Genetic Engineering is the Future Essay -- Expository Essays Research

Genetic Engineering is the Future The debate over genetic engineering has emerged as one of the hot topics of today's political mainstream. With new discoveries happening everyday, science is coming closer to achieving perfection in the art of genetic manipulation. But is it all worth it? Some people argue that genetic engineering is a corporate scandal, and simply allows large companies to make more money. I will show through my research that the benefits of gene alteration far outweigh the claimed consequences. The actual process of gene transfer is very complicated. The first companies to employ genetically altered products emerged only 40 years ago. With fast developing technology, researchers are able to examine entire stands of DNA. What scientists discovered is a three step process that is involved in the transfer of Genes. First, RNA becomes synthesized in the DNA, and the genetic code of the organism is inscribed. This is called transformation. Next the RNA is introduced to a new cell, called transduction. (Welsh, pg. 43) The first successful cell transfer was in bacteria. Once RNA was induced there was a conjugal transfer of the DNA between bacteria cells. (Welsh, pg. 45) The host bacteria adopted the same traits of the mother DNA cell. What scientists realized is that this process can be manipulated. Once sequences of DNA were analyzed there was an explosion of knowledge that was gained. Scientists unlocked the genes that were responsible for hundreds of different functions in plants and animals. In the agricultural industry, there is always a demand for better products. Strands of DNA in seeds have been researched greatly. What basically happens is science perfects hybridization. ("Food and ... ... Genetic Engineering. Probe Ministries International. . Heaf, David. Lists of Pros and Cons of Genetic Engineering. . Home Page. Arizona State University. 5 Apr. 2003 . Murray, K.. "Genetic Engineering: Possibilities and Prospects for its Application in Industrial Microbiology." JSTOR (1980): 369-386. 5 Apr. 2003 . Siegl, Gunter. New Aspects of Positive Strand RNA Viruses. Washington DC: American Society of Microbiology, 1990. Sonnino, A. Induced Variation for Potato Improvement. Lima, Peru: Information Sciences Department, 1991. Â  

Reading Strategy Essay

What Is It? To aid their comprehension, skillful readers ask themselves questions before, during, and after they read. You can help students become more proficient by modeling this process for them and encouraging them to use it when they read independently. Why Is It Important? Dolores Durkin’s research in 1979 showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before or while they read. In the late 1990s, further research (Pressley, et al.1998) Revealed that despite the abundance of research supporting questioning before, during, and after reading to help comprehension, teachers still favored post-reading comprehension questions. Researchers have also found that when adult readers are asked to â€Å"think aloud† as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 1995). Proficient adult readers: Are aware of why they are reading the text Preview and make predictions Read selectively Make connections and associations with the text based on what they already know. Refine predictions and expectations Use context to identify unfamiliar words Reread and make notes Evaluate the quality of the text Review important points in the text Consider how the information might be used in the future Successful reading is not simply the mechanical process of â€Å"decoding† text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example: â€Å"What is this story about? † â€Å"What does the main character want? † â€Å"Will she get it? † â€Å"If so, how? † Even after reading, engaged readers still ask questions: â€Å"What is the meaning of what I have read? † â€Å"Why did the author end the paragraph (or chapter, or book) in this way? † â€Å"What was the author’s purpose in writing this? † Good authors anticipate the reader’s questions and plant questions in the reader’s mind (think of a title such as, Are You My Mother? by P. D. Eastman). In this way, reading becomes a collaboration between the reader and the author. The author’s job is to raise questions and then answer them – or provide several possible answers. Readers cooperate by asking the right questions, paying careful attention to the author’s answers, and asking questions of their own. HOW CAN YOU MAKE IT HAPPEN? To help readers learn to ask questions before, during, and after reading, think aloud the next time you are reading a book, article, or set of directions. Write each question on a post-it note and stick it on the text you have the question about. You may be surprised at how many typically unspoken questions you ponder, ask, and answer as you read. You may wonder as you read or after you read at the author’s choice of title, at a vocabulary word, or about how you will use this information in the future. You should begin to model these kinds of questions in the primary grades during read-aloud times, when you can say out loud what you are thinking and asking. Read a book or text to the class, and model your thinking and questioning. Emphasize that even though you are an adult reader, questions before, during, and after reading continue to help you gain an understanding of the text you are reading. Ask questions such as: â€Å"What clues does the title give me about the story? † â€Å"Is this a real or imaginary story? † â€Å"Why am I reading this? † â€Å"What do I already know about___? † â€Å"What predictions can I make? â€Å" Pre-select several stopping points within the text to ask and answer reading questions. Stopping points should not be so frequent that they hinder comprehension or fluid reading of a text. This is also an excellent time to model â€Å"repair strategies† to correct miscomprehension. Start reading the text, and ask yourself questions while reading: â€Å"What do I understand from what I just read? † â€Å"What is the main idea? † â€Å"What picture is the author painting in my head? † â€Å"Do I need to reread so that I understand? † Then reread the text, asking the following questions when you are finished: â€Å"Which of my predictions were right? What information from the text tells me that I am correct? † â€Å"What were the main ideas? † â€Å"What connections can I make to the text? How do I feel about it? † Encourage students to ask their own questions after you have modeled this strategy, and write all their questions on chart paper. Students can be grouped to answer one another’s questions and generate new ones based on discussions. Be sure the focus is not on finding the correct answers, because many questions may be subjective, but on curiosity, wondering, and asking thoughtful questions. After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that: Can be used to gain a deeper understanding of the text Have answers that might be different for everyone Have answers that can be found in the text Clarify the author’s intent Can help clarify meaning Help them make inferences Help them make predictions Help them make connections to other texts or prior knowledge As students begin to read text independently, you should continue to model the questioning process and encourage students to use it often. In the upper elementary and middle school grades, a framework for questions to ask before, during, and after reading can serve as a guide as students work with more challenging texts and begin to internalize comprehension strategies. You can use an overhead projector to jot notes on the framework as you â€Å"think aloud† while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension. How Can You Stretch Students’ Thinking? The best way to stretch students’ thinking about a text is to help them ask increasingly challenging questions. Some of the most challenging questions are â€Å"Why? † questions about the author’s intentions and the design of the text. For example: â€Å"Why do you think the author chose this particular setting? † â€Å"Why do you think the author ended the story in this way? † â€Å"Why do you think the author chose to tell the story from the point of view of the daughter? † â€Å"What does the author seem to be assuming about the reader’s political beliefs? † Another way to challenge readers is to ask them open-ended question that require evidence from the text to answer. For example: â€Å"What does Huck think about girls? What is your evidence? † â€Å"Which character in the story is most unlike Anna? Explain your reasons, based on evidence from the novel? † â€Å"What is the author’s opinion about affirmative action in higher education? How do you know? † Be sure to explicitly model your own challenging questions while reading aloud a variety of texts, including novels, subject-area textbooks, articles, and nonfiction. Help students see that answering challenging questions can help them understand text at a deeper level, ultimately making reading a more enjoyable and valuable experience. As students become proficient in generating challenging questions, have them group the questions the time they were asked (before, during or after reading). Students can determine their own categories, justify their reasons for placing questions into the categories, and determine how this can help their reading comprehension. When Can You Use It? Reading/English Students who have similar interests can read the same text and meet to discuss their thoughts in a book club. Members can be given a set of sticky notes to mark questions they have before, during, and after reading the text. Members can then share their question with one another to clarify understanding within their group. Since students’ reading level may not necessarily determine which book club they choose to join, accommodations may need to be made, including buddy reading, audio recordings of the text, or the use of computer-aided reading systems. Writing  Good writers anticipate their readers’ questions. Have students jot down the questions they will attempt to answer in an essay or short story before they write it, in the order that they plan to answer them. Stress that this should not be a mechanical process – as students write they probably will think of additional questions to ask and answer. The key point is to have students think of themselves as having a conversation with the reader – and a big part of this is knowing what questions the reader is likely to ask. Math Students can ask questions before, during, and after solving a math problem. Have students think aloud or write in groups to generate questions to complete performance tasks related to mathematics. Social Studies Use before, during, and after questions when beginning a new chapter or unit of study in any social studies topic. Select a piece of text, and have students generate questions related to the topic. At the end of the unit of study, refer back to the questions and discuss how the questions helped students to understand the content. Science Use before, during, and after questions to review an article or science text. You can discuss articles related to a recent scientific discovery with students and then generate questions that would help them to focus their attention on important information. Lesson Plans Lesson Plan: Questioning, The Mitten This lesson is designed to introduce primary students to the importance of asking questions before, during, and after listening to a story. In this lesson, using the story The Mitten by Jan Brett, students learn how to become good readers by asking questions. This is the first lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Questioning, Grandfather’s Journey. This lesson is for intermediate students using the strategy with the book, Grandfather’s Journey, by Allen Say. Lesson Plan: Questioning, Koko’s Kitten This lesson is designed to establish primary students’ skills in asking questions before, during, and after they listen to a story. You can help students learn to become better readers by modeling how and when you ask questions while reading aloud the true story, Koko’s Kitten, by Dr. Francine Patterson. This is the second lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Asking Pre-Reading Questions This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Lesson Plan: Asking Questions When Reading In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48698. html Asking Questions When Reading Grade Levels: 4 – 8 Lesson Summary. Generating questions plays a key role in the process of learning how to read, and then again in learning how to read better. There are so many question that students may have about the text that they encounter – questions about the author’s style or purpose, questions about new vocabulary, questions about what might happen, etc. Students need to first begin to feel comfortable asking questions, then learn to ask the vital questions that will direct their focus and clear up confusion. In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each. Materials When you read the story ahead of time, write any questions that pop into your head on post-it notes and have them available. Provide large pieces of paper and post-its for students, and locate enough copies of the book The Wall for partners. Provide a piece of paper for each group of four students. Prepare a piece of chart paper titled QUESTIONS with different columns of categories: Questions that are answered in the text Questions that I have to make an inference to answer Questions that are not important to understanding the story. Questions that require research to answer Questions about the author’s style Questions that clear up confusion Objectives: Students will ask questions before, during, and after reading. Students will categorize important vs. interesting questions with a focus on important questions. Procedure Explain that good readers ask questions before, during, and after reading to help them understand a story better. â€Å"Today, we’re going to focus on asking questions. † Present the book The Wall to the students and say, â€Å"I will read the title, and the back cover and look at the illustrations and think of as many questions as I can. These are the questions that I have before reading. † Read your prepared post-it notes to the students. Read the story to the children and think aloud, asking questions while reading. Stress that these are the questions you have during reading. Read your prepared post-it notes to the students. When you have finished reading the story, ask questions that pop into your head and stress that these are the questions that you have after reading. Read your prepared post-it notes to the students. Take your questions on post-its, think aloud, and categorize them in the appropriate column according to the type of question that you asked. The students partner-read and use post-its on pages where they have a question. Have partners narrow their questions down to two questions. Then have the partners share their questions with another paired group. The groups of four students choose one of their questions and write it on a larger piece of paper. Gather all students and have them share their questions. With help from the class, have students categorize their questions. Discuss the questions that are important vs. interesting, and have students focus on the important questions.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48697. html Asking Pre-Reading Questions Grade Levels: 3 – 5 Lesson Summary This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Students should be able to differentiate between a question and a statement, generate questions, and work in cooperative, heterogeneous groups. Objectives Students will brainstorm prior knowledge about the topic of a text Students will make predictions about the text by asking effective â€Å"before† reading questions in order to improve our reading comprehension. Key Understandings Asking and discussing questions will improve our comprehension of the text. Good readers ask questions before they read. Materials Two narrative texts Pre-reading Show Rubric Pledge Procedure Select two narrative texts, one will be used to demonstrate the â€Å"before reading† questioning strategy, the other will be used for guided practice. It may be easier to choose two texts by the same author or two texts of the same genre. Discuss the ways in which a pre-game show and asking questions before, during, and after reading are similar. Good readers are like sports casters. Just as sports casters discuss the sports event before, during, and after the game, good readers ask and discuss questions before, during, and after reading. This improves comprehension, or understanding, of the text. You may say something such as, â€Å"Who has watched a football, basketball, or baseball game on television? Sports casters help us understand the game by discussing it. They discuss the game with us before the game, during the game and after the game. Before the game, there is a pre-game analysis. That means that the announcer gives us background information about the game, teams, players, and coaches. This information can be used to make predictions about the outcome of the game. During the game, the announcers provide play-by-play coverage. They discuss important or controversial plays to help us understand what’s going on in the game and to explain how certain plays may affect the outcome of the game. They even provide replays of the most important events of the game to make sure we remember them. Finally, after the game, announcers interview the coaches and players to get different perspectives about how the game was played. They review the highlights of the game, confirm or disprove their predictions, and discuss the implications of the outcome of the game. † Tell students they are going to focus on asking questions before they begin reading a text. If possible, show a video clip of a pre-game sports cast. Use the analogy of a pre-game show and before reading questions to help students ask effective â€Å"before† reading questions. As you generate questions for each topic. Spend some time wondering about the answers and making predictions about the book. Write your predictions about the book in a separate column. Identify a purpose for reading the text. Narrative = for literary experience/enjoyment Expository = for information Functional = to perform a task/follow directions. Examine the cover illustration and read the title, modeling how to ask questions. Write the questions on chart paper or on an overhead projector. Look at the author and model how to generate questions. Activate background knowledge by taking a picture walk with students. Cover the print with sticky notes, and think aloud as you model how to generate questions, make predictions, and build vocabulary by carefully examining and discussing the illustrations in the text. Ask questions about the setting, characters, events, and genre of the book. Pre-Game Show Questions Before Reading Predictions Team A vs. Team B What teams are playing? What do we know about these teams? Where are they from? Have we ever seen either team play? In your opinion, are they skilled? Is one team better than the other? Title of Story/Cover What topic might this story be about? What do we already know about this topic? Have we read any other books about this topic? Do we have any experience related to this topic? Where and when did we have the experience? Coach Who is the coach? What do we know about the coach? What teams has he/she coached in the past? What is his/her coaching style? Author Who is the author? Who is the illustrator? What books have he/she written or illustrated in the past? Can we describe the style of the author/illustrator? Have I ever read other texts by this author? If so, what do I remember about those texts? Stadium Where is the game being played? Who has the home field advantage? What are the current weather conditions? How will the weather conditions affect the game? Setting Where and when does the story take place? Is the place/time familiar or unfamiliar to us? Have we read any other stories with a similar setting? Players Who are the key players? What positions do they play? What are their skills? Characters Who are the main characters? What role might they play in the story? Can we predict some of their character traits by examining the illustrations? Plays What plays are the coaches likely to run? Events What events may take place in this story? Rules/Principles of Game What are the rules of the game? What are winning strategies? Genre of Text What genre of story is this? (fairytale, folktale) Have we read other stories of the same genre? What are the characteristics of this genre? Tell students that the class will read the story together tomorrow, and learn to ask new questions while they are reading to help understand the story. Guided practice Give students the opportunity to practice writing and discussing some â€Å"before† reading questions for a new story. Place students in 6 groups and have each group record or role play a â€Å"pre-reading show† for the new book, just as sports casters broadcast a pre-game show. 1. title/cover 2. author/illustrator 3. setting 4. characters 5. events 6. genre of literature Select student leaders to guide each groups through the process of examining the cover of the new story and taking a picture walk. Allow groups to discuss their topic. Students should generate two of their own â€Å"before reading† questions on their topic, and then share their questions and provide feedback to each other. Have groups include information from their prior knowledge and personal experience as they discuss the â€Å"before reading† questions, and have them discuss the possible answers and make predictions about the book. After each student has had the opportunity to formulate and write two questions, jigsaw the groups to form TV crews for a â€Å"pre-reading† show. Each TV crew should have six students, one student from each group, 1-6. Review the parts of the rubric. Provide a time limit for each TV show, and tell students that each show should include: an introduction of the members of the TV crew slogan, jingle, or music a discussion of their prior knowledge about the topic a discussion of each member’s questions predictions about the book from each member Give groups the opportunity to practice asking and discussing their questions before role playing or videotaping their show. If time permits, allow students to make larger visual aids to display during the discussion. â€Å"Microphones† can be made quickly from rolling paper into tubes. Sharing Ideas Distribute rubrics to the class. Allow students to score each TV crew as they present. Independent Practice Have students think of a younger child that they will spend time with this week. Have them think of a book that they can read to the child. Have students use some of the â€Å"before reading† questioning strategies they learned to help the younger child understand the story. Students can use this questions framework worksheet to help them with questions to ask before reading, and help the child make predictions. The worksheet reminds students to ask questions about the title and cover, author and illustrator, setting, characters, events and genre. Assessment Each group will be assessed using the scores from the presentation rubric, scored by their peers and teacher.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Running Records Page Description: A running record is a way to assess a student’s reading progress by systematically evaluating a student’s oral reading and identifying error patterns. This template will help you track your students’ oral reading accuracy. Take advantages from kids that love harry potter Book Covers from Around the World: Harry Potter and the Prisoner of Azkaban Page Description: Enjoy comparing and contrasting colorful cover art for J. K. Rowling’s Harry Potter and the Prisoner of Azkaban with this printable handout. Discuss the differences in interpretations from around the world with your students. Grade Levels: 2 – 7 Analyzing a Book Character Page Description: This chart of questions will help students analyze the cover art of a book. Use this worksheet when talking about the different cover art on each international edition of the Harry Potter books. Grade Levels: 3 – 8 Literacy Glossary Page 1 of 2 Accuracy Rate: This is the rate, shown as a percent, at which students accurately read the text. Concept Map: A concept map is a type of graphic organizer which allows students to consider relationships among various concepts. Often students are encouraged to draw arrows between related concepts enclosed in oval or other shapes. Error Rate: This is a ratio of errors to words in the text. Fluency: The rate and accuracy with which a person reads. Fluency results from practicing reading skills often and with a high rate of success. Formative Assessment: These tests are ongoing and based on the curriculum, providing a way to monitor student progress. They can be used to place students in groups, based on instructional needs. Frustrational Level: This is the level at which students are unable to read with adequate comprehension. Genre: A genre is a particular type of literature, such as narratives, poetry, dramas, or fables. Independent Level: This is the level at which students can read without assistance. Materials at this level should be chosen for independent reading, or fluency practice. Independent Reading Inventories: An informal formative assessment that provides graded word lists and passages designed to assess the oral reading and listening comprehension. Insertion: In a running record or informal reading inventory, this is a miscue in which students add another word when reading printed text. For example, if the sentence is: â€Å"The dog played,† the student reads: â€Å"The happy dog played. † Instructional Level: This is the level at which students can read with assistance from the teacher. Materials at this level should be chosen for reading instruction. Metacognition: This is thinking about one’s own thinking, or being aware of one’s own learning. When students are aware of how they think and learn, they can be taught to regulate their thought and learning processes. Omission: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words in the printed text. For example, if the sentence is: â€Å"The sky was bright blue,† the student reads: â€Å"The sky was blue. † Onset: The part of a syllable that comes before the vowel of a syllable. The onset of the word box is /b/. Phoneme: the smallest unit of sound. It distinguishes one word from another (e. g. , man and fan are distinguished by the initial phoneme). Phonemic Awareness: This is a type of phonological awareness that involves the awareness and manipulation of individual sounds. Phonological Awareness: The auditory awareness of sounds, words, and sentences. The understanding that speech is composed of sentences made up of words. Words are comprised of syllables, and syllables are comprised of phonemes. Qualitative Data: Qualitative data consist of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. It is often comprehensive, holistic, and expansive. Qualitative Tools: These are tools that produce qualitative data consisting of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. Quantitative Data: Quantitative data consist of information represented in the form of numbers that can be analyzed by means of descriptive or inferential statistics. It is often precise and narrow data. Reading Conferences: Conferences conducted by teachers during independent reading time provide an opportunity to meet with a student to assess progress, to note reading strategies that are being used, monitor books being read, and to provide guidance in developing reading strategies. Rime: The part of a syllable that consists of its vowel and any consonant sounds that come after it. The rime of the word box is /ox/. Scaffolding: A scaffold is a supporting framework. Scaffolded learning is a teaching strategy that helps support students in their learning when they may have difficulties. A goal of scaffolded learning is to have students use a particular strategy independently. Screening Tests: These tests provide information that serves as a baseline. They are usually given to determine the appropriate starting place for instruction. Self-Correction: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words correctly, but return to the text and read the word or words correctly. Self-Correction Rate: This is the ratio of self-corrections to errors when reading the text. Sound-Print Connection: Understanding the relationship between print and sound. Substitution: In a running record or informal reading inventory, this is a miscue in which students replace the printed word with another word. For example, if the sentence is: â€Å"She said, ‘No,'† the student reads: â€Å"She shouted, ‘No. ‘† Summative Assessment: These tests are usually given at the end of a unit or at the end of the year. They assess a student’s strengths and weaknesses over a period of time.

Essay about “the Wild Honeysuckle” - 733 Words

Philip Freneau was one of the most well known authors in the history of early American Literature. Freneau focuses on the many social problems that concern him such as the beauty of nature and the uniqueness of it. Philip Freneau utilizes a language full of imagery. The analysis of â€Å"The Wild Honeysuckle† should convey and uncovers the significance of inclusion of nature. In order to comprehend Freneau poem, â€Å"The Wild Honeysuckle† we should look at the defining features of the flower. The species have sweetly scented bell shaped flowers that produce a sugary edible nectar. The fruit on the sweet honeysuckle consists of berries and they can be in various colors such as red, blue or black. The berries comprise of several seeds and the†¦show more content†¦Ã¢â‚¬Å"By Nature’s self in white arrayed, She bade thee shun the vulgar eye, And planted here the guardian shade, And sent soft waters murmuring by; Thus quietly thy summer goes, Thy days declini ng to repose.† (Freneau 7-12) In lines 7-9, it shows that the honeysuckle is protected and secluded but no matter how many actions you take, nature will take its course. Summer is proceeding and unfortunately you can not stop time thus the days are coming near to the end explains Freneau in lines 11-12 of the poem. The third stanza of the poem â€Å"The Wild Honeysuckle† says, â€Å"Smit with those charms, that must decay, I grieve to see your future doom; They died-nor were those flowers more gay, The flowers that did in Eden bloom; Unpitying frosts, and Autumn’s power Shall leave no vestige of this flower. (Freneau 13-18) Freneau really gets upset in this third stanza because he does not want the honeysuckle to follow the rules of nature. He is disappointed that the flower can not defeat death and will be caught by the frost of the autumn weather. These lines show that the flower is not hidden or alone anymore. Freneau includes foreshadowing of the approaching decay. In lines 19-24, the wild honeysuckle passes on and does not leave a trace as if it never lived. The last two lines show the fate of that flower. â€Å"From morning suns and evening dews At first thy little being came: If nothing once, you nothing lose, ForShow MoreRelated William Faulkner’s The Sound and the Fury Essay example1605 Words   |  7 PagesWilliam Faulkner’s The Sound and the Fury, the image of honeysuckle is used repeatedly to reflect Quentin’s preoccupation with Caddy’s sexuality. 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She could almost be considered tomboyish in nature. She is definitely not the picture of a â€Å"proper† Victorian girl. I believe that the reason Cathy is as she is, however, is because of the influence of her playmateRead MoreA Midsummer Night’s Dream: Jealousy, Desperation, and Intervention1064 Words   |  5 Pagesbrakes, / And leave thee to the mercy of wild beasts† (MND 2.1.227-228). At this point, he is beyond exhausted with Helena, and he will do anything to get away from her. Helena’s jealousy comes from not being able to have the love that she once had from Demetrius. Shakespeare’s language implies how a person’s desperation can lead to impulsive actions. Oberon’s jealousy turns into desperation as he devises a plan to deceive Titania: I know a bank where the wild thyme blows, Where oxlips and the noddingRead MoreEssay on Gender Studies in Emily Brontes Wuthering Heights1346 Words   |  6 Pagesthe book. Catherine was not your typical sweet, caring, angelic little girl. 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In the summer of 2009, I felt the slight breeze blowing through my wavy hair as take an adventure to my great grandfather’s house. As I walk, I can almost taste the sweetness of the honeysuckles startingRead MoreThe Scarlet Letter By Nathaniel Hawthorne1574 Words   |  7 Pagesthemselves from eternal damnation, and is forced to endure the harsh hypocritical criticism of her peers. Through this emotional pain and suffering Hester raises her child, Pearl, to the best of her abilities, only to be surprised when she ends up as wild and free as the act that conceived her. Pearl’s untamed character is repeatedly represented with references to nature, more specifically, flowers. While these references can simply suggest her liberal disposition, due to being associated with the wilderness

Erik Erikson s Psychosocial Development - 1629 Words

Reflection Paper #4 Erik Erikson’s psychosocial stages theory suggests that people pass through eight distinctive developmental stages as they grow and change throughout their lives. Integrity versus despair is the eighth and final stage of Erikson’s stage theory of psychosocial development. This stage begins at approximately age 60 and ends at death. The crisis represented by this last life stage is integrity versus despair. Erikson proposed that this stage begins when the individual experiences a sense of mortality and tries to find meaning in their accomplishments. This may be in response to retirement, the death of a spouse or close friends, the result from changing social roles, worsening health, or other situations that lead to†¦show more content†¦For example, Julie just turned 67 and recently retired from her three-decade long job as a school teacher. As she begins to reflect back on her life both before deciding to retire and after, she finds that she experiences both fee lings of satisfaction as well as a few regrets. In addition to a career as a teacher that spanned multiple decades, she also raised several children and is confident that she has good relationships with all of her children. Her life evaluation most likely occurred slowly before she decided to retire. But after her last day, the actual idea of retired became more real after her last day and reminded her of her growing age. Julie now has time to reflect upon her life while deciding on what do with her new found free time. Upon reflection, Julie realizes that her biggest regret was that she could never afford to pay for her daughter’s college tuition on a single parent income. Julie’s daughter Sarah, now has a child of her own. After evaluating her life and feeling relatively proud with her accomplishments, she decided to follow her creative passions she never had time for like, taking free educational classes in art and creative writing. Julie also decides to help look a fter Sarah’s daughter while she is at work. While Julie realizes that there are some things she might have done differently if she had the chance, Julie feels an overall sense of pride and accomplishment with

Fast Food Nation The Dark Side Of The All American Meal

The â€Å"Drive Thru† Consumerism Of The 1950’s In Eric Schlosser’s 2001 piece, Fast Food Nation: The Dark Side of the All-American Meal, he examines the rise of the fast food industry in the 1950’s as it was associated with the rampant consumerism of the era and shows how this led to the fast food industry becoming one of the most unethical, manipulative, and greedy industries that ever existed. Schlosser shows how fast food corporations, through mass appealing advertising, were able to manipulate consumers, especially young generations, into buying their products. Children were made the targets of advertising campaigns because these corporations knew that they were the most gullible audience. The 1950’s were filled with consumer trends in which buyers went after products that they believed to be popular and wanted to have the same things as everyone else. Corporations knew that they would have a very easy job in luring consumers because many other products and services had become trend setters in the 1950’s, so consumers would line up to buy fast food if it was presented as being â€Å"modern† and â€Å"trendy† in a sense. This paper will detail how consumerism and advertising played a large role in constructing American cultural identity during the post-war era. The 1950’s followed the end of World War II and brought about many changes in the culture due to Americans returning to their normal roles after the war. Many industries which were a part of the military industrial complexShow MoreRelatedFast Food Nation : The Dark Side Of The All American Meal1137 Words   |  5 PagesPeople today believe that the government is supposed to eliminate any possible danger from the food they consume, but that is not the case. 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The author s main points focus on the impact of fast food s impact relating to agricultural and economic practice. Topics described in the book include the creators of many fast food chains and their origins; what goes on behind the counter of a fast food restaurant; how the food, including fries and meatRead MoreFast Food Nation : The Dark Side Of The All American Meal1682 Words   |  7 PagesThe â€Å"Drive Thru† Consumerism Of The 1950’s In Eric Schlosser’s 2001 piece, Fast Food Nation: The Dark Side of the All-American Meal, he examines the rise of the fast food industry in the 1950’s as it was associated with the rampant consumerism of the era and shows how this led to the fast food industry becoming one of the most unethical, manipulative, and greedy industries that ever existed. 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Romeo and Juliet essay about their death Example For Students

Romeo and Juliet essay about their death The out come of the play was Romeo and Juliet both killed themselves. This shows the society of the time was very different to ours, they got married and had chrildren at a young age and believed in fate and fortune telling. The events in the play would be viewed in different ways now-a- days. I will be looking at the play in its social, cultural and historical context. The Capulets and Montagues are in the street fighting in act one scene one. Sampson starts the fight by saying I will bit my thumb at them.which was an insult in those days Benvolio tries to stop it and says I do but keep the peace but Tybalt wants the fight to keep going and says Turn thee Benvolio look upon thy death. Tybalts words are particulary significant in this scene. He is very angry and he cant back down or people will think he is weak. He tells Benvolio What, drawn and talk of peace? I hate the word, as I hate the word, As I hate, all montagues, and thee have at thee coward. Prince Escalies is tired of all the fighting and says from those bloody hands throw your mistempered weapons to the ground. later at the capulets party, Tybalt wants to keep the feud going when he realises Romeo is there. He says it fits when such villian is a guest but his uncle, Capulet, wants him to foget it and not fight in his house, I would not for the wealth of all this town Here in my house do him disparagement. in the society of that time, the adults fought with swords but these days they settle arguments in an orderly manner by talking. When alchol is involved men sometimes fight nowadays men dont fight for the honour of their families liked they used to. Paris is asking Capulet if he can marry Juliet but The feud is the main reason that Romeo and Juliet cant br together however, Juliets parents also put a lot of pressure on her to maeey paris. In those days, a girls father chose who she could marry. Capulet tells paris she is too young and he must wait two years. Capulet, as a farther, is very protective over Juliet and he doesnt want to lose his little girl. He tells paris, My child is yet a stranger in the world She hath not seen the change of fourteen years. This suggets that in Shakespears time women obeyed the men Paris asks Capulet if he can marry Juliet rather than asking Juliet herself which shows capulet makes the decision. And did what the men told them to do. Juliets mother thinks she should marry Paris because there are alot of women Juliets age who are already married. Lady Capulet tells Juliet younger than you Here in Verona, ladies of esteem, Are made already mothers. Juliet says she will look at Paris but thats only because her father wants her too. She tells lady Capulet Ill look to like, if looking move; But no more deep will i endart mine eye Than your consent gives strength to make it fly. In act three scene four, Capulet tells Paris that Juliet will definitely marry him, I think she will be ruled in all respects by me; nay more, I doubt it not. Capulet wants the wedding so soon because Paris is related to Prince Escales so Capulet wont get in as much trouble if a fight beaks out. In the society of this time, women obey the men. Capulet orders lady Capulet, wife, go you to her ere you go to bed, .u53bdfa11212c2cce4dabe093f6996811 , .u53bdfa11212c2cce4dabe093f6996811 .postImageUrl , .u53bdfa11212c2cce4dabe093f6996811 .centered-text-area { min-height: 80px; position: relative; } .u53bdfa11212c2cce4dabe093f6996811 , .u53bdfa11212c2cce4dabe093f6996811:hover , .u53bdfa11212c2cce4dabe093f6996811:visited , .u53bdfa11212c2cce4dabe093f6996811:active { border:0!important; } .u53bdfa11212c2cce4dabe093f6996811 .clearfix:after { content: ""; display: table; clear: both; } .u53bdfa11212c2cce4dabe093f6996811 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u53bdfa11212c2cce4dabe093f6996811:active , .u53bdfa11212c2cce4dabe093f6996811:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u53bdfa11212c2cce4dabe093f6996811 .centered-text-area { width: 100%; position: relative ; } .u53bdfa11212c2cce4dabe093f6996811 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u53bdfa11212c2cce4dabe093f6996811 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u53bdfa11212c2cce4dabe093f6996811 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u53bdfa11212c2cce4dabe093f6996811:hover .ctaButton { background-color: #34495E!important; } .u53bdfa11212c2cce4dabe093f6996811 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u53bdfa11212c2cce4dabe093f6996811 .u53bdfa11212c2cce4dabe093f6996811-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u53bdfa11212c2cce4dabe093f6996811:after { content: ""; display: block; clear: both; } READ: Of Death EssayAcquaint her here of my son Paris love, In act three scene five, when Juliet refuses to marry Paris, Capulet loses his temper with her. He is shouting at Juliet he wishes she was dead and is realy angry at Juliet. Capulet wants to hit Juliet and tells her My fingers itch. In the previous scenes he was really kind but now he is infuriated with Juliet. The men in Shakespears time have no respect for women, they tell them what to do and use them as slaves. If Juliets parents had put less pressure on her to marry paris she may not have felt she needed to kill herself to be with romeo. now-a-days, young women have much more say in who they marry and parents dont choose husbands for them. Another reason romeo and Juliet end up dead is because of the bad advice given by Frair Lawerence and the nurse. Frair Lawerence only agrees to marry them because he thinks it will stop the feud For this alliance may so happy prove To turn your households rancour to pure love. when Romeo is banished for killing Tyblt, Juliet goes to the Friar for help. He say he will give Juliet a sleeping potion so every one will think she is dead, WJuliet awakes she and When Juliet awakes she and Romeo can run away together. The friar was many things, he was a doctor, teacher, monk, counsellor. Romeo and Juliet would have trusted and respected the Friar. They would have thought he knew what was best. If the friar had refused to marry them they nurse also gives bad advice. She is significant because she is the one who sets up the wedding between Romeo Juliet she encourges Juliet to marry Romeo. But later she tells Juliet to marry Paris and forget Romeo. This is revelant to the society of the time because people didnt always marry because they loved each other but because they got told to. Romeo and Juliet are very young to be getting married Romeo is about eighteen Julietis thirteen Capulet tells paris she hath not seen the change of fourteen years. Romeo is very immature when he is told he is banished than killed He says ha ,banishment? be merciful, say death:. friar Lawerence is much more mature because he says a gentler judgement vanished from his lips: not bodies death, but bodys banishment. Romeo and Juliet both say they will kill themselves, Juliet says If all fails, myself have the power to die. and Romeo says ha ,banishment? be merciful, say death:. I think they are young and naive and dont understand there are plently more people out there they are bound to like more, The society of the time effects the outcome because parents had much more control over their chrildren n the chrildren where married even if they were not in love. In shakespeares time, people believed in fate and the idea that no one could stop what was meant to happen fate is first mentioned in the prologue where Romeo and Juliet are called A pair of star crossed lovers. Romeo thinks the day Mercutio died it was an unlucky day, he says This days black fate and O, i am fortunes fool. Also Romeo didnt get Friar Lawerences letter so when he went back for Juliet he thought she was really dead and he kills himself. Friar Lawerence thinks, God has stopped the plan from working. I dont think the outcome of the play was due to fate. i think it was the foolish plans. The most significant factor to the outcome was the feud If the families got alonge they could have been together. Fate played the lesser parts because now-a-days we dont believe in fate.

Person Centered free essay sample

A humanistic approach to care can also be viewed as an existentialist view. According to Corey (2009), as humans we are capable of self-awareness, which is the distinctive capacity that allows us to reflect and to decide. In person centered/humanistic therapy the nurse utilizes communication that ensures each individual experiences the presence of the nurse as authentic, caring, compassionate, and sincere. This is more than offering therapeutic techniques such as responding, reflecting, summarizing, and so on. This is deep listening or as some say â€Å"listening with the heart and not just the ears.† It is done with conscious intention and without preconceptions, busy-ness, distractions, or analysis. It takes place in the â€Å"now† within an atmosphere of shared humanness—human being to human being. Through presence or â€Å"being within the moment,† the nurse provides each person with an interpersonal encounter that is experienced as a connection with one who is giving undivided attention to the needs and concerns of the individual. We will write a custom essay sample on Person Centered or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Using unconditional positive regard, nurses convey to the individual receiving care the belief in his or her worth and value as a human being, not solely the recipient of medical and nursing interventions. According to Corey (2009), the person-centered approach emphasizes the unique role of the counselor as a facilitator rather than a leader. The therapeutic relationship is achieved by providing care that recognizes the totality of the human being (the interconnectedness of body, mind, emotion, spirit, society, culture, relationships, context, and environment). Each patient has their own set of values that are important to them, their own perspectives on life and death, their own belief system, and their own personal needs. According to Jean Watson’s Theory of caring the humanistic approach allows us to return to our deep professional roots and values. It emphasizes the humanistic aspects of nursing in combination with scientific knowledge. Watson’s caring theory allows the nurse to practice the art of caring, provide compassion to ease patients’ and families’ suffering, and to promote their healing and dignity. Watson is one of the few nursing theorist who  consider not only the cared-for but also the caregiver. Promoting and applying these caring values in our practice is not only essential to our own health as a nurse, but its significance is also fundamentally tributary to finding meaning in our work. Watson views the â€Å"carative factors† as a guide for the core of nursing. She uses the term carative to contrast with conventional medicine’s curative factors. Her carative factors attempt to â€Å"honor the human dimensions of nursing’s work and the inner life world and subjective experiences of the people we serve† (Watson, 1997b, p. 50). According to Watson a strong liberal arts background is necessary in order for nurses to develop humanistic philosophies and value system. As nurses we continue to grow and learn through all our experiences both positive and negative. We need to actively pursue ways to continue to learn, grow, and to build our emotional intelligence every day. Nurses that utilize the humanistic approach also have a connection with their emotional intelligence, channeling it by means of empathy and respect in a positive professional manner. They bring love, hope, relationship-centered principles and inspiration to the work place every day and inspire excellence. The â€Å"Theory of Caring† emphasizes the importance of seeing each patient as an individual. By utilizing this core value in the delivery of care the nurse promotes healing, peace, comfort, and a sense of well-being for the individual person. Caring endorses our professional identity within a context where humanistic values are constantly questioned and challenged. Upholding these caring values in our daily practice helps transcend the nurse from a state where nursing is perceived as â€Å"just a job,† to that of a gratifying profession (Duquette Cara, 2000). Utilizing a holistic approach to care acknowledges that spirituality and health are intertwined for most patients. We can create a healing environment for our patients when we use our mind, heart, and hands to provide nursing care. According to Watson (2006), a caring occasion is that considered moment in terms of time and physical place when the nurse and somebody else act together in a manner that an occasion is dedicated for human caring. The two, with their distinctive phenomenal areas of concerns, have the capability of coming together. A caring occasion is the moment when the nurse and another person come together in such a way that an occasion for human caring is created. Both persons come together in a human-human transaction. The one caring for  and the one being cared for are influenced by the choices and actions decided within the relationship. Applying the person-centered/humanistic approach in practice is achieved by providing care that recognizes the totality of the human being (the interconnectedness of body, mind, emotion, spirit, society, culture, relationships, context, and environment). Each patient has their own set of values that are important to them, their own perspectives on life and death, their own belief system, and their own personal needs. According to one of my patients (Anna), holistic communication is the most important to her because she feels a connection with a nurse that is attentive to her emotional needs. â€Å"I know that I am terminally ill, however I do not want to be defined by my illness. I appreciate the time nurses take to sit down and really listen to me. I need to share my thoughts on life, death, fears, and also my hopes (Anna, 2011). This is an example of â€Å"a caring moment†, in which the individual experiences the nurse’s presence as authentic, caring, compassionate, and sincere. Providing care that recognizes the totality of the human being (the interconnectedness of body, mind, emotion, spirit, society, culture, relationships, context, and environment). When modern science has nothing further to offer the person, the nurse can continue to use faith-hope to provide a sense of well-being through beliefs which are meaningful to the individual. The goal of a person centered/humanistic therapeutic relationship corresponds to protecting, enhancing, and preserving the person’s dignity, humanity, wholeness, and inner harmony.