Abolish Abortion essays

Abolish Abortion essays Abortion is a method for a pregnant woman to discard the growing fetus that lives inside of her. There are many arguments for and against abortion. Some people say that the mother should have a choice to abort her baby, and others say that it is wrong to kill a child. Abortion is wrong. When a baby is aborted, that child has no chance at life. Abortion kills a living breathing human that lives inside of the mother. Dr. Alan Moore from the University of Texas states that one out of every twenty pregnancies end in abortion. That is five lives out of one hundred that could have been saved if the mother had decided to let her child live. Abortion also harms the mother. Every woman that has an abortion is twenty-five percent less likely to become pregnant in the future. If then she decides that she does want to have a child, it will become harder for her to get pregnant. Abortion is also creating a problem in the hospitals. The dead fetuses are very difficult to dispose of. There are no graves being built for the fetuses and the hospital has to send them off to a lab to have tests run on them for genealogical purposes. This is a very costly and tedious process for the doctors and the lab technicians. The Pro-Choice supporters that are for abortion argue that it is a mothers right to decide whether the child should live or die. They are stating that if the mother does not want a child, she should just have it sucked out of her body and disposed of like last weeks garbage. They claim that a growing fetus is not an actual living person; therefore, that fetus should not have a chance at life. Most mothers choose to have their babies aborted because they dont have the funds to support a child. The government has provided systems such as welfare, which gives the mother money to support the child, and they have started adoption agencies, which find suitable parents for the child. There ...

Vinland Sagas - Viking Colonization of North America

Vinland Sagas - Viking Colonization of North America The Vinland Sagas are four medieval Viking manuscripts that report (among other things) the stories of the Norse colonization of Iceland, Greenland and North America. These stories speak of Thorvald Arvaldson, credited with the Norse discovery of Iceland; Thorvalds son Eirik the Red for Greenland, and Eiriks son Leif (the Lucky) Eiriksson for Baffin Island and North America. But Are the Sagas Accurate? Like any historical document, even those known to be authentic, the sagas are not necessarily factual. Some of them were written hundreds of years after the events; some of the stories were woven together into legends; some of the stories were written for political uses of the day or to highlight heroic events and downplay (or omit) not-so-heroic events. For example, the sagas describe the end of the colony on Greenland as having been the result of European piracy and ongoing battles between the Vikings and the Inuit occupants, called by the Vikings Skraelings. Archaeological evidence indicates that the Greenlanders also faced starvation and deteriorating climate, which is not reported in the sagas. For a long time, scholars dismissed the sagas as literary fabrications. But others such as Gisli Sigurdsson, have revisited the manuscripts to find a historical core that can be tied to Viking explorations of the 10th and 11th centuries. The written-down version of the stories are the result of centuries of oral traditions, during which the story may have been conflated with other heroic legends. But, there is, after all, accumulated archaeological evidence for Norse occupations in Greenland, Iceland, and the North American continent. Vinland Saga Discrepancies There are also discrepancies between the various manuscripts. Two major documents- the Greenlanders Saga and Eirik the Reds Saga- give differing roles to Leif and the merchant Thorfinn Karlsefni. In the Greenlanders Saga, lands southwest of Greenland are said to have been discovered accidentally by Bjarni Herjolfsson. Leif Eriksson was the chieftain of the Norse on Greenland, and Leif is given credit for exploring the lands of Helluland (probably Baffin Island), Markland (Treeland, likely the heavily wooded Labrador coast) and Vinland (probably what is southeasternern Canada); Thorfinn has a minor role. In Eirik the Reds Saga, Leifs role is downplayed. He is dismissed as the accidental discoverer of Vinland; and the explorer/leadership role is given to Thorfinn. Eirik the Reds Saga was written in the 13th century when one of Thorfinns descendants was being canonized; it may be, say some historians, propaganda by this mans supporters to inflate his ancestors role in the momentous discoveries. Historians have a fine time decoding such documents. Viking Sagas about Vinland About the Book of the Icelanders (à slendingabà ³k), written between 1122 and 1133 (Smithsonian)Text of the Icelandic Sagas (NorthVegr)Text of Eirik the Reds Saga, written about 1265 (Medieval History, About.com)About the Saga of the Greenlanders, compiled ~13th century (Smithsonian) Arnold, Martin. 2006. Atlantic Explorations and Settlements, pp. 192-214 in The Vikings, Culture and Conquest. Hambledon Continuum, London. Wallace, Birgitta L. 2003. L’Anse aux Meadows and Vinland: An Abandoned Experiment. Pp. 207-238 in Contact, Continuity, and Collapse: The Norse Colonization of the North Atlantic, edited by James H. Barrett. Brepols Publishers: Trunhout, Belgium. Sources and Further information The woodcut on this page is not from the Vinland sagas, but from another Viking saga, Erik Bloodaxes Saga. It shows Erik Bloodaxes widow Gunnhild Gormsdà ³ttir inciting her sons to take possession of Norway; and it was published in Snorre Sturlassonss Heimskringla in 1235. About.coms Guide to the Viking Age Hofstaà °ir, Viking settlement on Iceland Gardur, Viking estate in Greenland LAnse aux Meadows, Viking settlement in Canada Arnold, Martin. 2006. Atlantic Explorations and Settlements, pp. 192-214 in The Vikings, Culture and Conquest. Hambledon Continuum, London. Wallace, Birgitta L. 2003. L’Anse aux Meadows and Vinland: An Abandoned Experiment. Pp. 207-238 in Contact, Continuity, and Collapse: The Norse Colonization of the North Atlantic, edited by James H. Barrett. Brepols Publishers: Trunhout, Belgium.

Is charity sufficient in an age of capitalism Essay

Is charity sufficient in an age of capitalism - Essay Example As such, organizations will only venture into CSR as charity and when it suits them, and therefore rendering charity unsustainable. In the article, Friedman’s main idea or central argument is that since CSR has never been defined, it has always been taken for organizational charity. Not only is the noun phrase CSR to vague to instill meaningful obligations on the side of organizations, but the same is also wrongfully through its assumptions assigns organizations the roles of a natural person. An organization cannot decide on its own to engage in CSR, outside the will of its executives, stakeholders and owners. What is at stake here is that organizations are using the vagueness in the definition of CSR to exploit the environment without giving back (Friedman, 3). Friedman is advancing his argument on the basis of his authority in academics, since he served as an economist, statistician and lecturer. It is obvious that his argument is also informed with personal experience and history from which he had made observations as a scholar and an employee. There European Commission’s insight on CSR seems to contradict Friedman’s perspective, since it sees CSR as a strong catalyst for social development. Nevertheless, despite EU’s insight appearing to be antithetical to my thesis statement, yet it does not sufficiently annihilate my standpoint since the EU has regulations on CSR that organizations and enterprises have to adhere to. This still indirectly supports my statement that CSR is too vague a concept to bring positive change. This vagueness has underpinnings in the fact that CSR is inadequately defined. Because of this inadequate definition, organizations through their executives and stakeholders are left to surmise for themselves, the optionality of engaging in the same, and the extent to which CSR should be pursued. Thus, even an organization which contributes only 200 US dollars to the society can still brag about having participated in

Software requirements Research Paper Example | Topics and Well Written Essays - 1000 words

Software requirements - Research Paper Example The process of development of requirements consists of the basic and initial level of raw requirements collected for development of software. These raw collections of requirements are taken from the customer or client of the software, who is interested in the development of the software. The early requirements are usually in the form of simple statements described by a client. These are written mostly informal ways as told by the client. The great and vital factor for requirements gathering is the technical aspect in which system is going to develop. This factor has a high scope for requirements gathering procedure. Finally, three factors have an impact on gathering of software’s requirement, the client, the environment, and the technicality of system that needs to develop. In addition to this factor, environment is itself a factor, which is involved in the making procedure of developed software. The method of elicitation of requirements is considered as the first step for collection of raw requirements. The Requirement Engineering Process Model (REPM) presented restrains various important and useful features for requirements gathering. According to the proposed model requirement elicitation, includes different kinds of important features. The requirements that are related to a business for which system is designed are important to know. These requirements involve around the demands of the business. The significance of the requirement is decided according the demand of business. These business needs will help in the process of prioritization of requirements. Along with the core business requirements, requirements that are directly useful for customers are equally important to gather. The requirements about how customer or end user will interact with the developed system are collected. These requirements create the basic structure of the system that how it will look like after final

The Gathering by Isobelle Carmody Essay Example for Free

The Gathering by Isobelle Carmody Essay The Gathering by Isobelle Carmody portrays the dark side of human nature. It shows that mans behaviour does not vary over long periods of time and across different cultures. It shows that each and every single person has an evil or dark side to them and it is whether they succumb to this evil or follow the paths of light and goodness that decide what kind of person they are. Cheshunt, where the story is set appears to be a fairly normal town. When Nathanial and his mother arrive, Nathanial instinctively knows that something is not quite right. Nathanial is there for a reason. He and the other members of The Chain must learn the power of friendship to defeat the evil Kraken. The dark side of human nature is seen in many characters: Cheshunts headmaster Mr Karle is a truly evil person. Although Mr Karles only role in the community is Deputy Principal of Three North, he has manipulated those who do have a major role in the community into making himself the main power over all Cheshunt. His goal is to become the ruler of the world, starting with Cheshunt. To make sure that The Chain does not defeat him, Mr Karle defeats one member at a time. Mr Karle portrays the dark side of human nature he has attained power that he then uses to control all those around him. He has become corrupted by this power and with it he is able to manipulate the other characters to perform vicious acts. Mr Karle taunts and mocks in an attempt to emotionally destroy those around him he takes pleasure in others emotional pain. He causes distress in Nathanial when he tells him of his cold hearted father who was Insanely jealous. Unstable. Violent (page 263) and how Nathanials mother learnt not to speak to anyone or smile in fear of what his father would do to her. When Mr Karle reminds Indian that his sister is brain damaged because of Indians own mistakes he does this knowing the heartache this will cause. He mocks Nissa calling her unfeminine and unattractive and how no one could love such a creature except out of pity (page 246). Mr Karle defeats one character at a time. He is physically cruel and used force to hurt them. Mr Karle embodies all that is the dark side of human nature, he is cruel both  emotionally and physically Then the Kraken stepped forward and slapped her across the face. A trickle of dark blood ran from the corner of her mouth (page 249). He is corrupted by po wer, he is manipulative and in all this he takes pleasure. He is a true sadist. The dark side in human nature is also portrayed in many of the other characters, this is evidenced in Buddha Isobelle Carmody has used the name Buddha that represents peace and harmony and made him a killer. He burns Nathanials dog, The Tod, who is Nathanials only true friend and Nathanial loves. The match landed in his tail and flames swept forward up over him. Devoured him. He arched and coiled, yelping in pain and fright, and then he screamed, a long inhuman howl of agony and terror.(page 214). When Buddha burns The Tod it is a vicious, cowardly act and is evidence of how dark mans nature can be, that he can murder a poor, defenseless creature that is incapable of fighting back, also that the act was carried out in front of Nathanial to cause him immense grief and feelings of powerlessness. What is even more disturbing is that this is such a real act that could happen in our everyday life. How the people who are in a position to protect us and how they use this authority in a destructive way is also shown. The police, who are supposed to be good and honest are corrupt and evil. They protect the evil leaders and enforce their law, The pamphlet stuck under the door the day we arrived had welcomed us to the neighbourhood and urged my mother to join the Community Committee. It had a lot of by law information and the bit about the curfew was last. It said no one was to be out in the streets after ten at night without a specific reason. (page 20). The police either stood aside and let the people of Cheshunt be intimidated and bullied or were doing the intimidating and bullying themselves. Seth is a part of the chain that is needed to defeat the evil but Seth has given in to his dark side. He has a very weak character. Despite Seth being a brain (page 10), looking like one of those perfect guys off Coke ads (page 10) and coming from a good family, His father is a policeman (page 55) he is pathetic. He is sneaky and drinks alcohol to escape facing  reality. He cant deal with his own problems (his parents are divorced and he cant deal with being in the Chain and the effort it takes to defy Mr Karle) and uses his weaknesses as an excuse to attempt to commit suicide, Seth lay on his back between them, his face dead white. (page 142) He breaks promises You promised, Nissa said icily. (page 138). He also betrays those around him Mr Karle gave Nissa a radiant smile. Got him? But you misunderstand, Nissa. I didnt get Seth. He came to us.' (page 250). Nathanials father is a character who shows that mans dark side does not vary over long periods of time. Nathanials father was a violent jealous man who liked to have complete control over everything. He was jealous of Nathanial and the attention he got from his mother, especially when Nathanial was a baby I had to sometimes hold your mouth to stop the crying (page 264). Mans darkest nature was shown when his father attempted to kill Nathanial, Children should be seen and not heard, he said, and his big hands closed around my neck. And squeezed. (page 247). This is absolute evidence of innate evil that a father could try to murder his own son. In conclusion, The Gathering shows us the dark side of human nature and it is vividly portrayed. It has a realness that shows that evil is present in the past and in the future and is occurring right now, in all parts of our life. It shows that power can corrupt you and consume you absolutely. It also shows us that cruelty, deceit, jealousy and manipulation are just some of the many ways evil can be shown.

Genetical Engineering is Wrong Essay -- Persuasive Essay

  Ã‚  Ã‚  Ã‚  Ã‚  At one time, golden rice was just a wild idea that Ingo Potrykus thought up. Optimally, golden rice would improve the lives of millions of the poorest people in the world. The rice would contain beta-carotene which is the building block for vitamin A. However, imagining golden rice was one thing and bringing it into existence was another. He struggled for years with his colleagues to deal with the finicky growing habits of the rice they transplanted to a greenhouse near the foot hills of the Swiss Alps. Potrykus and his colleagues became successful in the spring of 1999. By creating golden rice, Potrykus wanted to be sure it would reach malnourished children of the developing world; those for whom it was intended. He knew that would not be easy because of the fact that the golden grains also contained snippets of DNA borrowed from bacteria and daffodils. Being a product of genetical engineering, Potrykus's product was entangled in a web of hopes, fears, and politi cal baggage.   Ã‚  Ã‚  Ã‚  Ã‚  Until now, genetically engineered crops were created to resist insect pests or to control the growth of weeds by using herbicides. However, in this circumstance the genetically engineered rice not only benefits the farmers who grow it, but primarily the consumers who eat it. These consumers include at least a million children who die every year because they are weakened by vitamin-A deficiency and an additional 350,000 people who go blind. In addition to this concern, there is another. It is prospected that by the year 2020, the demand for grain, both for human consumption and for animal feed, is projected to go up by nearly half, while the amount of farmable land will probably dwindle, thus introducing a whole new series of problems.   Ã‚  Ã‚  Ã‚  Ã‚  There is only a short four step process that enables one to produce golden rice. The genes that give golden rice is its ability to make beta-carotene in its endosperm come from daffodils and a bacterium called Erwinia uredovora. These genes, along with promoters (segments of DNA that activate genes), are inserted into plasmids that occur inside a species of bacterium known as Agrobacterium tumefaciens. These agrobacteria are then added to a Petri dish containing rice embryos. As they "infect" the embryos, they also transfer the genes that encode the instructions for making beta-carotene. The transgenic rice plants must now be crossed with ... ...nly be a matter of time before we are choosing what our children will look like. Works Cited Curry, Andrew. "New Genes? Cool Beans!." U.S. News & World Report, 9/11/2000. Vol. 129   Ã‚  Ã‚  Ã‚  Ã‚  Issue 10. Epstein, Ron. "Why You Should Be Concerned About Genetically Engineered Food." August   Ã‚  Ã‚  Ã‚  Ã‚  2000. <http://mercury.sfsu.deu/~rone/gedanger.html> (15 Nov 2000). Fischer, Joannie. "Passing on Perfection: Successes, and more cautions for gene therapy." U.S.   Ã‚  Ã‚  Ã‚  Ã‚  News & World Report, 10/02/2000, Vol. 129, Issue 13. Pennis, Elizabeth and Normile, Dennis. "Golden Grains," Science Now, 4 Aug 2000, p3. Pure Food Campaign, The. What's Wrong With Genetic Engineering? June 2000.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  <http://www.geocities.com/athens/1527/text.html> (15 Nov 2000). Robinson, Bina. "Golden Gift." Technology Review. Sept/Oct 2000, vol.103, p. 17-20. Russo, Enzo and David Cove. Genetic Engineering: Dreams and Nightmares. New York:   Ã‚  Ã‚  Ã‚  Ã‚  W.H.Freeman, 1995. Spotts, Peter. "The Unwitting Labs of Genetic Modification." Christian Science Monitor,   Ã‚  Ã‚  Ã‚  Ã‚  9/5/2000. Vol. 92 Issue 1989. Tangley, Laura. "Engineering the Harvest." U.S. News & World Report. 3/13/2000, Vol. 128,   Ã‚  Ã‚  Ã‚  Ã‚  Issue 10.

American Revolution (DBQ) Essay

In the time period of 1860 and 1877, constitutional and social developments occurred in America that amounted to a revolution. Some constitutional developments were the Secession of 1860, the Emancipation Proclamation, and Amendments 14 and 15. Some social developments were the Freedmen’s Bureau, the Civil Rights Act of 1875, and Congressional Reconstruction. Put together, all these developments led to a revolution. Prior to 1860 the United States was already split into opposing sides fighting for power. Although these conflicts never reached the battlefield, the slave’s states and Free states were always competing for representation in congress. South Carolina felt that certain powers were restrained from them and it imperiled their continued existence as sovereign states (DOC A). So, as the leader, they declared secession with several states following shortly after. They were then called the Confederate states of America. This was so revolutionary because the Union destroyed everything in the South and it led to the strengthening of Federal Power over the states. The Emancipation Proclamation was intended to be the cure of slavery once and for all. In the early years of the Proclamation it could only be extended to Union controlled areas. It allowed blacks freedom of movement and religion. Shortly after, Amendments 14 and 15 were created that gave the freed men more rights. Amendment 14 gave freedmen citizenship and equal protection under the law. Amendment 15 gave them the right to vote and resulted in black legislators in the state and federal government.

Satan and Evil in the Quran

It is interesting to read the seventh chapter of Major Themes of the Quran. There is an abundance of information explaining the traditions and fundamentality of this argument. It is really interesting to see the common threads that run through the three major religions. When evil and satan is discussed in the Quran it is often referred to along with the jinn. The jinn are the metaphorical representation of the humans. They are often imbued with names such as satans or the Devil. There is much made from the repeated statements that satans stealthily attempt to snatch news from the heavens but are driven away. (Major Themes of the Koran 121) It then goes on to say that the jinn were given the opportunity to listen to the Quran, and then choose the path of good or evil. It is important to note that the information is given to Mohammed from God, and that it is not recorded that the Prophet Mohammed had an contact with the jinn. In the Quran, Satan or evil is not seen as the enemy of God, but rather the rival and enemy of men and women. Satan cannot touch God, is not an equal, so satan preys upon men and women to rebel against God’s command. In the Bible there is the similar belief that Satan is there to tempt men and women to break God’s commandments. A parallel could be drawn between the Quran’s warnings and the Bible’s warning to be vigilant against the activities of Satan. â€Å"O people! Enter all of you into peace and do not follow the footsteps of Satan, for he is your manifest enemy. †(2:208) Satan’s power is derived from the weakness of men and women. In the Quran the devil appears more cunning and artful than strong. . . (Major Themes of the Quran 125) The devil simply invites people to make an error, people still have the ability to say no. The story of Adam and Eve is a common theme through both the Bible and the Quran, and it illustrates this point well. The apple was simply offered, perhaps cajoled, but never forced. Again the common thread, all people must guard against the influence of evil, because it is insidious. The Quran often parallels jinn to mankind, the struggle between evil tendencies and good are in both. It details why it is easy for people to deceive themselves into believing what they are doing is just, ut in reality is just self-serving behavior. Satan is often referred to in the plural satans in the Quran, illustrating its use for both mankind and jinns. There is no satan independent of these two types of beings according to the Quran, one must exist for the other to exist. Satans is also used to for disbelievers. It is said that they take in satans at the exclusion of God. It is believed that as God sends messages to his prophets, so satan sends messages to his wicked followers. Major Themes of the Quran 130). The theme of satan and evil is interesting as it appears in the Quran. There are many parallels with the Bible, such as the story of Adam and Eve. The struggles of men and women against the temptation of evil, is another parallel in the Quran and Bible. The Quran does talk about jinns, which is different than anything mentioned in the Bible. Another large divide is the bel ief that all disbelievers are evil. Consequently I believe there are more similarities than differences.

Grammar Basics Essays

Grammar Basics Essays Grammar Basics Essay Grammar Basics Essay TOPIC WHAT IT MEANS IN DETAIL SUB-TOPIC BASICS GRAMMAR 1) Grammar: Does the sentence adhere to the rules of Standard Written Grammar, Meaning Concision: In SC English?2) Meaning: Is the meaning of the sentence obvious and this is what we need and in that order unambiguous?3) Concision: Is the sentence written as econornically as possible? to look for right answer 1)Subject-verb Agreement PICKED UP ON THE WAY / KEY TAKE-AWAYS 1) Past particple by itself is not a working verb. For eg. : The electron named in 1894 is not a sentence.2) A sentence can be a fragment in another way: it could start with a Connecting Word and contain o Main Clause (a clause that could stand alone as a sentence as is, with its own subject and verb): Because, which Because and which are connecting words. These are also known as Subordinators, because they turn the clauses they are attached to into Subordinate Clauses, which cannot stand by themselves. To fix this sort of fragment, you either need to attach it to a main clause or,drop the connecting word.3)The GMAT hides the subject, so that you are unsure whether the subject is singular or plural! If you do not know the number of the subject, then you will not be able to elect the verb form that agrees with it. For Eg. The discovery of new medicines (was/ were) vital to the companys growth. the companys growth? you may be able to talk yourself into either choice. 4) If you can remove a phrase from the sentence, and the sentence st ill makes sense, the phrase is likely to be Middles Her expression reflected BOTH anger AND relief. The park was NEITHER accessible NOR affordable. We collected BOTH second- AND third-grade books. The custodian cleaned the basement AND washed the window Infinitives We would like NOT ONLYto hear your side of the story BUT ALSO to provide a response.Participles The actor left quickly, shunning fans AND ducking into a car. Prepositional Phrases Note: the prepositions do not always have to be the same.1) They contended that the committee was biased AND that it should be disbanded.2) You always must fgure out which grammatical structures are logically parallel before making them structurally parallel. Be particularly careful with verbs and verbal forms. Do not assume that all verbs and verbal forms in a sentence must be.3) Linking Verbs.A pronoun is a word that takes the place of a noun, so that we do not have to:1) Watch out for nouns used as adjectives!They cannot be antecedents of rep eat that noun elsewhere in the sentence. ronouns. Pronoun errors are so frequent on the GMAT that every time you see a.2) The antecedent to which you. want to refer must actually exist in the pronoun, such as it, its, they, them, or their, you should be sure to check sentence and be functioning as a noun.3) The GMAT tnes to trick you into assuming away little wrinkles in meaning. After all, you knew whether it is being used correctly. The what the author of the first sentence meant to say, right? But make no first question you must ask yourself is this: What is the antecedent of this assumptions. Whenever ou find an antecedent, always check that it makes pronoun? Once you have found the antecedent, you must make sure that it sense in place of the pronoun. makes sense, that it is the only possible antecedent, and that it agrees in4) The antecedent must be unambigious. Every pronoun on the GMAT must number with the pronoun. clearly refer to only one antecedent.5) After finding the ant ecedent, ask yourself if the pronoun agrees with the antecedent in number. If the antecedent is singular, the pronoun that refers to it must be singular. If the antecedent is plural, the pronoun that refers to it must be plural. If you want pronoun to refer to a particular noun, usually make sure that noun is not in the possessive case.7) The Deadly Five: It, Its, They, Them, Their The most common pronoun mistakes involve Third Person Personal Pronouns -the singular it and its, together with the plural they, them and their . Whenever you see one of these five pronouns, you should find the antecedent and check its viability (is the antecedent sensible, unambiguous, and in agreement with the pronoun? ). Be particularly careful with their , which is often used in everyday speech to refer to singular subjects.Subordinate Clauses 3) PRONOUNS : It was important to leave the money in the drawer RATHER THAN on the table. 4) MODIFIERS A modifier describes or modifies someone or something in the sentence. Although modifiers can be as simple as a single word (an adjective or an adverb), GMAT sentences often contain several complex modifiers. Tired out from playing basketball. Charles decided to take a nap . The modifier Tired out from playing basketball describes the noun Charles. Be on the lookout above, tired out from playing basketball is an opening modifier separated from the rest of the sentence by a omma.Many modifying phrases in GMAT sentences are separated by commas from the noun being modified.1) Adjectives and adverbs are one Before verb After verb.10) Which vs. the Present Participle -Ing: Be careful with Which at the end of a sentence. Make sure that it refers only to the preceding noun, not the entire receding clause. The -Ing form is very flexible. It can modify nouns directly (e. g. , the changing seasons). It can modify verbs and their subjects (e. g. , Ilifted the weight, whistling). It can even mod ify an entire clause as above, as long as the entire clause converted into a noun phrase could function as the subject of the verb that is now in -Ing form.This use of the -Ing form works best when you want to express the result of the main clause. Again, in speech we often break these rules-we incorrectly use which to refer to a previous thought that is not a noun. Do not use your ear. Always test which clauses to make sure that the which refers to the noun immediately preceding the which . 1) Simple Tenses The three simple tenses express three basic times: SIMPLE PRESENT: sandy PLAYS well with her mends. SIMPLE PAST: Sandy PLAYED well with her friends yesterday. SIMPLE FUTURE: Sandy WILL PLAY well with her friends tomorrow. ) Progressive Tenses To emphasize the ongoing nature of an action, we can use the Progressive tenses, which use the verb to be and the present participle (-lngform): PRESENT PROGRESSIVE sandy IS PLAYING soccer. PAST PROGRESSIVE sandy WAS PLAYINGsoccer yesterday . FUTURE PROGRESSIVE sandy WILL BE PLAYING soccer tomorrow. 3) In GMAT sentences, do not use the Present Progressive to indicate future actions. This usage is considered too colloquial. WHISTLINGBeat It, I lifted the weight. I lifted the weight, WHISTLING Beat It. BY CONCENTERATING, I lifted the weight I lifted the weight BY CONCENTERATING TO FREE my leg.I lifted the weight. I lifted the weight TO FREE my leg. .Eg: Wrong: Crime has recently decreased in our neighborhood, WHICH has led to a rise in property values. Right: The recent decrease in crime in our neighborhood has led to a rise in property values. Right: Crime has recently decreased in our neighborhood, leading to a rise in property values. a) Do not use the Present Progressive for general definitions. Instead, use the Simple Present. Wrong: Cherenkov radiation is light that particles AREEMITTING when they ARE radiation is light that particles EMIT when they TRAVEL faster than the effective speed of light in any medium. ) Verbs that express general states do not normally take progressive forms. Wrong: This Such State Verbs include know or signify. inscription IS SIGNIFYING the emperors birth. Right: This inscription SIGNIFIES the emperors birth. ) Keep Verb Tenses Consistent: Sentences with more than one action do not necessarily require more than one verb tense. ln fact, in any given sentence you should try to keep all verb tenses consistent, unless the meaning clearly dictates otherwise. However, some sentences with more than one action do require you to switch verb tenses.Right: He IS thinner now because he SPENT the last six months on a strict diet. 4) The Perfect Tenses: Sometimes, however, actions in a sentence involve Present Perfect:. Right: This country HAS ENFORCED strict immigration laws more complex time sequences than can for thirty years. e expressed with the simple tenses or the simple progressive tenses. These Right: They HAVE KNOWN each other since 1987. actions can be expressed usin g the PERFECT tenses: Present Perfect Past Perfect. And they are tested on the GMAT. a) Present Perfect: Still In Effect. or eg. : We HAVE LIVED in a hut for three days. Present Perfect = HAVE/HAS + Past Participle b) Past Perfect: The Earlier Action. This is formed as follows: Past Perfect = HAD + Past Participle If two actions in a sentence occurred at different times in the past, we often use the Perfect tense for the earlier action and Simple Past for the later action. Tense Sequence Consider the following quotation: Scientist: The supercollider IS ready, it DID not COST too much, and it WILL PROVIDE new insights into the workings of the universe. We move the tenses back in time one step. Report: The scientist ANNOUNCED that the supercollider WAS ready, that it HAD not COST too much, and that it WOULD PROVIDE new insights into the workings of the universe. Compare the corresponding underlined clauses in the quotation and the report. (a) The supercollider IS ready becomes that t he supercollider IS ready. The Simple becomes that it HAD not COST too much. The Simple Past tense (did cost) becomes Past Perfect (had cost). The action becomes one step further removed from the present. c) It WILL PROVIDE tmtghts becomes that it WOULD PROVIDE instghts. The past Perfect is the Past of the Past, or the Past Twice Removed from the present time. 6) With a past tense reporting verb. move Present to Past. Past to Past Perfect. and Future to Conditional (that is will to would). VERB MOOD 6) In English, most sentences express facts with the Indicative Mood or commands with the Imperative Mood. You can expect to see the Subjunctive Mood in two special situations: l) Unlikely or unreal conditions (usually after if or a similar word). 2) Proposals, desires, and requests formed with certain verbs and the word that . These two uses correspond to two forms of the subjunctive mood: the Hypothetical Subjunctive and the Command Subjunctive. a) Use the Past Perfect tense if you nee d to clarify or emphasize a sequence of actions in the past. b) Do not use the perfect tenses when the simple tenses will do. The GMAT prefers simplicity. Wrong: Joe LEARNED about an epoch in which dinosaurs HAD WALKED the earth. Right: Joe LEARNED about an epoch in which dinosaurs WALKED the earth.Wrong: Joe LEARNEDabout an epoch in which dinosaurs HAD WALKEDthe earth. Right: Joe LEARNEDabout an epoch in which dinosaurs WALKEDthe earth. In the first example, the Past Perfect had walked is unnecessary. Although the action had walked does take place earlier than the action learned, the earlier action does not have a direct bearing on the context of the later action. The sequence of time does not need to be clarified or emphasized. Thus, the Past Perfect is considered wrong in this context. You should use the perfect tenses only when you can Justify them with the rules described.If an action began in the past and continues into the present (or its effect does), use the Present Perfect tense. If one action in the past precedes another, and you need to clarify or emphasize the time sequence, then use the Past Perfect tense. Otherwise, stick to the simpler tenses. a) Hypothetical Subjunctive: Principally, this form occurs after if, as if, or as though. Right: To overcome my fear of germs, I will think about disease as though it WERE harmless. Here are the five common patterns of if then sentences. (1) General Rule with no uncertainty IF sophie EATS Pizza, THEN she BECOMES ill.

Creative Thinking Lesson Plans for Teachers

Creative Thinking Lesson Plans for Teachers Lesson plans and activities for teaching about inventions by increasing creativity and creative thinking. The lesson plans are adaptable for grades K-12 and were designed to be done in sequence. Teaching Creativity Creative Thinking Skills When a student is asked to invent a solution to a problem, the student must draw upon previous knowledge, skills, creativity, and experience. The student also recognizes areas where new learnings must be acquired in order to understand or address the problem. This information must then be applied, analyzed, synthesized, and evaluated. Through critical and creative thinking and problem-solving, ideas become reality as children create inventive solutions, illustrate their ideas, and make models of their inventions. Creative thinking lesson plans provide children with opportunities to develop and practice higher-order thinking skills. Throughout the years, many creative thinking skills models and programs have been generated from educators, seeking to describe the essential elements of thinking and/or to develop a systematic approach to teaching thinking skills as part of the school curricula. Three models are illustrated below in this introduction. Although each uses different terminology, each model describes similar elements of either critical or creative thinking or both. Models of Creative Thinking Skills Benjamin BloomCalvin TaylorIsaksen and Treffinger The models demonstrate how creative thinking lesson plans could provide an opportunity for students to experience most of the elements described in the models. After teachers have reviewed the creative thinking skills models listed above, they will see the critical and creative thinking and problem-solving skills and talents that can be applied to the activity of inventing. The creative thinking lesson plans that follow can be used across all disciplines and grade levels and with all children. It can be integrated with all curricular areas and used as a means of applying the concepts or elements of any thinking skills program that may be in use. Children of all ages are talented and creative. This project will give them an opportunity to develop their creative potential and synthesize and apply knowledge and skills by creating an invention or innovation to solve a problem, just as a real inventor would. Creative Thinking - List of Activities Introducing Creative ThinkingPracticing Creativity with the ClassPracticing Creative Thinking with the ClassDeveloping an Invention IdeaBrainstorming for Creative SolutionsPracticing the Critical Parts of Creative ThinkingCompleting the InventionNaming the InventionOptional Marketing ActivitiesParent InvolvementYoung Inventors Day Imagination is more important than knowledge, for imagination embraces the world. -  Albert Einstein Activity 1: Introducing Inventive Thinking and Brainstorming Read about the Lives of Great InventorsRead the  stories  about great inventors in class or let students read themselves. Ask students, How did these inventors get their ideas? How did they make their ideas a reality? Locate books in your library about inventors, invention, and creativity. Older students can locate these references themselves. Also, visit the  Inventive Thinking and Creativity Gallery Talk to a Real InventorInvite a local inventor to speak to the class. Since local inventors are not usually listed in the phone book under inventors, you can find them by calling a  local patent attorney  or your  local intellectual property law association. Your community may also have a  Patent and Trademark Depository Library  or an  inventors society  that you may contact or post a request. If not, most of your major companies have a research and development department made up of people who think inventively for a living. Examine InventionsNext, ask the students to look at the things in the classroom that are inventions. All the inventions in the classroom that have a U.S. patent will have a  patent number. One such item is probably  the pencil sharpener. Tell them to check out their house for patented items. Let the students brainstorm a list all of the inventions they discover. What would improve these inventions? DiscussionIn order to guide your students through the inventive process, a few preliminary lessons dealing with creative thinking will help set the mood. Begin with a brief explanation of brainstorming and a discussion on the rules of brainstorming. What is Brainstorming?Brainstorming is a process of spontaneous thinking used by an individual or by a group of people to generate numerous alternative ideas while deferring judgment. Introduced by Alex Osborn in his book Applied Imagination, brainstorming is the crux of each of the stages of all problem-solving methods. Rules for Brainstorming No CriticismAllowed People tend to automatically evaluate each suggested ideatheir own as well as others. Both internal and external criticism  is  to be avoided while brainstorming. Neither positive nor negative comments are allowed. Either type inhibits the free flow of thought and requires time which interferes with the next rule. Write each spoken idea down as it is given and move on.Work for QuantityAlex Osborn stated that Quantity breeds quality. People must experience a brain drain (get all the common responses out of the way) before the innovative, creative ideas can surface; therefore, the more ideas, the more likely they are to be quality ideas.Hitchhiking WelcomeHitchhiking occurs when one members idea produces a similar idea or an enhanced idea in another member. All ideas should be recorded.Freewheeling EncouragedOutrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most off-the-wall idea to be the best. Activity  2: Practicing Creativity with the Class Step 1:  Cultivate the following creative thinking processes described by Paul Torrance and discussed in The Search for Satori and Creativity (1979): Fluency the production of a great number of ideas.Flexibility the production of ideas or products that show a variety of possibilities or realms of thought.Originality the production of ideas that are unique or unusual.Elaboration the production of ideas that display intensive detail or enrichment. For practice in elaboration, have pairs or small groups of students choose a particular idea from the brainstorming list of invention ideas and add the flourishes and details that would develop the idea more fully. Allow the students to share their innovative and  inventive ideas. Step 2:  Once your students have become familiar with the rules of brainstorming and the creative thinking processes, Bob Eberles  Scamperr  technique for brainstorming could be introduced. Substitute What else instead? Who else instead? Other ingredients? Other material? Other power? Another place?Combine How about a blend, an alloy, an ensemble? Combine purposes? Combine appeals?Adapt What else is like this? What other idea does this suggest? Does past offer parallel? What could I copy?Minify Order, form, shape? What to add? More time?Magnify Greater frequency? Higher? Longer? Thicker?Put to other uses New ways to use as is? Other uses I modified? Other places to use? Other people, to reach?Eliminate What to subtract? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Understate?Reverse Interchange components? Another pattern?Rearrange another layout? Another sequence? Transpose cause and effect? Change pace? Transpose positive and negative? How about opposites? Turn it backward? Turn it upside-down? Reverse roles? Step 3:  Bring in any object or use objects around the classroom to do the following exercise. Ask the students to list many new uses for a familiar object by using the Scamper technique with regard to the object. You could use a paper plate, to begin with, and see how many new things the students will discover. Make sure to follow the rules for brainstorming in Activity 1. Step 4:  Using literature, ask your students to create a new ending to a story, change a character or situation within a story, or create a new beginning for the story that would result in the same ending. Step 5:  Put a list of objects on the chalkboard. Ask your students to combine them in different ways to create a new product. Let the students make their own list of objects. Once they combine several of them, ask them to illustrate the new product and explain why it might be useful. Activity 3: Practicing Inventive Thinking with the Class Before your students begin to find their own problems and create unique inventions or innovations to solve them, you can assist them by taking them through some of the steps as a group. Finding the Problem Let the class list problems in their own classroom that need solving. Use the brainstorming technique from Activity 1. Perhaps your students never have a pencil ready, as it is either missing or broken when it is time to do an assignment (a great brainstorming project would be to solve that problem). Select one problem for the class to solve using the following steps: Find several problems.Select one to work on.Analyze the situation.Think of many, varied, and unusual ways of solving the problem. List the possibilities. Be sure to allow even the silliest possible solution, as creative thinking must have a positive, accepting environment in order to flourish. Finding a Solution Select one or more possible solutions to work on. You may want to divide into groups if the class elects to work on several of the ideas.Improve and refine the idea(s).Share the class or individual solution(s)/invention(s) for solving the class problem. Solving a class problem and creating a class invention will help students learn the process and make it easier for them to work on their own invention projects. Activity 4: Developing an Invention Idea Now that your students have had an introduction to the inventive process, it is time for them to find a problem and create their own invention to solve it. Step One:  Begin by asking your students to conduct a survey. Tell them to interview everyone that they can think of to find out what problems need solutions. What kind of invention, tool, game, device, or idea would be helpful at home, work, or during leisure time? (You can use an Invention Idea Survey) Step Two:  Ask the students to list the problems that need to be solved. Step Three:  comes the decision-making process. Using the list of problems, ask the students to think about which problems would be possible for them to work on. They can do this by listing the pros and cons for each possibility. Predict the outcome or possible solution(s) for each problem. Make a decision by selecting one or two problems that provide the best options for an inventive solution. (Duplicate the Planning and Decision-Making Framework) Step Four:  Begin an  Inventors Log  or Journal. A record of your ideas and work will help you develop your invention and protect it when completed. Use Activity Form - Young Inventors Log to help students understand what can be included on every page. General Rules For Authentic Journal Keeping Using a  bound notebook, make notes each day about the things you do and learn while working on your invention.Record your idea and how you got it.Write about problems you have and how you solve them.Write in ink and do not erase.Add sketches and drawings to make things clear.List all parts, sources, and costs of materials.Sign and date all entries at the time they are made and have them witnessed. Step Five:  To illustrate why record-keeping is important, read the following story about Daniel Drawbaugh who said that he invented the telephone, but didnt have one single paper or record to prove it. Long before  Alexander Graham Bell  filed a patent application in 1875, Daniel Drawbaugh claimed to have invented the telephone. But since he had no journal or record, the  Supreme Court  rejected his claims by four votes to three. Alexander Graham Bell had excellent records and was awarded the patent for the telephone. Activity 5: Brainstorming for Creative Solutions Now that the students have one or two problems to work on, they must take the same steps that they did in solving the class problem in Activity Three. These steps could be listed on the chalkboard or a chart. Analyze the problem(s). Select one to work on.Think of many, varied, and unusual ways of solving the problem. List all of the possibilities. Be non-judgmental. (See Brainstorming in Activity 1 and SCAMPER in Activity 2.)Select one or more possible solutions to work on.Improve and refine your ideas. Now that your students have some exciting possibilities for their invention projects, they will need to use their critical thinking skills to narrow down the possible solutions. They can do this by asking themselves the questions in the next activity about their inventive idea. Activity 6: Practicing the Critical Parts of Inventive Thinking Is my idea practical?Can it be made easily?Is it as simple as possible?Is it safe?Will it cost too much to make or use?Is my idea really new?Will it withstand use, or will it break easily?Is my idea similar to something else?Will people really use my invention? (Survey your classmates or the people in your neighborhood to document the need or usefulness of your idea - adapt the invention idea survey.) Activity 7: Completing the Invention When students have an idea that meets most of the above qualifications in Activity 6, they need to plan how they are going to complete their project. The following planning technique will save them a great deal of time and effort: Identify the problem and a possible solution. Give your invention a name.List the materials needed to illustrate your invention and to make a model of it. You will need paper, pencil, and crayons or markers to draw your invention. You might use cardboard, paper, clay, wood, plastic, yarn, paper clips, and so forth to make a model. You might also want to use an art book or a book on model-making from your school library.List, in order, the steps for completing your invention.Think of the possible problems that might occur. How would you solve them?Complete your invention. Ask your parents and teacher to help with the model. In SummaryWhat - describe the problem. Materials - list the materials needed. Steps - list the steps to complete your invention. Problems - predict the problems that could occur. Activity 8: Naming the Invention An invention can be named in one of the following ways: Using the inventors  name:Levi Strauss   LEVIS ® jeansLouis Braille Alphabet SystemUsing the components or ingredients of the invention:Root BeerPeanut ButterWith initials or acronyms:IBM  ®S.C.U.B.A. ®Using word  combinations (notice repeated  consonant sounds  and rhyming words):KIT KAT  ®HULA HOOP  Ã‚ ®PUDDING POPS  ®CAPN CRUNCH  ®Using the products function:SUPERSEAL  ®DUSTBUSTER  ®vacuum cleanerhairbrushearmuffs   Activity Nine: Optional Marketing Activities Students can be very fluent when it comes to listing ingenious names of products out on the market. Solicit their suggestions and have them explain what makes each name effective. Each student should generate names for his/her own invention. Developing a Slogan or JingleHave the students define the terms slogan and jingle. Discuss the purpose of having a slogan. Sample slogans and jingles: Things go better with Coke.COKE IS IT!  ®TRIX ARE FOR KIDS  ®OH THANK HEAVEN FOR 7-ELEVEN  ®TWOALLBEEFPATTIES...GE: WE BRING GOOD THINGS TO LIFE!  ® Your students will be able to recall many  slogans  and jingles! When a slogan is named, discuss the reasons for its effectiveness. Allow time for thought in which the students can create jingles for their inventions. Creating an AdvertisementFor a crash course in advertising, discuss the visual effect created by a television commercial, magazine, or newspaper advertisement. Collect magazine or newspaper ads that are eye-catchingsome of the ads might be dominated by words and others by pictures that say it all. Students might enjoy exploring newspapers and magazines for outstanding advertisements. Have students create magazine ads to promote their inventions. (For more advanced students, further lessons on advertising techniques would be appropriate at this point.) Recording a Radio PromoA radio promo could be the icing on a students advertising campaign! A promo might include facts about the usefulness of the invention, a clever jingle or song, sound effects, humor... the possibilities are endless. Students may choose to tape record their promos for use during the Invention Convention. Advertising ActivityCollect 5 - 6 objects and give them new uses. For instance, a toy hoop could be a waist-reducer, and some strange looking kitchen gadget might be a new type of mosquito catcher. Use your imagination! Search everywherefrom the tools in the garage to the kitchen drawerfor fun objects. Divide the class into small groups, and give each group one of the objects to work with. The group is to give the object a catchy name, write a slogan, draw an ad, and record a radio promo. Stand back and watch the creative juices flow. Variation: Collect magazine ads and have the students create new advertising campaigns using a different marketing angle. Activity Ten: Parent Involvement Few, if any, projects are successful unless the child is encouraged by the parents and other caring adults. Once the children have developed their own, original ideas, they should discuss them with their parents. Together, they can work to make the childs idea come to life by making a model. Although the making of a model is not necessary, it makes the project more interesting and adds another dimension to the project. You can involve parents by simply sending a letter home to explain the project and let them know how they may participate. One of your parents may have invented something that they can share with the class.   Activity Eleven: Young Inventors Day Plan a Young Inventors Day so that your students can be recognized for their  inventive thinking. This day should provide opportunities for the children to display their inventions and tell the story of how they got their idea and how it works. They can share with other students, their parents, and others. When a child successfully completes a task, it is important that (s)he be recognized for the effort. All children who participate in the Inventive Thinking Lesson Plans are winners. We have prepared a certificate that can be copied and given to all children who participate and use their inventive thinking skills to create an invention or innovation.

Creating a Business Term Paper Example | Topics and Well Written Essays - 750 words

Creating a Business - Term Paper Example Where capital sourcing is not a problem, the biggest challenge is coming up with a business idea. New business ideas can be generated from one’s previous work or industry experience, hobby or interest, or from an evident opportunity that comes out of an existing need or demand of a potential market. The type of business may either be service oriented, manufacturing, or retailing. Another decision to consider is the form of organization, whether to operate as a single owner, or as a partnership or a corporation. It is important to consider one’s personal strength or weaknesses in determining which type of business to undertake for greater success (www.prenhall.com). Finally, there is the challenge of putting everything into a written business plan, which serves as the business road map. The business plan contains the description of the proposed business, industry analysis (including SWOT analysis), mission and vision statement, product development (goods or services), proposed location of the business, management plan, marketing plan (target market, niche or mainstream, pricing and distribution), financial plan, and the scope of operation (local, national, or global) (www.prenhall.com). A â€Å"niche† product is a specialized good or service that is produced or offered to satisfy the special demand or need of a smaller segment targeted market of an existing or mainstream market. It is narrow in focus and is â€Å"designed to appeal to a subset of the mainstream† (www.homebiz-direct.com) Within a stable economic condition, good management and marketing strategies, a niche company may have an advantage in a market because there are few market players less competitors. A niche company’s specialization in a niche product or service is in the best position to address increasing customer satisfaction level in that niche. Another advantage is that a niche company can dictate the price of the niche commodity. However, price would only be an