BIO100A Home Lab 2 Report Example | Topics and Well Written Essays - 2000 words

BIO100A Home 2 - Lab Report Example The pine cone protects the seeds from the water logging by covering them with the woody scales. The seed cone was kept in a cup of water and the change in the cone appearance was observed. d) Record: time out of water: 5 minutes. The seed cone appearance: more swollen and the woody scales of the cone are soft and comes out easily when touched up. The color of the seed cone has changed. Since the scales are soft, the seeds are now getting exposed. There are small pores visible to the naked eye in the cross section of the celery stalk. They are juicy and filled with water. This concludes that there are xylem tubes present in the stalk to carry plentiful water within it. Seed dispersal is very important for the plants for many reasons. The most important thing is that they enable the seeds to grow in a habitat that is away from the parent plant and they increase the survival rate of the seeds. The seeds are dispersed to different environmental conditions and the plant variety is dispersed to different regions. The survival rate of the seed increase as they receive food with less competition. The seeds also get the chance to land on the soil for better growth. (Lawson, 2001). Gymnosperms use wind, water and rain, animals to disperse the seeds. Some gymnosperms such as red wood require fire to release the seeds. Fire is used by a means by the redwood to ensure nutrient for the seedlings and less competition from the environment for the growth of the seed. The gymnosperms have wings for the dispersal of the seeds. The nuts in the pine are spread by the nut-eating animals too. Angiosperms are more diverse in their types and population. The seeds of angiosperms are very light and have fluffy wind spread seeds or winger seeds. Some angiosperms use sea route, flooding forests, large animals and wind. Redwoods release the seed only after a fire. The female cones are tightly packed and preserved as such for

Case study analysis Example | Topics and Well Written Essays - 5000 words

Analysis - Case Study Example Proper communication channels in an organization aids in the processes of solving problems and communicating the processes of problem solving to all the concern parties in a timely manner (Villines, 2011). In the current business environment, large volume of information is communicated using advanced technological tools to enhance performance and profitability of the organization. Communication creates organizational excellence which stems from the dedication of the people who are effectively communicated to the deliver their best to the organization they work for (Heath, 2006). British petroleum is one of the largest energy players in the global market based on market capitalization and scales of operations. It is headquartered in London, the United Kingdom and has operational presence in several countries across the world and is thus considered as the fifth largest energy multinational in the world. It repackages the refined oils and distributes to different parts of the world as e ither gas, petrochemical and other forms of gas used to drive industries and machines across the world. In the United States, BP America is the largest subsidiary of BP with operations in the United States and southern American continent (Hearit, 2006). On the 20th April 2010, one of the worst disasters hit BP America that culminated into one major organization struggle in an effort to reduce the damage and restore the image of the company. The company’s oil fields in the Gulf of Mexico caused mass spillage into the sea resulting into major environmental destruction, loss of life and interruption of naval activities in the area. During this crisis, the organization adopted a communication approach that enabled its stakeholders and the society at large to respond whenever a situation arose (Coombs, 2007). In this paper, the communication strategies used by BP America will be evaluated in line with organizational communication theories and perspectives. The case study will seek to answer vital questions on the communication approach and response approaches that the company adopted during this time and how these strategies enabled the company to rise to its feet after the disaster. While analyzing BP communication strategies, this case study will a number of organizational communication principles that were applied. It will provide basis for the communication approach the company adopted during this conflict and crisis and how it enabled it to restore normalcy. The management and leadership of BP America will also be paced into perspective as the paper will seek to highlight the communication response that the management adopted during this point in time. Strategic communication approaches used by BP America The BP oil spill occurred at a time when the world communication approach had revolved into a major issue in organizations as it holds the key to any organizational success. Strategic organizational communication is defined as the ability for an organi zation to ineptly analyze the facts involved in a situation while selecting the best approach to deliver it to the eager public. This communication approach seeks to achieve specific targets and is directed at specific people with the belief that the people will buy that idea the organization is selling (Hearit, 2006). In making

Community Within Maycomb Essay Example for Free

Community Within Maycomb Essay So often in a society we are misled at the actual courageous and uncourageous acts that are done amongst a society. Most of the time it is usually because we have our own perception that a society is emulated from the way someone may act or the lineage and community in which some are born into. In To Kill a Mockingbird, Harper Lee shows the strengths and weaknesses of a community through the white community, black community, and lastly the community within a family. Though there is much strength in a White community, like holding their values high, there are also weaknesses like being racist toward the â€Å"Blacks. For instance Jem points out a weakness in the White community when he tells Scout, â€Å"They’re real sad†¦ They don’t belong anywhere. Colored folks won’t have ‘em because they’re half white; white folks won’t have ‘em cause they’re colored, so they’re just in-between, don’t belong anywhere. † Back during the 1930’s interracial marriage was unheard of and if it was it was thought of as impure or inadequate therefore disregarded. Experts Joyce Moss and Gorge Wilson say, â€Å"†¦ Racial relations where complicated by various restrictions in the 1930’s. Breaking the taboo against sexual intercourse between a black man and a white woman was considered by most whites and some blacks†¦ most serious offence. This kind of miscegenation would ‘taint’ racial purity. † This then re-states the negativity of racism during the time of Maycomb in the White community. Despite of Macomb’s racist perspectives they also share very important morals between their communities. Atticus Finch shares with Scout,† you never really understand a person until you consider things from his [or her] point of view ntil you climb inside of his skin and walk around in it. †(Chapter 3) This excerpt shows how high Atticus being from the White community, keeps his standards and beliefs held high so that he may be looked up as Macomb’s role model. In conclusion this states, though Maycomb may struggle with some things that still to this very day affect us as a community, Maycomb is also showing how it is to be keeping their morals in mind. From the outside looking in it may seem as though the Black community has no strength despite the fact there is. During the time period the Blacks had no problem with helping one another. If one didn’t know the other one knew and they assisted one another. During church scout asks â€Å"How we gonna sing [the songs] if their aint any hymn books? † â€Å"[Zebo cleared his throat and read in a voice ]. We tend to always focus on the main idea but this tiny detail helps the Blacks unite with each other because they are able to participate in activities like sing in church by just being able to work with each other to read the hymnal and be a religious community. Scout being from the White community she doesn’t understand the ways of the â€Å"blacks† and how they choose to be one. KJ The book girl states, â€Å"The black community as a whole is a very close congregation, as it has to be to survive the harsh treatment by the white community†¦Ã¢â‚¬  Because the Blacks have been kind of segregated by the White community, it has taught them to become and be closer. In difference to the negative conversations that go on in the Black community as well. You aint got no business bringin white chillun here—they got their church, we got ourn. It is our church, aint it, Miss Cal? † said Lula. This is the first time Jem and Scout experience direct racism which is usually never heard of because they are white. This makes them in a real uncomfortable position in which they have never been. The weakness in the Black community is they are racist back and don’t want to make a difference well most of them anyway. Even though Lula is from the black community she is prejudice towards the whites. This is a weakness in the black community though they help one another they don’t realize how to be the bigger person in the sense of acting with dignity and not stooping and lowering you self to discriminate against different raced people. There are much strength as well as many weaknesses within the kinship of a Family community. Atticus instills within his kids that, â€Å"I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It’s when you know you’re licked before you begin, but you begin anyway. † A Review of General Semantics says that,† Atticus agrees to defend a black man named Tom Robinson who has been accused of [a heinous crime] raping Mayella Ewell a white woman. During the trial, Atticus provides sufficient evidence†¦ if fact provides that Mayella’s father Bob[Ewell] is responsible for marks on her face†¦ however the all-white jury convicts Tom[Robinson] away†¦Ã¢â‚¬  Action speaks louder than words have always been the saying for a society especially when parents say it. Atticus is teaching his kids the moral of standing up for what is right and to have full courage when doing so. He defends Tom Robinson to not only prove that this man has done nothing wrong but also to teach his kids the moral of standing up for what you believe in and having courage to do so is far more meaning full than feeling powerful verse feeling courageous for doing the right thing. In contrast to the benefits of a positive family community. In contrast to a positive family environment Robert also know as Bob Ewell, is determined to have a black man imprisoned for a crime that he has not committed. Atticus, while on the trial with Mayella Ewell Atticus asks her, â€Å"Why don’t you tell the truth, child, didn’t Bob Ewell beat you up? † Bob Ewell being a horrifying father has done a crime that if people knew what he has done the community would probably never speak to or even regard him again. He has raped and beaten his own flesh and blood. The inhumanity that he possesses within his family as the head of the house hold is unfathomable.

Use of Films for ESOL Learners

Use of Films for ESOL Learners CHAPTER I INTRODUCTION This chapter presents background of the study, statement of the problem, purpose of the study, significance of the study, scope and limitation of the research, and definition of key terms. Background of The Study Writing is a complicated skill, writing is a skill that the language teacher must teach to their students. And also it is very important because writing van give the student chance to show or express their personalities, and to mastery and to develop the English ability (Scot and Ytreberg,1992). In addition, because of writing, the learners learn to communicate with other people in order they will understand each other, or to read the message and they need to write it. (Raimes, 1983). That its why writing will give benefit for students if they mastered this writing. Writing is not skill where the students get easily and naturaly. It means, English as Foreign Language learners are not taught how to write a good narrative story in English language. However, to teach writing not only about grammar, the mechanics of the alphabet or the spelling, but also the learners need to see the ideas or concepts in English language. Lack of vocabulary is also the problem when the teacher ask students to write. The students look confused and asking their friend about what is the English language for some words. High school students are asked to write simple and short sentences, messages, short announcements, and also to write narrative, and other type of paragraphs (Depdiknas, 2006). In the statement above, the teaching of writing at high school is a simple one. However, writing is productive skills besides speaking, but still look complicated skill for SMA students to master. It is a complex activity that need a variety of skills. Due to that condition, the researcher tries to find out a kind of technique that can help students write sentences or a simple paragraph and encourage them in the writing activity. The researcher assumes that one of the good ways of teaching writing is by using media. Instructional media is important in teaching and learning processes in order the students can enhance and promote learning and support the teacher’s instruction. The use of media needs to be planned carefully. There are so many kinds of media that can be used in the teaching writing process. One of them is short movie. Short movie can be the basis of the most difficult side: motivate students to write. Short movie as the media are very useful for teaching English writing, especially to attract and giving the anxiety to the students’ attention and to deliver the information. So, in teaching writing, the teacher can use short movie to motivate the students to write, to help, to stimulate and to guide students to write a narrative paragraph. In this research, the researcher tries to implement the using of movie strategy into the teaching of narrative paragraph. A narrative paragraph is a paragraph that retells events happening in the past. It focuses on individual participants, uses correct grammar: past tense, focuses on a sequence of events, and it uses action clauses. To make a good narrative paragraph, it would be better if the teachers use short movie to make the learning process clear and make students understand, and the students will arrange the sentences in a good chronological order. The researcher believes that picture series is applicable for the students in SMAN I MANYAR GRESIK because it may guide, help, motivate and encourage the students to express and show their ideas, opinions, and thoughts onto paper. 1.2 Statement of The Problem The research problem in this research is in a question form: â€Å"How can 11th grade of SMAN I MANYAR students’ ability in writing narrative paragraphs be improved by using short movie?† 1.3 Purpose of The Study According to the problem above this research is to describe how the 11th grade students ability in writing narrative paragraph at SMAN 1 MANYAR can be improved by using short movie. 1.4 Significance of The Study The findings of this research can be useful for the teacher and other researchers. For the teachers, the finding of this study can give the alternative way or technique in teaching writing narrative texts. 1.5 Scope and Limitation of The Study The research is focused on the teaching and learning process by involving the 11th grade students of SMAN I MANYAR GRESIK in short movie to improve their writing ability in narrative texts. The improvement is focused on four components: organization, vocabulary, grammar, and mechanic. Those components are analyzed using analytic scoring rubric for writing. 1.6 Definition of Key Terms In order to avoid misunderstanding, the researcher defines several important terms in this proposal: Short movie is a movie that has a short duration about 15-20 minutes length. Narrative is a piece of text which tells a story and has generic structure begins from orientation, complications, and resolution. Writing ability is a way that needs skill of communicating a message to a reader to express idea, thoughts and feelings. Improve is make something to be better. From low to high. CHAPTER II REVIEW OF RELATED LITERATURE This chapter aims to provide a review of the literature related to the teaching of English in Indonesia, the problem of writing, the previous research and the media. 2.1 The Teaching of English in Indonesia English is the international language which is used in communication, or an activity every time. Mastering English is getting important. In Indonesia, English is a compulsory subject. But it seems that the teaching of English as a Foreign Language is not to lead the students to be able to communicate, but only to prepare the students to pass the national examination (Kam Wong, 2004:181). But nowadays, many teachers and learners realize if learning English is not only the skill that we need to pass the exams, but also for communication. Saukah (2000) states that the purpose of teaching English as a foreign language in Indonesia is that the learners will master to use English for communication; in written or oral language. The ability to communicate is the way how we are able to understand and show to express something. Writing is one of four language skills which has important role in teaching English as a Foreign Language. Brown (2001), writing is simple as putting the ideas or concepts into paper. Compared to speaking, writing is more difficult because writing has the typical characteristics of language that are more complex than those of spoken language such as the degree of formality. Naturally, the process of writing needs the different set of competencies and skills which not every writer has. As beginners, Senior High School students, of course, cannot be expected to master and apply all those writing skills. The students still have a lot of problems in expressing their ideas in writing form. The curriculum expects students to be able to write simple message and simple paragraph at Junior High School. This expectation has not been achieved yet because the students still find it difficult to express and show their ideas in the written language especially in English. This statement based on fact that most of the students’ paper cannot be understood well because there are so many errors. 2.2 Previous Research Research on using short movie strategy has been conducted by some researchers. Sumarsih (2006) did a study using short movie to teach English at the XI IPA-1 students of SMA Negeri 8 Medan. The study showed that the first score of the students’ test was 42,5 for the total improvement from the first competency test to the third competency test was 68,75%. The conclusion is that the student achievement was improved by using the media such as short movie. So the points that we can conclude from using short movie strategy in teaching writing are (1) stimulates the students to be active in English classes during the activity, (2) activates the four language skills (speaking, listening, readning and writing at the same time), (3) produces a fun English class as the best way to learn English, (4) increase students’ achievement. Media for Teaching Writing Listiyaningsih (2002), to facilitate the teaching and learning process, several kinds of media can be used as useful means of teaching in interesting ways. In fact, teaching and learning activities are communication processes. So, using media in teaching writing are good to encourage and stimulate the students to be actively involved during the teaching and learning processes. The media are: Short Movie Sound speaker Proyektor CHAPTER III RESEARCH METHODOLOGY This chapter contains the description of the research methodology. It includes research design, population and sample, subject and setting, data collection, and data analysis. 3.1 Research Design In this study, the researcher uses Classroom Action Research because the researcher wants to improve the students writing skill. The researcher uses short movie as instructional media to improve the students writing skill. It will be brought by the researcher as a new teaching technique in the class. Particularly, the aim of this study is to find a new strategy or technique in learning English writing which can help the teacher to solve classroom problems. The researcher implemented the CAR by Kemmis and Mac Taggart (1998). There are four phase or steps in this action research: (1) planning an action, (2) implementing an action, (3) observing and (4) reflecting. 3.2 Population and Sample The population of the study consisted of 360 students ; 124 male students and 236 female students in SMAN 1 MANYAR Gresik 11th grade . The sample of this study consisted of 36 students of class XI IPS 2: 16 male students and 20 female students, which chosen by cluster sampling at SMAN 1 MANYAR Gresik 11th grade . 3.2.1 Subject and Setting This research was conducted at SMAN 1 MANYAR Gresik 11th grade.. This school had thirty (30) classes and each level had ten (10) classes. The subjects of this study were class XI IPS 2, at the academic year 2013/2014. The class consists of thirty six (36) students. The reason why the researcher chose this class because this class had the most problems in writing. 3.3 Data Collection 3.3.1 Intrument The instrument of this research; First, document collection was conducted by collecting students’ papers at the end of the steps to be evaluated. The data that researcher test are two data in cycle 1 and cycle 2. Both of the cycle are test which will have different movie that will be showed to the students. And the papers the students submitted not just the result of narrative paragraph, but also all their drafting in order to evaluate their progress when they write before. Second, field notes were used as instruments to know what was happened such as the condition and the setting of the class, the atmosphere of the classroom and the other unexpected things that happened. Third, interviews were conducted in two types; at the beginning of the study in order to gather data about the students’ problems in writing and at the end of to find out the students’ understanding the implementation of the narrative paragraph using short movie strategy. Finally, questionnaires was applied at the end of the cycle to know about the students’ responses and attitude in the implementation of the approach. 3.3.2 The Procedure of Collecting Data The researcher did the steps proposed by Kemmis and Mc Taggart (1998) as illustrated below; The researcher explains the research procedures start from preliminary study and research implementation; including planning, implementation, observation, and reflection which is appropriate with the illustration above. Planning: The teacher plans about the lesson plan, materials, media, the instruments. Implementation: In this part, the teaching and learning processes are carried out by the researcher, helped by a collaborator or teacher to observe the students’ progress during the process of learning. Observation : the process of recording and gathering all of the data during the teaching and learning processes. Reflection: the researcher and the collaborative teacher are discussed the result of the implementation if it is success or not. 3.4 Data Analysis In evaluating the students’ writing scores and results, the researcher uses analytic scoring rubric whose components of writing are scored partly and separately based on the composition such as; content, language use, and mechanic. The researcher wants the students will has minimum target score at least 60. Table 1. Scoring Rubric of Evaluating the Students’Writing Products Components of Writing Level Scale and Descriptor Content: Vocabulary Chronological order 4 The content is relevant to the topic and easy to understand. 3 The content is almost complete, relevant to the topic. 2 The content is relevant to the topic but is not quite easy to understand. 1 The content is not quite relevant to the topic. Language use: Use Past Tense 4 No grammatical inaccuracies 3 Some grammatical inaccuracies 2 Several grammatical inaccuracy 1 Frequent grammatical inaccuracies Mechanics: Spelling Punctuation Capitalization 4 It uses correct spelling, good punctuation, and capitalization 3 It has occasional errors of spelling, mistaken punctuation, and capitalization 2 It has frequent errors of spelling, punctuation, and capitalization 1 It has no mastery of convention – dominated by errors of spelling, punctuation, and capitalization Adapted from J.B. Heaton (1990:111) with some modification. From the scoring rubric of writing narrative in table 1, the maximum score is 12 (3 x 4) and the minimum is 3 (3 x 1). So, to identify the final score of the students’ achievement in writing narrative is based on the following scores category in the table. And the scoring is: Data Display There are four kinds of data that collected in this research and most of them were in the form of qualitative data. They were collected from document collection, field notes, interviews, and questionnaires. 1

Han and Roman Empires Essay -- History, Huan Tan

From the 2nd century BCE through the 1st century CE, both the Han and Roman empires were dealing with the production of advancement in technology. Since the empires were from separate time periods each empire had different attributes when it came to creating technology and what they built with their technology. In the Han Empire, technology had been a luxury part of their empire because it was essential to their wealth and productivity. In the Roman Empire, their thought on technology had been it is a necessity to build their empire and to conquer land wherever they saw weakness. Technologies in both empires were not only used as tools to fight in war and to build but in the Roman Empire they were used to collect mineral wealth in silver mines. As for the Han Empire they had used their technology for tilling soil to collect salt. In the Roman Empire, people had believed that technology was necessary to gain further control and they also thought it was informative for them, while in t he Han Empire it had been a way to show off their civilization. A Han government official felt that technology is such an important part of their empire for its new creations, that it should be maintained by other government officials and engineers. During 20 CE in (Doc 1) the Han government official had said â€Å"there should be one high official and one on duty with just enough workers to meet the need†. This clearly shows that as a government official he felt that in the best interest for technology and the people the government should have some control. As well as putting experienced workers to do the task of maintaining their technology and city as an over all to keep a presentable empire. So other empires will start to borrow and use there means o... ...ked at the use of there technology in different ways. Such as the Roman Empire used their technology to their advantage, by conquering different people to gain more control. As for the Han Empire had used their technology for improvements within there empire and they let other regions use there ideas which showed off there empire. But in some cases both empires had used technology to improve economic growth for trading, like roads or the water power blowing engine. Both of the empires have had different emperors that have ruled. During each empire they both were able to gain control and pass on tools to other regions. The Roman’s thought more of the tools as weapons and building supplies. As for the Han believed the tools to be a creation that had been invented by a person with a sharp mind, and the tools were a luxury for the empire because it made work easier.

Free Essays on A Dolls House: Marital Lessons :: Dolls House essays

Marital Lessons from A Doll's House    Divorce has become widely accepted throughout the world. In today's world, the violent shredding of a family is shrugged off like the daily weather.   The Norwegian play A Doll's House, by Henrik Ibsen, is a prime example of a marriage that didn't work. The marriage of Torvald and Nora Helmer had many problems because the husband and wife couldn't discover the secrets of marital bliss. To keep a marriage alive and growing it must hold true to four qualities: love, communication, trust and loyalty, and perseverance. With the incorporation of these qualities any marriage would work.    Without love a relationship would probably not even begin. Two people meet, a friendship forms, and soon a romance blossoms. Though the basis for Nora and Torvald's relationship appeared to be centered around love, the needed balance was not obtained. Torvald didn't really love Nora; to him she was just another child to mind. He said, 'And I wouldn't want you to be any different from what you are-just my sweet little song bird. But now I come to think of it, you look rather-rather-how shall I put it? -rather as if you've been up to mischief today' ( 151). Calling his wife names such as 'skylark,' 'squirrel,' and 'spendthrift,' Torvald does not love his wife with the respect and sensitivity a man should. The main area where Torvald showed his lack of love for Nora was in the way he managed his house. Torvald was the owner of what he believed to be a perfect doll house. This doll house was first controlled by Nora's domineering father, and once Nora entered marriage, the titles and dee ds to this doll house were handed over to Torvald. Torvald manipulated Nora, and then the children through her according to his wants, sure that he could never lose control over his precious doll house. This lack of love and imperious attitude would eventually ruin their marriage. Nora was the only one of the two partners who showed love for the other in this play. Going against all the odds a woman faced in the late nineteenth century, Nora went behind her husband's back, borrowed a large sum of money, forged her father's signature, and went on to pay it off with hopes of Torvald never hearing of it. She refused to be a doll, and would alternate personalities between 'Torvald's little skylark,' and 'Nora the intelligent and strong woman.

Lamb: The Gospel According to Biff, Christ’s Childhood Pal Chapter 3

Chapter 3 The angel will tell me nothing of what happened to my friends, of the twelve, of Maggie. All he'll say is that they are dead and that I have to write my own version of the story. Oh, he'll tell me useless angel stories – of how Gabriel disappeared once for sixty years and they found him on earth hiding in the body of a man named Miles Davis, or how Raphael snuck out of heaven to visit Satan and returned with something called a cell phone. (Evidently everyone has them in hell now.) He watches the television and when they show an earthquake or a tornado he'll say, â€Å"I destroyed a city with one of those once. Mine was better.† I am awash in useless angel prattle, but about my own time I know nothing but what I saw. And when the television makes mention of Joshua, calling him by his Greek name, Raziel changes the channel before I can learn anything. He never sleeps. He just watches me, watches the television, and eats. He never leaves the room. Today, while searching for extra towels, I opened one of the drawers and there, beneath a plastic bag meant for laundry, I found a book: Holy Bible, it said on the cover. Thank the Lord I did not take the book from the drawer, but opened it with my back to the angel. There are chapters there that were in no Bible I know. I saw the names of Matthew and John, I saw Romans and Galatians – this is a book of my time. â€Å"What are you doing?† the angel asked. I covered the Bible and closed the drawer. â€Å"Looking for towels. I need to bathe.† â€Å"You bathed yesterday.† â€Å"Cleanliness is important to my people.† â€Å"I know that. What, you think I don't know that?† â€Å"You're not exactly the brightest halo in the bunch.† â€Å"Then bathe. And stand away from the television.† â€Å"Why don't you go get me some towels?† â€Å"I'll call down to the desk.† And he did. If I am to get a look at that book, I must get the angel to leave the room. It came to pass that in the village of Japhia, the sister village of Nazareth, that Esther, the mother of one of the priests of the Temple, died of bad air. The Levite priests, or Sadducees, were rich from the tributes we paid to the Temple, and mourners were hired from all the surrounding villages. The families of Nazareth made the journey to the next hill for the funeral, and for the first time, Joshua and I were able to spend time with Maggie as we walked along the road. â€Å"So,† she said without looking at us, â€Å"have you two been playing with any snakes lately?† â€Å"We've been waiting for the lion to lay down with the lamb,† Joshua said. â€Å"That's the next part of the prophecy.† â€Å"What prophecy?† â€Å"Never mind,† I said. â€Å"Snakes are for boys. We are almost men. We will begin work after the Feast of Tabernacles. In Sepphoris.† I was trying to sound worldly. Maggie seemed unimpressed. â€Å"And you will learn to be a carpenter?† she asked Joshua. â€Å"I will do the work of my father, eventually, yes.† â€Å"And you?† she asked me. â€Å"I'm thinking of being a professional mourner. How hard can it be? Tear at your hair, sing a dirge or two, take the rest of the week off.† â€Å"His father is a stonemason,† Joshua said. â€Å"We may both learn that skill.† At my urging, my father had offered to take Joshua on as an apprentice if Joseph approved. â€Å"Or a shepherd,† I added quickly. â€Å"Being a shepherd seems easy. I went with Kaliel last week to tend his flock. The Law says that two must go with the flock to keep an abomination from happening. I can spot an abomination from fifty paces.† Maggie smiled. â€Å"And did you prevent any abominations?† â€Å"Oh yes, I kept all of the abominations at bay while Kaliel played with his favorite sheep behind the bushes.† â€Å"Biff,† Joshua said gravely, â€Å"that was the abomination you were supposed to prevent.† â€Å"It was?† â€Å"Yes.† â€Å"Whoops. Oh well, I think I would make an excellent mourner. Do you know the words to any dirges, Maggie? I'm going to need to learn some dirges.† â€Å"I think that when I grow up,† Maggie announced, â€Å"I shall go back to Magdala and become a fisherman on the Sea of Galilee.† I laughed, â€Å"Don't be silly, you are a girl. You can't be a fisherman.† â€Å"Yes I can.† â€Å"No, you can't. You have to marry and have sons. Are you betrothed, by the way?† Joshua said: â€Å"Come with me, Maggie, and I will make you a fisher of men.† â€Å"What the hell does that mean?† Maggie asked. I grabbed Joshua by the back of his robe and began to drag him away. â€Å"Don't pay any attention to him. He's mad. He gets it from his mother. Lovely woman, but a loony. Come now, Josh, let's sing a dirge.† I began improvising what I thought was a good funeral song. â€Å"La-la-la. Oh, we are really, really sad that your mom is dead. Too bad you're a Sadducee and don't believe in an afterlife and your mom is just going to be worm food, la-la. Makes you think that you might want to reconsider, huh? Fa-la-la-la-la-la-wacka-wacka.† (It sounded great in Aramaic. Really.) â€Å"You two are silly.† â€Å"Gotta go. Mourning to do. See you.† â€Å"A fisher of women?† Josh said. â€Å"Fa-la-la-la, don't feel bad – she was old and had no teeth left, la-la-la. Come on, people, you know the words!† Later, I said, â€Å"Josh, you can't keep saying creepy things like that. ‘Fisher of men,' you want the Pharisees to stone you? Is that what you want?† â€Å"I'm only doing my father's work. Besides, Maggie is our friend, she wouldn't say anything.† â€Å"You're going to scare her away.† â€Å"No I won't. She's going to be with us, Biff.† â€Å"Are you going to marry her?† â€Å"I don't even know if I'm allowed to marry at all, Biff. Look.† We were topping the hill into Japhia, and we could see the crowd of mourners gathering around the village. Joshua was pointing to a red crest that stood out above the crowd – the helmet crest of a Roman centurion. The centurion was talking to the Levite priest, who was arrayed in white and gold, his white beard reaching past his belt. As we moved into the village we could see twenty or thirty other soldiers watching the crowd. â€Å"Why are they here?† â€Å"They don't like it when we gather,† Joshua said, pausing to study the centurion commander. â€Å"They are here to see that we don't revolt.† â€Å"Why is the priest talking to him?† â€Å"The Sadducee wants to assure the Roman of his influence over us. It wouldn't do to have a massacre on the day of his mother's funeral.† â€Å"So he's watching out for us.† â€Å"He's watching out for himself. Only for himself.† â€Å"You shouldn't say that about a priest of the Temple, Joshua.† It was the first time I ever heard Joshua speak against the Sadducees, and it frightened me. â€Å"Today, I think this priest will learn who the Temple belongs to.† â€Å"I hate it when you talk like that, Josh. Maybe we should go home.† â€Å"Do you remember the dead meadowlark we found?† â€Å"I have a really bad feeling about this.† Joshua grinned at me. I could see gold flecks shining in his eyes. â€Å"Sing your dirge, Biff. I think Maggie was impressed by your singing.† â€Å"Really? You think so?† â€Å"Nope.† There was a crowd of five hundred outside the tomb. In the front, the men had draped striped shawls over their heads and rocked as they prayed. The women were separated to the back, and except for the wailing of the hired mourners, it was as if they didn't exist. I tried to catch a glimpse of Maggie, but couldn't see her through the crowd. When I turned again, Joshua had wormed his way to the front of the men, where the Sadducee stood beside the corpse of his dead mother, reading from a scroll of the Torah. The women had wrapped the corpse in linen and anointed it with fragrant oils. I could smell sandalwood and jasmine amid the acrid sweat of the mourners as I made my way to the front and stood by Joshua. He looked past the priest and was staring at the corpse, his eyes narrowed in concentration. He was trembling as if taken by a chill wind. The priest finished his reading and began to sing, joined by the voices of hired singers who had made the journey all the way from the Temple in Jerusalem. â€Å"It's good to be rich, huh?† I whispered to Joshua, elbowing him in the ribs. He ignored me and balled up his fists at his sides. A vein stood out on his forehead as he burned his gaze on the corpse. And she moved. Just a twitch at first. The jerk of her hand under the linen shroud. I think I was the only one who noticed. â€Å"No, Joshua, don't,† I said. I looked for the Romans, who were gathered in groups of five at different points around the perimeter of the crowd looking bored, their hands resting on the hafts of their short swords. The corpse twitched again and raised her arm. There was a gasp in the crowd and a boy screamed. The men started backing away and the women pushed forward to see what was happening. Joshua fell to his knees and pressed his fists to his temples. The priest sang on. The corpse sat up. The singers stopped and finally the priest turned to look behind him at his dead mother, who had swung her legs off of the slab and looked as if she was trying to stand. The priest stumbled back into the crowd, clawing at the air before his eyes as if it some vapor was causing this horrible vision. Joshua was rocking on his knees, tears streaming down his cheeks. The corpse stood, and still covered by the shroud, turned as if she was looking around. I could see that several of the Romans had drawn their swords. I looked around and found the commanding centurion standing on the back of a wagon, giving signals to his men to stay calm. When I looked back I realized that Joshua and I had been deserted by the mourners and we stood out in the empty space. â€Å"Stop it, now, Josh,† I whispered in his ear, but he continued to rock and concentrate on the corpse, who took her first step. The crowd seemed to be transfixed by the walking corpse, but we were too isolated, too alone now with the dead, and I knew it would only be seconds before they noticed Joshua rocking in the dirt. I threw my arm around his throat and dragged him back away from the corpse and into a group of men who were wailing as they backed away. â€Å"Is he all right?† I heard at my ear, and turned to see Maggie standing beside me. â€Å"Help me get him away.† Maggie took one of Joshua's arms and I took the other as we dragged him away. His body was as stiff as a walking staff, and he kept his gaze trained on the corpse. The dead woman was walking toward her son, the priest, who was backing away, brandishing the scroll like a sword, his eyes as big as saucers. Finally the woman fell in the dirt, twitched, then lay still. Joshua went limp in our arms. â€Å"Let's get him out of here,† I said to Maggie. She nodded and helped me drag him behind the wagon where the centurion was directing his troops. â€Å"Is he dead?† the centurion asked. Joshua was blinking as if he'd just been awakened from a deep sleep. â€Å"We're never sure, sir,† I said. The centurion threw his head back and laughed. His scale armor rattled with the tossing of his shoulders. He was older than the other soldiers, gray-haired, but obviously lean and strong, and totally unconcerned with the histrionics of the crowd. â€Å"Good answer, boy. What is your name?† â€Å"Biff, sir. Levi bar Alphaeus, who is called Biff, sir. Of Nazareth.† â€Å"Well, Biff, I am Gaius Justus Gallicus, under-commander of Sepphoris, and I think that you Jews should make sure your dead are dead before you bury them.† â€Å"Yes sir,† I said. â€Å"You, girl. You are a pretty little thing. What is your name?† I could see that Maggie was shaken by the attention of the Roman. â€Å"I am Mary of Magdala, sir.† She wiped at Joshua's brow with the edge of her shawl as she spoke. â€Å"You will break someone's heart someday, eh, little one?† Maggie didn't answer. But I must have shown some reaction to the question, because Justus laughed again. â€Å"Or perhaps she already has, eh, Biff?† â€Å"It is our way, sir. That's why we Jews bury our women when they are still alive. It cuts down on the heartbreak.† The Roman took off his helmet, ran his hand over his short hair, and flung sweat at me. â€Å"Go on, you two, get your friend into the shade. It's too hot out here for a sick boy. Go on.† Maggie and I helped Joshua to his feet and began to lead him away, but when we had gone only a few steps, Joshua stopped and looked back over his shoulder at the Roman. â€Å"Will you slay my people if we follow our God?† he shouted. I cuffed him on the back of the head. â€Å"Joshua, are you insane?† Justus narrowed his gaze at Joshua and the smile went out of his eyes. â€Å"Whatever they tell you, boy, Rome has only two rules: pay your taxes and don't rebel. Follow those and you'll stay alive.† Maggie yanked Joshua around and smiled back at the Roman. â€Å"Thank you, sir, we'll get him out of the sun.† Then she turned back to Joshua. â€Å"Is there something you two would like to tell me?† â€Å"It's not me,† I said. â€Å"It's him.† The next day we met the angel for the first time. Mary and Joseph said that Joshua had left the house at dawn and they hadn't seen him since. I wandered around the village most of the morning, looking for Joshua and hoping to run into Maggie. The square was alive with talk of the walking dead woman, but neither of my friends was to be found. At noon my mother recruited me to watch my little brothers while she went to work with the other women in the vineyard. She returned at dusk, smelling of sweat and sweet wine, her feet purple from walking in the winepress. Cut loose, I ran all over the hilltop, checking in our favorite places to play, and finally found Joshua on his knees in an olive grove, rocking back and forth as he prayed. He was soaked in sweat and I was afraid he might have a fever. Strange, I never felt that sort of concern for my own brothers, but from the beginning, Joshua filled me with divinely inspired worry. I watched, and waited, and when he stopped his rocking and sat back to rest, I faked a cough to let him know I was coming. â€Å"Maybe you should stick with lizards for a while longer.† â€Å"I failed. I have disappointed my father.† â€Å"Did he tell you that, or do you just know it?† He thought for a moment, made as if to brush his hair away from his face, then remembered that he no longer wore his hair long and dropped his hands in his lap. â€Å"I ask for guidance, but I get no answer. I can feel that I am supposed to do things, but I don't know what. And I don't know how.† â€Å"I don't know, I think the priest was surprised. I certainly was. Maggie was. People will be talking about it for months.† â€Å"But I wanted the woman to live again. To walk among us. To tell of the miracle.† â€Å"Well, it is written, two out of three ain't bad.† â€Å"Where is that written?† â€Å"Dalmatians 9:7, I think – doesn't matter, no one else could have done what you did.† Joshua nodded. â€Å"What are people saying?† â€Å"They think that it was something the women used to prepare the corpse. They are still going through purification for two more days, so no one can ask them.† â€Å"So they don't know that it was me?† â€Å"I hope not. Joshua, don't you understand that you can't do that sort of thing in front of people? They aren't ready for it.† â€Å"But most of them want it. They talk about the Messiah coming to deliver us all the time. Don't I have to show them that he has come?† What do you say to that? He was right, since I could remember there was always talk of the coming of the Messiah, of the coming of the kingdom of God, of the liberation of our people from the Romans – the hills were full of different factions of Zealots who skirmished with the Romans in hope that they could bring about the change. We were the chosen of God, blessed and punished like no other on earth. When the Jews spoke, God listened, now it was God's turn to speak. Evidently, my best friend was supposed to be the mouthpiece. But at that moment, I just didn't believe it. Despite what I'd seen, Joshua was my pal, not the Messiah. I said, â€Å"I'm pretty sure the Messiah is supposed to have a beard.† â€Å"So, it's not time yet, is that what you're saying?† â€Å"Right, Josh, I'm going to know when you don't. God sent a messenger to me and he said, ‘By the way, tell Joshua to wait until he can shave before he leads my people out of bondage.'† â€Å"It could happen.† â€Å"Don't ask me, ask God.† â€Å"That's what I've been doing. He's not answering.† It had been getting darker by the minute in the olive grove, and I could barely see the shine in Josh's eyes, but suddenly the area around us was lit up like daylight. We looked up to see the dreaded Raziel descending on us from above the treetops. Of course I didn't know he was the dreaded Raziel at the time, I was just terrified. The angel shone like a star above us, his features so perfect that even my beloved Maggie's beauty paled by comparison. Joshua hid his face and huddled against the trunk of an olive tree. I guess he was more easily surprised by the supernatural than I was. I just stood there staring with my mouth open, drooling like the village idiot. â€Å"Fear not, for behold, I bring you tidings of great joy, which shall be to all men. For on this day, in the city of David, is born a Savior, which is Christ the Lord.† Then he hovered for a second, waiting for his message to sink in. Joshua uncovered his face and risked a glance at the angel. â€Å"Well?† the angel said. It took me a second to digest the meaning of the words, and I waited for Joshua to say something, but he had turned his face skyward and seemed to be basking in the light, a silly smile locked on his face. Finally I pointed a thumb at Josh and said, â€Å"He was born in the city of David.† â€Å"Really?† said the angel. â€Å"Yep.† â€Å"His mother's name is Mary?† â€Å"Yep.† â€Å"She a virgin?† â€Å"He has four brothers and sisters now, but at one time, yes.† The angel looked around nervously, as if he might expect a multitude of the heavenly host to show up at some point. â€Å"How old are you, kid?† Joshua just stared, smiling. â€Å"He's ten.† The angel cleared his throat and fidgeted a bit, dropping a few feet toward the ground as he did so. â€Å"I'm in a lot of trouble. I stopped to chat with Michael on the way here, he had a deck of cards. I knew some time had passed, but†¦Ã¢â‚¬  To Joshua he said, â€Å"Kid, were you born in a stable? Wrapped in swaddling cloths and lying in a manger?† Joshua said nothing. â€Å"That's the way his mom tells it,† I said. â€Å"Is he retarded?† â€Å"I think you're his first angel. He's impressed, I think.† â€Å"What about you?† â€Å"I'm in trouble because I'm going to be an hour late for dinner.† â€Å"I see what you mean. I'd better get back and check on this. If you see some shepherds watching over their flocks by night would you tell them – uh, tell them – that at some point, probably, oh – ten years or so ago, that a Savior was born? Could you do that?† â€Å"Sure.† â€Å"Okey-dokey. Glory to God in the highest. Peace on earth, goodwill toward men.† â€Å"Right back at you.† â€Å"Thanks. Bye.† And as quickly as he had come, the angel was gone in a shooting star and the olive grove went dark again. I could just make out Joshua's face as he turned to look at me. â€Å"There you go,† I said. â€Å"Next question?† I suppose that every boy wonders what he will be when he grows up. I suppose that many watch their peers accomplish great things and wonder, â€Å"Could I have done that?† For me, to know at ten that my best friend was the Messiah, while I would live and die a stonecutter, seemed too much of a curse for a ten-year-old to bear. The morning after we met the angel, I went to the square and sat with Bartholomew the village idiot, hoping that Maggie would come to the well. If I had to be a stonecutter, at least I might have the love of an enchanting woman. In those days, we started training for our life's work at ten, then received the prayer shawl and phylacteries at thirteen, signifying our entry into manhood. Soon after we were expected to be betrothed, and by fourteen, married and starting a family. So you see, I was not too young to consider Maggie as a wife (and I might always have the fallback position of marrying Joshua's mother when Joseph died). The women would come and go, fetching water, washing clothes, and as the sun rose high and the square cleared, Bartholomew sat in the shade of a tattered date palm and picked his nose. Maggie never appeared. Funny how easy heartbreak can come. I've always had a talent for it. â€Å"Why you cry?† said Bartholomew. He was bigger than any man in the village, his hair and beard were wild and tangled, and the yellow dust that covered him from head to toe gave him the appearance of an incredibly stupid lion. His tunic was ragged and he wore no sandals. The only thing he owned was a wooden bowl that he ate from and licked clean. He lived off of the charity of the village, and by gleaning the grain fields (there was always some grain left in the fields for the poor – it was dictated by the Law). I never knew how old he was. He spent his days in the square, playing with the village dogs, giggling to himself, and scratching his crotch. When the women passed he would stick out his tongue and say, â€Å"Bleh.† My mother said he had the mind of a child. As usual, she was wrong. He put his big paw on my shoulder and rubbed, leaving a dusty circle of affection on my shirt. â€Å"Why you cry?† he asked again. â€Å"I'm just sad. You wouldn't understand.† Bartholomew looked around, and when he saw that we were alone in the square except for his dog pals, he said, â€Å"You think too much. Thinking will bring you nothing but suffering. Be simple.† â€Å"What?† It was the most coherent thing I'd ever heard him say. â€Å"Do you ever see me cry? I have nothing, so I am slave to nothing. I have nothing to do, so nothing makes me its slave.† â€Å"What do you know?† I snapped. â€Å"You live in the dirt. You are unclean! You do nothing. I have to begin working next week, and work for a lifetime until I die with a broken back. The girl I want is in love with my best friend, and he's the Messiah. I'm nothing, and you, you – you're an idiot.† â€Å"No, I'm not, I'm a Greek. A Cynic.† I turned and really looked at him. His eyes, normally as dull as mud, shone like black jewels in the dusty desert of his face. â€Å"What's a Cynic?† â€Å"A philosopher. I am a student of Diogenes. You know Diogenes?† â€Å"No, but how much could he have taught you? Your only friends are dogs.† â€Å"Diogenes went about Athens with a lamp in broad daylight, holding it in people's faces, saying he was looking for an honest man.† â€Å"So, he was like the prophet of the idiots?† â€Å"No, no, no.† Bart picked up a small terrier and was gesturing with him to make his point. The dog seemed to enjoy it. â€Å"They were all fooled by their culture. Diogenes taught that all affectations of modern life were false, that a man must live simply, outdoors, carry nothing, make no art, no poetry, no religion†¦Ã¢â‚¬  â€Å"Like a dog,† I said. â€Å"Yes!† Bart described a flourish in the air with the rat dog. â€Å"Exactly!† The little dog made as if to upchuck from the motion. Bart put him down and he wobbled away. A life without worry: right then it sounded wonderful. I mean, I didn't want to live in the dirt and have other people think me mad, like Bartholomew, but a dog's life really didn't sound bad. The idiot had been hiding a deep wisdom all these years. â€Å"I'm trying to learn to lick my own balls,† Bart said. Maybe not. â€Å"I have to go find Joshua.† â€Å"You know he is the Messiah, don't you?† â€Å"Wait a minute, you're not a Jew – I thought you didn't believe in any religion.† â€Å"The dogs told me he was the Messiah. I believe them. Tell Joshua I believe them.† â€Å"The dogs told you?† â€Å"They're Jewish dogs.† â€Å"Right, let me know how the ball licking works out.† â€Å"Shalom.† Who would have thought that Joshua would find his first apostle among the dirt and dogs of Nazareth. Bleh. I found Joshua at the synagogue, listening to the Pharisees lecture on the Law. I stepped through the group of boys sitting on the floor and whispered to him. â€Å"Bartholomew says that he knows you are the Messiah.† â€Å"The idiot? Did you ask him how long he's known?† â€Å"He says the village dogs told him.† â€Å"I never thought to ask the dogs.† â€Å"He says that we should live simply, like dogs, carry nothing, no affectations – whatever that means.† â€Å"Bartholomew said that? Sounds like an Essene. He's much smarter than he looks.† â€Å"He's trying to learn to lick his own balls.† â€Å"I'm sure there's something in the Law that forbids that. I'll ask the rabbi.† â€Å"I'm not sure you want to bring that up to the Pharisee.† â€Å"Did you tell your father about the angel?† â€Å"No.† â€Å"Good. I've spoken to Joseph, he's going to let me learn to be a stonecutter with you. I don't want your father to change his mind about teaching me. I think the angel would frighten him.† Joshua looked at me for the first time, turning from the Pharisee, who droned on in Hebrew. â€Å"Have you been crying?† â€Å"Me? No, Bart's stench made my eyes water.† Joshua put his hand on my forehead and all the sadness and trepidation seemed to drain out of me in an instant. He smiled. â€Å"Better?† â€Å"I'm jealous of you and Maggie.† â€Å"That can't be good for your neck.† â€Å"What?† â€Å"Trying to lick your own balls. It's got to be hard on your neck.† â€Å"Did you hear me? I'm jealous of you and Maggie.† â€Å"I'm still learning, Biff. There are things I don't understand yet. The Lord said, ‘I am a jealous God.' So jealousy should be a good thing.† â€Å"But it makes me feel so bad.† â€Å"You see the puzzle, then? Jealousy makes you feel bad, but God is jealous, so it must be good, yet when a dog licks its balls it seems to enjoy it, but it must be bad under the Law.† Suddenly Joshua was yanked to his feet by the ear. The Pharisee glared at him. â€Å"Is the Law of Moses too boring for you, Joshua bar Joseph?† â€Å"I have a question, Rabbi,† Joshua said. â€Å"Oh, jeez.† I hid my head in my arms.

Blaw Law of Tort

Ngee Ann Polytechnic School of Business & Accountancy Diplomas in ACC, BIT, BS, BFS & IBZ Business Law LAW OF TORTSTUDENTS’ COPY Tutorial Questions Section B: Problem Questions (Use LAC format to answer, with supporting cases) 1. Last month, Raj bought a pair of Flying Eagle inline skates from his neighbourhood shop. Flying Eagle inline skates are made in a factory in Tampines owned by the Kang Brothers. Unknown to Raj, the particular model of inline skates had a manufacturing defect. Two weeks ago, while Raj was skating down the Bukit Timah Hill, the brakes on the skates failed, causing him to roll down the hill.Raj suffered multiple bruises on his head, elbows and knees and a fracture of his right wrist. Raj was hospitalised and was unable to work for three weeks as a part-time delivery boy at the Prata Hut. Required: a) Advise Raj whether he can successfully claim compensation under the tort of negligence. Legal principals Negligence is not doing something that a reasonable man would do, or doing something that a reasonable man would not do. A duty of care firstly requires factual forseeablility owed to any person whom we can reasonably foresee will be injured by our acts or omissions to test the remoteness of damage.It is also known as the ‘neighbour principal’. Secondly, there must be legal proximity based on the closeness and directness of the relationship between the parties, physical proximity or casual proximity. Lastly, there is a consideration of all policy matters applicable to the situation which might remove the duty of care which had been established. Whether or not the duty of care is breached determines on the standard of care expected from the person who owes the duty. Factors like the level of skill, likelihood of injury and seriousness of the injury are taken into consideration.The plaintiff must then show that he suffered damage or loss as a direct result of the defendant’s breach. This can be done using the †˜but for’ test, in which if the plaintiff would not have suffered damage but for the defendant’s negligence, then the negligence is a direct result and breach of duty of care. Application Flying Eagle owes its customers a duty of care to ensure that its skates are free of defects. It is factually foreseable that if the skates had defects, the person wearing the skates will eventually be injured.There is casual proximity involved as the skates were bought from a shop that sells Flying Eagle skates. Using the ‘but for’ test, Raj is most likely not to have suffered injuries if there were not any defects. Conclusion In conclusion, Raj is able to sue Flying Eagle for damages regarding his hospitalisation fees and loss of income. b) Discuss briefly whether it will make a difference to your answer if the medical report showed that the injuries suffered by Raj could have been less serious if he had worn a safety helmet, and protective pads while skating.Under the Contributory Negligence and Personal injuries Act, the plaintiff’s injury was partly contributed by his own fault. The court will apportion the liability between the parties. In Raj’s case, his injuries would have been less serious by wearing his safety equipment. Thus, the extent of injury was partly contributed by his own fault and he will not be able to claim as much compensation as compared to the first scenario. 2. Wanda was very unhappy with her boss, Glenda.After she resigned, she decided to vent her frustration by sending e-mails to her company’s clients and some of her colleagues that her boss is â€Å"a fraud and a tyrant who runs the company like an army regiment. † These statements are totally untrue and the company’s clients do not have a good opinion of Glenda anymore. In fact, since the e-mail started circulating, the company’s business has suffered badly. Required: a) Advise Glenda whether she will be successful if she sues Wanda for defamation. Legal principalsDefamation occurs when a statement is published which leads to the lowering of a person’s reputation in the estimation of members of society. The accused must have made the publication with the intention to harm the reputation of the person defamed, and knows or believes that such injury will result. This constitutes as a criminal offence under the Penal Code (Chapter 224). However, under the law of tort, no intention needs to be proved,Damages are presumed to result from a libel (written statements) and no necessity to prove actual loss capable to being measured in monetary terms.Slander requires proof to special damage. For the statement to be considered as defamatory, it must be published and sent to any person other than the person who is the subject of the statement, untrue and effect of lowering a person’s reputation generally. Application Wanda is guilty for defamation because her statements were published in the form of ema ils and she had the intention to harm Glenda’s reputation as she was unhappy with her. Also, there were damages in the form of business loss and this is capable of being measured in monetary terms as well. ConclusionGlenda will be successful if she sues Wanda for defamation. b) What are the possible remedies available to Glenda in this situation? She will be awarded damages to compensate for the loss of reputation. The amount of damages may bbe aggravated by malicious motives and the prominence of both the plaintiff and defendant, seriousness of the libel and the manner and extent of the publication as well as the conduct of the defendant. Glenda can also seek an injunction to prevent the future publication of any defamatory matter and destruction of all defamatory materials published.

Reflecting on Wisdom

Reflecting On Wisdom PSY 220 March 9, 2013 Colleen Moore Reflecting On Wisdom The attributes that are commonly associated with wise people are: Reasoning Ability, Sagacity, Learning from Ideas and the Environment, Judgment, Expeditious use of Information and Perspicacity. Reasoning Ability is the uncommon ability to look at a problem and solve it through good logical reasoning ability, by applying knowledge to particular problems, by integrating information and theories in new ways, and by possessing a huge store of knowledge.Sagacity is the keen understanding of human nature, thoughtfulness, fairness, good listening abilities, knowledge of self and placing value on the advice and knowledge of others. Learning from Ideas and the Environment places value on ideas, is perceptive, and learns from others’ mistakes. Judgment has good sensible judgment at all times, takes a long-term rather than a short-term view, and thinks before acting and speaking. Expeditious use of Information learns and retains information from experience (both mistakes and successes), willingness to change one’s mind based on new experience.Perspicacity Demonstrates perceptiveness, intuition, ability to see through things, read between the lines; and discern the truth and the right thing to do. (Bumgardener & Crothers, 2009) A person I believe would be wise would be Jesus Christ. Jesus Christ who is known from the Bible as the son of God. (II Samuel 7:12-14 King James Bible) Jesus had all six of the characteristics named in the above paragraph. Jesus who was the son of God was sent to the world to save the world to teach the gospels and to help save the world from sin. For God so loved the world, that He gave His only begotten Son, that whosoever believeth in Him should not perish, but have everlasting life† (John 3:16 King James Bible). Jesus went to many cities throughout his life preaching the gospels and healing the six, casting our demons and raising the dead. Any per son who believed that Jesus was the son of God and had enough faith would be healed. (John 4:43-54 King James Bible) Jesus was a very wise man because he studied the gospels, he spent many hours in prayer, and he also went to the tabernacles to learn and to preach and to heal those in need of healing. Mark 1:21-28, Luke 4:31-37) Jesus was a very compassionate man and when people who had the faith would cry out to him for healing he would heal them because their faith was very strong. An example of this would be when Jesus had left the city of Jericho he had a mass following of people traveling with him when they had come upon two blind men. The blind men heard the crowd and asked what was going on and once they were told they had cried out to Jesus to not pass them by and to please heal them of their blindness.The crowd that was following Jesus tried to rebuke them because they figured the blind men weren’t worthy enough for a healing or they just did not want the blind men t o bother Jesus, but the blind men cried out to Jesus in persistence because they believed and had the faith to know that Jesus could heal them, Jesus then called out to the blind men and asked what they wanted and they had said they wanted their eye sight back, so Jesus seeing that they had the faith told them to arise and that because of their faith they were healed and could see again. Once the Blind men were healed they followed Jesus and were glorifying God. Mark 10:46-52; Luke 18:35-43 King James Bible) Jesus was wise in the ways that he taught his parables. For example in (Luke 10:25-42 King James Bible), a man who was an expert in the law decided to test Jesus by asking him â€Å"Teacher, what must I do to inherit eternal life? † Jesus then said to the man, â€Å"What is written in the law? How do you read it? The man answered â€Å"Though shalt love the Lord thy God with all thy heart, and with all thy soul, and with all they mind; and they neighbors as thyself. Jes us then said to the man â€Å"Thou has answered right: this do and thou shalt live.Again the man wanted to justify himself so he asked Jesus â€Å"Who is my neighbor? † Jesus then replied to him with a story about a man who had come from Jerusalem to Jericho and ran into some thieves who stripped the man of his clothes and beat him half to death and then left. The man who had been beaten lay on the ground and had been passed by two people who looked at him and left without helping the man. A third man â€Å"The Good Samaritan† came by and saw the wounded man on the ground and had left but came back with supplies to clean the wounded man and bandage him up. Then the Good Samaritan took him to an inn to take care of him.The next day the good Samaritan man got up and before he left, he gave the inn keeper money and told the inn keeper and told him to take care of the wounded man and that any extra money that the inn keeper has to use he will repay him once he returns. Th en once Jesus was finished with the story he said to the man who was and expert in the law â€Å"Which now of these three, thinkest thou, was neighbor unto him that fell among thieves? â€Å" The man then said â€Å"He that shewed mercy on him. † Then Jesus said â€Å"Go and do thou Likewise. † One of the attributes I believe I have fully developed would be Judgment.I may not always use the best judgment at all times, but I feel that my judgment is usually sensible and thought out as sensible as I can make it. When something comes up that I have to use my judgment for, I try to sit and think it through as much as possible to find the best possible outcome for the solution. I feel that I would need to fully develop all of the attributes discussed in chapter 10 of the reading. These are things that every person has to learn throughout their lives and will continue to develop through the years. Reference (Bumgardener & Crothers, 2009) (King James Bible) Reflecting on Wisdom Reflecting on Wisdom Student Name PSY 220 Due Date Teacher Reflecting on Wisdom In life it seems that we always told to take advice from grandpa because he has lived a long time and is wise. Grandpa is the go to person for when we have a life issue. My grandfather is a very wise man. He has learned lessons from life instead of just thinking he was getting punished. He always tells us grandkids and great grandkids that everything happens for a reason; a reason to learn from. My grandfather’s name is Vernon and he is in his late 80’s. Grandpa always has a reason behind everything he does.He always helps us by talking through our problems with a logical and reasoning view. Grandpa has always helped me to look at both sides of possibilities and apply things that I already know to the situation before making a decision. Grandpa always has listened to what we have to say and he isn’t against taking advice from the younger generation. He always says that he values our i nput and he will store it in his knowledge bank for future reference. Grandpa is very humorous along with being logical, he always seems to be able to make light of most situations and can help us look at it from a humorous side of we end up making a bad decision. Normally, because we didn’t go to grandpa about it before hand. ) The best advice I have ever gotten from my grandfather is, when you are making a decision think about 6 months from now, or even 6 years, what is the outcome from both sides; and can you learn from your choice either way? Throughout his years grandpa has always held a positive mind frame and laced life with humor, he always asks what we learned even if we faced a consequence. I believe that my grandfather is one of the wisest men in the universe.Grandpa always learns and uses past knowledge before making a decision. Grandpa always had been there it help us with his wisdom and knowledge of life’s great lessons, he has also helped us to install s ome of the characteristics that will make us wise one day (Baumgardner and Crothers, 2009). Grandpa has installed in us the ability to use our knowledge and our past mistakes to make our decisions. I think that I have encompassed a lot of this from my grandfather. I have learned to look at the mistakes of my sisters and adjust my choices to not make the same mistakes.For example all 3 f my older sisters were teen moms. They all are in their late 20’s, early 30’s and have 4 kids each. They all struggle care for their families, they all are divorced at least twice. I have learned from their mistakes and I am the first in my family to finish high school and not have a child to take care of. I love my daughter and I am thankful that I got my career started before having her, now I know that I can give her the life she deserves without depending on government assistance for simple things such as housing and food, like my sisters.I see their struggles every day and I know th at it is hard on them to only be allowed to spend so much a month on food, or to only be able to live in a home approved by the government. I think that I still have a long way to go before I become a wise person, but I do think I am on my way. In the six attributes of a wise person; I have the ability to reason. I look at a problem and think about what the things I have learned from other problems and knowledge I have. I have an understanding of human nature, but I am still learning a lot about myself.I have learned through grandpa that no advice is bad advice, because someday you just might need it. There is always a chance to learn about various things in the environment and from people around you. Always keeping an open mind and opened ears helps with picking up knowledge that we would not get otherwise. I also believe that I have very sensible judgment and I always think about things before I make a decision. I always know the positive and negative outcome and if I can learn so mething valuable either way. I have the ability to learn from others experiences and from my past experiences.I also am never set in my decision; I am open to reconsidering my choices. The one thing I am working on is being able to read between the lines. My grandpa says you can tell a lot about how a person feels or the situation they are in if you can see through what they are saying and what they really mean. This is something that I am not quite great at yet. Maybe I never will be, but it is always worth a try (Baumgardner and Crothers, 2009). . References Baumgardner, S. R. and Crothers, M. .K. (2009). Positive psychology. Upper Saddle River, NJ: Prentice Hall. Reflecting on Wisdom Reflecting On Wisdom PSY 220 March 9, 2013 Colleen Moore Reflecting On Wisdom The attributes that are commonly associated with wise people are: Reasoning Ability, Sagacity, Learning from Ideas and the Environment, Judgment, Expeditious use of Information and Perspicacity. Reasoning Ability is the uncommon ability to look at a problem and solve it through good logical reasoning ability, by applying knowledge to particular problems, by integrating information and theories in new ways, and by possessing a huge store of knowledge.Sagacity is the keen understanding of human nature, thoughtfulness, fairness, good listening abilities, knowledge of self and placing value on the advice and knowledge of others. Learning from Ideas and the Environment places value on ideas, is perceptive, and learns from others’ mistakes. Judgment has good sensible judgment at all times, takes a long-term rather than a short-term view, and thinks before acting and speaking. Expeditious use of Information learns and retains information from experience (both mistakes and successes), willingness to change one’s mind based on new experience.Perspicacity Demonstrates perceptiveness, intuition, ability to see through things, read between the lines; and discern the truth and the right thing to do. (Bumgardener & Crothers, 2009) A person I believe would be wise would be Jesus Christ. Jesus Christ who is known from the Bible as the son of God. (II Samuel 7:12-14 King James Bible) Jesus had all six of the characteristics named in the above paragraph. Jesus who was the son of God was sent to the world to save the world to teach the gospels and to help save the world from sin. For God so loved the world, that He gave His only begotten Son, that whosoever believeth in Him should not perish, but have everlasting life† (John 3:16 King James Bible). Jesus went to many cities throughout his life preaching the gospels and healing the six, casting our demons and raising the dead. Any per son who believed that Jesus was the son of God and had enough faith would be healed. (John 4:43-54 King James Bible) Jesus was a very wise man because he studied the gospels, he spent many hours in prayer, and he also went to the tabernacles to learn and to preach and to heal those in need of healing. Mark 1:21-28, Luke 4:31-37) Jesus was a very compassionate man and when people who had the faith would cry out to him for healing he would heal them because their faith was very strong. An example of this would be when Jesus had left the city of Jericho he had a mass following of people traveling with him when they had come upon two blind men. The blind men heard the crowd and asked what was going on and once they were told they had cried out to Jesus to not pass them by and to please heal them of their blindness.The crowd that was following Jesus tried to rebuke them because they figured the blind men weren’t worthy enough for a healing or they just did not want the blind men t o bother Jesus, but the blind men cried out to Jesus in persistence because they believed and had the faith to know that Jesus could heal them, Jesus then called out to the blind men and asked what they wanted and they had said they wanted their eye sight back, so Jesus seeing that they had the faith told them to arise and that because of their faith they were healed and could see again. Once the Blind men were healed they followed Jesus and were glorifying God. Mark 10:46-52; Luke 18:35-43 King James Bible) Jesus was wise in the ways that he taught his parables. For example in (Luke 10:25-42 King James Bible), a man who was an expert in the law decided to test Jesus by asking him â€Å"Teacher, what must I do to inherit eternal life? † Jesus then said to the man, â€Å"What is written in the law? How do you read it? The man answered â€Å"Though shalt love the Lord thy God with all thy heart, and with all thy soul, and with all they mind; and they neighbors as thyself. Jes us then said to the man â€Å"Thou has answered right: this do and thou shalt live.Again the man wanted to justify himself so he asked Jesus â€Å"Who is my neighbor? † Jesus then replied to him with a story about a man who had come from Jerusalem to Jericho and ran into some thieves who stripped the man of his clothes and beat him half to death and then left. The man who had been beaten lay on the ground and had been passed by two people who looked at him and left without helping the man. A third man â€Å"The Good Samaritan† came by and saw the wounded man on the ground and had left but came back with supplies to clean the wounded man and bandage him up. Then the Good Samaritan took him to an inn to take care of him.The next day the good Samaritan man got up and before he left, he gave the inn keeper money and told the inn keeper and told him to take care of the wounded man and that any extra money that the inn keeper has to use he will repay him once he returns. Th en once Jesus was finished with the story he said to the man who was and expert in the law â€Å"Which now of these three, thinkest thou, was neighbor unto him that fell among thieves? â€Å" The man then said â€Å"He that shewed mercy on him. † Then Jesus said â€Å"Go and do thou Likewise. † One of the attributes I believe I have fully developed would be Judgment.I may not always use the best judgment at all times, but I feel that my judgment is usually sensible and thought out as sensible as I can make it. When something comes up that I have to use my judgment for, I try to sit and think it through as much as possible to find the best possible outcome for the solution. I feel that I would need to fully develop all of the attributes discussed in chapter 10 of the reading. These are things that every person has to learn throughout their lives and will continue to develop through the years. Reference (Bumgardener & Crothers, 2009) (King James Bible)

Odysseus- Everett Comparison

The poem â€Å"The Odyssey† details the story of a man named Odysseus who went through many trials and tribulations while trying to get home to his family. In the past, many stories, movies, and other works of literature have based its plot around the story: â€Å"The Odyssey†. However, there is one movie that stands out as unique and its title is â€Å"O Brother Where Art Thou†. The producers, Joel and Ethan Coen, did a wonderful job in making actor Ulysses Everett McGill represent Odysseus.Everett from â€Å"O Brother Where Art Thou† and Odysseus from Homer’s â€Å"The Odyssey† are very similar in many ways, but contrast in multiple qualities and characteristics as well. In â€Å"O Brother Where Art Thou†, the main character, Everett is on a voyage trying to return home to his family. Everett tries to escape Parchman Farm after he hears that his wife was about to remarry a suitor named Vernon T. Waldrip in two days. He tricks his â⠂¬Å"Chain Gang† into believing that they were going after treasure; clearly demonstrating the love, loyalty, and courage that he has for his wife.As a result of this event, he caused the authorities to go on a Louisiana wide man hunt for Everett while creating a new relationship between himself and two other members of the â€Å"Chain Gang†. Like Everett, Odysseus â€Å"has been wandering for ten years on the sea, to find his family;† however, little did he know his absence allowed suitors to besiege his wife with proposals. For this reason, Odysseus laid siege on the suitors on his island. In this example, the situation that Everett and Odysseus were in is very similar.They both have to make a long journey to get back to their families and return to their original life style. Through the actions that Everett performs, one can see the similarities between himself and Odysseus. In â€Å"O Brother Where Art Thou? †, Everett bombards a Ku Klux Klan meeting to save his friend Tommy from being lynched due to his skin color showing Everett’s willingness to sacrifice his own life, as well as Pete’s and Delmar’s, to save Tommy’s. In addition, they end up incinerating some of the Klansmen (including Bid Dan) with a large burning cross by snipping the wires that supported it.In â€Å"The Odyssey† Odysseus is in a similar situation like Everett but the person he is trying to save is his wife, Penelope by â€Å"[drawing] his fist [in the shape of] the cruel head of an arrow†¦ Odysseus hit him under the chin†¦Ã¢â‚¬  which shows the courage that Odysseus had to shoot the arrow that saved his wife (xxii 7-14). Analyzing the two examples, one can see that Odysseus and Everett were willing to perform courageous acts to protect the people whom they love.Even though there are many similarities between Everett and Odysseus, there is a major difference between the two; their view on faith. In â€Å"O Brothe r Where Art Thou† Tommy informs the â€Å"Chain Gang† that he sold his soul to the devil to learn how to play guitar better. Further, Everett tells Tommy that Pete and Delmar had just been baptized and he’s the only one who is unaffiliated with any type of religious figure. This shows that Everett believes in no religion, no God, and no miracles.In contrast to Everett, Odysseus believes in the Gods by saying â€Å"Now watch me hit a target that no man has hit before, if I can make this shot. Help me Apollo† showing his strong belief that he had, had in the God Apollo (xxii 4-6). For this reason Apollo granted him a straight shot on the suitor. In any case, their faith sets the two men apart from one another. In many ways the two men’s bravery brought them to victory and also proves the similarities between the two; however, certain beliefs such as religion causes the men to differ.Everett is a good representation of Odysseus, but there are fatal fla ws between the two which cause them to be starkly different. Whether or not, one analyzes the similarities which show common strengths, or the conflict of differing religions, which make each man respectively stronger, one can analyze that all men are created different. No one man is the same as his neighbor and that makes the world to accept all races, genders, and ideology.

Risk Management Planning

Risk Management Planning The US acquisition is the significant step for Shimtech Industries because the company focuses on proving the international leading positions. To acquire Performance Plastics, Inc. (PPI) in the United States means to shift Shimtech’s manufacturing and engineering procedures and strategies to the new high level.Advertising We will write a custom report sample on Risk Management Planning specifically for you for only $16.05 $11/page Learn More The process of acquisition is associated with a range of risks which include financial, technological, organisational, environmental, strategic, and human resources risks. At this stage of discussing the risk management process, it is necessary to present the updated risk framework, risk management procedures, responses to potential risks, and a risk action plan. Updated Risk Framework Financial risks such as (1) the decrease of business transactions and (2) the decrease in investment can be addressed with the foc us on mitigation. Technological risks associated with the manufacturing process include the problems with (1) equipment, (2) use of innovative technologies, (3) breakdown of the manufacturing process, and (4) the adaptation of the technological process (Barkley, 2004, p. 76). To execute the risk management plan related to technological risks, it is necessary to focus on risk avoidance techniques. Organisational risks such as (1) the adaptation to the corporate culture and (2) re-organisation of corporate hierarchy are addressed with the focus on prevention. Environmental risks such as risks of storms in California where PPI is based are planned to be addressed with the help of sharing. Strategic risks are associated with reforming the company’s business plan according to the new goals (Kendrick, 2009, p. 112). In addition, the process of acquisition results in focusing on the human resources management and risks associated with approaches to promoting the principles of corpor ate culture. These risks are planned to be addressed with risk mitigation strategies. Project Risk Management Procedures and Forms of Risk Management Risk management forms are (1) risk prevention or risk avoidance; (2) risk or impact mitigation; (3) risk sharing; and (4) risk retention (Cooper, Grey, Raymond, Walker, 2005, p. 67-79). Project risk management procedures are (1) the identification of the risk; (2) its evaluation according to the consequence type (insignificant, minor, moderate, major, catastrophic); (3) identification and selection of the options to overcome the risk and reduce consequences (options depend on the form of risk management); (4) development of the risk action plan; and (5) implementation of risk action plan.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Minor financial, strategic, and human resources risks are planned to be mitigated. Minor technolo gical risks are avoided. Organisational risks are prevented. Major and catastrophic technological, operational, and environmental risks which cannot be prevented and which are characteristic for the aerospace industry should be addressed with the focus on risk sharing and retention. Responses to Potential Risks Financial risks: the response to (1) the unexpected decrease in business transactions and (2) decrease in the profitability is the process of strengthening the prevention strategy, improving auditing and inspecting; (3) the decrease in investment is responded to with focuses on reporting, auditing, and strategies to attract investors. Technological risks: (4) equipment and (5) system damages are responded to with changes of broken parts and system; (6) the fail of the innovative technologies system is responded to with using the alternative technologies and improving the technological platform; (7) the response to the breakdown of the manufacturing process and (8) the risk of fire is the focus on protection and safety systems controls; (9) fails in adaptation of the technological process are addressed with improving the technological platform. Organisational risks: (10) ineffective adaptation to the corporate culture is addressed with using team-building exercises; (11) challenges in re-organisation of corporate hierarchy are responded with the focus on team-building strategies and procedural changes. Strategic risks: (12) weaknesses in a business plan are addressed with reviewing the strategy’s goals; (13) the fail of strategy is responded with analysing causes and consequences and with reforming the approach (Royer, 2001, p. 114). Environmental risks: (14) the risk of storms, (15) hurricanes, and (16) flood are responded with improving the safety and emergency system and developing the evacuation plan. Risk Action Plan The Risk Action Plan includes such components as (1) statement of the risk level; (2) risk description; (3) current controls an d plans; (4) additional recommended actions; (5) responsibility; (6) resources; (7) timing; (8) reporting; (9) references (Cooper et al., 2005, p. 67-91; Loch, DeMeyer, Pich, 2006, p. 89). It is important to develop the Risk Action Plan for such a technological risk as the breakdown of the manufacturing process.Advertising We will write a custom report sample on Risk Management Planning specifically for you for only $16.05 $11/page Learn More Element: 1 Risk: Breakdown of the manufacturing process Risk register number: 5 Likelihood: 2 Impact: 5 Agreed risk level: 5 Inherent risk level: 2 Risk description (causes, consequences, implications): The breakdown of the manufacturing process caused by technological failures, internal factors, and environmental factors will lead to ceasing the manufacturing process for an uncertain period of time. The expected costs of repair procedures are significant. Additional resources are needed to compensate the emerg ency consequences. Current controls and plans: Security and protection controls and the emergency plan as the preventive measures to avoid the potential risk. Additional actions recommended: The development of the effective compensation and insurance strategy and plan is recommended to cope with the high-level risks which cannot be prevented according to the risk avoidance strategy. Responsibility: Industrial Safety Manager Accident Prevention Department Resources required: Emergency team and the group of specialists to liquidate the consequences and to address the problem. Timing (key milestones, closure): Security and protection controls and the emergency plan should be worked out, proved, and implemented before the first phase of the project development. Reporting (to whom, when, in what form): Monthly reports on the system’s functioning and state should be provided to Industrial Safety Manager and Accident Prevention Department. References (to other document s or plans as appropriate): Risk Management Plan Compiled by: Project Manager Date: 20 May 2014 Reviewed by: Project Team Date: 20 May 2014 Conclusion Responses to the potential risks associated with the situation of acquisition related to Shimtech and PPI are developed according to the strategies used for different risk management forms. The main challenge associated with the risk management planning is the development of the risk action plan which should be organised according to the level of the risk and its character to propose effective actions to overcome the determined risks. Development of the risk action plan can be discussed as the most important stage of risk management. References Barkley, B. (2004). Project risk management. USA: McGraw Hill Professional. Cooper, D. F., Grey, S., Raymond, G., Walker, P. (2005). Project risk management guidelines: Managing risk in large projects and complex procurements. West Sussex, England: John Wiley Sons. Kendrick, T. (2009). I dentifying and managing project risk. USA: AMACOM. Loch, C. H., DeMeyer, A., Pich, M. T. (2006). Managing the unknown: A new approach to managing high uncertainty and risk in projects. Hoboken, NJ: John Wiley Sons. Royer, P. (2001). Project risk management: A proactive approach. USA: Management Concepts Inc.

How to Write a Speech in Nutrition #038; Dietary Science an Optimal Guide for Students

How to Write a Speech in Nutrition #038; Dietary Science an Optimal Guide for Students On the one hand, nutrition and dietary science by itself is not a very public speech-oriented discipline. It mostly deals with long-running studies and analyzing statistical data from huge arrays of data – the very nature of this science means that any progress is based on prolonged (often may years long) research of how this or that combination of nutrients affects humans and other living beings. On the other hand, it is hard to imagine another science that would mean so much for an average human. Everybody makes dozens of nutrition-related decisions every day, and our health, lifespan and wellbeing heavily depend on what we know about this subject and if we are willing to apply this knowledge. It is no wonder, then, that many courses in nutrition and dietary science include segments related to speeches, their preparation and delivery. Anybody studying this discipline seriously should expect to be asked to deliver a speech every now and then – and learning the main principles of how to do it before you run into such a task the first time is certainly worth it. You can find all the necessary information in bits and pieces over the Internet; or you can read this guide where it is neatly packed on a single page. How to Write a Speech in Nutrition Dietary Science: Before You Start Writing 1. How to Choose a Topic That Will Suit You The choice of topic often defines whether a speech is going to be a success or not. Fortunately, nutrition offers a broad choice of subjects to talk about. Here are some ideas that lend themselves especially well to the format of a speech: Discuss a popular fad diet and explain why resorting to it is useless and potentially harmful for your health; Discribe one of the current widespread approaches to nutrition and how it relates to other theories; Study how nutritional and dietary recommendations evolved in the course of time; Think of how nutrition is related to various diseases and health conditions. Try to choose a topic you find fascinating yourself. If you are not interested in what you are talking about, you cannot expect to draw in other people as well. Here are some examples of what you can talk about: Nutrition and Chronic Fatigue Syndrome: What We Can Do; How Our Food Choices and Habits Influence Our Cancer Risks; Eating Disorders: A Problem for Nutrition or Psychology? The Role of Nutrition in Migraines; Low Carb High Fat Diet: a Crazy Fad or a Real Solution to Excessive Weight Problem? 2. Calculate Your Approximate Word Limit Speeches are measured by how long they take to deliver, not by the number of words. At a glance, it does not seem like a problem – simply take any online tool for converting between words and minutes, and get the desired results. However, reality is a little bit more complicated: Speech speed differs depending on the subject matter and language complexity; Different people have different natural rates of speech (from 110 to 200 words per minute and beyond); The same person may speak at different speeds in different conditions (hence often higher speed in stressful environments, like when delivering a speech). In other words, use the results of such converters as approximate values. Later you will have to practice the speech you have written to see if you can cram it into your time slot. 3. Define the Purpose of Your Speech The format and other aspects of a speech are defined by its primary purpose. In nutrition and dietary science, it is usually persuasion (you want to convince other people to change their views on food, nutrition and lifestyle) and instruction (you want to give the audience information about nutrition they do not currently know, without actively trying to have them change their minds on anything). Anyway, you should decide which goal you pursue before you start planning, let alone writing. Another common type of speech is an entertaining one. Although you are unlikely to have to write one as an assignment from your professor, sometimes adding amusing stories or quotations is a good idea to build rapport with the audience. 4. Plan Your Speech Speechwriting suffers from insufficient planning even more than any other type of academic writing. The audience perceive the speech by ear, without the help of a text. They cannot go back if they miss something or get confused. If you lose your audience halfway through, your chances of getting them on board again are extremely slim. This is why it is so important to start with building a framework and sticking to it. Divide your future speech into parts (they are usually similar to most other academic texts: opening, body, conclusion) and jot down the most important aspects of each of them. Introduction – how you will grab the audience’s attention and lead up to your main arguments; Body – how many points you will use to support your argument, what evidence and statistics you will introduce in each of them; Conclusion – what powerful and memorable statement you will make to illustrate your main argument, how you will motivate and encourage the audience to take an action relevant to what you have been talking about. In addition, set aside specific amounts of time to spend on each part of the speech: better to do it now than to hectically cut parts of your text when you discover you have exceeded the limit without covering half of what you intended. How to Write a Speech in Nutrition Dietary Science: Writing Suggestions 1. Do not Overload Your Speech with Facts, Statistics and Quotations They are like seasoning – when used in moderation, they can turn an otherwise bland speech into an exciting piece of content. However, if you use them too often, it will likely have an opposite effect. The audience will think that you have nothing of your own to say and get confused with all the quotes and figures you throw their way. Therefore, choose which hard facts you use very carefully and only introduce what is definitely relevant for the topic, no more than one or two times per point. 2. Use Repetition to Your Benefit Repetition, when cleverly used, can go a long way towards driving your point home. Pick a word or a phrase that plays an important role in helping your argument, and use it several times across the speech. You may emphasize it non-verbally, if necessary, for example, by preceding or following it with a pause. For example, if you are talking about the influence of certain products on health, you can emphasize how important it is by using the word â€Å"life† and repeating it every time when you introduce new evidence supporting your suggestion. 3. Use Conversational Language Although you write your speech on paper, you should keep it in mind that it is meant to be spoken aloud. This means that you should use language that is closer to spoken, not written English. This means: Shorter, simpler sentences; Next to no complex sentences with multiple clauses; Use of simpler synonyms of longer and more complicated words; Certain deviations from proper grammar are allowed. Of course, you can write the way you usually do, but the audience will have harder time following you. 4. Begin and Finish the Speech on Strong Notes The opening is important because it defines the initial attitude the audience will take towards you and your speech. You should grab their attention immediately (e.g., by providing some highly unexpected fact about proper diet), show your credibility (e.g., by referring to personal experience) and seamlessly lead them up to the main part. The conclusion is important because it determines the impression you leave the audience with. Even if the speech was good, a weak ending can make the audience wonder what it was they were listening to. 5. Connect Individual Points with Proper Transitions Words like ‘so’, ‘therefore’, ‘thus’, ‘likewise’, ‘next’, etc. create logical connections between individual parts of text. They are important in all kinds of academic texts, but play an especially significant role in speeches, because people actually listen to them. When you listen to a text without transitions, it feels choppy and disconnected. So, make sure you end and begin points with these words and sentences. How to Write a Speech in Nutrition Dietary Science: After the Writing In academic writing, it is never a good idea to think that you job is done once you finished writing per se. It is doubly so when it comes to speechwriting, especially on such crucial and sensitive topics as nutrition and dietary science. Not only can you make a serious mistake that will be easily exposed once you are on stage, but also there is always a likelihood of saying something that will offend somebody. Therefore, some post-writing work is always necessary. 1. Proofread It Several Times Differently from most other academic assignments, you need not pay much attention to spelling and grammar. What is important is how your speech sounds, not how it reads. People will not see your spelling, and some grammatical irregularities are to be expected in oral speech. However, you should pay attention to potential weak spots: leaps of logic (conclusions that do not logically follow from the preceding evidence), abrupt transitions between points, irrelevant evidence or statistics, etc. Identify the areas you can improve and do it. 2. Read Your Speech Aloud Quite often problems go unnoticed until you try to hear how the speech reads and sounds aloud. Thus you are more likely to notice if certain sections sound unnatural and need to be worded differently. Time yourself when you read it to make sure you can fit the speech in your time limit. 3. Ask Somebody to Listen to You Deliver It Another person, somebody who has never seen the speech on paper, is always more likely to notice if there is something wrong with it than the one who wrote it. Get somebody whose judgment you trust listen to your delivery and ask him/her if: There are any confusing parts? The logic is sound? The points follow each other naturally? You missed anything? 4. Incorporate Visual Aids if You Are Allowed to Do So Not every speech needs visual aids, and your assignment does not always presuppose that you should use them. However, when used cleverly and in coordination with the speech itself, they can greatly increase the effect of its delivery, especially when dealing with complex topics. Nutrition and dietary science, being a health-related discipline, can also benefit from various visual representations of how changes in nutrition positively and negatively affect human body. Before you start designing your slides, decide which tool you are going to use – today one has access to plenty of alternatives to PowerPoint. However, use visual aids sparingly and do not make them the centerpiece of your performance. The speech is primary; slides should simply illustrate your point from time to time, lest they draw attention from you and your delivery. 5. Check if the Tone of Your Speech Is Consistent Or, if it changes at certain points, make sure it follows your design. Incongruous tone can harm your credibility and make the entire speech sound weird and disjointed. The tone is defined by many things: your choice of words, the kinds of rhetorical questions you address to the audience, even your body language. This means that you should bring both verbal and non-verbal aspects of your speech in accordance with your tone. We hope that after reading this guide you will have no further questions about writing speeches in nutrition and dietary science – our writers have already thought about everything for you!