Arming Teachers Essay

â€Å"The vast majority of teachers want to be armed with textbooks and computers, not guns,† said Kenneth S. Trump, President of National School Safety and Security Services, in response to the national discussion on arming teachers and school staff, and armed volunteers in schools. Trump advises school districts against allowing teachers and school staff to be armed. Trump says that while gun control and gun rights advocates typically seize on school proposals to arm teachers to further political agendas, his opposition to arming teachers and school staff focuses solely on implementation issues, not political statements and beliefs about rights to bear arms. â€Å"School districts considering arming teachers and school staff with guns would take on significant responsibility and potential liabilities that I firmly believe are beyond the expertise, knowledge-base, experience, and professional capabilities of most school boards and administrators,† Trump said. He added that school board members, superintendents, principals, teachers, school safety experts, and public safety officials he has talked with around the nation consistently do not believe that educators and school support staff should be armed. Trump, a 25-year veteran school safety expert who has trained and consulted with school and public safety officials from all 50 states and Canada, noted that school districts setting policy to allow teachers and school staff to be armed with guns would take on an enormous amount of responsibility and potential liability. Trump says allowing teachers and school staff to be armed begs a number of questions: Does the school board have appropriate and adequate policies and procedures governing the carrying and use of firearms by teachers and school staff? What type of â€Å"use of force continuum† has the school district created for staff to use firearms? How does that stand up in comparison to such standards held for police officers and others who are armed and deployed in a public safety capacity? What types of firearms (types of guns, caliber of weapons, etc.) are staff allowed to carry and not allowed to carry? Will staff carry their own personal firearms or school district-issued firearms? If the school allows staff to carry their personal weapons for the purpose of protecting staff and students, what responsibilities do school boards and administrators thereby assume for making sure the firearms carried are functional? Does the school district have regular â€Å"inspections† of staff firearms to make sure they are functional and appropriate to policy, and if so, who on school staff is responsible for that function and what is their level of expertise and training to make such decisions? What type of firearms training does the school district provide on a regular, ongoing basis to those staff it authorizes to be armed with guns? Will the school district build and operate its own firearms range? Who on school staff is qualified to provide such training, operate a firearms range, etc.? Will firearms certification and recertification be added to the school district’s professional development training program each year? What type of weapons retention training has been provided to staff who are armed and what steps have been taken to reduce risks of a teacher or staff member being intentionally disarmed by a student or other person, or for having a firearm dislodged from a staff member’s control when the teacher breaks up a fight in a cafeteria or hallway? How is the district prepared to prevent and manage situations where teachers and/or staff members lose, misplace, or have stolen their firearms while on campus? How will the school district manage an accidental shooting that could occur? What is the impact of this type of board policy and practice on the school district’s insurance and potential legal liability posture? If self-insured, is the district able to handle potential lawsuit judgments against them for cases resulting from this practice? If insured by a private carrier, what is the insurance provider’s position and concerns, or will they even insure the district for such a practice? Most importantly, what other options have we considered as school leaders? For example, if the school district is concerned about first responder response time from the community to the school, has the school district considered employing a school resource officer (SRO) or its own trained, commissioned and certified school police officer who is a school district employee, such as what is allowed in Texas, Florida and other states, and many other considerations. Trump has long supported school districts having school resource officers (SROs) who are city or county law enforcement officers assigned to work in schools. He also supports properly organized and operated school police departments, which are in-house school district police officers that are trained, commissioned, and certified professional peace officers in school districts where state law allows districts to have such departments. Trump says that the arming of teachers and school staff goes is a significantly different issue that goes beyond simply the issue of an individual’s right in a number of states to be licensed to carry a concealed weapon. Unlike an individual being trained and licensed under a state law to carry a firearm for personal protection at their home or on the streets, school districts that permit teachers and school staff to carry firearms on campus are in essence deploying those school employees in a public safety capacity to protect the masses with the expectation and assumption that they can and will provide a firearms-related level of public safety protection services to students and other staff. By tasking those employees with those responsibilities, Trump notes, the school district is also accepting responsibility and potential liability for implementation of such policies. â€Å"There is a huge difference between having trained, certified and commissioned law enforcement officers who are full-time, career public safety professionals that are armed and assigned the duty of protecting students and staff versus having teachers, custodians, cafeteria workers and other non-public safety professionals packing a gun in school with hundreds of children,† said Trump.

Circles on SAT Math Formulas, Review, and Practice

Circles on SAT Math Formulas, Review, and Practice SAT / ACT Prep Online Guides and Tips Though triangles are far and away the most common geometric shape on the SAT, make sure not to underestimate the importance of circles. You will generally come across 2-3 questions on circles on any given SAT, so it’s definitely in your best interest to understand the ins and out of how they work. And this guide is here to show you the way. This will be your complete guide to SAT circles, including areas, circumferences, degrees, arcs, and points on a circle. We’ll take you through what these terms mean, how to manipulate and solve for various aspects of a circle, and how to tackle the most difficult SAT circle questions you may see on test day. What Are Circles? A circle is a two dimensional shape that is formed from the infinite number of points equidistant (the same distance) from a single point. This single point becomes the center of the circle. This means that any and all straight lines drawn from the circle’s center will exactly hit the edge of the circle, so long as all the lines are of equal length. Degrees Though you can measure a circle in both degrees and radians, you will only ever have to use degrees on the SAT. Because of this, we will only be talking about degree measures in this guide. A full circle has 360 degrees. A semicircle (half a circle) has $360/2 = 180$ degrees. This is why a straight line always measures 180 degrees. To find a piece of a circle, you must find it in relation to 360 degrees. So a fifth of a circle is $360(1/5) = 72$ degrees, and an eighth of a circle is $360(1/8) = 45$ degrees, etc. Circumference The circumference is the edge of the circle. It is made from the infinite points equidistant from the center. In formulas, the circumference is represented as $c$. Diameter A diameter is any straight line drawn through the center of the circle that connects two opposite points on the circumference. In formulas, the diameter is represented as $d$. Radius The radius of a circle is a straight line drawn from the center of the circle to any point on the circumference. It is always half the diameter. In formulas, the radius is represented as $r$. Tangency Circles are described as â€Å"tangent† with one another when they touch at exactly one point on each circumference. A group of circles, all tangent to one another. Ï€ (pi) If you’ve taken a geometry class, then you are also probably familiar with Ï€ (pi). Ï€ is the mathematical symbol that represents the ratio of any circle’s circumference to its diameter. It is usually expressed as 3.14(159), but its digits go on infinitely. (For more information on ratios, check out our guide to SAT ratios.) Let's say we have a circle with a particular diameter (any diameter). Now let's multiply this same circle a few times and line them all up in a row. This gives us our same diameter 4 times in a line. Now, let us assign a starting point somewhere on the circumference of the circle and then "unpeel" the circumference from our circle. Once you remove the circumference and lay it flat, you can see that the circumference is a little more than 3 full lengths of the circle's width/diameter (specifically, 3.14159 times). The circumference of the circle will always the 3.14159 (Ï€) times the diameter.So, if a circle’s diameter is 1, then its circumference is Ï€. And if its diameter is 2, then its circumference is 2Ï€, etc. We can measure all the distance ever traveled(with wheels) in increments of pi. Circle Formulas You will always be given a box of formulas on each SAT math section. This means it is not crucial for you to memorize circle formulas, but we still recommend that you do so if possible. Why? To help both your time management and problem solving ability. The box of formulas you'll be given on every SAT math section. In terms of time management, memorizing your formulas will save you time from flipping back and forth between formula box and question. And, on a timed standardized test like the SAT, every second counts. It is also in your best interest to memorize your formulas simply for ease, practice, and familiarity. The more comfortable you get in knowing how circles work, the more quickly and easily you’ll be able to solve your problems. So let’s look at your formulas. Circumference $$c = Ï€d$$ $$c = 2Ï€r$$ There are technically two formulas to find the circumference of a circle, but they mean exactly the same thing. (Why? Because any diameter will always be equal to twice the circle’s radius). Because Ï€ is the relationship between a circle’s diameter and its circumference, you can always find a circle’s circumference as long as you know its diameter (or its radius) with these formulas. Here, we have two half circles and the sum of two radii, $RS = 12$. We can either assign different values for the radius of circle R and the radius of circle S such that their sum is 12, or we can just mentally mash the two circles together and imagine that RS is actually the diameter of one circle. Let’s look at both methods. Method 1 Since we know that $RS = 12$, let us say that circle R has a radius of 4 and circle S has a radius of 8. (Why those numbers? Because all that matters is that the radii add up to equal 12. We could have picked 6 and 6, 10 and 2, 3 and 9, etc., so long as their sum was 12.) So the circumference of circle R would be: $c = 2Ï€r$ $c = 2Ï€4$ $c = 8Ï€$ But, since we only have half a circle, we must divide that number in half. ${8Ï€}/2 = 4Ï€$ $c = 4Ï€$ Now, we can do the same for circle S. But we can also see that it is a semi-circle. So instead of taking our circumference of $2Ï€r$ for the whole circumference, let us just take the circumference of half ($Ï€r$) and so save ourselves the trouble of all the steps we used for circle R. ${1/2}c = Ï€r$ ${1/2}c = 8Ï€$ So now let us add our circumferences. $4Ï€ + 8Ï€ = 12Ï€$ So our final answer is C, $12Ï€$ Method 2 On the other hand, we could simply imagine that line RS is the diameter of a complete circle. (Why are we allowed to do this? Because we have the sum of two radii and two half circles, so combined, they would become one circle.) If RS is a diameter of a circle whose complete circumference we must find, let us use our circumference formula. $c = Ï€d$ or $c = 2Ï€r$ $c = 12Ï€$ Again, our answer is C, $12Ï€$. Area $$a = Ï€r^2$$ You can also use Ï€ to find the area of a circle as well, since a circle’s area is closely related to its circumference. (Why? A circle is made of infinite points, and so it is essentially made up of infinite triangular wedgesbasically a pie with an infinite number of slices. The height of each of these wedges would be the circle’s radius and the cumulative bases would be the circle’s circumference.) A circle splitting into a series of triangles. So you would be able to find a circle’s area using the formula: $a = Ï€r^2$ Arcs $$c \arc = Ï€d({\arc \degree}/360 °)$$ $$a \arc \sector = Ï€r^2({\arc \degree}/360 °)$$ In order to find the circumference of a circle’s arc (or the area of a wedge made from a particular arc), you must multiply your standard circle formulas by the fraction of the circle that the arc spans. To determine the fraction of the circle that the arc spans, you must have the degree measure of the arc and find its measure out of the circle’s full 360 degrees. So if you want to find the circumference of an arc that is 90 °, it would be $1/4$ the total area of the circle. Why? Because $360/90 = 4$ (in other words, $90/360 = 1/4$). This question gives us a lot of information, so let’s go through it piece by piece. First of all, we are trying to find the length of an arc circumference, which means that we need two pieces of informationthe arc degree measure and the radius (or the diameter). Well, we have the degree measure, so we’re halfway there, but now we need the radius (or diameter) of the smaller circle. We are told that it is half the radius of the larger circle, so we must find the radius of the larger circle first. All that we are told about the larger circle is that it has a circumference of 36. Luckily, we can find its radius from its circumference. $c = 2Ï€r$ $36 = 2Ï€r$ $18 = Ï€r$ $18/Ï€ = r$ [Note: though it is unusual, this problem gives us our radius in pi units, rather than giving our circumference(s) in pi units. As we said, this is perfectly acceptable, though uncommon.] If the circumference of the larger circle is 36, then its diameter equals $36/Ï€$, which means that its radius equals $18/Ï€$. Because we know that the smaller circle has a radius that is half the length of the radius of the larger circle, we know that the radius of the smaller circle is: $({18/Ï€})/2 = 9/Ï€$ So the radius of our smaller circle is $9/Ï€$. This means we can finally find the arc measure of the smaller circle’s circumference, by using the radius of the circle and the interior degree measure. $c_\arc = 2Ï€r({\arc \degree}/360)$ $c_\arc = 2Ï€({9/Ï€})(80/360)$ $c_\arc = 4$ So our final answer is D, 4. The relationship between circles and pi is constant and unbreakable. Typical Circle Questions on the SAT Circle problems on the SAT will almost always involve a diagram. With very rare exceptions, you will be given a picture from which to work. But we will discuss both diagram and word problems here on the chance that you will get multiple types of circle problems on your test. Diagram Problem A diagram problem will give you a diagram from which to work. You must use the visual you are provided and either find a missing piece or find equivalent measurements or differences. Helpful hint: often (though not always), the trick to solving a circle problem is in finding and understanding the radius. All lines drawn from the center of the circle to the circumference are radii, and are therefore equal. This will often play a vital part to solving the whole problem. Here is a perfect example of when the radius makes all the difference in a problem. We are told that lines AB and AO are equal. Based on our knowledge of circles, we also know that AO and BO are equal. Why? Because they are both radii, and the radii of a circle are always equal. This means that AB = AO = BO, which means that the triangle is equilateral. Equilateral triangles have all equal sides and all equal angles, so the measure of all its interior angles are 60 °. (For more on equilateral triangles, check out our guide to SAT triangles) So angle measure ABO = 60 degrees. Our final answer is D. Word Problem Word problem questions about circles will describe a scene or situation that revolves around circles in some way. Generally, the reason why you will not be given a diagram on a circle question is because you are tasked with visualizing different types of circle types or scenarios. On rare occasions, you may get a word problem on circles because the question describes an inequality, which is difficult to show in a diagram. When given a word problem question, it is a good idea to do your own quick sketch of the scene. This will help you keep all the details in order and/or see if you can make multiple types of shapes and scenarios, as with this question: Here, we are being asked to visualize several potential different shapes and outcomes of this circle, which is why this problem is presented to us as a word problem. Because there are many different ways to draw out this scenario, let us look to the answer choices and either eliminate them or accept them as we go along. Option I considers the possibility that M could be the center of the circle if lines XM and YM are equal and X and Y both lie somewhere on the circumference of the circle. We know this must be true because M being the center point of the circle would make lines XM and YM radii of the circle, which would mean that they were equal. So option I is true and we can therefore eliminate answer choices B and D. Now let’s look at option II. Option II presents us with the possibility that point M lies somewhere on the arc of XY. Well, if point M rested exactly halfway between X and Y, then straight lines drawn from X to M and Y to M would certainly be equal. So option II is also correct. Finally, let’s look at option III. Option III presents us with the possibility that M lies somewhere on the outside of the circle. So long as M lies at a distance halfway between X and Y, this scenario would still work. So option III is also correct. This means that all of our options (I, II, and III) are possible. Our final answer is E. Now let's talk circle tips and tricks. How to Solve a Circle Problem Now that you know your formulas, let’s walk through the SAT math tips and strategies for solving any circle problem that comes your way. #1: Remember your formulas and/or know where to look for them As we mentioned earlier, it is always best to remember your formulas when you can. But if you don’t feel comfortable memorizing formulas or you fear you will mix them up, don’t hesitate to look to your formula boxthat is exactly why it is there. Just be sure to look over the formula box before test day so that you know exactly what is on it, where to find it, and how you can use that information. (For more on the formulas you are given on the test, check out our guide to SAT math formulas.) #2: Draw, draw, draw If you’re not given a diagram, draw one yourself! It doesn’t take long to make your own picture and doing so can save you a lot of grief and struggle as you go through your test. It can be all too easy to make an assumption or mix up your numbers when you try to perform math in your head, so don’t be afraid to take a moment to draw your own pictures. And when you are given a diagram, draw on it too! Mark down congruent lines and angles, write in your radius measurement or your given angles. Mark any and all pieces of information you need or are given. The reason not everything is marked in your diagrams is so that the question won’t be too easy, so always write in your information yourself. #3: Analyze what’s really being asked of you All the formulas in the world won’t help you if you think you’re supposed to find the area, but you’re really being asked to find the circumference. Always remember that standardized tests are trying to get you to solve questions in ways in which you’re likely unfamiliar, so read carefully and pay close attention to the question you’re actually being asked. #4: Use your formulas Once you’ve verified what you’re supposed to find, most circle questions are fairly straightforward. Plug your givens into your formulas, isolate your missing information, and solve. Voila! Test Your Knowledge Now let's put your newfound circle knowledge to the test on some real SAT math problems. 1) 2) 3) Answers: C, D, C Answer Explanations: 1) This question involves a dash of creativity and is a perfect example of a time when you can and should draw on your given diagrams (had you been presented this on paper, that is). We know that the inscribed figure is a square, which means that all of its sides are equal (for more on squares, check out our guide to SAT polygons). Therefore, if you draw a line connecting points R and T, you will have a perfect semi-circle, or 180 °. Now, the arc we are looking for spans exactly half of that semi-circle. This means that the arc degree measure of ST is: $180/2 = 90$ degrees. So our final answer C. 2) Now, before we even begin, read the question carefully. The question wants us to find the perimeter of the shaded region. If you were going too quickly through the test, you may have been tempted to find the area of the shaded region instead, which would have gotten you a completely different answer. Because we are trying to find the perimeter of circular figures, we must use our formula for circumferences. Let us start with the two circles in the middle. We know that each circle has a radius of 3 and that our shaded perimeter spans exactly half of each circle. So the circumference for each small circle is: ${1/2}c = Ï€r$ $c = 3Ï€$ And there are two small circles, so we must double this number: $3Ï€ * 2 = 6Ï€$ So the interior perimeter is $6Ï€$. Now, let’s find the outer perimeter, which is the circumference for half the larger circle. If the radius of each of the small circles is 3, then that means the diameter of each small circle is: $3 * 2 = 6$ And the diameter of each small circle is the same as the radius of the larger circle. This means that the full circumference of the larger circle is: $c = 2Ï€r$ $c = 2Ï€6$ $c = 12Ï€$ But we know that our perimeter only spans half the outer circumference, so we must divide this number in half. ${12Ï€}/2 = 6Ï€$ Our outer perimeter equals $6Ï€$ and our inner perimeter equals $6Ï€$. To get the full perimeter, we must add them together. $6Ï€ + 6Ï€ = 12Ï€$ Our final answer is D, $12Ï€$. 3) Here, we are beginning with the understanding that the circle has an area of $25Ï€$. We are tasked with finding the perimeter of one of the wedges, which requires us to know the radius length of the circle. This means we must work backwards from the circle’s area in order to find its radius. Well the formula for the area of a circle is: $a = Ï€r^2$ Our area equals 25, so: $√25 = 5$ Our radius measurement equals 5. Now, we must find the arc measurement of each wedge. To do so, let us find the full circumference measurement and divide by the number of wedges (in this case, 8). $c = 2Ï€r$ $c = 2Ï€5$ $c = 10Ï€$ The full circumference is $10Ï€$ which, divided by 8, is: ${10Ï€}/8 = {5/4}Ï€$ Now, let us add that arc measurement to twice the radius value of the circle in order to get the full perimeter of one of the wedges. $5 + 5 + {5/4}Ï€$ $10 + {5/4}Ï€$ So our final answer is C. Now for the best kind of pi(e)you earned it! The Take-Aways Almost always, the most useful part of any circle will be the radius. Once you’ve gotten used to thinking that all radii are equal, then you will often be able to breeze past even the trickiest of SAT circle problems. If you understand how radii work, and know your way around both a circle’s area and its circumference, then you will be well prepared for most any circle problem the SAT can dream up. Know that the SAT will present you with problems in strange ways, so remember your tricks and strategies for circle problems. Be careful with your work, keep a clear head, and you’ll do just fine. What’s Next? You've triumphed over circles (huzzah!). So now what? Well we've got guides aplenty on any SAT math topic you want to brush up on. Feel iffy on your lines and angles? How about probability? Integers? Check out our SAT math tab on the blog for any SAT math topic questions you might have. Don't know where to start? First, make sure you understand how the test is scored and what makes a "good" score or a "bad" score, so that you can figure out how you currently stack up. Want to get a 600 on the SAT math? How about a perfect 800? Check out our articles on how to bring your scores up to a 600 and even how to get a perfect score on the SAT math, written by a perfect SAT-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

The Wind Tapped Like a Tired Man by Emily Dickinson

The Wind Tapped Like a Tired Man by Emily Dickinson The enigmatic Emily Dickinson (1830-1886) saw only ten of her poems published while she was alive. Most of her work, more than 1,000 poems with their odd capitalization, liberal use of em dashes and iambic pentameter rhyming structure, was published after her death. But her works have helped to shape modern poetry. Life of Emily Dickinson Born in Amherst, Massachusetts, Dickinson was a reclusive figure, who took to wearing all white clothing and stayed confined to her home later in life. Whether she was eccentric or suffering from some kind of anxiety disorder is a matter hotly debated among Dickinson scholars. She did not live her entire life at her familys Amherst home; she spent a year at Mount Holyoke Female Seminary but left before completing a degree, and visited Washington, D.C. with her father when he served in Congress.   Dickinsons body of work also included correspondence with friends. Many of these letters contained original poems.   After her death, her sister Lavinia collected Emilys vast collection of writing and attempted to organize it. Although early editors tried to normalize Dickinsons writing, taking out the unusual punctuation and random capitalized words, later versions of her work restored it to its unique glory, em dashes and all.   Emily Dickinsons Poetry With titles like Because I Could Not Stop for Death, and A Narrow Fellow in the Grass, its clear that Dickinsons poetry has a foreboding undertone.  Many academics believe that all of Dickinsons poems can be interpreted to be about death, some overtly, some with more subtle turns of phrase. Indeed, Dickinsons correspondence shows she was troubled by several deaths of people she was close to; a school friend died very young of typhoid fever, another of a brain disorder. Its not outside the realm of possibility that young Emily withdrew from social life because she was deeply affected by her losses. Questions for Study of The Wind Tapped Like a Tired Man Is this an example of a Dickinson poem in where she appears to be writing about one thing (the wind) but is actually writing about something else? In this poem, does the wind represent a man, or does it represent an existential fear of death, ever present and able to blow in and out as it pleases? Why is the man tired? Here is the full text of Emily Dickinsons poem The Wind Tapped Like a Tired Man The wind tapped like a tired man,And like a host, Come in,I boldly answered; entered thenMy residence withinA rapid, footless guest,To offer whom a chairWere as impossible as handA sofa to the air.No bone had he to bind him,His speech was like the pushOf numerous humming-birds at onceFrom a superior bush.His countenance a billow,His fingers, if he pass,Let go a music, as of tunesBlown tremulous in glass.He visited, still flitting;Then, like a timid man,Again he tappedt was flurriedlyAnd I became alone.

A Night To Remember

I just read the first two chapters of the Night to remember reply to chapters 1 and 2. As I read these chapters, I put all the pictures I saw in the book in the book. When I was reading, I saw that Lord Walter was not very much in Westmills and metaphor. He has a good way to make readers intriguing rather than bored. When I read books, I usually look for plots at the beginning of books. When I read this novel, I found that it was very interesting that he began a major accident on the iceberg in the first chapter of chapter 10. The memorable night and Titanic tell the story in an entirely different way, but there are very similar themes throughout the process. Night worth remembering is based on what Walter Lord calls night worth remembering. The film traces chronological events, and the central person of Lightholler is the second officer who survived the disaster. From boarding the ship to sinking of the ship, it concentrates on him. He is depicted as a respected and gentle leader, e specially when he shows courage and wisdom by helping to control the event and helping save lives. He played a big part as he summarized the movie, he is the person whom the observer can pay attention. http://www.markedbyteachers.com/gcse/sociology/using-the-factual-accounts-of-the-titicic-compare-and-contrast-how-the-directors-of-titanic- And overnight notes, Drawings - Event - ie incurred.html Use Titanic's facts to silence, compare, and contrast how the director of Titanic and Difficult to remember the night describes the events that happened Last night was an unforgetable night. Tonight is an unforgetable night. But everything to remember is not what happened, but the way you make me feel. Last night when I left the laboratory and went to your house, I did not want to see you riding on me. But I am very pleased that you decided to meet me the way, just like you waited. After a long day, homemade pasta and warm biscuits, a quiet conversation from your island, and the way you smil e in your eyes flashes: peace of mind, peace of mind. Hugs become passion, sex turns into thumb war and more drinks. More drinks became risk chip poker games, and on the evening of the game came through a campus and got a semi-drunk bike. This is another moment. The freshness of the warm cheeks of the night makes us refreshed. Then my dad chatted with us. I remember that night clearly. Even though the moon is out, this is an unusually quiet night. Usually, on such a night, because the next day is school day, you hear mother shouting to the child. I remember that children will smile when they play the last hide and seek game. But that night was different. My father has just returned from work. I'm very excited because I would like to know which college I will go to. I was elected to three universities. I am anxious to leave home for the first time. To be honest, I do not want to be around when you keep looking for you. I found mother and father's eyes injured.

Politeness in english Essay Example | Topics and Well Written Essays - 4000 words

Politeness in english - Essay Example 157). The key assumption of this definition is that social friction is generally undesirable and there are several behavioral modes that have historically been gradually developed and can be adequately categorized as being polite. It is believed that if these behavioral modes are adequately applied in society, they will have the result of either preventing friction or at least minimizing its occurrence. Another definition of politeness defines it as being a strategic avoidance of any possible conflict (Watts, 2003, p. 50). Although this definition can be perceived as being concrete, a closer examination of the definition shows that politeness is something that we tend to use rationally and consciously with the sole intent of avoiding conflict.Another proposed definition of politeness defines it as being one of the various constraints of human interaction that is primarily used to aid in the promotion of rapport, the consideration of other’s feelings and the establishment of mu tual comfort (Locher, 2004, p. 76). This definition of politeness equates politeness with a general constraint on human interaction that mainly involves a social injunction preventing one form doing the opposite (Bax and Ka?da?r 106-107). Defining politeness as being either a constraint or a set of various constraints is seen to conveniently help lead us away from any form of objectivist approach to politeness. This is mainly due to the nature of constraints that requires people to learn them on an individual basis through their social interactions and practice. Although researchers can be able to observe the various instances of emergent social practice, they are however unable to adequately observe the constraint itself (Bax and Ka?da?r 106-107). Politeness is found to be a common word that is frequently in everyday use in the English language and has various translations in different languages such as politesse in French and beleefdheid in Dutch. The tem is found to be particular ly established in most scholarly works on pragmatics and linguistics. As is common with most everyday English expressions, politeness is found to be rather fuzzy and hence its susceptibility to having multiple variations based on personal, historical and social differences. It is common for such common terms to often have wider applications than technical terms in the language and there is a tendency for uncertainty to arise in the event that the two happen to be confused. Technical terms are found to often be not everyday expressions and as such have more a generally more specific denotation. This makes it important to clearly distinguish between the basically technical term â€Å"politeness† and the more everyday notion that the term is put to use(Gotti, Dossena&Dury, 2008, p. 5). An analysis of the term politeness as it is used in these contexts can be perceived to be a very worthwhile research both historically and in the different varieties of PDE. This can have the bene fit of providing an ethnographic view of how the different speakers of the English language talk about politeness and the semantics of the word politeness or polite at several different points in the history of the English language (Gotti, Dossena&Dury, 2008, p. 5). Politeness in the English Language The distinction existing between negative and positive politeness that was

How technology, with particular emphasis on the internet and Essay - 4

How technology, with particular emphasis on the internet and computers, has changed world culture - Essay Example ideoconferencing like communication channels help people to conduct meeting in the virtual world just like real world, no matter where the people are located. Social networking is another latest development in computer technology. It helps people from distant parts of the world to assemble in a common web platform and share their ideas, views, photos and videos. Social networks play a vital role in enhancing the intercultural communication. It should be noted that increase in intercultural communication may definitely contribute heavily to global peace and harmony. The recent revolutions in Libya and Egypt are often labeled as Facebook revolution. This is because of the huge role played by Facebook in empowering the people in these countries. Business is another area in which computers and internet have brought huge changes. Instead of typewriters and fax machines, computers and internet are used in the business world at present for preparing and sending documents. Earlier, documents were stored in paper formats in the business world. However, at present such things are stored in digital format so that the data may not be conserved for longer periods. It is quite possible for the business executives to conduct business meeting and negotiations in the virtual world just like real world. Moreover, computers and internet help business people to take quick decisions. Education is another area in which computer and internet have brought meaningful changes. Instead of traditional classrooms, computer assisted classrooms are used in educational institutions at present. Students can get any information at their fingertips with the help of a single click, from internet. The difficulties in searching particular information in a book are completely eliminated by computers and internet. Distant education made possible by computers and internet. It is easy for a student in America to get tuition classes from a teacher in India with the help of computers and internet at

Did the central character experience an epiphany in this story Essay

Did the central character experience an epiphany in this story - Essay Example Through this protagonist, O’Connor poses a deep reflection about the misunderstanding people may have about their values but also warns about the danger of stereotyping others based on their social status or race. O’Connor’s â€Å"Revelation† contains great moral lessons that address the perception people have about their own values. Through Mrs. Turpin, the author exposes the conflict that exists between the assumptions they have about the expression of their Christian values in contrast to the reality. Indeed, Mrs. Turpin’s deep conviction about these moral values she embodies makes her walk confidently into the waiting room and challenge the integrity of the others. The narrator informs: â€Å"The doctor’s waiting room, which was very small, was almost full when the Turpins entered and Mrs. Turpin who was large, made it look even smaller by her presence. She stood looming at the head of the magazine table set in the center† (O’Connor 341). This physical domination reflects the woman’s state of mind as she tries to overpower everybody by displaying her character and her values. Her efforts to make a good impression on people and then c onvey her good manners and social standing make her always draw attention on her. Moreover, Mrs. Turpin’s judgmental attitude towards the others informs about her personality and the disdain she feels for them. The physical, behavioral and even social judgment she operates on those around her expresses her intolerance and lack of compassion. She severely scrutinizes those around her and measures their values and worth according to her own standards of success or behavior. The narrator informs: â€Å"The girl’s face was blue with acne and Mrs. Turpin thought how pitiful it was to have a face like that at that age. She gave the girl friendly smile but the girl only scowled the harder† (O’Connor 343). This cruel thought about a teenager and this hypocritical