To Kill A Mockingbird Essays (971 words) - , Term Papers

To Kill A Mockingbird English Essay Final In the literary pieces To Kill a Mocking bird , An Enemy of the People, and Julius Caesar the authors use crowds to develop their themes. The townspeople, majority, and the mobs represented how people go in favor of the more popular side. Most people will go on this side because the benefits will go to the people. They can also fear that having a different opinion will make a bad impression of themselves. In To Kill a Mockingbird, the townspeople's narrow-mindedness didn't allow them to think like " free-thinkers". They never went outside the boundaries of Maycomb County, which limited their knowledge to that which they already knew. The townspeople were all brought up under the same beliefs. Since the town is in the middle of nowhere, they receive no new ideas or information. All this is accountable for the narrow-mindedness of the town.. Harper Lee uses the townspeople to show how narrow-mindedness leads to uniform thinking. This way of thinking leads to the majority always going on the same side. Anyone with a different opinion cannot speak up because nobody else will support him. All of the other people believe him wrong because they grew up thinking that their ways are correct. Thus, the majority in To Kill a Mockingbird always beat the minority because the majority's facts are based on ideas that everyone has. In An Enemy of the People, Ibsen shows that Society listens selectively. The people only want to hear what will benefit them, not considering how everybody else affected by it. The people refused to hear the truth. They didn't care about doing things for the good of the people. At first, everybody went with Dr. Stockmann. There was hardly anybody who went against him. The n, the people found that they will have to pay for all the work done. That meant heavy taxation on the middle class, who simply couldn't afford to pay for it. The people then only cared about their own money, not about the health of the visitors who would come. Inevitably, everybody switched sides. Ibsen uses the majority vs. the minority to show how in society people only want to hear what concerns them in any way. In An Enemy of the People, the people "did not dare" help him out by taking his side. The majority believed him to be an enemy because they thought that he wanted them to be taxed! . Hence , An Enemy of the People shows that people do not dare fight against the majority fearing that they will be criticized. In Julius Caesar, people do (or join) things only for personal benefit. Many people are inconsiderate and grieve over their own losses; especially the loss of a great leader. Caesar. The crowd first went on the side of Brutus. He told them that they would be betraying their country if they didn't join him. Since they dare not do such a thing, they joined him. After Antony, showed them the great loss, and read Caesar's will everybody switched sides. Shakespeare uses mobs to show people's want of self benefit. Antony lead the people in by showing them how they lost something great, and how much they would gain (from the will). They would not go for Brutus because they don't care about the good of Rome as much as they did the good of the people. The crowd in all three novels went with the majority. At times, some feared that joining the minority would make them bad people. In To Kill a Mockingbird, nobody wanted to introduce new ideas because everybody else will believe the other ideas are correct. This was caused by a lack of information. In An Enemy of the People, the public went against Dr. Stockmann for fear that they will be blamed for thinking wrongly. The People refused to hear the truth and even to pay attention to the consequences of not fixing the Baths. Some people would join him, only they didn't dare want to be seen with "an enemy of the people". In Julius Caesar , they people were swayed. When Brutus said to the people you must be a true Roman, he said

The Project for a New American Century essays

The Project for a New American Century essays The Project for the New American Century (PNAC) is a Washington based think tank formed in 1997. Current Deputy Defense Secretary Paul Wolfowitz is the ideological father of the group. Some other founding members are current Vice President Dick Cheney, Defense Secretary Donald Rumsfeld and Defense Policy Board chairman Richard Perle. William Kristol, famed conservative writer for The Weekly Standard, is also a co-founder of the group and its current chairman. Robert Kagan, Devon Gaffney Cross, Bruce P. Jackson and John R. Bolton serve as directors. Gary Schmitt is executive director of the Project (PNAC, 2000). The PNAC Statement of Principles, originally drafted and sent to President Bill Clinton in 1998, is signed by Cheney, Wolfowitz and Rumsfeld, as well as by Eliot Abrams, Jeb Bush, President George W. Bush's special envoy to Afghanistan Zalmay Khalilzad, and many others. Of the original 18 signatories of this letter, 10 are now involved in the George W. Bush presidency(Pitt, 2003). Because of the number of original PNAC members currently holding office in the Bush Administration, it is safe to say the foreign policy of this presidency was drafted even before George Bush took office. PNAC's "Rebuilding America's Defenses" report issued in 2000 is the institutionalization of plans and ideologies that have been formulated for decades by the men currently running American government. On September 11th, 2001 the fellows from PNAC saw a door of opportunity open wide before them, and stormed right through it. Bush released on September 20, 2001 the "National Security Strategy of the United States of America." It is an ideological match to PNAC's "Rebuilding America's Defenses" report issued a year earlier. In many places, it uses exactly the same language to describe America's new place in the world (Pitt, 2003). A full year before the events of 9/11, it described the need for a new "Pearl Harbor" if the monumental policy...

Salivary Amylase and Other Enzymes in Saliva

Salivary Amylase and Other Enzymes in Saliva When food enters the mouth, it triggers the release of saliva. Saliva contains enzymes that perform important biological functions. Just like other enzymes in the body, the salivary enzymes help to catalyze, or speed up, the rate of chemical reactions in the body. This function is required to promote digestion and the acquisition of energy from food. Major Enzymes in Saliva Salivary amylase (also known as ptyalin) breaks down starches into smaller, simpler sugars. Salivary kallikrein helps produce a vasodilator to dilate blood vessels. Lingual lipase helps to break down triglycerides into fatty acids and glycerides. Salivary Amylase Salivary amylase is the primary enzyme in saliva. Salivary amylase breaks down carbohydrates into smaller molecules, like sugars. Breaking down the large macromolecules into simpler components helps the body to digest starchy foods, like potatoes, rice, or pasta. During this process, larger carbohydrates, called amylopectin and amylose, are broken down into maltose. Maltose is a sugar that is composed of individual subunits of glucose, the human bodys key source of energy.   Salivary amylase also has a function in our dental health. It helps to prevent starches from accumulating on our teeth. In addition to salivary amylase, humans also produce pancreatic amylase, which further breaks down starches later in the digestive process. Salivary Kallikrein As a group, kallikreins are enzymes that take high molecular weight (HMW) compounds, like kininogen, and cleave them to smaller units. Salivary kallikrein breaks down kininogen into bradykinin, a vasodilator. Bradykinin helps to control blood pressure in the body. It causes blood vessels to dilate or expand and causes blood pressure to be lowered. Typically, only trace amounts of salivary kallikrein are found in saliva. Lingual Lipase Lingual lipase is an enzyme that breaks down triglycerides into glycerides and fatty acid components, thus catalyzing the digestion of lipids. The process begins in the mouth where it breaks down the triglycerides into diglycerides. Unlike salivary amylase, which functions best in non-acidic environments, lingual lipase can operate at lower pH values, so its action continues into the stomach. Lingual lipase helps infants digest the fats in their mothers milk. As we get older, the relative proportion of lingual lipase in saliva decreases as other parts of our digestive system help with fat digestion. Other Minor Salivary Enzymes Saliva contains other minor enzymes, like salivary acid phosphatase, which frees up attached phosphoryl groups from other molecules. Like amylase, it helps with the digestion process. Saliva also contains lysozymes. Lysozymes are enzymes that help to kill bacteria, viruses and other foreign agents in the body. These enzymes thus perform antimicrobial functions. Sources Becker, Andrea. â€Å"Names of the Enzymes in the Mouth Esophagus.† Sciencing.com, Sciencing, 10 Jan. 2019, sciencing.com/names-enzymes-mouth-esophagus-17242.html.Marie, Joanne. â€Å"What Are the Functions of Amylase, Protease and Lipase Digestive Enzymes.† Healthy Eating | SF Gate, 12 Dec. 2018, healthyeating.sfgate.com/functions-amylase-protease-lipase-digestive-enzymes-3325.html.

Financial Institutions & Markets - Financial Innovation Essay

Financial Institutions & Markets - Financial Innovation - Essay Example Individuals and business concerns now have a wider range of options with respect to different types of borrowing facilities available to them. However, the recent Global Financial Crisis (GFC) is argued to be the result of this financial innovation. As a result of that most of the monetary policy makers have tightened their regulatory policies and have imposed several restrictions on the financial institutions worldwide. Borrowers have become more sensitive towards interest rates fluctuations in the financial market and the world is experiencing a situation of credit crunch now. Hence it is required to have a reassessment of the monetary policies by different nations in the world with its primary task being financial stabilization. It should also ensure development of financial innovations with more benefits and lesser costs and risks associated with it. Table of Contents Table of Contents 3 1.Introduction 4 2.Role of Innovation in Financial System 4 2.1Technological Impact 4 2.2Glob alization 5 2.3Deregulation 5 2.4Europe and its Financial Integration 5 Nature of Financial Innovation 6 Benefits of Financial Innovation 7 Demerits of Financial Innovation 8 Conclusion 8 References 10 1. Introduction Financial innovations can be defined as the improvements in the financial system through the development of new financial techniques and instruments. ... same time the impact of Global financial Crisis (GFC) on employment of strict regulatory policies to curb the development of financial innovation techniques has been studied. 2. Role of Innovation in Financial System Financial markets and financial system as a whole have experienced significant changes over the years. Innovations in the financial system have led to the formulation of various financial techniques and instruments. It has paved way to older techniques and instruments used in the financial market. With globalization there has been an increased competition amongst financial intermediaries (Cavanna, 1992, p.1). 2.1 Technological Impact Improvements in technology have a significant effect on the development of innovations in the financial system. Rapid advancement of microelectronics has resulted in the reduction of computer costs and enhancement of computer capabilities. World has become a small place and information can be shared with anyone in no time at all. It has led to financial market integration in the whole world. Share trading has been made easy through improved information systems. Information Technology and financial systems of most of the companies today are integrated and operated globally and adoption of IFRS is getting easier for them (AICPA, 2010, p.2). With advanced technologies available financial institutions are now engaged in financial instruments which are more complex in nature. 2.2 Globalization With globalization companies operate in different parts of the world. It has led to the development of international market which is growing at a rapid pace. Banks and other financial institutions have developed innovative products that could be transacted globally. Globalization has made it possible for a country to attract foreign

Final Project 3610 Essay Example | Topics and Well Written Essays - 1250 words

Final Project 3610 - Essay Example Provincial administration was coordination of military districts controlled by officials whose primary role in campaigns was to summon the timariots. Most of the effort of the central administration was dedicated to raising money and supplies required by the kapikulli forces. Roads and bridges were built to enhance the transport of troops. In its zenith, the administration was well organized in terms of its structure. It consisted of three principal parts: the Sultan’s extensive household, a branch of government managed by the Grand Vizier who served as the Sultan’s deputy in all state matters, and the Muslim religious institution, which included Muslim functionaries apprehensive with the law and educational grouped under the over lordship of the Shaykh al-Islam. Most imperative of these were the qadis; they looked after criminal law and some local administration. Before the 17th century, Muslims who were freeborn served in the religious institutions or primarily as sipahis; the rest of the state administration and even the kapikulli forces was constituted principally of Christian converts to Islam who was recruited in the manner of the kapikulli military forces. Their legal status evolved around that of slaves of the sultan, even though the term â€Å"slave† was not associated with plantation slavery, which was in the case of the Western countries. The administration engaged the people to a language (the Ottoman Turkish language), which was largely Arabic in vocabulary and Turkish in grammar. It was written in the Arabic script. The population of the Ottoman Empire was mixed linguistically, culturally, and by religion. The Empire was one of the largest and leading Empires in history. With its strong military base, finally led to its success by winning many battles and conquered majority of states, because it had strong slave-based army-the empire used gunpowder as military tools. War was the main business of

Types of teachers Essay Example for Free

Types of teachers Essay Teachers A teacher could simply be defined as one who teaches, or an individual who imparts information or skill to a person. Different types of teachers have different methods of passing on their knowledge. There are three types of teachers informative, nonchalant and friendly. There are specific teachers for each students and it is the students job to figure out which type of teacher is compatible with their way of learning. First, an informative teacher is the type of teacher that gives students the most information and can be more intuitive as far as teaching. These types of teachers are basically, for students who desire someone who is straight-forward and bestows facts as well as valuable details needed in order to pass the class. Even though this can be vigorous, the student will attain a greater amount of intellect. The downside to informative teachers is that they barely have time to develop a relationship with their students, being that they are spending most their time solely teaching. Second, nonchalant teachers are the types to have most students fall asleep in class. Known to be very mono-toned and apathetic, nonchalant teachers are extremely boring in many opinions. Nonchalant teachers are known to talk slowly, this can happen from a speech impediment, slow thought, or a variety of things. A teacher’s slow speech can be a drag, enough to make them unlikeable if they have no other redeeming qualities. Even though this kind of teacher may be unattractive to most people, students are more likely to learn accurately due to the teachers slow speech. If a student does not learn as quickly as others, it is ideal to have a teacher who speaks slowly to help the students brain process. Finally, a friendly teacher, as the very term suggests, acts like a friend for students. A teacher-friend, in fact, combines both the guidance of a teacher and the understanding of a friend. We all, at some point of time, aspire for an understanding teacher. Such a teacher acts like our friend, philosopher and guide, every teacher should have some friendly traits. Such a teacher is more close to the students and proves to be a better educator as well. Right from the time we embark on our education trip, we come across different types of teachers. Some teachers are friendly, some are nonchalant teachers and some are informative teachers and they have different methods of passing on their knowledge there is where students begin to like the teachers, according to their own individual preferences.

The Secrets of Harry Bright :: essays research papers

The Secrets of Harry Bright by Joseph Wambaugh This book is titled, The Secrets of Harry Bright by Joseph Wambaugh. It was published in 1985. I have read other novels by Joseph Wambaugh. He is a very intriguing author. He has a way of capturing his audience that is paralleled with few authors. In essence, he relates his writings to everyday life woven into crime, drugs and sex. It appeals to a more mature audience, which can appreciate Wambaugh’s rough portrayal of urban life. My first thought of the book was it lacked historical significance. Upon further thought it became apparent to me that history isn’t simply war or catastrophes; it’s an accumulation of everything that has preceded the time we live now. This novel made many references to Ronald Reagan, Jimmy Carter and even William McKinley. It also viewed America as it was in the 1980’s. A time sometimes forgotten or often neglected to be mentioned. Through this novel you begin to grasp this time period and develop a sense of appreciation for it, because it did take place and is apart of our history. I believe Joseph Wambaugh is one of the forerunners in enlightening the American Public on a period, which deserves more recognition. And I believe strongly that Wambaugh set out to highlight this decade in our history and he most certainly succeeded.   Ã‚  Ã‚  Ã‚  Ã‚  Mineral Springs and Palm Springs, two cities near Los Angeles, is the setting of this novel. A wealthy businessman named Victor Watson has hired to LAPD detectives to solve his son, John Watson’s, year-old murder case. John was shot and killed in his father’s Rolls Royce that was in flames when investigators arrived on the scene. No leads were ever formed and this case was never solved and eventually put to rest. Victor couldn’t deal with the stress of his son’s death, because even though he was a multi-millionaire he had lost all those he loved and was contemplating suicide. Sidney Blackpool was mentioned to be a top-notch detective and certainly the man for the job. Victor offers Blackpool a two-week, luxury vacation, and is free to do investigating as he pleases. Blackpool enlists the help of his old friend Otto Stringer.   Ã‚  Ã‚  Ã‚  Ã‚  Mineral Springs police department, which consists of nine men, decides to lend the two detectives any resources they need concerning the murder. They basically follow a couple of bum leads, play a few rounds of golf, and soak up the peace and quiet of their surroundings.

Fiction as History Essay

He was known as â€Å"Gabo† to the people living in Colombia and to those who knew him by his reputation. He was not only a short-story writer, a novelist and a screenwriter by profession for he was also a journalist—these were only among the many things which gave him the honor as among the famous writers of Latin America and one of the most significant 20th century authors. At the age of 65, Gabriel Garcia Marquez was given the Nobel Prize in Literature in 1982: the product of the combination of an early life largely influenced by his grandfather and a life lived through the ways and means of journalism after quitting law school (Williams, p. 135). Gabo is considered to be a pioneering author in the Latin American â€Å"Boom† during the 1960s, stemming from the fame he achieved through his masterpiece One Hundred Years of Solitude and his indispensable presence and role in Latin American literature (Maurya, p. 54). One Hundred Years of Solitude has been significantly understood by critics and literary scholars as a history of Gabo’s rendition of the circumstances during the strike that happened back in 1928 in Colombia (Posada-Carbo, p. 401). That magnus opus of Gabo is said to scrutinize the Colombian regime’s repressive nature as well as the strike itself which claimed the lives of many workers. Throughout the course of his career, the literary style known as â€Å"magical realism† has been largely attributed to Gabo as he was the one who popularized the literary technique of using magical events and elements so as to give real experiences the fitting explanations (Hinds and Raymond, p. 897). Gabo is also said to have been an influential writer not only for his fellow Latin Americans but also for fresh authors and budding writers from other nations. For Gabo, reality is a very significant theme and ingredient in his writings, especially evident in his works â€Å"In Evil Hour,† â€Å"Big Mama’s Funeral† and â€Å"Nobody Writes to the Colonel† (Aizenberg, p. 1239). These three works of Gabo reflect the kind of Columbian society where he lived inasmuch as they also reflect the reality of life in the nation. The theme of reality is the foundation for the rational structure of the books of Gabo, although European readers may tend to be less aware of the reality that Gabo wants to send across and tend to be more inclined to interpret his works as testimonies to his magical realist craft. The first few years in the career of Gabo Marquez saw a struggling journalist in him. He was literally a travelling journalist simply because he was always on the move, transferring from town to town across Latin America and Europe. At one point, he worked for El Espectador back in 1955 as a correspondent reporting from Rome and Paris. Although the newspaper was shut down by the dictator Rojas Pinilla which took away his position as a journalist, Gabo nevertheless was able to pick up on where he was left and continued his writing career in Mexico City. In the City, he did not only work as a journalist; he also worked as a screen writer and as a publicist before moving back to Barcelona during the 1970s. Although Gabo was a well-travelled writer, it can be said that he never fails to at least think about his hometown and reflect it on what he has written. Evidence to this is his constant use of the town â€Å"Macondo† in his many stories which reminds the readers of the town of Aracataca where Gabo was born and lived his childhood days (Molen, p. 4). This was true right from the time when Gabo began writing to the time when he was able to considerably attain success in the literary limelight. Nonetheless, the time when Gabo began writing was a significant event for the literary scene in Hispanic American societies because the literature in those regions was characterized either by realist-modernist or super-regionalism during the middle part of the twentieth century. Those were the times when Latin American writers were busy either writing as a modernist or as a realist—both having the tendencies to categorize themselves as ‘regional’ writers or writers who either depict or mask reality in their respective places. Maurya Vibha further suggests that there is an apparent â€Å"absent history in the Third World conditions of Latin America† and a â€Å"link between postcolonial fiction and a desire to think historically† in the works of Gabo (p. 54). If Vibha is indeed right, then there is strong reason to believe that what Gabo did in his works is to provide that link and, in the end, to capture the significance of those ‘third world conditions’ into a piece of literature which depicts the stark reality in Latin American societies. Apparently, the works of Gabo, if not the course of his life, present the struggles faced by Latin Americans in their own territory as well as in others. In effect, it can be said that Gabo’s ‘magical realism’ is indeed a combination of the depiction of the social realities that the author saw in his lifetime and of the literary magic that he used in depicting those realities. Although European readers may get the impression that the literature of Gabo is ‘magic’ in itself, it should not be the case that the substance of his works be confined to that magic alone for it transcends the barriers of that magic by portraying reality at its highs and lows. Works Cited Aizenberg, Edna. â€Å"Historical Subversion and Violence of Representation in Garcia Marquez and Ouologuem. † PMLA 107. 5 (1992): 1239. Hinds, Elizabeth Jane, and Raymond Leslie Williams. â€Å"Interview with Gabriel Garcia Marquez. † PMLA 104. 5 (1989): 897. Maurya, Vibha. â€Å"Gabriel Garcia Marquez. â€Å" Social Scientist 11.1 (1983): 54. Molen, Patricia Hart. â€Å"Potency Vs Incontinence In â€Å"The Autumn of the Patriarch† Of Gabriel Garcia Marquezpotency Vs Incontinence In â€Å"The Autumn of the Patriarch† Of Gabriel Garcia Marquez. † Rocky Mountain Review of Language and Literature 33. 1 (1979): 4. Posada-Carbo, Eduardo. â€Å"Fiction as History: The Bananeras and Gabriel Garcia Marquez’s One Hundred Years of Solitude. † Journal of Latin American Studies 30. 2 (1998): 401. Williams, Raymond Leslie. â€Å"The Visual Arts, the Poetization of Space and Writing: An Interview with Gabriel Garcia Marquez. † PMLA 104. 2 (1989): 135.

Justify the Need for Keeping Records and Describe the Types of Record You Would Maintain

Record keeping enables the teacher to provide evidence of individual student’s charter from the start to finish of a course. It enables to plan, organize and to create best learning environment for the learners. This is classified depending on the subject taught, organization and any other records needed as per UK regulations. JUSTIFICATION FOR RECORD KEEPING Accurate records taken throughout the course facilitates both teacher and student to continuously assess the effectiveness of the teaching and learning relationship. Gravells, (2008) states â€Å"you need to keep records of how your learners are progressing. Being organized with an accurate record for every student helps me in assessing the student’s need and to give a positive feedback on â€Å"how things are going. † On another level, it also keeps me in check as to whether or not I need to refine any aspect of my teaching. Record keeping also helps in taking key decisions when assessing the learner for s uccessful completion of the course (ie) assignments, lab test reports, etc. It is also noteworthy that every individual has different learning needs which needs to be accommodated by a single teacher. Without proper planning and accurate record keeping, it is impossible to deliver results. In short, record keeping, helps me and the learner to set goals and track progress. TYPES OF RECORDS: There are different types of records to maintain depending on what we need them for. As a lecturer, I would maintain three different types of records. 1. Teacher’s records 2. Learners records 3. Mandatory records Teacher’s records: This constitutes of all the records that is needed by me to deliver a course within a subjective frame of time. As a Lecturer, this is usually my first record and plan to deliver the subjects allotted to me. I will be explaining this more in the following sections: Scheme of Work: This is a framework prepared by me based on the syllabus to teach throughout the course. It contains teaching methodology, when, what and how to teach, tutorials, discussion details and assessment plans. It contains a plan of how to assess the learners understanding and making sure that all learning outcomes are achieved. Lesson plan: I always ensure that I have a lesson plan for every subject I teach. This plan contains all details of every day activity. It contains learning objectives for that particular day, teaching procedures, required materials, assignment and details about learner’s appraisal for that day. This level of detailed planning from a teacher’s end is required for a consistent delivery of any course material. Both scheme of work and the lesson plan will enable the teacher and the learner to spread the weight of the lessons into sizable chunks to ensure the required understanding and subject knowledge is achieved. LEARNERS RECORDS A learner’s record helps to track individual student’s performance. It clearly identifies the area of strengths and weaknesses of a learner. From a lecturing perspective, it gives me focus as to where the learners need more or less. The different types of learner records are classified as below: Individual Learning Plans (ILPs): ILPs are developed in conjunction with the learner to assess strengths, performance, progression and barriers to learning. According to this, I can plan to support their developmental needs. Progress report: Progress reports are nothing but scorecards. The progress report gives us the exact percentage/numbers in each area though not in any details. Both teachers and the students get pointers from this, which can lead into development of ILPs. This is by far the most widely used record in all types of learning environment. Assessment course forms: Assessment course forms are usually developed by the awarding bodies for individual courses. These are then given to tutors to assess competencies of students for that particular course. It is mainly used for scoring/giving feedback in exams/assessments. It provides the assessor, the learner’s grasp for the subject and helps tutors to refine the ILPs accordingly. MANDATORY RECORDS Attendance Register: It is used to monitor learner’s presence. This helps to improve learners overall academic performance and to get higher grades and reassessing the teaching methods. Personal details records: This is a basic record required by any organization to admit candidates to a course. It contains contact details, next to kin, previous qualification, experience and achievements. It enables the institute to match candidates to right course. These details are maintained and managed according to the confidentiality agreement and Data Protection act 1998. Health and safety records H&S records are maintained by both organizations and teachers respectively. These contain any risk assessments done for individual classrooms and/or buildings to maintain safety and security for all accessing the site.

35 Synonyms for Look

35 Synonyms for Look 35 Synonyms for â€Å"Look† 35 Synonyms for â€Å"Look† By Mark Nichol Look, it’s perfectly acceptable to use the verb look, but don’t hesitate to replace this fairly ordinary-looking word with one of its many more photogenic synonyms. Many of these substitutions come in especially handy when it comes to finding one word to take the place of look-plus-adverb or look-plus-adjective-and-noun, as the definitions demonstrate. 1. Blink: to look at with disbelief, dismay, or surprise or in a cursory manner 2. Browse: to look at casually 3. Consider: to look at reflectively or steadily 4. Contemplate: to look at extensively and/or intensely 5. Dip (into): to examine or read superficially 6. Eye: to look at closely or steadily 7. Fixate (on): to look at intensely 8. Gape: to look at with surprise or wonder, or mindlessly, and with one’s mouth open 9. Gawk: see gape 10. Gawp: see gape (generally limited to British English) 11. Gaze: to look steadily, as with admiration, eagerness, or wonder 12. Glare: to look angrily 13. Glimpse: to look briefly 14. Gloat: to look at with triumphant and/or malicious satisfaction 15. Glower: to look at with annoyance or anger 16. Goggle: to look at with wide eyes, as if in surprise or wonder 17. Leer: to look furtively to one side, or to look at lecherously or maliciously 18. Observe: to look carefully to obtain information or come to a conclusion, or to notice or to inspect 19. Ogle: to look at with desire or greed 20. Outface: to look steadily at another to defy or dominate, or to do so figuratively 21. Outstare: see outface 22. Peek: to look briefly or furtively, or through a small or narrow opening 23. Peep: to look cautiously or secretively; see also peek (also, slang for â€Å"see† or â€Å"watch†) 24. Peer: to look at with curiosity or intensity, or to look at something difficult to see 25. Peruse: to look at cursorily, or to do so carefully 26. Pore (over): to look at intently 27. Regard: to look at attentively or to evaluate 28. Rubberneck: to look at in curiosity 29. Scan: to look at quickly, or to look through text or a set of images or objects to find a specific one 30. Skim: see scan 31. Stare: to look at intently 32. Stare (down): to look at someone else to try to dominate 33. Study: to look at attentively or with attention to detail 34. Watch: to look carefully or in expectation 35. Wink: to look at while blinking one eye to signal or tease another person 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:Inquire vs EnquireProved vs. ProvenRite, Write, Right, Wright

Overview of Cnidarians

Overview of Cnidarians A cnidarian is an  invertebrate  in the Phylum Cnidaria. This phylum includes  corals, sea anemones, sea jellies (jellyfish), sea pens, and hydras. Pronunciation: Nid-air-ee-an Also Known As: Coelenterate, Coelenterata Characteristics of Cnidarians Cnidarians  exhibit radial symmetry, which means their body parts are arranged symmetrically around a central axis. So, if you drew a line from any point at the edge of a cnidarian through the center and to the other side, youd have two roughly equal halves. Cnidarians also have tentacles. These tentacles have  stinging structures called cnidocytes, which bear  nematocysts.  Cnidarians got their name from these stinging structures.  The word cnidarian comes from the Greek word  knide  (nettle).   The presence of nematocysts is a key feature of cnidarians. Cnidarians can use their tentacles for defense or for capturing prey.   Although they can sting, not all cnidarians pose a threat to humans. Some, like the box jellyfish, have very potent toxins in their tentacles, but others, like moon jellies, have toxins that dont have enough power to sting us. Cnidarians have two body layers called the epidermis and gastrodermis. Sandwiched in between is a jelly-like substance called  mesoglea. Examples of Cnidarians   As a large group comprised of thousands of species, cnidarians can be pretty diverse in their form. Overall, though, they have two main body plans: polypoid, in which the mouth faces up (e.g., anemones) and medusoid, in which the mouth faces down (e.g., jellyfish). Cnidarians may go through stages in their life cycle in which they experience each of these body plans. There are several major groups of cnidarians: Anthozoa:  sea anemones, sea pens, and corals. These animals have a  polypoid body plan and attach to a substrate, such as other animals, rocks or algae.Hydrozoa:  hydrozoans, also known as hydromedusae or hydroids. These organisms alternate between polyp and medusa stages and are usually colonial organisms. Siphonophores, which include Portuguese man-of-war and by-the-wind sailors, are examples of animals in the Class Hydrozoa. Most cnidarians are marine organisms, but there are some hydrozoan species that live in fresh water.Scyphozoa or Scyphomedusae:  true jellyfish  are in the Class Scyphozoa. These animals are known for their bell shape with dangling oral arms. Some jellyfish have tentacles also. The lions mane jellyfish is the largest species, with tentacles that may stretch more than 100 feet.Cubozoa:  box jellyfish. These animals have a cube-shaped bell, with tentacles dangling from each corner. The sea wasp, a type of box jellyfish, is said to be the most venomo us marine animal.Staurozoa: stalked jellyfish or Stauromedusae.  These strange-looking, trumpet-shaped animals arent free-swimming like regular jellyfish.  Instead, they attach to rocks or seaweed and are typically found in cold water. Myxozoa:  Ã‚  parasitic microorganisms that evolved from jellyfish  There has been debate over the years over where these animals should be classified - the latest research places them in the Cnidaria phylum, and an important piece of evidence is that these creatures have nematocysts.  Myxozoa species can affect fish, worms, amphibians, reptiles, and even mammals. One economic impact is that they can affect farmed fish such as salmon. Smallest and Largest Cnidarians The smallest cnidarian is a hydra with the scientific name  Psammohydra nanna. This animal is less than half a millimeter in size.   The largest non-colonial cnidarian is the lions mane jellyfish. As mentioned above, the tentacles are thought to stretch more than 100 feet. The bell of this jellyfish can be over 8 feet across. Of colonial cnidarians, the longest is the giant siphonophore, which can grow to over 130 feet. Sources de Lazaro, E. 2015. Myxozoans: Widespread Parasites Are Actually Micro Jellyfish. Sci-News.com. Accessed February 27, 2016.Ocean Portal. Jellyfish and Comb Jellies. Accessed February 27, 2016.  Sadava, D.E., Hillis, D.M., Heller, H.C. and M. Berenbaum. 2009. Life: The Science of Biology, Volume 2. Macmillan.University of California Museum of Paleontology. Introduction to the Hydrozoa. Accessed February 27, 2016.WoRMS. 2015. Myxozoa. Accessed through: World Register of Marine Species. February 27, 2016.

Education of children with disabilities Essay Example | Topics and Well Written Essays - 750 words

Education of children with disabilities - Essay Example They explained how Paraeducators could widen their scope and include the visually impaired students in physical education (17). Schischka, Rawlinson, and Hamilton in their qualitative study addressed the transition of young children with disabilities, from home to school. These also identified the most important factor necessary for a successful transition of children with disabilities (15). Finally, Sartini, Knight, and Collins focused on the importance of formation of social groups in schools so that students with disabilities could be able to socialise with their peers comfortably. They argued that social groups in such scenarios help to address communication needs of children with disabilities (53). Hudson, Browder, and Wakeman reported that since adapting to grade-level text is a challenge to most intellectually disabled children and a challenge for teachers to help them achieve this, this should not be the end of the story, since there are remedies for this situation. They dwel t on different strategies, which educators can employ in their lessons with intellectually disabled children, to help them adapt faster to grade-level text. ... In the case of Hudson, Browder, and Wakeman, because the intellectually disabled children were challenged with adapting to grade-level text, they were often excluded from active learning. Since teachers found this also challenging, they could focus only on those students with good intellectual capacities. Here, then there comes the aspect of seclusion in education. Similarly, Lieberman and Conroy address the factor of seclusion, although in children who are visually impaired, and being secluded from physical education, and not classroom learning like the case of Hudson, Browder, and Wakeman. Lieberman and Conroy in their study investigated the inclusion of visually impaired students in physical education, and found it wanting. They traced this phenomenon to lack of training of Paraeducators on how to include visually impaired children in physical education. They identified education of Paraeducators in this issue, as the best strategy to address the exclusion of these kind of student s from participation in physical education (23-6). Schischka, Rawlinson, and Hamilton identified the fact that transiting from life at home to school-life is challenging to children with disabilities. In their study therefore, they identified one strategy that would help both the parents and educators of the disabled children, as well as the disabled children themselves to experience a smooth transition (15-6). When a disabled child adapts well to school and the learning process, they are able to catch up faster in class, enjoy schooling, and perform better. This is therefore, a strategy, just like the cases of Hudson, Browder, and Wakeman; and Lieberman and Conroy, to help disabled children