Adolecent Internet Shopping essays

Adolecent Internet Shopping essays How to Spend an Allowance Without Leaving Home This article by Michelle is an article about young kids and how they are using the Internet. This article shows the advantages that kids have by using the Internet. I think that the most important advantage that all of the kids in this article learned was how to save money. Each kid had to save their money in order to buy some of their favorite things which made them understand the importance of saving money. In this article, we are introduced to three parents who introduced their children to the Internet as a resourceful way to save to the mall, and teach their children financial dicipline. In each case, the parents feel that by introducing their children to the Internet, will teach their kids the value of money and the importance of saving to get what you want. Jordan Ray and his parents one example. Jordans dilemma was that he was too young to go the mall to check out his favorite things. His parents were busy and his dad felt as though he was Jordans pay objects. The Rays alleviated this problem by introducing Jordan to the Internet. Fifty dollars of credit and an account online is what helped Jordan to understand the importance of saving. With credit and an account, Jordan was now able to visit some of his favorite without taking time away from his busy parents. Next we met Anna Morton whose situation was a little different. She lived in a small town where the closets stores that she liked was 18 miles away. Shopping online made Annas time a lot easier than traveling 18 miles. Anna also learned the importance of saving money in order to buy what she wanted. Last, we met Kelly Cirilli who says that her daughter Stephanie is also learning how to save money by using the Internet. After reading this article, I am quite convinced that the Internet can be a great way for kids to shop but also learn. I think that the Inter...

Ralph Ellisons Invisible Man Essay Example | Topics and Well Written Essays - 1250 words

Ralph Ellisons Invisible Man - Essay Example Because he is black, the narrator automatically finds himself straddling racial barriers and prejudices yet he only begins to realize how he is regarded through the divisions of the equal rights movement by recognizing that he himself is "both sacrificer and victim." (p. 506). This description is apt for every social circle that has accepted him, for the narrator has either been a tool or a symbol in each instance; whether the gathering is white or black, the narrator is never a full member of any group, but only included until sacrificed in the interest of the group. Ellison reinforces this notion that the narrator is "a disembodied voice" (p. 581) by never offering any real description of him to the point of never even giving the character a name, even when it is changed. The narrator at one point ruminates about his history of humiliations, observing that "They were me; they defined me." (p. 508). Working form this basis, the narrator's degree of invisibility can therefore also be measured by them and, since they hinge upon racial issues, a closer examination of these instances and the people involved underscore the narrator's ultimate lesson. Likewise, the narrator is not the only "invisible character in the book, given that it applies to an outsider's view of another he is just the only one in the novel that suspects the enormity of the injustice. This paper will attempt to examine both these issues.. The racial strata are divided into four rough categories: bigoted whites, whites sympathetic to the black cause, blacks who seek to achieve solidarity across racial lines (equality with whites), and blacks seeking to uplift/aid their race without the help (or interference) of whites. The first and last tend to believe the absolute worst stereotypes about the other race, while the border categories are often to blinded by their intentions to realize the full ramifications of their actions. The most extreme case of bigoted whites occurs in the scene of the battle royal, where the prominent whites of the narrator's hometown gather to witness a cruel brawl. The narrator, invited to give a speech, is instead forced to box nine other men black men, all of them blindfolded. The fighter are paid after the fight with money scattered across an electrified rug and they must get repeatedly shocked in order to get their reward. When the narrator is finally allowed to deliver his speech, which in cludes such platitudes as "cultivating friendly relations with the southern white man" (p.30), under constant heckling form the audience, which results in his accidentally inserting the phrase "social equality." By assuring the crowd that it is a verbal slip, he is allowed to finish his speech and is rewarded with a briefcase and a scholarship to college. In this scene, the narrator and his peers are essentially invisible as individuals to the white gathering, who in turn allow their hatred and prejudices to erase their own identity. Both groups then become faceless and unidentifiable other than by the color of their skin. Yet is the white gathering who are evidently in control, for, not only do they demean the black men, they reward the blacks only for adhering to the expected social order what

Living with Stigma Case Study Example | Topics and Well Written Essays - 1000 words

Living with Stigma - Case Study Example The purpose of this paper is age-related and Mrs. D evidently comes as a gritty person in spite of her age and ailment. She would not be living as an 81-year old otherwise. Nonetheless, Mrs. D is labeled as an old person, a substance abuser and as a patient. This label separates her from the others and there appears to be bias in her treatment as also the entire approach as a patient. In other words, she is living with the stigma of age. Mrs. D is a gritty old lady. She has lived life on her terms and is content to continue living on her own terms. It is not mentioned if she is in a nursing home (NH) or in residential care or assisted living (RC-AL). Nonetheless, she is living in some protective environment where visitors are allowed. She is also receiving medical care as a patient. Mrs. D has visitors. Her daughter visits her once a week. Other friends and relatives may visit periodically without any regular commitment. Due to her age, people who visit do so with some preconceived notion that they feel will be relevant to the aged. This is not just an ordinary visit. It is a visit to a place where people are left to die. It is the place where people come to spend the last days of their lives. Then there are other inmates and the staff. The inmates and staff perform according to the rules of the institution. The all-pervasive rules are noticeable in the atmosphere. Undoubtedly the place has some means of entertainment such as the television. However, the genuine love and care that is found in familial environment is missing (Becca R. Levy) The atmosphere is negative due to the label under which Mrs. D and her ilk are made to live. Stigmatization has three interrelated components. First, dominant cultural beliefs link undesirable characteristics to labeled persons. Second, labeled persons are placed in distinct categories so as to separate "them" from "us." Third, the labeled persons experience status loss and discrimination that result in unequal outcomes (Debra Dobbs et al). Therapeutic Intervention Mrs. D can continue to lead normal life. This is possible if the younger generation allow Mrs. D to live on her terms. The treatment for osteoporosis and substance abuse can continue on regular basis. The problem is not about treatment but about attitudes. The aged can endure the treatment, but it is difficult to perceive if they can endure the negative attitudes about them. Undoubtedly, the line of treatment for the aged cannot be the same as that of the younger generation. The psychology, and physiology of the aged change and they require different doses that go along with their diagnosis and symptoms. The digestive system, including the kidneys and liver, slow down with age. There is the need for support when walking. There are cases of dementia. The notion that youngsters have about the aged is not altogether wrong. The aged do need care and they also need to be tended with love and respect. However, the aged can live much of the time alone and can look after themselves with only marginal support of the younger generation (Richard T. Penson). What they need is assistance when required. They can be devastated if there is nobody to lend a hand

Teaching Compound Nouns In The Classroom English Language Essay

Teaching Compound Nouns In The Classroom English Language Essay This essay will discuss the way of teaching particular compound nouns in the classroom through the context of Libyan classes. The first part of the essay deals with the learners and the learning context in Libya. The second one is about the analysis and arguments of the lexical set of compound nouns according to their use, form and meaning. Part three describes the approach that has been used in the teaching procedure within the Libyan context. The last part of this essay shows some errors and feedback and suggested corrections and suggested methods for improvement in proficiency. The lesson plan and materials used to teach the classes have been attached as appendices outside the main body of the essay. A brief profile of the learners and the learning context: The students in the class are aged between 14 and 17 years and they study in a private school in Libya. Their English language proficiency level is intermediate. They study English as a second language for four classes in a week with each class being about 35 minutes in duration. The students native language is Arabic and the class is monolingual. The students started studying English at the age of around eight in primary school. English is considered a second language in Libya; although it is a compulsory part of the educational curriculum. The English syllabus material in this level corresponds fairly closely to that of the degree in New Headway courses, but there is a wider choice of classes during the week. In addition, students are sometimes required to study other supplementary material in English in order to acquire optimum language skills. Analysis of the language point for this essay: The topic of this paper is about teaching concept and lexical uses of compound nouns. The word compound has several meanings in the English language. A compound is a combination of two words or more to form a new word with a different meaning: Compounds may be classified into three types; compound nouns such as toothpaste, compound verbs such as spin-dry, and compound adjectives which are usually hyphenated such as long-haired. Most compound nouns in English are formed by nouns modified by other nouns or adjectives. Sometimes the two words are joined together (e.g. tooth + paste = toothpaste), or they are joined using a hyphen (e.g. check-in), and sometimes they appear as two separate words (e.g. full moon). The language point that will be highlighted in this essay is the teaching of compound nouns. Compound nouns consist of two or more words combined together to form a new word with a different meaning. Graver (1986) points out that compound noun can be created like phrasal verbs by adding an adverb + verb; for example, outcome, takeaway and inlet. He says that there are two different ways to compound these elements. One of these ways is to place the verb and the particle in reverse order to form a compound noun or verb. For example, take over changed to overtake (verb), and put out to output (noun). Generally, to compound two words or more is a productive process in terms of word-formation (Schmitt McCarthy, 1997). Compound nouns can be written as one word, e.g. policeman; as two words joined together by a hyphen, e.g. easy-chair or as two separate words, e.g. air space. Compound nouns are usually made up of two parts, the first part tells us about the object or person or what the purpose of the object is, simply put the first part answers the question what is the purpose or what type it is? The second part tells us what or who the object is. For instance, in the word policeman, the second part of the compound noun tells us what or who the object is, in this case its man and the first part then identifies what kind of a man this noun is, so we know that he is a police man. A list of examples and a related practice exercise is added in appendix 2 for the purpose of giving the students some practical experience of joining words to form compound nouns. Explanation and description of the teaching approach in this context: The needs and the level of the students have been taken into consideration, and the method is suitable to their abilities and communicative style. Harmer (2007) says that students should be exposed amply to the language in use, in order to improve their skills and knowledge so that they are able to interact efficiently in real situations. Advocates of Task-Based Learning (TBL) approach argue that learners must learn the target language to be able to express themselves and be understood. Engaging in real language situations is one of most effective ways of learning the target language. To make the class interactive and allow for more student interaction the teacher encourages the students to interact in the most natural possible ways. How does one normally use language? We use language in a number of ways: to respond to questions, to explain or describe things, to ask questions, to tell stories, to talk about events and for many other purposes. So to reduce teacher-talk-time and allow more student interaction a task-based approach has been adopted here. A task-based lesson usually has a preparation and planning stage called the pre-task; then the task phase is followed by a post-task phase where the teacher facilitates discussions and the students can practice their skills. Pre-task activity involves eliciting some examples of compound nouns to make the students understand what a compound noun is. Teachers can use teaching aids like hand-outs, texts, flash cards, audio-visual materials etc. so that students can familiarize themselves with the concepts learnt. The teacher can then elicit information from the students pertaining to the text or audio/visual clip provided. The elicited compound nouns are collated and written on the board. The learners are asked to recognize and specify them in the text and to use these compound nouns in suitable sentences of their own in the in-task activity. Students work in pairs to come up with some compound nouns related to the task, and then each student in the class is asked to suggest another different compound noun and try to pronounce it correctly. In the post-task stage, students are asked to practice what they have been taught and to be more fluent. The students are engaged in activities where the whole class is expected to participate. The activity uses a set of compound nouns and utilizes these words in sentences in real life contexts. The teacher facilitates small group discussions, question-answer sessions, pop-quizzes, individual or pair work so that the students have ample opportunity to practice the newly learnt compound words in varied contexts. The teacher supervises the discussions and moves around the class and corrects mistakes wherever necessary. Some expected errors and feedback from teacher with suggestions for improvement: Non-native English speakers like the Arab students of this class may confuse or misuse lexical terms particularly complex ones like compound nouns. This confusion can occur especially for speakers of Arabic because of the influence of their mother tongue, which has a different grammatical structure from English. For example, truck driver is the right form of the English compound noun referring to a person who drives a truck. However, due to grammatical composition in Arabic the name of the doer (object) driver is placed before the name of the machine (purpose) truck which will make the word driver truck and will not convey the same meaning as truck driver. Another difference between English and Arabic is that Arabic does not have hyphenated words like break-out or passer-by and the students may be confused when they see or hear this pattern until they become familiar with it. To overcome such situations, the teacher needs to spend a significant amount of time in designing activities like role-plays, story-telling and use audio-visual clips that will help minimize language barriers and reinforce the positive learning outcomes. To be able to develop fluency and a moderately grasp of the language, learners must use every opportunity outside the class to practice their skills. The more they use the language in multiple contexts the more chances will they get of receiving feedback and have the opportunity to rectify their mistakes and learn to adapt themselves to the lexical and grammatical differences between their native tongue and the target language. Pica (1992 1994, cited in Ellis 2004) suggests that negotiation provides learners with feedback on their own use of the target language. When more competent interlocutors respond to less competent speakers they frequently reformulate their statements according to the proficiency of the listener. Conclusion: The objective of teaching English as second language to non-native speakers is to be able to help students to reach a fair level of competency in the target language so that they are able to make sense of lexical and grammatical structures and concepts that may be different from their native tongue. Exposure to the target language is important as is the motivation to practice and master the language. The teacher can only provide guidance and facilitate learning. The level of adaptability and use of more complex lexical and grammatical structures will be determined by the amount of practice that is put in by the learner. It has been the endeavor of this paper to suggest ways by which learners are motivated to achieve this level of competence.

My Best Life Trip

In 2007 our trip to Jordan was very exciting . I remember it as if it happened yesterday. It was a few years ago with my friends , and it was the best trip of my life. I remember flying to Jordan by Gulf Air . When we arrived Amman, the capital of Jordan at Queen Alia International Airport , the weather outside the airport was very nice and drizzling.We had already booked with the travel agency in Oman for a flat in a place in Amman called (Alrasheed suburb) one of the busiest tourist locations in Jordan during summer, perhaps even busier than the infamous (Dead sea beach resort) because the infrastructure there is new (new malls and theme parks ) and also from there you can go to Syria by car . In fact we are lucky because the flat we rented was near the Omani student club in Jordan. Amman hosts a huge cultural festival each year and fortunately at the time we arrived the next day the festival started.Jordan has a lot of historical locations attracting all kinds of people, whether t hey are children, adults, citizens, or foreigners. You wondered how a non-oil rich country like Jordan is so well organized . On the first day we took rest and made a schedule for out trip. The same day at night we went around in Amman malls , sitting in a traditional restaurants that present old folklore session with delicious variety of food and people there were so friendly and hospitable .In the morning we went to visit historical places like (Grash Theater ). When we reached there and saw that place we were surprised to see how old it was and we found there a lot of entertainment . Second day at night we went to the festival and attended the concerts of Arab singers who enjoy the crowd with their songs . After that we take around in the festival locations to see other activities and know Jordanian culture.Third day we decided to visit (Alpetra City) , so we rented a taxi and went there , far from Amman taking four hours . Its a beautiful historical place and we wondered how a h uman can build and carve a city in a mountain like that. We enjoyed our time there and took souvenirs with us . The day before we left we rented a car and went to see the Dead sea beach. The trip by car took around five hours but we enjoyed that because we learned how to use the GPS and that was our first time . We arrived and it’s a huge splendid resort .We ate our lunch on the warm sand and regardless that no one of us can swim but we swim in that sea because it's water salty and no one can drown there. The days passed like hours and our trip reached its end , but we gained a lot sightseeing and knowing the country's customs and traditions and mingle with different people ,besides that we learned how to depend on ourselves . Finally we departed from Jordan to Oman with big treasure of experience mixed with pleasure . It is a place one must visit at least once in their lifetime.

Early Ages Essay

The Middle Ages is a catchall phrase often used by historians alluding to the thousands of years between the fall of the Roman Empire and the period of discovery and reawakening. The term Middle Ages was coined during the period that followed it, which was the Renaissance (Roseinwein, 2008). Since people from the Renaissance period thought of themselves as â€Å"advanced and civilized,† they deemed the time between them and the earlier world as the â€Å"Middle Age† (2008). The term derived from the Latin medium, which means middle and aevium, referring to age (2008). The Early Middle Ages, which occurred from 5th – 8th centuries, was dominated by Christianity which eventually became the rationale for uniting Europe culturally and linguistically (Herrin, 2002, p. 609). It was also a period marked by distinctions of social classes- the noble, the peasants and the clergy, with peasants populating more (Kamien, 1998, p. 62). This was the reason by medieval society was often described as a period with lack of food supply, poor agriculture, and poor economic conditions (p. 612). As aforementioned, the Early Middle Ages brought forth the importance of religion, specifically that of the Roman Catholic Church. It was during this time when the Holy Roman Empire was established. . One outstanding work from this period and perhaps had the earliest record was medieval music, particularly the Gregorian chant. The Gregorian chant was the official music of the Roman Catholic Church (Kamien, 1998, p. 65). Although the Gregorian chant was named in honor of Pope Gregory I, it was said that the pope was in fact not its creator (p. 65). Historians accounted the existence of Gregorian account or what they believed was its evolution to psalm singing in Jewish synagogues in the first centuries after Christ (p. 65). However the case may be, Pope Gregory could still be held responsible for the popularity of the Gregorian chant. The Gregorian chant is actually a body of unaccompanied vocal music. It was meant to set the mood for certain religious services (Kamien, 1998, p. 65). Set in Latin, Gregorian chants swept the music of the Early Middle Ages. Gregorian chant is like no other music for has no meter nor regular rhythms (p. 65). However, it is this distinct characteristic that makes the Gregorian chant a somewhat free-flowing disposition. Listening to a Gregorian melody invokes serenity, as if disengaging the listener from any anxieties. It is considered monophonic since it is music for one line and is sung in unison. It is said that there are only few names of Gregorian chant composers. This is because composers did not think of themselves as composers but as conduits of the voice of God. One of the most known contributors of the Gregorian chant was Hildegard (p. 68). A nun, Hildegard composed O Successores (You Successors), a chant intended to give praise to the â€Å"holy confessors who are successors of Christ† (p. 68). In the period that followed the Middle Ages, the Renaissance, the predominant sound continued to be unaccompanied vocal music. However, the dawn of the Baroque period saw the musical style embracing the use of musical instruments like the harpsichord, violin and viola (Kamien, 1998, p. 104). Likewise, the melody has become wider instead of the narrow range that accompanied the Gregorian chant. While the Renaissance period still had Mass music, the Baroque period ushered in opera, sonata and concertos (pp. 100-115). Church music, especially the Lutheran service, was called a church cantata (p. 129). Whereas the Middle Ages was limited to the culture of the Church, the succeeding periods created new attitudes- that of showing that people have the capacity to create and shape their world instead of merely serving as conduits. The Gregorian chants, which was passed on by oral traditions, ebbed away slowly until a 1994 release of ‘Chant† by the Benedictine monks of Santo Domingo de Silos. This made Gregorian chant popular again due its similarity with New Age Music- smooth, uniform and non confrontational. The Early Middle Ages may have focused on sublime spirituality but the beauty of it has emanated throughout the centuries. Listen to a church hymn and feel how it has evolved from a simple, monophonic music to the finely crafted yet polyphonic texture of today. References Herrin, J. E. (2002). Early Middle Ages. In The new encyclopedia Britannica (Vol. 16, pp. 609-612) USA: Encyclopedia Britannica, Inc. Kamien, R. (1998). Music an appreciation 3rd ed. USA: McGraw-Hill. Rosenwein, B. (2008). Middle Ages. Retrieved February 5, 2009, from Microsoft Encarta Web site: http://encarta. msn. com/text_761578474___0/Middle_Ages. html

Overview of Lapse Rate the Two Primary Types

As a hypothetical parcel of air cools as it rises in the atmosphere and warms as it descends in the atmosphere. This cooling and warming of the air is known as the lapse rate. There are two primary types of lapse rate - the dry adiabatic lapse rate and the wet or saturated adiabatic lapse rate. Dry Adiabatic Lapse Rate Saturated Adiabatic Lapse Rate If youre having trouble thinking about a parcel of air rising, think of a invisible balloon of air rising. As it rises, it cools as it expands. If it begins to descend it will compress and the temperature will increase.