Poland Case Study

The Princess Bride Essay

The Princess Bride Essay The Princess Bride Essay â€Å"The Princess Bride† With romance, revenge, sword fights, and a masked man this unique compelling novel of the abridge version of Princess Bride tells a tale of love defying all odds. Throughout the story, the main characters face challenges testing the fate in their so-called true love and how far the characters will go in order to be together. Loving someone comes with enduring the hardships, which sums up the moral of whether love can conquer all. From the very start, Westley’s strong affections for Buttercup became his sole purpose to improve his life in order for Buttercup to be happy with him. Sailing to another land to seek his fortune, he encounters pirates who took over their ship and was planning to kill everyone for the pirates left no one alive. Westley’s will to live as he pleaded for his life sparked the curiosity of the captain of the pirates for it was the way Westley expressed his divine love that kept him alive. They kept him alive as a pr isoner and spent 3 years learning new skills on the pirate ship. He chose to become a prisoner just to stay alive in order to continue loving Buttercup. By threatening Buttercup, she will be married to a prince but she only agreed because of a misunderstanding that pirates killed Westley. When Westley returns home to find Buttercup engaged to another man he felt betrayed and hurt for she promised to wait for him until his return. Overcoming his conflicted emotions, he tries to rescue Buttercup when she was kidnapped by a group of men. Battling the swordsmanship of a skilled Spaniard, wits of a Sicilian, and the brute strength of a Turk he uses all his gained skills to save his one true love. The unbelievable perseverance striving within Westley pushes him further to get his beloved to safety shows devotion and the genuine love he has for her. Encountering many struggles and challenges that could easily push him to the brink of death, nothing will stop the affections he carries for h er. Buttercup decides to leave Westley in order to save him but his doomed fate with the prince was inevitable for he taken away to a death machine. As

Past and current trends of the use and abuse of substances in the Essay - 1

Past and current trends of the use and abuse of substances in the United States - Essay Example Cocaine is another of the principal drugs which Latin America is the main producer particularly the nation of Columbia. This paper discusses the past and current trends in drug consumption in the American society. During the 20th century the American society went through various wars that brought instability to this community. Warfare is variable the influences drug consumption by increase its usage especially among the soldiers involved in the ordeal. After the Vietnam War thousands of soldiers came back to the states extremely addictive to heroin, cocaine and methaphinimines. During this time in the 1960’s a group of young people commonly referred to as hippies were highly involved in drug consumption and trade which increased the usage of drugs especially marijuana in the US. A hippie is a person who opposes and rejects many of the conventional products and society, especially one who advocates extreme liberalism in sociopolitical attitudes and society (Answers, 2008). In the 1980’s the drug trade of cocaine and overall consumption of this drug increase drastically among the middle and high class in the United States. The price of a kilo of cocaine was much higher than it is now and the drug lords invented a new product to capitalize on the addictive nature of the substance and have a cheap product that could be used to target the lower middle class and Americans living in poverty. This new devil was called crack cocaine. Crack is derivative of cocaine which is more hazardous, cheaper to produce and much more addictive than cocaine in itself. The bigger victims of the crack epidemic were the poor Afro-American and Latino communities living in poverty low income communities commonly referred to as hoods. Marijuana a natural drug that is actually a flower is the most popular drug in America. Over 94 million American or approximately 30% of the American population has used marijuana at some point in

Literary Analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Literary Analysis - Essay Example As might be expected from such a summary, the action of the story goes much deeper than the simple activities of a woman tending her favorite plants within the strictly defined space of a cottage garden. Steinbeck’s fluid style and gentle suggestive use of language highlights a deeper meaning to the story, particularly when the reader reaches the final lines in which it is seen that Elisa is â€Å"crying weakly – like an old woman.† With his use of imagery and action, Steinbeck highlights Elisa Allen’s isolation and frustration both within her garden and through her relationships with others such as the tinker and her husband, Henry. Elisa’s garden quickly illustrates the degree to which Elisa herself is isolated from the rest of the world. Elisa, like her flowers, is completely enclosed within the garden space which is marked by a low fence. This fence stands between her and the other characters throughout much of the story. This is symbolic of how she is enclosed and isolated from the rest of the world. This isolation is also emphasized by the setting described: â€Å"The high grey-flannel fog of winter closed off the [valley] from the sky and all the rest of the world.  Ã‚  On every side it sat like a lid on the mountains and made of the great valley a closed pot† (Steinbeck). This setting indicates that even if she were to leave the garden, Elisa would still find herself cut off from the rest of society. Her isolation is also made clear as she watches her husband talk to strangers not far away but is prevented, by custom and expectation, from joining them despite her own curiosity about what they are saying. In a similar way, Steinbeck forces the reader to make a mental link between the chrysanthemums in the garden and Elisa’s tremendous frustration with her life. He does this first by pointing out the manner in which she works with the flowers, â€Å"The chrysanthemum stems seemed too small and easy for her energy†

PERSONAL STATEMENT Example | Topics and Well Written Essays - 500 words - 2

Personal Statement Example I have done my BA in Police Science from Kuwait Police Academy in 1997 and BSc in Information Technology in 2008 from Arab Open University. Moreover, I have achieved numerous certificates. I have certificate of Implementing ISO 9001 and Cybercrime Forensic from Information Centre Kuwait and Interpol (Damascus) respectively. CMI Forensic Investigation, CMI Malware Investigation CMFS Apple Mac Forensic and CAST Advanced Application Security Testing certificates are a few certificates which I got from 7asfe. In addition to it, from 7asfe, I have certificate of CFIS Advanced Forensic Investigation, CSTP Ethical web Application Hacking, CIIP Implementing ISO 27001, CTSA Ethical Hacking and CWSA Wireless Security. I have two more certificates, one of Computer Hacking Forensic Investigator (CHFI) v8 from EC- Council and another from Access Data which is of Mobile Device Forensics (Kealey, 2005). I was a system analyst at Information Centre ministry of Interior in 2013. I started my career by working at Ministry of Social Affair and Labor from 1992- 1993. After this job, I continued my studies and completed my BA in Police Science after which I started working as an Immigration Officer at Kuwait International Airport (1997-2006). I became a VIP immigration officer at the same place in 2006 and served this organization till 2009. From 2009- 2013, I worked at Information Centre Ministry of Interior as a Software Developer. I am well versed with skills of programming language. I have high skills in HTML, CSS, XML, JavaScript and Java programming language. I have same level of expertise in C/ C++, PHP, SQL and Python programming language. I am highly proficient in computer skills and can easily operate different operating systems. I can easily operate Mac, Windows, Linux (Debian, Fedora, Read Hat, Ubuntu, Kali and Backtrack 5) and IBM (z/ OS and CICS). I have various Information Security skills which I have learned from my

Reading Comprehension Strategies And Reading Skills English Language Essay

Reading Comprehension Strategies And Reading Skills English Language Essay Hammadon (1991) says: Reading comprehension is not just understanding words, sentences, or even texts, but involves a complex interartion of the readers prior knowledge, language profiency and their learning strategies (p.30). So reading strategies are very important to achieve the comprehension. Many types of reading strategies are introduced to guide students of all different levels. However, there were few researchers who investigate the relationship of reading comprehension strategies and reading comprehension of students. At HETC, reading has a key place in any English courses when students study English not only as the interest but also the demand for improving their study and promoting in their careers to achieve the long-term goals, especially some of them were assigned to live and work abroad. In their learning process, almost the students meet great challenges when dealing with the reading texts. They usually do not understand texts and cannot complete the tasks so they fee l tired in reading lessons. Therefore, what are the main causes of this current situation? In order to find out the answer, the researcher started a survey on the reading comprehension strategy use. For teachers at HETC, it is hoped that this study may offer them the ways on how to identify strategies used by the students and then they can decide what they should do to promote their students reading comprehension and in their learning as well. Literature review 2.1. Reading comprehension strategies and reading skills Oxford (1990) gives a detailed definition of language learning strategies: Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations (p.8) and described concretely how learning strategies are applied to the four language skills: listening, speaking, writing and reading. According to her, four strategies: listening strategies, à ¢Ã¢â€š ¬Ã‚ ¦, or reading strategies are those learning strategies themselves that applied to each of the four skills. Of course, skills and strategies are two big words and common terms of the reading activities, as well. Nutall (1982) pointed out that reading was certainly a process of the readers, who used strategies to work with the meaning of the texts actively and then made sense from them. By the interesting interactions from the readers and texts, more and more researchers keep working to research the relationship between the use of reading strategies and reading comprehension. However, strategy and skill, are they different? Yes, it was actually apparent that they were different. Strategy meant people used the planned methods and implements to achieve their goals, but skill was known as a routine. Moreover, strategy was the result of conciously work towards goals. It helped readers to understand the meaning of contents in order to find out the answer or obtain a certain performance level in reading that they want for themselves (Gagnà ©, 1985). However, it is not always easy to make such a clear differnces between these two terms. Grabe and Stoller (2002) said that many abilities that are commonly identified as strategies are relatively automatic in their use by fluent readers (e.g. skipping an unknown word while reading, rereading to reestabilsh text meaning (p.15) Paris et al (1991) supposed an emerging skill can become more efficient and developmentally advanced when they become generated and applied automatically as skills (p.61). Sometimes this diff erence is not clear at all because that is part of the nature of reading. In this study, reading strategies are used to show specific actions, steps and plans that students conciously apply in their reading process to improve their comprehension. 2.2. The relationship between reading strategies and reading comprehension Reading comprehension must occur rapid in almost any purposeful context, and the more rapidly a text is read, the better reading processes are to effect. Those specific processes must be implemented effectively in combination to ensure the reading comprhension. Reading comprehension requires the reader be strategic. The reader needs to identify processing difficulties, address balances between text information and background knowledge, decide for monitoring comprhension, and shifing goals for reading. When a good reader use strategies, they can read fluently, flexible in line with changing purpose and then continue monitoring the comprehension. Similarly, reading is an process that evaluating the reader, who must decide if the reading information is coherent and finds out the purpose for reading.Alderson (2003) said reading as the interaction of four things. He claimed that the reader and the text together must be fluent reading or the ability to reach at an appropriate rate with ad equate comprehension, or the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading (p.149). So discovering the best methods and strategies are the way that a good learner apply during a reading process. 2.3. Previous research on reading comprhension strategies Grellet, F. (1981) wrote a book Developing Reading Skills. This book showed the important role of reading and provided some techniques which help learners improve their reading skill. Nutal, C. (1989) proved reading is to enable students to read without help unfamiliar authentic texts at appropriate speed, silently with adequate understanding. Ozek, O. (2006) researched A study on the Use of Cognitive Reading Strategies by ELT Students. This study carried out to find out which reading strategies are commonly employed by ELT students while reading a text, and which reading strategies are needed to be developed to understand the text better, and to continue academic studies successfully. San San Kung (2007) did an investigation into the relationship between reading comprehension and the use of reading strategies among EFL students in colleges in Taiwan. Through the study, the researcher knew what the reading strategies the EFL students use more or less and what the differences between different grade students. Methodology This chapter will describe research methods used to collect data to answer the research questions and then explain how and why the methods are used. 3.1. Research questions This study aims to find out reading strategy use of HETCs students. This also has objectives to discover if there are any differences in strategy use between lower and higher proficiency readers, as well. Then to suggest some recommendations to raise students awareness of using reading comprehension strategies in the classroom. It aims at answering the following questions: What reading strategies are used by students at HETC? What are the differences in the use of reading strategies between lower and higher proficiency readers? 3.2. Descriptions of variables 3.2.1. Independent variables In this study, the independence variables were the students at HETC. 51 students were chosen as representatives of this particular group sudents to collect needed data. These 51 students were divided into four groups in which students are the members of higher and lower proficiency groups. These 2 groups were chosen to get information to answer the second research question ( More details about these groups and about higher and lower proficiency readers will be found in 3.3.1 and 3.4.2) 3.2.2. Dependent variable: The dependent variable in this research were the strategies applied in reading comprehension, i.e. reading comprehension strategies. 3.3. The data collection instruments: This study employs a combibation of 3 data collection instruments: General English Proficiency Test (GEPT) Questionaire Think-aloud interviews As one of the objectives of this study is to find out if there are any dfferences in the strategy use between higher proficiency (HP) and lower proficiency (LP) readers. The test was used to divide the subjects into difference groups in which groups of higher and lower proficiency were chosen to collect the data. Think-aloud interviews aimed at getting qualitative data and quesionaire was used to get quantiative data. The author can collect a large information of all mentioned strategies and the information from students who share their thought of strategy use in the think-aloud interviews. Of course, the think a loud interviews in this study can be one of the best ways to reaffirm the result got from the questionaire. For example, in the questionaire, the subjects report that they use life experiences to understand the meaning of texts or read the first and last paragraphs and then go back to read the paragraphs; the author will know they use these strategies or not in the interview. 3.3.1. Test A General English proficiency test is a procedure taken to collect data on students ability or the knowledge of disciplines as Information about peoples language ability is often very useful and necessary (Nunan, 1992). The GEPT was taken form the book IELTS for Academic Purpose: A short insentive course (see the appendix 3). Based on the result of the test, the subjects were classified into 4 groups. Group 1 consists students who just got from mark 1 to 2.5; group 2 has those who got mark from 3 to 5. The students in these 2 groups are LP learners. Meanwhile, the students who are in group 3 got mark from 5.5 to 6.5 they are at medium levels. And the last group group 4 consists of HP ones who got mark from 7 and over. After having the result of the test, the author decided to chose group 2 and 4 to collect the data to answer the second research question. So there are 51 subjects in these 2 groups. The author did not choose group 1 because their proficiency were too low and they we re only 1% of the subjects. Details of the test can be found in Appendix 1. 3.3.2. Questionaire: Questionaire is the second data collection instrument in this study. This is also a pretty popular means of data collection. Many researchers suppose that using questionaire in language research has many advantages. First, questionaire can be given to a great amount of students at the same time and it is self-administered. Second, to protect the privacy and keep the fairness, the subjects names might not be appeared on the questionaire. So subjects tend to share the information more naturally, even some sensitive information. Third, the data collected are more accurate because questionaire is usually given to all the subjects at the same time. This study used one survey questionaire to gather the information about reading strategies as well as the differences in strategy use between these two kinds of readers. According to the result of the questionaire (and interviews), the athor can make some recommendation to help students improve their reading abilities. The quesionaire was designed based on the questionaire of Shan Shan Kung (2007). This part consists 3 parts. Of couse, in this study, the author modified the first part personal information part. The next part concept of reading had 3 questions to explore the perceptions of English reading. The last part had thirty eight questions of strategy use. In the beginning of third section, thirty four questions utilized a Liker Scale point systems. The subjects were asked to respond to each statement by choosing among four answers: 1) usually; 2) sometimes; 3) rarely; 4) never. Each section has four to six questions (except section 1 has 10 questions because of discoverin g the reading process). Through the survey, the author found out which strategies actually actracted HP readers more than LP readers. 3.3.3. Think aloud interviews In addition to the quetionaire, interviews are used to obtain information by actually talking to the subject. The interviewer asks questions and the subject responds. Interviews are the good way for collecting data as Seliger, H.W. (1989) claimed Interviews are personalized and therefore permit a level of in-depth information gathering, free response and flexibility that cannot be obtained by other procedures (p.166). However, it can be costly and time consuming. In this study, think aloud interviews were used to collect the data about the students reading strategy. The Interviewer Guide for Reading Strategies developed by Honsenfeld et al. (1981). In oder to make the Guide appropriate for objectives of thi study, the researcher has made some changes in the strategies they posed ( see Appendix 3). 3.4. Participants in the study: At the time the study was carried out, the subjects had just finished an English course. Their textbook was à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Therefore, their commonly assumed proficiency was intermidiate. They were members of three classes. One class included 25 students , 24 in the other class and 21 in the last one and they stuied the same textbook. Their ages ranged from 19 to 24. Almost all of students had at least 3 years of learning English before this class. They were delivered a reading proficiency test to be divided into higher and lower proficiency readers. In this study, gender has minimal effect on the results because the number of male students is quite small in the total of the subjects. 3.5. Procedure The data were collected by the researcher during a week in autum 2009. After contacting the English teachers of the subjects in person to get approval for asking their students to participate in the study, the researcher pre-arranged the time. The researcher went to English classes to administer the tests. The students were asked to complete the test in 60 minutes. The English teachers and the researcher supervised and marked the test papers later. The 2 days after, subjects were distributed the questionanires. The researcher gave some directions to the subjects and of then encouraged students to ask for any clarifications they might need and any other extra time when they filled out the questionaire. And of couse, the researcher wanted to protect the privacy and the students fairness, so the students names would not fill in the questionaires. In order to advoid misunderstanding the questions, the questionaire were translated into Vietnamese which were enclosed with the English version. The questionaire administration took about 30 minutes in each class. For days later, six chosen students were interviewed individually at the researcher s office in HETC. The reseacher pre-arranged the time and contacted to the students by the phone. Before the interview, the reseacher gave the instructions and explained the purpose of the study to students so they could understand what they had to do clearly. Each interview took from 10 to 15 minutes. Data analysis and findings 4.1. The result of the questionaire 4.1.1. Demographic Data Table 4.1 Demographic Information of Students (N=51) Subject Frequency Percentage Total N % Gender Male 9 17.6 51 100 Female 42 82.4 Level Lower proficiency 32 63.7 Higher proficiency 19 36.3 Years of English learning experience 2 3 5.9 51 100 4 9 17.6 5 15 29.4 6 11 21.6 7 6 11.8 8 2 3.9 9 4 7.8 10 1 2.0 Look at the table 4.1, of the 51 students participating in the study, 9 (17.6%) were males and 43 (82.4%) were females. Of the 19 HP students (36.3%) and 32 (63.7%) were LP students. When asking about years of English learning experience, just 1 students (2.0%) has been studying English for ten years. 9 students (17.6%) have been studying English for four years, 15 students (29.4%) have been studying English for five years, 11 students (21.6%) have been studying English for six years, 6 students (11.8%) have been studying English for seven years, 2 students (3.9%) have been studying English for eight years, 4 students (7.8%) have been studying English for nine years. Because foreign language in general and English in particular were given into school from sixth grade in secondary school, and from tenth grade in high school ( in some remote areas), the most students years of English learning experience were between four and seven years. To answer the second section of the questionnaire about concepts of reading, the results were presented in Table 4.2. Table 4.2 The Relationship between the Important of Reading for Language Learning and Reading Hours per Week by higher and lower proficiency students Reading hours per week 2 3 4 Over 4 N % N % N % N % Higher proficiency students (N =19) Very important 2 10.5 5 26.3 6 31.6 3 15.8 important 1 5.3 2 10.5 Not important Lower proficiency students (N =32) Very important 6 18.8 7 21.9 5 15.6 important 4 12.5 5 15.6 4 12.5 Not important 1 3.1 According to the illustration of Table 4.2, HP students who thought reading was very important for language learning were 2 (10.5%) spent two hours per week on reading, 5(26.3%) for three hours per week, 6 (31.6%), for four hours per week and 3 (15.8%) for over four hours per week. HP students who thought reading was important for language learning were 1 (5.3%) spent two hours per week on reading, 2 (10.5%) for four hours per week. There were not any students who thought reading was not important for language learning. In the LP group, 6 (18.8%) students thought reading was very important for language learning and spent two hours per week for it, 7 (21.9%) spent three hours for reading, 5 (15.6%) spent four hours for reading. These LP students supposed reading was important for language learning were 4 (12.5%) spent two hours per week on reading, 5 (15.6%) for three hours per week. There was 1 (3.1%) students said reading was not important for language learning but still spent two hours per week on it. 4.1.2. Findings for Research Question One The research question one was What reading comprehension strategies are used by students at HETC ? After collecting data, it showed what the same or different strategies were used more or less by HP or LP students for helping them understand the contents of the reading materials in different reading situations and were ranked from low to high to represent which strategy would be used more or less by the students during their reading process in different situations. The results were listed in the following by all of students reading ability levels when they used reading strategies in different reading situations. The total results came from the 51 students in Table 4.3, 4.4, 4.5 and 4.6. Table 4.3 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I read English materials, Mean Mean SD Rank 1. I read a table of contents, and then read the contents 1.82 1 .90 2. I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph 2.51 7 .12 3. I underline the main points when I am reading 2.03 4 .97 4. I write Vietnamese on the margin for vocabulary words I dont understand during reading 1.86 2 .90 5 I skim over the full text, and then read details 1.88 3 .92 6 I use life experiences helping me understand the meaning of texts 1.86 2 .90 7 I use the background knowledge of the English culture to understand the contents 2.57 8 1.03 8 I use key words or sentences to guess the main idea of the articles 1.88 3 1.08 9 After reading each paragraph, I ask myself if I understand what I read before, and paraphrase the main idea, then keep reading the next paragraph 2.25 5 1.09 10 I discuss what I read with classmates 2.45 6 1.05 In Table 4.3, the result indicated which strategies the 51 students used more or less when they read English materials. The table showed the data with mean, mean rank, and standard deviation. As illustration of Table 4.3, the mean was from 1.82 to 2.51 and the rank was S1 (1.82) Table 4.4 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I do not understand a vocabulary, Mean Mean SD Rank 11 I check the dictionary immediately 2.37 3 1.1 12 I mark and pass it, keep reading and then go back 2.33 2 1.08 13 I use other words in the sentence to infer the meaning of vocabulary 2.09 1 .87 14 I analyze its suffix and prefix to get its meaning 3.00 4 1.21 Through Table 4.4, strategy 13 I use other words in the sentence to infer the meaning of vocabulary was most used by the students when they did not understand a vocabulary during the reading process. On contrary, strategy 14 I analyze its suffix and prefix to get its meaning was the strategy which most students used least in this reading situation. Table 4.5 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I do not understand a sentence, Mean Mean SD Rank 15 I use the context (topic, subject) to derive the meaning of each sentence 1.86 1 .91 16 I translate word for word into Vietnamese to better understand the meaning of the sentences 2.35 4 1.12 17 I take grammar analysis (ex: finding subject and verb etc.) to understand the meaning of the sentences 2.33 3 1.02 18 I analyze the structure of sentences (ex: sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence 2.37 5 .97 19 I will analyze the verb tense (ex: past tense or future tense) or verb mood (ex: subjunctive mood or imperative mood) for better understanding 2.27 2 .95 In Table 4.5, those strategies had close mean scores between each other, but it also pointed out the differences from 2.27 to 2.37, except the strategy 15 had the mean score less 1.86. It described that strategy 15 I use the context (topic, subject) to derive the meaning of each sentence were the most used by the students when they did not understand a sentence during reading process. Vice versa, the means of the strategy 16 and strategy 18 to derive the meaning of sentence meant that they were used least than other strategies in this section. Table 4.6 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students When I dont understand (including vocabulary and sentences,) except above reading strategies, Mean Mean SD Rank 20 I check books (ex: grammar books or encyclopedia) for references 2.16 2 1.14 21 I go on the Internet to find related information 1.98 1 .92 22 I ask teachers or classmates for clarification 2.27 3 1.03 23 I read the difficult parts several times 2.63 5 1.12 24 I read the contents orally several times 2.47 4 .94 25 I will memorize the vocabulary pertaining to the contents before reading 2.16 2 .99 According to the data, it presented that strategy 21 I go on Internet to find related information was used by almost students. The information technology nowaday becomes quite popular to students so they would like to search information on the Internet. The S20 = S25 (2.16) both stood the second position. The strategy that students used least was strategy 23 I read difficult parts several times. 4.1.3. Findings for Research Question Two Research question two was What are the differences in the use of reading strategies of the higher and lower proficiency students at HETC? Through mean, standard deviation, t-tests and p value, the data analysis depicted detailed information about the differences of reading strategy performance between these two groups of students. The comparative groups focused on higher and lower proficiency student. Table 4.7 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETC when I read English materials, Lower proficiency students Higher proficiency students T p (N=19) (N=32) Mean SD Mean SD 1. I read a table of contents, and then read the contents 2.00 1.054 1.72 .813 .999 .322 2. I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph 2.16 1.118 1.78 .792 1.288 .20 3. I underline the main points when I am reading 2.00 1.105 2.06 .914 -.208 .84 4. I write Vietnamese on the margin for vocabulary words I dont understand during reading 2.79 1.084 2.78 1.069 .026 .98 5. I skim over the full text, and then read details 2.05 1.026 1.78 .870 .965 .34 6. I use life experiences helping me understand the meaning of texts 1.89 .937 1.84 .917 .189 .85 7. I use the background knowledge of the English culture to understand the contents 2.05 1.129 2.86 .871 -2.729 .00** 8. I use key words or sentences to guess the main idea of the articles 2.37 1.261 1.59 .911 2.412 .02* 9. After reading each paragraph, I ask myself if I understand what I read before, and paraphase the main idea, then keep reading the next paragraph 2.00 1.202 2.53 .983 -1.630 .11 10. I discuss what I read with classmates 2.53 1.264 2.41 .946 .359 .72 p As indicated in Table 4.7, strategy 7 and strategy 8 attended to the significant difference level (p Table 4.8 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETC When I do not understand a vocabulary, Higher proficiency students Lower proficiency students t p (N=19) (N=32) Mean SD Mean SD 11. I check the dictionary immediately 3.32 .749 1.81 .896 6.432 .00** 12. I mark and pass it, keep reading and then go back 2.89 1.1 2.06 .878 2.809 .00** 13. I use other words in the sentence to infer the meaning of vocabulary 2.05 .911 2.13 .871 -.279 .78 14. I analyze its suffix and prefix to get its meaning 2.84 1.344 3.13 1.07 -.782 .44 p In table 4.8, strategy 11 and strategy 12 attended to the significant different level (p

Ernest Hemingways Big Two-Hearted River and Sigmund Freud Essay

Ernest Hemingway's Big Two-Hearted River and Sigmund Freud Ernest Hemingway’s â€Å"iceberg theory† suggests that the writer include in the text only a small portion of what he knows, leaving about ninety percent of the content a mystery that grows beneath the surface of the writing. This type of writing lends itself naturally to a version of dream-interpretation, as this story structure mirrors the structure of the mind—the restrained, composed tip of the unconscious and the vast body of subconscious that is censored by the ego. Psychoanalyzing Hemingway’s fiction is double-sided—we must first analyze the manifest and latent contents that he probably intended, i.e., â€Å"This fishing trip will be a metaphor for a sexual act,† and then we must consider the manifest and latent content that he probably did not intend, but that arose from his own subconscious in the transference of writing, i.e., perhaps within thirty pages of intentionally masturbatory imagery, Hemingway was actually expressing his sexual repression rather than glorifying his manhood, as many literary critics in the past have claimed. Whether or not the manifest content is intentional, however, Hemingway’s precise and abundant revisions serve as a very effective tool for presenting strings of images and actions that are concrete and straightforward but not always fully developed, comparable to the strings of images in a dream. Through a sort of dream-interpretation, we uncover a new reading of Hemingway’s â€Å"Big Two-Hearted River† and we discover the techniques of dream-work, such as condensation and omission, enacted in art. From start to finish, â€Å"Big Two-Hearted River† proves to fall almost perfectly under Freud’s symbolism theories. In the first sentence a... ... readers who will not interpret his work psychoanalytically, and who will possibly find a new variation on their selves through reading the oedipal complex presented in the latent content of â€Å"Big Two-Hearted River.† For those reading psychoanalytically, however, the piece is brimming with latent meaning. Whether Hemingway understood his transference, or not, cannot be determined, and shouldn’t be determined, but one cannot help but wonder whether he resisted the analyst who questioned a title as phallic as â€Å"Big Two-Hearted River.† Biblography Freud, Sigmund. Introductory Lectures on Psycho-Analysis. New York: W.W. Norton & Company, 1966. Freud, Sigmund. â€Å"On Universal Tendency to Debasement in Sphere of Love.† Therapy and Technique. Collier Books, 1970. Hemingway, Ernest. â€Å"Big Two Hearted River.† In Our Time. New York: Charles Scribner’s Sons, 1970.

Enough is never enough

AHHHHHHHH!! What am I going to wear today? Every morning, this seems to be a problem, even though I have closets full of clothes and no more space to actually place my clothes since every possible place has been filled. But, I feel I don't have enough, because it seems I've worn just that top yesterday and the other â€Å"Gap† black one, on Wednesday. I guess I'll just have to go shopping once more, since I just don't have enough! Enough is never enough. Whether it is a lust for material, social or political â€Å"stuff†, we simply want more. I live in a first world country, with all the luxuries of life in a house, with a delightful 3 times meal, nice, new shiny cars parked outside- allowing me to go whenever and wherever I want. Basically, for most of us here in Canada, it's the best life can ever get! But why is it that we continuously just demand more and more? Or even better we claim we â€Å"need† more. A want, all of a sudden becomes a need – something we couldn't survive without. But, it's no different for me. I have a huge collection of different types of shoes for different seasons, and the collection just seems to be looking old and I actually think it needs an update, because the last time I bought shoes was just last week, when the new boots came out in style. According to the 2001 Survey of Household Spending, Households in Canada spent an average of $57,730 in 2001 on everything from food, shelter and clothing to recreation and travel, which was up 3. 4% from $55,830 in 2000, slightly higher than the rate of inflation of 2. % as measured by the Consumer Price Index (Statistics Canada). This shows the continuous rise in our buying habits, since our thirst for deeper material possessions doesn't seem to have an end. Its not just one person desiring innumerable things but it applies to all of us. The other day my friend was complaining to me, † I know I just came from the salon but I wish I'd get those bangs instead, instead of these layers, so lets go there tomorrow again. † We actually think that's a bit too much, but you know what? It's happening. We aren't just dissatisfied with our looks, but with everything else we own. She just isn't pleased with what she's got! So, then who exactly is? I asked 10 people randomly to find out the answer and the responses I got were surprising. Six out of the ten people were satisfied with what they have and replied in a positive manner. â€Å"You can't be greedy! How much more can you ask for? You have a house†¦ TONS of clothes, food†¦ and all the other â€Å"wants† for entertainment and all the fun things†¦ o yeah totally satisfied â€Å"or â€Å"I'm satisfied with what I have but I also wish that I can have more material and wouldn't mind having more if I were to get it† or â€Å"I'm satisfied for now but I would want more in the future, like in 10 years† and â€Å"I'm satisfied for now, but because there is more out there and we can access it, we want more but just not right now. † The others were complaining about how little t hey have and life would be much better if they had much more. I would fit into that category! My house isn't getting any prettier, even after all the money spent on the antiques and the expensive decorations. I feel it would make the house look much better, if we purchased some paintings. I have a â€Å"56† inch T. V, that seizes half of our living room space but I plan to buy the new flat screen ones, since they are the â€Å"new look†, even though our T. V is precisely perfect. From Internet to Mp3 players, our life is fully complete. Isn't it? But instead of normal speed Internet, we want high speed – faster and advanced, which means our life is complete but we aren't content. We simply just can't see what items we actually do have and what we can use, instead we see what we don't have and just ask for more and more since its never sufficient for us. We're on a continuous search for material. It's a non-stop hunt! It's not a hunt just for material goods but for social and political rights as well. We live in a democratic society that allows us to have more social control over government. We have more communal rights and freedom then many citizens in other countries. We have the guarantee for the freedom of expression, assembly, religion, and the press. We have equal rights just like all the other citizens regarding race or religion. We have mobility rights, legal rights, minority languages, educational rights and democratic rights. However, same sex couples are still asking for same sex marriage rights. Why does it feel that we don't have enough freedom? But, I just thought, we did. Maybe we should be put in a communist country such as China where public criticism of government is not permitted, and the rights of the state take precedence over those of the individual. That way it would be more fun seeing people complain and trying to get their way across to a communist government. Many of us are well employed and the companies we work for promise us many things, such as benefits, but several of the occupations, such as teachers are still asking for a raise in the pay since its not an adequate pay for them. We are paying all those taxes and even though we are getting safer roads and a health care system, in return, we feel it's too much and want a tax cut. Why does it feel like the government is ripping us off? We have the ability to make choices, get education at any age, attend free language classes, read free books at the library, play at the community center but the list just seems to be looking shorter. We are still fighting with the government against the high tuition cost and the small size of the libraries. We are waiting for new political leaders to come into place and change the way things are being done politically, and make decisions that are a benefit to the society or us, which is constantly changing. We can actually never sit down and be thankful for what we have. It's like we are on a constant search for more social and political rights, because the amount of freedom we currently hold, still makes us feel caged. What is the motivation that's asking us to search and fight for extra? What makes us think we don't have enough and we need to consume more? Don't you want to know? One of the reasons may be that day by day, researchers are finding out new technology and ways to make life much easier and more convenient for us. They provide us with gadgets that allow us to carry out several different tasks at one time, which are tempting to have, thereby creating more wants. As fashion builds, with new styles and trends coming out everyday, it overwhelms us with a new look, which is new and exciting, that gives us a satisfying feeling, making it a desire to go out there and devour more. Daily, our wants fluctuate. Overall, society and our own opinions, make us judge about our haves and have not's. Not having one thing at any moment makes us feel we have nothing, therefore making us unsatisfied. The wants of a person, socially also change and as life gets convenient for everybody, we start thinking about people who are in wheelchairs and are disabled in other ways. We ask the government to make ramps into theatres for them and parking lot spaces, especially to meet their safety, creating a social want. As inflation occurs and prices hike up, people want to start earning more, to be able to afford a living and have enough to satisfy their desires and wants, once again creating a social hunger. According to Maslow's Theory, â€Å"People might have enough of food, security, belonging and respect but!!! Enough of self-actualization is harder to attain. In point of fact self-actualization is seen as being somewhat addictive, once experienced it is something that people tend to want more and more of! Moreover people can only really pay attention to self-actualization needs once their more basic needs are satisfactorally met! † (Abraham Maslow hierarchy of needs). This theory shows how it's in us that after we pass our needs we move on to our wants, which are innumerable. All these factors, affect for our longing for material goods and social rights since they arise as the need for them occurs. Maybe we do have an explanation of why we are always asking for more and not being delighted with what we actually have. We might just be able to make it through an answer. Do these reasons mean we can just keep on seeking for more and fighting for more? To what extent can these reasons be used and are they a positive impact or a negative one? The question comes down to asking if the desire for more is a good or bad thing? Are we living in a society that sees the long for more, of a good thing benefiting everyone or something against communal values? In my opinion, it depends on the person who's looking at it and the type of want. I guess the citizen or person for example, asking for less tuition fees, of course will see it as a good thing and sees it as a need to lower the costs which will point out all the benefits to all the students, province wide. However, the government will see this as a negative impact on their financial budget and wont see it at all as a financial crisis for students attending universities and colleges. It all comes down to whose point of view we are looking through. In my opinion, if the social or political want is a one that will help everyone in society, and not harm anything, it's an agreeable thing. We can fight and protest for it since it's something only citizens can see and the government can't and its up to us as responsible citizens to have the political leaders open their eyes and recognize that it's for a good cause. It's the only way to be able to improve our society and the world we live in. If companies for example, were asking for laws that would be damaging to the environment such as no pollution control or being able to throw chemicals in the water, they would be seen as a social greed. The government hasn't allowed this law to take place for a specific reason and it should be kept that way. As time passes and changes occur in style and technology the lust for new things seem logical as long as there isn't a continuous desire. We just need to draw a line sometimes to exactly where the limits are for searching and fighting for extra of everything, sometimes that can justify the good and bad. We should be able to stay within them, and the person that exactly decides the limits is – us.

Learning Log Format Essays

Learning Log Format Essays Learning Log Format Essay Learning Log Format Essay Write a couple of paragraphs about your personal position and response concerning the concept or question that we discussed in class. [Should be completed after opening discussion where we first engage in a concept or topic] Section 2 Write a couple of paragraphs about how the first reading for the assigned concept/topic influenced your thoughts? Show me that you have read by presenting a brief summary of the philosopher’s position as you understand it. Tell me how it made you feel or what it made you think of. Compare or contrast your personal position to it. Write a couple of paragraphs about how the second reading for the assigned concept/topic influenced your thoughts? Show me that you have read by presenting a brief summary of the philosopher’s position as you understand it. Tell me how it made you feel or what it made you think of. Compare or contrast your personal position to it. Section 3 Choose an additional (meaning not covered in class) Philosopher who addresses the concept / topic we are exploring and reflect on their position concerning it. Include the source you used for your research. [Should be completed when doing your research. ] Be ready to share the philosopher’s position concerning the topic being explored, with the class. Section 4 Write a few paragraphs about how your thoughts have changed (evolved, improved, or became more clear) since our initial discussion as a result of our exploration of this concept? Change does not have to involve a reversal of position – it could mean that you understand more. [Should be done after all other work on the topic] In summary a completed log will have four complete sections. Section 1 = Initial response Section 2 = Response to reading 1 Response to reading 2 Section 3 = Research on additional philosopher Section 4= Reflection on progression of your thoughts at the end of our exploration of the concept.

Musculoskeletal Lecture Notes Essay Example

Musculoskeletal Lecture Notes Essay Example Musculoskeletal Lecture Notes Essay Musculoskeletal Lecture Notes Essay Musculoskeletal Physiology Be familiar with bones and muscles of body 3 types of muscle skeletal, smooth, cardiac attaches muscle to bone, decreasing angle of Joints during contraction proximal part of esophagi doesnt connect to bone, proximal (upper) conscious control is primary skeletal, distal is involuntary and smooth muscle T- tubules: inside is SEC, deep investigations of plasma membrane in muscle cell PM is sarcoma allows high concentration of Ca, like other CE spaces (ICC Is low) Ca floods into cell through T-tubules at uniform and fast rate Ca signals contraction Triads t tubes with ceroplastic respectful (also high In Ca) on each side, SIR Is resolve for Ca Ca comes In from SIR T-tubule Motor unit Neuromuscular Junction 22. 1. Skeletal muscles are all innervated by somatic nerves, conscious control Neuron goes directly to the muscle and innervated it Motor unit is a single axon and all the muscle fibers it innervates Short distance from terminal of axon and muscle fiber, d/t ACH dumped Into synaptic cleft and bind to receptors on skeletal muscle, when Ach withdrawn muscle relaxes Nerve Impulse down axon, when hits the Exxon terminus It causes a voltage gated Ca channel to pen, wave of depopulation causes Ca to come Into cell (Ca tells cells to do what It does best) and axon terminus releases Its neurotransmitters. ACH) ACH vesicle fuses with plasma membrane, what was inside the vesicle Is now outside the cell, ACH drifts across synaptic cleft to bind to an ACH channel, when 2 Aches bind the channel opens, this allows An to move into the muscle fiber. An wants to go into cell anyways (+ inside). An floods into cell causing muscle fiber to deplorable, causing voltage gated An channel causing further deportation. Ultimately causing voltage dated Ca channel on a T-tubule to open, then Ca flows into cytoplasm from SIR. Rapid influx of Ca throughout muscle cell. Ca channels: 1) Voltage gated Ca channel also called: DIP receptors, on T tubule, open d/t deportation of sarcoma. 2) Ca induced Ca channels = reloading channels which are on the SIR and open In response to DIP receptors allowing Ca to come In from SIR. During popularization the Ca gets pumped back Into SIR to Walt for next deportation Muscle Contraction 22. 1. 3 Acting: globular protein thats forms together to make a filament Transmission: small sections that form together and bind to acting at specific place. @ rest covers myosin binding site Trooping: bound to tromping. Parts, l: Ignore C: binds to Ca when it comes into cell T: binds to tromping. When Ca binds to trooping, causes trooping to move tromping exposing the myosin binding site Myosin can now bind to acting, muscle contracts 4 steps to muscle contraction 1 . Myosin head bind to acting filament that has been uncovered, causing release of Phosphate 2. Head of bound myosin flicks, moves one acting globulin, this is the powe r stroke 3. TAP binds to acting head, allowing release of, requires and TAP 4. TAP is hydroxide and head is repositioned As long as Ca is available this will occur. If muscle runs out of TAP = release cant happen = rigor Morris Muscle Fiber Types, Injury Repair 22. 1. 4 Slow oxidative Type 1 more TAP is hydrazine in reposition stage, happens slow high fatigue resistance, lots of oxidative compatibility, aerobic makes TAP as needs it more mitochondria b/c it needs it more myosin RED dark meat (legs walk a lot) doesnt need to store a lot of glycogen smaller and weaker fibers recruit these smaller motor units first Fast oxidative Type AAA Fast glaciology Type b less TAP is hydrazine in reposition stage, happens fast (lox faster) low fatigue resistance, slow oxidative compatibility, anaerobic, blows through TAP fast few mitochondria few capillaries and myosin WHITE breast (wings- seldom) high glycogen content (glycoside) larger and stronger recruit these larger motor units less often Denigrate and innervate (spinal cord injury) other axons will re-innervate those that have been devastated, less fine control Karri poison dart frog Blocks ACH receptor, powerful neuromuscular blockade Colostomies Botulism Causes ACH vesicles to not fuse with PM bottom paralyze muscles, half life is a month or so Colostomies Tennis EXCESSIVE release of ACH, muscle tenses, EX: lock Jaw Mechanical Disorders of the Bone 23. 1. 2 Arthritis- Osteoarthritis Gout Bursitis inflammation of bursa Bone Cancer 1% Dislocation movement of bone out of normal position, no tendon injury Sprains injury to Joint that involves ligament damage Strain occurs to muscles or tendons Fractures Oblique: oblique angle Occult: difficult to visualize, neck of femur Open: skin has been penetrated Pathologic: secondary to another disease EX: CA Segmented: broken into multiple pieces Spiral: oblique angle but spirals, result of twisting force Transverse: straight across Cricketing: cortex is only broken on one side, break doesnt go all the way through Impacted: two ends impacted, pushed one end into other Repair: Casts, external fixation may be needed so pin goes through bone (ankles holds tarsal anchored to tibia) Syphilis- compression fractures, older woman, hump Loriss pregnant women, wet pulls lumbar vertebrae forward increase curvature Scoliosis teenage girls, S-shaped back Treatment: surgery to place intertribal rods Osteoporosis 23. . 3 Osteoporosis loss of bone mass, traceable bone (spongy bone) lots in vertebrates Thinner cortex Estonian: precursor to osteoporosis, some bone loss Women affects men less 1. Men have larger bone mass to begin with 2. Menopause increases rate of bone loss 3. Men die younger, dont have a chance to loss the bone Males continue to produce bone at almost same rate as it is being reabsorbed Descant: X-rays through bone to see attenuation of bones,

Computer Fraud Tools Essay Example | Topics and Well Written Essays - 750 words

Computer Fraud Tools - Essay Example This software works best in machines that contain 64MB or more of system memory, with a processor of Pentium II 400 MHz core or a more advanced processor than this, and lastly it can work in Vista, Windows 7, and XP, 98, 2000, 2002, and 2003 (Sammons, 2012). This program has the following features: deleted files recovery, missing folders and files recovery, live updates are available for the program, full support for long string variables and names, and it fully supports SCSI, EIDE, IDE, and PAN, SATA, ZIP drives (Mary-Jo Kranacher, Richard Riley, Joseph T. Wells ,2010). It is used to recover files deleted from NTFS and FAT based operating systems. This program cost about $29, and can be accessed online with a full license or bought from different outlets worldwide. Disk doctors undelete (Mary-Jo Kranacher, Richard Riley, Joseph T. Wells, 2010) This program can recover deleted files on SATA, IDE, ATA, SCSI hard disk drives, memory sticks, SD cards, USB hard drives, and external Zip d rives. It supports recovery in the FAT32, FAT, FAT16, NTFS5 and the normal NTFS file systems in the following operating systems: XP, 2003 and 2000, Windows VISTA (Sammons, 2012). It recovers files that are accidentally deleted on a window running operating system. This software costs $49.00 USD. Tools that can be used to collect digital evidence from a cell phone are softwares, which use forensic abilities, to recover data that is not currently in the phone. These programs include; Cell phone and data mining (Androulidakis, 2012) This tool involves evidence from cellular devices playing a critical role in the component of data mining. This ability is often overlooked in the use of digital evidence (Androulidakis, 2012). This tool involves the export of information from various digital devices like the cell phones. For cell phones, you export the call logs, stored files from the phone and possibly the net visited sites if it is web enabled. After exporting, then the data is imported into an analytical software package, whereby the experts and investigators using the data mining techniques can visualize and diagram a timeline of events or a criminal enterprise. To understand the complex relationships of the timeline of events and criminal enterprise, the graphical representation would do a lot better for investigators and the jury in the courtroom presentation on a criminal investigation.an example of the is the AFLOGICAL 1.4 investigation tool (Androulidakis, 2012). This tool tested personal Information Management data was attempted including access to the multimedia messaging services, and it runs on Mac OS X 10.5.4. It is quite an expensive tool. Camera (Androulidakis, 2012) A cell phone camera can be used as a forensic tool to collect digital evidences (Androulidakis, 2012). A camera takes photos and subsequently stores them in memory in the phone or an external storage device. These tools are fairly cheap and must be attached to the phone and connected to t he phone system. So it must be compatible with the cell device that it is to be installed. Cell phone analysis tools These are tools that are used to read a SIM card. A SIM (subscriber identity module) accommodates text messages, recently dialed

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

FLSA - Essay Example Job titles and clear documents that describe role expectations are developed for this purpose in an effort to link job role with a salary structure. Caribou Coffee had classified workers as exempt and therefore received a salary. As part of their obligations, serving coffee and waiting on customers filled their responsibility list daily. Because of the language and/or the interpretation of the FLSA mandates, Caribou agreed to settle. The employees filing the suit argued successfully that because of their job duties, they were actually non-exempt workers (eliinc.com 2010). It would be difficult to over-complicate the FLSA by providing new amended subsections, especially if the nature of what constitutes exempt versus non-exempt were clearly defined through precedent. For example, if it included specific job role functions, the document would be unreadable and certainly irrelevant. Another case involving exempt versus non-exempt status involved Patty Lee Smith v. Johnson and Johnson in the District Court of New Jersey. The Court ultimately found in favor of J&J, believing evidence of her non-exempt status was insufficient to find otherwise (ca3.uscourts.gov, 2009). Smith worked unsupervised for 95 percent of her role, thus with considerable flexibility on the nature by which she coordinated her responsibilities. Further, no definite job role and list of obligations were present in the human resources division, thus Smith could not prove otherwise considering the evidence of her status that are most closely associated with a person in a salaried, executive level role. It was a common sense ruling, however the language of the FLSA is open to even judicial interpretation due to the lack of practicality in constructing supplements. These situations can be avoided in the future by fully categorizing the job title and the specific responsibilities, or ensuring that a sign off