Thesis proposal

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INTRODUCTION

The way we live tells us who we are, so our homes are dead giveaways. We Filipinos are known around the world for our unconditional caring for our elders. This thesis, "REINVENTING EARLY FILIPINO TRADITIONAL HOUSES INTO A CONTEMPORARY FILIPINO RESIDENCE", is a tribute to our forefathers to somehow show them that their heritage is still alive and as well appreciated. And what better way to show them appreciation than to relive their work in the past and incorporate it in the future.

What people in other countries call vernacular architecture we call folk architecture here, but mostly we identify the rural bahay kubo as a native house. The bahay kubo is by far the Filipino majority's prime idea of a traditional Filipino house. Vernacular architecture goes beyond the bahay kubo. From its origins as a rural bamboo and nipa house, it evolved into the urban bahay na bato (house of stone) during the Spanish colonial era. From there, certain features evolved into the houses built in the early part of the 0th century during the American regime. On the other hand, the early inhabitants of the Philippines were of many different peoples and of these peoples spawned the rich cultural diversity that we have now. Some ethnic communities scattered across the country, even to this day, still live governed by their ancestor's culture. Unblemished, these people's culture stands strong that even through the test of time, they still live in their ethnic traditional homes. These traditional houses are the architectural heritage left to us by our early Filipino ancestors.

However, in this day and age, these traditional houses have become an anachronism. The more fortunate of their residents have, over time and generations, built new houses of cement roofed with galvanized iron roofing. It matters little that the new house is not safe from floods, oven-hot in the summer and that typhoon rains deafen the residents as it drums on the thin roof. The concrete house is the supreme status symbol. People have forgotten the significance of these culture-rich homes. It is by this thesis that we look back at the past and commemorate the beauty that we have long overlooked and about to neglect.

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Experience in Company

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The experience curve has important strategic implications. If a firm is able to gain market share over its competitors, it can develop a cost advantage. Penetration pricing strategies and a significant investment in advertising, sales personnel, production capacity, etc. can be justified to increase market share and gain a competitive advantage.

When evaluating strategies based on the experience curve, a firm must consider the reaction of competitors who also understand the concept. Some potential pitfalls include

•The fallacy of composition holds if all other firms equally pursue the strategy, then none will increase market share and will suffer losses from over-capacity and low prices. The more competitors that pursue the strategy, the higher the cost of gaining a given market share and the lower the return on investment.

•Competing firms may be able to discover the leading firms proprietary methods and replicate the cost reductions without having made the large investment to gain experience.

•New technologies may create a new experience curve. Entrants building new plants may be able to take advantage of the latest technologies that offer a cost advantage over the older plants of the leading firm.

In the 160s, management consultants at The Boston Consulting Group observed a consistent relationship between the cost of production and the cumulative production quantity (total quantity produced from the first unit to the last). Data revealed that the real value-added production cost declined by 0 to 0 percent for each doubling of cumulative production quantity

The Experience Curve

The vertical axis of this logarithmic graph is the real unit cost of adding value, adjusted for inflation. It includes the cost that the firm incurs to add value to the starting materials, but excludes the cost of those materials themselves, which are subject the experience curves of their suppliers.

Note that the experience curve differs from the learning curve. The learning curve describes the observed reduction in the number of required direct labor hours as workers learn their jobs. The experience curve by contrast applies not only to labor intensive situations, but also to process oriented ones.

The experience curve relationship holds over a wide range industries. In fact, its absence would be considered by some to be a sign of possible mismanagement. Cases in which the experience curve is not observed sometimes involve the withholding of capital investment, for example, to increase short-term ROI. The experience curve can be explained by a combination of learning (the learning curve), specialization, scale, and investment.

Implications for Strategy

The experience curve has important strategic implications. If a firm is able to gain market share over its competitors, it can develop a cost advantage. Penetration pricing strategies and a significant investment in advertising, sales personnel, production capacity, etc. can be justified to increase market share and gain a competitive advantage.

When evaluating strategies based on the experience curve, a firm must consider the reaction of competitors who also understand the concept. Some potential pitfalls include

•The fallacy of composition holds if all other firms equally pursue the strategy, then none will increase market share and will suffer losses from over-capacity and low prices. The more competitors that pursue the strategy, the higher the cost of gaining a given market share and the lower the return on investment.

•Competing firms may be able to discover the leading firms proprietary methods and replicate the cost reductions without having made the large investment to gain experience.

•New technologies may create a new experience curve. Entrants building new plants may be able to take advantage of the latest technologies that offer a cost advantage over the older plants of the leading firm.

In the 160s, management consultants at The Boston Consulting Group observed a consistent relationship between the cost of production and the cumulative production quantity (total quantity produced from the first unit to the last). Data revealed that the real value-added production cost declined by 0 to 0 percent for each doubling of cumulative production quantity

The Experience Curve

The vertical axis of this logarithmic graph is the real unit cost of adding value, adjusted for inflation. It includes the cost that the firm incurs to add value to the starting materials, but excludes the cost of those materials themselves, which are subject the experience curves of their suppliers.

Note that the experience curve differs from the learning curve. The learning curve describes the observed reduction in the number of required direct labor hours as workers learn their jobs. The experience curve by contrast applies not only to labor intensive situations, but also to process oriented ones.

The experience curve relationship holds over a wide range industries. In fact, its absence would be considered by some to be a sign of possible mismanagement. Cases in which the experience curve is not observed sometimes involve the withholding of capital investment, for example, to increase short-term ROI. The experience curve can be explained by a combination of learning (the learning curve), specialization, scale, and investment.

Implications for Strategy

The experience curve has important strategic implications. If a firm is able to gain market share over its competitors, it can develop a cost advantage. Penetration pricing strategies and a significant investment in advertising, sales personnel, production capacity, etc. can be justified to increase market share and gain a competitive advantage.

When evaluating strategies based on the experience curve, a firm must consider the reaction of competitors who also understand the concept. Some potential pitfalls include

•The fallacy of composition holds if all other firms equally pursue the strategy, then none will increase market share and will suffer losses from over-capacity and low prices. The more competitors that pursue the strategy, the higher the cost of gaining a given market share and the lower the return on investment.

•Competing firms may be able to discover the leading firms proprietary methods and replicate the cost reductions without having made the large investment to gain experience.

•New technologies may create a new experience curve. Entrants building new plants may be able to take advantage of the latest technologies that offer a cost advantage over the older plants of the leading firm.

In the 160s, management consultants at The Boston Consulting Group observed a consistent relationship between the cost of production and the cumulative production quantity (total quantity produced from the first unit to the last). Data revealed that the real value-added production cost declined by 0 to 0 percent for each doubling of cumulative production quantity

The Experience Curve

The vertical axis of this logarithmic graph is the real unit cost of adding value, adjusted for inflation. It includes the cost that the firm incurs to add value to the starting materials, but excludes the cost of those materials themselves, which are subject the experience curves of their suppliers.

Note that the experience curve differs from the learning curve. The learning curve describes the observed reduction in the number of required direct labor hours as workers learn their jobs. The experience curve by contrast applies not only to labor intensive situations, but also to process oriented ones.

The experience curve relationship holds over a wide range industries. In fact, its absence would be considered by some to be a sign of possible mismanagement. Cases in which the experience curve is not observed sometimes involve the withholding of capital investment, for example, to increase short-term ROI. The experience curve can be explained by a combination of learning (the learning curve), specialization, scale, and investment.

Implications for Strategy

The experience curve has important strategic implications. If a firm is able to gain market share over its competitors, it can develop a cost advantage. Penetration pricing strategies and a significant investment in advertising, sales personnel, production capacity, etc. can be justified to increase market share and gain a competitive advantage.

When evaluating strategies based on the experience curve, a firm must consider the reaction of competitors who also understand the concept. Some potential pitfalls include

•The fallacy of composition holds if all other firms equally pursue the strategy, then none will increase market share and will suffer losses from over-capacity and low prices. The more competitors that pursue the strategy, the higher the cost of gaining a given market share and the lower the return on investment.

•Competing firms may be able to discover the leading firms proprietary methods and replicate the cost reductions without having made the large investment to gain experience.

•New technologies may create a new experience curve. Entrants building new plants may be able to take advantage of the latest technologies that offer a cost advantage over the older plants of the leading firm.

Please note that this sample paper on Experience in Company is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Experience in Company, we are here to assist you. Your cheap custom college paper on Experience in Company will be written from scratch, so you do not have to worry about its originality.

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How to Tutor Students With Reading Problems

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Even with excellent instruction, many children fail to make adequate progress in reading (Snow, Burns, & Griffin, 18). Despite long-term, continual investigations of instructional programs, large numbers of students failing to become fluent readers remains a critical problem in American education (cf. National Reading Panel, 000). Even with quality instruction and an appropriate curriculum, some children still need additional assistance. Tutoring can be a significant supplement, enhancement, or even replacement for classroom reading instruction (Snow, Burns, & Griffin, 18). Older students, volunteers, and parents can all serve as tutors in reading (Denton & Hasbrouck, 1). Here we suggest some simple, effective methods that tutors can use to help beginning readers, as well as older students who may need some additional support. We also include ways to evaluate the effectiveness of the tutoring and to provide feedback to the tutor.

Tutoring in reading means providing individual guided practice and corrective feedback to a student, where the student primarily reads aloud from meaningful, connected text at an appropriate level of difficulty. Repeated reading with a model, oral reading with monitoring and feedback, and error monitoring with word pattern practice, word review, and sentence review are methods tutors can use to improve reading performance. Group teaching techniques, loosely supervised free reading, and skill practice exercises are not included in our definition. If skill practice or vocabulary development exercises are determined to he appropriate for the student being tutored, those activities should be directly linked to the reading of connected text.

Encouraging reluctant readers to engage in simultaneous, repeated reading with a tutor is an effective method to improve their fluency (rate + accuracy + good expression). Careful timing and control of the repeated readings allow the tutor to foster independent reading skills. This is how the approach works

Introduction. The tutor introduces a passage that is likely to take approximately -5 minutes for the student to read aloud. The tutor introduces the text by reading the title, describing generally what the passage is about, asking the student what he or she knows already about the topic, and giving the student a purpose or reason to read (Lets read this story to find out.

Simultaneous reading. The tutor reads the passage with the student, sitting close beside or slightly behind, so as not to be a visual distraction (close enough to speak softly and be heard). The tutor reads slowly in a soft, clear voice, while the student reads aloud at the same time. The tutor regulates speed of reading to permit the student to keep up. Both student and tutor track progress with their fingers on their own pages, moving their fingers smoothly and steadily across each line. The student is not permitted to hesitate while sounding out a word. The tutors oral reading continues at an even pace, although the overall speed can be adjusted slightly up or down. While reading, the tutor listens carefully to whether the student is leading, with, or following the tutors reading of difficult words. Initially, most students will follow, (i.e., will copy or repeat what they hear). With repeated readings and confidence, the student will read more nearly with the tutor and eventually will lead. As the student comes closer to reading with the tutor, the tutor should soften his or her voice. As the student leads more, the tutor should soften the voice and slow the pace slightly, permitting the student to lead even more.

Simultaneous repeated readings. After -5 minutes of continuous reading, the student will need a brief break to rest the eyes, neck, and shoulders and to stretch and breathe deeply. Then promptly begin rereading. Depending upon the students motivation, two to five rereadings of a single text may be beneficial. With each rereading, the tutor should (a) maintain a smooth pace and (b) encourage the student to read with and to lead by softening the voice and dropping back slightly when the student leads.

Please note that this sample paper on How to Tutor Students With Reading Problems is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on How to Tutor Students With Reading Problems, we are here to assist you. Your cheap custom college paper on How to Tutor Students With Reading Problems will be written from scratch, so you do not have to worry about its originality.

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Disaster

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Chemical and Biological Disaster Response

Four events of the 10s significantly sharpened the nations perception of chemical-biological warfare. First, Saddam Hussein used intermediate-range Scud missiles to demonstrate the possibility of operating in a contaminated environment during the Persian Gulf War. Second, the World Trade Center bombing in 1 demonstrated that foreign terrorists could not only operate on American soil, but could launch a chemical/biological attack.[1] Third, the Oklahoma City bombing in 15 proved that domestic terrorists could harm the nation as well. And fourth, the sarin gas attack in the Tokyo subway by the Aum Shinrikyo cult made chemical warfare a reality. [1] A United Nations report from 16 defines chemical warfare agents as ..chemical substances, whether gaseous, liquid or solid, which might be employed because of their direct toxic effects on man, animals and plants.... The Chemical Weapons Convention defines chemical weapons as including not only toxic chemicals but also ammunition and equipment for their dispersal. Toxic chemicals are stated to be ... any chemical which, through its chemical effect on living processes, may cause death, temporary loss of performance, or permanent injury to people and animals [1].

A number of agencies are involved in domestic preparedness. The National Security Council is the interagency consequence management coordinator; the Justice Department, through the Federal Bureau of Investigation, handles crisis management and is responsible for preventing any attacks; the Federal Emergency Management Agency (FEMA) is responsible for consequence management after an attack; and first-responders include local municipalities and state governments.

The United States responded to the threat of terrorism and chemical/biological warfare when President Clinton signed PDD- in June 15, PDD-6 in May 18, and the 17 National Defense Authorization Act. The latter included the Defense Against Weapons of Mass Destruction Act of 16, also known as the Nunn-Lugar-Domenici amendment.[5] The statute and presidential directives are the foundation of our nations counter terrorism response. It provide's guidance to federal agencies and state agencies.

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Following the PDD- signing, other terrorist acts reinforced the belief that it is not a matter of if, but rather of when terrorists will strike with biological or chemical weapons. As Senator Richard Lugar commented in 15, Americans have every reason to expect a nuclear, biological, or chemical attack before the decade is over.[6] Discovery of Saddam Husseins weapons of mass destruction projects reinforced the American fear of them combining terrorism with a chemical or biological weapon.[7]

Additionally, political wording concerning weapons of mass destruction attacks was dramatized, exaggerated, and eventually sensationalized in films. For example movies such as The Rock, Outbreak, and Twelve Monkeys. The most important factor in the creation of an American chemical/biological response was the changing nature of acts of terrorism itself, though the United States abandoned and destroyed its biological program in 17 following the approval of the Biological Weapons Convention Treaty

The Defense Against Weapons of Mass Destruction Act of 16 (the Nunn-Lugar-Domenici amendment to the National Defense Authorization Act for Fiscal Year 17) advocated the training of first-responders to deal with a weapons of mass destruction terrorist incidents. In 17, the Nunn-Lugar-Domenici Domestic Preparedness Program began training first-responders firefighters, police, and emergency medical technicians in over 115 U.S. cities. As part of this program, the military specifically was tasked to develop and maintain at least one domestic terrorism rapid response team composed of members of the armed forces . . . capable of aiding federal, state, and local officials in the detection, neutralization, containment, disassembly, and disposal of weapons of mass destruction containing chemical, biological, or related material.[] The Secretary of Defense designated the Secretary of the Army to serve as Executive Agent for the coordination of this mission and to develop a Domestic Preparedness Plan.[10]

More than 85 years of experience in defending against biological and chemical weapons and 50 years of experience in nuclear defense made the Department Of Defense the most knowledgeable and resourceful department available.

The Department of Justice, through the Federal Bureau of Investigation, is responsible for crisis management of domestic terrorist incidents. State governments have primary responsibility for consequence management in cases of domestic disasters, including major terrorist attacks; the federal government, under Federal Emergency Management Agency, can respond to state and local requests for support under the Federal Response Plan. This plan outlines the roles, responsibilities, and emergency support functions of various federal agencies.

There are numerous local, state, and federal organizations that can perform consequence management. For example, the General Accounting Office reports that over 600 local and state HAZMAT teams exist in the United States to assess and act on accidents involving highly toxic chemicals and other hazardous materials.[11] In addition, numerous federal organizations provide advice, technical experts, and equipment to local incident commanders.

States and local municipalities have begun meeting the consequence management requirement with their own internal resources because of their increased understanding. In a 1 General Accounting Office report, many state officials indicated that they maintained a reliable consequence management capability and that their own experienced technicians can not only perform sufficient detection and identification to begin to handle the situation, but also work in the stressful, dangerous environment.[11] Some states stopped relying on the use of federal assets in some areas because they could not arrive in time to be effective, since the federal and military units do not operate routinely with any existing state programs. State officials dismiss the idea of fully relying on federal assets because of concerns about their availability and responsiveness if the state ever needed them.[10]

When dealing with any potential incident, past experience has taught us that the first necessary task is to secure the area and determine the nature and severity of the threat. In the past several instances of terroristic attacks/incidents it has been reported that a secondary device/incident has been targeted at emergency responders (I.e. police, fire fighters and other emergency responders at the scene) in attempt to harm or kill rescuers and disrupt the emergency operations.

In most cases, a primary and secondary secured perimeter must be established and a thorough search of the perimeters must be a priority to the first responders. In the event of a biological or chemical attack/release, a large downwind area may also need to be secured and evacuated. This will minimize civilian casualties.

The second problem involving a attack/release of a chemical or biological agent, is identification. As is the case in most common industrial hazardous-materials accidents, the first priority in the management of the incident involves determining the identity and physical properties of the substance that has been released. It is only after the chemical/biological identity is determined that an effective outer perimeter can be established.

A serious consideration that needs to be taken by first responders (I.e. officers, fire fighters, etc) is that most civilian emergency service agencies (including hazardous materials teams) currently don't have the effective testing equipment to help identify most chemical or biological agents that might have been used or present at a scene [1].

The primary functions that must be performed at any chemical/biological attack/release remain fairly consistent nation wide, from state to state, and city to city. The first responder, usually a police officer, should make the initial call to close and evacuate the area, determine the needs (I.e.. activation of other multi agencies), and to alert the FAA, Emergency Management Division and others as needed. The top twenty actions that must be taken will generally involve the following and most of these actions will more than likely occur simultaneous [1].

1. Incident Size-up and assessment [1]

. Scene Control/establishment of perimeter(s) [1]

. Product Identification/information gathering [1]

4. Pre-entry examination and determination [1]

5. Establishment of a decontamination area [1]

6. Entry planning/preparation of equipment [1]

7. Entry into a contaminated area & rescue of victims [1]

8. Containment of spill/release [1]

. Neutralization of spill/release [1]

10. Decontamination of victims/patients/rescuers [1]

11. Triage of ill/injured [1]

1. Basic life support care [1]

1. Hospital/expert consultation [1]

14. ALS care/specific antidotes [1]

15. Transport of patients to appropriate hospital [1]

16. Post-Entry evaluation examination of rescuers/equipment [1]

17. Complete stabilization of the incident/collection of evidence [1]

18. Delegation of final clean up to responsible party [1]

1. Record-keeping/after-action reporting [1]

0. Complete analysis of actions/recommendations to action plan [1]

[,,4]

In order to effectively perform their duties at a chemical/biological release everyone must understand some basic toxicology principals. Too little of this training is available for our local and state law enforcement officers and staff. As in any crisis, the local Police, Fire departments, and EMS agencies will be immediately responsible for an operation involving a chemical/biological release and casualties [1].

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Social Observation Essay

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I observed Savanna and Lani playing in the swimming pool outside in the driveway. They were both in their bathing suites splashing around in the water. Lani was the leader and Savanna followed her every move. Lani went down the slide backwards and then Savanna followed. The girls were splashing the water and laughing. This is the first time that Savanna has interacted with Lani since she has joined Lil Piece of Heaven Preschool. Savanna is interacting socially with another child for the first time. Lani got out of the large pool and went to the pool with the water toys and brought some to Savanna. The girls began pouring the water from one container to another. Lani didn't spill much water when she was pouring and Savanna was trying real hard to put the water in the other container but spilled more than she got into the bucket. Lani went to the water slide again and started sliding down the slide on her stomach. As she splashed in the water her face went under and she started to laugh. Savanna waited till Lani was down the slide and went down the slide on her stomach as she came close to the bottom of the slide she tried to lift her head and she avoided her face from going under the water but getting her hair wet. Lani then got out of the pool to assist Michaela up the driveway hill on her bicycle. Savanna got out of the pool and asked to get dressed in her clothes. When Lani got Michaela up the hill on her bike she returned to the pool. Savanna saw Lani return to the pool and joined her again in the

pool. The girls continued to slide, splash and laugh until I called them in for lunch.

Reflection The activity was developmentally appropriate for Savanna and Lani. The insight that I gained from the observation was that Lani's Social skills have developed very well and she

interacts well with Savanna. I also gained insight that Savanna socially interacted with Lani when she was in the pool. I can incorporate this in my classroom by purchasing a water table for them to enjoy inside the center so that the children can continue to grow in their physical, social and gross and fine motor skill development.

Cheap University Papers on Social Observation Essay

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Gryphon

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on gryphon. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality gryphon paper right on time.

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What is the purpose of education? This is a question that has troubled everyone from scholars and teachers to average men and women. There are so many different opinions to this topic. Education has many purposes, however I believe gaining morals and becoming well rounded is the most important; Education also has a lot to do with the teacher. A good example of a teacher with bad and good teaching skill is Miss Ferenczi in the story, "Gryphon", by Charles Baxter.

In the story, "Gryphon", by Charles Baxter education and teaching styles are the main focus. A class of young children experiences a new substitute teacher. Her name is Miss Ferenczi. She definitely has a different way of teaching then they are used to. Instead of reading everything out of the book she tells stories that relate to the text but have happened to her. By doing this she shows that all education does not come from a book. You can get education in your everyday life and activities. Miss Ferenczi also relates arithmetic to life in general. She tells the children that six times eleven is sometimes sixty-eight and other times it is sixty-six. Miss Ferenczi also tells the students that they can think what they like and when their teacher returns the answer will be sixty-six again, and it will be that way for the rest of their lives. She has allowed them to be open minded to change and is implying that one thing might be right to one person but it could be wrong to another.

Miss Ferenczi seems to have a funny way about her. She has many good characteristics and teaching skills, although she can go a little too far on some things in this story. The first day she is there she skips over the Pledge of Allegiance. She tells the class that she is not in the mood for the Pledge of Allegiance. In my opinion that shows the class that it is okay to not do something if you are not in the mood. Well, in life we all have to do things we do not want to do. The Pledge of Allegiance reminds us to be thankful for country. Not doing it because you are not in the mood is showing disrespect. When Miss Ferenczi does the spelling list she sees a student having trouble with a word. She tells him that she dislikes that word so if you do not like a word then you do not have to use it. That goes back to my opinion on having to do things that we do not always want to do. Just because you do not understand something does not mean you can give up. Especially when it relates to getting an education. Miss Ferenczi also brings tarot cards to class. After reading a student's future she tells him he is going to die. Props are helpful in teaching education but as a teacher you must keep in mind the morals of other students. Many people find thing like that offending. Bringing the cards to show and tell about the different cultures would have been okay but she should not have used them.

Even though this story shows many examples of what the purpose of education is, I believe we often over look and forget a few other reasons for education. The purpose is not only to get you basic smarts, like reading, writing, and arithmetic but also it is generally a time when we learn who we are. We pick up either good or bad social skills. Which I believe determines if we are shy or outgoing. And we also gain our common sense and learn how to face problems, which determines how well we do living in the real world and facing society.

Yes, education is very important today. However the way you are taught can determine how much you learn. The article, "Good Citizenship The Purpose of Education" by Eleanor Roosevelt has a lot of good information pertaining to the teacher's responsibility of education."The teacher's personality and character are of greatest importance"(Roosevelt ). Going back to Miss Ferenczi, she had a very open minded personality. In some of the subjects she taught she showed a lot of interest. By doing this the students willingly paid attention in class. I believe that showing interest and enthusiasm is the key to being a great teacher.

Although Miss Ferenczi approaches teaching differently she is still a good teacher. She is not perfect but I believe she does a good thing by trying to help the students see things a little more open minded. If we do not have education we will lack in many needed characteristics. The two most important are being well rounded and having morals.

Please note that this sample paper on gryphon is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on gryphon, we are here to assist you. Your cheap custom college paper on gryphon will be written from scratch, so you do not have to worry about its originality.

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Prodigal Summer

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Down the road live two elderly farmers different as night and day. Nannie Rawley is an organic farmer who specializes in apples. She is a strong woman, yet her heart is sad for the little girl she lost so long ago. She is cheerful and friendly, though deep down inside, she still has trouble understanding Gods plan, and why her daughter was born with so many defects lived such a short life.

Next door to Nannie is Garnett Walker III. Widowed 8 years ago, he spends his time trying to reestablish the American chestnut into the Appalachian landscape. He is a cranky man, angry at Nannie for growing pests and weeds with her organic No Spray Zone. What we find is that Garnett is really just a lonely man. He finds excuses to terrorize Nannie, and she knows that. However, its really the only human interaction he gets. Garnett has his own pain in the form of a son he disowned many years ago.

A widower and retired teacher, he focuses his attention on creating the perfect chestnut-tree hybrid, all the while casting disapproving glances at his neighbor, an Earth Mother type named Nannie Rawley.

Everything about Nannie eats away at the fabric of all that Garnett believes in, and they clash often, particularly over his use of pesticides that rid his beloved trees of pests, while she's declared her apple orchards a no-spray zone. Garnett agonizes over every move Nannie makes, although he convinces himself that she's nothing more than his cross to bear.

As Nannie tells Garnett, "Everything alive is connected to every other by fine, invisible threads. Things you don't see can help you plenty, and things you try to control will often rear back and bite you, and that's the moral of the story."

Garnett Walker conducts a daily battle to restore the American Chestnut, commonly thought of as dead due to the blight. He wants to restore the landscape to the one which his father and grandfather knew and built. However, God has given him a cross to bear by granting him Nannie Crawley as a neighbour. Nannie is the local champion of organic farming, and her bid to avoid any drop of herbicide or insecticide touching her apples drives Garnett mad. These neighbours are also fiercely divided in their respective attitudes towards God, but theres always the most implacable of snapping turtles there which seems destined to clamp these two old folk together.

In her depiction of forest life, Barbara Kingsolver reminds you of Edward Rutherfurds glorious novel of this year, The Forest, especially in the portrait of a community where everyone seems distantly related to each other.

The story of Garnett Walker and Nannie Rawley, who seem bent on thrashing out the countless intimate lessons of biology as only an irascible traditional farmer and a devotee of organic agriculture can. As Nannie lectures Garnett, Everything alive is connected to every other by fine, invisible threads. Things you dont see can help you plenty, and things you try to control will often rear back and bite you, and thats the moral of the story.

Garnett, an aged widower is struggling to revive the presence of chestnut trees along the East Coast before his death. He spends his free time in a constant battle of misunderstanding and differing opinions with his neighbor, Nancy. Through a series of forced encounters, their opinions of each other begin to change...

The third narrator in thestory is Garnett Walker III, an eighty-year-old man trying to breed a new variety of chestnut tree, which was the source of his family's wealth until the blight killed all the trees. Garnett's relationship with Nannie Rawley, his organic apple-farming neighbor, provides the comic relief in the novel and characterizes the novel's optimism towards humans' relationship with nature.

The remaining couple of this triptych consists of long-feuding neighbors Nannie Rawley and Garnett Walker III, as portrayed under the chapter headings Old Chestnuts. Nannie, like Deena and Lusa, exists to obey laws of ecology and practice natural land management. The nemesis of her existence is the bug spray that wafts across to her organic produce and may eventually cause her cancer, such as that which killed Garnetts wife. Chemical bug control leads her into topics of carrying-capacity laws and all sorts of ecological wisdom she feels compelled to shower upon Garnett at the slightest provocation.

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