Guidance and Support to Meet Learning Needs Essay

Guidance and Support to Meet Learning Needs - Essay Example This research will begin with the statement that special needs are requirements that occur naturally in people thereby necessitating particular attention on them. They may be psychological or medical. They usually lead to problems in learning for students. The difficulties that such students experience in learning is normally not associated with mental disability. The students possess a certain degree of intelligence, but their brain may fail to register information in the desired manner, thereby making it difficult for them to grasp information fast especially in learning institutions. Nevertheless, they are capable of studying and succeeding in academics. There are many characteristics that are exhibited by students with learning disability. These can be helpful to the teachers while trying to identify the students with special needs. The students occasionally fail to pay attention for a long period and are easily diverted by external occurrences beyond the classroom. They are norm ally forgetful and have problems of time consciousness. It is therefore difficult for them to make a proper time plan. The problem can also be exhibited in their inability to write legible handwritings and their reduced capacity to read. They usually omit some words while reading as well as pronouncing some letters incorrectly. This may be attributed to their inadequate coordination of the eyes and the hands. Understanding and adhering to instructions is usually difficult with a poor reasoning capacity, and therefore they fail to make sensible objectives.

Unauthorized Sale Of Starbucks In Japan Essay Example | Topics and Well Written Essays - 1000 words

Unauthorized Sale Of Starbucks In Japan - Essay Example Previous record of the company indicates that, 'a customer would buy at any given time was 66 cases and majority of the buyers would only buy 1 to 11 cases to an order' (Black Market Sale). Black Market has been real issue for the brands of international standards and repute. IN the case of Star Bucks, the brand although is not considered to be brand of international repute, however the product of the company has been black marketed, it was reported to the company's scheduler through an email that the product of the company were being sold unofficially in Japan, the informer was official of brand protection for Beam Global, the function of the protection company was to keep an eye on the sales of different products in the international market, and in case of any malpractice, the practice was reported to the company authority. Star Bucks was although selling its brand to different countries, but it was surprisingly to observe that the products of company was being sold in Japan, a country where the company never distributed its product. It was reported to the company's official that, different products of the company including Starbuck Coffee and Cream Liqueur that were being produced in company's private industrial unit in Frankfurt, were being sold in Japan illegally. The company has previously no direct contact with any of the distributor in Japan, and the company was not authorized to sell or market their product in Japan, it was therefore complete interference in the company's production and distribution department, and it was doubted that the company's personal authority and black marketer must have purported the plan and execution of this illegal practice. The company official had the task to revamp the case and locate the responsible official or means involved in this malpractice. The case of the company was personally handled by the scheduler. COURSE OF ACTION After the intimidation of the corrupt practices with reference to the distribution on the product in the unauthorized region, the scheduler ceased the production facility of those particular brands on immediate notice. The scheduler took the Plant Manager and the Manager Operations into confidence prior to taking any such step, and all steps were taken after taking both the controlling authorities into confidence. The company officials stopped all production facilities, and instructed the employees not to involve or associate themselves into any production related activity for short period of time. The company officials decided to review the previous shipment lists for the particular interval, during which the email was sent. The employees were requested to involve themselves into gathering and maintaining the lists of all the shipments that have been made by the company to their local and international customers. The company officials wanted to apply this method so as to trace whether shipment to Japan has been made on record or not. EVALUATION OF THE COURSE OF ACTION

Theories of myth

Theories of myth Mythology involves sociological or even philosophical the studying of myths. Myths involve characters such as supernatural heroes or gods. Within sacred stories, the characters involved are priests and rulers. Myths have been used extensively in explanation of the world formation and establishment process of taboos, customs and institutions (Csapo, 2005). Scholars have been trying to explain myths in the past decades using theories. Claims by Euhemerism theory have demonstrated myths to be fuzzy accounts of authentic or real historical events. According to Csapo (2005), explanations show that storytellers carry out repeated elaborations upon historical measures. Such repetitions made the myth figures to gain the position of gods. For example, a wind-god development emanating from a kingly historical account, teaching his followers on wind-interpretation and use of sails. Prodicus and Herodotus made such claims in the 5th century BC. The origin of this theorys name is from the 320 BC novelist called Euhemerus. This novelist made claims of the Greek gods evolving from legends humans. Explanations of allegory theory suggest that myths started as allegories. For example, in relation to one theory myths started as natural phenomena allegories. For instance, historically representation of Apollo was fire while Poseidon represented water, among others. Another theory explains that myths started as allegories of spiritual or philosophical concepts. For example, Athena represented wise judgment, while Aphrodite represented desire. Sanskritist Max Muller in 19th century believed that myths originated from nature, but came to be literally interpreted gradually. For example, poetry described a sea to be raging and literally this was taken to interpret the sea as a raging god. Personification theory as explained by some scholars, myths originated from personification of forces and objects which are inanimate. In their regard, these scholars observed people of ancient days worshipped natural phenomena such as air, fire. With time this described the natural phenomena as gods. For example, mythopoeic thought described ancients to observe things as persons but not as mere objects. Thereby, they described events of nature to be actions of natural gods, hence myths evolution. Cosmogonic or creation myths relates to supernatural stories giving explanations to humanity, life, earth or universe existence (Csapo, 2005). Generally, myths tend to broadly share the same themes. Myths commonly involve fractioning of worldly things from primordial chaos. Such aspects include father and mother separation gods or emergence of land from an infinite and from timeless ocean Among the Finnish, people believed that the world was made from a broken egg. Descriptions reveal that a bird was flying over the sea as it searched for a place set-up her nest and lay eggs. The birds search was futile everywhere. The only thing in existence was water. After that, the bird identified the 1st dry place to some it was a boat, others it was an island, and others a floating body such as a wizard. However, the dry place was unstable to set-up a nest hence a large wave broke those eggs, their parts being spread all around. Upper part of the egg formed the sky, yolk formed the sun and lower egg parts formed the earth. The first human being was vainamoinem born to air maiden Ilmatar impregnated by the sea. Vainamoinem gave orders for trees plantation and initiated the human culture. This myth relates to the allegory theory which explains representations of natural phenomena (Csapo, 2005). Upper part of the egg in this myth represents the sky yolk represents the sun while the lower part represents the earth. The allegories here are the sun, the sky and the earth. On the other hand, among the Hindu, universe existence is governed by Trimurti of brahma. Brahma is the creator Vishnu is the sustainer while shiva is the destroyer. The first Avatar generated from water. Hindus believe universe creation originated from the word Aum. The word stands for the sacred sound uttered by every person during birth. Their belief states that creation cycle has no beginning, neither preservation nor destruction. A Brahmas day takes 4.32billion years and the night too. Their belief is that nights and days follow in cycles. To them time is represented as Kala. This Hindu myth relates to the euhemerism theory where people try to explain the existence of natural phenomena (Csapo, 2005). The Hindus have applied the historic events, explaining each occurrence with natural phenomena. As this myth continues to be told repetitively, the myth figures have developed to take the positions of gods. In this reference, the Hindus god is Brahma emanating from Hindus accounts t o historical events, explaining where the universe originated from. In conclusion, as drawn the discussion, I believe that myths have been associated with several purposes. Myths are believed to shape or establish behavior models. Figures of myth are normally sacred hence positioning them playing the role models on humans. Similarly, myths uphold current social institutions and structures. Myths serve the purpose of justifying social customs in claims that sacred beings established them. Additionally, myths act as a good source of entertainment and also providing human beings with experiences which are religious in nature. Myths unraveling repetitions detaches people from modernity to mythical era presenting them nearer to the Devine. For example, a society can reenact healings done by gods in ancient days in order to heal an individual in the present. References Csapo, E. (2005). Theories of mythology. London, UK: Wiley-Blackwell Publishers.

Meaning of life Essay -- essays research papers

The True Meaning of Life What is the meaning of life? Well known Greek philosphers such as Socrates and Plato believed that our purpose in this life was to gain knowledge in preparation for the next life. Other Philosophers such as Epicurus believed that pleasure is the main goal in life. After giving these ideas lots of thought, I have come to my own conclusion that the true meaning of life is far more complex than either of these; far too complex for any human to fully comprehend. In fact these two different philosophies are only part of the grand picture. If it were that easy for men to figure out our lives wouldn't be so messed up now. The meaning of life revolves around many different things. I think these things include: self-understanding, development of mind and soul, and an afterlife. According to Epicurus, pleasure was the meaning of life. His ideas of life were completely opposite of Plato. Epicurus, in my opinion was a little bit niave and narrow minded in his view on the subject. He would say that the meaning of likfe was to experience pleasure until the end of your existence. He did not believe in an afterlife or that a person had a soul that lived forever. He just thought when you are gone that's it. I disagree with all of that because I have many religious beliefs from which I derive the meaning of life. One of these beliefs is that there is life after death, and that there is one supreme being of the universe. This goes back to Aristotle's first mover theory. I would however agree that life is a balancing act between pain and pleasure; or good and evil. You can't have one without the other. For every thing in existence there is always something of opposition. Another ancient Greek philosopher was Socrates. Socrates said "the unexamined life is not worth living." I agree with this in a sense that if you can't look back at your life and be proud of your accomplishments, then everything that you ever did was in vain. You have to be able to look at the mistakes you have made and be able to learn from that or you are doomed to repeat those mistakes. Maybe on a deeper level Socrates might have been talking about analyizing the purpose of one's life. This in my opinion is just as important. I feel that in order for me to succeed in life I ha... ... of these different philosophers are not necessarily inaccurate, just incomplete. All peices to a puzzle that I have no way of fully figuring out. Socrates spoke of a higher good to be achieved. Nobody has seemed to accomplish this yet in life. There are so many obstacles that we face as we try to achieve a higher good. Many of these are based in the fact that we are human beings, and because of that are flawed by the ways of our culture. Things such as self-doubt, worry, ignorance, and the values put into our heads since the day we were born all are road blocks on our way to a higher level. Also being human beings makes vulnerable to the ways of the world around us, so it is not easy to block these things out of our lives. In a summary I believe this life to be stage in which we are to develop our minds, bodies, and souls to their highest potential in preparation for the afterlife. A person living by this philosophy would probably become a genius or great thinker. But like Eupic ures, Aristotle, Socrates, and Plato I could only form my own opinions of the subject. There isn't anyway for me to figure out whether I am right or wrong. Only God could ever really know the true meaning.

How Does the English Language Vary at Individual?

How does the English language vary at individual, societal and international levels? English has become the first `truly global language` (McCrum et al. , 2002, p. 9). As a result of advances in technology and transport, varieties of English have spread throughout the world. This internationalisation has been described by Shreeve as an `identified phenomenon` (1999, p. 1). English now underpins the lives and cultures of a broad spectrum of people, with one in four people in the world now fluent users of English (Crystal, 2002, p. 10).Language involves making meaning and individual identity. It has been defined by Emmit et al. as mediating `between self and society [†¦], a way of representing the world to ourselves and others` (2006, p. 17). There are strong links between how individuals use different varieties of English and the social implications of why they do so. According to Swann: `Language varieties are not simply linguistic phenomena. They carry important social meanings ` (2007, p. 11). Many social factors have affected the English language, leading to the numerous varieties that are recognised and used today.Variety can be seen in the way every individual uses the English language, the interaction between social groups and in the way different countries are utilising the language. The numerous dialects in use in the UK demonstrate the diverse nature of the English language. Dialects include variations in syntax, morphology, lexicon and phonology. It has been argued from a prescriptive perspective, by linguists such as Quirk and Greenbaum, that dialects are not true forms of English and that there needs to be a `common core of English` (Quirk, 1972; in Kachru et al, 2009, p. 513).This is the pure and stringent form known as Standard English, which is traditionally linked to educated society. Standardisation consists of `language determination, codification and stabilisation` (Trudgill, 1992, p. 117). It is a model to be consulted; a unified code to refer to. Standard English is a publicly recognised, fixed form, a mastery of which affords `social and educational advantages` (Eyres, 2007, p. 16). It was formed by a particular social group, the group with the highest degree of social capital (Bourdieu, 1986, pp. 241-258), power and prestige (Rhys, 2007).Rhys, however, perceives that Standard English is a `social dialect` (2007, p. 190) and argues that it is not superior to other dialects (Rhys, 2007). Labov states that: `all languages and dialects should be viewed as equal in terms of their ability to communicate` (1969; in Bell, 1997, p. 241). While a standard form of English can be seen as a social and communicative necessity useful for educational and international affairs, vernacular forms should not be discounted or regarded as inferior. Dialects represent a smaller locality and are therefore more personal.A relevant example is the use of dialects in regional BBC news broadcasting. While the national news is presented in S tandard English, a code with a particular grammar, pronunciation and register, the BBC’s regional programmes showcase a local identity that cannot be found in national broadcasting. Interviewees and `talking heads` often have strong regional accents and speak in the dialectal forms familiar to their viewers. The regional programmes are personal to their audience and emphasise the benefits of language variation. Dialects represent social bonds and form because of linguistic choice.The formation of dialects has been explained by Freeborn: `Different choices were made among the varied speech communities forming the speakers of English in the past. These choices are not conscious or deliberate, but pronunciation is always changing, and leads in time to changes in word form` (1993, p. 43). The English language has fragmented into pockets of dialect due to social difference and geography. This is a microcosm of how international languages form; distance causes change. Freeborn beli eves that `all dialects of a language are rule-governed systems` (1993, p. 0). All vernaculars are consistent, although they may not have the written grammar core (Quirk, 1972; in Kachru et al, 2009, p. 513) that Standard English can boast. There is great variation in dialect throughout the United Kingdom. In 1921, Sapir classified his notion of `dialect drift`. He explained how `language moves down time in a current of its own making. It has a drift` (1921; in Rhys, 2007, p. 2007). This idea relates to how language evolves; lexical and phonological elements are absorbed and new dialects are formed.However, while language is ever-changing, it is apparent in some cases that dialects are actually becoming more similar. This is defined by Rhys as dialect levelling (2007); when `regular contact between speakers of different dialects [causes them to] lose linguistic features of their dialect` (2007, p. 204). In the modern world this levelling process is a consequence of improved transpor t links, migration and the growth of media and broadcasting. The urbanisation of the UK means that rural areas are not as isolated from cities as they were when Sapir wrote of a dialect drift.Advances in technology and industry mean that the boundaries of dialect, known as `isoglosses` (Freeborn, 1993), are being broken down. People within dialect boundaries hear more varieties of English than they used to, so they naturally accommodate words and pronunciations into their speech. This process of change, however, occurs over a long period of time. Therefore, making sweeping statements about the future of dialects is difficult. Major changes to language and dialect will not be visible for decades.Different speech communities will always make different language choices (Freeborn, 1993), so there will always be regional variation. While language varies because of social groupings, there is also great variety within the speech patterns of an individual. Cheshire has found evidence that ` speakers continually reassess the context and adjust their speaking style accordingly` (1982, p. 125). People alter the way that they speak depending on the person or group that they are speaking to, the location that they are in, the type of conversation and the topic being discussed (Swann and Sinka, 2007).Bell is adamant that the `person or people you are speaking to will have the greatest effect on the type of language you will use` (1991; in Swann and Sinka, 2007, p. 230). He believes that the presence of another person or group causes people to change their linguistic code. This is known as the theory of `Audience Design` (Bell, 1997, p. 240). People feel the urge to fit in and adapt their language to meet their social and psychological needs. Audience Design can also be related to the idea of language performance (Hodge and Kress, 1988). People take on a variety of roles in their conversations due to a feeling of being atched and critiqued. Swann and Sinka perceive that `spea kers can be seen as relatively creative designers of language` (2007, p. 255). Language is a creative medium, in which the performer changes their approach depending on the recipient. The way that we utilise language and make choices suits our individual discursive requirements. People improvise with language as they try to adapt to new linguistic codes. Individuals feel the need to inhabit certain conversational personas and to adopt the linguistic features of their interlocutors. This phenomenon is an element of `Communication Accommodation Theory` (Giles, 1971).Giles and Powesland explain that accommodation can be `a device by the speaker to make himself better understood` (1997, p. 234) and that it can also be regarded as: `an attempt on the part of the speaker to modify or disguise his persona in order to make it more acceptable to the person addressed` (1997, p. 234). The concept of disguise is often associated with deception, but the linguistic adaption proposed by Accommodat ion Theory derives from constructive ideals. The ability to alter and weave linguistic codes in different situations is a socially integrative mechanism.Variety in an individual’s use of language exists to meet the expected communicative requirements of society. The English language is forever evolving and is gradually becoming a global language. This is due, in part, to globalisation. Contemporary globalisation is often associated with the ‘shrinking’ of time and space. This has affected international trade and industry and also the way that the English language is used at global level. Rapid developments in technological and digital communications have led to the description of the world as a global village (Hollis, 2008, p. 38). As the world becomes theoretically smaller, the development of English as a global language mirrors how our own standard form has developed in the UK. The world requires a stable and recognisable common code for effective global commun ication in sectors such as business, science, politics and commerce. It could be argued that both Standard English and a new international standard are impersonal varieties of English. These language forms are functional; a means to an end, whereas dialect and variety within a country could be seen as representative of a more personal identity.Crystal perceives that there are the `closest of links between language dominance and economic, technological and cultural power` (2003, p. 7). In the case of English developing into a global language the dominant force is the USA, which holds economic and political power. Due to the global position of the USA, countries which hold a lower international status are driven to adopt the English language. It appears that a universal, international standard is developing from an `urgent need to communicate at world level` (Crystal, 2002, p. 11).An example is Kenya, which holds English as a joint official language with Swahili. While English is `not necessarily welcomed`, it is learnt in Kenyan schools and `enjoys a high status` associated with social and economic success (Heardman, 2009, p. 20). The Kenyan adoption of the English language demonstrates a need for their country to function in an international realm. There are opposing views on the idea that English should become the first global language. Some see it as an encroachment on culture and diversity, while others regard it as imperative to communication in a modern world.In 1994, French legislation was passed in order to halt the advance of English into French language and culture. The `loi Toubon` (named after the Minister for Culture, Jacques Toubon), called for a ban on: `the use of foreign [English] in business or government communications, in broadcasting, and in advertising if â€Å"suitable equivalents† existed in French` (Murphy, 1997, p. 14). This law was a linguistic intervention, an attempt to prevent the fragmentation of the French language and to retain national identity. In this case, the `borrowings` (Dubois et al, 1973; in Swann, 2007, p. 4) that the French language had taken from English were becoming too frequent and were seen as being detrimental to France’s status as a historical and international power. The arrival of the internet, however, led French lawyer Thibaut Verbiest to enquire: `How can the Touban law be applied to internet sites created in languages other than French, that may be needed for the discharge of someone’s duties? ` (2005, in Swann, 2007, p. 37). As France and other countries have discovered, the adoption of the English language for global means is a modern, national necessity.The positive effects of English are apparent in other countries around the world. In India: `English acts as a levelling rather than divisive agent, smoothing out the intra-vernacular conflicts of a multi-lingual nation` (Chakrawarti, 2008, p. 39). While language variety in every country is vital to culture an d national identity, English as an international language offers a common form to be consulted and utilised. Evidence that a global language does not encroach on national identity can be seen in forthcoming changes to the English National Curriculum.Andalo reports that: `from 2010, it will be a compulsory part of the National Curriculum for children from the age of seven to fourteen to study a modern foreign language` (2007). The English government holds foreign languages in high regard and sees them as vital to a rounded education. The English language is a stabilising force, rather than a dominating one. The evolution of global English is linked to linguistic `stabilisation` (Trudgill, 1992, p. 117); a question of international need in a digital age, rather than a means of eliminating international language diversity and national identities.Language helps us to form ideas and process information on an individual level. It gives us our identity and allows us to make meaning within our social groups. Language will develop further as globalisation continues, as we strive to share meaning and communicate internationally. Crystal has suggested the idea of a `universal bidialectism` (2002, p. 294). His perception is that: `We may all need to be in control of two Englishes – the one which gives us our mutual or local identity, and the one which puts us in touch with the rest of the human race` (2002, p. 284).However, it could be suggested that we will be universally tridialectal. There is the descriptive regional variation within our national language, the prescribed standard form required for educational purposes and then the newer globalised form of English with which we communicate with the world. The evolution of the English language will derive from international necessity, but will not eliminate the fact that language always returns to the individual and their place in the world. List of References Andalo, D. (2007) All Primary Schools to Teach Foreign Languages by 2010. Online]. Available at: http://www. guardian. co. uk/education/2007/mar/12/schools. uk [Accessed: 2 November 2009] Bell, A. (1997) ‘Language Style as Audience Design’. pp. 240-257, in Coupland, N. and Jaworski, A. (eds) Sociolinguistics: a Reader and Coursebook. Basingstoke: Palgrave Macmillan Bourdieu, P. (1986) ‘The Forms of Capital’. Handbook of Theory and Research for the Sociology of Education. 24 (1) pp. 241-258 Chakrawarti, P. (2008) ‘Decolonising and Globalising English Studies: The Case of English Textbooks in West-Bengal, India’.English in Education. 42 (1) pp. 37-53 Cheshire, J. (1982) Variation in an English Dialect: a Sociolinguistic Study. New York: Cambridge University Press Crystal, D. (2002) The English Language: A Guided Tour of the Language. 2nd edn. London: Penguin Books Ltd Crystal, D. (2003) English as a Global Language. 2nd edn. Cambridge: Cambridge University Press Emmit et al. (2006) Language and Lear ning: An Introduction to Teaching. 3rd edn. Oxford: Oxford University Press Eyres, I. (2007) English for Primary and Early Years: Developing Subject Knowledge. 2nd edn.London: SAGE Freeborn, D. (1993) Varieties of English: An Introduction to the Study of Language. 2nd edn. Basingstoke: Macmillan Giles, H. (1971) ‘Patterns of evaluation in reactions to R. P. , South Welsh and Somerset accented speech’. British Journal of Social and Clinical Psychology. 10 (1) pp. 280-281 Giles, H. and Powesland, P. (1997) Accomodation Theory pp. 232-239 in Coupland, N. and Jawowski, A. eds. (1997) Basingstoke: Palgrave Macmillan Heardman, K. (2009) An Introduction to Linguistics – The Study of Language. [PowerPoint Presentation].Faculty of Education: University of Plymouth Hodge, R. and Kress, G. (1988) Social Semiotics. Cambridge: Polity Press Hollis, N. (2008) The Global Brand: How to Create and Develop Lasting Brand Value in the World Market. Hampshire: Palgrave Macmillan Kachr u, B. (2009) The Handbook of World Englishes. Oxford: Wiley-Blackwell McCrum, R. et al. (2002) The Story of English. London: Faber and Faber Murphy, C. (1997) ‘The Spirit of Cotonou’. The Atlantic Monthly. 279 (1) pp. 14-16 Rhys, M. (2007) ‘Dialect Variation in English’. pp. 189-221, in Graddol, D. t al. (eds) Changing English. Abingdon: Routledge Shreeve, A. (1999) `The Power of English`. English in Education. 33 (3) pp. 1-5 Swann, J. (2007) ‘English Voices’, pp. 5-38, in Graddol, D. et al. (eds) Changing English. Abingdon: Routledge Trudgill, P. (1992) ‘Standard English: What it Isn’t’. pp. 117-128, Bex, T. and Watts, R. (eds) Standard English: The Widening Debate. London: Routledge Swann, J. and Sinka, I. (2007) ‘Style-Shifting, Code-Switching’. pp. 227-269, in Graddol, D. et al (eds) Changing English. Abingdon: Routledge

In the Lake of the Woods by Tim O’Brien: Theme Analysis

Tim O’Brien’s In the Lake of the Woods is centered around the mysterious disappearance of Kathy Wade. Mysterious is the key word, as throughout the novel O’Brien plays with the fine line between ambiguity and reality. Kathy’s husband John Wade, the main character, is a Vietnam veteran and former politician whose participation in the infamous Mai Lai Massacre caused his fall from grace. Following a landslide defeat in the congressional elections, Kathy and John retreat to solitude in an isolated cabin in the Minnesota woods. Here, O’Brien highlights the stress that secrecy has had on their relationship. During their retreat, Kathy disappears in the middle of the night. Their boat is missing, but there are no other clues. O’Brien does not reveal the truth behind Kathy’s disappearance; instead, throughout the novel, in several chapters entitled â€Å"Hypothesis,† he proposes potential solutions. O’Brien suggests that Kathy drowned in the lake, or John murdered her, or that she got lost on a deserted island. In the final hypothesis, which is both the most unsuspected and the most supported by the end of the novel, Kathy plans her disappearance. Weeks later, John too goes missing, and he and Kathy are together once again in an isolated world. While he leaves does not offer a conclusive verdict, O’Brien does support each theory with both evidence from John’s past and police evidence from Kathy’s disappearance. The basis of In the Lake of the Woods is the burden of secrecy and the effects of truth. Mysteries are plentiful, including John’s obsession with magic as a young boy, the hiding of the Mai Lai massacre, the deceit of politics, and the central mystery of Kathy’s disappearance. The connecting theme between all of these mysteries is that secrecy was a convenient way for John and Kathy to avoid facing the facts, but the burden of hiding the truth eventually proved to be too much. In the end, while the truth is ugly, it does manage to liberate John and Kathy. To highlight this theme, O’Brien constantly uses light imagery, namely the presence or absence of sunlight to differentiate between truth and mystery. O’Brien highlights several aspects of John Wade’s childhood to trace the mysteries that surround John back to his roots. As a child, John took an obsessive interest in magic, making frequent trips to â€Å"Karra’s Studio of Magic† to buy tricks, or illusions, as he called them. John used magic to escape from the verbal abuse of his drunken father, Paul, who frequently teased John for his weight. â€Å"After school, and on most weekends, he spent his free time down in the basement, all alone, no teasing or distractions, just perfecting his magic. There was something peaceful about it, something firm and orderly. (208) For John, magic was a way to avoid facing his problems with his father. To further avoid dealing with the alcoholism, John even tried to get rid of the liquor by replacing it with water. â€Å"Another little trick,† he said. (209) Both this trick and his magic tricks did nothing but increase the secrecy surrounding John’s turbulent childhood. When he was sober, Paul was a loving father, which is what John feverishly tried to imagine him as. O’Brien highlighted the difference between the sober Paul and the drunk Paul through the use of light imagery. John’s mother, Eleanor, said, â€Å"He’d just point those incredible blue eyes at you and you’d feel like you were under a big hot sun or something†¦Except then he’d go back to the booze and it was like the sun burned itself out. † (195) The presence of sunlight when Paul was sober and a loving father proves that that was the image that John chose to believe. On the other hand, Eleanor said the sun burned out when Paul drank. This was because John ignored this side of his father, instead opting to cover it up with magic and secrecy. In fact, John kept pictures of his father, his father’s empty vodka bottles and his father’s neckties alongside his magic equipment in his â€Å"box of tricks,† demonstrating that he had conceived an completely unrealistic relationship with his father in which magic and trickery acted as a facade to hide the drinking and verbal abuse. John was terrified of discovering the truth about his father. O’Brien explained that for John, â€Å"[Knowing] is to be disappointed. To understand is to be betrayed. † (242) While hiding the truth was convenient for John, the secrets piled up and ultimately proved to be too much of a burden. For as hard as John tried to cover up the truth, he always knew about his father’s drinking. â€Å"That was the worst part. The secret drinking that wasn’t secret,† O’Brien explained. (66) When Paul hanged himself, however, John was finally able to face the truth. He was still a child, and at the funeral he continually screamed in front of the entire procession, finally relieving himself of the burden of years of secrecy. While the truth of Paul’s alcoholism was not pretty, and was certainly less convenient to face than simply ignoring it, it was a significant relief for John. His mother explained: â€Å"I hate to say it, but it was a relief to have him out of the house. John and I, we both adored the man, but suddenly all the tension was gone and we could have supper without sitting there on the edge of our seats. † (97) Throughout the rest of John’s life, a similar process of hiding the truth and ultimately accepting it would repeat. As he progressed to the next stage of his life, as a young adult serving in the Vietnam War, John would bear a secret much heavier than his father’s alcoholism. While serving in the U. S. army, John’s battalion partook in the gruesome Mai Lai Massacre. An entire village, including hundreds of women and children, was wiped out with its inhabitants all murdered and buried in mass graves. Many victims were raped or tortured. In every reference to the massacre in In the Lake of the Woods, O’Brien purposefully describes the bright sunlight that shone over Mai Lai on that day. â€Å"In the sunlight, which shifted from pink to purple, people were shot dead and carved up with knives and raped and sodomized and bayoneted and blown into scraps. † (200) Here, O’Brien reveals the brutal truth, which is fittingly accompanied with sunlight. John, however, being quite the Houdini, would of course try to avoid the truth. John’s interest in magic continued into his adulthood. At night, obviously when the sun was down, he would perform magic tricks for his fellow soldiers, who called him â€Å"Sorcerer. † In fact, very few of them actually knew his real name. Even though John was more of a bystander than a participant in the massacre, he still refused to face the truth, even when one of his friends in the war tries to convince him that they can tell their story without repercussions. John was horrified by the massacre, and once again the terror of discovery caused him to turn to secrecy even though he obviously knew the truth. â€Å"Pure wrongness, [John] knew. He could taste the sunlight. It had a rusty, metallic flavor, like nails on his tongue. † By describing the unfavorable taste of the sunlight, O’Brien demonstrates John’s negative view of the ugly truth. Thus, similar to his use of magic to avoid facing his father’s alcoholism, John kept the massacre a secret. He was able to keep it a mystery to everyone around him until he became a politician, which fit in perfectly with the theme of In the Lake of the Woods. Like many politicians, John was an expert at manipulation, especially manipulation of the truth. He explained that, â€Å"Politics was manipulation. Like a magic show: invisible wires and secret trapdoors. † (35) But as he rose in status and ran for a seat in the Senate, it became harder to keep the secret. Much to the dismay of his campaign manager, Tony Carbo, John never even told him about the massacre. â€Å"Doesn’t say anything about the Vietnam shit—not to his wife or me or anybody†¦The guy was a magic man, keeping that stuff locked up inside, it must’ve driven him crazy sometimes. (196) Carbo was certainly correct, as the burden of keeping the massacre a secret became even worse than the truth. It affected his relationship with Kathy, who described a new darkness in his eye. When John ran for a Senate seat, the press discovered the truth about the Mai Lai Massacre. While it was horribly embarrassing for John and Kathy, they actually achieved peace with themselves. Patricia Hood, Kathy’s sister, explained Kathy’s cheerfulness during their last conversation before she disappeared. â€Å"She seemed so happy. Like she could finally relax and get on with her life. (182) John’s mood also lightened after news of the massacre broke, and he and Kathy took a vacation to the lake house where Kathy would soon disappear from. In the six days they had there before she vanished, John and Kathy were relieved and isolated from the rest of society. Throughout the novel, John and Kathy’s relationship is plagued by John’s tendency to hide the truth. Kathy is truly in love with him, but she struggles to deal with the constant lying. Early on in their relationship, in fact, John constantly spied on Kathy. He was completely obsessed with manipulating their relationship. As he rationalized it, â€Å"He was Sorcerer, after all, and what was love without a little mystery? † (45) This mystery took a toll on his relationship with Kathy, however. Kathy felt urges to leave John, as she grew tired of the constant secrecy and spying. She had a loveless affair with her dentist, Harmon, and in a typical nature, John chose to pretend like he was not aware that she was cheating on him. Kathy was both desperate for the truth and apprehensive about receiving the truth. To show this, O’Brien used light and dark imagery. In the middle of the night, Kathy had a â€Å"huge and desperate wanting in her heart. † (253) This desire is to end the lies that her relationship is based on, such as the spying, and the desire to stop John’s constant manipulation in politics. She frequently wakes up in the middle of the night because of the burden placed upon her by John’s lies, but she always feels more relaxed during the day. â€Å"It was just after six o’clock [in the morning]. Flakes of speckled light filled the kitchen. ‘Well, that’s better,’ she said. (14) At the same time, however, Kathy was still hesitant to leave the convenience of secrecy. While she was desperate to put an end to the lying, she worried that doing so would put an end to their relationship. John, however, was comfortable living in secrecy, or in the dark. â€Å"Wade lay back in the shade†¦Pleasant memories came to mind. Kathy’s laughter. The way she slept on her side, thumb up against her sleeve. He remembered the times back in college when they’d gone dancing, how she’d look at him in a way that made him queasy with joy. (183) Ultimately, John’s secrecy affected him, as it caused Kathy’s affair with Harmon. The lies finally came to fruition when the Mai Lai Massacre was unveiled and John’s career unraveled. John was able to accept Kathy’s unfaithfulness and he stopped spying on her. With the truth finally out, John and Kathy were relieved of the pressures on their relationship and they moved on. By going to the lake house in the woods, they were able to start anew with a relationship free from secrecy and manipulation. Soon after, however, they would be separated again. The central mystery of In the Lake of the Woods is Kathy’s disappearance. She left her bed in the middle of the night and took their boat out onto the lake. Fittingly, it is completely dark when she disappears, as once again the truth is unknown without sunlight. After weeks of searching, no one found her. Throughout the novel, O’Brien proposes four solutions to the mystery, all in chapters entitled, â€Å"Hypothesis. † The first three are the most plausible. Perhaps Kathy drowned in the lake, or was stranded on a small island, or perhaps she was even murdered by John. The police suspect the latter, since John is seemingly unaffected by Kathy’s disappearance. But in the final chapter, O’Brien proposes the idea that in one last magic trick, John and Kathy planned her disappearance, with John joining her later on. Bethany Kee, Kathy’s coworker, supported this theory. â€Å"Maybe they decided†¦Hard to say. But I know this much. She had the guts. And she wanted changes. † (297) Ironically, this â€Å"magic trick† would be the only secret that resulted positively. Having disappeared together, Kathy and John have faced the truth and are now at peace, even when the sun is down. And so one chilly evening he might have joined her on the shore of Oak Island, or Massacre Island, or Buckete Island. Maybe she scolded him for being late. All around them there was only wilderness, dark and silent, which was what they had come for. They needed the solitude†¦Maybe they spent the night huddled at a small fire, celebrating, thinking up names for the children they wanted—funny names, sometimes, so they could laugh—and then later they would’ve planned the furnishings for their new house. (300) Even though O’Brien never reveals what actually happened, this hypothesis is supported by the fact that John, who was madly in love with Kathy, was not fazed by disappearance. Out of all the hypotheses, it serves the central theme the best, as John and Kathy have been liberated by truth. In the Lake of the Woods is an excellently written book. O’Brien is ingenious, and he is always one step ahead of the reader. By leaving the ending inconclusive, O’Brien adds to the mystery of the book. While this could leave readers unsatisfied, it was the only way O’Brien could feasibly end the story. John Wade is an incredibly intriguing and dynamic character whose different sides show throughout various parts of the novel. O’Brien brilliantly intertwines elements of John’s childhood, time in Vietnam, time as a politician, and the present day. Every piece is connected, molding together into one, profound message. Sunlight imagery perfectly serves this message, and its subtle inclusion is well-used. In the Lake of the Woods is not the most satisfying book to read, but it is certainly a thrilling and thought-provoking work of high literary quality.

The Ultimate AP US History Study Guide

The Ultimate AP US History Study Guide SAT / ACT Prep Online Guides and Tips Studying for AP US History is an exercise in memorization and critical thinking. Multiple-choice questions in this course will ask you to read and analyze documents based on your historical knowledge. Essay questions require similar skills, but with the added challenge of synthesizing your ideas into a coherent argument that incorporates outside knowledge and evidence presented by the test. In this AP US History study guide, I'll give you all the resources and strategies you need to prepare for not only the AP exam, but any test that comes your way in this course! What’s the Purpose of This AP US History Study Guide? This guide will help you prepare for the AP test and other assessments you encounter throughout the school year.It includes instructions for creating an effective study plan, some useful study tips, an overview of the content covered in the course, and a list of resources for practice questions.This is a one-stop-shop for all the information you need to master the material covered in AP US History. Creating a Study Plan for AP US History You should start studying sooner rather than later for this test because there’s so much information to remember.Ideally, you’ll build on knowledge throughout the year and regularly review to avoid forgetting earlier parts of the course.I’d recommend doing a holistic review after each in-class exam that covers everything you’ve learned up to that point.Begin your final review for the AP test in March or April so you have a month or two to spread out your studying. Here's an essential step-by-step prep process that I recommend for the test: Step 1: Take a Full Practice Test (3 Hours 15 Minutes) The first step is to take a practice test under realistic conditions. Time yourself in accordance with the real AP test, and write out both essays completely. Put a mark next to any multiple-choice questions that required you to guess - it's important to go over this information later even if you happen to guess correctly.When you’re done, score the test to see how well you would do on the real AP exam if you took it right now. Depending on how much you're hoping to improve your score, you may have to budget in more or less study time.If you’re already scoring close to a 5 (or a low 5), you might complete these steps once and find that you’re satisfied with your results (about a 10-12 hour commitment).If you’re scoring two or more AP points lower than you would like, however; you should probably plan to go through this process several times. Step 2: Catalog Your Mistakes and Guesses (1 Hour) After you score the test, go through your mistakes and lucky guesses.Try to categorize the mistakes by content area so you can see patterns and determine which parts of the course you need to study most.Once you’ve identified what you need to study, you can move on to reviewing the actual content.Make a list in descending order of the topics that correspond to the highest number of missed multiple-choice questions and missed points on essay/short answer questions. Step 3: Study Relevant Content Areas and Practice Multiple Choice Questions (2 Hours) Use the list you made in the previous step to guide your review of the content.Start with the areas where you just need a little refresher, and work your way up to the big issues you had on the diagnostic test.When you’re satisfied that you’ve fixed the gaps in knowledge that led to your errors, you should do some practice multiple-choice questions to make sure you really know your stuff (find them in review books or on one of the sites listed later in this article!). Step 4: Practice Planning and Writing Essays (2 Hours) You need to practice writing essays before you take the test so that you feel comfortable with the time constraints and requirements.This is especially true when it comes to the document-based question, which has a unique format.After examining the problems with your essays from the original diagnostic test, practice your skills on additional free-response questions.For the sake of saving time, you don’t necessarily need to write out entire essays, but you should at least make rough outlines that include all the components of a successful essay.That being said, if you struggled a lot with time on the initial test, I would recommend going through another timed free-response section in full so that you can practice moving more quickly. Step 5: Take a Second Full Practice Test (3 Hours 15 Minutes) After you’ve gotten more familiar with the material, take a second full practice test to assess your progress.If you find that you’ve improved to a satisfactory level, you might stop there and just do light review until the exam.If you’re still not happy with your results, repeat this process, and make sure you’re really absorbing the material as you study.The next section will give you some more tips for studying effectively! Always time practice tests to the specifications of the AP exam! You have to get used to thinking and writing quickly. AP US History Study Tips These tips will help you get the most out of your time as you go through the process outlined in the previous section. This exam assesses your historical knowledge in a different way than other tests you may have taken in the past. Make sure your study methods lend themselves to the format! Tip #1: Make Thematic Connections The ultimate goal of AP US History is for you to be able to connect individual events to the main themes of the course and draw conclusions about historical trends based on your analysis.As you study, don’t just look at events in isolation.Examine how they relate to other events of the time and how they might have resulted from different cultural and political attitudes.What were the outcomes of particular events and how and why did they feed into different, larger trends?Ask yourself to dig deeper. Thiswill help you on in-class assessments and the AP test. Tip #2: Read and Repeat When you read content notes for AP US History, you may think you have a fact committed to memory but forget it when it comes up on a test. Pause every couple of minutes, and try to remember the facts that you just reviewed without looking back at your notes. You’ll know immediately if you’re not absorbing the information.If you’re having trouble remembering a particular fact, try to make a distinctive connection with something else that's easier to remember. For example, let’s say you were trying to remember which items were taxed by the Townshend Acts.It was glass, lead, paint, paper, and tea. You could think of the mnemonic GuLPP iT to remember them.It also makes sense because all of the taxes were repealed except for the one on tea, which you can gulp!I know this sounds super weird, but I find the weirder the method of remembering something, the more likely it is to stick in your mind. Tip #3: Practice Writing Essay Questions The free-response section is the biggest challenge on the AP exam because you have to plan and write two coherent essays over the course of less than two hours.It’s imperative that you do lots of practice before the test to prevent your essays from being disorganized or lacking in focus.You can consult the College Board site for links to past AP US History free-response questions. Make sure you always have a strong thesis statement and all the points in your essay relate directly back to it.Plan out your essay before you start writing to keep yourself on track.Try to include relevant outside knowledge, but ONLY if it pertains directly to your argument and the subject of the question. Don’t just spew out everything you know about the topic! Write your practice essays in illegible cursive with a fountain pen. It's what the founding fathers would have wanted. Themes in AP US History AP US History covers history in what is now the United States from 1491 to the present.There are seven main themes (covering 19 different learning objectives) in the course that connect events throughout this 500+ year period.For each of these themes, I’ll briefly go over the skills you're expected to master so you can study strategically: Theme 1: American and National Identity Explain how ideas of democracy, freedom, and individualism factored into the development of American political institutions, cultural values, and identity. Explain how various interpretations of the Constitution and debates over which rights are granted to which groups have affected American society and politics. Analyze how American national identity changed with US involvement in international conflicts and the expansion of the country. Analyze relationships between different regional, social, and ethnic groups in the US, and explain how their various experiences relate to the country’s national identity. Theme 2: Politics and Power Explain how and why political ideas and institutions have developed and changed over time. Explain how reform groups and other activists have sought to change American society and institutions. Explain how differing views on the role of the federal government in the social and economic lives of Americans have impacted political debates and policies. Theme 3: Work, Exchange, and Technology Explain the development of labor systems and how they have impacted the lives of US workers and society as a whole. Explain how patterns of exchange, markets, and private businesses have developed, and analyze governmental responses to economic issues. Analyze how technology has impacted economic development and society as a whole. Theme 4: Culture and Society Explain how religious groups and ideas have affected American politics and society. Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions. Explain how ideas about gender roles and women’s rights have affected society and politics. Explain how different group identities (ethnic, racial, class, regional) have emerged and changed over time. Theme 5: Migration and Settlement Explain the causes of migration to colonial America and, later, the US, and analyze the effects of immigration on US History. Analyze patterns of internal migration and settlement in what would become the US and how this has impacted American life. Theme 6: Geography and the Environment Explain how geographic and environmental factors have shaped the development of communities in the US and analyze how debates about natural resources have impacted group interactions and government policy. Theme 7: America in the World Explain how different types of interactions between empires, nations, and peoples have influenced political, social, and economic developments in North America. Analyze the reasons for and results of US diplomatic, economic, and military initiatives elsewhere in the world. Look at all these themes! It's like being at a theme park minus the scents of fried food and despair! Also, I HIGHLY doubt this roller coastercould pass a safety inspection. AP US History Content: Notes and Outlines Now, I’ll give you notes on the course content so that you can study the facts and connect them to the themes and learning objectives!The content is divided into nine different historical periods.Under each, I will list important topics with links to notes. Every period also includes a link to at least one timeline of significant events. I think it's helpful to have these handy so you get a better grasp of the chronology (which will be very helpful on free-response questions). The timelines are from APstudynotes.org, and the rest of the notes are from a different site called APnotes.net. I choose to source the notes from the second site because it gives a more succinct overview of the content, with key dates and major events bolded. It's good for a quick review. I'd recommend looking at the chapter outlines on APstudynotes.org if you want to see a longer, more detailed description of historical trends and events. Period 1: 1491-1607 Timeline of Significant Events â€Å"New World† beginnings Early English settlement Period 2: 1607-1754 Timeline of Significant Events Settlement of the Northern colonies Colonial society leading up to the Revolution The fight for control of North America Period 3: 1754-1800 Timeline of Significant Events (1750-1775) The road to the American Revolution Timeline of Significant Events (1775-1800) Seceding from the British Empire The Confederation and the Constitution Starting up a new government Period 4: 1800-1848 Timeline of Significant Events (1800-1825) The Jeffersonian Republic Nationalism and the second war for independence Formation of a national economy Timeline of Significant Events (1825-1850) The rise of a mass democracy The ferment of reform and culture Controversy over slavery Period 5: 1844-1877 Timeline of Significant Events Manifest destiny and its legacy The sectional struggle Leading up to the Civil War Civil War Part 1 Civil War Part 2 Reconstruction Period 6: 1865-1898 Timeline of Significant Events Politics in the Gilded Age Industrial progress Development of cities Agricultural revolution and the West American imperialism Period 7: 1890-1945 Timeline of Significant Events (1900-1920) America on the world stage Progressivism and Theodore Roosevelt’s presidency Wilsonian progressivism at home and abroad World War I Timeline of Significant Events (1920-1945) The Roaring Twenties Economic Boom and Bust The Great Depression and the New Deal FDR Presidency and the Road to WW2 World War II Period 8: 1945-1980 Timeline of Significant Events (1940-1960) Start of the Cold War Eisenhower Era Timeline of Significant Events (1960-1970) Political and social unrest in the sixties Timeline of Significant Events (1970-1980) Stagnation in the seventies Period 9: 1980-Present Timeline of Significant Events (1980-1990) Resurgence of Conservatism Timeline of Significant Events (1990-2000) Clinton presidency and post-Cold War era Timeline of Significant Events (2000-Present) The start of the new century Quick Reference Sheets: APUSH Teacher Creations: Interactive timeline of major historical events in the US through 2015 Full study guide with terms CourseNotes: Political parties in US History Important political documents in US History Important Supreme Court cases Spacious skies, amber waves of grain, etc. Resources to Test Your Knowledge Here some print and online resources that you can use to review for the AP test and smaller portions of the curriculum throughout the year: Review Books A few books we recommend are: Cracking the AP US History Exam Kaplan AP US History 2016 AP US History Crash Course Read the full article on the best review books for APUSH for more details! Official College Board Materials These practice questions come directly from the College Board, so they're the most accurate representations of what you can expect on the real test. Try to save these resources for later in your studying so you can get an accurate reading on your strengths and weaknesses when you're close to the exam. FRQs 2001-2015 2015 Practice Exam 1996 Official Released Exam Unofficial Practice Materials Quizlet Flashcards and QuizzesThese are student-created sets of flashcards that cover every aspect of AP US History.You can study different sets depending on where you are in the course or which areas need the most improvement.After you study the terms, you can play games to review them and test your factual recall! Mini Practice Quizzes for AP US History You’ll find practice quizzes for every topic covered in the course here.There are multiple choice questions and, for some topics, â€Å"short answer† questions (you’re given a drop-down menu of 12 answer choices).These won’t help much with the more analytical elements of the test, but if you want to test your knowledge of facts, they'll serve you well. Learnerator AP US History Practice Quizzes This is a series of quizzes on every topic in the curriculum.As you go through them, the site will display stats detailing how you fared on questions of varying difficulty levels.This should help you figure out whether you’ve mastered the material. GetaFive AP US History Course You can sign up for free for this service and enroll in the AP US History course.There are lots of practice questions and video lessons that may be helpful in your studying. Practice Quizzes for The American Pageant 12th Edition This site has chapter-by-chapter practice quizzes organized around an old edition of The American Pageant textbook.Questions are multiple choice and true-false.Again, this is more helpful for factual recall than for analysis questions. CourseNotes Practice Quizzes for AP US History This site has six pages of multiple-choice quizzes on all the topics you need to know for the exam! Varsity Tutors AP US History Practice Quizzes Varsity Tutors has short multiple-choice practice quizzes on every topic as well. Matching and Multiple Choice Short Practice Quizzes This site has sets of matching and multiple choice questions for every period in US History. They've got questions; YOU'VE got answers! Conclusion AP US History covers seven major themes across nine periods. It's hard to study this much material, which is why it's good to have a game plan! To recap, the steps I'd recommend you take in your studying are: Step 1: Take a Full Practice Test Step 2: Catalog Your Mistakes Step 3: Study Relevant Content Areas and Practice Multiple-Choice Questions Step 4: Practice Planning and Writing Essays Step 5: Take a Second Full Practice Test You can repeat these steps as necessary depending on how much you need to improve! As you review, also keep a few key tips in mind: Tip #1: Make Thematic Connections Tip #2: Read and Repeat Tip #3: Practice Writing Essays Frequently Use the notes provided in the content overview and the resources in the last section to get yourself up to speed. Start studying for the final exam at least one or two months beforehand, so you aren't forced to cram! What's Next? Want more practice for document-based questions? We wrote a whole article on the best resources for document-based questions that you can use in your studying. Are you applying to colleges that recommend or require submission of Subject Test scores? Read this article to learn more about the differences between AP tests and SAT Subject Tests. You can also check out our complete study guide to the SAT US History Subject Test.If you take it right after the AP US History exam, you might not need to study much at all! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Definition and Examples of Prolepsis in Rhetoric

Definition and Examples of Prolepsis in Rhetoric (1) In rhetoric, prolepsis is foreseeing and forestalling objections to an argument. Adjective: proleptic. Similar to procatalepsis. Also called anticipation. (2) Similarly, prolepsis is a  figurative device by which a future event is presumed to have already occurred. Etymology:  From the Greek, preconception, anticipation Examples and Observations In the ancient art of rhetoric, prolepsis stood for the anticipation of possible objections to a speech. This anticipation enabled the speaker to provide answers to objections before anyone had the chance to even raise them. In other words, the speaker takes the role/attitude of the listener while preparing or delivering his speech, and he tries to assess in advance what possible objections could be raised.(A. C. Zijderveld, On Clichà ©s: The Supersedure of Meaning by Function in Modernity. Routledge, 1979)In 1963, Nobel Prize-winning economist William Vickrey suggested that [automobile] insurance be included in the purchase of tires. Anticipating the objection that this might lead people to drive on bald tires, Vickrey said drivers should get credit for the remaining tread when they turn in a tire. Andrew Tobias proposed a variation on this scheme in which insurance would be included in the price of gasoline. That would have the added benefit of solving the problem of uninsured mot orists (roughly 28% of California drivers). As Tobias points out, you can drive a car without insurance, but you cant drive it without gasoline.(Ian Ayres and Barry Nalebuff, Would You Buy Car Insurance by the Mile? Forbes, 2005) [P]rolepsis is a form of looking ahead, of assuming something to be the case before it has been encountered, a foreshadowing in some sense. Novelists do this all the time when they hint at things to come, or when they omit information, almost as if they thought the reader already knew it. The result of such prolepsis [is] that the reader (or hearer) creates, rather than passively receives, the information necessary to complete the scene or circumstances that the writer (or speaker) merely hints at.(Leo van Lier, The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Kluwer, 2004)In the movie The Empire Strikes Back (1980), Luke Skywalker says, Im not afraid, to which Jedi master Yoda responds, You will be. Terminator 2: Judgment Day (1991) contains proleptic scenes of future nuclear devastation envisioned by a woman whose son is the target of a robot sent back in time to kill him.(Ross Murfin and Supryia M. Ray, The Bedford Glossary of Critical and Literary Term s, 2nd ed. Bedford/St. Martins, 2003) Procatalepsis is another relative of the hypophora. While the hypophora can ask any sort of question, the procatalepsis deals specifically with objections, and it usually does so without even asking the question, as in this example: Many other experts want to classify Sanskrit as an extinct language, but I do not. By directly addressing objections, procatalepsis lets the writer further his or her argument and satisfy readers at the same time. Strategically, procatalepsis shows your readers that you have anticipated their concern, and have already thought them through. It is, therefore, especially effective in argumentative essays.(Brendan McGuigan, Rhetorical Devices: A Handbook and Activities for Student Writers. Prestwick House, 2007) Pronunciation: pro-LEP-sis

Anna Garcia Lab Report

Anna Garcia was found dead in her entry hall way by the police at 9:56 am on the notice from Doug Greene who was worried and called 911 at 9:45 am. The suspects were/are Alex Garcia, Erica Piedmont, Doug Greene, and Lucy Leffingwell. The evidence supports the case of it being none of them. I have received the suspect list, external autopsy report, and other evidence collected. So far the internal autopsy is needed to confirm any hypotheses and now all thoughts of how Anna Garcia died is only a hypothesis. Summary of Findings: Anna Garcia was found dead at 9:56 am by local police. My findings are that none of the suspects committed any crime related to Anna Garcia’s death. In support of this, the finger prints, blood analyses, shoe print, hair, and was unknown substance/Aspirin all show that none belonged to anyone but Anna. I believe that a disease or some other foreign pathogen caused her death, the thing that killed her I belief is Reye’s syndrome. To support this it is caused by aspirin and when recovering from an illness. It also causes vomiting (was on corpse), irritability and aggression (was reported she was in arguments and fighting with many people), and causes edema (on corpse in ankles). Her body also had a injury on her head were she is thought to have fallen and hit her head, I suspect on the over turned table in the crime scene. Conclusion: In all the findings support Reyes syndrome. The findings are her; blood tests, suspect stories, and fair amounts of information that suggest no person was involved all support that the manner of her death was natural, and not foul play for anyone to get ahead.

A motivation letter Essay Example | Topics and Well Written Essays - 500 words

A motivation letter - Essay Example n HR-related employee files reflecting salary aberrations, preparing tax returns and training new employees, giving me an appreciation for the complexities of human involvement. One of my primary goals is to work with clients to share problems and discover solutions. Auditing is a fascinating field that I could contribute to with my knowledge of common small-mid-sized business practices. I have a great deal of experience in the accounting field and also bring a strong basis of proficiency in computing systems. After working for a year as a computer engineer, it was a pleasure to develop unique accounting software for one firm and to maintain the existing accounting software for another firm for the past five years. As a computer engineer, I gained knowledge in a variety of application software, computer networking and teamwork skills. I am eager to discover new insights into the auditing field and perhaps discern new ways in which I might contribute. It is my hope that you are willing to accept me as a ready pupil and worker in Your Firm. Should you desire further information or to schedule an interview, I can be reached at Your Contact Information. My current schedule is open from 7 a.m. – 7 p.m. Monday through Friday (timezone) for phone calls. I can travel for interviews beginning next week Tuesday. With more than 5 years in the accounting departments of small and medium sized construction firms in Japan, my experience includes performing bank reconciliations, cash flow analysis and preparing financial statements and I am currently completing my training for a Master’s Degree in Accounting. Duties of my previous positions have also included performing payroll and monthly closing processes; ensuring tax, legal and company compliance with payroll issues; preparing tax returns and training new employees. This experience has taught me much about how business is conducted in Japan, but I have a desire to discover more about how these issues are dealt with

Summary Essay Example | Topics and Well Written Essays - 250 words - 170

Summary - Essay Example Moreover, the estimated sales of trophy industry is $3 billion per year in the United States and Canada. After several years studying, Po Bronson and Merryman found out that awards can be motivational to children but â€Å"nonstop recognition will cause them to underachieve†. In addition, Carol Dweck, a psychology professor at Stanford University, found out that children like to hear praises but when they experienced failure, â€Å"they’d rather cheat than risk failing again.† Bradley Morris and Shannon Zentall found out in their experiment that children who heard praise tend to focus on their mistakes afterwards. Children can clearly distinguish between excellent work and poor work by age 4 or 5 and they give up because of knowing the fact that everyone will get rewarded but not due to their outperformance. Actually, kids enjoy competition. But if there are no difficulties and distinctions, there will be no motivation for them. Merryman says that if she was a baseball coach, she will only have three awards and give them a list which will guide them to achieve the awards. Moreover, she argues that when we punish children, â€Å"we must consider their individual levels of cognitive and emotional development.† But when it comes to reward, treat everyone differently is appropriate and will bring positive effect to the children. She also mentioned how a parent was angry when some league announced there will be no trophy be given out. Her anger came up because she knows that children value those trophies and will do anything to win them. Jean Twenge found that college students who have numbers of participation trophies think they only need to show up to achieve success. She said that failure is very common and children should learn this. Merryman concludes that we should teach children how to deal with failure and get rid of trophies since it is their right to lose (Merryman,

Youth Homelessness in Hawaii Essay Example | Topics and Well Written Essays - 2000 words

Youth Homelessness in Hawaii - Essay Example This paper has addressed homelessness amongst the youth in Hawaii, from various angles. The paper starts with an introduction to the issue, then looking down the historical perspective of homelessness in the United States. This is then followed by a narrowed down approach to homelessness among youths in Hawaii. The causes and the impacts as well as the demographics of the issue have been discussed. The paper ends with an insight into the social manner in which this issue can be approached. In this regard, the arenas of social policies have been visited, that is macro, mezzo and micro methods into intervening homelessness. Introduction According to the United Nations and the Conference for European Statisticians (CES) (2009), homelessness can be categorized broadly into two categories; Primary homelessness; this is also referred to as rooflessness. This refers to the group of people who live in the streets without any shelter that would qualify for a living quarter (United Nations, 20 09). Secondary homelessness; these are people who have no usual residence are usually hopping between various types of accommodation that would cater for them such as homeless institutions. The category also includes those who are in various private aboard but cannot quote a usual address during census (United Nations, 2009). Homelessness, can thus, according to the above two approaches, be defined as the condition of lacking a regular dwelling. Legal definitions of this term are very broad and vary from country to country. Various conditions lead to homelessness with the condition proliferating in the mid 80s due to strenuous economic conditions. Most countries, however, have put in place various measures to cater for the homeless. This is mainly and in form of provision of basic life commodities as food, clothing and shelter. This is done by community-based organizations through volunteers or through government agencies. According to Basuk & Rosenberg (1988), homelessness was a pr evalent issue in The United States in the 80s. In their article, they acknowledged presence of about a third of the homeless living in America. Despite these alarming figures, little was known in terms of the causes of the situation, consequences, and the antecedents of the problem. According to research, there are so many conditions being faced by the homeless that are still unmet. This paper focuses on homelessness in Hawaii. The paper will focus on the effects of the situation, demographics, economic trends, effects on families, and other related effects, and the social concern at various levels. Homelessness in Hawaii There has been a large increase in the number of homeless youth in Hawaii. The issue has trickled to Honolulu, a major city in tourism. The increase in the number of homeless people in Hawaii has led to a major outcry from concerned groups such as the church, public service, leaders of the community and the general public. Incidentally, the issue of homeless people in Hawaii is slowly becoming a public issue considering the high rates of publicity that its facing. Such continual cycles of homelessness within the youth in Hawaii is leading to deteriorating behaviors and a rise in crimes. It is a behavior that inflicts on youth in such a manner that one may find some running away from their homes due to the various problems. There are more detrimental effects of homelessness to the community such as increase in insecurity, and poor health and sanitation. It is a common factor to see homeless youth living in sewer lines (Kidd, 2006). Social personnel have the liability of abating this situation through looking into various solutions such as safe housing, access to health care, and maybe try to unite some of the homeless with their families, where

Microbiology review paper Research Example | Topics and Well Written Essays - 1000 words

Microbiology review - Research Paper Example Some of these factors include the fact that the virus tends to disappear from the tissues of the severely ill patients, and thrives in patients who have been mildly affected (Halstead, 1965), while studies have been made on the tissues of the terminally ill patients (Halstead, 1965). Also, the virus does not reproduce in the effected tissues, but in healthy tissues that are often ignored during collection and isolation (Halstead, 1965). Despite these limitations, at least four different strains of the virus have been isolated, namely type 1, 2, 3, and 4 (Halstead, 1965). The vector for the virus is the Aedes aegypti mosquito in most of the cases (Halstead, 1965). There are other species of the mosquitoes which might or might not serve as vectors, depending on the geographical location of the mosquito population and the dominance of the species (Halstead, 1965). Due to the nature of the vector, Dengue can also be refereed to as a mosquito-borne hemorrhagic fever (Halstead, 1965), howe ver, this term is not preferred over Dengue fever (Halstead, 1965). Epidemiology: The recent technique is to divide the virus epidemiologically into three groups, depending on the types and degree of illnesses that it causes (Rico-Hesse, 2003). If it remains dormant in the human host with almost negligible transmissibility, it can be termed as low-level virus (Rico-Hesse, 2003). If it causes Dengue fever only, it is a medium-level virus (Rico-Hesse, 2003). If it produces the more potent form of the disease, that is Dengue hemorrhagic fever and dengue shock syndrome, it is a high-level virus (Rico-Hesse, 2003). The potential of transmission and, hence, the epidemiology of the virus increases with the increase in the level (Rico-Hesse, 2003). The factors for this increase could be the immunological and genetic disposition of the host, and the ability of the virus to replicate progressively in the vector (Rico-Hesse, 2003). The region of the world that is most prone to the epidemics of Dengue hemorrhagic fever and shock is Southeast Asia, affecting predominantly children (Ramos, Garcia, & Villaseca, 1993). However, the epidemics are not merely restricted to this region; some of the most significant outbreaks have been reported in Cuba, Venezuela, and Brazil (Ramos et al., 1993). Other countries or regions where the disease has been reported include Greece, South Africa_ Durbin, Formosa, Bengok, Vietnam, Malaysia, and Singapore (Halstead, 1965). A recent outbreak, in 2004, was reported from Fuzhou, China (Yan et al., 2006). It is interesting to note that no cases have yet been reported from East Pakistan, Indonesia, and Burma (Halstead, 1965). Symptoms: A detailed study of the course of action of the virus and the symptoms of the disease and their causes is beyond the scope of this paper. However, an attempt will be made to succinctly present the course of the disease. Stage 1: The virus is contracted as a result of mosquito bite (Halstead, 1965). This induces a p eriod of viral replication and reproduction as a result of which the patient becomes febrile for three or four days (Halstead, 1965). There is extensive damage to the capillaries, more than is incurred in the usual viral infections (Halstead, 1965). Stage 2: Due to reasons not yet identified, there is extensive damage to the liver, more than there is in the other organs of the body (Halstead, 1965), although the toxic conditions in the body effect the

'Loser Pays' Rules Make A Comeback Article Example | Topics and Well Written Essays - 1000 words

'Loser Pays' Rules Make A Comeback - Article Example Under the current system, lawsuits have proven to be outrageously expensive for corporations. These lawsuits have generated up to $73 billion being paid by corporations, out of which a staggering amount of $17 billion has made its way into the pockets of plaintiff attorneys. Out of the latter, the plaintiffs fail to claim the amount that rightfully belongs to their corporation. The implemented taxes that should serve to protect shareholders instead cause more harm due to added litigation charges. Lawsuits are initiated because of a third party harming the corporations. These lawsuits add to the damage and do little to control the initial problems. Because there are no added costs involved, shareholders have been relentlessly filing lawsuits against the third parties that harm corporations. In such an event, the authorities have decided to implement a loser-pays rule. According to this rule, the party which loses in the trial has to pay the costs incurred by the winner as well. Since the trial never really subjects the parties to any costs whatsoever, through this rule, the shareholders will have to take precautions before going ahead with the lawsuit. This is because the probability of winning a trial is not definite for all cases. Therefore, shareholders are risking higher costs when initiating a lawsuit. If they lose, they will have to ‘compensate’ for the resulting costs incurred by the winning party. The loser-pays rule is very different from the American Rule applied in the United States. Under the latter, the long-term shareholders bear the costs of added litigation which are not obvious at the time of the trial. This rule is not new to economies as it has been the basis of shareholder lawsuits in the United Kingdom. If this rule is implemented it would alter the business model currently being followed by introducing actual financial risk. However, this rule needs to be implemented at the

History of Greenpeace Organization Essay Example | Topics and Well Written Essays - 2000 words

History of Greenpeace Organization - Essay Example The campaigns to address these fundamental issues has garnered the organization its fair share of victories that is both incessant and remarkable considering the adversity of almost a David and Goliath proportion. Throughout the years, Greenpeace has continually fostered its rapport for trustworthiness and consistence. It has sprouted out from the plan of co-founder Irving Stowe to sail to the Arctic Ocean to protest a nuclear bomb testing. Dubbed the Greenpeace trip, 16,000 people gathered in a benefit concert to support the cause which ignited the continuing legacy of the project. The actions of the group can be described through their peaceful and inventive ways to voice out the concerns of many individuals for the benefit of all human beings. Since then, the revolution that was started by one campaign has materialized into a plethora that has spread across continents. Greenpeace International provides for the linkages among national or regional offices that are most visible in th e local level fortified by the help and support of its international counterpart. There are five core values upheld by the organization that is composed of bearing witness, nonviolence, independence, has no permanent friends or foes and promoting solutions. Being established by Quakers, hippies and other groups as acknowledged by Greenpeace itself, the need to be on the site of environmental destruction first hand is incorporated as there is no place far enough for them to reach and no amount of time long enough to make them leave. The passive and non-aggressive stance is another attribute that they are known for. The demonstrations are usually unconventional but they are never violent. They credit this as the main reason why the group had always been accorded a great amount of respect even among the governments and companies that they fight against including the trust of the general public. The indispensability of financial independence is crucial in the impartiality of any organiz ation. This is why Greenpeace has taken measures to ensure that there is no interest, whether political or economic, that would sway them from their mission by declining any contribution from such. They sustain trough personal contributions and grants from foundations. The possibility of any amicable settlement is not at a lost and this is even more imperative in a way that conjuring up solutions through peaceful settlements can be reached for the benefit of all those involved. Another noteworthy aspect of the Greenpeace projects is the inclusion of scientific studies and other works that are incorporated into the general solution process of all their advocacies. Greenpeace and Climate Change The most pressing and perhaps the primary crusade in the activities of Greenpeace is its battle against climate change. This is focused on energy [r]evolution, oil, cool IT, quit coal, climate impacts, arctic and solutions. All of these are parallel to each other and that the battle for one is not mutually exclusive of the other. In fact, they are all correlated in the effect that the campaign against climate change should inevitably need the concurrence of all. The organization is constantly updating its various national and regional branches on the campaigns that each of them are faced with. In the same way that many scholars coordinate with them to provide for updates on the latest studies that augment the level of awareness of people and how this helps in the campaigns against climate c

'Loser Pays' Rules Make A Comeback Article Example | Topics and Well Written Essays - 1000 words

'Loser Pays' Rules Make A Comeback - Article Example Under the current system, lawsuits have proven to be outrageously expensive for corporations. These lawsuits have generated up to $73 billion being paid by corporations, out of which a staggering amount of $17 billion has made its way into the pockets of plaintiff attorneys. Out of the latter, the plaintiffs fail to claim the amount that rightfully belongs to their corporation. The implemented taxes that should serve to protect shareholders instead cause more harm due to added litigation charges. Lawsuits are initiated because of a third party harming the corporations. These lawsuits add to the damage and do little to control the initial problems. Because there are no added costs involved, shareholders have been relentlessly filing lawsuits against the third parties that harm corporations. In such an event, the authorities have decided to implement a loser-pays rule. According to this rule, the party which loses in the trial has to pay the costs incurred by the winner as well. Since the trial never really subjects the parties to any costs whatsoever, through this rule, the shareholders will have to take precautions before going ahead with the lawsuit. This is because the probability of winning a trial is not definite for all cases. Therefore, shareholders are risking higher costs when initiating a lawsuit. If they lose, they will have to ‘compensate’ for the resulting costs incurred by the winning party. The loser-pays rule is very different from the American Rule applied in the United States. Under the latter, the long-term shareholders bear the costs of added litigation which are not obvious at the time of the trial. This rule is not new to economies as it has been the basis of shareholder lawsuits in the United Kingdom. If this rule is implemented it would alter the business model currently being followed by introducing actual financial risk. However, this rule needs to be implemented at the

The Adventures of Huckleberry Finn Essay Example for Free

The Adventures of Huckleberry Finn Essay In the novel The Adventures of Huckleberry Finn, the author, Mark Twain, compares life on land to life on the river using Huck’s forbidden friendship with Jim, the risks Huck makes, and when Huck joins Tom sawyer’s gang, proving that friendship has no limits. Life on land was emotional for Huck because of the obstacles and hardships he faced. Life on the river on the other hand was a challenge because of the troubles Huck had being safe. Huck and Jim’s forbidden friendship proves that friendship has no limits through Huck seeing past the fact that Jim is black. On land when Huck found Jim for the first time in the woods, he says â€Å"..it was Miss Watson’s Jim! I bet I was glad to see him.† This shows Huck enjoys Jim’s company, White or black, he regards Jim as a type of friend. Friendship has no limits and will see past each other’s differences. The risks that Huck made for friendship proves that friendship has no limits through Huck risking his friendship with Tom to save a friendship with Jim. Huck has already been through so much with Jim on land and river, and had made a promise to stay with him till the end. So Huck was willing to risk Tom for Jim. Huck had told Tom, â€Å"I know what youll say. Youll say its dirty, low- down business; but what if it is? Im low down; and Im a-going to steal him, and I want you keep mum and not let on. Will you? Huck was being a true friend and protecting Jim, he was going to risk his old friend to save Jim. That showed how loyal Huck was to Jim and their friendship, showing that friendship really doesn’t have limits. When Huck joins Tom Sawyer’s gang he is proving that friendship has no limits by taking the oath Tom had made. On land while Tom forms his gang he says, â€Å"Everybody that wants to join has got to take an oath, and write his name in blood.† Tom takes friendship as seriously as a religion. Both Tom and Huck believe in it faithfully, it’s like a belief in a religion. It proves that friendship has no limits when a friendship is most important to both of them.

Comparison of Available Psoriasis Treatments

Comparison of Available Psoriasis Treatments Although there is no available cure for psoriasis at present, there are different approaches to treat psoriasis and all you need to do is choose the best method.What works for your friend might not work for you.The severity of the condition, health and fitness of the sufferer, age, and other factors affect the extent of the needed treatment. Doctors often try several methods with utmost care in order to find the best one for a particular patient. Here are some of the options you have available for Psoriasis treatment 1. Natural treatments Lifestyle Change Once you have had psoriasis expect it to occur again. If you have an unhealthy lifestyle (drinking, smoking, staying up late, and the likes) making changes that are healthier is important.You know that stress, that includes lack of proper sleep, too much alcohol, and smoking can contribute to make your psoriasis worse or make it flare up again. If you are following a treatment now but keep on doing things that trigger psoriasis, don’t be surprised if your psoriasis evolves into a more dangerous form.Wear comfortable clothing that allows your skin to breathe.Try light fabrics like cotton because it is soft against your skin and will not irritate your psoriasis. Cotton also allows moisture in. Dietary recommendations that help control Psoriasis As you monitor your food, cut down on red meats or completely eliminate them from your diet if you can. Processed foods must go because they are packed with more chemicals than actual nutrients.You should also stay away from fatty foods.Passing up vegetables such as eggplant, tomatoes, potatoes, and peppers may aid in controlling psoriasis related inflammation.Make sure to eliminate these vegetables from your diet and don’t give in to the temptation, even if the eggplant lasagna looks succulent. Try eating foods that cleanse your liver and kidneys such as celery, fish, lettuce, turkey, fiber-rich fares, and lemons.The National Psoriasis Foundation includes soy, chocolate, nuts, and cranberries in their list of foods that prevent psoriasis outbreaks, or at least keep those outbreaks at a minimum.Drinking plenty of water can flush out toxins from your body, keep it well hydrated, and make you feel fresh all day. Although there are many power drinks that claim to keep you energized and well hydrated, nothing beats pure, plain water. Nutritional Supplements you should take daily You need to consider taking the necessary nutritional supplements along with a well-balanced diet.You can include vitamins A, D, and E in your daily diet. You can choose to include fish oil, primrose oil, or milk thistle in your diet. Taking selenium, lecithin, and folic acid can also help prevent psoriasis. 2. Direct Skin Treatments There are natural remedies that you can try if you have psoriasis. These remedies might not completely make your psoriasis go away but they can help lessen the irritation and discomfort that psoriasis causes.Prepare a bath of lukewarm (not hot) water.Add mineral oil, Epsom salt, milk, German chamomile, or olive oil (choose only one).Any of these choices can soothe itching and can penetrate the plaques and scales. Apply a doctor recommended moisturizer when you finish your bath for double benefits. Apply vegetable oil or olive oil on your skin that has psoriasis plaque to help loosen them. The oil provides the needed moisture to the skin. If you have psoriasis on your scalp, try massaging it with a few tablespoons of olive oil to loosen the plaque before you take your shower. Stick with these suggested oils and don’t do any experimenting using different oils because those might make the condition worse.These natural treatments compliment other treatments. Just make sure you ask your doctor first before proceeding. 3. Over the counter and Systematic Treatments Doctors often choose topical or Over-The-Counter (OTC) treatments for psoriasis. If your skin does not respond to the current treatment, another topical treatment can be selected.Topical treatments bought over-the-counter can be applied directly on the affected area of the skin. Topical treatments usually include lotions, creams, gels, and ointments.Topical treatments are always the first option for most doctors for treating mild to moderate cases of psoriasis. Topical or OTC treatments include: Dandruff shampoos. Vitamin D analogues Cortisone in ointment or cream form. Retinoids that can be applied on the skin. Coal tar. Lactic and salicylic acids. Anthralin. It is important to consult with your doctor first to select the right topical treatment for your psoriasis. Opting for a Systematic Treatment If you have a more severe form of psoriasis, or if a topical treatment is not helping, doctors usually turn to oral or injectable drugs.If your psoriasis is due to infection, taking antibiotics for the infection might also stop, or alleviate, your psoriasis. The medicines used for systematic treatments include: Retinoids. Immunomodulator drugs. Methotrexate. Thioguanine. Cyclosporine. Hyrdroxyurea. Keep in mind that you should always seek your doctor’s advice even if you have had psoriasis before. There is the possibility that your new psoriasis outbreak (if you failed to prevent psoriasis from re-occurring) may be different from your previous one. It is always best to be safe, meaning check in with your doctor to be sure the current outbreak can be treated as before. Don’t re-start a medication from a prior outbreak without first checking with your doctor. 4. Light Treatments Some psoriasis sufferers prefer light treatments over other methods simply because they are non-pharmaceutical and famous for being effective.As always, it is best to take the recommendation of your doctor to minimize any problems. Sunlight There are reports that some psoriasis sufferers achieve favorable results via sun exposure, but take note that too much sun exposure can do more harm than good. It is still best to consult with your doctor regarding the matter. Your doctor can give the correct time of day to get a beneficial amount of sunlight and tell you how long you can stay in the sun.Be sure to follow your doctor’s instructions to the letter. Via UVB Phototherapy Phototherapy is a perfect option for most individuals with moderate to severe inverse psoriasis, although other forms of psoriasis can also benefit from this treatment.UVB rays can slow the growth of skin cells for some psoriasis sufferers.Treatment involves a light box that creates faux UVB rays that are used within a specified amount of time for each session. There is a catch when using phototherapy. Your psoriasis might get worse temporarily before you experience the good part. Tell your doctor immediately if you have developed rashes after the treatment. Don’t even think of doing it on your own by using a tanning bed because there could be other adverse complications. The Goekerman Therapy This therapy combines UVB treatment with coal tar.The combination is more effective than doing either separately. Coal tar can make the skin more accessible to UVB light. This is ideal for use with mild to moderate psoriasis. Pulsed Dye Laser If other treatments fail to deliver positive results, your doctor may suggest trying a pulsed dye laser. This treatment tears down the tiny blood vessels in the areas that surround the plaque to cut off the flow of blood, reducing cell growth in the affected area. The only trouble with laser therapy is that it cannot cover large areas and may only be useful in areas that are smaller in size. Conclusion Your doctor help you find the right treatment after making a proper evaluation of your condition. It is best to take any advanced treatment under the supervision of your doctor.You are more likely to achieve favorable results.Now you know the things you need to do, and you know the options to consider for treating your psoriasis. It is time to act and you need to act to eliminate psoriasis from your life.