An Index of Common Tree Diseases in the United States

article review Adapting Kohlberg to Enhance the Assessment...

James Weber (1991). Adapting Kohlberg to Enhance the Assessment of Managers Moral Reasoning 293-313 Introduction This review intents to summarize and evaluate the adaptions of Lawrence Kohlbergs Moral Judgment Interview and Standard Issue Scoring method by James Weber. The article â€Å"Adapting Kohlberg to Enhance the Assessment of Managers Moral Reasoning† by James Weber mentions four different adaptions of the moral judgment interview and the standard issue scoring method. These modifications have tested by empirical investigation that proved they can help to enhance the assessment of the manager’s moral reasoning. (294) If his modifications can fully help to assess the manager’s moral reasoning, I believe it would highly contribute to†¦show more content†¦Although, I do not really understand the process of evaluating those data but I believe those questions and interview method could enhance the assessment of moral understanding and collect substantially more data by using less time. The author suggests using written interview which could save the manager and researchers’ time because face-to-face interview would take more human resources and incur substantial cost of time to get the interview done. Also, managers may have difficulty to find a lot of free time to do the interview. The written interview can solve this problem without having a really difference result with oral interview. Therefore, I believe the author achieve its goal very well. As what I mention before, the purpose of these modifications is to enhance the assessment of managers’ moral reasoning which finally lead to a better understanding of managers’ moral decision-making process. This article suggests that these adaptions the researcher use may help to resolve the ethical dilemmas at the workplace. The better understanding of managers’ moral decision-making process can help the corporations to have a greater prediction of their organizational ethical behavior. (309) I believe if the CEO and stakeholders understand why the managers make certain decisions when they confront ethical conflict thatShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pagesmymanagementlab is an online assessment and preparation solution for courses in Principles of Management, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built- in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Read MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesCourse: MBA−10 General Management California College for Health Sciences MBA Program McGraw-Hill/Irwin abc McGraw−Hill Primis ISBN: 0−390−58539−4 Text: Effective Behavior in Organizations, Seventh Edition Cohen Harvard Business Review Finance Articles The Power of Management Capital Feigenbaum−Feigenbaum International Management, Sixth Edition Hodgetts−Luthans−Doh Contemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell Leadership, Fifth Edition

Jazz and Latin Music free essay sample

Describe some of the influence of Latin music in the US in the early part of the twentieth century. ; The influence of Latin music in the us in the early part of the twentieth century was the start of a new genre of music called Afro-Cuban Jazz 2. What was the significance of Machismo and His Afro:Cubans? ;The significance of Machismo and His Afro-Cubans was there creation of Afro:Cuban Jazz. They also represented a bridge connect two very different worlds and making success with white people. 3. How did Dizzy Gillespie Incorporate Latin music Into his music? ;Dizzy Gillespie incorporated Latin music Into his music by Inviting an afro-Cuban percussionist named Chant and working with him. 4. What was the Palladium? The Palladium was once a dance studio located In mild-town Manhattan which was later transformed Into the home of the Mambo. 5. How did the television and films Increase the exposure of the US to Latin music? ; Slowly but surely everyone became familiar with It. We will write a custom essay sample on Jazz and Latin Music or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The TV show l Love Lucy helped by showing that a white woman can be with a Cuban man. As well as him being Cuban, he played music on his shows. 6. How did Latin music influence rock music?Latin music influenced rock music by giving rock the same chord progression, bass lines, and rhythm. 7. Why do you think Latin music had such a great influence on the development of popular music? ; My opinion on Latin music having such a great influence on the development of popular music is that since Latin music has such upbeat and fun rhythms everyone can enjoy listening to them. 8. Do you think that any of the music that you listen to has Latin influences? Why or why not? ; Yes, I believe that the music that I listen to does have Latin influences considering that I only listen to mostly backchat and salsa.

Violence In Jane Eyre Essays - English-language Films, British Films

Violence in Jane Eyre Charlotte Bronte uses violence in several scenes throughout the novel. The violence in the novel is not fatal to anyone, it is just used to catch the readers eye. This novel consists of many emotional aspects. For example, the violence in the scene where Mr. Mason gets attacked. The attack really upsets Jane and Mr. Rochester. In the novel Jane Eyre Charlotte Bronte uses several acts of violence to create suspense, mystery, and characterization. This scene is probably the best one to create the suspense of the novel. It keeps a person interested in the book and wanting to know what happens next. There is no way of knowing why this happened, who does it, or if Mr. Mason is going to live or die. That is why Charlotte Bronte used violence to create this kind of suspense. So a person would be interested enough in the novel to keep reading. The mystery is a mystery itself, there is a secret at Thornfield and Jane can sense this. Then there is the mystery of the person who committed this act of violence. Jane suspects who it might be, but she is not for sure. To find out the mystery of the house and the person who did it a person has to solve it. Finally, there is the characterization of Bertha. From the way Rochester talks about Bertha at first she seems pretty normal, but he says how she become after they get married. She turned into someone he did not know, a crazy psychopath, mad woman. Rochester wanted to hide this from everyone even Jane, Bertha cares for no one but herself. She does not care who she hurts, she proved this when she hurt Mr. Mason her own brother. At last, the end of the novel, The suspense, mystery, and characterization are all told. The person that this all revolved around was Bertha. It was Charlotte Bronte s clever way of keeping the novel interesting and the reader interested. She even tells us what happens ten years later. She does this so they will be no mystery or suspense of what was going to happen in their future.

Bedouin Changes essays

Bedouin Changes essays Bedouins are nomads recognized by their lifestyle, specific dialects, social structure and culture. It is estimated that Bedouins only make up about ten percent of the Middle East population. They are a rural people: they herd sheep, goats, camels and cattle. Another source of their income has to do with handicrafts. In Abu Lughods article Honor and Shame she writes about the Bedouin culture and the new hardships that culture is trying to endure. The new generation of Bedouins is trying to break loose from their old customs in order to become modern like the Egyptians. Abu Lughod an Anthropologist is concerned about the new generation of Bedouins. The new generation is more concerned of being modernized rather than following the traditional way of Bedouin life. Abu Lughod went to Egypt and lived with the Bedouins; she had encountered a bright young Bedouin girl called Kamla she was the daughter of the tribes chieftain. Kamla is a bright young girl who has been educated; it is rare for a Bedouin girl to be educated because it is against their beliefs. According to the Bedouins the woman are there to take care of the children and the house work. Abu Lughod examines Kamla and how she thinks about the Bedouin way of life. Kamla is young a naive according to Abu Lughods study. Kamla does not really enjoy her culture and wants to be more like an Egyptian girl. Abu Lughod states most of the time, though, she says she wants to get out. I worry about Kamlas blithe confidence that life in the city will be so much better... I argue with Kamla that she delib erately ignores the richness of their relationships and the way they have always struggled back (51). Kamla ignores the richness of her own culture and does not see the great bonds that Bedouin women have that Egyptian dont. Abu Lughod hopes Kamla realizes how fragile her culture is and she hopes some day Kamla will realize the great bon...

Fitz John Porter - Civil War - Major General

Fitz John Porter - Civil War - Major General   Fitz John Porter - Early Life Career: Born August 31, 1822 in Portsmouth, NH, Fitz John Porter came from a prominent naval family and was a cousin of Admiral David Dixon Porter.   Enduring a difficult childhood as his father, Captain John Porter, battled alcoholism, Porter elected not to go to sea and instead sought an appointment to West Point.   Gaining admission in 1841, he was a classmate of Edmund Kirby Smith.   Graduating four years later, Porter ranked eighth in a class of forty-one and received a commission as a second lieutenant in the 4nd US Artillery.   With the outbreak of the Mexican-American War the following year, he prepared for combat.            Ã‚   Assigned to Major General Winfield Scotts army, Porter landed in Mexico in the spring of 1847 and took part in the siege of Veracruz.   As the army pushed inland, he saw further action at Cerro Gordo on April 18 before receiving a promotion to first lieutenant in May.   In August, Porter fought at the Battle of Contreras before earning a brevet promotion for his performance at Molino del Rey on September 8.   Seeking to capture Mexico City, Scott attacked Chapultepec Castle later that month.   A resounding American victory that led to citys fall, the battle saw Porter wounded while fighting near the Belen Gate.   For his efforts, he was brevetted to major.    Fitz John Porter - Antebellum Years: Following the end of the war, Porter returned north for garrison duty at Fort Monroe, VA and Fort Pickens. FL.   Ordered to West Point in 1849, he began a four-year term as an instructor in artillery and cavalry.   Remaining at the academy, he also served as adjutant until 1855.   Sent to the frontier later that year, Porter became assistant adjutant general for the Department of the West.   In 1857, he moved west with Colonel Albert S. Johnstons expedition to quell issues with the Mormons during the Utah War.   Serving as the forces adjutant, Porter returned east in 1860.   First tasked with inspecting harbor fortifications along the East Coast, in February 1861 he was ordered to aid in evacuating Union personnel from Texas after it seceded.    Fitz John Porter - The Civil War Begins: Returning, Porter briefly served as chief of staff and assistant adjutant general for the Department of Pennsylvania before being promoted to colonel and given command of the 15th US Infantry on May 14.   As the Civil War had commenced a month earlier, he worked to prepare his regiment for battle.   During the summer of 1861, Porter acted as chief of staff first to Major General Robert Patterson and then Major General Nathaniel Banks.   On August 7, Porter received a promotion to brigadier general.   This was backdated to May 17 to give him sufficient seniority to command a division in Major General George B. McClellans newly-formed Army of the Potomac.   Befriending his superior, Porter began a relationship which would ultimately prove devastating for his career. Fitz John Porter - The Peninsula Seven Days: In the spring of 1862, Porter moved south to the Peninsula with his division.   Serving in Major General Samuel Heintzelmans III Corps, his men took part in the siege of Yorktown in April and early May.   On May 18, as the Army of the Potomac slowly pushed up the Peninsula, McClellan selected Porter to command the newly-formed V Corps.   At the end of the month, McClellans advance was halted at the Battle of Seven Pines and General Robert E. Lee assumed command of Confederate forces in the area.   Recognizing that his army could not win a protracted siege at Richmond, Lee began making plans to attack Union forces with the goal of driving them back from the city. Assessing McClellans position, he found that Porters corps was isolated north of the Chickahominy River near Mechanicsville. In this location, V Corps was tasked with protecting McClellans supply line, the Richmond and York River Railroad, which ran back to White House Landing on the Pamunkey River. Seeing an opportun ity, Lee intended to attack while the bulk of McClellans men were below the Chickahominy.    Moving against Porter on June 26, Lee assaulted the Union lines at the Battle of Beaver Dam Creek.   Though his men inflicted a bloody defeat on the Confederates, Porter received orders from a nervous McClellan to fall back to Gaines Mill.   Attacked the next day, V Corps mounted a stubborn defense until being overwhelmed in the Battle of Gaines Mill.   Crossing the Chickahominy, Porters corps joined the armys withdrawal back towards the York River.   During the retreat, Porter selected Malvern Hill, near the river, as site for the army to make a stand.   Exercising tactical control for an absent McClellan, Porter repelled numerous Confederate assaults at the Battle of Malvern Hill on July 1.   In recognition of his strong performance during the campaign, Porter was promoted to major general on July 4. Fitz John Porter - Second Manassas: Seeing that McClellan posed little threat, Lee began marching north to deal with Major General John Popes Army of Virginia.   Shortly thereafter, Porter received orders to bring his corps north to reinforce Popes command.   Disliking the arrogant Pope, he openly complained about this assignment and criticized his new superior.   On August 28, Union and Confederate troops met in the opening phases of the Second Battle of Manassas.   Early the next day, Pope ordered Porter to move west to attack Major General Thomas Stonewall Jacksons right flank.   Obeying, he halted when his men encountered Confederate cavalry along their line of march.   A further series of contradictory orders from Pope further muddled the situation.   Having received intelligence that Confederates led by Major General James Longstreet were on his front, Porter elected not to move forward with the planned attack.   Though alerted to Longstreets approach that night, Pope misinterpreted the meaning of his arrival and again ordered Porter to launch an assault against Jackson the next morning.   Reluctantly complying, V Corps moved forward around noon.   Though they broke through the Confederate lines, intense counterattacks forced them back.   As Porters assault was failing, Longstreet opened a massive attack against V Corps left flank.   Shattering Porters lines, the Confederate effort rolled up Popes army and drove it from the field.   In the wake of the defeat, Pope accused Porter of insubordination and relieved him of his command on September 5. Fitz John Porter - Court-Martial: Quickly restored to his post by McClellan who assumed overall command following Popes defeat, Porter led V Corps north as Union troops moved to block Lees invasion of Maryland.   Present at the Battle of Antietam on September 17, Porters corps remained in reserve as McClellan was concerned about Confederate reinforcements.   Though V Corps could have played a decisive role at key points in the battle, Porters admonition to the cautious McClellan of Remember, General, I command the last reserve of the last Army of the Republic ensured that it remained idle.   Following Lees retreat south, McClellan remained in place in Maryland to the irritation of President Abraham Lincoln.   During this time, Pope, who had been exiled to Minnesota, maintained an ongoing correspondence with his political allies in which he scapegoated Porter for the defeat at Second Manassas.   On November 5, Lincoln removed McClellan from command which resulted in a loss of political protection for Porter.   Stripped of this cover, he was arrested on November 25 and charge with disobeying a lawful order and misbehavior in front of the enemy.   In a politically-driven court-martial, Porters connections to the relieved McClellan were exploited and he was found guilty of both charges on January 10, 1863.   Dismissed from the Union Army eleven days later, Porter immediately commenced efforts to clear his name. Fitz John Porter - Later Life: Despite Porters work, his attempts to secure a new hearing were repeatedly blocked by Secretary of War Edwin Stanton and officers who spoke in his support were punished.   Following the war, Porter sought and received aid from both Lee and Longstreet as well as later garnered support from Ulysses S. Grant, William T. Sherman, and George H. Thomas.   Finally, in 1878, President Rutherford B. Hayes directed Major General John Schofield to form a board to reexamine the case.   After extensively investigating the case, Schofield recommended that Porters name be cleared and stated that his actions on August 29, 1862 helped to save the army from a more severe defeat.   The final report also presented a scathing image of Pope as well as placed a large amount of the blame for the defeat on III Corps commander Major General Irvin McDowell.        Ã‚   Political wrangling prevented Porter from immediately being reinstated.   This would not occur until August 5, 1886 when an act of Congress restored him to his prewar rank of colonel.   Vindicated, he retired from the US Army two days later.   In the years after the Civil War, Porter was involved in a number of business interests and later served in New York City government as commissioners of public works, fire, and police.   Dying on May 21, 1901, Porter was buried in Brooklyns Green-Wood Cemetery. Selected Sources: Civil War Trust: Major General Fitz John PorterNPS: Major General Fitz John PorterCivil War: Major General Fitz John Porter

Israeli perception on the six day war and the security dilemma Research Paper

Israeli perception on the six day war and the security dilemma - Research Paper Example The Israeli were angered by the actions of the Arab Nations and the lack of action from the United States and UNEF. Israeli decided to seek a peaceful agreement from the U.S. and UNEF but failed to reach an agreement, this made the Israeli’s to start war with the Arab countries, and in the end Israeli emerged victorious over these countries. Israeli`s Defense Forces had no reason to go to war but were forced by circumstances to fight, for the protection of its people, and securing security for its people. Key words: Israeli, Six Day War, Security, Dilemma, Perception, Israel, Egypt, Syria, Jordan, Arab, U.S., Israeli Defense Force, Army, National Security, Doctrine, Forces, Quality, Quantity, Resources, Threat The Six Day War was a war between five Arab neighbors namely; Syria, Egypt, Jordan, Israeli and her neighbors, in which Israeli captured the most part of Arab territory. This war broke out on 5 June, 1967 and ended on 10 June 1967, following a three week tension, when th e Israelites learned that Egypt had deployed a large army in Sinai Peninsula. The cause of the Six Day War was as a result of increased tension between Israel and its Arab neighbors in the mid 1960`s. Israeli ruling to divert the waters of River Jordan to Negev Desert frustrated the Arabs, who wanted the river to flow to Lake Galilee. Syria had begun to divert the waters but this made Israel bomb Syria in the years 1965 and 1966. Egypt played a big role in the Six Day War; this was because of the: blockade of the Gulf of Aqaba, the Fatah and PLO raid on Israel, the creation of an independent Israel, Israel decision to strike first in 1967, and expulsion of UN forces from Egypt (Rea and Wright, 1997). Historians sited that the reason for Israel attack was because of the poor economic conditions it was experiencing at the time. They explained that a war would distract people`s minds from unemployment and low development and this would bring foreign currency, to boost the economy (â₠¬Å"Causes of the War,† n.d.). The cold war tension motivated and exploited the soviets, to take advantage of the destabilized region, and provide them with military and economic assistance, in order to outsmart Jordan and Iraq, as it increased threats on Israeli By the end of the war, Israeli had captured triple the size of the area controlled. Israeli unified Jerusalem, Sinai, Golan Heights, Gaza Strip and West Bank. Israeli hope was to have peaceful negotiations with the Arabs states (Bard, 2012). Israelis perspective on the events that led to the Six Day War was influenced by views of itself in the region and in the international community during that time. Israeli thought its existence was been threatened, before the war broke out, leaders were also concerned about how Israel would survive. This made Israel to pay back the continued Arab hostility and specific attacks. They thought that this would make the Arab leaders cease to attack Israel and caution them to control the ir acts against Israeli. Many unfriendly superpowers gave Arab countries aid to attack Israeli, and this angered them because of their hostility and unfriendly ways. The main reasons for Israeli attacks were the severe Arab threats, and the role of the United States in a threat that was serious. On May 23, President Nasser of Egypt announced the blockage of strait of Tiran, this changed Israeli`s perception. The question many asked was, what is the United States doing about this decision, and was is

Lululemon's exploration of England Case Study Example | Topics and Well Written Essays - 1250 words

Lululemon's exploration of England - Case Study Example Lululemon is a premium brand offered at premium prices which make it near to impossible for the competitors to imitate. Lululemon believes on community involvement in its business and thus allows others to imitate its products or technology used to manufacture products. This business practice is in alignment with Lululemon’s â€Å"doing-the-right-thing† initiative. The aim was to support community members to take an active part in achieving excellence in healthy habits. But the competitors find it difficult to imitate Lululemon’s products or strategies because it is very costly and requires a great set of skills to produce a Lululemon’s product. The way Lululemon has structured its organizational hierarchy facilitates smooth functioning of the business. The headquarter is stationed in Canada where the product designing and concept manipulation is carried out. Moreover, the headquarters also handles the financial controlling function of the business. Whereas the business in Australia, New Zealand, and the United States is handled by the respective authorities in these countries so as to provide these subsidiaries autonomy over their business practices. This is beneficial in a manner, that it provides a room for the business to adopt the local taste and social structure to market products in an efficient manner. Although, the control of business related matter is in the hand of management of these local subsidiaries, the product manufacturing and financial controlling is still taken care by the head office.

Monster Mash Essay Example for Free

Monster Mash Essay Everyone loves a good scare. The rush we feel when our worst nightmares are realized, and yet that small inkling in our minds reminds us, this isn’t real. It’s fun. First we clench and scream and our hearts pop out of our chests. Then, we smile, laugh, and say â€Å"wow, that scared me† escape our lips, and we again move on with the rest of our average everyday lives. It’s exciting, and to some, arousing. But the concept of horror raises an all too common inquiry. What if you could become one of those famous monsters of the silver screen? Would you choose to be the seductive vampire, the gnarly werewolf, the ghastly ghost, or the ravenous Frankenstien? Now I know what you’re thinking. What about Jason Vorhees, or Freddy Kruger? What about Leatherface, or the Pinhead? Those are all excellent horror film identities. They are however, latter day principals that have all been crafted from the inspiration of the age old favorites. We couldn’t possibly begin to appreciate Jason Vorhees or Leatherface without first acknowledging the colossal juggernaut that was Frankenstien. So for this paper, I’ll only be focusing on the primary figures of horror. Let’s kick this off with an all-time classic. This horror figure amassed not only one of the largest fan bases in film, but directly influenced its own underground culture. Bela Lugosi donned the crimson cape in 1927 as Count Dracula in a Broadway adaptation of Bram Stoker’s novel, where he was talent-spotted as a character actor for the new Hollywood talkies, appearing in the first Dracula film with sound. It would be four years later, with the movie adaptation of that play that vampires would become a public icon. Here we are almost ninety years later, vampire lore has erupted into many renditions, many new ideals. There has been games, and music inspired by their sultry image. These being thrive on the lust and temptation of man, the sexiness of evil. They indulge in blood, and ritual. Only ever able to enjoy their immortality at night, as sunlight invariably reduces them to dust and ash. They are dexterous, equally cunning, using sleight of hand and a quick tongue t o gain your every allegiance. They are connected into every faà §ade of regular, and have either allies, or brethren in powerful social circles. The older the vampire, the more attuned to the gift. On the darker side of this coin lies the cold hard fact that you are completely vulnerable to fire, sunlight, and according to EVERY SINGLE vampire movie, the inevitable betrayal of those closest to you. Which for me begs the ultimate question, â€Å"what good is immortality, if you have no one to share it with†. One a cold dark night, when the moon is full, can you hear the howling of their kind. They are excellent hunters, and even better combatants. They are supernaturally strong, fast, and almost impossible to fend off. All it takes is a simple scratch and your fate is sealed. The werewolf is a tragic Monster. There is nothing sexy or fun about this curse. Every four weeks, when the moon is full, your body reconstructs itself. Breaking bones, and rearranging them. Stretching muscle mass, and skin. I don’t recommend watching someone turn if you are squeamish or faint of heart. The mind goes into an instinctive mode, where you can only process hunger, and anger. You’re compelled not by your humanity, but by the beast within. No matter how you shake it, or which rendition of this monster you look at, werewolves are awesome and sad. Immense power, and raw animal agility, but without a single ounce of control. The concept of man becoming beast has been around for a long time. Ancient Celtics used to believe the spirit of the earth created them to protect her forests from all dangers. It wasn’t until 1941 that the â€Å"wolf man† would see the silver screen, and forever change the way we looked at secluded romantic ventures in the wood. Speaking of silver, nothing but, can truly bring this monster to peace. Ghosts are a funny ideal. They scare the daylights out of us, yet never even threaten us with imminent danger. Most of the time, they are the remnants of someone looking to warn us or tell us something they didn’t get a chance to while they were alive. Yet, like the others, they manage to drive us crazy, and inspire multimedia frenzies. Personally, I hate all these darned ghost hunting shows on TV nowadays. They never seem to really grasp the concept. Its like I’m watching the ghost of Seinfeld, trying one last time to do a horrible stand up monologue. Still the imagery of being there, but not there, and subsequently affecting your surroundings with how you feel, sounds like horror gold. For as much literature is out there on these monsters, very little is actually known. There are a lot of myths about spirits, so it’s hard to decipher what is truth from what is fiction. Some sources say they cannot cross running water, others say that salt naturally repels them. Most say that wrought iron, or cold iron will disperse them quickly. Last but not least, the awesome Frankenstein monster. The twisted dream of an eccentric medical school dropout. A being brought to life with the grotesque remain of the dead. The feeble attempts of a mad man to play god. This monster is as powerful as he is awe-inspiring. Unnaturally super strong, and equally impatient, he towers over the other monsters. He is remarkably resilient, and can repair himself but using new parts. A horrific machine of flesh and bone. Having to accept the weight of being the only of his kind, is the only solace he will ever hope to achieve. At least not until bride of Frankenstein, and we all know how that ends. Mary Shelly gave birth to this horrific story in 1818, originally adapted to be a drama that focused on Dr. Frankenstein as tortured soul, looking for repentance from his monolithic creation. This would fade in 1931, when Boris Karloff donned the neck bolts and platform boots. Becoming an instant classic on the silver screen, Frankenstein would later be seen taking care of Dracula’s coffin in the daytime and feeding the wolf man on the full moon. Never saying much, as to forego the myth that reanimated brain tissue results in a zombie state of mind, Frankenstein does most of his communication in gestures. I would like to believe that the incredible HULK is somehow inspired by him. Choosing an archetype of horror can be taxing. But knowing not only what you stand to gain, but what you stand to lose is paramount. Everyone focuses so on the merit of being a monster. As much as they are powerful, they are weak. To truly choose means to condemn yourself to a live of horror. Would you sacrifice the sun for immortality? Or are you more privy toward the animalistic freedom in exchange for your sanity. Or maybe you’d remain human, and use this hypothetical as tactical advantage. Knowing is half the battle, right? References: IMDB.com Copyright  © 1990-2013 IMDb.com, Inc. Bela Lugosi http://www.imdb.com/name/nm0000509/bio The Wolf Man http://www.imdb.com/title/tt0034398/?ref_=sr_3 Frankenstein- http://www.imdb.com/title/tt0021884/?ref_=sr_6 Monsters An Investigators Guide to Magical Beings Creators: John Michael Greer Publisher: Llewellyn Worldwide, LTD. Sept. 2001

Cultural Context: Alcohol Essay -- Drinking Teenagers Papers

Cultural Context: Alcohol Alcohol has always been a controversial topic in the United States for social, political, and religious reasons. The negative effects of drinking came to the foreground of American concern during the early twentieth century. This was a time of great prosperity followed by the Great Depression. Both of these eras led Americans to turn to or against liquor as the cause or demise of their success. Prohibition marked a change in the American way of life and is best documented by F. Scott Fitzgerald and Ernest Hemingway in their contemporary works. Both of these authors grappled with alcohol use and abuse within their own lives and writing. On 12:01 a.m. on July 16, 1920 the 18th Amendment went into effect, marking the beginning of a thirteen-year period of national Prohibition in the United States. The movement had existed for decades, but it was not until President Wilson and his southern Democrats came to Washington did it get national momentum, (Parrish, 96). Those who were in favor of Prohibition were collectively known as â€Å"the drys.† The group was generally composed of members of two sub-groups: the Women’s Christian Temperance Union (WCTU) and the Anti-Saloon League. The Anti-Saloon League considered themselves â€Å"an army of the Lord to wipe out the curse of drink,† (Sann, 26). A large majority of the prohibitionists were church-going, Protestant women from small-towns. The divide in opinion between the cities and the rural and suburban areas was so great that the passage of the 18th Amendment was considered a major cultural victory over large cities (Parrish, 97). The call for temperance was supported by progressive reformers who viewed the â€Å"Devil’s Brew† as the primary source ... ...Company, 1992. p. 95-113 This was the most useful source in understanding the social context of Prohibition, its enforcement, and failure. Sann, Paul. The Lawless Decade. New York : Crown Publishers, Inc, 1957. p. 21-24. 115-120 This book provided background information on the 1920s, the Jazz Age, and the role alcohol played during these time periods as well as the American response to Prohibition. www.digitalhistory.uh.edu/database/article_display.cfm?HHID=441 This article was extremely helpful in understanding the circumstances during Prohibition and how exactly citizens managed to undermine the law. www.drugtext.org/library/articles/craig103.htm This article emphasized and provided a glimpse into the lawlessness of Prohibition and the operation of speakeasies. www.pbs.org/wnet/newyork/laic/episode5/topic1/e5_t1_s2-rr.html Cultural Context: Alcohol Essay -- Drinking Teenagers Papers Cultural Context: Alcohol Alcohol has always been a controversial topic in the United States for social, political, and religious reasons. The negative effects of drinking came to the foreground of American concern during the early twentieth century. This was a time of great prosperity followed by the Great Depression. Both of these eras led Americans to turn to or against liquor as the cause or demise of their success. Prohibition marked a change in the American way of life and is best documented by F. Scott Fitzgerald and Ernest Hemingway in their contemporary works. Both of these authors grappled with alcohol use and abuse within their own lives and writing. On 12:01 a.m. on July 16, 1920 the 18th Amendment went into effect, marking the beginning of a thirteen-year period of national Prohibition in the United States. The movement had existed for decades, but it was not until President Wilson and his southern Democrats came to Washington did it get national momentum, (Parrish, 96). Those who were in favor of Prohibition were collectively known as â€Å"the drys.† The group was generally composed of members of two sub-groups: the Women’s Christian Temperance Union (WCTU) and the Anti-Saloon League. The Anti-Saloon League considered themselves â€Å"an army of the Lord to wipe out the curse of drink,† (Sann, 26). A large majority of the prohibitionists were church-going, Protestant women from small-towns. The divide in opinion between the cities and the rural and suburban areas was so great that the passage of the 18th Amendment was considered a major cultural victory over large cities (Parrish, 97). The call for temperance was supported by progressive reformers who viewed the â€Å"Devil’s Brew† as the primary source ... ...Company, 1992. p. 95-113 This was the most useful source in understanding the social context of Prohibition, its enforcement, and failure. Sann, Paul. The Lawless Decade. New York : Crown Publishers, Inc, 1957. p. 21-24. 115-120 This book provided background information on the 1920s, the Jazz Age, and the role alcohol played during these time periods as well as the American response to Prohibition. www.digitalhistory.uh.edu/database/article_display.cfm?HHID=441 This article was extremely helpful in understanding the circumstances during Prohibition and how exactly citizens managed to undermine the law. www.drugtext.org/library/articles/craig103.htm This article emphasized and provided a glimpse into the lawlessness of Prohibition and the operation of speakeasies. www.pbs.org/wnet/newyork/laic/episode5/topic1/e5_t1_s2-rr.html

Failed Amendment: Protecting Slavery Essay

In 1861, an Amendment was proposed to protect the practice of slavery, known as the Corwin Amendment.. It would make it so not amendments could be made to effect the use of slavery. This is the only proposed Amendment that has the signature of the President, to not be ratified. The President’s signature is considered unnecessary due to the face the constitutional provision that on the concurrence of two-thirds of both Houses of Congress the proposal shall be submitted to the States for ratification. Two states approved this proposal, Ohio and Illinois. It is believed that Maryland also ratified the Corwin Amendment, but due to military conflict during the Civil War it was never official. I believe that it was never ratified for many reasons but the main was because many state did not agree with slavery at the time, and they did not want to â€Å"protect† it with an amendment, they also saw that change was coming and if it was ratified, change could not happen. Technically the Corwin Amendment is still â€Å"live† and it could still be ratified, although the 13th Amendment put an end to slavery. If the 13th Amendment did not make slavery illegal, it still not be ratified, especially today. People’s views on equal rights, and racism have changed drastically, and if the Corwin Amendment was proposed today people would be disgusted. I believe that is the Corwin Amendment was even suggest America would become a very different place. Many citizens would change their views on the government and protest and riots would break out.

An Explication Of William Carlos Williams’s “The Red Wheelbarrow” Essay

Usually, in interpreting a poem, one simply relies on the metaphors behind the words to find a meaning. Sometimes, however, the structure of the poem itself and the literal image which the words convey are already the meaning of the poem. The significance in the reading of William Carlos William’s poem, â€Å"The Red Wheelbarrow†, lies in the structure by which the poet arranges the words and the snapshot of the image which the poem describes. The entire poem comprises of a single sentence cut into parts and stacked so that it becomes a four-stanza poem, each stanza of which comprises of two lines. The first lines are irregular; those in the first and fourth stanzas are made up of four syllables. The two sandwiched stanzas are only comprised of three syllables. Meanwhile, all second lines in each stanza are single words with two syllables each. As a sentence, the poem would be insignificant both for its mundane subject matter and lack of metaphor: So much depends upon a red wheelbarrow glazed with rain beside the white chickens. It becomes a subject for careful scrutiny, however, because of the manner by which the poet cuts the sentence into parts. The line breaks, cutting off whole words into two, suggest cued halting in the reading and the reader is forced to take in every image which every word evokes, both as a cut-off piece (i. e. wheel and barrow) and as a compound (i. e. wheelbarrow), slowly, part by part, then as a whole. The reader also learns to appreciate the painting which is the poem, like he does when viewing a still-life—a captured image intensified by the rendering—from a master artist, framed on a wall. The impact of the entire poem rests on the first stanza, â€Å"so much depends/ upon† (lines 1-2). It suggests the importance of what are to follow. It appropriates the value of the simple objects that would be enumerated. The placement of the word â€Å"upon† (line 2) as a line by itself, connotes the gravity of the importance of the wheelbarrow which is the central image in and subject of the poem. The word â€Å"wheelbarrow† is cut into two parts, â€Å"wheel† as a part of line 3 and â€Å"barrow† as an entire line 4. With the separation, the reader is forced to examine the machine by parts, the wheel first, before taking in the whole machine. His visual sense is also arrested with the middle word, which is a strong and bright color: red. The fifth line â€Å"glazed with rain†, gives the red wheelbarrow a character. It is not just a bright red wheelbarrow. It is dulled by the rain. It is a used and beaten implement. It has to withstand the natural elements. This reinforces the theme of attributing significance to this everyday object. This wheelbarrow does a lot of farm work, helping the farmer move and carry soil, manure, produce, etc. The same visual stimulus is presented again with the line â€Å"beside the white† (line 7), the adjective separating the noun, the â€Å"chickens. † (line 8), which the color pertains. Ending the line with another color, and one that contrasts sharply with the first color mentioned in the preceding stanza, makes the two objects captured in the painting (which is the poem) stand out against each other. The red wheelbarrow stands out against the white chickens. As an imagistic poem, â€Å"The Red Wheelbarrow† presents a snapshot of a farm scene. A red wheelbarrow sits idly on the ground, wet with recent rain, while chickens gather beside it, unmindful of the machine. The scene is ordinary and so is the description. The snapshot, however, perceived alongside the words and the form by which Williams creatively arranges the words, become more exciting because it begins to approximate a painting of an ordinary scene that is made special by the careful attention, reinterpretation and presentation of the poet. It is not just an everyday rural image of a wheelbarrow glazed with rainwater beside the white chickens. It is a work of art showing the image of a wheelbarrow glazed with rainwater beside the white chickens and the perceiver is being asked to evoke whatever associations, sentiments, feelings and interpretations he might come up with, both subjective and objective, as result of his experiencing the work of art. Reference: Williams, Williams Carlos. â€Å"The Red Wheelbarrow. †

Terrorism After 911 essays

Terrorism After 911 essays On September 10, 2001, the day before terrorists struck the World Trade Center in New York City, and the Pentagon in Washington, D.C., a report was issued to the U.S. Congress by Kenneth Katzman, Specialist in Middle Eastern Affairs for the U.S. Department of State. Signs continue to point to...a rise in the scope of threat posed by the independent network of exiled Saudi dissident Usama bin Ladin, Katzman wrote. The terrorist network of bin Laden, Katzman asserted, is independently financed... [and] wants to strike within the United States itself. The world knows what happened the day after that report was issued. But what terrorist-related issues and policies have the Bush Administration dealt with subsequent to 9/11? How effective have those policies been, given the issues that those policies have raised? Those are the topics to be explored in this paper. What effect has terrorism had on U.S. policy since Sept. 11, 2001? According to Steven E. Miller, writing in Global Governance (2005), when the old Soviet Union collapsed in 1991, the old (Cold War) international order also crumbled into pieces. And following the attacks of 9/11, the Bush Administrations new order came into play. This new Bush international order (e.g., policy and strategy) writes Miller, is structured around threats and responses to threats rather than around laws and institutions. What that means is the U.S. has staked out a policy of going it alone, or in some cases putting together coalitions of the willing, with the stern proviso to countries that may or may not become allies against terrorism: You are either with us or against us. International laws and institutions, under the Bush doctrine, Miller writes, may be instruments or impediments, to be utilized or spurned as Bush sees fit. The Bush terrorism...

6 Myths and Fallacies About College Admissions

6 Myths and Fallacies About College Admissions The college admissions process is competitive and frenzied enough without falling prey to its most insidious myths. Believing any of these lies adds anxiety to an already stressful process, says Josh Bottomly, a college admissions expert and associate director of college counseling at the Casady School, a private prep school in Oklahoma City. And it could actually result in your child being rejected by some or all of his top choice schools. Myth #1: Only Top Tier Schools Prepare People for Success The most pervasive myth in our culture is that only certain schools (aka Ivies) will prepare people for success, says Bottomly. The underlying idea is that if a student doesn’t graduate from a Top 20 Newsweek-rated college, then they won’t have opportunities for jobs, promotions, and influence. Well, tell that to over half of our U.S. Senators. They graduated from public universities. Tell that to 43 of the top 50 CEO’s in the world. They graduated from schools other than Ivies. Tell that to Condoleezza Rice – a graduate of the University of Denver. Or Steven Spielberg. He was rejected from USC three times. He graduated from Cal State Long Beach. Or Tom Hanks. He attended Chabot Community College. Part of the genius of America is that you can make your destiny by what you do, not where you go to college. Myth #2: A College Brochure in the Mailbox Means Something Too often, says Bottomly, parents and students will fall victim to college attract to reject marketing campaigns. Through a flurry of glossy brochures and enticing paraphernalia, colleges will dupe students into believing an acceptance letter ensues. The truth is, the college only wants the application. The more applications a college receives, the more it can reject. The more it rejects, the higher its ranking goes up. And let’s be honest: college rankings are to Newsweek what the swimsuit issue is to Sports Illustrated. Sex sells. So do rankings. Myth #3: Applying to More Schools Increases Ones Chances Sometimes, says Bottomly, I will run into a parent who thinks he or she has done the math: If my student applies to more selective schools, it will increase his chances of getting into one of them. My response: Imagine you’re an archer. The target stands 1000 feet away. The bull’s eye is the size of a pea. According to Bill Fitzsimmons, dean of admissions at Harvard, that’s your odds at getting into a Top 20 University – about 3% without an admissions advantage. The fallacy here is to think that if you apply to all 20 schools that you will broaden the bull’s eye. Fitzsimmons response: All a student has done is drawn a circle around the same pea-size target 20 times. My advice then: shorten the distance to the target and broaden the bull’s eye. The former means, you apply to more schools where your GPA and test scores (ACT or SAT) fall into the median range. The latter means you apply to at least six first choice schools where you are competit ive. By doing this, you will significantly increase your chances of hitting your target. Myth #4: Once you send in the application, youre done.Myth #5: Large universities offer more opportunities than small liberal arts colleges.Myth #6: Colleges are looking for well-rounded students.

Auteur Director Tim Burton Essay Example | Topics and Well Written Essays - 1250 words

Auteur Director Tim Burton - Essay Example rnered for himself â€Å"an international audience of fans and influencing a generation of young artists working in film, video, and graphics.† (â€Å"Tim Burton†, 2010). Among the many successful and critically acclaimed films of his, Edward Scissorhands and Beetlejuice are two of the prominent ones. In line with his unique filmmaking genre, both the films had a mix of fantasy as well as gothic elements, but still had certain distinct aspects, which has enabled us to study the films in comparative way. Thus, by focusing on the films, Edward Scissorhands and Beetlejuice, the common themes, recurring motifs and filming practices in the films will be compared. In Edward Scissorhands (1990), Burton ‘told’ the story of an ‘artificial’ man named Edward, who is an unfinished creation, and so had scissors instead of normal hands. When Edward was taken in by a suburban family from his isolated existence in a dark mansion for many years, he fits in well initially, only to be manipulated and made as an outcast. On the other hand, in Beetlejuice (1988), Burton ‘revolves’ the plot around a recently dead young couple, who transform into ghosts and continue to haunt their former home. However, with the entry of new ‘normal’ inhabitants, Deetzes family, the couple gets threatened, seeking the services of an abhorrent and scheming exorcist named Beetlejuice, leading to repercussions. The common themes that are visible in the films, Edward Scissorhands and Beetlejuice are appearance and the related issues with acceptance. The theme of acceptance is shown through how the characters accept or find it difficult to accept other characters, who may be â€Å"different† from the majority. That is, when an individual is different from the majority of the people, in the physical sense, he/she would not be welcomed nor accepted. Although, few characters would accept, certain other characters may not accept, causing problems to many of the characters involved. In Edward

Promise and peril Essay Example | Topics and Well Written Essays - 250 words

Promise and peril - Essay Example The article also notes there are challenges in implementing pay-for-performance programs by managers. One of such is seen on the negative impact on motivation, self-esteem, teamwork, and creativity (Beer, and Cannon 4). The second challenge is that the program may lead the employee to forego other things that would help the organization in pursuit of rewards. Merit has also been shown not to be based on performance. The proponent of the program believes the challenges can be overcome through intelligent design of the program (Beer, and Cannon 4). The article also highlights the role played by managers in pay for performance programs. The article notes managers may opt for adoption, modification, or discontinuation of the programs (Beer, and Cannon 13). The article shows reasons for managers coming up with any of the decision. One influence for decision is on pragmatic commitment to finding ways of improving performance (Beer, and Cannon 13). Their goals are just driven by ensuring there is an improvement in performance but not just desire to apply the new programs. They also viewed the new tool as a combination of other tools that could be used in solving some of the challenge they face. Moreover, failure to gain result of the new tool makes manager adopts other traditional tools. Such tools include close supervision, clear goals, coaching, and training (Beer, and Cannon 13). The manager’s view these tools as being fundamental in management hence change of decision. Additionally, the manager viewed the new program as requiring more time to implement and attracted difficulties in setting performance standards. The new program has been viewed as advantageous. However, it faces the challenges of implementation by

The Electronic Structure of Atoms Assignment Example | Topics and Well Written Essays - 500 words

The Electronic Structure of Atoms - Assignment Example According to this principle, electron are filled in shells of the atom that they get most stabilized. The electron are filled in increasing order of orbitals energy. Hund’s rule states that if orbitals of equal energy are available to electrons, then the electrons prefer to fill them in unpaired form before pairing. It gives maximum positive spin number to electrons. There are six electron in carbon. Two are present in 1s orbital, 2s contain two electron and there are two unpaired electrons in 2p orbital. The energy difference between 2s and 2p orbitals is small due to which one electron from 2s is shifted to third empty 2p orbital and then carbon makes four bonds in its compounds. The Pauli Exclusion Principle states that no two electron in an atom can have all same quantum number values. If there are two electron with same principle quantum number, azimuthal quantum and magnetic quantum number then they will have opposite spin quantum numbers. They will be paired with opposite spins. 4s is orbital is filled firstly. Because n+l value for 4s is 4=1=4, while for 3d, it is 3+2=5. Here n+l rule is followed according to which, orbitals with lower value of n+l are filled firstly and they are lower in

Role of a Teacher in English Language Learning

Role of a Teacher in English Language Learning Chapter I Introduction The Problem and Importance This investigation is fundamentally based on the situation that the students live every day in Public High Schools students live everyday, such a case is Liceo Diurno de Esparza within the process of learning English for Oral Communication. As part of Academic Education, learning English has become of primary importance in a globalized world. The creation and the advance of the massive mass media as well as the means of transportation have contributed for people to be able to communicate more quickly. However, despite the fast advancement of communications, an idiomatic barrier exists, and it is imposed among all the communities in the world and that impedes to communicate more efficiently. The study of a foreign language was set in order to improve communication among different countries; those countries establish a universal language as an international way of communication. English is that language; it has become a worldwide language due to the great number of countries that use it as a native or foreign language. English has become mandatory in all public educational institutions in our nation. In the same way, the introduction of transnational companies during the first years of XXI, has brought to the country not only the aperture of more and bigger companies, hence opportunities to Costa Ricans, but also the demand on English speakers in terms of quality and quantity. In our country is very important that at least the basis of English are known in order to communicate in simple phrases, in our daily life routines, also because Costa Rica is a paradise for tourists and it demands a fullness in the way we manage this universal language as part of cultural and social diversity. The intervention of the state in the design of English programs for the public sector was given a little late. According to Cordova, (1994), cited by Miranda (1997): It was not unitl 1925, when the Costa Rican Government through the Department of Public Education decreed an internal regulation that permitted the teaching of foreign languages such as Latin, French, and English in Casa de Estudio Santo Tomà ¡s. English programs were not a success because of the lack of materials and English Teachers; for that reason, the programs were given by people who spoke that language and they had materials brought from other countries (p.3). That is to say, the Department of Education did not have as a priority the learning of foreign languages for the students. Despite the effort made by the Department, the quality of teaching was worse. English teaching continued being developed without qualified professionals, methodology, and material. English teaching and learning changed significantly in 1991, when the National Advisor decided to give a new course to the programs. It was in that year when a specific curriculum for English learning was created in High Schools and it covered Tercer Ciclo and Educacià ³n Diversificada (Senior High). Those programs were based on students needs. As a result advisors established in 1994 a program called Children of Costa Rica, in a modern and integrated world and decided English should be a subject inside the curriculum of schools. (Cabrera, 2005 p.3) Despite all the efforts, English had be taken as common subject inside the national test and covered only the written skill and it did not take into account the oral skills. Cabrera (2005) said that English had become a written test that included only reading comprehension, and the professors were limited only to teach how to read, but they excluded the other linguistic abilities. (p.1) After almost 70 years of English teaching in Costa Rica and multiple attempts to improve the English programs, it was only during the Government of Josà © Maria Figueres Olsen in 1996, when they really began to evaluate the quality of the programs, and it was determined that students from public schools needed to be orally proficient in English. Some years later, the Department of Public Education presented the first program of Conversational English for public schools which is part of the technological Education. The program of Conversational English covered listening and conversational skills to give students the capacity to use any given situation. Since the year 2001, the Conversational English Program has been implemented in the Public High Schools of Costa Rica that want to enter Conversational English as an optional subject in Technical Education. The Advisors of Technical Education are conscious of the responsibility that the High Schools represent in terms of English learning and the quality of the graduated students for they will face the dynamics of the business sector. Thus our current students should respond to the demands of the world in a near future. Yet, and during the last six years, the Department of Education has tried to change English Curriculum to give more emphasis on the oral and listening skills in the quality of English teaching and learning. Despite all the efforts, it is pitiful to know that after five or six years of English lessons, with three weekly lessons in the Tercer Ciclo (seventh, eighth and ninth grades), five weekly lessons in the Ciclo Diversificado (10th and 11th grades) and the development of a Conversational English Program with six weekly lessons, our graduates are still incapable of speaking English fluently. (Al Dà ­a, 2005). Badilla (2003), in his study A proposal of improvement of the applicability of the conversational English program of Public Education expresses that: The Costa Rican curriculum has suffered changes to be adapted to globalization and the programs should be analyzed to guarantee their quality(p.lO). Today, there are few existent studies related to the Conversational English Program and its applicability in different contexts. In the same way, it is important to mention that human beings suffer changes through life, and these changes possess some specific characteristics in the social and cultural aspects. In addition, all societies or communities present different characteristics from others. Those differences produce on any program the necessity of a contextualization because it is impossible to develop a program in the same way. All those aspects are very important to take into account in a program evaluation or study. Due to the little existence of research about the social factors and a good teacher as a facilitator and the way the curriculum of the MEP is applied, the research is considered of importance to contribute with the needs of the students learning. The main focus in this investigation is placed in determination of the topic in theoretical and social frames, according to the Costa Rican context. The investigation is build, as a main source, which analyzes the main factors that have their influence on the learning process of English for oral communication, with a hypothetical supposing that there are many factors which are motivators and barriers for the process of learning English for oral communication. The research considers the individual social characteristics as factors for participation in the process as well. A special emphasis in the investigation is directed about the students achievements toward the skills and capabilities which are required for successfully coping with the everyday job tasks and rapid changes in the students environment and society. Research is also giving the answers about the Teachers role and investment in the process of learning of the students. All of the factors if treating in positive manner will give an impetus to the learning process of individuals while have a negative impact on learning process if acting in a negative manner. But for this investigation we are taking into account three specific elements only, social factors, role of the teacher and curriculum designed by the MEP. The preceding situation justifies the importance of the present study. Justification Todays society demands more active and dynamic communication by the used of efficient ways focused on the learning of foreign languages in order to improved the universal the development not only in terms of economics but also culture and society. Therefore, in the last decade many countries have entered different programs for learning a second language. English learning as a second language requires the developing of a very complex learning process. It has become a need above all in the Costa Rican context because English becomes a language that offers opportunities to find employment. This is one of the greater demands that require the Costa Rican young population. It is important to emphasize that English is currently very important as an international language, and it is the main-reason to justify its teaching and learning to contribute to the student integral education. The students deficiencies to speak English are the result of some aspects such as teaching methodologies, teachers proficiency, short time for the development of the program, the program design, and the students social factors. There are many reasons and needs to learn a second language such as English; some of them are the bilingual personnel that the Job market, business and productive sectors demand. To cover those needs. Costa Rican government has established English teaching in private and public institutions. The authorities of the Department of Education, different businesses and the press have expressed concern because of the poor English fluency that students of secondary schools have after graduating. Umaà ±a (2005), a journalist of Al Dà ­a newspaper, States: English is increasingly necessary to opt for a position of work and it is a great worry in the country because people have very limited preparation to meet the demands of this language. (p.13) Besides the imposed needs by the companies and Jobs, other factors exist which contribute to different personal development of individuals periods; above all, in the social, intellectual, emotional, and psychological aspects. It is important to emphasize that the purpose of the different English programs is not to teach a foreign tongue, it is to teach people to be able to communicate with it. (Cabrera, 2006). In our country, Educational System has advanced by the introduction of the Conversational English Courses in High Schools, yet, there is a need for improving. Learning a second language, in our case English, requires of a process followed by steps that influence drastically the development of the students academically. In the last years, and in an overall way, it is clearly perceived the evidence that the graduating students have suffered the consequences of a poor efficiency level of oral communication in English received during their years in High School. Due to these effects, it is imperative to determine and analyze the relationship among the different factors that influence and provoke whether a positive or negative result in the students oral performance. This case of study focuses on the investigation of the relationship among the main internal elements that influence the process the learning English for Oral communication according to the current profile proposed by the M.E.P. in the 11th graders. Communication is many ways transferring information (Wikipedia.org). Our educational system places more emphasis in other areas of writing and reading. These two skills are important and part of a whole spectrum, however, there must by a greater emphasis and reinforcement on the listening as the input and oral communication as the output. The students that represent the case of study, are teenagers who have being exposed through out all the years to the Educational System. These students carry 10 years of studying English, and still unable to communicate orally in an efficient way. In addition to this, the profile proposed by the M.E.P. within the Communicative Framework attempts that all graduating students reach a certain level of oral communication which sufficient enough will give the future labour sector, the tools to find well remunerated jobs in a competitive world in which the use of a foreign language is mandatory as in the case of English. Yet, the intention of fulfilling the expectations need to be analyzed in order to find better methods and techniques in the process of learning English for oral communication. There is not doubt that the accurate development of the process of learning English through the Conversational English arises as way of given students a new opportunity to develop oral skills that will result into a successful tool for the future. It becomes of primary importance that students fulfill a series of standards imposed by a continuous changing and demanding society in which having a backup of a second language represents a key for progress in all aspects. While many discussions about learning a second language focus on teaching methodologies, little emphasis is given to the internal factors that influence the process such as the role of the teacher, students social factors, and the appropriate use of the curricula of the system. Therefore, this research considers that the study of the internal elements that affect the learning process comes to contribute with the improvement of the pedagogical practice. State the Problem Based on the premonition that the process of learning oral communication is influenced by a series of factors, it is imperative to identify and determine the main questioning as follow: Which Basic Internal Elements Influence the Process of Learning English in a Conversational Course for Oral Communication based on the Profile Proposed by the MEP in the 11th graders of the Liceo Diurno de Esparza in Puntarenas? Hypothesis The basic internal elements in the process for learning English in a conversational course for oral communication to be considered the main influence for the 11th graders are: The role of the teacher as a facilitator The students as the social center of the class The appropriate use of the communicative approach proposed by the MEP. The effect of the internal factors in the English Conversational Class at the Liceo Diurno de Esparza. General Objective Investigate how the role of the teacher as a facilitator, the students as the social center of the class and the appropriate use the communicative approach proposed by the MEP, influence the performance of the students during the process of learning English for oral communication. Specific Objectives Analyze the students as the social center of the class through the process of learning English for oral communication. Demonstrate the role of the teacher as facilitator in the process of teaching specifically listening and speaking. Relate the appropriate use of the communicate approach as part of students ´ achievement of the profile proposed by the MEP. Determine the internal factors effect on the 11th graders oral performance in the English Conversational Class at the Liceo Diurno de Esparza. Scope and Limitations As the major scope of this study, there is the attempt of making a relationship between the internal elements that affect the process for oral communication in the 11th graders. The achievements of this research are: This is centered on the Liceo Diurno de Esparza; therefore, its results to other high schools or institutions of the country cannot be generalized. The expectation for this case of study is to find and prove the effect whether negatively or positively that the role of the teacher as facilitator, the student as a center of the class and the communicative approach working together will launch. The main objective is to compile data that launches important facts about the main elements influencing the process of learning oral communication in the last year of Public High School. The study may be of interest for all English teachers around the country as a diagnose about the importance of teaching a second language using the Curricula (CLT) imposed by the MEP and under the stipulations of the Public Ministry of Education as well as any individual interested in having a view on the basic elements that influence the process of leaning oral communication. In the same way, the study may be a starting point for investigation that in the attempt to look for further information may use this case as the based for their investigation. Finally, in regards of the limitations that may be presented in the investigation are: It is imperative to mention that the Communicative Language Teaching used by Public Education in Costa Rica involves all four skills (listening, speaking, reading, and writing) as a whole spectrum in an integrated way; however, this study focuses only in Oral communication, in other words, in the speaking including the listening skill as the input. The little existence of investigations and studies that can serve of guide for the present investigation. The little existence of theoretical sources about the social factors and its influence on learning English for oral communication. The lack of confidence that the teacher and students can offer about the development of the program in its institutions. The validity or truth of the answers that the students offer in the different instruments. CHAPTER II Literature Review Role of the Teacher as a Facilitator within a humanist and constructivist point of view Today, teachers have to face the incorporation of new principles taken from educational psychology, such as humanism and constructivism. New beliefs, values and assumptions of the teacher about teaching encouraged the emergence of the view of the teacher as a facilitator rather than a transmitter of knowledge (Brown, 2001, 1991; Cook, 2003, 1991; Grasha 1996; Richards Lockhart 1994). According to Grasha (1996), a facilitator is a supporter, a guide, and feedback provider; a facilitator is a monitor and observer of students progress and an aide while learners are building and appropriating their knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Grashas (1996) description of a facilitator certainly reflects the influence of the humanistic view of education in which the learner is seen as a whole person, not just as a cognitive being whose thoughts, feelings and emotions should be considered by the teacher who makes learning meaningful and engaging (William Burden, 1997). In fact, according to these authors, making learning meaningful and engaging requires a facilitator who can:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ..create a sense of belonging, make the subject relevant to the learner, involve the whole person, encourage knowledge of self, minimize criticism, encourage creativity, develop knowledge of the process of learning, encourage self-initiation, allow for choice , and encourage self-evaluation. (p.38) Furthermore, the description of Grasha (1996) of the facilitator also reflects the principles of constructivism which integrates two branches, the cognitive and social (Brown, 2007, p.12) on learners. Several authors (Mitchell Myles, 1998; Williams Burden, 1997) describe a constructivist teacher as a mediator who encourages students to discover principles by themselves, engages in collaborative dialog with their students to help them connect their prior knowledge with the new knowledge being acquired and presents information in a format appropriate to the learners level of understanding. The humanistic and constructivist influence on the teaching-learning process of second languages is clear. In fact, in order for Communicative Language Teaching to reach its objectives, it requires of a teacher who perform a wide range of roles. According to Gebhard (1996, p.55), teaching is multifaceted, and much of the complexity involves how to assume roles that capitalize on our abilities in English while we at the same time take on roles that contribute to creating interaction in the classroom that is meaningful for both teachers and students, as promoted by constructivism. This explains why several authors agree that teachers perform different roles in the teaching-learning process according to the lesson stage (Harmer, 1991; Nunan Lamb, 1996, Richards Rodgers, 2001). Consequently, the teacher will be a controller when the group must be attentive to the topic being discussed at the moment; an adviser (when the teacher corrects or gives feedback to the students); organizer (when the teacher gives instructions or keeps the students working so the lesson goes on smoothly); encourager (when the teacher needs to encourage students to participate); participant (when the teacher participates in the class activities and respects the ideas, thoughts, and opinions given by students); resource (when the teacher provides information and assists students); tutor (when he/she helps to clarify ideas); researcher (when he/she observes and does some research on the teaching-learning procedures in the classroom), and facilitator (when the teacher creates a pleasant atmosphere for language learning). At first, it might seem that these roles are not consistent with the description of the facilitator, it should be remembered that the facilitator would adapt its teachi ng to suit the learners needs (Gebhard, 1996; Mitcherll Myles, 1997). On the other hand, the humanistic influence on todays teachers is further noticed in what Underhill (as cited in Arnorld, 1999) calls the holistic nature of facilitation. According to this author, every personal feature feelings, attitudes, thoughts, physical, presence, movements, quality of attention, degree of openness and so on (p132) of the instructor can influence the learning environment in which the learners are involved in every lesson. This holistic nature of facilitation also enhances the sensitiveness of teachers toward students reactions to class activities. In this sense, (OHara, 2003, as cite in Brown, 2007), focuses on the process of learning- teaching as a transformative pedagogy. He states that the goal of education is the facilitation of change and learning, where the teacher lowers to the level of student. Moreover, Rodgers (as cited in Brown, 2007) supports this idea by stating that the chance is established by the interpersonal relationships among facilitator and learners. According to this author, for the teacher to be facilitators, fist they must be real and genuine, discarding masks of superiority and omniscience; second have genuine trust, acceptance, and a prizing of the other person as a worthy, valuable individual and third need to communicate openly and empathetically with their students and vice versa. Teachers are challenged in fulfilling the wide range of roles somehow to be balanced in order to create harmony, positive atmosphere and guidance for the students. Yet, in order to be facilitative teachers, Krishnamurty (2001) points out they have to be enthusiastic participants in the classroom   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ..who facilitate personal growth in students, are unique, extraordinary, worthy of the dedicationIt [Facilitation] requires a self assurance, a willingness to share self, to care, to begin a journey, then launch the student on a personal quest when we find the teacher who is facilitator, we find a classroom where personal growth is flourishing. (p.1) Satir (2001) says that the facilitator promotes effective listening, genuine understanding, respect, and teacher-students-students effective communication in the classroom. Moreover, an effective facilitator makes as many inquiries as possible in order to detect the strengths and weaknesses of students. Grasha (1996) points out that a facilitator is an instructor who guides the students by asking questions, seeking alternatives, and pushing them to have independent criteria. For him, one of the main goals of a facilitator is to encourage the students autonomy. Authors such as (Harmer, 1991; Richards Rodgers, 2001; Underhill, 1999) discuss different traits that an effective facilitator shares. They state that the facilitator keep a low profile so that students can come up with their own ideas about the learning situation. Teachers must not intervene when the students are having communicative activity but must always be ready to help students as necessary. The facilitator does not only understand the subject matter and has the ability to use methods and techniques; the effective facilitator also studies and pays attention to the psychological environment and the learning processes in order to let students take responsibility for their own learning. Importance of Students as the Center of the Social Factor As part of a society, community, school community and consequently of a classroom, the student has an active performance. It is at the core of every day class, thus, of the teaching-learning process. For many years, traditional education has viewed teacher as authority figures Oxford (1990.p10), thus, the center of the class. In these classrooms, the students are objects rather than the subjects. In our country, it is very likely to occur that students have magisterial class even thought our educational system is based on the Communicative Language Approach since many years ago already and consequently, on student-centered classroom. The interaction and exchange of information in language learning of the students is affected by variant social factors. Indeed, students are part of this social community in which students are social beings that communicate in many different ways, are as well a social factor that influence the process of teaching-learning at the internal. The responsibility for learning and progressing is characteristic of the students: Learners must individually discover and transform complex information if they are to make their own, [suggesting] a more active role for students in their own learning than is typical in many classroom (Slavin, 2003, pp.257-258, as cited in Brow, 2007, p.12) Students must control the way they manage themselves within the teaching-learning process, the teacher is just a guide and facilitator (Brown, 2007) who gives them the tools, but it is up to them what the results would be. The whole process focuses on the communicative competence of the students who are at the center of the classroom and the real protagonists. Understanding Fundamental Principles on Learners For understanding the role of students and their development within the process of language learning, Brown (2001.p.54), reflects three fundamental principles for understanding practices for the student to develop a communicative language process. Brown demonstrates by three main principles, the conceptions to be considered: Cognitive Principles Affective Principles Linguistic Principles Cognitive Principles According to Brown (2001.p.55) cognitive is related to mental and intellectual functions. In other words, it refers to what is inner the students mind that influences their development within the teaching-learning process. Automaticity This principle relates to the learning of the language subconsciously, in other words, students exposed to language input that later have the opportunity to experience output, will learn the language without thinking about it, as in an automatic way. In order for students to accomplish this principle it is important that they experience (Brown2001): Subconscious absorption of language through meaningful use Efficient and rapid movement away from a focus on the forms of language to a focus on the purposes, to which language is put, Efficient and rapid movement away from a capacity-limited control a few bits and pieces to a relatively unlimited automatic mode of processing language forms, and Resistance to the temptation to analyze language forms Yet, the principle of automaticity is stated as follow:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms. Overanalyzing language, thinking too much about its forms, and consciously lingering on rules of language all tent to impede this graduation to automaticity. (Brown, 2001 p.56) In order for students to built automaticity more efficiently, students should use language in authentic contexts for meaningful purposes. Moreover, students must be aimed at employing functional purposes (Brown, 2001) for gaining more language competence. Meaningful Learning This principle is closely related to the principle of automaticity. Brown enhances the strength of meaningful learning opposed to rote learning- taking isolated bits and pieces of information that are not connected with ones existing cognitive structures(Ausubel 1963, as cited in Brown,2001). On the other hand, meaningful learning (Brown, 2001) incorporates new information into existing structures and memory systems. The fact that students associate sounds, words, structures and discourse elements with what is relevant and important in their every day life use for knowledge or survival is more likely to (Brown, 2001) lead toward better long-term retention. Then, this principle emphasis on students to: Capitalize on the power of meaningful leaning by appealing to students interests, academic goals and career goals. When a new topic or concept is introduced, attempt to anchor it in students existing knowledge and background to associate with something already known, also referred as schemata activation On the other hand, students should avoid rote learning: Too much grammar explanation, abstract principles and theories, drilling and memorization. Activities whose purposes are not clear Activities that do not contribute to the accomplish of the goals of the lesson, unit or course Mechanical techniques, instead, the use of language and meanings. The Anticipation Reward Skinner (as cited in Brown, 2001p 58) states that:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Human beings are universally driven to act, or behave by the anticipation of some sort of reward -tangible or intangible, short term or long term-that will ensue as result of behaviour. It is understood that people are somehow inspired and moved by a goal or purpose and according to this author; the anticipation of reward is the most powerful factor in directing ones behaviour. Within the classroom application and more specifically with the students, it is important that they receive for example rewards for having a good performance that indicate their success. At the same, Brown (2001) agrees that it helps students to see that what students are doing has relevance to their long- term goals in learning English. Yet, it has to be clear stated that this practices must be regulated in order not to create (Brown,2001) dependence over the rewardsto look only over rewards and the development of own internalsystem of rewards by the students side. Instead, students have to be aimed to receive according to Browns constructive classroom implications: An optimal degree of immediate verbal praise and encouragement. Reward each other [students] with compliments and supportive action Short-tem reminders of pro

Drugs, Money, Media and Advertising Essay -- Drugs Argumentative Persu

Drugs, Money, Media and Advertising Ads for pharmaceutical drugs are everywhere. They are in magazines, on television and radio, on billboards, and on the little bags that you get from the pharmacist. These days it is difficult to get away from all the drug advertising. All these ads are for products that require a doctor's prescription. The goal of advertising is to increase profits. By advertising so heavily for drugs that the majority of the population does not need, pharmaceutical companies attempt to create as large a consumer base as they can. In advertising directly to the consumer, the drug companies accomplish two objectives. First, they get information directly to the consumer. Second, they promote the product and generate demand for their particular drug. Whether this type of direct-to-consumer advertising is good or bad depends on your perspective. The controversy about drug advertisement lies in how drug companies use the money generated by ads and how they choose to advertise their products. Some argue that the pharmaceutical companies just pocket the profits generated by ads, while the companies themselves say that the money is needed for the research and development of new cutting-edge drugs. The information that the drug companies provide in the ads can be both informative and misleading. Deciding which side is right or wrong may be more difficult than we think, as both sides make good arguments for their case. More likely than not, the answer lies somewhere in between, with both sides being right and wrong. Allergy drugs such as Claritin, Allegra, and Flonase have become very popular in recent years. In 2000, Claritin was fifteenth in the 200 most prescribed drugs in the US, wh... ... No. 21 Public Citizen. (31 Aug. 2000). Schering-Plough Political Money Pushes Claritin Patent Extension and Distorts Report. Public Citizen. http://www.citizen.org/pressroom/release.cfm?ID=369. (7 Oct. 2001). Sanes, K. (2000). The Fake Haven of Claritin. Popular Culture. http://www.transparencynow.com/claritin/claritin.htm. (7 Oct. 2001). Scott-Levin (2001) The Top 200 Prescription for 2000 by Number of US Prescriptions Dispensed. http://www.rxlist.com/top200.htm. (6 Oct. 20001). Secondwind (2001) Direct-to-Consumer Advertising. Second Wind. http://www.secondwindmagazine.org/issues/2001/spring/feature.html. (7 Oct. 2001). Swanson, Jack. (2001). Personal Interview. 17 Aug 2001. Tidwell, J. (31 Aug. 2000). Claritin Patent Gets Extension. Allergies. http://allergies.about.com/library/weekly/aa082100a.htm?once=true&. (7 Oct. 2001).

About Nyc

Living in America is a fantasy for a lot of people, but living in New York City is something even better, and more magical than any fantasy. Although regarded as the `most populated city ‘ in the United States, the whole city has something interesting to offer everyone. It is sub divided into five boroughs , being Queens , The Bronx , Brooklyn , Manhattan , and Staten Island respectively . The landmarks in New York city are known all over the world . There is the famous Statue of Liberty, Brooklyn Bridge, Wall Street, the sky scrapers, and the World Trade Center, now called ground zero.One of Manhattan’s famous landmarks is Times Square. Different kinds of lights illuminate the area, where people are seen partying, having fun, and enjoying life. People from all over the world go to Times Square to have a glimpse of such a beautiful sight. A New York trip will never be complete without a visit to Times Square. The skyscrapers are so astonishingly tall and eye-catching. Th ese buildings posses the most beautiful architecture I have ever seen in my lifetime. I think to myself, there are so many buildings here; I find it hard to believe that man is capable of putting them up.The buildings look like they have plunged from GOD’s hand and landed at one spot. New York City is basically a crowded and small city. With a population of almost eight million residents, it is actually a mystery how such a big population would fit in one city. During the day, the streets and the subways are filled with busy people, with the roads filled with cars and the continuous honking of vehicles. By night, stars are accompanied by the millions of lights that illuminate the busy streets. They call New York the city that never sleeps.Let me tell you something, this big city called â€Å"The Big Apple† is the capital of all the new fashions and trends. Shops on the â€Å"Fifth Avenue† will make you really feel like a Million Dollar person, while in Chinatown you can get the cheapest unbranded stuff that looks almost the same. You can go see the â€Å"The New York Mets† at Shea Stadium in Flushings, Queens, and â€Å"The New York Yankees† at Yankee Stadium in the Bronx. You can buy anything at anytime during the day or night because the shops never close.Walking down the Manhattan streets, it’s almost customary to smell the smoke of exhaust from thousands of cars. The smoke coming from Subway stations underneath the roads can get to your nostrils quicker than it can be seen. It almost makes you feel like if you are a big giant walking along houses under your feet that have smoke coming out of their chimneys. At the same time the smell of hotdogs stands, salted pretzel stands make you aware of their presence as your smell sensors go crazy, and start telling your brain to get some.You can try your best but the smell from Italian pizzerias will sure pull you in for a slice or two even if you are not a pizza lover. Then you have the fresh smell of different fruits coming from the fruit stands on the streets, reminding you that New York City even has choices for everyone even for healthy conscious ones. I lived and liked Brooklyn borough of New York City because it has so many Pakistani people, that it’s called â€Å"Little Pakistan. † There you will find tasty Indo-Pakistani food.Your taste buds will thank you for the spicy aroma, and tenderness of chicken or beef kabobs perfectly done on clay oven called â€Å"tandoor†. Chicken curry, beef curry with freshly clay oven baked Naans, Bryani, or tandoori chicken will give you the perfect combination of spices, aroma, tenderness, and fill you right up for a very reasonable price. In Manhattan, during the winter time, you have the roasted sweet almonds, and roasted salted peanuts that make your whole body warm. After eating a few of those, you might not like hot cocoa again.Sounds of honking of cars are a part of life in this city. Living in the apartments, it’s normal for you to wake up at least 2 to 3 times a night because of the sirens of Police or Fire trucks. Although you do not get to see any big planes over Manhattan anymore, but you hear the big planes roaring almost everywhere else reminding you of the fact that New York City is home to not only Westchester, Newark, but to big airports like JFK, and LaGuardia also. In winter, snowflakes are my favorite. Touching the snow, falling generously, makes you feel like you are touching the clouds.On Brooklyn and Brighton beaches, you can touch the cold water, and hot sand, making you feel as if you were in Caribbean’s. New York City never sleeps, so you can see, smell, feel, taste and touch so many things that you can go on and on about this great city, it’s beauty, and its wonder. Here you can see so many different cultures, different worlds living in one small world. I know that experiences that I had in that city are so magical and ex traordinarily special, they will always be with me where ever I go.

Lebanese Delight

A Lebanese Delight Silent Thesis: Today I am going to inform you about a Middle Eastern side dish called Tabouli or Tabouleh. I. Introduction A. Have you ever stumbled on the Lebanese cuisine more specifically on their various types of food? 1. I’m sure all of you have had a taste of a Middle Eastern dish one point in your life, whether you knew it or not. 2. Just look for a whole table, breakfast, lunch, and dinner, filled with a feast and that is a Middle Eastern tradition except followed everyday. . When I was younger and even until this day I am faced with Middle Eastern hospitality of getting food constantly shoved in my face, but this is how I was introduced to my favorite salad, Tabouleh. b. No matter how hard you try to resist these full course meals, Middle Eastern women are stubborn and would not allow you to leave their house without the proper intake of their food, and I’m talking non-stop service. B. Being Lebanese I am constantly surrounded by the food and culture but whose to argue. C.Today I am going to talk to you about a specific side dish called Taboulie or Tabouleh. 1. First, I will tell you the history of where Tabouleh originated from to get a feel of the eating style in the region of the Lebanese cuisine. 2. Then, I will tell you what Tabouleh is considered to be in the Lebanese Culture. 3. Lastly, I will tell you what Tabouleh consists of. D. I will begin by telling you about the Lebanese Cuisine. II. The Lebanese cuisine is extremely rich in flavors and colors and yet often offers recipes easy to prepare and suitable for a healthy diet. A.According to the book The Complete Middle Eastern Cookbook written in the year 2000 by Tess Mallos, an author and consultant to advertising companies, she states, foreign influences have been felt widely in the area, of Beirut. 1. Lebanon has been ruled by foreign powers and as a result they have influenced the types of food the Lebanese ate. 2. According to the book Mediterranean Cooking written by Andrea Chesman in 2005 she writes, â€Å"Middle Eastern cooking is based in the peasant traditions of the farmers and nomadic peoples who have inhabited the region for thousands of years. a. It’s ancient cuisine and many of the same dishes described in Egyptian texts and in the Bible are still eaten in the Middle East today. b. Its influence was spread all around the Mediterranean. B. The food of the entire Mediterranean region is considered to be a celebration of life. 1. It is fresh, flavorful, and diverse and the cuisine of Lebanon is, as a whole, the Mediterranean diet. a. It includes starches, fruits, vegetables, fresh fish and seafood. b. Red meat is eaten less often than poultry, and usually the only red meat is lamb. . Along with the Lebanese cuisines’ flavors, comes a large amount of garlic and olive oil. a. Joe George a chef and culinary educator writes in his article titled Ethnic Cuisine: Lebanon in 2001, that these two ingredients, olive oil a nd garlic, are an essential part in Lebanon and usually a typical meal consists of them. b. Sanaa Abourezk, an author and chef writes in her book titled Secrets of Healthy Middle Eastern Cuisine in 2005 that other than in a few deserts, butter or cream is rarely used and is replaced by olive oil. C.The cuisine of Lebanon focuses on herbs, spices and the freshness of ingredients, the combinations of the dishes are almost limitless. 1. In her book, Tess Mallos writes about the ingredients used for Arabic cooking. 2. It is almost essential that every Arabic or Middle Eastern household stock up on fine and coarse burghul, Tahini, dried beans, chick peas, dried mint and a spice mix called za’tar. 3. Anissa Helou in her book written in 1994 titled Lebanese Cuisine, she mentions that finding fresh vegetables and fruits would be common and is essential diet in the Lebanese Cuisine. D.Now that you have learned about the history of the Lebanese Cuisine, I am going to inform you of what Tabouleh is considered to be in the Lebanese Culture. III. To understand the various types of food you must also understand the Middle Eastern hospitality and when different dishes are served. A. Tess Mallos writes in her cookbook that Middle Eastern hospitality is frequently expressed with the offering of mezze. 1. Mezze is an array of small dishes which portray different colors, flavors, textures, and aromas, basically they are appetizers, and are only limited by the availability of ingredients and the ability of the cook to prepare them. . These various types of appetizers can be cooked on a minutes notice so it can be very quickly but efficiently. b. Mezze may be as simple as pickled vegetables, hummus, bread, Baba Ghannouj, lebneh, Tabouleh, or it can become an entire meal consisting of grilled marinated seafood, skewered meats and a variety of cooked and raw salads. 2. These appetizers can be refrigerated, frozen, and later when entertaining guests, defrosted. 3. Almost all t ypes of mezze are served with the Arabic flat bread also known as pita bread, which is basically a replacement for a fork.B. Tabouleh is one of the most common types of zesty salad appetizers in the Lebanese culture. D. Now that you have learned about the history of the Lebanese Cuisine as well as what it’s considered to be in the Lebanese culture, I am going to inform you of a specific dish called Tabouleh. IV. According to Claudia Roden, a food writer, she writes in her book titled The New Book of Middle Eastern Food in 2000 that Tabbouleh has been around for about 4,000 years. A.Tabbouleh is a Middle Eastern salad thought to have originated in the Bekaa Valley of Lebanon in the mountain region of Zahle. 1. Tabouleh was one of the local mountain-village foods offered in the cafes and spread far and wide. a. According to Claudia Roden, it started as a â€Å"relatively substantial salad that was rich with Bulgur but was transformed later into an all-green herby affair. † b. Bulgur is basically cracked wheat, that has been boiled and dried, then ground, and it is the basis of many salads in the Middle East, Tabouleh has become one of the famous ones. . Tabouleh’s primary ingredients are burghul, finely chopped parsley, mint, tomato, scallion and other herbs with lemon juice, olive oil and various seasonings. 3. In the hometown Tabouleh is traditionally served with a lettuce leaf, but in the United States it’s eaten with pita bread as a dip. B. Tabouleh is considered to be one of the main salads one will find at every table of a Lebanese family. V. Conclusion. A. The Lebanese Cuisine can be more complicated than one can assume. 1. One simple dish can have a bigger background to it, a deeper origin. 2.I am sure all of you have tried a Middle Eastern dish one point in your life. B. If you have not, well today you have learned what to look for when you come across a Lebanese dish, and what the origin of Tabouleh is. C. We learned three t hings. 1. First, we learned about the history of where Tabouleh originated from and the Lebanese Cuisine. 2. Second, we learned what Tabouleh is considered to be in the Lebanese culture. 3. Lastly, we learned about what Tabouleh consists of. D. The next time you come across a Lebanese dish, more specifically a salad, you now know what to look for.