Brown Bear Facts Behavior, Diet, Habitat, and More

The brown bear (Ursus arctos) is the most widely distributed bear in the world. It is found in North America and Eurasia. There are several subspecies of the brown bear, including the grizzly bear and kodiak bear. The brown bears closest relative is the polar bear (Ursus maritimus). Fast Facts: Brown Bear Scientific Name: Ursus arctosCommon Name: Brown bearBasic Animal Group: MammalSize: 5-8 feetWeight: 700 poundsLifespan: 25 yearsDiet: OmnivoreHabitat: Northern HemispherePopulation: Over 100,000Conservation Status: Least Concern Description One way to identify a brown bear is by the hump at the top of its shoulder. The hump is made of muscle and helps the bear dig a den. No other extant species of bear has this hump. Adult bears have short tails and sharp teeth with curved lower canines. Their skulls are heavy and concave. Brown bears claws are large, curved, and blunt. Their claws are straighter and longer than those of black bears. Unlike the black bear, which readily climbs trees, the brown bear climbs less frequently due to its weight and claw structure. Brown bear claws are adapted for digging, not for climbing trees. PhilipCacka / Getty Images You might guess from their name that brown bears are brown. However, these bears can be brown, red, tan, cream, bicolored, or nearly black. Sometimes the tips of their fur are colored. Fur length varies according to the season. In the summer, their fur is shorter. In the winter, some brown bears fur can reach 4 to 5 inches in length. Brown bear size is highly variable, depending both on subspecies and food availability. Males are about 30% larger than females. An average-sized bear might range from 5 to 8 feet in length and weigh 700 pounds, however, much smaller and much larger specimens occur. On average, polar bears are larger than brown bears, but a large grizzly and a polar bear are comparable. Habitat and Distribution The brown bears range includes northern North America and Eurasia, including the United States, Canada, Russia, China, Central Asia, Scandinavia, Romania, Caucasus, and Anatolia. At one time, it was also found throughout Europe, in northern Africa, and as far south as Mexico in North America. Range of the brown bear in 2010. Hannu Brown bears inhabit a wide range of environments. They have been recorded living at altitudes ranging from sea level to 5000 m (16000 ft). They inhabit temperature forests, preferring semi-open regions, but also live on the tundra, prairies, and estuaries. Diet Although brown bears have a reputation as fierce carnivores, they actually obtain as much as 90% of their calories from vegetation. Bears are omnivorous and naturally curious about eating nearly any creature. Their preferred food is anything abundant and easy to obtain, which varies according to the season. Their diet includes grass, berries, roots, carrion, meat, fish, insects, nuts, flowers, fungi, moss, and even pine cones. Bears that live near people may prey on pets and livestock and scavenge for human food. Brown bears eat up to 90 pounds of food per day in autumn and weigh twice as much as when they emerge from their dens in the spring. Adult brown bears face few predators. Depending where they live, they may be attacked by tigers or other bears. Brown bears dominate gray wolves, cougars, black bears, and even polar bears. Large herbivores rarely threaten the bears, but may fatally wound one in self-defense or protecting calves. Behavior Most adult brown bears are crepuscular, with peak activity in the early morning and evening. Young bears may be active during the day, while bears living near humans tend to be nocturnal. Adult bears tend to be solitary, except for females with cubs or gatherings at fishing spots. While a bear may roam over a huge range, it tends not to be territorial. Bears double their weight from the spring going into winter. Each bear selects a protected spot as a den for the winter months. Sometimes bears will dig out a den, but they will use a cave, hollow log, or tree roots. While brown bears become lethargic in the winter, they do not truly hibernate and can be easily woken if disturbed. Reproduction and Offspring Female bears become sexually mature between 4 and 8 years of age and come into heat once every three or four years. Males typically begin mating a year older than females, when they are large enough to compete with other males. Both males and females take multiple mates during the mating season, which runs from mid-May to June. Fertilized eggs remain in the females uterus for six months, implanting in her uterus while she is dormant during the winter. Cubs are born eight weeks after implantation, while the female is sleeping. The average litter is 1 to 3 cubs, although as many as 6 cubs may be born. Cubs nurse on their mothers milk until she emerges from her den in spring. They remain with her for about two and a half years. Males do not aid in rearing. They will engage in infanticide of another bears cubs, presumably to bring females into heat. Females often successfully defend cubs from males, but may be killed in the conflict. In the wild, the average brown bear life expectancy is around 25 years. Hybrids Genetic analysis of bears revealed different bear species have hybridized throughout history. In the modern era, rare grizzly-polar bear hybrids have been observed in the wild as well as captivity. The hybrid is known as a grolar bear, pizzly bear, or nanulak. Conservation Status The range of the brown bear has diminished and local extinctions have occurred, but the species as a whole remains classified as least concern by the International Union for Conservation of Nature (IUCN). The global population appears stable, shrinking in some areas while growing in others. Threats to the species include hunting, poaching, other human-related mortality, and habitat fragmentation. Sources Farley, S. D. and C. T. Robbins. Lactation, hibernation, and mass dynamics of American black bears and grizzly bears. Canadian Journal of Zoology. 73 (12): 2216−2222, 1995. doi:10.1139/z95-262Hensel, R. J.; Troyer, W. A. Erickson, A. W. Reproduction in the female brown bear. The Journal of Wildlife Management. 33: 357–365, 1969. doi:10.2307/3799836McLellan, B. N.; Proctor, M. F.; Huber, D.; Michel, S. Ursus arctos. IUCN Red List of Threatened Species, 2017.Servheen, C., Herrero, S., Peyton, B., Pelletier, K., Moll, K., Moll, J. (Eds.).  Bears: status survey and conservation action plan (Vol. 44)  . Gland: IUCN, 1999.Wozencraft, W.C. Ursus arctos. In Wilson, D.E.; Reeder, D.M. Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Johns Hopkins University Press. pp. 588–589, 2005. ISBN 978-0-8018-8221-0.

Cosmetic Animal Testing - 2215 Words

Skye Meadows English 101 4/1/2012 Cosmetic Animal Testing: Scientifically and Unethically Inaccurate Animal testing is still done by cosmetic companies even though it is unethical and scientifically inaccurate. The various tests carried out on animals is not a guarantee for using cosmetics on our skin since animals react differently to certain chemicals as compared to humans. Cosmetics companies kill millions of animals every year in pursuit of profit. The animals that suffer and die in these laboratories range from rabbits to mice. According to companies that perform such tests, they are done to establish the safety of products and ingredients. However, no law requires that cosmetics products be tested on animals. The Food and Drug†¦show more content†¦Laboratory animals that escape outright physical pain and discomfort are almost always subjected to isolation, depression and anxiety. In fact the worst evil we inflict upon animals condemned to scientific research may be the act of removing them from the natural habitat, or breeding them in captivity, and then placing them in the artificial environment of a laboratory cage, where they have no hope of having the kind of life nature intended for them. Animal skin and organs are not the same as human skin and organs; therefore, cosmetic testing on animal skin and organs is irrelevant to human skin and organs. Animals have different biological systems than humans do therefore the tests cannot be as accurate. Not only is animal testing inhumane it is inaccurate. Animal tests do not predict antidotes for product toxicity and do not keep toxic substances off the market and do not accurately measure human health hazards. They only determine that the product is toxic to the animal it was tested on. Animals have different biological systems than humans do therefore the tests cannot be as accurate. Animal skin and organs are not the same as human skin and organs; therefore, cosmetic testing on animal skin and organs are irrelevant to human skin and organs. Scientists and Doctors have taken some brain cells and blood cells from a Human that was HIV positive and directly injected them into a Chimpanzees brain. They found out that theShow Mor eRelatedAnimal Testing For Cosmetic Products Essay2037 Words   |  9 Pagesbans on animal testing for cosmetic products in several countries, including India, Israel, Norway, the European union and mostly recently, New Zealand, the United states, Canada, and Australia are among the countries who have yet to ban this ethically wrong practice and allow it to occur. Animal testing can be dated back to the ancient times of the Greeks and Romans, but many people still believe that the old-fashioned practice of animal testing for cosmetics died years ago. Typically, animal testsRead MoreCosmetic Testing On Animals And Animals1632 Words   |  7 Pages000,000 animals are killed annually throughout the United States (People for the Ethical Treatment of Animals). In America alone, over 11,000 research facilities partake in experimenting with cosmetic chemicals on animals (Collins). The number of animals used for cosmetic testing is alarming. Animals and humans differ from one another biol ogically in many significant ways. Statistics display irrefutably that cosmetic chemical preclinical testing on animals are unreliable. Animal testing is not onlyRead MoreAnimal Testing For The Sake Of Cosmetics2007 Words   |  9 Pagesâ€Å"According to the view that an animal s moral claim is equivalent to a moral right, any action that fails to treat the animal as a being with inherent worth would violate that animal s right and is thus morally objectionable (Gruen).† This quote relates to a serious matter in that the use of animals in the testing of cosmetics is inhumane. Animal testing for the sake of cosmetics is a cruel, unethical and an unnecessary method of practice. There is debate among the companies in this practice (asRead MoreAnimal Testing On Cosmetics : Its Not Necessary1620 Words   |  7 Pagesâ€Å"100,000-200,000 animals suffer and die just for cosmetics every year around the world.†(Humanesociety.org). Majority of these innocent animals ends up dying for no absolute reason at all also. Animal testing in cosmetics is a problem all around the world, but especially in the US. These animals need our help. Animal testing on cosmetics is nothing new in the US; animals have been getting tested on since the beginning of time. What’s different about cosmetics testing is that it’s not necessary. There’sRead MoreAnimal Testing : Cosmetic Manufacturers1375 Words   |  6 PagesMany products that we use on a daily routine have been part of animal testing. Throughout the years this has become a problem that millions of people have been raising awareness for and trying to find a solution to end this cruel act. But is this enough? One of the most notorious users of animal testing is cosmetic manufacturers. Throughout the year s many cosmetic companies have been trying to transition into using cruelty-free products. For example, Marla Donato from the Chicago Tribune statesRead MoreEssay on Cosmetics Testing on Animals , Is It Necessary?547 Words   |  3 PagesWhy should animals have to die, just for humans to have cosmetics? It is understandable if you want to cover up a scar on your face, but to just wear makeup because you think you need it, or because you feel like you cannot live without it, is ridiculous. Animals should not be dyeing for our insecurities on how we look, or on how society judges us. If society sees someone who is not Barbie or Ken perfect they judge us, so we put makeup on, it is not right for society to do that. Because of theirRead MoreAnimal Testing in Cosmetics Essay1033 Words   |  5 Pageshousehold items such as lotions, shampoos and cosmetics aren’t very expensive and are within reach for the public, yet the public is not knowledgeable of the fact that the products that they use everyday are put through a series of tests which involve the use of harmless animals. Several large commercial companies do not make products for animals; they decide that using thes e harmless creatures for the testing of their products, could be cause to be harmful to animals still go forward with these types ofRead More Cosmetic Testing on Animal Essay702 Words   |  3 Pages Cosmetic Testing on Animals Every year, millions of animals suffer and die in painful tests to determine the safety of cosmetics. Substances such as eye shadow and soap are tested on rabbits, rats, guinea pigs, dogs, and other animals, despite the fact that the test results don’t help prevent or treat human illness or injury. Cosmetics are not required to be tested on animals and since non-animal alternatives exist, it’s hard to understand why some companies still continue to conduct theseRead MoreThe Evils of Cosmetic Animal Testing Essay2159 Words   |  9 PagesA lot of people buy cosmetic products being ignorant to the fact that, that one product has killed a lot of animals. How would you like being sprayed with poisonous liquids, taking poisonous eye drops?, or being fed toxic substances? Cosmetic factories have been doing these inhumane things and more to innocent animals for years. According to PETA, every year, millions of animals are poisoned and killed in barbaric tests that were crudely developed as long ago as the 1920s to evaluate the toxicityRead MoreAnimal Testing For Cosmetics Essay1886 Words   |  8 PagesAnimal Testing (Cosmetics and Medicine) Animal testing for cosmetics and medicine should be banned. Everyday thousands of animals are being tortured for science. The experiments that are performed on these poor animals are very inhumane. Scientists have a choice to make, they can choose to use animals and torture them or they can use alternatives like artificial skin from humans and/or animals to see how they react. For example, In â€Å"The 5 Worst Animal Experiments Happening Right Now† the author

Customer Support Management-Free-Samples-Myassignmenthelp.com

Question: Write a Short Experiential piece on Customer Support. Answer: Name and type of the organization Some time back I had an awful experience at XYZ boutique. The boutique is one of Australias leading fashion stores dealing with the latest dresses, shoes, tops, and much more. Communication method The communication method used by the sales assistant was unfriendly. The sales assistant lacked interpersonal skills and solid communication. Her body language also communicated to me that she was not willing to help. She looked bored and uninterested. She should have been more confident and cheerful. The problem It is often expected that people need to browse or window shop prior to making any purchase decision. In fact, most business owners see this as recommendable and acceptable (Rawson, Duncan Jones, 2013). After all, the purchase journey is a long process which requires the buyers to gather the relevant inspiration and data before spending their hard-earned cash. Consequently, that is why shops exist, to showcase services and products to the customers and increase profits in the long run (Zhao, Lu, Zhang Chau, 2012). However, a staff member at XYZ boutique had a different opinion on this subject. In fact, I was offered a not quite apologetic response upon raising a complaint. This is how the scenario unfolded; I was searching for a classic and fashionable outfit for an upcoming event. Given the importance of the event, my dressing had to be on point. Therefore, I decided to take a look at what XYZ had to offer since a friend had previously recommended the store. Initially, the staff was friendly and willing to offer assistance. However, after some time, the sales assistant became pushy and hesitant to answer my questions. She came to a conclusion that I was not there to buy. This is not what I expected from a world class brand with over 170 outlets globally. For a moment, I thought this was a prank that I would occasionally expect to get from siblings and friends, but not from a sales assistant. The fact that the sales assistant was wrong is not debatable. I had every intention of purchasing the outfit but immediately left the boutique after the awful treatment. After a few days, I launched a complaint to the head office via email. In the real sense, many would guess that I got an apology from the XYZ boutique management. However, this was not the case. The response email indicated that the shop targets straight to the point customers and the assistants at the boutique are the best at what they do. Additionally, the response indicated that I was indeed an idler who had no intention of purchasing and suggested that there are other shops that would appease my taste. In the United States alone, poor customer support costs 84 billion annually (Kumar, Umashankar, Kim, Bhagwat, 2014). On the other side, good customer service is competency, personalization, convenience, and responsiveness. This was not the case at XYZ boutique. The sales assistant was quick to judge, incompetent, and unresponsive. Statistics show that 90% of customers are willing to pay more in order to get the desired customer service (Kumar et al, 2014). Moreover, 70% of customers would be willing to purchase more if their complaints are solved (Kumar et al, 2014). It is evident that the XYZ boutique management did not handle their customers appropriately and was unwilling to resolve complaints. Their response clearly indicated that I was just an idler in their shop with no purchase motive. Proposal for resolution The case was not resolved. It was wrong for the sales assistant to read my mind, regardless of how good she may be. Some of the qualities of a good sales assistant include patience and respect (Ryu, Lee Gon Kim, 2012). This being said, the sales assistants should be patient with their customers and respect them at the same time. The sales assistant should have let me make my purchase decision at my own pace. The response given by the manager after I launched the complaint indicated that the XYZ boutique management had no respect for its customers. It was wrong for the manager to condone the attacks made by his staff. Evidently, the store manager did not understand my point of view. It was not his job to judge my motive or willingness to purchase. He should have read the complaint keenly and identify a way to resolve the issue. Also, the employees may not have been well trained. The boutique should put some of its resources for reinforcement and training. The training should put more emphasis on the importance of being patient and respecting customers (Lemon Verhoef, 2016). Sales assistants can be effective in their jobs if they are equipped with the appropriate tools and objectives. The management should be keener on the type of personality they employ in their businesses. Business success cannot be achieved with self-centered and apathetic employees. The wrong employees should be sent packing immediately; it sends a warning message to other reckless employees (Martin, Mortimer Andrews, 2015). This is how the manager should have handled the situation. Condoning reckless employees only leads to more losses and eventual business failure. References Rawson, A., Duncan, E., Jones, C. (2013). The truth about customer experience.Harvard Business Review,91(9), 90-98. Ryu, K., Lee, H. R., Gon Kim, W. (2012). The influence of the quality of the physical environment, food, and service on restaurant image, customer perceived value, customer satisfaction, and behavioral intentions.International Journal of Contemporary Hospitality Management,24(2), 200-223. Zhao, L., Lu, Y., Zhang, L., Chau, P. Y. (2012). Assessing the effects of service quality and justice on customer satisfaction and the continuance intention of mobile value-added services: An empirical test of a multidimensional model.Decision support systems,52(3), 645-656. Kumar, V., Umashankar, N., Kim, K. H., Bhagwat, Y. (2014). Assessing the influence of economic and customer experience factors on service purchase behaviors.Marketing Science,33(5), 673-692. Lemon, K. N., Verhoef, P. C. (2016, November). Understanding customer experience throughout the customer journey. American Marketing Association. Martin, J., Mortimer, G., Andrews, L. (2015). Re-examining online customer experience to include purchase frequency and perceived risk.Journal of retailing and consumer services,25, 81-95.

The Metamorphosis Essay Example

The Metamorphosis Essay . Groups of three identified in the book: The number three plays a considerable role in the story. The story is divided into three parts. There are three doors to Gregor’s room. His family consists of three people. Three servants appear in the course of the story. Three lodgers have three beards. Three Samsas write three letters. The clock chimes three times. Gregor appears 3 times outside his room. Three women imitate Mr. Samsa as he thanks the Lord. Three family members had to work after Gregor’s metamorphosis 2. In the book, The Metamorphosis, Grete’s behavior changes dramatically as she becomes cold hearted and uncaring. In the beginning of the story Gregor’s younger sister is the only one who seems to understand that Gregor is suffering and she â€Å"weeps in her bedroom. † She demonstrates that she cares about her brother by bringing him his favorite food â€Å"milk. † She is the only one in the family who is courageous to enter Gregor’s room to clean it. However, by the end of the book she is so exhausted by her job that she does not even bother to look in to his room. Grete has come to detest her brother to such an extreme that he refers to him as if he were an animal and exclaims, â€Å"we must get rid of it,† so she rejoices when she finds out about his death. We will write a custom essay sample on The Metamorphosis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Metamorphosis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Metamorphosis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In the end of the story, her parents â€Å"see their daughter become more and more vivacious [for] she had blossomed into a lovely and shapely girl. † Her parents view her as the link that will help them resolve their financial burdens by marrying a rich man. The servant (Ana) becomes so terrified with Gregor’s appearance that she resolves to quit her job as does the cook. The â€Å"plead mercifully to be dismissed,† and demonstrate gratification when they are allowed to leave. They both leave a bigger burden for the family creating a metamorphosis in the role that the family plays in their own house. Their absence obligates the women in the family to perform difficult tasks. Another change occurs in Mr. Samsa and Mrs. Samsa. The family who was accustomed to a lifestyle that was envied by lower class individuals is taken away from them as all three family members have to sacrifice their possessions to survive. The father who used to â€Å"lay on the couch† and â€Å"read his newspaper† has to go back to work. The mother who was enjoying her luxurious life sacrifices her pride as she is forced to sew individual’s underwear. The parents who are supposed to be enjoying their lderly years in accommodation must now input all of their strength in order to provide the family with enough money just to â€Å"pass by. † 3. Through the peculiar events in the story the author helps the reader understand that capitalism harbor work-related obsessions and increases rates of stress related diseases. After Gregor becomes a bug the mother and the sister become the main providers for the family. Gregor’s parents owned a big debt, and he used all of his strength to become the best worker and would devote all of his time in accomplishing the demands from his job. However one day, exhausted from all his work he discovers that he has become an insect and he feels trapped because he ran too hard to meet the demands of business. The author is trying to explain how capitalism imprisons people driving them to become individuals that scurry on the ground and eat whatever is available. His irreversible illness leads to his death, but his family continues to be affected by capitalism. They become heartless individuals who place more emphasis on money than on helping Gregor. They become so cold hearted that they do not demonstrate that they love each other anymore. Instead of mourning Gregor’s death they view it as a blessing from the heavens because he is just a reminder of the consequences of capitalism. The sister â€Å"found a job as a salesgirl† and the mother â€Å"would be sewing fine lingerie for a fashion boutique† while still being responsible for maintaining a spotless home. So, the cycle continues as the family’s priority is meeting their financial needs. Therefore, capitalism drives people to become obsessed with their work, separates family, affects the daily activities including the eating habits, and creates unrecognizable creatures trapped in the claws of their work. . The story can be viewed as an attack on political and personal tyranny through the description of the Chief (Gregor’s boss). Gregors boss at work is the great symbol of everything wrong with tyranny. He sits behind his desk, talking down to his employees. Gregor knows that if he calls in sick for the first time in five years, his chief would come in person to call him lazy. The Chief Clerk is the Chiefs mouthpiece. He himself arrives at Gregors house when the former is late to work and thus throws the entire family into disorder. When Gregor does not unlock his room, the Chief Clerk ells Gregor, in front of the family, that he is under suspicion of having stolen money and that his work is very unsatisfactory, though this isnt true. The story also attacks personal tyranny because according to the author when a man controls himself and drives himself too hard the man becomes imprisoned. In the story Gregor feels like he â€Å"c[ould] not move† because he had been trapped by his activities to such an extent that he had become like a bug. He crawled from place to place to accomplish his tasks, but he never worried about the things that distinguish humans from animals. He felt that it was more important to make a sale and bring money for his family than to increase the bond among family members through love. Therefore, personal tyranny created an animal out of Gregor. 5. The story, The Metamorphosis, is a biblical allusion to Jesus. In the story the main character Gregor transforms into a â€Å"beetle† with â€Å"six legs;† an insignificant insect. When Jesus came to earth he had to abandon his perfect supernatural state to transform into a human body full of imperfections and insignificant in comparison to his perfect previous state. In the story, Gregor becomes despised by his own family members how attempt to kill him. Gregor’s horrifying state serves as a painful reminder to the family of the consequences that come when a person becomes too involved in his job, so they hate him for it. Jesus was despised because he was perfect and humans were reminded of their sinful state, so they could not stand his presence. Gregor’s father roles â€Å"the rotten apple in his back† and â€Å"pushes him into the room. † The bible relates how Jesus’ family was ashamed of him and would make fun of him because they did not believe that he was God’s son. As Jesus’ death approaches his burden increases as he realizes that he has to carry the sins of the world in his back and take them to the cross. In the same manner, Gregor’s believes that he â€Å"is a burden for his family† and his appetite decreases. Both Jesus and Gregor die with an empty stomach, and with great grief. Gregor sacrifices his life to provide his family with â€Å"such a life in such a beautiful department. † Jesus gave his life so that people could live a happier life by getting to know God through him. Like Gregor, Jesus back was whipped by the Roman soldiers who despised him because he claimed that he was the â€Å"King of the Jews. Gregor’s death occurs in â€Å"March† which is the same time that Jesus was crucified on the cross. Gregor dies when the clock â€Å"chimes three times† and according to scripture Jesus died at three p. m. Therefore, the story is an allusion to Jesus life which is represented through t he main character Gregor. 6. Gregor’s transformation represents how everyman is in our society today. Due to human’s desire to expand their economic status they become too involved in their work to the extent in which they neglect their own family members. Gregor like many men places more emphasis in accomplishing job and making his boss happy than in doing anything else. Even though he â€Å"hates traveling, worrying, and meeting temporary acquaintances that never become more than that† he believes that his job has come to represent who he is. His identity is no longer Gregor, but salesman. Today, many individuals identify themselves through their jobs, rather than expressing who they are as individuals because they have made their jobs their priority. When Gregor becomes an insect he scurries in his room eating â€Å"whatever† he can â€Å"find. † In today’s society there is a big problem with society since many people often eat whatever they find on the road that will be easy and fast to consume, because they do not want to waste precious time to do their jobs. For many people today their job is more important than their health. In the story the chief clerk claims, â€Å"we men of business-fortunately or unfortunately- very often simply have to ignore any slight indisposition since business must be attended to. He expresses how many people feel today that personal illness is unimportant, what is important is that an employee wastes important company money, but business should be attended to at all costs. This is the fundamental crisis that Gregor, as so many human beings in the modern age, must face. This crisis is the conflict between freedom and ones responsibility to oneself on one side, and guilt and the demands posed by society and family on the other. Both sets of values are essential for human beings, but the clash between them is often obscured. Perhaps this conflict is obscured for the best, because there seems to be no way out of it. One cannot be free without guilt, yet one cannot fulfill ones obligation to others and remain true to oneself. 7. Toward the end of the story Grete makes a speech which becomes the climax of the novel. She refers to Gregor as if â€Å"it† because she refuses to accept the idea that he is her brother. Grete insists that the â€Å"creature† cannot understand them though the family has never tried to find out. She is certain that Gregor is persecuting them and wants to drive them out of the apartment. She has changed from the tender loving sister that brought him milk to an ambitious young woman who does not care about anything but money and her economic status. Internally she has filled her heart with the desires that are acceptable by society which accepts the degrading of human characteristics through a job. In the end of the story, when the family is discussing their future plans, the parents â€Å"upon seen the daughter becoming more and more vivacious realized almost in unison that lately, despite the sorrows that left her cheeks pale she had blossomed into a lovely and shapely girl t was high time they found a descent husband for her at the end of their ride the daughter was the first to get up stretching her young body. † Grete through her hard work has come to be like the leader in the family. Her desire to strive and her ambition to lead a more prosperous life makes her parents feel that she is the family’s only hope to continue with a life that can be just as comfortable as the previous one. She undergoes a â€Å"metamorphosis† that unlike Gregor’s will benefit the family and accommodate them in a place where they will enjoy a luxurious life, and leave behind the pain and sacrifices they once had in the apartment. . Identify and discuss the possible symbolism involved in the following: a) The Picture In the story Gregor â€Å"clung to his picture, refusing to surrender it. † When his family is taking the furniture out Gregor is trying to remain calm by explaining telling himself that it was not a major concern, yet he feels extremely uncomfortable. When he sees the emptiness of his room he clings to the picture of the woman in furs representing love interest for Gregor and desire to keep something from the lifestyle he once led. He dedicated the best of his years to his job in order to provide his family with the finest lifestyle. In consequence, he is unable to raise his own family and never finds a partner. The way he clings on to the woman in fur represents his desire to be with someone, but never being able to do it. The picture was like Gregor’s escape route that made him forget about his loneliness and he finds comfort through a companion that despite its inability to speak does not flee in terror from his presence. He feels that by holding on to the picture he will have some evidence of the luxurious life that he once had, but is unable to prove due to his appearance. Gregor feels that he is able to keep a piece of his past belongings then his hope of returning to normal will not perish. b) Father’s Uniform The uniform is a symbol of economic order. The father looks â€Å"as if he were ready for service at any moment and even here only at the beck and call of his superior. † Due to the family’s financial condition he has to reincorporate to the work force and has lost his own volition. The fact that he wears his uniform even at home represents that he is a slave to his job even at home. The only part of his uniform that is polished is the brass buttons which represent his absorption into the dehumanizing capitalist system. They stand out in his dirty uniform which symbolizes the degradation of the individual human core behind a job that is admired by society yet demolishes individuals personality. Just as humanity decays behind the demands of an exhausting job the uniform becomes covered with greasy stains behind the shining brass buttons. In the uniform, Mr. Samsa sleeps â€Å"in extreme discomfort yet quite peacefully. † The uniform causes discomfort and loss of individuality. Therefore, the uniform also represents how an individual by ignoring his own humanity and sacrificing himself entirely to the economic order can feel â€Å"at peace† at the cost of no longer being human. c) Gregor’s transformation One of the most insignificant creatures for human beings are the insects. If a person calls another individual â€Å"fly, ant, or insect† it is the same as stating that they are not important. Gregor’s transformation into an insect represents a reflection of his pre-existing feeling of insignificance. Gregor becomes despised by all of the humans that surround him including his family. Insects are repellent and filthy, and are viewed as something for the exterminator to take care of. Gregor’s transformation causes repulsion all around. He is not simply feared and loathed but he actually evokes disgust in others. Therefore, Gregor’s transformation symbolizes the degrading state that comes when an individual becomes too involved in their job they lose their human characteristic; because they are driven by ambition they do not realize what is truly important. His job has demanded so much from him that Gregor is unable to continue working because he has given everything he had to offer. What is left of him is unusable, so everybody despises him. d) Gregor’s Big Boss In the story the big boss is tyrannical and Gregor would gladly have quit his job if it had not been for his parent’s debt. The big boss â€Å"sits behind his desk, talking down to his employees. † He symbolizes the main controllers of capitalism who push humans to work hard until their strength is absolutely gone and then hire other employees to destroy their life in the same manner. Whenever they feel that a person has served their best they begin to threaten them and create false accusations in order to fire them from their jobs. . Kafka is able to make something that is impossible seem plausible by including details in the story that humans can connect with. For example, Gregor’s metamorphosis becomes reasonable through the internal conversation that he has with himself. He says, â€Å"Oh what a strenuous profession I’ve picked! Day in day, day out on the road. Is a lot more stressful than the work in the home office and along with everything else I also have to put up with these agonies of traveling † He expresses his hatred for a job that makes him travel a lot, causes stress on him, and makes him lose awareness of who he truly is. The reader can identify himself with Gregor’s situation since many people today feel that they are insignificant like bugs due to their loss of identity created by a job that they despise. The story also seems rational due to the sequence of events that follow Gregor’s transformation. For example, the mom â€Å"faints† when she is exposed to Gregor’s presence and the father become irate. Society views females as weak and males of bad tempered therefore their reactions seem very plausible to the reader. The fact that the family is worried about financial burdens helps the reader believe that the story is possible as well. The distance that exists among family members also serves as a detail that helps the reader believe that the story can be true. 10. The story, The Metamorphosis, is can be interpreted as biblical allusion to Jesus. There are several episodes that occur throughout the story in which the reader is reminded of Jesus death. For example, when Gregor’s dad roles â€Å"the rotten apple in his back† the story is alluding to the way that Jesus was whipped by the Roman soldiers who despised Jesus. Gregor’s dad repudiates his son’s appearance and attacks him. Mr. Samson represents the people who despised Jesus for being different. Gregor dies when the clock chimes three times, and according to biblical interpretation Jesus dies at three pm. According to the bible Jesus did not eat anything before he died, and Gregor decides to starve himself because he feels that he is a burden to his family. The charwoman â€Å"tried to tickle him† but when she saw that this had no effect she â€Å"poked him. † The way in which the corpse is violated reminds the reader of the way in which Jesus body was mutilated by the Roman soldiers after his death. Gregor’s death occurred in late March, which is the time in which Jesus was executed. Therefore the story can be interpreted by some to be a religious allegory by connecting it to Jesus death. 11. Grete represents and emerging artist who despite the obstacles that are placed before her she able to develop a skill that helps Gregor gain his human characteristics despite his physical condition. In the story when Gregor hears the violin he us touched in a completely new way. Kafka explains, â€Å"Gregor, drawn to the playing, had ventured a bit further out, so that his head was already sticking into the parlor. Only a true musician has the ability to capture the audience’s attention to the extent of having the desire of leaving their comfort zone. Though Gregor is literally an insect he is the only one who understands and feels the redeeming power of art. When he hears the violin his past and his love for his sister come back to him. Art saves him from his apathy remindin g him of what he has been missing his family. Unlike the insect Gregor in whom music bring out the best it is the other in failing to appreciate art, that are something less than human. 12. The economic effect on human relationships explained makes the story universal. Many families throughout the world view the person who provides for their financial needs as a source of income rather than a family member that needs love. In the story Gregor loses his identity because he has become imprisoned by his job. When he is no longer able to work he is neglected and despised. Once the family begins working they also have a difficult time communicating with each other. The evenings became â€Å"usually very hushed† and they would eat dinner â€Å"in silence. Many modern families throughout the world are unable to share dinner and converse with their family members due to demands of their jobs or school work. Some children view their over-working parents as a means for obtaining their materialistic desires rather than their dose of love and care. The exhaustion as a consequence of a dehumanizing job and the belief that people are valuable as long as they earn a salary kee ps anyone who works isolated from others and unable to establish human relations with them.

How to Make a Red Cabbage pH Indicator

How to Make a Red Cabbage pH Indicator Make your own pH indicator solution! Red cabbage juice contains a natural pH indicator that changes colors according to the acidity of the solution. Red cabbage juice indicators are easy to make, exhibit a wide range of colors, and can be used to make your own pH paper strips. Introduction to the Cabbage pH Indicator Red cabbage contains a pigment molecule called flavin (an anthocyanin). This water-soluble pigment is also found in apple skin, plums, poppies, cornflowers, and grapes. Very acidic solutions will turn anthocyanin a red color. Neutral solutions result in a purplish color. Basic solutions appear in greenish-yellow. Therefore, it is possible to determine the pH of a solution based on the color it turns the anthocyanin pigments in red cabbage juice. The color of the juice changes in response to changes in its hydrogen ion concentration. pH is the -log[H]. Acids will donate hydrogen ions in an aqueous solution and have a low pH (pH 7). Materials You Will Need Red cabbageBlender or knifeBoiling waterFilter paper (coffee filters work well)One large glass beaker or another glass containerSix 250 mL beakers or other small glass containersHousehold ammonia (NH3)Baking soda (sodium bicarbonate, NaHCO3)Washing soda (sodium carbonate, Na2CO3)Lemon juice (citric acid, C6H8O7)Vinegar (acetic acid, CH3COOH)Cream of tartar (Potassium bitartrate, KHC4H4O6)Antacids (calcium carbonate, calcium hydroxide, magnesium hydroxide)Seltzer water (carbonic acid, H2CO3)Muriatic acid or masonrys cleaner (hydrochloric acid, HCl)Lye (potassium hydroxide, KOH or sodium hydroxide, NaOH) Procedure Chop the cabbage into small pieces until you have about 2 cups of chopped cabbage. Place the cabbage in a large beaker or other glass container and add boiling water to cover the cabbage. Allow at least ten minutes for the color to leach out of the cabbage.Alternatively, you can place about 2 cups of cabbage in a blender, cover it with boiling water, and blend it.Filter out the plant material to obtain a red-purple-bluish colored liquid. This liquid is at about pH 7. The exact color you get depends on the pH of the water.Pour about 50 - 100 mL of your red cabbage indicator into each 250 mL beaker.Add various household solutions to your indicator until a color change is obtained. Use separate containers for each household solution - you dont want to mix chemicals that dont go well together! Red Cabbage pH Indicator Colors pH 2 4 6 8 10 12 Color Red Purple Violet Blue Blue-Green Greenish Yellow Tips and Safety This demo uses acids and bases, so please make certain to use safety goggles and gloves, particularly when handling strong acids (HCl) and strong bases (NaOH or KOH).Chemicals used in this demo may be safely washed down the drain with water.A neutralization experiment could be performed using cabbage juice indicator. First, add an acidic solution such as vinegar or lemon juice until a reddish color is obtained. Then add baking soda or antacids to return the pH towards a neutral 7.You can make your own pH paper strips using red cabbage indicator. Take filter paper (or coffee filter) and soak it in a concentrated red cabbage juice solution. After a few hours, remove the paper and allow it to dry (hang it by a clothespin or string). Cut the filter into strips and use them to test the pH of various solutions. To test a sample, place a drop of liquid on the test strip. Dont dip the strip in the liquid or else youll get cabbage juice in it. An example of a basic solution is laundry soap. E xamples of common acids include lemon juice and vinegar.

How to Hire a Research Paper Writer

How to Hire a Research Paper Writer How to Hire a Research Paper Writer It may be something that you dread, but during the course of your education, you will be required to write research papers. This is a big part of much of the grade in certain majors, so if you want to get the best grades possible, you will need to turn in excellent research papers. However, this may be a challenge sometimes because of all the work you have to do, along with your busy life and schedule. There may be times when you are not able to get all of your work done by yourself. This is when you should hire a research paper writer to write your paper for you. However, you need to know exactly how to do this. Where to Find Research Paper Writers You may wonder how you can get help with your research paper, but all you need to do is look online. There are plenty of experienced, professional freelance research paper writers available on one of the many academic paper writing sites online. Just do a relevant search for keywords that pertain to what you want, such as ‘research paper writers’ or ‘online academic paper writers.’ Just be sure to ask questions before you use any service, so that you will have an idea of their process. Hiring a Research Paper Writer As stated above, the most important thing to remember when hiring a professional  research paper writer online is choosing a writing site that will give you the best paper for your money. Check out the site’s FAQ and Policies sections. There you should find all of the relevant information that you need. Do not use a writing company online that does not let you know all of the information you need to know up front. Also, it is best to ask for a sample of work from the company, so that you can see the quality and style of the work produced. It is also a good idea to make sure they have a free revision policy, as well as a money-back guarantee, just in case you are dissatisfied with the paper you receive. If your research paper is lengthy, it is a good idea to have the writers do it in segments. This way you can pay as you go, until the paper is completely finished. If, during this time, you are dissatisfied with a segment, you can have another company do the remainder of the paper. After you have gathered information from the company and are satisfied with the answers to your questions and the sample you received, make your choice. Then, when you decide on a company, submit your order, and wait for delivery. It’s that simple.

Corporate Governance of Football Clubs Essay Example | Topics and Well Written Essays - 2000 words

Corporate Governance of Football Clubs - Essay Example The crisis has been mitigated by the return of Sir John Hall to the club board. These clubs have become plcs, and its stocks are floated on the stock exchange. The plc was seen as the modern way to run a football club although it has created conflicts between shareholders and fans. . (The New Statesman, March 27, 1997, p.2). Sheffield United's manager resigned in protest at the chief executive's strategy of trying to achieve Premiership status by selling his best players. Noisy demonstrations forced the chairman and chief executive to resign. The outrage of Newcastle fans at the behaviour of the two directors was due to Kevin Keegan's resignation as manager. Fan power was limited to invading the pitch, singing nasty songs and boycotting matches. However, the problems persist. Fans believe big clubs aim to please the shareholders rather than the supporters. This blatant behavior on the part of club managers is a form of To football fans, for whom transfer of loyalty is not an option, this trend is a form of betrayal for dedicated football club supporters. (The New Statesman, March 27, 1997, p.2). There are two strategies to solve these problems. The first is a new corporate governance policy which tightens the accountability of directors to shareholders while deepening the involvement of fans, councils and schools. Clubs are allowed to appoint fans as non-executive directors and conduct "supporter audits". The second strategy understands that supporters have a a distinct relationship with their team. Though there are many teams in the league, once one has made one's choice of club, one usually sticks to it. Fans also have to survive on trust. They purchase season tickets without knowing which players and managers will be at the club. Football clubs can be legally required to further the long-term interests of the club and its supporters as a whole rather than the narrow interests of shareholders.Football clubs were previously controlled by wealthy local businessmen. They invested their money in the club operations and most often than not, they had lost their investments. How ever, this situation was unimportant. Owning a club gave them status and prestige in their local community.There are many options to ensure corporate governance for football clubs. One alternative is to widen the share ownership of clubs. If it was the aim of the club to ensure that as many fans as possible owned shares, this could improve accountability and investor commitment. Another option would be for fans to invest in a trust which would hold a collective stake in the club on their behalf and this in turn, will provide a guarantee for fans that they will have a say in major decisions. A third alternative is having mutual forms of ownership in which fans became the club's members and legal owners. A fan-appointed board would select the manager. Shareholder meetings would replace pitch invasions as the vehicle for expressing discontent. A mutual football club would be focused in pursuing things fans really want (winning matches and establishing its own club stadium). However, no ownership structure is perfect. Fans usually have a strong consensus about ends (buying good players) and not (which particular players). CORPORATE GOVERNANCE AND FOOTBALL Shleifer and Vishny (1997) define the term as follows: 'Corporate governance tackles the agency problem: the separation of and finance' (p. 773). The term is used to refer to how the

Assignment Coursework Example | Topics and Well Written Essays - 500 words

Assignment - Coursework Example This has resulted in downgrading of economies as well as reduction in growth forecasts for various countries around the world by leading agencies like S&P, IMF etc (The Guardian, 2011). The fluctuation in the economy as well as rise in deficits has led to various kinds of spending cuts on the parts of the government of various countries around the globe. The fierce economic swinging in the recent times has also produced severe fluctuations of indexes of industrial productions in various established economies like the US for a prolonged period. Many of the industries belonging to various sectors like hospitality, agriculture, retail etc. have been severely affected. (THE WESTERN UNION COMPANY, p.19) This fluctuation in industrial production has in turn resulted in significant cost cutting by the companies around the world, which in turn affected the job market and thereby hampering consumer spending (AccaGlobal, p.7). The operations of Western Union highly include the transfer of fina nces on the part of the consumers as well as business houses to various parts of the world. The gloomy scenario emerging out of the inability to resolve the ongoing Euro crisis by the national political parties has led to prolonged variations in job opportunities there by immensely hampering the spending on the part of the consumers. (National Bureau of Economic Research, P.9) The peer reviewed article highlights the problems that arose in the auto industry in the US during the 2008-2011 periods as a culmination of low sales, high structural costs as well as debts (Klier and Rubenstein, p.1-21). The paper also discusses the related governmental procedures that happened during that period ranging from the unavailability of a consensual decision to provide support to the carmakers to the issuance of financial assistance for a short span by the outgoing political party. The paper rightfully discusses

The German economy ready for war in 1939 Essay Example for Free

The German economy ready for war in 1939 Essay To what extent was the German economy ready for war in 1939? Consider all the economic strategies implemented between 1933 and 1939 in your answer. (15 Marks) Germany made military moves to expand its borders into Eastern Europe in 1939. There is certainly evidence to suggest that Germany was no-where near the targets set by Hitler for total re-armament. As well as this factor though, there is another question to consider, had Germany set out for all out international war or was it just an attempt to expand lebensraum when they took the actions of invading Poland and Austria in 1939? This is an important question because it helps to understand the motives of Hitler when he ordered the invasion of Poland. Basically, war to what extent must first be established. On the 5th November 1937 a meeting took place between Hitler and all his important military generals. The minutes from this meeting were taken down and became known as the Hossbach Memorandum. They stated that it was agreed that by 1943 active steps towards lebensraum were to be taken. This was all that was firmly agreed though; there were no steps to preparation towards a full international war. Nothing was even mentioned of the USSR. According to Tim Mason this suggests that when Hitler invaded Poland in 1939 he had no ideas of world domination just yet. He calls the invasion of Poland a, War of plunder. By this he meant that the only intention was to gain some extra land and resources for Germany to live off. This is supported by the fact that by 1939 the push for arms had become very strenuous and there was a shortage in resources, labour especially. This would support the theory that Hitler was not ready for an international war by 1939, but only ready to make attempts to expand Germanys land in-line with his ideology of creating lebensraum so that he could increase his resources. After all there were still German nationals living in Austria and Poland from when land was taken from them under the Treaty Of Versailles. This would mean that the plans that were suggested in the Hossbach Memorandum were forced to be brought forward because of the unexpected strain on resources. This evidence gives us an overall impression that Germany was only ready for a war to gain living space, through, Wars of plunder, But not ready for an international war. The counter argument to this though is that by 1939 rearmament had gone so well that Germany was ready for war. Between 1936-37 there had been an 80% increase in the rearmament budget and this resulted in two thirds of government spending by 1939 was being spent on military causes. It is evidence that leads to the idea that Germany was ready for a full international war. Indeed, by 1939 it has been suggested, there was a blueprint for World Domination being put into action. A firm subscriber to this opinion is Richard Overy. He counter-acts Masons argument as previously discussed by referring to his Marxist beliefs. Insisting that he adds too great an emphasis on the resistance from the working class- a key factor in any Marxist line of thinking. He uses evidence such as Goring investing so much in rearmament and Schacht leaving because of his reservations over the rate of rearmament. To consider whether it is Mason or Overy that my opinion lies with I must first analyse the various economic policies that were implemented during the time 1933 to 1939. This will give me an idea as to whether which sort of war Germany was attempting, World Domination or a War of plunder, And whether Germany was ready for it. One of Hitlers most famous ideological thoughts was this idea of autarky, or self sufficiency. It was not a new idea but certainly raised a few eyebrows at this time when the world was just starting to come about into a world market of imports and exports, more so than ever before after the first world war. Autarky would enable Germany to live off its own land and have no need for imports. This was essential to Hitlers plans for war. It meant that Germanys important goods would not stop being supplied in times of war. It would enable Germany and its military to maintain strength. As soon as the Nazi party came into power in 1933 provisions were made to achieve this goal. This was first seen in 1934 thought in Schachts New Plan. Regulations on imports and exports were made. Importers into Germany were forced to apply for permits so to regulate the commodities. This policy is known as a protectionist policy. Farming protection was also a huge part of this policy of autarky. This provided Germany with food so that they could fight on without looking to import from abroad. It was in farming and agriculture that autarky could not be achieved. From 1932 to 1938 there had only been a slight increase in production rates. And this was with a rapidly growing population. This would mean that it was not possible for the economic expectation to be where it should be if a world war was to take place in 1939. Hence, the economy was not ready for war by 1939 as the policy of autarky had not been achieved. This would suggest that when Hitler invaded Poland in 1939 he was trying to gain living space to make Germany stronger. This is in-line with Masons view of, War of plunder. Another rather famous thought of Hitlers was to achieve total employment. By this he meant that everyone that could work was in work. Not only would this mean that every person would be regulated and watched over, and indeed, kept out of trouble but it also had massive positive effects on the economy. If everyone was in work then this meant that money was going into the economy for such causes as rearmament. This was a hugely successful policy. These figures are simple; in 1934 there were 2.4 million people unemployed. By 1939 there were no people unemployed. This quite simply an amazing success, and undoubtedly gave the government, and Goring the resources to pour into rearmament ready for war. The amazing success of this policy by 1939 suggests that Hitler was ready for a quest of world domination, not just a war of plunder to gain resources this is because he had achieved one of his main targets. This evidence goes hand in hand with the theory that Overy puts across that when Hitler invaded Poland in 1939 he was starting his quest for the aryanisation of the world. Rearmament was an important factor in the German economy from 1934 onwards. This was due to Hitlers obsession with rearming Germany for war. It is not an easy topic to discuss. There are differing accounts which may lead some to believe that by 1939 Germany was not ready for war, but some may interpret that Germany was ready for war in 1939. I shall deal with the latter first. By 1939 Germany had attained total employment. According to Hitler this was essential before launching any attempt at war. Much of the economy had been devoted to the rearmament cause. Some sources tell us that between 1933 and 39 half of the MEFO bills, a government acknowledgement of debt, were issued in the rearmament cause. This is a substantial amount, especially when considering that the German economy was only just recovering in 1933. This would suggest that such substantial spending on rearmament would have meant that Germany would have been ready for war by 1939. This is supported when we look at the change in attitude of Hitler from 1937 onwards. Before then Germany had always taken action with caution in the hope of appeasement by the other European nations. From here onwards any foreign action taken was risky and always had the possibility of war, such as the militarization of the banned area, the Rhineland and the goal of Anschluss completed, the union of Austria and Germany. These arguments show that the German economy must have been ready for war as these risks were taken. Hence, it can only be assumed that Hitler knew that war was to occur when he invaded Poland in 1939. The invasion of Poland though can only be seen as a desperate attempt to sort out the economy- and not a prelude to world war. The Hossbach document showed that Hitler and his military official expected Germany to expand its living space in 1942-43. This is when the economy was expected to be as efficient as it could be. This estimation was wrong though, Germany was running out of resources. Hitlers hopes of autarky were to be dashed unless he took action. This is seen by the failure to meet industrial targets. In 1938 the production for rubber was only at 4.2% of its target for 1940, explosives only 20.2 for the same dates. This showed an inadequacy in the materials needed by 1940 for war. The invasion of Poland therefore can be seen only as a mission for living space and resources, in which Germany lacked both. From this analysis it is fairly plain to see that Germanys invasion of Poland in 1939 was not an attempt to trigger a world scale war. Nor was it hopeful of beginning the quest for world domination. Instead it is more in-line with Masons view that the invasion of Poland was a, War of plunder. In which the resources of Poland would be plundered or stolen and used for Germanys benefit. It is true that Germany had achieved many of their economic aims by 1939, economic recovery, arms production but more importantly total employment. Indeed these were essential if Germany was to launch an attempt at world domination but, would not suffice without the ultimate goal of autarky being achieved. This by 1939 was not. It is mentioned by Hitler many times throughout his tyranny in Germany that before Germany could achieve world domination there would need to be total autarky. It was even laid down in his book, Mein Kampf. This ultimately means that the German economy couldnt have been ready for war in 1939 because it did not match up to Hitlers standards.

An Investigation into Freshmen Student Perceptions of the Effectiveness

All the students taking part in this project were freshmen students in their first semester at State University, and almost all came straight from high school. All but one of them had experience of studying overseas for periods ranging from one year to, in one case, their whole life. Only one student had their whole educational experience in Japan, but even this student attended internationals school in Japan for the most part. So they were a very, very diverse group in terms of their international experience as the graphic above shows, as there is a map icon for each country a student spent at least one year in as a student. This information came from an in class survey as I was giving a presentation on this class and these students to the wider ELA community as part of the summer teacher retreat program. The students themselves were at the very top of the English language ability range at Sate University and almost native speaker level, indeed some of them spoke better English than Japanese and many had a third or fourth language ability. In terms of their English they all scored 650 or higher on their TOEFL entrance test, and they also all did very well in their personal interviews with ELA teachers before being selected for stream 1. AS they all spent time in either English speaking countries or schools this was not surprising, indeed 9 of the students came from the same class at ICU High School next door to my university and just across the road from the ELA building. In common with the undergraduate student body at ICU in general, the gender make up of the class was roughly 65% female and 35 % male as there were 8 males and 14 females. In addition like most universities the vast majority of the freshmen intake at ICU ... ...2014, from http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html Urata, N. (1996). â€Å"Evaluation Issues in Contemporary Japanese Universities.† Vaus, D. de. (2002). Surveys In Social Research (5th ed.). Routledge. Wagner, M. (n.d.). Personal Learning Networks for Educators: 10 Tips - Getting Smart by Guest Author - edchat, EdTech, PLN. Getting Smart. Retrieved from http://gettingsmart.com/2012/01/personal-learning-networks-for-educators-10-tips/ World University Rankings 2013-2014 - Times Higher Education. (2013). Retrieved January 4, 2014, from http://www.timeshighereducation.co.uk/world-university-rankings/2013-14/world-ranking Yano, M. (2013). Japan’s New Recruits: Victims of the Japanese-Style Family and Japanese-Style Employment. Has the Japanese Employment System Changed?, 10(1), 62.

Imagining the New Britain

Yasmin Alibhai-Brown presents the various social and political transformations that took place in Great Britain during the latter part of the 20th century (Brown 3). Because of class mobility and increasing differences in population structure, values, and cultural identities, the country had undergone alterations in terms of its domestic, foreign, and military policies. Thus, the author notes that these changes would decide the political, economic, and social history of the country.Social and racial changes were highly noted in Britain during the 1950s and 1960s. According to the author, prior to the said period, racial discrimination was absent in Britain. The ‘colored’ people comprised only an insignificant portion of the population. Their political influence was of no value to the ruling counties and districts. Beginning in the 1960s, the population of black and Asian migrants increased. Discrimination began to take course, as some of these migrants were able to acqui re economic and political power in the noted sectors of the country.Although reluctant to put the migrants to equal footing with the â€Å"native† citizens, the Parliament passed successive race relations acts in order to prevent racism from taking grip of the social climate of the country. In other words, the government of Britain feared a US-type of racism; a form of racism that would cause riots and possibly revolutions. The â€Å"native† population reacted indifferently to the social changes occurring in the country since it did not really changed their political and economic standing.Political changes were also noted in the 1970s. With the increase of Asian and black migrants, there was also an increase of Asian and black MPs in parliament. The increase though was insignificant compared to the number of seats acquired by traditional politicians representing the â€Å"native† population of Britain. When the Labour Party won the election in 1997, several Asia n and black MPs were appointed to important positions in the government.This was in recognition of the important contributions of the colored minority in the economic rehabilitation of the country in the 1980s (and their significant contribution in the country’s GDP). In addition, the inclusion of Asian and black MPs in the prime ministers cabinet was a startegy of the Labour Party to acquire the votes of the minorities (especially in large industrial cities). Here, one would note that the minorities, although still underrepresented in parliament had acquired some â€Å"slice† of political power.The author notes that in recent years, religious discrimination is being revived by fundamentalist Anglicans (Brown 19). The establishment of several Catholic schools (run by the Jesuits) in the country infuriated many Anglicans; religious hatred that can be traced in the 15th and 16th centuries. According to these fundamentalist Anglicans (interviewees of the author), Catholic converts in Britain were being brainwashed by the Catholic clergy on certain issues like abortion, divorce, and the use of contraception.This â€Å"brainwash† was according to them a grand strategy of the Roman Catholic Church to disrupt the social and political infrastracture of the country. The author concludes that these changes were the result of Britain’s increasing mixed population. As the number of migrants increases, their political, social, and economic significance also increases. Work Cited Brown, Yasmin Alibhai. Imagining the New Britain. New York: Routledge, 2001.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur.) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Chemical Medicine Meridia drug

Chemical Medicine Meridia drug The use of chemical medicine in the treatment of diseases has an old history. For so many years, people have used medicine depending on its availability. However, development in technology has brought rapid progress in the field of medicine. Today, there are numerous medicines that are used to treat a wide range of conditions. One such condition is obesity.Advertising We will write a custom essay sample on Chemical Medicine: Meridia drug specifically for you for only $16.05 $11/page Learn More Apart from the traditional methods of losing weight that include dieting and exercises, there are a number of medicines that also come in handy. Sibutramine Hydrochloride Monohydrate (Meridia) drug has been used in weight management. Of late, Meridia has sparked a lot of controversy. This has been brought about by the discovery of long term effects pertaining to the drug. This paper will attempt to look at the side effects against the advantages of the Meridia drug. Me ridia has been associated with cardiovascular problems. Investigations have revealed that there are high chances of increased heart beats amongst users of the drug. A sizeable number of users have developed hypertension. It could also be associated with dilution of blood that makes the pumping by the heart much easy. This hence quickens the flow of blood in the body. The end result is death where corrective measures do not work. In fact, deaths have been registered among the users of Meridia drug. Stroke could also attack the patients and leave them immobilized hence unable to take care of themselves. It is not clear what causes these problems but definitely, there is the element of stimulating the body. This could lead to increased metabolism accounting for the fast heart beat. This functioning of the drug comes closer to what rigorous activity does to the body. The medical arena has registered increased numbers of patients with heart related complications. Treating these condition s has posed challenges most of which have financial dimension. That is why some medics argue that they cannot afford to have drugs adding to these problems being administered. Other problems associated with Meridia are hallucinations and confusion. Hallucinating persons see things which do not exist or are imagined. Getting confused is when a person looses focus and is not able to account on his/her actions. These are mental conditions that could take us closer home in terms of the devastating effects of the drug. Based on the foregoing, it is clear that the brain is not spared. It defeats common logic that an obese person could end up with mental breakdown while trying to control weight. The cause for these conditions may have some connection to the increased or reduced heart beat. Increased heart rates could strain the blood vessels in the brain triggering the confusion.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper wi th 15% OFF Learn More Reduced heart beats have to do with lesser flow of blood into the brain. This means that oxygen supply in the brain is insufficient. Death of cells in this case is inevitable and the onset of serious brain damage real. The problems posed by the drug are in the group of symptoms that form ill mental health. It is worth noting that a drug affecting the brain to the level of hallucinating or getting confused is dangerous to use. The benefits of Meridian when used as dieting drug are worthwhile. Studies have revealed that patients using the drug have potential to lose weight up to 4%. Some of them shed more weight than this percentage. This means that the drug is effective in weight management. It is truly a weapon against the obesity monster. Its performance is outstanding when it is compared to other dieting drugs in the market. When we take a look at the existing non medicine methods of losing weight, it is clear that Meridia is a better option. Dieting calls for concerted efforts and many a times it fails. The patients experience high appetites that may become uncontrollable. One may skip a meal only to eat more than is expected in subsequent meals. Dieting requires discipline but many loopholes are created and more often than not it does not work. Similar trends are experienced while excising. This leaves a clear choice for the use of Meridia. Taking the drugs is an easy routine to follow. As noted at the beginning of this paper, this drug can be seen as a product of the latest technology. It has really targeted the purpose for which it was developed. In conclusion, it is apparent that the disadvantages for this drug surpass the advantages. The side effects discussed here are about 20% of the total. There are other symptoms which may not appear as serious as the ones discussed. This does not however mean that they could be overlooked. It is common knowledge that with progression of the symptoms, the patient is bound to fa ce serious repercussions in the end. When a drug meant to control a condition end up causing death, it is only fair that it is withdrawn from the market. The authorities should not sit back and watch as innocent people get harmed. There has been an ongoing debate by experts concerning the drug. The issue seems to have divided these experts into two. There is the group which has maintained that the drug should be withdrawn from the market all together based on its side effects. The other group insists that there is no need to withdraw it. All of them seem to agree on the side effects with second group advising that the drug should be used on prescription by a physician. This advice is a manifestation of the fact that the drug is harmful. The role of the physician is to carry out examinations on the patient. If such a patient has a history of hypertension, then the usage of the drug is not recommended.Advertising We will write a custom essay sample on Chemical Medicine: Meridi a drug specifically for you for only $16.05 $11/page Learn More This is tantamount to going round the problem instead of facing it head on. It is also wrong to point fingers at the wrong causes of health problems among patients using the drug. On the other hand, the world today is faced by the ever increasing cases of obesity. Many children are becoming obese and the scientists have attributed this to poor feeding habits. Many other people and particularly those on drugs are experiencing obesity. Curbing this menace hence becomes a priority. The drug in question has proofed its success and contains elements that are important when it comes to weight management. It would be prudent to identify the elements that cause the side effects so as to rebrand the drug. In the face of modern technology, improvement on the existing drug is possible. It would be an easier option to do adjustments to the drug as opposed to banning it.

Ever and Never

Ever and Never Ever and Never Ever and Never By Mark Nichol Ever and never are adverbs employed in strictly defined ways. Here are the parameters of usage for the two terms. Ever, from the Old English word aefre, is used in these types of constructions: In positively constructed questions: â€Å"Have you ever been to Disneyland?† In negatively constructed questions: â€Å"Haven’t you ever been to Disneyland?† In positively constructed statements referring to a first instance: â€Å"That’s the first time anyone has ever asked me.† In negatively constructed statements expressing that something has not occurred: â€Å"Nobody has ever asked me that before.† To describe a continuous state: â€Å"I have ever wanted to go to Disneyland.† To mean â€Å"at any time†: â€Å"I want to go to Disneyland more than ever before.† To mean â€Å"in any way†: â€Å"How can I ever go to Disneyland?† Note that the word is not essential in any of these questions or statements; it simply intensifies the verb it modifies. For example, â€Å"I want to go to Disneyland more than before† simply states that the desire to go is greater than it used to be, while â€Å"I want to go to Disneyland more than ever before† suggests a strength of feeling about the subject. Never, from the Old English word naefre, consisting of ne (â€Å"not†) attached to aefre, is more limited in usage: In positively constructed questions prompting or confirming a negative response: â€Å"Have you never been to Disneyland?† (Using never with the negative form of a verb, such as haven’t, is redundant but appears occasionally in colloquial usage.) In negatively constructed statements expressing that something has not occurred: â€Å"I have never been asked that before.† (This is merely a passively written version of the equivalent sentence using ever.) Again, the adverb is not required, though in the second example, not would have to replace it; not could replace never in the first example but is not essential. Two related words, already and yet, each from Old English as well, also refer to occurrence. Already, a compound formed from all and ready, refers to something that has occurred before now at an unspecified time: I’ve already been to Disneyland. Have you already been to Disneyland? Ever and never are limited in the ways they can be relocated in a sentence (with varying degrees of acceptance of the syntax; only the last example is proper English): Have you been to Disneyland ever? / Haven’t you been to Disneyland ever? Nobody has asked me that before ever. Never have I been asked that before. Already, however, is more versatile (again, the choices differ in grammatical formality; the third and fifth examples are considered good English): Already, I’ve been to Disneyland. I’ve been already to Disneyland. I’ve been to Disneyland already. Have you been already to Disneyland? Have you been to Disneyland already? Yet appears in sentences indicating that something hasn’t occurred up to the present: I haven’t been to Disneyland yet. It is usually placed at the end of the sentence but for emphasis occasionally appears near the beginning: I haven’t yet been to Disneyland. The implication is that the speaker expects or hopes that the action will occur at some point; without yet, a simple fact is stated with no additional implication. Also, â€Å"Yet, I haven’t been to Disneyland† has a different meaning: As an alternative to however or nevertheless, it points out a contradiction or a rebuttal in response to a statement such as â€Å"You’ve been all over the world.† Yet can also have the sense of â€Å"in addition† or be a synonym for one sense of even, as in â€Å"We’re facing yet another problem† and â€Å"Tomorrow, they have yet more ground to cover† respectively. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsFlier vs. FlyerStarting a Business Letter with Dear Mr.