Friday, May 22, 2020
Policies for Elements of Performance Evaluation Observation leads to routine analysis of the performance quality of the workers for the assigned job. The observation policy to be maintained by the construction company would be the observation and commitment policy having the purpose of determining the duties performed by the workers, the level of training given by the company to its workers and supervisors, whether the training meets up with the requirement of the training and also analysis of the observation process as to its fair assessment. The supervisor would maintain a commitment policy of on time attendance and arrival of the workers to the construction site. The supervisor would observe the hours of work done by each worker. The performance quality and efficiency maintained by the workers and even their behavior in the work environment would be evaluated by the supervisor in the observation policy. The ability to take instructions, completion of work on specified time, amount of work done per day and the effective workin g in a team are the other factors to be analyzed in the observation policy. Benchmarking would be done to evaluate the performance of the workers. Coaching builds trust among the management and the employees as well as initiates in creating the standards for the employees performance to achieve organizational goal (Pollitt, 2013). We will write a custom essay sample on Training and Development Task 2 or any topic specifically for you Only $17.96 $11.86/pageorder now The coaching policy includes staff development where the managers or coach of the construction company would enable contacting with the staff to motivate them to join the policy and evaluate the necessary development needed to take place. On mutual cooperation the policy norms would be executed, evaluating the workers and their performance efficiency. Further motivation would be given by the coach on skill development through training. The supervisor of the construction company would implement staff development policies for coaching the workers by providing them information about their roles and responsibility during the work process. Mentoring would deal with allocation of resources, specification of the time involved in completion of work, motivating them to increase performance efficiency, achieving high quality output with provided resources. The mentor would convey the benchmark set by the company to the workers to influence them to excel in th e work assigned. The safety standards would also be evaluated in the working standards of the construction company Feedbacks are both sided. One is the employee feedback and the other is the supervisor feedback.
Friday, May 8, 2020
The Death of Indian Culture Exposed in The Jewel In the Crown The Jewel in the Crown, by Paul Scott, is a postcolonial novel about the realism of the interracial love affair between Daphne Manners and Hari Kumar, the subsequent rape of Daphne Manners, and the after effects on British and Indian relations. At a time when British and Indian affairs were strained, at best, the rape of Miss Manners is significantly metaphoric of the British rape of Indian land and culture. British colonial sentiment became a primary influence in India, when the revolt of 1857 led to the reorganization of British influence. The British felt that India could not rule itself, that they (the British) would govern India as its benefactor, bringingÃ¢â¬ ¦show more contentÃ¢â¬ ¦In the town of Mayapore, the English lived in the civil and military cantonment. It was another world from the Indian side of town, divided by the invisible line of difference in cultures. The English found the native Indians distasteful, crude and ignorant. Both sides were carefully segregated, t he whites preserving their sense of home in exile. In the wake of this superiority in thought and feeling amongst the English, the British government in India fell into an authoritarian rule. The British raj could do anything....anything that offended was an offense. A man could be imprisoned without a trial (JIC, p. 126). Ronald Merrick was the epitome of such sentiments. He flaunted his authority and his anti-Indian feelings. These feelings seem to be summed up in his persecution of Hari Kumar, whom he had already chosen, chosen as a victim. For Merrick was a man unable to love. Only was he able to punish (JIC, p. 155). It was through the association of Miss Manners with Hari that caused him to become part of the triangle, which was the undoing of all three. Merricks attitude is representative of English attitudes towards the Indians in general, one of complete superiority, an adamant guardian of the British cantonments privilege and physical isolation, and the white mans biologic al purity and superiority (Jewel SGShow MoreRelatedWesternization of India1470 Words Ã |Ã 6 Pagesdownward spiral in destroying the cultural diversity of the world. As one of the oldest nations in the sense of tradition and culture, India has been a land of sages, saints and various renowned scholars. Countless religious temples and shrines built in different parts of the nation expose the devotion to religion and family that dwells within all aspects of IndiaÃ¢â¬â¢s culture. Everything was steady for India until a few decades back. Most of the people were farmers and survived on their pieces of landRead MoreMughal Painting5148 Words Ã |Ã 21 Pagesevents and scenes from court life, wild life and hunting scenes, and illustrations of battles. 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Wednesday, May 6, 2020
Competency Goal 1: To establish and maintain a safe, healthy, learning environment Functional Area 1: Safe One of my goals is to promote safety and reduce all injuries in a preschool setting all day and every day. This is an important goal for the age group of children in my care because children arenÃ¢â¬â¢t aware of all the various types of things there are that might harm them. So childproofing something I do to promote safety for the children in my center. We will write a custom essay sample on Cda Binders or any similar topic only for you Order Now Another big safety precaution I follow is the never turn my back on children policy because if I am aware of what the children are doing more than likely no one will get hurt. Another safety precaution I take is to remind children to use walking feet, nice hands, listening ears, and indoor voices. These safety precautions will eliminate problems because if the children in a center listen and follow those simple rules things in the center will run smoothly. Separating different age groups will also help prevent safety issues within a center. To secure the safety of the classroom it is locked from the inside . I am OSHA certified CPR and have Pediatric First Aid training to allow me to make good decisions in emergency situations. Our center practices safety drills regularly to familiarize the children with the routine. Functional Area 2: Healthy One of main goals in the functional area healthy is to prevent spread of germs in my child care center. This is an important goal for this age group children in my care because germs may cause serious illness. Hand washing is a practiced in our center. After playing in centers or eating, children and staff has to wash their hands. Staff follows a routine to clean and sanitize all the toys and surfaces in the center. Children in the center are fed nutritious snacks in order to keep them healthy and to keep the child from having too many sugars or fats in their diet. Another health precaution that is be used in my center is using non-latex gloves to change diapers. Employees and babies could be allergic to latex and the gloves protect germs from employeeÃ¢â¬â¢s hands from getting on child and keep germs from the child from getting on an employee. Gloves are a big health precaution in our center. In our center we have a nurse on staff to help if child isnÃ¢â¬â¢t feeling well. This will help other children from getting whatever the other student has. I do know how to complete an accident injury report if there is an incident because I received communicable disease recognition training. I also am aware of reporting that may be necessary to child protective services, because I have child abuse prevention training. Functional Area 3: Learning Environment One of my goals in the learning environment is to provide the kids with opportunities to play and learn something all at the same time. This is important to me because I remember dreading coming to school when I was younger because I got bored. We can all agree that lectures are boring so I want the kids in my center to have fun while learning. At the star table we have cassettes with fun stories for kids to read and follow along with to begin recognition of words. Play dough at the heart table from time to time to get their fine motor skills developed. At circle time we sing songs to learn patterns. Painting will help the teacher see what child is thinking. Also, coloring can help you see what child is thinking and how they feel. The art centers are to let the mind come alive it also is a great learning experience for children in our center it helps the creativity of a child and helps them learn on their own how to make objects over time. The learning environment is a very important part of a center. I offer plenty of space for large muscle and group activities, as well as, provide semi-secluded spaces for children to have down time. The shelving is low and serves as barriers to prevent toddling babies from interacting with crawling babies. I try to make the room as inviting as possible by using visuals, texture, and music, to create a soothing atmosphere for learning. My daily routine offers reading, movement, observation, sensory stimulation, creativity, and play to help young ones develop. How to cite Cda Binders, Essay examples
Tuesday, April 28, 2020
Biology Practical to Study the Osmosis Effects of Sucrose Paper The plant cells used in the experiment are potato and Chinese radish tissues that are used as chips because the results and changes are easy to note and record in this way. As plant cell membranes are differently ramble, different results are expected from the Chinese radish and potato chips in the same conditions; this is one reason for having two types of plant cell and not one. Another reason is that the two types of plant cells results can be compared and the similarities between certain results compared. The results taken during the experiment can be used to work out information that will help further our understanding of how osmosis takes place in different plant cells (potato and radish), what physical and biological change may take place, and link certain factors presented in our results to prove intimation useful to the investigation. Such a point would be to work out at what concentration equilibrium takes place in the chips and how length, mass and concentration affect the results of osmosis (e. G. Hack, Playmates etc. , and how to link physical results such as it a potato chip floats or sinks to the mass of a potato chip and the concentration of the solution it was in, using the results recorded during the experiment, the cell sap sucrose concentration of each chip can be worked out. Overall, the experiment must be planned and osmosis in plants researched so as to predict What should happen in each Of the situations presented in the teeth. The experiment taking place and recorded in the most accurate conditions possible, the most useful results recorded and presented in a helpful way. We will write a custom essay sample on Biology Practical to Study the Osmosis Effects of Sucrose specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Biology Practical to Study the Osmosis Effects of Sucrose specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Biology Practical to Study the Osmosis Effects of Sucrose specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The results of the experiment should then be analyses and explained in terms of osmosis and why each result happened discussed and linked to other situations of osmosis. The final section fifths investigation should look back on the experiments, criticizing and improving sources of error and finally furthering research by going more into detail on the subject and expanding the research now that the basics of the subject have been covered. Background Scientific Information Equilibrium- There are two types of equilibrium. Dynamic equilibrium is when tuft opposing actions occur at the same rate, in the case of osmosis this is water moving in and out of a cell at the same rate. Static equilibrium is when there is no action taking place; this will not take place during this experiment. Osmosis- This is the movement of water molecules from an area of high water potential (a dilute solution) to an area of low water potential (a concentration). This occurs across a semi permeable membrane until equilibrium is achieved. Concentration- When a substance dissolves in water, its molecules attract some of the water molecules and stop them moving freely, This reduces the concentration of the water molecules as less water molecules are free. Water Potential- This is a measure feather a solution is likely to gain or lose water molecules from another solution A dilute solution is said to have a higher water potential than a concentrated solution as it has more free water molecules. Water will flow from the dilute to the concentrated across a semi permeable membrane. Distilled water has the highest avatar potential, if any aqueous elution was placed across a semi permeable membrane to the distilled water, the distilled water molecules would flow to it. Hypersonic Solution- This solution contains a higher concentration of solute compared to another solution (e. G. The cells cytoplasm). When a cell is placed in hypersonic solution water will diffuse out of the cell. Hypotonic Solutions- This solution contains a low concentration of solute hypotonic solution water will diffuse into the cell. * http://www. Voids. On. Ca/vesting/science/baobab/Cells/minimum. HTML Isotonic Solutions- This solution contains the same concentration of solute as another solution (e. G. The cells cytoplasm). When a cell is placed in an isotonic solution, the water diffuses into and out of the cell at the same rate. Osmosis in Plants Typical Plant cell (no chloroplasts): Unlike osmosis taking place in animal cells, the cell wall does not prevent the uptake or loss of soluble molecules; is the plasma/cell membrane which acts as a barrier or semi permeable membrane. The cytoplasm Of a plant cell and the cell sap in its vacuole contain sugars, salts and proteins that reduce the amount of free water cells. While the cell wall is fully permeable, the cell membrane is arterially permeable. This presents four cases of osmosis. After osmosis in a plant cell, four situations may result due to osmosis taking place in the cell. These depend on the concentration of the solution the plant cell has been placed in, and the water potential of the plant cell. Cell membranes are completely permeable to water therefore the water potential the cell is exposed to can have a dramatic effect on the cell. Reoccurred Apparatus: Below is a list of apparatus used to conduct the experiment and take down accurate results: xx Test Tubes 6 for Potato chips, 6 for Chinese radish. Each 2 test tubes ill have one of the prepared sugar/water solutions inside. 2 chips (CM and CM) from the same plant sample (potato or Chinese radish) will be placed in each test tube. xx Labels To label test tubes with different contents (solutions * chips). Test Tube Rack To safely hold the test tubes. Ruler To measure the length the chips are required to be cut to. Clean White Tile To ensure cutting of the chips is safe and that no moisture or dirt is accumulated from another cutting surface, Clean Scalpel To cut the chips to their required lengths accurately and easily in conjunction vivid the ruler _ Top pan balance To accurately state the mass of each chip. Watch To make sure each set of chips remain in their solutions for the same time. xx 10. Mi Syringe TO prepare the solutions needed for the experiment (I for H2O and I for 1. Molar sucrose solution), there are 2 to ensure the H2O and sucrose solution do not mix inside the syringe to affect the sucrose concentration of the solutions and hence give inaccurate results. 1. 0 molar Sucrose Solution Needed to prepare the solutions. H2O (distilled water) Needed to prepare the solutions. Potato Chips All cut from the same potato to give more accurate results the chips still need to be cut to accurate sizes) and wrapped in foil to preserve unchanged until experiment (moisture, dirt, etc ). Chinese Radish Chips All cut from the same Chinese radish to give more accurate results (the chips still need to be cut to accurate sizes). Forceps to handle chips without leaving dirt or moisture. Sieve to remove chips after osmosis from test tubes. Method: Below are the instructions used to conduct the experiment and collect results using the apparatus mentioned. 1. Label Test tubes by concentration (2 of each) and place in test tube rack. 2. The first step is to make the solutions in which the chips will be placed. Dodo this the correct ratios of distilled water and 1. Molar sucrose solution need to be worked out (in each test tube there is ml of solution): Conversationalists Waters . 0 Molar Sucrose Solicitousness Sirloins SMS 0. 2 molarities SMS 0. 4 molarities iron 0. 6 molarities iron 0. 8 molar3m112m11smI 1. 0 When the correct ratios have been worked out, the required amounts of sucrose solution and H2O must be taken from the H2O and Sucrose Solution (using different syringes) and placed in the test tubes labeled with the erect concentration (each concentration should be put in two of the test tubes as one is for the Chinese radish and one for the potato). 3. The Potato and Chinese radish chips are supplied cut roughly as rectangular prisms: cut each chip to CM (at right angles) vertically on tile measuring using ruler and cutting using scalpel. (When using scalpel always cut away from body and making sure no body parts are in the scalpels way). cut each Scm chip into CM and CM segments (at right angles) on tile measuring using ruler and cutting using scalpel. 4. Weigh each chip using top pan balance (making sure you know which chip has hat mass) and record its initial weight in a table against the concentration of the solution it is to be placed in (in grams). Place one CM and one CM chip of either the potato or the Chinese radish into the solution you said it would be in the table with tweezers noting down the time. This should be repeated for all the chips with intervals of I minute (as this gives you time to note the changes and observations). leave in for as long as possible (at least 40 minutes). 6. After 40 minutes check if the chips floated or sank tip test tube holding first set of chips into sieve over sink. Place chips on white tile, measure and record their final lengths and record other observations. Weigh each chip and record its final mass. Repeat for rest of chips at 1 minute intervals from time taken out (NOTE RESULTS). 7. CLEAR UP! Diagram of experimental set up: Collecting Results: In each case osmosis will occur. Some of the potato and radish tissue Will gain water by osmosis, While Others Will lose water, unless equilibrium has occurred, these will lead to changes in length and mass that can be recorded against the initial lengths and masses accurately. This Will allow further analysis f osmosis in plant cells and factors such as the cell sap sucrose concentration to be worked out. To make sure that the results recorded are accurate, several precautions must be taken: The chips must be cut from the same plant tissue (potato and Chinese radish) order to have the least variation in growing and handling conditions that could have affected the plant tissue such as a different concentration of salts in the ground during growth that could affect results and cause big differences between the results of one chip and another if they came from different samples of potato or Chinese radish. The chips must be cut as accurately as possible to the same size, although this measurement is still inaccurate as length is not as useful as the much more accurate measurement Of volume that could not be used in this experiment. The solutions must be prepared accurately, making sure there are no air bubbles in the syringes and that they are filled to exactly the mark required at eye level so the volume of solution inside each syringe is accurate. The syringes must also be kept in their correct beakers in order to ensure that the w. 0 solutions within the beakers are not mixed within the syringes causing inaccurate preparation of the solutions. The test tubes used must be clean and moisture free as well as all the other apparatus used in contact vivid the chips in order to ensure an accurate environment which will not affect the experiment. The apparatus not in contact with the chips must be clean, yet some of these instruments must have some moisture on them (e. G. Syringes). The experiment should also be conducted at room temperature and preferably not in humid conditions that could affect the chips. The measuring instruments must also be accurate and clean and moisture free o as to give accurate results. Safety precautions must also be taken so no damage will occur. Although this experiment is a sate one, several precautions must still be taken: The experiment must be set up away from any hazards that may knock it over and ruin it and be set up stable for the same reason and so none of the solution will spill, the test tube rack does this. The cutting must be done away from the body as the scalpels blade is very sharp and no Obstructions should be put in its path in case the user slips, this could be very hazardous. The scalpel should be put in a safe place. If a person goes cut themselves the blood should be hygienically removed and not be in contact with another person. The worktop and area should be kept clean and tidy with nothing on it except the apparatus used in the experiment in order to reduce the chance of an accident taking place or the apparatus getting knocked over (someone tripping over a bag). This also creates a better working environment. Recording the Results: If all the safety and accuracy precautions are taken, an accurate set of results should be given, yet the results still need to be recorded. The following results must be taken: Variables Independent Variables: This is the variable that is chosen by the researcher, the concentrations of the solutions were chosen by the person who did the experiment. The independent variable changes the result Of the dependent variable. In the case fifths experiment, the independent variable is the concentration of the solutions (measured in molarities). The Independent variable is the range of solutions. Dependent Variables: This is the variable that is affected by the independent variable and changes accordingly, In this experiment, the dependent variables changed according to the sucrose concentration in the solutions. These were: a. The final length b. The final mass c. The observations Non-Variables: These are the figures that if not kept the same would produce unfair results, These would be: a_The initial length b. The amount Of solution in each test tube Observations: Hopefully, the observations taken Will prove linked and dependent upon the independent variable. These will change with the mass and length results that are also dependent variables, yet change could be minimal and not be seen at every change in solution. The Observations are: a. Elf the chips would float or sink b. Ranking the chips from stiffs floppy Below is an example of how the results should be recorded from a previous osmosis experiment: Molarities foliation Lengthens aftercare analytical Massing Mischance in Float or Stiff or Glucose (CM)Osmosis (CM)Length (G) (G)mass Sink Happy 02 or skink 0. 2 Floats 0. 4Floats 0. 6Oath 0. Float; 1 Oath The change in mass must be recorded as a percentage as the initial mass for each chip is different, in order to make the results more comparable, the same rule should be applied to the change in length. To calculate the % change in mass/length we use this formula: Change in Length/Mass Original Length/ Mass Conclusion In both the case of 2 CM and CM chips, as the concentration of the solution went up, the growth in length became more negative. This does not mean that less change took place, but that the chip that the positive increase in the chips at O Mica gradually got lower, (with the exception of a few inaccurate readings), until it became a loss in length. For both the CM and CM chips the loss in length happened after 08 Mica, yet the concentrations used to conduct the experiment were not enough to give us a more accurate concentration at Which the concentrations became negative although the line Of best fit Of both he CM and CM chips would suggest it was a little after 0. Mecum. When the change in length is shown as a percentage, the CM chip had a bigger change between its 0. 0 molar and 1. 0 molar results than the CM chip. CM chip 10% 4 5% = 15% change in length CM chip = 3. 333%4 change Yet these results are not very helpful as the changes in length are not accurate and do not give us an accurate measurement such as volume, that would give us more than the length of one side. The change in length expressed as a percentage is also not helpful as it does not help show the difference between how much water the cell sap vacuole of a CM hip can hold compared to that of a CM chip. In the results, the change in length in centimeters of both the CM and CM chips between the 0. Mecum and 1. Mecum are close: CM chip = 2. CM 1. CM = 0. CM change CM chip = 3. LLC 2. CM = 0. CM change. If the results were more accurate, the CM chips change in centimeters would be larger than the CM chips because its cell sap vacuole should hold more water in the same concentration. Fifth volume of the chips was taken instead of the length and the experiment was conducted accurately, this would be the case. For the length results I am not going to link them to the mass results or observations as they are not accurate, yet a change is still obvious as shown by the graph. This is proof that osmosis did take place and that at a 0. Mecum the potato chips only take in water because they have lower water potentials than the H2O they have been placed in. As the concentration of the solutions rises, the results show that the chips gain less length until they lose water and become flaccid; this happens when the solution the chips are in are more concentrated than the solution of the cell sap vacuole of the potato tissue. The mass results will analyses the results more accurately.
Friday, March 20, 2020
Mendelian Genetics Lab Report Essay Example Mendelian Genetics Lab Report Paper Mendelian Genetics Lab Report Paper Its also the framework for the modern research that is making inroads in treating diseases previously believed to be incurable. In this era of genetic engineering the incorporation of foreign DNA into chromosomes of unrelated species?it easy to lose sight of the basics of the process that makes it all possible. These were his conclusions: The hereditary determinants are of a particulate nature. These determinants are called genes. Each parent has a gene pair in each cell for each trait studied. The Fl from a cross of two pure lines contains one allele or the dominant phenotype and one for the recessive phenotype. These two alleles comprise the gene pair. One member of the gene pair segregates into a gamete, thus each gamete only carries one member of the gene pair. Gametes unite at random and irrespective of the other gene pairs involved. (Carlson) The purpose of this lab is to teach students how traits of an organism can be predicted with a dibber cross using the recessive and dominant traits. Using a dibber cross given the phenotype and genotype of Fl (parents), the traits f offspring should be predictable with ratios derived from the dibber cross. Materials and Methods: Part A- Materials furnished are containers of green and albino seedlings. Count the number of green and albino seedlings, and add total number of seedlings. Then Calculate the ratio of green to albino seedlings. (stalagmite) Part B- A corn of ear was furnished, the ear of corn contains four different traits. Each kernel can be one of two colors purple or yellow, each kernel can either be wrinkled or smooth (purple, yellow, wrinkled, smooth). Then determine the ratios in which each of the character traits is found and also what possible genotypes the parents might be. (stalagmite) Results: Part A- Observed Ratios of Green to Albino Seedlings # of green seedlings #balloon seedlings Ratio of green to albino seedlings 71 18 0. 83. 1, Total: 89 This graph shows that there is a ratio of green to albino seedlings. There were 71 green seedlings, and 18 albino seedlings, with a total of 89 seedlings.
Tuesday, March 3, 2020
Bonds vs. Bounds Bonds vs. Bounds Bonds vs. Bounds By Mark Nichol WhatÃ¢â¬â¢s the difference between a bond and a bound, and the relationships of the verb and adjective forms? Both words have to do with constraints, but the multiple meanings arenÃ¢â¬â¢t necessarily related. A bond is something that binds literally, as with chains, or figuratively, as an agreement or a financial obligation and the word is etymologically related to bind as well as band. The last word is from Old Norse and is related to the Scandinavian word bindan, which means Ã¢â¬Å"to bind.Ã¢â¬ Borrowed into English, that word developed into two terms: band, meaning Ã¢â¬Å"something that binds,Ã¢â¬ and bande, meaning Ã¢â¬Å"a flat strip.Ã¢â¬ With the loss of the appendage e, the four-letter word now represents both meanings. The latter sense of band is the origin of the use of the word in Ã¢â¬Å"rubber bandÃ¢â¬ as well as the reference to a musical ensemble (from the military origin of the band, whose members, as soldiers, would wear insignia, originally in the form of strips of cloth, in common) and, by extension, any group that travels together or associates. However, the second syllable of husband, which means Ã¢â¬Å"dweller,Ã¢â¬ is etymologically unrelated to band. (The first element, as you may have guessed, means Ã¢â¬Å"house.Ã¢â¬ ) Nevertheless, it became associated with bond because although the Old English word bonda means Ã¢â¬Å"householder,Ã¢â¬ in the feudal era, the connotation was of a serf or a tenant farmer, hence the idea of restraint. A bound is a limit, and the verb form means Ã¢â¬Å"to form the boundary of,Ã¢â¬ but from the sense of bind, it also means Ã¢â¬Å"fastenedÃ¢â¬ or Ã¢â¬Å"compelled.Ã¢â¬ The adjective bound means Ã¢â¬Å"confinedÃ¢â¬ (Ã¢â¬Å"IÃ¢â¬â¢m bound to my desk for the next eight hoursÃ¢â¬ ) or Ã¢â¬Å"obligatedÃ¢â¬ (Ã¢â¬Å"IÃ¢â¬â¢m bound to honor my agreementÃ¢â¬ ), as well as Ã¢â¬Å"sureÃ¢â¬ (Ã¢â¬Å"ItÃ¢â¬â¢s bound to get betterÃ¢â¬ ) or Ã¢â¬Å"determinedÃ¢â¬ (Ã¢â¬Å"She is bound to get her wayÃ¢â¬ ). Note, however, that this last sense can seem ambiguous: Ã¢â¬Å"She is bound to get her wayÃ¢â¬ could be construed as referring to certainty, not resolve. The same word seen in such constructions as Ã¢â¬Å"IÃ¢â¬â¢m bound for EuropeÃ¢â¬ and in the compound homebound is unrelated; that word comes from a sense of Ã¢â¬Å"to prepare,Ã¢â¬ another meaning for the word that formed the second part of husband. The bound used, for example, in the sentence Ã¢â¬Å"They watched him bound from group to groupÃ¢â¬ or forming the root of rebound is from a third source, a French word meaning Ã¢â¬Å"leapÃ¢â¬ or Ã¢â¬Å"echo.Ã¢â¬ The noun and verb bend, by the way, is related to band and bind, as well as to the German word bund, meaning Ã¢â¬Å"league.Ã¢â¬ Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Regarding Re:15 Types of Documents9 Forms of the Past Tense
Sunday, February 16, 2020
Compare and contrast - Essay Example Both men and women in her life seemed to treat her with cruelty and there was very little kindness shown to her throughout her teenage years (BrontÃ «, 1874). In the earlier chapters, the contrast between Jane and Helen is very obvious since Jane comes across as a headstrong child who has been somewhat hardened by the life she has lived. Helen on the other hand, seems bent upon taking things like a stoic and not complaining against whatever troubles God has decided to send her way. On the other hand, the completely inhuman character of Mr. Brocklehurst leaves very little that can be admired. In fact, it seems that Jane Eyre is the middle ground between the two extreme natures of Mr. Brocklehurst and Helen Burns (BrontÃ «, 1874). Throughout these chapters, Jane Eyre has given the impression of being aware of her self worth and she is never ready to give up her sense of justice. As evidenced by her constant attempts to right wrongs at Lowood. Additionally, even though Helen dies in the opening chapters of the book, a reader can assume that had she been in place of Jane Eyre as Mr. Rochester wooed Miss Blanche Ingram, she might have not reacted with the jealousy shown by Jane (BrontÃ «, 1874). Overall in comparison to several other characters, the character of Jane seems to be the most believable and real. The first thing a person can say about Helen is that she seems to have a faith which is stronger than JaneÃ¢â¬â¢s. While Jane seeks freedom and independence, Helen seems to accept whatever comes to her as a gift or a punishment from God. Helen believes that for all the wrongs which he has suffered in this lifetime, she will be rewarded when she is taken to heaven (BrontÃ «, 1874). It seems that Jane has a comparatively lesser strength of faith since she wants her happiness, her revenge and her gifts to be given to her in the world she is