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Intermittent Explosive Disorder ( Ied ) - 1548 Words

Us et al after second use if three or more authors, also put period after et al. and a comma after authors name ex (smith, 2003) An Overview of Intermittent Explosive Disorder Daniel Medvetz Ashland University An Overview of Intermittent Explosive Disorder Intermittent explosive disorder (IED) is a complicated disorder to diagnosis, treat and understand. IED is classified by the American Psychiatric Association as an individual that engages in recurrent acts of impulsive aggression. The act of aggression, are not an appropriate response to the act of provocation the individual experiences. The individual also has several episodes of failing to resist violent impulses, which result in serious assaultive acts or†¦show more content†¦This is why IED is listed as a type of impulse disorder. Remorse or embarrassment is often experienced after someone with IED commits a violent act (Ferguson 2006). Coccaro, Posternak and Zimmerman stated that originally intermittent explosive disorder was thought to be a rare disorder. After further recently conducted studies, the disorder appears to be common and often times goes undiagnosed, or is falsely diagnosed. Most of the time, it goes undiagnosed due to medical professional’s lack of awareness and understanding regarding the disorder. Coccaro, Postermark and Zimmerman found in recent studies that the percent of the population with the disorder is 6%. (as cited in McCloskey et al, 2008). Even though it has been discovered that IED is more common than previously thought, the disorder still may be underestimated. IED may still be under diagnosed because the DSM-IV criteria for diagnosing someone with IED is solely based on physical aggression. It does not take into account verbal aggression that is not proportional to provocation one experiences. Examples of verbal aggression are arguing, insulting and making threats. McClosky, Le e, Berman, Noblett and Coccaro (2008) have found that intense verbal aggression outbursts with no physical acts of violence maybe a type of nonphysical IED. Intense verbal aggression can be treated similarly to normal IED. To discover this, McClosky et al (2008), conducted an experiment to test if the core aggression of people with

Chapter 6 Talons and Tea Leaves Free Essays

When Harry, Ron, and Hermione entered the Great Hall for breakfast the next day, the first thing they saw was Draco Malfoy, who seemed to be entertaining a large group of Slytherins with a very funny story. As they passed, Malfoy did a ridiculous impression of a swooning fit and there was a roar of laughter. â€Å"Ignore him,† said Hermione, who was right behind Harry. We will write a custom essay sample on Chapter 6 Talons and Tea Leaves or any similar topic only for you Order Now â€Å"Just ignore him, it’s not worth it†¦Ã¢â‚¬  â€Å"Hey, Potter!† shrieked Pansy Parkinson, a Slytherin girl with a face like a pug. â€Å"Potter! The Dementors are coming, Potter! Woooooooooo!† Harry dropped into a seat at the Gryffindor table, next to George Weasley. â€Å"New third-year course schedules,† said George, passing then, over. â€Å"What’s up with you, Harry?† â€Å"Malfoy,† said Ron, sitting down on George’s other side and glaring over at the Slytherin table. George looked up in time to see Malfoy pretending to faint with terror again. â€Å"That little git,† he said calmly. â€Å"He wasn’t so cocky last night when the Dementors were down at our end of the train. Came running into our compartment, didn’t he, Fred?† â€Å"Nearly wet himself,† said Fred, with a contemptuous glance at Malfoy. â€Å"I wasn’t too happy myself,† said George. â€Å"They’re horrible things, those Dementors†¦Ã¢â‚¬  â€Å"Sort of freeze your insides, don’t they?† said Fred. â€Å"You didn’t pass out, though, did you?† said Harry in a low voice. â€Å"Forget it, Harry,† said George bracingly. â€Å"Dad had to go out to Azkaban one time, remember, Fred? And he said it was the worst place he’d ever been, he came back all weak and shaking†¦They suck the happiness out of a place, Dementors. Most of the prisoners go mad in there.† â€Å"Anyway, we’ll see how happy Malfoy looks after our first Quidditch match,† said Fred. â€Å"Gryffindor versus Slytherin, first game of the season, remember?† The only time Harry and Malfoy had faced each other in a Quidditch match, Malfoy had definitely come off worse. Feeling slightly more cheerful, Harry helped himself to sausages and fried tomatoes. Hermione was examining her new schedule. â€Å"Ooh, good, we’re starting some new subjects today,† she said happily. â€Å"Hermione,† said Ron, frowning as he looked over her shoulder, â€Å"they’ve messed up your timetable. Look — they’ve got you down for about ten subjects a day. There isn’t enough time.† â€Å"I’ll manage. I’ve fixed it all with Professor McGonagall.† â€Å"But look,† said Ron, laughing, â€Å"see this morning? Nine o’clock, Divination. And underneath, nine o’clock, Muggle Studies. And –† Ron leaned closer to the timetable, disbelieving, â€Å"look — underneath that, Arithmancy, nine o’clock. I mean, I know you’re good, Hermione, but no one’s that good. How’re you supposed to be in three classes at once?† â€Å"Don’t be silly,† said Hermione shortly. â€Å"Of course I won’t be in three classes at once.† â€Å"Well then –â€Å" â€Å"Pass the marmalade,† said Hermione. â€Å"But –â€Å" â€Å"Oh, Ron, what’s it to you if my timetable’s a bit full?† Hermione snapped. â€Å"I told you, I’ve fixed it all with Professor McGonagall.† Just then, Hagrid entered the Great Hall. He was wearing his long moleskin overcoat and was absent-mindedly swinging a dead polecat from one enormous hand. â€Å"All righ’?† he said eagerly, pausing on his way to the staff table. â€Å"Yer in my firs’ ever lesson! Right after lunch! Bin up since five getting’ everthin’ ready†¦hope it’s OK†¦me, a teacher†¦hones’ly†¦Ã¢â‚¬  He grinned broadly at them and headed off to the staff table, still swinging the polecat. â€Å"Wonder what he’s been getting ready?† said Ron, a note of anxiety in his voice. The Hall was starting to empty as people headed off towards their first lesson. Ron checked his schedule. â€Å"We’d better go, look, Divination’s at the top of North Tower. It’ll take us ten minutes to get there†¦Ã¢â‚¬  They finished breakfast hastily, said goodbye to Fred and George and walked back through the hall. As they passed the Slytherin table, Malfoy did yet another impression of a fainting fit. The shouts of laughter followed Harry into the Entrance Hall. The journey through the castle to North Tower was a long one. Two years at Hogwarts hadn’t taught them everything about the castle, and they had never been inside North Tower before. â€Å"There’s — got — to — be — a — short — cut,† Ron panted, as they climbed the seventh long staircase and emerged on an unfamiliar landing, where there was nothing but a large painting of a bare stretch of grass hanging on the stone wall. â€Å"I think it’s this way,† said Hermione, peering down the empty passage to the right. â€Å"Can’t be,† said Ron. â€Å"That’s south. Look, you can see a bit of the lake outside the window†¦Ã¢â‚¬  Harry was watching the painting. A fat, dappled-gray pony had just ambled onto the grass and was grazing nonchalantly. Harry was used to the subjects of Hogwarts paintings moving around and leaving their frames to visit each other, but he always enjoyed watching them. A moment later, a short, squat knight in a suit of armour had clanked into the picture after his pony. By the look of the grass stains on his metal knees, he had just fallen off. â€Å"Aha!† he yelled, seeing Harry, Ron and Hermione. â€Å"What villains are these, that trespass upon my private lands! Come to scorn at my fall, perchance? Draw, you knaves, you dogs!† They watched in astonishment as the little knight tugged his sword out of its scabbard and began brandishing it violently, hopping up and down in rage. But the sword was too long for him; a particularly wild swing made him overbalance, and he landed facedown in the grass. â€Å"Are you all right?† said Harry, moving closer to the picture. â€Å"Get back, you scurvy braggart! Back, you rogue!† The knight seized his sword again and used it to push himself back up, but the blade sank deeply into the grass and, though he pulled with all his might, he couldn’t get it out again. Finally, he had to flop back down onto the grass and push up his visor to mop his sweating face. â€Å"Listen,† said Harry, taking advantage of the knight’s exhaustion, â€Å"we’re looking for the North Tower. You don’t know the way, do you?† â€Å"A quest!† The knight’s rage seemed to vanish instantly. He clanked to his feet and shouted, â€Å"Come follow me, dear friends, and we shall find our goal, or else shall perish bravely in the charge!† He gave the sword another fruitless tug, tried and failed to mount the fat pony, gave up, and cried, â€Å"On foot then, good sirs and gentle lady! On! On!† And he ran, clanking loudly, into the left side of the frame and out of sight. They hurried after him along the corridor, following the sound of his armor. Every now and then they spotted him running through a picture ahead. â€Å"Be of stout heart, the worst is yet to come!† yelled the knight, and they saw him reappear in front of an alarmed group of women in crinolines, whose picture hung on the wall of a narrow spiral staircase. Puffing loudly, Harry, Ron, and Hermione climbed the tightly spiraling steps, getting dizzier and dizzier, until at last they heard the murmur of voices above them and knew they had reached the classroom. â€Å"Farewell!† cried the knight, popping his head into a painting of some sinister-looking monks. â€Å"Farewell, my comrades-in-arms! If ever you have need of noble heart and steely sinew, call upon Sir Cadogan!† â€Å"Yeah, we’ll call you,† muttered Ron as the knight disappeared, â€Å"if we ever need someone mental.† They climbed the last few steps and emerged onto a tiny landing, where most of the class was already assembled. There were no doors off this landing, but Ron nudged Harry and pointed at the ceiling, where there was a circular trapdoor with a brass plaque on it. â€Å"‘Sibyll Trelawney, Divination teacher,'† Harry read. â€Å"How’re we supposed to get up there?† As though in answer to his question, the trapdoor suddenly opened, and a silvery ladder descended right at Harry’s feet. Everyone got quiet. â€Å"After you,† said Ron, grinning, so Harry climbed the ladder first. He emerged into the strangest-looking classroom he had ever seen. In fact, it didn’t look like a classroom at all, more like a cross between someone’s attic and an old-fashioned tea shop. At least twenty small, circular tables were crammed inside it, all surrounded by chintz armchairs and fat little poufs. Everything was lit with a dim, crimson light; the curtains at the windows were all closed, and the many lamps were draped with dark red scarves. It was stiflingly warm, and the fire that was burning under the crowded mantelpiece was giving off a heavy, sickly sort of perfume as it heated a large copper kettle. The shelves running around the circular walls were crammed with dusty-looking feathers, stubs of candles, many packs of tattered playing cards, countless silvery crystal balls, and a huge array of teacups. Ron appeared at Harry’s shoulder as the class assembled around them, all talking in whispers. â€Å"Where is she?† Ron said. A voice came suddenly out of the shadows, a soft, misty sort of voice. â€Å"Welcome,† it said. â€Å"How nice to see you in the physical world at last.† Harry’s immediate impression was of a large, glittering insect. Professor Trelawney moved into the firelight, and they saw that she was very thin; her large glasses magnified her eyes to several times their natural size, and she was draped in a gauzy spangled shawl. Innumerable chains and beads hung around her spindly neck, and her arms and hands were encrusted with bangles and rings. â€Å"Sit, my children, sit,† she said, and they all climbed awkwardly into armchairs or sank onto poufs. Harry, Ron, and Hermione sat themselves around the same round table. â€Å"Welcome to Divination,† said Professor Trelawney, who had seated herself in a winged armchair in front of the fire. â€Å"My name is Professor Trelawney. You may not have seen me before. I find that descending too often into the hustle and bustle of the main school clouds my Inner Eye.† Nobody said anything to this extraordinary pronouncement. Professor Trelawney delicately rearranged her shawl and continued, â€Å"So you have chosen to study Divination, the most difficult of all magical arts. I must warn you at the outset that if you do not have the Sight, there is very little I will be able to teach you†¦Books can take you only so far in this field†¦Ã¢â‚¬  At these words, both Harry and Ron glanced, grinning, at Hermione, who looked startled at the news that books wouldn’t be much help in this subject. â€Å"Many witches and wizards, talented though they are in the area of loud bangs and smells and sudden disappearings, are yet unable to penetrate the veiled mysteries of the future,† Professor Trelawney went on, her enormous, gleaming eyes moving from face to nervous face. â€Å"It is a Gift granted to few. You, boy,† she said suddenly to Neville, who almost toppled off his pouf. â€Å"Is your grandmother well?† â€Å"I think so,† said Neville tremulously. â€Å"I wouldn’t be so sure if I were you, dear,† said Professor Trelawney, the firelight glinting on her long emerald earrings. Neville gulped. Professor Trelawney continued placidly. â€Å"We will be covering the basic methods of Divination this year. The first term will be devoted to reading the tea leaves. Next term we shall progress to palmistry. By the way, my dear,† she shot suddenly at Parvati Patil, â€Å"beware a red-haired man.† Parvati gave a startled look at Ron, who was right behind her and edged her chair away from him. â€Å"In the second term,† Professor Trelawney went on, â€Å"we shall progress to the crystal ball — if we have finished with fire omens, that is. Unfortunately, classes will be disrupted in February by a nasty bout of flu. I myself will lose my voice. And around Easter, one of our number will leave us for ever.† A very tense silence followed this pronouncement, but Professor Trelawney seemed unaware of it. â€Å"I wonder, dear,† she said to Lavender Brown, who was nearest and shrank back in her chair, â€Å"if you could pass me the largest silver teapot?† Lavender, looking relieved, stood up, took an enormous teapot from the shelf, and put it down on the table in front of Professor Trelawney. â€Å"Thank you, my dear. Incidentally, that thing you are dreading — it will happen on Friday the sixteenth of October.† Lavender trembled. â€Å"Now, I want you all to divide into pairs. Collect a teacup from the shelf, come to me, and I will fill it. Then sit down and drink, drink until only the dregs remain. Swill these around the cup three times with the left hand, then turn the cup upside down on its saucer, wait for the last of the tea to drain away, then give your cup to your partner to read. You will interpret the patterns using pages five and six of Unfogging the Future. I shall move among you, helping and instructing. Oh, and dear,† — she caught Neville by the arm as he made to stand up, â€Å"after you’ve broken your first cup, would you be so kind as to select one of the blue patterned ones? I’m rather attached to the pink.† Sure enough, Neville had no sooner reached the shelf of teacups when there was a tinkle of breaking china. Professor Trelawney swept over to him holding a dustpan and brush and said, â€Å"One of the blue ones, then, dear, if you wouldn’t mind†¦thank you†¦Ã¢â‚¬  When Harry and Ron had had their teacups filled, they went back to their table and tried to drink the scalding tea quickly. They swilled the dregs around as Professor Trelawney had instructed, then drained the cups and swapped over. â€Å"Right,† said Ron as they both opened their books at pages five and six. â€Å"What can you see in mine?† â€Å"A load of soggy brown stuff,† said Harry. The heavily perfumed smoke in the room was making him feel sleepy and stupid. â€Å"Broaden your minds, my dears, and allow your eyes to see past the mundane!† Professor Trelawney cried through the gloom. Harry tried to pull himself together. â€Å"Right, you’ve got a crooked sort of cross†¦Ã¢â‚¬  He consulted Unfogging the Future. â€Å"That means you’re going to have ‘trials and suffering’ — sorry about that — but there’s a thing that could be the sun. Hang on†¦that means ‘great happiness’†¦so you’re going to suffer but be very happy†¦Ã¢â‚¬  â€Å"You need your Inner Eye tested, if you ask me,† said Ron, and they both had to stifle their laughs as Professor Trelawney gazed in their direction. â€Å"My turn†¦Ã¢â‚¬  Ron peered into Harry’s teacup, his forehead wrinkled with effort. â€Å"There’s a blob a bit like a bowler hat,† he said. â€Å"Maybe you’re going to work for the Ministry of Magic†¦Ã¢â‚¬  He turned the teacup the other way up. â€Å"But this way it looks more like an acorn†¦what’s that?† He scanned his copy of Unfogging the Future. â€Å"‘A windfall, unexpected gold.’ Excellent, you can lend me some. And there’s a thing here,† he turned the cup again, â€Å"that looks like an animal†¦yeah, if that was its head†¦it looks like a hippo†¦no, a sheep†¦Ã¢â‚¬  Professor Trelawney whirled around as Harry let out a snort of laughter. â€Å"Let me see that, my dear,† she said reprovingly to Ron, sweeping over and snatching Harry’s cup from him. Everyone went quiet to watch. Professor Trelawney was staring into the teacup, rotating it counterclockwise. â€Å"The falcon†¦my dear, you have a deadly enemy.† â€Å"But everyone knows that,† said Hermione in a loud whisper. Professor Trelawney stared at her. â€Å"Well, they do,† said Hermione. â€Å"Everybody knows about Harry and You-Know-Who.† Harry and Ron stared at her with a mixture of amazement and admiration. They had never heard Hermione speak to a teacher like that before. Professor Trelawney chose not to reply. She lowered her huge eyes to Harry’s cup again and continued to turn it. â€Å"The club†¦an attack. Dear, dear, this is not a happy cup†¦Ã¢â‚¬  â€Å"I thought that was a bowler hat,† said Ron sheepishly. â€Å"The skull†¦danger in your path, my dear†¦Ã¢â‚¬  Everyone was staring, transfixed, at Professor Trelawney, who gave the cup a final turn, gasped, and then screamed. There was another tinkle of breaking china; Neville had smashed his second cup. Professor Trelawney sank into a vacant armchair, her glittering hand at her heart and her eyes closed. â€Å"My dear boy — my poor dear boy — no — it is kinder not to say — no — don’t ask me†¦.† â€Å"What is it, Professor?† said Dean Thomas at once. Everyone had got to their feet, and slowly they crowded around Harry and Ron’s table, pressing close to Professor Trelawney’s chair to get a good look at Harry’s cup. â€Å"My dear,† Professor Trelawney’s huge eyes opened dramatically, â€Å"you have the Grim.† â€Å"The what?† said Harry. He could tell that he wasn’t the only one who didn’t understand; Dean Thomas shrugged at him and Lavender Brown looked puzzled, but nearly everybody else clapped their hands to their mouths in horror. â€Å"The Grim, my dear, the Grim!† cried Professor Trelawney, who looked shocked that Harry hadn’t understood. â€Å"The giant, spectral dog that haunts churchyards! My dear boy, it is an omen — the worst omen — of death!† Harry’s stomach lurched. That dog on the cover of Death Omens in Flourish and Blotts — the dog in the shadows of Magnolia Crescent†¦Lavender Brown clapped her hands to her mouth too. Everyone was looking at Harry, everyone except Hermione, who had gotten up and moved around to the back of Professor Trelawney’s chair. â€Å"I don’t think it looks like a Grim,† she said flatly. Professor Trelawney surveyed Hermione with mounting dislike. â€Å"You’ll forgive me for saying so, my dear, but I perceive very little aura around you. Very little receptivity to the resonances of the future.† Seamus Finnigan was tilting his head from side to side. â€Å"It looks like a Grim if you do this,† he said, with his eyes almost shut, â€Å"but it looks more like a donkey from here,† he said, leaning to the left. â€Å"When you’ve all finished deciding whether I’m going to die or not!† said Harry, taking even himself by surprise. Now nobody seemed to want to look at him. â€Å"I think we will leave the lesson here for today,† said Professor Trelawney in her mistiest voice. â€Å"Yes†¦please pack away your things†¦Ã¢â‚¬  Silently the class took their teacups back to Professor Trelawney, packed away their books, and closed their bags. Even Ron was avoiding Harry’s eyes. â€Å"Until we meet again,† said Professor Trelawney faintly, â€Å"fair fortune be yours. Oh, and dear,† — she pointed at Neville, â€Å"you’ll be late next time, so mind you work extra-hard to catch up.† Harry, Ron, and Hermione descended Professor Trelawney’s ladder and the winding stair in silence, then set off for Professor McGonagall’s Transfiguration lesson. It took them so long to find her classroom that, early as they had left Divination, they were only just in time. Harry chose a seat right at the back of the room, feeling as though he were sitting in a very bright spotlight; the rest of the class kept shooting furtive glances at him, as though he were about to drop dead at any moment. He hardly heard what Professor McGonagall was telling them about Animagi (wizards who could transform at will into animals), and wasn’t even watching when she transformed herself in front of their eyes into a tabby cat with spectacle markings around her eyes. â€Å"Really, what has got into you all today?† said Professor McGonagall, turning back into herself with a faint pop, and staring around at them all. â€Å"Not that it matters, but that’s the first time my transformation’s not got applause from a class.† Everybody’s heads turned toward Harry again, but nobody spoke. Then Hermione raised her hand. â€Å"Please, Professor, we’ve just had our first Divination class, and we were reading the tea leaves, and –â€Å" â€Å"Ah, of course,† said Professor McGonagall, suddenly frowning. â€Å"There is no need to say any more, Miss Granger. Tell me, which of you will be dying this year?† Everyone stared at her. â€Å"Me,† said Harry, finally. â€Å"I see,† said Professor McGonagall, fixing Harry with her beady eyes. â€Å"Then you should know, Potter, that Sibyll Trelawney has predicted the death of one student a year since she arrived at this school. None of them has died yet. Seeing death omens is her favorite way of greeting a new class. If it were not for the fact that I never speak ill of my colleagues –† Professor McGonagall broke off, and they saw that her nostrils had gone white. She went on, more calmly, â€Å"Divination is one of the most imprecise branches of magic. I shall not conceal from you that I have very little patience with it. True Seers are very rare, and Professor Trelawney†¦Ã¢â‚¬  She stopped again, and then said, in a very matter-of-fact tone, â€Å"You look in excellent health to me, Potter, so you will excuse me if I don’t let you off homework today. I assure you that if you die, you need not hand it in.† Hermione laughed. Harry felt a bit better. It was harder to feel scared of a lump of tea leaves away from the dim red light and befuddling perfume of Professor Trelawney’s classroom. Not everyone was convinced, however. Ron still looked worried, and Lavender whispered, â€Å"But what about Neville’s cup?† When the Transfiguration class had finished, they joined the crowd thundering toward the Great Hall for lunch. â€Å"Ron, cheer up,† said Hermione, pushing a dish of stew toward him. â€Å"You heard what Professor McGonagall said.† Ron spooned stew onto his plate and picked up his fork but didn’t start. â€Å"Harry,† he said, in a low, serious voice, â€Å"You haven’t seen a great black dog anywhere, have you?† â€Å"Yeah, I have,† said Harry. â€Å"I saw one the night I left the Dursleys’.† Ron let his fork fall with a clatter. â€Å"Probably a stray,† said Hermione calmly. Ron looked at Hermione as though she had gone mad. â€Å"Hermione, if Harry’s seen a Grim, that’s — that’s bad,† he said. â€Å"My — my uncle Bilius saw one and — and he died twenty-four hours later!† â€Å"Coincidence,† said Hermione airily, pouring herself some pumpkin juice. â€Å"You don’t know what you’re talking about!† said Ron, starting to get angry. â€Å"Grims scare the living daylights out of most wizards!† â€Å"There you are, then,† said Hermione in a superior tone. â€Å"They see the Grim and die of fright. The Grim’s not an omen, it’s the cause of death! And Harry’s still with us because he’s not stupid enough to see one and think, right, well, I’d better kick the bucket then!† Ron mouthed wordlessly at Hermione, who opened her bag, took out her new Arithmancy book, and propped it open against the juice jug. â€Å"I think Divination seems very woolly,† she said, searching for her page. â€Å"A lot of guesswork, if you ask me.† â€Å"There was nothing woolly about the Grim in that cup!† said Ron hotly. â€Å"You didn’t seem quite so confident when you were telling Harry it was a sheep,† said Hermione coolly. â€Å"Professor Trelawney said you didn’t have the right aura! You just don’t like being bad at something for a change!† He had touched a nerve. Hermione slammed her Arithmancy book down on the table so hard that bits of meat and carrot flew everywhere. â€Å"If being good at Divination means I have to pretend to see death omens in a lump of tea leaves, I’m not sure I’ll be studying it much longer! That lesson was absolute rubbish compared with my Arithmancy class!† She snatched up her bag and stalked away. Ron frowned after her. â€Å"What’s she talking about?† he said to Harry. â€Å"She hasn’t been to an Arithmancy class yet.† ****** Harry was pleased to get out of the castle after lunch. Yesterday’s rain had cleared; the sky was a clear, pale gray, and the grass was springy and damp underfoot as they set off for their first ever Care of Magical Creatures class. Ron and Hermione weren’t speaking to each other. Harry walked beside them in silence as they went down the sloping lawns to Hagrid’s hut on the edge of the Forbidden Forest. It was only when he spotted three only-too-familiar backs ahead of them that he realized they must be having these lessons with the Slytherins. Malfoy was talking animatedly to Crabbe and Goyle, who were chortling. Harry was quite sure he knew what they were talking about. Hagrid was waiting for his class at the door of his hut. He stood in his moleskin overcoat, with Fang the boarhound at his heels, looking impatient to start. â€Å"C’mon, now, get a move on!† he called as the class approached. â€Å"Got a real treat for yeh today! Great lesson comin’ up! Everyone here? Right, follow me!† For one nasty moment, Harry thought that Hagrid was going to lead them into the forest; Harry had had enough unpleasant experiences in there to last him a lifetime. However, Hagrid strolled off around the edge of the trees, and five minutes later, they found themselves outside a kind of paddock. There was nothing in there. â€Å"Everyone gather ’round the fence here!† he called. â€Å"That’s it — make sure yeh can see — now, firs’ thing yeh’ll want ter do is open yer books –â€Å" â€Å"How?† said the cold, drawling voice of Draco Malfoy. â€Å"Eh?† said Hagrid. â€Å"How do we open our books?† Malfoy repeated. He took out his copy of The Monster Book of Monsters, which he had bound shut with a length of rope. Other people took theirs out too; some, like Harry, had belted their book shut; others had crammed them inside tight bags or clamped them together with binder clips. â€Å"Hasn’ — hasn’ anyone bin able ter open their books?† said Hagrid, looking crestfallen. The class all shook their heads. â€Å"Yeh’ve got ter stroke ’em,† said Hagrid, as though this was the most obvious thing in the world. â€Å"Look –â€Å" He took Hermione’s copy and ripped off the Spellotape that bound it. The book tried to bite, but Hagrid ran a giant forefinger down its spine, and the book shivered, and then fell open and lay quiet in his hand. â€Å"Oh, how silly we’ve all been!† Malfoy sneered. â€Å"We should have stroked them! Why didn’t we guess!† â€Å"I — I thought they were funny,† Hagrid said uncertainly to Hermione. â€Å"Oh, tremendously funny!† said Malfoy. â€Å"Really witty, giving us books that try and rip our hands off!† â€Å"Shut up, Malfoy,† said Harry quietly. Hagrid was looking downcast and Harry wanted Hagrid’s first lesson to be a success. â€Å"Righ’ then,† said Hagrid, who seemed to have lost his thread, â€Å"so — so yeh’ve got yer books an’†¦an’†¦now yeh need the Magical Creatures. Yeah. So I’ll go an’ get ’em. Hang on†¦Ã¢â‚¬  He strode away from them into the forest and out of sight. â€Å"God, this place is going to the dogs,† said Malfoy loudly. â€Å"That oaf teaching classes, my father’ll have a fit when I tell him –â€Å" â€Å"Shut up, Malfoy,† Harry repeated. â€Å"Careful, Potter, there’s a Dementor behind you –â€Å" â€Å"Oooooooh!† squealed Lavender Brown, pointing toward the opposite side of the paddock. Trotting toward them were a dozen of the most bizarre creatures Harry had ever seen. They had the bodies, hind legs, and tails of horses, but the front legs, wings, and heads of what seemed to be giant eagles, with cruel, steel-colored beaks and large, brilliantly, orange eyes. The talons on their front legs were half a foot long and deadly looking. Each of the beasts had a thick leather collar around its neck, which was attached to a long chain, and the ends of all of these were held in the vast hands of Hagrid, who came jogging into the paddock behind the creatures. â€Å"Gee up, there!† he roared, shaking the chains and urging the creatures toward the fence where the class stood. Everyone drew back slightly as Hagrid reached them and tethered the creatures to the fence. â€Å"Hippogriffs!† Hagrid roared happily, waving a hand at them. â€Å"Beau’iful, aren’ they?† Harry could sort of see what Hagrid meant. Once you got over the first shock of seeing something that was half horse, half bird, you started to appreciate the Hippogriffs’ gleaming coats, changing smoothly from feather to hair, each of them a different color: stormy gray, bronze, pinkish roan, gleaming chestnut, and inky black. â€Å"So,† said Hagrid, rubbing his hands together and beaming around, â€Å"if yeh wan’ ter come a bit nearer†¦Ã¢â‚¬  No one seemed to want to. Harry, Ron, and Hermione, however, approached the fence cautiously. â€Å"Now, firs’ thing yeh gotta know abou’ Hippogriffs is, they’re proud,† said Hagrid. â€Å"Easily offended, Hippogriffs are. Don’t never insult one, ’cause it might be the last thing yeh do.† Malfoy, Crabbe, and Goyle weren’t listening; they were talking in an undertone and Harry had a nasty feeling they were plotting how best to disrupt the lesson. â€Å"Yeh always wait fer the Hippogriff ter make the firs’ move,† Hagrid continued. â€Å"It’s polite, see? Yeh walk toward him, and yeh bow, an’ yeh wait. If he bows back, yeh’re allowed ter touch him. If he doesn’ bow, then get away from him sharpish, ’cause those talons hurt.† â€Å"Right — who wants ter go first?† Most of the class backed farther away in answer. Even Harry, Ron, and Hermione had misgivings. The Hippogriffs were tossing their fierce heads and flexing their powerful wings; they didn’t seem to like being tethered like this. â€Å"No one?† said Hagrid, with a pleading look. â€Å"I’ll do it,† said Harry. There was an intake of breath from behind him, and both Lavender and Parvati whispered, â€Å"Oooh, no, Harry, remember your tea leaves!† Harry ignored them. He climbed over the paddock fence. â€Å"Good man, Harry!† roared Hagrid. â€Å"Right then — let’s see how yeh get on with Buckbeak.† He untied one of the chains, pulled the gray Hippogriff away from its fellows, and slipped off its leather collar. The class on the other side of the paddock seemed to be holding its breath. Malfoy’s eyes were narrowed maliciously. â€Å"Easy now, Harry,† said Hagrid quietly. â€Å"Yeh’ve got eye contact, now try not ter blink†¦Hippogriffs don’ trust yeh if yeh blink too much†¦Ã¢â‚¬  Harry’s eyes immediately began to water, but he didn’t shut them. Buckbeak had turned his great, sharp head and was staring at Harry with one fierce orange eye. â€Å"Tha’s it,† said Hagrid. â€Å"Tha’s it, Harry†¦now, bow.† Harry didn’t feel much like exposing the back of his neck to Buckbeak, but he did as he was told. He gave a short bow and then looked up. The Hippogriff was still staring haughtily at him. It didn’t move. â€Å"Ah,† said Hagrid, sounding worried. â€Å"Right — back away, now, Harry, easy does it –â€Å" But then, to Harry’s enormous surprise, the Hippogriff suddenly bent its scaly front knees and sank into what was an unmistakable bow. â€Å"Well done, Harry!† said Hagrid, ecstatic. â€Å"Right — yeh can touch him! Pat his beak, go on!† Feeling that a better reward would have been to back away, Harry moved slowly toward the Hippogriff and reached out toward it. He patted the beak several times and the Hippogriff closed its eyes lazily, as though enjoying it. The class broke into applause, all except for Malfoy, Crabbe, and Goyle, who were looking deeply disappointed. â€Å"Righ’ then, Harry,† said Hagrid. â€Å"I reckon he migh’ let yeh ride him!† This was more than Harry had bargained for. He was used to a broomstick; but he wasn’t sure a Hippogriff would be quite the same. â€Å"Yeh climb up there, jus’ behind the wing joint,† said Hagrid, â€Å"an’ mind yeh don’ pull any of his feathers out, he won’ like that†¦Ã¢â‚¬  Harry put his foot on the top of Buckbeak’s wing and hoisted himself onto its back. Buckbeak stood up. Harry wasn’t sure where to hold on; everything in front of him was covered with feathers. â€Å"Go on, then!† roared Hagrid, slapping the Hippogriffs hindquarters. Without warning, twelve-foot wings flapped open on either side of Harry, he just had time to seize the Hippogriff around the neck before he was soaring upward. It was nothing like a broomstick, and Harry knew which one he preferred; the Hippogriff’s wings beat uncomfortably on either side of him, catching him under his legs and making him feel he was about to be thrown off; the glossy feathers slipped under his fingers and he didn’t dare get a stronger grip; instead of the smooth action of his Nimbus Two Thousand, he now felt himself rocking backward and forward as the hindquarters of the Hippogriff rose and fell with its wings. Buckbeak flew him once around the paddock and then headed back to the ground; this was the bit Harry had been dreading; he leaned back as the smooth neck lowered, feeling he was going to slip off over the beak, then felt a heavy thud as the four ill-assorted feet hit the ground. He just managed to hold on and push himself straight again. â€Å"Good work, Harry!† roared Hagrid as everyone except Malfoy, Crabbe, and Goyle cheered. â€Å"Okay, who else wants a go?† Emboldened by Harry’s success, the rest of the class climbed cautiously into the paddock. Hagrid untied the Hippogriffs one by one, and soon people were bowing nervously, all over the paddock. Neville ran repeatedly backward from his, which didn’t seem to want to bend its knees. Ron and Hermione practiced on the chestnut, while Harry watched. Malfoy, Crabbe, and Goyle had taken over Buckbeak. He had bowed to Malfoy, who was now patting his beak, looking disdainful. â€Å"This is very easy,† Malfoy drawled, loud enough for Harry to, hear him. â€Å"I knew it must have been, if Potter could do it†¦I bet you’re not dangerous at all, are you?† he said to the Hippogriff. â€Å"Are you, you great ugly brute?† It happened in a flash of steely talons; Malfoy let out a high pitched scream and next moment, Hagrid was wrestling Buckbeak back into his collar as he strained to get at Malfoy, who lay curled in the grass, blood blossoming over his robes. â€Å"I’m dying!† Malfoy yelled as the class panicked. â€Å"I’m dying, look at me! It’s killed me!† â€Å"Yer not dyin’!† said Hagrid, who had gone very white. â€Å"Someone help me — gotta get him outta here –â€Å" Hermione ran to hold open the gate as Hagrid lifted Malfoy easily. As they passed, Harry saw that there was a long, deep gash on Malfoy’s arm; blood splattered the grass and Hagrid ran with him, up the slope toward the castle. Very shaken, the Care of Magical Creatures class followed at a walk. The Slytherins were all shouting about Hagrid. â€Å"They should sack him straight away!† said Pansy Parkinson, who was in tears. â€Å"It was Malfoy’s fault!† snapped Dean Thomas. Crabbe and Goyle flexed their muscles threateningly. They all climbed the stone steps into the deserted entrance hall. â€Å"I’m going to see if he’s okay!† said Pansy, and they all watched her run up the marble staircase. The Slytherins, still muttering about Hagrid, headed away in the direction of their dungeon common room; Harry, Ron, and Hermione proceeded upstairs to Gryffindor Tower. â€Å"You think he’ll be all right?† said Hermione nervously. â€Å"Course he will. Madam Pomfrey can mend cuts in about a second,† said Harry, who had had far worse injuries mended magically by the nurse. â€Å"That was a really bad thing to happen in Hagrid’s first class, though, wasn’t it?† said Ron, looking worried. â€Å"Trust Malfoy to mess things up for him†¦Ã¢â‚¬  They were among the first to reach the Great Hall at dinnertime, hoping to see Hagrid, but he wasn’t there. â€Å"They wouldn’t fire him, would they?† said Hermione anxiously, not touching her steak-and-kidney pudding. â€Å"They’d better not,† said Ron, who wasn’t eating either. Harry was watching the Slytherin table. A large group including Crabbe and Goyle was huddled together, deep in conversation. Harry was sure they were cooking up their own version of how Malfoy had been injured. â€Å"Well, you can’t say it wasn’t an interesting first day back,† said Ron gloomily. They went up to the crowded Gryffindor common room after dinner and tried to do the homework Professor McGonagall had given them, but all three of them kept breaking off and glancing out of the tower window. â€Å"There’s a light on in Hagrid’s window,† Harry said suddenly. Ron looked at his watch. â€Å"If we hurried, we could go down and see him. It’s still quite early†¦Ã¢â‚¬  â€Å"I don’t know,† Hermione said slowly, and Harry saw her glance at him. â€Å"I’m allowed to walk across the grounds,† he said pointedly. â€Å"Sirius Black hasn’t got past the Dementors yet, has he?† So they put their things away and headed out of the portrait hole, glad to meet nobody on their way to the front doors, as they weren’t entirely sure they were supposed to be out. The grass was still wet and looked almost black in the twilight. When they reached Hagrid’s hut, they knocked, and a voice growled, â€Å"C’min.† Hagrid was sitting in his shirtsleeves at his scrubbed wooden table; his boarhound, Fang, had his head in Hagrid’s lap. One look told them that Hagrid had been drinking a lot; there was a pewter tankard almost as big as a bucket in front of him, and he seemed to be having difficulty getting them into focus. â€Å"‘Spect it’s a record,† he said thickly, when he recognized them. â€Å"Don’ reckon they’ve ever had a teacher who lasted on’y a day before.† â€Å"You haven’t been fired, Hagrid!† gasped Hermione. â€Å"Not yet,† said Hagrid miserably, taking a huge gulp of whatever was in the tankard. â€Å"But’s only a matter o’ time, I’n’t, after Malfoy†¦Ã¢â‚¬  â€Å"How is he?† said Ron as they all sat down. â€Å"It wasn’t serious, was it?† â€Å"Madam Pomfrey fixed him best she could,† said Hagrid dully, â€Å"but he’s sayin’ it’s still agony†¦covered in bandages†¦moanin’†¦Ã¢â‚¬  â€Å"He’s faking it,† said Harry at once. â€Å"Madam Pomfrey can mend anything. She regrew half my bones last year. Trust Malfoy to milk it for all it’s worth.† â€Å"School gov’nors have bin told, o’ course,† said Hagrid miserably. â€Å"They reckon I started too big. Shoulda left Hippogriffs fer later†¦one flobberworms or summat†¦Jus’ thought it’d make a good firs’ lesson’s all my fault†¦Ã¢â‚¬  â€Å"It’s all Malfoy’s fault, Hagrid!† said Hermione earnestly. â€Å"We’re witnesses,† said Harry. â€Å"You said Hippogriffs attack if you insult them. It’s Malfoy’s problem that he wasn’t listening. We’ll tell Dumbledore what really happened.† â€Å"Yeah, don’t worry, Hagrid, we’ll back you up,† said Ron. Tears leaked out of the crinkled corners of Hagrid’s beetle-black eyes. He grabbed both Harry and Ron and pulled them into a bone-breaking hug. â€Å"I think you’ve had enough to drink, Hagrid,† said Hermione firmly. She took the tankard from the table and went outside to empty it. â€Å"Ah, maybe she’s right,† said Hagrid, letting go of Harry and Ron, who both staggered away, rubbing their ribs. Hagrid heaved himself out of his chair and followed Hermione unsteadily outside. They heard a loud splash. â€Å"What’s he done?† said Harry nervously as Hermione came back in with the empty tankard. â€Å"Stuck his head in the water barrel,† said Hermione, putting the tankard away. Hagrid came back, his long hair and beard sopping wet, wiping the water out of his eyes. â€Å"That’s better,† he said, shaking his head like a dog and drenching them all. â€Å"Listen, it was good of yeh ter come an’ see me, I really –â€Å" Hagrid stopped dead, staring at Harry as though he’d only just realized he was there. â€Å"WHAT D’YEH THINK YOU’RE DOIN’, EH?† he roared, so suddenly that they jumped a foot in the air. â€Å"YEH’RE NOT TO GO WANDERIN’ AROUND AFTER DARK, HARRY! AN, YOU TWO! LETTIN’ HIM!† Hagrid strode over to Harry, grabbed his arm, and pulled him to the door. â€Å"C’mon!† Hagrid said angrily. â€Å"I’m takin’ yer all back up ter school an’ don’ let me catch yeh walkin’ down ter see me after dark again. I’m not worth that!† How to cite Chapter 6 Talons and Tea Leaves, Essay examples

The Meaning of American Pie free essay sample

In the autumn of 1971 Don McLeans elegiac American Pie entered the collective consciousness, and over thirty years later remains one of the most discussed, dissected and debated songs that popular music has ever produced. A cultural event at the peak of its popularity in 1972, it reached the top of the Billboard 100 charts in a matter of weeks, selling more than 3 million copies. By identifying this great success it illustrates that it was no ordinary song. With its boldness, originality and it being thematically ambitious created uncertainty. Presenting the idea that we weren’t entirely sure what the song was about, provoking endless debates over its epic cast of characters. But however open to interpretation the lyrics may have been, the songs emotional resonance was unmistakable: McLean was clearly relating a defining moment in the American experience—something had been lost. Opening with the death of singer Buddy Holly and ending near the tragic concert at Altamont Motor Speedway, we are able to frame the span of years the song is covering—1959 to 1970—as the 10 years weve been on our own of the third verse. It is across this decade that the American cultural landscape changed radically, passing from the relative optimism and conformity of the 1950s and early 1960s to the rejection of these values by the various political and social movements of the mid and late 1960s. American Pie appears to chronicle the course of rock n roll, it is not, as is sometimes suggested, a mere catalogue of musical events. In using the cast of rock n roll players from the 1960s and setting them against the backdrop of Buddy Hollys death, they become polarized—metaphors for the clash of values occurring in America at this time: Holly as the symbol of the happier innocence of the fifties, the rest as symbolic of the sixties growing unrest and fragmentation. And as each verse sums up chronological periods in time—the late 1950s, 1963-66, 1966-68, 1969, 1970—another blow against the happier innocence of another era is registered: another day the music dies. Verse 1 of American Pie looks back from the early seventies and introduces the catalyst for the story about to unfold. â€Å"A long long time ago I can still remember how the music used to make me smile†. The narrator here is nostalgic for a simpler and more optimistic kind of music—a music that can make people smile, and that could help them forget their troubles—and a music that very much represents the happier optimism of the 1950s in America. â€Å"But February made me shiver†, he also identifies Buddy Holly by the month in which he dies. Hollys passing had a profound effect on him, which is displayed throughout the song. The day the music died† this reflects and supports the idea that the day the music died becomes the day the innocence and optimism within America died The chorus is the primary key in understanding American Pie as the theme of America’s lost innocence is clearly stated. â€Å"So bye bye Miss American pie† Miss Amer ican Pie* is as American as apple pie, so the saying goes; she could also be a synthesis of this symbol and the beauty queen Miss America. Either way, her name evokes a simpler time in American life when these icons held more meaning. She is the America of a passing era, and he is bidding her farewell. Drove my Chevy to the levee alludes to a drive along a levee mentioned in a series of popular 1950s Chevrolet television commercials sung by Dinah Shore and which serves as a signpost to that era—just as the Chevrolet itself is a familiar icon of 1950s America. Also, given that a drive to a levee carries the suggestion of romance in a car, we can almost see him on a date here. But the date is over, the levee is dry—someone he once loved has betrayed him; something that once gave him sustenance has evaporated. This’ll be the day that I die† is a rewording of the line â€Å"cause that’ll be the day when I die† from the chorus of Holly’s hit that’ll be the day. This signifies McLean’s way of both mourning the death of that music and way of life, and pointing to Holly as his symbol of it. Verse 2 erupts with the idea that the narrator reaches little further back in time to the days of his youth, the late 1950s—a time of sock hops, pickup trucks and pink carnations—as he courts a woman who ultimately spurns him. This is a fickle lady here, and the narrator questions her loyalties. And can you teach me how to dance real slow? † This is a romantic dance. He is courting her. The slow dance itself is yet another reference to the fifties and the kind of dancing that went out of fashion in the following decade; it also alludes to the slower pace of life in America at this time. This verse helps us to further identity Miss American Pie, whose brief introduction in the chorus needed this additional exposition; and which, along with verse 1 and the chorus, also serves to establish the 1950s as the reference point for the res t of the song. In so doing, McLean characterizes the period primarily through its musical symbol (Holly), using him and the music (those rhythm and blues) as a metaphor for the innocence of the times, and a sacred thing. The day the music died now takes on the significance of a lost faith in the values of a passing era and the sorrow the narrator feels at their passing: blow number two. Having personified America as a woman, Bye bye Miss American Pie now more clearly becomes a farewell to the America he once knew.

Stepping Stones Essays - Batting, Preparation, Baseball,

Baseball Season Preparation Baseball has always been America?s natural past time. Many fans love watching baseball but do not realize how hard it is to prepare for a season. Most fans think the players just show up on the first day. I think this belief is completely false. I feel that preparing for a baseball season requires a lot of preparation. The preparation I tend use includes working on my swing, working out, and studying other people?s ideas on hitting. These steps are necessary for me to have a successful season. These steps have proven to be a valuable aid in helping me to prepare for the season. I believe these steps are the basic steps to becoming a great baseball player. Developing my swing is the first step I use in preparing for the upcoming season. There are a few different techniques I use to work on my swing. The first way is to take hitting lessons. I learn much of my knowledge about hitting from taking hitting lessons. My usual routine consists of taking lessons three times a week. This allows me to be evaluated by a professional. I took hitting lessons from the same coach for five straight years. His teachings have helped me become a much better hitter. Another way I develop my swing is by practicing daily. Even though I take hitting lessons, I still need more work. I am lucky enough to have access to a facility that has hitting cages. This allows me to work in the winter and during inclimate weather. By going to work on my swing on my own, I am able to work on the skills that my hitting instructor has taught me. This seems like it would take a long time, but it does not. I carefully plan out my time, and this allows me to use my time wise ly. I allot times to work different aspects of my swing. By doing this, I am able to cover all aspects of my swing. I also videotape my swing, and this allows me to view myself afterwards. Since I videotape my practice sessions, I can go over my sessions afterwards. I have caught and fixed many mistakes my carefully watching my swing on the recordings. Developing my swing is the first of three main steps I use in preparing for the upcoming season. Next, I work out using weights to improve my chances for success in the upcoming season. I believe that this step puts me ahead of the other athletes. A strict weight training schedule has allowed me to stay in top shape throughout the years. When I approached my parents about buying a very expensive gym membership they were skeptical. They simply did not think I would stay dedicated to my routine. After four years of a tough weight training schedule, they finally believe me. At the beginning of the off season, I set a routine that I follow throughout the year. These exercises include bench press, squats, and leg presses. I started out going five days a week, but now I realize that is not necessary. I go to the gym on Mondays, Wednesday, and Fridays. Working out also decreases my chance for injury during the actual season. During my sophomore year of high school, our top player, Bradley Prince, blew out his shoulder. This injury could have easily been prevented if he would have fo llowed a strict weight training schedule. I believe a strict weigh training schedule is a necessary step in preparing for the upcoming season. The final step I use in preparing for the upcoming season is studying other people?s ideas on hitting. Baseball is a sport that is all over the television. This works to my advantage. When the Atlanta Braves are playing on TBS, I get to study the top players in major league baseball. While most fans are only watching for enjoyment, I am watching to learn. I record many games out of the year, and later break each players individual swing down. I also read many books on the different styles for hitting. For example, I read about five books by the hitting coach of the Oakland A?s. By reading

How Honeybees Turn Nectar Into Honey

How Honeybees Turn Nectar Into Honey The sweet, viscous honey we take for granted as a sweetener or cooking ingredient is the product of industrious honeybees working as a highly organized colony, collecting flower nectar and converting it into a high-sugar food store. The production of honey by bees involves several chemical processes, including digestion, regurgitation, enzyme activity, and evaporation. Bees create honey as a highly efficient food source to sustain themselves year-round, including the dormant months of winter- human beings are just along for the ride. In the commercial honey-gathering  industry, the excess honey in the hive is what is harvested for packaging and sale, with enough honey left in the hive to sustain the bee population until it becomes active again the following spring.   The Honeybee Colony A honeybee colony generally consists of one queen bee- the only fertile female; a few thousand drone bees, which are fertile males; and tens of thousands of worker bees, which are sterile females.  In the production of honey, these worker bees take on specialized roles as  foragers  and  house bees. Gathering and Processing Flower Nectar The actual process of transforming the flower nectar into honey requires teamwork. First,  older forager  worker bees  fly out from the hive in search of nectar-rich flowers. Using its straw-like proboscis, a forager bee drinks the liquid nectar from a flower and stores it in a special organ called the honey stomach. The bee continues to forage until its honey stomach is full, visiting 50 to 100  flowers per trip from the hive. At the moment the nectars reach the honey stomach, enzymes begin to break down the complex sugars of the nectar into simpler sugars that are less prone to crystallization. This process is called inversion. Handing Off the Nectar With a full belly, the forager  bee heads back to the hive and regurgitates the already modified nectar directly to  a younger house bee. The house bee ingests the sugary offering from the forager bee, and its own enzymes further break down the sugars. Within the hive, house bees pass the nectar from individual to individual until the water content is reduced to about 20 percent. At this point, the last house bee regurgitates the fully inverted nectar into a cell of the honeycomb.   Next, the hive bees beat their wings furiously, fanning the nectar to evaporate its remaining water content; evaporation is also helped by the temperature inside a hive being a constant 93 to 95 F. As the water evaporates, the sugars thicken into a substance recognizable as honey. When an individual cell is full of honey, the house bee caps the beeswax cell, sealing the honey into the honeycomb for later consumption. The beeswax is produced by glands on the bees abdomen. Collecting Pollen While most foraging bees are dedicated to collecting nectar for the production of honey, about 15 to 30 percent of the foragers are collecting pollen on their flights out from the hive.  The pollen is used to make beebread, the bees main source of dietary protein. The pollen also provides bees with fats, vitamins, and minerals. To keep pollen from spoiling, the bees add enzymes and acids to it  from salivary gland secretions. How Much Honey Is Produced? A single worker bee lives only a few weeks and in that time produces only about 1/12th of a teaspoon of honey.  But working cooperatively, a hives thousands of worker bees can produce more than  200 pounds of honey for the colony within a year. Of this amount, a beekeeper can harvest 30 to 60 pounds of honey without compromising the colonys ability to survive the winter.   The Food Value of Honey A tablespoon of honey contains 60 calories, 16 grams of sugar, and 17 grams of carbs. For humans, its a less bad sweetener than refined sugar, because honey contains antioxidants and enzymes. Honey can vary in color, flavor, and antioxidant level, depending on where it is produced because it can be made from so many different trees and flowers. For example, eucalyptus honey may seem to have a hint of menthol flavor. Honey made from nectar from fruit bushes may have more fruity undertones than honey  made from nectars of flowering plants. Honey produced and sold locally is often much more unique in taste than honey manufactured on a huge scale and appearing on grocery store shelves, because these widely distributed products are highly refined and pasteurized, and they may be blends of honey  from many different regions.   Honey can be purchased in several different forms. It is available as a traditional viscous liquid in glass or plastic bottles, or it can be purchased as slabs of honeycomb with honey still packed in the cells. You can also buy honey in granulated form or whipped or creamed to make it easier to spread.   Bee Species All honey consumed by people is produced by only seven different species of  honeybees. Other types of bees, and a few other insects, also make honey, but these types are not used for commercial production and human consumption. Bumblebees, for example, make a similar honey-like substance to store their nectar, but its not the sweet delicacy that honeybees make.  Neither is it made in the same quantity because, in  a bumblebee colony, only the queen hibernates for the winter. About Nectar   Honey is not possible at all without nectar from flowering plants. Nectar is a sweet, liquidy substance produced by glands within plant flowers. Nectar is an  evolutionary adaptation that attracts insects to the flowers by offering them nutrition. In return, the insects help fertilize the flowers by transmitting pollen particles clinging to their bodies from flower to flower during their foraging activities. In this synergetic relationship, both parties benefit: Bees and other insects gain food while simultaneously transmitting the pollen necessary to fertilization and seed production in the flowering plants. In its natural state, nectar contains about 80 percent  water, along with complex sugars. Left unattended, nectar eventually ferments and is useless as a food source for bees. It cannot be stored for any length of time by the insects. But by transforming the nectar into honey, the bees create an efficient and usable carbohydrate that is only 14 to 18 percent water and one that can be stored almost indefinitely without fermenting or spoiling. Pound for pound, honey provides bees with a much more concentrated energy source that can sustain them through cold winter months.

My project discussion will be based on the research conducted to Essay - 1

My project discussion will be based on the research conducted to evaluate the immigration policy and the impact it has on the va - Essay Example The various immigration policies differ from country to country. There are similarities and disparities in the immigration policies in developed countries like Canada and under-developed or developing countries like South Africa. The similarities and differences in immigration policies in Canada and South Africa have an impact on the number of people that immigrate, with potential effects on the labor workforce in these countries influencing economy differently. Immigration Immigration is simply relocating to another country for different reasons. Some immigrate to look for jobs, political freedom, studying, marrying and for business. Immigration is different from country to country. While some countries may be good for political asylum, they may not be the best for business or studying. As such, people have to choose the country they will immigrate to very carefully depending on their future objectives and goals. However, there are exceptions, where a country is suitable for all the possible reasons for immigration. Developed countries have almost everything in order including democracy, education system, better wages and business opportunities. Any person can move into such a country and meet his objectives. Developed country is defined as a country with high level industrialization, high income, and high life expectancy rate, democratically mature, good education systems and with well defined political systems and low corruption rates. Such countries have high literacy levels and high employment rates as well. On the other hand, developing countries are those that are on the path of becoming industrialized, democratically mature. The income, life expectancy, education systems and political systems are improving but are yet to get to the required levels. Most developing countries are working hard to ensure they become developed. Immigration policy is one of the many things such countries are using to improve the various systems. Developed countries also depen d on the immigration policies for different things (The World Bank 1). Similarities and differences in immigration policies in Canada and South Africa Workforce South Africa and Canada are constantly in need of people to work in the various sectors of the economy. The reasons behind this are different for the two countries. In South Africa, laborers required are usually non-skilled and semi-skilled. The demand for these workers is attributed to by the many mining industries within the country. Skills do not need to be high unless the person will have to be employed as a manager or director of the big firms. In fact, people looking for un-skilled and semi-skilled jobs are not well educated in most cases. However, this does not meet that well educated people with high level of skills cannot be accommodated. The South Africa Department of Home Affairs categorically states that the country can accommodate people with exceptional skills and qualifications. There are no specifications on the Language an immigrant has to be proficient in to move and live in South Africa (Segatti 19). On the other hand, Canada focuses mainly on highly educated and highly skilled persons. The department of immigration categorically states that potential immigrants to Canada have to be well learned. They must have at least one year experience in their field. Canadian government regulates the qualifications to be used at any given time (Reitz 409). For example, if

What are the key issues faced by first year undergraduates Essay

What are the key issues faced by first year undergraduates - Essay Example Therefore, the issues that this easy intend to discussed are in terms of personal challenges, academic challenges, environmental challenges and social challenges. Every issue will present basic idea with a practical example. Moreover, the essay will further detail these issues that students in first year face as well as the reasons why these issues have become an obstacle for their retention and integration in the university. To begin with, Personal challenges that first year students face at the University might cover several challenges but let us talk about loneliness. Loneliness is usually an emotional feeling that arises when someone feels that she/he has been left out by friends, usually in an entirely new environment. In addition, this is a quite common problem faced by most students in their first year at Universities when they leave their families so as to seek abroad studies in higher institution of learning. A practical and a classic example is when these first year student s feel Home and lovesick which normally happens when they are missing their family or someone so special to them in life, who is far away from them. Fortunately, this sort of emotional feeling can only last for few weeks or months after which they recover from it, as they will meet more friends in due time. Besides Personal challenges, there are environmental challenges first year student face that that threaten their retention and integration into the university system. Learning in a totally new environment is not that easy as one may think, as it demands adaptation to that new Environment which is not an easy task for everyone. The mode of learning and teaching methods may be different from those that these first year students at the University may have used while still in high schools. For instance, the using the library catalogue is a new idea to most students in first year. Additionally, there can be sluggish learning progression in a too crowded and noisy environment for the s tudent in first year at the University. A productive and a successful learning outcome requires a conducive and private environment and therefore most students in first year at the University find difficulties in learning in crowded environment, since it associate with numerous negative impacts; for example, lose interest in learning processes and lose of concentration. However, after a couple of semesters, the students in first year at the University need to have been adapted and familiarized with the system if at all they are eager to learn and not pull out from the university. The third issue is educational challenges these student in first year at the University face. This issue is always of concern as well to a good number of first year students. Academic side in institutions of higher learning are highly professional than High Schools contrary to what the majority of first year students may expect, therefore, a good number of them are never serious enough with their time manag ement. First year students are devoid of efficient time management skill which simply explains how a person plan and allocate her/his daily activities in accordance to time available. At times, first year students lose opportunities to obtain additional marks in their final assessment simply because they never planned well for their time at the university (Gibney, Murpy & O’sullivan, 2011). For example, they might fail to attend or be late to attend to labs and tutorial, which implies they will lose marks. Moreover, procrastination is always a toxic attitude towards time management. This attitude is referring to the behavior of keeping tasks like homework and assignment to be done in a later date. Consequently, this attitude of University`s first

Managing Remote Coders Research Paper Example | Topics and Well Written Essays - 1000 words

Managing Remote Coders - Research Paper Example Job requirements as highlighted by organizations in their job advertisements, location of remote coders and responsibilities of a remote coder, all have evolved with time. These remote coders can work from any location including their home and can provide quality service to health care providers. Many job opportunities are available for remote coders on national and international level. The need for precise coding of patient data has created a high demand for the professional remote coding specialists. Weil (2007) in his article claims that â€Å"with coder shortages, increasing coding complexity and the ever-present need to find cost saving solutions, organizations are turning to outside relationships to maintain a competitive advantage while delivering superior patient care†. The medical coding process involves the coding of medical records of patients into numerical format for the purpose of data storing. Coding is done by reviewing medical records of the patients and trans forming medical details of the patients’ illnesses and procedures into numerical codes. Requirements of Other Organizations based on Job Advertisements The organizations, which appoint remote coders, have certain requirements. To become a remote coding specialist, one must acquire certain technical skills and qualifications. Adequate resources and training are available for remote coders to polish their skills. A remote coder needs to have certification from a well-recognized organization as AHIMA or AAPC. A certified coding specialist certificate is essential to work as a remote coder. A certified professional coder is a specialized person with high professional value who has passed a coding examination conducted by AAPC. It is highly recommended that a remote coder has at least two years of coding experience at a hospital and is able to satisfy the CEU requirements. According to Becksterhead (2010), â€Å"applicants must have a minimum of one year's coding experience and A HIMA certification, with Registered Health Information Administrator (RHIA), Registered Health Information Technician (RHIT) or Certified Coding Specialist (CCS) certifications†. The remote coders are expected to have high school diploma. However, the preference is mostly for candidates with a Bachelors degree. The remote coder applicant is also expected to possess excellent written and verbal communication skills. Since the coder has to review the medical records and other documents extensively, the language proficiency is of prior importance for him. As per Black (2009), â€Å"he should have excellent organizational skills for detail-oriented and repetitive job duties. Also requires the ability to work independently and make decisions with minimal supervision†. It is also essential for the coder to have knowledge of medical terminologies, pharmacology and disease processes. Implementing Remote Coding at a Facility Initially to implement a remote coding program, an adm inistrator can make use of simple cost and benefit analysis. It is highly cost effective to recruit remote coders on permanent basis. Klarberg (2010) in his article writes, â€Å"Remote coding can be successfully implemented and managed by even the smallest of facilities. Prior to implementing a remote coding program, it is imperative that HIM administrators fully discuss remote coding solutions with various departments†

Impact of Crystal Meth Addiction

Impact of Crystal Meth Addiction By the time you are in elementary you already have some knowledge on drugs. They affect us in various ways, sometimes even personally. For Luke it became a personal issue. At first he began living in the house of a crystal meth addict to research the drug and experience first-hand how it affected others. Originally he had no intention of taking the drug, but after some time he fell into temptation. Since the house he was living in was full of crystal meth and crystal meth addicts it’s not surprising that this ending up happening. At first he would only use it occasionally/recreationally. He felt that he could accomplish more while using it and that non-user were weird for not using it. According to him it was cheap, it helped him lose weight, and it was really fun. â€Å"I felt creative, confident and productive.† (Luke Williams) But after sometime this recreational drug became something he could not live without. Luke then became an addict and began to experience psychotic episodes and aggression. Because of crystal meth he felt that everyone was out to get him and wanted to kill him. This is when he realized that he needed to stop. He went to a hospital, but they offered him pretty much no help and were very unsympathetic. The place where he used to live kicked him out and finding a place to stay became a difficult task. He lived with other crystal meth addicts but they began to flip out on him, leaving him with no choice, but to return home. His parents were very kind and took him in and helped him with his addiction. Learning to cope with the after effects of crystal meth was hard, but with the help of his parents he is now living a normal healthy lifestyle. Although he no longer has that many friends he feels better, because now he doesn’t have bad influences around him. He realizes how dumb he wa s for taking crystal meth and encourages others to never try it (Williams). But where did this drug that destroys so many homes and lives come from? This drug is a man-made stimulant that has been around for a long time. Crystal meth was originally made by the government during World War II to help soldiers stay awake. But after realizing the after affects it had on the soldiers the government decided to ban it. Most of the crystal meth in the United States comes from Mexican super labs. Although people still make it here in the U.S. it’s usually inside their homes. It’s very dangerous to make because of the chemicals involved which are very explosive. Crystal meth comes in clear chunky crystals resembling ice and is most commonly smoked. You can identify Crystal Meth addicts by certain characteristics/behaviors that they exhibit. One of the first things that you will start to notice is that they do not care about their personal appearance or hygiene. They continually pick at their hair and skin which causing themselves nasty looking sores. And they get pimples that are hard to get rid of. They are also more likely to steal to pay for their addiction. Angry outbursts and mood swings are very common in crystal meth addicts. Other affects it has on the body is raising the body temperature to an abnormal level, so high that the user could pass out or even die. They lose appetite and weight dramatically. Dilated pupils, rapid eye movement, anxiousness, confusion, insomnia, unsafe sex, violent outbursts, and twitching are some of the after effects of crystal meth. Users can become paranoid and hear and see things that aren’t actually there (hallucinations). (Ratini) But why do people take this drug? What makes it so addictive? The powerful rush people get from using crystal meth makes a lot of people get hooked right from the start. When its used, a chemical called dopamine (chemical in the brain that floods parts of it that regulate feelings of pleasure). Users also feel confident and energetic. A user can become addicted quickly and soon finds he will do anything to have the rush again. As he continues to use the drug, he builds up a tolerance. That means he needs higher doses to get the same high. The higher the dosage of crystal meth, the higher the risks. How do you get clean from such a powerful drug? How do you liberate yourself from its iron grasp? Since most people who try crystal meth are immediately addicted to it, it’s very hard to get clean from it. Actually it’s one of the hardest drug addictions to beat. People who are addicted to crystal meth usually cannot beat the addiction on their own and require professional help. They either need a professional counselor or drug treatment program. For the first few weeks their bodies will go into withdrawal and they will only be able to eat and sleep because their mind and body are too tired to do anything else. They will feel anti-social and may have violent outbursts. During the whole withdrawal your body is screaming for meth. This is the hardest part of getting clean. Then they go through a honeymoon phase where they feel super confident. Most people have a relapse during this moment because of how over confident they are. Then comes more depression and boredom after this. Finally they move into the adjustment phase where they begin to adjust to society and life in general. Staying clean is a daily choice so it’s an ongoing recovery. But how does this drug affect your spiritual life? Can you still have a close relationship with God while doing Crystal Meth? No, you can’t†¦ Of course the Bible never directly talks about drugs but that’s because they were not around during those days. But it does talk about addictions. All of the apostolic exhortations to remain sober-minded and alert are designed to remind us that we must be vigilant against the snares of the Devil who seeks to ensnare us through deception. (1 Peter 5:8) (1 Corinthians 15:34; 1 Thessalonians 5:4-8; 2 Timothy 4:5; 1 Peter 1:13; 4:7; 5:8) All of these texts talk about being sober and how can you do that if you’re so high you don’t even know your name? Sobriety is also important for prayer (1 Peter 4:7). As Christians, our bodies are not our own, we have been bought with a price which is the blood of Christ (1 Peter 1:17-19) (1 Corinthians 6:19-20). Having bought us with His own life if we pollute or harm our bodies w e desecrate the House of God (1 Corinthians 3:16-17). So I guess all this answers the question if you can or can’t be high and still consider yourself a devoted Christian. In the beginning I mentioned that Luke began to use the drug because he was naà ¯ve of its effects on the human body and what crystal meth actually was. After reading all of this information I feel like he would think twice before trying the drug. People don’t usually think about the effects drugs have on your body and never stop to consider the after effects. But if it is all written out for you and personal testimonies are added then it’s a lot easier to stop and be informed about the drug. This type of information would have saved Luke from a lot of pain, hardship, and danger. And all though he wasn’t a Christian, the texts from the Bible can be very helpful to Christian youth who are experimenting with different things. Many people are ignorant and think that just trying a drug once will not affect them later on and that they are just going to do it once recreationally. Unfortunately this is not the case 99% of the time. Because crystal meth is so strong peo ple get addicted to it the first time they try it and it is really hard to stop the addiction that is why Luke had such a hard time. To prevent things like this from happening we need to speak out against drug abuse and inform people on what Crystal meth and drugs in general do to your body. We need to let them know that they take control of your life and leave you worse than you ever were before. And battling drug addiction is a lifelong thing because your body will always crave the drug. Crystal meth ruins hundreds of lives, families, relationships, and homes each year that is why we must speak out against it now. Luke didn’t have people in his life to inform him, but think about the people you know that are messing around with drugs; have you taken the time to inform them? Don’t let them go through all the things Luke went through. Works Cited Petit, Aymeric. J Addict Res. Methamphetamine Addiction: A Review of the Literature (2012): http://omicsonline.org/methamphetamine-addiction-a-review-of-the-literature-2155-6105.S1-006.php?aid=3893. Ratini, Melinda. crystal meth what should you know. 16 september 2014. 6 may 2015. . Williams, Luke. life as a chrystal meth addict. The saturday Paper 2 8 2014: 2.

Cold War Book Review Essay -- essays research papers

Political and economic perspectives should not dominate the analysis of communist rule. Analysis of the social aspects and results of communist rule are necessary to achieve a full understanding of the effects of such government. Slavenka Drakulic produced How We Survived Communism and Even Laughed, an appealing work with this fresh social approach. This nonfiction work combines the author’s own recollections with the stories of other women of the Eastern Bloc. Drakulic, a renowned journalist and writer, utilizes her keen eye for detail and truth in this quest that shows how communism has devastating effects on the common citizen. She provides insight into the conditions of life for women within a communist system. Several points of view from those living under such a regime are documented in this collection of 19 essays. The author highlights the unimportant aspects of life and how they are important as symbols of recurring injustice under this communist regime in Eastern Europe. Her travels to Czechoslovakia, Poland, Hungary, Bulgaria, and East Germany result in adequate research of several personalities and experiences. This extensive research abroad, coupled with Drakulic’s own background experiences, provides a solid groundwork for the author’s thesis. However, any amount of research cannot surmount to the experiences Drakulic faced growing up with the lifestyle that comes with communist rule. If she is discussing the perils of doing lau...

Renaissance Architecture as the Pinnacle of Genius Or Brunelleschi’s Dome

Architecture is the evolution of beauty in the fourth dimension. Art has continuously been about the creation of something beautiful, intrepid, and ingenious. Although there are many great art movements such as Baroque, Pop Art, Gothic, Avant-Guard, none are more striking in architecture as that of the Renaissance era. With the Renaissance convalescence to beauty, the color combination and the presence of the classical nude incorporated into a lot of the decor, it is with the Renaissance art era that art history was witness to the best possible architecture. The following essay will seek to prove this point using the geniuses of the Renaissance period and using their works as examples of this thesis. The Renaissance took its cue from the elegant forms of architecture and beauty from the Greeks and Romans. The idea of symmetry and shapes and elegance are staple features in Renaissance architecture. Thus, a viewer can see a lot of Rome represented in the Renaissance architecture such as columns, pediments, arches and domes. It was through Vitruvius’s writings on architecture that inspired many Renaissance artists to embrace the Roman ideal of beauty, harmony, and symmetry (Architecture in Renaissance Italy paragraph one). This is Vitruvius’s idea of symmetry as is presented in Renaissance architecture and conceptualized by Vitruvius in the human body, The measurement pertaining to the body being designated by headlengths is emphasized by Vitruvius in this manner, â€Å"For the human body is so designed by nature that the face, from the chin to the top of the forehead and the lowest roots of the hair, is a tenth part of the whole height; the open hand from the wrist to the tip of the middle finger is just the same†¦The other members, too, have their own symmetrical proportions, and it was by employing them that the famous painters and sculptors of antiquity attained to great and endless renown† (72). Some of the famous architects of the Renaissance era included Michelangelo, Brunelleschi, Battista Alberti and Palladio. Each had their own style and power to not only engineer great feats of architectural beauty but to also bring forth their vision of classical Roman design with symmetr y as the focal point. Though Vitruvius speaks of symmetry his nature of the term also gives leeway, â€Å"Therefore, since nature has designed the human body so that its members are duly proportioned to the frame as a whole, it appears that the ancients had good reason for their rule, that in perfect buildings the different members must be in exact symmetrical relations to the whole general scheme† (73). This is especially seen in Brunelleschi’s brilliant masterpiece the dome of the Florence Cathedral or duomo as the Italians call it. The genius of the duomo was that it is a dome built within a dome. Bruniselleschi realized the weight issue of this dome, and thought that another structure to hold most of the weight would allow for the architecture to last longer without future engineering. Along with the genius of building this dome within a dome, Brunelleschi also used less material at the top of the dome where the oculus is located in order for the issue of weight to have less of a detrimental effect on the design, â€Å"As the total weight of the structure was thereby lightened, he could dispense with the massive and costly wooden trusswork required by the older method of construction† (Janson 1997, 419). Among Brunelleschi’s other major accomplishments and contributions to architecture is he renewal of the Doric, Ionic and Corinthian columns in their proper places. Another recognized accomplishment of Brunelleschi is his system of proportions; although his architecture seems simple to the layman, his intricacies lie within his use of appropriate measurement inducing harmony in his overall structure such as the Ospedale degli Innocenti. This modular cube building is pristine in its measurements between columns, and the height and space are especially p roportioned (Architecture in Renaissance Italy paragraph two). There is a definite sense of these elements intermingling in architecture so much so that the physical is being eclipsed by the virtual and when this happens the most important element of architecture which will lead the evolution is light. The Renaissance was an era of individuals. The art movement occurred in the 1400s at which time the world was succumbing to great travesties. The one hundred years war was happening, the bubonic plague had killed at least 50% of the population among such countries as France, Germany and England, but Italy was spared. Due to Italy’s political system, which is a series of city republic states with not king, no true peasant class, and so there is room for social mobility, and capitalism has made the culture a commercial society. Merchants, such as the Medici’s, ran this commercial society and all of these circumstances put together gives way for the Renaissance, â€Å"In 1419, while he was working out the final plans for the Cathedral dome, Brunelleschi received his first opportunity to create buildings entirely of his own design. It came from the head of the Medici family, one of the leading merchants and bankers of Florence, who commissioned him to add a sacristy to the Romanesque church of S. Lorenzo† (Janson 1997, 419). . In order for artists to have observed the world around them, leisure time must have been pursued and because Italy did not so entirely succumb to the great plague, the entire culture was left to flourish. They flourished in everything, mostly art. This era of individuals allowed for self-made millionaires who would commission artists to create whatever they wanted. One of the main contributors to the Renaissance was the Church. The ability of a Renaissance artist to create and invent hinged on the indulgence of the commissioner. Thus, many great religious art works were also the focal point of the artist. , and so, by observing the world around them Renaissance artists created a plethora of religious structures. By seeing the world around them and inventing necessary objects with which to engage in that world or to improve life, Renaissance artists proved that invention was key in discovering the world. Thus, the Renaissance did not only give the world great art, but the artistic genius and fortitude to create great monuments and inventions. By simple observation, artists such as Brunelleschi could give the world new forms of sculpture, architecture, and design implementations involving grand scale construction. Observation is the key to artistic genius, and it is through observation that art and invention collide. The genius of Brunelleschi was able to flourish because of religion. His work on the duomo was not limited to just the architecture, but the engineering as well, â€Å"Instead of having building materials carried up on ramps to the required level, he designed hoisting machines† (Janson 1997, 419). Thus, not only was architecture thriving but also other avenues of art such as engineering. It was financial freedom which lead to the greatness of the duomo, and Brunelleschi’s stamp in art history.

Happy moment in my life Essay

Social networks are becoming increasingly important in higher education as the format of course delivery changes to include hybrid and online models, and as the social network offers students a way to stay in touch, creating face-to-face like conversations and other interactions away from the physical classroom. From this perspective, social networks are particularly important for adult learners who often have complex, busy schedules that may not enable them to participate in face-to-face events at their institutions of choice, or may prohibit them from participating during â€Å"regular† classroom hours. Online social media participation can happen anytime, anywhere, and fills the need of adult or distance (or both) students to feel connected to their classmates, their instructors, and their institutions. My experience teaching both face-to-face and online courses with and without the use of social networks has shown me how valuable they can be to overall student engagement. In both cases, before turning to using a social network (in my case, Yammer) as a web course space, I tried using other formats for student engagement such as blogs, wikis, and forums. I found that the â€Å"chatty† nature of social networks made a big difference in the kind of student participation I saw and the length, depth, and consistency of student-to-student and group-to-group (many-to-many) interactions that occurred in my courses. Read more: Essay About  Happiest Moments in Life Social networks most closely resemble what happens in face-to-face discussions, and therefore resulted in the students feeling more committed, engaged, and known to each other and the course, as well as (potentially) to the institution. Other factors contributing to the increased engagement with the use of social networks are: (1) The low learning curve: Most people are familiar with Facebook, and can therefore easily adopt any similar social network without feeling burdened by having to learn anything new; (2) Familiar faces: The use of a photograph alongside the students and professors or administrators postings goes a long way to heighten a sense of familiarity. Often I found students knew each other and me from the social network so well that when we finally met in person, it felt very familiar; (

Definition and Examples of Canadian English

Definition and Examples of Canadian English Canadian English is a variety of the English language that is used in Canada. A Canadianism is a word or phrase that originated in Canada or has special meaning in Canada. Although there are many similarities between Canadian English and American English, the English spoken in Canada also  shares a number of features with the English spoken in the United Kingdom. Examples and Observations Margery Fee and Janice McAlpineStandard Canadian English is distinct from both Standard British English and Standard American English. Additions to, and divergences from, the English of the motherland, once derided by genteel British visitors to Canada, are now recorded in- and given legitimacy by- Canadian dictionaries.Canadians who are aware of some of the unique elements of Canadian English are less likely to assume that their usage is wrong when they look in vain for a familiar word, meaning, spelling, or pronunciation in a British or American dictionary. Similarly, they are less likely to assume the speakers of other dialects of English are making a mistake when they use an unfamiliar word or pronunciation.Charles BoburgWith respect to lexical variation or vocabulary, Canadian English [is] much closer to American than to British English where those varieties differ, though a small set of unique Canadian words... [shows] that Canadian English is not simply a mixture of British an d American forms. Canadianisms like bachelor apartment, bank machine, Chesterfield, eavestrough, grade one, parkade, runners or running shoes, scribbler and washroom are not merely words for things found only or mostly in Canada, but Canadian words for universal concepts that have other names outside Canada (compare American studio apartment, ATM, couch, gutters, first grade, parking garage, sneakers or tennis shoes, notebook and restroom; or British studio flat or bed-sit, cash dispenser, settee, gutters, first form, car park, trainers, exercise book and lavatory or loo).In phonological and phonetic terms, Standard Canadian English is also much more similar to Standard American than to Standard British English; in fact, it was shown that, with respect to major variables of phonemic inventory, Standard Canadian and American English are largely indistinguishable. Simon HorobinIn terms of pronunciation, Canadians tend to sound like Americans to most people from outside North America; distinctive features include the rhotic pronunciation of car, the d-like pronunciation of bottle, and the use of American alternatives like tomayto for British English tomahto, and skedule for British English shedule.Canadian English does not follow American English in all such cases; British English preferences are found in words like news, which is pronounced nyoos rather than noos,  and in the pronunciation of anti, where American English has  AN-tai.Laurel J. Brinton and Margery FeeCanada is an officially bilingual country, though the balance is heavily tipped toward English: in 1996, of a population slightly more than 28 million, 84% claimed a knowledge of English, while only 14% were exclusively French speakers (97% of whom live in Quebec), and fewer than 2% knew neither official language.Tom McArthurCanadians often use the particle eh (as in Its nice, e h?) where Americans use huh. . . . As elsewhere, eh is used in Canada to mean Could you repeat what you said, but more commonly it is a question tag, as in You do want to go, eh? (i.e., dont you?), or serves to elicit agreement or confirmation (Its nice, eh?) and to intensify commands, questions, and exclamations (Do it, eh?). Christopher Gorham and Liane BalabanAuggie Anderson: That guy. What is he wearing?Natasha Petrovna: Green tie, ugly shirt.Auggie Anderson: And what does that tell you?Natasha Petrovna: Hes a businessman with no style?Auggie Anderson: No. Hes a Canadian businessman. An American would have ordered ham or Canadian bacon. He ordered back bacon and she asked for a serviette.

Denver Area Educational Telecommunications Consortium v FCC, 518 U.S Essay

Denver Area Educational Telecommunications Consortium v FCC, 518 U.S. 727 United States v. Playboy Entertainment Group, 529 U.S - Essay Example In this Act, section 10 (a) and (c) allowed television program operator to forbid or deny broadcasting a program that it practically trusts portrays sexual activities or organs in a patently offensive way. On the other hand, section 10 (b) required the operators to distinguish a â€Å"patently belligerent† programming, block it and unblock it within 30 days of the viewer’s request (Breyer et al. 1). The appeal’s court held that the three sections were coherent with the First Amendment. The ruling was acknowledged in part and reversed in part. The court issued the opinion resolving that  § 10(b) infringes the first modification. The sections’ â€Å"distinguish and block† requisites have understandable language obstructive upshots for subscribers, who cannot view telecasts distinguished on the â€Å"patently belligerent† channel devoid of significant prior planning. Additionally, the judge held that section 10 (b) was not properly designed to attain its primary goal of protecting the children from disclosure to â€Å"patently offensive† telecasts (Breyer et al. 1). The case number 98-1682, United States, et al., the Appellants, vs. Playboy Entertainment Group, Inc., the Defendant, was argued from November 30, 1999 and decided on May 22, 2000. In this case, the Appellant, United States filed a direct appeal pursuant to section 561 of the Telecommunications Act, 1996. In the prior history of this case, the Appellee, Playboy Entertainment Group, challenged the Telecommunications Act of 1996 by asserting that section 505 was an unreasonably limiting content-oriented statute offensive of the First Amendment. In its previous ruling, the court held that section 505 infringes the First Amendment. This case signified a contest to the  §505 of the Telecommunications Act 1996, Pub. L. 104-104. This section necessitates cable television operators who offer telecasts â€Å"primarily committed to sexually-oriented programmi ng† either fully block or scramble the broadcasts or restrict their broadcast to a time when children are not probable to be watching preferably between 10 p.m. and 6 a.m. In order to conform to this directive, most of the cable operators implemented the second time broadcasting approach. The upshot of the extensive implementation of the time broadcasting was to do away with the broadcasting of the targeted programming exterior to the shark repellent period in affected cable service parts. In this case, no household would receive this type of programs for two third of the hours of the day. In the appeal case, the court dismissed the appeal for lack of jurisdiction and affirmed its earlier decision. In the Denver Educational Telecommunications Consortium, Inc, et al., vs. Federal Communications Commission et al. case, the court noted that Section 10 (b) infringes the First Amendment. The court noted that tis section had speech limiting effects on the subscribers and that it was not appropriately designed to protect children from â€Å"patently offensive† materials. A close examination of section 10 (a) depicted that the statute appropriately addresses a severe issue without inflicting unnecessary limitation on speech (Breyer et al. 1). The appellant’s dependence on the court’s â€Å"public form† is ineffective. It is needless and uninformed to decide on how to use the public forum principle to