15 Big Little Words

15 Big Little Words 15 Big Little Words 15 Big Little Words By Mark Nichol Sometimes, short and sweet is best, and English includes many three-letter words that help us accommodate our yearning for concise composition or, to be brief, fix our yen for curt prose. Some are workhorse words the article the, the pronouns his and her, conjunctions like and, prepositions such as for, verbs like put and say. However, other three-letter words pack a lot of punch as nouns, adjectives, and verbs (sometimes adaptable to all three forms of speech), and are suitable for purposes as diverse as fitting into a tight headline or packing a punch in prose. Here’s a list of vivid vocabulary consisting of three letters: 1. Apt: appropriate, or suited or inclined 2. Ire: anger 3. Ken: something known or understood, or to know or recognize 4. Wee: small 5. Vex: to distress, irritate, agitate, or puzzle 6. Eke: to accomplish with great effort (also used to mean â€Å"increase† or â€Å"also†) 7. Cog: a tooth on a gear, or, in a figurative sense, a person as an insignificant part of an enterprise; a similar projection on a piece of wood for interconnecting with another piece; also, flattering, or throwing dice unfairly (also used to mean â€Å"to cheat or deceive,† as well as referring to a medieval sailing vessel) 8. Cwm: a valley or hollow 9. Err: to make a mistake, or to transgress 10. Ere: before 11. Gig: a short-term job 12. Yen: a yearning or urge for something 13. Bar: a beam or rod or other manufactured device or natural feature, or a counter for serving drinks or a commercial enterprise for this purpose, but also a verb meaning â€Å"to obstruct or prevent† or in reference to an exception (â€Å"barring that†) 14. Jet: a powerful stream of material, a jetlike emanation, or an airplane that uses jet propulsion, but also a very dark black, a type of glossy coal often used as jewelry 15. Ram: a male sheep, or a tool used for forcing movement or for breaking through a door or other structure, or a part of a vehicle or vessel designed to damage other vehicles or vessels; to use a tool or similar device Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?Top 11 Writing Apps for iOS (iPhone and iPad)Epidemic vs. Pandemic vs. Endemic

50 Words for Writing

50 Words for Writing 50 Words for â€Å"Writing† 50 Words for â€Å"Writing† By Mark Nichol As an unabashed proponent of reasonable elegant variation the moderate use of synonyms to avoid tiring repetition of a specific word throughout a passage I offer this assortment of terms for a piece of writing: 1. Article: This word, with the diminutive -le as a clue, refers to a small part of a publication (thus, the extension of the word to mean â€Å"thing† or â€Å"item†) more specifically, a piece of nonfiction that appears in a periodical or on a Web site. (It also refers to a section of an official piece of writing.) 2. Brief: Breve, the Latin predecessor of this synonym for short, acquired the connotation of â€Å"summary† or â€Å"letter† when it was used in the Roman Catholic Church to refer to a missive less extensive than a bull. (That word comes from the Latin word bulla, â€Å"knob,† referring to the seal that ensured discretion.) Brief now refers to a legal summary hence briefcase. 3. Causerie: This noun form of the French verb causer, â€Å"to chat,† directly borrowed into English, means â€Å"a brief, informal essay.† 4. Chronicle: This term, derived from the Greek term ta khronika (â€Å"the annals†), refers to a an account of a succession of historical events. 5. Column: This word originally referred to a vertical block of type on a page, echoing the original meaning of â€Å"pillar.† Early journalistic publications, which made no pretensions to objectivity, laid out various pieces of writing in distinct columns, hence the modern connotation of an article advocating a point of view. 6. Commentary: The Latin term from which this word derives, commentarius, refers to personal writing, but the modern sense is of an opinion piece. 7. Composition: This descendant of the Latin word compositionem (â€Å"putting together†) refers to the assemblage of sentences that constitutes a written effort, either in general or in the specific reference to a scholastic exercise. 8. Critique: A critique, as the name implies, is a work of criticism; the connotation is of a formal, erudite dissection of another written work (or any creative endeavor). 9. Diatribe: Interestingly, this word’s Latin precursor, diatriba, has the neutral connotation of â€Å"learned discussion.† A couple hundred years ago, it acquired the sense, now exclusive, of harsh criticism or complaint. 10. Discourse: The meaning of discursus, the Latin term from which discourse stems is â€Å"the act of running around,† suggesting the process of progressing through a written argument. 11. Discussion: Despite the resemblance of this word to discourse, there is no relation; the Latin origin is discussus, meaning â€Å"to break apart,† which led to the noun discussionem and its sense of â€Å"examination.† 12. Dissertation: The term from which this word’s Latin ancestor, dissertationem, is ultimately derived means â€Å"to take words apart†; the primary sense now is of scholarly writing that examines or debates an assertion. 13-14. Document: The Latin term documentum (â€Å"example, lesson, proof†) now has a generic sense of any piece of writing. Documentation, however, implies information provided to support or authenticate other writing, and is used especially in computing and in academic research. 15. Editorial: This word derives from the direct borrowing of the Latin term editor (â€Å"one who presents†). As the entry for column explains, all editorial content was originally subjective, but in modern journalism, the term refers to a statement of opinion by a periodical’s management or by a guest commentator. The latter variety is often relegated to an op-ed page. (The latter term is an abbreviation for â€Å"opposite the editorial page† that being the sheet on which the publication’s own arguments are printed.) 16. Essay: The meaning of this word is â€Å"attempt† (it’s related to assay, which refers to a test of a metal’s purity), with an original connotation, long since muted by the quotidian ubiquity of the scholastic assignment by that name, of a written opinion presented for the audience’s approval. 17. Examination: The sense of â€Å"test† for this word (or for exam, the truncated form that has largely supplanted it) follows the original meaning of â€Å"test or judging in a legal context† (hence the judicial term cross-examination). 18. Exposition: This word derived from the Latin term expositionem (â€Å"something shown or set forth†) can mean â€Å"narration† or, more often, â€Å"explanation; the latter sense is employed in literary criticism to refer to the author’s technique in revealing background details. 19. Feature: This term, taken from Latin by way of French, means â€Å"a formation.† In writing, it refers to an article specifically, usually a profile of a person, place, or thing, perhaps with a more conversational style, as opposed to a more straightforward news or informational piece or an opinion. 20. Guide: This word from the same term in French, originally meaning â€Å"one who shows the way,† refers to publications that inform readers about how to do something or where to visit. It may be extended to guidebook. 21. Memorandum: Taking directly from the Latin word for â€Å"(thing) to be remembered,† this word, and its abbreviation, memo, refer to an official note. 22. Minutes: This word, which stems from the Latin phrase minuta scriptura (literally, â€Å"small writing†), refers to a record of a meeting or a similar event. 23. Monograph: This word, which literally means â€Å"writing about one (thing),† refers to academic writing on a topic. 24. Narrative: The Latin term narrationem means â€Å"recounting,† and this word is a synonym for â€Å"story,† though it also specifically refers to storytelling style. 25. Polemic: This Anglicization of the French word polemique (â€Å"controversial†) means â€Å"a harsh response to or refutation of an opinion.† 26-28. Paper: This meaning an example of synecdoche, in which the name for a material stands in for something made of that material (as in wheels as slang for car) describes a scholarly written presentation. A variation is white paper, a piece of writing prepared for or by a government entity or a business to inform or persuade. By contrast, a green paper is a preliminary version of a white paper. 29. Proces-verbal: This French term meaning â€Å"verbal trial† is an unnecessary synonym for report unless, perhaps, one wishes to mock the formality or pretension of a report. 30-33. Prolegomenon: This mouthful of a synonym for preface, taken directly from Greek, means â€Å"to say beforehand,† though it may be used in a more general sense than preface, which usually refers to a specific component of a book. (A book preface, by the way, is distinguished from the proximately placed foreword by the fact that it is the author’s statement of purpose, intended audience, scope, and content. A foreword, by contrast, is a recommendation from another person. There may also be an introduction, which orients the reader to the topic.) 34. Propaganda: This word, stemming from the Modern Latin word for â€Å"propagating,† was used by the Roman Catholic Church in the sense of disseminating the Gospel. Since then, it has acquired a derogatory connotation, referring to true, slanted, or fabricated information designed to promote one’s, or criticize another’s, position or ideology. 35. Proposition: Like many words on this list, proposition comes down almost intact from Latin in this case, from propositionem, meaning â€Å"a statement.† In rhetoric, it is specifically the initial statement of an argument, or a point offered for consideration. It is also employed to refer to a type of referendum. 36. Rant: Alone among all the words on this list, rant is from a Germanic language, rather than Latin or Greek: Randten means to talk foolishly, and a rant is an emotional and perhaps irrational criticism in speech or in writing. 37. Report: This translation of the Latin word reportare, meaning â€Å"to carry back,† in noun form refers to a written or spoken account. More specifically, it acquired the sense of an investigative summary and, by extension, a scholastic exercise. 38. Review: This word, from the Latin verb revidere (â€Å"to see again†) by way of French (as the noun reveue) is used as a less formal synonym for critique (a written evaluation of a creative product). 39. Screed: This word (from the Old English term screde, â€Å"fragment,† and related to shred) needs context assistance, because it can mean â€Å"informal writing,† â€Å"a long speech,† or â€Å"a rant.† The last sense is the most frequent, but make sure, whatever usage you intend, that your readers will understand your intent. 40-41. Script: This derivation of the Latin word scriptum, â€Å"a piece of writing,† is versatile. It can refer to a piece of writing in general, to a set of instructions, or to a copy of a play, a screenplay, or a similar work, as well as to a brief computer program. It also has an informal connotation of an orchestrated version of reality that all associated parties are expected to adhere to. Manuscript literally means â€Å"a piece of writing produced by hand,† though now it has the more general meaning of a draft of writing at any stage of preparation, as opposed to a published version. 42. Study: Based on the Latin term studere, â€Å"to be diligent,† the verb gave rise to the noun meaning â€Å"evaluation† or â€Å"experiment† and then to a sense of a written account of the procedure. A case study is an account of a particular person, event, or situation. 43. Testament: Testamentum, in Latin, means â€Å"will,† as in the legal document, as does the English derivation, but it can also mean â€Å"a supporting statement.† 44. Testimonial: This word, derived from the Latin term testimonium, which originally referred to biblical scripture, came to mean â€Å"an attestation of the virtues of a person or thing.† 45. Theme: This word comes from Greek, meaning â€Å"something set down,† and is akin to thesis (see below), though it often refers merely to a student composition. 46. Thesis: Thesis stems from the same Greek root as theme (tithenai, â€Å"to set†); the former word, like the latter, means â€Å"something set down.† The formal meaning is of a piece of writing produced as a requirement for a college degree, but it also has a general sense of â€Å"a statement to be proved† and as such can refer to an introductory argument in a larger work. 47. Tract: A truncation of the Latin term tractatus, â€Å"a treatment,† tract has an often pejorative sense of a piece of propaganda (see above) or something reminiscent of such, often in pamphlet form. 48. Treatise: This word stems from a French derivation of the Latin term tractatus (see above) and refers to an argument that discusses and analyzes a topic. 49. Treatment: Treatment, which has the same root as treatise, is usually employed to refer to an outline or early adaptation of a screenplay. 50. Write-up: This informal term for a piece of writing can carry a connotation of a work with an unduly positive bias, so take care that the context communicates this intent or the lack thereof. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:36 Adjectives Describing Light34 Writing Tips That Will Make You a Better WriterOne "L" or Two?

Religion (Jesus) Essay Example | Topics and Well Written Essays - 500 words

Religion (Jesus) - Essay Example He lifted his hand to heal. His heart was at peace.† (Lucado, Max, â€Å"Grace for the Moment†, 2000, J. Countryman, a division of Thomas Nelson, Inc., Nashville, Tennessee, ISBN: 0-8499-5624-2, p.44). This excerpt should clearly point to the answer to the above question. Yet, knowing that Matthew, John, Mark and Luke (John and Matthew being among Jesus’ disciples and apostles) wrote the four Gospels of the New Testament, shouldn’t we set the question whether only the apostles and individuals (believers and followers) from His time (I century AD) and later should be considered His disciples? Haven’t we all Christians been His disciples for 20 centuries and more, even those whose atheism has been only a product of the communist regime in some countries? To be able to answer this question, we should clearly understand the meaning of the word disciple. Literally, it means a learner, or someone who follows another’s teaching. To be a disciple of Jesus, therefore means to have a strong desire to follow Jesus and become like him. To become like Jesus, one needs endless love in his/her heart. If we consider ourselves disciples of Jesus, good enough to write ma ybe a New Testament, we should ask ourselves whether we have this endless love for everything alive on this Earth and whether we are true believers. I strongly doubt it.

Power Dynamics and Organizational Change Assignment

Power Dynamics and Organizational Change - Assignment Example It is evidently clear from the discussion that when a person is emotionally under stress what he needs is the care and consideration of his family. But, an ordinary soldier in his early years of service is not permitted to take his family along with him unless he is an officer. This is what makes difficult the life of a soldier. While realizing these unconcealed facts the educated youths of modern era prefer to revisit their prior decision. This should not happen as the fate of a country rests with its dynamic youths. So, it inevitably requires some sort of structural changes in the entire organization. For this things must be changed from their present state of affairs. Places where transformation is sought First of all, as Mundell points out, depression and stress are the unrecognized problems of a number of soldiers returning from war fronts. To illustrate, while some of them feel they are treated as guests at their own homes, others feel estranged as their children do not respond warmly to them. According to the writer, if they do not feel the support of their family members and the warmth of the love of their dear ones, they have greater difficulty in recovering from the symptoms of depression. So, measures should be adopted to accommodate the families, at least the wives of the soldiers with them. Moreover, soldiers are suffering from stress which is a result of frequent combat operations. As they are also flesh and blood they may become upset on seeing destroyed houses, dead bodies or on the event of the death of their colleagues or even for being directly responsible for the death of some enemy soldiers. In this regard, every soldier must be availed the assistance of a counseling expert as and when he requires. In order to help this, psycho care units can be started alongside cantonment areas. No commander or superior must be entitled to hold back this right of soldiers. Any soldier who has some severe emotional damage must be evacuated to a fitting pla ce for the further health check. It will do well to bring the stress down in his community as well as personal life. However, the primary duty of a soldier is to protect and fight for his nation. So, changes to be made should not affect the role to be played by him. Another important crisis is the detrimental relationship between superiors and the men under their command. There is always a chance for skirmishes between commanding officer and his men as they are not satisfied with the commands placed and orders made by the officer. But on certain occasions, the superiors themselves have a tendency to humiliate their men for silly matters. Instead of giving a word of praise for a remarkable work done, they are ruthlessly reprimanded even for a microscopic slip-up. When such humiliations cross the boundary, the soldiers either end up their lives or shoot at their own officers and colleagues. It is a matter of serious concern as such incidents are numerous. In order to curb this, as in any organization, a separate personnel grievance redressal forum should be established in the military set up. As the head of the forum is an expert in HR related matters it will be of tremendous help in solving out all personnel related affairs.

Professional Abilities Essay Example for Free

Professional Abilities Essay There are several organizations for each professional for example: teachers, social workers, accountants and business owners just to name a few. Then there are sororities and fraternities which consist of all of these professionals in one melting pot. The professional organization which I will describe in the paper is the National Association for the Education of Young Children (NAEYC). As an employee in a Child Care Facility being apart of this organization can help improve my career if I choose to become the director in a few months. The following paragraph describes the history of the organization and what it has done for the early childhood program. As a mother of 5 with 4 attending school in the public school system this organization is in the public eye and moving forward with efforts to improve the early childhood system and help teachers, parents and congress to understand how important our childrens education should be to us. I can join this organization and help to change laws that can have an impact for not only my children but also grandchildren, nieces, nephews and the children that attend my Childcare facility my eyes could be open to new information, meeting people from all aspects of life at the national meetings and even go to Washington DC to help influence them to increase the funding, or make changes to existing policies regarding early childhood education. NAEYCs mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources. National Association for the Education of Young Children has become the nations premier organization for early childhood professionals—setting research-based standards and providing resources to improve early childhood program quality, enhance the professional development and working conditions of program staff, and to help families learn about and understand the need for high quality early childhood education. Through position statements, work with other organizations, and its national voluntary accreditation system, NAEYC has been the leader in promoting excellence in early childhood education for all young children from birth through age 8. NAEYCs roots extend to the 1920s when professional researchers and educators began organizing nursery schools for young children. Concerned about the quality of the proliferating programs, Patty Smith Hill identified a multidisciplinary group of 25 individuals, among them Arnold Gesell, Lois Meek (Stolz), and Abigail Eliot, to consider the need for a new association. A public conference was held in Washington, DC in 1926. By 1929, the group was organized as the National Association for Nursery Education (NANE) and had published its first book—Minimum Essentials for Nursery Education. In 1964, NANE was reorganized as the National Association for the Education of Young Children (NAEYC). Also that year, the federal Head Start program was launched, focusing public attention on preschool education. In the early 1980s, concern about the quality of early childhood services available to the burgeoning numbers of families seeking child care and preschool programs for their young children led NAEYC to begin planning a national voluntary accreditation system for early childhood programs. NAEYCs work in developing position statements and setting standards for different aspects of early childhood education continued throughout the 1990s. The National Institute for Early Childhood Professional Development focuses attention on improving the quality of preparation and ongoing professional development for teachers of young children by providing a place to learn from researchers about new developments and evaluations of pedagogy, curriculum, assessment, and teacher education. By its 75th anniversary in 2001, the association was engaged in a project to reinvent its accreditation system (scheduled to be fully implemented in 2006). Funding provided by a variety of contributors has been instrumental to the success of this effort. In addition, a comprehensive restructuring of its affiliate groups (most of which successfully re-affiliated in 2004) had also been launched. Interest Forums were established as a membership benefit in 2001 to encourage communities of learning on issues related to the NAEYC mission. Funding provided by the Doris Duke Charitable Foundation enabled NAEYC to establish the Supporting Teachers, Strengthening Families project to prevent child abuse and promote childrens healthy social development by helping teachers better communicate with families on difficult issues. The Association also adopted standards for professional preparation associate degree programs in early childhood education and launched plans to develop an accreditation system for these institutions. This effort has been generously supported by a number of contributors. The results of earlier efforts to build the Associations policy presence are clearly visible in 2004. Affiliates and members receive training, technical assistance and resources to help them improve the capacity of their efforts to promote good public policies and investments in affordable, high quality early childhood education programs. NAEYC is recognized as a leading voice in Congress and in state capitols on what is needed to help improve early childhood programs and services for all young children and their families, ranging from child care and Head Start, to early elementary grade reading programs and appropriate assessment. Early childhood educators look to NAEYC for journals, books, and other resources that combine a solid research base and information and features that make them highly accessible and useful for practitioners, teacher educators, and policy makers. NAEYC Conferences continue to be the meetings that just cant be missed, serving a critical convening function for the early childhood profession and providing a valuable professional development opportunity. Approaching its 80th anniversary, NAEYC is proud of its traditions, but also looks to the future. The Association is committed to becoming an ever more high performing inclusive organization that invites all individuals, families, communities and organizations to work together to improve the lives of all young children. They offer an Associate Degree Accreditation Program too many Universities that have programs in Early Childhood to make sure they are preparing their students for their career. They also offer Early Childhood professionals resources to improve their practice through training and professional development. After reading all the above information we should all be apart of this type of organization that cares greatly for the education system that our child (ren) participate in on a daily basis.

Education Essay -- essays research papers

School the great Equalizer In his essay, “I should have never quit school';, D. DeMott rejects the myth that all social classes receive the same education. He supports his essay by denying that the stating line is the same for all students in the American educational system. DeMott begins his essay by giving us an example of the mythological belief that school is a fair institution where everyone begins at the same starting line. Next, DeMott gives general ideas about the American publics denials, and the educational system, provides for students. To support these denials DeMott gives us some assumptions of the general public’s beliefs on education.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first assumption is about intelligence, an individual is college material, intellectual because he/she was born smart and it’s up them to take advantage of it, and that teachers see this genetic trait. According to your intellectual level the school system will see this and place you in the proper educational training which best sues you.   Ã‚  Ã‚  Ã‚  Ã‚  The next assumption is that your community motivates lower class students to attend institutions of higher education by providing them with financial assistance. The difference of the social economic level of the community abilities to provide for the st...

Night and Dawn †A Comparison of Elie Wisel’s writings Essay

Night and Dawn, both written by Elie Wiesel, are two books that have changed the way people view life and death. Night is a story of the Holocaust that occurs in the time frame of the mid-1900s. Elie, the author and the main character of Night, tells of the horrific years he spent in Germany’s concentration camps. During this time period, millions of Jewish people were shot by merciless Nazis. Dawn focuses on a young boy Elisha who is recruited into a terrorist organization after the Holocaust. He eventually finds himself caught in the middle of the war between the Jewish and the British fighting for freedom. Both of Wiesel’s stories involve poignant emotions. Night shows the reader the horror of being murdered. Similarly, Dawn is about the horror of murdering someone. It is interesting to note that in Night, the Jewish is in front of the gun; in Dawn, the Jewish man is behind a gun. Both situations contain the predominant emotion of fear. The two stories vary, but behind their covers, these stories deal with the same topic–cruel murder. Elie Wiesel deals with this topic through the characters, the character’s histories, and their similarities and differences. Elie Wiesel’s journey begins in Sighet where his family believed strongly in their religion. The Nazis have set the goal — genocide of the Jewish citizens. He is sent to a concentration camp in Germany where he must endure the harsh brutality of the Nazis. It is only at these concentration camps that Elie discovers the truth about himself. Dawn is about a scarred Jewish man Elisha who is recruited to join an extremist group that is fighting for their freedom against the English. One of the terrorist party members, David, is captured by the English during an operation of smuggling arms and is threatened to be killed for committing this crime. The Jewish freedom fighters suddenly become enraged and devise their own plan; The capture of their own hostage, Captain Dawson. The Jewish then plan to exchange the Captain for David. Elisha, who just joined the group, is then assigned his first task–the harsh mission of murdering the Captain. While Elisha may not have a physically painful task, he must endure the mental anguish that murder brings. Once the murdered, now the murderer. Wiesel utilizes the characters to emphasize his purposes. The two main characters in Night and Dawn, Elie and Elisha, share both similarities and differences. Elie keeps his feelings and his actions within his mind. His thoughts tell the story and provide readers with emotion. On the other hand, Elisha tends to act his thoughts out, which is the main reason that he joined the terrorist group. For example, Elie prays regularly in order to fuel his hope that one day he will find freedom; Elisha contrastingly kills and destructs out of his emotional and horrendous past. This they both lost their precious childhood at such an early age. Their childhood provides us with the chance to be naà ¯ve and more importantly, the chance to be innocent. Innocence is the only time in life, where you do not possess the knowledge to differentiate between right and wrong. Unfortunately, the main characters did not have the time to slowly explore maturity. Instead, they were forced into the scary and unstable life of adulthood ultimately leading Elie and Elisha down to the fork in the path. The two narrators try to convince themselves that their actions are helpful to society or to themselves. For example, Elisha says, â€Å"I’ll think of David too, I reflected. He’ll protect me. John Dawson may try to make me laugh, but I won’t do it. David will come to my rescue† (79). Elisha is trying to reassure himself that David, the Jewish hostage, is a good reason to murder the Captain. Similarly, Elie had many thoughts toward his commitment to God. When he finally questions his faith he claims, â€Å"I felt very strong. I was the accuser, God the accused† (65). As shown through these examples, throughout the novels, the reader is able to grasp and feel Wiesel’s thoughts and ideas by carefully observing and analyzing the characters of Elie and Elisha. Wiesel wrote Night in an attempt to leave the reader feeling as if he were a Jewish citizen during the time of the Holocaust. The author achieves this through his vivid descriptions and emotional family affairs, such as the time where Elie is separated from his family. When connecting with a character, one understands the character’s dilemmas, such as Elie’s questioning of his religious faith. In Dawn, Wiesel’s purpose was to make the reader see through the eyes of a murderer, and the difficulty of murdering without a reason in which he believes. Elisha struggles because he  cannot find the answer to the question within himself: â€Å"Why am I killing Captain Dawson?† Both stories try to make the reader empathize with the main character. Both Elie and Elisha have a difficult time living in Night and Dawn. The author exaggerates this in Dawn by using the phrase â€Å"Poor boy!† to describe Elisha. In Night, the author tried to gain sympathy for Eli e by putting him into painful situations. One event that represents this was the time where Elie was whipped by a Kapo, â€Å"He took his time between each stroke. Only the first ones really hurt me. I could hear him counting† (55). Going into more depth, Wiesel writes about how each character deals with his pain. Elie copes with loss through his belief in God and his strength; Elisha copes with his loss by communicating with apparitions of the people by which he has been influenced, and the people he has influenced. While making the readers sympathize with the main characters, Wiesel also uses both stories as important information that reflect on our past and our present. Night and Dawn serve as documentations that show readers some of the darkest moments in our history. In these two novels, the author compares the past to the present. While the audience reads this book, it may realize that we still face the same problems today as we did fifty years ago. Perhaps Wiesel wrote these books in attempt to change the future for the better of mankind. Even though there are many similarities between Night and Dawn, the books also have significant differences. Foremost, in Dawn, The tables have turned, and this time they are in control. Many times throughout Dawn, the terrorists say, â€Å"This is war,† in an attempt to give reason to the assassination of the English man. However, they are simply â€Å"putting on the field-gray uniform of the SS† (30). Perhaps the Nazis used this same excuse while brutally slaughtering thousands of Jewish people. The attacker must put himself in the victim’s shoes; likewise, the reader must put himself into the main character’s shoes. And although the tables have turned for the Jewish man, the reader can still relate to the main character because he is in his shoes. This slaughtering inevitably scars each victim. Of course, each character deals with his pain in a different way. In Night, Elie uses his thoughts to heal his wounds constructively. In Dawn, Elisha acts out his thoughts and seeks revenge destructively. A prime example that is  representative of Elie is the time when he sees the young boy that is being hung. At this event, a man asks, â€Å"Where is God now?† Elie then responds with the following thought: â€Å"Where is He? Here He is–He is hanging here on this gallows†¦Ã¢â‚¬  (62). However, Elie does not speak out; rather, he keeps his thoughts within himself. On the other hand, Elisha uses his instinct to guide him into sin. As Elisha bitterly states: I understood Gad’s bitterness; indeed I envied it. He was losing a friend, and it hurt. But when you lose a friend every day it doesn’t hurt so much. And I’d lost plenty of friends in my time; sometimes I thought of myself as a living graveyard. That was the real reason I followed Gad to Palestine and became a terrorist: I had no more friends to lose (35). This suggests that Elie has become totally numb to the idea of death. He has been set free to the burden of mourning. This is why Elisha does not cry or yell out in pain after he murders Captain Dawson. It is interesting to note that even though Elie and Elisha find themselves in similar situations, they each deal with their problems in their own unique ways. These two novels carry the same purpose–touching the hearts of the readers from their history, to their agonizing life during the Holocaust. In Dawn, Wiesel states that â€Å"War is like night†¦ It covers everything†. This statement proved true for both Elie and Elisha; however, the war did not give them the same view on life or of the Holocaust. Dawn and Night show the good and the bad that resulted from living in a painful past. Elie searches within himself to discover inner peace, even during such a painful period in his life. Similarly, Elisha also searches within himself but unlike Elie, he discovers extreme hatred. Dawn and Night are stunning novels that bring the reader into some of the most painful and agonizing scenario; this was what Wiesel desired–and he has been successful.

Blending and Sounding

Grapheme-phoneme requires a great deal of sound mimicking from the students, visual and material presentation, as well as word utilization. The teacher should first understand that the alphabet is known to be units which have its own unique sound. Thus, the teacher should clearly establish that there are certain instances wherein sounds in a word constitute more than a single alphabet. Also, students should clearly identify that speech is composed of a variety of sounds.There are different areas that students need to fully practice to enable themselves to comprehend the concept of graphemes-phonemes and enhance their reading skills. These are (1) awareness of the relationship between sounds and words, (2) understanding the connection of a letter to a sound, (3) utilizing the relationship between letters and phonemes to identify printed words then read and spell them, and (4) understand what is read (Good III, Simmons & Smith, 1998).To do this, the teacher should first tell the studen ts that they will be studying a new sound. The teacher should then demonstrate how the new sound is enunciated. The enunciation of the sound to be taught should then be mimicked by the students to establish that the students become fully familiar of the sound. This should be done repeatedly until all the students follow through with the sound enunciation and pronunciation.After the sound has been mimicked and has become familiar by the students, the teacher should then show a visual of the letters comprising the sound. This would make the students identify the sound as a grapheme-phoneme for this specific sound does not consist of a single alphabet but a group of it. To fully make the students understand that there are more than one letter that constitutes this certain sound, the teacher should have some of the students assist in holding separate visuals to make the students aware that the symbols are more than just one.After establishing to the students the information that there i s more than just one alphabet that makes up the sound taught, the teacher could further make the students understand on their own that the alphabets being presented are separate by having them enunciate the sound of each letter individually. However, the teacher should have the students know that despite of the individual sounds these separate letters make; it still creates a new sound when combined. Since the students are familiarized with the letter composition of the sound, the teacher should then make the students understand that these sounds are used in words.To do this, the teacher should make use of words that comprises these grapheme-phonemes. He/she could utilize different materials that would help the students identify a word that contains this sound. And ultimately, the students should then become familiar with the word, enunciate it correctly, and understand the word completely. References Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambrid ge, MA: MIT Press. Good III, R. H. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) with CBM.Early Childhood Research Institute on Measuring Growth and Development. Eugene, OR. The National Strategies, Department for Children, Schools and Families (Producer) Phase 3: Teaching grapheme–phoneme correspondence and practising oral blending. Retrieved from February 17, 2009. Wren, S. Phoneme Awareness. Developing Research-Based Resources for the Balanced Reading Teacher. Retrieved from http://www. balancedreading. com/phonemeawareness. html February 17, 2008

Tiger I Tank in World War II

Tiger I Tank in World War II The Tiger I was a German heavy tank that saw extensive service during World War II. Mounting the 88 mm KwK 36 L/56 gun and thick armor, the Tiger proved formidable in combat and forced the Allies to alter their armor tactics and develop new weapons to counter it. Though effective on the battlefield, the Tiger was badly over-engineered making it difficult to maintain and expensive to produce. Additionally, its heavy weight increased fuel consumption, limiting range, and made it hard to transport to the front. One of the iconic tanks of the conflict, over 1,300 Tiger Is were built. Design Development Design work on the Tiger I initially began in 1937 at Henschel Sohn in response to a call from the Waffenamt (WaA, German Army Weapons Agency) for breakthrough vehicle (Durchbruchwagen). Moving forward, the first Durchbruchwagen prototypes were dropped a year later in favor of pursuing the more advanced medium VK3001(H) and heavy VK3601(H) designs. Pioneering the overlapping and interleaved main road wheel concept for tanks, Henschel received permission from WaA on September 9, 1938, to continue development. Work progressed as World War II began with the design morphing into the VK4501 project. Despite their stunning victory in France in 1940, the German Army quickly learned that its tanks were weaker and more vulnerable than the French S35 Souma or the British Matilda series. Moving to address this issue, an arms meeting was convened on May 26, 1941, where Henschel and Porsche were asked to submit designs for a 45 tonne heavy tank. Tiger I tank under construction at Henschel plant. Bundesarchiv, Bild 146-1972-064-61 / CC-BY-SA 3.0 To meet this request, Henschel brought forward two versions of its VK4501 design featuring an 88 mm gun and a 75 mm gun respectively. With the invasion of the Soviet Union the following month, the German Army was stunned to encounter armor that was vastly superior to their tanks. Fighting the T-34 and KV-1, German armor found that their weapons were unable to penetrate the Soviet tanks in most circumstances. The only weapon that proved effective was the 88 mm KwK 36 L/56 gun. In response, WaA immediately ordered that prototypes be equipped with the 88 mm and ready by April 20, 1942. In trials at Rastenburg, the Henschel design proved superior and was selected for production under the initial designation Panzerkampfwagen VI Ausf. H. While Porsche had lost the competition, he provided the nickname Tiger. Essentially moved into production as a prototype, the vehicle was altered throughout its run. Tiger I DimensionsLength: 20 ft. 8 in.Width: 11 ft. 8 in.Height: 9 ft. 10 in.Weight: 62.72 tonsArmor ArmamentPrimary Gun: 1 x 8.8 cm KwK 36 L/56Secondary Armament: 2 x 7.92 mm Maschinengewehr 34Armor: 0.98–4.7 in.EngineEngine: 690 hp Maybach HL230 P45Speed: 24 mphRange: 68-120 milesSuspension: Torsion SpringCrew: 5 Features Unlike the German Panther tank, the Tiger I did not draw inspiration from the T-34. Rather than incorporate the Soviet tanks sloping armor, the Tiger sought to compensate by mounting thicker and heavier armor. Featuring firepower and protection at the expense of mobility, the Tigers look and layout were derived from the earlier Panzer IV. For protection, the Tigers armor ranged from 60 mm on the side hull plates to 120 mm at the front of the turret. Building on the experience garnered on the Eastern Front, the Tiger I mounted the formidable 88 mm Kwk 36 L/56 gun. This gun was aimed using Zeiss Turmzielfernrohr TZF 9b/9c sights and was renowned for its accuracy at long range. For power, the Tiger I featured a 641 hp, 21-litre, 12-cylinder Maybach HL 210 P45 engine. Inadequate for the tanks massive 56.9 tonne weight, it was replaced after the 250th production model with a 690 hp HL 230 P45 engine. Featuring torsion bar suspension, the tank used a system of interleaved, overlapping road wheels running on a wide 725 mm (28.5 in) wide track. Due to the extreme weight of the Tiger, a new twin radius type steering system was developed for the vehicle. Another addition to the vehicle was the inclusion of a semi-automatic transmission. Within the crew compartment was space for five. This included the driver and radio operator which were situated in the front, as well as loader in the hull and the commander and gunner in the turret. Due to the Tiger Is weight, it was not capable of using most bridges. As a result, the first 495 produced featured a fording system that allowed the tank to pass through water 4 meters deep. A time consuming process to use, it was dropped in later models which were only capable of fording 2 meters of water. Tiger I crew making track repairs in the field. Bundesarchiv, Bild 101I-310-0899-15 / Vack / CC-BY-SA 3.0 Production Production on the Tiger began in August 1942 in order to rush the new tank to the front. Extremely time-consuming to build, only 25 rolled off the production line in the first month. Production peaked at 104 per month in April 1944. Badly over-engineered, the Tiger I also proved expensive to build costing more than twice as much as a Panzer IV. As a result, only 1,347 Tiger Is were built as opposed to over 40,000 American M4 Shermans. With the arrival of the Tiger II design in January 1944, Tiger I production began to wind down with the last units rolling out that August. Operational History Entering combat on September 23, 1942, near Leningrad, the Tiger I proved formidable but highly unreliable. Typically deployed in separate heavy tank battalions, Tigers suffered high breakdown rates due to engine problems, the overly complicated wheel system, and other mechanical issues. In combat, Tigers had the ability to dominate the battlefield as T-34s equipped with 76.2 mm guns and Shermans mounting 75 mm guns were unable to penetrate its frontal armor and only had success from the side at close range. Due to the superiority of the 88 mm gun, Tigers often had the ability to strike before the enemy could reply. Though designed as a breakthrough weapon, by the time they saw combat in large numbers Tigers largely were used to anchor defensive strong points. Effective in this role, some units were able to achieve kill ratios exceeding 10:1 against Allied vehicles. Despite this performance, the Tigers slow production and high cost relative to its Allied counterparts made such a rate insufficient to overcome the enemy. Through the course of the war, the Tiger I claimed 9,850 kills in exchange for losses of 1,715 (this number includes tanks recovered and returned to service). The Tiger I saw service until the end of the war despite the arrival of the Tiger II in 1944. Fighting the Tiger Threat Anticipating the arrival of heavier German tanks, the British began development of a new 17-pounder anti-tank gun in 1940. Arriving in 1942, QF 17 guns were rushed to North Africa to help deal with the Tiger threat. Adapting the gun for use in an M4 Sherman, the British created the Sherman Firefly. Though intended as a stopgap measure until newer tanks could arrive, the Firefly proved highly effective against the Tiger and over 2,000 were produced. American forces with a captured Tiger I tank in North Africa, 1943. US Army Arriving in North Africa, the Americans were unprepared for the German tank but made no effort to counter it as they did not anticipate seeing it in significant numbers. As the war progressed, Shermans mounting 76 mm guns had some success against Tiger Is at short range and effective flanking tactics were developed. In addition, the M36 tank destroyer, and later the M26 Pershing, with their 90 mm guns also were capable of achieving victory. On the Eastern Front, the Soviets adopted a variety of solutions for dealing with the Tiger I. The first was to restart production of the 57 mm ZiS-2 anti-tank gun which possessed the penetrative power pierce the Tigers armor. Attempts were made to adapt this gun to the T-34 but without meaningful success. In May 1943, the Soviets fielded the SU-152 self-propelled gun which used in an anti-tank role proved highly effective. This was followed by the ISU-152 the next year. In early 1944, they began production of the T-34-85 which possessed an 85 mm gun capable of dealing with the Tigers armor. These up-gunned T-34s were supported in the wars final year by SU-100s mounting 100 mm guns and IS-2 tanks with 122 mm guns.

Blends in Spelling and Sounds - Special Education

Blends in Spelling and Sounds - Special Education When considering a spelling program and how to best help children learn the sounds of the English language, remember to choose words that help them understand all of the 44 sounds. Part of those 44 sounds include the blends. Blends are 2 or 3 consonants combined to form a distinct sound such as: bl cl, fl, gl, pl, br, cr, dr, fr, gr, pr, tr, sk, sl, sp, st, sw, spr, cr, str. These common words with blends are good to review and print for young learners. Sound: bl like in blueblue, black, blood, blew, blow, block, blob. Sound: cl like in clapclap, club, clay, cloud, climb, clown, class, close. Sound: fl like in flyflu, fly, flag, flat, flame, flood, flower, floor. Sound: gl like in gladglow, glad, globe, glide, glove, glass. Sound: pl like in playplay, plan, plug, place, plate, plant, plane, plain. Sound: br like in brownbrown, brow, broke, broom, break, brake, brag, bridge. Sound: cr like in crowcry, crow, crab, cried, crash, cross, crown, crack, crumb. Sound: dr like in drawdraw, drink, drum, drop, dress, drank, drove, drive. Sound: fr like in fryfry, from, frog, front, fresh, fruit, Friday, free. Sound: gr like in growgrow, grab, grew, grade, grass, green, grape, grown. Sound: pr like in bluepray, prize, proud, price, proof, print, prove, price. Sound: tr like in treetree, train, trust, trade, track, try, true, truck, trade, treat. Sound: sk like in skysky, skip, ask, skin, skate, skill, skirt, task. Sound: sl like in slipslip, slide, slap, slow, slam, sleep, slept, slipper, slim. Sound: sp like in spotspot, spill, spare, spot, spa, spam, spoke, speak, speed, spoon. Sound: st like in stopstop, stay, stem, star, start, stuff, stood, store, storm, stick. Sound: sw like in swingswing, sweet, sweat, switch, swell, swallow, sweater. Sound: spr like in springspring, spray, sprout, spread, sprout, spree. Sound: scr like in scrapscrap, screw, scrub, screen, scream, scratch, describe. Sound: str like in stringstring, strong, street, stretch, stroke, stripe, strange, struggle.

Management Technique Assignment Example | Topics and Well Written Essays - 1500 words

Management Technique - Assignment Example 30) The most important asset of the airport was the choosing a suitable baggage handling system .The application of the automatic baggage handling system facilitated quick aircraft turnaround time to as minimal as 30 minutes. The efficiencies in the operations were mostly promoted by the occurrence of a fast turn around and this made it remain competitive among other aircrafts. The plan however faced some shortcomings because of the under estimation of the complexity of the project that resulted to problems like snowballing and public frustrations from the individual involved. Notably, the airport’s opening had been delayed for at least 16 months due to problems in the baggage system. Another setback was the increased expenditure to cater for the maintenance of the empty airport and also the city of Denver was charged an interest cost of $ 1.1 M daily during the time of the delay (Jean 2000, p. 28) However the most embracing moment of the delay occurred after the media had sho wcased a demonstration on the system which clearly showed how the system bags were crushed, vital information and goods destroyed as well as how two carts crashed into each other while moving at a very high speed. After everything had been resolved and the opening day was agreed upon .The plan by this time had been destroyed beyond control and the system had been distorted completely. The system was now only using one single concourse by the single airline and for only out bound fights in comparison to the 3 concourses it had been using in the automating baggage system. The rest of the baggage handling was carried out by the use of a simple conveyor belts with a manual tug and a quickly built trolley system when it was as ascertained that the automating system could not work efficiently again. After a period of 10 years, the remaining parts of the system were still used in the baggage handling until the United Airlines announced that the old system was to be abandoned completely in August 2005.This was due to the increased cost of maintenance that had risen to about $ 1 million per month even surpassing the cost of a manual tug and trolley in a month (Adam 2000, p. 5) Basic Mode of Failure The downfall of the plan can be attributed to many factors. They include the fact that some of the main minds behind the formulation of this plan underestimated its complexity and this is seen to be the main reason for the failure of the Denver International Airport project. The managers of the project set up the most complex baggage system that has never been applied before. The increasing of the size of the plan by as much as ten times more than the automated system made it more difficult to control or grow in potential. This led to the rise of issues like â€Å"line balancing† due to the complexity of the system (Marj 2005, p 7). In a measure to regulate the system delivery, empty carts were distributed around the airport ready to pick up new bags. To achieve this goal all the 100 pick-up points had to be allocated empty carts efficiently. However this move got a setback because the queue could not clearly tell where they should anticipate the empty carts and where they should wait for the new bag. This resulted into delays thus the system could not efficiently achieve their operational goals as targeted. The project was initiated late because the managers under estimated its comp

The reinterpretation of dreams; The role of cognition in classical and Essay

The reinterpretation of dreams; The role of cognition in classical and operant conditioning - Essay Example 882). As Revonsuo argues that nightmares do not support psychological theories according to which dreams serve emotional healing and adjustment problems. Revonsuo argues, however, that dream content is not as random as theorists claim. In fact, dream content is not only highly organized, but also highly selective. While dreaming occurs, the brain recreates a complicated representation of the world and these representations can either exaggerate waking world experiences of downplay them (Revonsuo 783). Revonsuo also argues that the content of dreams illustrates that dreams are mediated by specific experiences in the waking world. As a result, Revonsuo hypothesizes that dreams are therefore biological functions that serve to â€Å"simulate threatening events, and to rehearse threat perception and threat avoidance† (p. 783). Revonsuo supports his hypothesis by arguing that empirical studies consistently demonstrate that dream content is usually associated with â€Å"threatening elements† (p. 883). In other words, dreams usually involve negative experiences and rarely involve positive experiences. For example, a study conducted by Hall and Van de Castle in 1966) involved dream recollections from 500 females and 500 males between the ages of 18 and 25. The contents of the dream recollections revealed that 80% of the dream contents were negative experiences and only 20% contained positive experiences. Relying on the study conducted by Hall and Van de Castle, Revonsuo observes that a majority of the negative dreams were comprised of attacks or apprehensions of attacks from strange men or animals and in each case the dreamer either took flight or attempted to take flight or hid, or immediate arose from sleep (p. 884). Revonsuo evaluates why strange men and/or animals are the predominant threats in dream contents. Revonsuo goes back to the experiences of primitive man and notes that our ancestors existed in an environment in which animals were persistent t hreats. Our ancestors developed a survival instinct in which running, hiding or otherwise escaping became a staple coping mechanism. These human fears and instincts continue to haunt modern man. Dreaming simulates and perpetuates our instinctive and ancestral â€Å"threat-avoidance programs† (Revonsuo 884). Moreover, human relations were such that men often fought with one another for access to resources necessary for basic living. Although today, interactions with strange men are rarely threatening, it remains true that violence and wars are more frequently committed by males than by females. Therefore unpleasant dream contents in which strange men are the aggressor are also rooted in our ancestors’ survival instincts (Revonsuo 884). Essentially, Revonsuo concludes that dreams represent simulations of threats and that actions played out in dreams are actually representations of waking world experiences of possibilities. Dreaming about perceptions of threats and mechan isms for avoiding threats is no more than a rehearsal or simulation technique conducted in a relatively safe location: the dream world (Revonsuo). Essay 2: Kirsch, I.; Lynn, S. J.; Vigorito, M. and Miller, R. R. â€Å"The Role of Cognition in Classical and Operant Conditioning.† Journal of Clinical Psychology, Vol. 4(2004): 369-392. Previously classical condition was perceived as a reflexive response to external stimuli. For example,