Using Broach and Brooch Correctly

Using Broach and Brooch Correctly The words broach and brooch are homophones: theyre pronounced the same but have different meanings.   Definitions As a verb, broach means to pierce, break into, or open up. The verb broach also means to introduce (a topic) for discussion or make (something) known for the first time. As a noun, broach refers to a tapered cutting tool or a hole made by such a tool. The noun brooch refers to an ornamental pin thats usually worn at the neck. The two words are pronounced alike: brÃ… ch (rhymes with coach). Examples The best time to broach the topic of a raise is on a slow day at work.The broach has a series of cutting teeth along the axis of the tool.Humphrey Pump plunged down again into the sunken nest and began to  broach the cask  of rum in his own secret style, saying We can get something else somehow tomorrow. For tonight we can eat cheese and drink rum, especially as theres water on tap, so to speak.(G.K. Chesterton,  The Flying Inn, 1914)The princess wore a diamond brooch the size of a silver dollar. Usage Notes A brooch, a decorative pin or clip, is nothing like a broach. But since theyre often pronounced alike, and because ignorance never rests, some dictionaries accept broach as an alternative spelling of brooch.(Jane Straus,  et al.,  The Blue Book of Grammar and Punctuation, 11th ed. Jossey-Bass, 2014)If you broach something, you are suggesting that it is a valid topic for possible further discussion. If you wear a brooch on your dress, you hope that it will attract attention because of its beauty, and therefore, of course, attract attention to you who are wearing the brooch.(David Rothwell, Dictionary of Homonyms. Wordsworth, 2007 ) Practice (a) Because Ms. Widmark said she was there on business, the lawyer felt he should _____ the matter of his fees. (b) Marie wore the emerald _____ that she had inherited from her grandmother. Answers Answers to Practice Exercises:  Broach and Brooch (a) Because Ms. Widmark said she was there on business, the lawyer felt he should  broach  the matter of his fees.(b) Marie wore the emerald  brooch  that she had inherited from her grandmother.

Elizabeth Parris, Accuser in the Salem Witch Trials

Elizabeth Parris, Accuser in the Salem Witch Trials Elizabeth Parris (November 28, 1682–March 21, 1760) was one of the major accusers in the Salem Witch Trials of 1692. A young girl at the time, Betty Parris appeared to be afflicted by demons and claimed to have visions of the devil; she accused several local women of witchcraft. Bettys accusation lit the fuse that eventually ended with accusations against 185 people, formal charges made against 156, and the execution by hanging of 19 residents of Salem Village in Massachusetts. Fast Facts: Elizabeth Parris Known For: One of the early accusers in the 1692 Salem witch trialsAlso Known As: Betty ParrisBorn: November 28, 1682 in Boston, MassachusettsParents: Samuel Parris, Elizabeth ParrisDied: March 21, 1760  in Concord, MassachusettsSpouse: Benjamin BaronChildren: Thomas, Elizabeth, Catherine, Susanna Early Life Elizabeth Parris, 9 years old at the beginning of 1692, was the daughter of Rev. Samuel Parris and his wife Elizabeth Eldridge Parris, who was often ill. The younger Elizabeth was often called Betty to distinguish her from her mother. She was born when the family lived in Boston. Her older brother Thomas was born in 1681 and her younger sister Susannah was born in 1687. Also part of the household was 12-year-old Abigail Williams, who was described as a kinswoman and was sometimes called a niece of Rev. Parris, probably a household servant, and two slaves Rev. Parris had brought with him from Barbados- Tituba and John Indian, described as Indians. An African boy slave had died a few years before. Elizabeth Parris Before the Salem Witch Trials Rev. Parris was the minister of Salem Village church, arriving in 1688, and had been embroiled in considerable controversy, coming to a head in late 1691 when a group organized to refuse to pay him a significant part of his salary. He began to preach that Satan was conspiring in Salem Village to destroy the church. Elizabeth Parris and the Salem Witch Trials In mid-January of 1692, both Betty Parris and Abigail Williams began to behave strangely. Their bodies contorted into strange positions, they reacted as if they were being physically hurt, and they made strange noises. Anns parents were leading members of the Salem Village church, supporters of Rev. Parris in the ongoing church conflict. Rev. Parris tried prayer and traditional remedies; when those didnt end the fits, he called in a doctor (probably a neighbor, Dr. William Griggs) on or about February 24 and a neighboring towns minister, Rev. John Hale, to get their opinions on the cause of the fits. The men agreed that the girls were victims of witches. Mary Sibley, a neighbor and member of Rev. Parris flock, advised John Indian the following day- perhaps with the help of his wife, another Caribbean slave of the Parris family- to make a witchs cake to discover the names of the witches. Instead of relieving the girls, however, their torments increased. Friends and neighbors of Betty Parris and Abigail Williams, including Ann Putnam Jr. and Elizabeth Hubbard, began having similar fits, described as afflictions in contemporary records. Pressured to name their tormenters, Betty and Abigail named the Parris family slave Tituba on February 26. Several neighbors and ministers, likely including Rev. John Hale of Beverley and Rev. Nicholas Noyes of Salem, were asked to observe the girls behavior. They questioned Tituba. The next day, Ann Putnam Jr. and Elizabeth Hubbard experienced torments and blamed Sarah Good, a local homeless mother and beggar, and Sarah Osborne, who was involved with conflicts around inheriting property and who also had married an indentured servant (a local scandal). None of the three accused witches were likely to have many local defenders. On February 29, based on accusations of Betty Parris and Abigail Williams, arrest warrants were issued in Salem for the first three accused witches- Tituba, Sarah Good, and Sarah Osborne- based on the complaints of Thomas Putnam, Ann Putnam Jr.s father, and several others before local magistrates Jonathan Corwin and John Hathorne. They were to be taken for questioning the next day to Nathaniel Ingersolls tavern. The next day, Tituba, Sarah Osborne, and Sarah Good were examined by local magistrates John Hathorne and Jonathan Corwin. Ezekiel Cheever was appointed to take notes on the proceedings. Hannah Ingersoll, whose husbands tavern was the site of the examination, found that the three had no witch marks on them. Sarah Goods husband William later testified that there was a mole on his wifes back. Tituba confessed and named the other two as witches, adding rich details to her stories of possession, spectral travel, and meeting with the devil. Sarah Osborne protested her own innocence; Sarah Good said Tituba and Osborne were witches but that she was herself innocent. Sarah Good was sent to nearby Ipswich, Massachusetts to be confined with her youngest child, born the year before, with a local constable who was also a relative. She escaped briefly and returned voluntarily; this absence seemed especially suspicious when Elizabeth Hubbard reported that Sarah Goods specter had visited her and tormented her that evening. Sarah Good was held at the Ipswich jail on March 2, and Sarah Osborn and Tituba were questioned further. Tituba added more details to her confession, and Sarah Osborne maintained her innocence. Questioning continued for another day. At this point, Mary Warren, a servant in the home of Elizabeth Proctor and John Proctor, began having fits as well. The accusations soon widened: Ann Putnam Jr. accused Martha Corey and Abigail Williams accused Rebecca Nurse. Corey and Nurse were known as respectable church members. On March 25, Elizabeth had a vision of being visited by the great Black Man (the devil) who wanted her to be ruled by him. Her family was worried about her continuing afflictions and the dangers of diabolical molestation (in the later words of Rev. John Hale). Betty Parris was sent to live with the family of Stephen Sewall, a relative of Rev. Parris, and her afflictions ceased. So did her involvement in the witchcraft accusations and trials. Elizabeth Parris After the Trials Bettys mother Elizabeth died  on July 14, 1696. In 1710, Betty Parris married Benjamin Baron, a yeoman, trader, and shoemaker, and lived quietly in Sudbury, Massachusetts. The couple had five children, and she lived to the age of 77. Legacy Arthur Millers play The Crucible is a political allegory based on the Salem Witch Trials. The play won a Tony award and is still one of the most often-read and produced plays of the century. One of the main characters is based loosely on the historical Betty Parris; in Arthur Millers play, Bettys mother is dead and she has no brothers or sisters. Sources Brooks, Rebecca. â€Å"Betty Parris: First Afflicted Girl of the Salem Witch Trials.†Ã‚  History of Massachusetts.Gragg, Larry.  A Quest for Security: The Life of Samuel Parris 1653-1720. Westport, CT: Greenwood Publishing Group, Inc., 1990.Salem Witch Trials Notable Persons.

The black cat by E. Poe Essay Example | Topics and Well Written Essays - 500 words

The black cat by E. Poe - Essay Example Virginia served as a pattern and embodiment of love in Poe’s several novels such as Annabel Lee, The Raven, and Ligeia. Poes one-time employer George Rex Graham said about their relationship: "His love for his wife was a sort of rapturous worship of the spirit of beauty." I believe that his devotional love in inherent in a good marriage. After her death, he tried to have a comfortable life with a poet, Sarah Helen Whitman. However, their relationship ended, because of Poe’s serious alcoholism. Such behavior was a result of the sorrow he felt after Virginia’s death. Edgar Allan Poe was one of the representatives of Gothic literature. Gothic art was predominant in the Romantic era, thus Poe’s writings were affected by Romanticism. Romanticism was an artistic, literary, and intellectual movement that praised imagination over reason, emotions over logic, and intuition over science-making way. It rejected the rational and intellectual, and Allan Poe emphasized that didactic and intellectual elements were absent in his work. The Black Cat is an example of Gothic literature work. The black cat’s time and setting is obscure and vague, and it creates an uncanny atmosphere. The beginning of this story is ordinary and friendly, and narrator’s childhood sounds loving. However, happy introduction foreshadows the horrendous ending in Gothic literature. Moreover, there are many Gothic images in the novel. For example, cat’s figure imprinted on the wall brings grotesque illusion. Disturbing vision of cat to the protagonist is akind of foreshadowing of coming event. He tries to ignore superstition and offer a reasonable and scientific explanation. As the narrators extreme hatred and rage to the cat cannot be explained logically, I suppose that cat is a supernatural object, and symbolizes his tortured conscience. Humanity’s fear and fascination is unknown in Gothic literature. Narrator in The Black Cat commits

A individual field visit-harrogate detail report Essay

A individual field visit-harrogate detail report - Essay Example The place is also dotted with hills and dales and suitable for those in the nearby urban locations to refresh now and then. Harrogate is rightly eyeing the business tourism industry to leapfrog its presence from a national asset to an international tourism centre. "Broad tree-lined streets and beautiful parks and gardens combine with the sweeping 200 acres of town-centre grassland known as 'The Stray' to bring a spacious feeling to the town. Although never far from the principal venues and accommodation, visitors can enjoy peace and serenity close to the town centre. No wonder so many people return to Harrogate for another visit" (YorkshireNet Guide to Harrogate, 2006). "The Harrogate Lifestyle is a unique blend of warmth, intimacy and friendships. You will be surrounded by mature trees and landscaping, natural areas, walking paths, flowers and vegetable gardens. Harrogate is truly "in the heart of it all." Whether your interests lie with the excitement and cultural diversity of New York City, the non-stop action of Atlantic City, the deep-rooted history that Philadelphia offers, or the water fun, soft ocean breezes and sandy beaches of the Jersey Shore, Harrogate's location is ideal" (A Portrait of Harrogate, 2009). In a world of dwindling and depleting natural resources, Harrogate stands as a beacon not only for maintaining its ecological balance but also for seeking development with minimum loss to environmental concerns. Critically analyze the issues arising for managers, organizers and host The tourism industry is on the upswing in the UK as it is elsewhere on the globe. As economy improves and people's spending power increases, tourism is one of the items on the list of priorities in people's minds to put their money on. "With an estimated 10.2 million breaks taken in 2007 and volume growth of 17.2% since 2003, activity holidays are comfortably outperforming the overall travel market. By the end of 2008, activity holidays are expected to account for nearly one in eight holidays taken by Britons, growing from just over one in ten in 2003. "As consumers focus upon entertainment and self-improvement as much as materialism, holidays are becoming more frequent and they are increasingly dedicated to special interests and activities. We are living in a leisure economy and as we become more independent, experienced and confident holidaymakers, we are seeking to pursue our interests whilst on holiday. Just as gastronomy has influenced tourism choices, so has our growing interest in health, wellness and fitness" (Activity/Special Interest Holidays - UK, 2008). Thus, the existence of interest on mass scale in tourism naturally impacts management, organizing and the hosts or the natives living in Harrogate. For management, the key responsibilities are to ensure welfare and comforts of the inbound tourists. The annual growth rate of 5% in

Human Inheritance Essay Example for Free

Human Inheritance Essay Ethical dilemmas are constantly confronting healthcare professionals, which is difficult to deal with as there is no correct solution. These are also known as moral dilemmas as they are situations where there is more than two choices to make and none of the choices is certain to work and can cause complications. An example of this would be ‘You are a patient and are too sick to speak for yourself. You are concerned about who will make medical decisions on your behalf, and whether your wishes will be followed. You wonder, What if they disagree about what I would want, or what would be best for me? ’. Another example of this would be with the economic downturn that you may not be able to afford the funds for food and need to feed your family but the only way in doing this is to steal or let your family starve. These dilemmas are impossible because each person thinks differently and has a different feeling towards it. There are ethical dilemmas surrounding IVF and infertility. Infertility is a genetic problem that affects women; it is not the woman’s fault. With IVF the NHS only gives each woman one free cycle and after that she has to fund it herself. An ethical dilemma with IVF is the possible wrong that is done to the infertile couple or the expected child by the physician. The success of IVF depends on the number of embryos transferred to the woman’s uterus. Because the chance of survival of an embryo in IVF is small the more transfers made the greater the chance of the woman becoming pregnant, it also increases the risk of multiple pregnancies. IVF is not allowed by the Catholic Church because it separates the unitive and the procreative aspects of marriage. To separate the unitive and the procreative aspects of marriage is a mortal sin. In addition the sperm donor commits a mortal sin in order to harvest the sperm which is needed for IVF. Although one human life may be created through the IVF technique, many surplus foetuses, (unborn babies), are destroyed through this process. Other surplus unborn babies are left frozen in the laboratories where they were manufactured as though they were not human beings, but simply consumer goods. They were not created in love through the marriage act as God intends. Multiple births also create danger to the health and well-being of the child. Premature birth and low weight when born are also issues with this, also studies that have been undertaken spina bifida is at a higher risk with children made from IVF. Also the hormones that are taken by the female in order to become pregnant are always at risk of having problems or abnormalities to the unborn child. Aminiocentesis is another ethical dilemma, during the process if abnormalities are found the mother is offered the chance to terminate her pregnancy. The ethical issues surrounding amniocentesis are seen as centring on 4 focal points. First is the policy of the diagnostic treatment centre. Here, 2 questions arise: Is the client involved in a high-risk pregnancy? And, if a positive diagnosis is made, will the parents’ consent to an abortion? Second is the role of the genetic counsellor, which is seen as supportive rather than leading. He should assist the prospective parents in reaching a decision to undergo amniocentesis and possible abortion that is mutually acceptable. The prospective parents, the third focal point, may face the question of deciding what is normal. The clients must also realize the terrible strains that are put on a marriage into which a severely defective child has been born. The fourth focal point is public policy. While amniocentesis may appear to threaten some values held important in our society, the author regards the procedure as an interim solution on the road to an understanding of and ability to treat genetic defects. Contraception is another ethical dilemma as birth control operates before pregnancy begins, and until the sperm fertilises the egg there is nothing that is going to suffer loss and so the issue is very different from the case of abortion. And since the egg and sperm would cease to exist whether fertilisation takes place or not, they cant be said to suffer loss, either. Non-religious arguments about birth control are therefore concerned only with the rights of the parents and with the consequences for those parents and for society in general. The issue of possibly killing a person, and of the rights of the mother versus the rights of the foetus, which dominate the topic of abortion, do not arise. Some people think it’s wrong as it is wrong to interfere with the natural order of the universe. People in certain religions also see it as wrong because of the fact that it is like abortion as some birth control techniques can operate by preventing the implantation and development of a fertilized egg. Those opposed to such methods say that this amounts to an abortion, and that if abortion is wrong then those forms of contraception must also be wrong. http://brendakaren. wordpress. com/2009/04/15/some-moral-and-ethical-issues-concerning-ivf-techniques/ http://www. ncbi. nlm. nih. gov/pubmed/4418247 Contraception!!! http://www. bbc. co. uk/ethics/contraception/contraception_abortion. shtml

Dropout Intervention Essay -- Education, Dropout Prevention Programmin

Outcomes In Relation to EBD The literature indicates that outcomes for students with EBD were, by and large, positive and indicated that dropout interventions geared toward students with behavioral issues show some potential success for students. Sinclair, Christenson, & Thurlow (2005) found 44% of students within the treatment group with EBD as the primary special education qualifier were more likely to persist in school, whereas only 33% of students with EBD in the control group had the same likelihood. Researcher Remorse Hindsight and seeming regret in regard to measurement and study design weren’t uncommon across the literature. A pervasive â€Å"should have, would have, could have† existed among certain of the studies. The Vannest et al. (2009) study concluded with researchers lamenting the lack of a â€Å"quality measurement† in regard to the mentor-mentee interactions. The writers also bemoaned the study’s reliance on time units (that were not described), components of mentor-mentee interactions at school and via email, and, puzzlingly, a reliance on â€Å"measurable and observable data†. Both Munoz (2002) and Franklin et al. (2007) determined that without a control or comparison group, validity is shaky. However, none of the examined dropout prevention researchers were remorseful that the current span of literature didn’t consider race or gender in program design or measurement (including research projects explicitly aimed at students upon the basis of t heir race and/or gender). Mobility and Attrition Throughout the literature, mobility and it’s effect on student success rates in dropout prevention programming is noted but not consistently considered in the intervention findings, which is curious considering the possible dynamics... ...about the students we are supposed to provide with individualized, differentiated programming. Ninth, program interventions should consider implementing student involvement with planning, intervention, progress review, and goal discussion. Students who are in control of their own educational process foster ownership and responsibility for their future. Measuring the efficacy of such an approach for our target population could prove extremely beneficial, definitely informative. Tenth, making the realistic consequences of dropping out of school versus staying in school and graduating a more tangible concept for our target population appears to be a worthwhile undertaking. Vocational training programs and career mentoring could prove valuable for increasing graduation for our target population, and should definitely be examined.

An Examination of Racism in the Deep South of America Essay

An Examination of Racism in the Deep South of America From the1930’s to the 1960’s through a variety of texts. â€Å"Race: a group of persons having a common ancestor†¦ family, kindred people, genus, species, breed, variety, or class of persons†¦ † That is what the dictionary says, so why so much hatred, politics and fuss The Anglo – American slave trade, started in the 16th century when the first Hispanic people settled in Mexico and the Caribbean. From there, the other Europeans who migrated took black Africans to work on their cotton and tobacco plantations. This started the very wealthy â€Å"Slave Triangle† in which many Captains sought profit. The ships would sail empty from England, Spain, France or Portugal to the African countries to catch slaves. After filling their holds with human cargo they would set sail for the Caribbean. Once there, the Captains sold the slaves to the dealers in return for cotton or tobacco, which they would sell for a large profit back at home. These slaves were then the full property of their masters and he or she could do anything they liked to them and treat them in anyway they wanted to. One example of this is an advertisement in the ‘Royal Gazette (Kingston Jamaica)’ saying; â€Å"Runaway, about 15 months ago a Negro man of the Mungola country named Jamaica†¦ also about two months ago, two Negro men named James and Sambo†¦ a reward of i 10 for Jamaica and a Half Joe each for James and Sambo†¦ Also stolen or strayed†¦ a Bright Bay Northward HORSE†¦ also a small JACK ASS†¦ a reward of a pistole will be given for each†¦ † This shows that their masters treated the slaves with about as much respect and sense of belonging as a horse or donkey. Such disregard upset many Americans and so some spoke out against it. In 1861, because they would not agree to abolish slavery, the Southern States left the Union of American States. This created even more outcry until Abraham Lincoln , the then President of America declared war on the Southern States. The American Civil War was fought between 1861 and 1865. It destroyed most of the agricultural land in the South and drained it of its wealth. After the Civil War the United States of America was formed. During the next 5 – 10 years the Northerners set in place a number of laws giving back human and civil rights to the black people. Initially this idea worked, but due to the hostility of the Southern confederacy these changes eventually failed. The â€Å"Yankees† that is the Northern Army and Governors called the changes they made â€Å"reconstruction†, but after they left, using a number of loopholes in the Law, the Southern Governors set in place many new rules. These were called the Jim Crow Laws and they â€Å"segregated† the black former slaves from the white people completely, thereby undoing all the good work done by the Northerners. The following time of white supremacy was called â€Å"redemption† This time of â€Å"redemption† and â€Å"segregation† was a hard time for the blacks; 1) Their voting rights were taken away 2) The money for black schools was diverted to white education. 3) There were separate buses for coloured and white people, or no bus at all. An example of this is given in the Novel Roll of Thunder where the Logan children have to dive into a ditch up to their chests, or in the case of ‘Little Man’- swim, to avoid the oncoming Jefferson Davies school bus and its ruthless driver. It was around this time when the Depression hit America. The South was hit especially hard and the price of cotton fell dramatically. This downturn in the economy created serious hardship for the majority of people, both black and white. The arrival of new technology added to the hardship as cotton looms and ploughs cut work loads, making one person and one tractor able to do the work of eight men and eight mules. Publicity of the suffering of the South created Aid and money from Northern Citizens, but due to the amount of corruption the blacks did not benefit from this. Some workers, both black and white, joined together to fight for more money and better working conditions, and as a result the rich landowners and vigilantly race hate groups like the Ku Klux Klan used violence to break up their protests and demonstrations. Racism comes in three forms – Verbal, Physical and Institutional Verbal Why did the white people feel that they could say something offensive and why did they even say it in the first place? In the Novel Roll of Thunder, Little Man receives a book from his teacher for the new term. He eagerly thumbs through it but to his horror finds a form that reads: Date Condition Owner Sept 1922 Good White Sept 1928 Good White Sept 1930 Average White Sept 1933 Very Poor Nigra The term ‘nigra’ is very offensive and as a result the naive boy protests and gives the book back. His teacher, Mrs Crocker simply replies â€Å"Well, that’s what you are! â€Å". This shows that even teachers can happily pass off insulting words just because a coloured child had owned a book. A further insult was that the book was damaged, which was untrue. Another form of verbal abuse is when in the same book, a mob attempts to lynch TJ, and they decide to try and hang Pa Logan and Mr. Morrison, the ‘human giant’ â€Å"I say, what we oughtta do is take him down the road an take care of that big black giant of a nigger at the same time! And why not that boy he working for too? † The â€Å"boy† they are referring to Pa Logan, a fully-grown, independent man. This is from the time of slavery, where the masters could speak to their slaves as they wished.

Cell Phone Problem Solution

A serious problem has arisen that desperately needs to be solved. Students have been constantly using their cell phones during class and causing distractions to the learning environment. As a result, the principal is ready to ban all cell phones from school. Although this might solve the problem, it would alienate and irritate the student body. As it is, students are already distracted by cell phone misuse in the classroom.Teachers have found that their classrooms are becoming unruly and are having to take time out of instruction to write disciplinary forms. This results in added paperwork for administrators. Additionally, teachers are complaining to administrators about class disruptions. All the interruptions are detracting from students’ educational time; thus EOG scores my plummet along with school funding. With the lower test scores and tighter budget, the schools’ reputation may also suffer. If we want to keep our schools’ pride intact, we must solve this d ilemma.After pondering this complex problem I have devised an exemplary solution. I propose that the school’s leadership team organize a monthly incentive time in which students are able to talk and text on their cell phones. This incentive is designed to reward students for obeying the cell phone regulations. Students should be focused on their education and should not be using their cell phones during school hours (8:30am-4:00pm).To begin implementing this solution, the staff members should be notified first by sending an email or holding a staff meeting. Next, posters should be hung on each hallway to inform students about the upcoming cell phone incentive. Announcements can also be made to build excitement about the upcoming change in policy. Waivers would be sent home to notify parents that the cell phone rule has not changed; however to reward students for abiding by the rules, a cell phone incentive time is being integrated into the schedule on a monthly basis.These in centive times would be held on the first Wednesday of every month. Core classes would be shortened by 15 minutes each, allowing there to be a free hour at the end of the day. At the beginning of this time students should have five minutes to pack up and get their cell phones and report  back to their last class. Students who do not have cell phones are able to use this time to have study hall, play games, or socialize upon teacher’s discretion. These incentive times are the only allotted times to text, play games, listen to music, use the internet, or call others during school hours. Headphones must be used for all music and other audible activities. Phones must be set on vibrate to eliminate unneeded noise.Although the original cell phone rule has not changed, new consequences have been put in place. First time rule breakers will have their phone confiscated and sent to the office. Silent lunch will be given and they will lose the next incentive time and would be sent to I SS for the hour.For students who break the cell phone rule a second time, their phone will be confiscated and sent to the office. They will be put on cleaning duty with the custodians or cafeteria staff during the incentive time. These students would lose the next two incentive hours and receive a behavior slip. If these students still did not learn that their actions have consequences and break the rule for a third time their phone will be taken and sent to the office. That student would also receive a behavior slip. The students would miss the next three incentive times and clean during the hours. For fourth and habitual offenders, their phone will be taken and sent to the office. They would lose all future incentive hours and clean.This solution has a multitude of benefits; one such benefit is that it is cost and time efficient. Implementing the incentive time is inexpensive. The only cost incurred is the expense of the paper and ink used to print the waivers. It is important to be money-conscious because many school are facing budget cuts. Funds should be reserved for other important supplies and activities. Cost efficiency is not the only benefit; time efficiency is equally important.The incentive time only takes one hour away from class time each month. This allows ample time for less interrupted instruction. This solution also appeals to all parties. To administrators, education is paramount, and this solution applies to that. The more learning without distractions gets high scores for students and for the school. Those high scores may equate to county or state bonuses. Such money could be used for classroom upgrades. Teachers would appreciate the upgrades, but they will  also benefit from other aspects of this solution.The teachers would have more teaching time because they will be spending less time filling out disciplinary paperwork. So having more teaching time can lead to higher grades for students. This can allow teachers to move through subject s quicker. Also, with this solution, students will be less likely to sneak around with their phones because they will have a designated time to use them.This solution is much less severe than the principal’s initial solution, which was to ban all cell phones. In conclusion, the previously stated solution, which is to integrate a monthly incentive time into the school day, is an excellent solution to the cell phone predicament. This solution will solve the problem because it allows time for students to use their cell phones. Such will increase the amount of time on-task; more instructional time benefits all ages. Not only does it benefit all, it holds students accountable for their positive and negative decisions. Show your approval of this plan by passing this proposal onto the principal. This is your chance to put this problem to rest and better our entire school.

How to Write a Capturing Introduction for a Literary Analysis Paper

How to Write a Capturing Introduction for a Literary Analysis Paper How to Write a Capturing Introduction for a Literary Analysis Paper If you are writing a literary analysis essay it is very important that you find a way to grab your reader’s attention right from the beginning. You want to draw a reader in so that they are eager to find out what you have to say about a particular literary piece. You also want to make sure that your opening paragraph is: well-organized; gives your reader a clear indication of what your thesis or idea is; written in such a way that there is a logical progression of ideas from one sentence to the next. You may be asking yourself how you can fit all of these things into one paragraph without making it â€Å"stuffed†. Here are some tips that you can use to help you. Keep in Mind What You Are Writing and What You Are Writing about This sounds easy but it is one rule that many essayists tend to forget about. You want to keep in mind that a literary analysis paper is specifically designed to look at a particular piece of writing. Your goal, as an author, is to come up with a definitive idea regarding a piece of literature and express that idea or conclusion to your reader. It doesn’t have to be boring, and it doesn’t have to be rigid or inflexible but it does have to have a specific idea or thesis and utilize examples and information from the piece itself to support your arguments. You also need to keep the tone professional rather than conversational. An essay is more of a formal style of writing and the language you use should reflect that. Once you have figured out what you want to write about, it is time to write your opening paragraph. Remember That Your Opening Line Must Be the Most Critical Your opening line is perhaps the most critical part of your essay because it is what makes your reader want to continue. Think about it like a headline for a news article. Some headlines and opening lines immediately make you want to read more. They build excitement for the reader. Others may be more passive or less entertaining. You want to be sure that when you write, your opening sentence falls into the first category. To achieve this goal, you may want to use one of the following opening variants: A passage from the piece you are writing about; A relevant quote from someone famous. This can either be directly related to the piece or illustrate your thesis about the piece; A question that may provoke thought or emotion in your reader. From there you can continue and outline what your thesis is. Keep in mind that the arguments you will be making to illustrate your point will come later in the essay itself and do not need to be mentioned in the opening paragraph. If you structure it properly you may find that your opening paragraph flows well and feels neither rushed nor overloaded. Avoid Unnecessary Words and Phrases Of course, it is important to know what not to do when writing your essay’s opening paragraph. This is the time when language is especially important. A good opening paragraph will have language that is very precise and which can create a clear impression of what you are trying to say. Therefore, you must avoid the number of unnecessary words that do not support or illustrate your point and that may cause vague impression in the reader. It is also important to place your thesis statement in the proper position in your opening paragraph. Placing it at the end of the introductory paragraph will help ensure that your reader recognizes it for what it is: the central, unifying idea that will pull your custom written essay  together.

Main Group Elements Definition

Main Group Elements Definition In chemistry and physics, the main group elements are any of the chemical elements belonging to the s and p blocks of the periodic table. The s-block elements are group 1 (alkali metals) and group 2 (alkaline earth metals). The p-block elements are groups 13-18 (basic metals, metalloids, nonmetals, halogens, and noble gases). The s-block elements usually have one oxidation state (1 for group 1 and 2 for group 2). The p-block elements may have more than one oxidation state, but when this happens, the most common oxidation states are separated by two units. Specific examples of main group elements include helium, lithium, boron, carbon, nitrogen, oxygen, fluorine, and neon. Significance of the Main Group Elements The main group elements, along with a few light transition metals, are the most abundant elements in the universe, solar system, and on Earth. For this reason, main group elements are sometimes known as representative elements. Elements That Arent in the Main Group Traditionally, the d-block elements have not been considered to be main group elements. In other words, the transition metals in the middle of the periodic table and the lanthanides and actinides below the main body of the table are not main group elements. Some scientists do not include hydrogen as a main group element. Some scientists believe zinc, cadmium, and mercury should be included as main group elements. Others believe group 3 elements should be added to the group. Arguments may be made for including the lanthanides and actinides, based on their oxidation states. Sources King, R. Bruce (1995). Inorganic Chemistry of Main Group Elements. Wiley-VCH. ISBN 0-471-18602-3.Nomenclature of Inorganic Chemistry. (2014) International Union of Pure and Applied Chemistry.

Meniscus of the Knee Essay Example | Topics and Well Written Essays - 1000 words

Meniscus of the Knee - Essay Example The menisci also cup the joint surfaces of the femur and therefore provide some degree of stabilization to the knee. The meniscus itself is for the most part avascular that is it doesn't bleed if cut and doesn't have blood vessels inside. The exception to this is at the periphery where it joins to the vascular knee lining providing the outermost 20% of the meniscus with a blood supply. As a result of this avascularity a torn meniscus doesn't have the ability to heal itself unless there is just a small tear confined to the peripheral vascular zone. Similarly the nerve supply providing pain and sensation to the meniscus is for the most part limited to the zone where the blood vessels are located. In terms of descriptive terminology orthopaedic surgeons divide the meniscus into thirds with three geographical zones;the front third is referred to as the anterior horn, the back third the posterior horn, and the middle third the body. Some people think that only athletes can tear a meniscus. This is not true. Even people who do not consider themselves "athletes" can tear a meniscus. Some menisci (plural) tear during activities of daily living such as getting in and out of a car or squatting. Menisci also tear during participation in recreational activities such as skiing, dancing, or racquetball. There are two different mechanisms for tearing a meniscus. Traumatic tears result from a sudden load being applied to the meniscal tissue which is severe enough to cause the meniscal cartilage to fail and let go. These usually occur from a twisting injury or a blow to the side of the knee that causes the meniscus to be levered against and compressed. Degenerative meniscal tears are best thought of as a failure of the meniscus over time. There is a natural drying-out of the inner centre of the meniscus that can begin in the late 20's and progresses with age. The meniscus becomes less elastic and compliant and as a result may fail with only minimal trauma (such as just getting down into a squat). Sometimes there are no memorable injuries or violent events which can be blamed as the cause of the tear. The association of these tears with aging makes degenerative tears in a teenager almost unheard of. There are many techniques for meniscal repair and these will depend on the location of the tear. The techniques include an open procedure (following arthroscopic examination of the joint) or the arthroscopic 'inside-out', 'outside-in' and 'all-inside' procedures. The open technique has been advocated for vertical tears of the posterior horn of the lateral and medial menisci within 1-2 mm of the meniscosynovial junction, where visualisation with the arthroscopy is difficult. In all cases the torn surfaces of the meniscus are derided of scar tissue and fibrin clot can be placed in situ before the sutures are tied to enhance healing. Repaired meniscal tears heal if there is adequate blood supply and tissue stability. A stable knee is therefore important and increased