Secondary Research Paper Essay Example | Topics and Well Written Essays - 1750 words

Secondary Research Paper - Essay Example And most of the time, service provide are seen taking the lead to offer exceptional plans which may include abundant amounts of air time and even less rates with regard to international roaming. Further, getting online too is being made easy through the cellular handset, which the fixed line telephone user can never dream of. With the internet turning out to be an important part of everyday life, mobile phones most of the time, while on travel or on holiday, help the customer log on to the World Wide Web without much hassle. Customer experiences have also given the thumbs on this, complaining that the fixed phone lines often turn out to be too noisy to allow a modem connection at any speed.   Ample research done on this suggests that the mobile telephones have overtaken fixed telephones in terms of subscribers. So is the case with traffic and revenue. Besides, fixed-line operators have begun having to face competition from new entrants in local, national and international long-distance telecommunications and Internet markets, as well as substitution from their mobile counterparts. In such an event of fixed line phones facing an era of being obsolete in the near future, it would be important to study what causes this phenomenon, and to look at what really ails the fixed-line telephone sector. The ever increasing spread of mobile phones and easy access to voice over internet protocol (VoIP) facilities have stood in the way of fixed line operators, ever since these technologies began to blossom. More subscriptions meant more revenue for service providers. As more customers began logging on to these new-age technologies, users diminished with regard to fixed line operators. More important was the cost involved. Long distance calls came for peanuts, as compared to the costs involved in making such calls over the fixed phone. Many a mobile phone company took the leap toward more revenues seeing the vast opportunity before them. More customers

Without Seeing The Dawn Essay Example for Free

Without Seeing The Dawn Essay Babies are born with an inherent drive to learn. Your challenge as the parent of a child with learning or attention problems is to help him build what Drs. Robert Brooks and Sam Goldstein (Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child) call islands of competence, to offset the frustrations and low self-esteem that can result from his learning struggles. The goal is to find subjects or activities where he is self-motivated to learn, enjoys the process of learning, and sees the value of what he learns. Deborah Stipek, Ph.D, Dean of the Stanford University School of Education, is an expert in the subject of motivation in young children. Shes also a mother, so her latest book, Motivated Minds/Raising Children to Love Learning, is full of practical advice. Dr. Stipek says kids will be self-motivated to learn when they: Feel competent about something Have some choice and control over their learning Believe that intelligence isnt fixed at birth Feel loved and respected by their parents Help Your Child Discover His Passions Help Your Child Discover His Passions One way to build a sense of competence in your child is to encourage his passions. Theres an academic payoff to building competence this way. Dr. Stipek says, The good news may seem paradoxical: research has shown that the indirect strategy of helping your child enjoy learning and see its value is the best way to improve your childs grades and raise his test scores. If your child has a particular strength in school, such as being a math whiz, find ways outside of school to expose him to math in the real world computers, hands-on science museums, and math camps. If he struggles with most school subjects, look elsewhere for his passions. Pay attention to whatever makes your child perk up. Is it animals? Plants? Music? Art? Dinosaurs? Video games? Skateboards? To play on these passions, help your child deepen his knowledge. For example, if your Internet provider allows you space for a family website, let the child help build one on his favorite subject. He could research and write abou t the foremost skateboard athletes in the world. Post his drawings of himself skateboarding the galaxy. List  unanswered questions about skateboards. Let family and friends interact with the website, too what else would they like to know from your in-house skateboard expert? Give Your Child Some Choices All of us thrive when we feel were acting of our own volition. Children with learning and attention difficulties are no different. For example, when we offer them a choice between two acceptable alternatives, such as doing either their math or social studies homework first, they feel a sense of control over their own world. This leads to greater pride and self-motivation. Dr. Mel Levine, author of the set of tapes called Developing Minds, says, Help children develop a sense of control by presenting things they do not want to do as choices. For example, let a child decide whether to do homework before or after dinner. At school, consider letting a child who dislikes chorus participate in the spring performance by selling tickets. Help Your Child Develop Persistence Dr. Stipek reports on experiments that reveal a childs beliefs about intelligence affect his motivation to succeed. If he believes intelligence is fixed at birth and he missed out, he is liable to quit without trying. If, on the other hand, you help him to understand that persistence is more important than the luck of the draw, you promote a child who can learn to succeed on his own terms. This is the struggling child who changes from saying, Whats the use? to Ive learned how to slow down and double-check my work. Dr. Stipek says, Emphasize notions of flexible intelligence. Tell your child, in every way you can, that brainpower is something you acquire. Make the following sayings (or their age-appropriate equivalents) your family mantras: Success is 1% inspiration, 99% perspiration. Geniuses are made, not born. Let Your Child Know You Love and Respect Him Every child needs to feel that his parents are on his side. You can demonstrate your love and respect for your child with learning problems by accepting, connecting, and supporting, no matter what. You still love him, even when he forgets his assignment. Youre interested in the details of each day. And when hes upset, you help him to give words to feelings.  Respect your child by helping him understand not only his specific learning difficulties, but strategies for coping in school. For example, if your child cannot hold multiplication facts in long-term memory, he may not do well on a standardized math test. He needs both a strategy to practice his math skills and a strategy to take the test. He may need different ways to drill multiplication, such as tactile manipulation of objects, drawing pictures, or saying the tables out loud. He may also need more time on the test. Help Your Child Identify Steps to Success Our culture reveres inborn talent and luck. Unfortunately, that can leave out the child who struggles in school. He begins to believe that no matter how hard he works, school success is outside of his control. If you help him identify small, concrete steps to reach his learning goals, you can recognize each accomplishment along the way, nor matter how big or small. Then the effort of learning is valued as much as the outcome in school. Help your child learn to set attainable learning goals, such as studying a math concept from a variety of angles until he understands it. This might mean that you must be content with something like a C grade in Math but an A+ in Effort. It will be important to communicate regularly with your childs teacher so all of you (parents, teacher, and child) can work as a united team. With the teachers help and ideas, your childs learning goals will be supported both at school and at home. You also want your child to learn that making mistakes is a natural pa rt of the process of learning. Thomas Edison, said to have tried 10,000 times to perfect the light bulb, said, I didnt fail. I just discovered another way not to invent the electric light bulb. Foster Long-term Motivation Research tells us that parents who encourage a childs self-sufficiency often have children who are motivated from the inside, out. This means holding back a little before you jump in to help your struggling child. Children with learning disabilities are especially vulnerable to developing perceptions of themselves as academically incompetent and to develop low expectations for success, Dr. Stipek says In an effort to ensure success we sometimes provide more help than children with learning problems or AD/HD actually need. This takes away from their own pride in accomplishment and  the enthusiasm that a sense of achievement and competence can produce. Children with learning difficulties often have a marvelous ability to see the world in new ways. When you guide your child to pursue his interests, operate from his strengths, and not shy away from challenges, you help him build a positive cycle of accomplishment and self-motivation. Celebrate each hard-won stumbling step your child ta kes on the way to learning and developing strengths, so that in the long run, he can sustain his motivation and passion for learning.

Concepts of Marriage: Reflective Essay

Concepts of Marriage: Reflective Essay What is marriage? To many marriage is a milestone accomplished over the course of their life, and once achieved, giving them the feeling of being complete. To others, marriage is what makes their relationship official in a way and is what keeps them monogamous to one another. Where a big party, wedding cake, and wedding bands are what make a couple no longer available to anyone else but their spouse. In better terms, the definition of marriage is a legal or formal recognized union of a man and a women or even same sex- as partners in a solid relationship. It seems that the entire concept of marriage has always been here, there, and everywhere. After reviewing videos and material written about marriage, it is clear to see that there are many stand points on the topic. Though many people advocate marriage and preach all that it stands for. Others on the other hand are fighting and argue to get rid of marriage altogether. On one of the videos that was shared in class called, Cancel Marriage consisted of a lengthy video where Merav Michaeli went deep into defining marriage and the true meaning behind husband and wife. Husband ultimately turned out to origin from the word householder or owner, while wife is derived from the terms shame and vulva. It makes you question why from the beginning of marriage, a married couple who have children were only able to carry the fathers name. To go further in to detail and really have a better understanding behind marriage in todays society, as a class we were all to collaborate amongst ourselves to put together a survey in which we could use as an instrument to interview five couples- ten individuals. The task was limited and the questionnaire added up to twenty-four unique and bold questions that the individuals asked could either answer or refuse to answer. Each question consisted of either short answer responses and even long ones. We were instructed not to write any names down and keep all answers given to us confidential and anonymous. Once each of us had the opportunity to put our final survey questionnaire to use, we counted the answers to each question and brought the total to class. Some of the questions involved in the questionnaire where, Do you respect your spouse?, Do you ever think about divorce?, and What is your secret for sustaining your marriage? Explain. No doubt that the result received from the final survey questionnaire were intriguing but the lessons learned from the responses and the event altogether was what we all walked away with. Some lessons about the survey method that even though we all had our own questions in mind to contribute, it took a while for the survey to be put together and finalized. The lesson behind this struggle taught us to think outside the box and be open to other peoples viewpoints. The lesson learned the topic stood out to us because marriage is something that has crossed our minds at least once before and we learned that even though you may not relate to a topic because you are not married, does not mean you cant connect to the topic and work together to find answers. Of course, many of us were able to take away important factors that contribute to a strong research process. If asked what lesson I learned from the research part of this assignment, was simply the interviewing part to it. I was incredulous on how to go about approaching ten individuals and ask about their married life. Though in class we were instructed to approach everyone and introduce ourselves as students and ask the subject to help with our assignment. This seemed harder said than done. Lesson learned here was that even though you may have done excellent and extensive research on the topic sometime the actual act of getting answers may be hardest part. With all this said, a lesson that I learned about myself are a couple. Firstly, I learned that it is fine to not always know how to approach a hard topic that you cant relate with because it doesnt pertain to you, but this could be turned into an even better reason to tackle it on anyway just to be more self-aware on the matter. Another lesson I learned about myself came from the subjects that I interacted with and how everyone you encounter knows something that you do not know. At the end of each questionnaire I was able to have a fulfilling sense of accomplishment because I was holding information about people who I either knew or didnt know, and with this task done I was able to have a different perspective on the topic of marriage and people.ÂÂ   I learned that I have a way with speaking to people and despite being convinced that approaching others is not my strong suit, I did very well for my first time. The lesson I took away about myself was to give myself more credit whe n faced in these situations and never stop searching for answers no matter what my inner voice may negatively say to myself. All things considered, the total of answers put together as a class was not at all to shocking. Marriage seemed to be divided into an act that genuinely rooted from love and the other half seemed to have happened in order to benefit from what we know as The Marriage Premium which included happiness, health, and economic security. Though overall, there was much satisfaction from the marriages we surveyed, I still stand with my personal views on the matter. Marriage was an institution made up in a time where women had absolutely no status before the law and were merrily property. Why is that today in 2016, where we live in a modernized world with modern women and men, that we still have such an institution as this that still exists. When this institution was created, its sole purpose was for a woman to make a living and be able to stand up on her own, therefore, a woman could not afford not to get married. After all, marriage to me is an understanding that in order to move up in life I must become a wife and be wed to a man. I dont buy into this whatsoever when we live in a world where women are continuing to fight for equal pay and rights. This to me is proof that marriage is a myth in order to keep women from rising to power and ultimately their true potential. Marriage to me equals control, and if Ive learned anything about the government system in the U.S; it is that control means a lot to those who obtain it and that is why the government practically pushes the population to marry in order to keep the control. This can easily be proved by the fact that governments give money and visas based on marriage. Marriage is a default option that must be taken down. To sum up, marriage is one of the many institutions pushed among us that must be teared down in order to build something new. If times are changing so must our ideas and the ways we approach things that will benefit everyone not just certain individuals who agree to take part of an institution that does not cover everyone. References Seccombe, Karen. Exploring marriages and families. Boston, MA: Allyn Bacon, 2012. Print.

The effect gases derived from fossil fuel combustion have on the Biosph

The year is 2985; we begin with the life of Elizabeth Ferguson. Elizabeth wakes up and begins her day; she took off her stationary nighttime breathing apparatus and attached her portable apparatus and fills a spare tank to hold her oxygen ration for the day. She begins her morning jog, marveling in the ambrosial sight of the vivid, swirling yellow sky, the sky was miraculously clear today and she could fathom the faint blue haze that she had once seen in her childhood â€Å"a classic sign of pollution† these words rang out in her mind as clearly as bells chime, she immediately reminisced upon her many professors who had drilled this fact into her mind ever since she could remember. Her mother’s tales were leagues apart from the professor’s lessons, her mother often conveyed the blue skies of her childhood, the lack of swarms of flying matter too small to be distinguished by the human eye but dense enough to be seen as a thick mist, she also spoke of the time in w hich the breathing apparatuses that were issued to us were unneeded as you could breathe the air without a mask without adverse effects. Elizabeth often shared her mother’s stories with her fellow peers in class. These stories were swiftly recanted by her professors as simply old wives tales. Later, she returned home after the jog and began the sanitation process, removing the particulate matter that had created a fine covering of dust over her skin, she knows that this is one of the most important processes and that if it is not completed swiftly she will be bedridden with many melanomas from the toxic film. After her sanitization she adorns herself in the coverings that will protect her from the rain that is forecasted for today. Rain is one of the most dangerous substances ... ...hat will take the Earth millions of years to filter. These gases, all released through natural tectonic and chemical reactions within and on the surface of the Earth Carbon dioxide and sulfur dioxide both released through volcanoes and particulate matter through the burning of matter. These gases, while necessary to sustain the biospheres homeostatic state are being released into the biosphere at a far greater rate than the earth can sustain the symbiotic recycling methods that have been built up since the earth’s formation 4.7 ±.1 billion years ago via the combustion of fossil fuels. If our behavior as energy consumers on Earth, our only home, the only home for not only us but the entire animal kingdom will become a desolate, uninhabitable rock floating drearily throughout space a shadow of its past glory. Would you want your children to live in Elizabeth’s world?

Richard III: Power of Language and Own Villainy

Deformed in body and twisted in mind, Richard is in every way the dominant character of the play, to the extent that he is both the play’s protagonist and major villain. He is selfish, evil, corrupt, sadistic, and manipulative. His intelligence, political brilliance, and dazzling use of language keeps the audience fascinated and his subjects and rivals under his control. At the beginning of the play, it is made clear to the audience that Richard has no justification for seizing the throne. This is because England is obviously not oppressed or subject to tyranny as the lengthy civil war has just ended, and Richard’s oldest brother, King Edward IV, now sits on the throne. Richard himself, states that ‘All the clouds that loured upon our house’ (1. 1, 3), the house of York, has been dispelled by the ‘son of York’ (1. 1, 2), King Edward IV. However, Richard intends to upset the kingdom by seizing power for himself. He says that ‘since I cannot prove a lover to entertain these fair well-spoken days, I am determined to prove a villain’ (1. , 28). This simply means that since Richard was not made to be a lover, he has no use for peace, and will happily destroy peace with his crimes. This shows Richard’s unabashed enjoyment of his own villainy as he can so blithely toss aside all of the things that the rest of humanity cherishes. Richard III is an intense exploration of the psychology of evil, and that exploration is centred on the workings of Richard’s mind and the methods he uses to manipulate, control, and injure others for his own gain. Perhaps more than any other play by Shakespeare, the audience of Richard III experiences a complex, indefinite, and highly erratic relationship with the main character. Richard is clearly a villain as he declares outright in his very first speech that he intends to stop at nothing to achieve his ultimate goal of becoming king. However, despite his open allegiance to evil, he has such a charismatic and fascinating personality that, for much of the play, we are likely to sympathize with him, or are at least impressed by him. In this way, our relationship with Richard reflects the other characters’ relationships with him, conveying a powerful sense of the force of his personality. Even characters such as Lady Anne, who have an explicit knowledge of his wickedness, overlook his dishonesty and violent behaviour and allow themselves to be seduced by his brilliant wordplay, his skilful argumentation, and his relentless pursuit of his selfish desires. Richard’s long, fascinating soliloquys, in which he outlines his plans and gleefully confesses all his evil thoughts, are central to the audience’s experience of Richard. Shakespeare uses these soliloquys brilliantly to control the audience’s impression of Richard, enabling this manipulative protagonist to work his charm on the audience. In Act I, scene i, for example, Richard offers a pretext for his villainy towards others by pointing out that he is unloved, and that he is unloved because of his physical deformity. Richard himself is brutally honest about his appearance. He admits to being imperfectly shaped and blames premature birth for his condition. He knows that he is ‘not shaped for sportive tricks’ (1. 1, 14) and while others delight in ‘an amorous looking glass’ (1. , 14), his misshapen body creates a ‘shadow in the sun’ (1. 1, 26) that alienates him from others. Hence, Lady Anne calls Richard a ‘lump of foul deformity’ (1. 2, 57) in Act I, scene ii. This proves that Richard’s claim not only makes the other characters of the play seem like the villains for punishing him for his appearance, but also makes it easy for the audience to sympathize with Richard during the first scenes of the play and even hope that he will succeed despite his obvious villainy. It quickly becomes apparent, however, that Richard simply uses his deformity as a tool to gain the sympathy of others, including the audience. This is already noticeable in his very first speech as Richard seems to take a deliberate perverse delight in his outward shape. He chooses words such as, ‘cheated’, ‘deformed’, ‘unfinished’, ‘half made up’, ‘dogs bark’ at him as he passes by because of his ‘deformity’ to describe himself. Richard’s unabashed villainy is a much more natural part of his character than simple bitterness about his ugly body. Nevertheless, he still manages to use speech to win our trust, and he repeats this throughout his struggle to be crowned king. An interesting secondary theme of Richard III is the power of language, or the importance of language in achieving political power. Language may not always be a necessary instrument of power, but for Richard, it is a crucial weapon. As we have seen, it is with his extraordinary skills with words that allows him to ridicule, insult, taunt and deceive all who stand in his way to power. Richard’s skill with language and argument is what enables him to woo Lady Anne, have Clarence thrown in prison and blame the king for Clarence’s death, all at very little risk to himself. In conclusion, I feel Richard III’s unabashed enjoyment of both the power of language and his own villainy makes him a character worthy of both respect and admiration, and therefore I completely agree with this statement. This is because Richard’s unabashed power of language shows off the ingenious wit and intellectual cleverness of the character, actor and playwright, while his own villainy makes the play all the more fascinating and entertaining as his heinous acts become more chilling.

Predicate Complements

Predicate Complements Predicate Complements Predicate Complements By Maeve Maddox The term complement comes from the verb to complete. The predicate nominative and predicate adjective complete the meaning of a state-of-being or linking verb. The most common linking verb is to be, with its forms am, is, are, was, were, being, been. Other verbs, like seem and appear, also function in this way. The predicate nominative (abbreviated PN) completes the verb and renames the subject of the verb. The predicate adjective (abbreviated PA) completes the verb and describes the subject. The predicate complement is also called the subject complement because it restates or describes the subject. Predicate Nominative The predicate nominative is a noun or pronoun that completes the meaning of a linking verb. Sometimes students confuse direct objects and predicate complements. One way to tell them apart is to reverse the sentence. If the sentence still makes sense after being reversed, the word that answers â€Å"What?† after the verb is a complement. Compare: Baxter is an excellent typist. An excellent typist is Baxter. The reversed sentence still makes sense; â€Å"an excellent typist† is a complement. Baxter typed the report. The report typed Baxter. The reversed sentence is nonsense; â€Å"the report† is a direct object. When the predicate nominative is a pronoun, traditional grammar says it should be in the nominative (subject) case. That’s logical because the complement restates the subject. English idiom and logic, however, are not always on the best of terms. Consider: Is Dr. Singh the man at the dais? Yes, that’s he. Because he is a predicate nominative in this sentence, the subject form he is correct. However, most native speakers would probably say â€Å"Yes, that’s him.† Predicate Adjective The predicate adjective follows a linking verb and describes its subject: You seem sad. (predicate adjective) In certain light, the fish appears transparent. (predicate adjective) Other verbs commonly used to express a state of being are: feel make taste look smell grow remain stay turn sound become prove Note: some of these verbs can also be used as action verbs. If the verb conveys an action, the word that follows is a direct object (DO). If the word that follows the verb describes the subject, it’s a predicate adjective (PA): I feel sad. (PA) I feel the wall. (DO) He made me mad. (PA) I made cookies. (DO) That smells bad. (PA) Wake up and smell the roses. (DO) Every day you grow older. (PA) The farmer grows strawberries. (DO) The angry dictator turned blue. (PA) The ox turned the wheel. (DO) That music sounds discordant. (PA) The bugler sounded the alarm. (DO) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar 101 category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your StoryWriting the Century55 "House" Idioms