Our Town essays

Our Town essays What is the definition of a small town? Is it where everyone knows your name, like the theme song of Cheers, or is it where everyone cares about each other and knows what's going on in town. Grover's Corner fits the definition of the classic small town back in the early twentieth century. Our Town by Thornton Wilder shows that this small town is very close in manor and growth to Asheville, North Carolina. Grover's Corners as imagined today would have everything in common with Asheville. It would consist of one rather large shopping mall. This is where all the local teenagers spend their free time, even with the lack of money to spend. The fact that some students have ambitions, like Emily, and some really would rather just settle down near their hometown and be a farmer, like George. In truth today Emily with her drive to learn and be at the top of her class would have gotten her a lot farther in life than it did in the play. Emily would have become a surgeon and gone off to school somewhere. She would never be able to leave her hometown, Emily would move back with her husband and settle down and have those babies just like in the play. Grover's Corners, which occupied about 3 thousand people at that time, would be about the same today as Asheville as the growth rate is very similar. Asheville is at about 60,000 residents now within the city limits with many more outside in the suburbs. The city is not big enough to be called a big city with urban problems and industrial centers but is big enough to where people notice it. Life here is simple in that we don't have all of the violence and trouble of big cities. Grover's Corners was a place where you didn't have to lock your door at night. There was no evidence of crime and if there was it would be dealt with swiftly, and with a great cause of concern of the neighborhood. Grover's Corners would eventually come to be l ...

ESL Lesson Plan to Teach the Future Tenses Going to and Will

ESL Lesson Plan to Teach the Future Tenses Going to and Will Making the choice to use will or going to is difficult for many ESL students. This lesson focuses on providing context for students so that they can understand the basic difference between something that is planned for the future (use of going to) and a spontaneous decision (use of will). Students first study a short dialog and answer some questions. After this, students give answers to a number of questions which elicit either will or going to. Finally, students get together for some small talk to practice. ESL Lesson Plan Aim: Developing a deeper understanding of the use of the future with will and going toActivity: Dialog reading, follow-up questions, small talkLevel: lower-intermediate to intermediate Outline: Start the lesson by asking some questions with will and going to. Be sure to mix the questions up. For example:​Â  What do you think will happen at school tomorrow?, What are you going to do after school today?, What will you do if you dont understand this lesson?, Where are you going to travel on your next vacation?Ask students to reflect on the questions you asked. Which forms did you use? Can they explain why?Pass out the dialog and ask the students to read through and answer the questions.As a group, correct the questions and ask students to explain why certain questions used will and others going to. A further possibility is to ask students to highlight the sections of the dialog that used will and those that used going to. Ask them to explain why.Have students write out answers to the question sheet. Go around the room to help individual students and check that students are answering using the correct form.As a class, elicit answers from various students. When appropria te, ask students to elaborate on their answers in order to give them a further chance to use these forms. Ask students to use the small talk questions with each other in pairs or in small groups. Optional homework:Â  Ask students to prepare a short paragraph on their future plans for study, hobbies, marriage, etc. (Use of going to). Ask them to write out a few predictions about the future of their lives, the country, the current political party, etc. (future with will) Dialogue Exercise 1: The Party Martha: What horrible weather today. Id love to go out, but I think it will just continue raining.Jane: Oh, I dont know. Perhaps the sun will come out later this afternoon.Martha: I hope youre right. Listen, Im going to have a party this Saturday. Would you like to come?Jane: Oh, Id love to come. Thank you for inviting me. Whos going to come to the party?Martha: Well, a number of people havent told me yet. But, Peter and Mark are going to help out with the cooking!Jane: Hey, Ill help, too!Martha: Would you? That would be great!Jane: Ill make lasagna!Martha: That sounds delicious! I know my Italian cousins are going to be there. Im sure theyll love it.Jane: Italians? Maybe Ill bake a cake...Martha: No, no. Theyre not like that. Theyll love it.Jane: Well, if you say so... Is there going be a theme for the party?Martha: No, I dont think so. Just a chance to get together and have fun.Jane: Im sure itll be lots of fun.Martha: But Im going to hire a clown!Jane: A clown! Youre kidding me. Martha: No, no. As I child, I always wanted a clown. Now, Im going to have a clown at my own party.Jane: Im sure everyone will have a good laugh.Martha: Thats the plan! Follow-Up Questions What do they think about the weather?What does Martha have to share?What are Peter and Mark going to do?What does Jane offer to do?How does Jane react to the news about the Italian cousins?What special plan is there?Why does Martha want a clown?Does Martha know exactly how many people are going to come? If yes, how many. If not, why not?How does Jane think people will react to the clown?Is there a theme for the party? Dialogue Exercise 2: Questions Tell me about your future plans for work or study.What important event do you think will happen soon?Your friend needs some help with some homework. What do you say?Tell me about your plans for this coming summer.Complete this sentence: If I dont understand this exercise ...What do you think future English lessons will be about?

Discussion Topic Essay Example | Topics and Well Written Essays - 500 words - 5

Discussion Topic - Essay Example Two common genes that undergo mutation to result in achromatopsia are CNGB3 and CNGA3. Four chromosomes might have changes responsible for achromatopsia. These chromosomes are chromosome 14, chromosome 8q21-q22, chromosome 2q11, and chromosome 10q24. A mutation that causes this disorder was discovered through a comparative positional cloning approach. The locus of the disorder is in a region of chromosome CFA29. The homologous region on the human genome has the gene for cyclic nucleotide-gated channel beta subunit. Mutation causes same disorders in human beings. The mode of inheritance for this disorder is autosomal recessive. Some chromosomal information is lost or deleted through the process of converting DNA to amino acids (Parker, 2004). A scientist known as Punnet in 1993 discovered the trait for blue egg. This trait was mapped on chromosome GGA1 to a region from 67.3-69.1. Dongxiang chicken breed was used to discover this trait. Using analysis of linkage on the candidate region on information from 146 F2 hens that originate from cross breeding between homozygous blue and homozygous non-blue birds of the Dongxiang breed, scientists refined the location to 120 kb region from 67296991 bp to 67416784 bp located on chromosome 1along the chicken genome. The location that was refined by scientists is made up of four positional candidate genes. Just a single gene out of the four genes is responsible for blue shell trait. This gene is SLCO1B3. It is expressed in the shell glands in the uterus of chicken with a blue shell trait but it is not expressed in shell glands within the uterus of non blue-shelled hens. Through the process of converting DNA to proteins, a gene responsible for this trait was inserted within the amino acid sequence in the protein structure. Process of sequencing uncovered causal mutation to be a~4.2, (that is a retroviral), EAV-HP in the fifth flanking region of SLCO1B3. A survey for genotyping

The Phenomenon of Harmful Algal Blooms Essay Example | Topics and Well Written Essays - 750 words

The Phenomenon of Harmful Algal Blooms - Essay Example Among these species, some comes out as a harmful breed for other aquatic animals and human who comes in contact with them because they release toxins which disables certain aquatic lives to breathe or can be dangerous because of their accumulated biomass. These harmful algal blooms are formerly known as â€Å"red tides†, because many were found composed of dinoflagellates with red pigments, which cause discoloration of water in red, but can also discolor water into brown or green. Algal blooms refer to a large concentration of marine microorganism and they get harmful when they start excreting poisonous toxins and become as a contributing factor in hundreds of mortalities of aquatic mammals, fishes, birds and other marine and coastal species which happens at the exposure of a potent neurotoxins. Excretion of toxins can result in deaths of a large number of aquatic species. Harmful Algal Blooms also put a negative impact on natural beauty and have bad odors produced by the deca ying of biomass. Theory Researchers and investigation teams are still unable to know the root cause and it is still controversial. Some theories are underlined, for explaining some of the causes that might be the reason of such dangerous Algal Blooms, threatening millions of aqua marine lives. It is believed that toxin blooms are often in result of one or more species of Cyanobacteria which are blue and green algae and grow on nutrient pollution. These spread during warm season of the year and produces both green (chlorophyll) and blue (phycocyanin) which appears as blue and green discoloration of water. It was previously referred as Red Tides, but with the passage of time, things got clear that these harmful algal blooms are not associated with the movement of tides and can vary in color from red to brown, green and blue, therefore they are now known as HABS (Harmful Algal Blooms). They are dangerous because of their toxins or the manner in which the physical structure of the cell affect co occurring species and alter food web process. It can be extremely dangerous when the water is clear with low concentration of cell in the presence of toxic HABs. Micro or Macro-algae is termed for seaweeds as well which sometimes out grows and causes serious ecological problems like habitat alteration, indigenous species and lowers oxygen level in deep water. Moreover, some HABs are not algae but small animals, who do not grow with photosynthesis but get their nutrition by grazing. A continuous research is going on since decades to get to the root cause of harmful algal blooms. Things are getting clear with the study but root issues are still inapproachable. Contributing Factors A study was carried out to find out the factors that contribute in the massive growth of harmful Algal Blooms. In some coastal regions, they appeared to be completely natural with a seasonal coastal upwelling and with the movement of ocean currents but in some areas, it is noticed that human activi ties are helping them grow massively. They are getting nutrition through human loading. Coastal pollution is the biggest factor, helping HABs to develop at large scale through systematic increase in water temperature and human waste disposal. Iron rich dust influx from large deserts can highly promote the cause of HABs. It is still unclear that what initiates this dangerous algae but research is still going on to reach the root issue. They grow quickly with an abundance of nitrates and phosphates which gets to coastal areas through agricultural run outs or storm water runs, coinciding with warmth which ultimately provide the best atmosphere to grow. Once the bloom is initiated it travels or spread hundreds or thousands of kilometers through coastal currents by wind deviation. Threats It

Impact of Dean on Sals Identity in Jack Kerouac’s On The Road Essay

The Impact of Dean on Sal's Identity  in  On the Road On The Road begins with the protagonist, Sal, (representative of author Jack Kerouac), being overwhelmed by feelings of confusion and uncertainty regarding his personal identity. He then meets ‘Dean Moriarty’, an eccentric character who rejects societal values and ‘norms’. Sal is absorbed with and entranced by Dean, perceiving him as almost ‘superhuman’, and decides to follow him across the country. A passive character, Sal soon becomes dependent on Dean, mimicking his friend rather than discovering his personal identity. It is likely that such behaviour was greatly influenced by events that occurred in Jack Kerouac’s childhood . Eventually, Sal realises that if he is to be independent, he must no longer blindly follow others, but discover himself. Sal is presented at first as a passive character, someone who has shaped his identity by depending on others to influence him. His morals and val... ...n what he has discovered about himself. ‘Sal set out to experience the world. What he ended up finding, was himself’ (Honan 1987:ix). Bibliography Charters, Ann. 1973. Kerouac: A Biography, Warner Communications Company, New York. Honan, Simon, 1987. The Beat Generation,   Allen and Unwin Publishing, New York. Kerouac, Jack. 1976. On the Road. Penguin, New York. Tytell, John. 1976. Naked Angels: the Lives and Literature of the Beat Generation. McGraw-Hill, New York.

Psychological Prospective

Human behavior has been studied by Psychologist throughout the years. Although they cannot agree upon what makes a person who they are, a few different theories have been developed. Among these theories are the evolutionary theory, the behavioral theory, the biological theory and the cognitive theory. The evolutionary theory focuses on our traits being passed down through the survival of genes. The behavioral theory is based upon our traits being learned by observation and our environment. The biological theory says that our traits are derived from heredity. Lastly, the cognitive theory states that our traits are a learned and come from our experiences. Of these theories, I feel that the cognitive theory and the behavioral theory are very similar because how we think about things can often be influenced by our environment. However, I lean more toward the cognitive theory. I believe that many of our traits are learned as a child from the adults around us. Many times the way we think and believe is taught to us by our parents, family members, a pastor, or a grade school teacher. Children are very influential and want to be like the people they love. As children we are taught that when we misbehave there will be consequences. By paying these consequences we learn not to repeat the bad behavior or we will pay the consequences again. An example from my childhood of cognitive learning would be when I went to the store with my mother and asked her to buy me some candy. She told me no, so when she was not looking, I put the candy bar in my pocket. When she realized what I had done, she took me back to the store and made me tell the store clerk what I had done. Not only did this embarrass me, but it also taught me a lesson. Although I knew stealing was wrong, it did not stop me from doing it because I did not know what the consequences would be. This life lesson from my mother stuck with me as a child and I still Psychological Prospective Essay 3 remember it as an adult. Since that day, I have not stolen anything else from anyone and I never will. Not only are positive behaviors learned, but negative behaviors can be learned as well. Hate can be a learned behavior and passed down from generation to generation. Racism is a form of hate. As a child, if we observe our parents treating people of different racial backgrounds in a negative way, we are taught to treat these people the same way. Until someone puts a stop to it and teaches there child to love everyone equally, the cycle will continue and go on to the next generation. An example of hate being a learned behavior from my childhood comes from my father’s side of the family. Prior to my birth, my father had a disagreement with his brothers and sisters. Because of this disagreement, my dad stopped speaking to his family. This lasted throughout my childhood and continued well into my adult life. Even though I had never met my aunts and uncles and they had done nothing to me personally, I did not like them and had negative feelings toward them. When I was in my twenties, my dad found out he had cancer and did not have much time left to live. He finally made peace with his family and I met my dad’s brother for the first time. He was a very nice man and I realized I had hated him my whole life for absolutely no reason other than that I was told to dislike him. Through studies, Psychologist have learned that even something as horrible as child abuse can be a cognitive behavior. Many child abusers report that as children they also suffered abused at the hands of their parents. Many people would think that a man or woman who grew up in a home where child abuse was present would remember the pain and suffering that it caused them. That it would make them want to break the cycle and not cause their own child this same pain. However, in reality, they continue the same pattern of behavior that they learned from there parents and the cycle continues. Psychological Prospective Essay In summary, my belief is that our identities are formed in many different ways, but the cognitive theory is the one that I believe in the most. Why do I do what I do? Why do I feel the way I feel? Why do I think the way I think? I believe that our personalities are built over time 4 through our memories and experiences that we have along the way. As we grow up and develop, we are both positively and negatively influenced by the people in our lives. No matter how we become who we are today, as we look back on our lives we can all pinpoint experiences and people who changed our lives forever. The story of how we became who we are is a reflection of the experiences we have had, the places we have been, the people we have met and people who have loved us along the way.

Essay on Learning Outcome 4 Assessment Criteria 4.4, 4.2, 4.3

Unit 210 Assignment 1 Learning Activities Learning Outcome 4 Assessment Criteria 4.4, 4.2, 4.3 I had the chance to read as part of a group......4 children sat around the table within class....this was my dedicated table to assist and concentrate on. As this was an exercise that is repeated weekly the children were already half way through their current book (The Jungle Book ) Each child was given their own copy of this book , I asked for them to turn to page 15 which is where they had got up to before. I chose the order is which we were going to read, I instructed each child to read 3 pages each......whilst each child read out loud the other children needed to follow each line as it was read. Before they started†¦show more content†¦Needed to record the pages read and how the child progressed, any problems etc . I also needed to ask the child how they found our group reading session and colour code individual difficulty, Red, Amber, Green, Green been easy! Once each child had had their turn to read out loud we had a group discussion about the story and whether they were enjoying it? How did they feel it may conclude? I also went through what I had written about each child, were they happy, did they agree with what I had written? Any words they struggled to pronounce were asked again to see if they could do it this time round. I praised the group as a whole and said something positive to each child eg: read with enthusiasm, great ability to break down the words, you didn’t give up, well done for reading so clearly and how confident he/she sounded. Always leaving the session on a very positive note! Reading in these groups teaches the children to take turns, listen, offer support to one another, share views, stretch their imagination and raise their self-esteem. 24/01/2013 During a numeracy learning activity on o’clock times, I noticed that a child was very distracted. 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