Create Your Own Review Questions Essay Example | Topics and Well Written Essays - 250 words - 1

Create Your Own Review Questions - Essay Example If not properly and immediately treated, a person with hemochromatosis could yield to death at any moment. Primary and secondary types of hemochromatosis are known in which the primary type is hereditary and found due to defective genes that that regulate absorption of iron from food. An individual’s capacity for intake of iron increases if both of his parents occur to have genetically contributed the disease. On the other hand, a secondary hemochromatosis is normally a consequence of another condition of sickness that induces iron build-up. Studies indicate that, whichever disease type is present, hemochromatosis may worsen on occasions of taking vitamin C in excess since ascorbic acid improves the body’s ability to be fed with more iron-containing food substance. The disease can be aggravated as well through unmonitored frequent drinking of liquor or alcoholic beverage which greatly impacts the drinker’s

Final Research Paper Example | Topics and Well Written Essays - 1750 words

Final - Research Paper Example Summary of Literature Review The review of three different research articles has been conducted for supporting the proposed subject matter. Chow, Jaffee and Snowden in the year of 2003 concluded that in the High Poverty Areas African-American males, along with those individuals who belong to some other minority groups, are standing at odds to get the hold of quality mental health treatment on their own basis as compared to those African-Americans males who belong to the affluent community or Low Poverty Area’s (LPA). They further reported that the social service providers or agencies are most likely to provide such services to those who belong to HPAs; moreover, there are some cases in which law-enforcement agencies correspond with them to endow this community with certain mental health services than to the individuals in the LPAs. Chow, Jaffee & Snowden (2003) came up with all-inclusive outcomes in this regard for the male population of African-American’s in the United States by representing 30.3% of such incidences among the total sample population in their conducted survey; on the other hand, this representation with respect to the total populace is somewhere around 25%. The literature review above is a clear case of disparity in the legal system as well as disparity in the distribution of national resources. This should be a major case for worry people of the indication that not all people within the African American community receive the same treatment from State authorities. As a matter of fact, the health needs of the citizenry should be something that should be considered with the best of vigilance and fairness. This is because of the important role that quality healthcare plays in the economic and general development and growth of the country. It is observed that more health among the citizenry accounts for up to 12% of all cases of under production in various departments, organizations and companies (Chow, Jaffe and Snowden, 2003). The r elation that this statistics have with the above literature is that if the anomaly of healthcare provision disparities are not addressed, the high poverty areas of America will continue to experience poverty. This is because the indwellers will not be in a position to give off their best in working for the country. Contradicting to Chow et al, Thornton & Carter in the year of 1975 put forward their discussion in which they highlight the projected theme by establishing their firmly researched statements that the African-American males who come up with poor financial status clearly depict lack of access to mental health services for their mental illness just because of their poverty, diminutive social status and poor relations with the higher authorities and thus, they are exposed to such social discrimination by having minimal access to mental health services by all means. There are a plenty of researches and literatures in this context which evidently draw that for ensuring the acce ss of poor African-American to mental health services for their mental health treatments there must be an approach adopted by the concerned communal groups to endow the deprived African-Americans with the medical services so that they can meet their psychological needs and an unbiased environment could be established within the same community of people belonging to same race and creed. In inference, Chow et al, Thorn

The Case of Inflation in Ancient Rome

The Case of Inflation in Ancient Rome In 2008, as a result from Global Economic crisis, Cambodia experienced soaring in prices, especially of fuels and food, with inflation rate up to 20 percent. This inflation was mainly caused by the world and local demand while the supply was more costly because of the increasing in fuels costs. This affected Cambodian economy by providing both negative impacts on the consumers and opportunities for some producers to earn more. This essay will provide the history of the inflation in Cambodia in term of high food prices and the case in the old days. It will focus on the inflation of the Ancient Rome. Starting from the causes of the inflation, this essay will focus next on the effects and the actions responded by the governments of each governments at their respective times. Next, it will present some acknowledgments comparing the two inflation cases. Does the old experience reflect the recent case?

Albert Einstein :: Biographies Science Essays

Albert Einstein Of all the scientists to emerge from the nineteenth and twentieth centuries there is one whose name is known by almost all living people. While most of these do not understand this man's work, everyone knows that its impact on the world of science is astonishing. Yes,many have heard of Albert Einstein's General Theory of relativity, but few know about the intriguing life that led this scientist to discover what some have called, "The greatest single achievement of human thought." Einstein was born in Ulm, Germany on March 14, 1874. Before his first birthday, his family had moved to Munich where young Albert's father, Hermann Einstein, and uncle set up a small electro-chemical business. He was fortunate to have an excellent family with which he held a strong relationship. Albert's mother, Pauline Einstein, had an intense passion for music and literature, and it was she that first introduced her son to the violin in which he found much joy and relaxation. Also, he was very close with his younger sister, Maja, and they could often be found in the lakes that were scattered about the countryside near Munich. As a child, Einstein's sense of curiosity had already begun to stir. A favorite toy of his was his father's compass, and he often marveled at his uncle's explanations of algebra. Although young Albert was intrigued by certain mysteries of science, he was considered a slow learner. His failure to become fluent in German until the age of nine even led some teachers to believe he was disabled. Einstein's post-basic education began at the Luitpold Gymnasium when he was ten. It was here that he first encountered the German spirit through the school's strict disciplinary policy. His disapproval of this method of teaching led to his reputation as a rebel. It was probably these differences that caused Einstein to search for knowledge at home. He began not with science, but with religion. He avidly studied the Bible seeking truth, but this religious fervor soon died down when he discovered the intrigue of science and math. To him, these seemed much more realistic than ancient stories. With this new knowledge he disliked class even more, and was eventually expelled from Luitpold Gymnasium being considered a disruptive influence. Feeling that he could no longer deal with the German mentality, Einstein moved to Switzerland where he continued his education. At sixteen he attempted to enroll at the Federal Institute of Technology but failed

Rhetorical Analysis Essay – “Farm Girl”

Is today’s society getting too lax with their children? Why are parents not giving their children chores? What are kids lacking by not being held accountable? What happens when children do not have responsibilities at a younger age? My rhetorical analysis is focused on the short memoir â€Å"Farm Girl† from Jessica Hemauer who vividly paints you as the reader a picture of what it was like growing up on the farm and the effect it had on her life. This piece is one for the masses.The way Hemauer’s memory of growing up on the farm is written could be for a wide range of people to comprehend. She more than likely wrote this memoir for an audience that had gone through trying times or at the time are currently going through times that are getting them down to see that those times do not always have to be a bad thing; it can be a good thing as well. With it being titled â€Å"Farm Girl†, being so easy to follow and an interesting piece to read Hemauer attracted far more than she intended.It could be read by anyone that is interested about what it is like growing up on a farm or what chores may do for their child and many more as well. In the audience’s face right from the begging with intense details, Hemauer has the attention of the reader, because like myself, most individuals in today’s world couldn’t even fathom wanting to get up nor waking their ten year old child up at 5 A. M. Her use of emotional details in the explanation of how hard it is to get up and how even if she is to argue with her father it won’t get her anywhere makes the reader feel sorry for her.Though it is common place for her siblings and herself they don’t enjoy doing it as described by Jessica â€Å"As we dress, not a single word is spoken because we all feel the same way, â€Å"I hate this! †Ã¢â‚¬ (Hemauer, 2011, p. 113). Without this explanation from her, most people could logically gather that a group of children would never be enthusiastic about waking early to do work on a farm nor any work at all for that matter.Hemauer then goes on to describe their duties on the farm before going to school, how she feels at school when she has nothing to talk about at lunch and how she yearns to be involved in sports and clubs at school â€Å"not being able to participate in school activities like my friends makes me feel left out and depressed† (Hemauer, 2011, p. 115). Appealing to the reader ethically Hemauer expresses what a large portion of kids in school want to do and be a part of cause they get to spend more time with friends and be part of something bigger than themselves.Finally, Hemauer is allowed to participate in basketball but must still complete her chores which she is willing to comply with â€Å"In eighth grade I really want to play basketball, and after begging and pleading with my parents, they finally say I can join the team as long as I continue to help with chores in the morning before school and after practice† (Hemauer, 2011, p. 115). Though it is tough and causes her to fall asleep in classes sometimes, she manages to do both. Thankfully, only for a short time, then her father decides to hire help due to the farm growing so large and realizing how much his children have given up over the years.Though at the time it is unknown to her how the experience had affected her life, later she reflects on the adult she became because of it â€Å"Each day of my life there are times when I reflect back to working on the farm† (Hemauer, 2011, p. 117). How Hemauer conveys her memoir and looks back on her childhood, shows us how valuable chores can be to a child despite how much they dislike doing them. A large percent of today’s youth lacks the drive or ambition to push their selves because they unlike Hemauer have not had the responsibilities of such magnitude nor any bestowed upon them. In earlier generations, children and adolescents were given meaningful opportunities to be responsible by contributing not only to their households but also to their larger communities,† said Markella Rutherford, assistant professor of sociology at Wellesley College in Massachusetts and author of the new study, Children's Autonomy and Responsibility: An Analysis of Child Rearing Advice (Lack of household chores making children less responsible, claims survey, 2009). Chores used to be the social norm and without them a child misses out on learning valuable life skills. Chores allow children an early and sustained opportunity to experience responsibility. Independence and self-sufficiency in life are tied, ultimately, to mastery of two types of responsibility: personal responsibility and social responsibility† (Rowland, 2000, Brown University Child & Adolescent Behavior Letter, 16(6), 1). Though it can said many times, different ways that chores can help your child it is also said that you should never ask your child to do somethin g hat you yourself wouldn’t do and they should be used by busy parents to spend more quality time with their child. Essentially helping both the child grow from the responsibilities and allowing the parent to spend more time with the child. References Jessica Hemauer (2011) Farm Girl. In Roen, D, Glau, and Maid,B (Eds) The McGraw-Hill Guide Writing for college, Writing for life. (Pg. 113-117) Boston, MH: Mcgraw Hill P. Barrett, R. (2000). Assigned chores help teach social, personal responsibility. Brown University Child & Adolescent Behavior Letter, 16(6), 1.

Comparing the Ways

Compare the ways in which Owen powerfully portrays physical and mental consequences of war in the poems ‘Disabled' and ‘Mental Cases' Wilfred Owen's poems ‘Disabled' and ‘Mental Cases' each portray very different aspects of war and its consequences. As their names suggest, ‘Mental Cases' is about the psychological effects war had on soldiers, whereas ‘Disabled' focuses more on the physical consequences of war. However, in both poems the physical and mental costs are all intertwined, and although they describe very different situations, in many ways the poems are alike in their portrayal of the consequences of war overall.The first ways in which we can compare these poems is by their content, language and tone. In the poem ‘Disabled', Owen states the subject's situation in the first line of the poem: â€Å"He sat in a wheeled chair, waiting for dark† this line bluntly highlights to the reader that the subject is disabled, and is obvious ly very handicapped by his injury, because he cannot do anything except ‘waiting for dark'. The narrator the informs the reader of exactly what the man's injuries are, in the same direct style – â€Å"Legless, sewn short at elbow. This emphasizes how starkly and immediately obvious the man's injuries would be to somebody who saw him. In comparison, the poem ‘Mental Cases' starts with the line â€Å"Who are these? Why sit they here in twilight? â€Å"; which is a far less straight forward line, and reflects how little was understood about the mental effects of war at the time. The physical consequences of war are not as prominent in ‘Mental Cases', but they are still mentioned.The most powerful example is when the narrator describes how the shell-shocked soldiers appear: â€Å"their heads wear this hilarious, hideous, awful falseness of set-smiling corpses† and the reader comes to understand that their torment is so great they have lost control of t heir facial muscles. Owen uses the phrase â€Å"their faces wear† to show that their facial expressions are not a true illustration of their feelings, but like a mask covering their thoughts. He then eerily compares their expressions to that of â€Å"set-smiling corpses†Ã¢â‚¬Ëœ to perhaps to suggest that these men are almost dead with torment.Another powerful physical description in ‘Mental Cases' is â€Å"their eyeballs shrink tormented – back into their brains† which paints a picture of how gaunt the men's faces are, and how their mental torture is so real to them, that their eyes physically shrink away from the memories. Overall, physical consequences of war provide the central problem for the subject of ‘Disabled', whereas in ‘Mental Cases' the subjects' poor physical condition is because of their mental state. This brings us on to the powerful portrayal of the mental consequences of war in these poems. Mental Cases' is set in an ins titute for mentally damaged soldiers, and starts with a stanza questioning how the men concerned have been reduced to such a state of insanity. One very powerful question which describes the men's mental torment is â€Å"-but what slow panic gouged these chasms round their fretted sockets? † The oxymoron â€Å"slow panic† highlights just how terrible the suffering of the men is as panic is one of the most horrible, alarmed and rushed emotions a person can feel; so to have this feeling drawn out and slow is awful.Owens use of the verb ‘gouged' is also poignant as it is a violent action, so it underlines that these men are the victims of something brutal. Another particularly moving line in the first stanza is â€Å"Ever from hair and through their hands' palms Misery swelters† This statement is very effective at showing how all-consuming their fear and misery is as it metaphorically compares the misery to sweat; which of course comes out of every pore of on e's skin, and the verb â€Å"swelters† is adds to the effect as it conveys the clammy fever which is plaguing the men along with their memories.In comparison to ‘Mental Cases', the poem ‘Disabled' describes less direct mental consequences of war; as the subject of the poem is not suffering from shell-shock, but rather from the loneliness and helplessness which his disability is causing him. Before the war, the subject of the poem was a handsome and popular teenager who was excellent at football, however, his injuries have left him disfigured and completely dependent on others, which leads to a mental torment far subtler but almost as agonising as that of the subjects in ‘Mental Cases' – he spends all his time thinking about the time before the war, and regretting that he signed up.This is the main tragedy behind this poem – the fact that the whole situation could have been prevented if he hadn't. The narrator of the poem recognises this, and ex presses the subject's regret with lines such as â€Å"In the old times, before he threw away his knees†. The use of the phrase â€Å"threw away† shows that the subject does not think that it was worth it – he feels that he lost his limbs for nothing; it was a waste. It also suggests that he blames himself for what happened.Another phrase which is very powerful in conveying the mental consequences of war on the subject of this poem is in the first line; when he is described as sitting and â€Å"waiting for dark†. This shows how he empty his life is, because he has nothing to do but wait for darkness to come, so he can go to bed. The final phrase which powerfully portrays the mental consequences of war is when, describing how the subject was naive when he signed up for the war, the narrator writes â€Å"no fears of Fear came yet. By turning the second ‘fear' into a proper noun, Owen powerfully suggests that there are a multitude of different things e ncompassed in this word for a soldier, and shows how central fear was to soldiers' lives when they were at war. Overall, ‘Mental Cases' shows the most vicious and forceful mental consequences that war could have on a soldier, whereas ‘Disabled' shows an indirect and much more subtle, yet still tormenting psychological impact of war. One thing which the poems have in common concerning the consequences of war, is that it is clear in both that war demanded great sacrifice from the soldiers, and caused great loss for them.This is very powerfully portrayed in ‘Disabled' when the narrator writes â€Å"He's lost his colour very far from here, poured it down shell-holes till the veins ran dry† these two lines are particularly poignant due to Owens use of the verb â€Å"poured† which emphasizes the excessiveness of the young man's loss of blood. The word â€Å"colour† here could be interpreted to mean the man's happiness and natural blush; which reminds the reader again of how handsome and popular he had been.The final point which makes this line so powerful is the phrase â€Å"till his veins ran dry† which conveys to the reader that the subject gave everything he had to the war – his limbs and with them his successful life -, yet got nothing back. In comparison, the subjects of ‘Mental Cases' lost their minds to the war; because of the unimaginable horrors they experienced. The narrator sums this up in the lines â€Å"Carnage incomparable, and human squander rucked too thick for these men's extrication† this shows that the men experienced too many horrors and too much slaughter for them to endure.Another point which both poems express is that the consequences of war, both physical and mental, are irreversible. This is obvious in ‘Disabled', as there is no way he can get his legs back; but the narrator emphasizes this throughout the poem by using the word ‘never' frequently. For example †Å"Now, he is old; his back will never brace†. By describing the man, who cannot be more than nineteen years old, as old, Owen shows the reader just how much of an effect the war had on the subject, as age is one of the few indisputably irreversible things in life.In comparison, the narrator of ‘ Mental Cases', when describing the soldiers' memories, says â€Å"Wading sloughs of flesh these helpless wander. Treading blood from lungs that had loved laughter† by describing them as ‘helpless' the narrator shows he considers the men beyond help. After all, how can you help someone if the source of all their problems is their own memories? The lines are made particularly powerful as they describe the soldiers remembering when they trod on lungs which â€Å"had loved laughter†.This shows that the soldiers had known and laughed with the men whose lungs they were forced to step on because the ground was covered with so many bodies. Another line where we get th e sense that the shell-shocked men are beyond help is when the narrator says â€Å"on their sense sunlight seems a blood-smear†Ã¢â‚¬ ¦ â€Å"Dawn breaks open like a wound that bleeds afresh†: if something as beautiful and pure as sunlight and sunrise reminds these men of blood and wounds, then we feel that nothing will ever calm them, and bring them back to sanity. Another way in which we can compare these poems is by their structure.Most noticeably, ‘Disabled' is considerably longer than ‘Mental Cases'. This reflects how the subject of ‘Disabled' is in a state of thoughtfulness and pondering, whereas the narrator of ‘Mental Cases' is simply explaining the subjects to somebody, and therefore does not spend as much time contemplating. The two poems are similar in structure in the sense that they both fluctuate between past and present, but ‘Disabled' does so far more often than ‘Mental Cases' and this again could reflect the contempla tion of the subject. Finally, ‘Mental Cases' does not rhyme at all, whereas ‘Disabled' has a constant, although not regular, rhyme scheme.The lack of rhyme in ‘Mental Cases' could reflect how harsh the realities of war are, and the raw pain and horror that is shell-shock; perhaps Owen did not want to dampen the brutality of the truth in this piece by smoothing it over with rhymes. The final way in which we can compare how Owen powerfully portrays the consequences of war in these poems is by looking at their tone. The first and last stanza of ‘Disabled' have a melancholy tone, which Owen achieves by using language such as ‘ghastly', ‘saddening, ‘pity' and ‘cold'. He also juxtaposes the words ‘dark' and ‘grey', to create a general tone of gloom.The rest of the stanza's fluctuate between a tone of regret and despair, and one of bittersweet reminiscence, as the subject contemplates the past and present. In comparison, ‘Me ntal Cases' has a brutally honest tone all the way through, although it changes from questioning at the beginning to guilty towards the end. Owen achieves this guilty tone with the line â€Å"Snatching after us who smote them ,brother,† in which the narrator accepts that he and his companion are partly to blame for the tragic ending the men in front of them have, and the word ‘brother' suggests that he feels closer to his companion because of this shared guilt.In conclusion, although each poem powerfully portrays a different kind of consequence that war could have on a soldier, they both seem to agree that the losses the subjects of each poem endured were a great sacrifice to them, and one which is irreversible. Another point which the poems seem to recognize, is that their losses were a mistake – it was not worth it. This is shown in disabled by the subjects regret and in ‘Mental Cases' by the narrators guilt at sending the subjects to war.

Quotes From A Tale of Two Cities by Charles Dickens

Quotes From 'A Tale of Two Cities' by Charles Dickens A Tale of Two Cities is a dense classic, often studied in classrooms. Charles Dickens published the work late in his career as a popular novelist in Victorian England. The backdrop of A Tale of Two Cities is the French Revolution; and a whole myriad of colorful characters are in attendance (as is usual for the works of Charles Dickens). Here are a few quotes from the literary master. Quotes from Book 1 It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other wayin short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.- Charles Dickens, A Tale of Two Cities, Book 1, Chapter 1Jerry, say that my answer was, RECALLED TO LIFE.- Charles Dickens, A Tale of Two Cities, Book 1, Chapter 2Eighteen years! Gracious Creator of day! To be buried alive for eighteen years!- Charles Dickens, A Tale of Two Cities, Book 1, Chapter 3She had laid her head upon my shoulder, that night when I was summoned outshe had a fea r of my going, though I had noneand when I was brought to the North Tower they found these upon my sleeve. You will leave me them? They can never help me to escape in the body, though they may in the spirit. Those words I said. I remember them very well. - Charles Dickens, A Tale of Two Cities, Book 1, Chapter 6 If, when I tell you, dearest dear, that your agony is over, and that I have come here to take you from it, and that we go to England to be at peace and at rest, I cause you to think of your useful life laid waste, and of our native France so wicked to you, weep for it, weep for it! And if, when I shall tell you of my name, and of my father who is living, and of my mother who is dead, you learn that I have to kneel to my honoured father, and implore his pardon for never having for his sake striven all day and lain awake and wept all night, because the love of my poor mother hid his torture from me, weep for it, weep for it! Weep for her, then, and for me! Good gentlemen, thank God! I feel his sacred tears upon my face, and his sobs strike against my heart. O, see! Thank God for us, thank God! - Charles Dickens, A Tale of Two Cities, Book 1, Chapter 6All through the cold and restless interval, until, dawn, they once more whispered in the ears of Mr. Jarvis Lorrysitting opposite the bur ied man who had been dug out, and wondering what subtle powers were forever lost to him, and what were capable of restorationthe old inquiry: I hope you care to be recalled to life?- Charles Dickens, A Tale of Two Cities, Book 1, Chapter 6 Quotes from Book 2 But indeed, at that time, putting to death was a recipe much in vogue with all trades and professions, and not least of all with Tellsons. Death is Natures remedy for all things, and why not Legislations? Accordingly, the forger was put to Death; the utterer of a bad note was put to Death; the unlawful opener of a letter was put to Death; the purloiner of forty shillings and sixpence was put to death; the holder of a horse at Tellsons door, who made off with it, was put to Death; the coiner of a bad schilling was put to Death; the sounders of three-fourths of the notes in the whole gamut of Crime, were put to Death. Not that it did the least good in the way of preventionit might almost have been worth remarking that the fact was exactly the reversebut, it cleared off (as to this world) the trouble of each particular case, and left nothing else connected with it to be looked after.- Charles Dickens, A Tale of Two Cities, Book 2, Chapter 1I wont be gone again, in this manner. I am as r ickety as a hackney-coach, Im as sleepy as laudanum, my lines is strained to that degree that I shouldnt know, if it wasnt for the pain in em, which was me and which was somebody else, yet Im none the better for it in pocket; and its my suspicion that youve been at it from morning to night to prevent me from being better for it in the pocket, and I wont put up with it, Aggerawayter, and what do you say now! - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 1 Waste forces within him, and a desert all around, this man stood still on his way across a silent terrace, and saw for a moment, lying in the wilderness before him, a mirage of honorable ambition, self-denial, and perseverance. In the fair city of this vision, there were airy galleries from which the loves and graces looked upon him, gardens in which the fruits of life hung ripening, waters of Hope that sparkled in his sight. A moment, and it was gone. Climbing to a high chamber in a well of houses, he threw himself down in his clothes on a neglected bed, and its pillow was wet with wasted tears.- Charles Dickens, A Tale of Two Cities, Book 2, Chapter 5I have sometimes sat alone here of an evening, listening, until I have made the echoes out to be the echoes of all the footsteps that are coming by and by into our lives.- Charles Dickens, A Tale of Two Cities, Book 2, Chapter 6There is a great crowd coming one day into our lives, if that be so.- Charles Dickens, A Tale of Two Cities, Book 2, Chapter 6 What a night it has been! Almost a night, Jerry, to bring the dead out of their graves.- Charles Dickens, A Tale of Two Cities, Book 2, Chapter 6It is extraordinary to me that you people cannot take care of yourselves and your children. One or the other of you is forever in the way.- Charles Dickens, A Tale of Two Cities, Book 2, Chapter 7I know it all, I know it all. Be a brave man, my Gaspard! It is better for the poor plaything to die so, than to live. It has died in a moment without pain. Could it have lived an hour as happily? - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 7Repression is the only lasting philosophy. The dark deference of fear and slavery, my friend, will keep the dogs obedient to the whip, as long as this roof shuts out the sky, - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 9Good-night! I look to the pleasure of seeing you again in the morning. Good repose! Light Monsieur my nephew to his chamber there! And burn Monsieur my nephew in his bed , if you will. - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 9 There is no harm at all done. I have not proposed to the young lady, and, between ourselves, I am by no means certain, on reflection, that I ever should have committed myself to that extent. Mr. Lorry, you cannot control the mincing vanities and giddiness of empty-headed girls; you must not expect to do it, or you will always be disappointed. Now, pray say no more about it. I tell you, I regret it on account of others, but I am satisfied on my own account. And I am really very much obliged to you for allowing me to sound you, and for giving me your advice; you know the young lady better than I do; you were right, it never would have done. - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 12The time will come, the time will not be long in coming, when new ties will be formed about youties that will bind you yet more tenderly and strongly to the home you so adornthe dearest ties that will ever grace and gladden you. O Miss Manette, when the little picture of a happy fathers face looks up in yours, when you see your own bright beauty springing up anew at your feet, think now and then that there is a man who would give his life, to keep a life you love beside you! - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 13 But, there were other echoes, from a distance, that rumbled menacingly in the corner all through this space of time. And it was now, about little Lucies sixth birthday, that they began to have an awful sound, as of a great storm in France with a dreadful sea rising. - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 21Seven prisoners released, seven gory heads on pikes, the keys of the accursed fortress of the eight strong towers, some discovered letters and other memorials of prisoners of old time, long dead of broken heartssuch, and such-like, the loudly echoing footsteps of Saint Antoine escort through Paris streets in mid-July, one thousand seven hundred and eighty-nine. Now, Heaven defeat the fancy of Lucie Darnay, and keep these feet far out of her life! For, they are headlong, mad, and dangerous; and in the years so long after the breaking of the cask at Defarges wine-shop door, they are not easily purified when once stained red. - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 21 From such household occupations as their bare poverty yielded, from their children, from their aged and their sick crouching on the bare ground famished and naked, they ran out with streaming hair, urging one another, and themselves, to madness with the wildest cries and actions. Villain Foulon taken, my sister! Old Foulon taken, my mother! Miscreant Foulon taken, my daughter! Then, a score of others ran into the midst of these, beating their breasts, tearing their hair, and screaming, Foulon alive! Foulon who told the starving people they might eat grass! Foulon who told my old father that he might eat grass, when I had no bread to give him! Foulon who told my baby it might suck grass, when these breasts were dry with want! O mother of God, this Foulon! O Heaven, our suffering! Hear me, my dead baby and my withered father: I swear on my knees, on these stones, to avenge you on Foulon! - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 22For scores of years gone by, Monseigneur had squeezed and wrung it, and had seldom graced it with his presence except for the pleasures of the chasenow, found in hunting the people; now, found in hunting the beasts, for whose preservation Monseigneur made edifying spaces of barbarous and barren wilderness. No. The change consisted in the appearance of strange faces of low caste, rather than in the disappearance of the high-caste, chiseled, and otherwise beatified and beatifying features of Monseigneur. - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 23 For the love of Heaven, of justice, of generosity, of the honour of your noble name, I supplicate you, Monsieur heretofore the Marquis, to succour and release me. My fault is that I have been true to you. Oh, Monsieur heretofore the Marquis, I pray you be true to me! - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 24The Loadstone Rock was drawing him, and he must sail on, until he struck. He knew of no rock; he saw hardly any danger. The intention with which he had done what he had done, even although he had left it incomplete, presented it before him in an aspect that would be gratefully acknowledged in France on his presenting himself to assert it. Then, that glorious vision of doing good, which is so often the sanguine mirage of so many good minds, arose before him, and he even saw himself in the illusion with some influence to guide this raging Revolution that was running so fearfully wild. - Charles Dickens, A Tale of Two Cities, Book 2, Chapter 24 Quotes From Book 3 Five paces by four and a half, five paces by four and a half, five paces by four and a half. He made shoes, he made shoes, he made shoes. The ghosts that vanished when the wicket closed. There was one among them, the appearance of a lady dressed in black, who was leaning in the embrasure of a window, and she had a light shining upon her golden hair, and she looked like...Let us ride on again, for Gods sake, through the illuminated villages with the people all awake! - Charles Dickens, A Tale of Two Cities, Book 3, Chapter 1The wives and mothers we have been used to see since we were as little as this child, and much less, have not been greatly considered? We have known their husbands and fathers laid in prison and kept from them, often enough? All our lives, we have seen our sister-women suffer, in themselves and in their children, poverty, nakedness, hunger, thirst, sickness, misery, oppression and neglect of all kinds? - Charles Dickens, A Tale of Two Cities, Book 3, Chapter 3It wa s the popular theme for jests; it was the best cure for headache, it infallibly prevented the hair from turning grey, it imparted a particular delicacy to the complexion, it was the National Razor which shaved close: who kissed La Guillotine, looked through the little window and sneezed into the sack. It was the sign of the regeneration of the human race. It superseded the Cross. Models of it were worn on breasts from which the Cross was discarded, and it was bowed down to and believed in where the Cross was denied. - Charles Dickens, A Tale of Two Cities, Book 3, Chapter 4 I call myself Samson of the firewood guillotine. See here again! Loo, loo, loo; Loo, loo, loo! And off her head comes! Now, a child. Tickle, tickle; Pickle, pickle! And off its head comes! All the family! - Charles Dickens, A Tale of Two Cities, Book 3, Chapter 5I am the resurrection and the life, saith the Lord: he that believeth in me, though he were dead, yet shall he live: and whosoever liveth and believeth in me, shall never die. - Charles Dickens, A Tale of Two Cities, Book 3, Chapter 9If it had pleased God to put it in the hard heart of either of the brothers, in all these frightful years, to grant me any tidings of my dearest wifeso much as to let me know by a word whether alive or deadmight have thought that He had not quite abandoned them. But, now I believe that the mark of the red cross is fatal to them, and that they have no part in His mercies. And them and their descendants, to the last of their race, I, Alexandre Manette, unhappy prisoner, do this last night of the ye ar 1767, in my unbearable agony, denounce to the times when all these things shall be answered for. I denounce them to Heaven and to earth. - Charles Dickens, A Tale of Two Cities, Book 3, Chapter 10 Then tell the Wind and Fire where to stop, but dont tell me. - Charles Dickens, A Tale of Two Cities, Book 3, Chapter 12If you remember the words that passed between us, long ago, you will readily comprehend this when you see it. You do remember them, I know. It is not in your nature to forget them. I am thankful that the time has come, when I can prove them. That I do so is no subject for regret or grief. If it had been otherwise, I never should have used the longer opportunity. If it had been otherwise - Charles Dickens, A Tale of Two Cities, Book 3, Chapter 13It is a far, far better thing that I do, than I have ever done; it is a far, far better rest that I go to than I have ever known. - Charles Dickens, A Tale of Two Cities, Book 3, Chapter 15

Free Essays on A Seperate Peace- Genes Growing Discontent With Finny

Genes Growing Discontent with Finny Gene comes to the Devon School 15 years after he attended it and tells us the story when he was sixteen. In chapters 1-3 of John Knowles’ A Separate Peace, the characters Gene and Finny appear to be the best of friends. However, the names that Gene calls Finny, Gene’s resentment at feeling forced to engage in activities of Finny’s devising, and Genes responses when he thinks Finny is getting in trouble reveal his growing discontent. The names that Gene calls Finny reveal his growing discontent with their relationship. As a response to Finny when they were talking about the jumping of the tree, Gene calls Finny â€Å"goofy.†(10) Gene retaliates against Finny because he was trying to shame him. Finny decides to wear a pink shirt as a symbol of him supporting an allied bombing in Europe, Gene see’s this and calls him a â€Å"fairy.†(17) Gene does not like Finny’s shirt because it is out of the ordinary so he says it makes him look like a fairy. While playing a game called blitzball Gene seriously states â€Å"are you crazy† (30) when Finny tells him to knock down the person he passed the ball to. This shows that Gene is basically calling Finny stupid by calling him crazy. All of the names that Gene calls Finny show the growing discontent that Gene has with Finny in their relationship. Gene’s resentment at feeling forced to engage in activities of Finny’s devising shows his growing discontent with their relationship. One activity Gene resents is being forced to jump off the tree. Finny gets Gene to get on the tree and tells him to jump, Gene being afraid of jumping off thinks â€Å"Why did I let Finny talk me into stupid things like this?†(9) Gene thinking about his discontent toward Finny implies that he was talked into or forced into jumping off the tree. Finny saves Genes life when Gene turns to look at Finny on the tree and loses his balance, he was about to fall when Finny put ... Free Essays on A Seperate Peace- Genes Growing Discontent With Finny Free Essays on A Seperate Peace- Genes Growing Discontent With Finny Genes Growing Discontent with Finny Gene comes to the Devon School 15 years after he attended it and tells us the story when he was sixteen. In chapters 1-3 of John Knowles’ A Separate Peace, the characters Gene and Finny appear to be the best of friends. However, the names that Gene calls Finny, Gene’s resentment at feeling forced to engage in activities of Finny’s devising, and Genes responses when he thinks Finny is getting in trouble reveal his growing discontent. The names that Gene calls Finny reveal his growing discontent with their relationship. As a response to Finny when they were talking about the jumping of the tree, Gene calls Finny â€Å"goofy.†(10) Gene retaliates against Finny because he was trying to shame him. Finny decides to wear a pink shirt as a symbol of him supporting an allied bombing in Europe, Gene see’s this and calls him a â€Å"fairy.†(17) Gene does not like Finny’s shirt because it is out of the ordinary so he says it makes him look like a fairy. While playing a game called blitzball Gene seriously states â€Å"are you crazy† (30) when Finny tells him to knock down the person he passed the ball to. This shows that Gene is basically calling Finny stupid by calling him crazy. All of the names that Gene calls Finny show the growing discontent that Gene has with Finny in their relationship. Gene’s resentment at feeling forced to engage in activities of Finny’s devising shows his growing discontent with their relationship. One activity Gene resents is being forced to jump off the tree. Finny gets Gene to get on the tree and tells him to jump, Gene being afraid of jumping off thinks â€Å"Why did I let Finny talk me into stupid things like this?†(9) Gene thinking about his discontent toward Finny implies that he was talked into or forced into jumping off the tree. Finny saves Genes life when Gene turns to look at Finny on the tree and loses his balance, he was about to fall when Finny put ...

Assignment One Essay Example for Free

Assignment One Essay 1.) What are some of the hardships faced by indentured servants in Virginia during the early days of the colony? a. Some of the hardships faced by indentured servants was disease such as â€Å"scurvy, bloody flux, and diverse other diseases.† Also, they have not much of a variety of food to eat, they eat â€Å"peas and loblollies†, and so they will do anything to be able to eat other variety of foods. The amount of food they get is shared between other men. Therefore their amount of food intake is not enough to make them full. They have clothes but they are old and dirty because they one of everything they wear. Since they do not have anything worth a penny, because if they do others steal it, they cannot have food other than peas. They cannot eat bread because it cost a penny and they don’t have a penny to buy anything. 2.) How does the physical location of Jamestown colony lead to many of the hardships described in this document? b. It seems they are close to possibly Indian attacks or people from other countries because he stated in the story â€Å"but yet we are 32 to fight 3000 if they should come.† He hasn’t seen any deer or venison since he arrived in Jamestown; therefore the meat source is not a great source for food reliability. It takes them a few days to retrieve cargo from the ships. They start to the shore and sleep the first night they get there, then unload the next day and start back to their home with the cargo. 3.) How have conditions at Jamestown affected the writer of this letter? c. He thinks negative about everything. He has nothing in Jamestown to call his own or â€Å"nothing to comfort him.† He expects the worse because people are dying by the hour. Not having much to eat, he doesn’t think he will survive much longer unless his he dies before he receives the package. He believes in God and that he can keep him alive if he drinks water, he heard. He tells his dad to have mercy and pity on him, that life in England was better because he had more food that filled him. He thanks his parents for providing all that they did while he lived in England. He loves his dad and doesn’t want his dad to forget him. Assignment One. (2017, Feb 13).

Business Essay Example | Topics and Well Written Essays - 1000 words - 6

Business - Essay Example In the context of the above statement, the firm’s operational activities have been aligned, as possible, with the principles of the Global Compact (U.N. Global Compact, The Ten Principles). Particular emphasis has been given on the 8th and 9th principles of the Global Compact, i.e. the development of initiatives to promote environmental responsibility, 8th principle, and the encouragement of the development of technologies that are environmentally friendly, 9th principle (U.N. Global Compact, The Ten Principles). ... ing units that use CO2 as a refrigerant’ (PepsiCo, Climate Change) and b2) the firm has promoted green building in all its facilities internationally (PepsiCo, Climate Change). 1. Lessons Learnt The application of the above practices has helped towards the promotion of the 8th and 9th principles of the Global Compact. An indication of the success of the firm’s efforts in the specific field is the following fact: in 2009 the firm was given a series of awards from ‘the U.S. Green Building Council’ (PepsiCo, Climate Change) for its facilities – built in accordance with the green building standards, as set by the above Council. On the other hand, the use of rocks in India for advertising reasons, an initiative, which set the local ecosystem in risk, proved that not all the firm’s practices are aligned with sustainability (The Peninsula 2002). However, the firm’s major competitor, Coke, which also used a similar practice, has also failed in fully aligning its practices with the principles of sustainability (The Peninsula 2002). It should be noted though that the practices of Coke in the area of sustainability, have resulted to important environmental benefits: for example, in 2009 the carbon footprint of the firm was reduced at 11.5% compared to 2007; also, the promotion of green building policies in the firm’s facilities worldwide (Environmental Leader 2010). 2. Recommendations The firm’s current policies in regard to sustainability (referring especially to the promotion of the 8th and 9th principles of the Global Compact) would be further improved through the following practices: a) development of sustainable-related programmes which will be supported by the locals (Ritchie 2000, 51) ; reference is made to community-based sustainable initiatives

Zipcar case study Essay Example | Topics and Well Written Essays - 250 words

Zipcar case study - Essay Example New entrants required a lot of capital and skills to match this strategy hence barring them from entering the market. Zipcar charge cheap prices for long distances as compared to other rental companies. New entrants will find it hard to charge such prices. There are many substitutes in the market for car rental services. Indeed, buyers can easily choose to switch to other rental services if Zipcar fails to meet their needs. Buyers can use personal cars, family cars, public transport, or taxis. Buyers have medium bargaining power where they have a chance to switch to other rental services if Zipcar does not meet their needs. The market has many buyers but only few have the capacity to influence market forces. However, the increasing number of online buyers can influence market prices in the future. The synergy between the business strategy for zipcar and information technology is very important (Pearlson and Saunders 75). Zipcar uses information and technology to enhance growth by helping the company to offer improved and efficient services. The network effects that are part of the strategy for zipcar are zipsters. They are social networking technologies used to develop an online community (Pearlson and Saunders 75). The zipsters add value to the company by encouraging community development and creating good relations between Zipcar and the customers. As the CEO of zipcar, I realize that the services offered and the price of the services threatens my competitive advantage. To sustain a competitive advantage, I would offer flexibility services, maintain cars, and charge affordable

A change in the price of a good causes a movement along the same Essay

A change in the price of a good causes a movement along the same demand curve or along the same supply curve whereas a change in any of other determinant of dem - Essay Example This is a very important determinant. Generally, a rise in income is associated with an increase in demand for most goods (normal goods) (Sloman, 1994). Examples are cars and other durable goods. Demand for some goods is unaffected by a change in income. For example, demand for salt and furniture is satiated above a certain level of income. Demand for some goods will fall as income rises (inferior goods) (Sloman, 1994). These are often the less expensive substitutes of another better quality good. For example, consumers reduce their demand for cheap televisions with fewer gadgets and increase their demand for expensive televisions with more gadgets when income rises. The ability to afford a good, especially expensive durable goods, will depend also on the availability of credit facilities. Another determinant that causes a shift in the demand curve is substitute goods (Dominick, 2003; Sloman, 1994). These are goods that can be used to replace one another to satisfy a particular want. Consumers choose among substitutes partly on the basis of their relative prices. Examples of substitute goods are butter and margarine, tea and coffee, and apples and oranges. These goods are in competitive demand fulfilling the same kind of want. A rise in the price of Good Y will tend to increase the demand for Good X that has become relatively cheaper. The two goods are substitutes if an increase in the price of one leads to an increase in the demand for the other. For example, if the price of tea increases it is expected that the demand for coffee will increase. The quantity demanded for tea is expected to fall. The third determinant that causes a shift in the demand curve is complementary goods (Dominick, 2003; Sloman, 1994). A good is a complement to another good to the extent that it is used jointly. The goods are consumed together (in combination) to satisfy some particular want. Examples are car and

Network Security Essay Example | Topics and Well Written Essays - 1000 words

Network Security - Essay Example (Petersen and Davie, 2012; C?etinkaya et al, 2010) 2. 0 Overview of Network Fundamentals, Security Threats, and Issues The simplest form of a computer network is a pair of computers connected with each other by the means of an Ethernet cable, Bluetooth, etc. However, we generally see complex networks involving several. The basic hardware requirements to develop a computer network involve network adapters, network hubs and switches, routers and access points, modems, and network cables. Modern corporate networks use wireless router and access points, which accommodate both wired Ethernet connectivity for desktop PCs and wireless connections for mobile devices and notebook computers. (Petersen and Davie, 2012) Regarding security threats and issues, we must understand that recently the hackers are aiming corporate information, media centers, and other kinds of different information security systems. CEOs and CIOs at organizations are facing unforeseen challenges like email bombardment, spamming, denial of service, and distributed denial of service attacks. Moreover, protection of the systems and networks from spyware, malware, viruses, etc. is an imperative particularly when they are connected to a public inter-network. (Andress, 2011, C?etinkaya et al, 2010) 3. ... The firewall sets up a kind of filter when the internal network of the company is connected to a public network. (Zwicky et al, 2000) VPN is the abbreviation of Virtual Private Network. It is a kind of private data network which â€Å"makes use of the public telecommunication infrastructure, maintaining privacy through the use of a tunneling protocol and security procedures† (VPNC, 2008). It operates independently of the public network (e.g. Internet) and has customized access control and dedicated network operating system at the server side. 3.2 Recommendations for Firewalls and VPNs A firewall must spotlight Internet security and support filtering the diverse websites, programs and applications run on the Web, and scrutinize threats during surfing. It should also accept/reject the Remote Desktop Protocol (RDP) client requests and control the Remote Assistance Services (RAS). Also, Mueller (2011, p. 7-130) has stated that â€Å"Users install third party firewalls and virus p rotection products in many cases, so you’ll also need to consider these third party products as part of an overall application strategy.† According to the experts at VPN Consortium, the major rationale of a VPN is to provide the company with the similar facilities as privately held leased lines can provide. Additionally, technologists are striving to keep VPN technology cheaper and simpler without making considerable usage of public infrastructure through sharing or cloud computing. Telephone companies have commercially offered privately shared network resources through technology services like VoIP, mail servers, database integration, etc. throughout the last decade. However, a VPN makes it feasible to have

Officer Mohammed (Tribute Speech) Essay Example | Topics and Well Written Essays - 500 words

Officer Mohammed (Tribute Speech) - Essay Example He never hid his pride about me. He treated me different from all other grandchildren, always protected me, and taught me what it takes to succeed in this life. Even though he had his good and bad days, my grandfather was so sensitive to the needs and interests of those around him. His charitable deeds cannot go unnoticed. He extended his charitable hand to the needy, poor, and orphans. He taught me that success and good performance is rewarded by taking me and my brothers to Egypt and giving me monetary rewards for my academic excellence during his life years. His memories run fresh through my mind. When I almost lost my life he was there to save me. This was the time I almost drowned at sea. Luckily Officer Mohammed was there to rescue me. After that, he took it upon himself to teach me how to swim, so that in a repeat situation I can save myself or any other person in need of my help. Amid his outstanding character and personality, my grandfather had one critical weakness; he is not the listening type. Notably, listening skills are vital in any level of interaction between persons (Downs, 2008). His quest for adventure was only satisfied by driving around the city. My father’s concern over my grandfather driving himself landed on deaf ears. He needed not the services of our family driver. An effective and efficient communication (Wood, 2009) never existed in Officer Mohammed’s world. He said and did what he wanted. His poor sight resulted in a road accident that saw him in a coma for 3 days. When he regained consciousness, he asked my father and my uncles to pass his greetings to me and let me know that he was so proud of me. Sadly, these were the last words he uttered soon after the 3-day coma, and that marked the end of his life. This was hard for me to bear because I was in the U.S from 2009 to 2010. I never got to say Good Bye to my beloved

A change in the price of a good causes a movement along the same Essay

A change in the price of a good causes a movement along the same demand curve or along the same supply curve whereas a change in any of other determinant of dem - Essay Example This is a very important determinant. Generally, a rise in income is associated with an increase in demand for most goods (normal goods) (Sloman, 1994). Examples are cars and other durable goods. Demand for some goods is unaffected by a change in income. For example, demand for salt and furniture is satiated above a certain level of income. Demand for some goods will fall as income rises (inferior goods) (Sloman, 1994). These are often the less expensive substitutes of another better quality good. For example, consumers reduce their demand for cheap televisions with fewer gadgets and increase their demand for expensive televisions with more gadgets when income rises. The ability to afford a good, especially expensive durable goods, will depend also on the availability of credit facilities. Another determinant that causes a shift in the demand curve is substitute goods (Dominick, 2003; Sloman, 1994). These are goods that can be used to replace one another to satisfy a particular want. Consumers choose among substitutes partly on the basis of their relative prices. Examples of substitute goods are butter and margarine, tea and coffee, and apples and oranges. These goods are in competitive demand fulfilling the same kind of want. A rise in the price of Good Y will tend to increase the demand for Good X that has become relatively cheaper. The two goods are substitutes if an increase in the price of one leads to an increase in the demand for the other. For example, if the price of tea increases it is expected that the demand for coffee will increase. The quantity demanded for tea is expected to fall. The third determinant that causes a shift in the demand curve is complementary goods (Dominick, 2003; Sloman, 1994). A good is a complement to another good to the extent that it is used jointly. The goods are consumed together (in combination) to satisfy some particular want. Examples are car and

Officer Mohammed (Tribute Speech) Essay Example | Topics and Well Written Essays - 500 words

Officer Mohammed (Tribute Speech) - Essay Example He never hid his pride about me. He treated me different from all other grandchildren, always protected me, and taught me what it takes to succeed in this life. Even though he had his good and bad days, my grandfather was so sensitive to the needs and interests of those around him. His charitable deeds cannot go unnoticed. He extended his charitable hand to the needy, poor, and orphans. He taught me that success and good performance is rewarded by taking me and my brothers to Egypt and giving me monetary rewards for my academic excellence during his life years. His memories run fresh through my mind. When I almost lost my life he was there to save me. This was the time I almost drowned at sea. Luckily Officer Mohammed was there to rescue me. After that, he took it upon himself to teach me how to swim, so that in a repeat situation I can save myself or any other person in need of my help. Amid his outstanding character and personality, my grandfather had one critical weakness; he is not the listening type. Notably, listening skills are vital in any level of interaction between persons (Downs, 2008). His quest for adventure was only satisfied by driving around the city. My father’s concern over my grandfather driving himself landed on deaf ears. He needed not the services of our family driver. An effective and efficient communication (Wood, 2009) never existed in Officer Mohammed’s world. He said and did what he wanted. His poor sight resulted in a road accident that saw him in a coma for 3 days. When he regained consciousness, he asked my father and my uncles to pass his greetings to me and let me know that he was so proud of me. Sadly, these were the last words he uttered soon after the 3-day coma, and that marked the end of his life. This was hard for me to bear because I was in the U.S from 2009 to 2010. I never got to say Good Bye to my beloved

Cosmic Redshift Essay Example for Free

Cosmic Redshift Essay The new Physics of Cosmic Redshift Introduction:As we all know that light travels from source in a straight line(ray) according to concepts of classical ray optics. Redshift is the phenomenon by which light rays from distant stars that are observed on earth, show smaller frequency (longer wavelength) i. e. shifted towards the â€Å"red† end of the visible light region. This phenomenon of redshift is conventionally explained by the well-known â€Å"Doppler effect†. But according to the book â€Å"QED: The strange theory of light and matter† by Nobel Laureate Richard Feynman Redshift occurs due to the quantum mechanical propagation of photons. The Problem:Edwin HUBBLE discovered that light from distant stars exhibits longer wavelengths or reduced frequencies than that from similar radiation sources on Earth. All specific frequency lines in the electromagnetic spectrum of distant cosmic radiation sources appeared shifted towards the red end of the visible spectrum. His discovery therefore was called â€Å"astronomic redshift† defined by the redshift ratio, z = ? / lo (1), ? l: the elongation of a specific wave length lo: the original wave length of emission at the source Frequency n and wavelength lo of the radiation are correlated by the velocity of light in vacuum, c = n x (2). From on its discovery the Redshift phenomenon was referred to the â€Å"Dopplereffect of wave dynamics†, occurs when the source and the receiver are moving relative to each other. Hence this theory proved that all the distant stars , galaxies are moving away from the Earth i. e the universe is expanding. The apparent radial recession velocity away from Earth can be calculated following the Doppler equation: n/no= (1-v/c) (3) n: a specific frequency of the arriving light, no: corresponding frequency of emission at the source v : the recession velocity of the source c the velocity of light in vacuum Simultaneously, HUBBLE discovered that the apparent recession velocity of cosmic radiation sources increases proportionally to their distance r from Earth: v = H x r (4), H means the famous HUBBLE-constant currently estimated at about 70 km/s per megaparsec or per 3. 6 million light-years. Hubble’s theory led the current view that the universe has formed from a gigantic explosion called â€Å" the Big Bang†, which spontaneously arose from a tiny volume of matter at unimaginably high temperature followed up by adiabatic expansion and the condensation of matter while cooling down. Apparently, this expansion process is still going on today. Following HUBBLE? s law (4), the escape velocity of an extremely distant galaxy might gain ultimately the velocity of light in vacuum, meaning its redshift ratio would theoretically equal unity. Physically of course, this is impossible nevertheless redshift ratios of z=5 and even z=7 have been measured in recent years showing supernova explosions, which apparently occurred further away from Earth than the age of the Universe postulated at about 14 billion light-years. In addition, as well known, various other inconsistencies weigh upon the Big Bang theory and many a scientist therefore questions this view. The new theory (methods used and result): The new theory uses the concepts from the â€Å"quantum electrodynamics†. He (Richard Feynman) explained the quantum mechanics of the linear propagation of photons. He showed that from the countless number of radiations that are emitted from the source only those are really effective which reach the source (cover the distance b/w them) via straight line and in close company i. e. when they cover the distance in the shortest possible time. All other dispersed photons take larger time to reach to the receiver and hence are ineffective. He said that the straight stream of photons emitted from the distant source to the Earth will meet/collide innumerous bodies (such as stars, galaxies, planets, comets, meteorites, grains, etc. hich are swirling around in the universe with a typical speed of few hundreds kilometers per second) through which the photons can not pass. When those bodies cross a straight ray of light, this ray will be interrupted shortly and all photons dropping onto the bodies will be removed from the stream independently of their individual energy or frequency. After many such interruptions only the few remaining photons will reach the Earth and the frequency of these radiations arriving on the Earth exhibit lower frequencies because the dispersed photons did not rech in time to the earth. Thus the frequency shifts towards the red end of the visible region (spectrum). As the number of interruptions depend (directly proportional) on the distance between the source and the destination, the redshift ration is also directly proportional to the distance between the source and the receiver ( Earth ). Thus this theory confirms the Hubble’s discovery that the redshift ratio depends upon the distance. HUBBLE? s law still implies another connection. When replacing in equation (4) the recession velocity v by the product z x c, i. e. y a fraction of the ultimate velocity of light, an interesting correlation arises: z = H/c x r (5). The constant factor H/c can be regarded as a modified HUBBLE-constant, which amounts to 0. 00023 per megaparsec or 0. 00007 per million light-years. This modified HUBBLE-constant signifies the loss of photons suffered by a beam of light, which has traveled one million light-years through the Universe. It is a very small loss of photons in fact ov er such big distance, confirming our experience that the Universe is largely empty of solid matter. The reciprocal of the modified HUBBLE-constant i. e. 1/0. 00007 gives 14 billion light-years, in accordance with the postulated age of our Universe following the conventional theory. However, the meaning is different. It shows namely that ordinary starlight cannot propagate further through the Universe than 14 billion lightyears. All photons grouped in a straight light beam from a remote source to the Earth would have got lost due to the absorption effect of celestial matter. Usually, we cannot look deeper into the Universe than this distance, corresponding theoretically to a redshift ratio of unity. However, what about those bigger redshift ratios of z=5 or even z=7, which have been observed in recent time? We know from nuclear physics that energetic radiation penetrating through a shielding medium will be absorbed according to the general correlation, E = Eo x e^ µ(gama) (6), E means the radiation energy behind the shield, Eo the energy of emission at the source, the absorption coefficient of the shielding medium and r the traveling distance through the medium. In the present case, it makes sense to take the modified HUBBLE-constant H/c as a cosmic photon absorption coefficient and r as traveling distance of a stream of photons through the Universe. The energy of photons emitted by a heat source corresponds to the well-known correlation, E = kxT (7), T: the surface temperature of the source k: is the BOLTZMANN-constant On the other hand, the photon energy corresponds to PLANCKs equation, E = h x n (8), h is the PLANCK-constant and n the frequency of the photons. From equations (6), (7), and (8) follow the correlations, n/no = T/To and E / Eo = e-H/c . r (9). Referring to the previous equations (1) and (2), one finds that the cosmic redshift ratio equals z = e H/c . r – 1 (10). The distance of a cosmic radiation source therefore can be estimated from its redshift ratio according to r = 1 / H/c x ln (z + 1) (11), with H/c = 0. 00007 per million light-year. For a redshift ratio of z=1, for instance, one finds 9. 9 billion light-years, and for z=5 a cosmic distance of 25. 6 billion light-years. Conclusion: -According to this new theory more accurate age of universe can be calculated -In contrast to the traditional redshift theory, the present new physics of cosmic redshift doesn’t show any upper limit of ‘z’ or any restricted age of our Universe respectively. Referring to the aforementioned equations, the cosmic redshift ratio also equals, z = To/T – 1 (12), i. e. it is proportional to the ratio of the surface temperature of a cosmic radiation source To and its apparent temperature T observed on Earth. The light rays from a remote cluster of galaxies at an average surface temperature of about 5800 °K as our sun would show the apparent temperature of 970 °K (700 °C) on Earth, when arriving from a cosmic distance of z=5 or 25. 6 billion light-years. This cluster, of which most of the photons got lost on the way to Earth, would be invisible to ordinary optical telescopes. However, cosmic radiation sources of much higher surface temperatures or bigger emission energy like supernova explosions would still be visible over such extraordinary distances, which largely exceed the age of our Universe as postulated from the big-bang hypothesis. taken from the paper itself) -In contrast to the conventional theory of cosmic redshift, the present new physics does not present any difficulty to explain those observations. In addition, this physics still offers another interesting conclusion.

Race And Crime In The United States Criminology Essay

Race And Crime In The United States Criminology Essay The relationship between race and crime in the United States has been a topic of public controversy and scholarly debate for more than a century.[1] Since the 1980s, the debate has centered around the causes of and contributing factors to the disproportional representation of racial minorities (particularly African Americans, hence Black crime) at all stages of the criminal justice system, including arrests, prosecutions and incarcerations.[2] Many theories of causation have been proposed, the most prominent of which assume predominantly social and/or environmental causes, though notable exceptions argue for a reconsideration of the role of biology.[3] Sociologist Orlando Patterson has summarized the controversy as a dispute between liberal and conservative criminologists in which both parties focus on a single aspect of the causal net, with liberals focusing on factors external to the groups in question and conservatives focusing on internal cultural and behavioral factors.[4] History Further information: Anthropological criminology http://upload.wikimedia.org/wikipedia/commons/thumb/1/12/WEB_DuBois_1918.jpg/150px-WEB_DuBois_1918.jpg http://bits.wikimedia.org/skins-1.17/common/images/magnify-clip.png W. E. B. Du Bois, one of the pioneers in the study of race and crime in the United States. The relationship between race and crime has been an area of study for criminologists since the emergence of anthropological criminology in the late 19th century.[5] Cesare Lombroso, founder of the Italian school of criminology, argued that criminal behavior was the product of biological factors, including race. This biological perspective was criticized by early 20th century scholars, including Frances Kellor, Johan Thorsten Sellin and William Du Bois, who argued that other circumstances, such as social and economic conditions, were the central factors which led to criminal behavior, regardless of race. Du Bois traced the causes of the disproportional representation of Blacks in the criminal justice system back to the improperly handled emancipation of Black slaves in general and the convict leasing program in particular. In 1901, he wrote: There are no reliable statistics to which one can safely appeal to measure exactly the growth of crime among the emancipated slaves. About seventy per cent of all prisoners in the South are black; this, however, is in part explained by the fact that accused Negroes are still easily convicted and get long sentences, while whites still continue to escape the penalty of many crimes even among themselves. And yet allowing for all this, there can be no reasonable doubt but that there has arisen in the South since the [civil] war a class of black criminals, loafers, and neer-do-wells who are a menace to their fellows, both black and white.[6] The debate that ensued remained largely academic until the late 20th century, when the relationship between race and crime became a recognized field of specialized study in criminology. As Helen T. Greene and Shaun L. Gabbidon, professor of criminal justice at Pennsylvania State University, note in their recently published Encyclopedia of Race and Crime (2009), many criminology and criminal justice programs now either require or offer elective courses on the topic of the relationship between race and crime.[7] Crime rate statistics Murder and non-negligent homicide There were 14,180 victims and 16,277 perpetrators of murder and non-negligent homicide reported by law enforcement agencies to the FBI in 2008.[25] The following table presents the racial demographics of murder in the United States for 2008 (with other including Asian American, Native American, Native Hawaiian and Pacific Islander American):[26] à ¢Ã¢â‚¬  Ã¢â‚¬Å" Offendersà ¢Ã¢â‚¬  Ã¢â‚¬Å" Victimsà ¢Ã¢â‚¬  Ã¢â‚¬Å" White victimsà ¢Ã¢â‚¬  Ã¢â‚¬Å" Black victimsà ¢Ã¢â‚¬  Ã¢â‚¬Å" Other victimsà ¢Ã¢â‚¬  Ã¢â‚¬Å" Unknown victimsà ¢Ã¢â‚¬  Ã¢â‚¬Å" White 32.8% 48.2% 83.3% 7.6% 30.0% 37.0% Black 36.5% 47.8% 13.8% 90.0% 16.7% 29.0% Other 1.7% 2.3% 1.2% 0.3% 52.0% 3.0% Unknown 29.0% 1.7% 1.6% 2.1% 1.2% 31.0% African Americans, constituting approximately 12% of the general population, were significantly overrepresented in the total arrests made. African Americans were also significantly overrepresented in victimization, representing 47% of all murder victims. White Americans and individuals of Other race were significantly underrepresented in cases of murder and non-negligible homicide in 2008. Murder in White American and African American populations were overwhelmingly intraracial, with 83% of all White victims and 90% of all Black victims having been murdered by individuals of the same race. The same was true, though to a lesser degree, for individuals of Other race, with 52% having been murdered by individuals also of Other race. [edit] Non-lethal violent crime Law enforcement agencies made 2,487 arrests for forcible rape, 27,476 arrests for robbery and 42,779 arrests for aggravated assault in 2008.[27] The following table presents the racial demographics of these non-lethal violent crimes in the United States for 2008: à ¢Ã¢â‚¬  Ã¢â‚¬Å" Totalà ¢Ã¢â‚¬  Ã¢â‚¬Å" Rapeà ¢Ã¢â‚¬  Ã¢â‚¬Å" Robberyà ¢Ã¢â‚¬  Ã¢â‚¬Å" Aggravated assaultà ¢Ã¢â‚¬  Ã¢â‚¬Å" White 58.3% 65.2% 41.7% 63.3% Black 39.4% 32.2% 56.7% 34.2% Native 1.2% 1.2% 0.7% 1.4% Asian/Pacific Islander 1.1% 1.4% 0.9% 1.2% White Americans were arrested more than any other race for non-lethal violent crimes in 2008, making up 58% of all arrests. White Americans, constituted approximately 79% of the total population. This survey does not make a distinction between non hispanic whites and hispanic whites. Asian Americans and Pacific Islander Americans, constituted approximately 4% of the total population made up only 1% of total arrests. African Americans contituted approximately 12% of the population, and made up 39% of all arrests for non-lethal violent crimes in 2008. The following table presents the racial and ethnic demographics of non-lethal violent crime victimization per 1000 persons age 12 or older in 2008 (with other including Asian American, Native American, Native Hawaiian and Pacific Islander American):[28] à ¢Ã¢â‚¬  Ã¢â‚¬Å" Totalà ¢Ã¢â‚¬  Ã¢â‚¬Å" Rapeà ¢Ã¢â‚¬  Ã¢â‚¬Å" Robberyà ¢Ã¢â‚¬  Ã¢â‚¬Å" Aggravated assaultà ¢Ã¢â‚¬  Ã¢â‚¬Å" Simple assaultà ¢Ã¢â‚¬  Ã¢â‚¬Å" White 18.1 0.6 1.6 3.0 12.8 Black 25.9 1.9 5.5 5.3 13.3 Hispanic 16.4 0.6 3.4 3.5 8.9 Other 15.2 0.9 3.0 2.8 8.5 Multi 51.6 1.9 6.8 6.8 36.1 Multiracial Americans reported being victimized by non-lethal violent crime at rates 2 to 3 times higher than White Americans, African Americans, and individuals of Other race. Hispanic Americans reported being victimized by non-lethal violent crime at rates lower than that of non-Hispanic White Americans and African Americans. With the exception of simple assault, African Americans reported being victimized by non-lethal violent crime at rates significantly higher than those of White Americans, Hispanic Americans, and individuals of Other race. [edit] Property crime Law enforcement agencies made 235,407 arrests for burglary, 979,145 arrests for larceny/theft, 74,881 arrests for motor vehicle theft and 10,734 arrests for arson in 2008.[27] The following table presents the racial demographics of these property crimes in the United States for 2008: à ¢Ã¢â‚¬  Ã¢â‚¬Å" Totalà ¢Ã¢â‚¬  Ã¢â‚¬Å" Burglaryà ¢Ã¢â‚¬  Ã¢â‚¬Å" Larceny-theftà ¢Ã¢â‚¬  Ã¢â‚¬Å" Motor vehicle theftà ¢Ã¢â‚¬  Ã¢â‚¬Å" Arsonà ¢Ã¢â‚¬  Ã¢â‚¬Å" White 67.4% 66.8% 68.1% 59.7% 78.8% Black 30.1% 31.4% 29.3% 38.1% 21.7% Native 1.2% 0.9% 1.3% 1.1% 1.2% Asian/Pacific Islander 1.3% 0.9% 1.4% 1.2% 1.2% White Americans (including hispanics and non hispanics) were arrested more than any other race for property crimes in 2008, making up 67% of all arrests. With the exception of arson, White Americans were significantly underrepresented in all property crimes, as were Asian Americans and Pacific Islander Americans. African Americans were significantly overrepresented in all forms of property crime, making up 30% of all arrests. [edit] Racially motivated hate crime There were 3,870 incidents of racially motivated hate crime reported in 2007, with 4,724 individual offenses, 4,956 victims and 3,707 known offenders.[29] The following table presents the racial demographics of these hates crimes in the United States for 2007:[30] à ¢Ã¢â‚¬  Ã¢â‚¬Å" Offendersà ¢Ã¢â‚¬  Ã¢â‚¬Å" Victimsà ¢Ã¢â‚¬  Ã¢â‚¬Å" Anti-Whiteà ¢Ã¢â‚¬  Ã¢â‚¬Å" Anti-Blackà ¢Ã¢â‚¬  Ã¢â‚¬Å" Anti-Nativeà ¢Ã¢â‚¬  Ã¢â‚¬Å" Anti-Asian/Pac. Isl.à ¢Ã¢â‚¬  Ã¢â‚¬Å" Anti-Multià ¢Ã¢â‚¬  Ã¢â‚¬Å" White 45.9% 18.3% 18.5% 54.1% 58.6% 41.5% 36.6% Black 10.6% 69.2% 45.2% 2.4% 4.0% 8.2% 2.1% Native 1.5% 1.1% 2.5% 0.6% 9.3% 0.5% 1.4% Asian/Pacific Islander 0.4% 4.7% 0.7% 0.3% 0.0% 1.4% 0.0% Multi 2.5% 6.1% 2.4% 2.0% 0.0% 5.0% 6.7% Unknown race/Other 6.7% 0.5% 5.4% 7.1% 5.3% 6.0% 6.3% Unknown offender 32.7% 25.2% 33.4% 22.7% 37.4% 46.8% White Americans were identified as having committed the most racially motivated hate crimes in 2007, making up nearly 46% of all reported offenders. Asian Americans and Pacific Islander Americans were identified as having committed the least racially motivated hate crimes, making up less than 1% of all reported offenders. African Americans reported being victimized by racially motivated hate crime more frequently than any other race, making up 69% of all victims. [edit] White-collar crime Law enforcement agencies made 68,586 arrests for forgery and counterfeiting, 173,567 arrests for fraud and 16,314 arrests for embezzlement in 2008.[27] The following table presents the racial demographics of these white-collar crimes in the United States for 2008: à ¢Ã¢â‚¬  Ã¢â‚¬Å" Totalà ¢Ã¢â‚¬  Ã¢â‚¬Å" Forgery-counterfeitingà ¢Ã¢â‚¬  Ã¢â‚¬Å" Fraudà ¢Ã¢â‚¬  Ã¢â‚¬Å" Embezzlementà ¢Ã¢â‚¬  Ã¢â‚¬Å" White 67.4% 67.7% 67.5% 64.5% Black 30.9% 30.7% 30.8% 33.4% Native 0.7% 0.5% 0.8% 0.6% Asian/Pacific Islander 0.9% 1.1% 0.8% 1.5% White Americans (including hispanics and non hispanics) were arrested more than any other race for these white-collar crimes in 2008, making up 67% of all arrests. White Americans, constituting approximately 79% of the total population, were significantly underrepresented in the total arrests made, as were Asian Americans and Pacific Islander Americans. African Americans were significantly overrepresented in forgery/counterfeiting, fraud and embezzlement, making up nearly 31% of all arrests.

The Camp David Accord Essay -- Political History Historical Israel Ess

The Camp David Accord Works Cited Missing By 1978 the thirty-year war that had been fought between Egypt and Israel had come to a point where there was a chance for peace. The area that had been at the center of the turmoil was the West Bank of the Jordan River and the Gaza Strip. The problem was that both countries believed that they had the rights to this land: Israel, biblically and Egypt, politically. So an invitation by President Jimmy Carter to President Anwar Sadat of Egypt and Prime Minister Menachem Begin of Israel was extended. The invitation was for a meeting in the Catoctin Mountains of Maryland at the presidential retreat, Camp David. The meeting was so that the framework of a peace agreement, known as the Camp David Accord, could be laid out between Sadat and Begin, with Carter as the mediator. Both Sadat and Begin had their reputations and their countries’ futures on the line, not to mention the future of the Middle East. All of the countries neighboring Egypt and Israel would be affected by an Egyptian /Israeli agreement of any kind and maybe encouraged to come to an agreement of some sort for that region. A lot of problems had to be overcome for this summit to be a success. One of them was that the hatred and suspicions between President Sadat and Prime Minister Begin ran very deep. Another problem was that the outside pressures were too strong to permit an easy and early resolve for issues that had a long and ancient history (Mideast 26). The last problem was the hope that President Carter could put out of his mind the psychological profiles done by the CIA on both Begin and Sadat, which could have adversely affected his ability to mediate the proceedings. The long-standing hatred between Sadat and Begin was not one of a personal nature. It had more to do with the political differences of their two countries. Israel has held that the West Bank and the Gaza Strip were theirs because of the establishment of the State of Israel, out of what was Palestine in 1948 and by right of heredity. This was the land that God had told Moses was the Jewish Promised Land. The Egyptians, on the other hand, claimed that the West Bank and the Gaza Strip were theirs. They based their claim on the fact that there were Egyptian citizens living in these areas at the time, the State of Israel was established, so therefore it must be Egyptian land. In ... ...reaty between them within three months of the signing of this agreement (Camp 43). So by the close of the summit, Begin had accepted the new â€Å"words,† which he once had considered improbable (Blitzer 48). For someone like Begin, who holds a lot of value in the power of words, this agreement was not easy to come by. What all the men involved wanted to know was how the meaning of the words would be translated on the ground in the months and years to come (Blitzer 48). In the final analysis of the meetings at Camp David, it’s important not to focus on what was not accomplished, but on what was. The agreement that these two leaders came to was much more than a â€Å"framework for peace;† it was a first step in a long process. A process that many people here and abroad thought would never come. In the years that followed this summit, there were more and more talks that have lead to the relative peace in that part of the world today. So, what Camp David did more than anything else was to set the groundwork to get people talking to each other in a positive direction. The three men had progressed from an agreement to pray together to an agreement to try and make a lasting peace (Blitzer 48).

Prejudice: A Worldwide Problem :: essays research papers

Prejudice: A Worldwide Problem There is a dangerous and often deadly problem in the world today. It reaches beyond political and religious boundaries and spans across all economic and social statuses. It affects the homeless, middleclass, and the richest people in society. The problem is prejudice. In America, when we think of prejudice we often think of it in terms of Black and White. However, prejudice is much more than that. It is a broad term that can encompass things like racism, sexism, and religious persecution. The Encarta World English Dictionary defines prejudice as "a preformed opinion, usually an unfavorable one, based on insufficient knowledge, irrational feelings, or inaccurate stereotypes" and "the holding of opinions that are formed beforehand on the basis of insufficient knowledge". When I read those definitions, I have to wonder why prejudice still exists today. If it really is based on "insufficient knowledge", then it seems to me that there is no logical reason why prejudice is still so prevalent. Throughout our entire lives we are exposed to issues dealing with prejudice. In school we study history, geography, government, and psychology, and at some point in each of those subjects, the issue of prejudice is more than likely discussed. In the corporate world we attend countless classes and seminars on discrimination, and sensitivity training on issues that could be deemed prejudicial. The issues are well known and a vast amount of information is ava ilable on the subject, so how can "insufficient knowledge" and "preformed opinions" still be a factor? I believe it is because when we discuss prejudice or any other similar issue, we tend to discuss it at a societal level as opposed to a personal level. We discuss the history of prejudice and talk about things like slavery in America and Hitler's persecution of the Jews, but we never discuss the prejudice that we, as individuals, experience everyday. Certainly, no one would stand up in a classroom, point a finger at a student, and ask accusatively, "What act of prejudice did you commit today?" That would not be "politically correct". How then, can we bring this issue down to a personal level? Someone once said to me, that if I didn't like jelly donuts, then I was prejudiced. The issue of whether or not I like jelly donuts is not an issue of prejudice, but rather a personal distaste for jelly donuts, based on the fact that I have tried several different types and determined that I do not like them.

SERVICE LEARNING IN ENGLISH LANGUAGE TEACHING

AbstractionThis research will analyze the evidences for implementing SL at University of Prishtina, by analysing the pupils ‘ attitude towards SL. It will concentrate in happening the most appropriate methods of how to implement SL in ESL and motivate instructors and pupils to be portion of it. The survey will be investigated through pupil ‘s questionnaire, teacher ‘s questionnaire, and concentrate group where pupils will be take parting. These methods will be used in order to analyze the pupils ‘ experience and sentiments on service acquisition in ESL, and teacher ‘s readiness and willingness to integrate Service Learning in their ESL instruction environment. The survey will reply the research inquiries and formalize the hypotheses. Analysis of consequences will be used in order to set up the evidences for implementing Service Learning into the bing course of study in ESL plans and giving the pupils an chance to use experience and cognition in existent life state of affairss.IntroductionService Learning isa new attack that merges the academic work with existent life state of affairss, this encourages the pupils to reflect on their ain experience in life and believe in a critical manner about it.Its chief constituents are reflection and experience. Service acquisition is built on squad work, it combines larning aims with service aims, Teachs duty to immature pupils and raises community demands awareness through instruction. The concluding end of Service Learning is run intoing class contents while prosecuting pupils in acquisition by making and reflecting upon their ain experience. The brooding action and the experience that is put frontwa rd in this type of larning develops pupil ‘s intelligence and forms their manner of larning while taking to organize their single course of study. Harmonizing to Dewey: â€Å" Education should promote engagement within the community, develop accomplishments that will work out existent life jobs, and learn the pupils to go responsible citizens † ( Dewey, 1938 ) . This thought is implemented in US instruction system. In station communist states such as Kosovo community based undertakings were non portion of instruction. Education was led by an iron-fist methodological analysis that was implemented in national course of study, which glorified the communism as a perfect political orientation. There was no room for inventions or any sort of service other than Communist. However, this epoch came to an terminal and gave room to new epoch and political orientations that will convey productive methods and attacks in instruction. As a consequence of the stray policy that former Communist states experienced today the demand for Service Learning in the Balkans is bigger than of all time and the demand for its execution into national course of study is critical. The industrialisation, globalisation challenges and the new world in Kosovo require an advanced instruction, a manner that will put the focal point in existent life, in the community and the existent jobs, a manner based on acquisition by making. There is an inaugural about implementing Service Learning in the Balkans. Since this correlates with to day of the month democracy, and this being the primary focal point of the Balkan states the involvement grows every twenty-four hours. To exemplify the attempt for implementing SL in ESL I will advert some enterprises: Service Learning Conference, held in Bijela, Montenegro in June, 2006 under the subject: â€Å" Increasing Community Impact and Educational Outcomes in Higher Education † . This was a plan that was developed by the South – Eastern Europe Junior Faculty, and was supported by the American Councils. This was an enterprise for the Balkans and it continues to develop and spread out as a plan in the part. On schoolroom execution of SL it is valuable to advert the innovator of this method in FYROM, severally in the SEEU, Aida Koci. As a JFDP alumnus she modified her talks in order her pupils to understand the challenges that particular needs pupils face every twenty-four hours. This speaks loud that service Learning can be implemented in every class topic, in this peculiar one she used her â€Å" Needs Analysis † class to make and affect pupils in a meaningful seminar where they had the opportunity to personally hear the challenges of two handicapped pupils and the experts of that field. Ms Koci ‘s hope that the pupils will reflect on the experience and the cognition gained from this undertaking in their future employment as instructors marked this enterprise as a milepost in the huge see of SL chance.1.1 Research AimsThe general purpose of this research is to research instructor ‘s willingness to implement SL into ESL plan. At the same clip, the research will analyz e the pupils ‘ positions on SL as a undertaking oriented plan. The probe of this research will be done through a questionnaire and a focal point group.1.2 The major aims of this survey are:To place the possibilities of farther implementing SL at University of Prishtina. To analyse the pupils ‘ attitude towards SL. To urge the most appropriate methods of how to implement SL in the course of study and motivate instructors and pupils to be portion of it.Literature ReviewService acquisition is dedicated to implement alterations within an educational system by perpetrating to it with serious motive that derives from agent ‘s involvement, emotions and spirit. These tools make Service larning a device that will take towards a alteration that will ensue with higher thought accomplishments in scholars, improved ability to reflect on experience, better apprehension of existent life jobs, battle in the community where scholar lives, and readying for life outside of the schoolroom. A young person geared with such accomplishments will without any uncertainties pave the route to a brighter problem-solving hereafter. A peculiar topic that requires a particular involvement in my part and besides broader is the ESL plan and the debut of Service Learning in this plan. The common inquiries that ESL instructors ask are the undermentioned: 1. Have my pupils learned what they were taught? 2. Can they utilize what they were taught in existent life state of affairss? 3. Is at that place knowledge functioning them in category merely? 4. And eventually, can they be fluent in existent life state of affairss when utilizing English Language? Thankss to the work and theories of many research workers the first stairss are taken towards implementing positive alterations to current instruction and ESL. The pillar of this thought was installed by John Dewey, to whose work and accomplishments we must mention when talking about larning based on experience. In Experience and NatureDewey provinces that experiential acquisition has an impact on epistemology, ( quoted by Kolb 1984, p. 161 ) : â€Å" aˆÂ ¦the ways in which we believe and expect have a enormous consequence on what we believe and expect aˆÂ ¦ We discover that we believe many things non because the things are so but because we have become habituated ( to them ) through the weight of authorization, by imitation, prestigiousness, establishment, and unconscious consequence of linguistic communication † . These two impressions that Dewey emphasized: the connexion of the pupils with acquisition, and how pupils know what they know is in fact believed to ease 2nd linguistic communication acquisition at best because is self- goaded manner and non imposed by another party, authorization, or a instructor. Besides experience, contemplation is another important constituent of the learning rhythm. Harmonizing to David Kolb: â€Å" The scholar is straight in touch with the worlds being studiedaˆÂ ¦ ( He or she has a direct brush with the phenomenon being studied ) , instead simply believing about the brush or merely sing the possibility of making something with it † . This construct is non new, and it is a really of import 1 for ESL categories excessively. Language scholars need a context that they understand and which is meaningful excessively. Here is what Mary Ann Christison, in â€Å" Applications of Brain-Based Research for Second Language Teaching and Learning † ( 1999 ) , inferred about the meaningful context in Language Learning ( quoted by Minor 2001 ) : â€Å" Facts and accomplishments that are taught in isolation and non connected to something meaningful can non be remembered without considerable pattern and dry run†¦ Second linguistic communication schoolroom activities that are meaningful create an ideal acquisition chance for 2nd linguistic communication pupils to larn more information in a shorter clip, with less attempt † . In an ESL category pupils ‘ cognitive accomplishments and acquisition enhances merely when they are exposed to context that relates to significance. Harmonizing to Laura Latulippe ( 1999 ) pupils ‘ proficiency in linguistic communication is in direct correlativity with the sum of their exposure to meaningful context and they should be exposed to it wheresoever and whenever possible. Another benefit for the pupils of ESL is the development of humane values ( Minor 2001 ) , and the true image about the society and its value. On this Howard Berry and Linda Chisholm ( 1999 ) , believe that: â€Å" Foremost among the intents ( of higher instruction ) is that of giving immature grownups the accomplishments and comprehensiveness of cognition to believe profoundly about the constructions of their society and to allow values which must regulate their personal and professional lives ( p.12 ) † . Service larning in ESL may travel out of their schoolroom and utilize what they have learned, reflect upon that experience and what they learned when they are back in category in order to heighten acquisition, and it promotes humanist values. Harmonizing to Kendall: an effectual plan is the 1 that has the undermentioned elements: Engages people in responsible and ambitious actions for the common good ; Provides structured chances for people to reflect on their service experience ; Articulates clear service and learning ends for everyone involved ; Clarifies the duty of each individual and organisation involved ; Includes preparation, supervising, monitoring, support, acknowledgment and rating to run into service and learning ends ; Is committed to plan engagement by and with diverse population ( Kendall, 1990, p.40 ) .Previous Studies and ResearchA reappraisal of the old surveies that are conducted in the field of SL in linguistic communication acquisition will supply the evidences for important replies to the inquiries being investigated. SL is instead a immature field and as a consequence of this the pool of researches that are conducted in this filed is non every bit deep as is the topic ‘s demand. Previous surveies and researches are conducted in order to light and clear up the importance and the positive consequence of Service larning in ESL in order to set up the development of this plan. Many establishments since 2000 have implemented Service larning in their Curricula. Sacred Heart University, to advert one, has successfully integrated SL in their ESL categories. Their ESL pupils go into the community on hebdomadal footing and they visit and serve to a local soup kitchen, an simple school, a tutoring bureau, a retirement community, a Habitat for Humanity building undertaking, etc. The services they offer are assorted, get downing from fixing and functioning nutrient, helping instructors, tutoring, etc. In category they reflect to legion feelings, ideas, experiences and observations they ‘ve had. They besides research and read about the issues they have observed in field ( homelessness, intervention of the aged, childhood instruction ) ( Minor, 2001 ) . Another interesting service larning undertaking is Mullaney ‘s which grouped Latino pupils of ESL with Spanish pupils whose native linguistic communication was English. This gave both groups an chance to hold a colloquial spouse and enabled a bipartisan information exchange and experience. To heighten their lingual development they were integrated into the community college, this was done with the purpose to do them experience as portion of the community and besides to give them the chance to pattern English linguistic communication while discoursing with native talkers. The pupils did non hold this opportunity to interact with native talkers in mundane life. In this undertaking they performed a service that was identified demand into the community, developed their sense of caring for others, their civic duty, and it enhanced their linguistic communication larning experience ( Hellebrandt, 1999 ) . Dawson ‘s ( 2006 ) service -learning undertaking engaged the Sitka Tribe in Alaska. The pupils ‘ service in this undertaking was to interview the seniors of the Sitka Tribe in order to document their verbal history into written. The pupils besides assisted them in interpreting from their Indigenous into English. This divine native American pupils to larn more about their cultural heritage and imposts and history while heightening their academic accomplishment in History. A similar service acquisition undertaking is integrated in the course of study of the University of Prishtina, Department of English Language and Literature. Junior pupils group comprised of 12 pupils were engaged to finish 30 hours of interlingual rendition for a local intelligence bureau â€Å" Kosova Live † . They had to interpret the intelligence, edit, save the interlingual rendition, and header with deadlines. On completion of this undertaking the pupils had to convey a file of their interlingual renditions to their instructor, for the portfolio appraisal. The educational goalsin this undertaking were: Career readying ; Students will better their Albanian- English interlingual rendition skills.Standards mete the followers: Students will understand and construe written linguistic communication on a assortment of subjects ; Students present information, constructs, and thoughts to an audience of readers on a assortment of reliable subjects ; Students demonstrate apprehension of the nature of linguistic communication through comparings of the linguistic communication studied and their ain ; Students use the linguistic communication both within and beyond the school scene. The spouse in this undertaking Kosova Live Agency benefited from this coaction from the translated intelligence into Albanian and the service was provided for free. The professor proofread the interlingual rendition work of the pupils and identified the grammatical or vocabulary constructs in which pupils need to better. Then the instructor created lessons to assist them learn/practice those constructs. Besides, the pupils received points in category for finishing the interlingual renditions accurately in the signifier of a undertaking o r assignment. This was the appraisal of the pupil larning ends.Research QuestionsQ1: Why should we advance service-learning? Q2: Why is it of import that service-learning be incorporated in the traditional course of study? Q3: How can service-learning be incorporated in linguistic communication larning course of study?Research HypothesissH1. Service acquisition is a cutting border methodological analysis that helps non merely the community but pedagogues and scholars besides it can be adapted to any class that is taught in the school. H2. Service larning helps pupils understand better the content of the class because they learn by making which fits in with the ends of the Bologna procedure. H3. Service larning gives pupils an chance to utilize their cognition in a socially meaningful context which improves the relevancy and pertinence of their cognition.Research Design and MethodologyData Gathering ProcedureThis present survey will do usage of implementing processs to accomplish the intent of the survey:4.1 ParticipantsParticipants in this research will be pupils of the English Language Department at SEEU in Tetovo, and Mechanical Engineering Faculty University of St. Cyril and Methodius in Skopje. The pupils will be chosen based on their experience and consequences, and besides based on their instructors ‘ mention.MethodologyThe research methodological analysis that will be used in this research is quantitative method that will be gathered through: pupils ‘ and instructors ‘ questionnaire and focal point group. The questionnaires will be distributed to the pupils at the SEEU and Mechanical Engineering Faculty. In both establishments Service Learning has been introduced since 2006, and the choice of the pupils will be done based on their 5 twelvemonth engagement in this plan. Teacher ‘s questionnaire will be used in order to measure instructors ‘ engagement in SL plans and their motive for SL undertakings. Focus group is a group activity for pupils ‘ development and the purpose of this method is to mensurate how they will run into the class content and the addition larning through SL undertakings. Finally, figures, charts, and tabular arraies will be included and analyzed in the research paper in order to hold a clear image of the survey.4.3 ProcedureA pupil ‘s questionnaire will be distributed in order to obtain informations related to pupil ‘s background and their perceptual experience of SL. Students will be given instructions and the research worker will explicate the intent of the questionnaire. Afterwards, a instructor ‘s questionnaire will be distributed in order to derive general information in relation to teacher ‘s attitude towards SL and the manner it is implemented in ESL schoolroom. Again, the intent of the survey will be explained in item. Finally, there will be a focal point group and the pupils will be given the chance to portion thoughts about SL undertakings that they will be assigned to, this will function as an appropriate tool of appraisal. The pupils will be exhaustively briefed firsthand about the plan, the undertaking that they will be assigned to and the expected results of it.Analysis of DatasSome instruments will be used in the probe portion of the research paper in order to roll up the information. It is expected the information analysis will ensue with the utility of SL plan execution as an advanced thought in instruction and its purpose to develop the pupils ‘ larning into something significant to them by offering custodies on instruction and acquisition by making exterior of the schoolroom. Quantitative method will be used in the research paper in order to exemplify the consequences obtained from both instructors and pupils.Interpretation of ConsequencesThe research will expose the scholars †˜ perceptual experiences about SL undertakings and demo its importance in linguistic communication acquisition. Additionally, the survey will demo the instructors ‘ attitude towards SL plan and the manner they tend to implement it in the course of study. Another portion of the research paper will include the replies from pupils ‘ and instructors ‘ questionnaires and the focal point group consequences.Master Thesis Content:Table OF CONTENTSaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. ACKNOWLEDGMENTSaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. ABSTRACTaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ †¦ †¦ Chapter I: INTRODUCTIONaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. Background of the StudyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. Significance of the StudyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. Purposes and Aims of the StudyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ . Description of Thesis OrganizationaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ ConclusionaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . Chapter II: LITERATURE REVIEWaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦Chapter III: PREVIOUSSTUDIES ON SERVICE LEARNINGaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 3.1 aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ . 3.2.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ 3.3 aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ Chapter IV: RESEARCH METHODOLOGY 4.1 Purpose of StudyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 4.2 Research QuestionsaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 4.3 Research Hypothesis†¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . 4.4 Research Design and MethodologyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . 4.4.1 ParticipantsaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ †¦ †¦ 4.4.2 InstrumentsaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ .. 4.4.3 ProceduresaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ . Chapter V: Analysis OF RESULTS AND DISCUSSIONSaˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 5.1 Students ‘ QuestionnaireaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 5.2 Teachers ‘ QuestionnaireaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. 5.3 Focus GroupaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ †¦ 5.4 Comparison of ResultsaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . Chapter VI: CONCLUSIONS AND RECOMMENDATIONSaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ Chapter VII: Restriction OF STUDYaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ .. REFERENCESaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. APPENDICESaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ †¦ †¦ ..