Example Investigative Fire Report Free Essays

Access to the property is at the gravel driveway to the left and I made entry into the Truckee was made through the front door after documenting photos of the outside of the structure. The fire occurred during the day, which was bright and sunny with temperature at degrees, there was also a slight breeze at about MPH from the n/ w. The breeze would have been blowing against the backside corner of the home. We will write a custom essay sample on Example Investigative Fire Report or any similar topic only for you Order Now Witnesses/Occupants 0-1 : john Bush, 100 Eddie Lane, Bottoms, NC 28001 DOBB 12-01-88, occupation – student/part- time evening meme. -2: Susan Bush, 100 Eddie Lane, Bottoms, NC 28001 DOBB 5-11-91, occupation – Statements Made by Witnesses/Occupants Statements made to Fire Captain: 0-2: Said she was up late studying, Just laid down on the couch, fell asleep, did not know how the fire started. Felt sure it was a problem with the house, complained several times to the landlord about problems with no response, complained of several welling Issues. Salad she was a smoker but stated put cigarettes completely out while doing her work. 0-1 : John had agreed with Susan confirming the issues with the wiring. He also stood behind his wife and said she was always safe with her cigarettes Observations Data collection began with photos being taken beginning outside and moving indoors. No smoke alarms or water sprinklers have been noted. Pictures should always be labeled when providing evidence and these photos will be numbered In this report. Upon entry of the structure, the majority of fire damage was concentrated to the main living room area which indicates that this is the point of origin. This room contained a heavily burned sofa and table next to the sofa as shown in pictures #12- #14, the major fuel sources in the room. The fire moved up the wall and across the lining, as shown in pictures #6 At the front door, the heat and smoke began to roll-down and cause damage, as seen In picture #10. Two mattresses are In an The windows in many of the photos remained closed with burned shades which means the fire did not have adequate ventilation to grow rapidly through the structure. The windows which are open may have been opened during suppression of the fire or immediately afterwards to ventilate the structure. One interesting observation in photo #2 is the power box which has no meter, meaning there is no power set up by the power company to this structure. Unless the occupants are stealing power, then an electrical fire can be ruled out. No generator can be seen and no drop cords were photographed, so the theory is that there is no power to the structure (Morris, 4/23/14). Opinions/Theories The point of origin being in the living room with the heaviest damage focused on the end of the sofa and the table next to the sofa. Based on the statements made by the occupants three hypotheses exist as to the cause of the fire: 1 . Based on the severity of the damage to the end of the sofa in photos #12-#14 #17-#19 and the tenements made by the occupants regarding the smoking of cigarettes, a smoldering cigarette fell into the cushions of the sofa and later ignited. In the incipient stage, the temperature had not begun to rise yet and a plume of hot gases rises from the flame (p. 55). Pictures #15-#17 show alligator of the wood in the sofa at the one end which also indicates this is where the fire originated (p. 281). The fuels burned and the heat moved toward the top of the room, this explains the blackening of the ceiling. With the lack of ventilation, the fire did not spread quickly which provided refreshers enough time to respond and suppress. 2. Also, based on the statements made by the occupants regarding smoking cigarettes, I would want to know more about how they normally discarded/dispose of their cigarette butts. Are they dumping an ashtray in a trashcan inside or outside? Could there have been an ashtray on the table next to the sofa which contained either a still lit cigarette or a smoldering cigarette? If so, what type of ashtray? Metal, glass, heavy or lightweight? If any windows were open and the ashtray was light enough, could it have blown off or loon then cigarette off onto the sofa and ignited the fire? This is a working theory because there are questions which need to be answered. 3. Going on the assumption that there is no electricity to the home, it is highly possible there may have been a burning candle either on the window sill behind the sofa or on the table next to the sofa which may have fallen or tipped towards the sofa which ignited the sofa. With statistics showing that 7 out of 10 people in America burn candles and the added question regarding power in this structure, it is a workable theory that a Andre accidentally ignited this fire (p. 173). In photos #12, #13, #19 #20, the window directly behind the end of the sofa which is mostly burned being the origin of the fire, is also heavily blackened from soot and has a darker â€Å"U† burn pattern on the right lower side (p. 258-263). There is no physical evidence to suspect an incendiary cause of the fire to the structure. The evidence and observation supports an accidental cause. Documentation/Evidence A total of 21 photos are attached to the report of the outside and inside of the structure. Close up photos of the point of origin are included. Where recovered, where sent for analysis, and any special notes are included. Summary of Incident On April 21, 2014, Investigator Boiling responded to 100 Eddie Lane, at the request of the Captain from Engine 1 . Arrival at the scene by the unit was 0200 hours. The investigator observed a wood-frame construction, two-story, one-family residence. The investigation revealed that the fire had originated in the living room at the end of the sofa. How to cite Example Investigative Fire Report, Papers

Mrs. Dubose free essay sample

He wants to show that you do not wake up knowing everything and that If you want to learn anything in life you have to educate yourself by reading and trying to persevere through the boring things In life that educate you. . What do Scouts reasons for wanting to stop the game foreshadow? One of the reasons that Scout wanted to stop the game foreshadow was that Atticus caught them doing it at Boo Bradleys 5. What literary device is Lee using in the following quotation? some tinfoil was sticking In a knot hole Just above my eye level, winking at me In the afternoon sun. 1 OFS What can the reader infer from the two Indian head pennies? 7. What character trait do Jem and Scout illustrate with their ambivalence about taking the pennies? Chapter 5 What emotion is Scout really displaying in the following passage? What does Lee how about Scouts character through this passage? Dill was becoming something of a trial anyway, following Jem about. We will write a custom essay sample on Mrs. Dubose or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He had asked me earlier in the summer to marry him, then he promptly forgot about it. He staked me out, marked as his property, said I was the only girl he would ever love, then he neglected me. I beat him up twice but it did no good, he only grew closer to Jem. 2. How does Scouts conversation with Miss Maudie develop the readers sympathy for Arthur (Boo) Radley? 3. How does Lee use humor to discredit Miss Stephanies stories about Boo? 4. Why is Atticus angry with Jem, Scout, and Dill? Based on Atticus conversations with the children, briefly describe his attitude toward theRadleys. What conclusions can the reader infer about Atticus character? 6. What are the specific examples that the children are not paying attention to Atticus advice about their actions toward other people? What makes these actions more acceptable from children than if they had been done by adults? Chapter 6 When Scout becomes suspicious of Dills suggestion to go for a walk, how do the boys respond? 2. What exam ples does Lee use to show that Scout does not act like a proper, Southern young lady? 3. How does Lee use light and darkness to create suspense in this chapter? 4. How does Lee illustrate racism in the following passage? Mr. Radley shot a negro in his collard patch Shot in the air. Scare him pale, though. Says if nobody sees a white nigger around, thats the one. 5. Describe Scouts internal conflict when Jem decides to go get his pants. 6. What does Scout mean when she says, It was then, I suppose, that Jem and I first began to part company. What could Lees purpose be for having Scout say this? Chapter 7 What does Scout mean when she says, l tried to climb in Jems skin and walk around n it and what is the significance of her saying this? 2. What makes second grade better than first grade for Scout? 3. What is ironic about Jems telling Scout about the pants on this specific day? 4. What does the reader learn about Jems character in this chapter when he decides to write a letter? 5. What did Atticus mean when he told Scout to delete the adjective and she would have the fa cts? Why does Lee include this conversation in the book? 7. What does Lee accomplish by having Jem ask Nathan Radley about the cement in the knot hole? 8. What does Jems reticence to cry in front of Scout foreshadow? Chapter 8 What is ironic about Mr. Averys allusion to the Rosetta Stone? How does Scout show that she does not know Mr. Averys purpose for using this allusion? 2. After seeing the snowman that the children built, Atticus praises Jem in an unusual way by saying that hes perpetrated a near libel What does Atticus mean? 3. What could Lee be foreshadowing with the unusual weather? 4. Explain the irony of Calpurnias telling Atticus that she will be warmer in her own house than in their house on the night of the snowstorm. What could Lee mean by having Calpurnia say this? 5. Why does Atticus start to get angry at the children after the fire? 6. What can the reader infer from Jems reaction to Atticus request for him to get the wrapping paper out of the pantry? 7. What does the blanket symbolize? 8. How does Lee use Miss Maudies conversation with Jem and Scout the morning after the fire to illustrate the theme of racism? Chapter 9 How does Lee use Scouts innocence as a vehicle to explain Atticus attitude toward African-Americans? 2. How does Lee use humor when Atticus talks to Scout about saying niggerr 3. How does the allusion to the Missouri Compromise help explain Maycombs attitude oward the Civil War? . How might the readers impression of Aunt Alexandra be different if Lee had written the story in third person? 5. What does the reader learn about Dill in this chapter? Why does Lee mention this? 6. How does Lee create sympathy for Scout in this chapter? What can the reader infer about Lees purpose for introducing Uncle Jack in this chapter? 8. How can t he reader see Scout change during this chapter? 9. What suspense does Lee create for the reader in this chapter? 10. At the end of the chapter, Atticus tells Jack that Judge Taylor assigned the Robinson case to Atticus. How might this impact the readers impression of Atticus. Chapter 10 Briefly describe Atticus character. 2. In the following quotation, what is the meaning of tooth and nail, and what type of private ground. I would fight anyone from a third cousin upwards tooth and nail. 3. According to Scouts narrative, what is the childrens impression of Atticus? 4. How does Lee occasionally offer the reader an adult perspective of Scouts narrative? How does the childrens picture of Tim Johnson compare with Calpurnias description of the dog when she calls Mr. Finch and Miss Eula May? Why does Lee include event n the story? 6. How does Lee use Calpurnias actions in dealing with Tim Johnson to show the subtle discrimination prevalent in small towns? 7. What did the children learn about Atticus as a result of their sighting of Tim Johnson? What character trait does Lee reinforce by having Atticus shoot the dog, tell the children to stay away from the dogs body, and then return to the office? How did affect their opinion of Atticus? 9. How does Lee introduce the significance of the books title? What does it symbolize? 10. What does Jem mean about Atticus being a gentleman like him? What change does his illustrate about Jem? Chapter 1 1 What is Lees purpose for introducing Mrs. Dubose? Why does Jem destroy Mrs. Dubose camellia bushes? How does the reader benefit from Scout telling the story about Mrs. Dubose as an adult looking back at her childhood? 4. What is the purpose of Scouts allusion to Dixie Howell? What humor does Lee use to lighten Atticus discussion with Jem about reading to Mrs. Dubose? 6. What does Lee show about Atticus character when Scout asks him the meaning of nigger-lover? 7. How does Atticus use Mrs. Duboses death to teach the children about courage? 8. How does Atticus definition of courage foreshadow upcoming events? Part One Summary Briefly describe Scouts character development in this part of the book. 2. How does Scouts role as narrator affect the readers understanding of the story? 3. What is Lees purpose for including Boo Radley in the story since the reader has not seen them? 4. How does Lee use the setting of Maycomb, Alabama to emphasize the themes of the story? 5. How has Jems attitude about courage changed from the beginning of the story? 6. Is Atticus an example of static or dynamic character? Explain your answer. 7. What is the significance of Boo Radleys nickname?

Tituba and Sarahs Humour Essay Example For Students

Tituba and Sarahs Humour Essay Act 4 is the most significant of all scenes because all questions are answered and all strings are tied. It is, by far, the most tension-pulling and heart-wrenching scene in the whole play. Miller lures us into a false sense of security by decreasing our tension level at the start of the scene with Tituba and Sarahs Humour! This leaves us plenty of room for it to then rise again.  Hale has come back and Abigail, along with Mercy Lewis and Parriss money, has gone! The realisation had started to rise and the pressure was getting high. However, Danforth wouldnt have any of it! He was far too worried about his reputation and his job. We will write a custom essay on Tituba and Sarahs Humour specifically for you for only $16.38 $13.9/page Order now You misunderstand sir: I cannot pardon these when twelve are already hung for the same crime. It is not just.  Miller then throws a painfully upsetting conversation between Proctor and Elizabeth at us, full of confession and realisation. This was maybe to give us a shred of hope, which he then toys with endlessly during the signing because of Johns indecisive mind! Thanks to the help of Rebecca Nurse washing John with guilt and the thought of his name being lost, John decides to die with his name, rather than to live without it. We then see that Proctor will be happier because his conscience is clear! When he runs to Elizabeth and when they kiss passionately we see that they have loved each other all along! As an audience we can feel Elizabeths overwhelming emotion. Hale collapses on the floor and begs Elizabeth to change Johns mind. But she now knows exactly what is best for John and this is what he would have wanted.  The unforgettable ending of Act 4 leaves the audience with a painful sadness that overwhelms you for a long time.  However, without this scene, there would be many unresolved situations. These could include the audience never finding out what happens to Giles, Tituba and Sarah. We wouldnt have known if Proctor had died or whether he had confessed and been released and the same for Elizabeth! Was she hung for lying about John being a lecher? Or was she released to have her child? We wouldnt have known that Abigail and Mercy had run off together with Parriss money or that Hale had returned and was now telling people to lie! I am now going to take a look at John and Elizabeth and explore how they have both developed and changed throughout the play The Crucible.  From the start of Act 2 where we are first introduced to Elizabeth, she meets up to her reputation of being a cold, snivelling woman Her and John start to have a conversation about the weather. They are keeping it short and sweet because Elizabeth doesnt really trust John. On page 42 of The Crucible hardback book John tries to stop the small talk but by Elizabeths subtle hints you can tell somethings up. John says I mean to please you Elizabeth and she hesitates and finds it hard to say by coming out with I know it John. John then tries to kiss her BUT she just accepts it like it is her duty. This shows that she may be feeling betrayed by John and it suggests to the audience that what Abigail said about her being a cold, snivelling woman might be true. Elizabeth tries to stay as calm as she can throughout the act, even right through to the end when she is getting arrested. You can tell that she is afraid but she manages to keep a bit of respect by calmly saying, I will fear nothing. Tell the children I have gone to visit someone sick. .ude5392130465da634b1219d61da0b1ec , .ude5392130465da634b1219d61da0b1ec .postImageUrl , .ude5392130465da634b1219d61da0b1ec .centered-text-area { min-height: 80px; position: relative; } .ude5392130465da634b1219d61da0b1ec , .ude5392130465da634b1219d61da0b1ec:hover , .ude5392130465da634b1219d61da0b1ec:visited , .ude5392130465da634b1219d61da0b1ec:active { border:0!important; } .ude5392130465da634b1219d61da0b1ec .clearfix:after { content: ""; display: table; clear: both; } .ude5392130465da634b1219d61da0b1ec { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ude5392130465da634b1219d61da0b1ec:active , .ude5392130465da634b1219d61da0b1ec:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ude5392130465da634b1219d61da0b1ec .centered-text-area { width: 100%; position: relative ; } .ude5392130465da634b1219d61da0b1ec .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ude5392130465da634b1219d61da0b1ec .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ude5392130465da634b1219d61da0b1ec .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ude5392130465da634b1219d61da0b1ec:hover .ctaButton { background-color: #34495E!important; } .ude5392130465da634b1219d61da0b1ec .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ude5392130465da634b1219d61da0b1ec .ude5392130465da634b1219d61da0b1ec-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ude5392130465da634b1219d61da0b1ec:after { content: ""; display: block; clear: both; } READ: What Counts as Knowledge in the Arts? EssayAt the end of Act 3 we meet Elizabeth again. Just before she enters John says to the court that woman will never lie Elizabeth then finds herself in a pretty sticky situation. She has been a good religious woman throughout her life, but is prepared to give that up and lie to save the man she loves. Elizabeth must have felt just plain sick when she found out that what she had just done had gone to waste. She had not only ruined her reputation but she had just pushed John into even deeper water! Months have past by the time we meet Elizabeth again. By this time she has developed into a warm loving character and we find out that Elizabeth and Proctor have loved each other all along. Elizabeth has changed dramatically. She rises out of her shell because she knows anything that has to be said must be said now before it is too late.  Proctor enters and is left alone with Elizabeth where they are both overcome with emotion. This is the first time they have been alone together since Act 2. As an audience we can tell that they are both trying to act calm. Especially Elizabeth, who is trying desperately not to crack the calm atmosphere around her. John asks Elizabeth what he should do but Elizabeth doesnt say to lie directly because she doesnt want to be the one responsible for John damning himself. So Instead she says, As you will. I will have it. Trying to subtly suggest to John that he should lie by saying I want you living, thats for sure.  Although at the same time, she wants John to be able to forgive himself. She says John, it come naught that I should forgive you, if youll not forgive yourself.  After that she pours her heart out to John with self-pity. She says it were a cold house I kept and it takes a cold wife to prompt lechery.  Obviously, Elizabeth was distraught by the affair. As if her self-confidence wasnt low enough already, the affair had just confirmed to her that she was worthless. Why would a man like proctor love her? Elizabeth shows the audience that she has inner strength, by overcoming her coldness and touching john. Something that she hadnt before, done in the play.  Finally, Proctor rips up the confession and Elizabeth is full of uncontrollable emotion. She rushes to him and weeps against his hand. Proctor tells her to be strong and she manages to contain herself by saying these final words He have his goodness now. God forbid I take it from him.  John is one of the main characters in The Crucible so he had to have the most complicated role to play. John proctor was respected if not feared in Salem. He was a powerful man who was not easily led. Some say he was a sinner who had a quiet confidence and an unexpressed hidden force; there is also evidence to suggest he had a sharp biting way with hypocrites. He arrives in Act 1 and our opinions of him are low. All we know is that he is cheating on his wife with Abigail Williams so not many good things are to be said of him. We then meet him again in Act 2, where he and Elizabeth are alone for the first time. John tries his very best to put what happened with Abigail behind him by being really good to Elizabeth. For example he says I mean to please you Elizabeth and tries to give her a kiss. However after she receives it I think John knows she suspects him.  John looses his temper when he knows Elizabeth has guessed about the affair and says, Spare me! You forget nothin and forgive nothin' and an everlasting funeral marches round your heart he says as though I come into a court when I come into this house! These are all true things that Proctor is feeling but I think he immediately regrets saying that when Elizabeth gets arrested. John loves Elizabeth but he is just getting frustrated with Elizabeths suspicions. I think partly why John is getting angry is because he is frustrated with himself and knows that he would feel the same if Elizabeth had done the same to him. He feels that he has not only betr ayed Elizabeth but he has also betrayed himself. .u3c6e88148e952ab2be8b5339c8b1b199 , .u3c6e88148e952ab2be8b5339c8b1b199 .postImageUrl , .u3c6e88148e952ab2be8b5339c8b1b199 .centered-text-area { min-height: 80px; position: relative; } .u3c6e88148e952ab2be8b5339c8b1b199 , .u3c6e88148e952ab2be8b5339c8b1b199:hover , .u3c6e88148e952ab2be8b5339c8b1b199:visited , .u3c6e88148e952ab2be8b5339c8b1b199:active { border:0!important; } .u3c6e88148e952ab2be8b5339c8b1b199 .clearfix:after { content: ""; display: table; clear: both; } .u3c6e88148e952ab2be8b5339c8b1b199 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3c6e88148e952ab2be8b5339c8b1b199:active , .u3c6e88148e952ab2be8b5339c8b1b199:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3c6e88148e952ab2be8b5339c8b1b199 .centered-text-area { width: 100%; position: relative ; } .u3c6e88148e952ab2be8b5339c8b1b199 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3c6e88148e952ab2be8b5339c8b1b199 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3c6e88148e952ab2be8b5339c8b1b199 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3c6e88148e952ab2be8b5339c8b1b199:hover .ctaButton { background-color: #34495E!important; } .u3c6e88148e952ab2be8b5339c8b1b199 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3c6e88148e952ab2be8b5339c8b1b199 .u3c6e88148e952ab2be8b5339c8b1b199-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3c6e88148e952ab2be8b5339c8b1b199:after { content: ""; display: block; clear: both; } READ: Death of a Salesman: Symbols EssayIn Act 3, as if Proctor hadnt got a big enough shock finding out his wife was pregnant, the pressure was on and he just bursts out in a fling of fury and says I say-I say-God is dead! he is then arrested. As we enter Act 4 tension is high. In Act 4 Proctor is very indecisive. He doesnt know what to surrender! His life? Or his name? Elizabeth wants John to live and just to give his confession and lie, but proctor doesnt know what to do! Inside of him the anger is building up and in the end he rips up the confession and hangs like a gentleman. We see John change from being a weak man giving into temptation at the start, to rising to be as st rong a man as he has ever been before, up until right at the very end where he decides to sacrifice his life to keep his name and place in society.

Best Guide for Selecting Topics for Exemplification Essays

Best Guide for Selecting Topics for Exemplification Essays Deciding the topic of a paper is the most critical stage in the whole process of writing. The entire paper depends upon the quality and adequacy of the topic. Probably you are having a problem deciding the topic of your paper. There’s nothing to worry about because we’re here for your assistance. The right topic truly captures the gist of a paper. It’s neither too long nor too short. Get a good idea of deciding a topic by reading our guidelines. We offer you good exemplification essay topics related to all sorts of areas. If you still require help, you can have a customized topic generated just for you by our experts. What Is an Exemplification Paper? Before getting into a discussion of the selection of topics, it’s customary to have a quick look into the concept of this kind of essay. The word ‘exemplify’ means to show or demonstrate. Therefore, the significance of examples in these essays is a lot. It’s essentially argumentative in tone and nature. The writer incorporates cases in it which validate an opinion. The arguments are supported and substantiated by concrete evidence and examples. Hence, the readers get a clear understanding of the viewpoint of the writer and also have reasons to believe in the information they are offered. Here are easy tips to get you started in the right direction: Provide correct details. Incorporate examples that suit the paper’s prime subject. Use a persuasive tone by using excellent examples and using logical writing. Distribute the arguments and examples throughout the essay so that each part has them. How to Decide the Topic for Your Paper – Expert Tips Many times, teachers provide students with topics for exemplification essay themselves. However, if you have to come up with a topic yourself, make sure that you have a good knowledge of your chosen topic and that you can easily grab evidence and facts in support of the points you will make in it. Remember that the real challenge of finding good examples lies ahead. So if you select a unique topic, the chances are that you’ll fail to find appropriate examples for it. Think deep while choosing your topics to write an exemplification essay on. Let’s suppose your teacher asks you to write a paper on an author. While you can choose any writers of your choice, try to select one for your paper who has written more books than others. This will make it easy for you to find relevant information and examples from the author’s books because of the simple reason that they will be plenty. Important points to consider while selecting the topic of your paper is: It shouldn’t be more than 70 characters in length – spaces included Avoid the use of punctuation in the topic Don’t use complicated words in the topic How to Write the Paper So It Attracts Readers The importance of best exemplification essay topics in improving the readership of essays cannot be overemphasized. But everything is not done only by selection of the correct topic – your starting section should have the pulling power in it as well. You can start the paper with a popular question or phrase to grab the attention of readers. You have to identify your target audience to come up with the best examples in your paper. Examples for a topic will be different for children audience as compared to those for an elderly audience without any change in the topic. Good behavior for a child may mean behaving well with parents and cleaning the teeth every day, but for an adult, you will exemplify good behavior as giving charities and donations, and consuming less natural resources. Here Are Some Interesting Exemplification Essay Topics You don’t just have to find a topic for the paper, and you also have to ensure that it’s interesting. The topic should have a wow factor so that it sparks interest in the audience. Here are some easy exemplification essay topics that have this quality: Teaching children manners – the fine line between parenting and harassing. No meal is free in this world. Why not immigrate to Canada? Are people from all races related? Why we need vacations Find the Best Exemplification Essay Topics for College Students Topics for essays at the college level have to be academically very strong. Essays contain strong arguments, and strong practical examples substantiate them. Some topics you can select from the following ones: Is social media a reliable source of information? Technology has changed education. Is polygamy ethically justifiable? Can teachers deter bullying and violence in schools? Should students be taught subjects of religion in schools? Can a strict vegan diet be nutritionally sufficient? Is plastic surgery a necessity or a luxury? As you may have noticed, the above good topics for an exemplification essay relate to different fields of knowledge. The best way to phrase a topic for this kind of paper is as a question. As you try to answer it in the paper, you discuss examples that justify your opinions. Get Our Guru to Devise a Fine Topic for You Have you found the topic you were looking for in the ones we have suggested? If not – don’t panic. Our experts are here to help you with the college exemplification essay topics. What subject, area, or field you want to choose the topic from? 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Your definition of love Essay Example | Topics and Well Written Essays - 750 words

Your definition of love - Essay Example Love is a universal phenomenon upon which the human life balances on earth. Any problem occurs to this basic thing will results in threats to human life on earth. The World Wars, conflicts between countries and religions, suicides, killing of innocent people, terrorism, and robbery like antisocial elements are the results of the absence of love. In my opinion, love is an emotion or feeling one may extend towards another. Love has lot of dimensions. A person who loves himself cannot offer divine love towards others because of the conflicts between the self needs and the needs of the person whom he loved. In other words, love is a kind of sacrifice. Without sacrifice love cannot survive. For example, in marital relationship, both the husband and the wife need to sacrifice some of their selfish interests in order to accommodate the interests of other. One may like smoking while the other may not, one may like drinking while the other may not, one may like taking drugs while the other may not. In the absence of love, the above likes and dislikes may create problems in a married life. Phaedrus, one of the seven attendants of Plato’s symposium argued that love is most powerful in helping men gain honor and blessedness whereas Socrates defined love the attainment of immortality (Galloway, 1992). In my opinion both of them are right. Love has all the above dimensions like honouring, blessings and the attainment of immortality. A person who loves others will definitely honour or value them. All the religious leaders are unique in their opinion that loving others is the basic necessity of attaining immortality. Pausanias, another person who attended Plato’s symposium has argued against Phaidros one-dimensional praise of love and introduces the idea of dualism. In his opinion, one type of love is "common", based on sensuality, works at random, and produces children, the other love is "heavenly", based on

Definition of Public Relations Essay Example | Topics and Well Written Essays - 750 words

Definition of Public Relations - Essay Example However, in developing of an appropriate ‘public relation’ schedule, it is always important to picture how it will appeal to different people. This definition was provided by a female Military officer aged 33 years. A Community Health Officer defines public relations as the ability to foster and maintain mutually beneficial relationships between the community and county government. In the explanation, the officer attributes that public relation is very similar to ‘community relations.’ The health officer is male aged 45 years. A permanent secretary in the Ministry of Labor and Public Works attributes the fact that Public Relations is a management function, which aims at establishing and sustaining a self sufficient inter-link between the Ministry and the public on whom its success or failure depends. The permanent secretary is male aged 51 years. A female student aged 20 years, taking Bachelor of Arts (English & Journalism) defines Public Relations as an art of communication which can be between a firm, State, or an individual and the most suitable audience. A Marketing male student aged 22 defines public relations as the ability of an organization to communicate its activities, products, and services to customers in the right manner prescribed to them, right time, and in the right place. Public relations is purely a management function that aims at establishing and maintaining ‘mutual lines of communication, understanding, acceptance, and co-operation’ (Fawkes, quoted in Wilcox et al. 2003: 7) between a firm, government, or an individual and the general public. Because organizations are always concerned with maintaining a good public image, they assess public opinions, which can be relevant in solving problems, help in accepting and adapting to changes, identifying any warning elements to help anticipate trends, and promote ethical behavior. Newsom et al. (2012)

Adapting Materials For A Specific Context Education Essay

Adapting Materials For A Specific Context Education Essay Although most people associate language-learning materials with course books, in fact materials encompass a much wider scope. A very general definition would be that materials are anything that teachers and learners use to facilitate learning of a language. As well as course books this could encompass cassettes, videos, dictionaries, grammar books, newspapers, photographs, and much more (Tomlinson 1998). Added to this is the realisation that materials are not simply the mundane apparatus of the language teacher, they are a personification of the aims, values and methods of the particular teaching or learning situation (Hutchinson 1987). Therefore the selection of materials is probably the single most important decision that the language teacher has to make (Hutchinson 1987). With such a broad definition teacher produced materials will obviously play a role. However there are very few teachers who do not use published course materials at some stage in their career and the use of published materials is now more pervasive than ever before with the course book being at the centre (Littlejohn 1998, McDonough Shaw 2003). Although it is convenient to lump both teacher produced materials and commercially sponsored published course materials together there are in fact noteworthy differences pertaining to the circumstances under which they come to be written, produced and distributed. Customarily teacher produced materials are aimed at a more specified local audience, and commercially sponsored materials are for as wide an audience as possible (Dubin Olshtain 1986). Often the sheer time consuming feat of writing your own materials coupled with the reality that many teachers have little or no control over what course book and main materials will be selected leads to most teachers having to live with published materials selected by others (McDonough Shaw 2003). It is rare to find a perfect fit between learner needs and course requirements on the one hand and what the course book contains on the other. Every learning and teaching situation is unique and inimitable (Cunningsworth 1995). For this reason the option open to the teacher is to adapt and develop the materials. However before we can adapt and develop the materials we have to be able to evaluate the materials. Before we can change something we have to be clear about what we are changing (McDonough Shaw 2003). Teachers evaluations of course books and materials usually involves making general impressionistic judgements on materials based upon common assumptions and expectations. Some very common expectations of materials now are that they should achieve impact and have a noticeable effect on learners, help learners feel at ease, help develop learners confidence, and should be perceived by learners as being pertinent and useful. It has become common for materials to be expected to necessitate learners to make discoveries for themselves, expose learners to language in authentic use, entice attention to linguistic features of the input, recycle instruction, and present frequent and abundant exposure to the instructed language features in communicative use (Tomlinson 1998). It is also now highly desired that materials bear in mind that learners differ in learning styles and that learners inclination for a particular learning style is variable depending on what is being learned, where, with who, and for what. It is also hoped materials take into account that learners differ in affective and emotional attitudes (Tomlinson 1998). However a lot of these expectations are things that can mean different things for different groups of learners and teachers. For example achieving impact is variable in different places. What achieves impact in Brazil might not achieve impact in Germany, and what achieves impact in a private language school in Brazil might not achieve impact in a Brazilian high school. Often these expectations and assumptions about what is desirable, and others, such as up to date methodology, being foolproof, and containing realistic language, are all debateable. Is up to date a desirable characteristic in itself (Littlejohn 1998, Tomlinson 1998)? Teachers are also likely to focus less on the programme as a whole in their evaluation and more on whether specific activities and techniques appear to work in the context of a particular lesson (Ellis 1998). This combination of relying on general impressionistic judgements and concern with specific activities and techniques creates a type of micro evaluation that leads to a very eclectic type of adaptation. Rather to ensure a good match between what the course book includes and the requirements of the learning and teaching situation, and to avoid an eclectic approach to evaluation and adaptation teachers need to develop more methodical and potentially informative approaches creating a more in-depth evaluation of materials. (Cunningsworth 1995, Ellis 1998, Littlejohn 1998, Tomlinson 1998,). How do teachers begin a more in depth evaluation of teaching materials? Firstly by understanding that materials are indeed an embodiment of the aims, values and methods of the particular teaching and learning environment teachers can reflect over and analyse their knowledge, understanding and experience of how languages are learnt and should be taught. They can relate this to how near a match there is with the aims and values of the materials. This will lead teachers to be able to clearly state what they actually expect from their materials rather than regurgitating the latest buzzwords in the teaching industry. Teachers are then able to proceed from here and have a basis to analyse what materials contain and aspire to achieve, what materials make learners do while they are learning, how materials assume or even demand the teacher to teach learners in the classroom, and the appropriateness of the materials to the learners needs and interests (Breen Candlin 1987). This will enable us to build our evaluation of materials, and subsequently our adaptation, on the principles built upon our knowledge, understanding and experience of learning and teaching language. This evaluation helps cultivate insights into various views of language and learning and should be done against an environment of knowledge of our learners demands and the potential of the teaching situation (McDonough Shaw 2003). The subsequent stage is gathering as much information as feasible about the spirit and make-up of a course book (Hutchinson 1987). The information gathering of materials begins with what the materials say about themselves by probing the organization of the materials as stated explicitly by the author and publisher on the cover, and in the introduction and contents. Then what is actually presented inside the materials needs a thorough evaluation, and often the contents can be used as a conduit between the external claims and the reality inside (McDonough Shaw 2003). However as well as the importance of information gathering and analysis of the materials, the same is needed of the teaching and learning situation that the materials are required for. This is vital as materials evaluation is essentially a matching process in which the needs and assumptions of particular teaching-learning contexts are matched to available solutions (Hutchinson 1987). The teaching-learning situation and the classroom have a culture of their own. Culture is most commonly used in a very broad way to describe national culture, and there is often a prevailing cultural stimulus that may well be attributable to the wider society, governing for example, the rhythm and movement of classroom groups, and gender segregation. However there are also influences from institutional or professional-academic cultures, which dominate aspects of classroom cultures such as protocols and the formality of certain classroom events which therefore mean we need to be far more precise when we are talking about classroom culture (Holliday 1994). Classes will not have permanent membership, groups meet to carry out restricted and limited activities, the length of history is relatively short, and the culture only exists when the class is in session. Expectations are brought to the class that are built on other, previous classroom experiences (Holliday 1994). This in addition to different personalities and ethics that evolve in different classroom groups makes each classroom contain a unique culture. Cultures of individual classrooms are diffused to new members enabling both teachers and students to be equipped with inferred understandings about what sort of behaviour is acceptable, which they must learn and impart if they are to be fully received into the group. They assert a social force that prevents teachers from replicating their lesson agendas with different classroom groups. These understandings in turn are strengthened by common acceptance by peers (Holliday 1994) Habitually in the field of English language teaching there is frequent discord between the conventional and established interaction of the classroom and the innovation created by new language (Holliday 1994). Many teachers try to stimulate appropriate English teaching with students who are foreign to them, and try to understand their attitudes and ways of doing things, which to the outsider are obscure and unclear. Conversely teachers who are native to countries they work in, and of the same nationality as students they teach are repeatedly endeavouring to decipher methodologies cultivated and developed in the west for ideal teaching-learning situations. Ideal meaning different from the methodologies in their countries and particular teaching-learning situations (Holliday 1994). In some countries and contexts large classes are not necessarily indicative of scarce resources. Large classes might be tolerable where prevailing educational ideologies do not see the role of the teacher as a monitor and overseer of learning, but as a fount and spring of knowledge, which is delivered without any dispensation to students, and which students must exert great effort to attain. This leads to interesting observations in countries where this type of mentality holds sway such as Hollidays (1994) observation in Egypt of a newly graduated junior local lecturer. The local lecturer had undergone numerous hours of training in communicative English language teaching methodology from expatriate personnel and was supposed to be using a course book whose objectives were communicative teaching of pronunciation. The local lecturer was playing what she perceived to be the lecturer role very well. This was built on the basis of the local lecturers conviction that their responsibility s tretched to the extent of presenting the subject matter to their students, not as far as overseeing and administrating learning. Szulc-kurpaska (1992 as cited in Holliday1994) reports an interesting case in Poland of how discontent on the part of students arose pertaining to the degree of informality practised by expatriate lecturers both in and out of the classroom. Students became perplexed and apprehensive over hazy definitions of teacher and student (Holliday 1994). Here we must realise the importance of understanding each unique classroom culture and not trying to enforce an ideal teaching-learning situation in different contexts. What is important is that learning takes place. Unfortunately even taking into consideration that all learners, all teachers and all teaching situations are different, published materials have to treat them as if they were the same, commonly for commercial reasons (Maley 1998). Whether we like it or not any course book will directly or indirectly communicate collections of social and cultural morals and standards that are intrinsic in their make-up. This may be referred to as the hidden curriculum that will bring up issues of sexism, ethnic origin, occupation, age, social class, and disability (Cunningsworth 1995). Whether this is intended or not, it is a reality. Therefore the need to ensure a course book situates its material in the social and cultural contexts that are comprehensible, significant, appropriate and decipherable to learners, in terms of location, social mores and traditions, personal interests of learners, and age group is highly important (Breen Candlin 1987, Cunningsworth 1995). Often this can only be done by e valuation leading to adaptation. Lack of matching the teaching-learning situation to the materials leads to teachers returning from training programmes incapable of instigating what they have learnt, because it does not correspond to the conditions, needs and philosophies of their classrooms, institutions, and communities (Holliday 1994). In fact the materials become a constraint upon teachers sense of what may be appropriate at a given pedagogical moment, and on the autonomy and independence of teachers actions. The reality in the classroom is a trade off between materials, teachers, and learners (Maley 1998). If learners are to judge materials as legitimately offering them the prospect to develop their language knowledge and capabilities, the materials must take account of what learners perceive their needs to be, no matter how various and vague these perceptions may be (Breen Candlin 1987). Therefore information gathering and analysis of materials and the teaching-learning situation although without doubt can be driven by the teacher must include the input and feedback of learners. Especially in situations where the classroom culture is totally alien to the teacher they must be careful not to trample over the already set protocols and behaviours. Although classroom culture is open to large degrees of change, especially in the case of English language education which has supplied an abundance of new methodologies, it is largely conservative. When there is a lack of knowledge of the particular classroom culture, often on the part of the teacher, and a lack of input from the students, change can come that is too abrasive and disturbing. This develops into a crisis that leads to the closing of ranks within the classroom culture (Holliday 1994). Both the information gathering and analysis of the materials and the teaching-learning situation must be based on knowledge, feedb ack, experience, and negotiated learning objectives. This will enable the reduction of wasted time and effort and result in clear pinpointing of the steps which compel attention in the continuous process of evaluation (Bolitho Jolly 1998). The evaluation process is never static, when materials are considered suitable for a particular course after a preliminary evaluation, their ultimate success or failure may only be ascertained after a certain amount of classroom use (McDonough Shaw 2003). Therefore materials whether they are for publication or a teachers next lesson need to be persistently and incessantly evaluated and revised. Ideally materials need to be monitored by authors, other experts not involved in the writing team, and by representative users of the material such as teachers and learners (Tomlinson 1998). A pooled evaluation effort such as this can develop awareness in a number of ways. It obliges teachers to analyse their own presuppositions as to the nature of language and learning. With the almost certain reality that there will be a variance between the various materials that are available for evaluation it forces teachers to establish their priorities, and helps teachers to see materials as an integra l part of the whole teaching and learning situation (Hutchinson 1987). It must be stated that evaluation takes on a wider and more extensive role than merely evaluating to be able to adapt and develop materials by teachers. There is an increased concern for management macro evaluation of programmes and projects, carried out for accountability and developmental purposes and rationales by accumulating information relating to various administrative and curricular aspects and features of the programme. Educational decision makers formulate policy and work out strategies for budgeting and purchasing and therefore teachers do not always have direct involvement. At best they may be invited to make suggestions and comments (Ellis 1998, McDonough Shaw 2003). Such an approach to evaluation is not in concurrence with the perspective that many teachers have about what evaluation involves (Ellis 1998). There is a strong relationship and connection between evaluation and adaptation. Adaptation is a process subsequent to, and dependent on evaluation (McDonough Shaw 2003). Moving from the evaluation of materials and the teaching-learning situation in to the practical aspect of actually adapting the materials teachers will need to consider both external and internal factors. External factors are dynamics such as the characteristics of particular teaching situations, and content, organization, and consistency of the materials being an example of internal factors. To adapt materials is to endeavour to bring together these elements. Just as materials evaluation is a matching process so too is adaptation of materials. A good teacher is persistently striving for congruence and correspondence among materials, methodology, students, and course objectives. The teacher must satisfy the demands of the textbook but in ways that will be satisfying to those who learn from it by matching. Therefore maximising the appropriateness of the teaching materials in the particular teaching-learning context at hand (McDonough Shaw 2003). With evaluation of materials often constructed and fostered upon very impressionistic general judgements, teachers first steps in materials adaptation will also frequently be based on very vague motives and rationales leading to haphazard eclectic adaptation. Teachers will sometimes give the textbook a rest. The songs and games on a wet Friday afternoon are familiar to all teachers. However these dont have to remain part of a chaotic adaptation method. Rather they can be built into teaching in a principled way (Maley 1998). This means returning to our understanding of the underlying principles that evaluation of materials is based upon and subsequently looking at what adapting of materials actually involves. What must be noted is that this doesnt automatically mean adaptation has to continually be a rather formal process, although it often is. Rather, it can also be transitory. A teacher instantly rephrases a textbook elucidation of a language feature and so adapts. A good teacher is constantly adapting whether formally or informally (McDonough Shaw 2003). Therefore adaptation can be quantitative, by altering the amount, or qualitative by altering the methodological nature. This can be done using an assortment of techniques or a single technique applied to different content sections such as leaving out, adding, replacing, and changing. Materials may require adapting because they are not ideal in areas such as methods, language content, subject matter, balance of skills, progression and grading, cultural content, or image (Cunningsworth 1995). All of this must be done within a framework of gauging what materials contain against the requirements of a particular teaching environment and being sensitive to students interests, learning styles and motivation (Cunningsworth 1995, McDonough Shaw 2003). We can add to materials by supplementing them. More is put into them by extending or expanding. Materials are extended when we add more of the same, such as further grammar exercises if the grammar point being studied is difficult. By expanding we actually add to the methodology by moving outside it and developing it in novel directions. Also additions can be made before a language point appears in the framework of the book (McDonough Shaw 2003). Leaving out material is the other side of the same coin from addition. Generally subtracting does not have a significant impact on the overall methodology (McDonough Shaw 2003). Often using other published general course books or our own material for supplementary options is unsuitable. However there are numerous books that focus on skills. These afford a simple option to find exercises at a lower or higher level than the regular course book being used. For example, some general courses do not cover pronunciation as comprehensively or systematically as is necessary. Supplementary pronunciation books can fill in the gap. Usually vocabulary is covered more fully in modern books however there is still scope for supplementary vocabulary learning materials. Most books cover grammar meticulously, but there are still occasions when additional grammar work is needed, or an alternative approach (Cunningsworth 1995). Often the reasons why more pronunciation, vocabulary, or grammar is needed are the particular culture of that institution, managerial influences and teacher perceptions as well as the perceived needs of the students. The teacher has to take consideration of all of these to be successful. In my particular experience of teaching in Saudi Arabia the perceived importance and need for exhaustive grammar teaching, that was an influence of the culture of the institute, students, and the wider academic culture in Saudi Arabia, led me to adapt my teaching materials by supplementing the regular course book with grammar exercises from a well known grammar book (See Appendix 1, 2, 3). As a new teacher presented with the challenge of supplementing just because grammar was needed without any questioning I adapted in an extremely eclectic style without any worthwhile evaluation. A return to teaching will provide me with the opportunity to base my evaluation and adaptation on my understandings of teaching and learning and very importantly the context of the teaching-learning situation. Where we can usually make a noteworthy impression on the materials is by changing or modifying. Teachers can effect internal change in the style or focus of an exercise or other piece of material by rewriting when some of the linguistic content needs amendment. A prime example would be relating activities directly to learners backgrounds and interests (McDonough Shaw 2003). We could take a clearly mechanical, pre-communicative activity such as a drill and utilize the idea behind it by making the interaction more genuine and communicative by personalizing the content whilst keeping focus on structure and using authentic content. The important thing is to learn what students are interested in and build on that, showing that the English lesson is not just about English, but is about all aspects of life (Cunningsworth 1995). Restructuring involves classroom management, as in the case of when materials contain role-play for groups of a certain size and the class is too big. We can use si mplification by rephrasing instructions, explanation, or even the visual layout. Obviously there are repercussions and implications for simplification, such as the possibility that any linguistic change will have corresponding stylistic effects and therefore change the meaning or intention of the original text (McDonough Shaw 2003). As well as adapting by adding, taking away, or modifying we can transform the way the content of the materials is presented. Teachers can reorder by putting parts of a course book in a different order. For example we can adjust the sequence of presentation within a unit, or put units in a different sequence. We may do this in circumstances where the teaching programme is too short to work systematically through the book (McDonough Shaw 2003). Obviously there are patent areas of overlap among the various techniques that can be employed in adaptation. At one end adaptation is a practical activity carried out mainly by teachers to make their work more relevant to learners, however it is directly and indirectly related to a wider array of professional concerns such as administration and management of education. Adapting is one consequence of setting of objectives in a particular educational context and can only be executed effectively if it develops from understanding of possible design features of syllabuses and materials (McDonough Shaw 2003). We must be circumspect of becoming enslaved to course books. Rather course books are best seen as a resource in realizing aims and objectives that have already been fixed in terms of learner needs. They should not determine objectives themselves or become the aims. The concern must be with teaching language and not the textbook. The course book should be at the service of teachers and learners and not their master (Cunningsworth 1995). However we must strike a balance and not fall into dismissing all course books of being devoid of any value. The need to adapt does not necessarily entail that a course book is defective (Tomlinson 1998). We have to realise the entire arena of evaluation and adaptation is about matching between materials and the teaching-learning situation, basing this on our understanding and knowledge of teaching, learning and the context. Therefore the possible and inevitable areas of mismatch often can be dealt with by adaptation rather than abandoning the material s available (Tomlinson 1998). APPENDIX 1 Taken from: Headway, a typical EFL course book. The presentation of the grammar point here is not considered in depth enough and so the need to supplement. APPENDIX 2 Taken from: English Grammar In Use, a popular grammar skills book. Present the same grammar point to students as we studied in course book but with some more detail. APPENDIX 3 Taken from: English Grammar In Use. Present these additional exercises to the students usually by writing questions on the board. The students copy questions and complete with answers.