Photosynthesis And Cellular Respiration Review Answers

What is the equation for photosynthesis? CA + OH ; C6H1206 + 602 6. What are suspended in the fluid strata Of chloroplasts? Stacks of ayatollahs called grand 7. _ Photosynthesis/Diocletian Pathway_ is a series of linked chemical reactions from which energy from the sun is converted into chemical energy in the form of organic compounds. 8. What is the purpose of chlorophyll? Absorb light energy Why is it green? Green Color reflected 9. What can happen to light when it strikes an object? Reflected, Absorbed, and Transmitted 10. What happens when chlorophyll absorbs light?Electrons are raised to a higher energy level 11. Where do the electron from a chlorophyll molecule go when they move to a higher energy level? Electron transport chain 12. Electrons found in photosynthesis are eventually replaced by electrons from _photosynthesis II . 13. Where does the oxygen come from that is produced in photosynthesis? Water 14. What is the major gas byproduct of photosynthesis? Oxygen 15. Photosyn thesis occurs in the ethylated membrane and converts light energy into chemical energy. 16. What process provides the energy to produce TAP molecules? Photosynthesis 17.Ethylated membrane is where electrons return to their original energy levels. 8. Calvin_ Cycle creates the carbohydrates needed for energy and growth in photosynthesis. What other organic molecules are produced? Proteins and Lipids 19. Name the two prod cuts of the light reaction in photosynthesis that provide energy for the Calvin Cycle. TAP and NADIA 20. What does the Calvin Cycle require? TAP and NADIA Can it occur in light and dark conditions? Yes What does the Calvin Cycle generate? Glucose 21 . Where does the TAP for the Calvin Cycle come from for the production of carbohydrate molecules?Light Reactions of photosynthesis 22. Where do all the carbon atoms in organic lessees ultimately come from? Carbon Dioxide from the atmosphere 23. Why is TAP important? Essential for all tasks necessary for cell's life 24. Wha t gas is produced in photosynthesis necessary for cellular respiration? Oxygen 25. What is the equation for cellular respiration? C6H1206 + 602 CHIC + OH + energy (TAP) 26. What process breaks down food molecules to release stored energy? Cellular Respiration 27. What occurs during glycoside? Molecule of glucose is split, two molecules of Pyrrhic Acid are made, and 2 Tap's are produced.Is glycoside an aerobic or anaerobic reaction? Anaerobic 28. What is the process that takes place when organic compounds are broken down anaerobic (without oxygen)? Fermentation 29. What is produced in muscles when you exercise vigorously in the absence of necessary oxygen? Lactic Acid 30. Name the three stages of cellular respiration. Glycoside, Krebs (Citric Acid) Cycle, and Electron Transport Chain What are the two main stages for cellular respiration? Glycoside and Aerobic Respiration Which stage prod cues the most energy? Electron Transport Chain 31 NADIA, CA, and FADDY are formed during the Kreb s Cycle. 32.What two aerobic stages in cellular respiration reduce most of the TAP needed for life, break down glucose into Carbon Dioxide, water, and TAP? Krebs Cycle and Electron Transport Chain 33. What are the end products of the electron transport chain in cellular respiration? Water and Tap's 34. Electrons combine with oxygen and protons to form water at the end of the electron transport chain . 35. When living cells break down molecules, what is the form of energy stored and energy released Stored as TAP and heat is released 36. What two molecules donate the electrons for the electron transport chain? FADDY and NADIA and H2O

Alternative Communication Intervention In Children Health And Social Care Essay

Children and young person who sustain a traumatic encephalon hurt ( TBI ) and/or spinal cord hurt ( SCI ) may hold impermanent or lasting disablements that affect their address, linguistic communication and communicating abilities. Having a manner to pass on can assist cut down a kid ‘s confusion and anxiousness, every bit good as enable them to take part more actively in the rehabilitation procedure and therefore, retrieve from their hurts. In add-on, effectual communicating with household, attention staff, equals, instructors and friends is indispensable to long-run recovery and positive results as kids with TBI and SCI are integrated back into their communities. This article describes how rehabilitation squads can utilize augmentative and alternate communicating ( AAC ) and assistive engineerings ( AT ) to back up the communicating of kids retrieving from TBI and SCI over clip. 1. Introduction Children and young person who sustain a terrible traumatic encephalon hurt ( TBI ) and/or a spinal cord hurt ( SCI ) frequently experience sequealae that can impact their ability to pass on efficaciously. In early stages of recovery, many kids with TBI and SCI are unable to utilize their address or gestures for a assortment of medical grounds related to their hurts. As a consequence, they can profit from augmentative and alternate communicating ( AAC ) intercessions that specifically address their ability to pass on basic demands and feelings to medical forces and household members and inquire and react to inquiries. AAC attacks may include holding entree to a nurse ‘s call signal ; schemes to set up a consistent â€Å" yes † â€Å" no † response ; techniques that help a kid â€Å" oculus point † to simple messages ; low-tech boards and books that encourage interaction with household members and staff ; communicating boards with images or words ; and speech bring forthing devices ( SGDs ) with preprogrammed messages, such as â€Å" I hurt † â€Å" Come here, † â€Å" Help me delight! † â€Å" When ‘s ma coming? † As kids with TBI and SCI recover from their hurts, many no longer will necessitate AAC. However, some kids face residuary motor, address, linguistic communication and cognitive damages that affect their ability to pass on face-to-face, write or usage mainstream communicating engineerings ( e.g. , computing machines, electronic mail, phones, etc. ) . A few may necessitate AAC and assistive engineering ( AT ) throughout their lives. Having entree to communicating through AAC and AT enables these kids to take part actively in the rehabilitation procedure and finally, in their households and communities. Without an ability to pass on efficaciously, kids with TBI and SCI will confront unsurmountable barriers to instruction, employment, every bit good as set uping and keeping relationships and taking on preferred societal functions as grownups. All AAC intercessions aim to back up a kid ‘s current communicating demands while be aftering for the hereafter ( Beukelman and Mirenda, 2005 ) . However, the class of AAC intervention for kids who sustain TBIs and SCIs is different because of the nature of their hurts is different. In add-on, the focal point of AAC intercessions will differ for really immature kids ( e.g. , shaken babe syndrome ) who are merely developing address and linguistic communication and for those who were literate and have some cognition of the universe prior to their hurts ( e.g. , 16 year-old involved injured in a motor vehicle accident ) . For immature kids, the AAC squad will concentrate on developing their linguistic communication, literacy, academic, emotional, and societal accomplishments, every bit good as guaranting that they have a manner to pass on with household members and rehabilitation staff. For older kids, AAC intercessions build on residuary accomplishments and abilities to assist re ctify address, linguistic communication and communicating damages every bit good as provide compensatory schemes that support face-to-face interactions and finally communicating across distances ( phone, electronic mail ) with squad members, household and friends. AAC intercession ends seek to advance a kid ‘s active engagement in household, instruction, community and leisure activities and purpose to back up the constitution and care of robust societal webs ( Blackstone, Williams, and Wilkins, 2007 ; Light and Drager, 2007 ; Smith, 2005 ) . While a assortment of AAC tools, schemes and techniques are available that offer communicating entree, successful AAC intercessions for kids with TBI and SCI besides require that medical staff, household members and finally community forces know how to back up the usage of AAC schemes and engineerings because the demands of these kids change over clip. Speech-language diagnosticians, nurses, occupational healers, physical healers, physiatrists, baby doctors, and rehabilitation applied scientists work collaboratively with the kid ‘s household and community-based professionals to set up, keep and update effectual communicating systems. Ultimately, the end is for kids to take on coveted grownup functions ; AAC can assist them recognize these ends. 2. Pediatric TBI and AAC AAC intercession for paediatric patients with TBI and terrible communicating challenges is an indispensable, complex, on-going and dynamic procedure. AAC is indispensable to back up the alone communicating demands of kids who are unable to pass on efficaciously. It is complex because of the residuary cognitive shortages that frequently persist and because many kids with TBI have co-existing address, linguistic communication, ocular, and motor control shortages ( Fager and Karantounis, 2010 ; Fager and Beukelman, 2005 ) . AAC intercessions are ongoing and dynamic ( Fager, Doyle, and Karantounis, 2007 ) because kids with TBI experience many alterations over clip and undergo multiple passages. Light et Al. ( 1988 ) described the on-going, three-year AAC intercession of an stripling who progressed through several AAC systems and finally regained functional address. DeRuyter and Donoghue ( 1989 ) described an person who used many simple devices and a sophisticated AAC system over a seven month period. Extra studies describe the recovery of natural address up to 13 old ages post onset ( Jordan, 1994 ; Workinger and Netsell, 1992 ) . 2.1. AAC Assessment and Intervention Appraisal tools can assist place and depict the cognitive, linguistic communication and motor shortages of patients with TBI and supply a model for AAC intercessions. The Pediatric Rancho Scale of Cognitive Functioning ( adapted by staff at Denver Children ‘s Hospital in 1989 ) is based on the Ranchos Los Amigos Scale of Cognitive Functioning ( Hagan, 1982 ) . Table 1 describes general degrees of recovery, based on the Pediatric Rancho Lost Amigos Scale, and gives illustrations of AAC intercession schemes that rehabilitation squads can use across the degrees as described below. Levels IV and V. AAC Goal: Determining responses into communicating In the early stage of recovery, paediatric patients at Levels IV and V on the Pediatric Rancho Scale are frequently in the PICU, the ICU, acute infirmary or acute rehabilitation environment. At Level V ( no response to stimuli ) or Level IV ( generalized response to stimuli ) AAC intercessions focus on placing modes that kids can utilize to supply consistent and dependable responses. For illustration, staff can utilize simple switches ( e.g. , Jelly BeanA ® , Big RedA ® and Buddy Button from AbleNet ) , latch-timers ( e.g. , PowerLinkA ® from AbleNet ) and individual message devices ( e.g. BIGmackA ® and Step CommunicatorA ® from AbleNet ) to back up early communicating ( see Table 1 for some illustrations ) . Because kids ‘s early responses may be automatic instead than knowing, the household and medical/rehabilitation squad can besides utilize AAC engineerings to promote more consistent responses. Families provide valuable input about the sorts of music, games and f avourite toys a kid finds actuating. The squad can so utilize these points to arouse physical responses from the kid. For illustration, if the household identified the battery-operated plaything ElmoA ® from Sesame StreetA ® , the rehabilitation squad might show Elmo singing a Sesame Street vocal and so detect to see if the kid ‘s responds. If the kid begins to turn her caput when ElmoA ® sings, the squad might attach a switch with a battery interrupter to the plaything and inquire the kid to â€Å" hit † the button and â€Å" play the ElmoA ® vocal † . In making so, the squad can larn several things. For illustration, the squad may observe that a kid is able to follow bids, bespeaking cognitive recovery. The squad may besides get down to see alternate entree methods for kids with terrible physical damages, i.e. , head motion may go a dependable manner to run an AAC device or computing machine in the hereafter. It is hard to foretell whether a kid will re trieve natural address during early phases of recovery. 2.2. Middle Levels II and III: AAC Goals: Increase ability to pass on with staff, household and friends and support active engagement in intervention Pediatric patients at Levels III ( localized response to centripetal stimulations ) and II ( antiphonal to environment ) go more occupied in their rehabilitation plans as they recover some cognitive, linguistic communication and physical abilities. During this stage, long-run shortages that affect communicating become evident ( e.g. , dysarthria, apraxia, aphasia, attending, induction, memory, vision, spasticity ) . Dongilli, Hakel, and Beukelman ( 1992 ) and Ladtkow and Culp ( 1992 ) besides report natural speech recovery in grownups after TBI at the in-between phases of recovery. Continued trust on AAC schemes and engineerings is typically due to relentless motor address and/or terrible cognitive-language shortages ensuing from the hurt ( Fager, Doyle, and Karantounis, 2007 ) . AAC intercessions at these degrees focus on utilizing a kid ‘s most consistent and dependable response to pass on messages, promote active engagement in the rehabilitation procedure and increase interactions with household and staff. AAC intercessions ever take into history the kid ‘s developmental degree and involvements. Table 1 gives some illustrations of AAC engineerings employed during these Levels III and II. For illustration, Jessica was admitted to the infirmary at 18-months with jolted babe syndrome. At Level II, she began reacting to her parents by smiling and express joying and besides began to pull strings playthings with her non-paralyzed manus when staff placed a plaything within her integral field of vision. However, she did non exhibit any address or imitative vocal behaviours and her speech-language diagnostician noted a terrible verbal apraxia. Nursing staff and household members noted that Jessica seemed frustrated by her inability to show herself. Prio r to her hurt, she could call over 30 objects ( playthings, pets, favourite sketch characters ) and was get downing to set two word sentences together ( Momma adieu, Daddy place ) . AAC intercessions included the debut of a BIGmackA ® , a single-message address bring forthing device ( SGD ) that enabled the staff and household members to enter a message that Jessica could so â€Å" speak † during her day-to-day activities ( e.g. , â€Å" more † , â€Å" adieu † , â€Å" turn page † ) . Because the BIGmackA ® is a colourful, big and easy to entree SGD, Jessica was able to â€Å" press the button † despite her upper appendage spasticity and important ocular field cut. Within a month, Jessica had progressed to utilizing a MACAW by ZygoA ® , an SGD with eight-location sheathing that staff programmed with words she had used prior to her hurt ( e.g. , mommy, daddy, more, bottle, book, adieu ) . Staff besides designed extra sheathings to promote her linguistic communication development by supplying vocabulary that enabled her to build two-word combinations ( e.g. , â€Å" more crackers † ) . Jessica began to show herself at a developmentally appropriate degree, but she had residuary memory shortages that required cuing and support from her communicating spouses. For illustration, ab initio, she did non remember how to utilize her AAC system from session to session so staff needed to re-introduce it each clip. However, after several months, Jessica began to â€Å" seek † for her SGD to pass on. Jessica, like many kids with TBI at this degree, was able to larn processs and schemes with repeat and support ( Ylvisaker and Feeney, 1998 ) . 2.3. Level II and Level I. AAC Goals: Support passages, recommend AAC schemes and engineerings for usage at place and in the community As paediatric patients passage from Level II ( antiphonal to environment ) to Level I ( oriented to self and milieus ) , they frequently move from an ague rehabilitation installation to an outpatient scene, place or a attention installation. Thus, before discharge, AAC squads will carry on a formal AAC appraisal and supply long-run recommendations for AAC schemes and engineerings that can enable kids to be integrated successfully back into community environments. Table 1 illustrates the types of AAC engineerings and schemes employed at Levels II and I, as described below. For kids who continue to utilize AAC and AT when they return to their communities, the rehabilitation squad identifies a long-run communicating advocator. This individual, frequently a household member, becomes actively involved in AAC preparation and collaborates with rehabilitation staff to fix the kid ‘s educational staff, extended household and other health professionals ( Fager, 2003 ) . Having a nexus between the rehabilitation squad and community professionals is indispensable because most instructors and community-based clinicians have limited experience working with kids with TBI and may necessitate support to pull off the cognitive and physical shortages frequently associated with TBI. For illustration, McKenzie, a 12 year-old with a terrible TBI secondary to a auto accident, was quadriplegic with terrible spasticity and no upper appendage control. She besides had cortical sightlessness and important communicating and cognitive damages. As she recovered, McKenzie used a assortment of AAC systems ( e.g. , thumbs up/down for â€Å" yes † â€Å" no † , two BIGmacksA ® to pass on picks, and a scanning Cheap Talk by Enabling Devicess with four messages to take part in structured activities ) . Prior to dispatch, the rehabilitation squad conducted a formal SGD rating and recommended the Vmax by DynaVox Mayer-Johnson, a voice end product device. McKenzie was able to entree the device via a caput switch mounted to the side of the caput remainder on her wheelchair. Using audile scanning, she could make and recover messages. Because she was literate anterior to her hurt and could still spell, the staff set up her device to include an alphabet page every bit good as several pages with pre-programmed messages incorporating basic/urgent attention demands, gags and societal remarks. Family and friends participated in her rehabilitation and learned to utilize tactile and verbal prompts to assist her participate in colloquial exchanges. Due to h er residuary cognitive shortages, nevertheless, McKenzie had trouble originating conversations and retrieving where pre-stored messages were in her device. When prompted, she would react and originate inquiries and could prosecute in conversations over multiple bends. Over clip, she began to take part in meaningful, societal interactions, frequently spelling out two-three word novel phrases utilizing her alphabet page While her parents were restituting their place to manage her wheelchair, McKenzie transitioned to a regional attention installation that specialized in working with immature people with TBI. The ague rehabilitation squad identified McKenzie ‘s aunt as her AAC advocator because she had participated actively in earlier stages of McKenzie ‘s recovery, was adept with the care ( bear downing, set-up and basic trouble-shooting ) of the Vmax and could custom-make and plan new messages into the system. The attention installation staff met with McKenzie ‘s aunt weekly so they could larn how to back up McKenzie ‘s usage of the SGD. Specific developing aims included care and basic trouble-shooting, set up, switch-placement and how to plan new messages to utilize in specific and motivative activities. Staff learned how to modify the arrangement of her switch when McKenzie became exhausted or her spasticity increased. Additionally, McKenzie ‘s school staff ( particul ar instruction coordinator, speech-language diagnostician, occupational healer, and one of her regular schoolroom instructors ) visited McKenzie at the rehabilitation and the attention installations to assist fix for her return place and learned how to back up her in school, given her physical and cognitive restrictions. 2.4. AAC subjects in TBI When working with paediatric patients with TBI, three AAC â€Å" subjects † emerge. 1. Recovery from TBI is dynamic and takes topographic point over clip. In early phases of recovery, most kids with TBI have physical, address, linguistic communication and cognitive shortages that affect their communicating accomplishments. Depending on the nature and badness of their hurts, nevertheless, most recover functional address, although some will hold life-long residuary address, linguistic communication and communicating shortages. Acute rehabilitation squads can use AAC intercessions to back up communicating, every bit good as proctor the kid ‘s altering communicating abilities and needs over clip. 2. The cognitive-linguistic challenges associated with TBI make AAC intercessions peculiarly disputing for rehabilitation staff, every bit good as for households, friends and school forces. Because of the complex nature of the residuary disablements caused by TBI, coactions among rehabilitation specializers, household members and community-based professionals are indispensable. Some kids with TBI require AAC supports throughout their lives. Family members, friends and school forces seldom know how to pull off their terrible memory, attending and/or induction shortages that can impact long-run communicating results. 3. There is a demand to be after carefully for passages. Children with TBI will undergo many passages. While research depicting these passages in kids is non available, studies of the experiences of grownups with TBI describe multiple passages over clip. Penna et Al. ( 2010 ) noted that grownups with TBI undergo a important figure of abode passages peculiarly in the first twelvemonth following hurt and Fager ( 2003 ) described the different passages ( acute attention infirmary, outpatient rehabilitation, skilled nursing installation, place with grownup day care services, and finally assisted life ) for an grownup with terrible TBI experienced over a decennary, documenting important alterations in his cognitive abilities, every bit good as his communicating spouses and support staff. Children with TBI are likely to see even more passages over their life-times. 3. Pediatric SCI and AAC Pediatric patients with SCI frequently have integral cognitive accomplishments and terrible physical disablements that can interfere with their ability to talk. In add-on, they frequently have important medical complications and may be left with terrible motor damages that make it hard, if non impossible, for them to compose, entree a computing machine or take part in the gambling, online and remote societal networking activities embraced by today ‘s young person ( e.g. , texting, electronic mail ) . A subgroup may besides show with a attendant TBI sustained as a consequence of the autumn, auto accident or other traumatic event that has changed their lives. For them, AAC intervention must reflect guidelines that take into history both SCI and TBI. As with TBI, the growing and development inherent in childhood and adolescence and the alone manifestations and complications associated with SCI require that direction be both developmentally based and directed to the person ‘s particular demands ( Vogel, 1997 ) . Initially, AAC intercessions typically focus on guaranting face-to-face communicating when address is unavailable or really hard ; over the long term, nevertheless, enabling kids to compose and prosecute in educational, recreational and pre-vocational activities utilizing computing machines and other mainstream engineerings becomes the focal point. 3.1. AAC Assessment and Intervention The ASIA standard neurological categorization of SCI from the American Spinal Injury Association and International Medical Society of Paraplegia ( 2000 ) is a tool that rehabilitation squads often use to measure patients with SCI because it identifies the degree of hurt and associated shortages at each degree. This can assist steer the rehabilitation squad ‘s clinical decision-making procedure for AAC intercessions. As shown in Table 2, kids with high tetraplegia ( C1-C4 SCI ) have limited caput control and are frequently ventilator dependant. They frequently require oculus, caput, and/or voice control of AAC devices and mainstream engineerings to pass on. While switch scanning is an option for some, it requires higher-level cognitive abilities, endurance, and watchfulness and may be inappropriate for really immature kids and those who are medically delicate ( Wagner and Jackson, 2006 ; McCarthy et al. , 2006 ; Peterson, Reichle, and Johnston, 2000 ; Horn and Jones, 1996 ) . Ch ildren with low tetraplegia ( C5-T1 SCI ) demonstrate limited proximal and distal upper appendage control. If fitted with splints that support their arm and manus, some are able to utilize specially adapted mouse options ( e.g. , control stick mouse, switch-adapted mouse, trackball mouse ) , big button or light touch keyboards and switches to command engineering. These kids are besides campaigners for caput trailing and voice control of AAC devices due to the weariness and physical attempt involved in utilizing their upper appendages. For illustration, a multi-modal entree method to AAC engineering and computing machines may include voice control to order text, manus control of the pointer with an adaptative mouse to execute other computing machine maps ( e.g. , unfastened plans ) , and an adaptative keyboard to rectify mistakes that are generated while ordering text. This multi-modal attack can be more efficient and less thwarting than utilizing voice control entirely for these kid s. Table 2 provides illustrations of appropriate entree options to AAC and mainstream engineerings. 3.2. Supporting face-to-face communicating For kids with high tetraplegia, being dependent on mechanical airing is scaring particularly when they are unable to digest a speaking valve ( Padman, Alexander, Thorogood, and Porth, 2003 ) . Therefore, supplying these kids with a manner to pass on is indispensable to their recovery and sense of wellbeing. As kids with lower degrees of hurt are weaned from a ventilator, they may see decreased respiratory control and be unable to talk ( Britton and Baarslag-Benson, 2007 ) . Medical specializers can supply entree to AAC schemes and engineerings, which enable these kids to pass on their wants, demands and feelings throughout the twenty-four hours. This allows them to interact with direct attention staff, participate in their rehabilitation procedure, and keep relationships with household and friends. Pediatric rehabilitation squads may utilize a scope of AAC schemes and engineerings to back up face-to-face communicating in kids with SCI. Some illustrations include low tech communicating boards used with oculus regard or oculus pointing, partner-dependent scanning, an electro voice box with intra-oral adapter, or laser light indicating to a mark message or missive on a communicating board ( Britton and Baarslag-Benson, 2007 ; Beukelman and Mirenda, 2005 ) . Introducing AAC and AT engineerings early in the recovery procedure, peculiarly for kids who demonstrate high tetraplegia, will besides get down to familiarise them with attacks they may necessitate to trust on extensively throughout their lives, even after address returns. For illustration, Jared, a 17-year-old high school senior, sustained a SCI in a skiing accident at the C2 degree. In add-on to his hurts, he developed pneumonia and a terrible tail bone lesion during his hospitalization, which lengthened his infirmary stay. He was unable to digest a one-way speech production valve due to the badness of his pneumonia and reduced oxygenation during valve tests. Although Jared had minimum caput motion, he was able to command an AccuPointa„? caput tracker to entree his place laptop computing machine and spell out messages he could so talk aloud utilizing speech synthesis package. He used his AAC system to bespeak his medical demands to health professionals and subsequently reported that holding the ability to pass on helped relieve some of the anxiousness he experienced due to his status and drawn-out hospitalization. After Jared recovered the ability to utilize a speaking valve, his work with the AccuPointa„? focused on computing machine ent ree to run into written and societal communicating demands. Once his lesion had healed, he was able to return place 11 months subsequently. At that clip, all of his schoolmates had graduated. Using the AccuPointa„? , Jared was able to finish his GED at place and enrolled in on-line categories at the local community college. 3.3. Supporting written communicating and instruction At the clip of their hurt, some paediatric patients with SCI are pre-literate, others are developing literacy accomplishments, and others have extremely developed literacy accomplishments. However, most kids with tetraplegia will necessitate the usage of assistive engineerings to back up written communicating because their hurts preclude them from utilizing a pencil and/or typing on a traditional computing machine keyboard. In a study depicting the educational engagement of kids with spinal cord hurt, 89 % of the kids with tetraplegia relied on AAC to back up written communicating demands ( Dudgeon, Massagli, and Ross, 1996 ) . For illustration, Max, a 6 year-old male child who suffered a C6 SCI after an All Terrain Vehicle accident, was reading age-appropriate sight words and developing his ability to compose individual words prior to his hurt. After the initial recovery period, formal testing revealed that Max had no residuary cognitive or linguistic communication damages. However, he faced important barriers non merely to his continued development of age-appropriate reading and composing accomplishments, but besides to his ability to larn and make math, societal surveies, scientific discipline, drama games, use a cell phone, etc. Due to his tetraplegia, he needed ways to entree text and write, calculate, draw and so on. Max learned to entree a computing machine utilizing a big button keyboard, control stick mouse, and adaptative hand-typers ( turnups with an affiliated stylus that fit on the ulnar side of the manus and let the user to press the keys of a keyboard ) to back up composing activities and com puting machine entree. During rehabilitation, he was able to go on with his school assignment by developing the accomplishments to utilize the engineering and maintain up with his schoolmates. He returned place during the summer and participated in an intense place tutoring plan. By the autumn, he was able to fall in his schoolmates and was able to execute at grade degree in all categories. Essential to Max ‘s future educational success and development, every bit good as his future employment, may good depend on his ability to compose, calculate and possibly even pull utilizing a assortment of assistive engineerings that support communicating. 3.4. Support societal engagement and pre-vocational activities Entree to assistive and mainstream engineerings non merely facilitates engagement in instruction, but besides has deductions for future employment as these kids passage into maturity. Assistive and mainstream engineerings are now available at modest cost that can assist persons with SCI to counterbalance for functional restrictions, overcome barriers to employability, heighten proficient capacities and computing machine use, and better ability to vie for paid employment In add-on, these engineerings besides provide entree to life-long acquisition, recreational activities and societal networking activities. Specifically, computing machines are described as â€Å" great equalisers † for persons with SCI to prosecute in employment chances and distant communicating ( McKinley, TewksBury, Sitter, Reed, and Floyd, 2004 ) . Social engagement in the current technological age includes more than face-to-face communicating. Social engagement has expanded with the popularity of societal networking sites ( e.g. , Facebook a„?and MySpacea„? ) , video web-based communicating ( e.g. , Skypea„? ) and instant communicating and messaging ( e.g. , Twittera„? ) . Progresss in the field of AAC have allowed persons with the most terrible hurts entree computing machine engineerings to prosecute in these societal communicating activities. For illustration, Crystal was a 10-year-old who sustained a C1 SCI due to a autumn. Crystal ‘s hurt left her with no head/neck control and her lone consistent entree method to computerise engineering was through oculus trailing. With an ERICA oculus regard system from DynaVox Mayer-Johnson, Crystal rapidly became independent with computing machine entree. She emailed and texted her friends and household daily, communicated via her Facebooka„? history, and engaged in on-line gambling plans with her friends and siblings. This engineering allowed her to get down to pass on once more with her school friends while she was still undergoing acute rehabilitation. Keeping these societal webs is an indispensable constituent to emotional accommodation kids with SCI go through after prolonging a terrible hurt ( Dudgeon, Massagli, and Ross, 1997 ) . Additionally, Crystal ‘s friends began to understand that while her damages were terrible, she was basically the same individual with the same involvements, wit, ends, and outlooks as before her hurt. 3.5. AT/AAC subjects in SCI When working with paediatric patients with SCI, three AAC â€Å" subjects † emerge. 1. For those with high tetraplegia, AAC may ease face-to-face every bit good as distant and written communicating demands, depending on the developmental degree of the kid. Introducing AAC engineering early, when face-to-face communicating support is needed, helps the kid become familiar with the engineering they will necessitate to trust on after natural address has recovered. 2. Return to an educational environment is a primary end with many kids with tetraplegia returning to school within an norm of 62 yearss post discharge ( Sandford, Falk-Palec, and Spears, 1999 ) . Development of written communicating accomplishments is an indispensable constituent to successful educational completion and future vocational chances ( McKinley, Tewksbury, Sitter, Reed, and Floyd, 2004 ) . 3. Introduction to methods of written and electronic communicating provides an chance for patients with SCI to prosecute in societal webs through electronic mail, texting, and societal networking sites. As these kids with terrible physical disablements face a life clip of possible medical complications ( Capoor and Stein, 2005 ) , the ability to keep and develop new societal connexions via electronic media allow them to remain connected during times when their medical conditions require them to be house or hospital-bound. 4. Decision Communication is indispensable for continued development of cognitive, linguistic communication, societal, and emotional accomplishments. Children with TBI and SCI have physical and/or cognitive-language shortages that interfere with typical communicating abilities. Their communicating demands are supported through AAC schemes and engineerings. A myriad of engineering options are available that non merely back up face-to-face interactions, but every bit of import distant societal networking and educational activities. AAC intercessions in the medical scene that non merely back up communicating of basic medical demands, but besides facilitate battle in societal, educational, and pre-vocational activities will ensue in successful passage to place, school and community environments for these kids.

Capital Punishment Cheapens the Value of Human Life

Today, the most serious crimes (especially murder and rebellion) are preserved and the death penalty (or similar death penalty) is a judicial order to execute a prisoner as a punishment for capital crime (defined by each country). The cruel killing of citizens by the state can be traced back to ancient times. Indeed, from an objective point of view, the judgment of the Gospel before 2000 and the subsequent crucifixion can be regarded as a classic death penalty procedure. The death penalty or capital punishment means state penalty for convicted criminals, ie the most serious crime - the death penalty. The word capital comes from the Latin capital and means around the head, so the meaning of death (symbolic meaning) will be distracting. Death penalty and murder by law are completely different Murder is caused by individuals for personal purposes. But human life has the greatest value. Regimes using numerous death sentences, particularly political or religious crimes, infringe the most important human rights, ie the rights to life. Abusers believe that the death penalty is the most serious violation of human rights, as human rights violations are the most important and the death penalty infringes it, it is not necessary and it hurts the condemned psychological torture. Human rights activists oppose the death penalty and call it cruel and inhumane and punishing punishment. Amnesty International views this as ultimate irreversible human rights denial. Most countries, including almost all the first world countries, have abolished capital punishment or practical death penalty. Notable exceptions are the United States, China, India, Japan, and most Muslim countries. America is the only Western country still using the death penalty Seek killing of others' daily life. The death penalty is a vicious circle. Regardless of media, politicians and others, someone will provoke the masses of the United States and then claim that the people will support the death penalty. This h as led to the expansion of media coverage of capital lawsuits which in turn stimulated the population and continued its cycle. People should be compared to sheep in a way; by themselves, this person may be smart, but collective consciousness is formed under many other existences. Under the influence of the group, this wise person can imagine acting in ways not normally considered. The death penalty further weakens our lives by becoming a means of legitimate discrimination. Southern countries are more likely to convict a black man than a white male, especially if the crime is against a white man. If it turns out that the minority group is supported much, everyone will be excluded from the punishment of the law. essay.com/TITLE: Capital punishment: justice or murder? Theme: Koch's Death and justice: how punishment of death confirms life vs Brooke's punishment for death Title: Capital punishment: Is it justice or murder? Theme: Koch's Death and justice: how punishment of death confirm s life vs Brooke's punishment for death

International trade opportunities between the United States and Essay - 1

International trade opportunities between the United States and Guatemala - Essay Example In the years between 1950 and 1990, the U.S. supplied the Guatemalan army with guns, military training, and financial resources. This period in Guatemalan history is filled with much political conflict and civilian bloodshed. Despite the growing economy, Guatemala is still a very poor country with 56% of the roughly 12 million inhabitants living below the poverty line. During the civil war as many as 1 million people left Guatemala and took refuge in the United States. Today remittance from Guatemalans working in the U.S. brings an amount of money to the country equalling the value of two-thirds of all exports (Guatemala, 2008). Half of the work force in Guatemala participates in the agriculture industry. The main exports are coffee ($473 million per year), fruits and nuts ($367 million per year), and sugar ($261 million per year) (International Trade Centre, 2005). Textiles, petroleum, perfumes, and other foods including plantains make up most of the other products exported from Guatemala. The manufacturing sector has been an important part of the international export industry. Clothing and textile fabrics account for a large proportion of exports as well. The United States is the recipient of nearly $1.1 billion worth of all of these export items each year. In return, Guatemala imports from the United States more than $676 million each year of grains including wheat and corn, soybeans, meats and animal fats, pharmaceuticals, paper products, and communications equipment. The United States provides over 34% of all Guatemalan imports and takes in over 42% of all its exports, making the U.S. one of its most i mportant trade partners (Guatemala Times, 2008). Current barriers to trade with Guatemala include past allegations of corruption from government officials. Confidence levels of investors may have been weakened by concerns about security in this historically war torn Central American country. However, Guatemala is

Applied Research Methods Essay Example | Topics and Well Written Essays - 3000 words

Applied Research Methods - Essay Example This in turn should lead to the development of more efficient and effective business processes and organizational decision making systems. This entire system will enhance an organization’s ability to sense and respond to changes in its external environment, which will increase its chances of survival in today hostile business environment. Critical Literature Review: Knowledge Management Knowledge management is the vehicle by which organization enhance and encourage organizational learning. Knowledge management is a vehicle by which an organization can enhance its ability to learn from its environment and to incorporate knowledge into its business processes (McAdam and Reid, 2001). There are four value-adding steps in the knowledge management value chain, these are as follows (Wong and Aspinwall, 2005): Knowledge Acquisition: Organizations can acquire knowledge in multiple ways, this depends on the type of knowledge they seek to acquire. Industry libraries comprise of industry related documents, reports, presentations, and best practices. Moreover, employees of the industry are encouraged to add new knowledge based on their experiences. An industry can acquire new knowledge by developing online expert networks; this kind of network facilitates an employee to seek advice from an expert in the company who has the knowledge of the problem area in his or her head. A company operating in a particular industry can create new knowledge by discovering patterns in corporate data or by using knowledge workstations. Knowledge Storage: after discovering the fundamental patterns, documents and experts rules there need to be a repository of this industry. This data should be accessible to any new entrant or to any already operating in the industry. Knowledge Dissemination: Portals, e-mail, instant messaging and searching technology can bring about the dissemination of desired knowledge. These technologies in addition to an array of groupware technologies can increase t he rate of dissemination of information. Knowledge Application: Gathered knowledge that does not get shared and applied to a practical problem faced by a firm operating in a particular industry, than there would no value added in the current business practices of the industry. Thus in this scenario the only plausible outcome of this lackluster attitude of the firms of a particular industry is stagnation and in turn eradication from the industry. Role of Small and medium enterprises in Developing Economies One important aspect of a flourishing economy is its nourishing and germinating small and medium enterprise. The fundamental points that differentiate an SMALL AND MEDIUM ENTERPRISE from large scale enterprises are uncertainty, innovation and evolution. This sector of SMALL AND MEDIUM ENTERPRISE is further classified as micro enterprises, small enterprises, and medium enterprises. These small enterprises create the most fertile ground for the germination of industrial economy. Sinc e this industry plays a vital role in the following economic paradigms therefore it is of utmost importance that a country generates and gathers all the pertinent information that will allow the entrepreneurs of the company to nurture this sector: income distribution, tax revenue, employment, resource utilization, development of family life and etch. By having a major

Death Penalty Outline Coursework Example | Topics and Well Written Essays - 250 words

Death Penalty Outline - Coursework Example by Sangiorgio will help in understanding how death penalty violates human rights standards, and how numerous states have started shifting away from this sentence. Death penalty is cruel and unfair based on race and ethnicity. Schweizer (2013) argues that capital punishment is unfair especially to the black people who live in the United States. Courts also pronounce this sentence based on the resources and benefits that they get from the plaintiff or the defendant. The article by schweizer (2013) will help in analyzing the cruelty and unfairness of capital punishment. Capital punishment wastes time, energy, and finances. Courts have to spend a lot of time and money while implementing death penalty. These resources would have been used in preventing crimes that are punished through death penalty. McLaughlin (2014) will help the research in understanding how death penalty wastes resources. Capital punishment prevents defendants from enjoying the due process of the law. Since new laws are created every day, defendants should be allowed to benefit from the upcoming laws instead of taking away their lives. An article by Sarver (2013) will help in understanding how death penalty prevents victims from enjoying the due process of

Three Named Map Projections Assignment Example | Topics and Well Written Essays - 1250 words

Three Named Map Projections - Assignment Example In other words, a map highlights the relationship presents between different elements, such as objects and regions, present in the area that it represents. A map can also be defined as a representation of whole or a portion of Earth on a levelled surface to a specific scale. Maps gained their utility from the fact that they were much easier to carry, utilize as well as store then globes, and significantly eased the development of representation on different scales that were both larger and smaller than those possible on globes (Government of Minitoba, 2011). However, while maps allowed for such enhancement, they also introduced several complexities in the art of map drawing (cartography). One of the major problems that were faced by cartographers was the accurate representation of an ellipsoid object on a flat mapping surface. As a result of research on this topic, map projections were introduced. Map projections are methods which are used to represent whole or part of a sphere or a three-dimensional body on to a planar surface (Riesterer, 2008). In terms of earth mapping, map projections were initially used to transfer the features of a globe , such as coordinates and outlines of land areas on to a piece of map. Initially, light was used to "project" a wire globe onto a flat surface, however, as the research progressed these methods were replaced with more scientific method involving mathematical equations and use of computers (Government of Minitoba, 2011). There are basically three major types of projections, cylindrical, planar and conic which are based on the shape of the flat surface (usually paper) on to which the sphere is projected. A cylindrical projection is one in which lines of longitudes are mapped to equidistant vertical lines while rings of latitude are mapped on to horizontal lines. In a planar projection, the directions from the central point are preserved, and great circles through the central points are shown by straight lines on the map. In the conical projection, the lines of longitudes are projected on to a conical surface joining at the apex of the cone. The lines of latitudes are drawn on the cone as rings. This cone is then cut along any longitude line to obtain the conical projection (Riesterer, 2008). All subsequent developments of map project use these three map projections as their basis. An aspect which is considering during the projection process is the aspect of the shape. The aspect of the map describes how the surface is oriented in relation to the sphere or globe. The surface can be normal, transverse or oblique or can also be tangent or secant to the globe. A projection may also be affected by the approximation that is used to measure the shape of the Earth. Some map projection use the approximation of Earth as a sphere, even though Earth is actually and ellipsoid. The use of sphere vs. ellipsoid for Earth approximation is decided by quantifying the advantages and disadvantages of each approximation me thod. Though a more accurate model of Earth, called geoid, exists however it is no used in mapping due to the significant amount of complexities involved in its use (Government of Minitoba, 2011). Despite the fact that more and more accurate methods are being developed as the research in the field of cartography has progressed, it is important to understand that a globe is the only true representation of the Earth's sphere and all attempts made to project it on to a flat surface introduce some sort of distortion in one way or the other. This distortion can be understood from the example of peeling of an orange. Any attempt made to straighten the peel will result in creation of tear and wrinkles on the surface of the peel creating distortion

Historical architecture building find one and compare to morden design Essay

Historical architecture building find one and compare to morden design - Essay Example Situated in Santiago de Compostela in Galicia, Spain the Cathedral and the Prague dancing house have certain conceptual links that make their study unique and interesting. The cathedral is the reputed burial-place of Saint James. Construction began in 1075 under the reign of Alfonso VI of Castile (1040-1109) and the patronage of bishop Diego Pelez. It was built mostly in granite. An intricate, exaggerated, and an almost capricious style of surface decoration known as the Churrigueresque developed. Among the highlights of the style, interiors offer some of the most impressive combinations of space and light in 12th-century Europe. Integrating sculpture and architecture even more radically, architects Bernard the elder, and his assistant Rotbertus, and, later possibly, Esteban was in charge of the building. The Western Faade of the cathedral has been embellished and expanded between the 16th and the 18th century in Late Baroque style (the churriguetesque style) by Fernando Casas y Nvoa between 1738 and 1750 and is flanked by two medieval towers. He also constructed and achieved striking chiaroscuro effects in his transparent effective designs.3 Perhaps the chief beauty of the cathedral, however, is the 12th century Portico da Gloria, behind the western facade. This Portico da Gloria in the narthex of the west portal is an epitome of the Romanesque period, which combines masonry, arch, piers and the addition of pure geometrical forms. Thus the Church combines development of the Baroque style in it's many odd and even phases. The Churriguera popularized the blend of religious columns and composite order, the Churrigueresque column, in the shape of inverted cone or obelisk, established as a central element of ornamental decoration and preservation of the Romanesque in its forms that were less twisted in movement or excessive ornamentation and affected a neoclassical balance and sobriety. The whole effect is one of spacious continuation and tortuous, endless in ornamentation and experimentation. The Great Curvature of walls, particularly in urban settings, is probably the most famous of all Baroque inventions for expressing infinite space in the modern buildings of Frank Gehry4. One of the earliest examples of this approach, the exterior wall takes on a convex form, which expresses, and becomes a continuation of the interior space is set by the Church. Frank Gehry's Dancing House too has this effect that resemble Baroque in their fixation on movement and spatial illusions.5 Frank Gehry reflects interest in dynamic spatial and material forms. His own home in Santa Monica is an early example of the way in which he models structural forms to suggest instability, immanence and movement. This use of structural modeling creates the effect of Baroque, both in their geometric, endless surface details, as well as in their intellectual and expressionistic effects. His goals are sheer Baroque; they impart movement and through perspectival play, set up spatial illusions, subverting the vocabulary of conventional forms while more or less leaving it in place."6 The Dancing House reflects a woman and man (Ginger Rogers and Fred Astair) dancing together. Construction is from 99 concrete panels each of different shape

MARKETING Assignment Example | Topics and Well Written Essays - 250 words - 2

MARKETING - Assignment Example hey are planned to help bring relief to working families at the start of the new school year, and also to encourage people to shop in their local stores and spend money. This study looked at the customers and their view of the tax holiday. It aimed to find out if the tax holiday influenced the decision to shop or not, and to identify what kind of customers were most influenced. The research approach used was a survey and there is a copy of the questionnaire attached to the article. It has two parts. The first part contains demographic questions, and the second part contains Mall questions. The questions are very simple, mostly requiring only a few words, and the second part uses two questions with 7 point Likert scale. The sample size is 710 shoppers entering a shopping mall in 2004. The contact method used is defined as â€Å"mall intercept survey† which means that university students were used as researchers to distribute the survey. They intercepted the shoppers and asked them to complete the questions. There was a small $3 dollar voucher reward for completing the study. Because of the nature of the shoppers in Texas, the survey was available in English and Spanish. Mogab, John W. and Pisani, Michael J. â€Å"Shoppers’ Perceptions of the State Sales Tax Holiday: A Case Study from Texas.† American Journal of Business, Fall 2007, 22 (2) pp. 45-56. Available online at:

Process Analysis Essay Example | Topics and Well Written Essays - 500 words - 1

Process Analysis - Essay Example Having checked my latest liquidity statements shows me that I have a little over $14000 combined liquidity in terms of savings, investments, and available credit from my credit cards. This means that in order to go broke by the Christmas season, I would have to spend at least $5000 a month in order to stay in schedule. That wont be hard to do. What with Thanks giving, Halloween, and the Christmas holidays coming up. This ought to be a piece of cake. Thank heavens my parents live in New York. That should speed things up for me. Now, on to the first order of business. First, I have to go online and find the most expensive airline ticket available for my flight home to visit my parents for the Thanksgiving holidays. Economy and business class wont cut it this time. I simply must fly First Class on the way home. Ah, there it is, and it flies non-stop too. That just doubled the ticket price. Charge it! Now, to get myself a seriously decent place to stay in while I am there. Although my parents have never bothered to redecorate my room since I moved out when I left for college, my Justin Timberlake posters still hang in my room. Much as I would love to revisit my wacky teenage, hormonal years, drooling over JT will have to wait. I am on a mission right now. Im still sitting in front of the computer looking for the best deals on hotels in New York. It costs how much to stay at a suite at the Trump Plaza? A 3 day stay ought to wipe out at least half of my savings and credit line. Just a little more to spend now. Clothes, I definitely cant take this trip home without any clothes. But having to check in things and go through security inspection at the airport is such a bane. Not to mention how I am the worst suitcase packer in the world. Looks like Ill be purchasing my clothes when I get back to New York. Now, if I were to spend $2000 on clothes purchases for a 3 day stay.... That looks just about right. Traveling around New York during the holiday season

Steam Assisted Gravity Drainage Essay Example for Free

Steam Assisted Gravity Drainage Essay To relief the high demand of energy, countries like United States, Venezuela and especially Canada with 232 billion bbl recoverable unconventional reservoirs which contain bitumen, heavy oil and extra heavy oil as remarkable resources of energy. The reducing high quality oil resources and increase of oil price contributed to production from heavy oil reservoirs in recent years. This paper investigates the heavy crude oil properties and evaluates the steam-assisted gravity drainage(SAGD) which has become the method of choice for oil sand producers and it is therefore critical to optimize this process. Analysis has been done to realize the influence of different parameters on SAGD. The effects of parameters such as horizontal well length, steam quality, viscosity, porosity, permeability in both horizontal and vertical directions, injection well location, injection rate, shale barrier and grid refinement on proficiency of SAGD are analysed. The following findings were obtained: Higher vertical and horizontal permeability, injection rate and steam quality have positive effect on oil production while Lower porosity, absence of preheating period and higher injection rate have adverse effects on steam-oil ratio(SOR) . Preheating period has impact on SOR at the start of the process. In fact without preheating period the amount of SOR at the start of process is very high. Horizontal shale barrier has more negative effect on oil production than vertical shale barriers. Locating injector close to the horizontal production well has nugatory impact. The shorter the length of horizontal wells the lower the recovery of oil. This paper explains the aforementioned effects in details. Results of numerical simulations show that SAGD is advantageous for production of bitumen by considering recovery factor and cumulative steam-oil ratio(CSOR).

The morality of hunting Essay Example for Free

The morality of hunting Essay Do animals have feelings? We may never know for sure, but for those of us who think they do, there are animal rights groups. For those of us who dont think so, or just dont care, theres indifference and theres hunting. The morality of sport and commercial hunting has been in question for centuries. I could open a economy size can of worms about fox hunting in England, whale hunting in Japan, and tiger hunting in Africa. I think its safe to say that most of us are supportive of protecting endangered species, but what about the plentiful fauna of Missouri? Chock full of birds, fish, deer, and rodents, should they be protected as well? In November of 1997, singer Fiona Apple teamed up with People for the Ethical Treatment of Animals (PETA), to speak out against Butterball and their How To Cook A Turkey Hotline. Please join me in calling Butterball, implored Apple, to tell them there is no proper way to kill and cook these beautiful birds. Okay, so maybe you love animals but youre not a vegetarian. The next question is about the affects of one killed or injured animal on many. Take deer for example. Many hunters claim that any deer that escapes from a hunt later returns to the herd without suffering any ill effects. Even if they dont get away, there is no damage done to the population and the hunters have done nothing but their part in keeping populations to a healthy low. Apparently, according to the League Against Cruel Sports, this is entirely untrue. The babies that eventually die of starvation are lost along with their mothers. They also same that by the end of a long day of running for their life, the deer may have lost so much body heat that they succumb to hypothermia and pneumonia. Another cause of deer fatalities during hunting season is myopathy, which is due to the stress and over-exertion of a long pursuit. The lactic acid builds up, which causes extreme pain, it breaks down muscle tissue. Death finally comes, usually as a result of kidney failure. The organizations website also lists a pack of lies. They are quotes which many have believed to be true but by scientific evidence and statistics, really arent. Farmers currently tolerate deer on their farms and suffer consequent crop losses because the deer provide them with ? sport as a compensation. Without this incentive, farmers would not tolerate deer on their land and would shoot the deer lawfully by day and unlawfully at night. The League disproves this by a poll taken in February 1985 which found that 58% of farmers either opposed or had no view on hunting Of course there are may others who would argue this. One of them being C. M. Dixon whose website is entitled The Banning Of Hunting Is An Affront To Freedom. Here Dixon states that, The concept of personal freedom means the ability to choose ones lifestyle activities and pursue those activities without hindrance from other individuals or the state? While I can quite understand that a number of people find the concept of hunting objectionable, in order for such a ban to have merit in a free and democratic society, the proponents must go one step further and demonstrate why the continued pursuit of hunting is contrary to the public interest or that those members of our society that indulge in hunting are impinging on the freedom of others. This they cannot do. While he is commenting on a proposed ban on fox hunting in England, his views are relevant here. Dont agree with his opinion? Heres a fact. Without hunting, wildlife populations will grow to an unhealthy size and the same number of animals that would have been killed during hunting season, if not more, will die slow deaths of disease and starvation. They will invade farmland and cross roads to get there. Although one of these probably affects you indirectly, and the other one affects you as directly as a set of antlers through your windshield.

The Lexical Approach And Collocations

The Lexical Approach And Collocations Collocations are words which if combined together, sound right to native English speakers. Eg: Fast food. Any other combination may sound wrong and unnatural. Eg: quick food. Collocations are not words which we put together. They co-occur naturally. Collocation is the way in which words co-occur in natural text in statistically significant ways. (Lewis, Teaching Collocation 2000:132). For Thornbury, collocation is a continuum that moves from compound words (second-hand), through lexical chunks (bits and pieces), including idioms (out of the blue) and phrasal verbs (do up), to collocations of more or less fixedness (set a new world record) (Thornbury S. 2002, How to teach vocabulary, Longman). Collocations have different strengths: Weak and Strong collocations. Weak collocations involve words which can co-occur with many other words. E.g: Red shirt. They can apply the colour red to many other words eg: red car, red door. Strong collocations have words which almost never occur separately such as the collocation: spick and span and rancid butter. There are also Unique collocations e.g, shrug shoulders. These are unique because the verb (shrug) is not used with any other noun. Medium-strength collocations: Hold a conversation, a minor operation. Hill argued that medium-strength collocations are most important for the ESL classroom. (Lewis, M., 2000: 63) Thornbury widens the definition of collocation, saying that collocation is not a frozen relationship and two collocates may even be separated from each other, eg: lay off: The company is laying more workers off. Lewis and other writers divide collocations into two types: grammatical collocation and lexical collocation. (Lewis2000) Grammatical Collocation: Eg: step into In the example above, a verb collocates with a preposition. Therefore grammatical collocations are lexical words such as an adjective, verb or noun (in our case step), which are combined with a grammatical word (preposition into). Lexical Collocation: Eg: black coffee Lexical collocations are items where two lexical words regularly and naturally occur together. Bahns (ELTJ 47/1 1993) stated that although some lexical collocations are quite direct and obvious in their meaning, others are not. In our example, black coffee clearly indicates that there is no milk in the coffee but Bahns states that collocations which are not direct eg: lay off are the ones which cause the most problems to non-native speakers since their meaning are hidden. The importance of collocations in L2 learning: Many agree that collocations are important in language learning. James Carl (1998) stated that using collocations correctly contributes greatly to ones idiomaticity and nativelikeness. 6 Lewis stated that fluency is based on the acquisition of a large store of fixed or semi-fixed prefabricated items. 7 Sonaiya (1988) went even further, saying that lexical errors are more serious because effective communication depends on the choice of words. 8 Collocations, are found in most of what we say, hear, read or write. All of these fixed expressions are stored and memorised; ready to be used when needed. If we want to retrieve these ready-to-use phrases, lexical items must be aqcuired first by being exposed to, hearing and reading them for a number of times. In theory, good quality input might lead to good quality retrieval. This in return will help learners to be more fluent because they can recognise multi-word units rather than word by word. A lexical item, which is any item that functions as a single meaning unit, regardless of its different derived forms, or of the number of words that make it, has an important role in learning a language. (Thornbury, An A-Z of ELT (Oxford: Macmillan, 2006), pg120). The importance of collocations in L2 learning was a concept that the Lexical Approach had proposed. The Lexical Approach and collocations: The lexical approach encourages learners to identify and learn collocations as lexical items rather than individual words. For example: catch a cold, is seen as a single unit of meaning (or multi-word unit) and not as three individual words with three individual meanings. According to Schmidt (CUP,2000), having words in lexical phrases rather than individually, reflects the way the mind stores and chunks language to make it easier to process. The lexical approach influenced the way we perceive lexis, the way we teach it and how we encourage learners to learn it . Vocabulary choice in language, is not haphazard but predictable. Lewis gives an example of drinking, telling us that the speaker may use the verb have. The listener can predict several words which collocate with it: tea, coffee,orange juice etc. But on the other hand, the listener does not predict words like shampoo. 9 One of the beliefs behind the Lexical Approach is that language is not made up of only traditional vocabulary and grammar but prefabricated multi-word chunks. In other words, language consists of grammaticalized lexis and not lexicalized grammar. Rather than having a syllabus which is only grammar based, the lexical approach emphasises that lexis should be at the centre of language learning. The lexical approach posits that an essential part of acquiring language is to comprehend and produce lexical chunks. These chunks help learners to make patterns of language traditionally thought of as grammar (Lewis,The Lexical Approach 1993, p. 95). _____________________________________________________________________________________ 6James, Carl. (1998). Errors in language learning and use. London: Longman. 7 Lewis, M. (1997). Implementing the lexical approach. Hove: Language Teaching Publications. 8 Sonaiya, C. (1988). The lexicon in second language acquisition: A lexical approach to error analysis. PhD Thesis. Cornell University. 9, 10 Lewis, Michael, Teaching Collocation (Hove: Language Teaching Publications, 2000) pg5 Different types of Collocation: Taken from Howert (1996), Carter(1987) and Mc.Carthy ODell(2005), here are types of collocations: Free Combination The verbs can collocate with many words to form different meanings. Example: make: I will make it clear from the beginning (make something clear) I will make him happy (make happy) In this case, they may consist of modal verbs such as make,do, have, get,take + any type of word. Restricted Combination These collocations are typically nouns, adjectives or verbs which go to together with particular words. Using other words with them make them sound incorrect to the native speaker. (i) Adjective + noun: E.g: Her condition was a major problem. (ii) Adverb + verb: E.g: He cheekily replied: I dont care! (iii) Verb + noun: E.g: Weve decided to move house. (iv) Noun + verb: E.g: The brakes screeched as he tried to stop the car. (v) Noun + noun: Usually these collocations have the pattern a.of E.g: She was holding a #basket of eggs. Delexicalised Verbs: Every language has basic verbs which are frequently used. The English language is no exception and we can find various frequent verbs (Svartvik and Ekedahl 1995) (The Verb in Contemporary English: Theory and Description, CUP 1995): Do Make Have Take Go Get E.g: It is interesting to note that these high frequency verbs in the examples are often used as Delexicalised Verbs. These delexicalised verbs have meaning when combined with other words. In other words de-lexicalised verbs have little meaning alone but if joined together with other words, they can generate a wider variety of new meanings: Eg: do your best make room have lunch take a shower go for a walk get dressed Delexicalised verbs make do What is interesting about these two verbs is that, Mc.Carthy ODell (2005:6) describe these two verbs as everyday verbs and dedicate a whole page on make and do. This clearly shows that they are very high frequency verbs in English and they probably cause a lot of confusion to learners as well! In their books index, both verbs have more than 60 different collocates each. The verbs make and do in fact like many high frequency verbs, enters into numerous collocations and idioms. Language Chunking: Make your bed! is a chunking of two words: Verb+Noun (Make + bed). This delexicalised verb is a language chunk which is a pre-fabricated language item in a formulaic way, which is then stored as a single lexical unit (and not two individual units). By storing as a single lexical unit, it is believed to quicken the mental processing of the speaker when speaking, reading and when acquiring language. The reason why it quickens this mental processing when producing language is because rather than having to connect individual word units together one by one (do and bed), the speaker can retrieve the chunk needed at one go and reduce mental processing time. Language chunking therefore is believed to help language fluency by combining other chunks to create longer ready-to-use phrases. I tend to agree with this core belief of the Lexical Approach because when I give a phrase to learners such as: Make a list of things or Remember to do your homework learners seem to retrieve and use these given ready-to-use phrases correctly to create their own sentences and meanings. Once learners understand the meaning behind the phrase, they store it in their mental lexicon. If used regularly, there is a high possibility it will help fluencycy and reduce mental processing time when speaking. Problems learners have with delexicalised verbs: Although they come naturally to native speakers, collocations formed with delexicalised verbs can be rather tricky. Some of the main problems that low level learners experience are as follows: (go to 11. Coll pg4) (12.Coll pg4) They have never been exposed to or made aware of collocations in their learning experiences. Learners often have problems with these verbs because they try to find a general meaning. They often struggle to find the right collocation, often translating possible equivalents from their own language. E.g: make a photo. Learners find it difficult to memorize collocations because they are arbitrary. Teachers are partly to blame because as Carter and McCarthy point out, vocabulary study has been neglected by linguists, applied linguists and language teachers'(1988: 1). Therefore teachers need to present collocations such as delexicalised verbs to learners to help them become more and more familiar with the different uses of make and do for example. In fact, McCarthy tells us that in vocabulary teaching there is a high importance of collocation (1990:12). The way collocation teaching is neglected in ESL classroom and the insufficient input of the target language may be a reason why learners lack a knowledge of collocation. One reason why teachers do not give such importance to collocation is because they feel safer when they teach grammar because they feel they know the rules and can explain them. Collocations are arbitrary and this leads us to the second problem: Collocations are arbitrary and are decided by convention instead of rules. Many learners have been exposed to learning languages in a systematic way i.e there is an explanation, rules and reasoning behind each grammar point eg: the first conditional: [ if + present simple], [will + infinitive]. Because they are used to learning languages in a grammatical way, learners find it difficult to accept that some words collocate while others do not and that there is no reason for this other than it is what native speakers say. Many learners ask me Why cant I say make a photo instead of take a photo? I used to feel rather unprofessional having to say because thats the way it is. Now I say: because take goes together with a photo make does not. That is the way language is naturally and natively spoken as I have already commented in section A. In fact, McCarthy said that knowledge of collocational appropriacy is part of native speakers competence. (McCarthy, M.1990Vocabulary. Oxford: Oxford University Press.1990:13). Therefore, being aware of collocations and accepting them as a window to the natural way of speaking the language is essential in learning a language. One has to admit that some are not so easy to learn. In fact, Benson (1985) clearly stated that collocations are arbitrary and non-predictable, so much so that even native speakers sometimes have to double check before deciding if a word collocates with a particular word or not. When learners are confronted with collocations like to make a mistake, learners resort to translation from L1 to understand why we use make and not do as in many other languages. However this leads to misuse of the collocation or creation of word combinations which are non-existant in English. Eg: My Italian learners sometimes say do a mistake because in their language they only have one verb, fare, which resembles make or do. Literally translated, fare una torta is do a cake from Italian to English. Lexical verbs such as make or do require memorising whole lists of words that can collocate with them. I sympathise with learners, who have to face many complicated and difficult lexicalised verbs, which have meaning differences in various contexts. Furthermore, combinations of delexicalised words are less likely to explain clearly what they mean in translation and thus are more error-prone in learner language (Lewis 1993, Nesselhauf 2005). When my learners tell me: its impossible to learn all of these phrases by heart!, I have to admit that I understand them. Collocation books like McCarthy ODells English Collocations In Use (CUP:2005), present the delexicalised verbs make and do in a way that makes a learner feel that he/she has to learn the phrases by heart. A similiar example of such a list is one below: To make an apology To do your homework To make a cake To do the dishes To make breakfast To do the laundry To make your bed To do your best To make a list To do your nails and hair To make a mistake To do the ironing, washing, cooking, etc. To make plans To do a job Learners need ways to remember the meanings of the lexicalised verbs as the ones above. It is difficult enough trying to think of grammar needed, word syntax, vocabulary and so on when trying to construct a sentence in L2 learning, let alone trying to remember and above all retrieve the right collocation needed. Problems learners have with delexicalised verbs: Making learners aware of delexicalised verbs: By helping learners to notice collocation, they can acquire vocabulary building skills eg: ability to list and categorize lexis. It also encourages them to become autonomous learners. One way of helping learners develop the habit of paying attention to chunks, rather than just individual words, when reading is by helping them make informed guesses about what word goes with do or make. Inside Out Elementary (Macmillan:16) presents a day in the life ofà ¢Ã¢â€š ¬Ã‚ ¦ a man and a woman. Having guessed who does what, learners read the text to check if they guessed correctly. The text includes a lot of collocations with make or do. Learners then are asked to form common expressions with make or do from the text: The most homework the beds The shopping dinner The washing up the most noise Learners have a speaking practice with make or do by saying who does or makes what in the house, using the same prompts given in the above exercise. Eg: My mother does the shopping and we make our beds etc Trying to make sense of make and do: Although it is not easy to learn collocations of make and do, McCarthy ODell in English Collocations in Use (CUP2005: 18) present us with some of the most common phrases with these two delexicalised verbs. In fact they call them Everyday verbs. It includes a list of collocations of make and do and an example on the side. Eg: Collocation Example Make an excuse Im too tired to go out tonight. Lets make an excuse and stay home! Do your hair Im not ready! I havent done my hair yet! To practice them, I would cut out the collocations and examples into separate strips. In pairs, learners would then have to try to put the example and collocation together, by trying to make sense of them. Once they have been corrected in class, I would give them a questionnaire from Collocations in Use (pg19). Having been exposed to the collocations needed in the previous activity, they have to fill in the question with either do or make, answer it and then go round and ask the questions to their classmates. Trying to find the right collocation to use: To help learners practice and be a bit more confident in their use of collocations, I like to use an activity which Lewis proposed in Teaching Collocation (Hove:112). Basically learners have to put in the missing verb in the collocations. This will help them to minimize their mistakes as our Italians made: I do a mistake. ..a mistake 2. .your homework a statement your hair an observation what you have to do Alternatively, I can give the activity some context by giving learners the activity found on page 100 in Language to go Intermediate. Here learners have to complete the text using make or do. This will help them to see how the collocation is used in a context. Helping them to remember the collocations: To recall what theyve learnt, learners need remember what theyve learnt. Thornbury 3 states that learning is remembering, which clearly shows how important memory is in learning a language. The same principle applies to collocations. One way of helping learners to remember the collocations is by revising them as much as possible . one particular activity that I like to use to recycle collocations that were met in class is Run n Grab. I divide learners into teams and I read out the end of the collocation eg: an apology. I write down Do and Make on the board. Learners have to run to the board to circle which one they think goes with the ending of my collocation. Whoever gets most points wins. Conclusion: Personally, I feel that the lexical approach has taught me a lot about vocabulary. Rather than seeing vocabulary as individual items, I can now help my learners with vocabulary by using chunks. In this case, collocations which are in themselves chunks, are essential in language learning. By frequently exposing, raising -consciousness and helping them to memorize collocations, I feel that I am appreciating more the importance of lexis in language learning.

The Impact of Ophelia on Shakespeares Hamlet Essay examples -- GCSE E

The Impact of Ophelia on Hamlet      Ã‚   Michael Pennington in â€Å"Ophelia: Madness Her Only Safe Haven,† elucidates the character of Ophelia in Shakespeare’s tragedy, Hamlet:    This is the woman she might have become – warm, tolerant and imaginative. Instead she becomes jagged, benighted and imaginative. . . .Ophelia is made mad not only by circumstance but by something in herself. A personality forced into such deep hiding that it has seemed almost vacant, has all the time been so painfully open to impressions that they now usurp her reflexes and take possession of her. She has loved, or been prepared to love, the wrong man; her father has brought disaster on himself, and she has no mother: she is terribly lonely. (73-74)    This essay hopes to touch on many aspects of Ophelia’s character as she is victimized by circumstances and characters around her.    The protagonist of the tragedy, Prince Hamlet, initially appears in the play dressed in solemn black, mourning the death of his father supposedly by snakebite while he was away at Wittenberg as a student. Hamlet laments the hasty remarriage of his mother to his father’s brother, an incestuous act; thus in his first soliloquy he cries out, â€Å"Frailty, thy name is woman!† Ophelia enters the play with her brother Laertes, who, in parting for school, bids her farewell and gives her advice regarding her relationship with Hamlet. Ophelia agrees to abide by the advice: â€Å"I shall the effect of this good lesson keep as watchman to my heart.† Thus Ophelia must initially bend her will to please her brother. After Laertes’ departure, Polonius inquires of Ophelia concerning the â€Å"private time† which Hamlet spends with her. He dismisses Hamlet’s overtures as â€Å"Affection, puh!... ...fe Haven.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from â€Å"Hamlet†: A User’s Guide. New York: Limelight Editions, 1996.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Excerpted from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.

Total Quality Management Essay -- essays research papers

Management Holmes, Rustin L. Confronting TQM Resisters Head-On - The Medical Laboratory Observer 1996, p. 1-4 Abstract   Ã‚  Ã‚  Ã‚  Ã‚  Total Quality Management involves employees working in teams toward a common goal to manage the organization. This is a spreading practice in the healthcare industry. However when first presented with this new method of management some people are often skeptical. Many have been working under one philosophy of management for so long that they may find it hard to change over to a new style. There is ways though to make this transition go smoother.   Ã‚  Ã‚  Ã‚  Ã‚  The first way is to mandate accountability. After each decision is made make sure each employee knows what is expected of them and when. You must maintain clear commu...

Casse Study Essay -- essays research papers

Team Case Study My team is comprised of a group of individuals specialized in relating to people in the automobile industry, mainly car dealers. Our team’s goal is to work with dealers and to help them understand how to effectively sell vehicles, sight unseen, to internet buyers. These are buyers that will never even see the vehicle or step on the dealer’s lot. We have to teach the dealer how to market and relate to a customer well enough to convince them to buy a car that they will never touch, taste, smell, see, or test drive. In the growing age of internet fraud this task becomes difficult, we now have to teach them how to make a customer trust them enough to send money to them, without ever meeting them. The Purpose, and long term goal, of this project is to drive the amount of listings of vehicles for sales on the site in a way that will help us meet our yearly goals of high growth. In 2003 during study of sales team environments, Amy Dewey, the director of agency and association marketing for The American College said, "Different personalities come out in any type of team," she says. "You want to be as efficient and effective as possible, but there's going to be that social dimension that may prevent something from being as effective as it can be." This was proven to be true to me when a member of the team had signed an account in a territory that belonged to another team member. This had happened to be an account that had been a previous customer of the account owner in a different region. The dealership contact had moved to a dealership in this other territory, which did not belong to the account owner, and wanted to start a new account, and deal with the same representative he had been dealing with for years. The members whose region it was transferred the account to them since it was their area, without notifying the account owner of what she was doing. The account owner found out and transferred the account back while she was not in the office, but mentioned it out loud to the rest of the team. A new member of this team, that had over heard the account owner complaining, went to the member that owned the region and exaggerated the story. This impacted the team in the fact that there were now some hurt feelings between these two team members that had worked togeth... ...oid conflict before it happens. When there is conflict, being an anchor member of the team, I have come up with many creative solutions to our office conflict. I believe almost all conflict stems from bad communication. In 2002 Eric Abrahamson felt, â€Å"Team conflict can arise from differences between team members in terms of power, values, and attitudes. It tends to arise when resources are scarce, the team situation is ambiguous, members have different goals, and the tasks assigned have some connection.† References 1. â€Å"Different personalities come out in any type of team," she says. "You want to be as efficient and effective as possible, but there's going to be that social dimension that may prevent something from being as effective as it can be." Author: Barry Higgins Publication: National Underwriter. (Life & health/financial services ed.). Erlanger: Sep 8, 2003. Vol. 107, Iss. 36; pg. 12 2. â€Å"Team conflict can arise from differences between team members in terms of power, values, and attitudes. It tends to arise when resources are scarce, the team situation is ambiguous, members have different goals, and the tasks assigned have some connection.† Casse Study Essay -- essays research papers Team Case Study My team is comprised of a group of individuals specialized in relating to people in the automobile industry, mainly car dealers. Our team’s goal is to work with dealers and to help them understand how to effectively sell vehicles, sight unseen, to internet buyers. These are buyers that will never even see the vehicle or step on the dealer’s lot. We have to teach the dealer how to market and relate to a customer well enough to convince them to buy a car that they will never touch, taste, smell, see, or test drive. In the growing age of internet fraud this task becomes difficult, we now have to teach them how to make a customer trust them enough to send money to them, without ever meeting them. The Purpose, and long term goal, of this project is to drive the amount of listings of vehicles for sales on the site in a way that will help us meet our yearly goals of high growth. In 2003 during study of sales team environments, Amy Dewey, the director of agency and association marketing for The American College said, "Different personalities come out in any type of team," she says. "You want to be as efficient and effective as possible, but there's going to be that social dimension that may prevent something from being as effective as it can be." This was proven to be true to me when a member of the team had signed an account in a territory that belonged to another team member. This had happened to be an account that had been a previous customer of the account owner in a different region. The dealership contact had moved to a dealership in this other territory, which did not belong to the account owner, and wanted to start a new account, and deal with the same representative he had been dealing with for years. The members whose region it was transferred the account to them since it was their area, without notifying the account owner of what she was doing. The account owner found out and transferred the account back while she was not in the office, but mentioned it out loud to the rest of the team. A new member of this team, that had over heard the account owner complaining, went to the member that owned the region and exaggerated the story. This impacted the team in the fact that there were now some hurt feelings between these two team members that had worked togeth... ...oid conflict before it happens. When there is conflict, being an anchor member of the team, I have come up with many creative solutions to our office conflict. I believe almost all conflict stems from bad communication. In 2002 Eric Abrahamson felt, â€Å"Team conflict can arise from differences between team members in terms of power, values, and attitudes. It tends to arise when resources are scarce, the team situation is ambiguous, members have different goals, and the tasks assigned have some connection.† References 1. â€Å"Different personalities come out in any type of team," she says. "You want to be as efficient and effective as possible, but there's going to be that social dimension that may prevent something from being as effective as it can be." Author: Barry Higgins Publication: National Underwriter. (Life & health/financial services ed.). Erlanger: Sep 8, 2003. Vol. 107, Iss. 36; pg. 12 2. â€Å"Team conflict can arise from differences between team members in terms of power, values, and attitudes. It tends to arise when resources are scarce, the team situation is ambiguous, members have different goals, and the tasks assigned have some connection.†

Oceanic Mythology

Oceanic Mythology Two classical cultures, Rome and Greece, both are well known to the world. Their mythology especially, because elements of their folk tales shape modern society. But, what about mythology originating in other parts of the world? Why are Roman and Greek culture such important sources of folklore? Seemingly unheard of stories from other regions of the earth harvest rich culture that hasn't diffused into modern culture as well as Greek culture yet provide intriguing stories on human life.Specifically, in Oceanic regions such as Polynesia and Melanesia hold stories have een told for hundreds of generations that are almost unknown in Western culture (Wikipedia). It's a travesty that such interesting tales of Oceanic life haven't become important to the rest of the world, but fortunately in these islands they have importance. In Oceania, particularly in the area of Polynesia oceanic people believed that ‘Forever', Darkness, and the Sea have always existed (Pantheon) . â€Å"Scholars believe that humans first migrated to Polynesia from Southeast Asia about 2,000 years ago.These people carried with them their mythological traditions about events, deities, and heroes† (mythencyclopedia). And thus, a tale of creation was cooked up. The tale starts with a giant Spider finding a giant clam, and crawling inside of it. It was extremely dark inside of the clam, but the spider managed to find a snail inside of the clam. The spider asked the snail to open the shell a bit, because it was so dark. The snail cracked open the mouth of the clam, and it became the moon shedding some light in the pure darkness.Another snail came to help the spider push the top of the clam's shell open further, and the sky was created, (and referred to as goddess Rangi). The spider then pushed open on the bottom of the shell, and the earth was reated, (referred to as a god, Papa). This is one version of the story that it told throughout Oceania. The other version of this s tory tells that a ‘supreme deity (Usually Po or 10) creates everything. Both versions however tell that Papa and Rangi create plants and animals, and â€Å"Papa Earth was a goddess, and Rangi Sky, a god, sister and brother. They cohabited and produced the first ancestors of all mankind† (pantheon).Mote-Yale In some islands in Oceania, a story tells that the earth was created after a rock fell into the sea, while other regions believe that a butterfly created earth from the sea. The stories vary due to location. For instance, in Tahitian mythology, the supreme creator deity was Ta'aroa who was born from a ‘cosmic egg'. He filled the world with all the creatures and things that are now found in it. Some Tahitians believed in Ta'aro granting supreme miracles, yet also being reason terrible things happen on Most islands located in Oceania however, base their mythology off of the same Gods.Haumia god of plants and vegetables, Tane god of forests, Tu god of war, Lono go d of heavens, and Pele god of fire are Just a few that reoccur throughout the history of Ocani'as mythology. (Mythencyclopedia). It seems to be a pattern that the civilizations near the ocean have creation myths all involving the sea. Just as areas with lots of snow would have legends regarding snow, and places with lots of trees would have tales about nature. Goddess, Rangi (ssqq) Moving onto different islands of Polynesia, the small islands of Samoa have many tales that provide morals and lessons to everyday life, including ‘The Tree of Life' (nzetc. ictoria. ac. nz). The story follows a Samoan woman Leutogitupaitea who marries Mote-Yale the king of Tonga. The Tongan king was previously married to a Tonagan woman, and they had a child together. The kings new wife was unable to conceive, and in a jealous rage murdered the baby. The kings Tongan wife came to realize what happened, and later the king was informed. â€Å"The King on being informed of the happening ordered the p eople to gather firewood and to burn the woman who had killed his child. He ordered her to be placed in the fork of a Fetau tree and the wood to be piled high round the tree.This was done and the fire lighted. The flames ascended and the woman was about to be consumed when thousands of flying foxes flew ver the fire and urinating on it extinguished the flames. The King then decided that the woman's life would be spared and he said, â€Å"this tree shall be called the Fork of Life, for a woman's life was saved on it. † I give back the woman her life, but she shall be taken to a desert Island and left there† (nzetc. victoria. ac. nz) Another tale told in Samoan culture is the The Long Toothed Devil of Falelima.People of Falelima, a small village in Samoa, told stories of a ‘devil' with long pointy teeth. The story tells that the devil (Nifoloa) died and that his teeth continued to grow and ventually grew into the near Island of Upolu. People were apparently bitten b y them as they continued to grow. The people all had strange sores that seemed to disappear after a while. These people who were ‘bitten' were referred to as â€Å"Nifoloa† (nzetc. victoria. ac. nz). Additionally, the people of Samoa tell a story about fire being brought to the islands.According to the ledged, there was a long period of time in Soma's history where there was no fire (hem. passagen. se). Ti'eti'e, an orphaned boy made the discovery of fire on the island inside of a cave where the earthquake god, Mafui'e resided. He had discovered the fire when stumbling across Mafui'e roasting a hog and stealing some him, Ti'eti'e grasped him by the arm with such strength that it twisted off! mLet me go! † he cried. â€Å"Let me go and I will give you my hundred wives. â€Å"0 â€Å"l don't want your wives,† Ti'eti'e responded. l want some fire. Let me take it with me or I'll twist your other arm â€Å"Take it! † answered Mafui'e, giving in. â€Å" If it goes out, you can rekindle it by rubbing two pieces of wood together. â€Å"‘ (hem. passagen. se) In the Far East region of Polynesia, Easter Island harvests many mysteries to the orld today. The island is almost midway between Chile and Tahiti, and discovered to be almost entirely made of volcanic rock (crystalinks). On the island, many stone statues/fgures (Moat) can be seen along the coastlines and in completely empty land.The Moat figures are usually what people associate with Easter Island. The Rapa Nuis people (natives to the island) carved them thousands of years ago (wikipedia). The fgures were often carved to honor a god or ancestor, and they served as a status symbol (wikipedia). â€Å"It was believed that the living had a symbiotic elationship with the dead where the dead provided everything that the living needed (health, fertility of land and animals, fortune etc. ) and the living through offerings provided the dead with a better place in the spirit world. (wikipedia) Easter Island Moat statues (deitchman)On the mysterious land, the origin of Easter Island is supposedly the Legend of Hotu Matua (crystalinks). According to the story, Hotu Matua was the first settler to Easter Island. Hotu Matua traveled to the island on a canoe with a colonizing party and made the island his kingdom, with his sons preceding him (wikipedia). The island was ruled for 1000 years by Matua's descendants, until Dutch explorers found the land in 1722 and claimed it for themselves, as white people usually do (wikipedia). There is considerable uncertainty about the accuracy of this legend as well as the date of settlement. Published literature suggests the island was settled around 300-400 CE, or at about the time of the arrival of the earliest settlers in Hawaiim (wikipedia). As far as deities and gods of the Rapa Nuis' culture, the most powerful and prominent is the Make-Make god. â€Å"On Rapanui (Easter Island) people believed in a ariety of god or Ã¢â‚¬Ë œatua', most prominent among the ‘atua' was the Creator God, Make- the creator of life to the Rapa Nuis people.His followers worshipped him through sea birds, because they believed his soul was reincarnated into them (astrology. richardbrown). His symbol was a man with bird like features, and he can be seen carved into various Moat on the island. Make-make's symbol carved onto volcanic rock in Easter Island. In Melanesia, Just north of New Zealand, the islands of Fiji were formed through volcanic activity that began 150 million years ago (wikipedia). â€Å"Oral story-telling is a opular and important pastime in Fiji that helps to keep alive the myths from the old religion, as well as legends about more modern fgures in Fiji's history' (go-flJi).One of the most told Fijian myth is their creation myth. A snake god, Degei had only a hawk as a friend. One day the hawk disappears and Degei becomes very lonely. He goes out in search for his friend, and comes across her bird's nest. There were two abandoned eggs left alone in the nest, so Degei took them to raise as his own. After weeks of nesting, the eggs finally hatched. To Degei's surprise, not two bird, but two humans emerged from the eggs. Degei raised the humans, grew vegetation in order to feed them and told them stories that revealed the nature of all things† (go-flJi).Later, whilst swimming in the ocean Degei stumbled across a tiny piece of land and created the village of Viseisei for the humans. This is believed to be the first Fijian settlement. He then creates the surrounding islands of Viti Levu, where he still remains in a cave. Degei waits in his cave for other souls to pass through, and he will either send them to paradise or into a deep dark lake to await punishment (go-flJi). Snake God Degei (Indianweekender) Aside from its sweet tales of creation, Fiji also has a bit of a dark past.The island was flooded with cannibalistic tribes in the mid-nineteenth century, most notoriously Ratu Ud re Udre's (go-flJi). He notably continued the practice cannibalism through Fiji's ceding to Great Britain, and ate nearly 900 people. The legends tell that after Udre Udre had been killed and buried, he had 872 stones placed around his tomb representing all of the people he had eaten. In conclusion, the Oceanic world is a complex one. With rich and diverse cultures thriving in tiny islands only miles away from one another. The archipelagos in Polynesia have mostly the same tales of creation, and the same gods.Melanesia compares greatly to Polynesian culture, with a few exceptions. With these shared beliefs and traditions, Oceanic life has united culture and history. The stories and legends of Fiji, Easter Island, Tahiti and Samoa are perhaps rarely ever passed onto other regions because of their location. These islands are almost isolated from the rest of world, so how could stories travel so far over thousands of miles of ocean? Other areas of the world also do not share much in co mmon with these islands like rt and weather, which makes their stories not relatable.But maybe, it's for the better. If there were no diversity and culture in the world, there would be no point of different continents. It would be almost like Pangaea all over again. Different languages, foods, clothing, weather, technology, and architecture are what keeps the world so interesting and worth living in. If we already knew everything life had in store for us,