Short Article Reveals the Undeniable Facts About The Time Machine Essay Topics and How It Can Affect You

Short Article Reveals the Undeniable Facts About The Time Machine Essay Topics and How It Can Affect You The Time Machine Essay Topics and the Time Machine Essay Topics - The Perfect Combination Khalfan Ibrahim Khalfan Al Khalfan is among the most honourable athletes currently. Qatar's qualification for those finals was among the best surprises. F. Bacon The main intention of the capital isn't to get as much money as possible, yet to guarantee that money results in a better life. If you're an attorney, you stay an attorney for life. The Argument About the Time Machine Essay Topics Moral argumentative essay topics are a few of the simplest to get carried away with. You've got to compose an informative essay. An argumentative essay is a certain sort of academic writing. It requires you to decide on a topic and take a position on it. As a college student, you're predicted to write premium quality essays. To compose a strong argumentative essay, students should start by familiarizing themselves with a number of the common, and frequently conflicting, positions on the research topic so they can write an educated paper. A college essay topic may or might not be freely dependent on the student based on the course and the professor. There are several persuasive essay topics to select from to finish your high school or college assignment. Informative essays are somewhat more descriptive. Colleges can tell whenever your essay is merely a form essay. To compose an outstanding essay, it's important to use specific academic language. Having selected an excellent topic to argue about, at this point you need to make an argumentative essay outline. Regardless of what essay topic you were given, our essay generator will have the ability to finish your essay easily. Opt for an intriguing essay topic, and you'll begin enjoying it. If this is the case, you could have a great beginning to your expository essay. The Secret to the Time Machine Essay Topics You wish to translate that feeling in your paper. Man isn't a thing but a creature that could only be understood in the lengthy procedure of development. Leave yourself enough time to look at your paper to see whether you've covered the fundamentals. Write about the wellness issues American population face today and attempt to persuade the reader free medicine is the very best way out. Since you may see, the process is everywhere the same. The process isn't easy if you don't have enough info. The writing process is going to be a pleasure, and your reader will delight in reading your bit of academic writing. Look elsewhere in the business and you'll discover a variety of fun tools accessible to evaluate your writing, each checking different elements of your words. The emotional angle is likely to make your audience understand what you are saying and understand the situations you need to do with the arguments. Select a distinctive topic that others may not think of, and whatever you select, make certain you know a lot about it! Since it's such a huge subject, you are going to want to narrow your paper down to a particular angle. Groups which have a strategy aligned with the typical good will likely go extinct. Finding out how to compose interesting articles is really important. If you're confused with a number of interesting topics to research on the web, it's much better to determine what interests you the most. Deciding upon a persuasive topic is a legitimate art.

Comparison of Thrusscross Grange and Wuthering Heights Essay

Comparison of Thrusscross Grange and Wuthering Heights Never have two more opposing places existed than Thrusscross Grange and Wuthering Heights. Wuthering Heights is a dwelling characterized by fiery emotions, primal passions, bitter vengeance, and blatant evil. Thrushcross Grange is a peaceful, beautiful abode which epitomizes all that is good and lovely. Emily Bronte includes these two places in the Romantic novel, Wuthering Heights, to create a contrast which furthers the overall theme of good vs. evil. Wuthering Heights is a house set high upon a hill where is exposed to extreme weather conditions. Storms often come â€Å"rattling over the heights in full fury.† - Storms which have â€Å"growling thunder,† and â€Å"great drop.† The name of†¦show more content†¦Heathcliff, the protagonist, is a very vile and wicked man who spends his entire existence on earth seeking revenge and ruining the lives of others. A character from the story proves this by her question: â€Å"Is Mr Heathcliff a man? If so, is he mad? And if not, is he a devil?† Catherine, another tenant of the is a wild and willful girl who marries Edgar Linton, against her better judgement. Later, she dies because she cannot find a way to reconcile her passionate love for Heathcliff with her position as Edgar’s wife. Posthumously, she haunts Heathcliff for twenty years. Hindley Earnshaw is yet another example of the ferocity at the Heights for, â€Å"he neither wept nor prayed: he cursed and defied; execrated God and man, and gave himself up to reckless dissipation† He has a keen hatred for Heathcliff and a weakness of character - both of which inevitably destroy him. He dies of alcohol poisoning shortly after attempting to murder Heathcliff. Thrushcross Grange however is altogether opposite from the Heights. Although Bronte’s description of the Grange is not as in-depth, the reader is still able to gather many images of the peaceful abode. The Grange is set within a lush, protected valley and is encompassed by a high stone wall. In our first encounter with Thrushcross Grange, we are told that, â€Å"the light came from thence.† The Grange is filled with music, books, and other lovely objects. It is described as â€Å"beautiful- a splendid place carpeted

Drinking and Driving Underage, Military Binge Drinking free essay sample

Underage Drinking We all know that underage drinking is when anyone under the legal drinking age of 21 drinks alcohol. Many teens face adult problems at a very young age. Underage drinking is a major problem among teens today. In today society, kids are being pressured into doing things at a very young age. Problem many parents are facing in their own life are also posing as problems on their kids. Aside from being illegal, underage drinking can bring about public health problems. According to the National Institute on Alcohol Abuse and Alcoholism underage drinking risks include: â€Å"Death – 5,000 people under the age of 21 die each year from alcohol-related car crashes, homicides, suicides, alcohol poisoning, and other injuries such as falls, burn, and drowning. † (NIAAA) We are not only talking about deaths as well as serious injuries, impaired judgment, increased risk for physical and sexual assault and brain development problems. (NIAAA). As you can see there are serious risks involved with underage drinking. How can you recognize the signs of underage drinking? Here are some signs that can help you recognize underage drinking. We’ve all probably seen some of these warning signs at one point in our life. But how much attention did you really give them. According to the National Institute on Alcohol Abuse and Alcoholism here are some warning signs that can help you recognize underage drinking. Has there been a change in their academic grades or any behavioral problems at school? Has there been a change in who they hang out with? Have they appeared to be less interested in their favorite activity or sporting event? Do they not want to be seen in public or make an appearance at a family function? Can you smell alcohol on their breath or have you found empty or full alcoholic beverages on them or in their room? Do they have slurred speech or muscle coordination problems, such as walking in a straight line? (NIAAA) Again these are just some of the warning signs that can help your recognize that your teenager maybe drinking alcohol. As you can see from the below chart there’s a high percentage of 12th graders, 42% to be exact, that have had an alcoholic beverage in the past month. If you add up all three grades you get a total of 81% of 8th, 10th, and 12th graders that have drank in the past month. I find this to be an alarming rate and we have to do something to decrease these numbers. (L. Johnston) Military Underage Drinking We all know that you only have to be 18 to enter the military or 17 with your parent’s permission. So we can serve our country and die for this country but we can’t have an alcoholic drink, legally, until we are 21. Underage drinking in the military is nothing new. I remember when I first came in the Air Force, even though the legal age to drink was 21, nobody really said or did anything about underage drinking. Man how times have changed! Military members between the ages of 18 and 25 tend to be heavy drinkers, more so than their civilian peers. (Rhem) I’m not surprised or really alarmed by this but did you know that 21% of military members admit to heavily drinking. What I am alarmed by though is this statistic hasn’t been lowered in 20 years. Alcohol abuse costs the Department of Defense over $600 million a year to either treat members or account for lost time at work. The Department of Defense has decided to take a new approach to lower these statistics. According to LtCol Wayne Talcott senior officials like a new approach to preventive maintenance â€Å"You maintain a jet engine so it doesn’t fall out of the sky. † â€Å"We need to begin to look at where there are risks to the human weapon system and how we can build a system that protects our people. (Rhem) The military usually waits till there is a problem with alcohol abuse before doing anything about it. However, recently we have seen an increase in developing new programs or procedures to educate our military members about the severity of alcohol related problems. We just want to get the right message to the right people about making better decisions about their dri nking behavior. Under the Uniform Code of Military Justice, Article 111 – Drunken or reckless operations of a vehicle, aircraft, or vessel. General, Manual for Courts-Martial United States) As you can see, the military has its own set of rules that members have to follow. Even though the military laws are similar in nature to civilian laws we are held to a higher standard. Some tools that commanders can use to manage alcohol abusers are: Line of Duty determination; Actions involving security clearance, access to classified information or access to restricted areas; Duty assignment review to determine if the member should continue in current duties; Unfavorable Information File or control roster actions based on alcohol related isconduct or substandard duty performance; Separation under the Uniform Code of Military Justice for document failure to meet standards; and Administrative demotion, withholding of promotion and denial of reenlistment. (General, The Military Commander a nd the Law) Line of Duty determination is used to determine if the illness, injury, or disease existed prior to service (EPTS) and if the EPTS condition was aggravated by military service. It is used to determine whether or not the illness, injury, or disease, or death occurred while the member was absent from duty and whether or not the illness, injury, disease or death was due to the member’s own misconduct. Once the findings are revealed from the Line of Duty investigation, it may impact the following areas: You may not be eligible for disability retirement and/or severance pay; you may not be entitled to pay and allowances; your current enlistment could be extended to include any period of time that you were unable to perform your duties; you could be denied your veteran benefits or medical benefits. If the line of duty investigation finds you guilty you could lose out on more than you thought. (General, The Military Commander and the Law) As you can see, Commanders have several tools at their disposal to prevent or correct alcohol related incidents. But that doesn’t mean they can prevent all of them. Binge Drinking Binge drinking is the most common pattern of excessive alcohol use in the United States. The National Institute of Alcohol Abuse and Alcoholism defines binge drinking as a pattern of drinking that brings a person’s blood alcohol concentration to . 08 grams percent or above. This typically happens when men consume 5 or more drinks, and when women consume 4 or more drinks, in about 2 hours. (Alcoholism) According to national surveys: One in six U. S. adults binge drinks about four times a month, consuming about eight drinks per binge; While binge drinking is more common among young adults aged 18-34 years, binge drinkers aged 65 years and older report binge drinking more often – an average of five to six times a month; Binge drinking is more common among those with household incomes of $75,000 or more than among those with lower incomes; Approximately 92% of U. S. adults who drink excessively report binge drinking in the past 30 days; Although college students commonly binge drink, 70% of binge drinking episodes involve adults age 26 years and older; The occurrence of binge drinking among men is twice the occurrence among women; Binge drinkers are 14 times more likely to report alcohol-impaired driving than non-binge drinkers; About 90% of the alcohol consumed by youth under the age of 21 in the United States is in the form of binge drinks and more than half of the alcohol consumed by adults in the United States is in the form of binge drinks. CDC) Frequent binge drinkers can have the most serious health problems. These people are seven to sixteen times more likely, than non-binge drinkers to have missed classes, gotten behind in their school work, engaged in unplanned sexual activity, and not used protection during sexual intercourse, had run-ins with police, damage property, and been injured or hurt. (CDC) As you can see from the above ch art binge drinking happens in all age groups, race and ethnicity group’s, educational levels, and in all income levels. Conclusion I’ve talked about several problems that are related to underage, military and binge drinking and driving. Why I talked about all three of these types is that they intertwine with one another. Most if not all of us had a drink before we were 21, I know I did. Does that make it right for the next generation to continue to do so? Who’s to say! We have come a long way since I was under 21 and we still have a long ways to go. I don’t think we will ever completely get rid of underage, military or binge drinking and driving. It’s going to happen! But we can make some recommendations or solutions to educate our kids. Recommendations/Solutions In my opinion there is no right way or wrong way about reducing underage, military or binge drinking and driving. Each state and/or city may have their own way of trying to reduce drinking and driving. But here are some examples of what is being proposed and done in the Cheyenne, Wyoming area on Military bases and on College campuses throughout the state. How can we improve the educational processes to educate our youth about the dangers of alcohol? What we do know is that educational programs that only provide information or that focuses on self-esteem or resisting peer pressure haven’t been effective. The Wyoming youth group is proposing a more aggressive approach. Instead of waiting till community colleges and Universities are experiencing binge drinking problems we need to start at the grade school and high school levels. (Group) Here is a detailed list of what the State of Wyoming is recommending at all educational levels: Developing school cultures that promote prevention and intervention policies; Increase state and local funding for prevention education in schools and colleges; work with senior administrators to understand what must be done to reduce underage drinking; make sure colleges and universities adhere to policy enforcement and changes; ensure constant development and consistent communication with statewide colleges and universities; proper certification for employees serving alcoholic beverages; encourage youth involvement for positive change. Group) Here is what the State of Wyoming is recommending at kindergarten through twelfth grade: See what programs have shown success and share them with other Wyoming schools. Provide education to school employees on how to identify underage drinking and how to handle the situation. Educate youth in making healthy, safe and lawful lifestyle decisions. Have alcohol-free events and activities. You can even go as far as doing random sobriety checks before people leave the event or activity. Educate the youth about the dangers of underage drinking to include brain damage, addictive disorders and legal consequences that can arise from alcohol abuse. Talk with them about how alcohol can impair their performance standards in and out of the classroom. Provide education to both the kids and to the parents. Parents need to be able to communicate effectively with their children. Help them acquire necessary skills regarding advertising and promotion of alcohol. Establish support groups for kids when there is drinking in the home. Ask for feedback and/or surveys this will enable all parties to see what is and what isn’t working. (Group) For higher education the State of Wyoming is recommending the following programs: Utilize the best programs found by the National Institute of Alcohol Abuse and Alcoholism. This will help you in developing your own local college programs. The plans should include but are not limited to: screening and intervention strategies; encouraging alcohol free events or activities; limit alcohol related advertisement on campuses; enforcing campus policies and state and local laws; continuous research and program evaluation. Support efforts by colleges and Universities to reduce alcohol use; ask for support and help from senior leadership on college campuses to increase awareness of high-risk alcohol related activities; increase education to first year students, athletes and organizations that promote alcohol related activities; educate your staff, parents, and even alumni and warning signs of alcohol abuse; provide referral information and updates on policies and procedures; provide an anonymous student survey to see if the educational programs are working and underage drinking is decreasing. Now that we have the schools accounted for what about educating our parents. (Group) Here are some things you can do to ensure you provide the necessary education to their parents. Parents are the first line of defense at times and need to intervene when they see a problem. What can we do for the parents? Establish peer groups – social media is a great source to reach out to for assistance and guidance. Provide presentations by parents from parents that have lived through a death or alcohol related incident. Who is held liable for providing alcohol to minors? Provide effective ways for parents to talk to their children about alcohol abuse. Provide pamphlets to parents so they can identify the signs and symptoms of alcohol abuse. Educate the parents on how to host an alcohol free house party for their kid. (Group) These are some of the educational needs that the State of Wyoming is implementing or has implemented throughout the state. As you can see they are not just relying on the schools to intervene. They are making sure parents are involved and how to identify any signs or symptoms their child may be showing from alcohol abuse. I feel that these educational needs can be easily implemented within each and every state. Military Wingman Concept The term Wingman stems from a time-honored tradition within our Air Force flying community that essentially says a lead pilot will never lose his/her Wingman. It’s a promise, a pledge, a commitment between Airmen who fly. The Air Force has cultivated and instilled this same culture of commitment between all Airmen and Air Force civilians in all career fields and specialties via the Wingman program. Being a Wingman isn’t easy, but all Airmen at all levels of command have a role as Wingmen. How can you transfer this ability of being a wingman from military time honored tradition to a non-military environment? You would think this would be easy, but some people don’t recognize the concept. I’m going to use a sports analogy to help explain the Wingman concept. â€Å"Let’s say we have a highly skilled professional football team. Holes in the line open up an instant before the running back reaches them at full speed, allowing him to achieve a big gain. Pass receivers run complicated pass routes, turning back to look at the quarterback after the ball is already airborne on its way to them. Simultaneously, offensive linemen keep defensive players from reaching the quarterback just long enough for him to get the pass off†¦and not a moment longer. Meanwhile, the quarterback, without even looking at or coordinating with his blockers, knows just how long he can hold the ball before he has to get rid of it. And the timing of all this is compressed into less than four seconds. † (Dettmer) As you can see, the wingman concept can be carried over to non-military business situations. But we seldom see this in businesses. Businesses are still comprised of mutual activities that at times require a team effort to complete a project or task. Some of it may be due to the fact at the end of the day you get to go home and you don’t have to rely on them to save your life. The Wingman concept is simple and easy to implement into your work area, no matter where you work. To be a good Wingman all you have to do is take care of yourself and those around you. Some ways you could do this is when you are out with your buddies and they’ve had a little too much to drink, you step up and tell them they’ve had enough. You don’t let your wingman get behind the wheel of a car after they’ve had anything to drink. It’s not about being their friend; it’s about saving their life or someone else’s life. In the end it comes down to making the Wingman concept a way of life, and not just a slogan. Enforcing the Law How can you control drunk driving? It requires four board strategies: Deterrence; Treatment; Information and education; and Prevention. I’m going to provide solutions on how we can implement all four and decrease or control drunk driving. What is deterrence and how can that control drunk driving? Deterrence is simple! However, it may not be all that simple to pass new laws that prohibit drunk driving. Deterrence is also enforcing existing laws and holding those that broke the law accountable. It’s basically like, striking fear into them if they do decide to drink and drive. A good example of this is the zero tolerance law. Not all states have this but some do. It’s a law that applies to anyone under the age of 21 that gets caught for drinking and driving. How embarrassed would you be if you got caught for drinking and driving and lost your driver licenses? If you were still in high school, most likely the whole school would know about it. This alone could be a deterrent for some, but maybe not for all. (Hedlund and McCartt) Treatment is about getting the help you need when you need it. Alcohol is a drug and if left untreated can cause serious damage to your health and to others around you. However, treatment sometimes only happens once you have been arrested or caught. The most difficult thing is to self-identify and get the help you need before it’s too late. Changing individual’s behavior is not easy. However, if you can assess all offenders equally and then assign them a treatment program that is appropriate for their needs. (Hedlund and McCartt) Information and education by itself doesn’t decrease drinking and driving and has little or no effect on reducing it either. However, combined with deterrence and prevention programs it goes a long way. Educating the public on drinking and driving laws has proven very effective in reducing drinking and driving. For example those states that have â€Å"Zero Tolerance† laws in place 85% of drivers were not aware that the blood alcohol content for minors was different than for those that are over 21. With a little information and education in those states they reduced drinking and driving crashes by 30%. It has been proven that a little education can go a long ways. (Hedlund and McCartt) With prevention we have control over a few things. We can enforce the policies that are in place or create new one law’s. We have already established the legal age to drink alcohol is 21. By increasing the legal age from 18 to 21 this was an attempt to reduce underage drinking. We can regulate the places and time when you can purchase alcohol. You have to have a liquor license to sale or distribute alcoholic beverages. Some states also regulate on the day and time you can purchase alcohol. For example some states don’t allow you to purchase alcohol on Sunday before noon or not at all, and most states don’t allow the sale of alcohol after 2 a. m. We can also regulate the taxes on alcoholic beverages. For example the amount of taxes for alcoholic beverages in the State of Wyoming hasn’t increased since 1935. (Group) Prevention programs can make a difference, but even small measures are better than nothing at all. Programs like training bartenders or servers to know when they should stop serving to the customer have proved beneficial. In the end though, the best strategy for progress is through improved deterrence, with assistance from the other three strategies. Works Cited Alcoholism, National Institute of Alcohol Abuse and. NIAAA council approves definition of binge drinking. NIAAA Newsletter (2004): 3. CDC. Vital signs: binge drinking prevalence, frequency, and intensity among adults U. S. 2010. MMWR Morb Mortal Weekly Report (2012; 61 (1)): 9-14. Dettmer, William. The Wingman Concept. 2006. The Wingman Concept. 2 Mar 2013. General, Judge Advocate. Manual for Courts-Martial United States. General, Judge Advocate. Manual for Courts-Martial United States. Maxwell AFB: The Judge Advocate General School, 2012. IV51 IV53. General, Judge Advocate. The Military Commander and the Law. General, Judge Advocate. The Military Commander and the Law. Maxwell AFB: The Judge Advocate General School, 2012. 215-223. Group, Cody Youth. Wyoming Cares. Jan 2012. http://www. wyocare. org/items/get_pdf/1416%20%20problems%20and%20solution%20document. 2 Mar 2013. Hedlund, James H. and Anne T. McCartt. Drunk Driving: Seeking Additional Solutions. Traffic Safety. Washington D. C. : Preusser Research Group, Inc, 2002. L. Johnston. Centruy Council. Dec 2012. Centery Council. 2 March 2013. NIAAA. National Institute on Alchohol Abuse and Alcoholism. 2013. 2 March 2013. Rhem, SSgt Kathleen T. Alcohol Abuse Costs DoD Dearly. U. S. Military (2000): 1.

Jonathan N. Dukes Essays - HIVAIDS, HIV, Kaposis Sarcoma

Jonathan N. Dukes December 1, 1999 Health / 6th Period Ms. J Thesis: The AIDS and HIV viruses are getting worse in the United States and the rest of the world. Introduction Although more people die of heart disease and cancer each year, AIDS has become the health problem people fear the most. Much of the fear comes from ignorance and misunderstanding. Education is the most effective tool against AIDS. It is more important than ever for young people to learn the facts about AIDS. Many teenagers don't know anyone who has AIDS. It is hard for them to believe they are at risk. It is a fact that the incidence of AIDS and other sexually transmitted diseases is on a rapid rise among teens and people in their early twenties (Silverstein). People frequently ask the questions, How is HIV spread, what should I do if I think I may be infected with HIV, and how can people avoid getting AIDS? In this paper I will try my best to make it clearer for those who have any doubt about their knowledge of HIV and AIDS and answering the questions above. Modes of Transmission Today, the two diseases, HIV & AIDS, are rapidly increasing all over the United States. HIV is spread through the exchange of bodily fluids, primarily blood, semen, and blood products. HIV that is present in the sexual secretions of infected men and women gains access to the bloodstream of an uninfected person as a result of unprotected sex. Another way that a person can be infected is by sharing needles or syringes that results in direct exposure to the blood of an infected individual. This is common among people using drugs that are injected in the veins (Folks 4). HIV can also be transmitted from an infected mother to her baby, before or during childbirth, or through breast-feeding. Studies also show that only 25 to 35 percent of babies born to HIV-infected mothers worldwide actually become infected. This type of transmission accounts for 90 percent of all cases of AIDS in children. To me, this is the worst type of transmission because babies are defenseless and have no idea what is happening to them when they are so young (Treto). Even when the children of HIV-infected mothers are fortunate enough to avoid the virus, there is still yet another incidence of heart problems 12 times that of the children in the general population (Folks 4). Practices such as open mouth kissing, sharing toothbrushes, and sharing razors should be avoided. Researchers have recently identified a protein in saliva that prevents HIV from infecting white blood cells known as secretory leukocyte protease inhibitor SLPI (Folks 4-5). There is no evidence of HIV being transmitted through insects because when the virus enters the insect, the insect does not become infected and cannot transmit HIV to the next human it feeds on or bites (Alvin Silverstein 18). Detection and Diagnosis In 1983 a blood test was invented to detect whether a person's blood contained antibodies against HIV, which was an indication that the person had been exposed to the virus. Three years ago an additional blood test was invented to detect HIV antigens. This enabled doctors to identify HIV even before the donor's immune system had time to make antibodies. When new strains of HIV are identified from around the world, they will need to be evaluated for detection by these tests. The Center for Disease Control and Prevention in Atlanta Georgia established an authoritative definition for the diagnoses of AIDS. They concluded that the CD4 T-cell count in an HIV positive person must be below 200 cells per cubic mm of blood, or there has to be the clinical appearance of an initial AIDS-defining opportunistic infection, such as PCP (a type of pneumonia), oral candidiasis, pulmonary tuberculosis, or invasive cervical carcinoma (cancer in the cervix of women) (Virginia Silverstein 23). Occurrence There were more than 580,000 reported cases of AIDS in the United States between 1981 and 1996. Of these 580,000 cases, about 46 percent have been in Caucasians, 35 percent in blacks, 18 percent in Hispanics, and 1 percent in Asians. Males make up about 84 percent of these cases and females 15 percent. Children account the remaining 1 percent of AIDS cases. Women and children constitute

The Frog and the Nightingale Essays

The Frog and the Nightingale Essays The Frog and the Nightingale Essay The Frog and the Nightingale Essay Once upon a time there was a frog who croaked away in Bingle Bog. Every night from dusk to dawn, he croaked on and on. Other little animals around loathed his voice but they were left with no choice. The crass cacophony; a very loud and unpleasant noise blared out from the sumac tree. At whose foot the frog sang till the break of dawn. The stones, prayers, sticks, insults, complaints and bricks could not silence the frog’s determination to display his heart’s great pride and joy. One night, in the moonlight cool and pale, a nightingale perched upon the sumac tree.She casted forth her melody and the frog sat dumbstruck in complete silence. The whole bog starred towards the sumac tree totally interested that they could not think of anything else; and at the end of the song they all clapped at her. The ducks had swum and the herons waded to her as she sang beautifully. Out of jealousy and ill-will and a solitary loon wept beneath the light of the summer moon. Toad, teals; a small duck; and tiddlers were all captured by the voice of the nightingale and cheered her on. They were all filled with fascination and delight.They all cheered, ‘Bravo’, ‘Too Divine’ and ‘Encore! ’ The nightingale that was not so used to such applause got up once more and sang till dawn. The next evening when the nightingale shook her head and twitched her tail, she closed one of her eyes, fluffed one of her wings and cleared her throat to sing, she was startled by a croak. She enquired from the frog who proudly admitted that he owned the tree and had been long known for his baritone. The frog was not too keen in praising the nightingale, and said that the song was too long, though the technique was fine and lacked a certain force.The nightingale was greatly impressed and flattered to encounter a critic of such note who can discuss her art and throat. Though the song was not so divine, at least it belonged to the nightingale. The heartless frog told the nightingale that it was not much to boast about. Without proper training which he or a few others could supply, the nightingale would remain a mere beginner. With a proper training she would be a winner. She said that the frog was like Mozart, the great musician, in disguise who had come to earth before her. The frog would charge her a modest fee for training her which was not too much as to hurt her.Now the nightingale was filled with inspiration. She was very pleased and excited and got fired up with both art and adoration. She sang with a great passion. She became a huge success and a celebrity. Many animals from many miles around came to hear the nightingale sing. The frog with great accuracy counted the heads of animals and charged an admission fee from each of them. The next morning it was raining and he began her vocal training. The nightingale could not sing in this kind of weather but the frog insisted that they could sing together. The frog asked the nighting ale to put on her head covering and the badge of honour.Both the frog and the nightingale sang together for the full six hours. Then the nightingale started shivering, her voice became hoarse and she started quivering. She was indeed deprived of sleep but in the night her throat revived. The honored crowd who came to hear the nightingale sing included the Owl of Sandwich, the Duck of Kent, Mallard and Milady Trent, Martin Cardinal Memphisto and the Coot of Cristo. The frog saw them glitter with both sweet and bitter joy. The frog had sold her songs for silver, yet he still scolded her so that she might practice even longer till her voice grew stronger like his.The frog told her that in the second song during the previous night, she became nervous in the middle. He asked her that she should try and make the public happier by giving those better sharps and Trillings and should also aim at increasing the money since she still owed him sixty shillings. Day by day, the nightingale grew m ore sorrowful and pale. Night after night her tired song became quick and unsteady and had jumps in between the birds and the beast grew tired in hearing such a dull sound. The income from the ticket window fell greatly. The nightingale became addicted to free applauses. Singing into the night gave her no more delight.The frog was furious with the nightingale. She was too brainless on the stage and must use her wits and fashion to feed her lungs with passion. The nightingale trembled and was terrified to fail. She was blinded with tears and when she puffed up to sing she burst a vein and died. The frog said that he tried to teach her but she was too stupid, too nervous and too tensed. The poor bird should have understood that one’s own song is one’s own song. That is why the frog could sing with confidence in his own elegant style. The unpleasant voice of the frog went on and on without any rival in the bog.

Definition of Principal Energy Level

Definition of Principal Energy Level In chemistry, the principal energy level of an electron refers to the shell or orbital in which the electron is located relative to the atoms nucleus. This level is denoted by the principal quantum number n. The first element in a period of the periodic table introduces a new principal energy level. Energy Levels and the Atomic Model The concept of energy levels is one part of the atomic model that is based on a mathematical analysis of atomic spectra. Each electron in an atom has an energy signature that is determined by its relationship with other negatively charged electrons in the atom and the positively charged atomic nucleus. An electron can change energy levels, but only by steps or quanta, not continuous increments. The energy of an energy level increases the further out from the nucleus it is. The lower the number of a principal energy level, the closer together the electrons are to each other and to the nucleus of the atom. During chemical reactions, its more difficult to remove an electron from a lower energy level than from a higher one. Rules of Principal Energy Levels A principal energy level may contain up to 2n2 electrons, with n being the number of each level. The first energy level can contain 2(1)2 or two electrons; the second can contain up to 2(2)2 or eight electrons; the third can contain up to 2(3)2 or 18 electrons, and so on. The first principal energy level has one sublevel that contains one orbital, called the s orbital. The s orbital can contain a maximum of two electrons. The next principal energy level contains one s orbital and three p orbitals. The set of three p orbitals can hold up to six electrons. Thus, the second principal energy level can hold up to eight electrons, two in the s orbital and six in the p orbital. The third principal energy level has one s orbital, three p orbitals, and five d orbitals, which can each hold up to 10 electrons. This allows for a maximum of 18 electrons. The fourth and higher levels have an f sublevel in addition to the s, p, and d orbitals.  The f sublevel contains seven f orbitals, which can each hold up to 14 electrons. The total number of electrons in the fourth principal energy level is 32. Electron Notation The notation used to indicate the type of energy level and the number of electrons in that level has a coefficient for the number of the principal energy level, a letter for the sublevel, and a superscript for the number of electrons located in that sublevel. For example,  the notation 4p3 indicates the fourth principal energy level, the p sublevel, and the presence of three electrons in the p sublevel. Writing out the number of electrons in all the energy levels and sublevels of an atom produces the electron configuration of the atom.

Assignment Example | Topics and Well Written Essays - 250 words - 238

Assignment Example Eating healthy and taking regular exercises is basic in this aspect (Melkus, 2006). However, these alone can never help in the regulation of diabetes and therefore, requires the use of medications in addition to the healthy eating and regular exercise. For Dr. Pepper’s case, the most effective drug will be tradjenta. Tradjenta works by preventing the degradation of the incretin hormones glucagon-like peptide-1 (GLP-1) and glucose-dependent insulinotropic polypeptide (Drum and Zierenberg, 2006), which are core in managing diabetes. The drug is taken orally and works in increasing concentrations of active incretin and hence plays a substantive role in the reduction of glucagon in secretion. Some effects of tradjenta include instances of adverse reactions, which include nasopharyngitis especially for a patient such as Dr. Pepper who has renal impairment (Burant, 2008). This indeed calls for the use of an alternative treatment options. For effective treatment of diabetes by the use of tradjenta, is mostly exercising and good diet as indicated above. However, there are certain drugs that can be used mainly as inhibitors. These include meglitinides and

Emergency Management Assignment Example | Topics and Well Written Essays - 500 words

Emergency Management - Assignment Example The EOC will need sufficient communications systems to remain in contact with the PIO, and each should have a designated liaison. There should be only one spokesman for the government to reduce public confusion, and information needs to remain current and thorough. Line agencies will include the public utilities that need to restore power and energy, public works that need to clear debris and reduce hazards, and the highway department that assures the safety and operation of streets and roads. In addition, it may include the agencies responsible for ongoing search and rescue. Staff agencies will be responsible for planning the recovery, which may include restructuring the zoning laws or building codes. Development agencies may be necessary to fund and secure temporary housing and oversee relocation programs. In addition, it may include the agencies responsible for ongoing search and rescue. Staff agencies will be responsible for planning the recovery, which may include restructuring the zoning laws or building codes. Development agencies may be necessary to fund and secure temporary housing and oversee relocation programs. As the response phase moves into recovery, the first phase is used to reduce and eliminate hazards, restore critical infrastructure and services, and inspect public transportation and structures. During phase two, utilities are fully restored, and social and health services are put into place. Long-term housing needs are being met and economic considerations, such as low-interest loans, are beginning to be implemented. Phase three is the long-term recovery and includes the rebuilding of residential and commercial structures, as well as rebuilding and restoring roads, bridges, and transportation systems. The long-term phase also overlaps with planning that includes long term economic recovery, and the mitigation of future disasters. The functions of disaster recovery can be grouped into the major categories of restoring initial order and servi ces, damage assessment, rebuilding, and long term planning.

All human interaction Essay Example for Free

All human interaction Essay All human interaction is powerplay. How is powerplay represented in Antigone? Powerplay involves the complex struggle and manipulation for authority and dominance between opposing ideologies. Several diverse forms of powerplay through human interaction are experienced, however power is a tortuous process to attain and retain due to its tangible and allusive nature. Sophocles Antigone delves into this convoluted interplay of powers through investigating the relationship between political and personal power. Not only does Antigone explore the consequences when divine power is challenged, but also when state law and male authority are challenged. Thus the texts utilisation of powerplay through human interaction enhances its intricate nature. Antigones act of defiance to Creons edict is due to her belief that man-made laws are inferior to the unwritten laws of God, whereas Creon views that an enemy of state is not deserving of an honourable burial. This powerplay is primarily a conflict of point of view between Creon and Antigone arising directly from their differing values, perspectives and personalities. Creon, who values to establish his reign of power after an acrimonious battle between the two brothers vying for political control, depicts a politic and pragmatic attitude. He believes that he is restoring stability and peace to his kingdom by establishing such an inhumane law. He also reinforces his view to not give equal honour to good and bad which portrays Creon nature to reward the loyalty and punish the rebellion. Furthermore, Creon contends that he must appear to be a powerful and tenable leader of Thebes. He explains to Haemon that letting Antigone go with impunity for defying his laws would make him a traitor as stated in How if I tolerate a traitor at home, shall I rule those abroad? . This is ironic as Creon himself develops into a traitor since he refuses to comply with divine law. Antigone however values to abide higher law as she has the duty to the dead to bury them, keeping with divine law. She believes that as a sister, she has the duty to bury her family members regardless of the laws that are implemented against it. The citizens of Thebes create powerplay in support of her perception that divine law overrules Creons decree. For example, Haemon expresses that Antigones action is noble in Know how the people mourn this maiden doomed for noblest deeds to die the worst of deaths. Antigone moreover yearns for a noble death to compensate her history of misfortunes as she alliterates in The weird of Oedipus, a world of woes! . Her own initiative of a noble death is ironic as she is incapable of maintaining her composure and reveals her human frailties resulting in her suicidal. Through Creons and Antigones differing views on political power, their conflict of values and beliefs represents powerplay in the tragedy. Sophocles conveys in Antigone the inherently destructive nature to the wielders of power signifying that those who play with power will ultimately lose all power. Creon rules by trepidation in a despotic manner and also by pride in his power, which will not allow him to acquiesce resulting in dire consequences. He firmly believes that his actions are moral contradicting the divine laws of the gods who honour the dead. Teiresias points out that Creon commits an atrocious sin by condemning a living human being to death inside a grave, as he keeps a rotting boy in daylight. Creons actions against Antigone and Polyneices body demonstrate his attempts in inverting the order of nature, defying the gods through the assertion of his political power. Haemon challenges Creons parental power by confrontment on his rational decision of Antigones fate. He uses metaphoric language in See how the trees beside a stream in flood sae, if they yield to force, each spray unharmed, but by resisting perish root and branch, to compare Creons kingly authority to a tree representing how he governs his kingdom. Haemon advises that even though his decisions were for the good of the people, in the end his obstinate and unyielding nature towards Antigone will perish him. Creons ignorance to these confrontments is symbolic of his blindness to the catastrophic events he was creating, thus losing all power over controlling his fate. Antigone creates powerplay in her confrontation with Creon as she attempts to use her power to prevail over his male and kingly authorities. Her determination and courage derives from her belief that she did not commit a crime. She declares that the laws of the state are not binding as they have been laid down by a man and men are not infallible. Antigones statement is a direct challenge to male dominance and Creons political power, showing her critical involvement in the powerplay.

Transcendentalism in the Poems of Whitman Essay -- Biography Biographi

Transcendentalism in the Poems of Whitman      Ã‚  Ã‚   From looking at the titles of Walt Whitman's vast collection of poetry in Leaves of Grass one would be able to surmise that the great American poet wrote about many subjects -- expressing his ideas and thoughts about everything from religion to Abraham Lincoln. Quite the opposite is true, Walt Whitman wrote only about a single subject which was so powerful in the mind of the poet that it consumed him to the point that whatever he wrote echoed of that subject. The beliefs and tenets of transcendentalism were the subjects that caused Whitman to write and carried through not only in the wording and imagery of his poems, but also in the revolutionary way that he chose to write his poetry. The basic assumptions and premises of transcendentalism can be seen in all of Whitman's poems, and are evident in two short poetic masterpieces: "A Noiseless Patient Spider" and "When I Heard the Learn'd Astronomer."    In the belief of transcendentalism, the reliance on intuition, instead of rationalization, became the means for a union between an individual's soul and the soul of the world or the cosmos. Called the Oversoul by Emerson, this collective soul gathered the soul of a person upon a person's death. To understand the Oversoul, one had to first understand oneself and then look toward nature as expressions and instructions for the living of one's life (Boller 1-3). Through all of Whitman's collections of poetry, essays, and letters, he quested to find the meaning of life and to understand the Oversoul, which the great poet referred to as the "float."    In "A Noiseless Patient, Whitman presents a simple analogy that compares a lone spider searching for a hold to his soul as... ...au, Roger. The Transcendentalist Constant in American Literature. New York: New York UP, 1980. Boller, Paul. American Transcendentalism, 1830-1860: An Intellectual Inquiry. New York: Putnam, 1974. Eckley, Wilton. "Whitman's 'A Noiseless Patient Spider.'" The Explicator 22 (1963): 20. Emmanuel, Lenny. "Whitman's Fusion of Science and Poetry." Walt Whitman Review 17 (1971): 73-81. Lindfors, Berndt. "Whitman's 'When I Heard the Learn'd Astronomer.'" Walt Whitman Review 10 (1964): 19-21. Stedman, Edmund Clarence. "An Important American Critic Views Whitman." Critical Essays on Walt Whitman. Ed. James Woodress. Boston: G.K. Hall, 1983. 116-127. Whitman, Walt. "The Noiseless Patient Spider." Leaves of Grass. New York: Penguin, 1980. 347-348. Whitman, Walt. "When I Heard the Learn'd Astronomer." Leaves of Grass. New York: Penguin, 1980. 226-227.

Media is Responsible for the Rise of Criminal Cases Amongst Youngsters

Media is Responsible for the rise of criminal cases amongst youngters. Good afternoon respected judges, teachers and my fellow bosconians. I am going to speak for the motion. Increasing violence is becoming an inalienable problem attributed to every society. According to recent public opinion pools the crime rate is disquietingly growing and if something is not done soon, this phenomenon will become a real calamity. Escalating aggression, especially among the young generation is extremely harmful to the society as a whole.To the most common factors instigating teen violence belong undoubtedly to aggressive films and games, in a word, Media! The youngsters nowadays have completely different opportunities of organizing their free time. One of them, and probably the most popular, is TeleVision. The range and variety of TV programs is widespread and, according to the scientists, this is the media who is responsible for the increasing growth in crime.A few days back i just entered a room where two of my cousin were there one was 11years old and the other 7years and i heard them talking about wwe and even saw them copying the violent actions. This is what Media is growing in, Violence. The media can have a powerful influence on young, impressionable children. India, as a developing country, most of the families have started to own television sets and radios. Furthermore, many youth spend an inordinate amount of time consuming violent media and inappropriate music .Various studies â€Å"have found that YOUNGSTERS may become ‘immune’ to the horror of violence; gradually accept violence as a way to solve problems; imitate the violence they observe on television; and identify with certain characters, victims or victimizers† The media’s use of violence as a form of entertainment has had a negative effect on our society by desensitizing people, especially youngsters, in bringing out aggressive behavior, attitudes, and values.As the amount of prog rams through television, stereos, video games, and satellite dishes increase, media industries are competing for the loudest, most shocking idea to get the attention of the viewer. Throughout the years society has become more liberal. No longer are couples required to sleep in different beds on TV shows and the typical â€Å"clean, happy, family† often represented in shows throughout the 60s and 70s had been replaced with more racy, sexual themes to catch the viewers attention. Out of everyone present over i can say surely that most you watch â€Å"how i met your mother† .Does it not portray what i said right now. Violence and sex have become effective methods in promoting movies and television shows. Often these themes are used to the producer’s advantage as hooks before commercials, in avertisements, and in previews as a glimpse of something exciting that can be shown in a short period of time and interest the consumer. Action films have a high degree of fight s, killings, special effects, and explosions to keep the attention of an audience. Violence is big in many action movies because it is not culture-specific and requires less complexity .Today, violence is being used in media for thrill, which is likely to develop an urge to kill or hurt, in young minds. Those who have criminal instincts together with intelligence and need fast money can easily get inspired by such serials and movies with heavy dose of violence. Media just to gain publicity has started highlighting all the criminal cases and telecasting them. The youngsters facing problems in their lives and after repeatedly trying to overcome the problem but have not succeed yet have started to resort to all sorts of crime.It was just reported 2 days back that A youth allegedly raped a 15-year-old girl in Rajasthan's Alwar and uploaded a video clipping of the act on Facebook. When an asinine psychologically disturbed individual posts such a violent video on a popular social-website, there is a strong possibility that at least one of the viewers will be inspired by such a video, and will be tempted to imitate the act in the video, and this will lead to a crime! As media grows, the exposure to such violent stories has also increased, and it is believed, that such an exposure has inspired a number of people to act violently and commit crimes.Movies like don escalate violence in young minds because at the end the criminal is the hero. Young minds if suffering from problems may resort to such hideous actions. Media should promote the dignity of women instead of disgracing it.They are portraying them as a commodity which can be sold in the market. Media should give more importance to spread knowledge about useful stuff and contribute in shaping young minds and showing them the right path to follow . Media today is the satan in disguise , disillusioning young minds to the path of horror and hepling them achieve their aims and aspirations through negative ways.

History And Perspectives Of Cooperative Learning Education Essay

Three theoretical positions have guided research on co-op acquisition which is societal mutuality, cognitive-developmental, and behavioural. Social Interdependence Theory is the interaction with other people is indispensable for human endurance. In an instruction scene, societal mutuality refers to pupils ‘ attempts to accomplish, develop positive relationships, adjust psychologically, and show societal competency. The societal mutuality position of concerted acquisition presupposes that the manner societal mutuality is structured determines the manner individuals interact with each other. Furthermore, results are the effect of individuals ‘ interactions. Therefore, one of the concerted elements that have to be structured in the schoolroom is positive mutuality or cooperation. When this is done, cooperation consequences in promotive interaction as group members encourage and ease each other ‘s attempts to larn ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Social Interdependence Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: The manner in which societal mutuality is structured determines who persons interact with and determines results. Early on 1900s Kurt Koffka: Groups are dynamic wholes having member mutuality 1920-1940 Kurt Lewin: Mutuality among members, common ends 1940s-1970s Morton Deutsch: Positive, negative, and no end mutuality ( concerted, competitory, individualistic attempts ) ; two mediating variables ( trust & A ; struggle ) ; distributive justness sixtiess David and Roger Johnson: Impact of societal mutuality on accomplishment, relationships, psychological wellness and societal development, interceding variables ( positive mutuality, single answerability, promotive interaction, societal accomplishments, group processing ) seventiess Dean Tjosvold: Research in concern and industry scene Premises of societal mutuality theory: Concerted attempts are based on intrinsic motive generated by interpersonal factors in working together and joint aspirations to accomplish a important end Focus on relational constructs covering with what happens among persons The other one is the cognitive developmental position where it is grounded in the work of Jean Piaget and Lev Vygotsky. Piagetian positions suggest that when persons work together, sociocognitive struggle occurs and creates cognitive disequilibrium that stimulates perspective-taking ability and logical thinking. Vygotsky ‘s theories present cognition as a social merchandise ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Cognitive Development Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: When persons cooperate on the environment, sociocognitive struggle occurs, therefore making cognitive disequilibrium, which in bend stimulates perspective-taking ability and cognitive development. Subscribers: Piaget, Vygotsky, Kohlberg, Murray, contention theoreticians ( Johnsons & A ; Tjosvold ) , cognitive restructuring theoreticians Premises: Focus on what happens within a individual individual ( e.g. , disequilibrium, cognitive reorganisation ) Last, the behavioral-social position presupposes that cooperative attempts are fueled by extrinsic motive to accomplish group wagess ( academic and/or nonacademic ) ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Behavioral Learning Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: Actions followed by extrinsic wagess ( group eventualities ) are repeated. Subscribers: Skinner ( group eventualities ) ; Bandura ( imitation ) ; Homans, Thibaut & A ; Kelley ( balance of wagess and costs ) ; Mesch-Lew-Nevin ( specific application to cooperative acquisition ) Premises: Concerted attempts are powered by extrinsic motive to accomplish group wagess.DEFINITIONS OF COOPERATIVE LEARNINGConcerted Learning is a learning agreement that refers to little, heterogenous groups of pupils working together to accomplish a common end. Students work together to larn and are responsible for their teammates ‘ acquisition every bit good as their ain. Concerted acquisition is a successful instruction scheme in which little squads, each with pupils of different degrees of ability, utilize a assortment of larning activities to better their apprehension of a topic. Each member of a squad is responsible non merely for larning what is taught but besides for assisting teammates learn, therefore making an ambiance of accomplishment. Students work through the assignment until all group members successfully understand and complete it. In other words, Cooperative Learning besides is a relationship in a group of pupils that requires positive mutuality ( a sense of sink or swim together ) , single answerability ( each of us has to lend and larn ) , interpersonal accomplishments ( communicating, trust, leading, determination devising, and conflict declaration ) , face-to-face promotive interaction, and processing ( reflecting on how good the squad is working and how to work even better ) . Some definitions of concerted acquisition ( besides known as collaborative acquisition ) are the instructional usage of little groups so that pupils work together to maximise their ain and each other ‘s larning the rules and techniques for assisting pupils work together more efficaciously ( Jacobs, Power, & A ; Loh, 2002, p. 1 ) . The point is that concerted larning involves more than merely inquiring pupils to work together in groups. Alternatively, witting idea goes in to assisting pupils make the experience every bit succes sful as possible. There is a difference between merely holding pupils work in a group and structuring groups of pupils to work hand in glove. A group of pupils sitting at the same tabular array making their ain work, but free to speak with each other as they work, is non structured to be a concerted group, as there is no positive mutuality. Possibly it could be called individualistic acquisition with speaking. For this to be a concerted acquisition state of affairs, there needs to be an recognized common end on which the group is rewarded for its attempts. If a group of pupils has been assigned to make a study, but merely one pupil does all the work and the others go along for a free drive, it is non a concerted group. A concerted group has a sense of single answerability that means that all pupils need to cognize the stuff or enchantment good for the whole group to be successful. Puting pupils into groups does non needfully derive a concerted relationship, it has to be structured and managed by the i nstructor or professor. Concerted attempts consequence in participants endeavoring for common benefit so that all group members gain from each other ‘s attempts, acknowledge that all group members portion a common destiny and cognize that one ‘s public presentation is reciprocally caused by oneself and one ‘s squad members and besides experience proud and jointly observe when a group member is recognized for accomplishment.THE COOPERATIVE LEARNING MODEL – THE FIVE KEY ELEMENTSPositive MutualityThe first demand for an efficaciously structured concerted lesson is that pupils believe that they â€Å" sink or swim together. † Within concerted acquisition state of affairss, pupils have two duties which are learn the assigned stuff and guarantee that all members of the group learn the assigned stuff. The proficient term for that double duty is positive mutuality. Positive mutuality exists when pupils perceive that they are linked with group couples in such a manner that they can no n win unless their group couples do ( and frailty versa ) and/or that they must organize their attempts with the attempts of their group mates to finish a undertaking. Positive mutuality promotes a state of affairs in which pupils see that their work benefits group couples and their group couples ‘ work benefits them and work together in little groups to maximise the acquisition of all members by sharing their resources to supply common support and encouragement and to observe their joint success. When positive mutuality is clearly understood, it establishes that each group member ‘s attempts are required and indispensable for group success and each group member has a alone part to do to the joint attempt because of his or her resources and/or function and undertaking duties. There are a figure of ways of structuring positive mutuality within a larning group. Positive Goal Interdependence Students perceive that they can accomplish their acquisition ends if ‘ and merely if all the members of their group besides attain their ends. The group is united around a common end — a concrete ground for being. To guarantee that pupils believe they â€Å" sink or swim together † and care about how much each other learns, the instructor has to construction a clear group or common end, such as â€Å" learn the assigned stuff and do certain that all members of the group learn the assigned stuff. † The group end ever has to be a portion of the lesson. Positive Reward — Celebrate Interdependence Each group member receives the same wages when the group achieves its ends. To supplement end mutuality, instructors may wish to add joint wagess ( e.g. , if all members of the group score 90 % correct or better on the trial, each receives 5 fillip points ) . Sometimes instructors give pupils: 1 ) a group class for the overall production of their group, 2 ) an single class ensuing from trials, and 3 ) fillip points if all members of the group achieve the standard on trials. Regular jubilations of group attempts and success enhance the quality of cooperation. Positive Resource Interdependence Each group member has merely a part of the resources, information, or stuffs necessary for the undertaking to be completed ; the members ‘ resources have to be combined for the group to accomplish its ends. Teachers may wish to foreground the concerted relationships by giving pupils limited resources that must be shared ( one transcript of the job or undertaking per group ) or giving each pupil portion of the needed resources that the group must so suit together ( the Jigsaw process ) . Positive Role Mutuality Each member is assigned complementary and interrelated functions that specify duties that the group needs in order to finish the joint undertaking. Teachers create function mutuality among pupils when they assign them complementary functions such as reader, recording equipment, checker of apprehension, encourager of engagement, and elaborator of cognition. Such functions are critical to high-quality acquisition. The function of checker, for illustration, focuses on sporadically inquiring each group mate to explicate what is being learned. Rosenshine and Stevens ( 1986 ) reviewed a big organic structure of well-controlled research on learning effectivity at the pre-collegiate degree and found â€Å" look intoing for comprehension † to be one specific learning behaviour that was significantly associated with higher degrees of pupil acquisition and accomplishment. Although the instructor can non continually look into the apprehension of every pupil, the instructor can engineer su ch checking by holding pupils work in concerted groups and delegating one member the function of checker. There are other types of positive mutuality. Positive undertaking mutuality exists when a division of labour is created so that the actions of one group member have to be completed if the following member is to finish his or her duty. Positive individuality mutuality exists when a common individuality is established through a name or slogan. Outside menace mutuality exists when groups are placed in competition with each other. Fantasy mutuality exists when a undertaking is given that requires group members to conceive of that they are in a conjectural state of affairs.Face-to-Face Promotive Interactionâ€Å" In an industrial organisation, it ‘s the group attempt that counts. There ‘s truly no room for stars in an industrial organisation. You need gifted people, but they ca n't make it entirely. They have to hold aid. † ( John F. Donnelly, President, Donnelly Mirrors ) Positive mutuality consequences in promotive interaction. Promotive interaction may be defined as persons promoting and easing each other ‘s attempts to accomplish, complete undertakings, and bring forth in order to make the group ‘s ends. Although positive mutuality in and of itself may hold some consequence on results, it is the face-to-face promotive interaction among persons fostered by the positive inter-relationships, and psychological accommodation and societal competency. Promotive interaction is characterized by persons supplying each other with efficient and effectual aid and aid ; interchanging needful resources, such as information and stuffs, and treating information more expeditiously and efficaciously ; supplying each other with feedback in order to better their subsequent public presentation ; disputing each other ‘s decisions and concluding in order to advance higher quality determination devising and greater penetration into the jobs being consider ed ; recommending the effort of attempt to accomplish common ends ; act uponing each other ‘s attempts to accomplish the group ‘s ends ; moving in swearing and trusty ways ; being motivated to endeavor for common benefit ; and keeping a moderate degree of arousal characterized by low anxiousness and stress.AIndividual Accountability/Personal Responsibilityâ€Å" What kids can make together today, they can make entirely tomorrow. † ( Let Vygotsky, 1962 ) Among the early colonists of Massachusetts there was a expression, â€Å" If you do non work, you do non eat. † Everyone had to make their just portion of the work. The 3rd indispensable component of concerted acquisition is single answerability, which exists when the public presentation of single pupils is assessed, the consequences are given back to the person and the group, and the pupil is held responsible by group couples for lending his or her just portion to the group ‘s success. It is of import that the group-knows who needs more aid, support, and encouragement in finishing the assignment. It is besides of import that group members know they can non â€Å" hitchhike † on the work of others. When it is hard to place members ‘ parts, when members ‘ parts are excess, and when members are non responsible for the concluding group result, they may be seeking a free drive. This is called societal idleness. The intent of concerted acquisition groups is to do each member a stronger single in his or her ain right. Individual answerability is the key to guaranting that all group members are, in fact, strengthened by larning hand in glove. After take parting in a concerted lesson, group members should be better prepared to finish similar undertakings by themselves. To guarantee that each pupil is separately accountable to make his or her just portion of the group ‘s work, instructors need to measure how much attempt each member is lending to the group ‘s work, supply feedback to groups and single pupils, aid groups avoid excess attempts by members, and guarantee that every member is responsible for the concluding result. There are common ways to construction single answerability include: Keeping the size of the group little. The smaller the size of the group, the greater the single answerability may be. Giving an single trial to each pupil. Randomly analyzing pupils orally by naming on one pupil to show his or her group ‘s work to the instructor ( in the presence of the group ) or to the full category. Detecting each group and entering the frequence with which each member-contributes to the group ‘s work. Delegating one pupil in each group the function of checker. The checker asks other group members to explicate the logical thinking and rationale underlying group replies. Having pupils teach what they learned to person else. When all pupils do this, it is called coincident explaining. There is a form to classroom acquisition. First, pupils learn cognition, accomplishments, schemes, or processs in a concerted group. Second, pupils apply the cognition or execute the accomplishment, scheme, or procedure entirely to show their personal command of the stuff. Students learn it together and so execute it entirely.Interpersonal and Small-Group Skillsâ€Å" I will pay more for the ability to cover with people than any other ability under the Sun. † ( John D. Rockefeller ) The 4th indispensable component of concerted acquisition is the appropriate usage of interpersonal and small-group accomplishments. In order to organize attempts to accomplish common ends, pupils must acquire to cognize and swear each other, pass on accurately and unequivocally, accept and support each other, and decide struggle constructively. Puting socially unskilled pupils in a group and stating them to collaborate does non vouch that they have the ability to make so efficaciously. We are non born instinctively cognizing how to interact efficaciously with others. Interpersonal and small-group accomplishments do non as if by magic appear when they are needed. Students must be taught the societal accomplishments required for high quality coaction and be motivated to utilize them if concerted groups are to be productive. The whole field of group kineticss is based on the premiss that societal accomplishments are the cardinal to group productiveness. The more socially adept pupils are and the more attending instructors pay-to instruction and honoring the usage of societal accomplishments, the higher the accomplishment that can be expected within concerted larning groups. In the concerted accomplishments conditions, pupils were trained hebdomadal in four societal accomplishments and each member of a concerted group was given two fillip points toward the quiz class if all group members were observed by the instructor to show three out of four concerted accomplishments. The consequences indicated that the combination of positive mutuality, an academic eventuality for high public presentation by all group members, and a societal accomplishments eventuality promoted the highest accomplishment.Group Processingâ€Å" Take attention of each other. Share your energies with the group. No 1 must experience enti rely, cut off, for that is when you do non do it. † ( Willi Unsoeld, Renowned Mountain Climber ) The 5th indispensable component of concerted acquisition is group treating. Effective group work is influenced by whether or non groups reflect on how good they are working. A procedure is an identifiable sequence of events taking topographic point over clip, and procedure ends refer to the sequence of events instrumental in accomplishing outcome ends. Group processing may be defined as reflecting on a group session to depict what member actions were helpful and unhelpful, and do determinations about what actions to go on or alter. The intent of group processing is to clear up and better the effectivity of the members in lending to the collaborative attempts to accomplish the group ‘s ends. While the instructor consistently observes the concerted acquisition groups, he or she attains a â€Å" window † into what pupils do and make non understand as they explain to each other how to finish the assignment. Listening in on the pupils ‘ accounts provides valuable inform ation about bow good the pupils understand the instructions, the major constructs and schemes being learned, and the basic elements of concerted acquisition. There are two degrees of processing which are little group and whole category. In order to guarantee that small-group processing takes topographic point, instructors allocate some clip at the terminal of each category session for each concerted group to treat how effectively members worked together. Groups need to depict what member actions were helpful and non helpful in finishing the group ‘s work and do determinations about what behaviours to go on or alter. Some of the keys to successful small-group processing are leting sufficient clip for it to take topographic point, supplying a construction for processing, stressing positive feedback, doing the processing particular instead than general, keeping pupil engagement in processing, reminding pupils to utilize their concerted accomplishments while they process, and pass oning clear outlooks as to the intent of processing. In add-on to small-group processing, the instructor should sporadically prosecute in whole-class processing. When concerted acquisition groups are used, the instructor observes the groups, analyzes the jobs they have working together, and gives feedback to each group on how good they are working together. The instructor consistently moves from group to group and observes them at work. A formal observation sheet may be used to garner specific informations on each group. At the terminal of the category period the instructor can so carry on a whole-class processing session by sharing with the category the consequences of his or her observations. If each group has a equal perceiver, the consequences of their observations may be added together to acquire overall category information. An of import facet of both small-group and whole-class processing is group and category jubilations. It is experiencing successful, appreciated, and respected that physiques commitment to acquisition, enthusi asm about working in concerted groups, and a sense of self-efficacy in footings of subject-matter command and working hand in glove with schoolmates.Specific COOPERATIVE MODELSThe Jigsaw ModelDefined loosely, Jigsaw is a grouping scheme in which the members of the category are organized into â€Å" saber saw † groups. The pupils are so reorganized into â€Å" adept † groups incorporating one member from each saber saw group. The members of the expert group work together to larn the stuff or work out the job, so return to their â€Å" saber saw † groups to portion their acquisition. In this manner, the work of the expert groups is rapidly disseminated throughout the category, with each individual taking duty for sharing a piece of the mystifier.Jigsaw Groups:Group OneGroup TwoGroup ThreeGroup FourNucleus ( Kathy ) Nucleus ( Susan ) Nucleus ( Jose ) Nucleus ( Jim ) Mitochondria ( Jorge ) Mitochondria ( Randy ) Mitochondria ( Gail ) Mitochondria ( Tan ) Cell Wall ( Sara ) Cell Wall ( Andy ) Cell Wall ( Chris ) Cell Wall ( Julie ) Protoplasm ( Heather ) Protoplasm ( Jessenia ) Protoplasm ( Phu ) Protoplasm ( Karen )Adept Groups:Group OneGroup TwoGroup ThreeGroup FourNucleus ( Kathy ) Mitochondria ( Jorge ) Cell Wall ( Sara ) Protoplasm ( Heather ) Nucleus ( Susan ) Mitochondria ( Randy ) Cell Wall ( Andy ) Protoplasm ( Jessenia ) Nucleus ( Jose ) Mitochondria ( Gail ) Cell Wall ( Chris ) Protoplasm ( Phu ) Nucleus ( Jim ) Mitochondria ( Tan ) Cell Wall ( Julie ) Protoplasm ( Karen ) Jigsaw can be used for sharing different solutions to the same job or for spliting up research duties. For illustration, if the category is analyzing populating cells, one group of pupils learns about the karyon, another learns about the chondriosome, another learns about the cell wall, and so on. The groups are so reconfigured into saber saw groups ; the experts take bends learning their forte to their saber saw group so that each group learns about every subject. Jigsaw is an efficient manner for pupils to go engaged in their acquisition, learn a batch of material rapidly, portion information with other groups, minimise hearing clip, and be separately accountable for their acquisition. Since each group needs its members to make good in order for the whole group to make good, Jigsaw maximizes interaction and establishes an ambiance of cooperation and regard for other pupils. Teachers who listen in to the sharing of one of the saber saw groups can rapidly hear what each of the original groups has been making. Jigsaw II is an alternate scheme, developed by Robert Slavin ( 1990 ) . The procedure is as described above, with the exclusion that pupils in saber saw groups read the full assignment or all of the stuffs to get the information. Group members so take an single trial on the stuff, the consequences of which contribute to a squad mark. There a few stairss on how to implement the Jigsaw Model. First, split the twenty-four hours ‘s lesson into sections, and organize pupil groups. The groups should be diverse in footings of ability. Then, form impermanent expert groups in which pupils are assigned to the same section. Give pupils in these adept groups clip to discourse the chief points of their section and to practise the presentations they will do to their saber saw group. After that, convey the pupils into saber saw groups that are composed of one pupil from each expert group. Have each pupil present her or his section to the group. At the terminal of the session, you may give a quiz so that pupils are held accountable for larning all the stuff. The instructor ‘s function in the saber saw is to ease acquisition. When pupils are in adept groups, the instructor can back up pupils by promoting them to happen ways to set information they learned into their ain words, to associate the stuff to their ain lives, and to give illustrations that help them explicate the stuff to their group. Students should be encouraged to assist each other and to do certain everyone in their group understands the stuff and will be confident showing it to his or her group. If a pupil finds it hard to explicate his or her subject to the saber saw group, a instructor foremost might partner off that pupil with a spouse who will assist research and present the information to the saber saw group and so hold the brace travel together to the expert group and to the saber saw group. This will assist both pupils develop interpersonal accomplishments, communicating accomplishments, and collaborating. To ease this spouse coaching, have both pupils tell you if this is assisting them learn the stuff. Promote both pupils to do suggestions that would assist them larn more expeditiously. The Jigsaw scheme is cardinal to all sorts of work in little groups. Use it often to maximise answerability and interactivity. As pupils become accustomed to sharing their apprehension and thoughts with others, you will happen that they become more responsible scholars. Faced with the demand to joint their acquisition to others, they will get the hang the stuff at a deeper degree than they would otherwise. As you give pupils more and more complex stuffs to discourse, maestro, and present to their equals, you will be supplying them with chances to spread out their thought and apprehension. You can increase answerability by giving single pupils a quiz on the stuff after the saber saw sharing is complete. The scheme can be used in many different ways. Jigsaw can be used during an writer survey. Have each expert group read the books of an writer, and have each pupil present the writer to his or her saber saw group. For younger pupils, each little group can be given a different storybook to read. Students take bends reading parts of the narrative. Then they take bends reading the whole narrative aloud once more in their saber saw groups. Essaies or studies can be divided into subdivisions, and adept groups can research together and so convey their cognition to their saber saw groups to compose the essay or study. Students can be asked to review the same piece of composing in little groups and so portion and compare their reviews in the saber saw group. Give pupils the same multi-step job to work on in little groups ( for illustration, gauge the figure of supermarkets in the United States. Then reorganise pupils into saber saw groups and have them portion and discourse each original group ‘s solution. Chapters or articles can be divided and studied by pupil groups and so shared. Small groups can be asked to develop a solution to the same job ; solutions so can be shared and discussed in saber saw groups. Small groups can carry on the same experiment and so portion and comparison consequences with a saber saw group. Ask little groups to go experts in peculiar spheres and so hold them portion their sphere cognition with the saber saw group.Think, Pair, Share ModelThe think, brace, portion scheme is a concerted acquisition technique that encourages single engagement and is applicable across all class degrees and category sizes. Students think through inquiries utilizing three distinguishable stairss: Think: Students think independently about the inquiry that has been posed, organizing thoughts of their ain. Pair: Students are grouped in braces to discourse their ideas. This measure allows pupils to joint their thoughts and to see those of others. Share: Student braces portion their thoughts with a larger group, such as the whole category. Often, pupils are more comfy showing thoughts to a group with the support of a spouse. In add-on, pupils ‘ thoughts have become more refined through this three-step procedure. Students need many chances to speak in a linguistically rich environment. Research workers have found that pupils ‘ acquisition is enhanced when they have many chances to lucubrate on thoughts through talk. The think, brace, portion scheme increases the sorts of personal communications that are necessary for pupils to internally treat, form, and retain thoughts. In sharing their thoughts, pupils take ownership of their acquisition and negotiate significances instead than rely entirely on the instructor ‘s authorization. Extra benefits of utilizing the think, brace, portion scheme include the positive alterations in pupils ‘ self-pride that occur when they listen to one another and regard others ‘ thoughts. Students have the chance to larn higher-level believing accomplishments from their equals, gain the excess clip or motivating they may necessitate, and addition assurance when describing thoughts to the whole category. In add-on, the â€Å" brace † measure of the scheme ensures that no pupil is left out of the treatment. Even a pupil who is uncomfortable discoursing his or her thoughts with the whole category still has an audience in this measure. Finally, while the scheme may look to be time-consuming, it makes schoolroom treatments more productive, as pupils have already had an chance to believe about their thoughts before immersing into whole-class conversations. The think, brace, portion scheme is ideal for instructors and pupils who are new to collaborative acquisition. It can be used in a assortment of contexts. However, to be effectual, pupils must see a inquiry or issue. It could be a complex inquiry, such as, â€Å" What do you believe were the cardinal issues that led to World War I? † It could be a more straightforward petition, such as, â€Å" Make a form that could be described as ‘a, B, a, B. ‘ † As pupils consider the inquiry or issue, they should deduce some benefit from believing about it further with spouses, such as when there are multiple right replies to a inquiry. For case, in the old illustration, pupils could supply many illustrations of â€Å" a, B, a, B † forms and seeing multiple replies will reenforce this construct. On the other manus, supplying pupils with inquiries that have merely one right response, such as, â€Å" What is 5 + 2? † shortly becomes boring to pupils, as there is non much to portion with spouses or the whole category. The â€Å" think † measure may necessitate pupils simply to be quiet for a few minutes and chew over their ideas about the inquiry. They may compose some ideas in response to the inquiry. Some instructors find it helpful to put a clip bound for the â€Å" think † and â€Å" brace † stairss of the scheme. If you choose to make this, be certain to give pupils an thought of how much clip they will hold. Remember to let sufficient clip during the â€Å" brace † measure to let both pupils to speak about their ideas. In the â€Å" portion † measure of the scheme, pupils can portion their thoughts in several ways. One manner is to hold all pupils stand, and after each pupil responds, he or she sits down, as does any pupil with a similar response. This continues until everyone is seated. Another manner is to travel rapidly through the category, holding pupils respond rapidly, one after the other, or to hold a category ballot. Responses can be recorded on an overhead projector or on a in writing organiser for future treatments. Another fluctuation is to halt after the â€Å" brace † measure, and have pupils write their thoughts. Collect pupils ‘ responses and measure any jobs in understanding. This scheme frequently stretches pupils ‘ believing simply by its execution. Some pupils consider it a challenge to joint their ideas to another individual. However, one time pupils become comfy with this facet, there are ways to spread out the scheme ‘s range. One manner to be certain that pupils have chances is to partner off with a assortment of spouses. Pairing pupils who sit closest to each other is convenient but does n't supply the same rational or societal challenge as suiting the acquisition and treatment manners of a assortment of schoolmates. Another method for changing the scheme is to let two â€Å" brace † stairss before continuing to â€Å" portion. † Students can either take part in two back-to-back couplings or can partner off with one pupil and so the first brace can be grouped with another brace to discourse their ideas before fall ining a whole-class treatment. This double-pair method is peculiarly helpful if you have a really big category or are covering with an particularly complex inquiry. The think, brace, portion scheme can be used to heighten treatments about specific characters in books. For case, a group that is reading The Great Gilly Hopkins by Katherine Paterson might be asked to believe, brace, portion in response to the inquiries, â€Å" Would you be able to be friends with Gilly? Why or why non? † The think, brace, portion scheme can assist pupils larn about the authorship procedure. Students who are asked to take a subject of their ain to compose approximately frequently become stuck. Teachers can do this procedure easier by inquiring early in the twelvemonth, â€Å" Where make narrative thoughts come from? † As pupils think about the inquiry and discourse their thoughts with a spouse, they normally come up with a long and valuable list of thoughts that can take them through an full twelvemonth ‘s worth of authorship. The think, brace, portion scheme works good when there are multiple right replies to a given job. This makes the scheme perfect for inquiries that involve appraisal, forms, logic, and so on. This scheme can besides be used when pupils are make up one's minding how to near a job instead than when they are settling on a specific reply to one. Social surveies content provides many chances to implement this scheme, particularly when presenting new subjects. Use the think, brace, portion scheme by inquiring a inquiry such as, â€Å" What do you already know about the Revolutionary War? † As pupils grapple with ethical subjects, you might inquire inquiries such as, â€Å" Would you hold agreed to be a ‘stop ‘ on the Underground Railroad? Why or why non? † As pupils are carry oning experiments, the think, brace, portion scheme can be a manner for them to organize hypotheses or to discourse their readings of a given experiment. For case, before an experiment on dens eness, pupils might be asked to utilize the think, brace, portion scheme when make up one's minding which of a given set of points will drift when placed in a bath of H2O.Numbered Heads TogetherNumbered Heads Together is a concerted acquisition scheme that holds each pupil accountable for larning the stuff. Students are placed in groups and each individual is given a figure ( from one to the maximal figure in each group ) . The instructor poses a inquiry and pupils â€Å" set their caputs together † to calculate out the reply. The instructor calls a specific figure to react as interpreter for the group. By holding pupils work together in a group, this scheme ensures that each member knows the reply to jobs or inquiries asked by the instructor. Because no 1 knows which figure will be called, all squad members must be prepared. This concerted acquisition scheme promotes treatment and both single and group answerability. This scheme is good for reexamining and incorporating capable affair. Students with particular demands frequently benefit when this scheme is used. After direct direction of the stuff, the group supports each member and provides chances for pattern, dry run, and treatment of content stuff. Group larning methods encourage pupils to take greater duty for their ain acquisition and to larn from one another, every bit good as from the teacher. There are several stairss on how to implement the Numbered Head Together Model. First of all, split the pupils into groups of four and give each one a figure from one to four. Then present a inquiry or a job to the category. Have pupils gather to believe about the inquiry and to do certain everyone in their group understands and can give an reply. Ask the inquiry and name out a figure indiscriminately. Finally the pupils with that figure raise their custodies, and when called on, the pupil replies for his or her squad. This is a flexible scheme that can be used at a assortment of degrees. The instructor may get down with factual information inquiries, and as pupils become more familiar with the scheme, inquire inquiries that require analysis or synthesis of information. Student groups can be given statements such as, â€Å" School uniforms help to maintain pupils focused on faculty members. † Students ‘ undertaking is to come to consensus on whether they agree or disagree, giving an account of their logical thinking. After the pupils respond, have the other groups agree or disagree with the reply by demoing hitchhike up or hitchhike down, and so explicate their logical thinking. Or, if the reply needs clarifying, inquire another pupil to spread out on the reply. This scheme can be used when comprehension inquiries have been posed to groups, and pupils can work together to happen the replies. For illustration, when reading a narrative, pupils can be given the undertaking of analysing one of the characters. They can be asked inquiries such as, â€Å" Which character traits are stated straight, and which are implied by the writer? † and â€Å" What information do you acquire from the character ‘s address and actions? † On the other manus, pupils can measure the quality of a piece of composing utilizing a rubric. Have pupils review the authorship as a group and assign tonss as a group. Ask them to react with their tonss and principle utilizing the numbered caputs together scheme. Furthermore, numbered caputs together can be used when work outing math jobs. Ask inquiries such as â€Å" What are the facts in this job? † â€Å" Which scheme would be most appropriate? † and â€Å" What solution did your group hold on? † This scheme besides can be used after reading a chapter in a text, or after stuff has been presented. Ask clear uping inquiries about the text and have pupils find and discuss the replies. When groups are ready, reexamine the replies utilizing this scheme. Otherwise, this scheme can be used in readying for a trial or quiz. Allow clip for pupils to analyze together in their groups and possibly make inquiries that might be on the trial or quiz. Using the numbered caputs together scheme, inquire inquiries about the stuff that will be on the trial or quiz.THE EFFECTIVE USE OF COOPERATIVE LEARNINGThe effectual usage of concerted acquisition in the schoolroom is frequently built upon a four-step procedure. There are four elements ne ed to be considered as the initial start to plan and implement concerted acquisition into the instruction modus operandis. The first component is presentation of content. In Lesson Methodologies, I talked about the ways in which you can show information to your pupils. These instructional activities must be done prior to any concerted acquisition activity. Concerted acquisition is non a self-instruction theoretical account, but instead a manner for pupils to â€Å" mess around † with antecedently presented stuff. In short, concerted acquisition comes after you ‘ve taught something to your pupils. The 2nd component is teamwork where this is the clip after the new stuff been taught and when pupils are engaged in a concerted acquisition activity. The concerted acquisition scheme ( Jigsaw, Think-pair-share, Numbered caputs ) is selected and explained to the full category. Students are divided into assorted squads and provided sufficient clip to finish their assigned responsibilities. The 3rd component that should be considered is single appraisal. In concerted acquisition, the aim is non the production of a individual set of right replies for the full group but instead the development and sweetening of each member ‘s accomplishment. Although members of the squad work together to get the hang information, each single member must be assessed in relation to her or his command of the content. In short, everybody is tested in line with her or his achievement potency. The last component is team acknowledgment. It is most appropriate to acknowledge and observe the attempts of the squad as a whole. It is every bit of import to observe the attempts of the squad to help single members in larning a specific organic structure of cognition. These ceremonials can be either public or private. Teachers have rewarded squads with an excess deferral, a â€Å" prep base on balls, † a bite, a certification or award, or some other appropriate wages. In many instances, the wages can be every bit simple as a schoolroom cheer or drawn-out series of high fives.

Women in moviess essays

Women in moviess essays Women in Movies Since the 1940s, movies have predominately portrayed women as sex symbols. Beginning in the 1940s and continuing though the 1980s, women did not have major roles in movies. When they did have a leading role the women was either pretreated as unintelligent and beautiful, or as conniving and beautiful: But she was always beautiful. Before the 1990s, men alone, wrote and directed all the movies, and the movies were written for men. In comparison, movies of the 90s are not only written and directed by women, but leading roles are also held by older and unattractive women. In this paper I will show the variations and growth of womens roles in movies from the 1940s though the 1990s. In the 1940s women did not have predominate roles in movies. In the few movies that were based around women, the womans character was written by a man, and the woman was portrayed as a sex symbol. In the movie Double Indemnity, a woman named Phillis is plotting to have her husband killed because she wants to collect his life insurance and be freed from an unhappy marriage. She uses her sexuality and good looks to convince Walter Neff to help her in her scheme. In this movie, Phillis is a beautiful, sexy, conniving killer. In the end, however, because she does not have the heart to kill her husband, the audience is supposed to redeem her conniving image. In the 1940s movie Gilda, the women has two different stereotypes. The first stereotype is a beautiful sex goddess. She is so beautiful that any man would love to be with her. The second stereotype parterres her as a scorned women. After a past relationship with a man named Johnny has left her angry, she reacts by trying to make him jealous by having affairs with other men. Through out the movie Gilda marries Johnny s boss and then cheats on him a few times. Even though Gilda does all of this by the end of the movie Johnny fo...