My role model Essay

To me a good example is somebody in my life that has impacted me in a positive manner. They help shape the manner in which I am in the present and what I will be later on. They are somebody that I can search forward for counsel in a predicament and I realize that they will give me advices with shrewdness. They will never pass judgment on me on my past yet just hope to help since they truly care about me. Somebody who I never feel unbalanced conversing with about my issues since I realize that it won't change their perspective on me and they won't uncover any data about me to other disconnected individual or somebody who are nosey. A good example ought to be earnest and not out for there own great however the benefit of other people. I believe that they ought to be more seasoned then I am on the grounds that they have to have more experience then I do and need to have a more profound understanding. It is futile to have a good example who knows less then me. Understand more: My good example paper Yet, aside from my folks, , instructors or absolute best companions like Brian Lee truly care about me a great deal, there is no one ought to be had the right to have a discussion about, or can drag my fascination, or makes me change my character and arrive at more accomplishments. I don’t have a genuine one truly, yet I would be looking for that person! ( You should feel shocked that for what reason do I compose such a short section this timeï Å¡)

Observation Assignment Example | Topics and Well Written Essays - 750 words - 2

Perception - Assignment Example In the wake of calling the drug store to counsel on the utilization of ibuprofen during pregnancy, the accompanying perceptions were made; the telephone was replied following 3 minutes. First the telephone was replied by machine, however subsequent to adhering to the guidelines, it was promptly re-coordinated to a genuine individual who was familiar with English. The individual who addressed was aware and asked how they could help. In the wake of sharing the inquiry, they mentioned to get some more foundation data first before continuing to respond to the inquiry. The individual was educated and accommodating however appeared to follow a lot of inquiries or a specific convention while interfacing. Out of five, Walgreen has the right to be positioned number three due to its appropriate administrations and adherence to convention. The accompanying proposals would help with fixing client assistance lack; Walgreens contact focus gives its customers access to a far reaching cluster of clinical administrations, which are all offered through one call. In customary counsel, one specialist is just ready to cook for one claim to fame territory, while the contact community gives access to all the administrations accessible in the office. This advantages the client and improves their involvement with utilizing the administrations of Walgreens. Like the need of having very much educated specialists at the starting point regarding contact in the medical clinic, the client care operators have adequate data on the tasks of the emergency clinic (Calvert, 2004). Walgreens client care operators handle a wide scope of cases and can perform various undertakings via telephone while as yet speaking with the customer. They can follow a customer in the office, plan meetings with the specialist for the guest, among other pivotal errands. Contact focus staffs are normally the primary substance of the clinical office. Walgreens client care specialists are well

How does the TOEFL e-rater Work

How does the TOEFL e-rater Work How does the TOEFL e-rater Work?A General Introduction to the e-rater and Teaching TOEFL WritingBoth TOEFL essays (independent and integrated) get a score from the e-rater and onehuman rater. These scores are averaged out to produce a final score out of thirty points. It is important to remember that the e-rater and the human raterusually produce the same scorewhen evaluating essays so the averaging out is somewhat irrelevant.So where does the score come from? And how can we use knowledge of the e-rater to help students pass the TOEFL?In this article I want to describe:The main categories the e-rater uses to score essays and how much of the writing score comes from each categoryThe smaller sub-categories these are sometimes broken down intoThe sub-categories that most affect students on test dayHow this information can be used to teach students betterSome problems are worth mentioning here:Most of the published information about the e-rater is about the independent TOEFL essay. This article mostly refers to that essay type.My information is probably out of date. The e-rater is adjusted every year, so all articles inevitably describe old versions. It seems that changes are minor, though.Note that at the end of the article there is a video version of everything.Main e-rater Categories (Macrofeatures)The e-rater gives students scores in specific categories, called macrofeatures. Each of these hasa different weight when it comes to scoring. In 2010, the macrofeatureswere listed as (and the number of points outof 30 the weight works out to):Organization (32%, 9.6 points)Development (29%, 8.7 points)Mechanics (10%, 3 points)Usage (8%, 2.4 points)Grammar (7%, 2.1 points)Lexical Complexity word length (7%, 2.1 points)Lexical Complexity less frequent words (7%, 2.1 points)Style (3%, 1 points)Source. Yes, the above works out to 101%. Blame the source.Problem: These figures are from 2010. Since then two more categories have been introduced. They are positive features an d topic-specific vocabulary (source). My guess would be that each is weighted atabout 3% and that the two lexical complexity categories have been deweighted,but that isnt based on any documentedevidence.Defining MacrofeaturesIt is best to consider the macrofeatures as either technical stuff (specifically: grammar, usage, mechanics, style) and content stuff (specifically: organization, development, lexical complexity, positive features, topic-specific vocabulary).We can look at them one at a time.Development (29% of score)This is specifically defined by ETSas background, thesis, main ideas, supporting ideas, and conclusion (source). All of these need to be presented using a series of paragraphs. I teach my students to use afour paragraph modelto achieve the desired organization in the independent essay. The background (which I call a hook) and thesis are contained in the introductory paragraph. Each of two body paragraphs contains a main idea (which I call a topic sentence) and suppo rting ideas (which I call elaboration sentences and personal examples). The model ends with a short conclusion. I also teach the use of certain phrases (templates) that ensure the e-rater knows these features are being included.For the integrated task,my modelhas students indicate the background (topic) of the sources in the first line. As a thesis it indicated the relationship between the two sources (always casting doubt). As main and supporting ideas it presents the specific ways in which the lecture challenges the reading.Problems: Old articles about the e-rater specifically state that a five paragraph structure is necessary (that is, three main arguments). As my students have gotten perfect scores with a four paragraph structure, I feel this specific requirementsomewhat out of date.Organization (32% of score)According to ETS, for the organization feature, e-rater computes the average length of the discourse elements (in words) in an essay (source).Obviously, then,a longer essay is better. However, writing a longer essay can cause students to make more mistakes and reduce their scores in the categories of grammar, usage, mechanics and style. It is important to find a sweet spot so that essay lengths match the abilities of specific students. Igenerally recommendabout 400 words for the independent task and 300 words for the integrated task.It isnt supported by and published articles, but I also believe that this feature requires long body paragraphs, a shorter introduction and an even shorter conclusion. Otherwise, the category would bemerelythe total overall word count.Lexical Complexity Less Frequent Words (perhaps 4% of score)This assesses the level of the words used in the essay based on their frequency ina large corpus of text (source) Obviously, then, less-frequently used words are considered a more advanced, and therefore higher-scoring. A chart of word frequency can befound online. To meet this requirement I generally encourage students to use more advanced vocabulary (within reason). More specifically, I encourage students toavoid using very common adjectiveslike good or big. These can easily be replaced with something more infrequent.Lexical Complexity Word Length (perhaps 4% of score)Students are rewarded for using longer words. This is fairly straightforward.Positive Features (Collocations and Prepositions) (perhaps 3% of score)First of all, students are rewarded for collocation use. The e-rater identifies thenumber of good collocations [divided by] the total number of words (source). So, more collocations equals a higher score. I guess there is a limit, however.A giant list ofpossible collocations can be found here. A more learner-friendly listcan be found here.Secondly, students are rewarded for preposition use. This is described as The mean probability of the writer’s prepositions (source) but I am not quite sure what this means.Topic-Specific Vocabulary (perhaps 3% of score)This one is new. The vocabulary in the stu dents essay is compared to vocabulary used in high-scoring essays based on the same prompt (source). Obviously it is hard to prepare students for this, but if they are aware that it is a factor, they can be encouraged to use advanced words that are more closely related to the general theme of the given prompt. For example, if the prompt is related to university life I encourage them to use some advanced words related specifically to attending university.Grammar (7% of score)The grammar macrofeature is broken down into nine microfeatures. All of these features are weighted equally to produce the grammar score. Microfeaturepenalties are determined by dividing the number of related errors by the total number of words in the entire essay. The microfeatures are listed below. The number in parenthesis is the percentage of students who received NO PENALTY during a study of ~95,000 TOEFL independent essays graded by the e-rater. A lower number here indicates a potential area of concern for students studying for the TOEFL. The source of all of these, and the res of themacrofeatureson this page, isthis article. Further descriptions of each microfeaturecan be found inthis article.Sentence Fragments (79.3)Run-on Sentences (73.2)Garbled Sentence five or more errors (89.3)Subject-verb agreement (48.8)Ill-formed verb the wrong verb tense for the given situation (61.3)Pronoun error (97)Possessive error missing apostrophe (85.6)Wrong or missing word (95.4)Proofread this! errors that cannot be analyzed (76.6)The biggest area of concern verbs should come as no surprise to teachers.Usage (8% of score)Usage works the same way. There are nine microfeaturesthat have equal weight. The number in parenthesis is the percentageof students who receivedno penalty during the study period.Determiner noun agreement singular determiner with a plural noun and vice versa. Also a/an errors (63)Article errors wrong, missing and extraneous (9.5)Homophone errors (59.9)Verbs used as nouns (94.1)Fau lty comparisons errors with more and most (96.1)Preposition errors missing, incorrect and extraneous (61.8)Nonstandard word usage gonna, kinda, wanna (99.3)Double negatives (99.6)Wrong parts of speech (97.7)It is no surprise that article errors (including determiner noun agreement) are a problem for students. Likewise it is no surprise that prepositions are a problem area. I dont actually believe that homophone errors are such a problem, but that is what the study reported. Perhaps this is a weakness of the e-rater.Mechanics (10% of score)This works the same as the above categories. The microfeatures are:Spelling errors (2.6%)Capitalization of proper nouns (79.7)Capitalization of first word in a sentence (77.7)Missing question marks (95.8)Missing periods (86)Missing apostrophes (96.4)Missing commas (40.5)Missing hyphens including in number constructions (96.1)Fused words missing space between words (97.7)Compound word errors two words that should be one (63)Duplicates accidentally r epeating words in a row (91.5)Extraneous comma (69)Again, the problem areas for students are not too shocking. Spelling mistakes are a problem for almost everyone. Comma (both types of errors) are also hard. It is somewhat surprising that students are throwing away a lot of points on things like capitalization errors and missing periods. At first glance one would think that ETS is being generous by assigning ten percent of the total score to mechanics but it isnt such a giveaway afterall. I strongly encourage my students to proofread their essays for a minute or two.Style (3% of score)Repetition of words (22.3)Inappropriate words including expletives (99.8)Too many sentences beginning with a coordinate conjunction too many is not defined (96.2)Too many short sentences more than four sentences with fewer than 7 words (94.5)Too many long sentences more than four sentences with more than 55 words (88.4)The use of by passives defined as: sentences containing BE + past participle verb fo rm, followed somewhere later in the sentence by the word by (82.4)The fact that repetition of words is the biggest problem really proves that vocabulary is critically important to a good TOEFL score. The value here might amount to .5 points (out of 30), while the lexical complexity categories make up another 2.4 points. Topic specific vocabulary probably comes out to another 1.1 points. These categories can only be satisfied by using a wide range of words. Teach your students to vary their vocabulary as much as possible.Does this mean anything?Maybe. Heres a few things that inform my teaching of TOEFL writing:An essay with perfect organization and development can score 18 points, even if its grammar is abysmal. Indeed, I very rarely see score reports with a writing score of less than 17points. Even the absolute lowest-levelstudents can score that much. This is important to keep in mind when students have overall target scores (all sections) in the 70s or 80s.The various features rel ated to vocabulary come out to about four or five points. As I said above, I always emphasize range of vocabulary when teaching TOEFL writing.I teach my students to proofread. They can make up for mistakes related to more difficult aspects of writing by fixing up easy punctuation and spelling errors.It is possible now to knowwhich kinds of grammar mistakes students usually make on the test, although none of these should be surprising.I always emphasize to my students that all mistakes are equal. Those sloppy punctuation errors they make hurt just as much as the perplexing verb errors.A longer essay can result in a higher score by diluting the mistakes, but it could obviously lead to more mistakes. It is necessary to work with individual students to discover the best length for them.Teachers have long-held that the e-rater rewards the use oftransitional adverbs. I dont know where they fit into the above categories, but I will continue to emphasize their use.Beating the e-raterIs it p ossible to beat the e-rater? Yes, of course. This was discussed in theNew York Timessome years ago. However, anything off-topic will be flagged by the human rater, so the techniques described by the researcher wontallwork. Moreover, it is likely that only a student with advanced English can actually beat the e-rater. As the article says:E.T.S. officials say that [the researchers] test prep advice is too complex for most students to absorb; if they can, they’re using the higher level of thinking the test seeks to reward anyway. In other words, if they’re smart enough to master such sophisticated test prep, they deserve a [high score].Video Version

How does the TOEFL e-rater Work

How does the TOEFL e-rater Work How does the TOEFL e-rater Work?A General Introduction to the e-rater and Teaching TOEFL WritingBoth TOEFL essays (independent and integrated) get a score from the e-rater and onehuman rater. These scores are averaged out to produce a final score out of thirty points. It is important to remember that the e-rater and the human raterusually produce the same scorewhen evaluating essays so the averaging out is somewhat irrelevant.So where does the score come from? And how can we use knowledge of the e-rater to help students pass the TOEFL?In this article I want to describe:The main categories the e-rater uses to score essays and how much of the writing score comes from each categoryThe smaller sub-categories these are sometimes broken down intoThe sub-categories that most affect students on test dayHow this information can be used to teach students betterSome problems are worth mentioning here:Most of the published information about the e-rater is about the independent TOEFL essay. This article mostly refers to that essay type.My information is probably out of date. The e-rater is adjusted every year, so all articles inevitably describe old versions. It seems that changes are minor, though.Note that at the end of the article there is a video version of everything.Main e-rater Categories (Macrofeatures)The e-rater gives students scores in specific categories, called macrofeatures. Each of these hasa different weight when it comes to scoring. In 2010, the macrofeatureswere listed as (and the number of points outof 30 the weight works out to):Organization (32%, 9.6 points)Development (29%, 8.7 points)Mechanics (10%, 3 points)Usage (8%, 2.4 points)Grammar (7%, 2.1 points)Lexical Complexity word length (7%, 2.1 points)Lexical Complexity less frequent words (7%, 2.1 points)Style (3%, 1 points)Source. Yes, the above works out to 101%. Blame the source.Problem: These figures are from 2010. Since then two more categories have been introduced. They are positive features an d topic-specific vocabulary (source). My guess would be that each is weighted atabout 3% and that the two lexical complexity categories have been deweighted,but that isnt based on any documentedevidence.Defining MacrofeaturesIt is best to consider the macrofeatures as either technical stuff (specifically: grammar, usage, mechanics, style) and content stuff (specifically: organization, development, lexical complexity, positive features, topic-specific vocabulary).We can look at them one at a time.Development (29% of score)This is specifically defined by ETSas background, thesis, main ideas, supporting ideas, and conclusion (source). All of these need to be presented using a series of paragraphs. I teach my students to use afour paragraph modelto achieve the desired organization in the independent essay. The background (which I call a hook) and thesis are contained in the introductory paragraph. Each of two body paragraphs contains a main idea (which I call a topic sentence) and suppo rting ideas (which I call elaboration sentences and personal examples). The model ends with a short conclusion. I also teach the use of certain phrases (templates) that ensure the e-rater knows these features are being included.For the integrated task,my modelhas students indicate the background (topic) of the sources in the first line. As a thesis it indicated the relationship between the two sources (always casting doubt). As main and supporting ideas it presents the specific ways in which the lecture challenges the reading.Problems: Old articles about the e-rater specifically state that a five paragraph structure is necessary (that is, three main arguments). As my students have gotten perfect scores with a four paragraph structure, I feel this specific requirementsomewhat out of date.Organization (32% of score)According to ETS, for the organization feature, e-rater computes the average length of the discourse elements (in words) in an essay (source).Obviously, then,a longer essay is better. However, writing a longer essay can cause students to make more mistakes and reduce their scores in the categories of grammar, usage, mechanics and style. It is important to find a sweet spot so that essay lengths match the abilities of specific students. Igenerally recommendabout 400 words for the independent task and 300 words for the integrated task.It isnt supported by and published articles, but I also believe that this feature requires long body paragraphs, a shorter introduction and an even shorter conclusion. Otherwise, the category would bemerelythe total overall word count.Lexical Complexity Less Frequent Words (perhaps 4% of score)This assesses the level of the words used in the essay based on their frequency ina large corpus of text (source) Obviously, then, less-frequently used words are considered a more advanced, and therefore higher-scoring. A chart of word frequency can befound online. To meet this requirement I generally encourage students to use more advanced vocabulary (within reason). More specifically, I encourage students toavoid using very common adjectiveslike good or big. These can easily be replaced with something more infrequent.Lexical Complexity Word Length (perhaps 4% of score)Students are rewarded for using longer words. This is fairly straightforward.Positive Features (Collocations and Prepositions) (perhaps 3% of score)First of all, students are rewarded for collocation use. The e-rater identifies thenumber of good collocations [divided by] the total number of words (source). So, more collocations equals a higher score. I guess there is a limit, however.A giant list ofpossible collocations can be found here. A more learner-friendly listcan be found here.Secondly, students are rewarded for preposition use. This is described as The mean probability of the writer’s prepositions (source) but I am not quite sure what this means.Topic-Specific Vocabulary (perhaps 3% of score)This one is new. The vocabulary in the stu dents essay is compared to vocabulary used in high-scoring essays based on the same prompt (source). Obviously it is hard to prepare students for this, but if they are aware that it is a factor, they can be encouraged to use advanced words that are more closely related to the general theme of the given prompt. For example, if the prompt is related to university life I encourage them to use some advanced words related specifically to attending university.Grammar (7% of score)The grammar macrofeature is broken down into nine microfeatures. All of these features are weighted equally to produce the grammar score. Microfeaturepenalties are determined by dividing the number of related errors by the total number of words in the entire essay. The microfeatures are listed below. The number in parenthesis is the percentage of students who received NO PENALTY during a study of ~95,000 TOEFL independent essays graded by the e-rater. A lower number here indicates a potential area of concern for students studying for the TOEFL. The source of all of these, and the res of themacrofeatureson this page, isthis article. Further descriptions of each microfeaturecan be found inthis article.Sentence Fragments (79.3)Run-on Sentences (73.2)Garbled Sentence five or more errors (89.3)Subject-verb agreement (48.8)Ill-formed verb the wrong verb tense for the given situation (61.3)Pronoun error (97)Possessive error missing apostrophe (85.6)Wrong or missing word (95.4)Proofread this! errors that cannot be analyzed (76.6)The biggest area of concern verbs should come as no surprise to teachers.Usage (8% of score)Usage works the same way. There are nine microfeaturesthat have equal weight. The number in parenthesis is the percentageof students who receivedno penalty during the study period.Determiner noun agreement singular determiner with a plural noun and vice versa. Also a/an errors (63)Article errors wrong, missing and extraneous (9.5)Homophone errors (59.9)Verbs used as nouns (94.1)Fau lty comparisons errors with more and most (96.1)Preposition errors missing, incorrect and extraneous (61.8)Nonstandard word usage gonna, kinda, wanna (99.3)Double negatives (99.6)Wrong parts of speech (97.7)It is no surprise that article errors (including determiner noun agreement) are a problem for students. Likewise it is no surprise that prepositions are a problem area. I dont actually believe that homophone errors are such a problem, but that is what the study reported. Perhaps this is a weakness of the e-rater.Mechanics (10% of score)This works the same as the above categories. The microfeatures are:Spelling errors (2.6%)Capitalization of proper nouns (79.7)Capitalization of first word in a sentence (77.7)Missing question marks (95.8)Missing periods (86)Missing apostrophes (96.4)Missing commas (40.5)Missing hyphens including in number constructions (96.1)Fused words missing space between words (97.7)Compound word errors two words that should be one (63)Duplicates accidentally r epeating words in a row (91.5)Extraneous comma (69)Again, the problem areas for students are not too shocking. Spelling mistakes are a problem for almost everyone. Comma (both types of errors) are also hard. It is somewhat surprising that students are throwing away a lot of points on things like capitalization errors and missing periods. At first glance one would think that ETS is being generous by assigning ten percent of the total score to mechanics but it isnt such a giveaway afterall. I strongly encourage my students to proofread their essays for a minute or two.Style (3% of score)Repetition of words (22.3)Inappropriate words including expletives (99.8)Too many sentences beginning with a coordinate conjunction too many is not defined (96.2)Too many short sentences more than four sentences with fewer than 7 words (94.5)Too many long sentences more than four sentences with more than 55 words (88.4)The use of by passives defined as: sentences containing BE + past participle verb fo rm, followed somewhere later in the sentence by the word by (82.4)The fact that repetition of words is the biggest problem really proves that vocabulary is critically important to a good TOEFL score. The value here might amount to .5 points (out of 30), while the lexical complexity categories make up another 2.4 points. Topic specific vocabulary probably comes out to another 1.1 points. These categories can only be satisfied by using a wide range of words. Teach your students to vary their vocabulary as much as possible.Does this mean anything?Maybe. Heres a few things that inform my teaching of TOEFL writing:An essay with perfect organization and development can score 18 points, even if its grammar is abysmal. Indeed, I very rarely see score reports with a writing score of less than 17points. Even the absolute lowest-levelstudents can score that much. This is important to keep in mind when students have overall target scores (all sections) in the 70s or 80s.The various features rel ated to vocabulary come out to about four or five points. As I said above, I always emphasize range of vocabulary when teaching TOEFL writing.I teach my students to proofread. They can make up for mistakes related to more difficult aspects of writing by fixing up easy punctuation and spelling errors.It is possible now to knowwhich kinds of grammar mistakes students usually make on the test, although none of these should be surprising.I always emphasize to my students that all mistakes are equal. Those sloppy punctuation errors they make hurt just as much as the perplexing verb errors.A longer essay can result in a higher score by diluting the mistakes, but it could obviously lead to more mistakes. It is necessary to work with individual students to discover the best length for them.Teachers have long-held that the e-rater rewards the use oftransitional adverbs. I dont know where they fit into the above categories, but I will continue to emphasize their use.Beating the e-raterIs it p ossible to beat the e-rater? Yes, of course. This was discussed in theNew York Timessome years ago. However, anything off-topic will be flagged by the human rater, so the techniques described by the researcher wontallwork. Moreover, it is likely that only a student with advanced English can actually beat the e-rater. As the article says:E.T.S. officials say that [the researchers] test prep advice is too complex for most students to absorb; if they can, they’re using the higher level of thinking the test seeks to reward anyway. In other words, if they’re smart enough to master such sophisticated test prep, they deserve a [high score].Video Version

Essay on Pope John Paul Xiii Impact on Christianity

Pope John XXIII played a vital role in shaping Christianity as we know it today. He contributed socially, politically and liturgically and was a major influence in the establishment of ecumenism and interfaith dialogue between other churches and religions. He advocated Christian unity, social justice, human rights and the promotion of world peace, and his openness to all people led to him obtaining the name â€Å"Good Pope John†. The early life of Pope John XXIII shaped his morality and future ideas, and his travelling made him tolerant towards other people, cultures and beliefs. He believed that â€Å"No one is excluded by love† and pursued this belief throughout is papacy, even visiting prisons in order to forgive those who had sinned,†¦show more content†¦Not only did Pope John XXIII improve relationships between Christian variants but he also increased the dialogue between other religions, especially seeking to repair relations with the Jews who were blamed for Jesus’ death. A more positive view of non-Catholics Christians and of other religions was encouraged as Pope John XXIII believed that if there was no dialogue between them and Catholics, then all doors would be closed. Pope John XXIII was involved with politics and during the Russia and Cuban Missile Crisis, he initiated a public plea to power holding leaders to negotiate peace and prevent a war with devastating consequences. He promoted prayers of world peace around the globe and even initiated dialogue with Communist world leaders and others clearly opposed to Christianity. His hospitality to Communists was highly controversial amongst the Catholic church, and showed how he believed strongly in developing ties in order to discuss human rights and encourage peace. During his Papacy, Pope John XXIII published several encyclicals promoting world peace(Pacem in Terris) and increasing the consciousness of one’s dignity and rights of workers, women and newly independent nations (Mater et Magisterum). 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The Issue Of Abortion On The Philippines Essay - 1620 Words

Abortion in the Philippines Julian Mayugba Hudson County Community College Abstract This paper goes over the legality status of abortion, the risks of illegal abortion, the overpopulation problem related to pregnancy, the limited availability of contraceptives, and how religion ties these things together in the Philippines. I was inspired to write about pregnancy in the Philippines after learning one of my female friends in the Philippines, who is about the same age as me, had gotten pregnant and dropped out of university. My friend who comes from a poor family, made me question her decision to get pregnant; dropping out of school meant that she would continue to be poor in the Philippines. KEYWORDS: abortion, pregnant, Philippines, overpopulation Abortion in the Philippines The Philippines is a nation that contains about 7,641 islands (CNN Philippines Staff, 2016). It is a primarily Roman Catholic country, with an estimated 75,940,000 followers in 2010 (â€Å"Table: Christian Population in Numbers by Country†, 2011). Due to the Roman Catholic majority, the government of the Philippines is heavily influenced by religion. The country faces an overpopulation problem and as of August 1, 2015, the population of the Philippines was 100,981,437 (Bersales, May 19, 2016). The overpopulation problem is caused by the religious stigma on the use of contraceptives, the lack of high-quality sexual education in schools, and abortion being illegal due to religious morals.Show MoreRelatedThe Legalization of Abortion: an Advantage Taken for Granted1619 Words   |  7 Pageswhat would you pick? The same concept applies with the issue of abortion. AbortionÂâ€" a procedure that deliberately removes a fetus in a womans wombÂâ€" has be en a major issue tackled by numerous countries and worldwide society. It is a process of taking away a child before it is able to live in the outside world. Through the years, it has been a debatable topic being talked about by various sectors and individuals, even here in the Philippines. It is very controversial because of the valid reasons onRead MoreRecurring Issues Of The Roman Catholic Church1228 Words   |  5 PagesRECURRING ISSUE IN THE ROMAN CATHOLIC CHURCH, ORTHODOXY AND PROTESTANTISM The most important recurring issues in the study of the history of Christianity during our time period is sexual abuse amongst the Catholic Clergy and abortion, the killing of a living entity, as it is a sin against God according to biblical doctrine. Many believe that sexual abuse happening in the Catholic Church, is directly related to celibacy. The Churches restriction on priests that directs them to abstain from sexualRead MorePersuasive Essay On Abortion1635 Words   |  7 PagesHowever, to solve this issue the option of abortion was brought to the forefront by scientists and advocates such as Dan Savage who mentioned that abortion should be mandatory for the next 30 years in or to control the population. (Ertlet) For countries such as the U.S. with a growth rate being 1.6%, the proposal of widespread abortion is highly recommended as mentioned by obstetricians and gynecologists. (MumfordKessel) Who now leaves the question as to if the option of abortion should be used as aRea d MoreAbortion - Argumentative Essay1093 Words   |  5 PagesARGUMENTATIVE ESSAY ‘ABORTION Our world today is full of unsolved, devisive and controversial issues. Most of them relate to our morals, ethics and religion, thus creating a very strong ‘yes and ‘no, or ‘good and ‘bad side. Like the Chinese Yin and Yang sign, abortion has a very prominent ‘black and ‘white side but also contains traces of each in the alternating colour. This shows that if you were to come to any kind of conclusion on abortion, there would still be a downside toRead MoreEvidences on Abortion Should Not Be Legalized6219 Words   |  25 PagesAileen Grace Delima January 18, 2008 BIO 199 Abortion in the Philippines: Reasons and Responsibilities Abortion is a controversial issue but it should be discussed because it is happening, and is more widespread than we care to admit. If we truly care about life, then we must understand what is going on (Tan 2008). Ideally, pregnancy is a wanted and happy event for women, their partners and their families. Unfortunately, this is not always so. Around the world, millions of women every year becomeRead MoreBill Of Rights : Constitutional Protection Of Individual Liberties783 Words   |  4 Pageswith respect to keeping appointments. I remember when I first came to the country and had to go for a physical examination and was suggested to make an appointment with the primary care doctor. This was a whole new experience for me since in the Philippines, you can practically walk in at any doctor’s offices for that matter regardless of your concern but the queue was pretty long. I have now recognized the value and significance of keeping and making an appointment. This allows doctors , nurses andRead MorePro Abortion Essay931 Words   |  4 PagesThrough many years, abortion is still considerably a very controversial issue in the society. In 1973, the U.S Supreme Court case of Roe vs Wade, abortion is a legal choice for pregnant women (Center for Reproductive Rights, 2003). However, in some countries like Philippine, Chile, Nigeria, etc. Abortion is noticeably illegal (Center for Reproductive Rights, 2003). In addition, having abortion is a very risky taken because women lose a lot of blood and especially feeling pain. When woman decidesRead Moreâ€Å"Positive Effects and Impact of Reproductive Health Bill in the Philippines†7090 Words   |  29 PagesTopic Title: â€Å"Positive Effects and Impact of Reproductive Health Bill in the Philippines† I. Introduction: The first time the Reproductive Health Bill was proposed in1998. During the present 15th Congress, the RH Bills filed are those authored by House Minority Leader Edcel Lagman of Albay, HB 96; Iloilo Rep. Dale Bernard Tuddao, HB 101, Akbayan Representatives Kaka Bag-ao Walden Bello; HB 513, Muntinlupa Representative Rodolfo Biazon, HB 1160, Iloilo Representative Augusto Syjuco, HBRead MoreThe Rh Law And Its Implementations Essay3412 Words   |  14 PagesAbstract This study uncovered the truth about the RH Law and its implementations. The RH Law was purposefully constructed to answer the issue of poverty, economic development and overpopulation. It also addresses certain problems of the country like gender inequality, abortion, teenage pregnancy due to premarital sex, and women deprivation. In accordance to the youth as a major part of the law, this study also examines the knowledge of the DLSU community regarding the law and how will it affectRead MoreEssay about A Research on the Reproductive Health Bill in Philippines2135 Words   |  9 PagesA paper on the Reproductive Health Bill in Philippines 1. Introduction As of 2014, Philippines has a population of 100,617,630 people, making it the twelfth most populated country in the world. The current population has an increase of almost sixteen million people since the year 2000 and is estimated to increase even more over the next 37 years . Overpopulation can be seen in all parts of Philippines including Dumaguete, which has a population of 120,883 people and has an average of 6 persons per

Short Story - 1453 Words

Sylvester stood leaning forward, with his hands on the rim of the concrete planter. His head hung low. He was sweating freely and he was breathing fast. â€Å"Chase,† he said, looking across at him. Chase was on the opposite side of the planter, looking past the scrawny tree at Sylvester. He was also tired. â€Å"This isn’t me!† Sylvester told him again. â€Å"Wanna tell me what happened back there?† Chase asked. Sylvester gathered up his thoughts and he went on to explain. â€Å"Three weeks ago, I had a swell job up there in Atlanta. I had my own apartment, clothes, money in the bank, a car, and a real good woman.† How satisfying his life was until he went to that nightclub. He asked himself, how could it have changed so fast? He laughed an insincere†¦show more content†¦Sylvester was confused. He did not know what to make of Chase’s interest in the library. Chase motioned with a wave of his hand, â€Å"Come on man let’s go! It’s time for a reality check!† He grabbed hold of Sylvester’s arm and tugged on it, for him to get up and come with him. He looked at Chase with curious eyes while being led away. â€Å"What’s up with the library?† â€Å"We go to the library!† Chase informed him as they walked. â€Å"Check out some old newspapers from Atlanta. Zero in on the date this man was supposed to have gotten killed,† he looked Sylvester in the eye to see if he had caught on to his plan, and he continued. â€Å"And see if they can tell us what really did happen up there, or what the Atlanta Police department had to say about the man they claimed you killed, Understand?† Back issues of the Atlanta Constitution Newspaper covered the mahogany tabletop in the Periodical section. Chase lifted his head to report. â€Å"Haven’t come across anything yet, have you?† â€Å"Me neither,† Sylvester answered. â€Å"Did you read about those two little girls getting burn up in that apartment fire?† â€Å"No, I didn’t!† â€Å"It happened in the Techwood projects.† He told Chase with certain toughness in his voice. He pushed the newspaper across the table for him to read.Show MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreGothic Short Story1447 W ords   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of eventsRead MoreRacism in the Short Stories1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intr uding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narrator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. In