Muscular System

Essay on Skeletal/Muscular System Essay on Skeletal/Muscular System Medical Terminology Skeletal/Muscular System The skeletal system of 206 bones that make up the internal framework of the body called the skeleton. The skeleton supports the body, protects internal organs, serves a point of attachment for skeletal muscles for body movement, procedures blood cells, and stores minerals. A disorder or disease in the skeletal system is a compound fracture. A compound fracture is a fracture in which broken bone fragments lacerate soft tissue and protrude through an open wound in the skin. To determine what kind of diagnostic procedure to do the physician makes the diagnosis with physical examination and diagnostic tests. During the examination the physician obtains a complete medical history of the person and asks how the injury occurred. On a Compound fracture the doctor would do a computed tomography scan (Also called a CT or CAT scan.). A diagnostic imaging procedure that uses a combination of x-rays and computer technology to produce cross-sectional images (often called slices); both horizontall y and vertically, of the body. A CT scan shows detailed images of any part of the body, including the bones, muscles, fat, and organs. CT scans are more detailed than general x-rays. The therapeutic procedure that may be done to an open fracture is arthrodesis procedure. An arthrodesis procedure is a procedure that stabilizes a joint by fusing the bones together. The type of treatment will depend on the kind of fracture and the specific bones involved. Casting after the broken bones have been manipulated back into their proper positions, a plaster or fiberglass cast is applied to keep the bones from moving while they heal. Fractures usually heal in about four to six weeks, but some can take several months depending on the extent of the injury and how well you follow rehab instructions. Casts or braces are often removed before complete healing to prevent joint stiffness. Pain usually decreases before the fracture is solid enough to handle a complete return to sports, so working with a therapist on a rehab protocol is important to avoid further injury. Once the bone is healed and strong, it's safe to begin muscle building. During the disuse, the muscles will have atrophied and be extremely weak. Tendons and ligaments may also be stiff from a lack of use. Rehabilitation involves flexibility, balance and strengthening exercises and a gradually increase of activity. Physical therapy is the preferred method of safely getting back into sports. Pharmacology for a compound fracture; the doctor may give you ibuprofen or Aleve for the pain depending on the age of the patient. The muscular system is an organ system consisting of skeletal, smooth and cardiac muscles. It permits movement of the body, maintains posture, and circulates blood throughout the body. One of the disease or disorder in the skeletal system is called the hypertonia. Hypertonia is a condition in which there is too much muscle tone so that arms or legs, for example, are stiff and difficult to move. Muscle tone is regulated by signals that travel from the brain to the nerves and tell the muscle to contract. Hypertonia happens when the regions of the

Awkward Mistakes When You Write an Essay, and the Right Solution Finding Help

Awkward Mistakes When You Write an Essay, and the Right Solution Finding Help Writing assignments are an inescapable part of higher education. They’re always a challenge, often fun, but most times a chore. And, besides, so much can go wrong: grammatical errors, citing mistakes, structuring issues, plagiarism.So instead of facing the challenges blindly and alone, here are 10 of the most common mistakes made when writing academic papers – and how to avoid making them. (Note: The words â€Å"essay† and â€Å"paper† in this blog are used interchangeably) 1. Not Fully Understanding the Assignment Different writing assignments have different purposes. One may require a student to include certain items, certain sources, graphs, statistics, etc.; sometimes they require a specific kind of source or group of sources – and some writing assignments at the college level may have a student write in a particular style, or format, using a specific structure and incorporating certain kinds of content. The most ubiquitous kind of writing assignment is, however, one where the student is to make an argument and defend it with some sort of evidence. And while not every writing assignment necessitates an argument – there are, of course, ones that are analytical, descriptive and investigative, et al., in nature – most do involve the student making a case for something, much like that of the argumentative or persuasive essay. Avoiding any confusion on the assignment comes down to listening to instructions and asking the right questions, and knowing which kind of writing style and genre the assignment calls for. Doing the assignment incorrectly could result in a very low grade. Examples of not following the instructions of an assignment: A student should not be making an argument in a Chemistry research paper if the assignment doesn’t call for an argument – but only to discuss an aspect of chemistry at length. A student should not provide a summary of a book if they are to only critique the book. So the student must make conclusions: What kind of essay do I need to write? Am I to make an argument (as in a persuasive essay)? Do I provide only an overview of a subject or topic (like in a research paper), or do I analyze information (perhaps an investigative report)? What kind of sources do I need to use – and how many do I use? What kind of style is needed in this case – MLA, APA, or others? If a student is unsure of exactly what their assignment requires them to do, they should first speak with their professor for clarification. These articles are worth reading! 3 Steps to a Great College Essay Top 10 Mistakes Made During Essay Writing Part 2 APA Essay Format with a Free Example Custom Essay Writing Strong College Essay Writing Guide 2. Lacking a (Sufficient) Thesis Statement A professor, reading just about any college essay, should easily find and thoroughly understand its central theme (its Thesis) – in less than a minute, actually. It should generally be found in the first paragraph of a student’s paper, in just one or two very concise, declarative sentences indicating what the rest of the paper is essentially about. This becomes an essay’s thesis statement. Without one, the reader is left in the dark, so to speak, unable to follow the general flow of the essay, which then becomes ineffective. An idea cannot be effectively and successfully conveyed to a reader if that idea is put forth in a disorganized, unmethodical way. (This results in lower evaluations on such assignments.) An effective thesis statement is the result of the student selecting a central theme, it could be a solution to a problem, a defendable argument, a point of view, (depending on the type of assignment and what it calls for), and then putting it in writing, in a confident, assertive tone and stance. Formulating a thesis statement is not the result of the student’s initial response to a subject or topic, but a product of them taking an attitude toward a subject or topic, then gathering and organizing evidence that supports their stance. An example of a sloppy, ineffective thesis statement: Self-expression and sexuality were themes in Walt Whitman’s Leaves of Grass. An example of a proper, effective, concise thesis statement: The overt themes of self-expression and sexuality in Walt Whitman’s Leaves of Grass was a subject of much controversy, thereby illustrating his era’s rigid views on both matters. 3. Failing to Plan Since well-written essays require a great deal of work, their success is rooted in the student’s ability to plan well the writing of the essay. After the student gets their assignment and considers all that has to be incorporated into it, how they are to write, how it should be written, etc., it works to their advantage if they create and then follow a detailed, five-pointed outline, with each one representing at least one paragraph of the essay. In the case of writing a persuasive/argumentative essay, the student must, before writing their first sentence of their paper, craft a concise, arguable thesis statement (the first point) – which is to be introduced in the paper’s first paragraph, serving as the premise to be maintained or proven throughout the paper. The outline should also include at least three defending points (body paragraphs, the next three points) that evidence the thesis statement, listing the points, and perhaps sources used, if they are needed or required, to validate the argument. Lastly, the outline should include a conclusion paragraph (the final, fifth point of the outline). Without this planning stage, without creating and following an outline to follow, the student runs the risk of turning in a sub-par paper, written with no cohesion, few traces of scholarship, putting forth a very weak argument, and most likely earning them a less-than-stellar grade on the assignment. 4. Lacking an Effective Introduction and Conclusion Paragraphs Without an effective introduction paragraph, the reader is not eased into the topic, in a strategic manner. Perhaps a real-life example may illustrate the need for this paragraph. If a student wants to convince their parents that they need a cell phone at college, they shouldn’t simply come right out and say, â€Å"I need a cell phone at college.† It is too sudden, coming off too aggressively. It will serve them better to start off with a few topical sentences instead, maybe about the importance of maintaining communication with one’s parents during the early-adult years, for example. The same applies to writing a paper. A paper’s introduction paragraph is meant to first get the reader considering a thought, a notion, a platform (which can be accomplished with first a few general, topical sentences). The introduction paragraph then eases into whatever exactly the writer is attempting to convey, whether it be an argument or more analytical or general in nature, in the form of the Thesis, just one sentencing declaring what the rest of the paper will be about. The last part of the introductory paragraph will generally enumerate the evidence that will be examined to support this idea or stance being conveyed. In case there was any confusion about an essay’s argument or central theme, the conclusion paragraph restates what was said in the introductory paragraph and body paragraphs – in total, the paper’s argument and its evidencing points. The conclusion paragraph indicates to the reader that, also, the essay has come to a close. 5. Inclusion of Weak Sources When an essay calls for the inclusion of sources, either to prove an assertion or offer a perspective on a subject or topic, these sources should not consist of dictionaries, encyclopedias, and Wikipedia (though these are great places to begin research.) Rather, academic writing calls for the incorporation of other, more academic sources and scholarly articles, ones that are published in academic journals, newspapers, and reputably published books, and ones that are found on academic search websites like JSTOR. Looking at the long-term effects of dire poverty in the American South, one may pull statistics from a newspaper article or research organization. They may refer to a geography book for help, to visualize the region; they may read about its history and socio-political influences. The student-writer should not consider general and common knowledge, the kind found in Geography and History books, as one’s primary sources in a writing assignment. For an assignment that, on the other hand, requires scholarly sources to discuss this topic at length, perhaps to confirm an assertion, a professor is expecting the student to use something an expert on the subject has written or said about this said topic – and not a simple fact that can be found anywhere on the Internet. Please read continuation of this article here: The Top 10 Mistakes Made When Writing Essays (Part 2)

Concider the global impact of a waterborne infectious disease (which Essay

Concider the global impact of a waterborne infectious disease (which may be caused by a bacterium or parasite) and discuss current methods for detection, treatment and prevention - Essay Example They can help in promoting good health, some digestion and some serve medicinal purposes. Lactobacillis is a family of bacteria found in the human digestive tract. Acidophilus is a member of lactobacillis and it is the best known bacteria of this family aiding in the breakdown of lactose to lactic acid and also the breakdown of other sugars. The production of lactic acid in the body provides acidic environment in the body which can inhibit the growth of harmful bacteria. Acidophilus is also used in certain drugs. Bifidobacteria is also a beneficial group of bacteria and is present in the human digestive tract and helps in digestion as well as ; it has also shown some anti-tumor qualities. Some bacteria are beneficial in other ways like they are used in agriculture for plant growth and some are used for cleansing of water. (Jeremy & Simon 2004). Many of the emerging pathogens nowadays are waterborne i.e. they take birth in water. Cholera has been a known disease in the world and two emerging waterborne pathogens are Vibrio cholerae O139 and Escherichia Coli (E.coli O157:H7). E.coli has not only become a problem for the underdeveloped nations but has also become a problem for the developed ones. This bacterium would be discussed subsequently. Vibrio Cholerae O139 is a pathogen which first infected many of the people living in Asia. It started in Bengal and then spread to India in 1992 from where it entered the vicinities of Thailand. It is through different methods that these emerging pathogens are spreading all over the world giving a difficult time to the authorities who have not handled such cases previously (Sharma et al 2003; Smolinski et al 2003). Enterohemorrhagic Escerichia coli (EHEC) O157:H7 is the full name of the bacterium E. coli O157 which is a food and waterborne pathogenic strain of bacterium E. coli. The bacteria E. coli O157 was first known as a result of gastrointestinal illness in the early 1980s.

Why It Is Important to Criminalize Possession of Cigarettes Research Paper

Why It Is Important to Criminalize Possession of Cigarettes - Research Paper Example Cigarettes were mass produced and advertisements were set up in every city. Cigarettes became incredibly popular. For much of this time, and certainly, in the late 20th century, cigarette companies became aware that their product was extremely dangerous and was causing cancer. They hid these facts from everyone. At the same time, independent medical practitioners were saying the same thing based on experience with their patients. It did not take a rocket scientist to realize that people could die from smoke inhalation. And yet the cigarette companies kept selling their products and deceiving the public. Cigarettes should have been banned then and there. Politicians should have stepped up to the plate for the Average Joe who w was suffering from cancer. Unfortunately, nothing happened. It is quite sad to see that the government has taken very little interest in an issue that has such a strong and clear ethical dimension. We elect our leader to stand up for what we believe is right. Ho wever, the American government was more interested in throwing people in prison for smoking marijuana than they were for arresting cigarettes executives who had perpetrated a massive, deadly fraud on the American people. This was truly shameful. But it is not too late to change things. Cigarettes should be banned. They are a severe poison and they should not be permitted to be sold in the marketplace. No government should permit companies to poison its people; even less so should companies be allowed to lie to both citizens and the government. Unfortunately, the facts on this matter speak for themselves. Even the scientists hired by these companies indicate that they have lied to the public and to the government about what is really in their product. As one recent news report put it: cigarette scientists had been altering their findings to hide the toxicity of their product: They also found, after obtaining evidence that additives increased toxicity, that tobacco scientists adjusted the protocol for presenting their results in a way that obscured these increases.

Metaphysics and Monism Essay Example for Free

Metaphysics and Monism Essay People are monists, dualists or pluralists depending on whether or not they believe that reality is composed of one, two or more substances. These positions may be represented as here indicated. Hindus, Buddhists and Animists are for the most part monists. They believe that reality is one and that everything that exists is a functioning part of that whole which is spirit. Western man for the most part may be called a monist also as he believes that God is dead and matter is the only substance to reality. Bible believing Christians would be pluralists. In philosophy of mind, monism is usually contrasted with the dualist position that mind and matter are deeply different. Thus, monism is the claim that mind and matter essentially the same. However, this sameness has come in a number of different and contradictory varieties. For example, Hobbes felt that the mental is merely and epiphenomena of the physical, thus the physical is the one real substance (Contemporary materialism is also a form of physicalistic monism (see Churchland, 1996). In direct contrast, Berkeley postulated that the physical is just a collection of ideas (hence, idealism) and thus the mental is the only thing that really exists. Finally, there are a number of positions similar to Spinozas property dualism, often referred to as dual-aspect theory. Spinoza held a position in which the mental and the physical are simply two modes of a more basic substance (it should be noted that strictly speaking, Spinoza was not a property dualist as he held that the mental and the physical were two of a possible infinite number of modes of the basic substance, nevertheless he is typically labeled as one). For Spinoza, this basic substance was God. Thus the only real thing is God, who is neither physical nor mental. Spinozas position is similar to that of Russells neutral monism, however the latter is not committed to the belief that a supreme being is the more basic substance. General Information Monism is any doctrine based on the assumption of a single underlying principle. Metaphysical monism allows that only one being or type of being exists. A substantial metaphysical monism asserts that the variety in our phenomenal experience is due to the different states of a single all-encompassing substance, for example, Parmenides Plenum or Baruch Spinozas God or Nature. An attributive monism admits many substances but asserts that they are all of the same kind, for example, atoms or G. W. von Leibnizs monads. Epistemological monism identifies that which is immediately present to the knowing mind with the real object known. Either the content of the mind is equated with the object known (epistemological realism), or the object known is equated with the knowing mind (epistemological idealism). Monism as a philosophical term was first used by Christian Wolff to designate philosophies that attempted to eliminate the mind-body dichotomy. Monism (Greek monos,single), in philosophy, is a doctrine that ultimate reality is entirely of one substance. Monism is thus opposed to both dualism and pluralism. Three basic types of monism are recognized: materialistic monism, idealistic monism, and the mind-stuff theory. According to the first doctrine, everything in the universe, including mental phenomena, is reduced to the one category of matter. In the second doctrine, matter is regarded as a form of manifestation of mind; and in the third doctrine, matter and mind are considered merely aspects of each other. Although monistic philosophies date from ancient Greece, the term monism is comparatively recent. It was first used by the 18th-century German philosopher Christian von Wolff to designate types of philosophical thought in which the attempt was made to eliminate the dichotomy of body and mind. Although he was not known by the term, the 17th-century Dutch philosopher Baruch Spinoza was one of the most influential monists. He taught that both material and spiritual phenomena are attributes of one underlying substance. His doctrine strongly anticipated the mind-stuff theory. Advanced Information Although the term was first used by German philosopher Christian Wolff (1679-1754), monism is a philosophical position with a long history dating back to the pre-Socratic philosophers who appealed to a single unifying principle to explain all the diversity of observed experience. Notable among these thinkers is Parmenides, who maintained that reality is an undifferentiated oneness, or unity, and that consequently real change or individuality of things are there? Substantival monism (one thing) is the view that there is only one substance and that all diversity is ultimately unreal. This view was maintained by Spinoza, who claimed that there is only one substance, or independently existing thing, and that both God and the universe are aspects of this substance. In addition to having many eminent proponents in the Western philosophical tradition, substantival monism is a tenet of Hinduism and Buddhism. In Hinduism each element of reality is part of maya or prakriti, and in Buddhism all things ultimately comprise an interrelated network. Attributive monism (one category) holds that there is one kind of thing but many different individual things in this category. Materialism and idealism are different forms of attributive monism. The materialist holds that the one category of existence in which all real things are found is material, while the idealist says that this category is mental. All monisms oppose the dualistic view of the universe, which holds that both material and immaterial (mental and spiritual) realities exist. Attributive monism disagrees with substantival monism in asserting that reality is ultimately composed of many things rather than one thing. Many leading philosophers have been attributive monists, including Bertrand Russell and Thomas Hobbes on the materialistic side, and G. W. Leibniz and George Berkeley in the idealist camp. The Christian intellectual tradition has generally held that substantival monism fails to do justice to the distinction between God and creature, and that of attributive monisms only idealism is theologically acceptable.

Mathew and his Amazing Journey to Break my Heart :: essays papers

Mathew and his Amazing Journey to Break my Heart â€Å"Look at how his hair curls down on his forehead! Isn’t that so cute?† I whispered to my best friend Jenny who was seated next to me. Jenny and I have known each other since we were in diapers with teething rings. I could predict what she would do or say; it was even found that I could tell what she would be wearing that day, without her even telling me. We were both exactly alike also; in love with Mathew Jackson, in love with NSYNC, in love with the color pink, and the list went on. I still have memories of the pink hats we had that matched our pink dresses that we wore on Easter. And the Barbies we played with in Jenny’s pink dollhouse. Even the coloring books we colored completely pink. I also still have trillions of best friend necklaces Jenny and I bought and trillions of letters that spell out JENNY AND VALERIE ARE BEST FRIENDS FOREVER. So this is why I could tell you that Jenny would agree with my comment about Mathew’s hair. â€Å"Yes it is!† she whispered. We were still astounded to be in the same room as Mathew Jackson, the most handsome 8th grade boy; I take that back, the most handsome middle-school boy we both had ever seen. He was an accomplished student and athlete. He had everything and anything a guy would ever want, definitely a perfect 10. He was the president of Green Valley Middle School. Which explains what we were doing in the same room with him. He was going over some of the fundraisers we could do to raise money for our trip to Washington D.C. in April. When Jenny and I found out that Mathew was going to be present on the trip, we knew we had to be there. The calendar on the wall told the month to be February, and if we skipped a few pages to April, â€Å"D.C. TRIP!† was marked in red and yellow, our school colors. We were going to be riding on a train all the way from Tennessee to Washington D.C. I wanted to raise a lot of money to help my parents out as much as possible, not to mention get noticed by Mathew, who was at the top of the fundraising committee, for raising the most money.

Study drugs aflevering

Is the world (we) teaching the children always to strive for more? Is it never enough? Can you always do better? Should you do everything to achieve you best? What is the limit? For many of students the pressure of high scores, the parents expectations (or what the students think is the parents expectations) are enough to drive them towards the ‘Study Drugs'. Fellow students probably have told them about the benefit of the drugs. Its easier to take a pill and carry on like a freight train, than studying at a normal rate.According to most users, you can study for hours without getting tired and without losing focus on the assignment. You can use nights instead of days etc. According to Martha J. Farad, director at the Center for Cognitive Neuroscience at the university of Pennsylvania, up to 25 percent of students on some college campuses has used these drugs from February 2008 to February 2009. The price can go from AS to 25$ a pill, depending whether is near exams week or not. The main concern is, that most don't know or talk about the down side of the abuse.I don't know which side effect is worst, addiction, hart deceases or psychosis. According to the website: http://www. Otherworldly. Org/ druggists/rattail. HTML Rattail is called names like the poor man's cocaine and Diet Coke. They have made a brochure that explains about the side effects of the abuse. For example in 2004 Rattail was involved in an estimated 3,601 hospital emergency department visits. The conclusion is never use drugs as an easy way through your problems (at work, school or sports).The side effects are prohibitive. Personally will never try drugs. My father is a drug addict. Even though he's a recovering addict, I still remember the side effects of the drugs as well of the side effects of his detect. He took heroin and drugs like that Sometimes that made him hyperactive and it was very embarrassing when we were among family and rends, but it also made him very lethargic and lazy and he just laid on the couch out of contact with the rest of the world.

Developing Oral Language Summary Essay

Oral language and written language are essential skills that are needed for comprehension. Comprehension is defined as an understanding of oral and written language. In order for a child to comprehend what they are reading, several factors must come into play. Reading and decoding the words effortlessly without errors is the main step toward comprehension. When a child is reading text, they are experiencing phonemic awareness by sounding out the words in their mind. Writing is the next step toward comprehension. Writing goes hand in hand with reading. When a child is writing, they are also sounding out the words in their mind. Adults play a huge role in how children develop oral language skills. Automatic language is part of our everyday routines and children learn by â€Å"listening and speaking, phonological awareness and alphabetic knowledge, print awareness, comprehension, and writing† (Virginia.gov, n.d.). When students are learning to read and write, they do so simultaneously. It used to be thought that students should learn how to read first and then learn how to write. However, research has shown that learning to write while learning to read is important and vital in the development of reading (Pearson, D. 2007). A student needs to be able to read and write fluently in order to comprehend the material. In order to comprehend academic language, which is what students will use in school, there are certain concepts that a student must learn. Students need to learn syntax which is how words are formed to be able to create sentences void of errors. Students need to semantics which is defined as the meaning of language. Students should be able to cognitively understand and think about what they are reading. They also need to know how to use the language which is known as pragmatics. Through the use of various resources, students build up their vocabulary and strengthen their abilities to read fluently. â€Å"†¦the larger the reader’s vocabulary (either oral or print), the easier it is to make sense of the text† (National Institute,.n.d.). At this point, they will learn text structure and how sentences are strewn together. Of course, this all depends on what genre of text they are attempting to read and how complex the text in regards to the grade specific text they are reading. Being able to comprehend what one is reading all depends on what mood the student is in at the time. The student should be motivated and interested in the reading material. They need to understand the purpose of the reading; is it for enjoyment or for a school assignment? All of these are key factors that lead to comprehension. Another element of comprehension is cognitive targets. Cognitive targets are defined as the way a person comprehends or thinks about what is being read. The targets are locate and recall, integrate and interpret, and critique and evaluate. Locate and recall refers to locating or recalling something specific, such as the main idea, about the text they have read. Integrate and interpret refers to how a student can explain or compare what they have read. Critique and evaluate refers to how a student exams the text or evaluates certain parts of the text. Students practice these cognitive targets in both literary and informational texts. Examples of literary text include poetry, fiction, and non-fiction. â€Å"Informational texts include three broad categories: exposition; argumentation and persuasive text; and procedural text and documents texts† (NAEP). There are specific forms of instruction to improve comprehension and are most effective when taught together if possible. Comprehension monitoring is when a person is aware that they understand what is being read. Cooperative learning is when a group of students learn to read together. Graphic and semantic organizers are tools that readers use to represent material so that it is easier to comprehend. Question generation and question answering is when a reader asks themselves questions about the text and answers questions from the teacher. Story structure is when students are able to remember the main part of the story and answer questions about the story. Summarization is when a student reads text material and is able to generalize the entire text into a shorter passage. According to the article, Writing to Read, â€Å"instructional recommendations have shown clear results for improving students’ reading† (Graham S., Hebert. M., 2010). When these are other instructional methods are implemented into the reading process, comprehension can be very effective. This is especially true if these methods are built on top of an already developed language, strong background knowledge, and a high vocabulary. When teaching students comprehension through oral language and writing, teachers need to incorporate English language learners into their curriculum. English language learners may have linguistic issues and cultural background issues that are not only preventing comprehension, but also preventing reading and writing to begin with. As a teacher, it is crucial to first assess the ELL’s reading status to find out exactly where they are in the reading process. If so, what strategies can be implemented to better teacher the ELL’s. Also, a teacher needs to assess whether the student’s cultural background is preventing them from understanding the language. If this is the case, the teacher needs to learn the student’s background in order to assess where they are coming from academically. Not unlike native English learners, socioeconomic background can have an effect on how an ELL student is doing in school. According to the article, Cultural and Linguistic Impact, Patricia C. Salazar explains, â€Å"A student who comes from an educated middle-class family will have a different approach to learning than one who comes from a war-torn region of the world where food is scarce, and tragedy and trauma are daily occurrences† (Salazar, PC. 2009). Teaching an ELL student how to develop oral and written language will come from a successful assessment of the student. In order for a student to be successful at comprehension, oral language and written language skills must be mastered first. Reading is enhanced by written language and writing is enhanced by oral language. To facilitate a child’s learning, parents and teachers should provide as many resources as possible to accomplish this. In order to comprehend oral and written language, the student needs to be motivated and be reading grade specific text in order for the student to retain what they are reading. Cognitive targets are useful in facilitating comprehension and used regularly. Teachers also use different forms of instruction when teaching students how to build oral and written language. Finally, when teaching English language learners how to develop oral and written language, it is imperative that the teacher first learn of any linguistic or background issues and adjust their curriculum accordingly. It is crucial that educators teach students how to develop oral and written language in order to be successful academically. References Graham, S. & Hebert, M. (2010). Writing to Read: Evidence for how Writing can Improve Reading. Vanderbilt University. Carnegie Corporation, NY. Retrieved from: http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf Language Development. (n.d.). Retrieved from: http://languagedevelopment.tripod.com/id11.html Language and Literacy Language. (n.d.). Retrieved from: and Literacy http://www.dss.virginia.gov/files/division/cc/provider_training_development/intro_page/publications/milestones/milestones_individually/05.pdf National Center for Education Statistics. (n.d.). National Assessment of Educational Progress (NAEP). Retrieved from: http://nces.ed.gov/nationsreportcard/reading/whatmeasure.asp National Institute of Child Health and Human Development. (2000). What Works in Comprehension Instruction. Retrieved from: http://www.readingrockets.org/article/105/ Pearson, D.P. (2007). Reading Researcher Advocates Strengthening Literacy Programs Through Reading-Writing Synergy. Retrieved from: https://portal.flsouthern.edu/ICS/icsfs/reading_writing_synergy.pdf?target=7fde5bd4-34ca-4c2a-9b7b-3cf7f64718b8

The Representation of Irish Nationalism

The Representation of Irish Nationalism Introduction The attempts to revive the Irish political nationalism have seen considerable Irish literary achievement. The country’s long history as a British colony and the effects of that colonization shapes the struggle for Irish nationhood and identity even today, both politically and imaginatively.Advertising We will write a custom essay sample on The Representation of Irish Nationalism specifically for you for only $16.05 $11/page Learn More The country’s struggle for independence intensified towards the turn of the 20th century culminating in partial independence in 1921 from British colonization (Abrams 2304). The long history of colonization has had profound effects on the cultural, political, economic and social aspects of the Irish; a situation Ireland is struggling with even today, in its efforts to establish a distinct Irish culture and an Irish nation state. The nationalist struggle for Irish identity and nationhood began in the t urn of the 19th century culminating in partial independence from British colonization in 1921 (Abrams 2305). This struggle is integral to Irish recent history and is a central focus for the many political activists, poets, artists and writers who attempt to give the Irish national spirit a voice. The three literary works: Yeats’s â€Å"September 1913†, â€Å"Easter 1916†, and Joyce’s â€Å"The Dead† revolve around the period preceding and after the Irish independence and subsequent creation of an Irish State. The three literary works touch on the problems and the issues associated with the Irish nationalist struggle in the early 20th century and its aftermath. The Themes: Yeat’s â€Å"September 1913† and â€Å"Easter 1916† Yeats’s Poetry comprises of poems written by an Irish poet, William Butler Yeats in the twentieth century (Yeats 1). In the two poems, â€Å"September 1913†and â€Å"Easter 1916†, Yeats u sed the themes of national unity, nationalism, social division and the freedom of expression in the context of his country, Ireland. Through themes and figurative language, the poems reveal Yeats’s feeling regarding the Irish struggle for independence. In particular, the theme of nationalism dominates in the â€Å"Easter 1916† poem, where he mentioned the national heroes who died during the rebellion such as MacDonagh (Abrams 2308). He said, â€Å"Now and in time to be, /whenever green is worn,† (Finneran 182). Green in this context referred to the national color of his country and a color of the Irish solders’ uniforms. In this case, he alluded that the struggle for independence was still on in Ireland.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More In â€Å"September 1913†, Yeats introduces the theme of freedom from oppression. Although Yeat s was a patriot and advocated for independence of Ireland, he often criticized his country for the suppression of the right to free expression. In this poem he says, â€Å"Romantic Ireland’s dead and gone, / it’s with O’Leary in the grave† (Finneran 108), which shows that Ireland he had imagined no longer existed. His mention of O’Leary implied that the heroes who fought for Ireland’s freedom died in vain. He also alluded that Ireland lacked patriots who were willing to continue fighting for its freedom: â€Å"Yet they were of a different kind, /the names that stilled your childish play, /they have gone about the world like wind†, (Finneran 108). The middle classes comprising of the contemporary Roman Catholics had failed to fight for the same cause Yeats had fought for during that time; as such, Yeats felt betrayed by the contemporary Irish society (Abram 2303). Another theme that Yeats uses in his poems is that of social division, w hich appears in â€Å"September 1913†. Yeats detests the contemporary middle classes in Ireland and their corrupt practices (Abrams 2303). In the first three lines of this poem, he detests the money grabbing practices: â€Å"What need you, being come to sense, /But fumble in a greasy till, / and add the halfpence to the pence (Yeats 8). In this case, Yeats viewed the middle classes as selfish as they cared less about their history and only cared about money. Neither, did they care about the Irish freedom fighters or their religion, Catholic. In contrast, in Joyce’s â€Å"The Dead†, Gabriel seems scornful of Irish language and Ireland as a whole; he claims that he is â€Å"sick of own country, sick of it† (164). In this regard, Joyce laments the lack of real Irish nationalists as represented in the character Gabriel. Similarly, in the â€Å"September 1913† poem, Yeats appears to favor â€Å"aristocracy and peasantry for their economic benefits but hates the middle classes because of their indifference to Irish freedom or nationalism† (Abrams 2303). As Yeats implies, â€Å"their selfishness destroyed the once romantic Ireland and made nationalism appear meaningless or less prominent† (Abrams 2307).Advertising We will write a custom essay sample on The Representation of Irish Nationalism specifically for you for only $16.05 $11/page Learn More In contrast, the premise of national unity stands out in Yeats’s masterwork of â€Å"Easter 1916†. This poem, written after the Easter rebellion in 1916, expressed the spirit of unity by the use of the word â€Å"our† to emphasize the importance of reconciliation of the middle classes who were behind the rebellion. In contrast, Joyce’s â€Å"The Dead† criticizes the cultural imperialism that threatens the harmony of the Irish and the revival of the Irish language and culture (Abrams 2306). The mood in â€Å"Easter 1916† is harmonic and apologetic; he apologizes for his misjudgment of the middle classes in his earlier poem, â€Å"September 1913†. He says, â€Å"Polite meaningless words, and thought before I had done, of a mocking tale or a gibe, to please a companion† (Finneran 180). In this regard, he recognizes their role in the rebellion and implies that the middle classes carried the Irish honor and as such, were part of the Irish history. In the â€Å"September 1913† poem, Yeats had indicated that he resented the middle classes for their critical attitudes towards Ireland (Finneran 111). Nevertheless, their role in the Easter Rebellion saw him change his mood from resentful to reconciliatory to promote unity. Themes: Joyce’s â€Å"The Dead† In ‘The Dead’, Joyce includes the Irish language to bring out the theme of national pride. During the last decade of the 19th century, the Irish underwent profound cultural revival; â€Å"they str uggled to define their identity† (Abrams 2307). A movement emerged to revive the national culture and language. As such, the Irish developed a renewed interest in the Irish language and literature including learning Gaelic that had been forgone as Irish adopted English language in public communication (Abrams 2307). Thus, this cultural revival gave the Irish a sense of identity and national pride. Joyce’s â€Å"The Dead† was written during this cultural revival: a time when the search for Irish identity and nationalism was at its peak. In â€Å"The Dead†, Gabriel’s interaction with Miss Ivors shows the significance that the Irish attached to Irish language. Gabriel totally refuses to acknowledge Ms. Ivors’ Irish nationalism. â€Å"Was she sincere? Had she any life of her own behind her propagandism?† (Joyce166).Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Similarly, Ms. Ivors disapproves of Gabriel’s regular travel abroad and challenges his assertion that the European languages contain more cultural elements compared to his Irish language: â€Å"why do you go to France and Belgium, said Ms. Ivors, instead of visiting your native land†, Well, it’s partly to keep in touch with the languages, said Gabriel† (Joyce 164). In this regard, Joyce compares the cultural values and language of Ireland and those of Britain as represented in the character Gabriel Conroy. In this story, West Ireland symbolizes Irish Nationalism, with Gabriel representing disloyalty to Irish culture and language, whereas Ms. Ivors appreciates her native culture. As Gabriel implies in his speech, the West of Ireland values and practices contravenes the Irish traditions on hospitality (Joyce146). Further, following Ms. Ivors provocation, Gabriel develops a negative attitude towards anything Irish. Thus, Joyce uses the two characters to contr ast two different attitudes developed towards Ireland during the Irish struggle and its aftermath. Gabriel, though cultured in Irish culture, holds a low opinion of his nation; instead, he turns to British culture, which he perceives as sophisticated and better (Joyce 164). Ms. Ivors, on the other hand, is passionate about her native culture and leans towards the Irish traditions and culture. She spends her holidays in West Ireland where she can use her limited native language, Gaelic, freely (Joyce 157). She even accuses Gabriel of betraying his own culture by calling him a ‘West Briton’, (Joyce 166) as he identified himself more with English culture than his own native culture. This turns out to be true as Gabriel, in his speech after dinner, quotes from Robert Browning, an English poet. He even criticizes the true nationalists like Ms. Ivors: â€Å"the new generation growing up in our midst† (Joyce147). Here, Joyce alludes to cultural imperialism by the Englis h culture that threatens to erode the revival of Irish culture, and by extension, the Irish nationalism. Yeats in his â€Å"September 1913† directly criticizes the middle classes for their indifference towards Irish culture (Finneran 118). In contrast, Joyce, through two characters, Gabriel and Ms. Ivors, ridicules cultural imperialism warning that there are consequences for cultural traitors towards the end of the story. One can see Gabriel’s paralysis as due to his association with English culture rather than his own culture (Joyce 166). Yeats in the â€Å"September 1913† also shows the element of cultural betrayal but, hints that the Irish struggle for independence would continue. He criticizes the middle classes of doing little to protect their country and rues the death of Irish nationalism. He laments the loss of the glory that once his romantic native land prided. Yeats, unlike Joyce, used figurative stylistic devices to highlight the Irish situation duri ng their struggle for independence. Yeats used symbolism in â€Å"September 1913† and â€Å"Easter 1916.† In the â€Å"September 1913† poem, the expression â€Å"wild geese spread† and â€Å"wing upon every tide† (Finneran 108) symbolizes the Irish nationalists in asylum, in countries such as Austria, France and Spain. The inclusion of the names of the freedom fighters such as O’Leary symbolizes the Irish glory. In addition, the title â€Å"Easter† in â€Å"Easter 1916† poem symbolizes the rebirth of the Irish nation state. It is an illustration of the renaissance of Yeats’s view about the middle classes because of their position in the Irish Rebellion. Conclusion Irish literature is central to Irish nationalism and the modern Irish experience. Yeats, through the two poems, â€Å"September 1913† and â€Å"Easter 1916† captured the cultural reality of the Irish in this era. He believed that the Irish culture had the power to revive and reflect the Irish identity: â€Å"Now and in time to be, /whenever green is worn,† (Finneran 182). Similarly, Joyce in â€Å"The Dead† alludes to cultural imperialism and its consequences on nationalism. Thus, the dominant theme explored by Irish literature regards nationalism and continuity of the Irish culture. Abrams, Mayers et al. The Norton Anthology of English Literature. New York: W. W. Norton Company, Inc., 1986. Print. Finneran, Richard. The Collected Poems of W. B. Yeats. New York: Simon Schuster Inc., 1996. Print. Joyce, James. Dubliners. New York: Signet Classics, 1967. Print. Yeats, William. Selected Poems and Three Plays by William Butler Yeats. New York: MacMillan Publishing Company, 1962. Print.

A Couple of Notes About Couple

A Couple of Notes About Couple A Couple of Notes About â€Å"Couple† A Couple of Notes About â€Å"Couple† By Mark Nichol Couple, from the Latin word copula, meaning â€Å"bond† (yes, the term is also the origin of copulate, which is synonymous with a sense of the verb couple), has some relationship issues, so careful writers should be aware of the word’s reputation and note its proper formal usage. Couple, as a collective noun, can be associated with a singular verb or a plural one, depending on context. But unlike other words in that class, it’s more likely to use a plural verb: â€Å"The couple is celebrating its fiftieth wedding anniversary† is just awkward, because the impersonal pronoun implies that the enduring union does not involve human beings. But â€Å"The couple are celebrating their fiftieth wedding anniversary† strikes many readers, even those who, like me, advocate the singular they, as clumsy. So, refer to the couple as â€Å"the two† or even â€Å"they.† Employing couple as an adjective (â€Å"Can I borrow a couple dollars?†) is common in speech but not appropriate in writing; the proper form is to treat the word as a noun followed by the preposition of preceding another noun (â€Å"Can I borrow a couple of dollars?†) When quoting a speaker in writing, silent correction interpolating of in the record of a person’s idiomatic speech without brackets or similarly calling attention to the change is advisable. An exception to the â€Å"couple of dollars† preference is when the noun is a numerical reference (â€Å"I bet a couple of hundred dollars on the game†); though this is the preferred form, omission of of in this usage is still common and not considered incorrect. However, of should remain absent from such statements as â€Å"I’ll buy a couple more batteries.† The noun couple is also used informally to refer to more than two people. The verb form lags in generally referring to two people or things, as in connecting of train cars, though this action may repeat sequentially. The form coupling can be a verb, an adjective, and a noun. Note, too, that â€Å"coupled with† takes a singular verb: â€Å"That incident, coupled with his behavior yesterday, is a clear sign of his instability.† 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:Cost-Effective vs. Cost-EfficientExcited ABOUT, not "for" I wish I were...

Schoolhouse Lane Estates - Development and Industry Maturation of Wine Term Paper

Schoolhouse Lane Estates - Development and Industry Maturation of Winery - Term Paper Example The demand eventually grew and so Jan decided to operate her own winery. Eventually, Jan became a proud winery owner as what she dreamed about. The business continued to operate and since then Jan was able to encounter expansion of her business at the local wine markets such as wholesalers, retailers, restaurants and caterers. Schoolhouse Lane’s products resulted in net growing revenues. Along with its growth comes the increase on expenses such as on sales and marketing and eventually the spiralling growth of inventories considering that red wines and red wine blends would need a long period of time for ageing in oak barrels. Eventually, Schoolhouse Lane Estates winery is a growing company and is considering rapid expansion as far as there is continued support for its products in the local markets. The case starts with the company history. There is substantial evidence presented about the winery and its evolution which was primarily dated back to Long Island’s Wine Industry in the 1970s. There are also substantial data on Schoolhouse Lane Estates in line with its income statements, balance sheets, and statement of cash flow from 1999 to 2003. The case also cited the information on recent development and industry maturation of winery, the wine production in the United States, the changing dynamics of the US wine market, the competition involved and specific courses of actions made by Jan in order to continue to operate and expand its business. It is clear that the level of analyses that must be involved in the case are combined Level 1 (Industry Issues) and Level 2 (Organization Issues) considering that the demand for wines decreases across California while selling high and eventually more acres of land were converted into fruit trees. This resulted in several wineries gone bankrupt. On the other hand, Jan planned to purchase a new acre of land for her winery  expansion yet considering the Industry’s current trend; it would be a problem on her part to look for sources of working capital as far as her financial options are concerned.