A Walk In The Woods: Chapter 9 :: essays research papers

Bill Bryson the author of the short story ‘A Walk in the Woods’ constructs the story in a certain way to try to get the reader to accept his attitudes and values about how dangerous and death defying Earl V. Shaffer and other’s are in attempting to travel the trail. He uses the techniques of emotive language, unusual language and use of first hand accounts in the short story ‘A Walk in the Woods‘ . The use of descriptive and humorous language, combined with conversational text has allowed Bryson to express his feelings and opinions on his and others experiences on the Appalachian Trail to the audience. The language that the author uses in the short story is very emotive and expressed the feeling which have been felt by others on the trail. The author uses emotive language throughout the story to position us to feel amazed and astonished toward Earl V. Shaffer’s 2000 mile journey on the trail. †He spent long periods bushwhacking over tangled mountains or following the wrong path when the trail forked.†, this text shows that Shaffer was a tough and sturdy and wouldn’t give up for any reason. â€Å" On the other hand, even the dustiest little hamlets nearly always have a store of cafà ©, unlike now, and generally when he left the trail he could count on a country bus to flag down for a lift to the nearest townâ€Å". The reader is also told that he might have been helped along the way, so suspicion arises. â€Å"...Reduced to a rutted, muddy track†¦Ã¢â‚¬  shows that the trail conditions at times were anything but perfect. ‘Rutted’ and ‘muddy’ describe the Appalachian Trail as an almost tough and hardy trail to trek across. â€Å"The trail Shaffer found was nothing like the groomed and orderly corridor that exists today† shows how the Appalachian trail appears to Bryson and portrays to the audience a trail affected by modern societies requirement of health and neatness. 'orderly' and 'groomed' are used to portray an image of a beautiful trail that is set out neatly, far from what Shaffer would have experienced on his travel along the trying trail. The attempts of Bryson to explain the conditions fought by Shaffer on his trip were well complimented by descriptive and explanatory sentences.Bryson uses the very distinct humorous and silly style of writing which entertains the audience very well.

The Merchant Of Venice: Portias Suitors :: essays research papers

Compare and contrast Portia’s three suitors, examining their characters Shakespeare highlights three of Portia’s suitors, the Prince of Morocco, the Prince of Arragon and Bassanio. He does this to heighten dramatic tension, as these three men are the most important candidates to win Portia’s hand in marriage. They reveal the contents of the three caskets and their different characters as exposed as being proud, vain and humble. They also emphasise the racial prejudices of Venice a place where many races clash. Their attitudes towards the caskets and their choices indicate what their character is like. This essay will compare and contrast the three suitors and will explore how Shakespeare influences the audience’s attitudes towards the three men. The Prince of Morocco is the first suitor of the three suitors we are introduced to. His first line is, ‘Mislike me not for my complexion’ (Act II Scene i) He is anxious to compensate for the colour of his skin. He shows himself to be ashamed and insecure. However his character is proud because after he remarks on his skin colour he proceeds to defend it and boasts about himself, ‘ ...this aspect of mine/ Hath fear’d the valiant†¦The best regarded virgins of our clime/Have lov’d it too...’ (Act II Scene i) He challenges Portia to compare his blood with the whitest of men to see whose is the reddest. ‘Bring me the fairest creature†¦And let us make incision for your love/ To prove whose blood is reddest, or mine.’ (Act II Scene i) This would be a way to suggest that Morocco was as noble as any white man was because red blood signified courage and virility. A lot of emphasis is placed on Morocco’s skin colour. His long-winded speeches full of false and extravagant praise makes him sound insincere, ‘†¦all the world desires her; /From all corners of the earth they come,/ To kiss this shrine, this mortal breathing saint:’ (Act II Scene vii) In contrast his exit is short and dignified, in total disparity to his entrance and long speeches before choosing a casket. ‘†¦I have too griev’d a heart /To take a tedious leave: leave losers part.’ (Act II Scene vii) This indicates he does not easily accept defeat. He explains his thoughts on each of the caskets as he reads the inscriptions on them. He says the lead casket is not worth hazarding everything for and quickly dismisses it. When he comes to the silver casket he comments, The Merchant Of Venice: Portias Suitors :: essays research papers Compare and contrast Portia’s three suitors, examining their characters Shakespeare highlights three of Portia’s suitors, the Prince of Morocco, the Prince of Arragon and Bassanio. He does this to heighten dramatic tension, as these three men are the most important candidates to win Portia’s hand in marriage. They reveal the contents of the three caskets and their different characters as exposed as being proud, vain and humble. They also emphasise the racial prejudices of Venice a place where many races clash. Their attitudes towards the caskets and their choices indicate what their character is like. This essay will compare and contrast the three suitors and will explore how Shakespeare influences the audience’s attitudes towards the three men. The Prince of Morocco is the first suitor of the three suitors we are introduced to. His first line is, ‘Mislike me not for my complexion’ (Act II Scene i) He is anxious to compensate for the colour of his skin. He shows himself to be ashamed and insecure. However his character is proud because after he remarks on his skin colour he proceeds to defend it and boasts about himself, ‘ ...this aspect of mine/ Hath fear’d the valiant†¦The best regarded virgins of our clime/Have lov’d it too...’ (Act II Scene i) He challenges Portia to compare his blood with the whitest of men to see whose is the reddest. ‘Bring me the fairest creature†¦And let us make incision for your love/ To prove whose blood is reddest, or mine.’ (Act II Scene i) This would be a way to suggest that Morocco was as noble as any white man was because red blood signified courage and virility. A lot of emphasis is placed on Morocco’s skin colour. His long-winded speeches full of false and extravagant praise makes him sound insincere, ‘†¦all the world desires her; /From all corners of the earth they come,/ To kiss this shrine, this mortal breathing saint:’ (Act II Scene vii) In contrast his exit is short and dignified, in total disparity to his entrance and long speeches before choosing a casket. ‘†¦I have too griev’d a heart /To take a tedious leave: leave losers part.’ (Act II Scene vii) This indicates he does not easily accept defeat. He explains his thoughts on each of the caskets as he reads the inscriptions on them. He says the lead casket is not worth hazarding everything for and quickly dismisses it. When he comes to the silver casket he comments,

Characters of Romeo and Juliet Essay

In The Prologue of Romeo And Juliet, the fate of the â€Å"star-crossed lovers†, the title characters, is already told. They have been doomed to â€Å"take their [lives]† before the play has even begun. This foretelling of what the audience is about to see displays that the play is about how and why the events unfold, and not what happens. Act Two, Scene Two is an important scene in the play, which is because this is where Romeo Montague and Juliet Capulet, the two children born of the â€Å"fatal loins† of their feuding parents, meet for the second time, after Capulet’s Masquerade. They fall in love, starting the chain of fated events that cause their deaths. Before meeting Juliet, Romeo was seen to be melancholic; he was supposedly in love with Rosaline, which was unrequited. He seemed to be introspective, and have a very negative outlook; in Act One, Scene One his father, Montague, said that Romeo had been shutting himself â€Å"[a]way from light† in his room. Romeo appeared to have a very poetic, yet bleak, attitude to love. This is demonstrated by Romeo’s use of extended oxymoron in Act One, Scene One, where he talked of â€Å"loving hate†, and â€Å"misshapen chaos of well-seeming forms†. His poetic words seemed to indicate that perhaps Romeo was not in love, rather in love with the idea of being in love. He spoke of Rosaline, the object of his love, as though she was a deity, even stating she has characteristics of the goddess Diana (â€Å"she has Dian’s wit†). The goddess Diana was an emblem of chastity, and the object of Romeo’s affections has taken a vow of chastity. Ironically, Romeo refuses to â€Å"examine other beauties†, as his friend and kinsman Benvolio suggests at the end of Act One, Scene One. In Act One, Scene Five, when Romeo firsts saw, spoke to, and kissed Juliet, he still used decorative language, and said similar to what he had previously said about Rosaline. He said that Juliet â€Å"doth teach the torches to burn bright†, a metaphor, after first seeing her in Act one, Scene Five, after calling Rosaline the â€Å"all-seeing sun† in Act One, Scene Three. This seems to indicate that Romeo is too quick to announce his love, saying of Juliet what he had said not long ago about Rosaline. He did, however, denounce his previous love and say that his love of Rosaline was not comparable to his love for Juliet in Act One, Scene Five, with the rhetorical question â€Å"[d]id my hear love till now? â€Å". In Act One, Scene Three Juliet is seen to be polite and respectful young girl. Her mother, Lady Capulet, who is less close to Juliet than her Nurse, tried to persuade Juliet to marry a suitor that has been chosen for her. Marriage was an â€Å"honour that [Juliet] dream[ed] not of†, being only thirteen years of age. Lady Capulet, in Act One, Scene Three, told her daughter that â€Å"[t]he valiant Paris seeks [Juliet] for his love†. Juliet seemed in no rush to fall in love and marry at such a young age, she stated she would â€Å"look to like†, but â€Å"no more deep [†¦ ] endart [her] eye†. She appeared grounded, with no unrealistic expectations about love, and in no hurry to find a husband, despite her mother’s insistence that girls younger than Juliet â€Å"[are] made already mothers†. When Juliet met Romeo for the first time in Act One, Scene Five, although she echoed Romeo’s poetic and metaphor rich language, she appeared more playful and flirtatious, telling Romeo he â€Å"kiss[es] by th’book†. In Act Two, Scene Two, Romeo speaks of his love for Juliet and watches her after she appears at the window. He compares her beauty to that of the sun: † [it] is the east and Juliet is the sun/Arise, fair sun,† when she appears at her window. Shakespeare uses this language to depict that Romeo has elevated Juliet to the stature of a goddess. This is reinstated, with Juliet’s beauty repeatedly being compared to (and bettering) the brightness of celestial objects; Romeo says that the â€Å"brightness of her cheek would shame [the] stars†. Shakespeare used more positive metaphor, repetition, and a less structured and poetic approach to Romeo’s speech to show that Romeo’s newly found love of Juliet has effected a change in his language. Romeo is presented as more happy to love, and simply be in the presence of Juliet: he is eager for her to â€Å"speak again†, rather than strike up a conversation instantly. When Romeo begins speaking to Juliet, after hearing her speak of her love and asking why she must love a member of the family she hates, asking â€Å"wherefore [is he] Romeo? â€Å", Shakespeare wants us to understand Romeo’s devotion to Juliet. Romeo offers to forsake his name, saying that â€Å"[h]enceforth [he] never will be Romeo† demonstrating his willingness to make sacrifices for the love of Juliet. During this scene Shakespeare repeatedly uses names, or words referring to names (for example, â€Å"name†, or â€Å"called†) to show the conflict between language, the words and names, and experience, reality; Juliet states that â€Å"a rose/By any other word would spell as sweet†. Romeo is eager to â€Å"exchange [Juliet’s] love’s faithful vow for [his]†, which shows not only Romeo’s eagerness to prove his unchangeable love to Juliet, but his need to be loved in return. He tries to swear his love many things, including â€Å"yonder blessed moon†, Juliet takes vowing love much more seriously, and asks Romeo not to swear by the â€Å"inconstant moon† as it is too changing to vow such an important thing on. This presents Juliet as a mature girl, who tries to consider the consequences of actions and promises, whereas Romeo is completely absorbed in the idea of love. Juliet is concerned that her and Romeo’s love is moving too fast, saying that it is â€Å"too like the lightening†. Shakespeare uses this again showing Juliet’s rationality, but also showing that she is young, love is new to her and she is in no rush. Romeo does not appear to share these concerns; he is more concerned with loving and being loved, only satisfied by Juliet’s â€Å"faithful vow†. She is however in love with Romeo, and is not happy to see him go, â€Å"[p]arting is such sweet sorrow†, but is eager to see him again. Towards the end of the scene Juliet’s language becomes more like Romeo’s in eagerness to vow love, and in use of simile, comparing Romeo to a â€Å"wanton’s bird†, tethered by her love. Romeo’s rashness, loyalty, and need to love Juliet and be loved in return are important characteristics that will end up sealing his grim fate at the end of the play. Juliet’s young age, and contrasting maturity, grounding in reality and strong will in her love will be ever important, and her need to see a plan through will be important factors that help lead her towards her tragic ending. â€Å"For never was there a story of more woe/Than this of Juliet and her Romeo. â€Å"

Challenges of Microfinance Banking in Nigeria

CHALLENGES OF MICROFINANCE BANKING IN NIGERIA-1 Nigerians, like many other Africans are generally known as their brother’s keepers in view of the extended family system. But when truly analyzed, there is a possibility that this may not be so? Perhaps a hypothetical deep may reveal that not up to 10% of Nigerians would invest in ventures or people that would yield them nothing in return and here I mean, â€Å"Returns in the short run or in the immediate†. The returns may be financial, emotional, spiritual, relational or social. But fact is, there is something the investors expect in return when they give and these could include being worshipped as personal heroes, fear of harassments, fear of being harmed, for family ties, religious ties, being perceived as a caring corporate organization with the intent of bigger business tickets etc. Hardly do the â€Å"Nigerian rich† set aside a portion of their riches for the â€Å"unknown poor† or for true charity except such gifts are meant to make them be seen by the Society or Divinity as good or circumvent some threatening harms etc. This anti-poor behavior is projected into organizations; corporate, social, religious and sometimes even Government and parastatals as people see only the short end of developments without heeding the social woes of economic imbalance and insecurity. Consequent upon my above beliefs, I may classify the challenges of Microfinance banking in Nigeria under five (5) main headings: 1. COMMUNICATION GAPS AND INADEQUATE AWARENESS As a background to the undeniable problem of communication for effective microfinance, listen to this quote by Stan Paris on his article on Microfinance As A Means of Reaching The People â€Å"Problems of communication are endemic in the industry, dating back to what could be considered the first micro-loan. In 1976, Muhammad Yunus, a young economics professor at Chittagong University, Bangladesh, took his students into a small village where he discovered a woman crafting beautiful stools out of bamboo. He inquired what the woman earned for her work after repaying the trader from hom she borrowed. She told him she earned the equivalent of 2 cents in net profit. Yunus was appalled. He wanted to help her find a means of financing that would allow her to make more net profit. But, first, Yunus had an enormous communication barrier to overcome. That was a time in Bangladesh when women didn't touch money and didn't talk to men, explains Sam Daley-Harris, director of the Microcredit Summi t Campaign, an important facilitator of dialogue in the industry. Yunus had to have a female student ask the woman a question, then return to tell him the answer. There were barriers of communication even in explaining the value proposition. † Truth is that today, communication barriers exists heavily in Nigeria particularly given that even within a State, there exist as many languages and dialects as exists ethnic groups. Also, high level of illiteracy even among the educated who fails to read important things that would enable them take positive steps towards personal, interpersonal and national development. I recall given many flyers of Elim Kit â€Å"n† Kin to a friend of mine who is well educated and is on a billion naira business locally and international. This guy was in a church service when a play-lets on Kit â€Å"n† Kin was delivered by a group of young people. But after the service, he approached me on how to go about empowering a friend he wants to help and when I suggested kit â€Å"n† Kin, he asked me what that was? Obviously, my educated friend neither read the flyer which is comprehensive and explanatory nor listened to the play†¦.. here lies the problem of many Nigerians of all classes, hence my concern for communication on micro financing. Lets now look at some of areas of specific communication challenges in Nigerian Microbanking In adequate awareness campaigns and supports by the regulators: The CBN and the NDIC as Federal Government’s engine of economic development need to do greater and continuous campaigns to all stake holders; investors, universal banks, the banking public, the micro targeted poor and low-medium scale entrepreneurs until the micro banking ideas sink in the society and gets well accepted. I hear and read the Governor of CBN assuring the public of safety of the Consolidated Banks. But the Similar truths and campaigns should also be carried for the microfinance industry Lack of trust by the oor themselves who believe that the microfinance banks are just like the unregulated community banks and unregulated finance houses. Going by the antecedents of the banking industry in general, no one would blame the people for lack of trust. Only effective and far-reaching campaigns and exhibited trust in the microfinance banks by the government and the regulators can achieve this desirable confi dence. An Uneducated Population: A critical ill of the populace in Nigeria is the bottom, bottom level of poor education of the people. A country where less than 10% of the populace pays attention to the print media, less than 20% listen or watch educative audio-visuals is a great challenge to information dissemination. Incidentally, the literally â€Å"very† educated people do not read handbills and communicative documents that deal with those things like microfinance banking since they have no interest in such activities. A survey of how many people would read this documentary would shock you even if the Guardian Newspapers circulate it free to just the middle and upper classers. This attitude is worse with the targeted microfinance clients. They are more interested in chasing their â€Å"kobos† than reading or listening to programs that would help them build up and improve on their standards of living The Active Poor’s Current Preference for Gifts Than Loans. Generally, a hindrance to economic development in Nigeria is the gift preference of the poor as a culture from political and religious biases. The politicians, the rich in religious circles, towns and villages all over Nigeria have cultured the poor to beggarliness and dependence rather than empowerment for productive and financial independence. Gifts are not usually regarded as re-investment treasures by the receivers. This is why givers ought to challenge the receivers to effectively put their gifts to work by rendering these helps through microfinance banks. Products such as ELIM Kit â€Å"n† Kin are meant for well intended givers to assist the poor live above perpetual begging. It is known internationally that micro-financing is not charity. Micro funds are meant for the productive activities of the beneficiaries. Consequently, only people who fall within the active poor or low income earners who are willing and able to utilize the loans for productive activities and repay both interest and capital are the bona-fide candidates for microfinance. 2. ANTI-POOR ATTITUDES OF NIGERIANS Dearth of quality investments in microfinance banks:. Most surplus spenders and investors in Nigeria, because of the lethargic attitudes to the poor, would not invest in Micro finance banks. They prefer to invest in the â€Å"billion naira profit making consolidated banks†. Again, Nigeria investors are coasted by the quick-return and trader-like attitudes which surely does not result in a meaningful development for the Nation. They are therefore unable to go through the gestation period required in the young microfinance industry for their investments to start yielding good dividends. The Grameen Bank of Mohammad Yunus did not start making profit in year one, but today, that bank is one of the most profitable financial institutions in Asia and yet, it is a financial institution with classic recognition for adding the greatest value to humanity. Snobbish and selfish attitudes by the financially well to do Nigerians. Hopefully, good campaigns and direct involvement by the who is who in Nigeria would solve the current snub by the rich on poverty alleviation programs and enable these categories of Nigerians see that Microfinance is both a good and rewarding investment and a good development project that directly and indirectly impact their lives. 3. INSUFFICIENT SUPPORT FROM THE REGULATORS AND GOVERNMENTS Poor buy-ins and competitive approaches by the State Governments and Local Governments. The policy direction towards the millennium development goals is that one percent of the annual votes of the State and Local Governments should be channeled to Microfinance banks for on-lending to the poor and low to medium scale entrepreneurs. So far, very few states have taken steps to get this started. Lagos state is a shinning example that has taken the lead to effectively and efficiently put microfinance banking into focus. Their microfinance institutionalization, the dept of involvement of the Ministry of Women Affairs and Poverty Alleviation in developmental activities at the grassroots is equaled by non I know in Nigeria of today. This Ministry is not just a moribund ministry; it is a ministry that is empowered and achieving evidential results. This ministry needs to be copied by every state in Nigeria. Today, some 800 microfinance banks are established in Nigeria, but some states rather than use the services of these banks licensed by the CBN, choose to find a round about way of dealing with mega banks or establishing their â€Å"owned† micro credit institutions. It is my candid opinion that government involvements in microfinance banking would be counterproductive as they should concern themselves with policy formulation and control rather than implementation. How can someone formulate policies, implement it and effectively control it? Nigerian Microfinance banks have what it takes to manage micro funds for states and international bodies and should be given the chance to do so under strict supervision and controls.

Advanced Database Management System Project Essay

INTRODUCTION Background of the Study This study is about the grading system in English of grade thee to grade six students of Tambo Munti Kulit Elemantary School, under the guidance of Mrs. Gina G. Espineli, teacher of English. The school is located at barangay Tambo Munti Kulit, Indang, Cavite. The public school is also under the Department of Education (well-known as DepEd). VISION Tambo Munti Kulit Elementary School is committed to educate the youth of Cavite for the new millennium, to exercise dynamic, proactive and innovative leadership It shall be a school wherein leaders are developed to become competent and responsible members of the Filipino society; equipped with maximum potentials so that they shall be valued and respected in the global community; responsive to the demands of a technologically advancing society; and who are above all, humane and morally upright. It shall continuously serve by its philosophy of â€Å"Quality Education for All† and shall always be guided by its goal of â€Å"living up to a national culture of excellence†. MISSION Tambo Munti Kulit Elementary school is committed to provide knowledge and values necessary for the attainment of higher academic performance. It will provide youth and adults with habits and skills needed for life-long learning and deliver effective services for the common good. Problems addressed by the DBMS Pre-DBMS Typographical Error: Misspelled words caused by rapid input of data as they have to pass it to the higher department as soon as urgent. Time-wasting: It can take a while to manually add or search data. Improper classification of data: It is difficult to sort lots of data into groups. Misplace of Data: There are some cases that the records can be lost or misplaced making it hard to retrieve. Limited: They cannot create back-ups, as they have to take it a long time. Not Secured: There’s only one authorized room to place all of data. Current DBMS Crashing program and cannot be retrieved: One of the problems that is caused by bugs. Slow process of data: This is due to low memory (mostly hardware problems) Typographical Error: Misspelled words caused by rapid input of data as they have to pass it to the higher department as soon as urgent. Creator of the System The Grading system is provided by the Department of Education The Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency. The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic educat ion relevant to the goals of national development. The Grading System in English consists the following: Quizzes: 15% Recitation: 20% Performance: 15% Theme: 10% Homework: 5% Project: 10% ————————————————- Periodical Exam: 25% Total: 100% Improvements with the use of the DBMS DESIGN AND CODING Entity Relationship Diagram (ERD) Relational Schema Queries used Query| Description| select* from tblstudent;| displays all data from tbl student| select* from tblquizzes;| displays all data from tblquizzes| select* from tblhomework;| displays all data from tblhomework| select* from tbltheme;| displays all data from tbltheme| select* from tblothers;| displays all data from tblothers| select tblstudent.lname as â€Å"Last Name†, tblquizzes.quiz_no as â€Å"Quiz Number†, tblquizzes.grade as â€Å"Grade† from tblstudent inner join tblquizzes on tblstudent.sid=tblquizzes.sid order by sid;| displays the last name of the student, together with its quizzes( quiz number and the grade)| select tblstudent.lname as â€Å"Last Name†, tblhomework.homework_no as â€Å"Homework Number†, tblhomework.grade as â€Å"Grade† from tblstudent inner join tblhomework on tblstudent.sid=tblhomework.sid order by sid;| displays the last name of the student, together with its homeworks( homework number number and the grade)| select tblstudent.lname as â€Å"Last Name†, tbltheme.theme_no as â€Å"Theme Number†, tbltheme.grade as â€Å"Grade† from tblstudent inner join tbltheme on tblstudent.sid=tbltheme.sid order by sid;| displays the last name of the student, together wit h its themes( theme number and the grade)| select tblstudent.lname as â€Å"Last Name†, tblothers.reci_grade as â€Å"Recitation† from tblstudent inner join tblothers on tblstudent.sid=tblothers.sid order by sid;| displays the last name of student, and its recitation grade| select tblstudent.lname as â€Å"Last Name†, tblothers.perf_grade as â€Å"Performance† from tblstudent inner join tblothers on tblstudent.sid=tblothers.sid order by sid;| displays the last name of the student, and its performance grade| select tblstudent.lname as â€Å"Last Name†, tblothers.proj_grade as â€Å"Project† from tblstudent inner join tblothers on tblstudent.sid=tblothers.sid order by sid;| displays the last name of the student, and its project grade| select tblstudent.lname as â€Å"Last Name†, tblothers.peri_grade as â€Å"Periodical† from tblstudent inner join tblothers on tblstudent.sid=tblothers.sid order by sid;| displays the grade of the s tudent, and its periodical exam grade.| mysql> select tblstudent.sid , tblstudent.lname as â€Å"Last Name†, tblstudent.fname as â€Å"FirstName†, tblstudent.mname as â€Å"Middle Name†, tblstudent.level as â€Å"Grade†, avg(tblquizzes.grad e) as â€Å"Quizzes†, tblothers.reci_grade as â€Å"Recitation†, tblothers.perf_grade as â€Å"Performance†, avg(tbltheme.grade) as â€Å"Themes†, avg(tblhomework.grade) as â€Å"Homework†, tblothers.proj_ grade as â€Å"Project†, tblothers.peri_grade as â€Å"Periodical†, ((avg(tblquizzes.grade)*0.15)+(tblothers.reci_grade*0.20)+(tblothers.perf_grade*0.15)+(avg(tbltheme.grade)*0.10)+(avg(tblh omework.grade)*0.05)+(tblothers.proj_grade*0.10)+(tblothers.peri_grade*0.25)) as â€Å"Final† -> from tblstudent -> inner join tblquizzes on tblstudent.sid=tblquizzes.sid -> inner join tblothers on tblstudent.sid=tblothers.sid -> inner join tblhomework on tblstudent.sid=tblhomework.sid -> inner join tbltheme on tblstudent.sid=tbltheme.sid -> group by sid -> order by lname;| displays the student umber, last name, first name, middle name, grade, quizzes, recitation, performance, themes, homework, project, periodical exam, and laso the final grade based on the formula given by the department of educaton.| RECOMMENDATION Appendices Screenshots Data Dictionary < This will contain the tables and field names of your subject. > Ex. STUDENT | Field Name| Data type| Description| S_fname | Text| First name of the student| S_age| Number| Age of the student| Interview Images < This will contain the images that shows the interview conducted with the subject. > Interview questionaire < Questionnaire/s used for obtaining the information for this research >

Belonging Essay

Belonging is the finest thing in the world that knows how to belong to oneself. You have to belong to yourself before you belong to society. Belonging is a quite a hard concept, as you can argue that people who don’t want to belong actually â€Å"belong† to a group of people who don’t want to belong. But what is belonging? One idea is that you belong when you feel comfortable with people who have similar objectives, goals, and aims as you. But, as i realised while analysing a film in fact it’s for this unit, if you don’t feel comfortable with the group you believe you belong to, then even if you have the same goals for example cricket. Even though everyone’s goal is to win, should the team not befriend you, make you feel like you are excluded from the team, then you don’t really feel that you belong to the team so it’s basically what belonging is about. My first text is about a song by my island home by Christina Anu and how the singer portrays aspects of belonging through her song lyrics. Firstly she explores the idea that belonging to people or places shapes our identity and then she explores how the barriers which prevent belonging can create a need to belong. The song Island Home shares her perception that belonging to certain people or place creates our ideology of life and where we rightfully belong. We live by the sea and My home is Australia this use of language shows pride and belonging to Australia. This creates and brings belong into place where our perspective of belonging to be one of happiness. Belonging is evident in the song in the boat on the sea again, and I holding that long turtle spear, and I feel close to where it must be. The composer emphasises the point that her home must be by the sea because that’s where she is from and where she feels that she belongs, the pride of her belonging. We create our own identity from the feelings and affections we have with belonging to certain societies and their way of life. Inclusion and isolation demonstrates our personal identity which portrays who we are. Our perspectives and views are changed depending upon what we belong to. My home is Australia; we are a land bound by sea to show that Australia is a part of her which will never be lost is also shown as her the composer is from a native background (aboriginal). She emphasises on how her and land are one, and it is this affection that had shaped her identity. Belonging in the song My Island Home? which I find is people who had experienced belonging to a place or community. But the song conveys the composer as; these glimpses are obviously not enough to make you feel the same way real belonging makes others feel. The composer shows the barriers she has to overcome like modernisation, family and living far away from the place she belongs to and this belonging is felt by her. The composer shows the importance of belonging by using a reflection question to compare her life in the present time and when she belonged. Will this place ever satisfy me this shows how much she wants to belong again, which portrays her strong love for her place of belonging. The composer only reveals through her dreams how she feels towards belonging. Six years I have lived in the desert, every night i dreamt of the sea shows the identity of the composer since Australia is covered in desert lands ad this shows the connection she has with Australia through her. Ahhh already it has taken so long to type this up for you to read , hope you are bored because you have a lot more to read so stay awake and read it ahah. My second text is on Edward scissor hand by Tim Burton, I was actually going to Life of Pie by Ang Lee but it was quite tough to relate to belong so I went with Edward scissor hands plus I got a bit help my English teacher for this movie so it make my life a bit easier. At the beginning of the film we see that Edward lives alone in a gothic castle. He has been isolated in the castle for an indeterminate time. Below the castle is a small town a close knit community and barely visits the castle, not knowing that Edward lives there. Peg feels sorry for him and decides to take him back to live with her in the town. At first Edward is being treated well because he is a great novelty. No one has ever seen someone like him before and he quickly becomes a celebrity. He is embraced by the townspeople; they think he is very useful with his scissors (haircutting, gardening etc. ) one of the town women thinks he is sexy and tries to seduce him. He refuses and runs away. This incident becomes the catalyst for Edwards’s rejection and alienation from the community. Edwards’s personality consists of innocent, naive, limited social skills, very gentle and very experienced at relationships with people, no idea of sex, manners etc. Other than what his creator taught him from books. He is very trusting until he finds himself he victim of a setup. After things become worse, Edward finds he is a victim and cannot remain in the community. Techniques used to convey the context relevant to belonging is that Edwards’s clothes and appearance is a complete contrast to town’s people. When he first arrives Peg him clothes to wear which he puts on over his own costume. This helps him develop a sense of belonging to the family and the community and reduces his difference to the townspeople. However the fact that he doesn’t remove his clothes indicates that he wants to maintain his identity. Later in the film he becomes angry and feelings of rejection and alienation by the town cause him to rip off. Music is used in a number of ways to show Edwards innocence and purity. His character is linked to Kims in the way music and lighting are used, the haunting they’re music, together with soft/bright lighting plus show plus the slow motion of the camera reinforces the innocence and the nature of their love for each other. At the end of the film, when it becomes impossible for Kim and Edward to belong to each other in a proper relationship. He goes back into the castle and she to the town. All though they cannot belong together physically they will always belong together emotionally. This is shown at the end of the film as Edward continues to make snow from the ice and flashback to the narrator at the child’s bedside. Alright you only got a bit more reading for go so sit back and read the rest and tell me how I went. For my third text I have chosen the picture the island by Armin greder. The picture book, The Island portrays belonging as impossible if there is an ignorant and fearful dominant culture. The book portrays to the responder into almost alienation and new comer into a strongly built and well organized society. The alien is portrayed as thin and white-white and unclothed showing that the new comer is an empty canvas to be painted opinions onto. The new comer is also thin and innocent looking showing how the character is reliant on acceptance to survive. Whilst the dominant society is given the appearance of large, over bearing, they are always portrayed as a collective group portraying their dominance. They are in black clothing, they all appear to look the same- again representing there collectiveness, and they are holding pitch forks portraying their feelings towards the new comer unwelcomed. The dominant society belong together they appear to look the same, and have much of the same views, they have collectively created a community that are dependent on each other and there likeness. The society is well established and fearful of anything that will imbalance its structure and that is different from their social, cultural and historical similarities. The new being does not offer any change, it does not do anything to radicalize the community but just its presence of being different offers physiological fear to the dominant society. The book demonstrates the effect of fear, what it does to a community and the object being feared. Through fear of this unknown the community alienated the unknown, trying to forget its existence when this did not work the community they contemplated integrating the being. But the overbearing fear of the effect the being would have on their system led them to cast out the different being. The being that was submitted to the dominant cultures fear was treated as inferior, become the dominant society did not want the unknown to belong they create a barrier around themselves in fear of the unknown and it defining themselves as exclusive. Because the dominant society was afraid of the unknown they showed ignorance and a lack of open thinking which creates difficulties to them from acceptance and understanding of anything other than their own people. Therefore Belonging is a way of life which characterises us humans and creates our individuality. Due to the complex and abstract nature of the concept of belonging, a true sense of belonging can be found in different circumstances for different people. As each individual has their own desires, needs and values, they find their place in the world and a genuine sense of belonging in various avenues. Many individuals find the strongest sense of belonging through relationships, due to the fact that by nature these connections fulfil the human need for social interaction and enrich the lives of the persons involved.

Woodlice Lab Report Example | Topics and Well Written Essays - 1000 words

Woodlice - Lab Report Example Their food includes dead insects, roots of young plants and decaying vegetable materials. During the day they hide in cool dark places under stones and flower pots (Smith 7). Woodlice are harmless, and in spite of their name, they do not spoil wood. They have an external shell skeleton, which sheds off as they mature (Smith 6). The female woodlice are identified to keep fertilized eggs s under their bodies until they are hatched into small white young ones. Research has shown that females ones have the ability to reproduce sexually. Woodlice are crustaceans, which are found in the same class such as crabs and lobsters. However, their unpleasant taste distinguishes them from other group members. These types of creatures breathe through the lungs which are found in their hind legs. They are mainly found in earthly environment since they are used to losing a lot of water through excretion. Therefore, they live in damp and dark places such as rocks and logs, because they need moisture to survive. In comparison to other creatures, woodlice have predators such s spiders, lizards and birds. These predators depend on woodlice for their survival. To this effect woodlice have adaptive features that enable them to survive. Such features include rolling themselves in to some form of ball and stretch again to their normal size and length. They are found in varied lengths such as short, middle and long, and they also move at varied speeds. Method This experiment basically requires knowing how to control a population of woodlice. Around 24 of woodlice were place in the plastic container. The length and the length of internal of woodlice were taken by using a ruler and the microscope. Also, the number of plates was counted by using the microscope. In addition to that, the speeds of woodlice were taken by using two rulers to design the drag and the stopwatch as well to record the distance Results Trait Dorsal plate number Speed (seconds/10 cm) Length (cm) Color (values using so il color chart) Mean 7 21.20833333 0.991666667 5.083333333 Standard Deviation 0 +10.29131828 + 0.21450989 + 1.248187091 Standard Error 0 +2.100706547 +0.043786648 + 0.254785123 According to the information shown in the graph, the speed of woodlice has an effect to its survival. . From the report, short woodlice were shown to have survived (Therefore, predators are able to identify the long woodlice more easily than short ones. This explains the reason why woodlice roll in circular forms for their survival. When in their circular form, length can not be identified hence their survival. Short woodlice have the ability to hide from the predators since they are flexible. This enables them to survive because of their small size and speed. However, the long woodlice can be easily spotted by predators hence their decrease in population. In addition, their length makes them to move sluggishly compared to short ones who move fast and survive Discussion Scientific experiments depend on data t hat has been collected objectively. This indicates that researchers should not influence the results of an experiment with or without their knowledge. Instruments used in the study should be well placed and arranged so as to give reliable opinions and observations. Such observations shall be used to draw concussions, which may affect other areas of science negatively. This explains the reasons which led each group to encounter error in their experiment. For example, woodlice were not experimented in their natural habitat. When a living creature is removed from its natural environment, it tends o develop features that can assist it survive (Schmalfuss 76). However, if it fails it may die. Such deaths may decrease the woodlice population. Investigations should be carried in the normal area of the organism for