Symbolism Of Kill A Mockingbird By Harper Lee - 2255 Words

Symbolism in To Kill a Mockingbird Whether it is in literature or even shown in pictures, people use things to represent something with a deeper meaning and that’s called symbolism. In the book â€Å"To Kill a Mockingbird† by author Harper Lee, various different themes or symbols are active throughout the book either directly, or more often, obscurely being tied to the ultimate theme of the book, which is not being able to understand someone until you experience life from their point of view. The most apparent reoccurring theme though is equality because of the fact it’s symbolized through people, birds, and even inanimate objects that Scout and Jem encounter over the course of the book in the tree that turns out to play a bigger part of the story as the story progresses. Sometimes, these symbols are obvious to the reader and other times, they’re not, but that doesn’t mean that there’s not an infinite number of ways to analyze or interpret th ose same symbols and the meanings behind them. By doing this, the reader is able to get a better and deeper sense of what Lee was truly trying to say and their connections to the story and the way they help make the reader experience being physically at the time of the 1930’s. Equality was and still is a problem as reflected in the book, but it’s the way Lee brings those symbols to our attention that makes us realize how close to the exact same spot we were over 80 years ago that is able to make the reader that much more intrigued.Show MoreRelated Symbolism in To Kill a Mockingbird by Harper Lee Essay640 Words   |  3 PagesSymbolism in To Kill a Mockingbird by Harper Lee The mockingbird is a major symbol in the book, To Kill A Mockingbird, by Harper Lee. Harper Lee chose the mockingbird for both the title of her book and as a symbol in her book. I believe she selected it because the mockingbird is a creature that is loved by all for its singing and mocking, for which it gets its name, and how it never intends to harm anything or anybody. Atticus Finch says to Jem, but remember it?s a sin to kill a mockingbirdRead MoreSymbolism And Metaphors Of Kill A Mockingbird By Harper Lee1230 Words   |  5 PagesTo Kill A Mockingbird by Harper Lee is a book thick with symbolism and metaphors. It is a debatable fact that Scout, the female protagonist, is a symbol for innocence. Though the validity of her symbol is in doubt, I am certain that the symbol in this novel for injured faith, or broken innocence, is Boo Radley. That puts in question the reason why Boo continues to amble down the same road of apathy while Scout is being led down the path to unbiased matu rity. I believe that Atticus, the father figureRead MoreAnalysis Of Kill A Mockingbird By Harper Lee1248 Words   |  5 PagesrRealistic fFiction novels because it helps the reader understand what the author is trying to convey. In this novel with the title To Kill A Mockingbird, Harper Lee used that to her own advantage;, the techniques in this book were very clear to the eye and it helped the reader more to understand the part that they were reading. In the book To Kill A Mockingbird the story is about a little girl named Scout who lives in the south in a little town called Maycomb, Alabama and during the Great DepressionRead MoreAnalysis Of The Book The Two Birds One Stone By Harper Lee900 Words   |  4 Pages9 March 2016 Two Birds One Stone â€Å"You never really understand a person until you consider things from his point of view – until you climb inside of his skin and walk around in it† (Lee 30). To Kill A Mockingbird by Harper Lee is a very vigorous story about the racial discrimination that was uncontrollable in 1930’s Alabama. The small town of Maycomb is segregated into two categories: white and black. They each have their own separate neighborhoods and churches. Rarely is such racism binded withRead MoreKill A Mockingbird, By Harper Lee1197 Words   |  5 Pagessuch as crops, houses, and land, and money was awfully limited. These conflicts construct Harper Lee’s novel, To Kill a Mocking Bird. In To Kill a Mocking Bird, Lee establishes the concurrence of good and evil, meaning whether people are naturally good or naturally evil. Lee uses symbolism, characterization, and plot to portray the instinctive of good and evil. To Kill a Mocking Bird, a novel by Harper Lee takes place during the 1930s in the Southern United States. The protagonist, Scout Finch,Read MoreKill A Mockingbird By Harper Lee873 Words   |  4 PagesIn the book, To Kill a Mockingbird, Harper Lee illustrates that â€Å"it’s a sin to kill a mockingbird† throughout the novel by writing innocent characters that have been harmed by evil. Tom Robinson’s persecution is a symbol for the death of a mockingbird. The hunters shooting the bird would in this case be the Maycomb County folk. Lee sets the time in the story in the early 1950s, when the Great Depression was going on and there was poverty everywhere. The mindset of people back then was that blackRead MoreAnalysis Of Harper Lee s Kill A Mockingbird 1491 Words   |  6 PagesHarper Lee’s ​ To Kill a Mockingbird ​ is a critically acclaimed, Pulitzer Prize winning novel that instantly attained its position as one of the greatest literary classics (Editors).The story of Scout Finch’s childhood has become one of the most notable narratives that addresses controversial issues present in the early 20th century. Lee’s novel depicts themes of race, justice, and innocence throughout the novel. Although ​ To Kill a Mockingbird​ is regarded as a literary masterpiece in AmericanRead MoreThe South : Controversial Topics On Harper Lee s Kill A Mockingbird1475 Words   |  6 PagesTopics in Harper Lee’s To Kill a Mockingbird Harper Lee’s To Kill a Mockingbird is a critically acclaimed, Pulitzer Prize winning novel that instantly attained its position as one of the greatest literary classics (Editors).The story of Scout Finch’s childhood has become one of the most notable narratives that addresses controversial issues present in the early 20th century. Lee’s novel depicts themes of race, justice, and innocence throughout the novel. Although To Kill a Mockingbird is regardedRead More Racism in Literature Essay1144 Words   |  5 Pagesracism, and are inspired to write about it, with the goal in mind to make a difference and change societies belief. Abel Meeropol and Harper Lee had that goal in common, when writing â€Å"Strange Fruit†, a poem about lynching, and To Kill a Mockingbird, a novel about a persecuting southern to. Both the contrast made and the word choice are effective parts of the poem. Symbolism and satire are also big parts. The theme of racism is also important , which is supported by the title and the author’s tone. ToRead MoreWhy Is Innocence Becomes Experience?1225 Words   |  5 PagesIn To Kill A Mockingbird there are several reason why innocence becomes experience. Phys.com stated â€Å"Between ages 5 and 11, the researchers found, children become aware that many people believe stereotypes, including stereotypes about academic ability. When children become aware of these types of bias about their own racial or ethnic group, it can affect how they respond to everyday situations.† This shows that Scout and Jem are in a time of their lives when racism will take effect. Not only because

1984 Symbol Essay - 645 Words

2009. A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Analyze a symbol in George Orwells 1984, and write an essay demonstrating how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot. In 1984 George Orwell uses many symbolic objects such as the paperweight, the proles, big brother, and telescreens to assist the readers in a deeper understanding of the book and its purpose. When Winston Smith, the main character, purchases the glass paperweight he represents the struggle in†¦show more content†¦Orwell states that â€Å"the coral was Julia’s life and his own, fixed in a sort of eternity at the heart of the crystal. This is symbolic in the sense that just as the glass is easily shattered, the small fragile world that Julia and Winston created will surely be crushed if they are ever to be caught. In addition, the paperweight represents Winstons all out rebellious acts against the party. By writing in his diary and committing thought crime he has essentially sealed his own fate. Knowing of his upcoming demise causes him to further rebel against the party, he continuously opposes the partys ideas, thinks anti party thoughts, and most of all begins to have a sexual relationship with his girlfriend Julia. He even rents a room in which Julia and himself commit these crimes together, which ultimately leads to the end of their perfect world, their relationship, their freedom and humanity. Finally, in combination with the aforementioned, the paperweight represents hope, comfort, hopelessness, and Winstons internal dissent for the totalitarian regime of big brother. By channeling his inner most thoughts and desires into the object, Winston is essentially bypassing the all seeing of big brother. However, o nce the paperweight broke and the fragment of coral, a tiny crinkle of pink like a sugar rosebud from a cake, rolled across the mat (Orwell), Winston experiencedShow MoreRelatedEssay about 1984 Symbols: George Orwell Novel926 Words   |  4 PagesSymbols George Orwell novel 1984 contains symbols and images throughout the novel. Although symbols such as rats, the coral paperweight, songs, and Winston’s varicose ulcer only appear infrequently, they do provide important functions. Winston had a reoccurring dream which found himself standing in front of a wall of darkness of which on the other side there was something to dreadful to face. He always woke up prior to finding out what was on the other side. After awaking during one of WinstonRead MoreEssay 19841695 Words   |  7 PagesChoose one of the following essay topics and write a well-developed essay (no less than two typed pages, double-spaced in 12 pt. standard font such as Roman Times or Georgia). This essay is due the first day of school. 1. Describe Winston’s character as it relates to his attitude toward the Party. In what ways might his fatalistic streak contribute to his ultimate downfall? Cite examples from the text to prove your opinions. 2. How does technology affect the Party’s ability to control its citizensRead MoreGeorge Orwell s Nineteen Eighty Four1651 Words   |  7 Pagesillustrated the plot of the story in an entertaining way, but also gave me an insight of my central research question of propaganda. After completing this graphic novel, I gained more understanding of propaganda, including how and why it is used in 1984. Those ideas benefitted me on answering my central research question later in the project. Medium 2: Dossier This dossier was made for the main character Winston Smith and is written from the Thought Police’s point of view. Thinking from the Party’sRead More George Orwells Writing Essay examples899 Words   |  4 PagesWriting George Orwell is best known for his fiction writing, particularly Animal Farm and 1984. In Shooting an Elephant he demonstrates his talent in non-fiction writing. Not everyone was familiar with the way in which the British Imperial rule worked and Orwell uses his rhetorical language to bring the readers of his essay into the immediate world that was that of an imperial officer. Orwell?s essay is written in the first person perspective. This was done deliberately by Orwell to makeRead MoreMyths Are A Critical Tool903 Words   |  4 Pageshistorical events and they can be manipulated for both good and bad. This essay considers the way in which myths are used in nation-building and war by examining several prominent examples. The Merriam-Webster dictionary provides several definitions for the word â€Å"myth.† One is that which is most often used by popular culture: â€Å"an idea or story that is believed by many people but that is not true.† Another, and the one with which this essay concerns itself, is: â€Å"a usually traditional story of ostensibly historicalRead MoreGeorge Orwell s 1984 ( 1949 )1265 Words   |  6 Pages Power alone can be a dangerous machine when put into the wrong hands. In George Orwell’s novel 1984 (1949), he painted a dark image of the Oceania government’s abuse of political power that destroyed the very fabric of life for many of its society members. Evidence of this destruction is seen through the eyes of the main protagonist, 39-year-old, Winston Smith. The novel is set in Air Strip One, based in London. Although 85 percent of Oceania’s population was made up of proletarians who seemedRead MoreEssay on George Orwells 19841430 Words    |  6 Pagesï » ¿ Unit 3: A Struggle for Freedom Activity 8: Literary Essay Brittany Ennis ENG3U Mrs. King July 19th, 2013 In the book 1984 by George Orwell, there is a lot of symbolism that represents one major themes of the book. These symbols reflect the theme that a totalitarian government does not allow freedom. The goal is to control the thoughts, the hearts and the minds of the population. Those that are different are centred out to beRead MoreThe Breakfast Club Summary1105 Words   |  5 PagesAbstract This essay is about John Hughes’s The Breakfast Club, Released on March 24, 1984. Exploring and breaking down one of the most iconic movies from the 80s, it’s more than just a humorous movie about five teens in detention. This essay will explain the cultural values it expresses, stereotypes and examine three out of the five students. It will provide, essay specific, definitions to further explain various points, as well as, a brief summary of the movie. The primary purpose of The BreakfastRead MoreThe Color Purple By Alice Walker1540 Words   |  7 Pagesenthusiasm for the African independence movements of the 50’s and early 60’s.( Horsley,2014) She graduated in 1965—the same year that she published her first short story; â€Å"The Civil Rights Movement: How Good Was It?†, which won the American scholar essay contest.   Post college Walker became a social worker teacher and later became even more active in the civil rights movement.(Am istad Literary series: Alice Walker ) POSITION IN BLACK LITERATURE Prior to Walker s writing career black female authorsRead MoreOrganizational Culture Is Within The Control Of Management1730 Words   |  7 Pagesabove the competition (Kilmann et al., 1985). Following from this, it makes sense that figuring out how to control culture to achieve competitive advantage has received a lot of attention from scholars and management alike (Anthony, 1994). In this essay, we will look to explore the extent to which organizational culture is within the control of management. To do this, we will begin by defining culture and shedding light on the debate that culture can be seen in one of two ways – as something that

Assessment of Online Grading System free essay sample

Introduction People enroll theirselves in school to learn something, develop and improve their skills. It also makes them to communicate to different kinds of person. There are lot of programs offered by the school. It makes them as an asset for the school. Some students consider the facilities of school before enrolling theirselves to one particular educational institution. In recent years, innovation is growing rapidly. The number of school system adopting online grade posting and attendance report is growing. (www. suite101. om/online grade-posting pros and cons) It is an advantage for a school to have an online grade posting against its competitors. Aside from being an advantage, it is also a marketing strategy for the school. It is one of the reasons why schools tend to do online grade posting rather than the tradition one. As mentioned by McFarlane, 1997; Migliorino and Maiden 2004, www. findarticles. com. A teaching and learning radically changed with advances in technology. Research shows that the computer can be an effective tool in both teaching and learning. As part of innovation,computer and internet became part of our need in learning. It helps us to know anything and connect us to everybody. It helps us also to learn something in a quick and easiest way by providing relevant and informative information online. Online grade posting can eliminate the need for progress reports, saving paper and postage if mailed(suite101. com) Aside from the benefit mentioned above it also reduced cost in producing or making a progress report, thus making a paperless grading system. An online grade book is a quick and efficient way for teachers and parents to interact with each other for a positive education experience. (www. opapers. com) Through online grading system, teachers can post the grades of his student anywhere or without going out to school thru the website of the school in internet. Students can also view their grades anywhere and anytime in just one click. Parents can also view the progress of their child’s grade as well. Online posting system give parents complete access to all grades as they are posted at any time. www. suit101. com) Every parent wants the best for their children. They do everything to make sure that their future are in good shape and one thing to make it is to guide them on their studies. By monitoring their grades, they know how their children are doing in school. By taking full advantage of online grade book software, no one is left in the dark to wonder about the overall progression of the individual student or the eff ectiveness of the teacher and administrators. (http:// www. articlesnatch. om) In the traditional way, school used to do report card and mail it to the parents, school that mail progress reports, however can never be sure they reach the parents. This is one of the problems that might encounter by the school. Administrator cannot be sure that the grades they mailed will reach the parents, thus making the parents uninformed about the progress of their child. Some reason of this is when the family changed their mailing address or when it has been forgotten by the post office due to unexplainable reason. Another factor is the delay in mailing. Parents cannot know how their children are doing in school when they do not know about their grades and when finally they know about it, it is too late to guide or talked to their children. On-line grade posting can results in more meaningful parent teacher conferences (www. suite101. com). It is because parents can view their child’s grade anytime and anywhere and since pertinent information are available online. Parents can ask the teacher why their child got a passed or failed grade immediately after looking at it online. As said by Bequeaith, Superintendent and principal of Tonica Grade school District â€Å"this program increases the communication between parents, teacher, and students† (www. teacherease. com, 2004) As for students, aside from seeing it anytime and anywhere it will be a great help for them to detect grading errors before they become bigger problem once final score are posted especially for those conscientious students as mentioned in online grade posting pros and cons www. suite101. com. Through on-line grading and policy of schools on the duration on passing grades teachers are need to post grades on time so students can know their grades immediately and will make them think why they got a grade like that and realize they mistake/s and motivate theirselves to exert more effort in studying to have a good grades. As mentioned by Migliorino and, Maiden, 2004 and findarticles. com Grading programs, like those powered by Powerschool and Ecollege, allow teachers to spend more time planning instruction instead of figuring grades by hand. It is because teachers don’t have to compute all the grades of student. They just need to encode it to the schools database and the system will be the one responsible for computation and post it on-line so students know their grades after that. Nevertheless it is important for school district administrators to examine the developmental needs of all of their students prior to mandating a centralized information system or an electronic grade book (www. findarticles. com) it is important to the administrators to train the teachers about their system to make it effective. Administrator should provide an ongoing and current training to their employees for the better use of the system. It is also important to train parents and students as well. â€Å"Clearly, on-line grading system would be a highly desirable addition to the educational tool-kit, particularly if it can provide less costly and more effective outcome. †(Jeng, Alexisponniah, Askenazi, Burus, www. iiisci. org/journal) Statement of the Problem This study entitled â€Å"Assessment of College Student of College of the Immaculate Conception to Online Grading System† Specifically, this study tried to answer the following question 1. How may the profile of the respondents described in terms of: 1. 1Age 1. 2Gender 1. Year level 1. 4Academic Performance 2. Is online grading program effective? 3. What can you say about the on-line grading system? 4. What are the benefits if online grading to you as 4. 1Students 4. 2Teachers 4. 3Administrators Scope and Delimination The study specifically determines the assessment of college students of College of the Immaculate Conception to the online grading sys tem. The profiles of the respondents were determined using a questionnaire. The respondents, college students gave their assessment to online grading system and its benefits to their academic performance. The subject of the study was college students of College of the Immaculate Conception during the 1st semester of the school year 2011-2012. Significance of the Study: This study entitled â€Å"Assessment of College Student of College of the Immaculate Conception to Online Grading System† will be beneficial to the following: For the students, it will make them understand the importance and benefits of the on-line grade posting thus, making them aware of it. It also helps them to detect errors in their grades and realize mistake and exert more effort for their studies. For parents, it will make them know about online grade posting, it benefits to their children and their selves. It will help them understand what an on-line grade system is. For teachers, it will serve as a tool in their teaching and know the effort on it to their students. For the school, it will serve as the basis for them to know the opinions of the students about online grade posting and foster and improve what they have done. It will help them also in planning what is best for its stockholders. For researchers, this study will be significant as a reference for future researcher and will guide for the better outcome of their research.

Students and Work

Previous Research Foley, S. Hang-Yue, N., 2005. The effects of work stressors, perceived organisational support, and gender on work-family conflict in Hong Kong. Asia Pacific Journal of Management: Bangkok.Advertising We will write a custom research paper sample on Students and Work specifically for you for only $16.05 $11/page Learn More â€Å"This survey demonstrates the immediate and moderate outcomes of perceived organisational support and gender on the interdependence between work stressors and family conflict for a sample population of Hong Kong Chinese workers† (237). The survey discovered that perceived organisational support is inversely proportional to both family-to-work conflict (FWC) and work to family conflict (WFC), and that work stressors are directly proportional to FWC and WFC. Furthermore, the direct correlation between role overload and WFC was observed to be lesser when perceived organisational support was high, showing that the perceived organisational support can off-set the negative effects of the role over load. Moreau, M. P. Leathwood C., 2010. Balancing paid work and studies: working (-class) students in higher education. Queensland University of Technology: Brisbane. This article studies undergraduate students in a post-1992 university timeline to discover undergraduate students’ accounts of working and the same time studying during session-time and the ways they use to cover up time consumed in work. It is suggested that most of the students doing part-time jobs is because students are expected to cater for their school bills since the state is not responsible. Gayle, V. Lowe J., 2010. Exploring the work/life/study balance: the experience of higher education students in a Scottish further education college. Queenland University of Technology: Brisbane. This article focuses on the angles of work/life/study balance and its impact on student performance in the curricular studies. The surve y was conducted on a case study of higher education students, studying on full and part-time basis, in a Scottish higher learning institution. The study suggested that more than half of the students were able to manage a study/work/life balance, although the other half was stressed due to conflicting priority.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research Objectives and Background The main objective of the research is to examine work and study conflict issues on whether it affects students’ burnout and participation in university life. Nowadays, the cost of education has escalated to an extent that students are compelled to combine work and studies at the same time. Curtis and Williams (2002) quotes that â€Å".. this is the routinisation of students combining paid work and study, suggesting that this is now the norm in the United Kingdom.† Other surveys show that te rm- time work can provide positive social and educational benefits to the students (Watts and Pickering, 2000). Vickers et al (2003) observes that, for college students who work for 20-30 hours every week, the odds of dropping out of school are almost 150% more than for students who do not engage in paid work during term-time. For others who work for more than 31 hours every week, the number was between 200 and 205 %. This research objectives include: to observe the extent to which students of property and construction are devastated from burnout; to establish a model of the work-study connection, describing the relationship between time commitment to paid work and studies, work-study satisfaction and burnout; and to ascertain the model of study-work relationship in a sample of undergraduate students engaged in an undergraduate property and construction programme. The conflict between one’s work responsibility and other life responsibilities is a vital factor of the correlati on between work and non-working life. According a research conducted by Cotton et al 2002, it shows that there is a inter role conflict is a stressor that is usually perceived with negative effects for a person’s satisfaction and well-being. University students experience a problem in trying to juggle work and study and as a result are vulnerable to stress. The exploratory survey shows that on average all students who engage in term-time paid work spend long hours in work than in the university. The negative relationship between time commitment in the two variables shows that students commit time at work at the expense of the time committed in university life. From the students interviewed, majority said that they had difficulties in combining both. Also some of the students are expelled or suspended out of university and thus reduce their time spend in university. Working undergraduate students are emotionally exhausted and contemptuous of their studies and hove low levels o f efficacy. This is a main point because burnout is usually connected to health problems and turnover. Student’s experience at work-study interface is ever unbalanced with students showing more resilience for the time demands of paid-work than students of university level. In addition, these results demonstrates that the current irregularity between students’ participation and contentment in the campus life and paid work could be adapted by programmes meant to clarify the interface between perceptions and practice and make sure that students’ experience of paid work enhances their learning.Advertising We will write a custom research paper sample on Students and Work specifically for you for only $16.05 $11/page Learn More The research question should highlight the theories and previous research surveys that explain the correlations to be investigated. Thus our research question will be: Does the conflict between paid work and study influence the students’ performance and satisfaction with university life? Theoretical Framework and Hypotheses In the first article, by Foley and Hang-Yue, it is suggested that perceived organisational support is inversely proportional to both family-to-work conflict and work-to-family conflict, and that work stressors are directly proportional to family-to-work conflicts and work-to-family conflict. While according to Moreau and Leathwood observes that most of the students doing part-time jobs is because students are expected to cater for their school bills since the state is not responsible. Gayle Lowe (2010) research suggested that more than half of the students were able to manage a study/work/life balance, although the other half had stressed due to conflicting priority. The three articles show different impacts of work to study on different individuals. Whereas some students are compelled to engage in term-time work, some are looking for money for other needs and expe rience. It cannot be concluded that work completely negative impacts study time, since some students are able to balance both and perform well in school and work too. In coming up with theoretical framework, some important elements are to be considered, these include: defining all the relevant variables; discussing the relationship between the variables; determining the relationship of the relations; and discussing why the relationships are hypothesised. The hypothesis is a testable statement that should be based on previous research design. In this case the hypothesis will be stated as: Work and study conflicts impact on the student’s performance and satisfaction of university life. The direction of the relationship between the work-study conflict and students’ performance and satisfaction takes a negative course.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Null hypothesis: Work and study conflicts do no influence the students’ performance and satisfaction of university life. H0:ÃŽ ¼1 = ÃŽ ¼2 Where: H0 = the null hypothesis ÃŽ ¼1 = the mean of students’ population having work and study conflicts ÃŽ ¼2 = the mean of students’ population dissatisfied with university life The true null hypothesis is represented as: H0:ÃŽ ¼1 ÃŽ ¼2 Alternative hypothesis: work and study conflicts do influence the students’ performance and satisfaction of university life. H1:ÃŽ ¼1 = ÃŽ ¼2 Where: H1 = the alternative hypothesis ÃŽ ¼1= the mean of students’ population having work and study conflicts ÃŽ ¼2= the mean of students’ population satisfied with university life and perform well. The true alternative hypothesis is H1:ÃŽ ¼1 ÃŽ ¼2 Population and Sample The population consisted of university going undergraduate students from the university, who were engaged in term-time work. The data was collected from a sample of 500 respondents that was selected randomly from the population. These respondents were interviewed on voluntary basis in the university premises. The target place for the respondents was on social gatherings, libraries, the researcher also got permission from the school admistration to conduct the research during class hours, especially to part time students. The respondents can also be reached at their various places of work, by communicating to the certain organisation’s Human Resource to be allowed to interview the respondents at their convenience. Also the internet users can provide useful information, through social networking sites like MySpace, the questionnaires were posted to various people and forwards to friends. The research used simple random probability sampling. The reasons for using this method were: it was easier to apply and explain the results than other probability sampling techniques; and unlike non-probability techniques, it gives a reasonable genera lisation of the population and unbiased estimates of the population. However, this method can be prone to sampling error as a result of the randomness of the picked sample can lead to a sample which is not reflective of the whole population in general. Data Collection The independent variables are those that potentially result to changes in the values of another variable, that is, DV. The value of the independent variable is independent of other variables, although the researcher can manipulate the values. Dependent variables are those variables that were anticipated to observe change. The values of the dependent variables are dependent on other variables. Thus, by the definition, the values of the dependent variable is dependent on the independent variables, thus the researcher can manipulate the DV values by controlling the IV according to his or her expected results. However, the researcher cannot manipulate the DV values directly, but only through the IV. Data was collected thro ugh both structured and also unstructured interviews. The interviewer administered questionnaires. â€Å"The formula to be used in measuring the relationship between the independent variable and the dependent variable will depend on the number of variables involved, measurement limits applied, and nature of the relations† (Vickers 2003). The variables will be measured by evaluating the observed relation by comparing it to the â€Å"maximum expected relation† between the particular variables. The observed relations are evaluated by differentiating the values of the variables, and ascertain the extent of the overall observed differentiation is attributed to cases when that differentiation is found in both the variables under consideration. Reference List Curtis, S. Williams, J., 2002. The reluctant workforce: undergraduates’ part-time employment. Education and Training: New York. Cotton, S. J., Dollard, M. F. Jonge, J., 2002. Stress and student job design: Satis faction, well-being and performance in university students. International Journal of Stress Management: Boston. Gayle, V. Lowe J., 2010. Exploring the work/life/study balance: the experience of higher education students in a Scottish further education college. Queenland University of Technology: Brisbane. Foley, S. Hang-Yue, N., 2005. The effects of work stressors, perceived organisational support, and gender on work-family conflict in Hong Kong. Asia Pacific Journal of Management: Bangkok. Moreau, M. P. Leathwood C., 2010. Balancing paid work and studies: working (-class) students in higher education. Queensland University of Technology: Brisbane. Watts, C. Pickering A., 2000. Pay as you learn: student employment and academic progress. Education and Training: New York. Vickers, N., Lamb, S. Hinkley, J., 2003. Student workers in high school and beyond: the effects of part-time employment on participation in education, training and work. Longitudinal Surveys of Australian Youth Research Report: Melbourne. This research paper on Students and Work was written and submitted by user Elliot Berry to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Sample Graduate School Recommendation by a Professor

Sample Graduate School Recommendation by a Professor The success of your graduate school application relies on the quality of the recommendation letters professors write on your behalf. What goes into a helpful recommendation letter? Check out the sample letter of recommendation written by a professor. What makes it work? An Effective Recommendation Letter for Graduate School   Explains how the professor knows the student. The professor speaks to the student’s abilities in several contexts rather than just in class.Is detailed.Supports statements with specific examples.Compares a student to her peers and the letter explains exactly what makes the student stand out.Describes a students capacities in specific ways rather than simply noting that she is an excellent student prepared for grad school. Below is the body of an effective recommendation letter, written by a professor. To: Graduate Admissions Committee It is my pleasure to write on behalf of Jane Student, who is applying to the Ph.D. program in Research Psychology at Major University. I have interacted with Jane in several contexts: as a student, as a teaching assistant, and as a thesis mentee. I first met Jane in 2008, when she enrolled in my introductory Psychology class. Jane immediately stood out from the crowd, even as a first-semester freshman. Just a few months out of high school, Jane demonstrated characteristics commonly held by the best college students. She was attentive in class, prepared, submitted well-written and thoughtful assignments, and participated in meaningful ways, such as by debating other students. Throughout, Jane modeled critical thinking skills. Needless to say, Jane earned one of five A’s awarded in that class of 75 students. Since her first semester in college Jane has enrolled in six of my classes. She demonstrated similar competencies, and her skills grew with each semester. Most striking is her ability to tackle challenging material with enthusiasm and endurance. I teach a required course in Statistics that, as rumor has it, most students dread. Students’ fears of statistics are legendary across institutions, but Jane wasn†™t fazed. As usual, she was prepared for class, completed all assignments, and attended help sessions conducted by my teaching assistant. My teaching assistant reported that Jane seemed to learn concepts quickly, learning how to solve problems well before the other students. When placed in group work sessions, Jane easily adopted a leadership role, helping her peers learn how to solve problems on their own. It was these competencies that led me to offer Jane a position as a teaching assistant for my statistics class. As a teaching assistant, Jane strengthened many of the skills I have articulated. In this position, Jane held review sessions and offered out-of-class assistance to students. She also lectured in class several times during the semester. Her first lecture was a bit shaky. She clearly knew the concepts but had difficulty keeping pace with PowerPoint slides. When she abandoned the slides and worked off the blackboard, she improved. She was able to answer students questions and the two that she couldn’t answer, she admitted to and said she’d get back to them. As a first lecture, she was very good. Most important to a career in academics, is that she improved in subsequent lectures. Leadership, humility, the ability to see areas in need of improvement, and the willingness to do the work needed to improve – these are all characteristics we value in academia. Most important to a career in academics is research competence. As I have explained, Jane has an excellent grasp of statistics and other skills critical to a successful career in research, such as tenacity and excellent problem solving and critical thinking skills. As mentor of her senior thesis, I witnessed Jane in her first independent research efforts. Similar to other students, Jane struggled with finding an appropriate topic. Unlike other students, she conducted mini literature reviews on potential topics and discussed her ideas with a sophistication that is unusual for undergraduates. After methodical study, she chose a topic that fits her academic goals. Jane’s project examined [X]. Her project earned a department award, university award, and was presented as a paper at a regional psychology association. In closing, I believe that Jane student has the capacity to excel at X and in a career as a research psychologist. She is one of a small handful of student that I have encountered in my 16 years teaching undergraduates that has this ability. Please do not hesitate to contact me with further questions. Why This Letter Is Effective It is written by a professor who has extensive experience with the applicant.The professor describes several aspects of the students competence.It describes how the student has grown and developed her skills. What does this mean for you as a potential applicant to grad school? Work to foster close, multidimensional relationships with faculty. Develop good relationships with several faculty because one professor often cannot comment on all of your strengths. Good graduate school letters of recommendation are built over time. Take that time to get to know professors and for them to get to know you.

How to Check Cross-References

How to Check Cross-References How to Check Cross-References How to Check Cross-References By Mark Nichol A word, phrase, or sentence that directs the reader to related information in the same document (or, in the case of online content, perhaps a different document), whether said document is an article or a book, is called a cross-reference. This post discusses best practices in employing cross-references. In printed or online content, a cross-reference is a text element that introduces the reader to a subsequent element of content, whether text or one or more graphic elements. For example, an observation or assertion may be followed by a statement such as â€Å"See further discussion in chapter 6† or â€Å"See the columns labeled ‘Cause’ and ‘Effect’ in figure 1 below.† Note a couple of details about these examples: First, neither example uses page numbers to locate the cross-reference; this is because, in the case of a printed document, pagination may change when the content is reprinted or is posted online. (Also, the designations for types of content- chapter and figure- are not capitalized, nor are similar terms such as appendix, part, and table, and numbers are always styled as numerals, not spelled out.) For the same reason, avoid directions such as â€Å"See next page†; write â€Å"See below,† instead, especially to direct the reader’s attention to a figure or table. Cross-references can also refer to preceding elements, either by specific references or by calling attention to, for example, â€Å"the abovementioned factors† or â€Å"the aforementioned locations,† â€Å"the foregoing discussion,† or â€Å"the participants mentioned above.† General references similar to these seldom precede their referents, and equivalents of abovementioned and aforementioned that replace the first half of each word with below and after are not valid words, nor is aftergoing. (Prementioned is a real world, but I have never seen it used in this context.) On a related note, it is essential to check all cross-references in a given piece of content. Any references to the title of the overall content itself that appear in the content should match, and the writer, and/or an editor or proofreader, should verify that all elements listed in the table of contents- part and chapter titles and any headings and subheadings- and related lists of such elements as figures and tables should be verified against the lists. (At the proofreading stage, page numbers in the table of contents and similar lists, which are entered in the electronic file from which the publication is created only after the text is paginated, should also be cross-checked against the respective pages.) In addition, all cross-references discussed in the foregoing discussion should be checked to make sure that, for example, when figure 5 is mentioned in regard to a certain topic, fact, or data point, that information appears in figure 5. Likewise, a caption for an illustration or a photograph, or a reference to the image in the running text, should be inspected to verify that it correctly identifies what is shown in the image. Chapter numbers and other identifying information should be cross-checked in the proofreading stage as well; such indicators may have been changed at some point because, for example, two chapters have been combined, one has been deleted, or a new one has been inserted. At the same time, or in a separate review, spelling or treatment of terms in the text should be checked to ensure that it matches those shown in figures. For example, if a table with a list of names refers to someone as Smythe, but the text uses Smyth, the correct choice should be verified and the error corrected, or if a map identifies the most populous city in India as Bombay but the text uses the newer standard form Mumbai (whether in reference to the map or in isolation), the map should be relabeled, or replaced with one that uses the modern form. Also, when footnotes or endnotes are employed, text that prompts a note should be checked against the wording of the note to ensure that they are pertinent to each other, and when a citation is noted, it should be checked against a list of references to make sure, first, that an entry for each citation is listed and, second, that the information in the citation (for example, a last name and the year of publication) matches the information in the references. In a separate step, the references should be cross-checked against citations to make sure that every reference in the list has one or more corresponding citations; reference entries without a citation should be deleted. URLs and links to email addresses should also be verified, and links should be tested to ensure that the destination of the link is correct and correctly identified. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:5 Uses of Infinitives50 Nautical Terms in General UseIs Your Novel "Mystery," "Thriller," or "Suspense"?

Marketing Essay Example | Topics and Well Written Essays - 1750 words - 1

Marketing - Essay Example Some customers are price sensitive whereby, an increase in price may cause the customers to buy from competitors. On the contrary product/service involves taking into consideration the needs and wants of a customer. Finally, promotion entails creating awareness about the product or service being offered by the company. This may involve taking into consideration the methods that the company will use to promote their product as well as determining the methods used by their competitors (Hoffmann, 2008). Therefore, this study aims to provide an insight of how the company achieves advantage of delivering value to the consumers and to what extent. 1. â€Å"A company achieves advantage by delivering superior value to its consumers in the marketplace†. To what extent do you agree with this statement and why? A company achieves advantage by delivering superior value to its consumers through utilization of value chain approach/model as proposed by Porters. Different companies tend to ha ve numerous activities that are being involved in the conversion of raw materials to finished goods so as to deliver superior value to their customers. Those activities may be broadly classified into two categories namely; primary activities and secondary activities /support activities within the value chain model. Primary activities comprises of five major activities/ operations namely; inbound logistics, outbound logistics, operations, marketing and sales, and services. On the contrary, support activities include; procurement, human resource management, technological development and infrastructure (Saha, 2011). The value chain creation model may be presented in the diagram below. Primary Activities The value Chain Support/secondary activities Source: The five primary activities involve all operations that are aimed at delivering superior value to the customers. Under this section there are activities such as; inbound logistics. Those are operation that is attributed to handling of goods and services within the company. Additionally, inbound logistics involves activities such as material inputs and acquisition, warehousing activities as well as inventory control. Material input and acquisition are those operations that are carried out to ensure that there is proper flow of all the necessary materials and equipments that might be required in order to come up with a finished product that can deliver superior value to the customers. Material input and acquisition further involves determining the most appropriate vendors to supply the company with the necessary raw material in a cost efficient manner. Therefore, procurement managers, operation managers and finance managers should carry out a prior assessment of the most appropriate vendor who can supply raw materials at a minimal cost. This may help to minimize the cost of material acquisition while at the same time ensures that materials obtain deliver superior value to the customers and further enables the comp any to make profits. Both procurement manager and finance manager should collaborate to ensure that materials available in the warehouse are in proper condition. Moreover, they should carry out inventory valuation to determine when to order new material (re-order point) and when to dispose the available stock. This may help to ensure there is efficiency in the flow of raw materials and finished goods within and outside the company

Distributed database development assignment Essay

Distributed database development assignment - Essay Example The client can access information by directly or indirectly connecting to the database server. For example, if a client connects to a server requests access to information from a database contained on that server a direct connection established. To elaborate further, if the client connects to the Head Quarter database and requests access to the data held in warehouse (inventory ) or retail stores (item, color ) tables, he can do so by a simple query – â€Å" select * from inventory;†. This is a direct query as the object, i.e., the inventory table is not located on the remote database. On the other hand if the client connects to a server and accesses information from a database contained in another server, then an indirect connection is established. For example, if the client connects to one the retail server and accesses information from the database contained in the Brisbane Warehouse server or Melbourne Warehouse server, then an indirect connection is established as the object being accessed is not on the server to which the client is directly connected. A Distributed Database System is not just a mere collection of files that can be stored individually at each node of a computer network. In order to for a proper Distributed Database System, all the relevant files need to be stored in a logical manner, i.e., the files should be logically related, with a proper structure that facilitates easy and convenient access to the databases via a common interface. In a distributed database system, the business information of a company is distributed over a network, hence it is practical and preferable to localize the data in such a way that the information relating to the Brisbane Warehouse is stored in Brisbane and those related to the Melbourne Warehouse will be stored in Melbourne. For example, any query related to the order_id, inventory, item_id, inventory_quantity etc related to a specific location is stroed in each partition at a

Linguistics and Point Essay Example for Free

Linguistics and Point Essay I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of  the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.  ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ]

College Admissions Essay: The Need for a Higher Power in Politics :: College Admissions Essays

A president cheats on his wife, then lies about it. A speaker of the House makes thousands of dollars in an illegal book deal. Both political parties are caught trying to sneak campaign contributions under the table... Every time we open the morning paper, another scandal has been exposed, another political savior has fallen to earth, another mess has to be mopped up. With each exposé, the state of American politics seems to have sunk to an all-new low. Yet somehow we always remain optimistic. Each time another leader's misdeed is unearthed, we sigh, punish the offending politician, and hope for the best, believing that his behavior will be an anomaly, and that our system will march onward. But if these ethical lapses are simply apparitions, just blips on our collective moral radar screen, why do they occur with such regularity? Shouldn't the country be able to discover leaders immune to such failures? Instead, those placed in power repeat the errors of their predecessors, sometimes in even more serious ways. We seem to have a knack for choosing new leaders with the same fatal flaws as the old ones. Are these leaders being corrupted by a morally bankrupt system, or is the pool of candidates for public service so shallow that all we can find are bottom feeders? The answer to all these questions is quite simple yet, at the same time, difficult for many to accept. For the root of the problem is this: Political leaders, like all men, have a basic propensity towards evil. In theological circles, this concept is known as "inherent sin nature," but it doesn't matter how you put it - men are basically selfish, greedy, lecherous, nasty little fellows. This corrupt personality is nothing new. It was well diagnosed long ago by no less a mind than that of Plato. "How charming people are!" he wrote in his Republic, "Always doctoring, increasing and complicating their disorders, fancying they will be cured by some nostrum which somebody advises them to try, never getting better, but always growing worse. ... Are they not as good as a play, trying their hand at legislation, and imagining that by reforms they will make an end to the dishonesties and rascalities of mankind - not knowing that in reality they are cutting away at the head of a hydra?" Power, then, does not create man's nasty character.

An Introduction to Qualitative Analysis Essay

Procedure Part I – Qualitative Analysis of Group 2 Elements Mix 0.02M K2CrO4 with each Mg(NO3)2, Ca(NO3)2, Sr(NO3)2 and Ba(NO3)2 together. Secondly, mix 0.1M (NH4)2C2O4 instead of 0.02M K2CrO4 together with the same reactants used before. Thirdly, mix 0.1M Na2SO4 with those reactants. Then, mix 0.1M NaOH with the same reactants used before again. Some precipitates should forms ,record the observations in Table 1. At last, identify those two unknown solution. Part II- Qualitative Analysis of Selected Anions First mix 1M HNO3 with each Na2CO3, Na2SO4, NaCl and NaI together. Repeat these steps by placing 0.1M Ba(NO3)2 instead of 1M HNO3. Then mix 1M HNO3 for the reactants that formed precipitates. Repeat the first step by placing 0.1M AgNO3 instead of 1M HNO3. Then add 6M NH3 to those mixtures that contains precipitates in, and 1M HNO3 the mixtures contains precipitates . Using these observation, identify an unknown union. Recording all the observations in Table 2. 3. State the identity of your unknown (along with its sample number). Give the reasoning you used to arrive at this conclusion. The Unknown Z should be SO42- because it has a same property as SO42- does. When SO42- is added to Ba(No3)2, and AgNo3, it forms a ppt; for the unknown anion, when it is added to Ba(No3)2, and AgNo3, it forms a ppt as well. When HNO3 is added to BaSO4, the ppt disappeared; for the unknown anion, when HNO3 is added to unknown, the ppt disappeared too, therefore we can conclude that the unknown is SO42-. Follow-Up Questions: 1. Devise a sequence of reactions to follow (using filtering or centrifuging where necessary to remove precipitates) to identify an unknown containing two or more cations of Group 2 elements. The Group 2 elements are Mg, Ca, Sr, and Ba. To identify an unknown containing two or more cations of Group 2 elements, first add CrO4 into the solution. Then we could identify them with their colour. Next we add C2O4, if the ppt is formed, then we know Ca2+ is involved in the solution. Next we add OH into the solution, if a ppt formed, that means Mg2+ is involved in the solution. 2.Devise a sequence of reaction to follow (using filtering or centrifuging where necessary to remove precipitates)to identify an unknown consisting of two or more of two or more of the anions tested in Part 2. The anions are CO32-,SO42-,Cl-,I-.To identify an unknown consisting of two or more anions in Part 2.First add HNO3 into solution. Then we could identify them with the observations. Then we add Ba(NO3)2,if ppt formed, then we know that CO32-is involved in the solution. Next we add HNO3 into the solution, if ppt formed, that means SO42- is involved I the solution. 3. Why are the reagents used to test for cations usually alkali metal salts or ammonium salts rather than salts of other metals? The reagents used to test for cations usually alkali metal salt or ammonium salts rather than salts of other metals because the alkali metal is soluble with most anions. It won’t form a ppt with other anions. These reagents will prevent any side reaction from occurring in the solution. 4. Why are the reagents used to test for anions usually a nitrate of the  cation that is reacting rather than other salts of that cation? The reagents used to test for anions usually a nitrate of the cation that is reacting rather than other salts of that cation because the nitrate is soluble with almost every cation. 5.For fast and accurate identification of substances, major research or testing laboratories now use very sophisticated (and expensive )equipment. Find out the name of one of the instruments now used for analysis, and briefly describe its method of operation. Use glass pane. When we do the lab, we make a table on the paper, then put the glass pane on the paper sheet. After that, we only drop one or two drops of each chemical. On the glass pane. It’s easier to observe the color of ppt because the glass is transparent and it’s also a economic way. Conclusion: In this lab, we carry out precipitation test of four cations and four anions, and use the observations to identify two unknowns. First we mix Mg2+, Ca2+, Sr2+, Ba2+ with K2CrO4, and observed that Sr2+ and Ba2+ forms a ppt. Then when we mix (NH4)2C2O4 instead of K2CrO4, we observed that all of the cations forms a ppt except for Mg2+. Next, we did the same thing by using Na2SO4 and NaOH instead of (NH4)2C2O4 . Lastly, we examined unknown B and found that it has the same chemical properties with Ca2+. So we conclude that the unknown substance should be Ca2+. In part II, we mix CO32-, SO42-, Cl-, and I- with HNO3 to each of the test tube and notice no ppt formed. Secondly, we mix Ba(NO3)2 instead of HNO3 with the anions, and we observed that CO32- and SO42- forms a ppt. Then we add HNO3 to the ones that formed ppt, and the ppt disappeared. Next, we mix AgNO3 instead of Ba(NO3)2 with the anions, and observed ppt formed with all of the anions except for SO42-. After that, we added HNO3 and NH3 separately to the anions and we observed no change in SO42-, but the precipitates that formed in CO32-, Cl-, and I- disappeared. And there is a ppt formed when NH3 is added to SO42-, and the other ones’ precipitates turns to a lighter ppt. By  using these observations, we found out the unknown ion contains the same chemical properties as SO42-. And if two ions are soluble to each other, there will be no ppt formed. If two ions are not soluble to each other, there will be a ppt formed.

Contemporary Research on Parenting

Contemporary Research on Parenting: The case for Nature and Nurture W. Andrew Collins, Eleanor E. Maccoby, Laurence Steinberg, E. Mavis Hetherington and Marc. Bornstein Current findings on parental influences provide more sophisticated and less deterministic explanations than did earlier theory and research on parenting.Contemporary research approaches include: (a) behavior-genetic designs, augmented with direct measures of potential environmental influences; (b) studies distinguishing among children with different genetically influenced predispositions in terms of their responses to different environmental conditions; (c) experimental and quasi-experimental studies of change in children’s behavior as a result of their exposure to parents’ behavior, after controlling for children’s initial characteristics; and (d) research on interactions between parenting and nonfamilial environmental influences and contexts, illustrating contemporary concern with influences bey ond the parent-child dyad.These approaches indicate that parental influences on child development are neither as unambiguous as earlier researchers suggested nor as insubstantial as current critics claim. Although the use of donor sperm to enable couples with an infertile male partner to have children has been practiced for many years, it is only since 1983, following advances in reproductive technology, that infertile women have been able to conceive a child using a donated egg (Lutjen et al. , 1984; Trousin, Leeton, Beasanka, Wood, & Conti, 1983). This procedure involves fertilization of the donated egg with the father’s sperm in the laboratory, followed by the transfer of the resulting embryo to the mother’s uterus. Thus, it is now possible for children to be born to, and raised by, mothers with whom they have no genetic link.A number of concerns have been expressed regarding the potential negative consequences of gamete donation for children’s psychological well being, the most common of which is that the practice of keeping information about genetic origin secret from the child may have and adverse effect on the quality of parent-child relationships and consequently on the child (Daniels & Taylor, 1993; Schaffer & Diamond, 1993). As few children are told that a donated sperm of egg had been used in their conception, the large majority grow up not knowing that their father or mother is genetically unrelated to them. Findings suggestive of an association between secrecy about genetic parentage and negative outcomes for children have come from research on adoption.It has been demonstrated that adopted children benefit from knowledge about their biological parents, and that children who are not given such information may become confused about their identity and ar risk for emotional problems ( Hoopes, 1990; Sants, 1964; Schechter & Bertocci, 1990; Triseliotis, 1973). In the field of assisted reproduction, parallels have been drawn with th e adoptive situation and it has been suggested that lack of knowledge of, or information about, the donor may be harmful for the child (Clamar, 1989; Snowden. 1990; Snowden, Mitchell, & Snowden, 1983). From a family therapy perspective, secrets are believed to be detrimental to family functioning because they create boundaries between those who know and those who do not, and cause anxiety when topics related to the secret are discussed (Karpel, 1980).In examining the particular case of parents keeping secrets from their children, Papp (1993) argued that children can sense when information is being withheld due to the taboo that surrounds the discussion of certain topics, and that they may become confused and anxious, or even develop symptoms of psychological disorder, as a result. A further concern raised by the use of gamete donation is that parents may feel or behave less positively toward a nongenetic than a genetic child. It has been argued that the child may not be fully accept ed as part of the family, and that the absence of a genetic tie to one or both parents may have an undermining effect on the child’s sense of identity (Burns, 1987). It has also been suggested that whether or not gamete donation has been used in thechild’s conception, the stress of infertility may lead to dysfunctional patterns of parenting, which may result in negative outcomes for the child (Burns, 1990).In spite of the expectations that children conceived by gamete donation may be at risk for psychological problems, a previous study of assisted reproduction families by the present authors (Golombok, Cook, Bish, & Murray, 1995) foud a greater involvement in parentiong aoun donor insemination parents than among a control group of parents with a naturally conceived child, with no differences in the quality of parent-child relationships between donor insemination parents and either adoptive parents or parents with a genetically related child conceived by in vitro fertil ization. The children in these different family types were functioning well and did not differ with respect to their emothions, behavior, or relationships. It was concluded that a strong desire for parenthood seemed to be more importand than genetic relatedness for fosteringtive outcomes may be expected in families where the child and the father are genetically unrelated compared with families where genetic link exists between the father and the child.

THE SINCEREST FORM OF FLATTERY essays

THE SINCEREST FORM OF FLATTERY essays Im a flake. Make plans with me at your own risk because Ill inevitably let you down. You can count on me arriving no less than fifteen minutes late to meet you but that is, of course, if I show up at all. I do this because I am inconsiderate and dont appreciate you or your time. If you count on me to be somewhere at a specific time, Ill fuck it up and ruin your whole day. You may think Im exaggerating for dramatic effect, but consider yourself sufficiently warned. All of this may sound hard for you to believe I know it shocked the hell out of me when I heard it. It never occurred to me that I had this reputation or that for the members of my family, it was a long and widely held belief. Not because it wasnt like them to talk behind my back after all, Ive been a member of the Gillis family for 27 years and know thats how we operate. No, I just thought I was boring and my life too uneventful to have cultivated an M.O. To be honest, I didnt think they had enough raw materials to work with. Sure, I spent the better part of my teenage years holed up in my bedroom listening to Nina Simone and Joy Division, venturing out only to eat and go to school, but was that so uncommon? Maybe, but since I had no friends at the time, how was I to know? Although I was deeply committed to my sullen, agoraphobic way of life, I eventually grew out of that phase and went on to make friends and have boyfriends, therefore established myself as more normal, whatever that means. I thought I was living under their radar, but looking back now, I shouldve known b etter. I am the second youngest child in a family of seven kids and like many large families; we Gilliss adhere to the rules and norms of our own particular hierarchal social structure. I realized pretty early on that in order to establish and maintain my position in our organization, I had to learn...