The Patriot Act Essay Example | Topics and Well Written Essays - 1000 words

The Patriot Act - Essay Example As the discussion declares the Patriot Act is potentially capable of doing much good than harm if timely and adequate amendments are made in the controversial, meaningless and potentially harmful provisions of the Patriot Act. This research stresses that with the world rapidly transmuting into a global village, diversity is on the rise, more than ever in human history and with it has popped up problem of intolerance of each other’s values, beliefs and principles. When this lack of tolerance augments at an alarming pace, bigger social and cultural issues erupt paving way for greater and deadly consequences. One such consequence was the September 11 incident that completely shook people up, due to mass destruction that it caused and thus compelled both the public sector and the private sector to re-evaluate the nation’s homeland security systems and the potential threats to the same. On the same account, the government of the United States of America the SAFETY Act â€Å"as part of the Homeland Security Act to encourage potential manufacturers or sellers of anti-terrorism technologies (ATTs) to develop and sell technologies that could reduce the risk or mitigate the effects of large-scale terr orist events by limiting legal liabilities that might otherwise be faced by such developers and sellers for injuries and losses sustained in an act of terrorism†. This SAFETY Act however, has caused much turmoil and debate among social strata thereby creating two distinct sides to the Patriot Act, one of the proponents while the other of the opponents.

Can You Motivate The Unmotivated A case study of male university

Can You Motivate The Unmotivated A of male university students in Saudi Arabia - Case Study Example Students in Saudi Arabia are faced with a lot of problems studying in a language other than their first language (L1). This phenomenon has introduced the rule of ‘No Arabic Speaking’ in the Saudi Arabia where students are prohibited from the use of L1 in everyday classroom activities, as the teachers and proponents of this rule believe that the active use of L1 may inhibit the proper and quick learning of L2. This leads to poor motivation in those students and difficulties in learning and acquiring the second language in its true spirit. So the question tends to be whether the restricted use of L1 assists in or inhibits the proper acquisition and learning of the second language, in short if it is an asset or a liability. This paper sheds some light on the motivation theories and their application with respect to the problem in discussion, and tries to review the monolingual practices in order to help such students in developing positive attitudes towards the target langu age, so that they can be highly motivated to acquire L2 in its true meaning thereby enabling them to lay a firm foundation for speaking and writing in L2. In order to evaluate the issue under consideration, we will first look at the recent research works and studies about L2 motivation as a second language (in a foreign environment) or foreign language (in a native English-speaking country). For the analysis of the problem I have selected a few articles, journals, and other related literary documents to accumulate knowledge and to establish well-grounded theoretical context and conceptual framework for the paper. So this paper can also serve as a comprehensive summary of the relevant studies which comprise, for example Cle ´ment & Gardner, 2001;... Hence, instead of restating what has already been very well described in the articles and journals selected for the anthology, I have tried to evaluate the answers to the question under study from various standpoints, highlighting their importance and trying to establish the connections with other approaches to the problem. In trying to understand the acquisition of L2 as a language we need to see it not just as a subject, but as a deeply social and cultural event; and that’s what makes language learning different from other academic subjects. The elements of language learning as a subject include the understanding of lexical terms, vocabulary and grammatical rules; whereas it is also socially bound requiring the language learner to integrate several elements of the culture of the second language (Gardner, 1979 and Williams, 1994). L2 motivation researchers have widely supported this approach, which has led to the inclusion of social and cultural dimension in the language lear ning and studies. This has also introduced the concepts of multiculturalism, language globalization, power relations between different cultures and social groups in the study of L2 motivation. This, in fact, also explains why it was the social psychologists who first initiated the researches into L2 motivation. The first comprehensive study of L2 motivated was initiated by Robert Gardner and Wallace Lambert in 1972. They viewed language learning as a means of reconciling differences between different cultures and social groups. According to them, for intercultural communication and association to take place, â€Å"motivation† to learn the language of others is the primary driving

Spelling Errors With Grade Nine Students English Language Essay

Spelling Errors With Grade Nine Students English Language Essay The main goal of this study was to go beyond the general awareness that spelling is a problem for Grade 9 at Abdel Rahman Aldhakhel School students. Its purpose is to identify more specifically the kinds of spelling difficulties they have. In addition, the purpose of the study was to determine the most common types of spelling errors made by those students who were in the ninth grades. In addition, the purpose of the study is to determine the main difficulties that face students in spelling. Also, It attempted to determine the causes of the spelling errors with those students and how could we solve them. This study was limited to data obtained from a spelling test given to students in Abdel- Rahman Aldakhel School C2. There were 45 ninth grade students. They were all male students. Their ages were between 15 to 17 years old. The data were collected from questionnaires given to different teachers. They were six males and four females. The result was that most students committed at least one error in this test. The types of errors committed by the largest number of learners were omission, insertions, and substitution. Also, the most type of difficulty for students was silent letters. It was a problem for 38 students of 45 (84.4%). Also, way of writing sound /z/ and ways of writing sound /s/ were a problem for them. Most of teachers agreed that the spelling errors might affect the students learning process. The researcher tried to find the best strategies that teachers and parents can follow to improve their childrens spelling. Also, He mentioned the best activities that teachers can use in classes to reduce spelling errors with those learners. Also, the researcher focused on spelling errors in order to find out the common spelling errors and the best strategies to overcome them. Introduction English as a second language is an easy language to start learning, because it is related to our language Arabic. That means English and Arabic share some elements. Sometimes the same word (how to say it) like Alcohol. However, you will face some difficulties when you learn it. English is different from Arabic in the way of writing the letters and the way of pronouncing. Many students make more mistakes in spelling. That maybe because the spelling of word may not show the exact pronunciation (way of saying) of it. This is because English words come from many different sources. In addition, sometimes the word is too long to keep it or it is similar to another word. Therefore, that, some students mix them. Spelling errors are the most common type of mistake in the written work of English learners. Spelling is a particular problem because of the differences in the writing systems of Arabic and English. In addition, it is because in English the relationship between sounds and writing are not regular. The researcher focused on spelling errors in order to find out the common spelling errors and the best strategies to overcome them. Statement of the problem The students in grade nine at Abdel Rahman Aldakhel School face difficulty in spelling. They make many mistakes in their writings. They committed many mistakes in their exams and in their homework therefore that will affect their learning process. When they write a paragraph or an essay, they feel worry of those spelling mistakes. So, the researcher did this research to find the best ways to overcome those spelling errors and to know the best strategies that teachers and parents can follow to reduce spelling errors with those learners. Significant This research is very important for many reasons. First, it will determine the different types of spelling errors. Also, it will determine the different kinds of errors. Third, it will help both students and teachers to overcome those spelling errors in the future. In addition, it will help the teacher to choose the best ways to teach spelling for students. Term of Definitions 1- Transfer refers to the effect of native language on the learning of second language. 2- Overgeneralization is common process in native language and second language in which the students extend the use of a grammatical rule of linguistic item beyond its accepted uses. 3- A communication strategy means to express meanings using the words and grammar. Addition is the addition of unnecessary letters to a word. 2- Omission is the omission of a letter or letters from a word. 3- Substitution is the substitution of a letter or letters for the correct letters. 4- Inversion is the arranging of the correct letters in the wrong order in a word. 5- Miscellaneous is spelling which in no way resemble the word. Review of literature Spelling defined as the learners ability to write words correctly from memory. Effective writing depends on effective spelling. Understanding learners spelling difficulties can help teachers support the development of learners writing. Good spelling is a goal to the students in his writing. The student who cannot spell has a very difficult time in converting his ideas to others. His thoughts are broken by inability to spell words. The misspelled words will take the mind of the reader away from the meaning of the message. So, spelling is necessary for communication. Errors made by second language learners are classified into two groups, interlingual and interlingual errors. First, Interlingual errors are those that result from language transfer and caused by the learners native language. Some researchers hypothesized that errors in the second language are caused by the interference of the students native language. Such errors reflect the students inability to separate native language and second language. Other researchers pointed out that students errors in second language are caused by several things. These include transfer, overgeneralization and communication strategies. Transfer refers to the effect of native language on the learning of second language. In transfer, some patterns are borrowed from native language. In Overgeneralization, patterns may be extended from second language by analogy. Overgeneralization is common process in native language and second language in which the students extend the use of a grammatical rule of linguistic i tem beyond its accepted uses, generally by making words or structures follow a more regular pattern. A communication strategy means to express meanings using the words and grammar, which are already known. Intralingual errors are those, which result from faulty learning of second language, rather than from language transfer. Phenix (2001) believes that spelling difficulties with learners can be divided into two groups. First, linguistic, which are related to the nature of the language. Second, personal, which are related to the different stages of development learners go through. Phenix (2001) describes these stages as follows: First, pre-phonetic, learners use a mixture of pictures, signs, shapes and letters. Second, semi-phonetic, learners use letter names to represent the sounds. Third, phonetic stage, learners use known sounds to write words and they become aware of word boundaries and leave spaces between words. Fourth, visual learners use most letters correctly, if not in the right order; they use vowels in every syllable. Fifth, mature which means that learners use a full range of strategies to spell words and they are able to make analogies from known spelling patterns; they are able to recognize incorrect spellings. There are many studies done on spelling errors and the different kinds of errors and different types of difficulties. Snowball did a study on spelling errors and the main kinds of spelling errors. She listed six different kinds of spelling errors. She said that it is not enough to know that the students have misspelled words but she finds it useful to analyze the different types of error students are making and then provide relevance teaching based on that knowledge. She listed some common types of spelling errors based on his study and the best strategies to help them overcome them. The First kind is spelling by sound only like photo, foto. The second kind is not hearing sounds in words like, library, library. Third, confusing about homophones like tow, too, to. Fourth, shaky grasp of suffix and prefix rules like stopt, stopped. Fifth, lack of attention to the order of letters in words like, brid, bird. Finally, knowing to spell, but not to caring like, for some students, the proble m is not a lack of spelling skill but confusion about the importance of spelling correctly. Teachers should be careful when dealing with those kinds of errors. She listed some strategies that teachers can follow for overall correction. First, teachers should ask them what ideas they are using when they spell. Then, he should use their answers as a starting point to clear up confusion. Second, when analyzing or correcting spelling mistakes, they should keep in mind the appropriate expectations for the age and experience of the writer. Third, they should be sure to point out the many good strategies that they observe in students spelling. Then, they should encourage their students by using phrases like these, I like the way you try unknown words, I see that you know how to spell many high-frequency words, I see that you are learning how to use common spelling patterns and I notice that you care about your audience and so you have proofread your writing. (Snowball, 1997) There are four types of spelling errors that learners of English commonly make. These are omissions and it means leaving letters out, substitutions, which means replacing letters with incorrect ones, transpositions, which means reversing the position of letters, and additions /insertion, which means including extra letters.( clements, 1971) It is very important to teach students the best strategies to learn words and to check spelling of words they have written. Teachers and parents are alike need to incorporate teaching strategies for learning words and strategies for teaching spelling into all curricula. Sarah Malburg (2009) mentioned some strategies that can parents do to improve their children spelling as the following: Parents can help in teaching spelling to their children. They should sit with their children at home for a fixed amount of time in order to teach or learn spellings of words. In addition, they can put the common words on different items at home. Children will look at the word daily and they will try to establish the relationship of words and their use in daily life. In addition, they can use hide and seek technique for teaching word spellings to their children. They can make the child look at the word, say the word, hide the word with one hand behind the back, then have them write and say the word and then check it. Parents can close the eyes of their children with their hands; tell them to visualize a picture of the word in their heads. They can tell the child to trace the letters in the air with eyes closed. Then, they tell the child to open their eyes and write t he word on the paper. In addition, they can tell the child to check the spelling with the word in the book. They also can teach children about group words. Parents should encourage children to make associations of words with similar patterns e.g. other, brother, mother etc. There are some strategies that can teachers do to improve their students spelling as the following. The teacher should teach spelling strategies in the classroom. While teaching, the teacher should say the word slowly and students should listen carefully. Then he should write the word clearly, syllable-by-syllable on the blackboard. Then, he should write the similar sounding words on the blackboard e.g. bead, dead, read, bread etc. The teacher should teach students about listening to the order of sounds in a word. In addition, he should teach students about the derivations of different words from the base word e.g. sign, signal, resign etc. this will help children in the formation of new words by adding prefixes and suffixes. Teacher should teach dictionary skills to his students. He should explain alphabetical order and use different word endings under the base word e.g. bank, banking etc. Ù†¦Ãƒâ„¢Ã¢â‚¬   ØلكØ ªÃƒËœÃƒËœÃ‚ ¨ There are six common ways that can teacher follow in teaching spelling for learners and they are called Six Research- Based Techniques. First, careful word selection, you cannot pain a picture without the pain, and you cannot teach spelling without words. So, teachers should be careful when choosing words and they should agree that the words are suitable for their students. Second, using a pretest-study-posttest format, administrating a pretest is an efficient way to individualize spelling. In the pretest, each writer in classroom quickly and easily demonstrates whether or not he or she knows the words or patterns in the weeks unit of study. Third, use a self-correction technique, follow self-correction technique like, Find a partner and take the test, ask your partner to read your words and tell you if there are any words he does not know (how to say). Then, say the words for him, write the word on a piece of paper. when you complete your list, witch roles Fourth, teach children How to study unknown words. A system technique for learning the correct spelling of words is by using a combination of auditory, visual, kinesthetic and tactile procedures. You have to follow look, say, write technique. Fifth, use spelling Games: using games in teaching students is a useful way because to attract the students attention. Many students like games and it will be an affective way to teach them by using games. Sixth is word sorting like, using pocket chart. Methodology In order to know the common spelling errors and their causes, the researcher chooses spelling errors as a topic of my research. Then, he started to collect the information from different sources. First, he observed his classes (Grade 9/4 and 9/1) at Abdel-Rahman Al-Dakhel School. The participants were 45 boys. The learners were aged 15-17. The boys were in two classes of 23 and 22. He observed the students while they were writing in class, their writing in the exams and he found some spelling mistakes. In addition, he took four workbooks. Then, he searched about the spelling errors in their writing in their workbooks. Next, he analyzed the results. I searched in the internet about some information that helped me in analyzing the results. In addition, I interviewed some teachers at Abdel-Rahman Al-Dakhel School. I asked them about the common spelling errors and the reasons that make students spell wrong. Finally, I wrote the report. Data were collected through spelling tests administered to these learners. Also, data were collected through interviewing some English teachers. I choose 10 words. The learners in each class were given a copy of their ten words to study the day before the test. This figure shows that most of the teachers agree with that spelling errors may affect students learning process. In addition, some of them said that they agree with that spelling errors affect students learning. Some teachers dont agree with this point. They said that it does not affect students learning. This figure shows that some teachers were agree with that reading stories or books help students to limit spelling errors. However, some of them were not agree at all with this point. They said that students cannot limit spelling errors by reading stories and books only. They have to follow a plan to solve this problem and there are some steps they can follow to reduce spelling errors. This figure shows that all the teacher were agree with that teaching way plays a major role to improve students spelling. So, the teachers should focus more in their teaching ways to reduce spelling errors with students or to improve spelling with those students. This figure shows that most teachers were agree with this point. They said that improving students spelling helps them to improve their language. Most teachers arguer with this point and they said that it is not enough to teach them the phonetics to reduce spelling errors or to improve their spelling. There are some ways that they have to follow to improve their spelling. Most students committed at least one error in this test. The types of errors committed by the largest number of learners were omission, insertions, and substitution, while errors of transposition were present in the work of smaller proportions of learners. Some students did well in the test and they were seven students. Substitution was the most types of errors that students fell in with 84.4%. In addition, Omission was one of the most types of errors with 84.4%. Some students committed two mistakes in one word, (omission and substitution), like bul instead of pull. So, as the researches approved that substitution and omission are the most common type of errors that Arab learners make. This figure shows that the most type of difficulty for students was silent letters. It was a problem for 38 students of 45 (84.4%). Most of them wrote nock instead of knock because they spell words by sounds only. In addition, way of writing sound /z/ and ways of writing sound /s/ were a big problem for them. Some students wrote z instead of s like noz. There are other mistakes done by those students like writing b instead of p and that problem because they are not hearing sounds in words. The number of the students who did not make any errors and they did not have difficulties were 15.5% only. Discussion: Through these tables, the researcher noticed that the students faces difficulty in spelling and that of course will affect the learning process. He tried to know the reasons and how can a teacher help students to solve their problems. He think that the reasons are first, the way of teaching because most teachers dont care about spelling and they care only about speaking, so the students can read the word but they cant spell it. The second reason that some students when they learn any new word, they do not try to spell it and they dont practice to write or use it. The third reason is that most students dont read English magazines, books or newspapers which are important to know the words and the spelling of them. The Fourth reason is that most students cant differentiate between the C and S, C and K. The fifth reason is that most students writes what they hear like writing Z instead of s. The last reason that most words in English have silent syllables like light, know, bought, listenà ¢Ã¢â€š ¬Ã‚ ¦act. Recommendations for students: Students should follow a plan to solve this problem. Students should use the unit list of words to study the words carefully. Students should read books and magazines. Students should practice writing the difficult words at home many times in order to remember the words correctly. Students should listen to the words carefully and try to differentiate between different sounds of letters. Students students Recommendations for teachers: Teachers should Recommendations for curriculum designers: CONCLUSION The research showed that some students faced problems in learning second language. They are facing problem in spelling more than verbal skills. The researcher showed the common spelling errors and how the teacher can solve them to improve students. In my opinion, there should be a special class that focuses on reading and writing for improving spelling skills. That will make the teachers care more about spelling. We recommend that Education College should provide teachers with training courses in developing strategies to improve spelling skills. In conclusion, learning language requires many inputs.

Women †Giving Life to the World and the Gods :: Philosophy Essays

Women – Giving Life to the World and the Gods Artemis, Ishtar, Aphrodite, Isis, Anahit, Astarte, and Minerva were all names attributed to the Great Goddess at the temple-city of Ephesus. It was in this city in the year AD 431 that a council of the Christian church was held to determine and make law on the subject of the Mother of the Christ, Mary. During the five centuries since Christianity’s birth the matter as to whether Mary’s conception had literally been of God remained unsettled. Some believed that it was indeed a virgin birth while others held that Christ was a normally conceived child who had become "endowed by God upon baptism in the river Jordan" (Campbell 60). In the year AD 431 in the Near East in the city of Ephesus, greatest of the Great Goddess’s temple-cities, Mary the mother of Jesus Christ was lawfully acknowledged to have been literally impregnated by God. It was then that she was formally proclaimed Theokotos, or God-Bearer (Campbell 60). The concept of the Virgin Birth is not isolated to this one explicit utterance made in Ephesus. It permeates every mythology and religion known to man. In Teutonic myth all of the Valkyries and Heroes were children of the gods in the mortal strain. In Greek and Roman mythology the figure of Zeus (or Jupiter) sired several children by mortals, with Perseus and Hercules being two of his more illustrious sons. In fact, virgin birth was so common that the British usurper Vortigern (of the Authurian mythos), in an attempt to make his troublesome collapsing tower remain standing, was advised by his astrologers to find a child " born without a mortal father" with whose blood he could bathe his tower’s cornerstone. So Vortigern sent messengers throughout the land to find one, as though such children were in abundance. They returned with Merlin, who was indeed the son of no mortal father (Bulfinch 389). In the Bible, too, we can find other instances of virgin births (or facsimiles thereof). Isaac was the son of Abraham’s wife, Sarah, who was far past the age of child- bearing (Genesis 17:16- 19, 18:9- 15, 21:1- 2). The famous Samson was the son of Manoah’s unnamed wife who had never before given birth to a child (Judges 13). The most curious of these, though, is the reference to Emmanuel: "Behold, a virgin shall be with child, and shall bring forth a son, and they shall call his name Emmanuel, which being interpreted is, God with us" (Matthew 1:23). Women – Giving Life to the World and the Gods :: Philosophy Essays Women – Giving Life to the World and the Gods Artemis, Ishtar, Aphrodite, Isis, Anahit, Astarte, and Minerva were all names attributed to the Great Goddess at the temple-city of Ephesus. It was in this city in the year AD 431 that a council of the Christian church was held to determine and make law on the subject of the Mother of the Christ, Mary. During the five centuries since Christianity’s birth the matter as to whether Mary’s conception had literally been of God remained unsettled. Some believed that it was indeed a virgin birth while others held that Christ was a normally conceived child who had become "endowed by God upon baptism in the river Jordan" (Campbell 60). In the year AD 431 in the Near East in the city of Ephesus, greatest of the Great Goddess’s temple-cities, Mary the mother of Jesus Christ was lawfully acknowledged to have been literally impregnated by God. It was then that she was formally proclaimed Theokotos, or God-Bearer (Campbell 60). The concept of the Virgin Birth is not isolated to this one explicit utterance made in Ephesus. It permeates every mythology and religion known to man. In Teutonic myth all of the Valkyries and Heroes were children of the gods in the mortal strain. In Greek and Roman mythology the figure of Zeus (or Jupiter) sired several children by mortals, with Perseus and Hercules being two of his more illustrious sons. In fact, virgin birth was so common that the British usurper Vortigern (of the Authurian mythos), in an attempt to make his troublesome collapsing tower remain standing, was advised by his astrologers to find a child " born without a mortal father" with whose blood he could bathe his tower’s cornerstone. So Vortigern sent messengers throughout the land to find one, as though such children were in abundance. They returned with Merlin, who was indeed the son of no mortal father (Bulfinch 389). In the Bible, too, we can find other instances of virgin births (or facsimiles thereof). Isaac was the son of Abraham’s wife, Sarah, who was far past the age of child- bearing (Genesis 17:16- 19, 18:9- 15, 21:1- 2). The famous Samson was the son of Manoah’s unnamed wife who had never before given birth to a child (Judges 13). The most curious of these, though, is the reference to Emmanuel: "Behold, a virgin shall be with child, and shall bring forth a son, and they shall call his name Emmanuel, which being interpreted is, God with us" (Matthew 1:23).

Great Gatsby and Hamlet comparision Essay

Throughout both books GG and H, there are several discrepancies between appearances vs. reality. It appears that everyone is full of deception and ulterior motives. Tom, Daisy and Gatsby all appear innocent and happy from an outsider’s perspective but when given a closer look the imperfections shine bright†¦. Hamlet is based aroundcharacters that play their roles behind the veil of duplicity. Everything appears to be true and accurate, but in reality it’s vice-versa. Three of the main characters that hid behind the mask are Hamlet, King Claudius, and Polonius. From behind this mask, their appearance is genuine and sincere, whereas in reality, they’re plagued with lies. They often appear to be only one way whilst they really are something entirely different. By viewing the controversies going on in Denmark, it is justifiable to state that there is truly something rotten in the state of Denmark. BP#1 Polonius and Tom -P appears loyal; reality sly and selfish. P appears to care about his family when in reality he is only concerned of how his kid’s actions reflect back on him. Right before Laertes leave for France P â€Å"Neither a borrower nor a lender be: For loan oft loses both itself and friend; And borrowing dulls the edge of husbandry.†This is typically fatherly advice, but later it is realized that P doesn’t trust L when he sends someone to spy on him. P actions may seem genuine but later they prove no more than P worried about his son’s reflection upon himself. -Like P, T appears to be a loyal man especially to his family, when in reality he is extremely disloyal to D. â€Å"Tom’s got some woman in NY†. Tom is not happy w his marriage as he feels the need to cheat. At the dinner table, D quickly brings up how she has a bruised finger and is in pain â€Å"That’s what I get for marrying a brute of a man, a great big hulking-â€Å". T has told D not to call him â€Å"hulking†, her defiance to her husband shows how unhappy she is w their marriage. Both P and T appear to be loyal from an outsider’s perspective but in reality they both portray selflessness and carelessness towards their families. BP#2 Claudius and Daisy -Claudius appears innocent, upset about his brother’s death and concerned for Hamlets well being. Claudius in reality is multi-faced and his ambition is to aquire the crown by killing his brother and marries his sister in law.  Claudius fears that H is going to discover what he has done and come after him. He investigates H madness by saying he is worries about H. â€Å"Whose whisper o’er the world’s diameter, as levels as the cannon to his blank transports his poisoned shot, may miss our name and hit the woundless air. Oh come away! My soul is full of discord and dismay†. D appears innocent and happy w her life; reality is she is married T because of status and is therefore unhappy. Even though she is unhappy w her marriage it is clear that status means a lot to her, especially when she is with Gatsby and he is showing her all his expensive items â€Å"It makes me sad because I have never seen such nice shirts before†. Daisy also says â€Å"Of love, of money, of unquestionable practicality† it was practical for her to marry T but this quote also suggests that T bought her. Both C and D married to achieve a higher status and for the betterment of themselves. They both achieved higher status and by doing this prove that they married out of greed than love. BP#3 Gatsby and Hamlet G appears rich, well educated (G believes that a man’s education is what categorizes the lower class from the upper class) and innocent; reality became rich through illegal means; bootlegging, is not educated and desperately wants D. â€Å"I’ll tell you Gods truth†¦I am the son of some wealthy people in the middle-west† as a result his family background is an ex. Of the false appearance G portrays. He mourns so deeply regarding the death of his father and his mother’s remarriage with his uncle that he appears insane, yet in reality he takes the advantage of his insanity to avenge his father’s wrongful killing. Another reason is, his love for Ophelia. He is deeply hurt due to the ignorance of Ophelia that he uses it to advantage, by showing hate towards her, in order to make others think that his madness is due to his rejected love. He uses his madness to manipulate and deceive the other characters, while in reality he is carrying out his master plan. He plays his role extremely well by showing his madness that he is able to convince Polonius that it’s all due to his rejected love, Ophelia. â€Å"He knew me not at first; he said I as a fishmonger: he is far gone, far gone: and truly in my youth I suffered much extremity for love; very near this.† –P is reporting to C that H is insane Both H and G are tragic heroes. Hamlets flaw being his procrastination and Gatsby’s flaw is his belief that you can  relive the past. Both characters are blinded by the thing they want most and the obsession with it fuels their actions causing both characters to take it so far that they end up hurting themselves and others around them in their recklessness.

An Analysis of Writing Techniques in the Achievement of Desire Essay

This essay is elegantly written with well-chosen words. Besides that, Richard Rodriguez’s adept skills in depicting the author’s complicated yet conflicting mental activities through various literary devices is also the shinning point of this piece of work. In the essay, the author mainly used several techniques such as flashbacks, comparisons and contrasts, definition, quotation, and satire to enhance the readability and entertainment of its content, which cater to most readers’ tastes and could lead them to further and in-depth thinking and reflection. Before analyzing the Rodriguez’s skills to shape and present his idea, a briefing on the essay is necessary. Rodriguez, the author, devoted most of his time to gaining knowledge. He saw schooling as the best way to get rid of his embarrassed status as an immigrant Mexican and to escape from being a poor educated person as his parents. However, after reading hundreds and thousands of classics, he found himself becoming a â€Å"scholarship boy†, otherwise pedant or book worm, overweighed with knowledge but do not have his own views on things. In other word, the whole learning process of him is mimicking and memorizing other’s words. He did not realize this until he wrote a dissertation on Renaissance Literature. He became bored of ceaseless learning and grew nostalgic and missed the family intimacy and consolations. But what irony is that in his efforts to return his family life, he found that it was education that enabled him aware of his status quo and gave him another chance to cherish the forthcoming life. Now, after gaining a rough idea of the essay, we could turn to his first writing technique-flashback. Most stories began with such a written pattern, which could leave the readers in suspense and give them a lingering aftertaste. This is also true of Rodriguez’s work. In the opening of the essay, the author appeared as the guest speaker to give a lecture on the mystery of the sounds of words to the ghetto students. No one was really interested in his speech except a girl whose eagerness to learn and ways of taking note reminded the author of his school days. In order to propel the readers to move on, he uses such a sentence â€Å"It is myself (as a boy) I see as she faces me now (a man in my thirties)†. How could an adult see his youth in a girl’s eyes? A question like that will occur to most readers’ mind, and as a result they would read on with the intention to unravel it. This sentence also plays play the role of linking the preceding and the following passage, because in the second paragraph the author began with words like â€Å"the boy†. The following paragraph all dwelled on in a sequential narration matter. Apart from leading the reader to run along the plots, the main intention Rodriguez employs flashback is to introduce the main question, which is also the clue running through the whole essay, â€Å"How did I manage my success? †. By putting forward the question, the whole work has a pivot on which the reader could gain a better understanding of Rodriguez’s strange behaviors and complicated emotions in the rest content. The sharp and stark comparisons and contrasts between classroom and home, family life and school life, teachers and parents are also prevailing in Rodriguez’s writing. In Rodriguez’s eyes, home is a place one could feel the intense pleasure of intimacy and consolations while classroom is a place relatively reclusive and lonely, but the latter is more favorable when one is ready to embark on a road to knowledge. School life is dull and attentive while family life (concerning the author’s situation, the working class may be more pertinent) is an adult life full of trivial and petty things related to mundane life, such as Rodriguez’s description of his mother’s ironing and father’s habitual self-talks. Teachers, as Rodriguez sees it, they are the idols who could guide him in the process of searching for more knowledge. We can see this in his narration that even as a fourth grade students, he asked his teacher for booklists and librarians even reserve books for him. Parents, however, are poor educated who speak English with Mexican accent, making Rodriguez rather shameful in the grammar school graduation ceremony when the nun condescended to speak to them. These three comparisons and contrasts could be concluded as the conflicts between study and family. The author, with the eagerness to read more and the ambition to become elite, he chose the former. All these may render a strong sense of sympathy in the readers. They may be sorry and even curse the education which brings the author into such a tragic situation. Some readers, who have an intense interest in unrelenting pursuit of knowledge, might awaken to the reality that they are also leading a tragic life just like the author. Consequently, the illuminations people obtained from this essay may even change their way of life. Definition could also be spotted in this essay. The key term, scholarship boy coined by the author, has multiple levels of meanings. Definitions like â€Å"the scholarship boy must move between environments, his home and the classroom, which are at cultural extremes, opposed†, â€Å". . . The scholarship boy does not straddle, cannot reconcile, the two great opposing cultures of his life. †, â€Å"the scholarship boy makes only too apparent his profound lack of self-confidence. †, â€Å"The scholarship boy is a very bad student. He is the great mimic; a collector of thoughts, not a thinker. † and so on so forth. Any reader, who follows closely with the author’s flow of thoughts, could readily identify the scholarship boy he referred in distain and shame is himself. We could also draw such a conclusion from the last paragraph â€Å"I was a scholarship boy at the time†¦Ã¢â‚¬  So why does Rodriguez define it so frequently with different interpretations? What’s his purpose? In my view, Rodriguez in doing so is just want to highlight his regrets of distancing himself from family life and his shame of being a machine learning by mimicking and memorizing without originality. Like a person who committed some bad deeds, he would keep bubbling and muttering to show his regrets and sorrows. This would also give a sharp impression on the readers, making them reflect on the purpose of education and their own ways of learning. Quotations are scattered in this essay, most of them are from The Use of Literary Written by Richard Hoggart. For instance, in order to explain a scholarship boy’s nostalgic feeling at the end of his education he cited a paragraph from Richard Hoggart’ book, â€Å"The nostalgia is the stronger and the more ambiguous because he is really â€Å"in quest of his own absconded self yet scared to find it. He both wants to go back and yet thinks he has gone beyond his class, feels himself weighted with knowledge of his own and their situation, which hereafter forbids him the simpler pleasures of his father and mother. . . .† The contradicting moods are vividly presented in these words, which also makes the readers easier to grasp Rodriguez’s painful and conflicting emotions. He wants to go back to the family life and enjoys the intimacy but his desire for knowledge prevented him from doing that, which resembles a girl who is longing for a piece of candy but her decayed tooth deprives this enjoyment. So the author must be very helpless and painful during this process. Satire is also another main technique the author used to better present his idea. The repeat definition of scholarship boy is a satire, people’s constant inquiry of the secret of his success and his unexpected answer (I couldn’t forget that schooling was changing me and separating me from the life I enjoyed before becoming a student. ). The biggest satire of this work is that the author found that the education made him distant himself from his parents while it again offered him chance to care for them. What an irony it is! These ironies add an entertaining yet painful effect to the essay and the readers, driving them to think deep. To sum up, all these writing technique do bring the readers forward and hold their attention, but the unique experience of the author is the trump card of this essay’s success.

Descriptive Essay on a Piece of Art

Descriptive Essay on a Piece of Art Descriptive Essay on a Piece of Art Very few paintings today are as popular as Leonardo da Vinci’s Mona Lisa. There may be very many painters today, some of whom may be more skilled than Leonardo; however, there is yet to be a painter who can express facial features on a piece of art as Leonardo did. For instance, Mona Lisa’s smile has been a subject of much debate, given the many articles that have been written to try and describe this smile. Leonardo’s other work of art, christened the Lady with Ermine, also presents facial features in an outstanding manner. An examination of the Mona Lisa in the present day reveals that the painting has indeed had better days. The original color of the painting appears faded and is almost gone and this is perhaps the reason why the original painting has been repainted at least three times. The painting does not appear to be clean and this can be observed in the greenish glaze on the painting. The repainting of the painting and the greenish glaze makes the painting somewhat different from what Leonardo originally painted. In a bid to understand the Mona Lisa, artists have continued to question the identity of Mona Lisa. The Mona Lisa has so far been associated with more than 10 different women and some professionals have even stated that she may have been a lover of Leonardo. Some artists have even proposed that the painting depicts a boy and not necessarily a woman as it so obviously appears to be. Some of the interesting descriptions of the painting are that it is Leonardo’s mother, Catherina, his daughter, or even his son. Some artists have even recently described the painting as a self-portrait. Despite its age and the confusion over who is depicted in the painting, the Mona Lisa is still regarded as one of the most popular paintings in the world of today. The painting has indeed stood the test of time and has been written about and reproduced more than any other painting in the world. The famous painting is currently being exhibited in the Louvre museum, Paris, in a temperature and humidity controlled box that has been embedded in concrete. The museum protects the painting using two sheets of bulletproof glass that have been triple laminated. Even with this high level of care and security accorded to the painting, the museum has placed a couple of guards next to the painting whose main job is to control the flow of the crowd. Given the high level of protection and care granted to the Mona Lisa painting, it is accurate to state that the authentic Mona Lisa is difficult to see. This is especially so because of the huge crowd of tourists who gather in front of this painting every day when the museum is open as well as the numerous flashes from the cameras of the tourists. More than nine million tourists flock the museum on an annual basis just to get a glimpse of the famous painting. Tips on writing a descriptive essay on a Piece of Art: Writing descriptive essays is like writing narrative essays, in the sense that both paint a picture for the reader to imagine. Therefore, you have to show your readers through words what you want to describe, not just tell about it. What you should tell the readers is what you are going to describe in your essay in the introductory paragraph, so that they are not confused. You can buy Art essay written from scratch by academic experts at custom essay writing service. Just fill in the order form with all paper details.

Learn More About Conjugations for the Italian Verb Sposarsi

Learn More About Conjugations for the Italian Verb Sposarsi sposarsi: to get married; go well together; match Regular  first-conjugation Italian verbReciprocal verb  (requires a  reflexive pronoun) INDICATIVE/INDICATIVO Presente io mi sposo tu ti sposi lui, lei, Lei si sposa noi ci sposiamo voi vi sposate loro, Loro si sposano Imperfetto io mi sposavo tu ti sposavi lui, lei, Lei si sposava noi ci sposavamo voi vi sposavate loro, Loro si sposavano Passato remoto io mi sposai tu ti sposasti lui, lei, Lei si spos noi ci sposammo voi vi sposaste loro, Loro si sposarono Futuro semplice io mi sposer tu ti sposerai lui, lei, Lei si sposer noi ci sposeremo voi vi sposerete loro, Loro si sposeranno Passato prossimo io mi sono sposato/a tu ti sei sposato/a lui, lei, Lei si sposato/a noi ci siamo sposati/e voi vi siete sposati/e loro, Loro si sono sposati/e Trapassato prossimo io mi ero sposato/a tu ti eri sposato/a lui, lei, Lei si era sposato/a noi ci eravamo sposati/e voi vi eravate sposati/e loro, Loro si erano sposati/e Trapassato remoto io mi fui sposato/a tu ti fosti sposato/a lui, lei, Lei si fu sposato/a noi ci fummo sposati/e voi vi foste sposati/e loro, Loro si furono sposati/e Future anteriore io mi sar sposato/a tu ti sarai sposato/a lui, lei, Lei si sar sposato/a noi ci saremo sposati/e voi vi sarete sposati/e loro, Loro si saranno sposati/e SUBJUNCTIVE/CONGIUNTIVO Presente io mi sposi tu ti sposi lui, lei, Lei si sposi noi ci sposiamo voi vi sposiate loro, Loro si sposino Imperfetto io mi sposassi tu ti sposassi lui, lei, Lei si sposasse noi ci sposassimo voi vi sposaste loro, Loro si sposassero Passato io mi sia sposato/a tu ti sia sposato/a lui, lei, Lei si sia sposato/a noi ci siamo sposati/e voi vi siate sposati/e loro, Loro si siano sposati/e Trapassato io mi fossi sposato/a tu ti fossi sposato/a lui, lei, Lei si fosse sposato/a noi ci fossimo sposati/e voi vi foste sposati/e loro, Loro si fossero sposati/e CONDITIONAL/CONDIZIONALE Presente io mi sposerei tu ti sposeresti lui, lei, Lei si sposerebbe noi ci sposeremmo voi vi sposereste loro, Loro si sposerebbero Passato io mi sarei sposato/a tu ti saresti sposato/a lui, lei, Lei si sarebbe sposato/a noi ci saremmo sposati/e voi vi sareste sposati/e loro, Loro si sarebbero sposati/e IMPERATIVE/IMPERATIVO Presente - ​ sposatisi sposisposiamocisposatevisi sposino INFINITIVE/INFINITO Presente: sposarsi Passato: essersi sposato PARTICIPLE/PARTICIPIO Presente: sposantesi Passato: sposatosi GERUND/GERUNDIO Presente: sposandosi Passato: essendosi sposato 1001 Italian Verbs:  A  |  B  |  C  |  D  |  E  |  F  |  G  | H |  I  | JK |  L  |  M  |  N  |  O  |  P  |  Q  |  R  |  S  |  T  |  U  |  V  | W | X | Y |  Z

3 Tips for Writing a Stellar Why Boston University Essay

3 Tips for Writing a Stellar Why Boston University Essay SAT / ACT Prep Online Guides and Tips If you’re applying to Boston University, you’ll need to respond to the Why Boston University essay prompt as part of your application. The Why BU essay is a required element of your application and a great way to show the BU admissions committee why Boston University is the right fit for you and vice versa. In this article, we’ll break down the Why Boston University essay prompt, give you ideas for what to talk about, and offer tips for writing an essay that will wow the admissions committee. The Why Boston University Essay Prompt The Why BU essay prompt is short and simple: What about being a student at Boston University most excites you? (250 words) See? Easy! In your Why BU essay, you have 250 words to show the admissions committee why you love Boston University and why you are a great fit for the school. While 250 words is enough space to express yourself clearly, you’ll want to be concise and clear in your messaging to communicate effectively and garner a strong reaction from your essay readers. What Is the Purpose of the Why BU Essay? Many schools require a â€Å"Why this school† essay. Why? Because colleges want to see that you really want to attend their school. Students who love their school are more likely to be active and happy students and later, active and happy alumni. Your essay should show the admissions committee that you really love Boston University, which will make them feel more confident that you’ll be a great addition to the campus. If your essay is generic or nonspecific to Boston University, the admissions committee will worry that you’re not invested in attending. They may even think that you don’t care about getting into Boston University, which could cause them to pass over your application in favor of another student’s who really wants to attend. Basically, Boston University wants to make sure you know and value what they offer, and they also want to assess how you’ll take advantage of the many opportunities on BU’s campus to further your academic and professional career. What Should I Write About in My Why BU Essay? So what should you write about in your Why BU essay? You should identify concrete reasons why BU is your dream school. Here are three ideas for topics. #1: A Specific Course or Professor You'd Like to Study With One of the ways to demonstrate your excitement for attending BU is by highlighting a specific course you’d like to take or professor you’d like to study with. Universities don’t share their course schedule or their professors, so the offerings at BU are unique to BU. If you highlight a specific class, it shows why you’re interested in taking advantage of BU’s academics. You should have a concrete reason for wanting to take this class or study with this professor. Tie your interest to your long-term professional goals so that the admissions committee sees how attending BU will help you invest in your future. If you go the professor route, make sure you highlight why this professor is so special to you. Is he or she a leader in his field? Have they done interesting research lately? Are they known for teaching in a unique way? Whatever the reason, make sure it’s strong - you don’t want to feel like you’re inventing something. #2: An Interaction You Had With a Current or Former Student Talking about BU with a current or former student shows your passion for the university and highlights that you’ve taken the initiative to learn more. Students are able to speak to the vibe on campus, as well as why Boston University is a great place to spend four years. Name-dropping a current or former student will show that you really believe Boston University is the right school for you. When you’re recounting your conversation, remember that your reasons don’t have to be particularly highbrow or impressive. You can talk about how you were excited to learn about the intramural kickball teams, for instance. Just pick specific reasons that your conversation resonated with you. #3: A Program You’re Excited About Participating In Boston University has a number of unique programs, including their Honors College, Film/Television department, and Engineering programs. If you want to participate in a specific program, you can talk about that in this essay. Be sure to highlight specific features of the program that are important to you, whether that’s getting to do experiential learning in the Honors College or taking part in BU’s television channel. Whatever the program, make sure you highlight a few specific features and explain why they’re important. Tips for Writing an Amazing Why Boston University Essay You want your Why Boston University essay to be as strong as possible. Here are some tips to make that happen. #1: Be Authentic The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you thinkBU wants you to be. #2: Be BU-Specific Nothing about your Why BU essay should be generic or impersonal. The more specific you can be when answering this prompt, the better. Don’t say Boston University has great academics, caring professors, and an interesting student body. The admissions offers don’t need you to tell them that. Similarly, don't talk about why you want to go to school in Boston. There are hundreds of colleges in Boston - you need to highlight why this specific school is the right one for you. Everything you write about in your Why Boston University essay should be specific to Boston University - from the names of the professors and the courses to the feeling you had while visiting the campus. The more authentic you are, the more your passion for BU will stand out. Do your research, so you’re able to give specifics. #3: Submit Your Best Work Your Boston University essay should be edited and proofread, free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your â€Å"Why Boston University† essay, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. In Summary The Why Boston University essay is your place to demonstrate your passion for BU and why you hope to attend. You should include: Specific examples of why BU is the right school for you Authentic statements about your interest in BU You should not include: Examples that can apply to any university, not just BU Anything that indicates you’re not that interested in attending BU What’s Next? Need help mastering the other essays for Boston University? We have an article that breaks down all of the essays you need to apply for BU. Haven’t started your Common Application yet? No problem! We’ve got you covered with tips and tricks to make your application stand out from the crowd. Are you worried about standardized tests and their role in your college application? Read this article to find out when these tests might not matter for you.Also take a look at this list of colleges that don't require SAT scores. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Economics Essay Example | Topics and Well Written Essays - 2500 words - 6

Economics - Essay Example Next it delineates the strategic choices at the disposal of corporate entities in the process of planning and policy making. The study also focuses on the strategic significance of the changes that have taken place in the corporate environment over the years since the times of such catchy phrases like Schumacher’s â€Å"small is beautiful†. According to the lead article in the Economist on the 29th of August 2009 big corporate entities are coming in to vogue again because they have discovered a master strategy to survive in the all too important strategic competitive environment. By extension environmental factors play a very significant role on the corporate strategy and policy making environment. The extent to which such environmental factors play a role in determining the directional thrust of the corporate strategy of the big business corporation concerning competition and corporate social responsibility (CSR) can be known through an analysis of the theoretical approaches recommended by modern management gurus. This paper would adopt the five principle environmental factors suggested by Pearce & Robinson (2002). The authors suggest a theoretical framework of five significant environmental factors in order to enable leaders and managers of corporate entities to understand the nature and the extent of the impact that environmental factors have on business organizations. Above all according to the authors big businesses are more and more affected by them. Customers are very important for the business organization in determining its corporate strategy. For example customers can either make or break a business organization on the basis of demand. The emerging big corporate entity depends on customers’ perceptive behavior to such an extent that the former has very little freedom in deciding the corporate strategy and production policy in any other possible way. The purchasing power of the modern customer is unlimited

Construction of Poverty Essay Example | Topics and Well Written Essays - 2000 words

Construction of Poverty - Essay Example It is irrefutable that countries have not been totally successful in the alleviation of poverty. During 2001, The World Bank reports that one-third of the world population or less than three billion people live on less than $2 a day. What is also notable is a huge income inequality in the world as the three richest people in the world are seen to have more wealth than all 600 million people thriving in the world's poorest nations. It is also reported that 50, 000 people die each day due to poverty related causes (Millennium Campaign n.d.). These, together with a lot of empirical evidences show how the world thrives in poverty. There are a lot of factors which are directly linked with poverty. In fact, there is a continuous debate on the underlying causes of poverty making it a politicized issue. Some critics argue that poverty ensues from personal choices or preferences while the other end associates poverty with factors beyond a person's choice. The last view poverty as "the result of many systemic factors" like the lack of opportunity which, is traced to the lack of education which, in turn, is due to the lack of government intervention and provision (Poverty 2006). This report will look at the causes of poverty, specifically how poverty is constructed or heightened by factors beyond personal choices and preferences. This paper will focus on how different organizations, both public and private contribute to poverty. Institutions to be looked at are the International Monetary Fund, World Bank, World Trade Organizations, and multinational corporations. This report will conclude with its findings. World Bank and International Monetary Fund (IMF) Both the World Bank and IMF are agencies which aspire to alleviate global poverty. The mission of World Bank (2006) reads "Our mission is to help developing countries and their people reach the goals by working with our partners to alleviate poverty. To do that we concentrate on building the climate for investment, jobs and sustainable growth, so that economies will grow, and by investing in and empowering poor people to participate in development." On the other hand, IMF (2006) claims that it "provides low-income countries with policy advice, technical assistance, and financial support" and that "low-income countries receive more than half of the technical assistance provided by the Fund, and financial support is extended at low interest rates and over relatively long time horizons." However, critics argue that these two institutions through their various policies cause poverty in many developing nations. These organizations have also been criticized as they promote poor countries' dependency on richer nations. This section will briefly examine the policies of these agencies which are seen to heighten, instead of alleviate, poverty. The IMF and World Bank's primary program in reducing poverty is the extension of financial assistance to impoverished nations. However, this financial aid is coupled with "neoliberal"2 ideology or agenda which is a prerequisite for the fund. Examples of these conditions are "cutbacks" or "liberalization" of the economy, opening markets for trade, minimization of government intervention, privatization which causes the reduced protection of domestic industries, currency devaluation, mounts in interest rates, "flexibility" of the labor market, elimination

The Importance of Proper Body Mechanics for Nurses Research Paper

The Importance of Proper Body Mechanics for Nurses - Research Paper Example 1).† In fulfilling their role and performing the services expected of them, which often involve patient handling maneuvers such as repositioning, lifting and transferring patients, nurses often sustain a spectrum of occupational injuries (The American Nurses Association (ANA), 2011). These occupational injuries amongst health care professionals are fairly common and are a cause of great concern not only for the individuals suffering from these injuries but also for the health care system as a whole, since these problems have significant economic implications in the form of work loss, compensations and recruitment and retention issues (Menzel, Hughes, Waters, Shores, & Nelson, 2007). This paper throws light on the different occupational injuries that are common amongst health care professionals due to manual patient handling and discusses their implications for the nurses and the health care system. Moreover, the main focus of this paper is on the importance of the use of proper body mechanics as a measure for the prevention of the aforementioned occupational injuries in order to reduce the incidence of these injuries and of the potential adverse outcomes that can occur as a result of these injuries. The scope of the problem: Manual patient handling is an essential component of the services that nurses perform and there is virtually no patient care specialty which does not require these services. This means that nurses are always at a risk of sustaining musculoskeletal work-related injuries, be they employed in any patient care specialty (Menzel, Hughes, Waters, Shores, & Nelson, 2007). Moreover, with the increasing prevalence of obesity in the society, the risk to health care professionals is even more due to the greater amount of weight being handled, because a greater proportion of the patients presenting to them are now overweight or obese (Menzel, Hughes, Waters, Shores, & Nelson, 2007). These work-related injuries have several implications both for t he nurses and other health care professionals but also for the health care system as a whole since they are not only a cause of significant morbidity for individuals suffering from them, but also pose an economic burden since they incur losses in the form of time off from work, burnout and recruitment and retention (Menzel, Hughes, Waters, Shores, & Nelson, 2007). It has been seen that each year, about 40-50% of nurses report having work-related back pain, making them rank the highest amongst all health care professional suffering from work-related injuries (Edlich, Winters, Hudson, Britt, & Long, 2004). Nurses have been found to have a 35-80% lifetime prevalence of back pain occurring as a result of the nature of their job which often requires manual patient handling (Edlich, Winters, Hudson, Britt, & Long, 2004) and approximately 12% of the nurses have been found to quit their jobs and give up their profession due to back injuries (Gropelli & Corle, 2010). Moreover, according to a report issued by the Bureau of Labor Statistics RN’s rank the 6th amongst professionals at risk of occupational injuries (The American Nurses Association (ANA), 2011). On the other hand, from an economic perspective the magnitude of the burden that this problem of occupational injuries posed on the health care system can be gauged from the fact that nursing personnel have been found t

Technological Awareness of Teachers Essay Example | Topics and Well Written Essays - 2000 words

Technological Awareness of Teachers - Essay Example Because technology provides animation and different kinds of presentation using media materials, and these helps our students to absorb information by just watching and listening. Essentially, educational technology helps to improve the overall efficiency of the teaching-learning process. It is noted that a microteaching session can be real and convincing since it issues videotape recording as evaluative medium and should be learned by our mentors. As educators became much more aware of their responsibility to deliver the best quality education to students, they have begun to recognize the need to be aware of educational technology. The perception when educational technology was first heard is a negative one but it appears that to many people it has served to inhibit the introduction of better educational technology and its use in improving the delivery with higher quality learning outcomes.2 The new technologies are radically changing the nature and configuration of adult education. With computer information, educators are no longer the primary source of factual information. Changes are therefore occurring in the methods and content of instruction, both supplementing and changing the relationship between the teacher and the learner. Still, the new technologies have freed many individuals to enjoy their leisure and to work at home in a distraction-free environment. And in the future, most educational services are foreseen to be delivered electronically by teleconferencing, cable and satellite television, computer networks and other means et to be discovered - provided educators learn how to use the media in congruence with the principles of community education. The future trends in media technology hold promise for further improving learning, reducing the barriers that limit effectiveness in the learning process, and tapping the potentials of new technological tools in instruction. The researcher will inform the teachers and would be teachers that as they enter the educational field at a very exciting moment as a teacher, human resource trainer or educational administrator. There has been expressed a critical need for an effective in-service program on the development of teaching competence. Among the alternative strategies introduced, however, Microteaching has been cited as being both a model and a real teaching encounter. In the search for strategies to develop teaching skills microteaching sessions have shown tangible to have positively contributed to the professional growth and improved teaching performance of student teachers. Background of the Research (Progressive nature of the documents that show the development process ) The researcher chose this topic to help and inform educators regarding the usage and usefulness of educational technology on their teaching profession and know what are the instructional media and technology to use. There is something that teacher's are missing on, in the tertiary education, there has been and increasing emphasis on group learning techniques. This move to group learning has been given further impetus by the development of science and technology-based games simulation and case studies. These techniques of instructions are ideally suited for use in teaching the various higher cognitive and non-cognitive skills are now regarded as essential part of a properly rounded

FOUNDATIONS OF BUSINESS LAW Case Study Example | Topics and Well Written Essays - 1500 words

FOUNDATIONS OF BUSINESS LAW - Case Study Example Based on the promise to be made between the parties, contracts can be divided into bilateral and unilateral contracts. Bilateral contracts revolve around both parties ensuring that they fulfill their promises while in unilateral contracts the offeror still has to perform their part of the agreement (it is a promise for and act) (Barker 2005). For a contract to be valid, it needs the parties to have legal capacity, the existence of a purpose of legality, and the parties should have consent and any form of requirements satisfied. The intentions ascribed to any contract intention is very important. The parties to the agreement must intend for the agreement to be legally enforceable. If there is no intention, such an agreement automatically results into no contract (Barker 2005). To decide whether an intention to create legal relations was present, the courts will apply objective tests. The court looks at the conduct of both parties from the perspective of an objective observer and asks whether the parties were behaving in a way that indicates their intention that the agreement be legally enforceable. Traditionally, social, family, and voluntary associations were presumed to have no contractual intentions while commercial or business intentions were presumed to have valid and lawful contractual intentions. Contracts are linked with agreements. An agreement is a meeting of intellectuals and exists when two or several people share an intention or an understanding. Negotiations precede agreements for a given time. Sometimes the conduct of the entities in an agreement can help to deduce the existence of a finalized agreement. With the aforementioned in mind, I and my sisters are not in a contract. Ordering some fish from them was as an act of brotherhood. To add to that, there was no meeting between us and therefore no agreement was reached between us. A contract

Arab and Israel Conflict Essay Example | Topics and Well Written Essays - 1750 words

Arab and Israel Conflict - Essay Example In a reflective exploration of the role of international actors in the Arab-Israeli conflict, it becomes obvious that several prominent world nations and organizations have taken part in the conflict at various stages of its development, although it is basically a conflict between the two parties of the Middle East today, the Israeli government and the Palestine Liberation Organization (PLO). A conflict resolution perspective of the Arab-Israeli conflict indicates that it is a complicated conflict which requires a careful investigation of the issues that must be resolved to achieve a final peace settlement as well as an analysis of the past conflict resolution efforts and the current state of the conflict. "When you come to the Arab-Israeli question, you face a very difficult kind of conflict. It is not a straightforward conflict leading itself to a straightforward conflict resolution." (Safty 2003, P 126). However, it is fundamental to realise that there have been important argument s for and against the international community providing conflict resolution. ... Arab and Israel Conflict: Role of international actors in conflict resolution The Arab-Israeli conflict is the most complicated wars in the modern history of man and there are various factors such as the involvement of religion, philosophical differences, the role of the neighbouring states and international community etc which contribute to the complexity of the conflict. A careful analysis of the history of the conflict suggests that the role of the various nations of the world, especially in the region, has been crucial in every stage of the development of the conflict. "The Arab-Israeli conflict is the most complicated, most intractable and most spectacular for international community at the beginning of the 21st century." (Weijan 2002. P. 169). Several peace-keeping processes initiated by the international community have incorporated various parties taking side with any of the conflicting nations. Significantly, the international contingent known as the Quartet on the Middle East (the Quartet) has been concerned with the official negotiations in the confl ict and special envoy representing this international body include the United States, Russia, the European Union, and the United Nations. Another important participant in the various phases of the conflict has been the Arab League which has proposed an alternative peace plan for the resolution of the various issues in the region. Similarly, Egypt, which was a founding member of the Arab League, has played an essential role in the settlement of the various issues in the region. It is fundamental to undertake an exploration of the short history of the conflict resolution efforts to determine if the role of international actors in the conflict resolution, if this

FOUNDATIONS OF BUSINESS LAW Case Study Example | Topics and Well Written Essays - 1500 words

FOUNDATIONS OF BUSINESS LAW - Case Study Example Based on the promise to be made between the parties, contracts can be divided into bilateral and unilateral contracts. Bilateral contracts revolve around both parties ensuring that they fulfill their promises while in unilateral contracts the offeror still has to perform their part of the agreement (it is a promise for and act) (Barker 2005). For a contract to be valid, it needs the parties to have legal capacity, the existence of a purpose of legality, and the parties should have consent and any form of requirements satisfied. The intentions ascribed to any contract intention is very important. The parties to the agreement must intend for the agreement to be legally enforceable. If there is no intention, such an agreement automatically results into no contract (Barker 2005). To decide whether an intention to create legal relations was present, the courts will apply objective tests. The court looks at the conduct of both parties from the perspective of an objective observer and asks whether the parties were behaving in a way that indicates their intention that the agreement be legally enforceable. Traditionally, social, family, and voluntary associations were presumed to have no contractual intentions while commercial or business intentions were presumed to have valid and lawful contractual intentions. Contracts are linked with agreements. An agreement is a meeting of intellectuals and exists when two or several people share an intention or an understanding. Negotiations precede agreements for a given time. Sometimes the conduct of the entities in an agreement can help to deduce the existence of a finalized agreement. With the aforementioned in mind, I and my sisters are not in a contract. Ordering some fish from them was as an act of brotherhood. To add to that, there was no meeting between us and therefore no agreement was reached between us. A contract

Sociology culture Essay Example for Free

Sociology culture Essay Question 1. What do chimpanzee and orangutan cultures have in common with human culture? Give examples of specific behaviors. Answer 1. These cultures are common because both have tool use, complex grooming and courtship. For example, young chimpanzees are taught how to crack nuts and when they run into technical problems the mother is always there to help them. This is quite like how humans would react. The parents teach the young how to complete and overcome certain task. Another example is the â€Å"leaf clipping† behavior. Just like how one set of humans might use one thing for a certain task, whereas another set might use the same thing for a completely different task is basically the same as how different sets of chimpanzees use the whole â€Å"leaf clipping† behavior. Question 2. Find the article on orca culture by Lisa Stiffler cited above. How do findings about orcas differ from those about chimpanzees? Answer 2. The findings about orcas differ from those of chimpanzees in many different ways. Even though they both have a complex culture, orcas communicate in a different ways, they move in groups led by females, they have different ways of pleasing themselves such as rubbing their bodies along rocks and they eat different things. Some orcas eat simple things like salmon others eat things like seals, sea lions and even sharks. One major difference is that instead of the mother Orca forcing/teaching the child how to obtain it’s own food like the chimpanzee learning how to crack nuts; the mother orca instead hunts the food, holds it in her mouth and allow her calves to chew on it. To top it all of orcas are also used for greeting ceremonies in some countries whereas Chimpanzees aren’t. Question 1. How does the culture of the Trobiand Islander affect their way of creating a calendar? Answer 1. Due to the fact that agriculture is the main focus of people’s lives within the Trobian Islanders, their calendar is based on the lunar cycles. Instead of having a fixed number of months, the number of months in a year for them could either be 12 or 13. This happens because they use the internal clock of a marine worm and basically decide how many months would be in a year based on this worm’s timing. If the worm does not show when they expect it to show, they would repeat the month hereby determining whether they’ll be 12 months or 13 months in the year. Question 2. What is another example of a calendar system that is not the same as that used by the majority of people in the United States? With what culture is it associated? Answer 2. Another example of a calendar system is the Mayan calendar. This calendar contains three different calendars; the Long Count, the Tzolkin and the Haab. These calendars in the Mayan system vary in the number of days as well as the number of months. It was used by most pre Columbian Central America cultures including the Maya around 2000 BC to the 16th century. However, the calendar got developed further by the Maya civilization and up to this day it is still in use by some of the Mayan communities.

The Pilgrimage by Paulo Coelho Santiago Analysis

The Pilgrimage by Paulo Coelho Santiago Analysis Paulo Coelhos magical novel follows the adventure of Santiago, a young Sheppard from an Andalusian town who disobeyed his fathers will for him to become a priest. For this reason Santiago can be described as a determined, curious as well as adventurous child as he leads his sheep through the unknown deserts. At the beginning of the novel, we see Santiago at an abandoned church, where he has been having reoccurring dreams of a hidden treasure found at the Pyramids of Egypt. Having no knowledge of omens or Personal Legends at that point, he shrugged off this dream until he decided to visit a fortune-teller. Both she and an old man (whom he meets shortly afterward) tell him that he has a quest in life that he must realize, and that is a part of his existence. While pursuing his journey, he learns a fair bit about the world around him. Although he has been grateful to have trusted individuals such as Melchizedek, there were many negative lessons learned such as depression (the Crystal Me rchant), distant love (the bakers daughter) as well as deceit (the thief that stole his money). All of these obstacles held Santiago back on his quest to finding his Personal Legend. However, as the reoccurring quote When you want something, all the universe conspires to help you achieve it (Coelho, 62) remains engraved in his head, his levels of motivation are once again replenished. There are a number of occasions when Santiago is forced to make choices that could alter the outcome of his journey. For example, he had to give up being a Sheppard and sell his sheep in order to have enough money to be able to finance his voyage to Egypt, in hopes of finding his treasure. I find Santiago to be a dynamic character as he matures and finds true love near the end of the book. He has come to learn about the different languages of the world, of the soul and unite himself with his environment. The Soul of the World is one of the biggest spiritual advancements that Santiago discovers througho ut his journey for his Personal Legend. This term is almost directly associated with collective worship. All of these worshippers from different religions worship a certain mystery. But in the end, all of the religions point towards the same mystery that is the true Soul of the World. Santiagos dynamic qualities are more apparent near the end of the book, where he almost gives up completely on pursuing his Personal Legend. Like the Crystal Merchant, he starts to show more materialistic qualities and deems that his current possessions are satisfactory for him and that the journey towards a supplementary but greater treasure is not necessary. Evidence of this is found when Santiago tells the Alchemist I have already found my treasure. I have a camel, I have my money from the crystal shop, and I have fifty gold pieces (Coelho, 115). By the end of the novel, Santiago has acquired a lot of experienced, mostly gained by the knowledge of the Alchemist. Santiago learned to relinquish fear by listening to his heart, which guided him in the right direction and ultimately guided him to his treasure, which was found at the sycamore tree in the abandoned church at the beginning of the novel. Santiagos understanding of the Soul of the World is at its highest point during the event where Santiago was forced to turn himself into the wind by a bunch of warriors from the desert. At that point, Coelho uses figurative techniques in order to bring life to the sun, the desert, the wind as well as the heavens. The use of personification attributed to these elements demonstrates how much Santiago has learned and deepened his understanding of the world. Santiagos experience has brought him to understand the universal language of the world and is thus able to communicate with these inanimate elements. If there was one thing I discovered by the end of this novel, it is that the character of Santiago can be symbolic to the way we live our own personal lives. Like each and every one of us, we have character flaws that can often keep us from achieving our goals in life. Although most of us do not rely on omens in order to know if we are on the right track, we often rely on others invaluable sources such as our family members and friends who provide moral support to help achieve our Personal Legend. Obstacles will surely be met (we have seen many throughout Santiagos journey) however thanks to the help of characters such as the Englishman and the Alchemist, Santiago was finally be able to fulfill his destiny and finally reunite himself with Fatima, the girl of his dreams. ISU Journals: Personal Legend In Paulo Coelhos The Alchemist the author puts a lot of emphasis on Personal Legends. Upon Santiagos quest, he meets a stranger who later reveals himself as Melchizedek, the king of Salem. He reveals to Santiago an important moral rule, in which consists the foundation of Coelhos whole novel: Following ones own Personal Legend. The king describes this legend as A point in someones life where everything is clear, everything is possible. They are not afraid to dream and to yearn for everything they would like to see happen to them in their lives (Coelho, 21). Furthermore, the king explains how there will be difficult obstacles to overcome in the path to realising the personal Legend. One of the obstacles presented in Part 1 of the book is a young boy who agreed to help lead him towards the Egyptian Pyramids for a cost. Little did the innocent boy know that the boy was in fact a thief and that dishonesty runs rampant in the city of Tangier. A second instance is when Santiago meets an Ar abic Crystal merchant, a man who has maintained his shop for over thirty years at the top of a hilly street. Through the crystal merchants character in Part One of the novel, we can see that he was unable to fulfill his own Personal Legend (which was to travel to the Mecca). While reading this particular instance of the novel, I felt that the merchants character greatly contrasts the protagonists quest into pursuing his own destiny. Phrases such as he had been in the same place for thirty years there was a time and it was too late to do anything else really show how much faith the merchant lost in his personal dreams. I found that this really affected Santiagos morality and hence, I listed this figure as an obstacle to the fulfillment of Santiagos Personal Legend. Nonetheless the boys depression was soon relieved once the old merchant offered to help the young boy to fulfill what he once dreamed of doing. ISU Journals: Sheep At the beginning of Paulo Coelhos The Alchemist we are brought upon the idea of the symbolism of the young Santiagos flock of sheep. Santiagos flock of sheep are first presented at the beginning of the novel. The Sheppard and his flock had ventured through the countryside of Andalusia for the past two years in search of food and water. Both the animals and their master have certainly formed a solid bond of friendship and it is explicitly shown in the text when Santiago explains They are so used to me that they know my schedule (Coelho, 4). He would read to them regularly, commentate on the views that they passed by while pursuing their journey and comfort them when they would begin to stir. Santiago also comments that the amount of knowledge and understanding that he received from his sheep is quite superior to that of a book. Although Santiagos gratitude and expressed love for his sheep are inevitable, the greater symbolism lies in the feelings of disgust that he has towards them. While reading the novel, I have noticed instances where Santiago says that the only things that sheep care about are food and water. The simplicity of happiness for animals is greatly contrasted with that of humans. Santiago is amazed by how careless the sheep are of their surroundings so long as they are provided with nourishment. This brought me to recognize that the limited perspectives on life of these sheep could in fact be paralleled with that of the Crystal Merchant as well as the baker. Evidence of this is shown when Santiago says If I became a monster today and decided to kill them, one by one, they would become aware only after most of the flock had been slaughtered.(Coelho, 7) Similarly to the Crystal Merchant and the baker, the sheep care nothing else but their material desires (being the food and water). In the case of the Crystal Merchant, he is too preoccupied with his boring daily life (for more than thirty years) and the desire that everything remains the same. According to the king of Salem, individuals who present similar characteristics to the merchant are unable to fully neither understand nor appreciate their purpose in life, nor the creations of God. This is one of the reasons that have kept them from pursuing their destiny. Setting/ Epoch Paulo Coelhos The Alchemist has numerous settings which progress along with the novel. For instance, the beginning of the story is taken place in the lands of Spain. Evidence of this is shown primarily by the name of the protagonist: Santiago and by the fact that the boy first sets off his journey in the region of Andalusia. Also, there is a passage in the story making relevance to the Moorish invasion over Spain The girl was typical of the region of Andalusia, with flowing black hair, and eyes that vaguely recalled the Moorish conquerors. (Coelho, 5) By this quote alone, we can already assume that the storys epoch is set in a pre-modern context (several centuries ago) during the time in which most technologies such as computers, cellphones were absent. Also, caravans as means of transportation are not used as much in the modern era as opposed to in the story. Additionally, the following quote provides proof of the setting by revealing the type of currency The next day, he gave his s on a pouch that held three ancient Spanish gold coins (Coelho, 9). In addition to the epoch, Alchemy was a practice that had been abandoned years ago as it had been confirmed that you could not turn any stone into another by simply melting it and waiting several years. The setting shifts to another Spanish town located in Andalusia called Tarifa. It is at this landmark that Santiago meets with the king of Salem and is given instructions on pursuing his Personal Legend. Evidence of this is shown when the author describes the scenery and mentions that At the highest point in Tarifa, there is an old fort. Built by the Moors. (Coelho, 33)The plot line shifts continents and is currently found in a city called Tangier, which is found in Morocco (North Africa). We can confirm this setting because we find that the main language is Arabic, which Santiago isnt accustomed to. Clues such as the gigantic pipe (Coelho, 34) which can also be referred to as a shisha; women with their faces covered (34) and priests that climbed to the tops of towers and chanted (34) all suggest an Arabic (Muslim) community. The final setting is in the Sahara desert, in which Santiago crosses in order to get to Egypt. Once again, clues such as the Al Fayoum oasis which is located near the Nile River as well as the Arabic people confirm the final major setting of the novel. Plot summary Paulo Coelhos The Alchemist follows the story of a young Andalusian boy named Santiago whose adventure begins after having a reoccurring dream about him and a mysterious treasure found in the Pyramids of Egypt. Piqued by curiosity, the young encounters numerous individuals, who influence his journey (both positively and negatively) to his treasure. Some of these individuals include: the Gypsy, the king of Salem, the thief at Tangier port, the Crystal Merchant, the baker, the Englishman, Fatima as well as the Alchemist himself. The main event in the story is set when Santiago is forced to make a series of sacrifices in order to obtain his Personal Legend. For example, the first instance is when he follows the king of Salems advice to sell his sheep and to travel to Tangier. The King teaches Santiago about omens which aid Santiago in making the right decisions. However, the young boy got robbed and therefore got a job at a Crystal merchants shop. There, he was able to teach the merchant on the meanings of life and how he shouldnt have given up on pursuing his own Personal Legend to one day travel to the Mecca. By making enough money, Santiago is able to pay his way across the Sahara desert towards the sands of Egypt by means of a caravan. He then encounters an Englishman, who has also set himself on a journey in order to find his Personal Legend (to become an Alchemist). Through this man, Santiago learns about alchemy and the amount of difficulty associated with it. Arriving at an oasis, Santiago envisions a horde of men attacking the desert and warns the chieftains. They were successfully able to defend against these men and Santiago finds the opportunity to meet the Alchemist in person. The Alchemist teaches the boy an innumerable amount of valuable lessons such as listening to ones heart, never giving up, understanding the Soul of the World etc. Santiago is put to the ultimate test when he has been captured by a group of Arabic soldiers and ordered him to turn himself into the wind as a display of his magical powers. By linking his heart to the Soul of the World, Santiago communicates with the sun, the wind and The Hand that Wrote All which invoked a powerful storm that brought Santiago to the other side of the hostile camp. Santiago and the Alchemist were free and Santiago finally makes it to the Pyramids of Egypt. However, Santiago is severely beaten and robbed at his final destination. One of the men describes his own dream as having seen a treasure buried at an abandoned church beside a Sycamore tree in Spain. Alarmed, Santiago finally understood this meaning and found his own treasure which has been at the starting point of his whole journey. Author relevance/ Writing Style Paulo Coelho is the author of one of the most compelling books that I and many others have ever read. I believe that the character of Santiago is easily portrayed by the author himself as both undergo a quest of self-freedom and to find their own happiness. Similar to Santiagos job as a Sheppard, Paulos dream of becoming a writer was heavily frowned upon by the members of his family. His mother told him that his father was a very bright engineer and that becoming a writer wasnt a job that got a lot of praise. As a matter of fact, Santiagos parents were equally perplexed about his dream of becoming a Sheppard. Unlike Coelhos family however, the young boys parents accepted his dream quicker than the author. The turning of point of Paulos life was when he walked the 500 plus mile Road of Santiago de Compostela in northwest Spain. During this pilgrimage, Paulo had a spiritual awakening and therefore had a different view on life. This part of his life had a great impact on his award winning novel. It is without a doubt that the protagonists name had been inspired by the city of Santiago de Compostela. Similar to the sheep in the novel, Coelho lived his life solely on food and water and wasnt living his life in order to pursue his Personal Legend, which was to become a full-time writer. The obstacles that Coelho have faced in order to become a writer, and therefore fulfilling his own Personal Legend, are paralleled to Santiagos own obstacles in the novel. Depression, thievery as well as physical assault are things that both the author and Santiago have undergone before realising their dream. Unlike Coelho however, Santiago had moral guidance as well as charms (Urim and Thummim) in order to guide him to realise his quest with better ease. After having read the authors biography, I find that Santiagos journey was not necessarily an adventure to find a material treasure, but also a pilgrimage for a spiritual awakening (similar to Coelhos path). Important messages such as listening to ones heart, following ones dream, understanding the Soul of the World etc. are things that Coelho himself has also endured. During his pilgrimage, he has ultimately formed a bond with nature and it is very apparent in his writing style when he brings inanimate elements such as the sun and wind to life. Coelho has a very interesting style of writing that appeals a lot to me personally. Many books nowadays are several hundreds of pages long and focusing too much on scenery/setting that often detract readers from understanding any type of moral or life-changing message. Similar to my literary compositions, I strive to only include key points and keep most text-fillers out. Although The Alchemist is a very short novel, Coelho avoids many unnece ssary descriptions such as the scenery, characters and his use of imagery is very limited. Even having completed the novel, we do not know of many of the characters age nor their physical appearance. The reason being is that Coelho neglected most of these useless elements to develop the storys main message: to follow ones Personal Legend. Using a linear progression of writing, the author keeps the story rolling with plot-relevant details such as what the character is doing. Themes/Connections I believe one of the most important messages in this whole novel is to simply follow ones dream. Although this cheesy theme has been recycled many times and can be found in various films and literary works alike, Coelhos writing style is what sets his book apart from the others. For example, the authors use of Alchemy greatly enforces the books central theme. As the practice of Alchemy is to transform an ordinary stone (particularly lead, in this book) to gold, we can metaphorically associate Santiago to a block of lead. The process of alchemy does take several years and this is also associated with the time that Santiago spent in the Spanish pastures, Tarifa, Tangier and the desert in order to better understand his Personal Legend. Once Santiago met the Alchemist (the final piece to the puzzle) he got a crash course on spiritual awakening, listening to his heart/soul and communicating with nature. That was the final process in which Santiago needed to undergo in order for him to be fully transformed from a piece of lead to gold, hence fulfilling his Personal Legend and finding his treasure under the sycamore tree at the abandoned church. Im sure that most of us can relate to this particular theme as we all have had our personal aspirations or goals during our lifetime. When looking at most successful people in the world such as Barack Obama, Donald Trump, Bill Gates or even Steve Jobbs, they didnt lives solely off food and water as the Crystal Merchant, Baker and Santiagos sheep did. They did have material possessions at the time but the difference is that they made risks in their lives in order to achieve their dreams (whatever they may be). The same applies to Santiago, when he made a huge sacrifice of giving up his sheep to get money in order to travel to Egypt. Many novels illustrate some form of sacrifice in order to fulfill their own dreams. Using the books theory, Mother Theresa was also an ordinary woman, who was ordained a Saint several years ago after devoting herself to help the poor. Although I have not figured out my Personal Legend yet, I believe that the book points out important problems with the world around us. I see the Crystal Merchant as a metaphor to the Average Joe of the modern era. A person that is solely content with his material possessions and the ways things are. Even Newtons first law of physics (inertia) shows us that our body loves to be found at a same position and attempts to resist to changes. Consequently, a lot of us dont travel far enough from our comfort zone because we are either scared of the unknown or scared that we will falter. Literary Devices/Predictions In Coelhos novel, the most prominent and important literary device is foreshadowing. My predictions set for my novel are heavily based on the clues I encounter from the reoccurring elements of foreshadowing. However, other literary devices such as irony, metaphors, personifications, symbols, motifs, themes are also included in the novel. The first prediction that I made within the first couple of pages of the novel was his dream about having sought out his Personal Legend in the Pyramids of Egypt along with the help of a boy. Before having completed the book, I assumed that this boy was to be later revealed as an alchemist; however the identity of this boy remains concealed. This element of foreshadowing plays a big role in the overall progression of the book as it is this incident that sparks the whole story line as it initiates him to talk to the Gypsy, in which he later encounters the king of Salem etc. After all of Santiagos influences, Ive came to the conclusion that he would nonetheless have a change in his personality one way or another. Since Santiagos journey relies heavily on the use of omens, it is easy to predict future events and the decisions that he will make in order to accomplish a task. For example, Ive predicted that the Crystal Merchant would surely travel to the Mecca to realise his Personal Legend after having encountered Santiago and deemed him as a good omen. Ive also predicted Santiagos loss of hope and that he would ultimately give up his journey after he packed up his bags to return to Spain. However, I later discovered that the omens of Urim and Thummim have signalled to Santiago that he must not give up and must in fact continue his journey to find his Personal Legend. Further on in the story, I noticed that Santiago and the Alchemist have encountered hostile Arabic soldiers on their way to the Pyramids. I then noted that travelling in such an area would le ad to their eventual capture. On the note of literary devices, personification played a grand role in the development of the climax (human traits were given to the sun, wind as well as the Hand that Wrote All). The story alludes to many characters throughout history as well as mythology. For example, Biblical allusion is made towards the king of Jerusalem Melchizedek who brought bread and wine and offered a blessing (Urim and Thummim in The Alchemist) to Abraham after he won a harsh battle. Also, in the novels prologue, there is allusion to the Greek mythologys Narcissus. This character brings to our attention that everyone is a part of the Soul of the World. Evidence of this is shown when the lake mentions I weep for Narcissus, but I never noticed that Narcissus was beautiful. I weep because, each time he knelt beside my banks, I could see, in the depths of his eyes, my own beauty reflected (Coelho, X).