Comparing and Contrasting Two Characters Essay

There are different types of characters. Some are protagonists, and some are antagonists. Two antagonists, General Zaroff from â€Å"The Most Dangerous Game† and the king from, â€Å"The Lady or the Tiger?†, can both be compared.These two characters are similar yet different in their nature, or personality, actions, and attitudes. These characters are both similar and different at the same time. Zaroff and the king are similar in many ways. They are both fair people. Zaroff and the king are both straight forward with people. They are both smart by the way they plan things. These two characters are both similar in more than a few ways. These two characters have a few differences despite the many simmularities. For one, Zaroff chooses to hunt people if they don’t join him, while the king doesn’t let criminals choose to be free or not. The king lets criminals pick their own fate, but Zaroff will still kill the people even if they join him. Zaroff is relaced while the king is strict. There are a couple distinct differences between these two characters. I prefer Zaroff rather than the king. One reason is that Zaroff is more relaxed. Zaroff also thinks ahead of other people. Overall, Zaroff is a keen antagonist. These are the reasons why I rather him than the king. The king anf Zaroff are both antagonists that are similar yet different. In my opinion Zaroff is more laid back than the king. The king in my opinion is more fair. These two characters are both kind by letting people choose their fate. These people are not only similar but are also different.

Gifted Children and Poverty Sociology Essay

Gifted Children and Poverty Sociology Essay Gifted Children and Poverty Sociology Essay Gifted Children and Poverty Sociology Essay Poverty is the universal issue, which is affecting many areas of life in the zones of political and economic instability and in emerging and developed countries. In particular, poverty may be the most important factor impacting attainment of high achievements in education amongst other student differences. While not all schools have students of diverse ethnicity, race, and religion background, almost all schools would have some students who are living in poverty conditions. Hence, there is a need to give individual support to high-ability, low-income students (Burney Beilke, 2008). This topic is important to research because poverty is not so easily identifiable as a factor in the field of gifted education. There are numerous research studies on the impact of such elements as ethnicity, race, gender, cultural background, language, or school location on students’ high achievement. The importance to research the topic of the paper lies in the fact that it is not easy to identify prospective high-achieving students who, in addition, may be living in poverty. This is detrimental to the principals of equal opportunities given in education and the complication is that poverty may have a high impact on students’ performance. This research can be justified by its practical use in classrooms, in particular, supporting the belief in one’s own ability to master tasks, which can be influenced by motivating activities. It is very important to give stimulation in order to boost confidence of gifted students in poverty, for instance, by giving them challenging tasks. It has been determined that for those students who demonstrate high ability, their personal beliefs of own competence are often at the core of gaining motivation and, therefore, leading to exercising control in achieving high performance (Burney Beilke, 2008). The Impact of Poverty on Students’ Achievement The up-to-date research in the area of the impact of poverty on gifted students’ achievement contains philosophical beliefs and empirical research applicable to the issue. It also contains recommendations to help teachers boost the confidence of gifted youth and ensure the equity of education as an important part of equity in the democratic society, which nurtures its future. This analysis is particularly relevant in the field of gifted education. For the purpose of this research, four current scholarly articles have been selected, summarized, and analyzed. Burney and Beilke (2008) have focused on the definition of poverty as it relates to various areas of family life and argue that its implication is by far broader than purely financial limitations. The case under analysis is comprised of a socially underprivileged locality school with statistically 65 per cent of students living under the established poverty line and almost 100 per cent of students of Afro-American background. These students were given a chance to attain a cost-free college education, but only under the condition that they successfully graduate from school. Surprisingly, the outcome of such program was far from expected: in that particular year less students successfully graduated from school in comparison to the previous years (Burney Beilke, 2008). Some of the limiting circumstances, which are directly connected to poverty, have been identified in relation to gifted students with the main one being limited access to the resources that are required to build foundational skills for successful further studies and motivation. This refers to financial resources and common family interests and moral support required to support gifted children. In the ethnically and culturally diverse community, the myth of difference in values in different cultures may prompt an unnecessary belief and stereotype that a representative of certain cultural background places less value on education and success, which may lead to overlooking gifted children from those cultures. It is interesting that the findings of Burney and Beilke of Ball State University (2008) are confirmed in the earlier research of Baldwin of Connecticut State University (2004), precisely that children from poor households are underrepresented in the state and school Gifted Program s and various rigorous courses. Baldwin refers to the professional magazine Gifted Child Quarterly where there was an ongoing discussion and dialogues devoted to the lack of culturally diverse and underrepresented community groups’ students over the past five decades. Although this clearly demonstrates that there is a major concern about this issue, there was only a superficial analysis of many influential issues and variables. These issues can be grouped into three major topics: identification and selection of gifted students, curriculum and programming, and the choice of teaching staff along with their professional development (Baldwin, 2004). Baldwin has conducted a case research with the outcome, which has largely undermined the scoring of IQ and overall attitudes existing in education towards underprivileged children. This case study has shown the outcome of stimulating students in the classroom on the basis of 100 per cent Afro-American group of students who previously did not reach the IQ score of gifted students. It has turned out that the research has undermined the validity of IQ scores results, which basically determines if students are gifted. In this particular case, 24 students were identified who would not have been admitted to a Gifted Program, but for the teacher who would have advocated them by recognizing their potential and developing a motivational environment to pursue their innate abilities (Baldwin, 2004). It is worth noting that this case study can be applicable to a mixed group of students, not only of Afro-American descent. The key to the research is that with the motivation, the potential of stude nts can be identified and encouraged to flourish, thus bringing them to the Gifted Program. Later in this paper, it will be recommended in what ways this motivation can be applied in the conventional classroom approach. The grey area is the approach to giftedness and conceptions about the ways intelligence is demonstrated. Students with poor background may have such talents and gifts that might manifest in other ways, which are not recognized in the system of traditional values and behaviors. For instance, some of these manifestations may be in the field of creativity and expression, but due to the student’s vocabulary choice and poor grammar and the lack of social experience, their talent may not be acknowledged as one of the indicators of their potential talent. Some of the knowledge of students from poor background like, for example, sports, music, and other culture may not be considered as a valuable knowledge. Complex domestic environment may stimulate development of negotiation and communication skills, which are used to solve problems and avoid conflict, but are not recognized in the criteria for Gifted Programs (Slocumb Payne, 2000). Even when students from poverty are placed in the Gifted Program, risks exist, which can impede on their learning and progression in these programs. Some of them are the feeling of inadequacy as compared to wealthier students, low confidence, and poor self-image and they may stay in the way of student’s academic success. Not less important is the students’ lack of financial resources to gain access to learning materials, which are necessary to perform up to the academic expectations of the Gifted Program. Social status in the group of gifted students and the fact that some of the established friends are not in this program present further constraints on the ease of access of gifted education for the poor. There are many hidden undercurrents to poverty, which are not directly obvious to teachers and they can lead to teachers trying to remove the child from the program for the benefit of a group rather than trying to make necessary adjustments. The possible lack of help a nd support from family members may be another complication when any issues need a three-way discussion with the teacher, student, and family (Slocumb Payne, 2000). Critique and Recommendations Designing a suitable Gifted Program in school is often dependable on the identified number of gifted students and, therefore, on financial and other resources. While some areas have schools with enough students to offer such special Gifted Program within the school, others may have identified a small number of their students as gifted and this may be related to the community where this school operates. Some schools may have additional pull-out hours for gifted students, which may be insufficient to address the need and not serve the purpose of the Gifted Program. Even those schools that have a full Gifted Program face challenges, in particular, in the way of support for teachers. In terms of developing the potential of gifted students, their awareness of their own high potential is required for their high performance; at the same time, it is not a guarantee of such performance. A stronger motivation is needed from teachers to help students develop and up-keep their efforts and hard work to attributing high achievements. High grades and achievement are potentially leading to the likelihood of enrolling students to post-secondary courses and further lead to improved chances for obtaining a well-paid job and overall increased earnings, thus breaking the cycle of poverty. Better education can give prospects for students to escape the limitations of poverty not only for themselves, but for their families, parents, and future generations. Strategies for success in reviewing the Gifted Education Program include the importance of early identification and intervention in the overall improved general school program, changed perceptions of intelligence, and allowing for more flexible access to Gifted Programs. On an individual level, developing strength and resilience of students who are prepared to exercise high efforts and commitment along with attracting and recognizing the important role of the family support are important points to be stressed in the improvement of the Gifted Program strategy. Along with recognizing the need for improvement of the Gifted Education policy, the following recommendation can be made in the existing programs: Ensure effectiveness of identification and then placement of students from minority groups and possible preparatory classes for gifted programs; Review flexibility of teaching strategies and curriculum design, which would be the most effective for students from various cultural backgrounds; Involve the community in supporting poorer students demonstrating high ability; Review the current IQ tests and, possibly, remove its major role as an indicator for the giftedness; Review the role of creativity as one of the assessment tools for high potential identification. It should be said that poverty is the world issue and it will undoubtedly take many years to be resolved. The new globalized environment has brought along the faster pace, increasing technical progress and making the world smaller with integrated borders. One of the benefits of globalization is the fact that it has increased wealth, however, not for everyone and not everywhere. The existing poverty generates poor nutrition, poor hygiene living conditions, less employment chances, and more diseases. In the social sphere, which can also be evident in schools, children from poor background can experience bullying due to† low status† and depression, to name a few. British politician Peter Hain said that globalization presented opportunities. When well managed, it will help in driving forward efforts for building prosperity and diminishing poverty. Badly managed, it is bound to increase the gap between the rich and the poor (Cole, 2012, p. 7). Educators have to put their best efforts in order to help reduce this gap between the rich and the poor on the foundation level.

Arrhenius Acid Definition and Examples

Arrhenius Acid Definition and Examples An Arrhenius acid is a substance that dissociates in  water to form hydrogen ions or protons. In other words, it increases the number of H ions in the water. In contrast, an Arrhenius base dissociates in water to form hydroxide ions, OH-. The H ion is also associated with the water molecule in the form of a hydronium ion, H3O and follows the reaction: acid H2O → H3O conjugate base What this means is that, in practice, there arent free hydrogen cations floating around in aqueous solution. Rather, the extra hydrogen forms hydronium ions. In more discussions, the concentration of hydrogen ions and hydronium ions are considered interchangeable, but its more accurate to describe hydronium ion formation. According to the Arrhenius description of acids and bases, the water molecule consists of a proton and a hydroxide ion. The acid-base reaction is considered a type of neutralization reaction where the acid and base react to yield water and a salt. Acidity and alkalinity describe the concentration of hydrogen ions (acidity) and hydroxide ions (alkalinity). Examples of Arrhenius Acids A good example of an Arrhenius acid is hydrochloric acid, HCl. It dissolves in water to form the hydrogen ion and chlorine ion: HCl → H (aq) Cl- (aq) Its considered an Arrhenius acid because the dissociation increases the number of hydrogen ions in the aqueous solution. Other examples of Arrhenius acids include sulfuric acid (H2SO4), hydrobromic acid (HBr),  and nitric acid (HNO3). Examples of Arrhenius bases include sodium hydroxide (NaOH) and potassium hydroxide (KOH).

How to Remove Rust Stains

How to Remove Rust Stains Rust stains can be a challenge to remove because the stain consists of tiny iron oxide particles, plus some treatments actually set the stain rather than remove it. Use a little chemistry know-how to successfully remove a rust stain. Materials You Will Need Lemon or lemon juice and table saltOr mild dishwashing soap and ammoniaOr a commercial rust-removal product Instructions for Removing Rust Stains First, do not make the stain worse by applying chlorine bleach as this will react with the rust and may intensify the discoloration.Remove as much of the rust stain as possible before applying a treatment.Follow the instructions on the package if you are using a commercial rust-removal product.Squeeze lemon juice onto the stain so that the spot is thoroughly saturated.Sprinkle salt onto the lemon juice.Allow the salt and juice to react with the stain for 24 hours. Refresh the lemon juice to keep the spot damp.Blot the stain (do not rub, as this may damage the fibers).Rinse the spot with cool water. Repeat the process if needed.Another method is to apply a mixture of 1/4 teaspoon of mild liquid dish soap in 1 cup of warm water. Thoroughly saturate the stain and allow the solution to react for at least five minutes. The surfactants in the detergent will help to lift the rust particles.Blot the stain with a clean white cloth or paper towel and rinse it with cool water.Repeat this proces s until the stain is removed or until no more discoloration is picked up by the cloth. Thoroughly rinse the spot with water to remove all traces of cleaning solution.If the rust stain persists, saturate the stain with a solution of 2 tablespoons of ammonia in 4 cups of warm water.Blot the spot with a white cloth or paper towel.Rinse the spot with cool water.For carpeting or upholstery, layer clean cloths or paper towels over the spot to remove any moisture.

Intangible Assets Management and Evaluation Essay

Intangible Assets Management and Evaluation - Essay Example The present research has identified that identification of an intangible asset is possible if it attains a specific criterion. The criteria used in the recognition of these assets involve a demonstration by the entity that the item meets the outlined definition of an intangible asset and the recognition criteria. Intangible assets that meet the relevant criteria are measurable at cost, subsequently measured at cost or using the revaluation model and amortized on a systematic basis over their useful lives. However, intangible assets with indefinite useful life are not amortized. Examples of assets that may remain classified as intangible items include trademarks, patents, fishing licenses, and computer software and import duties. An asset is identifiable when it is transferrable separately, rented, exchanged or licensed. An intangible asset is recognizable if there exist probability of expected future economic benefits related to the asset will flow and entity or cost of the asset tha t is measurable reliably. Most often, it is confused how intangible assets can be classified as non-monetary when valuing them in the financial statements. In the definition, items such as cash, bank deposits, and trade receivables are monetary assets and remain excluded. In addition, brand image and goodwill are intangible assets instances that need separate identification before inclusion as business assets. Where there exists external acquisition of goodwill and brands, their cost and existence remain identified and capitalized. Internally generated goodwill is not recognizable as an asset since it is not distinguishable from the business. Moreover, goodwill does not arise from contractual or other legal rights. Its cost cannot remain measured reliably.

Personality Development Essay Example | Topics and Well Written Essays - 750 words

Personality Development - Essay Example Similarly, if a person lacks the cognitive abilities by nature, that is, if there is some inherited mental deficiency, development will be at stake. Cognition, by virtue of its definition, plays the most vital part in developing an individual's personality. Moreover, evolution, genes, and environment are three other factors that highly contribute to the development of personality. It is not only the history of humankind and its birth but also the type of environment they are exposed to which shape an individual. As far as aggression is concerned, it takes its roots from all three factors. Evolution can lead to the appearance of aggressive personalities if relying on the trait of aggression for human survival is deemed necessary and vital for sustainability. If in the past, people who were more aggressive succeeded in sustaining themselves better, it is an evidence of a high proportion of aggressive personalities present today. Furthermore, it is also certain that an individual's pers onality is also a result of their genes. ... Circumstances in life, which an individual faces and the demands of those situations are best, reflected in the type of their personality. For a child, the parents are the best role models. In that, they shape the child's personality through different ways and interactions. For example, if a child's parents appreciate their time management, innovative drawings, or projects and encourage them to opt for newer challenging tasks, the child will be high on conscientiousness. Moreover, if those parents encourage behavior such as public speaking, socializing and deter them from introversion, the child will grow up to be an extrovert. Behaviors encouraged by parents, tend to be repeated and become a part of the child's personality. Self-efficacy is another important factor that plays a part in shaping an individual's personality. Basically, ''self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave... A strong sense of efficacy enhances human accomplishment and personal well-being in many ways'' (Bandura, 1994). A person is rightly defined by their level of self-belief. If a person lacks the desired self efficacy, it is very likely that they will be adversely effected by the minor challenges in life or certain tasks and will not be able to cope up to achieve desired goals. Such behaviors lead to a weak personality that is easily discouraged and deterred by trivial problems. However, individuals who possess a strong self-efficacy can be seen as those with stronger personalities, those

Employee involvement. Do employee involvement programs improve Essay - 3

Employee involvement. Do employee involvement programs improve organizational performance Discuss with reference to a minimum of four empirical studies - Essay Example This study seeks to identify the relationship between gun ownership and the crime levels in various countries of the world. The study classifies crime levels as either serious or less serious and this it explores in relation to gun ownership. It can be obviously concluded that gun ownership tends to increase the chances that it will be used inappropriately in some instances and result into more serious crimes as compared to a situation where the guns are not easily available. This paper examines the rates that such incidences have been involved and the seriousness of the crime by using the available data. From this perspective, it is true that crime levels will be serious in instances of gun ownership but this leaves behind the ownership status whether legal or illegal, (Bruce Wilcox, 1998). Gun licenced users need to be assessed their state of mind among other things before they are offered with the right to use such powerful weapons, (Draper,1981). According to Fessenden (2010), the legal side of gun ownership is a veritable snake pit of good and bad where all the gun owners need to take a crash course. This course is intended to reduce the incidences that are associated with gun misuse whether privately or in public places. Hence the various states that allow gun ownership have different laws that need to be adhered to enable minimisation of casualties to gun victims. This research needs to put across the ideology that there is the necessary training when awarding gun ownership licences in its detailed gun ownership concerns. There is a general assumption in this research that guns facilitate the violence witnessed in majority of the crimes reported in the better parts of the European countries. It is the general assumption of this study too that the European countries discussed are having stringent measures to ensure that the guns available to the