Structures Impacted by Tsunami Bores Research Paper

Structures Impacted by Tsunami Bores - Research Paper Example The study seeks to offer understanding into the ways by which the coastal areas can be able to prepare themselves to withstand dangerous hydrodynamic forces associated with large tsunami waves that are progressing to the mainland.The conduct of this study is based on the recent occurrences of tsunamis that have majorly hit parts of the world such as Japan, Philippines, and Chile. As a result, many human lives have been endangered out of the tsunami waves that have extended into the mainland, hence causing severe destruction of buildings. The economic loss attributed to these tsunami attacks are also enormous with the 2011 attack costing US$319 billion worth of damages. The current study aimed at showing that the design of buildings needs to be done in consideration of the hydrodynamic forces, especially in the tsunami prone areas. By developing new guidelines and recommendations, it is aimed that the same will be applied in hydrodynamic constructions. In testing for the interaction b etween the bore and the structure, it is determined that a zero level of water momentum results in an impulsive force being exerted in the upstream. Consequently, the study established that for narrow channel conditions, the run-up power can strongly be affected by the channels. These channels can be built through SPH method as shown in the figure 2 below. Therefore, the study recommends taking special care in interpreting the hydrodynamic forces following initial impacts from the bore.

Health Policy Analysis Assignment Example | Topics and Well Written Essays - 3750 words

Health Policy Analysis - Assignment Example Patient navigators and navigator programs therefore became necessary in terms of providing the much needed connection between patient populations and providers with an aim of improving healthcare outcomes. Patient navigator and outreach services dates back to the year 1971 when then US President Richard Nixon ratified the National Cancer Act. Since then there have been significant improvements in healthcare outcomes in terms of reducing cancer related mortality. This can be attributed to better measures at preventing, screening and diagnosing cancer as well as the use of better treatments for the same. However, poor persons, those without any medical insurance and those without sufficient insurances covers have continued to show low 5-year survival and high rates of mortality. Disconnects still exist between discovery and delivery enterprises and also between what is known and what is applied to all people. Disparities arise when medical interventions meant for all are not equally distributed. Disparities are also occasioned by a combination of economic, cultural and social issues (Freeman and Rodriguez, 2011). Poverty is a very important cause of healthcare disparities when it comes to the management of cancer and other chronic illnesses. Poverty is a complex problem associated with other issues such as lower levels of educational achievement, squalid living conditions, total lack or insufficient social assistance, lack of employment, risky lifestyles and reduced healthcare service access. As per the 2010 national census, 14.3% of the US population representing a whooping 43.6 million persons was poor the year 2009 alone. In the same year 16.7% (50.7 million) of American citizens did not have any health insurance cover. Furthermore statistics have shown a huge gap in terms of the five year survival rates for cancers between the poor and the rich; survival is ten percent lower among the poor Americans compared to the rich. An emerging

Law Essays Certain Selling Arrangements

Law Essays Certain Selling Arrangements Certain Selling Arrangements The introduction of certain selling arrangements has imposed an unnecessary straitjacket on the development of the Keck principle. Not only is the Keck formula too narrow; paradoxically, it is also too broad in that it catches dynamic measures (such as restrictions on advertising) and therefore takes them outside the scope of Article 28 even though they do affect inter-state trade. (C. Barnard, The Substantive Law of the EU. The Four Freedoms (OUP 2d ed.) at 149). Discuss Article 28 (ex 30) EC provides that: â€Å"Quantitative restrictions on imports and all measures having equivalent effect shall be prohibited between Member States†. Although this may initially seem simple, it has caused substantial difficulties when it comes to measures having equivalent effect when the rules are indistinctly applicable (ie. they apply equally to domestic and non domestic goods). As will be seen, the confusion around dealing with these measures was intended by the ECJ to be halted by the judgment in Keck. This essay will critically evaluate the decision in Keck in order to consider whether it has indeed served this purpose. A definition of measures having equivalent effect to quantitative restrictions was introduced by the ECJ in 1974 in the case of Procureur du Roi v Dassonville: â€Å"All trading rules enacted by Member States which are capable of hindering, directly or indirectly, actually or potentially, intra-Community trade are to be considered as measures having an effect equivalent to quantitative restrictions.† Although this definition proved helpful to the Court, its application tended not to distinguish between indirectly and directly applicable measures. It was also very broad, leaving many regulations open to examination by the Court. This in turn lead to large amounts of litigation for the Court to deal with. In Rewe-Zentral AG v Bundesmonopolverwaltung fur Branntwein (â€Å"Casis de Dijon†) a narrower approach was adopted. The case concerned the legality of a German law which prescribed a minimum alcohol level of 25% for certain spirits, including cassis. German cassis was above the 25% level, but French cassis was not. Therefore, although the German law was indistinctly applicable, the result of the measure was to preclude the French cassis from the German market. The ECJ applied the Dassonville formula but went on to state that: â€Å"Obstacles to movement within the Community resulting from disparities between the national laws relating to the marketing of the products in question must be accepted insofar as those provisions may be recognised as being necessary in order to satisfy mandatory requirements relating in particular to the effectiveness of fiscal supervision, the protection of public health, the fairness of commercial transactions and the defence of the consumer.† The case therefore introduced the concept of the ‘rule of reason’ to applications of Article 28 in the context of indistinctly applicable measures. In the Cassis de Dijon case itself it was held that the measure had been enacted in the interests of public health and fairness to commercial transactions, but that it was not a necessary means to achieve these objectives and was therefore in breach of Article 28. The cases concerned the legality of a French law prohibiting the resale of goods in an unaltered state at prices lower than their purchase price. Keck and Mithouard were prosecuted for breach of this law but claimed that the rule was incompatible with EC law. The ECJ considered Article 28 and applied the Dassonville formula. It was stated that the legislation could have the effect of restricting the volume of sales of imported goods as it deprived traders of an important method of sales promotion. The Court then went on to state that:Although the Cassis de Dijon case placed a limit on the very broad approach of the Dassonville formula, it was not without its problems. The application of the ‘rule of reason’ was difficult for domestic courts. The ‘Sunday Trading’ cases demonstrated this when a challenge was made to the legality under Article 28 of national rules limiting Sunday trading. In some cases it was held by the national courts that the rules were just ified, in others that they were disproportionate. As a result of this uncertain approach, a change in the way the ECJ dealt with this problem was clearly necessary. This change came in the form of Keck and Mithouard which â€Å"marks an important turning-point in the Court’s jurisprudence on Article 28†. â€Å"In view of the increasing tendency of traders to invoke Article 30 of the Treaty as a means of challenging any rules whose effect is to limit their commercial freedom even where such rules are not aimed at products from other Member States, the Court considers it necessary to re-examine and clarify its case law on this matter.† The Court then considered the Cassis de Dijon case and the extent to which the application of rules which limited free movement of goods could be justified as in the public interest: â€Å"However, contrary to what has previously been decided, the application to products from other Member States of national provisions restricting or prohibiting certain selling arrangements is not such as to hinder directly or indirectly, actually or potentially, trade between Member States within the meaning of the Dassonville judgment †¦ provided that these provisions apply to all affected traders operating within the national territory and provided that they affect in the same manner, in law and fact, the marketing of domestic products and of those from other Member States.† It was therefore held that Article 28 did not apply to ‘selling arrangements’ and therefore the French law had not been in breach of the EC law. The decision in Keck has been said to be ‘lacking in principle’, yet it has also been praised for its ‘tendency to cut back on unnecessary intrusions into the laws of the Member States in cases where access to the relevant national market is not at stake’. Perhaps the most controversial aspect of the decision is the distinction draw between rules that are to do with the product itself, and rules which relate to the selling arrangements in place for that product. Indeed, it has proved difficult to determine exactly what is meant by ‘selling arrangements’. In Hunermund pharmacists were prohibited from advertising, outside their premises, products which they were authorised to sell. It was held that this was a method of sales-promotion and was therefore outside the scope of Article 28. Moreover, in Banchero defendants to a smuggling charge invoked Article 28 in relation to Italian rules reserving the retail sale of tobacco to authorised distributors. The authorised distributors could only gain such status where the national body which held a monopoly over tobacco production in the country granted it. It was held that the system did not impede access to the national market, was a selling arrangement, and was therefore compatible with Article 28. In contrast, measures constituting requirements to be met, such as a Dutch law prohibiting dealings in gold and silver products not bearing certain hallmarks (Houtwipper) and German laws requiring the labelling of the contents of certain foods additional to those specified under EC law (Commission v Germany) are within the scope of Article 28 as they relate to the goods themselves, rather than merely the selling of the goods. The difficulties in lack of workable definition of a ‘selling arrangement’ are seen particularly starkly when considering the Courts’ approach to the advertising of goods. In Leclerc-Siplec the ECJ held that legislation which prohibits television advertising in a particular sector amounted to a selling arrangement. Therefore, even a complete ban on advertising of certain products will not come within the scope of Article 28 if the ban applies to domestically produced and imported products equally in law and in fact, as the Court held when considering a ban on television advertising directed at children under 12 in Komsummentombudsmannen v De Agostini. This means that the free movement of goods can be seriously hampered and the main provision designed to prevent this will have no effect whatsoever. In this sense, the approach offered by Keck is too broad. However, advertising and other measures intended to increases sales have not always been held to be ‘selling arrangements’. In Vereinigte Familiapress Zeitungsverlags- und Vertriebs GmbH v Heinrich Bauer Verlag Austria had prohibited periodicals from featuring prize draws or competitions. The ECJ formed the view that publishers would use such competitions with the hope of increasing circulation. However, the rule was held not to be a selling arrangement as it concerned the content of the magazine, equating to a requirement to be met. Article 28 applied and the Austrian rule was in breach of it. Although the measure was justifiable under the Cassis de Dijon formula, the provisions of Keck were too narrow to include this scenario. This approach therefore does not solve the problem created by the Cassis de Dijon case of uncertainty in application. Furthermore, in Schutzverband gegen unlauteren Wettbewerb v TK-Heimdienst Sass GmbH Austrian legislation provided that bakers, butchers and grocers may offer goods for sale on rounds in a given administrative district only if they also traded from a permanent establishment in that district or an adjacent municipality, where they offered the same goods for sale as they did on their rounds. It was that this amounted to a ‘selling arrangement’ but one which did have a differential impact on domestic traders and others. This approach therefore entails an analysis of market access, which was a factor in the pre-Keck jurisdiction, but which was supposedly outside of the Keck approach. The academic reaction to Keck at the time of the decision was in the main critical and it was argued that Keck placed too much emphasis on factual and legal equality at the expense of market access. It was suggested that denying that selling arrangements came within Article 28 as long as they did not discriminate in law or in fact ignored the importance of market access as trading rules could be formally equal yet still operate so as to inhibit market access. Academics have therefore argued for an approach based on market access, with a main advocate being Weatherill. He has suggested that the correct approach should be to focus on market access rather than just factual and legal equality. To this end he has proposed a modified test: â€Å"Measures introduced by authorities in a Member State which apply equally in law and in fact to all goods and services without reference to origin and which impose no direct or substantial hindrance to the market of that Member State escape the prohibition of Articles 30 and 59 [as were].† This opinion was not confined to academics, and was raised judicially by Advocate General Jacobs in Leclerc-Siplec. Jacobs AG felt that advertising could play an important role in breaking down barriers to inter-state trade and was therefore dissatisfied that it should be outside Article 28. He suggested a modification to involve a test of ‘substantial’ hindrance, so that if a substantial restriction on access to the market was acting then it should be caught by Article 28. However, this suggestion was not applied by the ECJ. Further judicial consideration has come from Advocate General Maduro in Alfa Vita where he stated that while Keck was intended to clarify the ambit of Article 28, it had ‘proved to be a source of uncertainty for economic operators’. He went suggested a three point solution: prohibition of all discriminatory provisions, whether direct or indirect; the requirement that any supplementary costs on cross-border activity be justified and; that any measure which impedes to a greater extent the access to the market and the putting into circulation of products from other Member States should be considered to be an MEQR. From the analysis above it may be concluded that although the Court in Keck attempted to resolve the problems of both the broad approach of Dassonville and the difficult to apply Cassis de Dijon, the result has been far from simplistic. Indeed, it is still unclear as to exactly what factors the court will consider when examining the legality of provisions in relation to Article 28. What is clear though, is that the Court is again willing to reconsider the approach and there may yet be a further attempt to restructure the approach to this area of free movement. Bibliography Barnard, C. (2001), â€Å"Fitting the Remaining Pieces into the Goods and Persons Jigsaw?†, 26 ELRev 35 Connor, T. (2005), â€Å"Accentuating the Positive: The ‘Selling Arrangement’, The First Decade, and Beyond†, International and Comparative Law Quarterly, 54, 1, 127 Craig, P. De Bà ºrca, G. (2008), EU Law: Text, Cases and Materials, 4th Edition, Oxford University Press Enchelmaier, S. (2004), â€Å"Four Freedoms, How Many Principles?†, Oxford Journal of Legal Studies, 24, 155 Chalmers, D. (1994), â€Å"Repackaging the Internal Market – The Ramifictions of the Keck Judgment†, 19 ELRev 385 Fairhust, J. (2007), Law of the European Union, 6th Edition, Pearson Longman Gormley, L. (1994), â€Å"Reasoning Renounced? The Remarkable Judgment in Keck Mithouard† EBLRev 63 Reich, N. (1994), â€Å"The November Revolution: Keck, Meng, Audi Revisited†, 31 CML Rev 459 Roth, W.H. (1994), â€Å"Casenote on Keck and Hunermund†, 31 CML Rev 845 Steiner, J., Woods, L., Twigg-Flesner, C., (2006), EU Law, 9th Edition, Oxford University Press, pg 374. Weatherill, S., (1996), â€Å"After Keck: Some Thoughts on how to Clarify the Clarification†, 33 CML Rev, 885

Snow of Kilimanjaro Essay -- essays research papers fc

In this story â€Å"The Snows of Kilimanjaro†, the author Ernest Hemingway has basically two main characters, Harry and his wife, Helen. Throughout the story Harry has an infected leg, which seems to be seriously bothering him, it is actually rotting away. The author writes about Harry’s time on the mountain with his wife just waiting for his death. In his story, Ernest Hemingway shows a great deal reality and emotion through his main character Harry, in the books themes, and its symbols. The author’s story is about Harry’s spiritual death as much as his bodily one. From the beginning of the story Harry knew he was dying but knows it with intellectual detachment. In the story Harry says, â€Å"Can’t you let a man die as comfortably as he can without calling him names? What’s the use of slanging me?...Don’t be silly. I’m dying now. Ask those bastards.† (Hemingway, Page 2208 and 2209) Throughout the whole story Harry kind of has this arrogant, cocky dialect, and he is quite rude to his wife. During the story Harry is also lazy and drinks a lot, and at some parts of his life he just lets it waste away. In this quote, the narrator depicts part of Harry â€Å"He had destroyed his talent by not using it, by betrayals of himself and what he believed in, by drinking so much that he blunted the edge of his perceptions, by laziness, by sloth, and by snobbery, by pride and by prejudice, by hook and by crook.†(Hemingway, Pag e 2213) Harry’s talent was that he could do whatever we put his mind to, and he was just lazy and let it slip away. In many modernistic stories the reader usually finds out that the main character is some what alienated from everyone. In this stories case that is true, also. Harry, goes through his own time and just wants to be left alone. He gets sick, and he just wants to give up all hope. It seems like once something goes wrong, or doesn’t go his way he just gives up. He drinks a lot during this story to wash away his troubles and he doesn’t care that his wife claims that it is harmful to his health. All he can say in return is that he is going to die anyways. This is a main part of the story. The symbolism in this story adds to the depth of it. Symbols are used to represent ideas or qualities in a story. â€Å"Only by reading the story ironically, by regarding the symbols of permanence and purity as a mockery of Harry’s unwholesomeness, can one maintain this criti... ...nfluence in his writings is his experiences on great expeditions to Africa.Watts, Emily S. â€Å"Iconography...† Ernest Hemingway and the Arts. Chicago: Illinois P, 1971. 51-95. Watts explains that Hemingway does not write much on the topic of suicide. One might think this would be a large subject in his stories, but he mentions suicide only briefly in one story. Although Harry in The Snows of Kilimanjaro does die, he has little choice in the manner.Works CitedBaker, Carlos. â€Å"The Slopes of Kilimanjaro.† Ernest Hemingway A Life Story. New York: Scribner’s, 1969.Hemingway, Ernest. â€Å"The Snows of Kilimanjaro.† The Snows of Kilimanjaro and Other Stories. New York: Scribner’s, 1970.Nahal, Chaman. â€Å"The Short Stories.† The Narrative Pattern in Ernest Hemingway’s Fiction. Madison: Fairleigh, 1971. Plimpton, George. â€Å"An Interview with Ernest Hemingway.† Hemingway and His Critics. Ed. Carlos Baker. New York: Hill, 1 961. Shuman, R. Baird. â€Å"Ernest Hemingway.† Magill’s Survey of American Literature. Ed. Frank N. Magill. Vol. 3. New York: Marshall, 1991. Watts, Emily S. â€Å"Iconography and technical expression: the agony of man.† Ernest Hemingway and the Arts. Chicago: Illinois P, 1971. Word Count: 2024

Technology Changes Not Just Our Physical Environment

Technology has changed our world in many aspects and through many different inventions and advances. Technology has changed our world in mainly two aspects, our physical environment and our way of life. Our physical environment is defined as the buildings, the infrastructure around us. For example, the trains and cars we see every day, the air-conditioners present in buildings and such. Our way of life is how we actually go about doing activities; the way we deal with matters. Technology has changed our physical environment in cities greatly.It has changed the physical environment, for example, the temperature in buildings, where a room can be cooled with air-conditioning. Technology has particularly changed the transport sector, where the infrastructure in current modes of transport are all made possible with the use of technology. For example, the cars, trains and buses we utilize as means of transport, were all created through the use of technology. The roads and vehicles that we see on our roads now were all only made possible through the use of technology.Compare this to the past, where walking or bicycles were the main modes of transport before cars and trains were invented. The use of technology has also changed our physical environment in terms of pollution. With advances in technology such as industrialization, the use of cars and so on, harmful gases have been released into the atmosphere as a result of these activities. These gases result in our atmosphere having more harmful gases compared to the past, in a sense changing our physical environment.Also, the innumerable tall buildings that we see in many cities around the world were only made possible by the use of technology; to ensure that the buildings would be stable even as the buildings were built higher and higher. Technology is used to constantly improve the quality of concrete so that it is stronger, and thus can be used for taller buildings. The chemical composition of cements and concrete i s constantly modified through the years so that they are stronger, and will be more stable for higher buildings.Furthermore, the speed at which tall buildings are being constructed now is a big change from the past. With the use of technology through inventions such as cranes in construction, buildings can now be constructed at much faster speeds than before. Cranes can put the blocks of concrete in place in a matter of minutes compared to the past, where the laying of one block of concrete could even take up to about one hour. In the ancient past, buildings like the pyramids took decades to finish constructing, compared to skyscrapers now, finishing construction in the span of a few years.Technology has not only changed the physical environment, it has also made it easier and faster for man to impact the physical environment. Technology has not only changed our physical environment, but also changed our way of life, the way we go about doing activities. One way technology has chang ed our way of life is through communication. In the past, the main modes of communication were either travelling miles to meet the person or sending letters to each other.These two methods of communication in the past took up much time, and the sending of letters was also not entirely reliable as letters could get misplaced along the way and such. Compared this to the present, where we now have reliable and speedy forms of communication. Current forms of communication are emails, text messaging and the use of social networking platforms such as Facebook, Twitter, Skype and so on. With such forms of communication, messages can be sent across oceans and seas in the matter of several seconds.Technology has enabled humans to interact with each other at such high speeds, and it has changed the way many of us communicate with each other. Some even find it easier to communicate with others through the use of social networking platforms, resulting in some people being very introverted in re al life, but appear extroverted and friendly on social networking platforms. This changes our way of life as it reduces the human to human interaction between humans, it transforms the conventional way of communication between humans.Technology has also changed the structure of the family. Traditionally, women were expected to stay home to do the household chores and care for the children. However, with the advances in technology, household chores did not take up as much effort and time as compared to the past. This change enabled women to go out and have jobs, as it did not take much time and effort to settle household chores thanks to the advances in technology. Women being able to go out and work instead of being a housewife was one way the advance in technology changed the family structure.The increased freedom of women to work has also further effects on the structure of the family. With the increasing employment of women, women are also given increased status and independence of action, something women did not have in the past. With this increased status and independence of action, there is an increased possibility of women initiating a divorce. The divorce rate has increased steadily in recent years in many technologically oriented countries. A divorce would mean the destruction of family, and this is another way technology has changed our way of life.It can be seen that technology can change not only our physical environment, but also our way of life in terms of communication with others as well as the structure of the family, the basic social institution. All in all, technology has changed both our physical environment as well as our whole way of life. Technology has changed our physical environment in terms of our transport infrastructure, the height and speed at which our buildings are built and the atmosphere on earth. Technology has also changed our way of life, mainly through communications and also the structure of the family.

How does the charity letter use language to create an impact on its audience?

The Scope charity letter is an emotional, personal and heart felt letter intended to inform people about Cerebral Palsy and to persuade them donate to their worthy cause. The intended audience was the recipient of this letter, who may possibly be a parent perhaps whose child unfortunately has this terrible condition. The writer of this letter has used a range of grammatical techniques to create an impact on the reader. One of the main , striking features of this text, is the Anecdote that runs throughout the letter. The short story about Abigail is told by her father which makes it very personal and informal, ‘ I'm Abigail's dada, Ric. The fact that he introduces himself and gives his name adds more personality into the letter and is inviting the reader to read on. The effect this has upon the audience is that the reality of the letter is portrayed clearly and it makes the reader realise it isn't just a problem for somebody else, it could happen to anyone. ‘Like any parents. ‘ Something else used, that makes the letter a lot more personal, is the use of personal pronouns. The use of the first person, personal pronouns ‘my' and ‘I', in the first paragraph, not only make the letter more real to the reader but also gives a sense of pride that Abigail's father is feeling. I see that my Abigail has come on in leaps and bounds at school this year. ‘ The possessive determiner ‘my' strongly emphasises that Ric is very proud of his daughter. Furthermore, the second person, personal pronouns toward the end of the text are also very effective, the use of the pronoun ‘you' includes the reader into Abigail's incredible story. This particularly impacts on the reader as they feel like they have been with Abigail on her difficult journey through learning and coping with Cerebral Palsy. This making them feel they want to help more people like Abigail, as Scope have clearly made a huge difference. This is a rhetorical device- emotive language. It brings the emotions of the writer, and some readers, to the text and audience. Additionally, ‘As soon as we walked through the doors, we knew it was right for our daughter' is somewhat of a hyperbole-another rhetorical device. It can be seen as a hyperbole as Abigail's parents could not have known the school was right for their daughter until they had learned more about it. However, this is emphasising how much Scope has helped them and also sets up how much more helpful Scope became to them, later in the letter. Another hyperbole, is the bold caption ‘If it wasn't for Scopes Ingfield Manor School, Abigail wouldn't be†¦ Abigail! ‘ Obviously she still would be Abigail but this is used to highlight how much of a lifeline Scope had been, not just for Abigail, but to her parents also. They helped Abigail develop her own personality, even though she has a disability which can hold her back. Another rhetorical technique, used by the writer is the Tricolon. Ric describes how the school not only give the children a ‘national curriculum education' as all schools do, but also how they ‘develop speech, movement and mobility. The use of the Tricolon here shows how much work Scope put in and how much they help people with Cerebral Palsy to learn. To add more emotion and make it even more personal, Ric uses a Tricolon to depict how Scope has personally helped his daughter to ‘develop her education, her self-esteem and her sparkling personality. ‘ The use of the adje ctive ‘sparkling' within the tricolon highlights that not only has Scope helped Abigail develop a personality, they have helped her create a strong one that shines through her disability. Another powerful adjective used in the letter is ‘dedicated'. This adjective shows that Scope are trying really hard to make a difference and will stop at nothing to help people like Abigail, people with this terrible disability. Together with the common noun ‘family', the two word classes strongly emphasise that they all work together and make everyone; the family, the ‘pupil' and even the reader feel included in their achievements as a team. The verbs used in this text guide the reader to feel that Scope is a very friendly and caring charity. The modal auxiliary verbs ‘can' and ‘will' express that there is hope for people with Cerebral Palsy, and Scope is it. The modal auxiliary verb ‘will' indicates that Scope will definitely continue helping people for as long as they receive support. The dynamic verbs ‘meeting' and ‘providing' are in the progressive tense, showing that Scope's work is ongoing, meaning that they have to rely on peoples donations for their work to continue. Furthermore, the verbs ‘develop', ‘provide', ‘share' and ‘support' greatly emphasise that Scope are not forceful and are there to ‘support' people like Abigail. They do not push her but guide her and help her to become the best she can be, while making life for her and her family easier. Taking away the pressure and worry for her education and how it might be affected by Cerebral Palsy. The verb ‘support' is particularly important as it makes the reader realise that Abigail is not an invalid, nor should she be treated as inferior to anybody else, she just needs a little help and guidance due to her disability. That is where Scope comes in. These verbs persuade the reader to help as they can empathise with Abigail. Finally the verbs ‘joking' and ‘giggling' lighten up the mood of the text as the reader becomes aware that Scope help bring light and happiness into these peoples lives. Although Ric himself didn't write this letter, it would have been carefully crafted to make it sound as if he did, to make it more personal and more effective. The writer uses the grammatical techniques to make the audience aware of what it would be like in Ric's shoes, persuading them to help, while informing them about Cerebral Palsy and how Scope enable people to overcome difficulties in learning.

Mercy Killing Essays

Mercy Killing Essays Mercy Killing Essay Mercy Killing Essay James Palmer Jason Witt Writing 2 November 11, 2010 Mercy killing is it justifiable? There are many perspectives on the issue of mercy killing and if it’s justifiable. Mercy killing is the killing of another human being. As this issue is closely monitored we see that, euthanasia involves the ethics of doctor’s practices, and many other problems that may come up in this controversial issue. Three main perspectives are mercy killing is not justifiable for any reason, mercy killing is justifiable, and mercy killing is justifiable to a certain degree. The mercy killing issue has been brought up in many articles. Some articles are pertaining to military personnel. Other articles are according to health circumstances. Also some information can be gathered throughout several cases in federal and lower courts. These articles seem to come more frequently though when wars appear. When the most recent wars, the Iraq and Afghanistan war came about there were several articles published about this very issue of mercy killing. First of all, we see the different sides of the issue, as is related to mercy killing, euthanasia is one such word strongly used. Euthanasia is used to describe mercy killing it is interpreted by the following: â€Å"Euthanasia is the act of killing someone painlessly (someone suffering from incurable disease)† (Word net web Princeton). Involuntary euthanasia is â€Å"euthanasia conducted without the explicit consent of the individual concerned† (Word net web Princeton). The medical dictionary term for euthanasia is â€Å"the act or practice of ending the life of an individual suffering from a terminal illness or an incurable condition, as by lethal injection or the suspension of extraordinary medical treatment†(Medical-Dictionary). Mercy killing is a decision many people face today. Throughout the years there have been cases within the military with this very issue, and cases involving other people. Some of these cases that come up a lot involve military personnel in other countries. One instant would be a military person shooting a kid due to them being impacted by an IED bomb. The military person kills the boy to put the boy out of his misery because the kid is slowly dying. When the military person returns back to the United States he gets court marshaled. A story in 2005 that was in the newspaper was about a sergeant in the armed forces that killed a Iraqi teen due to the teen being burned alive in a bus, he was beyond the stage of help and was screaming the sergeant felt sorry and put the teen out of his misery. There are many stories like the above that have been published throughout the years, but they all seem to come to the same conclusion â€Å"unethical† and jail. Is what the military person did okay? What would you do if you were in the military personnel’s position? We may ask ourselves what do we as humans believe is justifiable? What do we believe is ethical? Do we believe we can play God, who should live and who should die? As we look into this issue we see more cases not just in America but in many other countries. Americans see this as unethical especially if this is done to a civilian even under the circumstances. According to the military there are rules of conduct one must abide to while on foreign soil. Abiding by rules of conduct means military soldiers are liable in which they are court marshaled when returning to the United States. These cases have been going on a lot especially through the Iraq and Afghanistan war. The first perspective on mercy killing is that mercy killing is not justifiable for any reason. If we look at this perspective, we see that all life is precious and we do not have the right as humans to choose who lives and who dies. When someone is dealing with situations according to death, people think our love ones have no right to make life ending decisions for the individual. What happens if the individual that is suffering is rich and the loved one wants the individual’s life to end in order to accumulate the wealth? We see that this could influence the decision to kill the individual, which is an unethical reason. We also see under military circumstances that killing a civilian under the circumstances mentioned above is unethical because citizens from that country might take it as Americans want to kill people. We also see that it is unjustifiable because of doctor’s ethical values. Doctors are held to high standards and in their professions there suppose to save life at all cost and to do everything in their ability to keep their patients alive. So even if there is a possibility that the patient won’t last, they are supposed to do everything they can to keep the patient alive as long as possible. If a doctor lets a patient die, than that act will be questioning their medical practices. So we see that this perspective to mercy killing is unjustifiable. We see this as a very good point, no one a can play God according to who should live and who should die. We also see that doctors can’t possibly allow the individual to die because they would be questioning their practices. The second perspective we see is that Mercy killing is justifiable. We see that mercy killing is necessary in some cases. Such cases are life threatening diseases which cause the individual to endure horrific pains. This is when mercy killing should be legalized for legitimate circumstances. When someone is in so much pain and knows they’re going to die they should have the right to choose to die if they want to pass away early to stop the pain they should have that right. Many people have been diagnosed with Stage four cancers and have been in hospitals for months waiting for a miracle a sign of hope in their dark hours. Many people have had tumors, blood diseases, and many other forms of incurable body diseases. People take life for granted today we don’t realize how lucky we are to live each day. Others are unfortunate and die younger but this is life, when one life ends another begins the saying goes. We need to think what is best for the patient suffering what he/ or she wants. How long must a loved one wait lying in a bed helpless in excruciating pain? This perspective believes it is when the person feels like he/she can’t tolerate the pain. No one likes pain or wants to endure pain at any level. We need to think about that and consider what if we were in pain what would we want done? What would be the right thing to do? The third perspective is, mercy killing is justifiable to a certain degree. As we look at this we see that some believe that mercy killing may prove useful in certain situation. Although how can we determine what the situations would be? How much pain do they actually have to suffer from in order to be killed in humane way? Should we entrust another human with another human’s life? This side of the issue believes in mercy killing but at same time dislikes the idea. They are caught between the ethics of the situation. So as we look at the word ethical we see it means the right thing to do, how do we determine what is the right thing to do? Everybody has a different perspective and opinion on things how can one possibly agree? We have to really examine all possibilities in order to decide what our choice will be. We have to examine what degree is justifiable. This perspective is hanging on both the other perspectives it is touching the issue but using the other two perspectives to justify their perspective. When we look at how the United States, they kill people on death row by lethal injection. So why can’t we do the same to others? The United States and other countries have over the years done many things to kill people on death row from hanging, shooting, torturing, drowning, and many other things to kill these violent people. Although over the years the United States have narrowed their mindset to lethal injection. This theory is due to the public believing that lethal injection is more ethical instead of the other above listed ways. So as we look more into this area, can we use lethal injection for mercy killing to those whose lives are at stake? Why would it be okay to have mercy killing justifiable to people on death row but not to the people that really need it under their circumstances? We see that mercy killing is allowed in death row and that is justifiable to a certain degree according to the people of the United States. So the United states could try to use the above as a option to the families who’s loved ones are suffering and in the greater circumstances it would be justifiable to enact mercy killing. In Conclusion, we see that there are many perspectives to if mercy killing is justifiable? We see that mercy killing is not justifiable for any reason, mercy killing is justifiable, and Mercy killing is justifiable to a certain degree. Mercy killing is a very strong and controversial issue in our time. As we think about it our society and government has changed a lot today from years ago we frown upon ideas such as gay marriages, legalization of marijuana ect. We have to realize that we can’t just push these issues under the rug because they will keep on coming back. We have to look at these issues and be proactive and do something about them. At least come to an understanding among the different points of view of the issue in order to come to a valid conclusion together. With ought coming to an understanding all sides will be unheard and the issue to will prolong. I agree with all sides no one is completely wrong and no one is completely right. Every perspective has their strong points and every perspective has some bad points. The real Strength about the perspective will come when they choose what they will actually do about the problem pertaining to the valid issue. Euthanasia is something we the people of the United States have been left with for a long time. We need to come to a resolution since there are so many perspectives as you can already see. No decision will satisfy everyone but a decision must be made. We know America is not alone many other countries face the same issue. The only difference we can make is what we will do as the body of the United States to come to an understanding about the issue. Work Cited Albertson, Tory. Counterpoint: Euthanasia: Mercy Killing or Murder?. Vanguard University of South Alabama (2010): 1. Web. 15 Nov 2010. . Newspapers:Mercy Killing. Times 16 August 1966: 1-4. Web. 15 Nov 2010.

Gary Paulsen Essays - Gary Paulsen, Woodsong, Dogsong, Paulsen

Gary Paulsen Essays - Gary Paulsen, Woodsong, Dogsong, Paulsen Gary Paulsen Gary Paulsen Born May 17, 1939, Gary Paulsen is one of America's most popular writers for young people. Although he was never a dedicated student, Paulsen developed a passion for reading at an early age. After a librarian gave him a book to read, along with his own library card he was hooked. He began spending hours alone in the basement of his apartment building, reading one book after another. Running away from home at the age of 14 and traveling with a carnival, Paulsen gained a taste for adventure. A youthful summer of tough chores on a farm, too many jobs to count, and two rounds of the 1,180-mile Alaskan dog sled race, the Iditarod; have provided abundant material from which he creates his powerful stories. Paulsen's realization that he would become a writer came suddenly when he was working as a satellite technician for an aerospace company in California. One night he walked off the job, never to return. He spent the next year in Hollywood as a magazine proofreader, working on his own writ ing every night. Then he left California and drove to northern Minnesota where he rented a cabin on a lake; by the end of the winter, he had completed his first novel. Living in the remote Minnesota woods, Paulsen soon turned to the sport of dog racing, and entered the 1983 Iditarod. This led to his later novels; Woodsong and Dogsong. Paulsen's overwhelming belief in young people that drives him to write. His intense desire to tap deeply into the human spirit and to encourage readers to observe and care about the world around them has brought him both enormous popularity with young people and critical honor from the children's book community. Paulsen is a master storyteller who has written more than 175 books and some 200 articles and short stories for children and adults. He is one of the most important writers of young adult literature today. My personal insights while reading Paulsens books are that he can make novels that bring true life into focus. He can show deep emotions through a rugged outdoors book. He also shows immense content and great structure in his books. Most of all I like his style and how he likes to write about his self-events. I think his work is most excellent. He is my favorite author and he lets himself express what he is feeling. I chose this book because I have read many of his previous books and they are great. He is an excellent author and I will continue to keep reading his books.

7 Secrets to Getting a New Job You Love

7 Secrets to Getting a New Job You Love Competition out there is fierce- and getting fiercer. It can be hard enough to find any job- let alone the one you really want. Here are 7 job hunting strategies to help you find a new job you love  in the new year. 1. Burn your resume.No really. This won’t work in every situation, but as a novel strategy it just might work. Try thinking about a handful of companies you’d really like to work for, even if they aren’t advertising any open jobs. Then start actively researching the company- what they do, who they do business with, what their needs are, etc.Then, start learning to talk shop, and start making friends in that company or industry. This strategy requires basically outsmarting and bypassing the whole employment machine- i.e. never dealing directly with HR. It takes time- sometimes a lot of time- but can be just the strategy to get you in the place you really want to be, doing what you really want to do.2. Be selective.If you have to go a more traditional job search route, make sure you’re only applying to the best listings. Broaden out- look at search engines, job sites, company sites, networking sites, and every other avenue you can find. Consider working with a recruiter to get your resume in front of more decision-makers. Focus and narrow your search to jobs you know you’d really be suited for and places (both companies and geographical locations) where you’d be willing to live and work.3. Figure out what you really want.This is part of being selective- and will help you to hone your list. What do you really want out of your life, both your work life and your real life? How can you make the two work together? Develop and define the job you really want that allows you to fulfill yourself on all fronts. Don’t just look at postings and try to fit yourself into round holes. Craft square opportunities for your square peg and the rest will follow.4. Seek your dream.There’s no rule that says you canâ €™t research a company and a job you’d like, then write to your would-be supervisor at that company and express your enthusiasm for that particular job. Even if there aren’t any openings. Explain that this isn’t just another job to you, but your dream career- and how well you would be suited to both it and to the company.5. Be flexible.The pursuit of dreams can be a long process. Be willing to accept interim work, provided it won’t derail your bigger search, while you’re working towards your ultimate goal. Income can be a real asset to put you in a better position to continue working towards your dream.6. Figure out what you need to do.If there are any specific skills or qualifications you might need to get accepted into your dream position. You can find this out by asking a decision-maker in your field directly. Then start working to acquire those skills. The quicker you get them on lock down, the closer you are to your dream career.7. Get hel p.Ask a trusted friend or colleague for advice. Get a mentor. Make sure it’s someone you can trust to help you reach your goal, then lay out a strategy. It can be very helpful to be accountable to another person, also to have someone giving you a bit of extra perspective in your search.

Formal Report-Analyzing two possible career choices Assignment

Formal Report-Analyzing two possible career choices - Assignment Example The choices that are being considered are that of a career as a Sales Manager or as a Marketing Manager. These two positions will be evaluated on the basis of the salary, number of hours worked, the benefits that go with the job and the long term prospects for the job. Career Alert conducted extensive research on the job opportunities open for a Sales Manager and a Marketing Manager through the website Glassdoor.com, the ExecutivesOnTheWeb.com and Careerbuilder.com. Information regarding the current salary ranges of both the Sales and Marketing Managers were based on these sites. Interviews were conducted among current Sales and Marketing Managers to get insights on their careers. Career Alert believes in the importance of making the right decision in choosing a career. We are aware that a career choice is dependent on several factors such as the salary and the future prospects for the job. Your concern is our concern too. We measure our success by the success of our clients. We are dedicated to helping you decide what the best career path is for you, a Sales Manager or a Marketing Manager. Glassdoor. (2012, March 27). Sales and marketing manager salaries. Retrieved April 9, 2012, from glassdoor.com Web site:

Geographies of war, occupation, resistance, and terrorism Essay

Geographies of war, occupation, resistance, and terrorism - Essay Example Unlike Britain and France, the major European powers, the US were highly recognized by Middle East as a good country with good people. Some of the key factors that improved US image in the eyes of the Middle East countries include the introduction of up-to-date medicine initiatives in the region, establishment of educational institutions, and provision of qualified petroleum engineers. As a result of the contributions of the US made in Middle East, the two regions had a strong connection prior to the Second World War. However, in the recent past, the two regions had a negative relationship that had triggered political unrest. This paper seeks to analyze the causes and solutions of the conflicts between Middle East and US. Even though Arabs and Israel have been involved in conflicts for a long period of time, the vested interest of the foreign countries, also referred to as foreign elite, has triggered the violence that led to large number of deaths in the Middle East countries. In ad dition to the US, China, Britain, Germany and Russia have also focused at controlling the oil in the Middle East countries. It is worth noting that as long as the foreign elite continue to be involved in the Middle East politics, the conflicts will remain unresolved. ... According to the Arab countries, US is the major cause of the conflict based on its political suppression, occupation of native land, military invasion as well as continued support of Israel on its political suppression against Palestine (Wu Sike 15). Additionally, Middle East countries argue that the US have negatively affected the culture of Arab countries by bringing about western values that have sabotaged the significant values of Islam community. As a result of the US invasion, the radical in the Middle East have gone to the extreme in their endeavor to resist the US control resulting to the emergence of terrorism. Another major cause of the animosity between the US and Middle East is the aim of the former to control the Middle East oil. In their efforts to expand their oil reserves, the US and other powerful states interferes with Arab-Israel conflicts with an aim of controlling the vast petroleum resources that acts as the major source of income for the Middle East countries. As a result, Arab countries have joined together to attack US interests in their countries such as the embassies, diplomats and other expatriates. In their efforts to improve their economy and intensify their control over the Middle East foreign countries have continued to sell weapons to the Arab countries an aspect that instigated conflicts in the Middle East. In this regard, it is fundamental for the UN and other international organizations to ban the sale of weapons to the Middle East countries to eliminate the war that has decapitated the economy of the Arab countries. Morris (37) argues that the emergence of corrupt and poor leadership in Middle East is one of the

Essay on Tar Baby-cl Example | Topics and Well Written Essays - 1500 words

On Tar Baby-cl - Essay Example In the book, â€Å"Post Traumatic Slave Syndrome†, the author came up with three patterns of behaviors where the community was highly affected. In the post slavery era, a majority of the Black Americans had developed vacant esteem, ever present anger and racist socialization. Toni Morrison uses some key characters to demonstrate the racist socialization behavior in the novel. (Morrison, T. 2014) In Toni Morrison’s novel, there are a number of instances where the issue of racist socialization emerges. However, the most captivating scenario involves the protagonist in the novel. Jadine faces an internal conflict involving her race. Jadine had already abandoned her culture and heritage and accepted a new one. It is the decision that haunts her as the lead character tries to wrestle the guilty consciences from her. Ghosts visit Jadine during the night that tried top pursued her to stick with her former heritage and culture. Toni Morrison uses some of the characters to bring out the issue of racial segregation between Black and White Americans. The author unearths some of the stereotypes held by both races in the society. In the American society, people have preconceived opinions about Blacks and Whites. The differences between Whites and Blacks emerge in the house occupied by both races. For instance, the Ondine Childs treat the Black community with a lot of contemptâ₠¬â„¢s. They despise them because they believe they are superior to them. Conversely, he boasts that he is the only real Negro in Philadelphia (Morrison, p.284).On the other hand, Childs believe that they are better than the rest of the people in the community. The class thinks it is the most powerful because of they are diligent and hard working. The Childs despise the Dominique Blacks whom they regard to be inundated. Their contempt and hatred make the unable to know the names of the servant. For instance, they refer to Thà ©rà ¨se as a thief. The act demonstrates that the Child

How does place relate to cultural performance Essay

How does place relate to cultural performance - Essay Example The cultural geography enables the researchers to predict why a specific group of people exhibit a particular behavior. Specific places have specific groups of people who may have similar or different behaviors which are consistent and enduring. Through cultural performance, one is able to appreciate the behavior of a specific group in their everyday life. One pertinent issue before the classification of any behavior is that what is observed has to be consistent over a period of time. This will avoid biasness and subjectivity when reporting about a particular group of people. Having conducted a fieldwork study in a bus, different patterns from the population were established. Majority of the people in the bus were students, who displayed different values, and norms. Individualism, lack of concern for others, and lack of interaction were the main issues that were recorded from the fieldwork study. There was also a discrepancy between the way the older generation and the young behaved. While the older generations seemed to like interacting with others through communication, majority of the young adults in the bus perceived this as interfering with their privacy. With most of them glued to their phones, and listening to music, interpersonal communication was hindered. The following discussion will also focus on the report of the fieldwork conducted on the homeless population in a particular street. Methodology used For the purpose of this fieldwork study, the observation method was used. The behavior observed was recorded in a form. This was done for a number of days in order to ensure consistency in values, beliefs and norms before making a conclusion about the population of study. The place The place for the study was the bus, and also in the street. I choose this place owing to the fact it was more convenient to me since I used this means of transport almost daily. Further, I saw the same people almost every day. For this reason, it was possible to study the co nsistency of the behaviors manifested by the population I was dealing with. The bus was also the best way to have unbiased sample owing to the fact that any person in my neighborhood used this means of transportation. The results would therefore be imperative in making an inference about the rest of the population. At this site, my main subjects of study were passengers, who included the students, drivers, and a few working class individuals. The fieldwork was also conducted in the street where the main focus was the homeless population. In this second setting, there were the old, children and young adults. The performances This refers to the act of studying the behavior of a specific group of people in their day-to-day activities1. The main reason is to establish the values, norms and beliefs of the people from the manifested behavior2. For the purpose of this study, these performances were to be studied from the passengers and the homeless population. As indicated before, the ease of reaching these people almost on the daily basis prompted me to choose them. One of the main aims of the fieldwork is to be able to be able to describe the behavior of the subjects. It is also vital to highlight the reason making a specific group of people behave the way they do. The following discussion seeks to establish the

Implementation of STEM Education Programs in Schools Article

Implementation of STEM Education Programs in Schools - Article Example Implementation in this context means an amalgamation of concepts from the three disciplines. In the article, the authors are of the thought that it would be tasking to effectively implement teaching and learning of these concepts without incorporating the contribution of languages, arts as well as the social sciences (Satchwell and Loepp, 2002). The process curriculum has seen an effectual implementation of the STEM subjects in schools. The successful implementation as the authors argue, involved the contribution of the project team, and the design panel who were involved in revising the curriculum so as to incorporate the needs of all learners (Satchwell and Loepp, 2002). Information from all stakeholders was collected, all in an attempt to ensure quality implementation of the STEM program. Through the process, the learners in Middle schools have been indicated to not only explore the ideas in the concerned disciplines but also apply the ideas in various contexts (Satchwell and Loepp, 2002). This is a clear elucidation of the fact that implementation of the STEM curriculum in schools has been successful. However, it is significant to draw attention to the verity that the authors clearly emphasize that the implementation process has been faced with a myriad of challenges. Among the challenges involve the teachers’ need to learn novel content in the present setting (Satchwell and Loepp, 2002). Some teachers have also had a negative attitude towards implementing the STEM curriculum; thus, hindering successful implementation. Authentic tests have also been a major impediment as the students’ progress was not consistent throughout the learning process (Satchwell and Loepp, 2002). Nonetheless, the authors appreciate the fact that classroom management has played an immense role in ensuring that STEM disciplines are implemented (Satchwell and Loepp, 2002). Schools that managed to design tests that

Celebrities in Advertisements Essay Example | Topics and Well Written Essays - 750 words

Celebrities in Advertisements - Essay Example Hence, the celebrities have become a strong weapon of influence in the hands of advertisers as they not only help in selling the products, but also help in creating a long lasting psychological association between the product and the consumer, which ensures the future success of the brand. Celebrities In Advertisements As per the modern trends, advertising can be defined as â€Å"a paid persuasive communication that uses nonpersonal mass media –as well as other forms of interactive communication- to reach broad audiences to connect an identified sponsor with a target audience† (Wells, Burnett and Moriarty 5). From the definition, it is clear that advertisers use the advertisement to persuade people to take some action or to take a decision related to the products that are being advertised (Wells, Burnett and Moriarty 5). However, making a consumer to take a decision regarding a product is not as easy as it seems as there are hundreds of different brands selling the same kind of products. Hence, the advertisers have to use a strategy that is highly powerful and highly impacting. This is where the role of the celebrity in advertisements begins. The fact that approximately one sixth of the ads world-wide features the celebrities shows how beneficial it proves for a brand to have a celebrity feature in the advertisements (Shimp 250). Moreover, the salaries the celebrities are paid are huge. According to a report on top endorsement incomes of athletes (2007), professional golfer Tiger Woods and Phil Mickelson were paid $100,000,000 and $47,000,000 respectively, for the ads (Shimp 251). To endorse the brands, the advertisers use variety of celebrities from the field of television, movies, sports, athletics and even politics (Shimp 250). It is believed that celebrities have the power to influence the attitudes and behavior of the consumer towards the brands as they are respected and loved by the consumers (Shimp 250). The brands pay huge salaries to the celebrities to advertise their products as they think that celebrities can positively influence the consumer and increase the sale of their products (Shimp 250). Studies in the field of advertising have revealed that there is a positive link between the ‘famous people’ in the brand and people’s favorability towards it (Pringle 69). The chances of success of a brand increases when it features one of the likeable celebrities in its advertisement (Pringle 97). Hence, it is believed that celebrities have the power to influence the decision of the people. However, what really works behind the success of the brands featuring celebrities in their ads is the method of ‘mental association’. Psychology Behind Celebrity Advertisements It has been proved that the presence of celebrity in the brand advertisement increases the chances of its success. The explanation for the effect of celebrity advertisements on people’s behavior and thinking can be found in the psychological theory of ‘mental association.’ According to psychoanalysis theory, the principle of ‘association’ governs the mental life of human beings (Richards, Macrury and Botterill 140). The theory states that when a person has any experience, his mind creates an association between the feelings related to that experience and the elements that were involved in that experience (Richards, Macrur

Implementation of STEM Education Programs in Schools Article

Implementation of STEM Education Programs in Schools - Article Example Implementation in this context means an amalgamation of concepts from the three disciplines. In the article, the authors are of the thought that it would be tasking to effectively implement teaching and learning of these concepts without incorporating the contribution of languages, arts as well as the social sciences (Satchwell and Loepp, 2002). The process curriculum has seen an effectual implementation of the STEM subjects in schools. The successful implementation as the authors argue, involved the contribution of the project team, and the design panel who were involved in revising the curriculum so as to incorporate the needs of all learners (Satchwell and Loepp, 2002). Information from all stakeholders was collected, all in an attempt to ensure quality implementation of the STEM program. Through the process, the learners in Middle schools have been indicated to not only explore the ideas in the concerned disciplines but also apply the ideas in various contexts (Satchwell and Loepp, 2002). This is a clear elucidation of the fact that implementation of the STEM curriculum in schools has been successful. However, it is significant to draw attention to the verity that the authors clearly emphasize that the implementation process has been faced with a myriad of challenges. Among the challenges involve the teachers’ need to learn novel content in the present setting (Satchwell and Loepp, 2002). Some teachers have also had a negative attitude towards implementing the STEM curriculum; thus, hindering successful implementation. Authentic tests have also been a major impediment as the students’ progress was not consistent throughout the learning process (Satchwell and Loepp, 2002). Nonetheless, the authors appreciate the fact that classroom management has played an immense role in ensuring that STEM disciplines are implemented (Satchwell and Loepp, 2002). Schools that managed to design tests that

Implicit cognition Essay Example for Free

Implicit cognition Essay Implicit cognition refers to internal influences that affect an individual’s behaviours. The identifying feature of implicit cognition is that an individual’s past experiences can influence their judgements in   fashion that the individual is not introspectively aware of – i.e. the person is not conscious of the fact that the experiences have affected his/her perceptions in such a way. (Greenwald Banaji, pg 4; 1995) Evidence supports the view that social behaviour and attitudes in particular are often based largely on unconscious attitudes, for example an individual’s attitudes towards a specific ethnic group are prone to be implicitly influenced. Implicit attitudes are commonly thought to mainly effect cognitive bias in a negative way (e.g. racism), however Edward Thorndike (1920) named the ‘halo effect’, upon observing that personality ratings showed a tendency for positive attributes to be associated with other positive attributes more than they should be (Greenwald Banaji, pg 9; 1995). A great amount of ‘halo effect’ research has been based on using physical attractiveness as the objectively irrelevant attribute that influences perception of other characteristics. Studies have shown that attractive people are judged to possess greater social skills as well as being more successful in employment (Dion, Berscheid Walster; 1972). As previously mentioned implicit cognition is caused by past experiences influencing judgement in ways that the individual is not introspectively aware, thus it is imperative to use indirect measures to gauge an individual’s implicit attitudes. The distinction between direct and indirect measures depends on the relationship between what the subject is informed about the purpose of a measure and what the researcher chooses to interpret from the subjects response to the measure (Greenwald Banaji, pg 8; 1995) – the researcher will inform the subject that one attribute is being measured when in fact the researcher will interpret information about another attribute based on the subjects response to the measure. It is necessary to use indirect measures because implicit attitudes are by definition attitudes that an individual is unable to report as they are unaware of their existence i.e. implicit attitudes are beyond an individual’s introspective limits. For the purpose of this essay I have chosen to examine the reaction time based ‘Implicit Association Test’ (IAT) and Facial Electromyography (fEMG) which is based on physiological measurement. Implicit attitudes result in projections of behaviour or judgments that are under the control of automatically activated evaluation, without the actor’s awareness of that causation. The IAT procedure seeks to measure implicit attitudes by measuring their underlying automatic evaluation. A beneficial property of the IAT is that it may resist individuals masking their attitudes using self presentation strategies (e.g. providing false responses in order to gain social acceptance or avoid criticism). In short, the IAT may reveal attitudes and other automatic associations even or those who prefer not to express those attitudes (Greenwald et al, pg 1464-5; 1998). The IAT is performed over a series of five stages; the first stage is called ‘Target Concept Discrimination’ in this stage the target concept is introduced and the subject is instructed to simply pair the stimuli with its corresponding concept, for example a study on implicit attitudes towards sexual preference (Project Implicit – an online database of IATs offering the test to the public, spearheaded by Dr Anthony Greenwald, Dr Brian Nosek and Dr Maharin Banaji) presents the subject with the task concepts ‘gay’ and ‘straight’, the subject is then presented with images displaying gay or straight couples or words such as homosexual and heterosexual. When the stimulus appears on screen the subject pairs it with the corresponding category – picture of a man and wife pairs with straight concept. The next stage in the IAT is ‘Associated Attribute Discrimination’ as previously this stage is presented as a two- category discrimination task. The subject is asked to pair words such as happiness, love, agony, strife with the corresponding attributes good and bad according to which attribute best suits their meaning. Following the introduction to the ‘Target Concept Discrimination’ and to the ‘Associates Attribute Dimension’, the two are amalgamated in the third stage –i.e. gay and good on one side of the screen and straight and bad on the other or vice versa. During this stage stimuli for target and attribute discriminations appear on alternate trials. For example’ a picture of a homosexual couple would be shown followed by the word ‘famine’.   As previously the subject pairs the stimuli with their matching category. The fourth stage consists of reversing the target concepts position in the experiment and the final stage of the experiment combines the ‘Reversed Target Concept Discrimination’ with attribute discrimination. For example the gay concept is now on the same side of the screen as bad. The subject is then presented with alternating stimuli and pairs them with the appropriate concept or attribute. If the target concepts are differentially associated with the attribute dimension, the subject should find one of the combined task (either the third stage or the fifth stage) to be more difficult than the other- this is shown in the subjects reaction time; longer reaction times suggest the subject has higher difficulty pairing an attribute with a concept. The measure of the difference in difficulty is used to provide the measure of implicit attitudinal difference between the target categories (Greenwald et al, pg 1465-6; 1998). In the example of implicit attitudes towards sexual preference, it should be easier to complete the task when straight is combined with good if there is a stronger association between heterosexuals and good meanings than between homosexuals and good meaning, thus showing an implicit attitude of bias towards heterosexuals. Also it is common to use training stages before each of the combined discrimination stages to reduce the effects the order of the combined discrimination tasks has on the IAT results. Since the IAT was first described by Dr. Anthony Greenwald et al in Journal of Personality and Social Psychology in 1998 it has grown exponentially in popularity, having been used in over 300 published studies and cited in over 800 articles (Azar, 2008). Among the reasons for the success of the IAT are its relative ease of use, the large effect sizes it creates, its high level of adaptability and its resistance to subject’s faking their responses. To show the validity of the IAT Greenway et al (1998) used the classical known-groups validity measure. This measure consists of using groups whom are known previous to the experiment to differ regarding the construct of interest. Greenwald et al used Americans of Korean and Japanese descent to test the validity of the IAT. The participants had to classify positive and negative words along with typical Korean and Japanese names in the combined discrimination stage, as expected the IAT results showed that individuals of Korean or Japanese descent were prone to hold mutually negative implicit attitudes towards the other ethnicity (Banse et al pg 146; 2001). It has been disputed that the reason for these IAT results is at least partially based on ethnic groups being more familiar with names associated with in their own group, i.e. positive IAT scores may reflect familiarity more so than sympathy with their own ethnic group. Another commonly expressed concern with the internal validity of the IAT is the order in which the combined discrimination tasks appear. Greenwald et al (1998) expressed that all other thing being equal, strengths of associations used in the first of the IATs two combined tasks had a tendency to be stronger than those used in the second combined task. However, in a subsequent study Nosek et al (2005) showed that an increase in the length of the training stages before each of the combined discrimination stages can result the order having less of an effect on the IAT scores. If the pairing order effect is due to the interference caused by learning and becoming accustomed to an initial response set and subsequently needing to replace it with a new response set, then extra practice with the new response set may act to reduce this effect. (Nosek et al, pg 177; 2005). Furthermore the IAT is designed that the order of the combined discrimination task be random.

The Correcting Of Errors In Students Work English Language Essay

The Correcting Of Errors In Students Work English Language Essay Look at the following pieces of written work. In each case write a list of all the errors that have been made. Mark on the list, which type of error they are, according to the simple classification above. Write the correct version of the error underneath eg: Student 1 I am 46 years old and married (G) for twenty years. We have got three children, one soon (SP) and two daughters. There (G) are six, eight and eleven years old. I am an electrical engineer and worked (T) for a company who manufactured (T)machines for processing automatically.(WO) At first, I am going to learn English in Great Britain. Its very important for my job. Then, I would like to have a little compangniy (SP) with about ten co-worker (WW) for myself. If it (G) isnt possible, Ill (G) manage a department who developed (G T) high technology machines. I became (WO)the test sheets for complete (WO) and (G)return directly at you. You phoned at your agent about my course at your school in Bristol. Very thanks for your trouble. (WO) Im happy to come at (PR)your school and Im (G) sure to learn better English. (G) I dont know my flight number on the 5st (SP) March. I would (G) let you (MW) as soon as possible. 1. I am 46 years old and married (G) for twenty years.   C- I am 46 years old and have been married for twenty years. 2. We have got three children, one soon (SP) and two daughters. C- We have got three children, one son two daughters. 3.There (G) are six, eight eleven years old. C- They are six, eight eleven years old. 4. I am an electrical engineer and worked (T) for a company who manufactured machines for processing automatically (T). C- I am an electrical engineer and work for a company who manufactures automatic processing machines. 5. Then, I would like to have a little compagniy (SP) with about ten co-worker (WW)for myself. C- Then, I would like to have a little company with about ten employees 6. If it (G) isnt possible, Ill manage a department who (G) developed (T) high technology machines. C- If that isnt possible, Ill like to manage a department  that  develops high technology machine. 7. I became (WW) the test sheets for complete (WW) and (G)return directly at (PR)you. C- I have the test sheets for completion and I will return directly to you. 8. You phoned at your agent about my course at your school in bristol. C-   The error may be context and grammar    9. Very thanks for your trouble. (WO) C- Many thanks for your trouble 10. Im happy to come at (PR)your school and Im sure to (G) learn better English. (WW) C- Im happy to come to your school and Im sure I will improve my English. 11. I dont know my flight number on the 5st March (G). C- I dont know  my flight number on the 5th of March. 12. I would (G)let you ^as soon as possible. C- I will let you know as soon as possible. Student 2 I am fourty (SP) years old. My height is 1.8m (G) and my hair is blond. My hobbys (SP)are walking and climbing (sp) in the mountain (G). My job (G) is Quality-Manager. I live (T) ten years at (PR) Russikon. I weake (SP) up at seven ochlock (SP) in the morning. I go (G) for breakfast in the kitchen. After the breakfast and I drive to work by car. In the office there is a lot of work. I have a brak at ten oclock and I drink a tea. 12 oclock I go home for lunch. In the future I will a good life with my family. I hope I get a lot of money. I will learn better English for my job. I hope you will be happy with my history. 1.  Im fourty years old. C- Im forty (SP)  years old. 2. My height is 1.8m (G) and my hair is blond. C- I am 1.8m tall and my hair is blond. 3. My hobbys (SP)are walking and clymbimgin (SP)the mountain (G). C- My hobbies are walking and climbing in the mountains. 4. My job is quality-manager. (G) C-I am a quality- manager 5.  I live ten years at Russikon. (G/WO) C- I have lived 10 years in Russikon 6. I weake (SP) up at seven ochlock (SP) in the morning. C- I wake up seven oclock in the morning. 7. I go for breakfast in the kitchen. (G) C- I have my breakfast in the kitchen 8. After the breakfast (G) and I drive to work by car. C-After breakfast, I drive to work by car. 9. In the office there is a lot of work. (WO) C- There is lot of work in the office 10. I have a break at ten oclock and I drink a tea. C- I have a break at ten oclock and I have a cup of tea 11. In the future I will (G) a good life with my family. C-In the future I hope to have good life with my family. 12. I hope I get a lot (G,WO) of money. C- I hope I will  make lot of money. 13. I will learn better (G) english (SP) for my job. C-I hope to improve my English as I need it for my job. 14. I hope  you will be happy with my history. (WW) C-I hope you will be happy with my story. Student 3. Yesterday I arrived in Bath. In this town there is a college where Ill study English for two weeks. When we arrived at the college we went to our bedroom. I stay in bed-room with my best friend and Im very happy for this. At eight oclock we had dinner and then we have visited the college. It is beautiful and there is also a swimming pool. Then we caome back to our bed-room wher Ive chatted whit my friend for a long time. We both happy and we both hope to have good time in this college. Unfortunately the weather isnt very good yesterday rained and today too but I think that the weather isnt very important. 1. Yesterday I arrived in Bath. (WO) C- I arrived in Bath yesterday. 2. In this town there is a college (WO)where Ill study English for two weeks. C   There is a college in this town where Ill study English for two weeks. 3. When we arrived at the college we went to our bedroom. (G) C- When we arrived at the college, we went to our bedrooms. 4. I stay in bed-room with my best friend and Iam very happy for this. (G, WO) C-I am very happy that I am sharing the room with my best friend. 5. At eight oclock we had dinner and then we have (G) visited the college. C- At eighth oclock we had dinner then we visited the college. 6. Then we caome (SP) back to our bed-room wher (G) Ive chatted (G) whit (SP) my friend for a long time. C-Then we came (SP) back to our bedroom where I chat with my friend for a long time. (G) 6. We both happy (G) and we both hope to have a good time in this (PR) college. C- We are both happy and we both hope to have a good time at this college. 7. Unfortunately the weather isnt (G)very good yesterday rained and today too. (WO) C- Unfortunately the weather wasnt very good; it rained  yesterday again today.   8. But I think that the weather isnt very (G) important. C- I dont think the weather is very important. Student 4 1.I had been (G) in London for about four days, (conjunction) I saw the Tower  of London, the Tower bridge the Big Ben and the other famous places of this city (G, WO). C- I have been (G) in London for about four days, and I saw the Tower of London, Tower Bridge, Big Ben and some of the citys other famous places.   2. To arrive in Bath, I brought a coach. (WO) C- I came to  Bath by coach. 3. The journey was long (WO) but Im very happy to arrive (G) in this town. C- It was a long journey but Im very happy to have arrived in this town. 4.. I didnt stay (G)here before, but all my friends who saw (G) Bath tell me that it is very beautiful. C- I have never been here before, but all my friends who have visited Bath tell me it is very beautiful 5. I hope I (G) enjoy myself very much. C- I hope I  will enjoy myself very much. Student 5. Collection of error, not a narrative. a) Thank you for the informations. (G) C- Thank you for the information b) I stand up at 6 oclock in the morning. (WW) C- I wake up at 6 oclock in the morning. c) When I am ready I am eating my meal. (T) C- When I am ready I will eat my meal. d) I passed a good week with you. (WW) C- I spent a good week with you. e) I want saying you thank you. (G) C- I want to say thank you. f) I had ^(G) very nice lunch and ^(G) wine and it made me very full up (WO) and Im no more hungry. C- I had a very nice lunch and a glass of wine, and it made me very full and I am not hungry anymore g) Where I stay (G) the wife is a very good cooker (WO). C- Where I am staying, the wife is a very good cook. h) The father is very humouristic. (WW) C- The landlord is very humoristic. i) Im deceived (WW) for answer as ^ quickly. C- I am unable to answer quickly. j) My friend dont let me any place. C Convoluted, with multiple meanings. k) The weather gets warmer in summer isnt it (P, G)? C- The weather gets warmer in summer doesnt it? i) My partner gives the answer dont he? (WO)    C- He has the answer doesnt he? m) The weather will remember me England. (WO) C- The weather reminds me of England. n) We put there our luggage. (WO) C- We put  our  luggage there. o) On five oclock I want to eat my tea. (P, WO) C-  I want to eat my  tea at five oclock.   Grammar Present Perfect vs Past Simple Exercise 1 (Ive been or I was?) Complete this letter to a newspaper. Put in the Present Perfect or Past Simple. This pub __________ (be) the centre of village life for centuries. It _________(stand) at our crossroads for 500 years. It ___________(be) famous in the old days, and Shakespeare once ____________(stay) there, they say. I __________(live) in Brickfield all my life. The villagers ___________(know) about the plans for less than a week and already theres a Save Our Pub campaign. Last week we _______________(be) happy, but this week were angry. We will stop them, youll see. Reason why the exercise is good: This exercise is useful as it gives students are given a context to fill in the blanks with the right language use Exercise 2 Present perfect or past simple? Put in the verbs. Tom: Have you heard (you/hear) the news about David? Harriet: No. (1) __________________(what/happen)? Tom: (2) ____________(he/have) an accident. He was walking down some steps. (3) _________(he/fall) and ____________(break) his leg. Reason why this exercise is good: It makes a realistic exercise for students to practice the language use in speaking. Relative clauses (who,that, which) Join the following sentences to make one sentence using a relative pronoun when necessary. If the relative pronoun is unnecessary, put it in brackets. You may sometimes have to change the word order or change a into the. Theres the boy. He broke the window. _______________________________ The film star gave a party. It cost $10,000. _______________________________ Thats the palace. The Queen lives in it. _______________________________ You met a man at the party. He is a famous film star. The man_______________________________ My friend came to the party. Hes a policeman. _______________________________ There are the policemen. They caught the thief. _______________________________ Whats the name of the lady? She was wearing the blue dress. _______________________________ I gave her a watch. It stopped after two days. _______________________________ My car was very expensive. Its a Mercedes. _______________________________ Youre reading a book. I wanted to read it. _______________________________ Reason why this exercise is good: Students get to practice language use in writing as they combine 2 sentences together, and also forming the sentence in the correct subject verb order with the correct relative clause. Relative clauses Put a relative pronoun into each gap. At the same time, decide whether the relative pronoun can be omitted. 1 The books, _______________ Id ordered over the internet, took nearly three weeks to arrive. 2 The books _______________ Id ordered from a bookshop arrived the following week. 3 My parents, _______________ were born in the north of England, moved to London to find work. 4 The man _______________ lives upstairs is always playing music when Im trying to get to sleep. 5 The building _______________ I live in was built in the 1920s. 6 The building _______________ I live was built in the 1920s. 7 The cars making a funny noise again, _______________ means well have to get someone to look at it. 8 The employee to _______________ you refer is no longer working for this company. 9 Do you remember the name of the man _______________ car you crashed into? 10 Have you any idea _______________ they were arguing about? 11 Have you any idea _______________ they were arguing? 12 The hotel _______________ we stayed was very good for the price. Fill in the gaps in the following sentences by using either what or which. (When which is used it should be preceded by a comma which the student must insert for himself). 1.- He didnt believed ____ I said ____ annoyed me very Married man (to bachelor friend): You can do ________ like much. in the evenings but I have to go home to my wife. 2.- In detective stories the murderer is always caught ____ 20.- ________ my neighbour is cooking there is a smell of doesnt happen in real life. burning. 3.- He wasnt surprised at ____ he saw because I told him ____ to expect. 4.- In hospitals they wake patients at 6 a.m. ____ is much too early. 5.- There was no directory in the first telephone box ____ meant I had to go to another one. 6.- I did ____ I could ____ wasnt much. 7.- The clock struck thirteen ____ made everyone laugh. 8.- I am sure that ____ you say is true. Will/going to exercise Explanation: will-future or going to-future Bottom of Form 1) Philipp __________15 next Wednesday. (to be) 2) They ___________a new computer. (to get) 3) I think, my mother ______________this CD. (to like) 4) Pauls sister _____________a baby. (to have) 5) They_____________ at about 4 in the afternoon. (to arrive) 6) Just a moment. I _______ you with the bags. (to help) 7) In 2020 people ___________ more hybrid cars. (to buy) 8) Marvin __________ a party next week. (to throw) 9) We _____________ to Venice in June. (to fly) 10) Look at the clouds! It ________________soon. (to rain) Question Tags exercise You are at a barbecue. Add question tags to help start a friendly conversation. These sausages are delicious, ___________________? They certainly are. You havent lived here long ________________? No, only three months. Its quite a big garden _____________? Yes, theres plenty of room. Youre Rachels friend _____________? Yes, Im Vicky You came in a sports car, ____________? Thats right. These burgers look good ____________? I cant wait to try them. We can sit on the grass ____________? I think its dry enough. The weather forecast wasnt very good, ____________? No, it wasnt. The exercise guides students to fill in the right question tag by giving both the question and answer. Exercise 2 Requests and questions. You want to look at a newspaper. Daniel might have one, so ask him (havent) Warn David not to do anything silly. (Dont) Suggest to Vicky that you both listen to some music. (Lets) You need a timetable. Emma might have one, so ask her. (havent) Ask Rachel to pass you the salt. (Pass) This exercise is good as students will have to reconstruct the question and answer. Present Simple/ Present continuous Simple Present or Present Progressive/Continuous Exercise 2 Explanation: Simple Present or Present Progressive Top of Form Fill in the verbs in brackets in the Simple Present or the Present Progressive. Example: Steve always ____ his bike in the afternoon. (to ride) Answer: Steve always rides his bike in the afternoon. 1) Andy sometimes _______ comics. (to read) 2) We never ________ TV in the morning. (to watch) 3) Listen! Sandy ________ in the bathroom. (to sing) 4) My sister usually ________ in the kitchen. (to help) 5) My mother ________ breakfast now. (to make) 6) They often ________ the bathroom. (to clean) 7) Look! The boys ________ home. (to come) 8) Every day his grandfather ________ for a walk. (to go) 9) I ________ with my friend at the moment. (to chat) 10) Cats ________ mice. (to eat) Bottom of Form http://www.englisch-hilfen.de/en/exercises/tenses/simple_present_progressive2.htm Exercise 2 Im writing to my parents. I write to them every weekend. _________________(it/snow) outside. ______________(it/come) down quite hard, look. I havent got a car at the moment, so ______________(I/go) to work on the bus this week. Usually _________________(I/drive) to work. Normally _______________(I/start) work at eight oclock, but ___________ (I/start) at seven this week. Were very busy at the moment. Im afraid I have no time to help just now. ______________ (I/write) a report. But _____________ (I/promise) Ill give you some help later. ______________ (I/want) a new car. _______________ (I/save) up to buy one. Verbs followed by prepositions Fill in the blanks with the correct prepositions. 1 She suffers _______ diabetes. _________________________________ 2 She complained _______ the food to the manager. _________________________________ 3 I often listen ________ the radio while driving. _________________________________ 4 He got married ______ a girl he met in China. _________________________________ 5 She has applied ______ a new job. _________________________________ 6 He spends a lot of time ______ his work. _________________________________ 7 Who are you shouting ________ ? _________________________________ 8 Who does this book belong ______ ? _________________________________ 9 They are going to translate the book _______ Chinese. _________________________________ 10 She apologised ____ being late. _________________________________ 11 Her teachers were satisfied ______ her progress. _________________________________ 12 Im thinking _______ going to France. Verb and Prepositions For each of the six questions choose the one correct answer: 1. Youve been talking about asking her out for weeks, what are you waiting ____? a. to b. in c. at d. for 2. Yeah, Mr Bennett is our history teacher, hes nice but I never know what hes talking _______. a. of b. on c. about d. over 3. Ive finally decided to call ______ Simon, I want to know how he feels. a. b. to c. at d. in 4. People say he works _____ the CIA, and he carries a gun! a. at b. for c. with d. in 5. What kind of music do you like listening ____? a. to b. at c. d. for 6. What did you discuss _____ at the meeting? a. on b. over c. about d. Adverbial modifier of Place 1 Underline the adverbial modifier in the sentences. The arrow fell on this spot You can buy it in all places. He fell to the ground. He studied in a foreign country. I found the book at that corner. Underline the adverbial modifier in the sentences. The shoe is pressing on my toe. The desert stretched to the north. Much water has run under the bridge. He was playing beside the river. He whispered gaily in her ear. These exercises draws students to the adverbial phrases used within the context of a sentence. Adverbial modifier of Time 1 Underline the adverbial modifier in the sentences. No such diseases were known in those days. He is coming at this very moment. Before very long, the rain came. In former times, we had to cycle to school. He came to the class just now. Adverbial modifier of Time 2 Underline the adverbial modifier in the sentences. He succeeded in the long run. Let us cease work from this very moment. He sat for a while on the bank of the river. The alarm sounded at the appointed time. I hope he will come at a very early date. General Tenses 1 Rewrite the sentences by correcting the tenses. I was eating breakfast right now. Usually I worked in an office, However , these days, I was working as a waitress. He woke up in the morning brush his teeth and ate lunch. I will not eat until I will be hungry. When I arrived, Steven has been playing football. Reason why this exercise is good: Giving students error correction exercises allows them to be less self-conscious of the mistakes they make, as well as gain an understanding of the different errors. Correct Answer: I am eating breakfast right now. Usually I worked in an office, However , these days, I am working as a waitress. He woke up in the morning, brushed his teeth and ate lunch. I will not eat until I am hungry. When I arrived, Steven was playing football. General Tenses 2 Choose the correct answer. 1. The train wasnt there. It __________ already had been left has left had left 2. How long __________________each other when they got married? have they known had they known would they know 3. She ________________ to speak English before she arrived in London. had learned already will have already learned had already learned 4. Rick ______________ good Mandarin because he had been studying for several years. spoke had spoken has spoken 5. I _____________ from him for ten years when I received his last letter. didnt hear hadnt been hearning hadnt heard It is, it was, it will be 1 Answer the questions using the above words. You may add your own details. 1. In which year did Mary start schooling? 2. What sport does John play in school? 3. Where did the Olympic Games originate? 4. When can you finished the project? When is the sun nearer to the earth, at noon or at sunset? These questions give students free reign to practice their language use. It is, it was, it will be 2 Answer the questions using the above words. You may add your own details. 1. When will Paul graduate? 2. Do you know who has taken the pencil? 3. Is the snake longer than 1 metre? 4. Who has taken the pie yesterday? 5. Will the basket be weaved in a 3 days? Preposition of Place Fill in the blank with a suitable preposition. Being chased by the dog, he dashed _________ the road. He leaned __________ the wall as he waited for the bus. All the while the child has been standing __________ the curtain. The supporters stand _________ the politician as he was being charged. He kept very silent as he sat ___________ the boss. Answer: 1) across against behind by besides Preposition of Place Fill in the blank with a suitable preposition. He lost his way and came ______ the end of the road. The chest can be found ______ the surface of the cross junction. As he was brooding when walking he fell _______ a ditch. We have combed _______ the estate and could not find the dog. The workers marched _______ the town in protest. Answer to below into round through Preposition of Time Fill in the blank with a suitable preposition. We start ____ six _____ in the morning. _____ last month I have seen him but once. He was at the library _____ the whole day. Ten minutes _____ twelve, he was already there. The citizens prospered ______ the rule of the king Asnwer at , in from during to under Preposition of Time 2 Fill in the blank with the correct preposition. There was drought _______ the year. The students arrived well ______ the teacher. They completed the project ______ three o clock. You must finish the marking _______ a month The rain lasted ______ the night. Answer: throughout before by within through Preposition + Dates Fill in the blank with a suitable preposition. 1) I have been ill ___________ last week. 2) I commenced work ________ 1st January 3) Not ______ the next month can I submit the project. 4) I shall work ______ the end of May. 5) _______ week 1 and week 2, I will be on holiday. Answer since from until till Between Preposition + Dates 2 Fill in the blank with a suitable preposition. 1) You must complete the assignment _____ the 8th of June. 2) ________ April , you can go on leave. 3) They have worked _______ the month of January. 4) He goes _____ Sunday to the church. 5) He took off in lie _____ Monday holiday. Answer by after into on of Present Simple and Simple Future Complete the following by putting in the verbs. Use the present simple or future simple. Alice ___________ (walk) to school everyday. These books _________ twenty dollars each. (cost) I ________________ (call) you when I reach the office. The sun _____________ (rise) in the east. We ____________ (travel) to Japan during the summer holiday if we can get the air tickets. Answer walks cost will call rises will travel Present Simple and Simple Future Complete the following by putting in the verbs. Use the present simple or simple future. Badminton is a wonderful game. John ___________ (love) to play it. 2 The train usually ____________ (leave) at five-thirty every morning. 3. I ______________(send) you the information when I receive it. The phone is ringing. I _____________ (get) it. It always ____________ (rain) in the weekend. Answer loves leaves will send will get rains Reason consequence 1 Identify which is the reason and which is the consequence in the sentences. Janet was so fat that she refused to take part in sport. It was his greed that led to his downfall. If I go out in the rain I get wet. I will buy the house provided that it is cheap. He finished last as he began late. This exercise corrects the errors by showing what is wrong and getting students to arrange it in the right order. Reason consequence 2 Identify which is the reason and which is the consequence in the sentences. 1) In case he is seriously ill. I will email you. 2) Had you been less rash, we would not lose the game. 3) It is your unfortunate remark that the meeting becomes sour. 4) As you have made a promise, you must keep it. 5) He speaks too fast to be understood. Simple Present and Past Simple Present Simple and Past Simple to be Complete the sentences with am, is, was, or were. Where ____________ Paul today? Kenny ____________ in Japan last month. Joseph ____________ not present at the moment. ____________ the boys in school last week? Could he read when he ______________ one year old ? Rewrite the passage with the right form of the verb. I (go) to the cinema last night. What film (you-see) ? I (see) The Lord of The Rings . Really? (you-like) it? It (be) really fantastic. I