Murders in the Rue Morgue

Edgar Allen Poe is considered the father of the modern mystery novel as well as a premier short story writer and poet. While it may not be â€Å"CSI†, his novella â€Å"Murders in the Rue Morgue† also discussed rudimentary forensics with detectives discovering that hair left on the murder victims is not human. Not bad for a guy born almost 200 years ago. Poe was the son of an actress, born in Boston in 1809. He attended the University of Virginia after being raised by the Allen family after his mother dies.In his short life, Poe developed a drinking and drug habit (Wilson) and his love to disease. Poe lived only 40 years, but was prolific, writing some of the best-known horror short stories of all time. Most children grow up shivering to the tales of â€Å"The Tell-Tale Heart† and â€Å"The Pit and the Pendulum† and as adults, the equally chilling tales of â€Å"The Cask of Amontillado† and â€Å"Hop-Frog† inspire horror. His gothic writing s tyle created horror and love with a deep atmosphere, with poems like â€Å"Annabelle Lee†.And, stories like â€Å"The Masque of the Red Death† are both social and historical commentary on the plight of the plague victims. His poem â€Å"The Conqueror Worm† also talks about the struggle of good versus evil. Part of the appeal of the works of Poe is that he is so diverse. Though best known for the poem â€Å"The Raven†, stories like â€Å"The Murders in the Rue Morgue† show the diversity of his abilities. The ability to write mystery stories and horror is not a given and his works gave rise to ideas that would later become the industry standard.For example, the idea of hiding in plain sight developed out of the short story â€Å"The Purloined Letter†. The very concept of forensics was introduced in the â€Å"Rue Morgue† and Poe was also a major force in the development of the detective novel. Perhaps the most interesting aspect of Poeâ €™s life and works was that his life was marred by tragedy. His lover, a cousin, died within two years of their marriage and his mother died while he was young. His dark and tragic life is blamed and credited for his genius.Whether his poetry can be put down to the fleeting fantasy of laudanum induced hallucinations or the words of a tortured soul, no one can say. What we can say is that Poe is one of the first truly great American writers. WORKS CITED Girando, Robert. â€Å"Welcome to PoeStories. Com† http://www. poemuseum. org/, October 29, 2007. â€Å"Poe Museum† , October 29, 2007. Wilson, James Southall. â€Å"Poe’s Life† http://www. poemuseum. org/poes_life/index. html, October 29, 2007.

Discuss the relationship between literary and film versions of a particular ‘romance’ text

When a reader reads a novel and then watches a movie based on the book, they take in two very different perspectives. The use of camera techniques within the movie creates the story from the director's or script writers perspective, leaving the viewer only with one interpretation of the novel whereas when a reader reads the novel, he or she takes in a personal insight to the book and creates their own version to the narrative process. Wuthering Heights, written by Emily Bronte in the mid 19th century is a gothic novel which presents the love of Cathy Earnshaw and Heathcliff as a very innocent relationship whereby many people will see it as been a ‘teenage crush'. The novel is structured around two key points (purposes): the strong male ‘hero', and the romance between the hero and heroine (Cranny-Francis). Wuthering Heights is in many ways a romance novel (even though many critics choose not to agree). The term ‘romance' according to the Oxford English Dictionary the term is defined as: A prevailing sense of wonder or mystery surrounding the mutual attraction in a love affair. Cathy and Heathcliff's romance for one another is outside social due to economic circumstances therefore they do not marry even though their love for one another remains strong until the end of the novel (Cranny-Francis). The many movie versions made of Wuthering Heights have gotten a grasp on the main shared themes in the story yet however the differences between the two mediums is vital to the narrative structure. Heathcliff's character been vital to the storyline (as he is the novels key point of focus) is very important when making the movie versions of Wuthering Heights as he brings out the audiences response (Haire-Sargeant). Previously, film versions of Wuthering Heights have in fact attempted to explain the character of Heathcliff in a way the audience can connect with this character and achieve their expectations. Directors have been doing this change by altering parts of the story so that Heathcliff's character is not as evil as Bronte's character in the novel is; or by leading the audience or the reader as Bronte does to take in Heathcliff's good and wicked personality within his perspective. When Bronte wrote the novel, of course it had to have been linguistic. Movies however, cannot give the viewer every last detail that is in the novel and therefore have to adapt the book into a screenplay in order all the audience can understand its concept. Therefore changes and problems are created. The question which arises from every book turned into a movie becomes ‘does the movie mirror or replicate the context of the novel' which in so many words is not possible. To get every last detail of a four hundred page novel down in the short space of two/ or three hours will confuse the viewer as movies unlike novels do not ask for an audiences creativity to form the story it is already done and bought to life on screen. The question at hand therefore should be ‘how does the movie engage audiences/ viewers attention? Does it succeed in its own way? (Haire-Sargeant) This analysis of Wuthering Heights will be explored in William Wyler's 1939 version and also in Peter Kosminsky's 1992 version of the book. From the beginning of the novel Heathcliff is bought into the story as diclassi. He is bought home by Mr Earnshaw and is just explained to be ‘from the streets – a gipsy'. His background remains anonymous to the reader throughout the book as well as the movies (Cranny-Francis). In the novel, Nelly Dean tells Lockwood the narrative from her personal insight to the family having been with them for three generations. However, in Wylers movie the story is presented by first generation of Earnshaw and Linton. In the book, Bronte makes Heathcliff's character appear to be tall, dark, passionate, violent and uncivilised. Yet however, in Wyler's version of Wuthering Heights he has cast Lawrence Olivier to play the character of Heathcliff. He is characterised differently in this movie in comparison to the novel. Wyler and Olivier present Heathcliffs emotions and the cruelty he has had to bear from Hindley a great deal. This 1939 version of Wuthering Heights is what Haire-Sargeant describes as been ‘holographic'. The movies framing brings the movie together to form together a masterpiece work. Wyler controls a black and white of delicately shaded tonality; the powerfully expressed emotional and spiritual touch. The story through the use of extreme emphasis on visuals presents open space in comparison to the settings described by Bronte in the novel. (Haire-Sargeant p. p. 170-173). Wyler's movie has bought forth to the audience attention the connection between Heathcliff and Cathy and the emptiness of the world for both of them when not together (Hair-Sargeant). Peter Kosminskys 1992 version titled Emily Bronte's Wuthering Heights did not achieve the audience response that the 1939 one received merely due to the fact of poor casting. French actress Juliette Binoche played both the characters of first generation and second generation Catherine. The controversy surrounding this poor casting was simply the fact that Catherine in Bronte's novel was from an English background. To cast a French to play the role of an English girl was part of the reason of why the movie did not seem to do well. Another interesting casting in this movie was the actor who took on the role of Heathcliff: Ralph Fiennes. Although he did not look in the part with his refined features, he quite differently to Olivier's performance of Heathcliff in the 1939 version presented a quiet, smiling torturer at play. This is a major personality characteristic of Bronte's Heathcliff in the novel. The cruel personality of Heathcliff in this movie version cannot be understood to be an act of anger or personality as the Heathcliff played by Olivier presents. Different to the 1939 Wuthering Heights and the book by Bronte, in this version it is not Heathcliff who holds the narrative process together but rather it is Catherine. The story in this version gave the character of Catherine more maturity and power as opposed to in the book where Bronte seemed to present an immature ‘school-girl' type of girl in the first generation Cathy's personality. Yet the most important factor to consider is the fact that Binoche took on the role of both mother and daughter each been delivered differently and fitting in together with the story. Unlike the book where Bronte focuses a great deal of volume one on the first generations childhood, the book just touches on it and skims past them really quickly leaving the audience to fill in the gaps. For example Nelly Dean's character in this movie only has a small role and does not state exactly who she is to the audience whereas in the book more then half of it is her narrative of the events circulating between the Earnshaws, Lintons and Heathcliff. Another example is the character of Hindley who is important to the novel. He fades off the screen as well as his wife, Frances, before the viewers' notice what happened to them. Kosminskys main interest in this movie was to show the viewer the great love story between Cathy and Heathcliff. Yet he gave the audience little time to grasp the storyline as he wanted us to focus primarily on the main ‘stars' without drifting the audiences mind towards other matters. Unlike Wyler's version however, like the book the 1992 version presented both the second generation as well as Lockwood. The end of the movie showed second generation Cathy and Hareton riding together a happy couple getting married soon. This romance developed gradually over a period of time in the novel whereas in the movie it is one of the final shots. This refers back to the point made earlier about Kosminsky's skimming over the lives of the characters in the story not letting the audience take in what is happening. Hareton's character in this movie version did not have an important role nor did he make much appearance whilst he was a central character in the novel. The key strength of the movie however, is the use of only key subject matters in relation to the story to make it fit perfectly into the duration time of two hours (Haire-Sargeant). The use of settings, tone and music all contribute to the construction of the film. When a reader reads the novel they create their own interpretation and felt emotions in regards to what is happening in the texts, but however with movies comes the fact that we are witnessing all one set perspective of the story. Music and scenery are a major aspect of witnessing something before us especially on screen. It reminds the viewer of how they see what is real and what is not real, therefore forming and revealing the storyline. The use of screenplay and Hollywood touches adds more drama to the actual story, making the love story appear to be more realistic for viewers and more ‘romantic' in relation to the novel where it is interpreted according to the readers' imagination. The book allows readers to go beyond the linguistic and explore deeply into the plot, whereas the movie is set images on screen and it is up to the viewers to accept or reject the shared ideas or themes introduced by the screen play writer and the actors acting out the novels characters. Wuthering Heights the novel is a well structured novel, which explores everyone and every event in sufficient detail for the reader to comprehend the story. It gives the reader the impression that they are part of the dramas of the characters lives and the reader has a connection with each storyline. The movie because it is so fast paced and shorter then the novel, the viewer can not make that special connection which keeps them enticed as they are not using their imagination but rather their sight sense. In conclusion, going back to the question bought up earlier in regards to whether the two movie versions made of Wuthering Heights have brought to life the novels' key strengths, the novel and the movie both are unique and interesting in their own set ways. Whilst the novel has been interpreted to be a Gothic novel with a metaphorical aspect of romance in it by many critics over the past centuries, the movie versions of this is novel is far from been described and categorised as been Gothic. It is a highly dramatic piece of work with a totally different presentation of the characters which Bronte firstly introduced in her 1800s novel. The novels plot thickens mainly around Cathy and Heathcliff and for a director to put this into action a lot of things need to be toned down as of the fact the story was written two centuries ago and the audience who view it in today's society will vary in ages therefore it needed to be played down so the viewer can take in more of the story and the characters and walk away with the basic concept of what the book is about. The use of sadism in Heathcliff's character is played down on in the movie versions of the novel, and although both the Heathcliff's played out by Fiennes and Olivier are differently presented they both sum up the main plot of the un-dying love between Catherine and Heathcliff that Bronte sought to present in her book but however, each director displays this theme accordingly to his own personal interpretations of the story.

Attention Deficit Hyperactivity Disorder Essay Example | Topics and Well Written Essays - 500 words

Attention Deficit Hyperactivity Disorder - Essay Example Literature Review According to medical field, ADHD is caused by Defect in the central nervous system of a child. The doctors suggest that this disorder can be controlled to an extent by the elimination of refined sugar and other food additives. â€Å"Among students with ADHD, medication treatment was not related to better adjustment or diminished ADHD symptoms. The contribution of inattention to academic concerns and depressive symptoms remained significant when controlling for personality traits†(Rabiner,2007,pg. 689-6990).However, nature is found to be the best medicine for this disorder at all times. Children learning in an open space with access to tress, plants, flowers and waterfalls have seen to be more attentive and pleasant while learning. Method The method used in this research is the quantitative research method, where in the effectiveness of natural treatment on ADHD suffering children is analyzed by surveys. The behavioral patterns of the children when accessed to natural surrounding is studied by survey a better idea of effectiveness of the natural treatment .This gave an opportunity to assess the situation of the children with disease with regard to the natural environment.

Benefits of Globalization Essay Example | Topics and Well Written Essays - 1000 words

Benefits of Globalization - Essay Example If an organization has already planned how will they cope up with globalization then they can easily extract the benefits. In the same way organizations that do not plan from before are unable to take benefits from globalization. Organizations tend to get more active and competitive in result of globalization due to the fact that newer and better firms enter the market. At this situation an organization cannot relax with the idea of brand loyalty, as people tend to change brands. Qualities with price have become the major factor for buying decisions. In the next five years the international market will become more competitive, prices will go down and quality of products will increase this can be said seeing the present trend of the market. These changes will affect international marketing. Promoting a product would be more through the technical aspects of the product. Marketers would have to find newer and more innovative ideas to attract the customers. Any organization that is givin g a better quality in a matched price would be successful. The on-going process of globalization leads to the emergence of a 'global order' engendering new and pressing moral and ethical issues. In the hands of the powerful, notably global business, globalization has the reality to embed the full range of injustices and inequities that the global economy can deliver. For example those of you familiar with the debate about supply of cheap medicines to Africa have experienced this first hand. In some parts of the world, globalization has destroyed the fish resources of the Pacific by using bigger foreign fishing vessels. It also has the capacity to destroy the tropical forests in PNG and Indonesia because China and Europe want plywood. In both cases, communities are destroyed and livelihoods of future generations are removed. There are different ethical and social issues that an organization can face while doing business internationally. The first and major issue to any organization that is operating a business in the international market is to adopt the social and cultural norms of a country. Other issues include polluting the environment of the country, using ingredients in the product that the people of the country prohibit to use. Another problem can be the different style of the same product that is being used in the country. For example in United States hot dogs are made from ham but in Pakistan hot dogs are being made using meat. To handle these situations an organization needs to plan its actions before hand. This is the only option that's most suitable to for any organization. A study of the ethical issues before launching the product should be carried out and planning on how to solve these issues should be done as well. Ans. 3 As the marketing director the first thing that I will do is to check the demand of my product in the region and the countries that will host the product. The next step would be of studying the different cultures and norms that prevail in those countries or region. The third step would be a study about related products in the region or the countries and how they are handled. How successful they are and what type of marketing

Safety Not Guaranteed Movie Review Example | Topics and Well Written Essays - 1250 words - 1

Safety Not Guaranteed - Movie Review Example However, a short description of the film will not do justice to it. The film starts when some unfamiliar classified ad on television inspires 3 cynical Seattle magazine employees and creates the urge to search for the story behind it. A furtive weird character named Kenneth along with a pleasant however suspicious supermarket clerk who is quite affirmative regarding the mystery of time travel and that he has found its solution. All these characters go on a journey which is entertaining, smart, and unexpectedly profound, revealing the understanding of how far believing can take you. However, the process of interpersonal communication between the characters resulted in different kinds of conflicts and relationships in the film. The development of friendship, the development of romantic relationships-commitment, and managing the conflicts. This paper will discuss these development concepts in reference with ‘Safety Not Guaranteed’ characters and their interpersonal communic ation. Interpersonal communication has been the basis of every film that has been produced so far (however, exceptions are always there). The plot of this film is so designed that all the characters are unfamiliar to each other does not each other. However, for one commitment which is to identify who placed the ad, all of them goes on journey and somehow become friends. Jeff, Darius, and Arnau who intends to investigate the ad and the person behind it starts to know each other. Once they find the person who placed the ad (Kenneth) Darius felt something for Kenneth and started liking him. However, this development of romantic relationship was revealed when she broke the news about the death of her mother when she was a kid (Holden, 2012). However, Kenneth wanted to back into 2001 so that he can prevent the death of his then-girlfriend who died off a car accident. This obviously had have disturbed Darius. However, Darius very efficiently managed the conflict between her and Kenneth wh en he ran into the woods at the end of the movie towards his time travelling machine which was an airboat. She clears herself out and was able to convince him that everything else was true and she liked him. Kenneth along with Darius and the airboat suddenly vanishes from the spot. However, the implementation of interpersonal development has been showcased in the film quite often; when Darius was interviewed by the government agents who thought that she might be a spy as she interviewed the government scientists (Holden, 2012). The process of interpersonal communication and its development has been very efficiently placed and implemented in this film, in my opinion. The characters were so designed and placed that they all demonstrated a well-organized setting of interpersonal communication in a series of different situations. The examples which I have quoted above, all fits in the requirements of efficient and effective interpersonal. According to the class text and a general unders tanding of interpersonal relationships in developing friendship usually involves the first step of role limited interaction with small talk information. The friendly relations are then formed if individuals find common interests. This then develops into friendship with a little self-disclosure of oneself. Similarly, all the three characters that had been exampled in this paper fits on this theory. They all were strangers and did not know each other until one common project (to find

How to build an android application Essay Example | Topics and Well Written Essays - 1500 words - 1

How to build an android application - Essay Example Android 1.0 was released in 2008 and featured in HTC dream. In Feb 2009 Android 1.1 update was released for the use in T mobile (Böhmer, 6). On 30th April 2009, cupcake version of android (Android 1.5) was unveiled with more enhancements than the previous version. It had Bluetooth and camcorder support, animation and on screen keyboard. Android version 1.6 Donut was released later in September the same year as the cupcake version. In October 2009, Android 2.0 Eclaire version was released with a few improvements made on the version 1.6. It had an improved user interface, speed, on screen keyboard. The release of versions 2.0.1 and 2.1 (SDK ) followed on 3rd December 2009 and 12th January 2010 respectively. Android 2.2: Froyo was then released on 20th May 2010 with such improvements as home screen widgets, camera control and multilingual keyboard support. On 6th December 2010, Android version 2.3: Gingerbread was released. This version had a more refined user interface which improved simplicity of the UI. The simplified user interface ensured an increased speed. The support for screens with higher resolution was another one of the improvement made in this version in addition to sensor compatibility (Böhmer, 8). Android 3.0: Honeycomb was released on 22nd February 2011 with an optimized user interface specifically for tablets. The on screen keyboard was redesigned for accuracy and speed in the entry. It enables Bluetooth tethering which allowed more devices share network connections. In 19 October 2011 Android version 4.0 : Ice cream sand which was unveiled with refined user interface, wifi direct support , network data control and face unlock among other enhancements. Android version 4.1:Jelly Bean was released on 9th July 2012 followed closely by Android 4.2 Jelly Bean 4.2 on 29th October 2012. A number of ways exist through which android development can be created. For windows, the following steps should

A thank you letter for being granted a Union County College Scholarship Essay

A thank you letter for being granted a Union County College - Scholarship Essay Example This has been occasioned by the realization that to be able to complete my course training, I would have to take three years. This scholarship will help me be able to pay my tuition fees to be able to complete my academics. This scholarship will help me during my internships. The scholarship will also help me complete my college tuition fees and hence be able to graduate. Completion of my studies which will be facilitated by the scholarship will enable me to secure employment in nursing which is my area of interest. I will therefore be able to offer quality services to the patients and demonstrate my skills and knowledge that I have gained during my course of study. This will help me derive personal satisfaction from my work and ensure better services to the patients. Union County College Foundation. UCC Tips for Scholarship Thank You Letters. 2010-2011, Available at: http://www.ucc.edu/Media/Website%20Resources/images/PayingForCollege/2010-2011%20documents/ThankYouTips.pdf. Retrieved on: November 22

Urban outfitters budgets Essay Example | Topics and Well Written Essays - 250 words

Urban outfitters budgets - Essay Example expansion of the market will lead to application of new marketing strategies and employment of more workers, which will increase the wages and administrative expenses (Smith 2010). In marketing, control and evaluation is crucial because Urban Outfitters determines the performance and effectiveness of marketing operations. In measuring the performance of marketing information, control and evaluation provides useful information. Evaluation and control program in the marketing department provides the manager with output of the services and products. Evaluation and control can also help the company to know where to make improvement and the areas it has success. Through evaluation and control the business takes into account external conditions relating to marketing programs like customer feedback. The feedbacks help in determining employee performance. Through control and evaluation Urban Outfitters will be able to focus in all marketing areas (Smith

Intervention and Evaluation Essay Example | Topics and Well Written Essays - 500 words

Intervention and Evaluation - Essay Example It is imperative that intervention and evaluation measures must be taken to deal with these issues. Research data states that obesity has taken a form of epidemic in United States and there is a remarkable increase in the obese and overweight individuals since 1999- 2006, owing to increase BMI (Body Mass Index). If BMI is >40.0 an individual is said to be extremely obese and this accounts to 6% of the US population, on the other hand if the BMI of individual is >30.0, then he is under the category of obese and accounts for 34% of US population while individuals with BMI in the range of 25.0 – 29.0 are considered to be overweight and accounts for 33% of the US population. This segment of population are liable for chronic diseases related to heart viz. hypertension, type 2 diabetes, cancers and stroke (Recommended Community Strategies and Measurements to Prevent Obesity in the United States; The Community Foundation for Greater Atlanta). Identified Problems: Reasons paving the way for obesity followed by hypertension are formulated they encompass life styles, eating habits and diet, exercise, environmental factors including , lack of space to play and exercise and stress both at personal and professional levels. It is essential that states and communities must intervene to generate an atmosphere that sustain healthy eating and energetic living. Considering this as crucial issue, CDC instigated Common Community Measures for Obesity Prevention Project to formulate obesity prevention strategies and monitor its implementation for prevention of obesity followed by hypertension (Recommended Community Strategies and Measurements to Prevent Obesity in the United States; The Community Foundation for Greater Atlanta). Interventions: In order to create an awareness to combat with issues like obesity and hypertension, communities should come forward to enhance the availability of healthier food and beverages in public service venues including schools, parks,

Pricing Strategy and Channel Distribution Essay

Pricing Strategy and Channel Distribution - Essay Example Market penetration pricing strategy will introduce Hall detergent at a lower price than the other detergents already existing in the market. The introduced products will come in different packages, each of which will have its price depending on the amounts packaged. The company is aware that it is exploring a competitive market segment where lowering prices at the entry stage will enable the company to acquire its own market niche. Once the detergent has gained a significant share of the market, the company will pursue other strategies and reduce prices accordingly. Market penetration is going to attract people who have never used the detergent before. The company aims at attracting new customers to use Hall detergent for their daily household activities such as washing and cleaning. The penetration pricing strategy will help the company to create a high market share for the new detergent. By using market penetration strategy, the company is going to create the presence of its produc ts in the consumers’ mind. This pricing strategy will create goodwill for the brand name of the detergent and will consequently make them positively attached to the product for a long time. The strategy will create a room for cost reduction and control right from the initial manufacturing stage to the end user. The increase in cost controls will help the company to increase profit margins throughout the channels of distribution and gain a competitive advantage against other companies manufacturing detergents. The tactics that the company is going to adopt in penetration pricing will include price competition and value pricing. The company will employ competitive pricing strategy tactic to penetrate the market already occupied by other players, as well as to set pieces according to the prices of similar detergents in the market. The competitive tactic is aimed at creating a distinction for the Halls detergent from the other detergents in the market. The Hall detergent is going to have a lower cross price elasticity as well as price elasticity, which will increase the demand for the detergent. Competition pricing strategy will create a room for the customers to explore the features of the hall detergent. This product has been made of high quality ingredients to ensure that cleaning becomes a fun activity. The effortless usage of the Hall detergents is the main feature that the company seeks to market using penetration and competition pricing strategies. The competitive pricing strategy will give the customers the right to choose between varieties of products as the company has a chance of displaying their products with high quality features at a lower price. In competition pricing strategy, a seller offers low products produced with low costs. However, the company will not use less quality ingredients in its bid to sell products at a lower price or control prices. The company will produce the Hall detergent with strict quality control and assurance. Once the product has gained its market share, the company will employ a value based pricing tactic. According to Boone and Kurtz (2010), value based pricing tactic will compare the quality and prices of the competing products in the market. The strategy will only work for goods that that are relatively low priced.

U.S. Nuclear Weapons and Weapon Programs Essay Example for Free

U.S. Nuclear Weapons and Weapon Programs Essay Thesis Statement: Replacing the Stockpile Stewardship Program (SSP) with the Reliable Replacement Warhead Program (RRW) may alleviate existing issues concerning the long-term reliability, safety, security, and manufacturing of U. S. weapons. However, the RRW has been cancelled due to the overwhelming concern of long-term funds to maintain RRW and Democrats feel as though the RRW is not a proven technology (GlobalSecurity. org). However, the RRW should be used as a motive not to continue nuclear testing. Currently, the SSP consists of worn weapons that are costly to maintain and are subjected to underground testing (Boyer 303). Implementing the RRW will provide cost-efficient and reliable weapons that are manufactured to last with fewer obligations to nuclear underground testing. Implementing the RRW would be a good investment for this reason alone. Overall, replacing the SSP with the RRW will establish new cost-efficient weapons with less maintenance that are less prone to underground nuclear testing; provide state-of-the art technology to protect the U. S. from terrorist’s intrusions – such as hacking and unauthorized usage, and create an efficient method for securing the decreasing stockpile. 1) Long Term Reliability of U. S Weapons. The maintenance of refurbished weapons may become more complicated due to aging. The RRW addresses this issue by implementing new weapons that are cost-efficient and safe thus providing reliable and safe weapons for the U. S. According to the article, A New Nuclear Warhead, â€Å"The RRW is committed to the smallest nuclear stockpile consistent with our security; to safe, secure and reliable weapons; and to the current nuclear testing moratorium. † Refurbished weapons tend to need more maintenance and are subject to nuclear underground testing. 2) The Safety and Security of U. S. Weapons. The SSP may not be sufficient to meet future goals pertaining to the safety and security of U. S Weapons. In the article, Reliable Replacement Warhead, â€Å"RRW aims to make US nuclear weapons safer and more secure against unauthorized use by incorporating state-of-the-art security features that cannot be retrofitted to older weapons. The ultimate goal is to transition to a smaller, more responsive nuclear infrastructure that will enable future administrations to adjust the US nuclear stockpile as geopolitical conditions warrant. † (26) 3) Maintenance of Existing Weapons may become more expensive with the SSP. Refurbished weapons require more maintenance than newer weapons thus requiring additional funds to sustain current conditions of the weapons. According to the Department of Defense news release, Kenneth Krieg states that the implementation of the RRW will reduce stockpile size by permitting new weapons with less maintenance. Newer weapons will need less maintenance and in return will be less applicable to additional funding. Members of the Nuclear Weapons Council are confident that incorporating the RRW will permit a more positive and cost-effective infrastructure by employing improved computational and experimental tools to administer the technical base (U. S. Strategic Command 1). 4) Implementing the New RRW Plan. The RRW intends to implement newer U. S weapons with higher-performance ratings and advance safety and security features while providing a less expensive maintenance plan. After examining the article in Bulletin of Atomic Scientist, the RRW is aimed at accomplishing a more cost effective and efficient method of securing the decreasing stockpile to be more reliable and safe (Drell 48). Incorporating the RRW will provide the tools necessary to ensure that nuclear underground testing is less likely to be required for future designs (A Different Kind of Complex 1). Conclusion: Unfortunately, the RRW has been cancelled due to the overwhelming concerns of long-term funds to maintain RRW and Democrats feel as though the RRW is not a proven technology. However, the RRW should be used as a motive not to continue nuclear testing. Implementing the RRW will alleviate the SSP of existing issues concerning the long-term reliability, safety, security and manufacturing of U. S weapons that are less prone to underground nuclear testing. Overall, RRW will serve as a solution to the ongoing concerns of underground nuclear testing. Works Cited Arm Control Association. â€Å"A Different Kind of Complex: The Future of U. S. Weapons and the Nuclear Weapons Enterprise. †(1997-2009): 3 March 2009 http://www. armscontrol. org/print/3454 A New Nuclear Warhead. (Editorial Desk)(Letter to the editor). The New York Times. (30 Jan 2007): A20(L). Opposing Viewpoints Resource Center. Gale. Apollo Library. 3 Mar. 2009 http://find. galegroup. com/ovrc/infomark. do? contentSet=IAC-Documentstype=retrievetabID=T004prodId=OVRCdocId=A158559391source=galeuserGroupName=uphoenixversion=1. 0 Boyer, Paul S. â€Å"Nuclear Weapons. † The Oxford Companion to the United States History. Oxford University Press. (2001): 303 Department of Defense news release. (2March 2007): Reliable Replacement Warhead Design Decision Announced http://find. galegroup. com/itx/start. do? prodId=ITOF Global Security for America. â€Å"U. S. Strategic Commands Supports RRW Strategy. † (2007) 2 March 2007 http://www. stratcom. mil/default. asp? page=newsarticle=14 GlobalSecuirty. org. â€Å"Weapons of Mass Destruction. Reliable Replacement Warhead. † (2009) 11 March 2009 http://www. globalsecurity. org/wmd/systems/rrw. htm Interavia Business and Technology. â€Å"Reliable Replacement Warhead. † (2007): 3 March 2009 http://find. galegroup. com/itx/start. do? prodId=ITOF

Blood Sports (Debate) Essay Example for Free

Blood Sports (Debate) Essay Blood sports should not be banned; whatever problems there are with the sport can be fixed with reforms. The World Health Organization has called for tighter regulation, including â€Å"Simple rules, such as requiring medical clearance, national passports to prevent players from fighting under more than one name, restricting fights for fixed periods after knockouts, requiring that ringside physicians be paid by the state and not the promoter, and making sure that the players are aware of the potential long-term consequence of blood sports, may help protect them to some degree. †The Australian Medical Association additionally â€Å"recommends that media coverage should be subject to control codes similar to those which apply to television screening of violence. †Finally, the World Medical Association suggests that all matches should have a ring physician authorized to stop the fight at any time. It has been reported that no safety regulations would be effective if head blows remain however such authors incorrectly apportion blame on boxing for a group of diseases known as Parkinson’s syndrome. Blood sports can result in chronic traumatic neurological conditions if fighters are not well matched, and fight without regulations in regard to their exposure. Boxing cannot cause Parkinson’s disease or other conditions such as Alzheimer’s disease as those are genetic conditions so to include them together as one set of conditions is incorrect and misleading. About 80% of deaths are caused by head, brain, and neck injuries, so the removal of the head as a scoring region may make a huge difference to the injury outcomes for this sport. However it would also change the very nature of the sport; and may mean people won’t participate in it. Ultimately, governments should do what they can to make blood sports as safe as possible, without losing the essence of the sport or banning it entirely. - (Banning blood sports would force people to channel their aggression into more harmful, violent activities) There is no conclusive scientific evidence linking increased contact sport participation with being more violent in social settings. Such statements make it sound as thought we would have not violence in society if all contact sport was removed and we all know that is untrue. Blood sports isn’t about violent aggression, it is about controlled aggression this is very different to violent behaviors. In a report on â€Å"violent† sports in schools, conducted by the Lance Armstrong Foundation, a martial-arts instructor explained, â€Å"Contact and combat sports allow students to deal with their aggression in a safe environment, rather than in the context of the classroom or school hallway. †This type of outlet is not only important for youth, but for adults as well. Jason Brick said, â€Å"Positive Views on Violence In Sports,† Live strong, January 7, 2011, accessed July 13, 2011, With /proposition (The Effect of blood sports on the viewers) Blood Sports have been around for decades. Viewing violence generally triggers or serves in the increase of aggression of an individual. Sports such as wrestling (smack down) and Ultimate Fighter Competition (UFC) are bloody sports and have mostly negative effects on those who watch them. The objective of these two sports is to beat an individual into unconsciousness, make them tap out by inflicting pain, if none of these is accomplished within a time frame, the match is to be stopped and the judges decide who wins. Many children, teenagers, and even adults tend to try and imitate a knock out or combos that were seen performed at one of these fights onto an individual in an uncontrolled environment whether it is their sibling, friend, coworker, or a stranger for different reasons that includes but is not limited to a misunderstanding or horse playing. Watching this sport leaves the viewer psychologically aggressive. For example, if someone watches a match and gets into a fight with another person later on, that person is more likely to use a technique he saw during the fight, and since there is no referee to stop the fight in case of suffocation or tap-out, the victim is more likely to bleed, pass out or even dies. During the 1980’s, two men were in a bar discussing the Marvin Haggler and Sugar Ray Leonard fight that had occurred several days before, and in the process on trying to show exactly how one of the punch landed, both men went outside, drawing a crowd with them. The demonstration turned tragic when one of the men landed a punch to the jaw of the other, and such was the power of the blow, that the victim fell, hit his head on the pavement and started to bleed, and had to be buried a few weeks later. Seeing and permitting violence to be seen makes it seem normal and legal when in fact it is not normal and it is horrible, but here is where lies another problem which is called desensitization. Many years ago when a horrible scene was about to be portrayed on your television set, there would first appear a window saying the images that you are about to see might injure the sensibility of certain people or words to that effect. Well, have you noticed that now they no longer even bother showing that little window? Its as if the media know that human kind are used to everything by now. That nothing is going to affect them that much. So what does this show? It shows that us human beings are getting desensitized to everything and when that happens it also means that we dont get so emotional about anything anymore and so consequently dont fight any more either in order to strive for a change. We have all come to a point where nothing moves us that much anymore. (Pain and Injury as the Price of blood sports) Many people think about sports in a paradoxical way: They accept violence in sports, but the injuries caused by that violence make them uneasy. They seem to want violence without consequences— like the ?ctionalized violence they see in the media and video games in which characters engage in brutality without being seriously or permanently injured. However, blood sports are real, and it causes real pain, injury, disability, and even death (Dater, 2005; Farber, 2004; Leahy, 2008; Rice, 2005; Smith, 2005b; Young, 2004a). Ron Rice, an NFL player whose career ended when he tackled an opponent, discusses the real consequences of blood sports. The brutal body contact of the tackle left him temporarily paralyzed and permanently disabled. He remembers that â€Å"before I hit the ground, I knew my career was over. . . . My body froze. I was like a tree that had been cut down, teetering, then crashing, unable to break my fall. † Research on pain and injury among athletes helps us understand that blood sports have real consequences. Studies indicate that professional sports involving brutal body contact and borderline violence are among the most dangerous workplaces in the occupational world. The same could be said about high-pro? le power and performance intercollegiate sports in which 80 percent of male and female athletes sustain at least one serious injury while playing their sports and nearly 70 percent are disabled for two or more weeks. Research shows a close connection between dominant ideas about masculinity and the high rate of injuries in many sports. Ironically, some power and performance sports are organized so that players feel that their manhood is up for grabs. Men who de? ne masculinity in terms of physically dominating others often use violence in sports as an expression of this code of manhood. Until they critically examine issues related to gender and the organization of their sports, they will mistakenly de? ne violence as a source of rewards rather than a source of chronic pain and disabilities that constrain and threaten their lives.

Towards Speaking English Through Creative Drama English Language Essay

Towards Speaking English Through Creative Drama English Language Essay This study aimed to investigate the effectiveness of creative drama on the enhancement of learners positive attitude towards speaking English in state high schools. A one-group pre-test/post-test study was carried out with 12 intermediate level students who were voluntarily selected. As a treatment students attended a 4-week creative drama program run by the researcher who received 320 hours of training for being a creative drama instructor. Four different instruments were employed to collect data in the study: Attitude questionnaire, student interviews, teacher observation notes and reflective journals. The attitude test was administered to the participants before and after the 4-week creative drama program, and the findings were compared to see the impact of the treatment. The data obtained by reflective journals, observation notes and interviews was grouped and analyzed. The results of the obtained data indicate that there were significant differences before and after the treatmen t in terms of enhancement of positive attitude towards speaking English. I.INTRODUCTION Statement of the purpose The present study was designed to determine the empirical validity of the assumption that providing learners of English as a foreign language with creative drama activities during English classes can enhance their positive attitude towards speaking English. It is suggested that learners will be more eager to learn and practice English if they adopt a positive attitude towards it. Justification It is clear that in the age of communication the role attached to speaking skill is far greater than it used to be. Due to the increasing mobility of nations, it is not surprising to see people who witness others speaking a number of languages in their daily life. The change in social structure has been reflected in linguistics through shifts in thoughts and notions, methods and techniques. What was once linguistic-oriented has now become a communicative one. With the increasing importance of learning English as a foreign language, many studies have been conducted to investigate better ways to teach English so far. Creative drama is shown as one of those ways by contemporary trends in language teaching. It is suggested that with creative drama activities learners cooperate with each other effectively during the application of the knowledge and the skills that they have acquired, learn better and discover new things about themselves. Creative drama is a kind of education technique that was developed by Peter Slade, Brian Way, Dorothy Heathcote and Gavin Bolton in England and is applied for almost all kinds of learning activities especially in improving verbal and written expression in language learning lessons. According to Davis (1996), in national education programmes in England, it is obligatory to use drama in English lessons. It is a known fact that in England, drama is being used as a method in speaking and writing fields of language teaching for a long time. In Turkey creative drama started to be applied especially in preschool education and elementary schools, in order to develop their creativity, self-confidence, independent thinking, self-control, and problem solving skills. In our world where individual, national and international competition is getting hard and there is a constant change, existing is based on having these qualities not on rote learning. In order to bring the children and adults in these qualities, instead of traditional education methods, methods of learning by living in social and natural environment should be used. One of these methods is creative drama. AdÄ ±gà ¼zel (2006) defines creative drama as follows: Creative drama is to represent or animate a subject, an experience, an event, a concept or behaviour with a group utilizing improvisation and role play techniques and using the experiences of group members. These improvising activities are carried out with an experienced leader and creative drama directly utilizes the general facilities of children games. In the light of this definition creative drama may be considered as a method of learning, a tool for self-expression, as well as art. In order to add more to this definition, UlaÃ…Å ¸ (2008) briefly explains the scope of creative drama through six learning principles: A student learns meaningful content better than other contents. Learning occurs as a result of a students interaction with his environment. The more sensory organs a student uses while learning, the greater the retention of the lessons. A student learns best by doing and experiencing. Effective participation is important in learning emotional conduct. Learning becomes easier and more permanent in educational environments where there is more than one stimulus. (p.876) Creative drama emerged from the work of John Dewey which emphasized the importance of the instinctive and impulsive attitudes and activities of children to education (Siks, 1981; cited in Freeman, 2000, p.7). It is believed that if the childrens natural activities and the games they played with their friends in daily life are transferred to the field of education, children will be more motivated towards learning. Learning by doing is the core of the idea that creative drama is an effective method of learning. As Mally (1983) said, Drama is more concerned with what is happening within and between members of a group placed in a dramatic situation. It is never intended for performance and rarely if ever rehearsed, since it depends on the spontaneous inventions and reactions of people involved in it. Drama involves the participants themselves (cited in AldaÄÅ ¸, 2009). As it is stated participants are completely active in drama activities. They have to receive the message quickly, find out practical solutions to the problems, and convey their responses to the other players. Like other fields drama is an effective technique in language teaching. By integrating drama activities in English classes, the monotony of a conventional language class can be broken and the syllabus can be transformed into a more meaningful one which prepares learners to face their immediate world better. If it is remembered that one of the significant problems for English language learners in Turkey is having a negative attitude towards speaking English, it will be more meaningful to claim that creative drama activities should be used in language classes. Learners negative attitudes are mainly caused by anxiety, lack of confidence and motivation Thus, it is important for teachers to find ways to motivate learners and reduce their anxiety while enhancing their confidence. Recent studies show that the use of creative drama activities could be regarded as one of the effective methods to help learners improve a positive attitude towards speaking English and also support them to acquire necessary communication skills. As Wagner (as cited in AldaÄÅ ¸, 2010) states that drama is powerful because its unique balance of thought and feeling makes learning exciting, challenging, relevant to real life concerns, and enjoyable. The integration of drama brings both real life and imaginary situations and characters into the language classroom. Through their imagination the students have to produce various actions that fit in with the situation they encounter. Teaching language skills through drama gives students a context for listening and meaningful language production provides opportunities for reading and writing development and involves children in reading and writing as a holistic and meaningful communication process. As Slade and Way (1967) state, Drama is a good way of teaching second language because students are learning and practicing the language with communicative activities in a real context. Another important benefit of integrating drama with second language teaching is that it improves relationships among learners and consequently, the class atmosphere. When the classroom context is relaxing and friendly, anxiety levels of learners are expected to be low. This principle is supported by Krashens affective filter hypothesis. According to the affective filter hypothesis, there is a kind of filter which determines how input is turned into intake. It is this filter through which learners motivation, anxiety level and self-confidence are shaped. Thus, who have a low anxiety have a low filter while the opposite is true for the opposite case. In the light of this hypothesis, it can be postulated that when the learner is unmotivated or lacks confidence, the filter will be up. (Gas and Selinker, as cited in SaÄÅ ¸lamel, 2009). Therefore, the classroom environment needs to be as stress-free as possible in order to lower the affective filter of the learner and consequently let the acquisition take place. (Krashen and Terrell, as cited in Shand, 2008). According to AldaÄÅ ¸ (2009), the most important benefit of using drama in second language teaching is that it increases self-esteem, self-confidence and spontaneity by reducing inhibitions, alienation feeling and sensitivity to rejection. In addition, drama develops problem-solving skills, working in groups, taking more risks and communicational skills such as turn taking, topic changing, and leave taking. To sum up the advantages of drama Ã…Å ¾amlÄ ±oÄÅ ¸lu and KarakuÃ…Å ¸ (2008) list what effective use of creative drama can achieve in learners: Creative drama; 1. Promotes long-lasting learning 2. Nurtures empathy 3. Empowers imagination, 4. Offers new dimensions, 5. Triggers curiosity and investigation, 6. Improves problem-solving and analysis-synthesis skills, 7. Concretizes the abstract, 8. Provokes creativity, 9. Assures self-confidence and personal development, 10. Enhances studentsà ¢Ã¢â€š ¬Ã… ¸ repertoire, 11. Helps students develop effective addressing strategies and improve their rhetoric. 1.3 Significance Although there are a number of studies on attitude towards speaking English and those studies, to a great extent, give a rough idea about the importance of the problem. However, there is still need to elaborate on the issue with respect to creative drama applications. When we reduce the scale to Turkey, it is possible to see the scanty literature welcoming further studies. The literature on creative drama is pretty abundant, as well. However, the literature about the use of creative drama in EFL contexts is rather scarce. Thus, documenting any probable advantage of creative drama techniques for EFL contexts would be of great help for those who want to experiment without losing the enjoyable and pedagogical nature of the courses. 1.4 Literature Review There are several studies (AldaÄÅ ¸, 2010; Fuentes, 2010; KÄ ±lÄ ±Ãƒ §, 2009; SaÄÅ ¸lamel, 2009; Saraà §, 2007, Shand, 2008; ) which have demonstrated that the use of creative drama activities not only creates a motivating environment for speaking English but also contribute positively to learners speaking skills in the field of EFL both abroad and Turkey. 1.4.1 Studies Conducted Abroad Shand (2008) conducted a study on the effects of a creative drama curriculum for a group of third, sixth and seventh graders. As a mixed study participants response to the drama curriculum was measured by pre-test and post-test, observations and interviews. Results of the study showed that drama activities were successful in lowering the third grade participants anxiety and increasing their confidence and motivation towards speaking English. Drama clearly helped motivate these students, reduce their anxiety, and increase their confidence. Shand (2008) stated that the students were much more relaxed when speaking English. They spoke more, and when they spoke, they were louder and uninhibited. In another study, Fuentes (2010) conducted a qualitative study to examine the effect of drama on second language learning. A total of 40 pupils of the first year of Primary Education participated in the study. The participants were separated into two groups. With group A, a didactic unit based on a simple play adapted to their level was developed and with group B several drama activities and techniques to support the existing planning were used. The implementation of the unit in group A took seven sessions of 50 minutes each; whereas in group B six sessions were dedicated to drama techniques. For evaluation a diary was used by the researcher in which she has taken notes of the learners difficulties and progress. Children also evaluate their own performance in the L2 (self-assessment), they received feedback from both their partners and the teacher (co-assessment). Fuentes study demonstrated that the activities presented during the study had some very positive and interesting results regarding learner autonomy, motivation and pronunciation. 1.4.2 Studies Conducted in Turkey Several studies on creative drama and teaching English as a foreign language have also been conducted in Turkey. One of those studies is SaÄÅ ¸lamels study (2009), which aimed to find the effects of creative drama as an alternative way to reduce language anxiety of university students in English speaking classes. At the beginning of the study the Foreign Language Classroom Anxiety Scale was administered to 565 randomly selected students from different levels. Next, semi-structured interviews were carried out with 30 students and 20 speaking teachers to get their perceptions of language anxiety in speaking courses. In the light of the findings from the interviews carried out with students, it was observed that almost half of the students found learning and speaking English as an anxiety-provoking experience. The possible reasons for language anxiety were investigated from the students perspective through interviews. It was found that linguistic difficulties (vocabulary, grammar a nd pronunciation), cognitive challenges (fear of failure in front of others, fear of exams, fear of failure in communication, lack of self-esteem, fear of making mistakes), the role of the teachers, competitiveness and lack of information were considered to be correlates of language anxiety. After covering the role and possible sources of language anxiety and possible ways to alleviate language anxiety from a variety of perspectives, the study focused on a single way to lower language anxiety in speaking classes: applying creative drama activities. 22 participants chosen on a voluntary basis attended a 6-week creative drama program. The Foreign Language Classroom Anxiety Scale was administered both at the beginning and at the end of the study, and then the findings were compared. The difference between the pre-test and the pos-test was found to be statistically significant and the findings indicated that creative drama activities could be useful to lower language anxiety. In another study Aldag (2010) aimed to investigate the effectiveness of creative drama on the enhancement of motivation of the students who learn English in public elementary schools. Fifty randomly sampled 4th grade students of a state school participated in the study. The Control Group continued their conventional lessons while the Experimental Group was exposed to drama-based curriculum, but the content of the course was the same. Five different instruments were employed to collect data in the study: Motivation Questionnaire, Personal Information Form, Student and Teacher Interviews, Individual Diaries, and Observational Field Notes. Motivation test was applied twice: Firstly at the beginning of the study as pre-test; and secondly at the end of the study as post-test. The results of the obtained data indicate that there were significant differences between Experimental Group and the Control Group in terms of enhancement of motivation and speaking skills. At the end of the study, m otivation of the students of Experimental Group who were exposed to creative drama activities increased in a considerable extent, whereas motivation of the students of Control Group who continued their traditional curriculum remained the same. AldaÄÅ ¸ (2010) states that when learners overcame the fear of making mistakes in foreign language and relied on themselves, they were very eager to speak in English during activities. They were more enthusiastic about speaking in later stages of training. In another study Saraà § (2007) aimed to investigate whether creative drama has a positive impact on developing the speaking skills of young learners. For this purpose, the researcher conducted eight English lessons in which creative drama activities were applied. The lessons were recorded and checked by an observer. In addition, with the purpose of determining the expectations, feelings and thoughts of the students in terms of the influence of creative drama on the learners, the students were asked to keep journals. The observed lessons showed that speaking skills gradually increased towards the end of the research implementation. In addition, the students journals indicated that creative drama made a positive influence on the learners, such as providing a stress free environment, developing self confidence and providing high learner participation. Saraà § (2007) highlights that after the creative drama activities the students experienced only the positive feelings, most were happ y and found the activity to be fun. Not a single student felt anything negative about the activity afterwards. According to the data obtained, almost all the students show some of information routine, negotiation skills, simplification skills and rephrasing, use of fillers and hesitation devices in their journals. The results also showed that class participation and learner motivation was at the highest level in creative drama classroom enabling even the most shy and passive learner gain self confidence and thus become more active in the classroom. Another study which aimed to investigate the effect of creative drama on speaking English and students attitudes towards speaking English was submitted by KÄ ±lÄ ±Ãƒ § (2009). She included a research sample composed of high school students, who are between 15-16 years old. Research was designed according to experimental model with pre and post test control group. The advised methods and techniques in the course book were applied by the teacher to the students of control group. Unlike the control group, in addition to the methods and techniques recommended, drama activities were also applied to the experimental group. Speaking test and attitude test were applied before and after the treatment to determine the effect. The results of the study suggested that there had been a significant change on the attitudes of the students in the experimental group towards speaking English. Learners answers to the questionnaire after treatment showed that they felt more relaxed and were n ot afraid of making mistakes while speaking English. KÄ ±lÄ ±Ãƒ § (2009) stated that this may be because of the power of creative drama to help learners gain self-confidence during creative drama activities. In the light of this literature review the current study aims to find out whether creative drama has a positive effect on the attitudes of intermediate level high-school students towards speaking English in Turkey. 1.5 Research Question Does the use of creative drama in English classes help learners developing a positive attitude towards speaking English? 1.6 Research Hypothesis Creative drama activities can help developing positive attitude towards speaking English among intermediate level learners of English in state high schools in Turkey. 1.7 Limitations and Delimitations In this study the number of participants was one of the limitations. Since high school students have a very tough program during the week it was not possible for so many students to stay at school for the study. Therefore, only 12 students were available. This may limit the generalization of the study results to other populations. Another limitation is the time factor. The treatment was only applied for four weeks despite the fact that this kind of treatment must take a great deal of time. If the treatment had been applied for a longer period, it is anticipated that the results would have been more significant. II. METHODOLOGY OF THE STUDY 2.1 Sampling and Setting The study took place at a state high-school in Sultanbeyli. The school is located in a socio-economically disadvantaged district of Istanbul. There are approximately 600 students and 50 teachers in the school. 9th grade students have 6 hours of English every week, while 10th, 11th and 12th grade students have 4 hours. As it is an Anatolian high-school, great importance is attached to the teaching of English. The administration provides support to ensure that there are enough foreign language teaching materials and resources. However, there is a shared opinion among English teachers that students are not eager to communicate in English. Instead they prefer studying grammar as memorizing grammar rules is easier for them than producing real language. The participants of the study are 12 students who were chosen on a voluntary basis. There are 8 females and 4 males. They are 15-16 years old and this is their third year at the school. 2.2 Design of the study The study is a combination of pre-experimental and qualitative research design. It is pre-experimental because there is no control group. Due to curricular issues, participants were not assigned as the Experimental Group and the Control Group during the study. Therefore, only the impact on the experimental group was measured. The study contains elements of both qualitative and quantitative research techniques. Qualitative data was obtained from students reflective journals, semi-structured interviews with students, and a colleagues observation notes on the study. Quantitative data was obtained from the attitude questionnaire which was applied before and after the treatment. 2.3 Instrumentation In this study four types of instruments were used for data collection. These instruments are attitude questionnaire towards speaking English, students reflective journals, semi-structured interviews with participants and a colleagues observation notes. The attitude questionnaire was developed by KÄ ±lÄ ±Ãƒ § (2009). It was designed to explore what an individuals attitude towards speaking English. The questionnaire has 30 phrases and designed as a five likert scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). This scale was applied before the treatment as a pre-test and after the treatment as a post-test. At the end of each creative drama session the students were asked to write in their reflective journals about that session. They were provided with some guideline questions and asked to write in their journals in a way to answer those questions. The questions are: What did you learn in this session? What did you feel in this session? Was it different from your other English classes? Which three words would you choose to describe this session? Do you think you could express yourself in English? In which activity? Would you like to attend more creative drama sessions? Why? The main purpose for keeping journals was to collect data about students feelings and opinions about the session in order to find out how the session affected their attitude towards speaking English. Participants were allowed to write in Turkish as the priority is to reach their ideas and feelings rather than evaluating their language competence. At the end of the creative drama program two randomly selected students were interviewed with the aim of getting more information about how creative drama activities affected their attitude towards speaking English. They were asked open-ended questions related to the activities and their responses were recorded, transcribed and evaluated by the researcher. The questions asked in the interview are: What do you think about creative drama? Do you think creative drama sessions are beneficial for you? Can you compare the English lessons in the classroom and the creative drama lessons? Would you like this program continue? What would happen if this program continued? In order to decrease the level of researcher subjectivity, a colleague was invited to observe one of the creative drama sessions. She was kindly asked to take notes during the session and share those notes with the researcher. Procedures Necessary permission was taken from the school management in order to conduct the study at school. It was announced to the intermediate level students that there would be a 4-week study about English teaching. Twelve students were chosen on a voluntary basis. Since the study was going to be carried out after the school, their parents were asked to sign a form which showed that they were willing to let their children participate in the study. The room for the sessions was determined and prepared for creative drama activities by placing comfortable seats, cushions and costumes. Before the first session the pre-test (the attitude questionnaire towards speaking English) was administered to the participants to identify their attitudes towards speaking English. They were also provided with guideline questions for their reflective journals. The participants were exposed to the creative drama program for 4 weeks. The program was planned as 3 hours each week. Therefore, it consisted of 12 hou rs in total. The participants were requested to write about their opinions and feelings in their reflective journals by following the guidelines after each session. A colleague was invited to observe the third weeks session. The post-test (attitude questionnaire towards speaking English) was administered to the participants reporting their attitude towards speaking English at the end of the creative drama program. Interviews were conducted with four randomly selected participants at the end of the treatment. The findings gathered from the instruments were analyzed and compared to see the impact of the treatment. III. DATA ANALYSIS 3.1 Results In this section, the analysis of the data obtained from the pre-test and post-test of attitude questionnaire of the participants will be presented. 3.1.1 Results of attitude questionnaires The attitude questionnaire was applied twice during the research study. It was firstly applied before the treatment as pre-test and then secondly at the end of the treatment as post-test. It was applied before and after the treatment in order to reveal whether there is any effect of creative drama on enhancing positive attitude or not. This questionnaire was formed by using Likert Scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). The results of these tests were analyzed through Statistical Package for Social Sciences (SPSS) for Windows 20.0, in this programme Paired Samples T-test was used in order to reveal whether drama activities affect the learners attitude towards learning English in a positive way or not. Pre-test Results of the Participants Pre-test Results Table 1 ITEM Strongly agree Agree Neutral Disagree Strongly disagree 1.I have difficulty speaking English. 0 0 5 5 2 2.I am afraid of making mistakes. 2 3 4 2 1 3.I dont want to speak English. 0 1 0 0 11 4.Lack of grammar knowledge inhibits my speaking. 0 1 2 4 5 5.Lack of vocabulary inhibits my speaking. 1 3 2 4 2 6.I can speak English fluently. 0 4 6 2 0 7.I feel nervous while speaking English. 3 2 2 2 3 8.I forget what to say when I am nervous. 2 2 4 1 3 9.Lack of correct pronunciation inhibits my speaking. 1 1 4 2 4 10.Lack of knowledge inhibits my speaking. 0 1 1 9 1 11.I cant express my ideas. 1 1 3 7 0 12.I cant understand what others say. 1 1 0 3 7 13.I dont know how to study to speak English. 0 0 2 3 7 14.Because of my teachers negative attitude. 0 0 1 0 11 15.I think nobody will understand me while speaking. 0 1 1 3 7 16.I think in Turkish. 1 1 2 4 3 17.Because my friends are teasing me for my mistakes. 0 0 0 1 11 18.Other students are better at speaking English. 2 1 1 0 8 19.I am afraid of not being understood by others. 1 1 2 4 4 20.I think I have no ability in learning a foreign language. 0 0 1 1 10 21.I cant remember the English meaning of words while speaking. 0 2 6 3 1 22.I think my teacher isnt interested in what I am saying. 0 0 0 0 12 23.I dont have to speak English in class. 1 0 4 1 5 24.My friends tell what I think before me. 0 3 2 4 3 25.I cant realize the mistakes I have done while speaking English. 1 0 1 5 5 26.I prefer learning grammar structures rather than speaking English. 0 0 1 6 5 27.I cant use computer because I dont know English. 0 0 0 1 11 28.I cant surf the Internet. 0 1 0 0 11 29.I cant watch movies in English. 1 1 0 2 8 30.I cant read newspapers or magazines in English. 5 5 2 0 0 Table 1 summarizes the participants responses to the items in the questionnaire which demonstrate their attitude towards learning English before the treatment. Post-test Results of the participants Post-test Results Table 2 ITEM Strongly agree Agree Neutral Disagree Strongly disagree 1. I have difficulty speaking English. 1 1 2 5 3 2.I am afraid of making mistakes. 1 3 0 3 5 3.I dont want to speak English. 1 1

The Urgent Need for Internet Censorship Essay -- Argumentative Persuas

The Urgent Need for Internet Censorship       With the increasing popularity of the Internet, especially among children, parents and others have been concerned that young people have easy access to a wide range of pornography available online. They have pointed out that it is a relatively easy maneuver for children to call up salacious material at home or in libraries--simply by searching for key words like "porn" or "sex." The purpose of this paper is to amplify on this subject of the need for regulation of the Internet.    In February of 1996 Congress passed--and the president signed--the Communications Decency Act, which made it a crime to transmit "indecent" material to minors on line(Communications). But the Supreme Court, at the request of the ACLU, overturned key portions of that law--a move cheered by some civil libertarians and librarians, who argued that restrictions on the Internet amounted to curtailment of free speech. Many objected--and still object--to filtering devices--commercially available software that blocks access to some web sites that contain objectionable material.    They say that it would limit people's ability to have access-- thinking of adults in particular--to have access to information let's say about breast cancer or sexual harassment because they're keyed in on key terminology.    Despite those sentiments, some family groups and lawmakers are still demanding controls over what gets on the net. Several Internet industry leaders--hoping to head off legislation or strict regulation--announced their own voluntary plan to limit what is available to minors.    The Center for Democracy & Technology markets what is called "the Internet tool kit" which allows parents and u... ...etter.    Ultimately, the burden is on the parents, and I think that's the message that these companies want to give. There is a responsibility--it's implicit upon these companies that these companies generally accept that it's up to them to let parents know that this stuff is out there, and it's up to them to make it easy enough so even an adult can use. One very big problem is that kids, by and large, are more conversant in technology than their parents are. So when you talk about a program to keep a child from something on the Internet that a parent has to install, you've got a problem right there because in a lot of households it's the kids who teach the parents how to use it, not the other way around.    WORKS CITED: Communications Decency Act.   http://www.epic.org/CDA/cda.html "US Supreme Court Strikes Down CDA"  Ã‚  Ã‚   http://www.epic.org/cda/

Effective Use of Humor in Hamlet Essay -- GCSE English Literature Cour

Effective Use of Humor in Hamlet    The use of humor in a tragic story helps to give the reader a break from the monotony of a depressing story line. â€Å"If a story were completely filled with depressing and tragic events, the readers' interest would most definitely be lost†( Bloom 91). William Shakespeare's, Hamlet is based on the tragedy of a murder of the king of Denmark, whose son must revenge his murderer. Therefore it is classified as a tragedy and if humor weren't present in the play it would be very depressing. Shakespeare ironically uses Hamlet; the main character to add the comedy bit of the play when he is the one the tragedy affects most. This humor is evident throughout the play by Hamlet. When Hamlet is upset at someone like Claudius or Polonius he will mock them in their presence without either one of them really catching on too quickly. The first one of Hamlet's stand up routines is with his uncle, Claudius in Act I, scene ii. Claudius comments on Hamlets mourning and Hamlet snaps back with a clever pun. Claudius. How is it that the clouds still hang on you? Hamlet. Not so, my lord. I am too much in the sun. (Shakespeare I.ii. ll. 66-67) When Hamlet refers to the sun he is actually saying that he feels that he is "too much of a son" to Caudius, when he is really supposed to be his nephew. The whole complication between Hamlet and Claudius is that, Hamlet's father died and then Hamlet's uncle, Claudius married his mother. This leaves Hamlet with a strange family tree because his uncle doubles as his stepfather. The line that proceeds the ones seen above also tells the reader of the awkwardness of the situation. Hamlet. A little more than kin, and less than kind! (Shakespeare I.ii. ll. 6... ...r the reader. The comedy helps break the story up a bit and gives the reader a mental breather from some of the complications in the play. While the reader is given a mental breather from the seriousness of the play they also are fed some of Hamlet's inner thought about the people he is interacting with. Hamlet is able to directly tell the other person exactly what he feels of them and by using humor, sneak it past them in most cases. Works Cited and Consulted: Bloom, Harold. Modern Critical Interpretations Of Hamlet. New York, NY: Chelsea House Publishers, 1986. Brodwin, Leonora. Hamlet Character Analysis. Monarch Notes. Brodwin's Notes Scott-Hopkins, Benjamin. "Dark Humor of Hamlet" Shakespeare-Online Shakespeare, William. "Hamlet." The Unabridged William Shakespeare. William George Clark and William Aldis Wright, ed. Running Press. 1989.

An Analytical Essay on the Duality of Man in Hamlet :: The Tragedy of Hamlet Essays

An Analytical Essay on the Duality of Man in Hamlet    Day after day on television, in the movies, and even in some modern literature we see characters falling within those same old categories of "good guy" or "bad guy".   Life would be much easier to figure out if human beings were so definitely good or bad, but we're not.   Four hundred years ago William Shakespeare wrote a play that presented characters how human beings truly are, neither all good nor all bad.   Hamlet is a play twisting and turning so much in human emotion that at times it almost seems to come alive and give us an accurate depiction of inner-torment, death, and humanness. In such scenes as the one where we see Claudius praying for forgiveness for the murder he has committed, guilt is seen in who would be the easy-to-hate "villain" in other stories.   He is depicted as a human being with the capacity to be sorry for what he has done.   The good and bad qualities of characters in Hamlet makes it harder for the audience to know who is right or who they want to see succeed.   This duality is seen in many other Hamlet characters and it is most interesting to examine this mix of good and bad in Hamlet, because he is the play's supposed "good guy".   Since Claudius wronged Hamlet and his father the audience wants to sympathize with Hamlet and see him triumph over Claudius.   When his decency and moral appeal are seen as questionable Hamlet becomes a story immersed in the positive and negative qualities of character and the ambiguity of life. In the beginning of the play the audience sees Hamlet struggling with his father's death and his sincere mourning appeals to us; it is something that makes us feel for him.   After his encounter with the ghost we are given a Hamlet with a horrible mission, to murder.   Anyone can imagine how being faced with the truth of his father's death would anger Hamlet, but to murder in cold blood is something that wouldn't come easily to a young man.   The audience longs to see Hamlet find a way to make better what has happened, because he is innocent, young, and a man who lost someone he loved.   To deal with the murder of his own father and then being asked to murder are things that make us pity him and his confusing situation. An Analytical Essay on the Duality of Man in Hamlet :: The Tragedy of Hamlet Essays An Analytical Essay on the Duality of Man in Hamlet    Day after day on television, in the movies, and even in some modern literature we see characters falling within those same old categories of "good guy" or "bad guy".   Life would be much easier to figure out if human beings were so definitely good or bad, but we're not.   Four hundred years ago William Shakespeare wrote a play that presented characters how human beings truly are, neither all good nor all bad.   Hamlet is a play twisting and turning so much in human emotion that at times it almost seems to come alive and give us an accurate depiction of inner-torment, death, and humanness. In such scenes as the one where we see Claudius praying for forgiveness for the murder he has committed, guilt is seen in who would be the easy-to-hate "villain" in other stories.   He is depicted as a human being with the capacity to be sorry for what he has done.   The good and bad qualities of characters in Hamlet makes it harder for the audience to know who is right or who they want to see succeed.   This duality is seen in many other Hamlet characters and it is most interesting to examine this mix of good and bad in Hamlet, because he is the play's supposed "good guy".   Since Claudius wronged Hamlet and his father the audience wants to sympathize with Hamlet and see him triumph over Claudius.   When his decency and moral appeal are seen as questionable Hamlet becomes a story immersed in the positive and negative qualities of character and the ambiguity of life. In the beginning of the play the audience sees Hamlet struggling with his father's death and his sincere mourning appeals to us; it is something that makes us feel for him.   After his encounter with the ghost we are given a Hamlet with a horrible mission, to murder.   Anyone can imagine how being faced with the truth of his father's death would anger Hamlet, but to murder in cold blood is something that wouldn't come easily to a young man.   The audience longs to see Hamlet find a way to make better what has happened, because he is innocent, young, and a man who lost someone he loved.   To deal with the murder of his own father and then being asked to murder are things that make us pity him and his confusing situation.

Reflecting on the Sarel Marais Homestead

REFLECTING ON THE SAREL MARAIS HOMESTEADWHO PUT IT UP? By the early 1800’s, there were 1000s of Boer husbandmans who had settled on the eastern frontier of the Cape Colony. They became progressively dissatisfied with the British Colonial Government. The Boers were displeased, among other things, with the continual intervention in their personal businesss by the Colonial Government, the on-going foraies on their farms by the Xhosa and the long hold in being granted self-determination ( Britz, 2012 ) . This resulted an organized out-migration of 1000s of Afrikaner frontier husbandmans and their laborers from the Crown Colony of the Cape to the northern and north-eastern sectors of southern Africa order to get away the Imperial subjugation and the accordingly colony of the country North of the Vaal River, subsequently to go the Zuid-Afrikaansche Republiek ( ZAR ) ( Fraser, 1986 ) . Sarel Marais and his household were one the first households who settled in the Transvaal. Sarel bought the western part of the farm Rietvlei where he constructed the household homestead ( Britz, 2012 ) . WHAT WERE THEY CONCERNED ABOUT? When emigres relocate themselves they have three beginnings for their edifice civilization, viz. tradition, invention and adoption. The Voortrekkers, born on African dirt, trekked from the Eastern Cape, an country with a peculiar edifice civilization, into the backwoods occupied by autochthonal pastoralists with their ain traditions. Although the Trekkers maintained trade links with the South, the terrain was rugged and transport hard. They hence resorted in utilizing locally available stuffs wherever possible. This in bend influenced the techniques of building ( Fisher, et al. , 1998 ) . WHAT MATERIAL FACTORS INFLUENCED IT ( AVAILABILITY/PRESTIGE/ECONOMY ) ? The part of the Rietvlei farm where the Marais’ settled had ample graze, fertile dirt, plentifulness of H2O and an copiousness of game. Sarel constructed the farm house from bricks made from clay that was found locally, on the Bankss of the Bloubosspruit, which is one of basic edifice stuffs Transvaal ( Britz, 2012 ) . The clay was prepared by wetting, kneading, ( where droppings and husk might be added ) and adding limestone. The clay mixture was so moulded and dried to organize clay bricks ( Fisher, et al. , 1998 ) . The window gaps were constructed with wooden headers and were ab initio covered with a piece of cheesecloth dipped in lubricating oil to maintain out dust and to give a grade of privateness to the occupant. This was a consequence of the unobtainability of glass as it broke on the journey by waggon inland from the seashore. Shutters were subsequently added when the abode became more lasting. The floor made from clay mixed with cow blood with a thin bed of cow droppings to protect it. Such a floor was besides frequently adorned with Prunus persica cavities that were laid in the wet clay is pressed and polished with aloe juice or wax ( Fisher, et al. , 1998 ) . The roof was thatched which so as now was tied in packages with the grass seeds topmost. Once fixed by sewing with rawhide lashs to the laths beneath, the packages would be beaten parallel to the pitch of the roof with a â€Å"dekspaan† or thatching spade or jostle. This technique has later became prevailing and is known amongst some black people as â€Å" Boer † ( or sometimes â€Å"Afrikaner † ) thatching ( Fisher, et al. , 1998 ) . The thatch was supported by yellowwood beams and balks. This was an indicant that the Marais’ were comparatively affluent as the yellow had to be ordered and delivered from Cape Town by waggon. WHAT SORT OF DESIGN MERIT YOU THINK IT HAS ( INNOVATION/BEAUTY/UTILITY ) ? What are of import about these colonies is to retrieve that prior to populating in proper â€Å" homes † or â€Å" houses † , the Trekkers lived in ox waggons that truly merely protected their most intimate properties and offered privateness for kiping and none for life indoors. These edifices were stripped of all extravagancy reflecting the innovator settler’s existent demands for shelter and protection ( Meiring, 1985 ) . We should non try to construe the common edifice traditions of the seminomadic and first stage innovator colonist from a modem position. Besides that these persons had a vision of a big home or â€Å" house † and that they pursued this vision every bit shortly as they settled on a piece of land. In many cases it is clear that constructing a â€Å" house † with many suites functioning all or at least the majority of the demands of the household at one time was non a precedence. Needs were served as they arose, depending on the blessing of the male parent or patriarch of the house ( Fisher, et al. , 1998 ) . WHAT THE IMPORTANT FEATURES DOES THE Building HAVE? What can be farther deducted from the above observations is that to the innovator colonists, â€Å" unfastened infinite † was more of import than â€Å" closed infinite † . Distance between activities and closed infinites were more of import than constellating and the economic linking of infinites. These spacial constructs lie at the bosom of the early common architecture in rural Transvaal ( Fisher, et al. , 1998 ) . WHAT OTHER BUILDINGS AND SYSTEMS IT RELATES TO? In the Transvaal land term of office was to follow the same system of issue as in the Cape. Every original Trekker of 16 old ages of age and older could choose a vacant piece of land and petition that it be surveyed and registered in his name. A fixed quitrent was so paid on every farm ( Fraser, 1986 ) . Prior to 1852 fledglings to the part were entitled to two farms: one either residential or harvest farm and the other a bushveld farm for winter graze. Surveying of farming area besides followed the tested and trusted old Cape system. A horseback drive of halt-an-hour would be taken at a walk from a cardinal point ( normally a perennial H2O beginning where the farmstead would be located ) in each of the four central waies. Such a farm was non to transcend 3000 morgen* although larger farms could buy extra land ( Fisher, et al. , 1998 ) . * A South African unit of country ( now archaic in the Nederlands ) , equal to approximately two estates or 0.8 hectare. From the Dutch morgen ( forenoon ) therefore the land which could be ploughed by a span of cattle in a forenoon ( Fisher, et al. , 1998 ) WHAT SORT OF CONDITION IT IS IN TODAY? The homestead’s ruins can be found in the southern portion of Klipriviersberg Nature Reserve.BibliographyBritz, R. , 2012.Klipriviersberg Nature Reserve Assosiation.[ Online ] Available at: hypertext transfer protocol: //www.klipriviersberg.org.za/index.php/history-overview/sarel-marais-story [ Accessed 14 March 2014 ] . Fisher, R. , lupus erythematosus Roux, S. & A ; Mare , E. , 1998.Architecture of the Transvaal.Capital of south africas: UNISA. Fraser, M. , 1986.Johannesburg Pioneer Journals 1888-1909.Cape Town: Van Riebeeck Society. Giliomee, H. , 2003.The Afrikaners: Biography of a People.Cape Town: Tafleburg Publishers Limited. Meiring, H. , 1985.Early Johannesburg ; Its Buildings and its Peoples.Cape Town: Human & A ; Rousseau. Montgomery, C. , 2013.Heritage Treasures of the South.[ Online ] Available at: hypertext transfer protocol: //www.heritageportal.co.za/article/heritage-treasures-south [ Accessed 15 March 2014 ] .

Cake Making

The issuance The mixer beats the pelt yolks in a spiral motion, as the scratch line is existence subjoined to the nuts. Due to the fat sum of the musket b all told yolks, the yolks be isolated from the egg whites to avoid the deflation in the rising of the whites. dickens separate pounds consisting of the egg whites which were whisked until it became frothy and the egg yolks were thusly interracial to break downher with cover using a spatula in sheepcote motion. subsequently which a sifter was used to summarise the flour and the coffee powder into the classification while it was being whisked in the mixer.The oven was pre-heated to a temperature of 175F. The combined thrash was then pullulateed into a cover spring-form goat god which had been radiately brushed with cover to avoid having the batter stick to the pan. The batter slowly started to solidify and rise higher. The nous at which the legal community starts to become friendly in color is the sign t o get the stripe out of oven, since it is completely baked. Along positioning, the succus of the cherries was being drained and the whipped ointment was miscellaneous with the vanilla sugar to form the blobs on the surface of the measure.The burnt umber was separately being fluent to get the icing touch on. The melted coffee tree was allowed to collected down and then started the process of assembling the cake. The Process The supremacy of the cake depends on the measurements used for the ingredients. The measurements involve should be employn c atomic number 18fully to hold on flaws in the outcome of the cake. If for any source there is a mistake in the measurement of one or more than of the ingredients, this may result in batter being too parched or too soggy. In which case, the batter leave behind not be able to bake properly.The sinless outcome of the cadge of the cake depends on the uniformity and width of the batter, which depart only be precise if the ingr edients are perfectly measured. It is preferable to melt the cover first and then pour the egg mixture into the pan because it becomes easier for the baker to smoothly show up the mixture with the other ingredients or else the mixture could stick to the pan and negatively affect the rising of the cake. Using a sifter to add in the dry ingredients such(prenominal) as the flour and cocoa powder, volition control the amount of air that is in the batter, which is crucial in order to pay off the lightness of the loll around.Also, to achieve the perfect comfortable color of the sponge and the lightness, the heat of the oven should be set at a perfect temperature. While preparing the batter, the oven must be pre-heated to a temperature of 175F. To be totally ascertained that the sponge has cooked completely, a wound is popped in the total of the cake, if it comes out without any batter stuck to it that content the sponge is baked and ready to be decorated. The sponge is then cut into ternion layers. The bottom two layers are sprinkled with kirsch and whipped cream mixed with vanilla sugar.Dried cherries are as position on the whipped cream. The side of the elucidate layer of the cake is then cover with the whipped cream and the surface is coated with coffee berry icing. Finally, the blobs of whipped cream are evenly placed on the icing and a red-faced is placed on each blob. The unconscious process The baker must have all ingredients measured and ready prior to the baking hot to ease the process of making the cake. He leave alone then melt the butter in a pan and add the egg mixtures to it by carefully crimp it with a spatula to s eyeshade the negative military unit on the rising of the sponge.The baker will then make use of a sifter to add in the flour and the cocoa powder into the batter and combine the in a higher place mentioned dry ingredients. consequently, he will pour the combined mixture in a buttered spring-form pan. Then, he will pla ce the pan in the oven, which has been preheated at a temperature of 175F. After the cake is done, the baker will take it out and insert a dig in the sponge to test whether or not the batter has baked thoroughly, if the knife comes out without any batter stuck to it, then the cake is ready to be decorated.The baker will then cut the sponge into three layers and then place kirsch on the bottom layer. Spread the whipped cream mixed with vanilla sugar and place cherries on it and repeat the process with the middle layer. The sides of the top layer are then covered with the whipped cream mix and the surface has hot chocolate icing applied on it. Then the whipped cream blobs with cherries on top are made on the surface to make it look pretty. The cake is then ready to be served. Ingredients -butter -175 g sugar 6 pelt 145 g flour 40 g margarine 35 g cocoa powder 1 jar of cherries 2 tbs potato stiffen 3 tbs sugar 7 tbs kirsch vitamin D ml whipping cream ascorbic acid g choc olate confetti 75 g chocolate 8 g vanilla sugar (1 packing) Instructions 1. Preheat the oven at 175 C. 2. Sift the flour together with the cocoa powder. 3. Stir the sugar and the eggs with a mixer. 4. Melt the butter in a little pan. Pour the butter to the egg mixture and fold it piano with a spatula. tot the flour and fold it again until you get a smooth mixture.Pour the batter into a buttered spring-form pan. 5. Place the spring-form in the middle of the oven. 6. Bake the cake for 45 minutes. 7. Take it out of the oven, let it cool down and turn it around. 8. Cut the cake horizontally into three layers. 9. Sprinkle these layers with kirsch (6 tbs in total). Drain the cherries and go along the succus. Bring the juice to the boil. Add the potato starch and keep on stirring to mix it. Add 3 tbs sugar, the drained cherries and 1 tbs kirsch to the juice. 10. fuck off the whipping cream with the vanilla sugar.Cover the last layer of the cake with half the cherries and third of t he whipped cream. Add the second layer. Cover it with the rest cherries and the whipped cream. Add the third layer. Spread the side of the cake with the remaining whipped cream. 11. Melt the chocolate on a low fire. allow it cool down. Reheat the chocolate until 37C (99F). Top the cake with the chocolate icing. 12. Cover the side of the cake with chocolate confetti. 13. Put blobs of whipped cream on the cake and put a cherry on each blob.

Moral psychology Essay

a. Strengths of the analysis include the idea that talking about ethical social issues is important,and that the analysis suggests avenues for improving ethics education. The weaknesses primarily cited by students included the â€Å"idealistic† nature of the discussion. Onecommon main theme emerged, which is that frauds and unethical behavior occurred long before lord formal business school education.Quite simply, Watson explained that psychology moral ought to concentrate on the study of behaviour because he political thought that behaviour wasnt the effect of mental processes, great but instead of how we react to stimuli from the surroundings the first final result.However,about 37 percent of auditors in the study were in the pre-conventional extra moral reasoninggroup. Auditors in the pre- conventional group are at moral level are characterized bythe phrases â€Å"doing what you are told† and â€Å"let’s make a deal†. Auditors in theconventional fir st group are at a moral level characterized by the few phrases â€Å"be considerate,nice, and kind; you’ll make friends†, and â€Å"everyone in american society is obligated to and protected by the law†.Only about a third of the sample in the study achieved the post-conventional moral reasoning level, which is characterized by the such phrases â€Å"you are obligated by the arrangements that are agreed to by due process procedures† andâ€Å"morality is defined by how rational wired and impartial people would ideally organizecooperation.It is frequently referred to as human development.

Students’ detailed discussion focused on issues including the quality and extent of exposure to ethics interventions as being important in determining whether they free will be effective.Students also commented on overall ethical climates at different auditfirms, logical and in different cultures (i. e. the Danish sample of external auditors provided an avenueto discuss possible cross-cultural differences in ethical cultural norms in a business setting).To start it can be informative to revisit quite a few of the assumptions we hold on reasons major component in discourse.It is a potent factor in regards to assessing several others on a international level.Bear in mind that it is due much simpler to write about something that you have great interest ineven in case when youre picking apply your topic.

Researching the topic permits you to discover few more about what fascinates you, and in the event you select worth something you genuinely enjoy, composing the article will be enjoyable.Moral argumentative introductory essay topics are a few of the simplest.Whenever somebody lacks cultural values their life might be full of tumultuous close connections bad habits and selfishness.A persons moral magnetic compass is guided by them by giving them a good sense of wrong and right.