land of the free-1984 essay essays

land of the free-1984 essay essays Our country, one of the most liberal around the globe, prides itself on the rights that each individual is granted upon birth. As citizens of the United States we often overlook the rare personal freedom that we are granted upon birth. As we turn the calendar onto another century we continue to grow in individuality, personal privacy, and the balance between self and government; or do we? As the calendar turns, so do the pages in scientific notebooks. Each and everyday a new discovery takes place, and just as Orwell predicted in his infamous novel 1984, the result is that our personal freedom has not only been threatened, but it may soon become non -existent. The plot of 1984 is focused upon an average man, Winston, in a robotic like society. The citizens of this place, Oceania, a country made up of many present countries, are under constant surveillance by the party, their so-called government. The party must approve each and every thing they say and do, and if one chooses to disobey or rebel, like Winton, he will literally be erased off of the face of the earth. Behind Winstons back the voice from the telescreen was still babbling away about pig iron and the over fulfillment of the Ninth Three-Year Plan. The telescreen received and transmitted simultaneously. Any sound that Winston made, above the level of a very low whisper, would be picked up by it; moreover, so long as he recommended, he could be seen as well as heard. There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody at the same time. But at any rate they could plug in your wire whenever they wanted to (page 6). Here Winston is describing the telescreen, a monitor used by the party for the purpose of watching the citizens. In todays society the telescreen described ...

Alligator Snapping Turtle Facts

Alligator Snapping Turtle Facts The alligator snapping turtle (Macrochelys temminckii) is a large freshwater turtle native to the United States. The species is named in honor of Dutch zoologist Coenraad Jacob Temminck. The turtle gets its common name from the ridges on its shell that resemble the rough skin of an alligator. Fast Facts: Alligator Snapping Turtle Scientific Name: Macrochelys temminckiiDistinguishing Features: Large turtle with strong jaws and a ridged shell resembling alligator skinAverage Size: 8.4 to 80 kg (19 to 176 lb); males larger than femalesDiet: Primarily carnivorousAverage Life Span: 20 to 70 yearsHabitat: Midwest to Southeast United StatesConservation Status: VulnerableKingdom: AnimaliaPhylum: ChordataClass: ReptiliaOrder: TestudinesFamily: ChelydridaeFun Fact: Although not aggressive, the turtle can deliver a bite powerful enough to amputate fingers. Description The alligator snapping turtle has a large head and thick shell with three ridges that feature large, spiked scales. In contrast, the common snapping turtle (Chelydra serpentina) has a smoother shell. Snapping turtle have strong, stout heads, powerful jaws, and sharp claws. Although alligator snapping turtles may be black, brown, or olive green, most turtles appear greenish from algae growing on the carapace. The turtle has golden eyes with a radiating pattern that aids camouflage. On average, adult alligator snapping turtles range from 35 to 81 cm (13.8 to 31.8 in) carapace length and weigh between 8.4 to 80 kg (19 to 176 lb). Females tend to be smaller than males. Male alligator snapping turtles can be very large, potentially reaching 183 kg (403 lb). Of the freshwater turtles, only a few Asian softshell species reach a comparable size. Distribution The alligator snapping turtles makes its home in the rivers, lakes, and canals of the midwestern to southeastern United States. It lives in watersheds that ultimately drain into the Gulf of Mexico. The turtle is found as far north as South Dakota, as far west as Texas, and east to Florida and Georgia. Alligator snapping turtles live almost exclusively in the water. Females venture onto land to lay eggs. Diet and Predators Technically, turtles are omnivorous. But, for the most part, alligator snapping turtles are opportunistic predators. Their usual diet includes fish, carcasses, mollusks, amphibians, worms, snakes, water birds, crayfish, aquatic mammals, and other turtles. They will also eat aquatic plants. Large alligator snapping turtles have been known to kill and eat American alligators. Like other reptiles, they refuse to eat when the temperature is extremely cold or hot because they cannot digest their meal. The turtles tongue resembles a worm. reptiles4all, Getty Images Although the turtles tend to hunt at night, they can lure small prey during the daytime using their unusual tongues. The tongue of the turtle resembles a pink wriggling worm. A variety of predators may eat turtle eggs and hatchlings, including snakes, raccoons, skunks, herons, and crows. Humans are the only significant predator of the adults. Reproduction and Life Cycle Alligator snapping turtles become sexually mature around 12 years of age. They mate in the spring. About two months later, the female leaves the water to build a nest and deposit between 10 and 50 eggs. She selects a nest site near the water, but high enough or far enough to protect the eggs from flooding. Hatchlings emerge after 100 to 140 days, in early autumn. Their sex is determined by incubation temperature. In captivity, most turtles live between 20 and 70 years. However, they can potentially live as long as 200 years. Conservation Status The IUCN Red List classifies the alligator snapping turtle as a vulnerable species. The turtle is listed on CITES Appendix III (United States), with restrictions on its capture in several states within its range and on exportation. Kentucky, Illinois, Indiana, and Missouri are among states in which the turtle is considered endangered. Threats include collection for the pet trade, habitat destruction, pollution, pesticide accumulation, and trapping for its meat. Although threatened in the wild, the turtle is also kept in captivity. Conservationists are concerned release of captive turtles outside the species natural range may cause it to become invasive. In 2013, an alligator snapping turtle was captured and euthanized in Oregon. Some states prohibit keeping alligator snapping turtles as pets. Sources Elsey, R. M. (2006). Food Habits of Macrochelys temminckii (Alligator Snapping Turtle) from Arkansas and Louisiana. Southeastern Naturalist. 5 (3): 443–452. doi:10.1656/1528-7092(2006)5[443:FHOMTA]2.0.CO;2Ernst, C., R. Barbour, J. Lovich. (1994). Turtles of the United States and Canada. Washington, D.C.: Smithsonian Institution Press. ISBN 1560988231.Gibbons, J. Whitfield (1987). Why Do Turtles Live So Long?. BioScience. 37 (4): 262–269. doi:10.2307/1310589Thomas, Travis M.; Granatosky, Michael C.; Bourque, Jason R.; Krysko, Kenneth L.; Moler, Paul E.; Gamble, Tony; Suarez, Eric; Leone, Erin; Roman, Joe (2014). Taxonomic assessment of Alligator Snapping Turtles (Chelydridae: Macrochelys), with the description of two new species from the southeastern United States. Zootaxa. 3786 (2): 141–165. doi:10.11646/zootaxa.3786.2.4Tortoise Freshwater Turtle Specialist Group 1996. Macrochelys temminckii (errata version published in 2016). The IUCN Red List of Threatened Spe cies 1996: e.T12589A97272309. doi:10.2305/IUCN.UK.1996.RLTS.T12589A3362355.en

Education Leadership Essay Example | Topics and Well Written Essays - 500 words

Education Leadership - Essay Example As much as leaders in the institutions of higher education face and encounter various challenges emanating from differences in expectations of policies, educational leadership has to be accredited the smooth running of the learning institutions and controversial issues resolved amicably. As noted by Hill, educational leadership is of great importance to the institutions of higher learning considering that it is the system that establishes direction and structural functioning of the institutions (28). It has been routine for education leaders to set future visions to be attained to ensure internal and external growth of the parties involved and the society in general. Setting vision by education leadership inspires the entire students’ body and teachers to work harder to ensure maximization of benefits of staying in the institutions of higher learning. Educational leadership further gains support of Hill as she indicates that it has been responsible in aligning people towards the realization of educational objectives (28). After setting visions, education leadership treads ahead to set example while identifying groups with similar goals and objectives and setting them towards attaining their particular goals. Moreover, Hill reckons that educational leadership has been instrumental in motivating and encouraging stakeholders in the field of higher education (28). The encouragement of the stakeholders has enabled participants in the field of higher education to overcome political rifts, unworthy bureaucracies and growth barriers. This has enabled students and other stakeholders in the field of higher education satisfy the basic needs by use of the limited resources and improve social relation and cohesion. In a nutshell, education leadership has led to blossom of respect among the key participants thereby leading to

Adult education self reflection Essay Example | Topics and Well Written Essays - 1500 words

Adult education self reflection - Essay Example These include the social, economical, and political social settings. The dispensers of knowledge are the people who we refer to as the teachers. Teachers are responsible for providing direction and highlighting the requisite elements of learning a concept. Therefore, teachers play a central role in the process of learning. The most stressed form of teaching is the child education characterizing the social and economic structures of most societies. However, learning continues into adulthood. Therefore, since teaching is a practice that can be administered to every member of the society, the learners can be categorized into two broad groups, which are the young learners and the adult learners. Recognition of these two distinct groups of learners brings us to the juncture of understanding the context of adult teaching and learning (Griff, 2008 p.120). Introduction Adult learning is a phrase describing the type of learning administered to adult members of the society. The adult learning settings could include places like institutions of higher learning, work places, and any other setting where administration of knowledge is happening. As it is understood from the basic principles that the purpose of administering knowledge is to instill some principles concerning a social, political, or economic concept into the learner, it can be understood that learning has to be carried in a systematic manner that will facilitate optimum understanding of an underlying concept by the learner. It is undeniable that adult learners require different tools and techniques in order to learn, compared to their young counterparts (Pete & Alisa, 2010 p.48). Therefore, adult teachers are expected to acknowledge this fact and develop suitable mechanisms and techniques of achieving the objectives of adult learning efficiently. During their trainings as adult teachers, these individuals will be expected to master the principles guiding adult learning. Once in the field, these teachers are exp ected to articulate the knowledge into their expertise. To check the application of these ideal principles in their duties, the adult teachers evaluate themselves by the use of self-reflective inventories. Now, it will be logical to postulate that the process of effectively dispensing knowledge to adults has to follow some formulated set of standards, which must be adhered to by the teachers in order to achieve the objectives of the exercise. Self-Assessment inventory is a tool used to evaluate or gauge someone’s adherence to some guiding or ideal principles in the course of duty. In this context, self-assessment inventories are formulated questionnaire papers used by adult teachers to gauge their professionals in their teaching duty. Since a teacher who sticks to the practice of ideal teaching principles can only attain optimal adult teaching, it is advisable for every tutor to ensure close inclination of these principles as much as possible. Therefore, teachers use the inve ntories to evaluate their position in reference to the standard teaching requirements. These inventories are usually made of open or wide range close-ended questionnaires. During evaluation exercises, a teacher is supposed to respond to the open-ended questions as honestly as possible. Upon completion of responds, the teacher will evaluate his/her position by comparing the questionnaires responses with the expected standards of teaching. Self-evaluation will unearth the teacher’s weaknesses and strengths in his/her duty. Having acquired the knowledge concerning strengths and weaknesses, a teacher will react by developing control mechanism that will ensure professional performance

The Ape-Like Mr. Hyde in Robert Louis Stevenson Dr. Jekyll and Mr. Hyde

The Ape-Like Mr. Hyde in Dr. Jekyll and Mr. Hyde   Ã‚   Throughout The Strange Case of Dr. Jekyll and Mr. Hyde, Dr. Henry Jekyll underwent periods of transformation, transcendence and transgression. During these periods where Dr. Jekyll was Mr. Hyde, Hyde had an impact on several of the characters' lives inhabiting Stevenson's tale. In imagining Hyde, readers are struck by a great sense of who Hyde is with surprisingly little in the way of physical description. We are reminded of the dwarf-like stature and the impression of deformity Hyde leaves upon his onlookers. We are given few other clues, but one trait of Hyde's is almost a certainty-- Hyde possesses simian characteristics.    After Utterson hears Enfeild's story of Mr. Hyde running over a child like a "Juggernaut," Utterson decides to stalk Mr. Hyde (Stevenson 3). After running into Mr. Hyde, Utterson is struck that "the man seems hardly human!/Something troglodytic" (Stevenson 10). According to the American Heritage Dictionary, troglodytic can be interpreted as "a member of a fabulous or prehistoric race of people ...

Paraphrasing and Summarizing Essay

Is there a difference between paraphrasing and summarizing? What is it? How do you know when it is most appropriate to use one or the other in an academic paper? In academic writing there are many do not’s to refrain from in writing academically. Two of the do not’s that relates to paraphrasing and summarizing are * Do not copy from other people’s work * Do not simply copy words and phrases from the question paper; try to use your own words at all times by paraphrasing the question. These points explain there is a difference between paraphrasing and summarizing. Paraphrasing is selecting the author or writer works and referencing the ideas that are used. As well as using your own words in a length that will capture the audience attention. Summarizing is related to your ideas and thoughts of what the writer or author discuss. Plotnick (2012),†Paraphrase and summary are indispensable tools in essay writing because they allow you to include other people’s ideas without cluttering up your essay with quotations. They help you take greater control of your essay. Consider relying on either tool when an idea from one of your sources is important to your essay but the wording is not. You should be guided in your choice of which tool to use by considerations of space. But above all, think about how much of the detail from your source is relevant to your argument. If all your reader needs to know is the bare bones, then summarize. Ultimately, be sure not to rely too heavily on either paraphrase or summary. Your ideas are what matter most. Allow yourself the space to develop those ideas. † (para. How do I paraphrase? ).

Celebrating Fathers Day in Japanese Culture

The third Sunday in June is Fathers Day, which is known as, Chichi no hi (çˆ ¶Ã£  ®Ã¦â€" ¥) in Japanese. There are two terms that are mainly used for father in Japanese: chichi (çˆ ¶) and otousan (㠁Šçˆ ¶Ã£ â€¢Ã£â€šâ€œ). Chichi is used when referring your own father, and otousan is used when referring somebody elses father. However, otousan can be used when addressing your own father. As for mother, the terms, haha and okaasan are used, and the same rules apply. Here are some examples. Watashi no chichi wa gojussai desu. ç § Ã£  ®Ã§Ë† ¶Ã£  ¯Ã¤ ºâ€Ã¥  Ã¦ ­ ³Ã£  §Ã£ â„¢Ã£â‚¬â€š--- My father is 50 years old.Anata no otousan wa gorufu ga suki desu ka. 㠁‚㠁 ªÃ£ Å¸Ã£  ®Ã£ Å Ã§Ë† ¶Ã£ â€¢Ã£â€šâ€œÃ£  ¯Ã£â€š ´Ã£Æ' «Ã£Æ'•ã Å'Ã¥ ¥ ½Ã£  Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š--- Does your father like playing golf?Otousan, isshoni eiga ni ikanai? 㠁Šçˆ ¶Ã£ â€¢Ã£â€šâ€œÃ£â‚¬ Ã¤ ¸â‚¬Ã§ ·â€™Ã£  «Ã¦Ëœ  Ã§â€ »Ã£  «Ã¨ ¡Å'㠁‹ã  ªÃ£ â€ž--- Dad, do you want to go to a movie with me? Papa is also used when addressing or referring to your own father and is mainly used by children. Tousan and touchan are informal ways of saying otousan. Oyaji is another informal term for father, which is mainly used by men. Papa, kore mite! ãÆ'‘ãÆ'‘〠Ã£ â€œÃ£â€šÅ'è ¦â€¹Ã£  ¦--- Daddy, look at this!Boku no papa wa yakyuu ga umai n da. Ã¥Æ'•ã  ®Ã£Æ'‘ãÆ'‘㠁 ¯Ã©â€¡Å½Ã§ Æ'㠁Å'㠁†ã  ¾Ã£ â€žÃ£â€šâ€œÃ£   Ã£â‚¬â€š --- My dad is good at playing baseball. Father in law is giri no chichi giri no otusan or gifu. If you are a beginner, it is fine to use otousan as father at first. If you want to learn more Japanese vocabulary for family members, try this Audio Phrasebook. Popular Gifts for Fathers Day in Japan According to a Japanese site, the top five most popular gifts for Fathers Day are alcohol, gourmet foods, fashion items, sporting goods and sweets. As for alcohol, local sake and shouchuu (an indigenous alcoholic beverage, which usually contains 25% alcohol) are especially popular. People also like to make customized labels for gifts with either the recipients name or a message. If you are curious about how to write your name in Japanese, try my, Kanji for Tattoos page. One of the most popular gourmet foods to buy for ones dad is Japanese beef, which is known as, wagyuu. Matsuzaka beef, Kobe beef and Yonezawa beef are considered to be the three top brands in Japan. They can be very expensive. The most desirable feature of wagyuu is its melt-in-your mouth texture and rich taste, which is derived from a generous amount of fat distributed throughout the meat. The beautiful pattern that the fat makes is called, shimofuri (know as marbling, in the west). Another popular item is eel (a delicacy in Japan). The traditional way to eat eel (unagi) is, kabayaki style. The eel is first glazed with a sweet soy based sauce and then grilled. Origami Gifts for Fathers Day If you are looking for a little gift idea, here is a cute shirt shaped envelope and a tie made with origami paper. You can put a message card or a little gift in it. There are step-by-step instructions as well as animated instructions on the page, so it will be easy to follow. Have fun making one for your dad! Messages for Fathers Day Here are some sample messages for Fathers Day. (1) 㠁Šçˆ ¶Ã£ â€¢Ã£â€šâ€œÃ£â‚¬ Ã£ â€žÃ£  ¤Ã£â€šâ€šÃ© â€¦Ã£  Ã£  ¾Ã£  §Ã¥Æ' Ã£ â€žÃ£  ¦Ã£  Ã£â€šÅ'㠁 ¦Ã£ â€šÃ£â€šÅ Ã£ Å'㠁 ¨Ã£ â€ Ã£â‚¬â€šÃ¤ ½â€œÃ£  «Ã¦ °â€"を㠁 ¤Ã£ â€˜Ã£  ¦Ã£ â€žÃ£  ¤Ã£  ¾Ã£  §Ã£â€šâ€šÃ¥â€¦Æ'æ °â€"㠁 §Ã£ â€žÃ£  ¦Ã£  ­Ã£â‚¬â€š Otousan, itsumo osokumade hataraite kurete arigatou.Karadani ki o tsukete itsumademo genkide ite ne. (2) çˆ ¶Ã£  ®Ã¦â€" ¥Ã£  ®Ã£Æ'â€"ãÆ' ¬Ã£â€š ¼Ã£Æ' ³Ã£Æ'ˆã‚’è ´Ë†Ã£â€šÅ Ã£  ¾Ã£ â„¢Ã£â‚¬â€šÃ¥â€"Å"ん㠁 §Ã£â€šâ€šÃ£â€šâ€°Ã£ Ë†Ã£â€šâ€¹Ã£  ¨Ã¥ ¬â€°Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€šÃ£ â€žÃ£  ¤Ã£  ¾Ã£  §Ã£â€šâ€šÃ¥â€¦Æ'æ °â€"㠁 §Ã£ â€žÃ£  ¦Ã£  ­Ã£â‚¬â€š Chichi no hi no purezento o okurimasu.Yorokonde moraeru to ureshii desu.Itsumademo genkide ite ne. (3) ä »Å Ã¥ ¹ ´Ã£  ®Ã§Ë† ¶Ã£  ®Ã¦â€" ¥Ã£  ¯Ã£  ªÃ£  «Ã£â€šâ€™Ã¨ ´Ë†Ã£â€š Ã£ â€ Ã£ â€¹Ã£â‚¬ Ã£ â„¢Ã£ â€Ã£  Ã¦â€š ©Ã£â€šâ€œÃ£   Ã£ â€˜Ã£  ©Ã£â‚¬ Ã£ Å Ã§Ë† ¶Ã£ â€¢Ã£â€šâ€œÃ£  ®Ã¥ ¥ ½Ã£  Ã£  ªÃ£Æ' ¯Ã£â€š ¤Ã£Æ' ³Ã£â€šâ€™Ã¨ ´Ë†Ã£â€šâ€¹Ã£ â€œÃ£  ¨Ã£  «Ã£ â€"㠁 ¾Ã£ â€"㠁Ÿã€‚åâ€"Å"ん㠁 §Ã£â€šâ€šÃ£â€šâ€°Ã£ Ë†Ã£â€šâ€¹Ã£  ¨Ã£ â€ Ã£â€šÅ'㠁â€"㠁„㠁 ªÃ£â‚¬â€šÃ£ â€šÃ£â‚¬ Ã£  Ã£â€šÅ'㠁 Ã£â€šÅ'ã‚‚é £ ²Ã£  ¿Ã© Å½Ã£ Å½Ã£  ªÃ£ â€žÃ£  §Ã£  ­Ã£â‚¬â€š Kotoshi no chichi no hi wa nani o okurou ka, sugoku nayanda kedo,otousan no sukina wain o okuru koto ni shimashita.Yorokonde morraeru to ureshii na.A, kureguremo nomisuginaide ne. (4) 㠁Šçˆ ¶Ã£ â€¢Ã£â€šâ€œÃ£â‚¬ Ã¥â€¦Æ'æ °â€"㠁 §Ã£ â„¢Ã£ â€¹Ã£ â€œÃ£â€šÅ'㠁‹ã‚‰ã‚‚㠁Šæ ¯ Ã£ â€¢Ã£â€šâ€œÃ£  ¨Ã¤ » ²Ã¨â€° ¯Ã£  Ã£ â€"㠁 ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š Otousan, genki desu ka.Korekaramo okaasan to nakayoku shite kudasai. (5) 㠁Šçˆ ¶Ã£ â€¢Ã£â€šâ€œÃ£â‚¬ Ã£ â€žÃ£  ¤Ã£â€šâ€šÃ£ â€šÃ£â€šÅ Ã£ Å'㠁 ¨Ã£ â€ Ã£â‚¬â€šÃ¥ ® ¶Ã¦â€" Ã£  «Ã£â€šâ€žÃ£ â€¢Ã£ â€"㠁„㠁Šçˆ ¶Ã£ â€¢Ã£â€šâ€œÃ£  ®Ã£ â€œÃ£  ¨Ã£â‚¬ Ã£  ¿Ã£â€šâ€œÃ£  ªÃ¥ ¤ §Ã¥ ¥ ½Ã£  Ã£  §Ã£ â„¢Ã£â‚¬â€šÃ¦â€" ¥Ã©  Æ'㠁 ®Ã¦â€žÅ¸Ã¨ ¬ Ã£  ®Ã¦ °â€"æÅ' Ã£  ¡Ã£â€šâ€™Ã¨ ¾ ¼Ã£â€š Ã£  ¦Ã§Ë† ¶Ã£  ®Ã¦â€" ¥Ã£  ®Ã£Æ'â€"ãÆ' ¬Ã£â€š ¼Ã£Æ' ³Ã£Æ'ˆã‚’è ´Ë†Ã£â€šÅ Ã£  ¾Ã£ â„¢Ã£â‚¬â€šÃ£ â€žÃ£  ¤Ã£  ¾Ã£  §Ã£â€šâ€šÃ¥â€¦Æ'æ °â€"㠁 §Ã£  ­Ã£â‚¬â€š Otousan, itsumo arigatou.Kazoku ni yasashii otousan no koto, minna daisuki desu.Higoro no kansha no kimochi o komete chichi no hi no purezento o okurimasu.Itsumademo genki de ne. (6) 㠁„㠁 Ã£  ¤Ã£  «Ã£  ªÃ£  £Ã£  ¦Ã£â€šâ€šÃ£â€š «Ã£Æ'Æ'ã‚ ³Ã£â€š ¤Ã£â€š ¤Ã£ Å Ã§Ë† ¶Ã£ â€¢Ã£â€šâ€œÃ£â‚¬â€šÃ£ â€œÃ£â€šÅ'㠁‹ã‚‰ã‚‚〠Ã£ Å Ã£ â€"ã‚Æ'ã‚Å'㠁 §Ã£ â€žÃ£  ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€šÃ¤ »â€¢Ã¤ ºâ€¹Ã£â€šâ€šÃ£ Å'ん㠁 °Ã£  £Ã£  ¦Ã£  ­Ã£â‚¬â€š Ikutsu ni nattemo kakkoii otousan.Korekaramo, oshare de ite kudasai.Shigoto mo ganbatte ne.