Women in the Media essays

Women in the Media essays There is literally and epidemic which has spread around the world over the past thirty years or so. This is a health problem, both physical and mental, that isnt caused by an elusive bacteria or a yet unnamed virus. This health problem is caused by greed. The corporate greed of big business which preys upon the physical and mental images of the consumer. The advertising and marketing companies of the world use stereotypical images and unrealistic ideals in order to sell their products. The result of this media bacteria is that the consumer, either consciously or subconsciously, risks severe physical and mental heath problems by trying to conform to the images portrayed. This paper will discuss the way in which women are presented in the media and the devastating effects this has had on the female population. This paper will show the current health risks related to the media image of the young women in America. The health risk is both physical and mental. In an article entitled The Portrayal of Men and Women in TV Ads Danielle Limpinnian states: From the images inflicted upon us in the patriarchal mass medial that surrounds us, it is assumed that we have been encouraged to mold ourselves into a set ideal. For women, that means having beauty, elegance, passivity and good domestic ability... Ms. Limpinnian goes on to discuss how the female image is portrayed in various TV commercials. Using her own research through small group discussions based on certain types of TV ads she demonstrates that the women are usually placed in a submissive role when doing any job that might require brains or creativity. Women are usually the experts only when it comes to womens products or a message that tends to portray the women as the expert in household management. From the home page of Rebecca Zarchifoff there is an article that brings two new terms to the discussion of ...

When Do College Acceptance Letters Arrive for Regular Decision For Early Decision or Early Action

When Do College Acceptance Letters Arrive for Regular Decision For Early Decision or Early Action SAT / ACT Prep Online Guides and Tips Applying to college is a confusing and stressful process, but waiting to hear back from the colleges you applied to can be just as anxiety-inducing. When do college acceptance letters arrive? In this guide, we explain when to expect to receive your college decision notifications. We also give you a chart of estimated college acceptance dates for 2019 and offer helpful tips on what to do as you wait for your college acceptance letters. When Do College Acceptance Letters Arrive, Generally? First off, when do college acceptance letters arrive, broadly speaking? While the answer to this question really depends on what colleges you’re applying to, in general most decisions come out in the springtime, that is, in either March or early April. The latest you might hear back from a college will be the first week of April. This is because most schools require decisions from applicants on where they want to attend by May 1. Some colleges work together to release their decisions at the same time. The Ivy League, which is composed of eight highly prestigious colleges, releases its decisions on "Ivy Day," a specific day at the end of March (note that the exact date changes each year). But what if you applied to a college early action or early decision? In these cases, since applications are due earlier (usually in November), you can expect an earlier decision notification as well- usually around December. Some schools offer secondary early decision plans called Early Decision II for which applications are due a little bit later, usually in January. For these plans, decisions should come out around February. Here is a chart showing the general trends of when college acceptance letters come out: Application Deadline Estimated Decision Notification Date November (Early Action/Early Decision I) Mid- or late December January (Early Decision II) February December, January, or February (Regular Decision) March or early April These days, most college acceptance letters will arrive as either an email or application status update on a college’s own application portal. Afterward, you’ll usually receive a hard copy of your acceptance letter in the mail and further updates via email or mail. An Aside: What If You’re Waitlisted? Sometimes, instead of getting a college acceptance letter or rejection, you’ll get a letter stating that you’ve been waitlisted. This means that the college is still considering you for admission depending on how many admitted applicants choose to enroll. As a result, you’ll need to decide (typically by May 1) whether you want to stay on the waitlist to see if you get off it, or take yourself off the waitlist, thereby eliminating your chances of getting in. If you decide to stay on the waitlist, you won’t get a college decision notification until possibly as late as August, right before the school year starts. When you hear back ultimately depends on the school and how quickly it's able to fill up its new freshman class. College Acceptance Dates 2019 We have a general understanding of when college acceptance letters arrive. But when do college decisions come out in 2019? And how do these decision dates differ depending on the college? To answer these two questions, we put together an extensive list of popular schools and their reported or estimated college acceptance dates for 2019. All dates below represent the last day by which you should receive an admissions decision notification (unless otherwise noted); thus, it’s possible you could receive a decision earlier. All schools are listed alphabetically. School Early Action/Early Decision Regular Decision Amherst ED: Mid-December 2018 April 1-7, 2019 Boston College EA: December 20, 2018 Spring Freshmen: December 15, 2018 April 1, 2019 Boston University ED: December 15, 2018 ED 2: February 15, 2019 Late March to early April 2019 Brown ED: Mid-December 2018 March 28, 2019* Caltech EA: Mid-December 2018 Mid-March 2019 Carnegie Mellon ED: December 15, 2018 Early Admission (juniors only): April 15, 2019 April 15, 2019 Columbia ED: December 15, 2018 March 28, 2019* Cornell ED: Mid-December 2018 March 28, 2019* Dartmouth ED: Mid-December 2018 March 28, 2019* Duke ED: December 15, 2018 April 1, 2019 Emory ED I: December 15, 2018 ED II: February 15, 2019 Scholar Programs: March 1, 2019 April 1, 2019 Georgetown EA: December 15, 2018 April 1, 2019 Harvard EA: Mid-December 2018 March 28, 2019* Harvey Mudd ED I: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Johns Hopkins ED: December 15, 2018 April 1, 2019 MIT EA: December 15, 2018 Mid-March 2019 Northwestern ED: Mid-December 2018 Late March 2019 Notre Dame EA: Mid-December 2018 Late March 2019 NYU ED I: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Penn ED: Mid-December 2018 March 28, 2019* Pomona ED I: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Princeton EA: Mid-December 2018 March 28, 2019* Rice ED: Mid-December 2018 April 1, 2019 Stanford EA: December 7, 2018 April 1, 2019 SUNY System ED: December 15, 2018 EA: January 1, 2019 Rolling Tufts ED I: Mid-December 2018 ED II: Mid-February 2019 April 1, 2019 UC System - Mar 1-31, 2019 UChicago EA: Mid-December 2018 ED I: Mid-December 2018 ED II: Mid-February 2019 Late March 2019 UMass Amherst EA: Starting mid-December 2018 Spring Applicants: Starting mid-December 2018 Starting early March 2019 UNC Chapel Hill EA: End of January 2019 End of March 2019 University of Florida - Mid-February 2019 University of Illinois EA: December 14, 2018 March 1, 2019 University of Michigan EA: December 24, 2018 Early April 2019 University of Rochester ED: December 15, 2018 April 1, 2019 University of Washington - March 1-15, 2019 USC Merit Scholarship Applicants: February 1, 2019 April 1, 2019 UT Austin Priority: February 1, 2019 March 1, 2019 UVA EA: End of January 2019 End of March 2019 Vanderbilt ED I: Mid-December 2018 ED II: Mid-February 2019 Late March 2019 Vassar ED I: Mid-December 2018 ED II: February 1, 2019 Late March 2019 Wake Forest ED: Rolling (as early as December 1, 2018) ED II: February 15, 2019 April 1, 2019 William Mary ED I: Early December 2018 ED II: Early February 2019 April 1, 2019 WUSTL ED: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Yale EA: Mid-December 2018 March 28, 2019* *Estimated Ivy Day 2019 based on the patterns of previous years. Ivy Day is always at the end of March. See our guide to Ivy Day for more info about how we came up with this date. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Waiting for College Acceptance Letters? 3 Tips for What to Do We've given you the general dates you can expect to receive your college admission decision. But what should you do in the meantime, after you’ve submitted all your applications and are waiting for decision notifications from colleges? Here are three essential tips to keep in mind during this time. #1: Focus on School One of the most important steps you can take is to focus on school and keep up your grades. Try your best not to let senioritis hit you, especially considering that most colleges will want to see your final transcripts before you get to campus- even after they’ve admitted you. If you have any big dip in your grades senior year, a college could rescind your acceptance and reject you instead. Do not take any chances at this time! Continue to work hard, study for all the tests you have, and finish your homework on time. Keep making school a priority. Finally, continuing to do well in school is especially important if you plan to take any AP tests at the end of senior year. You want to keep up your studying so that you can earn a passing score on the tests you’re taking, hopefully earning you some college credit. Resist senioritis- keep up with your studies. #2: Apply for Financial Aid and Scholarships If you know you’ll need some help with money in order to attend college, these months of waiting for decisions to come out are an ideal time to shift your focus from college applications to FAFSA and scholarships. Applying for FAFSA makes you eligible to receive federal-, state-, and/or college-sponsored financial aid, including loans, grants, and work-study. If you’re interested in winning free scholarship money, I'd advise you to do some research on any college scholarships you might be eligible for. These scholarships can be based on merit, such as your GPA and SAT/ACT scores, or financial need (or both). For more tips on how to find and apply for scholarships, check out our financial aid blog posts as well as our most popular scholarship and aid guides: Simple Guide: How to Apply for Financial Aid How to Find Scholarships for College: Expert Guide Top Scholarships for High School Seniors The Easiest Scholarships to Apply For Easy Scholarships to Win: How to Find and Apply The Complete List of Community Service Scholarships Amazing Full-Ride Scholarships You Can Win Complete List: Weird Scholarships You Can Win How to Get a Merit Scholarship: 6-Step Guide #3: Keep Tabs on Your Email and Application Status As you wait for college decisions to come out, it’s important that you routinely check your email (whichever email you put down for your college applications) and application status on the school's website. Some schools will only announce their decisions online through their application portals, some will email their decisions directly, and others will mail their decisions before sending out emails (this is becoming less common, though). Even if you’re not expecting to get a college decision anytime soon, try to keep tabs on your inbox and application status. This will help ensure you’re not missing any application materials and that the college isn’t trying to contact you about any last-minute problems with your application. Conclusion: When Do College Acceptance Letters Arrive? There are many answers to the question, "When do college decisions come out?" In general, most college decisions are released online by email or through an application portal in March or early April. If you applied early action or early decision, you can expect to hear back about your application status in December (or around February if you applied Early Decision II). The latest you’ll get a college acceptance letter is the first week of April, since most colleges require admitted applicants to submit their decisions about where they want to attend by May 1. If you get waitlisted at a college and choose to stay on the list, you won’t receive an official decision until possibly as late as August. Once you’ve submitted your applications and are waiting to hear back from colleges, be sure to take these three steps: Focus on school and continue to keep up your grades Apply for financial aid and scholarships, including FAFSA Keep tabs on your email and application status by routinely checking your inbox and the school's application status page As a final tip, stay positive- you never know where you're gonna get in! What’s Next? What do college acceptance letters look like? Learn what a typical college acceptance letter says and how it looks with our in-depth guide. Got rejected from your top-choice school? Or scared of getting a rejection letter? Read our guide to get tips on how you can get through a college rejection and what you can do to improve your chances of getting in. The key to getting a college acceptance letter is having a great application. And the best way to ensure you have an impressive application is to know what looks good on it. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Discovery of Backchannel Responses Essay Example | Topics and Well Written Essays - 250 words

Discovery of Backchannel Responses - Essay Example You can refer to it further in Eli Hinkel’s study. The reference to Schegloff is for year (1982) and you can use the following reference – Schegloff, E. (1982) Discourse as an interactional achievement: some uses of ‘uh huh’ and other things that come between sentences. In: Tannen, D. eds. (1982) Analyzing Discourse: Text and Talk (Georgetown University Round Table on Languages and Linguistics). 1st ed. Washington, DC: Georgetown University Press, p.71-93. Pragmalinguistics refers to the resources for conveying communicative acts and relational or interpersonal meanings. The word is not a mistake and has been used here intentionally. You can refer to it further in Eli Hinkel’s study: "where backchannel responses have found new meaning in social media like Facebook, Twitter and the like. Here they shape interpretation of conversations and convey pleasure, happiness, approval, censure and condemnation, through its various usage†

THE PHYSIOLOGY OF TRANSFER TO ALTITUDE. ADVICE TO TRAVELLERS Essay

THE PHYSIOLOGY OF TRANSFER TO ALTITUDE. ADVICE TO TRAVELLERS - Essay Example Remote mountainous areas generally lack the medical facilities which we take for granted at lower altitudes of normal habitation, and at sea level. Trekkers and climbers from the plains have therefore to be equipped with knowledge, aids, and medicines to prevent and to treat illnesses which tend to arise at unusually high altitudes (Peacock, 1998). Even medical practitioners with primary health experiences and specialist skills in unrelated areas, require orientation in the nature and ways of high altitude health care, to say nothing of the lay public which is so attracted to make sudden and quick visits to mountainous destinations. This report dwells on the prevention and treatment of common ailments at high altitudes, after defining the situation and enumerating the effects on physiology when a body is transported to a significant height where extreme atmospheric conditions prevail. It is intended for a general audience, rather than for health care professionals, and is not a substitute for personal medical consultation in specific cases. All people who travel in aircraft or visit high altitudes should consult with their primary care physicians for individual prescriptions, which this article does not seek to provide. The 5 thousand and 9 thousand meter marks of height above sea level are significant for people in normal states of health. This is because oxygen availability, air pressure, temperature, and wind conditions are so different at these altitudes compared to those which normally prevail at sea level. Though changes in these parameters are proportional to height gained in a climb, people in normal health who climb to less than 5 thousand meters need take no special precautions, other than to dress appropriately to combat the cold and icy and strong breeze. Conditions at the 9 thousand meter height mark deteriorate sharply from those at lower altitudes, making illnesses and medical emergencies more likely for even those who have been

Cases on Contract Essay Example for Free

Cases on Contract Essay The defendant made the highest bid for the plaintiffs goods at an auction sale, but he withdrew his bid before the fall of the auctioneers hammer. It was held that the defendant was not bound to purchase the goods. His bid amounted to an offer which he was entitled to withdraw at any time before the auctioneer signified acceptance by knocking down the hammer. Note: The common law rule laid down in this case has now been codified in s57(2) Sale of Goods Act 1979. Fisher v Bell (1960) A shopkeeper displayed a flick knife with a price tag in the window. The Restriction of Offensive Weapons Act 1959 made it an offence to offer for sale a flick knife. The shopkeeper was prosecuted in the magistrates court but the Justices declined to convict on the basis that the knife had not, in law, been offered for sale. This decision was upheld by the Queens Bench Divisional Court. Lord Parker CJ stated: It is perfectly clear that according to the ordinary law of contract the display of an article with a price on it in a shop window is merely an invitation to treat. It is in no sense an offer for sale the acceptance of which constitutes a contract. PSGB v Boots (1953) The defendants shop was adapted to the self-service system. The question for the Court of Appeal was whether the sales of certain drugs were effected by or under the supervision of a registered pharmacist. The question was answered in the affirmative. Somervell LJ stated that in the case of an ordinary shop, although goods are displayed and it is intended that customers should go and choose what they want, the contract is not completed until, the customer having indicated the articles which he needs, the shopkeeper, or someone on his behalf, accepts that offer. Then the contract is completed. Partridge v Crittenden (1968) It was an offence to offer for sale certain wild birds. The defendant had advertised in a periodical Quality Bramblefinch cocks, Bramblefinch hens, 25s each. His conviction was quashed by the High Court. Lord Parker CJ stated that when one is dealing with advertisements and circulars, unless they indeed come from manufacturers, there is business sense in their being construed as invitations to treat and not offers for sale. In a very different context Lord Herschell in Grainger v Gough (Surveyor of Taxes) [1896] AC 325, said this in dealing with a price list: The transmission of such a price list does not amount to an offer to supply an unlimited quantity of the wine described at the price named, so that as soon as an order is given there is a binding contract to supply that quantity. If it were so, the merchant might find himself involved in any number of contractual obligations to supply wine of a particular description which he would be quite unable to carry out, his stock of wine of that description being necessarily limited. Carlill v Carbolic Smoke Ball Co (1893) An advert was placed for smoke balls to prevent influenza. The advert offered to pay  £100 if anyone contracted influenza after using the ball. The company deposited  £1,000 with the Alliance Bank to show their sincerity in the matter. The plaintiff bought one of the balls but contracted influenza. It was held that she was entitled to recover the  £100. The Court of Appeal held that: (a) the deposit of money showed an intention to be bound, therefore the advert was an offer; (b) it was possible to make an offer to the world at large, which is accepted by anyone who buys a smokeball; (c) the offer of protection would cover the period of use; and (d) the buying and using of the smokeball amounted to acceptance. Harvey v Facey (1893) The plaintiffs sent a telegram to the defendant, Will you sell Bumper Hall Pen? Telegraph lowest cash price. The defendants reply was Lowest price  £900. The plaintiffs telegraphed We agree to buy †¦ for  £900 asked by you. It was held by the Privy Council that the defendants telegram was not an offer but simply an indication of the minimum price the defendants would want, if they decided to sell. The plaintiffs second telegram could not be an acceptance. Gibson v MCC (1979) The council sent to tenants details of a scheme for the sale of council houses. The plaintiff immediately replied, paying the  £3 administration fee. The council replied: The corporation may be prepared to sell the house to you at the purchase price of  £2,725 less 20 per cent.  £2,180 (freehold). The letter gave details about a mortgage and went on This letter should not be regarded as a firm offer of a mortgage. If you would like to make a formal application to buy your council house, please complete the enclosed application form and return it to me as soon as possible. G filled in and returned the form. Labour took control of the council from the Conservatives and instructed their officers not to sell council houses unless they were legally bound to do so. The council declined to sell to G. In the House of Lords, Lord Diplock stated that words italicised seem to make it quite impossible to construe this letter as a contractual offer capable of being converted into a legally enforceable open contract for the sale of land by Gs written acceptance of it. It was a letter setting out the financial terms on which it may be the council would be prepared to consider a sale and purchase in due course. Harvela v Royal Trust (1985) Royal Trust invited offers by sealed tender for shares in a company and undertook to accept the highest offer. Harvela bid $2,175,000 and Sir Leonard Outerbridge bid $2,100,000 or $100,000 in excess of any other offer. Royal Trust accepted Sir Leonards offer. The trial judge gave judgment for Harvela. In the House of Lords, Lord Templeman stated: To constitute a fixed bidding sale all that was necessary was that the vendors should invite confidential offers and should undertake to accept the highest offer. Such was the form of the invitation. It follows that the invitation upon its true construction created a fixed bidding sale and that Sir Leonard was not entitled to submit and the vendors were not entitled to accept a referential bid. Blackpool Aero Club v Blackpool Borough Council (1990) BBC invited tenders to operate an airport, to be submitted by noon on a fixed date. The plaintiffs tender was delivered by hand and put in the Town Hall letter box at 11am. However, the tender was recorded as having been received late and was not considered. The club sued for breach of an alleged warranty that a tender received by the deadline would be considered. The judge awarded damages for breach of contract and negligence. The councils appeal was dismissed by the Court of Appeal. ACCEPTANCE Brogden v MRC (1877) B supplied coal to MRC for many years without an agreement. MRC sent a draft agreement to B who filled in the name of an arbitrator, signed it and returned it to MRCs agent who put it in his desk. Coal was ordered and supplied in accordance with the agreement but after a dispute arose B said there was no binding agreement. It was held that Bs returning of the amended document was not an acceptance but a counter-offer which could be regarded as accepted either when MRC ordered coal or when B actually supplied. By their conduct the parties had indicated their approval of the agreement.

My Philosophy of Education Essay -- Philosophy of Teaching Statement

Philosophy of Education If I had to pick one view that is most compatible with my own view and learning and teaching it would have to be Constructivism. If I got to choose another one I would go with Cognitive. Constructivism is a view that focuses on the active role of the learner and a Cognitive view sees learning as an active mental process of receiving, remembering, and using knowledge. Both of these views see the role of students as an active role; an involved role. I believe that we learn knowledge and change our behavior based upon this knowledge; instead of the other way around. I used to be somewhat of a behaviorist in that I put too much of the teachers focus on the behavior of the students. I have began to stray away from the idea that teachers are to teach there students morals and ethics. One of the major changes in my philosophy is the student/teacher relationship. The relationship that students and teachers have now is one that really doesn’t allow for the teacher to teach thin gs like morals and ethics. I see that this relationship is becoming more and more impersonal. This goes beyond the classroom though; for some reason this is just the general direction that our culture seems to be heading; impersonal relationships. My philosophical view on education was most closely related to Progressivism. I realize that having a pure Progressivism point of view, or any pure philosophy for that matter, is a dangerous perspective to have. My belief that Progressivism is 100% correct would be a pure Progressivism philosophical view. This was straight from my original philosophy and as you can see it really reveals a constructive view of learning. All educators as well as students should constantly be open ... ...r of today’s teachers for the job to be taken lightly. Our future President is in a classroom right now. Realizing this, teachers should have a desire to teach children and to prepare them for the future, and if this takes completely changing my style because it isn’t compatible with my students then so be it. A lack of this desire to do whatever it takes will no doubt show in a classroom and in the world we will live in. Teachers are the ones who need to go through a rigorous education in order to be better equipped to do the job efficiently. Trust and respect should be maintained and teachers should always encourage their students. It is a teacher’s job to help young men and woman obtain the knowledge they will need to be successful adults. No one can dispute the fact that teachers affect the future. What students are being taught today will effect tomorrow.

A Good Man Is Hard to Find – Reflection Paper

Character as Reflection in O’Connor’s, â€Å"A Good Man is Hard to Find† In O’Connor’s â€Å"A Good Man is Hard to Find,† the grandmother is faced with her own moral beliefs. Throughout the story, she proves to be self center and hypocritical. Although her family wants to go to Florida for vacation, she tries to persuade them to go to Tennessee because she wants to see her â€Å"connections. † She uses scare tactics and guilt as tools. Appearances are also important to her, she believes she is judged by her appearance and she judges other by theirs.She dresses well so others will know she â€Å"is a lady. † She presents herself as a good, Christian woman, but as the plot unfolds, her true colors are exposed. When she is confronted with the Misfit, her only concern is herself. For instance, when her family is taken into the woods to be killed, she tells the Misfit that he is â€Å"a good man† and because she is a lady, he wouldn’t shoot her. Also, trying to save herself, she frequently tells him he should pray. Ironically, she doesn’t pray for herself. Similar essay: Reflection Paper Martial LawInstead, The Misfit seems to question the existence of God. He doesn’t admit to his crimes and, therefore, doesn’t feel he should be punished for them. He states he doesn’t remember doing them and this is the reason he now signs his name, for proof. Similarly, the grandmother doesn’t take responsibility for her actions. She doesn’t say she is sorry for placing the family in this situation. As she continues to discuss The Misfits salvation, her own faith is shaken and she is forced to question her own beliefs.She questions whether Jesus raised the dead. The Misfit states that if he had seen Jesus raise people from the dead, his life would be different. This is a pivotal moment for the two. They make a connection and the grandmother realizes they are more alike than she thought, neither is truly good and both are misfits. Connor Flannery. â€Å"A Good Man is Hard to Find† Short Fiction Classic and Cont emporary. Sixth ed. Pearson Prentice Hall X. J. Kennedy. Dana Gioia. Longman, New York 2000. 330-346.

Electrical Power- Distribution System

Task 1: Describe the basic topology of the national grid network. The National Grid Network A national grid network is a network of cable that connects all the power stations in a country to transmit electricity to the consumers throughout the country. Electricity is in demand just about everywhere in the civilized world, and in Great Britain the network for supplying this electrical power is known commonly as the National Grid. The National Grid is an electric power transmission network which connects the substations and power stations.This is so that any electrical energy generated in Great Britain, can be utilized and help meet energy demands elsewhere. This grid system also includes interconnections that run under the sea to Northern Ireland HVDC Moyle, the Isle of Man and France HVDC Cross-Channel. The electrical energy generated for the National grid needs to be moved around all parts of the country to supply the demand. There are two methods available for the transmission and distribution of electric power and these are:   * Underground Insulated Cables Overhead Cables (Bare Conductors Suspended at a Safe Height Above Ground) The overhead lines are generally used for high-voltage long distance transmission, because the cost is lower than underground cables, especially at higher voltages. In British practice, high voltage transmission lines carry voltages ranging from 66kv to 132kv, and extra high voltage lines carry voltages from 220kv to 380kv. In all cases the power is transmitted in the form of three-phase alternating current at 50cycles/sec, and the cost of an overhead line depends largely on conductor size and voltage [Cheesman, 2007].Figure 1: General layout of electricity networks (Diagram taken from: http://en. wikipedia. org) Structure of distribution grids The structure or â€Å"topology† of a grid can vary considerably. The physical layout is often forced by what land is available and its geology. The logical topology can vary dependi ng on the constraints of budget, requirements for system reliability, and the load and generation characteristics. A typical topology of a grid is shown in figure 2 below. A A Figure 2: Schematic representation of a radial system (Diagram taken from: http://www. transanatolia. eu)Figure represent a classic electricity distribution grids-simple radial tree, sending power from a source (point A representing power generation or a substation) to delivery points (other points representing homes, businesses, or other sub networks). The cheapest and simplest topology for a distribution or transmission grid is a radial structure. This is a tree shape where power from a large supply radiates out into progressively lower voltage lines until the destination homes and businesses are reached. Most transmission grids require the reliability that more complex mesh networks provide.Other topologies used are looped systems and tied ring networks. National grids are composed of many smaller electrica l networks that are linked together into a larger network called a Wide Area Synchronous Grid, also known as an interconnection. A Wide Area Synchronous Grid allows all the independent electrical networks in a particular area to be connected by synchronizing the electrical frequency between them. United Kingdom interconnections are synchronized at 50Hz. |   | Task 2: describe the basic topology of the ring and radial feeder system. Radial Feeder SystemIn a radial configuration, lines branch out sequentially and power flows strictly in one direction, only one path is connected between each customer and the substations. The electrical power flows from the substation to the customer along a single path. If this path is interrupted, it will result in a complete loss of power to the customer. The loading of a distribution feeder is inherently unbalanced because of the large number of unequal single-phase loads that must be served. An additional imbalance is introduced by the non-equila teral conductor spacing of the three-phase overhead and underground line segments.Figure 3 below shows the radial feeder system. Figure 3: Radial distribution system Some of the advantages of this system include: minimum initial cost and simplicity of planning, design and operation. Disadvantages include: low reliability factor, distributor nearer to the feeding end is heavily loaded. Ring or Loop system: In a ring, any two points are usually connected by more than one path, meaning that some lines form loops within the system. This distribution system consists of two or more paths between the substations and the customers. It is selected to carry its normal load plus the load of the other half of the loop also.Therefore the size of the feeder conductor in a loop distribution system is the same throughout the loop. Figure 4 below shows the ring or loop feeder system. Figure 4: Loop distribution system Advantages of this system include: Less conductor material is required as each par t of the ring carries less current. Less voltage fluctuations. It is more reliable. Disadvantages include: It is difficult to design compared to the radial system. Task 3. For the radial feeder shown in fig. 3. 1 calculate the following: 15A 15A 50A 50A B B 0. 2? 0. 2? 0. 1? 0. 1? 0. 06? 0. 06? A A 20A 20A 240V 240V D D C C Figure 3. 1 a) The load voltagesSolution: From figure 3. 1, the voltage drop from A to D is: VAD=0. 2IAB+0. 06IBC+0. 1ICD Current between A and B:IAB=50+15+20=85A Voltage drop from A to B: VA-B=0. 2*85=17V Voltage at B:VB= VA-VAB Therefore,VB=240-17=223V Current between B and C:IBC=85-50=35A Voltage drop from B to C:VB-C=0. 06*35=2. 1V Voltage at C:VC= VB-VBC=223-2. 1=220. 9V Current between C and D:ICD=35-15=20A Voltage drop from C to D: VC-D=0. 1*20=2V Voltage at D:VD= VC- VCD=220. 9-2=218. 9V Therefore Voltage drop from A to D: e=0. 2IAB+0. 06IBC+0. 1ICD =0. 2*85+0. 06*35+0. 1*20 VAD =17+2. 1+2=21. 1V b) The power lost in the cable.Power supplied to the system = 240 * 85 = 20400 W PLOSS = (VAB*IAB) + (VBC * IBC)+ (VCD*ICD ) = (17*85) + (2. 1*35) +(2*20) = 1445 + 73. 5 + 40 = 20400 – = 1558. 5W c) The power developed by each load. Power at B, PB = VB * IB = 223 * 50 = 11150W= 11. 15KW Power at C, PC = VC * IC = 220. 9 * 15 = 3313. 5W = 3. 31KW Power at D, PD = VD * ID = 218. 9 * 20 = 4378W = 4. 38KW Total Power developed = PB + PC + PD = 11150 + 3313. 5 + 4378 = 18841. 5W =18. 84KW d) The efficiency of the system The efficiency of the transmission line is given by: Efficiency =100% * Power supplied / (power supplied + power loss) PP+PL*100%= 2040020400+1558. 5*100%=92. 9% Task 4: Write a short report on distribution systems. The report should include the following content: i) The most common LV distribution systems used. ii) A diagram of the single phase 3 wire 240/120 topology iii) Description of the single phase 3 wire 240/120 development iv) The effect of unequal loading v) The advantages of the single phase 3 wire 240c/120v sys tem vi) A diagram of the three phase 4 wire 208v/120 topology vii) three phase 3 wire 600v topology, vii) three phase 4 wire 480v/277v topology. Examples of where this would be used Solution:Distribution Subsystem The distribution system connects the distribution substations to the consumers’ service-entrance equipment. There are two types of distribution system: the primary and secondary distribution system. The Primary Distribution System The primary distribution lines range from 4 to 34. 5 kV and supply the load in a well-defined geographical area. The transmission system voltage is stepped-down to lower levels by distribution substation transformers. The primary distribution system is that portion of the power network between the distribution substation and the utilization transformers.The primary distribution system consists of circuits, referred to as primary or distribution feeders that originate at the secondary bus of the distribution substation. The distribution sub station is usually the delivery point of electric power in large industrial or commercial applications Primary distribution system voltages range from 2,400 V to 69,000 V. The distribution voltages in widest use are 12,470 V and 13,200 V, both three and four wire. Types of Primary Distribution System. There are two fundamental types of primary distribution systems; Radial and Network.Simply defined, a radial system has a single simultaneous path of power flow to the load. A network has more than one simultaneous path. Each of the two types of systems has a number of variations. Figure 6 illustrates four primary feeder arrangements showing tie, loop, radial and parallel feeders. There are other more complex systems, such as the primary network (interconnected substations with feeders forming a grid) and dual-service network (alternate feeder to each load). These systems, however, are simply variations of the two basic feeder arrangements.Some small industrial customers are served dir ectly by the primary feeders. Figure 6: four primary feeder arrangements. (Diagram taken from: www. navalfacilities. tpub. com) The secondary Distribution System The secondary distribution network reduces the voltage for utilization by commercial and residential consumers. Lines and cables not exceeding a few hundred feet in length deliver power to the individual consumers. The secondary distribution serves most of the customers at levels of 240/120 V, single-phase, three-wire; 208Y/120 V, three-phase, four-wire; or 480Y/277 V, three-phase, four-wire.The power for a typical home is derived from a transformer that reduces the primary feeder voltage to 240/120 V using a three wire line. Distribution systems utilize both overhead and underground conductors. The voltage levels for a particular secondary system are determined by the loads to be served. The utilization voltages are generally in the range of 120 to 600 V. In residential and rural areas the nominal supply is a 120/240 V, si ngle-phase, three-wire grounded system. If three-phase power is required in these areas, the systems are normally 208Y/120 V or less commonly 240/120 V.In commercial or industrial areas, where motor loads are predominant, the common three-phase system voltages are 208Y/120 V and 480Y/277 V. The preferred utilization voltage for industrial plants, however, is 480Y/277 V. Three-phase power and other 480 V loads are connected directly to the system at 480 V and fluorescent lighting is connected phase to neutral at 277 V. Small dry-type transformers, rated 480-208Y/120 or 480-120/240 V, are used to provide 120 V single-phase for convenience outlets and to provide 208 V single- and three-phase for small tools and other machinery.Types of Secondary distribution Systems. Various circuit arrangements are available for secondary power distribution. The basic circuits are: simple radial system, expanded radial system, primary selective system, primary loop system, secondary selective system, and secondary spot network. References Alley, R. and Smith, K. (1992) Electrical Circuits: An Introduction. Cambridge: Cambridge University Press, p. 220-236. Altenergy. org (2008) Alternative Energy – Wind, Solar, Hydro and other alt energy sources for home power. [online] Available at: http://www. ltenergy. org/ [Accessed: 19 Jun 2012]. Cheesman, J. (2007) National Grid. [online] Available at: http://ezinearticles. com/? National-Grid&id=2431881 [Accessed: 19 Jun 2012]. Deshpande, M. (2010)  Electrical Power System Design  . New Delhi: Tata McGraw-Hill Education, p. 256-300. Electrical-zine. blogspot. co. uk (2009) ELECTRICAL MAGAZINE: The Structure Of The Power System III. [online] Available at: http://electrical-zine. blogspot. co. uk /2009/08/structure-of-power-system-iii. html [Accessed: 19 Jun 2012]. En. wikipedia. rg (2011) Electrical grid – Wikipedia, the free encyclopedia. [online] Available at: http://en. wikipedia. org/wiki/Electrical_grid [Accessed: 19 Jun 2012]. Epuniversity. org (n. d. ) Electrical Configurations – Wye, Delta, Single and Split Phases. [online] Available at: http://www. epuniversity. org/w3. html [Accessed: 19 Jun 2012]. Learnaboutenergy. org (n. d. ) Types of Renewable Energy. [online] Available at: http://www. learnaboutenergy. org/renewable_energy/RenewableEnergy3. htm [Accessed: 19 Jun 2012]. Most. gov. mm (2011) Transformer Operation and system voltage control. online] Available at: http://www. most. gov. mm/techuni/media /EP_04018_2. pdf [Accessed: 17. 06. 12]. Navalfacilities. tpub. com (n. d. ) Secondary Voltage Levels. [online] Available at: http://navalfacilities. tpub. com/mo201/mo2010022. htm [Accessed: 19 Jun 2012]. Sivanagaraju, S. and satyanarayana, S. (2009)  Electrical Power Transmission and Distribution. New Delhi: Pearson Education, p. 479-512. Transanatolia. eu (2007) Electrical Grid. [online] Available at: http://www. transanatolia. eu/analyses/Energy/electrical-grid. htm [Accessed: 19 Jun 2012].

How to Say Happy Halloween in Japanese

How to Say Happy Halloween in Japanese Happy Halloween translates into, Happii Harowin (ãÆ' Ã£Æ'Æ'ãÆ'ӋÆ' ¼Ã£Æ' Ã£Æ' ­Ã£â€š ¦Ã£â€š £Ã£Æ' ³) when phonetically copying the English expression. Happy ~ generally translated as ~ omdetou (㠁Šã‚ Ã£  §Ã£  ¨Ã£ â€ ) when saying Happy Birthday (Tanjoubi Omedetou) or Happy New Year (Akemashite Omedetou). However, phrases like, Happy Halloween, Happy Valentines or Happy Easter dont use this pattern. Halloween Vocabulary The following are common words associated with Halloween with how to pronounce and write them in Japanese: harowiin ãÆ' Ã£Æ' ­Ã£â€š ¦Ã£â€š £Ã£Æ' ³ - Halloweenjuu-gatsu Ã¥  Ã¦Å"ˆ - Octobermajo é ­â€Ã¥ ¥ ³ - a witchkumo ã‚ ¯Ã£Æ' ¢ - a spiderhouki 㠁 »Ã£ â€ Ã£   - a broomohaka 㠁Šå ¢â€œ - a graveobake 㠁Šã  °Ã£ â€˜ - ghostkyuuketsuki Ã¥  ¸Ã¨ ¡â‚¬Ã© ¬ ¼ - a vampirekuroneko é »â€™Ã§Å' « - a black catakuma æ‚ ªÃ© ­â€ - the Devil; Satanzonbi ã‚ ¾Ã£Æ' ³Ã£Æ'“ - a zombiemiira ãÆ'Ÿã‚ ¤Ã£Æ' © - a mummygaikotsu é ª ¸Ã© ª ¨ - a skeletonkoumori 㠁“㠁†ã‚‚ã‚Š - a batookami otoko ç‹ ¼Ã§â€ · - a werewolffurankenshutain ãÆ'•ãÆ' ©Ã£Æ' ³Ã£â€š ±Ã£Æ' ³Ã£â€š ·Ã£Æ' ¥Ã£â€š ¿Ã£â€š ¤Ã£Æ' ³ - Frankensteinkabocha 㠁‹ã  ¼Ã£  ¡Ã£â€šÆ' - pumpkinobake yashiki 㠁ŠåÅ'â€"㠁‘å ±â€¹Ã¦â€¢ · - a haunted housekosuchuumu ã‚ ³Ã£â€š ¹Ã£Æ' Ã£Æ' ¥Ã£Æ' ¼Ã£Æ'   - a costumerousoku ã‚ Ã£ â€ Ã£  Ã£   - a candleokashi 㠁Šè â€œÃ¥ ­  - candykowai æ€â€"㠁„ - scary Phrases for Halloween Kabocha o horu. 㠁‹ã  ¼Ã£  ¡Ã£â€šÆ'ã‚’å ½ «Ã£â€šâ€¹Ã£â‚¬â€š - I carve a pumpkin.Rousoku o tomosu. ã‚ Ã£ â€ Ã£  Ã£  Ã£â€šâ€™Ã£  ¨Ã£â€šâ€šÃ£ â„¢Ã£â‚¬â€š - I light candles.Kodomo ni okashi o ageru. Ã¥ ­ Ã¤ ¾â€ºÃ£  «Ã£ Å Ã¨ â€œÃ¥ ­ Ã£â€šâ€™Ã£ â€šÃ£ â€™Ã£â€šâ€¹Ã£â‚¬â€š - I give treats to the kids.Majo no kasou o suru. é ­â€Ã¥ ¥ ³Ã£  ®Ã¤ » ®Ã¨ £â€¦Ã£â€šâ€™Ã£ â„¢Ã£â€šâ€¹Ã£â‚¬â€š - I wear the witchs costume.Horaa eiga o miru. ãÆ'݋Æ' ©Ã£Æ' ¼Ã¦Ëœ  Ã§â€ »Ã£â€šâ€™Ã¨ ¦â€¹Ã£â€šâ€¹Ã£â‚¬â€š - I watch a horror movie.Akumu ni unasareru. æ‚ ªÃ¥ ¤ ¢Ã£  «Ã£ â€ Ã£  ªÃ£ â€¢Ã£â€šÅ'る。 - I have a nightmare. Ekaki Uta Ekaki uta is a type song that describes how to draw animals and/or favorite characters. Ekaki uta are supposed to help children remember how to draw something by incorporating drawing directions into the lyrics. Ekaki uta for, obake (a ghost) can be found and listened to on YouTube. If you are curious about the white triangular piece of cloth that the little obake wears  on his forehead in the video of the song, it is called, hitaikakushi, which is also often worn by Japanese ghosts. Urameshiya is a phrase said, in a sorrowful voice, by Japanese ghosts when they appear. It means, a curse on you. 㠁Šã Å Ã£  Ã£  ª 㠁 µÃ£  Ã£â€š Ã£  « 㠁Šã  ¿Ã£ Å¡Ã£â€šâ€™ 㠁„ã‚Å'㠁 ¦Ã£ Å¸Ã£  ­Ã£â€šâ€™ 㠁 ¾Ã£ â€žÃ£ Å¸Ã£â€šâ€° 㠁 ½Ã£  ¡Ã£â€šÆ'ん㠁 ¨ 㠁 ¯Ã£  ­Ã£ Å¸Ã£  ²Ã£  £Ã£  Ã£â€šÅ Ã£ â€¹Ã£ Ë†Ã£  £Ã£  ¦ 㠁‚㠁 £Ã£ â€¹Ã£â€šâ€œÃ£  ¹Ã£Æ' ¼Ã£ â€¢Ã£â€šâ€œÃ£ â€¹Ã£   㠁 ¤Ã£ â€˜Ã£ Å¸Ã£â€šâ€°Ã£ Å Ã£  °Ã£ â€˜Ã£ â€¢Ã£â€šâ€œÃ£ â€ Ã£â€šâ€°Ã£â€šâ€° 㠁†ã‚‰ã‚‰ 㠁†ã‚‰ã‚ Ã£ â€"や㠁†ã‚‰ã‚‰ 㠁†ã‚‰ã‚‰ 㠁†ã‚‰ã‚ Ã£ â€"ã‚„ Ookina fukuro ni omizu o ireteTane o maitara pochan to hanetaHikkuri kaette akkanbeeSankaku tsuketaraObake-san!Urara urara urameshiyaUrara urara urameshiya Obake Nante Naisa Here is a children song called Obake nante nai sa (There are no ghosts!): 㠁Šã  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢Ã£  ­Ã£  ¼Ã£ â€˜Ã£ Å¸ 㠁 ²Ã£  ¨Ã£ Å'㠁 ¿Ã£  ¾Ã£  ¡Ã£ Å'㠁ˆã Å¸Ã£  ®Ã£ â€¢Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã‚  Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Obake nante nai saObake nante uso saNeboketa hito gaMimachigaeta no saDakedo chotto dakedo chottoBoku datte kowai naObake nante nai saObake nante uso sa 㠁 »Ã£â€šâ€œÃ£  ¨Ã£  « 㠁Šã  °Ã£ â€˜Ã£ Å'㠁 §Ã£  ¦Ã£  Ã£ Å¸Ã£â€šâ€° 㠁 ©Ã£ â€ Ã£ â€"よ㠁†ã‚Å'㠁„㠁žã â€ Ã£ â€œÃ£  « 㠁„ã‚Å'㠁 ¦Ã£â€š «Ã£Æ' Ã£â€š «Ã£Æ' Ã£  « 㠁â€"㠁 ¡Ã£â€šÆ'㠁Šã â€ Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨ 㠁  Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Honto ni obake gaDetekitara doushiyouReizouko ni ireteKachi kachi ni shichaouDakedo chotto dakedo chottoBoku datte kowai naObake nante nai saObake nante uso sa 㠁  Ã£ â€˜Ã£  © 㠁“㠁 ©Ã£â€šâ€šÃ£  ªÃ£â€šâ€°Ã£  ¨Ã£â€šâ€šÃ£   Ã£  ¡Ã£  « 㠁 ªÃ£â€š Ã£ â€ Ã£ â€šÃ£  Ã£ â€"ã‚…ã‚’ 㠁â€"㠁 ¦Ã£ â€¹Ã£â€šâ€°Ã£ Å Ã£â€šâ€žÃ£  ¤Ã£â€šâ€™ 㠁Ÿã  ¹Ã£â€šË†Ã£ â€ Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨ 㠁  Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Dakedo kodomo naraTomodachi ni narouAkushu o shite karaOyatsu o tabeyouDakedo chotto dakedo chottoBoku datte kowai naObake nante na isaObake nante uso sa 㠁Šã  °Ã£ â€˜Ã£  ® 㠁 ¨Ã£â€šâ€šÃ£   Ã£  ¡Ã£  ¤Ã£â€šÅ'㠁 ¦Ã£ â€šÃ£â€šâ€¹Ã£ â€žÃ£ Å¸Ã£â€šâ€°Ã£  Ã£ â€œÃ£â€šâ€°Ã£ ËœÃ£â€šâ€¦Ã£ â€ Ã£  ® 㠁 ²Ã£  ¨Ã£ Å'㠁 ³Ã£  £Ã£  Ã£â€šÅ  㠁™ã‚‹ã   Ã£â€š Ã£ â€ Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨ 㠁  Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Obake no tomodachiTsurete aruitaraSokora juu no hito gaBikkuri suru darouDakedo chotto dakedo chottoBoku datte kowai naObake nante nai saObake nante uso sa 㠁Šã  °Ã£ â€˜Ã£  ®Ã£  Ã£  «Ã£  §Ã£  ¯Ã£ Å Ã£  °Ã£ â€˜Ã£   Ã£â€šâ€°Ã£ â€˜ 㠁  Ã£  £Ã£  ¦Ã£ â€¢Ã£  Ã£â€šâ€œÃ£  ªÃ£  ¯Ã£  ªÃ£ â€" 㠁 Ã£ â€žÃ£  ¦Ã£ Å Ã£  µÃ£â€š Ã£  «Ã£  ¯Ã£ â€žÃ£â€š Ã£ â€ Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨ 㠁  Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Obake no kuni dewaObake darake datte saSonna hanashi kiiteOfuro ni hairouDakedo chotto dakedo chottoBoku datte kowai naObake nante nai saObake nante uso sa

Annotations in Reading, Research, and Linguistics

Annotations in Reading, Research, and Linguistics An annotation is a  note, comment, or  concise statement of the key ideas in a text or a portion of a text and is commonly used in reading instruction and in research. In corpus linguistics, an annotation is a coded note or comment that identifies specific linguistic features of a word or sentence. One of the most common uses of annotations is in essay composition, wherein a student might annotate a larger work he or she is referencing, pulling and compiling a list of quotes to form an argument. Long-form essays and term papers, as a result, often come with an annotated bibliography, which includes a list of references as well as brief summaries of the sources. There are many ways to annotate a given text, identifying key components of the material by underlining, writing in the margins, listing cause-effect relationships, and noting confusing ideas with question marks beside the statement in the text. Identifying Key Components of a Text When conducting research, the process of annotation is almost essential to retaining the knowledge necessary to understand a texts key points and features and can be achieved through a number of means. Jodi Patrick Holschuh  and Lori Price Aultman  describe a students goal for annotating text in Comprehension Development, wherein the students are responsible for pulling out not only the main points of the text but also the other key information (e.g., examples and details) that they will need to rehearse for exams. Holschuh and Aultman go on to describe the many ways a student may isolate key information from a given text, including writing brief summaries in the students own words, listing out characteristics and cause-and-effect relations in the text, putting key information in graphics and charts, marking possible test questions, and underlining keywords or phrases or putting a question mark next to confusing concepts. REAP: A Whole-Language Strategy According to  Eanet Manzos 1976 Read-Encode-Annotate-Ponder strategy for teaching students language and reading comprehension, annotation is a vital part of a students ability to understand any given text comprehensively. The process involves the following four steps: Read to discern the intent of the text or the writers message; Encode the message into a form of self-expression, or write it out in students own words; Analyze by writing this concept in a note; and Ponder or reflect on the note, either through introspection or discussing with peers. Anthony V. Manzo and Ula Casale Manzo describe the notion in Content Area Reading: A Heuristic Approach as among the earliest strategies developed to stress the use of writing as a means of improving thinking and reading, wherein these annotations serve as alternative perspectives from which to consider and evaluate information and ideas.

Japanese Internment Essay Example | Topics and Well Written Essays - 750 words

Japanese Internment - Essay Example Yet these innocent people were removed from their homes and placed in relocation centers, many for the duration of the war (Davis 1982:27). In contrast, between 1942 and 1944, 18 Caucasians were tried for spying for Japan; at least ten were convicted in court (Uyeda 1995:66). 1 When the Pearl Harbor was attacked on December 7, 1941, United States suspected that the Japanese were getting ready to launch a full-scale attack on the West Coast of the country. Massive searches were conducted to prevent communication with the Japanese ships. By January 2, "the Joint Immigration Committee of the California Legislature sent a manifesto to California newspapers summing up the historical catalogue of charges against the ethnic Japanese, who, said the manifesto, were totally inassimilable. The manifesto declared that all of Japanese descent were loyal to the Emperor, and attacked Japanese language schools as teaching Japanese racial superiority."2 It was feared that this population might commit acts of espionage or sabotage for the Japanese military. By February, "Earl Warren, at the time Attorney General of California, and U.S. Webb, a former Attorney General, were vigorously seeking to persuade the federal government to remove all ethnic Japanese from the west coas t."2 Hence began the Japanese Internment. Franklin D. Roosevelt on February 19, 1942 signed the Executive Order 9066 that allowed military commanders to designate military areas called â€Å"exclusion zones" as per their discretion. They had the right to decide who was a citizen and who was not. Eventually about 1/3 area of the country consisted of such zones, including the East and West Coasts. Some of the typical rules that were passed in these camps were: March 2, 1942: General John L. DeWitt issued Public Proclamation No. 1, informing all those of Japanese ancestry that they would, at some later point, be subject to exclusion orders from "Military Area No. 1" (the entire Pacific coast to