How Joss Whedon Does Not Have An Origin As Dramatic

Joss Whedon does not have an origin as dramatic as some comic book heroes, but his story is almost as unbelievable in filmmaking today: a transformation from a typecast fan favorite to the writer and director of some of the most successful movies of all time. He began his career as a lesser-known—but undeniably talented—sitcom writer in 1988, but his fame in Hollywood really began when Marvel sought him out in 2010 to write and direct The Avengers. Whedon’s varied experience in the movie industry, unique skill set, and passions for writing and creating made him the perfect fit for the project; and they have helped him become one of the most admired screenwriters of the 21st century. He knows the creative process that works best for him when writing, and he used this same process when writing the script for The Avengers. He believes that writing from a director’s point of view, being a willing and able collaborator, and finding balance in characters wil l lead to a great film. Applying these constants to his writing process for The Avengers, Whedon created a coherent and compelling story that balances the characters’ heroism with their humanity. Before he begins writing, Whedon has a certain environment that fosters his creative process best. While he has always liked working in the early morning best, Whedon’s schedule has become much more unreliable since becoming a father. â€Å"You write whenever you can,† he told Steve Weintraub of Collider. â€Å"Whenever you’re given theShow MoreRelatedWhat Is A Superhero?1297 Words   |  6 Pagesscreen, superheroes have inspired them and made them believe in the supernatural. Normally it begins with a fascination with Greek Mythology heroes such as Herakles or Percy Jackson. Tastes in heroes change, though; now Batman, Spider man and Superman along with The Avengers have taken a dominant role in the Superhero community. Captain America and Iron Man are amon g some of the most popular to date. They’re alike in many ways, such as the fact they both have a similar origin story, and the same

The Between Science And Christianity - 1242 Words

I remember it well as if it were yesterday, but it over 40 years ago when I walked into Dr. E’s. Office asking for his opinion about something; that I needed help having to do with correctly responding to the interrelationship between Science and Christianity. I had my own discernment and interpretation on this topic, but I wanted a practical, realistic way to approach this discussion when asked, even if it was a couple days later, or during a confirmation class. Though I did not have Dr. E as a professor, or took one of his courses in geology, I knew that he could help me in a constructive way. Dr. E. was my mentor and sponsor and he was always receptive to anything that I had to ask whether it was a simple or complex question of the day. On that day, I wanted to know his understanding of God’s creation of science, its separation from, but more so to its correlation to the theology of Christianity. At times, I was puzzled by some people’s insistence that th e two shall never meet. Where I was coming from the standpoint and still hold true, that Jesus, Son of God is the Great Physician as recounted in the healings parables and based and John 5:1-9. I also believed and have no problem seeing that science and medical advances were beneficial and true blessings from God. Another vital point of understanding that I base this reflection upon is the profound belief that that God works his power and purpose through the means of science as wisdom and hard work is expressedShow MoreRelatedThe Conflict Between Religion And Science951 Words   |  4 PagesIs there a conflict between religion and science, or are both items compatible? This question is addressed in the debate that is written about in the book Science and Religion, Are they Compatible, by Daniel C. Dennett and Alvin Plantinga. Alvin Plantinga thoroughly debates the topic by covering the compatibility of Christianity and science. He continues his argument by stating the issue of n aturalist and science harbor the conflict not the theism. Plantinga goes into detail how some scientific theoriesRead MoreCommon Threads Throughout Judaism, Christianity, and Islam1233 Words   |  5 PagesThe monotheistic religions of Judaism, Christianity, and Islam have over many thousands of years established many traditions and beliefs. Many of these are from their respective book of scripture such as the Bible, Torah, or Qu’ran. Others are from the interpretation of the religions over the many years from their leaders and the generational stories that have been passed down. Many of these can be seen as quite similar between the religions, but others can be considered unique to each one ofRead MoreChristianity ( Religion ) On Christianity1349 Words   |  6 PagesCHRISTIANITY (RELIGION) Christianity essentially focuses on faith as it foundation. There are over one thousand religious establishments in the U.S. and Canada and that is just focusing on Christianity on its own. There are 19 major world religions which are sectioned into a total of 270 large religious groups and there is also many smaller ones. They all hold various and often differing beliefs concerning divinity, humanity and the rest of the universe. Many consider that their own faith is theRead More4-Mat-Review1471 Words   |  6 PagesUniversity 4-MAT-Entwistle Entwistle’s concept on psychology and Christianity allows the student to foster a better understanding the importance of integrating the concepts of science (psychology) and religion. In the book the author’s opinion of integrating psychology and Christianity is displayed to possess the client’s understanding that science and religion when integrated will promote a higher probability of healing. Christianity has been a part of the lives of mankind since the fall of Adam.Read MoreEssay Before and After Christianity741 Words   |  3 PagesBefore and after the rise of Christianity, philosophers depended largely on developing axioms and using them to draw conclusions about the world. Before Christianity, the axioms were typically based on what was apparent to human reason. After Christianity became widespread, thinkers had to contend with a new source of knowledge- one based on faith rather than on what appeared self-evident to the human mind. Early Christians justified their dependence on faith in different ways. Some embraced fideismRead MoreChristianity, A Form Of Religion Based On The Person And Teachings950 Words   |  4 PagesChristianity, is a form of religion based on the person and teachings , or its beliefs and practice s.1 During 205-207B.C, Christianity evolved greatly throughout the world. Many religions detested this and others embraced it. Some based their teaching s on pure science and questioned every living thing as a question to an unsolved experiment. Although some people didn t understand the being and the reason for the outcome they still believed that there s was God out there that created theirRead MoreMonotheistic religions, especially Judaism, Christianity, and Islam promote the belief in One God;1600 Words   |  7 PagesMonotheistic religions, especially Judaism, Christianity, and Islam promote the belief in One God; all that exists is because of God. Through prophets and scripture, God p ortrays moral goodness and truth. Essentially, these three religions believe that God speaks to us, unveils God’s Being, and seeks to guide us through life. In turn, humans should embody the moral goodness and excellence that is revealed to us by God. These religions are taught based upon both scripture and reason. When readingRead MorePsychology And Christianity Second Edition By David Entwistle1248 Words   |  5 PagesSUMMARY The book Integrative approaches to psychology and Christianity second edition by David Entwistle introduces the text by explaining how psychology can go in a direction, and Christian theology approach can lead in a different direction. He continued by stating the need for understanding and studying human behavior because people come from different walks of life and different expectations. It leads us to form unique perspectives to help give us an understanding of the individuals you encounterRead MoreThe Secularization of the Western World Essay1680 Words   |  7 Pagescenturies. It shares important relationships with other traditions, sustaining complex ties with Judeo-Christianity, and maintaining a long-standing relationship with Islam† ( Hurd, 2004). The term secular has taken on many different meaning through history. The earliest references can be traced to the 13th century, when the notion of the saeculum arose in reference to a binary opposition within Christianity. P riests who withdrew from the world (saeculum) formed the religious clergy, while those livingRead MoreScience Vs. Religion : Harmony Within Discord1539 Words   |  7 PagesScience vs. Religion: Harmony within Discord Sebian Martinez-Escobar UC Mercedâ€Æ' For as long as mankind has had the curiosity to gaze at the stars, we have been constantly questioning our origin and place in the universe. From simple, yet elegant solutions (like our world being on the back of a large tortoise) to the more complex pantheons of gods and heavens, humanity’s dedication to classifying and comprehending our universe has enabled us to weave rich and complex mythologies and beliefs. However

Reflection on Impression management Samples †MyAssignmenthelp.com

Question: Discuss about the Reflection on Impression management. Answer: Reflection on Impression management From the view point of caf owner: Description Impression management defines a conscious or subconscious process in which human effort to influence or change the perception of the other people (Tedeschi, 2013). This influence is done by the person to enhance the social interaction in the organization. I believe that in the organization a person can use impression management both in the negative as well in the positive manner. Over here positive impression management shows that one person talking someone up. In simple terms, one person gives good or positive information about the other person. This makes the other person change the views (Roulin, Bangerter, Levashina, 2014). Taking about the deceptive impression management I believe that when any person shows the other person in the poor light that is negative impression management. Interpretation Being a caf owner I think that in a caf one impression management towards a person can change the views and thoughts of many people. Every employee working in a caf has a motive behind the impression management. It depends on the situation that the employee is facing while sharing the views about the other person. I believe that it reflects the Self-presentation or image of oneself in a caf. This step is taken by the employees of the caf to enhance the social interaction in the organization. As per my opinion, social interaction in the caf plays a vital role in enhancing the working environment of the caf. There are different ways that can be used by the employees to interpret the views. I believe that communication can be done either face to face or cross-culture communication can take place in a cafe. Emerging way in the communication is computer-mediated communication such as e-mail (Berger, 2014). Evaluation I believe that being a caf owner social interaction plays a vital role in the organization. I think each and every organization should manage the social interaction in caf. I saw that some employees share their experience with the views and thoughts. Seeing this I believe that I need to understand the situation that employees want to explain. According to me, I need to manage the situation that may not create impression management. Practical After going through the theoretical background of impression management I got to know that the role of impression management is great in managing a business. I learned that the impression management helps to influence the people, which is critical for the owner of business to get the work done from the personnel. As the caf owner I would be facing conflicts with the personnel on many aspects. For instance, I may get into conflict with the personnel over the scope of work, in this situation the concept of impression management would help me to influence the personnel and persuade him to work in the manner in which I want. Further, the skills gathered through learning of impression management would also help me in managing relations with the regulators and the governmental agencies. It is to be noted that relationship management with the regulators and the governmental agencies is crucial for the smooth running of business and achievement of the overall objectives. Personal Reflection on Organisational Culture: From the view point of caf owner I am interested in this topic because it will clear the practical aspect of the life and will render the clarity upon the working of an organisation. This reflection will depict the culture that is followed in an enterprise. Organisation cultures are the values, norms, traditions, policies and practices that every organisation follows. Culture differs from organisation to organisation depending upon its nature of work, environment, staff and external environment as well (Mohr, Young Burgees, 2012). Description Being a caf owner the prime responsibility of mine will be the infrastructure and appearance of the caf. The appearance and look are the foremost things which attract the consumer to give a try to the particular enterprise. Secondly, the location of an organisation matters to a great extent; it should be situated at such a place which is within the reach of the target market. After the appearance and location there comes the ambience of the caf. The interior design and atmosphere should be soothing and calm paired with the instrumental and soft music that contributes in relaxing the mind set of my consumers and making sure that they visit the place again. The organisational culture is highly influenced by the national culture of the country. National culture consists of values and beliefs that a country follows and these are the cultures that represent a strong image of the nation overseas. The national culture constitutes 6 dimensions which vary from country to country. These dimens ions are power distance, individualism, masculinity, uncertainty, long term orientation and indulgence (Geert Hofstede, n.d.). Interpretation In order to strengthen my caf, I will hold the staff meeting and note down their suggestions as well adopting the centralised technique. To fulfil the motivational purpose recipe contest can be organised to initiate fun with work. I will organise the annual party and will appreciate my colleagues who performed well the whole year to boost up their energy and initiate healthy competition in the caf. To strive the employees towards attaining a single goal uniform will be issued so that no discrimination takes place (Xaxx, 2017). Evaluation From the reflection, it could be evaluated that culture is the key to success of every organisation. The behaviour and conduct of employees depict the picture of the workplace where they have been working. According to me, organisational culture is the strong point to grab customers attention and improving the brand image of caf. The better organised an organisational culture is high will be the employee engagement rate and adequate decision making will take place (Yohn, 2011). Practical The knowledge of the Organizational culture is critical from the view point of a businessman. As a cafe owner, it is essential to have good knowledge about the organizational culture because it gives an idea of beliefs and values that are to be followed in the managing the business. The success of the business is highly dependent upon the organizational culture. The direction in which the business will run in future depends upon the values and beliefs that are inculcated by the management or the owner of the business in the other down the line personnel. Therefore, in order to run the caf business successfully, it is of high import that as the owner of the business I should know about the theories governing the organizational culture. The learning and understanding of these theories would help in carrying the out the caf business operations smoothly in future. References Berger, J. (2014). Word of mouth and interpersonal communication: A review and directions for future research. Journal of Consumer Psychology, 24(4), 586-607. Geert Hofstede. (n.d.). National culture. Viewed on 4th September 2017. https://geert-hofstede.com/national-culture.html. Mohr, D. C., Young, G. J., Burgess Jr, J. F. (2012). Employee turnover and operational performance: the moderating effect of group?oriented organisational culture.Human Resource Management Journal,vol.22. no. 2, 216-233. Roulin, N., Bangerter, A., Levashina, J. (2014). Interviewers' perceptions of impression management in employment interviews. Journal of Managerial Psychology, 29(2), 141-163. Tedeschi, J. T. (Ed.). (2013). Impression management theory and social psychological research. Academic Press. Xaxx. J. (2017). List of things to help restaurant strengthen the organisational culture. Viewed on 3rd September 2017. https://smallbusiness.chron.com/list-things-restaurant-strengthen-organizational-culture-24814.html. Yohn. D. L. (2011). Experts says success starts with culture. Viewed on 3rd September 2017. https://www.qsrmagazine.com/denise-lee-yohn/experts-say-success-starts-culture.

Poverty in America Rural and Urban Difference (Education)

Introduction Research Question/Problem Government pays more attention to education in poor urban regions than in poor rural regions that leads to misbalance in the level of education in poverty rural and urban areas of the United States of America.Advertising We will write a custom research paper sample on Poverty in America Rural and Urban Difference (Education) specifically for you for only $16.05 $11/page Learn More Background of the problem The problem is not new as much research has been conducted in the sphere of urban and rural poverty areas. The number of children who attend school and live in poverty is too high. Research shows that the number of programs created in the sphere of education have different impact on poverty rural and urban education. Defining poverty as a notion, the World Band states the following, poverty is hunger. Poverty is a lack of shelter. Poverty is being sick and not being able to see a doctor. Poverty is not being able to go to school and not knowing how to read. Poverty is not having a job, is fear for the future, living one day at a time. Poverty is losing a child to illness brought about by unclean water. Poverty is powerlessness, lack of representation, and freedom (in Chen Sapsford, 2005, p. 97) A number of reforms have been developed both for poverty rural and urban regions, however, the misbalance between urban and rural poverty education can be followed. Government focuses more on urban regions forgetting about rural ones (Poverty Education in Rural and Urban Areas, 2011). Purpose of the Study The main purpose of this study is to compare and contrast governmental impact on poverty rural and urban regions of the USA in the sphere of education. To make sure that the research is objective, the following criteria should be considered, financial support, developed educational programs, students’ satisfaction with studying, social work with children and their parents, infrastructure and technical support. Having covered these issues, we will be able to draw a conclusion about the level of the governmental support of poverty rural and urban areas. Scope of the Study A research is going to be conducted in the rural and urban areas of the South Dakota. These regions have been chosen not by chance. We tried to find the state in the USA where the level of urban population and the rural experience financial problems. The research is going to be concentrated on these two regions to make sure that the results we get are concrete and the possibility of the error due to high number of subjects is reduced to minimum. Significance of the Study The research is going to show the level of governmental concern about the influence of rural and urban poverty on education in two regions. The research will help draw conclusions about the necessity for balancing the governmental awareness of the problems in poverty urban and rural areas.Advertising Looking for research paper on so cial sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More These conclusions can be used for developing the strategies aimed at balancing the support of poverty urban and rural areas with the purpose of improving social situation in the country and reducing the rate of poor people in the society as bad education leads to the increase of the poverty rates. High level of knowledge is a guarantee of successful future and prosperity. Good education is the first step on the way to happy future not only on the level of the family but also on the governmental level. The understanding of the needs of the poverty American rural and urban schools is the first step on the way to reforming the system of elementary and secondary education. Review of Literature Poverty in rural and urban areas: General information Poverty is the disaster of the whole mankind and families in different countries of the USA face numerous problems. Most of the problems are simi lar, however, depending whether rural or urban area is considered the priorities and the problems may be different. Considering the differences between rural poverty and urban poverty in general, it should be mentioned that the reasons and the problems people face are various. Poor people in urban areas are more concerned about criminal situation, drugs consumption, education, numerous problems with kinds, and infrastructure. Rural poverty problems are limited to drugs consumption, unemployment, education, taxes and infrastructure (Ganong, L., et al., 1991). Therefore, the problems connected with drugs, education and infrastructure bother people both in poverty rural and urban areas, while other issues are inherent in each of the discussed areas separately. It is obvious that the needs of people in rural and urban arias are different. However, implementing educational reforms and providing assistance to schools in various regions, government does not pay attention to the specific ne eds of the region, basis their considerations on the general statistics. The problems poor urban areas face are connected with the growth of population, as some scholars state that growth of population in urban area is provided by means of the movement of poor rural people to cities which does not influence poverty rate positively (Adelman Jaret, 1999). Much research has been conducted in the sphere of poverty in rural and urban areas, and most of them show that rural America is poorer that urban one (Satterthwaite, 2002). However, Zimmerman, Ham, and Frank, (2008) managed to prove that products and other things related to the cost of living are not chipper in villages, as rural areas are remote from appropriate transportation system and experienced workers.Advertising We will write a custom research paper sample on Poverty in America Rural and Urban Difference (Education) specifically for you for only $16.05 $11/page Learn More Urban arias usually off er jobs which do not require high knowledge and high professionalism level (Hines, 2002). Nevertheless, according to Schroth, Pankake, Fullwood, and Gates (2003) a rural district â€Å"has higher poverty rate than urban areas† (p. 13). It can be concluded that here in no specific knowledge in the relation to this problem and additional research is required. In spite of those differences, rural areas are less financed in comparison to urban ones, only 9% of rural district budget is covered with federal funds, while in the cities the percentage comprises 11% (Provasnik, et al., 2007; Roellke, 2003). Such differentiation in financing is connected with the conviction that those who live in rural areas have lower demands and need less financial support. However, this conviction is false. Educational Issues Rural and Urban Poor Areas Face Discussing particular educational issues in the relation to poverty in different regions of the USA, it should be mentioned that poverty is one o f the reasons why students drop out schools. This problem is urgent for both rural and urban areas. However, Huang and Howley (1991) state that the financial situation in rural areas is worse due to the differences in tax policies and policies in the relation to financially disadvantaged students. A poverty gap between rural and urban population is also significant (Huang Howley, 1991). Rural schools, being isolated communities, lack â€Å"the people, skills, and money to support schools, libraries, community centers, child care centers, and public transportation systems that poor families need to change their lives† (Nadel, Sagawa, 2002, p. 12). Urban schools have better conditions, and they are usually supplied with better technologies. It is obvious that rural and urban poverty areas face similar problems as the poverty definition is the same, rural schools have more needs, additional ones. Rural students’ achievements are lower due to the absence of the appropria te teachers in rural schools (one of the main reasons is low salary). Having similar financial support in the percentage correlation, rural schools spend more on different operations. Costs on special education and transportation are higher in the rural area. In general, per-students costs in rural area are higher. The absence of the adequate financial support leads to â€Å"providing fewer programs and services, such as alternative schools, vocational programs, a wide variety of high school classes, extended day programs, and programs for special needs students† (Hines, 2002, p. 195) in rural schools. The level of education in rural school is lower due to this problem. Highly skilled and experienced teachers do not want to go to rural areas because of bad conditions, lack of technical support and low salaries (Bauch, 2001).Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Parental involvement plays great role in students’ learning. A research has shown that one of the family members works in urban poor families, while in rural poor families two parents have to work. The conclusion is obvious, parents in urban poor families have more opportunities to follow children’s educational level that in rural areas (Masika, Haan, Baden, 1997). The dependence of the poverty rate from the dependence on the family composition has been explored. The importance of this research is that family composition has a particular bearing on poverty in the region. Thus, 75% of rural area are headed by both family members and on 15 % are female headed. 16.6% of families are poor if they are male-headed and 37.1% are poor if families are family headed. This tendency can be easily explained, as â€Å"the higher poverty rate for female-headed families is attributed to lower labor force participation rates, shorter average work weeks, and lower earnings† (Rur al poverty at a glance, 2004, p. 3). One of the main problems rural schools face is that government in most cases consider their needs coming out of the data collected about urban schools. However, as it has already been mentioned above, the needs of rural and urban schools may differ greatly. Furthermore, the policies created for rural and urban schools are similar, but the lawmakers should consider differences as well (Bryant Jr., 2010). Rural and urban schools are different in many things, connected both with financial and nonfinancial issues. Considering the policies the government implements in the relation to educational system and contrary to educational needs, it is important to remember The No Child Left behind (NCLB) Act (2001). Meier and Wood (2004) reviewed this act and it turned out that the government did not only refer to the needs of the schools, but also harmed those students who lived below the poverty level. Both urban and rural districts were impacted negatively. One of the parts of the law made teachers confirm their qualifications. Referring to the rural schools, it should be mentioned that many teachers in rural schools multiple subjects, and it seems almost impossible for them to prove themselves ‘highly qualified’ in three or even four subjects (Books, 2004, p. 117). Theoretical Framework Description of Theory Based upon Literature Review The consideration of the sources devoted to the problem of urban and rural areas, poverty and education has lead to the conclusion that here is no one opinion about the differences in poverty in rural and urban areas. The absence of the common opinion about the problems which exists in rural and urban educational systems also creates a number of problems. The necessity for this research has been created because of the absence of the understanding why poor rural and urban areas should be treated differently while creating educational programs, implementing financial support, measuring stud ent satisfaction with studying, applying social policies and programs for helping families below poverty rate, and offering schools infrastructure and technical support. The literature review helped us understand that continuing treating urban and rural poverty areas similarly government and other power structures are not aware of the differences in problems and need rural and urban poverty areas have. Offering similar financial support, and sometimes even lower that in urban area, government limits the opportunities in the rural districts. If to consider the problem globally, it is possible to understand that the low literacy in rural aria automatically reduces the agricultural potential of the country. It is not enough just to grow products, it is important to evaluate the market needs, calculate the profitability and make all possible to automate the working process and reduce the costs. Operationalized Definition of Variables According to Census 2000 Urban and Rural Classificati on (2009), urban area is the area which â€Å"consists of densely settled territory that contains 50,000 or more people† and â€Å"at least 35,000 people in a UA must live in an area that is not part of a military reservation† (p. A-22). The territory which does not fit these criteria is referred to rural area (Census 2000 Urban and Rural Classification, 2009). Financial support is defined as the budget costs the government planned to spend on financing educational sector. Educational programs are the recent acts and laws which have been accepted in the country and referred to the educational sphere. Students’ satisfaction is statistical notion. It is going to be measured with the rate of students who either drop out schools or have too low progress in studies. Social work with children and their parents means the social policies directed at supporting poor families. Infrastructure is the number of buildings necessary for appropriate learning (i.e. school buildi ng, library, classes and other rooms). Technical support presupposes the existence of the computer classes and the availability of the Internet. Hypothesis The level of education in the rural area is much lower than in urban area because government does not pay much attention to the appropriate financial support, aimed educational programs, students’ satisfaction with studying, social work with children and their parents, necessary infrastructure and technical support, but implements similar facilities for both rural and urban arias on the basis of the statistical data and other considerations taken from the urban sources. Methods Data Collection Technique Having set a goal to confirm the idea that poor rural arias are implemented with worse support from the side of the government, we have chosen to conduct a research with the reference to a number of issues. Each of these issues should be checked separately as well as the impact it makes on the level of education in rural po or regions. Statistical information and government reports should be considered in the chosen regions to check the financial support government spent within the latest 2 years (209 and 2009 should be considered). The latest government educational programs should be reviewed with the purpose to state their impact on the rural and urban schools. The data should be collected about the main influential measurements (in the comparison with the present or previous acts). To measure the student’ satisfaction with the learning process, the statistical data about students’ achievements should be collected. Furthermore, the interview should be provided with volunteers. Students should be offered questions about their wishes and needs. The revision of the schools’ infrastructure and technical support should be implemented. It is important to note each object. Research Design The statistical information is going to be collected before the interview to understand which probl ems students face and what challenges a school tries to overcome. After the statistical information is collected, we are going to conduct an interview and measure the received results. Sampling Procedures The research should be conducted in the schools of South Dakota. Five schools from rural and urban areas are going to be selected on the basis of the statistical information about the welfare of each of the schools. We are going to select the schools from poor regions, where the general income of the population is rather low. Students from these schools are going to be selected on the volunteer basis for interview. Sex, age, ethnicity, and other characteristic features will not be used as the criteria for sampling. Tools, Measurement, and Analysis Statistical analysis and interviewing are the main tools for data collection. A survey should be directed at understanding students’ needs and the inability to find what they want at school. Family problems should also be discussed for measuring the students’ satisfaction with studying and the identifying of the presence/absence of the social work with children and their parents. The results are going to be interpreted and compared and contrasted in the form of a table where it can be seen what urban (rural) schools have and rural (urban) do not have. Measuring the results, we should be objective and fill out the table accurate. The analysis of the results should be conducted both individually and in complex. First of all, it is important to measure the impact of each of the mentioned variables on the school in each of the poor regions, urban and rural. Second, the complex analysis should be implemented with the purpose to confirm the hypothesis that financial support, educational programs, students’ satisfaction with studying, social work with children and their parents, necessary infrastructure and technical support are directed at satisfying the needs of poor urban areas ignoring the particul ar requirements stated by the rural areas in poverty. Reference List Adelman, R. M., Jaret, C. (1999). Poverty, race, and US metropolitan social and economic structure. Journal of Urban Affairs, 21(1), 35. Bauch, P. A. (2001). School-Community Partnerships in Rural Schools: Leadership, Renewal, and a Sense of Place. Peabody Journal of Education, 76(2), 204-221. Books, S. (2004). Poverty and Schooling in the U.S.: Contexts and Consequences. Mahwah, NJ: Lawrence Erlbaum Associates. Bryant Jr., J. A. (2010). Dismantling Rural Stereotypes. Educational Leadership, 68(3), 54. Census 2000 Urban and Rural Classification. (2009). US Census Bureau. Retrieved from http://www.census.gov/geo/www/tiger/glossry2.pdf Chen, J. Sapsford, D. (2005). Global development and poverty reduction: the challenge for international institutions. New York: Edward Elgar Publishing Ganong, L., et al. (1991). Poverty in America: Rural and urban differences. Department of Human Development and Family Studies. Retr ieved from http://missourifamilies.org/cfb/briefs/ruralurban.pdf Hines, P. (2002). Transforming the Rural School Counselor. Theory into Practice, 41(3), 192. Huang, G., Howley, C. (1991). Recent Trends in Rural Poverty: A Summary for Educators. ERIC Clearinghouse on Rural Education and Small Schools Charleston WV. Retrieved from http://www.eric.ed.gov/PDFS/ED335180.pdf Masika, R., Haan, A, Baden, S. (1997). Urbanization and urban poverty: A gender analysis. Bridge, 54, pp. 1-18. Meier, D., Wood, G. H. (2004). Many children left behind: how the No Child Left Behind Act is damaging our children and our schools. New York: Beacon Press. Nadel, W., Sagawa, S. (2002). America’s forgotten children: Child poverty in rural America. Westport, CT: Save the Children. No Child Left Behind (the Elementary and Secondary Education Act). (2001). US Department of Education. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/index.html Poverty Education in Rural and Urban Areas. (201 1, May 13). Poverty, education, and the American dream in contemporary rural America final 2011. Retrieved from http://povertyeducationfinal2011.posterous.com/poverty-education-in-rural-and-urban-areas Provasnik, S., et al. (2007). Status of education in rural America. Retrieved from http://nces.ed.gov/pubs2007/2007040 .pdf Roellke, C. (2003). Resource allocation in rural and small schools (ERIC No. ED482323). Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. Rural poverty at a glance. (2004, July). Rural Development Research, 100, pp. 1-6. Satterthwaite, D. (2002). The ten and a half myths that may distort the urban policies of governments and international agencies. The 21st Century Urban Scenario: Citizens as Agents of Change. Retrieved from http://www.ucl.ac.uk/dpu-projects/21st_Century/myths/pdf%20myths/Myths_complete_doc.pdf Schroth, G., Pankake, A., Fullwood, H., Gates, G. (2001). Rural and Urban America. Rural Special Education Quarterly, 20(1/2), 13. Zimmerman, J. N., Ham, S., Frank, S. (2008). Does it or doesn’t it? Geographic differences and the costs of living. Rural Sociology, 73(3), 463-486. This research paper on Poverty in America Rural and Urban Difference (Education) was written and submitted by user Wilson Parrish to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Come Participate in the DWT Poetry Competition

Come Participate in the DWT Poetry Competition Come Participate in the DWT Poetry Competition Come Participate in the DWT Poetry Competition By Daniel Scocco I am pretty sure we have many poets and wanna-be poets among our readers (not to mention the ones who just like to read poetry), so it was about time to run a DWT Poetry Competition. First of all here are some good reasons for you to participate: The winner will receive a $100 Amazon gift card. The three runners-up will receive a free license for the Fanurio billing software. Youll get people reading and giving feedback on your poems. Are you in? Good, now just read the rules: The deadline for the submission is the 1st of March 2010 (midnight GMT). Submissions must be made via email to daniel@dailywritingtips.com (Send your poem either in the body of the email, or as a .doc attachment) The poem must be in English, original, and must not have been published in the past. By taking part on the competition you allow us to publish your poem online (it will stay on the blog even after the competition). But you retain all the publishing rights over the material. From March 2nd onward well publish a batch of poems every Tuesday, and our readers will be able to vote on their favorite poems, until we elect the winner. It is time to reveal the Robert Frost or the Emily Dickinson you have inside! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Competitions category, check our popular posts, or choose a related post below:Using "a" and "an" Before WordsLatin Words and Expressions: All You Need to Know5 Tips to Understand Hyphenated Words

Audio Lingual Method Essays

Audio Lingual Method Essays Audio Lingual Method Essay Audio Lingual Method Essay 1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking. Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the concepts and assumptions of language learning from both schools of thought. The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadvantages of employing it in the second language classroom. The author als o puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S. However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å" by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U. S. However, after World War II, the U. S. saw an urgent need for her to be orally proficient in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALM Some of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoken, and write what he has read. Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language. Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects. In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning. The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills. Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson. Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substitute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners. Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8 In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciation are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well. Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning. New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise. This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative competence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory. Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10 However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontaneous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural. With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress. They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence? If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125) One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue. Students are required to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa. Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the learners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages. International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235.

What factors influencing Chinese parents tosend their children to Literature review

What factors influencing Chinese parents tosend their children to study abroad - Literature review Example China’s system and policies for education have a number of weaknesses and areas for development for likely investment that cause parents to send their children overseas for better studies. Author Ryan discusses reforms on higher learning in China and compares them to those of international economies. According to Ryan, the influential hand of economic and political realities overwhelms modern relative and overseas studies of higher learning reforms (Ryan, 2011). Ryan’s text tries to provide an alternative cultural standpoint to explore the development and conversion of China’s higher learning system. The book argues that China’s culture philosophies affect the development of higher learning (Ryan, 2011). Even so, Ryan notes that current scientific literature does not offer his argument adequate attention. Researchers Li, Liu and Zhang, approximated returns made in the education sector in urban China in 2012. In this study, Li et al experientially approximated the return to learning through a twins model of data. The research’s regular least-squares model approximated that a single year of learning raised a Chinese student’s income by 8.4% (Li, Liu and Zhang 2012). When Li et al used the twins model, this return decreased to 2.7%, but increased to 3.8% after the adjustment of measurement error. These findings indicated that a huge part of the approximated returns to learning occurred because of absent ability or the family impact (Li et al., 2012). According to Li et al, this was proof that the return of education was low in urban China because of its current education system. In 2012, Li et al studied the medical learning system in China in an attempt to understand the country’s national education system. According to Li et al, China is undergoing a crisis of poor and ruined doctor-patient relationships, which officials deny openly. Li et al says there are multiple reasons for the distrust

Domestic Violence Essay Example | Topics and Well Written Essays - 750 words

Domestic Violence - Essay Example Domestic violence has ruined the peace of the society. More and more people are falling into depression and anxiety with the grief of a lost or killed child, parent, sibling or spouse. Ethical dilemma to domestic violence: The ethical dilemma to domestic violence can be understood with the help of an exemplary case study. Let’s suppose that a woman who mothers three children gets hurt by her husband. She approaches a counselor who has newly started his career. The woman tells the counselor that she is physically abused by her husband. The counselor advises the woman to seek divorce and take her kids with her away from the husband. But the woman can not do that as she is afraid her husband would find and kill her along with her children if she attempts escape. In such a case, the counselor feels too inexperienced to give an informed suggestion. If he tells the authorities about this, his competence as a counselor would be suspected. If he gives a decision as he considers approp riate, this might take away four lives. Thus, the counselor is put into ethical dilemma because of the domestic violence experienced by his client. Likewise, several other points can be made from the same case study. Some common forms of abuses in domestic violence: Some of the most common forms of abuses people experience in the domestic violence are physical abuse, sexual abuse, social and emotional abuse, isolation, intimidation, discrimination, racism, threat and neglect. Each of these can be further divided into many forms of violence like punching, hitting, pulling, pushing, restraining, kicking and even hugging. Potential consequences of domestic violence: Consequences of domestic violence are very alarming. It causes homelessness. In order to escape interaction with the dangerous people, people put themselves into social exclusion. Many women who are offered physical, sexual, emotional or verbal abuse by their husbands take divorce get separated from them. This not only dist orts the whole family setup but also ruins the future of the children. Dysfunctional families, broken homes, depression, social exclusion and suicide are some of the potential consequences of domestic violence (Schweitzer, 2011). My stance on domestic violence and the basis for that: I hate domestic violence. I believe that domestic violence ruins the whole society by distorting the family system. I believe that in order to make a healthy society, people need to live in a strong family system. Almost all religions require their followers to live in nuclear family system. In a nuclear family system, everybody has well defined roles and responsibilities. A father earns bread for the family, while a mother nurtures the children. The children are perfectly brought up with the mutual efforts of both the mother and the father. The broken families harm the psychology of the children along with the separating partners, and they are not able to play a constructive role in the society. Applic ations that can be made to me professionally as a member of the Criminal Justice System: As a member of the Criminal Justice System, I can receive applications to make rational decisions and formulate policies that would address the individualistic concerns of the victims. â€Å"Professionals in criminal justice are called upon to enforce laws and also to implement policies. Policies can be formal or informal.† (Pollock, 2010, p. 154). Formal policies are formulated by the government’

Mango Case Study Essay Example for Free

Mango Case Study Essay MANGO is an internationally famous multinational which designs, manufactures and markets women’s and men’s clothing and accessories. Its Headquarters are based in Palau Solita I Plegamans (Barcelona). At the current time, the company has over 11.000 employees out of which 82% are females, with an average age of 32. The Hangar Design Center, where more than 1500 employees work, is the biggest design center in Europe, with a surface area of 10.000 m2 and more than 550 professionals dedicated to creating fashion garments and accessories for women. The Quality, Purchasing and Design departments are also located there. The central offices have a total surface area of 150,000 m2 and their own structure, which comprises the departments of Image and Advertising, Property Management, Expansion, Production Control and Stores Distribution, Store Architecture and Interior Design, in addition to Logistics, Administration and IT systems. The company currently has a total of 2415 stores in 107 countries worldwide. Their expansion continues in cities of the stature of Tokyo, Beijing, Erlangen or Verona. MANGO considers its keys to their success are: Concept, Team and Logistics System. Concept The company is very keen on having a highly defined concept. The MANGO concept relies on an alliance between a product of a high quality with an original design and a strong brand image. Dressing the modern, urban women for her daily needs is the formula the company has analyzed, adapted and applied in all the countries in which MANGO is present: it has been and remains one of the keys to their commercial success and international prestige.

Essay --

At first I would like to say that I am really excited to write to you this letter and I am doing it with love. As we are going to spend a year together, now I would like you to know about me, my character, my likes and dislikes, my hobbies, and of course about my family. First of all I will tell you about me. I am 18 years old, I am a tall girl with brownish curly hair, brown eyes and quite a pretty face. I am a sophomore at Vanadzor State Pedagogical Institute named after Hovhannes Toumanyan and studying in Philological Faculty, English Department and my major field of degree is the English language. I am a future English teacher for what I am really proud as I love teaching children. I am called "an interestin person" by my friends and relatives. I like to learn something new all the time, in other words _ absorb any information which is important and interesting to me. At the same time I have great sense of humor. I am fond of joking so I often get in touch with such people who are witty, friendly, and of course humorous. By the way I have a lot of friends whom I love and repect very much and friendship to me is very important. All of my friends are very interesting, kind, helpful and trustful. When I am sad and disappointed, they are always there to cheer me up. When I am happy, they are always there to share my happiness. Of course it is mutual. We love, repect and count on each other. What about me, I am a person who seldom gets offended. I hate lying and being lied about. I do not like when people butter somebody up either. That is something horrible for me. I like just and honest human relationships. I should say that my mood is quite changable. And it depends on circumstances and sometimes on weather. I can s... ...witty. He is also skillful with many things. He graduated from Vanadzor State Pedagogical Institute. He is not married yet, but I hope he will soon. I love him too much. Unfortunately, my mother died when I was six. But as I remember her, she was a real beauty. She was very careful, loving, and gentle. She was a music teacher as well as a pedagogue at kindergarten. Though she is not with us now, I am sure she always follows us from the sky and helps us. It is really difficult living without "Mother" but my brother and I try to do everything so my Dad will not feel lonely and sad. Our family is very united. We live in the air of family life. We are as separated as the notes of a piano and as linked as the notes of a song. That is all about me and my family. I hope that you have liked me. I also hope that one day we will meet, love and repect each other strongly.

The Death of Human Interaction: A Pitfall of the Social Network

Not that many years ago there was a thriving business in my hometown of Columbiana, Ohio called The Lazy Bean Cafe. When it moved into its location in mid-2002 it was the place to be for all the kids (and even adults) in the community. It was the only place in town that made and served smoothies right in front of your eyes. The prices were doable for even the kids my age to get something a few times a week. The Lazy Bean also supported local art by having free concerts every Friday night for local bands. It was the place where you would meet friends to go somewhere or just to hangout in the Cafe. A place where people of all ages would meet to catch up with old friends or spend time with the friends they see daily. And so business was thriving for the owners of the Lazy Bean Cafe. For a few years, things went on this way. Even through the beginnings of the recession the cafe remained strong and stable. Overall, the people of my small community saw little effect, for the most part, from the recession. Which is why things stayed mainly stagnant as far as the local market was concerned. Yet for some reason the Lazy Bean cafe was losing business. People were just not going there anymore. Personally, I know my friends still always had money to spend. The Cafe wasn't doing anything that would drive people away, at least not at that point in 2007. Everything was how it always had been, except that people just weren't buying their product anymore, and people weren't meeting or hanging out with friends their anymore. So in late-2008 they had to start taking drastic measures to keep their business afloat. They fired some of their workers and lowered the amount of hours the Cafe was open. Things didn't improve. So about a year after they did this they had to increase the prices of their product in order to make ends meet, which drove away most of the remaining consumers. They lasted only a few months after they changed their menu prices. The members of the community were quick to blame the company's change of menu and prices for the reason their business was plummeting, but I saw through it. I know they wouldn't have had to change their menu if people were consistently coming to buy their products. The reason that the business failed wasn't because of anything they did. It was because people were no longer having conversations over bagels and coffee in their restaurant. There was no longer a need for a public place for people to meet up and talk. Their target market had been taken over by something more convenient, and the real world atmosphere they created was being replaced by something with no feelings or emotions at all. Something made of cold metal and wires. Something cheaper and easier to be a part of. Something that allowed you to have your entire social circle at your finger tips: an internet based social network. Since it's inception in 2004, Facebook has surpassed Decayenne, Friendster, Myspace and all other social networks and become the most populace internet website in the world. More than five-hundred million people have joined the Facebook experience since its beginning and it is growing with every second of the day. Most of these users log on to Facebook everyday; and why shouldn't they? It's the easiest way to keep in contact with what their friends are up to as well as tell them what they have been up to. Sure does beat the heck out of having to walk somewhere to meet them and talk in person. Saves time, money, and most importantly energy. Now, you don't even have to dial a phone number to talk to someone in real time. You just click their name and a box pops up for you to message them. Still, can you actually say that you are talking in â€Å"real time,† can you even really call it a conversation? After all, you can't see the person at all. Well, you can't SEE them when you are talking on the phone either! That is true, but at least you can hear their actual voice. At least on the phone you don't have to guess at which syllable they were emphasizing. You don't have any confusion as to what is meant by what they said when you hear the inflection of their voice coming directly from their mouth. On the phone, you can hear the timing in which things are said. You instinctively become aware of a certain tempo in the conversation and that allows the conversation to flow. Facebook chatting destroys all of this natural human interaction. People no longer have to respond immediately like they would on the phone or in person. They have time to think of exactly what they would want this person to hear. Further diminishing, not only a person's instinctive personality, but also skewing the way they are seen by the one they are talking to. Forming an unnatural bond between these people who may know nothing about the actual person, the one behind the mask being displayed. With the benefits of this new digital age come the drawbacks that we are all too aware of. Dateline's To Catch A Predator is just one such source that exposes what happens when you think you've gotten to know someone online. Although this is an extreme case for a situation that has been fiercely combated, these things happen on a much smaller scale on these social network sites daily. This is partially because when human's interact in person, we absorb all things about that person – their facial expressions, body language, voice inflection, tone of voice, speech volume, and the overall aura that a person gives off. So when all of these things are taken out of the equation and all we have are the person's words, we begin to interpret what they are saying our own way. We begin to craft this person in our head that does not match who they are in real life. We make them into something more drastic than they are, whether that be good or bad. The reason we do this is because the human mind, by nature, is used to having the whole experience when we are talking to people. Our brains are used to having all of the aspects listed above when we are conversing with a person. So intuitively our head begins to replace these missing elements with things that it does recognize. Which could be memories of the person, things you have dreamed of or even had nightmares of. The brain brings in things it has thought about before to fill in the missing gaps. Forging an unbridgeable gap between these people, caused by the natural happenings of their brain. So, since one cannot control the instincts of the human mind, who is there to blame for this loss of human connection? These social networks have made it so we no longer have to, or want to, leave our computers to talk to our friends. They have allowed us to form these people in our heads without ever really knowing about them. This networks make it simple to keep in touch, but impossible to actually touch those we talk to. Imagine that all of your friends, all of the people you care for, are symbolized by a cotton ball. Now, a general term for that cotton ball is a â€Å"Monkey Sphere. † The reason it gained such a name was because, while testing monkeys, scientists noticed that all monkeys tended to have only about 10 to 12 other monkeys that they could cooperate with at one time. Their â€Å"monkey sphere. † They are all the monkeys that one would care for, defriend, marry, etc. And any primate outside of this sphere the monkey rejects. After this research was taken, these scientists wanted to see if the same principles applied to humans as well. Now although they are still running tests, it is clear that the human's sphere is no doubt larger than a monkey's just by the nature of the human brain. It simply holds more information. However, it still has its capacity for overall inter-human relationships and affections just as the monkey's brain does. This finite amount of human connection can be most easily displayed as, like I had stated above, a cotton ball. Without the use of these networking websites your cotton ball would, no doubt, be smaller. And will get smaller the older you get. The ball will be very small and very clumped up, but very dense. Meaning, the relationships you do have are extremely close and personal relationships. Relationships where you almost know what the person is thinking or what they are going to say, without having to ask them. Facebook can't give you that. What it can give you, however, is a much wider cotton ball. A much more outstretched monkey sphere. It does allow you to keep in contact with people that you would otherwise lose touch with. Still, by doing so it thins out the cotton ball a great deal. Someone with this cotton ball has few or no close personal relationships. They never felt the aura of the other individual in person, so they never know exactly what this person is all about. People like this will never experience a true, deep connection with another person. Never realize the similarities that lay within all people. These social networks would combat all of this by saying that their whole purpose for the site is to expand the monkey sphere. Which they do, no doubt about that. These sites definitely allow people to find and reconnect with people they have lost in their past. It lessens the social, cultural, and geographical divide throughout the world and allows more people to care for more people. And while doing so, decreases the separation between all people. Which are all undoubtably good things. We want people to care for other people. We want to encourage new relationships and rekindled ones alike. But at what cost are we constructing these relationships? We are sacrificing real human connection. We are losing the human touch, the human condition. We are steering away from personal contact and toward a world where people talk only through the digital realm. And if we keep this up, soon human interaction will be nothing but short statements and awkward pauses. Soon our monkey sphere's will be so stretched out that they won't be monkey sphere's at all. They will be pulled so thin that we start to lose people off the edges. Then since the whole thing is spread so thin it is only a matter of time until even those at the center of it our lost in passing. All because there was no actual interaction between these people to tie them tighter together. Leaving us as only isolated and lonely individuals. Broken entities wondering lost in a world of blank, empty faces. We can't allow this to happen. We have to take these technological advances as what they are, secondary ways of communications. If we allow them to replace face-to-face discussion then we are destined to lose the the greats part of the human condition. Which is knowing, appreciating, and experiencing other people and their personalities. We need to resuming the bagel-and-coffee talks. The walks together to the corner bistro or down the street. We can't lose the desire to be in the presence of other people. Or Lazy Bean Cafes everywhere will continue to close. Public social networks will become a thing of yesteryear and we will lose ourselves in a sea of people pretending to be what they are not. And, ultimately, we will lose ourselves along the way.

A Mentor Essay

In life there is always a person, or role model that you will look up to and admire. A person may admire their role model, or mentor, because of their looks, wit, or even general personality. No matter who you are there is always someone that you attempt to emulate in some way, shape, or form throughout your life. There is no limit to the amount of role models one person can have. There may only be one person whose ideas you look at and agree with whole heartedly, or you may take portions from a vast number of others in order to create your own unique persona, and ideas. For myself, a prominent mentor was my high school Chemistry and Physics teacher, Mr. Robert Hage. I admired my Chemistry teacher not for his thinning white hair, or for that matter any of his looks, other than his always cheerful smile. I instead looked up to him as a mentor due to his unique personality, and his vast intelligence. He had a love for cats, liberal ideals, and sweaters with an odd pattern displayed boldly on the front. Mr. Hage had a great sense of humor, and was an avid musician. These were the reasons that I admired Mr. Hage, because these were planes that I took interest in and that I could learn from him in. In the classroom Robert Hage was what some students would call ‘a perfect teacher’ he was not incredibly strict, he didn’t ever hand out detentions, but instead would make a mockery of the any student that unintelligently disrupted his class, but did so in such a sly, humorous manner, that even the victim of the mockery would be laughing uncontrollably. Robert Hage lived an expansive life that led him though a great number of careers including a Musician, Chemist, Physicist, Author, High School teacher, and finally, a mentor. Through this vast professional history he showed a great passion for everything he had done, and in doing so gained a large amount of knowledge, in which he would pass on to his students. This is what I admired most about Mr. Robert Hage; I admired his knowledge and passion of all things he did. Read more:  Whom I admire  essay In my sophomore year of high school I entered room 211 to go to Chemistry class. I had always enjoyed classes that pertained to a scientific field,  and hoped that Chemistry would come as easily as the other subjects had to me. However, my freshman year the teacher who lectured the Biology class had no interest in the subject she taught and did so half-heartedly; I started to dislike the class. So I was wary about another teacher who just wanted to get through the class more so than teach the students. Needless to say, I was proved wrong, very wrong. The first day of Chemistry class Robert Hage performed a serious of ‘mystifying’ experiments such as lighting Magnesium on fire, which burns with a flame so white it will leave you seeing spots, and placing pure Sodium in a beaker of water, which will combust. Mr. Hage then stated â€Å"For those of you who had doubts coming into this room, Chemistry is fun†. That was all I needed to hear in order to know that this would turn out to be a fortunate turn in events. As the year went on it seemed that my teacher and I had much more in common than I had initially hoped for. I was at an age where I had not yet taken a stance on any real issues but always sat uncomfortably on the fencepost. When I found myself pondering serious life questions, such as religion, he showed me answers through science and that it was perfectly fine not to accept a religion at all as long as you could provide evidence to support your claims. This was a new concept that had never been provided for me, and best of all it wasn’t force fed to me. When I questioned politics he presented the strengths of a liberal standpoint, but all the while letting me know that as long as I could justify my ideas, it was alright to take whatever standpoint I wanted. Although, with every path that was opened, he always told the group in which it was presented to, not to just blindly accept what he said and run with it, but to examine both sides carefully and choose which you thought was the right one. With not only a rekindled interest in science, I was also left with the new interest of rhetoric and debate. With Mr. Hage’s encouragement I joined the high school debate team. When the season came for debate matches to begin; Robert Hage had some more advice for me which was, it is important to know how to argue your side, but more important to know how the opponent will argue theirs, and the best strategy is to beat them with their own words and facts. I will never forget these words, and they are filled with what is in my opinion some of the most valuable wisdom you will hear. Robert Hage played a large role in sculpting my present day personality, and it is because of him that I have developed an everlasting love for music, and am now fluent in playing five different instruments. He is also the reason that I am comfortable with views that may not be shared with a vast majority. Most of all, he is the reason I chose the path in life that I did; he is the reason that I am currently pursuing my majors of the Chemistry and Pre-Medical fields.

Organ Transplant essays

Organ Transplant essays Nowadays medicine already good enough. When peoples got a disease, they can recovered by taking a pill and giving them an injection, even they have cancer, they can removed it by operation. It seem nowadays medicine is very good. Organ transplant is the one discovery in the medicine. Organ transplantation basically is the patient of removing a useable organ from a person who had just died, usually in an accident and give it to a severely will person who needs it to replace a damage organ. Nowadays many people waiting for organ transplant. The number of patients on waiting lists more than doubled during that period to 56,066 in 1999. In that year, 3,072 patients died waiting for organ. because of this happened, we have to focus on the organ transplants. Most of the patient ¡s organ got very bad disease, and the medicine can not control their bad organs, for example, cancer, heart disease and kidney disease ¡K. Etc. the only way to recover is get another organ to do the transplantation as soon as possible, otherwise their life will be in danger, or probably their disease will be turn worse till the organ can not recover again. Another factor that causes patient waiting for organ transplant is not enough people die in order to get the organ. When doctor take away the organs from the died body, they have to make sure the organ is 100% healthy, otherwise they don ¡t use it in the transplantation. But this is very hard to find a organ is 100% healthy, because the org ans might be damaged after the accident or the died people already have a bad organ. Because of these factors, many people die for waiting organ transplants, we can know that organ transplants is very important for the patient. ¡ Hundreds die each year waiting for transplants ¡ According from Gary Rennie. In order to solve the organ not enough supply problems, doctor thinks another way instead of the organ transplants. They created artificial heart in ...

Parentheses

Parentheses Parentheses Parentheses By Mark Nichol Parentheses serve several specific functions, but their general purpose is to set a grammatical unit of content off from the surrounding text. The parenthesized material can range from a single letter, numeral, or other symbol to an entire sentence. (Because enclosing more than one complete sentence in parentheses overextends the digression, it is not recommended.) Here is a summary of ways to deploy parentheses. First, a definition of terms: Parenthesis denotes a single parenthetical mark, but it can also refer to a digression, interlude, or interval enclosed in parentheses or other pairs of punctuation marks, such as commas, dashes, or brackets. The first of two parenthetical marks is an open parenthesis, and the second is a close parenthesis. The pair together are called parentheses. A parenthesis of an entire sentence can be inserted within another sentence, but omit a period after the parenthesized sentence (However, an exclamation point or question mark is acceptable!) to avoid confusion. (A complete sentence may also follow the terminal punctuation of the preceding sentence; in that case, include a period- or another terminal punctuation mark- immediately before the close parenthesis.) An incomplete sentence within parentheses is not punctuated with a period, but, again, an exclamation point or question mark is allowed. When providing an explanation or an example, the additional information can be enclosed in parentheses. Note in the following sentence how a parenthesis of a parenthesis should be formatted. (The abbreviations e.g. [â€Å"for example†] and i.e. [that is†] generally precede such information in formal and scholarly prose; in more casual contexts, the phrases are employed.) This is general American English style; British English style (and legal style and style for some other contexts) is parentheses within parentheses. Parentheses enclose the abbreviation of an acronym or initialism after the spelled-out name of an agency, company, or organization to inform the reader about how the entity will be identified on subsequent references: â€Å"The National Association for the Advancement of Colored People (NAACP) was founded in 1909.† (Note that the article the is not repeated in the parenthesis, but it should precede the initialism when it appears again.) Parentheses are used to enclose a note when a reader is directed to a cross-reference or when a writer glosses (presents a brief definition of) a term, provides a citation for a quotation or a fact or figure, points out that he or she has used italics to emphasize part of a quoted passage, or otherwise annotates a quotation. Note that the location of the parenthesis in the following sentence is awkward: â€Å"Consider whether a ‘risk expert’ should serve on the committee (i.e., someone with a background in risk management or oversight relevant to the nature of the organization’s operations).† Parenthesized annotation, just like additional information enclosed in a pair of commas or dashes, should immediately follow the relevant word or phrase, as here: â€Å"Consider whether a ‘risk expert’ (i.e., someone with a background in risk management or oversight relevant to the nature of the organization’s operations) should serve on the committee.† Back-to-back parenthesis is acceptable, but this can be avoided by combining two pieces of information into one parenthesis divided by a semicolon or by reorganizing the framing text to separate the two parenthetical comments. When the items in a run-in list (a list appearing within a sentence rather than formatted vertically) are numbered, they should be enclosed in a pair of parentheses (not with a close parenthesis only)- as in â€Å"The three types of rocks are (1) igneous, (2) metamorphic, and (3) sedimentary†- but numbering is seldom necessary. Use parentheses in moderation; excessive deployment of the symbols can give text a cluttered appearance (note their ubiquity in this post) and result in an obstacle-ridden narrative flow. Often, a pair of commas will suffice in their place, and dashes are appropriate when abruptly interjecting additional information, especially when the writer wants to give an impression of sudden interruption rather than unassuming interpolation. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureBroadcast vs Broadcasted as Past FormEpidemic vs. Pandemic vs. Endemic

Art Appreciation- Principles of Design Essay Example | Topics and Well Written Essays - 750 words

Art Appreciation- Principles of Design - Essay Example Constable continued to study and copy the work of his predecessors for as long as he lived, constantly measuring their interpretations of the natural world against his own experience of it. His main interest was scenes from nature, despite earning money painting portraits for the rich. Although largely ignored by the English art community in his lifetime, Wilson (n.d.) reports â€Å" The Hay Wain and View on the Stour near Dedham went to the Parisian dealer Arrowsmith in 1824 and created a lively, if short-lived, interest in France.† Since his death the true value of Constable’s has been recognized by all of the art community. ‘Stoke-by-Nayland’ is a dark figure emerging on a path from a shady forest on the right, with the village of Stoke-by-Nayland located on the right. A partially cloudy sky covers the right sky above the village with the left side having a smaller visible sky in proportion with the whole painting. The scale and proportion used allows Constable to make the forest seem in the forefront and the village farther away. The directional forces pull the eyes toward the figure and forest first. Even the brushstrokes seem to be coming from the right. The emphasis is on the mysterious forest. The subordination is the village in the background. The contrast between the colors is obvious with the white clouds and dark greens of the forest. The two most important principles are scale and proportion and contrasts. These two principles define ‘Stoke-by-Nayland’. Constable uses scale and proportion to create a forefront nature scene with a figure emerging and a background village. Constable often used the technique common at the time of sketching actual nature scenes before going back to the studio to paint (Wilson n.d.). This would entail making the sketch using scale and proportion, and then transferring the scale and proportion onto a larger canvas. However Constable accomplished this, he did an

The Increase in the Frequency of Involvement of Ex-Mental Patients in Case Study

The Increase in the Frequency of Involvement of Ex-Mental Patients in the Criminal Justice System - Case Study Example The objective of this study is to determine the effect of deinstitutionalization on the frequency of involvement of ex-mental patients in the criminal justice system through an analysis or review of available data and information on private and public mental hospital capacities, and crime rates in purposively selected U.S. inner-cities. In the advent of deinstitutionalization, several former mental patients have turned out to be considerably involved with the criminal justice system, which is an area they are especially unprepared to deal with. Researchers and observers alike, depending on their specific concern in the issue, have thus far predisposed to examine this outcome of the process of deinstitutionalization in one of two ways (LaFond & Durham, 1992). First, the mainstream media have took hold of particular offenses involving the abrupt and dramatic murder of unsuspecting victims by sadistic murderers, whom they readily recognized as ‘escaped lunatics’ or ‘psychos on a rampage’ (LaFond & Durham, 1992, 33); labels that intricately connects the suspected murderer to mental disorder. Second, mental health practitioners have been swift to reveal what they see as the prejudice and pointless imprisonment of mentally ill people for minor offences, which the experts typify as the unnecessary interference of the criminal justice system into the area of mental health (ibid). Both interpretations of reality have a generally central point of view that deinstitutionalization is at the core of the predicament; furthermore, both perspectives sensibly give rise to a claim for rehospitalization of people with mental disorder, either for the reason that they are incapable of living in civilized society or quite weak to survive a narrow-minded intolerance and mistreatment of society (LaFond & Durham, 1992). The root is identical, the solution is identical, and the only thing that has been inadequate is empirical research of what we all believe to be obvious: ‘that deinstitutionalized mental patients either are criminals or are treated like criminals’ (Bean, 2003, 141).  

It is the Introductory Memo assignment Example | Topics and Well Written Essays - 500 words

It is the Introductory Memo - Assignment Example Attaining the position of the Finance Advisor for a company is my ultimate long-term goal. I aim to express exceptional performance in my writing course for this semester. I will strive to internalize every information taught in class. Moreover, I will put into practice the skills learnt in the entire course into a real life situation. I hope to do part-time secretarial job during the vacation, where I will adequately apply the attained business and technical writing skills. I intend to perfect my writing skills by the end of this course. I have vast experience with computers. I usually use my Samsung laptop when at home. My Samsung laptop has the following specifications, Core i7 with a processing speed of 4.00 GHz, and windows 8 installed. I recently worked in Dell Inc. and my key responsibility was to write the incorporation’s newsletters as well as updating the company’s website. These duties greatly improved my writing skills. My earlier workplace was in Coca-Cola Company, where compiled financial report for the company. Some of my achievements include participating in swimming competition, in which I emerged the best. I enrolled in a driving school and attained a license after completing the course successfully. I have also attained a driving license after completing the driving course. I will also list this course among my achievement after completing it successfully. My desire is to excel in both technical and business writing course. I developed an interest to enrol in this course because of what I experienced at my previous workplace. I expect to develop good communication skills by the end of the course. Few business and technical writers exist, and I view this course as an opportunity from which I can earn a living after successfully completing it. In addition, I would want to assist students that struggle to improve their business and technical writing

Dialectics in Oryx and Crake Essay Example for Free

Dialectics in Oryx and Crake Essay Canadian author Margaret Atwood’s novel Oryx and Crake, is about an anti-utopian society that chronicles the collapse of civilization and corrupt medical practice. The town’s morals are highly questionable, in that the majority of the citizens approve of gene splicing, transgenic animals, like mixing a dog’s genetic code with a wolf, and transplanting animal organs in human beings. The book poses a question of what is truly ethical in medical practice? This story has an immediate correlation to the island of Dr.   Moreau, by H. G. Wells, in which a mad scientist creates a dysfunctional society of genetically spliced transgenic animals as well. Like The Island of Dr. Moreau, Margaret Atwood relies on dialectical elements. Dialectic is a classical philosophy originated by the Greeks that depended on the furthering of society through thesis and antithesis. In modern day it has developed between most scholastics as a fine art of persuasion. It is ever present in Oryx and Crake through the dialectics produced through Crake’s insanity. His main dialectical argument is that society has become morally bankrupt and is due for a change and Crake claims intellectual right over all of man kind. His views are presented as deliriously radical, but there is irony in the fact that the University that Crake attends is named Asperger’s U. A term used to describe people who are usually extremely intelligent and often very eccentric, it be could argued that Atwood hints to imply Crake may be the correct one after all, and that the rest of society is wrong. This virtually tyrannical takeover of both the world and the lives of Oryx and Snowman are done entirely through aggressive persuasion. In the formation of Crake, Atwood creates an insanely ranting lunatic, with whom in the end the reader has no choice but to sympathize. The dialectic argument that is posed here is that the dye is cast. Atwood, acknowledges that our society’s morals tread a fine line from damnation, and she writes a novel that puts us one step over that line. The reader has no choice but to sympathize with Crakes’ actions because he is a product of an unbearable world, not too distant from our own. The novel itself, poses a persuasive argument to the reader, in that all of the occurrences in the plot are rationally plausible. There are scenes in the novel where the two men, Crake and Snowman, are attending college together and enjoying their favorite pastimes. These hobbies include, watching nudie news, live executions, and child pornography. In the beginning moments of the lives of the two main characters, the reader views a demoralized world, in which it appears even the plot’s hero is desensitized to the plight of his society. The ironic and reasonable argument posed is that all of these things they are doing, we can do today in our society. At the same time, child pornography, nude news, and live executions online are all either frowned upon and remotely new to our society. Atwood presents the enjoyment of these practices like they are common occurrences. The same goes for gene splicing. It is widely debated as an immoral and illegal act, but it is reasonable enough to think that with the passing of time eventually a law can be passed to legalize both gene splicing and child pornography. This would inadvertently make the use and distribution of these practice more heavily abundant in society and change the moral makeup of the people as a whole. A third persuasive argument the novel poses, and this is more from a perspective of female empowerment, is the idea of polyandry. It is historically a man’s fantasy and an empowering element for the man, while degrading to the woman, for a man to have two wives. Atwood poses the exact opposing scenario in this novel. On one end the idea of polyandry is implied through the relationships both Snowman and Crake have with Oryx. It is directly inferred to in that the Crakers only breed when they are polyandrous. This like most of the novel is a play on societal norms. Underlying in the dialectic argument of the novel are societal implications. For example, by Atwood calling Crakes’ creations the Crakers, she creates an implied connection on words to the Quakers, who are known for starting their own Christian new world. Crake also embodies the values of real time corporations, in that he creates a medical demand for his products through unleashing a virus. His behavior can only be expected by his inherent capabilities and by him being the product of a moral-less society. Atwood’s novel is also fueled by human nature, the horrific experiences the characters go through and their apathetic reactions actually seem believable because they are so human. An example of this is shown in the scene where Crake has just destroyed society as we know it and snowman watches the devastation on the internet, The whole thing seemed like a movie†¦The worst of it was that those people out there – the fear, the suffering, the wholesale death – did not really touch him (Atwood, 2004). It is ironic that Atwood makes a reference to the end of society being like a movie; this exposes snowman’s adolescent and distant nature, as well as makes him appear more human. This also connects back to the live executions witnessed online earlier in the novel. These are examples of Atwood using real time human tendencies to show her characters’ disenfranchisement from society. The actions following this scene consist of snowman leading the Crakers out into the new world in which they find glow-in-the-dark bunnies running rampant. This is another societal implication in that this was the actual result of transgenic Dr. Eduardo Kac, who spliced rabbit and jellyfish DNA in the year 2000. In sum, the dialectic philosophy is present in Margaret Atwood’s novel, Oryx and Crake in that it poses multiple arguments. It supports these arguments through real-time societal implications, believable characters, and a radical thesis carried out by Crake. Atwood’s literary genius is revealed in the fact that, all three of these elements draw sympathy from the reader, and in effect persuade the reader to believe the rationale behind the destruction of their own society.