Tragic Differences :: essays research papers

Tragedy has always been a popular theme in stories and plays. For centuries, people have been captivated by morbidly emotional finales, rather than by happy endings. Stories with a sad outcome fascinate us much more than those, ending on a happy note. Many of the best works of literature are considered to be tragedies. Shakespeare would be a perfect example of a man who had written many delightful comedies; yet, he was more famous for his grave tragedies. People seem to be more attached to something that disturbs them and leaves them uneasy, rather than to something frivolous and amusing. Maybe, it is because tragedies can be very didactic. Maybe, by studying typical causes of tragedy, a person can prevent it from happening in his or her personal life. It is much easier to learn something from someone else's mistakes than from your own. So it is possible that people who really enjoy tragedy do not really enjoy it, but use it to prevent their future misfortunes, if there are any. Othe rwise, how can someone enjoy the pain and the suffering of others? But like everything else tragedy has laws. One of the laws is Hubris. A Rose for Emily, by William Faulkner, can easily be classified as a tragedy. It is a repulsive story about a woman, who died just as she lived: lonely. Emily Grierson was a peculiar woman, who owned a large house, which was a mystery to many people. She never had any real friends and she never had a spouse. And when she started seeing a man, Homer Barron, everybody was assured that she would marry him. But Mr. Barron was as queer as Ms. Grierson was, so their melding was very unlikely. 'When she had first begun to be seen with Homer Barron, we had said, 'She will marry him.'; Then we said, 'She will persuaded him yet,'; because homer himself had remarked – he liked men, and it was known that he drank with the younger men in the Elk's Club – that he was not a marrying man.'; (Faulkner 280) Poor woman probably never even had the chance. But shortly after the two had been acquainted, Homer disappeared, and the woman became even more alienated, until she stopped coming out o f her dusky house at all. At the end of the story, we are told that the disintegrating carcass of Mr. Barron was found in Emily's house in the room that had been locked for years. Tragic Differences :: essays research papers Tragedy has always been a popular theme in stories and plays. For centuries, people have been captivated by morbidly emotional finales, rather than by happy endings. Stories with a sad outcome fascinate us much more than those, ending on a happy note. Many of the best works of literature are considered to be tragedies. Shakespeare would be a perfect example of a man who had written many delightful comedies; yet, he was more famous for his grave tragedies. People seem to be more attached to something that disturbs them and leaves them uneasy, rather than to something frivolous and amusing. Maybe, it is because tragedies can be very didactic. Maybe, by studying typical causes of tragedy, a person can prevent it from happening in his or her personal life. It is much easier to learn something from someone else's mistakes than from your own. So it is possible that people who really enjoy tragedy do not really enjoy it, but use it to prevent their future misfortunes, if there are any. Othe rwise, how can someone enjoy the pain and the suffering of others? But like everything else tragedy has laws. One of the laws is Hubris. A Rose for Emily, by William Faulkner, can easily be classified as a tragedy. It is a repulsive story about a woman, who died just as she lived: lonely. Emily Grierson was a peculiar woman, who owned a large house, which was a mystery to many people. She never had any real friends and she never had a spouse. And when she started seeing a man, Homer Barron, everybody was assured that she would marry him. But Mr. Barron was as queer as Ms. Grierson was, so their melding was very unlikely. 'When she had first begun to be seen with Homer Barron, we had said, 'She will marry him.'; Then we said, 'She will persuaded him yet,'; because homer himself had remarked – he liked men, and it was known that he drank with the younger men in the Elk's Club – that he was not a marrying man.'; (Faulkner 280) Poor woman probably never even had the chance. But shortly after the two had been acquainted, Homer disappeared, and the woman became even more alienated, until she stopped coming out o f her dusky house at all. At the end of the story, we are told that the disintegrating carcass of Mr. Barron was found in Emily's house in the room that had been locked for years.

Coffee shop business plan Essay

1.0 EXECUTIVE SUMMARY Inspirational Grounds will provide a relaxing, Christian-focused, neighborhood-centered place with freshly roasted coffee, specialty drinks, good books, and music. Inspirational Grounds is the answer to an increasing demand. Our target market wants: Neighborhood businesses in South Central Minneapolis Great coffee at a competitive price A comfortable place to socialize with others with similar interests Inspirational Grounds’ goal is to provide the community with a social, entertaining atmosphere where Christian neighbors can meet each other in a neutral, non-denominational setting. Inspirational Grounds is incorporated as an S corporation. This will shield the owner from issues of personal liability and double taxation. This proposal is prepared to obtain financing in the amount of $80,000. The supplemental financing is required to prepare the selected site, purchase equipment, and cover expenses during the first year of operation. The owner will invest $15,000 of her own into the business. This financing will allow Inspirational Grounds to successfully open and maintain operations. The large initial capital investment will allow  Inspirational Grounds to provide its customers with an inviting atmosphere and quality products. A unique, upscale and innovative environment is required to provide customers with an atmosphere that will create socialization. Successful operation in year one will provide Inspirational Grounds with a customer base that will allow it to be self sufficient in year two. Even with our conservative sales forecast, we will maintain a positive cash flow in all months, repay the loan in 12 years, and have a positive net worth over $27,000 by year three. We project that our net profits will increase from $12,000 to over $14,000 over the next three years. CHART: HIGHLIGHTS 1.1 OBJECTIVES Inspirational Grounds’ objectives for the first three years of operation include: The creation of a unique, upscale, innovative spiritual environment that will differentiate Inspirational Grounds from local coffee shops. To make Inspirational Grounds the destination for quality coffee in a welcoming atmosphere for people who are serious about their coffee and growing in their spirituality. The formation of an environment that will bring people with diverse backgrounds and interests together in a common forum. To be an active and vocal member of the community, and to provide continual re-investment through participation in community activities and financial contributions. Consistently providing excellent specialty beverages, bakery items, inspirational books, and music. 1.2 KEYS TO SUCCESS The keys to the success for Inspirational Grounds are: The creation of a unique, innovative, upscale atmosphere that will differentiate Inspirational Grounds from other local coffee shops and future coffee shops. Fresh Coffee roasted on-site daily will give customers a unique experience as well as excellent product. Selling beverages and products that are of the highest quality. The creation of an environment that won’t intimidate the spiritual seeker. Inspirational Grounds will position itself as an educational resource for individuals wishing to learn about the benefits of growing spiritually. The establishment of Inspirational Grounds as a community hub for socialization and entertainment. Encourage the two most important values in Christianity: love and service. 1.3 MISSION As people are becoming more interested in their spiritual side, a neighborhood shop with excellent freshly roasted coffee and non-denominational Christian books and tapes, is a welcomed alternative and/or addition to the local church. Inspirational Grounds is a specialty beverage establishment focused on providing freshly roasted coffee beans, coffee/espresso drinks and information to enhance our customers’ spiritual experience. We also understand that coffee drinkers interested in growing spiritually want a destination, not just a location;we provide them with the best of both. Our goal is to be the destination for Christian coffee drinkers seeking a non-secular environment in the Twin Cities area. People of all ages and backgrounds will come to enjoy the unique upscale, educational, motivational and innovative environment that Inspirational Grounds provides. We believe it is important to remain an active member of the community and to impact our customers’ lives in more ways than the selling of specialty drinks. 2.0 COMPANY SUMMARY Inspirational Grounds, Minneapolis’ South Central area, will offer great specialty beverages and easy access to exciting spiritual information. Inspirational Grounds sells quality products and provides excellent customer service for coffee lovers and persons looking to enhance their spiritual experience. We are looking to lease a retail store which we will use to market and merchandise our products. The company took its name in July 2002, and organized as an S Corporation in October, 2003. Our book and music selection and helpful staff will appeal to the audience that is seeking to grow and learn spiritually in this age of uncertainty. This invigorating aspect will attract younger and elderly members alike who are gaining interest in their spiritual condition. The central location will provide easy access from most points of origin throughout the Twin City area for those who will recognize Inspirational Grounds as a destination point, as well as provide local community residents with convenient access to freshly roasted coffee. 2.1 COMPANY OWNERSHIP Inspirational Grounds is incorporated as an S corporation. This will shield the owner Regina Brown from issues of personal liability and double taxation. The Corporation was formed in October of 2003. 2.2 COMPANY LOCATIONS AND FACILITIES The site, Midtown Commons (Also known as the Sears Project), is located in South Central Minneapolis. The initial space is approximately 2,000 square feet and has ample space for the first three years of growth. The complex has ample parking and significant foot traffic from Allina Healthcare Office Facility. This area was chosen for various reasons, including: Proximity to other areas within the Twin Cities; Central location easily accessed. Proximity to the Lyn/Lake and Uptown areas. High Visibility. Proximity to the many local churches in South Central Minneapolis. Diverse population within the community. Desire for South Central Businesses. Scarcity of other coffee houses in the area. Proximity to the light rail depot and 12th Precinct of the Minneapolis police. All of these qualities are consistent with Inspirational Grounds’ goal of providing a community hub for socialization and entertainment. 2.3 START-UP SUMMARY Inspirational Grounds’ start-up costs will cover coffee, espresso, and specialty drink making equipment, micro-roasting equipment, training, site renovation and modification, capital for operating expenses in the first year, and the inventory necessary to provide customers with the information  needed to grow. A large portion of our start-up requirements will go towards the purchase of specialty drink equipment from Espresso Services, Inc. Our long-term assets will include: One espresso machine One micro-roasting system an Espresso grinder/doser water filtration system Expensed equipment includes: A Bulk grinder for drip coffee Single airpot brewer Smoothie blender Minor additional equipment Additionally, we need funding for initial inventory, both for the coffee shop side of things and the other specialty merchandise, books, and music. Music items will be purchased from Provident Music, Diamante Music Group, and New Day Christian Distributors among others. Books and other inspirational material will be purchased from Bridge-Logos Publishers, KCM, Bethany House Distributors, and others. The site Inspirational Grounds chooses will require funds for renovation and modification. A single estimated figure will be allocated for this purpose. The renovation/modification cost estimate will include the costs associated with preparing the site for opening business.

Leadership Essay

This assignment will examine models and styles of leadership. A reflective analysis will be given of how I led a research team, the impact of Emotional Intelligence on effective leadership will also be discussed. â€Å"The word leader is derived from the Anglo Saxon ‘lede’, meaning ‘to go’. So an organisation that has a leader assumes it is going somewhere†. Adair 1970. There are many theories of what makes a good leader, and also several models of leadership. One of the experts in the field John Adair, whilst working as a lecturer in the 1960-1970s at Sandhurst Royal Military Academy, devised a simple model of â€Å"Action-centred Leadership†. It is represented by three equally sized overlapping circles. Each circle represents a core management responsibility, namely – achieving the task, managing the team and managing the individual. The three elements of Adair’s model are mutually dependent, but also separate to the overall leadership role. Working as a Research Nurse leading a team I quickly recognised that there is no single style of leadership that produces the desired results, each member of the team is individual and responds differently. The ideal approach is to use the style of leadership appropriate to the situation. A good leader will adopt several styles and is able to use them seamlessly and in different measures, it is a skill which needs mastered over time. â€Å"A skilled leader will also be able to catch the mood of the time†. Adair (1970). There are six basic leadership styles: – Coercive, authoritative, affilliative, democratic, pacesetting and coaching. The coercive style can be very effective in crisis situations, when situations need resolved speedily. It can have a negative effect on employee’s motivation and can be perceived as dictatorial. The authoritative style is useful when a team appears to be dysfunctional, though it can become problematic when steering teams of experts who maybe more experienced than the leader. The affilliative style of leadership displays, â€Å"people come first† attitude, this helps in trying to bring a team together to produce more effectively. The democratic style allows employees to have a voice in shared decisions and become involved in generating new ideas. Although it can be effective, it can also be very time consuming, and the identity of the leader may be lost. The fifth style of leadership is â€Å"the pacesetting† style – this is where the leader sets high standards and is visibly adhering to those standards. This approach can have a motivating effect, but can also produce negativity if unachievable targets are set. Finally the coaching style of leadership – this focuses more on personal development than on tasks or targets. It encourages self-awareness, allowing the leader to identify areas of weakness, and able to embrace change rather than resist it. Traits theorists like Stogdill (1974) believed that leaders were born, not made, this approach was best suited to selecting leaders rather than developing them. The people who made good leaders had the right combination of traits. Reflecting on my role as a leader, my main focus was to encourage and motivate staff. It was essential to acknowledge that nurses on the unit were already under pressure with their day to day tasks, in an ever-changing critical environment. To then request staff to participate in a research project required a tactful and supportive approach. l was conscious of the importance of being a visible team leader, and being available to support and encourage staff. Having not had any leadership training in my career, I found myself relying on my intuition in certain situations. To create a positive research culture requires commitment, determination, consistency and a high level of motivation. How do I motivate staff? Was a question I often asked myself. I acknowledged that the â€Å"one size fits all† approach does not work. Individuals are motivated by different interests. How I viewed the project and how others did varied greatly, as did enthusiasm. My view was that this was potentially a ground-breaking study which could change the way the world managed a specific patient group. For others it was just another research project. When individuals are motivated the visible trend is that of high performance with consistently high results, an energetic and enthusiastic work force, which have a clear determination to succeed. They have a willingness to overcome problems, accept responsibility and embrace change. These are essential attributes to create a positive research culture. Maslow’s (1970 ) hierarchy of needs demonstrates how individuals can reach their full potential if their basic needs are met. Csikszentmihalyi (1975) work claims individuals are well motivated by achievable tasks, when they utilise their specific skills. Also when individuals are trusted by senior colleagues encourages motivation; however goals need to be clear and realistic. Receiving feedback is also important, employees need to be listened to and supported, and they also need recognition from managers. These concepts are also highlighted in Maslow’s (1970) theory, individuals need to feel valued and appreciated to maintain high levels of motivation. When employees lack motivation the picture that emerges is that of apathy and indifference, poor time keeping and high sickness rates. There is a tendency to resist change, to exaggerate difficulties within the workplace and a lack of co-operation in dealing with problems. Hertzberg was the first theorist to identify that satisfaction and dissatisfaction at work nearly always arose from different factors and were not simply opposing reactions to the same factors. Goleman (1998). â€Å"The opposite of job dissatisfaction is not job satisfaction, but no job dissatisfaction†. Hertzberg (1959). I used an inclusive approach in my role to promote motivation among the team. For example, regularly updating staff with any results or developments within the project, inviting staff to work alongside the research team so as to gain insight into the process of Clinical Research. I placed great emphasis on ensuring the staff felt valued in their role, without their contribution to the project the research could not happen. Ensuring two-way communication, a reminder of what the aim was and how it may impact on patient’s outcomes in the future was also important. As I set out in my new role as a Research Nurse, I knew little of the theory of Emotional Intelligence (EI) and how it can impact on productivity within a workforce. EI is a relatively recent behavioural model, originally developed by three psychologists, Mayer, Salovey et al (1998 ). The principles of EI provide a new way to understand and assess people’s behaviour, their styles of management, attitudes, interpersonal skills and potential. Reviewing the work of Goleman (1995) enabled me to recognise that people view things differently, what excites one person may create stress for another. Goleman (1998) identified five domains of EI. It is important to know your own emotions and to be able to manage them, this may help in motivating yourself. The ability to recognise and understand others emotions is necessary for organisational and individual development. EI can also be inter-linked with other behaviour, emotional and communication theories such as Neuro-linguistic Programming and empathy. Goleman believes that developing EI, people can become more productive and more effective when developing others. It can also be useful in reducing stress by decreasing conflict, improving relationships and understanding, increasing stability, continuity and harmony within the workplace. Guidelines for Promoting Emotional Intelligence in the Workplace were produced by Chermiss and Goleman (2011), summarising the best current knowledge relating to promoting EI in the workplace. Reviewing the literature an evaluating my role as a leader of a research team, I have a clearer understanding of leadership styles and models, and the importance of understanding the science of Emotional Intelligence and its effect on workforce performance. Using Gibbs Reflective Cycle (1988) in future leadership roles will enable me to assess situations in a more timely structured and objective manner, rather than being reactionary and subjective, particularly when conflicts and poor performance indicator’s arise. I have identified that the leadership styles I have adopted in the past are a combination of pacesetting, affilliative, and participative. When I am time-pressured I can be coercive and fail to acknowledge the workload of the team, which can have a negative effect on performance. I aim to be able to combine more leadership styles more effectively and have greater self-awareness, self-regulation, motivation, empathy and social skills. To be more aware of your own emotional intelligence is a skill that needs mastered overtime, combining those skills with several leadership styles, and being able to evaluate your capacity and capabilities should result in effective leadership.

10 Facts on Online Education for a Creative Presentation

10 Facts on Online Education for a Creative Presentation Online education also known as e-learning is here to stay. This new teaching and learning phenomenon has gradually become mainstream in both brick and mortar colleges and online institutions due to its wide reach or the demographics it opens up for teaching institutes. On the learning or students side, online education has made it possible to receive an education irrespective of ones location. And with a working Internet, students from Africa, Asia as well as incarcerated individuals can learn at the feet of educators from reputable colleges without ever setting foot at the door steps of any educational institute. This ease of dispersing and receiving educational information has seen the online learning phenomenon catch-on in todays information age. To thoroughly understand the benefits, advantages and reach of e-learning, here are some facts about online education which cut across colleges, corporate entities and its long reach across continents. Online education is a motivational tool. Online education gives people of all ethnicity a chance to start all-over again and the anonymity associated with its learning process eliminates the feelings of inadequacy or shame associated with age, gender or accumulative capacity. Statistics show that 37% of online students were the first individuals to attend college in their respective families. This percentage is largely made up of students who did not have the opportunity or funds to pursue a college degree in their younger years. 37% of students who register for an online educational course state that accelerated courses fast track one to getting a degree was a motivational factor. Segmentation of students participating in online education. Online education gives everyone a chance to participate regardless of age and Gender. 37% of students, anticipating in online education fall in the 18 to 29 age bracket while the older generation of between the ages of 30-59 make up 49% of online students. Here is an even more surprising start, 70% of students participating in online education are female while males make up the final 30%. Which means online education has definitely served as a means of empowerment for women. Online education produces professionals. Statistics show that employed professionals make up the bulk of students participating in online education. The facts here are: 60% of online students are employed full time in diverse industry verticals. 21% of the virtual students taking advantage of e-learning handle the responsibility of paying learning fees using personal funds and they do not secure loans to fund their education. Lastly, 33% of professionals taking part in online education are participants in one business related course or the other. These courses usually consist of sales, marketing and leadership. The online education industry is quite. E-learning has continued to grow through the years due to its formal adoption by recognized educational institutions and the corporate world. Recent studies put the total number of online students at 4.6 million. The yearly growth rate of registrants for online education courses stands at 17% and this far outpaces the 1.2% growth rate of the overall enrollments in higher education for physical colleges in the United States. As for brick and mortar higher education institutes, the University of Phoenix leads the way with the largest number of enrolled online students with 15% of the total number of enrolled students in the United States. Online education market is huge. The astronomical growth of online education can also be measured financially and the figures are staggering. At the tail end of 2016, online education is set to hit the $107 billion mark with estimated revenues of $49 billion. Breaking these figures into the major online education segments consisting of Learning Management Systems (LMS),   Rapid Learning Tools and mobile learning LMS is projected to account for $7 billion while mobile learning   will produce $ 12.2 billion of online education overall revenue in 2016. Online education rates are growing. The United States is generally known for having the largest market share in terms of online education. In 2010, the US owned 57% while 2015 saw this reduced to 51% which is still the largest percent owned by any country. In terms of growth rate, the top five countries currently taking every advantage of the revenue online education has to offer in 2015 are: India experienced 55% growth China with 52% Malaysia with 41% Romania with 38% and Poland with 28%. Online education introduces new Learning Management Systems on the regular basis. These systems are basically web software applications used to document, track, report and deliver electronic educational technology. LMS plays a huge role and has carved a sizable part of the online education market. The LMS market was worth $2.5 billion in 2013 and by 2015, it was worth $4.5 billion dollars which represents an annual growth percentage of 25.2%. Using these figures as estimation yardsticks, the LMS market is set to hit $11.5 billion by 2017. Online education uses mobile learning. Mobile technology such as MOOC apps have been part of the online education revolution and the development of smarter mobile devices creates an enable environment for growth. In 2012 mobile learning produced a revenue of $5.2 billion and 2015 saw it produce $8.2 billion which represents a compound annual growth of 18.2%. At this rate, predictive analysis point to a 12.2 billion dollar revenue by the tail end of 2016. Online education and corporate learning. As stated earlier, the corporate world accounts for a substantial share of the revenue online education produces. In the US, approximately 77% of companies make use of e-learning procedures to train office personnel and the corporate e-learning market is predicted to grow at a 13% rate annually. Large companies are the biggest purchasers of online education materials, tutorials and applications. The numbers show that corporations account for 30% of total spending on online education. The demand for online education tools is rising. The 2014 Training Industry report sheds light on the demand for e-learning services and applications in the corporate world. The research which was conducted in the United States showed that: 44% of US companies plan to make use of online education systems by 2016 31% of US companies intend to make use of authoring tools 27% of companies plan to purchase presentation design and courseware tools or sign up with available open source courseware platforms 18% of companies intend to purchase audio and web conferencing tools to pass information across as well as educate office personnel. These facts should get you speed up with the subject. For additional material visit our 20 topics on online education and don’t forget the guide for a creative presentation. References: Justin, F. (2013). 10 Unique Facts about Online Learning. learndash.com/10-unique-facts-about-online-learners/ 8 Battaglino, T. Haldeman, M. and Laurans, E. (2011). The Costs of Online Learning. The Thomas Fordham Institute. http:// www.edexcellencemedia.net/publications/2012/20120110- the-costs-of-online-learning/20120110-the-costs-of-onlinelearning.pdf. Lee, Jr., M. (2011). The College Completion Agenda 2011 Progress Report. College Board Advocacy and Policy Center. http://completionagenda.collegeboard.org/sites/default/files/reports_pdf/Progress_Report_2011.pdf. Babson Survey Research Group: Tracking Online Education in the United States www.onlinelearningsurvey.com/reports/gradechange.pdf Santosh, K. (2013). Surprising Facts about Online Education. http://edtechreview.in/data-statistics/787-surprising-facts-about-online-education-infographic 41 Surprising Facts about Online Students on the Internet.  collegeatlas.org/41-surprising-facts-about-online-students.html Kaplan Open Learning: The Facts about Online Education.  Ã‚  careerealism.com/facts-online-education/

Challenger essays

Challenger essays Even some sixteen years later I still remember the day and what I was doing when I heard that the space shuttle Challenger had exploded. I was five years old in 1986, attending elementary school and being a normal five year old. On Tuesday January 28, 1986 I was home sick from school being babysat by my grandmother because my parents were at work. I knew that day was important because we had talked about the space launch in school and planned on watching it that day. The space launch was extra special this time because it was going to be the first time a civilian would go into space and this was no ordinary civilian it would be a high school teacher named Christa McAuliffe. Just like everyone else tuned into the television that morning I witnessed before my eyes the worst space disaster to date. Dubbed the most memorable moment of the 80s the Challenger explosion was the 80s children most memorable event. There were several reasons that the explosion has had such an affect on my generation. The space launch was being broadcasted across United States live from Kennedy Space Center in Florida (Mahal). This launch was one of the most publicized launches due to the first civilian going into space and also that the launch had been delayed five times before (Mahal). The launch took place on January 28, 1986 at Kennedy Space Center in Florida (Mahal). The skis about Kennedy Space Center were clear and the sun was out in the sky. However the day was very cold the temperature were only slightly above freezing. This launch was going to be the coldest that NASA had ever launched before. The time of lift off was 11:38 AM Eastern Standard Time this was when the 25th shuttle mission lifted off headed towards space. The shuttle would never make it into space it exploded only seventy-three seconds after liftoff killing all seven members of its crew. The video footage of the explosion is the most haunting thing about the mome...

Definition and Examples of Context Clues

Definition and Examples of Context Clues In reading  and listening, a context clue is information (such as a definition, synonym, antonym, or example) that appears near a word or phrase and offers direct or indirect suggestions about its meaning. Context clues are more commonly found in nonfiction texts than in fiction, though they are found in childrens literature, often with the goal of building readers vocabulary. Words can have multiple meanings, so being able to infer the correct meaning from context is a valuable reading comprehension skill. Types of Context Clues You learn new words through context of the words around them, inferring their meaning through whats going on in the story or what has already been explained in the article. Clues to deciphering a words meaning can be subtle hints or straight-out explanations or illustrations of meaning.   Context clues can be synonyms, antonyms, definitions, explanations, word-structure clues, comparisons (such as metaphors and similes), and contrasts. For example: Synonym context clues will have words nearby that mean the same thing: Synonym: The annual fete is scheduled for the last day of school. Its always a great party.Synonym:   That charlatan! he cried. That absolute fake! Antonym context clues will have words nearby that mean the opposite. Antonym: You look pretty content about it, not like youre all languishing in worry, he said.Antonym:  No, no, that didnt literally happen, she said. I was just  speaking figuratively. Definition context clues just spell out the meaning in a straightforward manner: Definition: In Britain they call a cars trunk its boot.Definition: The department  super, as we call them, she explained to the new hire, is Jerry, the utilities  superintendent.   An explanation or illustration can also show the context of the word: Explanation:  She looked at the  random stuff  that had been thrown in the packing box at the last minute, from toothpaste and razors to spatulas and sticky notes. Well, thats quite the  melange, isnt it? she thought.Explanation:  No, no, thats just a  crane fly, not a  gigantic mosquito, he explained. Word-structure clues come from a reader or listener understanding, for example, a base word and a prefix and inferring meaning of their combination, such as knowing anti- means against or knowing one word when hearing something very similar, such as understanding that a memorial is for someone whos died: Word-structure: Im absolutely anti-establishment, the candidate declared.Word-structure: The book was listed in memoriam of his father. Comparison context clues will show the meaning of a word through similarities to other items or elements, similies or metaphors: Comparison: He looked absolutely  flummoxed, like a toddler staring down at his feet on the floor and who just isnt sure about this whole walking thing.Comparison:  No, she said, Im as carefree about it as a bird floating among the clouds. Contrast context clues show meaning through dissimilar elements: Contrast:  It isnt exactly the melee that I expected by your description, he said. The kids are just roughhousing a little. I expected them to be bruised and bleeding.Contrast: I know she said she could  reconstitute  the dried fruit, but a wet raisin just isnt a grape any longer. Limitations of Context Clues Learning new words this way has its limitations, as contexts arent always informative; theyll likely give a reader only a general idea of a word, not a full meaning. If the sentences in which the new word appear dont clearly spell out the definition of the word, the meaning may not be retained by the readers memory for long. For long-term retention, a reader needs to see a word multiple times, and having some instances include a definition will increase the likelihood of a person remembering the word.   Michael Graves wrote in The Vocabulary Book: Learning and Instruction, All in all, the descriptive research on learning from context shows that context can produce learning of word meanings and that although the probability of learning a word from a single occurrence is low, the probability of learning a word from context increases substantially with additional occurrences of the word. That is how we typically learn from context. We learn a little from the first encounter with a word and then more and more about a words meaning as we meet it in new and different contexts.

Assignment Example | Topics and Well Written Essays - 500 words - 106

Assignment Example Critical thinking therefore fosters fair-mindedness and intellectual integrity. It also equips the user with skills that can be learned, mastered and used in life (Huhn, 2013). One of the most widely used critical thinking skills is information seeking. The other critical thinking skills include analyzing; logical reasoning, predicting and transformation of knowledge obtained through useful practical application. Leist, Woolwine and Bays (2012) point out that information seeking as a critical thinking skill involves searching for evidence, facts or knowledge through identification of the relevant sources. It also involves the gathering of information that is objective, subjective, historical and current. There are many information sources. The five primary sources that I utilize in my information search include online and print journal articles, internet websites, books, newspaper articles and past research notes and published research findings. The print and online journal articles are the main source of information. This is because apart from providing up to date information they are also peer reviewed ensuring that the information published is accurate and objective (Eagleton and Guinee, 2002). My choice of sources of information has not significantly changed over the past one year because they are the same that were utilized even then. However, I have become more pragmatic with deploying internet sources so that only the most credible ones are utilized. For example, I look out for the author’s credentials and contacts to see whether he or she is an authoritative source. The format of information input that I prefer the most is through seeing. This is because my comprehension is significantly enhanced through reading and observation as opposed to hearing. The combination of the two usually provides a better understanding of the message communicated, but if I