. Every one of these occurrences show that man battles for endurance and they all take in an encounter from this excursion. In the start of the story, Ed was deficient with regards to the information about the nature and subsequent to confronting all the challenges through the excursion, their mentality toward the excursion have changed a great deal and they consider nature as increasingly amazing and thus they opinioned that regard ought to be given to the nature. In the Serpents of Paradise by Edward Abbey, he is seeing the Arches national park as wild. This work gives the

The Yerkes-Dodson Law and Performance

The Yerkes-Dodson Law and Performance Theories Behavioral Psychology Print The Yerkes-Dodson Law and Performance By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on January 06, 2020 Hero Images / Getty Images More in Theories Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology The Yerkes-Dodson law suggests that elevated arousal levels can improve performance up to a certain point. Learn more about how this works and why sometimes a little bit of stress can actually help you perform your best.?? The Relationship Between Arousal and Performance Have you ever noticed that you perform better when you are just a little bit nervous? For example, you might do better at an athletic event if you are excited about participating or do better on an exam if you are somewhat anxious about your score. In psychology, this relationship between arousal levels and performance is known as the Yerkes-Dodson Law. What impact can this have on our behavior and performance? How Does the Yerkes-Dodson Law Work? The Yerkes-Dodson Law suggests that there is a relationship between performance and arousal. Increased arousal can help improve performance, but only up to a certain point. At the point when arousal becomes excessive, performance diminishes. The law was first described in 1908 by psychologists Robert Yerkes and John Dillingham Dodson.?? They discovered that mild electrical shocks could be used to motivate rats to complete a maze, but when the electrical shocks became too strong, the rats would scurry around in random directions to escape. The experiment demonstrated that increasing stress and arousal levels could help focus motivation and attention on the task at hand, but only up to a certain point. The anxiety you experience before an exam is one example of how the Yerkes-Dodson Law operates. An optimal level of stress?? can help you focus on the test and remember the information that you studied; too much test anxiety can impair your ability to concentrate and make it more difficult to remember the correct answers. Athletic performance offers another great example of the Yerkes-Dodson Law. When a player is poised to make an important move, like making a basket during a basketball game, an ideal level of arousal can sharpen his performance and enable him to make the shot. When a player gets too stressed out, he might instead choke and miss the shot. Observations So, how do you determine what arousal levels are ideal? The key thing to remember is that this can vary from one task to the next.??? Research has found,?? for example, that performance levels decrease earlier for complex tasks than for simple tasks even with the same levels of arousal. What does this mean exactly? If you are performing a relatively simple task, you are capable of dealing with a much larger range of arousal levels. Household tasks such as doing laundry or loading the dishwasher are less likely to be affected by either very low or very high arousal levels. If you were doing a much more complex task, such as working on a paper for a class or memorize difficult information, your performance would be much more heavily influenced by low and high arousal levels. If your arousal levels are too low, you might find yourself drifting off or even falling asleep before you can even get started on the assignment. Arousal levels that are too high could be just as problematic, making it difficult to concentrate on the information long enough to complete the task. Too much and too little arousal can also have an effect on different types of athletic performance tasks. While a basketball player or baseball player might need to control excessive arousal in order to concentrate on successfully performing complex throws or pitches, a track sprinter might rely on high arousal levels to motivate peak performance. In such cases, the type of task and complexity of the task play a role in determining the optimal levels of arousal.

Sample Letter For Sponsor The Charleston Braves For The...

Charleston Braves Dear Sponsor, We would like to THANK YOU for considering the opportunity to sponsor the Charleston Braves for the 2015 season! We are very excited for what the 2015 season has in store for our organization. We have a great deal of talented players who are going to give it their all every day they step onto the field. The Charleston Braves are a Triple-A minor league baseball team that is located in beautiful community. Playing at this level will help shape the future of the Major League affiliate. We believe in building, developing the skills and fundamentals of baseball. We are seeking sponsors who would like to be associated with this program. All of our home games are played at beautiful Chase Bank Park. In return for your sponsorship, your business will be advertised with a banner on the outfield fence, and on our website (http://charlestonbaseball.org/) and other social media outlets. You will also receive many other kinds of amenities in appreciation. All who come to the park during the spring and summer will view your banner! For those who have sponsored us in previous years, we THANK YOU and look forward to your continued support. Attached you will find a sheet with your sponsorship options. With your support, you can help continue our overall success as a organization. Thank you for all your Support!! Respectfully, Charleston Braves Charleston Braves Sponsorship Levels Levels Corporate Sponsor: $3000.00 24’X32’ bannerShow MoreRelatedSample Letter For Sponsor The Charleston Braves For The 2015 Season !965 Words   |  4 PagesCharleston Braves Dear Sponsor, We would like to THANK YOU for considering the opportunity to sponsor the Charleston Braves for the 2015 season! Currently, we are very excited for what the 2015 season. We have a great deal of talented players who are going to give it their all every day they step onto the field. The Charleston Braves are a Triple-A minor league baseball team that is located in beautiful Charleston, West Virginia. Playing at this level will help shape the future of the Charleston Sample Letter For Sponsor The Charleston Braves For The... Charleston Braves Dear Sponsor, We would like to THANK YOU for considering the opportunity to sponsor the Charleston Braves for the 2015 season! Currently, we are very excited for what the 2015 season. We have a great deal of talented players who are going to give it their all every day they step onto the field. The Charleston Braves are a Triple-A minor league baseball team that is located in beautiful Charleston, West Virginia. Playing at this level will help shape the future of the Charleston Braves at the Major League Level. We believe in building, developing the skills and fundamentals of baseball. We are seeking sponsors who would like to be associated with this program. All of our home games are played at beautiful Chase Bank Park. In return for your sponsorship, your business will be advertised with a banner on the outfield fence, on our website (http://charlestonbaseball.org/) and Facebook page! You will also receive team photo to display in your business as a token of our appreciation. All who come to the park all spring and summer long will view your banner! For those who have sponsored us in previous years, we THANK YOU and look forward to your continued support. Attached you will find a sheet with your sponsorship options. With your support, you can help continue our overall success as a baseball program and be proud of in your Braves. Thank you for all your Support Respectfully, Charleston Braves Charleston Braves Sponsorship LevelsShow MoreRelatedSample Letter For Sponsor The Charleston Braves For The 2015 Season955 Words   |  4 PagesCharleston Braves Dear Sponsor, We would like to THANK YOU for considering the opportunity to sponsor the Charleston Braves for the 2015 season! We are very excited for what the 2015 season has in store for our organization. We have a great deal of talented players who are going to give it their all every day they step onto the field. The Charleston Braves are a Triple-A minor league baseball team that is located in beautiful community. Playing at this level will help shape the future of

Probabilities for Rolling Two Dice

One popular way to study probability is to roll dice. A standard die has six sides printed with little dots numbering  1, 2, 3, 4, 5, and 6. If the die is fair (and we will assume that all of them are), then each of these outcomes is equally likely. Since there are six possible outcomes, the probability of obtaining any side of the die is 1/6. The probability of rolling a 1 is 1/6, the probability of rolling a 2 is 1/6, and so on. But what happens if we add another die? What are the probabilities for rolling two dice? Dice Roll  Probability To correctly determine the probability of a dice roll, we need to know two things: The size of the  sample space or the set of total possible outcomesHow often an event occurs In probability, an event is a certain subset of the sample space. For example, when only one die is rolled, as in the example above, the sample space is equal to all of the values on the die, or the set (1, 2, 3, 4, 5, 6). Since the die is fair, each number in the set occurs only once. In other words, the frequency of each number is 1. To determine the probability of rolling any one of the numbers on the die, we divide the event frequency (1) by the size of the sample space (6), resulting in a probability of 1/6. Rolling two fair dice more than doubles the difficulty of calculating probabilities. This is because rolling one die is independent of rolling a second one. One roll has no effect on the other. When dealing with independent events we use the multiplication rule. The use of a tree diagram demonstrates that there are  6 x 6 36 possible outcomes from rolling two dice. Suppose that the first die we roll comes up as a 1. The other die roll could be  a 1, 2, 3, 4, 5, or 6. Now suppose that the first die is a 2. The other die roll again could be a 1, 2, 3, 4, 5, or 6. We have already found 12 potential outcomes, and have yet to exhaust all of the possibilities of the first die. Probability Table of Rolling Two Dice The possible outcomes of rolling two dice are represented in the table below. Note that the number of total possible outcomes is equal to the sample space of the first die (6) multiplied by the sample space of the second die (6), which is  36. 1 2 3 4 5 6 1 (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6) 2 (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6) 3 (3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6) 4 (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6) 5 (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6) 6 (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6) Three or More Dice The same principle applies if we are working on  problems involving three dice. We multiply and see that there are 6 x 6 x 6 216 possible outcomes. As it gets cumbersome to write the repeated multiplication, we can use  exponents  to simplify work. For two dice, there are 6^2  possible outcomes. For three dice, there are 6^3  possible outcomes. In general, if we roll  n  dice, then there are a total of 6^n  possible outcomes. Sample Problems With this knowledge, we can solve all sorts of probability problems: 1. Two six-sided dice are rolled. What is the probability that the sum of the two dice is seven? The easiest way to solve this problem is to consult the table above. You will notice that in each row there is one dice roll where the sum of the two dice is equal to seven. Since there are six rows, there are six possible outcomes where the sum of the two dice is equal to seven. The number of total possible outcomes remains 36. Again, we find the probability by dividing the event frequency (6) by the size of the sample space (36), resulting in a probability of 1/6. 2. Two six-sided dice are rolled. What is the probability that the sum of the two dice is three? In the previous problem, you may have noticed that the cells where the sum of the two dice is equal to seven form a diagonal. The same is true here, except in this case there are only two cells where the sum of the dice is three. That is because there are only two ways to get this outcome. You must  roll a 1 and a 2 or you must roll a 2 and a 1. The combinations for rolling a sum of seven are much greater (1 and 6, 2 and 5, 3 and 4, and so on). To find the probability that the sum of the two dice is three, we can divide the event frequency (2) by the size of the sample space (36), resulting in a probability of 1/18. 3. Two six-sided dice are rolled. What is the probability that the numbers on the dice are different? Again, we can easily solve this problem by consulting the table above. You will notice that the cells where the numbers on the dice are the same form a diagonal. There are only six of them, and once we cross them out we have the remaining cells in which the numbers on the dice are different. We can take the number of combinations (30) and divide it by the size of the sample space (36), resulting in a probability of 5/6.

Who Is Katherina Minola Free Essays

Saunders 1 Kim Saunders 18 April 2013 Katharine the crust! A title for a maid of all titles the worst. Grimier Who is Katherine Manila? As I sat listening to the first read thru of Taming of the Shrew I started hearing answers to this question, through the descriptive words of the other characters. The words were not complimentary. We will write a custom essay sample on Who Is Katherina Minola or any similar topic only for you Order Now This led to my next question†¦ Why is she perceived this way and is it true? This complicated lady I was about to play shows her true nature in her own words (if you listen closely) The story is that of the wealthy Manila family. Senor Baptists has 2 daughters Katherine the eldest who is known for her bad temper and sharp tongue and the youngest Bianca known for her beauty and sweet nature. Bianca has several suitors but Baptists will not let her marry till the eldest is married first. Enter Epithetic a friend of one of the suitors who is looking for a wealthy woman to marry. This is the main plot with a subplot where the various suitors for Banana’s hand vie for her affection. Saunders 2 The first thing I noticed was the lack of a mother. It is left to the actors and director to decide how long the mother has been dead. This would leave Katherine with the responsibility of the household as well as the rearing of the younger sister. Also in many households when a younger child is born the elder child feels abandoned and acts out. If the younger child has a more moderate temperament that might cause a parent to become more distant from the one acting out and it becomes a vicious cycle. We see how others (mostly men) see Katherine through their conversation. Grimier calls her â€Å"a fiend of hell† and says â€Å"she’s too rough for me†. He also does not believe anyone could love her as he says in these next 2 statements. L say, a devil, any man is so very a fool to be married to hell? † and â€Å"l had as life take her dowry with this condition, to be whipped at the high cross every morning†. Horniness confirms this when he tells her: â€Å"no mates for you, unless you were of gentler, milder mucous†. He also calls her a devil and though he believes someone will marry her it is only for her money as in this statement† â€Å"though it pass your patience and mine to endure her them, would take her with all faults, and money enough†. To add insult to injury Gathering’s own father calls her: â€Å"thou welding of a devilish spirit† and at our first eating of this family we find Baptists trying to foist Katherine onto one of Banana’s suitors in this quote: Saunders 3 â€Å"Gentlemen, importune me no farther, For how I firmly am resolved you know; That is, not bestow my youngest daughter Before I have a husband for the elder: If either of you both love Katharine, Because I know you well and love you well, Leave shall you have to court her at your pleasure. Katherine expresses Jealousy about her father’s treatment of her sister† Katherine What, will you not suffer me? Nay, now I see she is your treasure Also the fact that â€Å"he rosier about Banana’s studies when he desires to hire schoolmasters for her but neglects to mention Katherine. Later in the story Epithetic compliments her, something she is not used to and proposes to her. Epithetic Thy virtues spoke of, and thy b eauty sounded, Yet not so deeply as to thee belongs, Myself am moved to woo thee for my wife. And Saunders 4 I am a husband for your turn; For, by this light, whereby I see thy beauty, Thy beauty, that doth make me like thee well, Thou must be married to no man but me He is also able to keep up with her quick mind and a flirtation develops between hose two. Gathering’s intelligence and quick wit are evident throughout in the clever verbal exchanges and repartee between them. This is most evident in Act 2 scene 1 . EPITHETIC KATHARINE Moved! N good time: let him that moved you hither Remove you hence: I knew you at the first You were a movable. Why, what’s a movable? Thou hast hit it: come, sit on me. Katherine is looking for love as well as a way out of her current situation. If this were not true why in act 3 SC 1 would she be waiting for him on the day they are to be married in wedding attire and so distraught? Saunders 5 Katherine Manila is a perceptive, clever and shrewd woman. She is emotional and responsive to others around her. Due to circumstances within the family structure she has armed herself with a wall of antagonism and resentment and uses her violent behavior to keep everyone removed from her. She has withstood deprivation from her family and her desire for affection, appreciation and respect will continue until someone can see past this barricade she has constructed. Works Cited Morris, Brian. The Taming of the Shrew: The Arden Shakespeare, Britain, Methuen Co. Ltd. 1997 print Bloom, Harold. How to cite Who Is Katherina Minola, Papers

SCH3U Unit 3 Chemical Quantities Review Test Tuesd Essays

SCH3U Unit 3 Chemical Quantities Review Test Tuesday, Nov 12,2013 The following topics are covered: 1) Avogadro's constant and the mole concept 2) Converting moles to numbers of particles/molecules/atoms and vice versa 3) Calculating molar mass and converting between mass and number of moles 4) Converting between mass, moles and, numbers of particles 5) Stoichiometry in chemical reactions, converting mass or particle number of A to mass of particle number of B using the mole ratio 6) Identifying the limiting reactant and finding the mass of a product based on the limiting reactant. 7) Calculating the percentage yield. 8) Percentage composition from mass data and from a chemical formula 9) Calculating the empirical formula of a compound 10) Determining the molecular formula of a compound + See "Reviewing Key Terms" in the Chapters 5, 6, and 7 Reviews.+ All homework + Mole Highway SCH3U Unit 3 Chemical Quantities Review Test Tuesday, Nov 12,2013 The following topics are covered: 1) Avogadro's constant and the mole concept 2) Converting moles to numbers of particles/molecules/atoms and vice versa 3) Calculating molar mass and converting between mass and number of moles 4) Converting between mass, moles and, numbers of particles 5) Stoichiometry in chemical reactions, converting mass or particle number of A to mass of particle number of B using the mole ratio 6) Identifying the limiting reactant and finding the mass of a product based on the limiting reactant. 7) Calculating the percentage yield. 8) Percentage composition from mass data and from a chemical formula 9) Calculating the empirical formula of a compound 10) Determining the molecular formula of a compound + See "Reviewing Key Terms" in the Chapters 5, 6, and 7 Reviews.+ All homework + Mole Highway Textbook review questions: Unit 2 review Start at p. 276 # 1, 2, 6 - 14, 16 - 18, 24 - 26, 29, 32, 33, 37, 38, Chap 5 review Start at p. 193 # 4, 6, 14, 16, 22, 26 Chap 6 review Start at p. 229 # 6- 7, 10, 11, 13, 14, 16, 18, 29 a,b answer wrong in text, should be 54% Chap 7 review Start at p. 271 # 3, 5 - 12, 15, 17 a Percent Composition p.648#37 Empirical and Molecular Formula p.648#39,40 Textbook review questions: Unit 2 review Start at p. 276 # 1, 2, 6 - 14, 16 - 18, 24 - 26, 29, 32, 33, 37, 38, Chap 5 review Start at p. 193 # 4, 6, 14, 16, 22, 26 Chap 6 review Start at p. 229 # 6- 7, 10, 11, 13, 14, 16, 18, 29 a,b answer wrong in text, should be 54% Chap 7 review Start at p. 271 # 3, 5 - 12, 15, 17 a Percent Composition p.648#37 Empirical and Molecular Formula p.648#39,40

Dont Ask, Dont Tell Policy essays

Dont Ask, Dont Tell Policy essays The Dont Ask, Dont Tell policy of the armed forces should be enforced as to prevent personnel from not accomplishing a mission due to an interruption of morale. This policy is actually a compromise concerning the service of gays and lesbians in the United States military. In 1993, President Bill Clinton attempted to overturn the then-existing policy which mandated the immediate discharge of any military personnel found to be homosexual (Dont 2001). Although Clinton had significant support by gay rights advocates, the move was strongly opposed by the majority of military, political and religious leaders (Dont 2001). Thus, the compromise policy was agreed upon which allows homosexuals to serve as long as their sexual preferences are not openly declared and they do not engage in any homosexual activities (Dont 2001). Furthermore, military authorities must not actively seek out gay and lesbian service members (Dont 2001). The Dont Ask, Dont Tell, Dont Pursue policy ignited heated debates concerning gays and lesbians in the military. Before 1993, one of the questions on the militarys enlistment contract was Are you a homosexual, and if anyone answered yes, they were immediately disqualified (Conan 2003). Moreover, should military personnel discovered to be homosexual are in violation of the Uniform Code of Military Justice (Conan 2003). According to Title 10 U.S.C. # 654, unit cohesion is one of the most critical elements in combat capability. In other words, the bonds of trust among individual service members that make the combat effectiveness of a military unit greater than the sum of the combat effectiveness of the individual unit members (Policy 2006). The military community exists as a specialized society with its own laws, rules, customs, and traditions, including numerous restrictions on p...

The Dust Veil Environmental Disaster of AD 536

The Dust Veil Environmental Disaster of AD 536 According to written records and supported by dendrochronology (tree ring) and archaeological evidence, for 12-18 months in AD 536-537, a thick, persistent dust veil or dry fog darkened the skies between Europe and Asia Minor. The climatic interruption brought by the thick, bluish fog extended as far east as China, where summer frosts and snow are mentioned in historical records; tree ring data from Mongolia and Siberia to Argentina and Chile reflect decreased growing records from 536 and the subsequent decade. The climatic effects of the dust veil brought decreased temperatures, drought, and food shortages throughout the affected regions: in Europe, two years later came the Justinian plague. The combination killed perhaps as much as 1/3 of the population of Europe; in China, the famine killed perhaps 80% of people in some regions; and in Scandinavia, the losses may have been as much as 75-90% of the population, as evidenced by the numbers of deserted villages and cemeteries. Historical Documentation The rediscovery of the AD 536 event was made during the 1980s by American geoscientists Stothers and Rampino, who searched classical sources for evidence of volcanic eruptions. Among their other findings, they noted several references to environmental disasters around the world between AD 536-538. Contemporary reports identified by Stothers and Rampino included Michael the Syrian, who wrote: [T]he sun became dark and its darkness lasted for one and a half years [...] Each day it shone for about four hours and still this light was only a feeble shadow [...] the fruits did not ripen and the wine tasted like sour grapes. John of Ephesus related much the same events. Prokopios, who lived in both Africa and Italy at the time, said: For the sun gave forth its light without brightness, like the moon, during this whole year, and it seemed exceedingly like the sun in eclipse, for the beams it shed were not clear nor such as it is accustomed to shed. An anonymous Syrian chronicler wrote: [T]he sun began to be darkened by day and the moon by night, while the ocean was tumultuous with spray, from the 24th of March in this year till the 24th of June in the following year... The following winter in Mesopotamia was so bad that from the large and unwonted quantity of snow the birds perished. A Summer Without Heat Cassiodorus, praetorian prefect of Italy at the time, wrote: so we have had a winter without storms, spring without mildness, summer without heat. John Lydos, in On Portents, writing from Constantinople, said: If the sun becomes dim because the air is dense from rising moisture- as happened in [536/537] for nearly a whole year [...] so that produce was destroyed because of the bad time- it predicts heavy trouble in Europe. In China, reports indicate that the star of Canopus could not be seen in as usual in the spring and fall equinoxes of 536, and the years AD 536-538 were marked by summer snows and frosts, drought and severe famine. In some parts of China, the weather was so severe that 70-80% of the people starved to death. Physical Evidence Tree rings show that 536 and the following ten years was a period of slow growth for Scandinavian pines, European oaks and even several North American species including bristlecone pine and foxtail; similar patterns of ring size decrease are also seen in trees in Mongolia and northern Siberia. But there seems to be something of a regional variation in the worst of the effects. 536 was a bad growing season in many parts of the world, but more generally, it was a part of a decade-long downturn in climate for the northern hemisphere, separate from the worst seasons by 3-7 years. For most reports in Europe and Eurasia, there is a drop in 536, followed by a recovery in 537-539, followed by a more serious plunge lasting perhaps as late as 550. In most cases the worst year for tree ring growth is 540; in Siberia 543, southern Chile 540, Argentina 540-548. AD 536 and the Viking Diaspora Archaeological evidence described by Grslund and Price shows that Scandinavia might have experienced the worst troubles. Almost 75% of villages were abandoned in parts of Sweden, and areas of southern Norway show a decrease in formal burials- indicating that haste was required in interments- up to 90-95%. Scandinavian narratives recount possible events that might be referring to 536. Snorri Sturlusons Edda includes a reference to Fimbulwinter, the great or mighty winter that served as a forewarning of Ragnarà ¶k, the destruction of the world and all of its inhabitants. First of all that a winter will come called Fimbulwinter. Then snow will drift from all directions. There will then be great frosts and keen winds. The sun will do no good. There will be three of these winters together and no summer between. Grslund and Price speculate that the social unrest and sharp agrarian decline and demographic disaster in Scandinavia may have been a primary catalyst for the Viking diaspora- when in the 9th century AD, young men left Scandinavia in droves  and sought to conquer new worlds.   Possible Causes Scholars are divided concerning what caused the dust veil: a violent volcanic eruption- or several (see Churakova et al.), a cometary impact, even a near miss by a large comet could have created a dust cloud made up of dust particles, smoke from fires and (if a volcanic eruption) sulfuric acid droplets such as that described. Such a cloud would reflect and/or absorb light, increasing the earths albedo and measurably decreasing the temperature. Sources Arrhenius B. 2012. Helgà ¶ in the shadow of the dust veil 536-37. Journal of Archaeology and Ancient History 2013(5).Arjava A. 2005. The Mystery Cloud of 536 CE in the Mediterranean Sources. Dumbarton Oaks Papers 59:73-94.Baillie M. 2007. The case for significant numbers of extraterrestrial impacts through the late Holocene. Journal of Quaternary Science 22(2):101-109. doi: 10.1002/jqs.1099Baillie MGL, and McAneney J. 2015. Tree ring. Climate 11(1):105-114. effects and ice core acidities clarify the volcanic record of the first millennium of the PastChurakova OV, Bryukhanova MV, Saurer M, Boettger T, Naurzbaev MM, Myglan VS, Vaganov EA, Hughes MK, and Siegwolf RTW. 2014. A cluster of stratospheric volcanic eruptions in the AD 530s recorded in Siberian tree rings. Global and Planetary Change 122:140-150.Engvild KC. 2003. A review of the risks of sudden global cooling and its effects on agriculture. Agricultural and Forest Meteorology 115(3–4):127-137. doi:10.1016/s0168-1923(02 )00253-8Grslund B, and Price N. 2012. Twilight of the gods? The ‘dust veil event’ of AD 536 in critical perspective. Antiquity 332:428-443. Larsen LB, Vinther BM, Briffa KR, Melvin TM, Clausen HB, Jones PD, Siggaard-Andersen M, Hammer CU, Eronen M, and Grudd H. 2008. New ice core evidence for a volcanic cause of the AD 536 dust veil. Geophysical Research Letters 35(4)Rigby E, Symonds M, and Ward-Thompson D. 2004. A comet impact in AD 536? Astronomy Geophysics 45(1):1.23-1.26

WORLDVIEW Essay Example | Topics and Well Written Essays - 500 words

WORLDVIEW - Essay Example The book of Timothy says God was pleased with His work. The question of identity is concerned with â€Å"Who am I?† The book of Genesis says that we are created by God in his own image and likeness (Weider & Guiterrez, 2011). God also calls Himself Almighty in the book of Genesis 17. As such we are His subjects are dignified since we are created in God’s image though all of us have sinned and fallen short of glory. Why do we exist? People often ask themselves this question at various stages of their lives especially when faced with difficulties. The main purpose of our creation is to glorify God (Sire, 2004). In the book of Genesis after man had sinned against God, He instructed man to till the land, multiply and fill the earth and worship Him. Morality entails what is right or wrong. Christians believe that there is an objective moral law based on the nature of God. The bible teaches that Jesus is the only way, the truth and the life and no one goes to the Father except through Him hence we must obey him. He has also given men moral conscience to discern right and wrong. The biblical worldview of destiny is that there is life after death (Weider & Guiterrez, 2011). Death is certain and the only way to have eternal life is through Jesus Christ who died on the cross and resurrected. Whoever believes in Him shall have eternal life. Judgment awaits us after death for things done in this life. It influences the way we think about, treat, and speak to others on a daily basis in the belief that our actions after death will be judged based on things we do in this life. We are also all equal before God since we are created in His image hence we treat each other with respect. It also affects how we treat the environment and non-human creations. Everything was created by God and man was put in charge of the rest of the creation hence should look after it. We were also given a moral conscience to decide what is right or wrong unlike other

Nuclear Power Future Essay Example | Topics and Well Written Essays - 500 words

Nuclear Power Future - Essay Example As nuclear fuel is free from carbon emissions, there are less ethical issues associated with the nuclear power. Farming outside the nuclear power plant produces the normal yield. There is no impact of nuclear power plant on the surroundings. The unit of the nuclear power is much less as compared to the oil or gas based power (Harrison & Hester, 2011, p44-58). The cost of the fuel required to run the nuclear power plant is much lesser as compared to the coal, oil or gas. Other alternate energy resources are less capable of providing the base load. The plans of the Hitachi Company to develop the nuclear power in Britain are quite clear to support the sustainable development in the region. The lessons from the Japan are well learned by the company and the company ensure that no further accidents will happen in Britain. The company ensures that the Britain will lead the renewable capacity by 2018. A large investment should be welcomed to develop nuclear power. In most of the developed and under developed countries, the power crises are rising due to the massive industrialization in the past few decades. It is nearly impossible to predict the future of power generation regarding the coal, oil or gas, as the fossil fuel resources are shortening day by day and the demand for power is increasing day by day. To maintain the economic and social stability, there is need to develop the power generation systems that are capable of generating more power to meet the current as well as future power demands (Nuclear energy Agency, 1993). Britain is considered to be emitting major amount of fumes while generating electrical energy in the region. After the installation of the Nuclear power, the emissions regarding the power generation will reduce significantly and thus the motto of environmental protection will be fulfilled. As the project is supposed to create 6000 jobs while constructing the each plant and 1000 permanent jobs for the operations of

Pre Listening Stage English Listening Teaching

Pre Listening Stage English Listening Teaching Language can be recognized as a media of communication, rather than the simple complex of sound, vocabulary and grammar. English language teaching (ELT), therefore, has long been conducted through reading, listening as receptive skills and speaking, writing as productive skills in communication. Among all the factors, listening is an essential section of language competence and it indicates the comprehending of spoken language. During the process, listening input is usually accompanied with other sounds and sometimes with visual input (Lynch Mendelsohn, 2002). In making sense of the listening contents, the context of the communication happens in and listeners relevant prior knowledge is vital (ibid). However, as many linguists reviewed, listening has long been neglected until the early 1970s (Morley, 2001; Brown, 1987; Rivers, 1966). It is only since then that listening attracts more interests from linguists and researchers. Therefore, as it is far less studied than other fundamental skills, listening needs more research and is worth to be emphasized in ELT. II. An Overview of a Listening Lesson In the contemporary English language teaching and research, listening is becoming more and more important. Some researchers advocate and encourage teachers to apply listening strategies in classroom teaching and guide students to listen (Mendelsohn, 1994; Field, 1998). Listening approaches are also suggested and experienced. Harmer (1987) reviewed some basic principles of receptive skills and stated that, learners read and listen to language with purpose, desire and expectations. He further pointed out that, a lead-in stage can create expectations and arouse the students motivation in the following listening contents. Field (1998) proposed a diagnostic approach which involves pre-listening, listening and post-listening in a listening class. He asserts that the approach can check and adjust students listening skills through short micro-listening exercises. According to the introduction given by Hedge (2000), the process of listening class can be divided into three stages, pre-listenin g stage, while-listening stage and post-listening stage. 1. Pre-listening Stage It is commonly recognized that pre-listening is a preparation of the listening class. In this stage, teachers tend to arouse learners expectation and interest of the language text they are going to listen. They can also motivate learners by providing background knowledge of the text; organizing learners to discuss a picture or a related topic which involves in the text; asking some related questions to the text, and etc. In general, pre-listening plays a role of warming-up and the main aim of this stage is to make learners focus their attention on the following while-listening stage and decrease the difficulties of the text. It is more important in its relating to and being of help to many other aspects which will be represented later. 2. While-listening Stage While-listening is the main procedure of listening information input. In this stage, learners are given some audio materials for listening. Learners may be requested to deal with some questions with the listening materials, such as Yes/No questions, Cloze, True/False questions and etc. Usually learners need to answer the questions simultaneously or take note of some main points of the listening materials. Teachers, as a guide during this process take control of the speed of the materials, start or pause of the machine and raise some questions for discussions or give necessary explanations to help the learner comprehend the materials. Depending on the learners language level and the difficulty level of the materials, teachers can decide the times of presenting the listening materials. The purpose of while-listening is to provide the learners with audio material input with exercises and therefore promote the learners listening competence. 3. Post-listening Stage Post-listening is also an important stage as it reviews and checks the listening efficiency and result. During this stage, teachers are not only supposed to check the answers, they also need to lead the learners to consolidate the comprehension of the listening input. They can organize further discussions on the listening text, explain some new terms and phrases, summing up appeared language rules and designing some related exercise for the learners to strengthen their impression about the knowledge. In addition, giving a dictation on a summary of the text may check all the different language points and learners mastery of knowledge. Via the first two stages, learners have received many comprehensible input, thus, the purpose of post-listening is to transfer these input into intake. In another word, the stage of post-listening can be considered as a transformation of language knowledge to language competence in listening teaching section. III. The Essentiality of Pre-listening in a Listening Class Pre-listening, as the first stage of listening teaching, is long argued by linguists and teachers on its contexts and role in the listening teaching. For example, some researchers (Buck, 1991; Cohen, 1984) suggested arrange a question preview in pre-listening stage with the reason that it may guide the students attention in the right direction. On the contrary, others (Ur, 1984; Weir, 1993) argued that the question preview process may distract the learners from attending to the actual input. Hence, it is worthwhile to clarify the status of pre-listening in classroom teaching of listening. Before analyzing the role of pre-listening in the process of a listening class, it is useful to overview the difficulties in listening teaching initially so that the role of pre-listening stage can be further discussed. 1. The Difficulties in Teaching Listening Comparing to other language competence, such as reading and writing, listening has some specific features which could bring learners pressure and difficulty in dealing with it. They are concluded as follows (Lynch Mendelsohn, 2002; Thomson, 2005): High frequency in communication. Based on the investigation of Rivers and Temperley (1978), listening takes approximately 45% of the place in communication of an individuals daily life. Passivity. Apparently, listening is considered as a totally passive action in communication, though it is further regarded as an active process rather than its original passive role (Lynch Mendelsohn, 2002). Speediness and repeatlessness. Differ from reading, listening normally needs to process the information instantly and usually just once. It is not as flexible as in reading that readers can refer to the contents as many times as they like. Other widely-concerned aspects of natural characteristics. In the process of listening, many other aspects of language of knowledge are needed such as phonetic, vocabulary, grammar. Due to above features of listening, teaching listening was involved in an amount of difficulties. According to the introduction of Cherry (1957), in second and foreign language listening, most of the difficulties are caused by uncertainty which could present in the area of speech sounds and patterns, language and syntax, recognition of content and other influence of environment. The difficulties could show different representations in classroom teaching of listening: Learners could be anxious about a long text for the reason of lacking time to process information. Unfamiliar context and background could scare the learners and make them lose interests and patience. Learners may be influenced by new vocabularies, phonetic phenomenon, grammar structure and these affections could decrease their comprehension about the text. By giving a long audio material, learners could have difficulties to concentrate on the important information. There are also some other elements in the process of listening which could confuse the learners such as different accent, background noise and assimilation, etc. 2. The Functions of Pre-listening in a Listening Class As discussed above, pre-listening can be recognized as a stage of preparation and warming up of the whole process of listening. As some researchers (Rees,2002; Peachey,2002)review, there are a few of aims and types of pre-listening tasks that enable the learners deal with the following listening text smoothly and strategically, such as to generate interest, build up confidence and facilitate comprehension. Following is the detailed discussions on the functions of pre-listening. (1) Motivating learners People believe Interest is the best teacher. To arouse students interests is one of the most important conditions for a teaching process. Only when the students are interested in the contents of teaching can the efficiency of teaching and learning be guaranteed. Therefore, the first role of pre-listening is motivating learners. Underwood (1989) summarizes a variety of ways of pre-listening work can be carried out during the classroom teaching. Some of them are suitable in motivating students: The teacher gives background information. Organizing the students to have a discussion about the topic or situation in the upcoming text. Showing a picture which is related to the content of the text. To make the listening task interesting, the teacher also can tell the beginning part of the text and provide with some questions as a guideline for the students to guess the end or take some keywords for brainstorming. (2) Activating current world knowledge and acquiring new knowledge The main purpose of listening is to teach the knowledge of language and help the learners to be competent in listening. Design some activities that can activate learners world knowledge will facilitate them behave better in the listening. Moreover, pre-listening can also play a role to input some new language knowledge. Therefore, it is necessary and meaningful to introduce or review the language knowledge in pre-listening session. There could be a number of ways to make this part meaningful, depends on the content of the text, the teacher can: List the new vocabularies and make sure the students know the meaning and the pronunciation of each one. Introduce some phonetics knowledge which could impact on comprehension, such as jointed sounds, lost sounds and etc. Review the complex grammar rules and introduce new sentence patterns if any. Introduce some language discourse knowledge briefly. (3) Setting context and predicting content Rees (2002) emphasized the importance of setting context for listeners in pre-listening session because even in exams learners have the chance to know a general idea of the listening materials. It will greatly help them to predict what they are going to learn. It will help learners to form expectancy of what they will listen and this is an important listening strategy for their future study. Listening is a difficult and complex section in language learning. Especially in foreign language teaching which has no language environment for practising, listening competence seems even harder to be developed. Thus, before presenting a long and horrible text, acquiring some listening techniques (for instance, concentrating on the stressed words, predicting the information, etc.) could be helpful for the students to deal with the task. (4) Checking the listening task To check with the learners if they have full understanding of the task is important in pre-listening. In this procedure, the teacher is recommended to set some tasks according to the content of the text for the students. They can also directly make sure with them in case misunderstanding happens and it may demotivate them. In the specific classroom activity, the task could be one or two simple questions which relate to the final or important point of the text. For example, if the main content of the text is concerned about competing for a job, the task could be Who got the job in the end, if it is about a process of making a manufactory, the task could be designed as How many procedures are needed to make xxx. IV. The Appropriate Length of Pre-listening By analyzing the role and functions of pre-listening, the essentiality of pre-listening stage is undoubted and it seems that it is worthwhile to spend much time and energy on this stage. However, the main process of listening class must be a fluent work. It does not make sense to spend too much time on pre-listening. The fundamental aim of pre-listening is to prepare learners behave better in while-listening. Actually, the length of pre-listening is not fixed in every listening class. As Rees (ibid) argues, pre-listening should take a fair proportion of a lesson but it usually depends on the teachers aim and the learners language level to decide how long it should take. Also, based on the different backgrounds of the texts (length, difficulty, genre, etc.) and the level of the learners (beginning, intermediate, advanced, etc.), the type and length of pre-listening can be various. For example, if the content of the text is easy to understand, teachers do not need to spend too much time on basic language knowledge teaching any more; if the students are advanced learners, it is unnecessary to spend much time on pre-listening part for the reason that they have already have enough language basis and may be confident in what they are going to listen. On the contrary, if the learners are at beginning level, the pre-listening part is supposed to be longer. In addition, a very short listening task can be prepared by simply presenting several sentences to clarify the situation of the listening or the necessary information in which the length of pre-listening can be very short. Therefore, pre-listening is rather flexible and the length can be based on the specific aim and situation. Via analyzing the role of pre-listening in a listening lesson and its relationship with the other two stages, it shows that well-arranged pre-listening activities are essential for listening comprehension. V. Conclusion Listening is an essential competence in language teaching and learning. On account of the features of listening teaching and the role of pre-listening stage, it is vital to design and arrange appropriate pre-listening activities in a listening lesson. A well-planned pre-listening activity could prepare the students to deal with the listening text smoothly. It is also helpful to build up students confidence and motivate them to listen. During the pre-listening process, teachers can take the opportunity to introduce world knowledge and related language knowledge related to the text. Moreover, it devotes to fulfill the whole process of a listening lesson in making the work more effective and efficient. However, even though pre-listening plays a significant role in the whole listening process, it does not mean that it needs to occupy too much time in the classroom teaching. The length of pre-listening part could be flexible in different circumstance. Based on the analysis of the features and aim of listening teaching and the role of pre-listening, while-listening and post-listening stage in a listening lesson respectively, a successful listening class is recommended to include following elements: The audio materials are appropriate for the learners in length, speed and difficulty. The students are well motivated before listening to the text. The aim and forms of the listening task is clarified to students. The length of each stage are well arranged and closely connected with each other. The old saying goes, Well begun is half done. As the warming-up of formal listening process, pre-listening should be well-organized and emphasized to play its role of stimulating students motivation and expectations for the text. Hence, more investigation should be focused on designing optimizing pre-listening activities in order to facilitate the listening teaching in ELT.

A Dream – creative writing

One by one we stepped of the bus after a comfortable nap on the red beds situated at the end of the bus. I was last to get off, I had a feeling of perpetual tiredness in my legs, I felt shaky and nervous. At first I couldn't think about what I was going to do on the pitch, all I thought about was after the match. As we walked down the tunnel, I saw framed pictures of legends such as Bobby Charlton, Denis Law and Eric Cantona. The sense of ‘I could be one of them' filled my empty head full of impossible thoughts. The tunnel was painted red and white, our home colours, the colours of victory. It was very long; all you could see in the darkness was the grass at the end of the tunnel like little green spikes they stuck out of the ground with light catching glimpse of their strong straight body. The smell of the hazy grass from down the tunnel went up my nose and soon reached my brain to intensify my nerves even more. It was quite a walk down to the home changing rooms. On the way I was greeted by many enthusiastic fans but instead of helping me, this made me even shakier and plunge further into my lethargy. I couldn't understand this as I had just had a two-hour nap. I silently entered the freezing cold changing rooms, which were supposedly painted white to give each player a calm feeling, checked my watch and looked around. I felt numb, the feeling of expectation had got to me, the blood in my body began to freeze and I couldn't hear anything. After a few moments the gaffer put his arms around me and I came out of my mood. All the players were lively, each one getting changed, concentrating on their own thoughts and weird pre-match rituals and superstitions. All focused on the one thing that really mattered; winning. When everyone was ready, the gaffer started talking. He said that we be should our best and all other things a managers says to make their players comfortable. To be honest with you I wasn't listening somehow the things he said just went into one ear and out of the other like an elephant talking to a cat. All I listened to was the roars and scream of the passionate fans waiting who started on their usual tones. I think the gaffer new I wasn't concentrating. He suddenly walked towards me and patted me on the back with his warm, big-palmed hands. As he did this I felt a big burden on my back. I felt as If I was carrying a big box full of millions of hopes and desires. As we walked out of the changing rooms we were joined by the away team, who all looked irregular. I was the captain for today so I was at the front of the team. The captain for the away team looked serious; he was tall with broad shoulders, had scruffy black hair, had a cold white face like a newly chilled corpse and stank of rubber. Funny I heard he had two left feet. Now adrenaline had kicked in and excitement had begun. We started slowly walking out to the stadium and soon we got faster and faster until we were jogging. The crowd was ecstatic. The stadium was jam-packed and all I could see was a sea of flashing bulbs from the photographers. The crowd started chanting my name and soon a feeling of nausea from the grass hit me hard. I walked slowly to the centre circle, with the ball at my feet. I looked at the other team, they all looked serious and some looked at me with spite. All of their players were bigger than us; almost Herculean in stature, most of them had short black hair and muscled legs like an army of action-man dolls. I took my feet off the ball and put my worn out boots into the soft, sturdy green grass. Everyone was in their positions and the whistle was blown, we were off†¦ The whistle went and it was half time, we were 2-0 down and everybody was disappointed. In the changing rooms, it was very quiet. Not really because of anyone but because of our performance, we were being stuffed. No-one was talking. The gaffer didn't lay into us. He didn't have to. We all knew we were playing rubbish. It was now going to be like a cat and mouse chase. The expression on each players face said it all really. I was just thinking of what I was going to do. Could I pull it off? Could I do the unimaginary? Could I†¦.. I couldn't understand why we were playing so badly but I had an epiphany, it must be because of their lazy useless captain not giving enough support†¦. me! I was going to pull it off I told myself. I was going to do the unimaginary. I was going to†¦ I gave a huge shout of encouragement to all the players like a commander rallying his weary troops. I slowly turned my head to face the other team. They all looked happy, as if this was a stroll in the park, as if they thought it was all wrapped up, as if they thought they had me all worked out, but had they? The whistle blew once more and we were off†¦ It was the 80th minute and we scored. It was better late than never. The ball rattled the net, and bounced on the floor a few times like a bouncy ball waiting to be caught. The crowd went mad. The player, who scored, picked up the ball after a little melee with the goalie who tried to stop him. He jogged back to the centre circle with the ball, with one hand in the air, appreciating the support the fans were giving him. The whistle was blown once more and we were off again†¦ The final whistle went it was 2-2. We scored in the last dying seconds of the match. All content with ourselves we trudged off to the gaffer and sat down on the pitch. I still couldn't get my head around the smell of the grass, warm and comforting like high summers. The gaffer sent all the coaches to massage the life back to our limbs. I could see that even the fans were tired, hoarse and emotional from their unswerving enthusiasm, as most of their voices had now gone from all the shouting, but I guessed it had helped as we were still in this match. Now the tables had turned, as I looked at the other team, they were all tired and didn't have a grin on their face any more. The whistle was blown louder than before this time and again we kicked-off†¦ Extra-time ended and scores were still 2-2 and everyone looked dead beat. We kept looking at the referee as we just wanted this to end. We were under pressure and running scared. Many times I thought it might be over but I still kept my head held high as I thought I had done a pretty good job, being the captain of a previously sinking ship, though with my skill, we had avoided the metaphorical iceberg. As we were walking back to the referee, the players had their heads down, as if they were out of this. I guess this was mostly because of what was to follow, penalties! The gaffer had a little notebook and pencil in his hand as he was going round asking each player if they wanted to take a penalty, it reminded me of what had happened last time I was here. Most of them just stood still and were too shocked and scared to say anything. Although he never came around to me, I was on the list. I guess I had to take one, or be blamed if we lost. They missed one and scored the rest, we had scored all our penalties up to now. Their fans had now got restless and started booing their own team; it showed how fickle 56,000 fans can be in times of need. Their manager looked disappointed, for all the training they had put in, wasn't going to help. One more player was left to take a penalty†¦ me, if it went in, we won, and if it didn't then more penalties would follow. I slowly started making my way to the ball. Half way, I stalled, I stood still but it seemed time had stood still. This time there was no-one near to put their arms around me to help me to come out of this mood again. My whole body froze and cold chills were sent to my brain. I looked forward and all I could see was the goalie looking nervous, billboards gaudily advertising a shirt brand and the thousands of faceless fans. Fans were screaming and shouting my name, I felt proud to be leading my team. My boots were frozen into the soft ground. No blood was felt at my toes and my knees were giving way as if my fit and tones body had been replaced by an arthritic and wizened shell. I couldn't stand any longer. There was no life left in my body. I was nervous; I was scared as I was remembering the last penalty shoot-outs. I had walked steadily to the ball and had concentrated on where I was going to kick it. The goalkeeper had gone the right way and my shot was stopped to the delight of the away supporters. They had won the cup. This was the same match, the same cup, the same away team, but would it be the same outcome. I returned to the present. My stomach was still frozen searching for any water left in my parched body, any lifeline left to give, any blood left to melt. My neck wouldn't twitch and my Adams apple felt frozen, I couldn't speak as my mouth was so dry that I felt my lips were being savaged off. My head was stiff; my face was pure cold white and my brain full of ghastly thoughts (I still couldn't get over what had happened the last time I was here). The fans started making their voices heard even more by intensifying the stadium with their passion, something not many people can give, something only a true fan possesses. Nerve receptors in my body didn't know which way to flow and no warm blood could be felt anywhere around my body except my ears. Even they wouldn't twitch, only the sound of screaming entered my ears, the sound I had heard many times throughout my lifetime. As a child I was abused by my violent father, who beat me every time I lost a match. That's why football is my life. It has always meant everything! I would scream in my bedroom but my mother was too scared to do anything about it, she too couldn't stand in my father's way. It took me until I was sixteen to stand up to him and kick him out of the house. I was bullied in school for not having a father, for not having many friends, for not having any football talent. I used to be called ‘footballer wannabe'; this infuriated me so much that all I concentrated on throughout my school years was football. And now what can those measly kids say to me, captain of a famous team, playing in a cup-final. Again my mind returned to the present. My body still stalled me, I didn't know what to do, either to let my knees give way, or stand there waiting for a lifeline to be found from the empty abyss†¦Ã¢â‚¬ ¦ Suddenly I heard the gaffer shout ‘come on ma lad, you can do it'. I woke of this terrible moment and blood started to flow again around my body. I coolly walked up to the ball, stepped back a few paces and ran as fast as I could towards the ball, hit it as hard as possible and stare. The ball rotated in mid-air and travelled towards the goal†¦..

Learning Chinese with Skritter

In many regards, learning Chinese is much like learning any other language. This means that some apps are universally useful for learning languages, including Chinese, such as general flashcard apps like Anki or those that put you in contact with native speakers like LinqApp. However, any service, program or app that target language learners, in general, will inevitably miss some things, because Chinese isnt 100% like other languages. Chinese characters are fundamentally different from most other writing systems and require a unique approach and tools specifically designed for learning characters. Enter: Skritter Skritter is an app for iOS, Android and web browsers that offers the same functions as most other flashcard programs (spaced repetition, for instance), with one, important exception: handwriting. While there are apps that allow you to write characters on the screen of your mobile phone or using a writing tablet for your computer, Skritter is the only one that gives you corrective feedback. It tells you when youre doing something wrong and what you should have done instead. The most important advantage with Skritter is that writing on screen is much closer to actual handwriting than many alternatives. Of course, the best way to learn to write by hand is to have someone check your handwriting manually all the time, but this is impractical and would be prohibitively expensive if you hired someone to do it for you. Skritter isnt free either, but it allows you to practice as much as you want and is always available. There are several other advantages: Skritter keeps track of stroke order for you, so just by using the app, you will quickly learn the correct stroke order of characters and character componentsActively writing characters is a much more efficient way of reviewing characters than just looking at them or doing multiple-choice questionsUse mnemonics to remember characters and words - There are many mnemonics included (created by other users) and you also have the option of creating your ownIts practical since you need nothing except your phoneSkritter also tests your tones, definitions, and PinyinSkritter includes vocabulary lists for most textbooksWriting on-screen is more fun with feedback than without You can see an official trailer for the iOS app here, which shows how Skritter works in general. the web browser and Android apps dont look exactly the same, but generally speaking, they work the same way. If you want to know more about Skritter, you can check out a longer review here: Boosting your character learning with Skritter. Getting More out of Skritter if youve already started using Skritter, I suggest you make a few changes to the settings to get more out of the app: Increase the stroke order strictness in study options - This enforces correct stroke order and wont allow you to continue reviewing unless youve given the right answer.Turn on raw squigs - This is much closer to real handwriting and you dont fool yourself into believing that you know things you have actually forgotten.Study regularly - The best thing with mobile learning is that it can be done anywhere any time. Use the small gaps in your schedule to review a dozen characters.

Evolution And Evolution Of Evolution - 1110 Words

Evolution What is evolution? How did life even come about? People really ask this questions not knowing how this thing called life came about. With this being said this is where we come back to the question of what is evolution. Evolution the process in which life undergo changes over time. Also where organisms are transformed or adjust into something different in order to cope with different surrounding changes. Just like anything else there is more to evolution than just a change over time there is always something else more to it. Evolution shows how everything on earth shares a common ancestor. If Darwin and Lamarck came up with this whole evolution theory, one had to be more accurate if they both had sort of the same theories of what was happening. There have been many theories of evolution and how it is brought about and what it is exactly. Charles Darwin a scientist who came up with his theory of evolution and how it works. Darwin felt as though evolution to him was that it occurred thr ough natural selection. Natural selection is the process of only traits that will survive are passed to the next generation. Species selection operates on variation provided by the largely random process of speciation and favors species that speciate at high rates or survive for long periods and therefore tend to leave many daughter species (Stanley, 1975 ). So Darwin believed that the next generations of animals or different species were created by taking only the traits of speciesShow MoreRelatedEvolution And Evolution Of Evolution957 Words   |  4 Pagesthe theory of evolution. To understand why the teaching of evolution in school is important, it’s important to understand what it is, how it works, and how we benefit from its evolutionary history. Evolution is the steady development of different kinds of living organisms that have diversified from earlier forms throughout the generations. Without evolution, biology wouldn’t make sense because evolution is its key principle that connects and explains many facets of life. Evolution is a very importantRead MoreEvolution And Evolution Of Evolution1333 Words   |  6 PagesWhat is Evolution? Evolution is the modification of characteristics of living organisms over generations (StrangeScience.net, 2015); it is the gradual process of development by which the present diversity of living organisms arose from the earliest forms of life, which is believed to have been ongoing for at least the past 3000 million years (Hine, 2004). Common ancestry are groups of living organisms that share the most recent common ancestor, by which scientific evidence proves that all life onRead MoreEvolution And Evolution Of Evolution1054 Words   |  5 Pages Evolution is something that can be taken into different meanings, from the way you live. Some people can accept evolution and some can’t. The meaning of evolution is the way a different animal or species came to be, and how they are linked to a different of species that all share a common ancestor (an introduction to evolution). There is a lot of evidence to shows that evolution is can be proven like DNA Sequences, Fossil Records, Cladograms, and analogous/homologous structures, because there areRead MoreEvolution And Evolution Of Evolution1337 Words   |  6 Pagesvarious subfields within Anthropology to adapt to the human species. Evolution would be defined as when â€Å"something† can develop from something that is simplistic to something that can adapt to the world around it and is more complex. All human beings in past and present as well as all living organisms have been part of a process of Evolution. Evolution can be viewed as adaptations, as well as growing to better advancment, evolution has taken ahold of all species throughout history. It is human natureRead MoreEvolution And Evolution Of Evolution1328 Words   |  6 PagesWhat is the theory of evolution? Many people who don’t understand science or Biology don’t know how to answer this question. â€Å"Evolution is the process of biological change by which descendants come to differ from their ancestors.† In our society today, there is many conflicts that exist between creationism which is the belief that a higher power created the Earth and made living things and the theory of evolution. Some people are debating whether to teach evolution in schools because theRead MoreEvolution And Evolution Of Evolution884 Words   |  4 Pages Evolution Evolution, a change in the genetic makeup of a subgroup, or population, of a species (Nowicki 10). Every living thing in the world is capable of evolving into something. Cells evolve to perform different tasks and to become stronger. Charles Darwin is the founder of evolution, he realized that species change over time to ensure survival. The future of evolution can not be predicted. Everything in our universe starts out as a single celled organism. All life traces back to three billionRead MoreEvolution And Evolution Of Evolution1079 Words   |  5 PagesEver wondered when the course of humans began or better yet if people started the way that they are? Modern humans started 200,000 years ago, but were not alway like this. The process of evolution brought us to humans. According to Evolution: The Human Story, evolution is the process by which organisms change over the course of generations. It is also compelling because ancestors can give rise to other relatives or descendants. Archeologists now know that not only humans evolved because paleontologistsRead MoreEvolution Of Evolution And Evolution2000 Words   |  8 Pages Title: Evolution Author: Annette Gonzalez December 9, 2014 Abstract: This paper will cover the topic of evolution of organisms. Evolution is the process of constant change from a lower, more simple to better, complex state (Merriam-Webster, 2014). In this essay, there are different philosophies that support the idea of evolution. For instance, there is anatomical, homology, natural selection evidence. This ideas will be explained in more detail in the body of the paperRead MoreEvolution And Evolution Of Evolution2356 Words   |  10 Pagesideology, people have started to think logically and science has come a long way. It is now believed that evolution has resulted in the changes on planet Earth and human kind was not just simply created by a ‘God’. What is evolution? What was Charles Darwin’s contribution to ideas about evolution? Biological evolution is the descent of organisms with modifications. Simply, the central idea of evolution is that all life forms which exist as of now or had existed share a common ancestor. This theory firstRead MoreEvolution And Evolution Of Evolution983 Words   |  4 PagesMost things in science all eventually lead back to one thing, evolution. Evolution has been an interesting topic since mankind could wrap its mind around the concept. Whether one believes in it or not, it is hard to deny the cold hard facts that back up how every being has changed from its original form of life. From plants to humans, everything has adapted and evolved to be able to adjust to climate changes, habitats disappearing, and new predators. All it takes is for one mutated gene to get a