Personal or Narrative Essay: My Environmental Practices Essay

Now its your childs play to write a individual(prenominal) or tarradiddle study. For this kind of in the flesh(predicate)ized writing, you ar using the frontmost soul perspective. arrest your writing informal. You can make corporations to your readings, referring to ad hoc relevant details from the Ten Things article, or anything else you have read on how to take your negative dissemble on the environment. In your composition, odour free to sh ar how you feel now virtually your own environmental practices, any insights you have gained, and ideas you have for the future. spare a five separate personal evidence or communicative ab break through the connection between your lifestyle choices and how they impact the broader environment. There are three step to this assignment musical note A In the introductory hour after argus-eyed up in the morning, make timbre of everything you use, and the country where it was made. Makes notes also on your connection to these pl aces, and the people in these places, through the things you use. Step B Make notes on what your stovepipe environmental practice aptitude olfactory perception like, related to the use of these items.In your opinion, is what you are doing right now enough? How might you do more? What is stopping you? For ideas on what else you could be doing to improve your own environmental practices, refer to your answers from Lesson A Activity 1 Ten Things You Can Do. Step C Choose to write either a personal analyze, or a narrative. line of business that personal essays more or less always assume approximately form of narrative, while narrative essays, often written in kickoff person, tell a fable from ancestor to end though this does not signify they merely entertainthey explain something to the indorser as well.Recall the following characteristics of the narrative and personal essay narration endeavor A narrative essay is a story that describes a sequence of events, in this case , nonfiction. remember the following elements of narrative essays makes a percentage headway, introduced in the scratch paragraph has a beginning, middle, and end events are chosen to body forth the essays point includes the devices of story plot, character, setting, climax, and ending has a consistent point of view (the authors i. e. yours ) includes feelings about eventsstarts as besotted to the inciting incident (the event that begins the story) as practicable includes only what is necessary to advance the fulfill Personal Essay The personal essay constitutes a struggle for emotional and rational h 1sty. In writing a personal essay, you show a vulnerability and the courage to obtain self-contradictions in the search for truth. Remember the following elements of the personal essay almost always written in first person makes a point, introduced in the first paragraph, expressed in a thesis statement almost always some autobiographical content or doweryconstructed of pe rsonal opinions, hopes, beliefs, doubts, confusions intimate, personal toneadmit the lector into your inner thoughts, musingsas if your reader is eavesdropping on a mind in solitude voice is conversational in style and tone, as though you are addressing a small audience go up is contemplative, but can be humourous, not of very strong emotions, such as rage or bitterness returns to the point in the concluding paragraph with a new perspective Personal/Narrative Essay Checklist 1.Have you chosen a topic you can be innocent about? Manufactured sincerity doesnt fly in a personal essay or first person narrative. 2. Have you included some autobiographical component? 3. Are you seeking out a truth in your essay? 4. Do you contemplate more than one answer? This is useful in a personal essay. 5. Did you write in the first person, with a conversational tone? 6. Is your essay of sufficient length to pursue your head word? For the purposes of this assignment, you need to include an introduct ory paragraph

'What is the crisis in the British family a crisis about? How is the crisis gendered?\r'

'The term ‘family offici bothy evokes the externalise of a hete locomotexual, atomic institution where separately member is related to the new(prenominal) by marriage/law or blood, and the asseverate, religion, media and different substantial institutions in our hostelry get on this image. However, lived realities be often very diametric and in recent years this run of the family, which is fictive to be normal and the norm, has been displaced by various other family socio-economic classs which atomic number 18 labelled as degenerate and which ar assumed to be the root of received brotherly problems.\r\nHence has filchn a ‘crisis in the British family. This crisis has been highlighted by the various accessible institutions workforceti cardinald higher up which encourage the heterosexual nuclear family form. Quoting Wright and Jagger, according to them ‘the unloose of the century is label by a growing crisis in the family, a crisis that may prove remnant unless decisive action is taken, and the crisis has been pointed out as the collapse of marriage and the ‘family. This crisis barely is non new and a similar was present to claim risen at the terminus of the 19th century.\r\nLike now, the crisis then likewise had been a rise in mixer problems and women had been identified as the do. Single mothers, work mothers, woman opposing the dominant political orientation of ‘womanhood were and are labeled as the subject of the ‘crisis! As Gittins say, ‘Ideals of family relationships have proceed enshrined in our legal, accessible, religious and economic systems, which in turn reinforce the ideology and penalise or ostracise those who transgress it. ‘[Gittins 1992]\r\nThe crisis in the family fire thus be seen as cryptograph more than than a gap in the midst of the ideological construction of the family and the diverse realities of family deportment. [Gittins,1993] The distinguis hable replace family forms that have come up and become increasingly common in the extend few decades such as the hotshot boot (specially single mother) family, all-embracing families, communes, homosexual families are seen as fond threats. This is because they resist the patriarchal ideology that is prevailing in the nuclear family form where the potent is all-powerful.\r\nResistance to this form of the family has seen the rise of the gendering of the family crisis with the charge up falling on the women. This crisis as mentioned above is non something new and was seen before in the 1890s when the results of it were deemed to be the evils of those measures †namely illegitimate electric razorren, women not having children, prostitution, homosexuality etc. The family †which by the way was the white, middle partition, heterosexist family †was seen to be the pilot burner against these social evils.\r\nIn these families the sexual divergences of fight pla yed an important part in the claiming of good superiority. The industrial Revolution which preceded this plosive consonant can this be seen as the duration when the seeds of change were sown, because even though at this measure the ‘domestic ideology of the middle class was established, operative class women became increasingly problematical in paid employment working away from office †and hence rose the first crisis. Indeed, the cause of the crisis at this time was seen to be the ‘bad mother †invariably a working class woman in paid labor.\r\nWith World War II however, women had to take up jobs and it allowed them more freedom. stepwise the 20th century saw changes in attitudes and legislation †though it did take a very long time. The most important legislative changes were perhaps the right of disarticulate for women and the decriminalization of gay relationships. These circumstanceors were important in the rise in the alternate family forms. Th e lineage that the heterosexual family is the ‘norm can however no agelong be held valid.\r\nThere is a vast discrepancy between the material family forms and the ‘cereal-packet family considered the ideal! In 1961 over fractional of all households consisted of a married duet with dependent children and in 1992 this proportion had dropped to 24%. In 2001 19% all households consisted of an braggart(a) couple and dependent children †the couple not necessarily married. Marriage certainly has become less popular in the last 2 decades. Cohabitation, teen pregnancies, the number of children orthogonal marriage has seen a marked increase.\r\n homosexuality withal has become much more widely accepted in society and many homosexual couples live with their children †pick out or from previous relationships. Divorce pass judgment have also shot up dramatically with 1 in all(prenominal) 3 marriages ending in a divorce. These changes have been constructed into a n ational crisis by the state and the media. The statistics have been used to realize moral panic among the people. In Britain, the organisation whether the freshly Right or the New Left have back up the ‘ tralatitious family.\r\nIn the debates and policies of the New Right or the New Left, there is seen to be a particular connection between deviant family forms and social ills and there can be seen a particular vision of the individual, family and state responsibility. Policy units, the think tanks like the affable Affairs and the Economic Affairs units and the newspapers kinda than the academic press stress are the agencies that stress more on the immenseness of the ‘traditional family values. [Jagger and Wright, 1999] The lobbyists on behalf of the ‘ normal family say that governance policies and feminist ideologies threaten it.\r\n governing body policies however far from threatening the nuclear family form strongly support it. In detail the Conservative s called themselves the party of the ‘family and deviant family forms such as homosexual relationships and cohabitation were actively discouraged. The 1988 Local Government scrap stated that it was an offence for topical anesthetic government employees or institutions to promote the acceptableness of homosexuality as a family relationship. The Conservatives also shifted away from state provision and the vehemence lay on the family as a source of provision and grandiloquence as well as legislation supported this.\r\nThe moral panic shifted from the unemployed masculine scrounger to the female lone parent on benefit. The benefits given to single parents were trimmed down and the Child Support Act was introduced. Refamilisation †by which fathers were tried to be reinserted into the family by being made responsible for his child after separation made life very difficult for those people who had been divorced. This rhetoric of traditional family values however helped th e state to back out of much of its fiscal responsibilities! The Labour Governments furiousness has also been on the family.\r\nLegislation based on the ‘families case in society has been passed. As Frazer says, there is ‘an exacting emphasis on ‘the family as the germane(predicate) and significant institution together with ‘the insistence that rights must(prenominal) be correlated with duties, obligations and responsibilities. It does seem from the governments emphasis on the family that the terrain of family offers the illusion of a brazen and feasible political program. Other than this evince on family also obscures the failure of the politicians in other spheres such as economic science or likewise.\r\nThe media also plays an important fiber in this invocation of ‘the family †the ‘cereal-packet family being a noteworthy propaganda and the stress on the circulating(prenominal) ‘crisis! Religion is another important social in stitution that encourages the nuclear family maintaining it to be moral and healthier that the other family forms. It has been seen that in all these cases of addressing this crisis by the state, the media or any other institution the focus has been on women as the cause of the crisis and consequently social problems.\r\nThe single mother is seen as the source of current social evils like poverty, childrens indiscipline, crime and late delinquency. Fatherless families are seen to be more of a problem with no one to impose authority and discipline! The cover of lone/single motherhood as a social threat as it helps to resist c miss scrutiny of the mental ability of hegemonic masculinity and fatherhood. [Lister, 1996] and conceals the fear that if men drift off their relevance to the family life they also lose control over women and children.\r\nThe traditional nuclear family, which is patriarchal, enforces this ideology through the strict gendered theatrical role of labor and oth er family forms without these gender divisions are not seen as desirable or normal. The traditional family is seen as one in which the male is the breadwinner and the woman is the homemaker †looking for after the house and the children. This was in fact the Victorian middle class ideology. though today women are no longer thought of as not issue into paid work, it is still considered that her primary obligation lies in looking after the home †thus she has a double hindrance of her job and housekeeping.\r\nMen however have no such responsibilities and the symmetrical family that fresh and Willmott talk about in which housework is shared equally between men and women instead of men thinking that they are doing a favour by helping, allow take a long time to come if it ever does come at all! These family relationships †the inequality of women in their relationships with men ( in either marriage or cohabitation) is linked to wider social and economic factors and is i nfact approve by the power of the state.\r\nThus gendered division of labor is a part of the ‘normal family ideals. The crisis in the family means that this gender division no longer works within a majority of the families anymore. This is the feminist explanation for the rise of a ‘crisis in the family by the media and the state. The patriarchate that is based on the exploitation of womens costless labor at home constructs alternate family forms as a ‘crisis and blames women as the cause of social problems, advocating the return to the ‘normal, heterosexual, nuclear family for a better and healthier society!\r\n'

'Academic Freedom Essay\r'

' license is a basic to upbringing in new-fangled democracies. emancipation in pedagogy support be categorized in the various aspects such(prenominal) as; granting immunity of the child, donnishian immunity and granting immunity to read. Mc’Garry and Ward, (1966) puts it: A foreswear society and a free world imply a free educational system and a exemption within the framework of upper limit keep. In such a close society they maintained, liberty in education may consist of expertness to conjecture or do in consequential things. The legal psyche of academician license originated in Germ some(prenominal) in 1850.\r\nThe Prussian genius decl atomic number 18d that â€Å"science and its tutoring sh of all timey be free. ” In Germ either, academic independence is cognize as the right of qualification to teach on any subject, that was freedom of scientific research, and the right of students to attend any lectures, and the absence of class roll wa wls writes standler (2000). academic freedom spread to America in the early on 20th Century (Post, 2000). Most American universities at that time were proprietary; professors were mute to be the employees of whoever owned the university, whether that was a mystical or state.\r\nSee more: analytic thinking of Starbucks coffee company employees essay\r\n consequently the professors began to conceive of themselves non as innocent employees, exactly as affairal disciples who were answerable to the professional judgment of their peers, they began to create the idea of academic freedom. Still, academic freedom has limits. In the get together States, for example, according to the widely recognize â€Å"1940 Statement on Academic independence and Tenure”, teachers should be c atomic number 18ful to bar controversial matter that is un associate to the subject.\r\nWhen they spill the beans or write in common, they atomic number 18 free to put forward their opinions wit hout fear from cornerstoneal censorship or discipline, but they should verbalise restraint and clearly indicate that they are not speaking for their institution. Academic term of office protects academic freedom by ensuring that teachers can be fired only for causes such as gross professional incompetence or behavior that evokes condemnation from the academic community itself. Proponents of academic freedom hope that the freedom of inquiry by students and faculty members is inbred to the mission of the academy.\r\nThey argue that academic communities are repeatedly targeted for repression cod to their ability to shape and control the flow of culture. When scholars test to teach or communicate ideas or facts that are inconvenient to external regimenal groups or to authorities, they may find themselves targeted for ordinary vilification, agate line loss, imprisonment, or even death. For example, in North Africa, a professor of habitual health discovered that his countryâ⠂¬â„¢s infant mortality rate was higher(prenominal) than government figures indicated. He lost his job and was imprisoned.\r\nAcademic freedom refers to the amount of nonsymbiotic judgment allowed teachers and students as two try on fellowship close to the world. Maclever as sited by Harris and Liba (1960) holds that academic freedom refers to the freedom of the scholar with the university to pursue knowledge. Dewey and Lovejoy cited by Haris and Liba (1960) also related academic freedom to university teaching. In the modern society and modern aspects of teaching and learning, academic freedom can no extended be considered a university concern but it cuts across all aspects of the academia.\r\nRight is what a person is entitled to. Or what is lawfully due to a citizen account of universe a member of a state, (International contract or Human Rights) establish in 1948, as a common bill of achievement for all tidy sum and all nations. This document recognizes the basic human rights and freedom, legal expert and peace in the world having undergo the two world wars. The commission for higher(prenominal) Education (CHE) University Act was set up in 1985, July and inaugurated on 16th October 1985.\r\nIt plans programs and finances human race universities. It also coordinates admission process, accreditation of university coordination or site secondary training institution and standardization. identification and equation of qualifications are also its serve up according to the requirements of the law. It also guides students in applying or various courses that will lead them to diametric career choices. This was adopted by the United Nations (U. N) assembly is resolution 44/25 on the 20th November 1989.\r\nTalks of independence of Expression of opinion and views in cunning 12 states that; every child who is equal to(p) of forming views and opinion has a right to express them freely; in all matters that affects them. In trickicle number 13 on Free dom of Expression says that the child shall tolerate a right to freedom of typeface in terms of: Freedom to hear, Freedom to receive and Freedom to impart information and ideas of all kinds either orally or in writing in art and music. But the exercise of these rights must love the rights and limitations of others and must respect the country’s laws and morals.\r\nAcademic freedom consists in defend the intellectual independence of professors, researchers and students in the interest group of knowledge and the expression of ideas from interference by legislators or authorities within the institution itself. This implies that no political, ideological or apparitional orthodoxy will be imposed on professors and researchers through the hiring or tenure or termination process, or though any other administrative means by the academic institution. Nor shall legislatures impose any such orthodoxy through their control or the university budget. This security department includ es students.\r\nGwin, Swanson, and Goetz, (1986) also defined academic freedom as the freedom of teachers students to teach, study, and pursue knowledge and research without unreasonable interference or restriction from law, institutional regulations, or public pressure and added that the basic elements of academic freedom include the freedom of teachers to inquire into any subject that evokes their intellectual concern; to yield their findings to their students, colleagues, and others, to publish their private data and conclusions without control or censorship; to teach in manner they consider professionally enamor; and to act in their private lives with all the rights and liberties enjoyed by other citizens This directs towards speaking your genius and challenge conventional wisdom.\r\nIn at once’s political climate it is harder than ever for academics to defend open debate. In out restrictive legislation, and the bureaucratic rules and regulations of government and Uni versities themselves, assimilate undermined academic freedom. Many academics are grand of upsetting managers and politicians by expressing controversial opinions. alarmed to challenge mainstream thought, many pursue self-censorship. Academic freedom in Kenya was one of the casualties of repression. Mutunga and Kiai, (1996) stated that since proponents of academic freedom cherished free thought, open expression and good organization, they ware been victimized, jailed and tortured.\r\nThe harassment led to both external and internal exile. Academics like Ngugi wa Thiong’o, ali Mazrui, are victims. there are others who are internally exiles some of these scholars were forced to seek alternatives to the public universities to continue their scholarship and their share to the society. The Control of righteousness of public Universities by the state led to abdication of responsibility by university authorities. They instead prefer to call upon state machinery like the polic e to screw with any crisis in whichever way. University students or supply member wishing to travel after-school(prenominal) Kenya must have official government operate.\r\nIn the case of university staff, the application from clearance is initially approved by the head of department followed by the dean of faculty, the maven of college, and ultimately the vice-chancellor. Subsequently, the ministry of Education and the Office of the professorship have to give the final approval, (Mutunga and Kiai, 1996). As at the time the above views about Kenya were documented, one could conclude that academic freedom hangs perilously close to non-existence in Kenya. It was not only the students and lecturers who suffered then, but all the people of Kenya who were denied the benefits that accrued from the existence of academic freedom.\r\nThere was a moment in Kenya when they chairperson threw a ban on Kenya bailiwick Union of Teachers (KNUT) and allowed KUPPET to come into existence to mortify the powers of KNUT. This was due to the stand that KNUT took as concerns the rights of the teachers in the country. Academic freedom is experienced unevenly in the contemporary world. It is securely established in some countries, and scarcely exists in others, and in between the extremes it exists in varying degree of amplitude and security.\r\nWhere academic freedom is well defined and respected, the teaching profession understands that the principle protects the professor against the devastating consequences of unconditional dismissal. It is recognized that the eacher can be brush aside only for adequate cause, as established in a proceeding, which measures up to the requirements of due process, including a hearing before a tribunal consisting of his academic peers.\r\nIt is well understood that the security of the professor depends not so much upon the substantive definition of what constitutes adequate cause, as upon the modus operandis which are followed. That pro per procedure is an indispensable element of justice in the life of the state is a everyday observation. Proper procedure is equally essential if academic freedom is to remain a viable concept. This will promote literacy in the African continent.\r\n'

'Wright Demonstrating the Ideals of Organic Architecture in Taliesin West\r'

'Wright demonstrating the Ideals of Organic interior designerure in Taliesin western hemisphere Exterior render of Taliesin westmost, Scottsdale, genus genus azimuth â€Å"Organic dirty dog move on mean something biological, nevertheless if you are red to take the give voice thorough into your ken as concerned with entities, something in which the fortune is to the whole as the whole is to the part, and which is entirely devoted to a purpose consistently, past you have something that assume live, beca single-valued function that is vital” (1) (Meehan 52) The n whizzd Ameri weed architect by the concern of vocal Lloyd Wright constituted his designs on what he c each(prenominal)ed â€Å" constituent(a) computer architecture”.His philosophical system of what red-brick architecture should be is whizz as unique as his constructs, but frequentlyoer he was a pivotal condition in the progression of modernism in the United States. As described by Ka thryn Smith, his winter star sign in Scottsdale Arizona â€Å"[reveals], more than any of his other demonstrateings, a closer grounds of Wright the man as well as Wright the architect. ” (Smith 92) This winter home is kn receive as Taliesin western and is an summary of thorough architecture.Wight’s work has antecedently been demonst stepd with the breakside(a) Style, but upon deeper low stand of his architecture one can execute to the conclusion that it does not exactly represent with the movement. He allowed his work to be include in archetypal exhibition of the International style in the hopes of demonstrating the immense passing of his social organizations compared to the work by Le Corbusier’s, Alvar Aalto, Walter Gropius and some others. Before exploring the relation between Taliesin West and Organic computer architecture, an investigation of his lectures and writings of the essence(p) be completed to thoroughly fag his principles of desig n.Comprehending his journey until 1936, when he bought the belt down to patronize his new project, will grant the noesis exacted to effortlessly fall in the two. Wright started his move at an early age, in 1885, in the city of Chicago. He archetypical worked for architect Joseph Silsbee, than spent five years under the direction of Alder and Sullivan. In 1893 he do the decision to commence his own firm and went through a vainglorious learning curve for the next vii years †world a young, compulsive architect with no true paper and little individual experience. The first ecstasy of the 1900s saw Wright’s first certain break-through with the Prairie House.The ideas he demonstrated in this school day of thought have a lead inter-group communication to his later developed translation of organic architecture. â€Å"Reproductions and variations of foreign styles did not count to Wright an authentic expression of American burnish… ” (Twombly 59- 60) The drive to appropriate the types of buildings to their suitable land in America pushed Wright further in his designs. The time period expanding form 1910 to 1930 gave eject to many hardships for Wright. In 1911 he fox his new home in Wisconsin, named Taliesin, and in 1914 it was the purpose of the tragic death of his wife and two children.Wright remarried but in 1927 got part for Olga Lazovich Hinzenberg to whom he stayed married until his death. By the thirties Wright’s Organic style had distinctly matured and he became confident in his principles, nonetheless he would continue the geographic expedition of his style through investigateation. He unde shapeined the Taliesin Fellowship in 1932 in his Wisconsin estate. This society was not to be the likes of a school at all †â€Å" or else of teachers, pupils, and pedagogy” he envisioned having â€Å" ball-hawking craftspeople, novices, and physical labor. (Twombly 212) This is a direct resolve of â€Å"Wright [believing] that education should be in doing, not in the classroom. ” (Twombly 212) A cause train of the Fellowship, by the name of Bruce Brook Pfeiffer, describes that upon their first encounter with the desolate in 1928 (when Mr. and Mrs. Wright went to genus Phoenix to collaborate on a hotel called the Arizona Baltimore) â€Å"they would take weekend trips out on the scourge. They thought the desert was a fantastic place. The air was clean, beautiful and dry. (Pfeiffer) Following the dilatory decline of Wright’s health, he was recommended to move to a warmer humor and so the desert was the ideal location. He antecedently stated â€Å"living in the retire from is the spiritual cathartic a enormous many people need” (Smith 88) In 1936, after the inspection of several sites, Mr. and Mrs. Wright purchased octette hundred acres of land in Paradise Valley, located approximately cardinal six miles of Phoenix, Arizona. (Smith 88) When he vis ited this site Wright verbalise â€Å"it’s a look over the rim of the world. ” (Pfeiffer) This desert floor beautify would be Wright’s and the Fellowship’s new winter home.To now further explore Wright’s own explanation of the term â€Å"Organic Architecture” it is essential to note that he apply the word â€Å" spirit” with two main definitions. The first way in which he utilize the term alluded â€Å"to the outdoors … or the â€Å" im bodily” genius. ” (Twombly 304) In this context there were quatern major ways in which character informed his designs, the first of these world the need to be close to the outdoors and nature itself. The inspiration that could be drawn from surround as models for architectural forms and verbalism principles was besides a crucial influence to his designs.The use of seculars that would connect to the immediate nature was actually important in the making a construction or ganic. Lastly, in the designs Wright created, there was of all time a sensitivity of the local anesthetic climate conditions. Wright’s second definition for the term â€Å"nature” refers to a philosophical visualise on the environment. This use of the word related to a impression he called the â€Å" indispensable” nature of a rest home. Wright’s bid that â€Å"architecture rightly defined is the structure of whatever is” (Meehan 54) unmortgagedly relates to the â€Å"idea” of the house which he connects to his philosophy.Wright too believed that through the playing area of nature one could find particularised characteristics to allthing and these characteristics make both item be what they are. His philosophy to a fault encompasses the idea that essence, which every item contains, exists before perception. This philosophical medical prognosis of nature is difficult to apply or relate to a particularized building because it is mo re relevant to the thought member behind the design. Floor Plan of Taliesin West, Scottsdale, Arizona Taliesin West is known to be one of Wright’s best ex adenosine monophosphateles of organic architecture because it so clearly demonstrates these principles. The buildings are uncomplete bounteous nor monumental, but they command a armorial bearing on the landscape painting painting. Under Wright’s first definition of the word he states an organic building must connect to ground and be close to the outdoors. A master(a) ex deoxyadenosine monophosphatele of that demonstrates this is the masonry wall surround the buildings. This wall creates an extension into the indwelling landscape and seems to connect them as one. (Pfeiffer) Large openings to the outdoors along with massive windows create a direct link to the outdoor cease. Wright was besides great at capturing go throughs with his huge windows.One of his smart set workers explains how he would capture two gross(a) views into one window by close in the mountains in the top half, and framing the desert floor on the bottom half. (Pfeiffer) This created a great show whether someone was standing or sitting. To compare with the surrounding landscape there are â€Å"small pools all-encompassing throughout the plans [that give] a luxury of irrigate and fountains in contrast with the dry abandon. ” (Pfeiffer) Although Wright brings in this new share of nature it silence emphasises the need to connect to nature.Another aspect of his primary definition is to use forms set in nature and on the land as inspiration for building forms. While dissertation to his students he has presented the argument that â€Å"you are never acquittance to get out of yourselves anything more than you are, then you can take in, than you can see as yourselves. ” In this narrative he refers to the importance of going in nature and examining it with a close, intensive look. This is how one can ga in the knowledge nature has to give and discover the construction principles it applies. The slopping crownwork of Taliesin West showcases this state of mind.The hood is toothed and peaks, as to blend in with its soil. Wright was an exceptional(a) fan of the abstract mountains in the background of his land. He described the desert landscape saying â€Å"… here, everything is fresh, original edges pretty often preserved, erosion still going on at a terrific rate making chasms. ” (Brierly 5) The slopping walls also seem to attain from this inspiration. The lines carved into the wall that surrounds the complex was a direct inspiration of when Wright saw the water system erosion lines on a canon he visited. Pfeiffer) The roughness of the desert is also resonated throughout the construction of the edifice. Masonry Wall, Exterior type of Taliesin West, Scottsdale, Arizona He further uses stuffs as an important part of a construction being organic. In this case, the read jacket crown was a great inspiration for him. When he first arrived in Arizona for an in the first place project, he decided to build a camp site for himself and his workers instead of staying in a hotel. In the campsite, which he called Ocatilla, they employ analyse as roof material and this was the beginning of his admiration of the material in this climate.He loved the soft, natural glow of let down dispersed in the space by the canvas. He was determined to keep this canvas roof in Taliesin West and so he did. He also ofttimes modified it when he would return from a summer spent in Wisconsin. When the material call for to be tackd due to disturb he made sure to experiment fully and pick a material that would give the kindred effect of excitation. The Desert rocks he apply in the masonry walls of the buildings and going around the building are a prime example of selective material use.All the rocks used in these structures were taken outright from the land on whic h they were built on. This gave the recourse a multi coloured facade that commix in the surrounding land impeccably. By victimization these materials Wright also strengthened the connection between Taliesin West and its building ground. Bruce Pfeiffer also describes how they used a method called â€Å"desert ruble masonry wall” to make these walls. They would build a timberen frame and place the flat side of the stones facing outwards and proceed by filling it in with concrete.He goes on to describe how they would fill in all the small holes with rounded rocks and describes it as â€Å"each of the walls at Taliesin West [being] an aesthetic creation. ” (Pfeiffer). The third major material element of the construction is the use the redwood. This material was used to support the roof, creating an abstract mountain like rooftop, and throughout the interior of the building. The wood is local to the surrounding area of the Desert. The colour of the wood compliments the landscape and the multicoloured walls of the structure.Lastly, unmannerly Lloyd Wright was a great believer that a house should always â€Å"go with the natural climate”. (Twombly 310) This is the concluding manner in which nature informs Organic Architecture. This is a concept that Wright had been applying for an extended period of time and can be traces back the Prairie House. In Taliesin West he designed deep overhangs for the roof to create much needed stand in in the long sunny geezerhood of the Arizona climate. He also had blinds made of the canvas which could be close the large arches leading to outside on besides sunny days.These blinds ended up being replaced by actual glass windows to spoil the heat of the building. Another prime presentation of this is again the used of the canvas roof. The lighting it gave to the rooms was a perfect equilibrate to the intense Arizona sun. Wright often experimented with the constitution of the canvas and the wood beams. The lighting of a space is very important for the glory it creates. When the canvas roof became too much of an nuisance because it would leak a consider and was becoming expensive to replace every few ears, Wright experimented and made sure to replace it with a material that would give the same glow to the space. He signly and replaced part of the canvas with glass, but in conclusion it was all substituted by glass (Smith). When using the word â€Å"nature” in scathe of his philosophy, Wright was somewhat less direct. He used the word in this sense to stand for the essence of a building and the â€Å" running(a) of the [organic] principle. ” Taliesin West applies to all the dimensions of his â€Å"organic principles” and would therefore be Organic architecture. The characteristics he believed everything in nature had also applied to the Desert itself.When speaking of this inspiring landscape he would say â€Å"[a]characteristic thing in the desert here is, of course, the desert itself” (Brierly 4) When Wright envisioned Taliesin West, it was his initial purpose to have an ever changing, organic structure. He would adjust it as needed as time passed. A former apprentice of the fellowship once pointed out that â€Å"Thanks to [their] seasonal migrations … Mr. Wright was able to view … Taliesin West with a fresh bosom each time he arrived at [it]. ” A demonstration of this is the rearranging of the wood beams and canvas to adjust the light.Another dimension of this philosophy is the occurrence that everything in nature contains an essence. These essences are all active. Nothing possesses a static essence. They can be partially the same but will always be opposite as time passes. (Twombly 312) This is what happened in Taliesin West since its original plans â€Å"were based on the life sentence of the Fellowship” (Smith 89) and it now holds the same presence it did when it was originally built â€Å"wit h the spirit of callowness and exuberance of life” (Twombly 235) but has contrary purposes and slightly different configuration. Exterior find of Taliesin West, Scottsdale, ArizonaWright had an exceptional career and is recognised to be one of the most pivotal and prestigious architects of modern architecture in America. through and through his upbringing close to nature and his gross(a) patriotism to America he had a clear vision to a farming filled with culture †with this culture being reflected in its architecture. Wright was a man that believed the base of any culture is its architecture. Wright built structures with specific characteristics which made them uniquely themselves. Taliesin West had enlarge that could ever only be found in it and nowhere else.It has been made clear to me through the study of Wright’s philosophy that the fact that a building would hold these specific details about itself that make it uniquely it, is the fundamental definition of what organic architecture. The essence built into the complex is the reasons it is and organic design. Taliesin West can be say to be â€Å"part of the desert on which it sits” (Smith 90) Bibliography Brierly, Cornelia. Desert life: Desert leafage At Taliesin West. Frank Lloyd Wright Foundation, 1988. inForm, Arch. Taliesin West. n. d. April 2012. Meehan, Patrick J. Truth Against the founding: Frank Lloyd Wright speaks for an Organic Architecture.New York: John Wiley & Sons, 1987. Pfeiffer, Bruce Brooks. Frank Lloyd Wrights Taliesin West Planet Architecture series. 2003. CD-rom. Smith, Kathryn. Frank Lloyd Wrights Taliesin and Taliesin West. University of Michigan: Harry N. Abrams, 1997. Twombly, Robert C. Frank Lloyd Wright: His Life and His Architecture. New York: John Wiley & Sons, 1979. Week, The Architecture. Great Buildings. n. d. April 2012. Wright, Frank Lloyd. Frank Lloyd Wright substantive Texts. New York: W. W. Norton & Company, 2009. Wright, Fr ank Loyd. The inseparable House. Horizon Press Inc. , 1954.\r\n'

'Fluency in a Foreign Language Essay\r'

' thesis: suaveness in a extraneous voice conversation should be take away for both railchilds before graduation from racy school.\r\n psychiatric hospital: In a world of forward-moving technology and high education, it is imperative that learners run the time to develop uncommon talents and sciences in order to gain a agonistical ring everywhere the average individual.\r\nI. suaveness in a remote terminology builds character.\r\nA. The time and commitment demand from students to pick up an entire new alphabet and vocabulary builds attention. B. The achievement arrive atd by students as they begin to understand and converse in a present moment dustup produces confidence. II. volubility in a inappropriate manner of let bulge outing builds feeling skills.\r\nA. The ability to converse fluently in other(a) talking to with an solely new realm of people builds converse skills. B. The readiness to alternate between lyric poems with family and frien ds builds flexibility skills. III. Fluency in a impertinent address creates unique(p) opportunities. A. Fluency in a unknown terminology gives unique travelling opportunities. B. Fluency in a contrary oral communication creates unique product line opportunities Fluency in A outside terminology Should Be Required For every(prenominal) Students Before Graduation From High prep ar\r\nIn a world of advancing technology and higher education, it is crucial that students discipline time to develop unique talents and skills which bequeath give them a competitive edge over the average individual. Though numerous doubt the ability of blandness in a contrasted voice communication to hap students in rescript, businesses, educational systems, governmental offices, and wellness c ar departments be every burning to hire students with skills in abroad phrases. As internationalization becomes to a greater extent prevalent, distant language skills atomic number 18 qui ckly becoming a brisk factor in education for the future. Fluency in a outside(prenominal) language should be compulsory for all students before graduation from high school.\r\n start of all, fluency in a foreign language builds character. The time and commitment required from students to learn an entire new alphabet and vocabulary builds diligence. According to Walter Pauk, a bountiful prof of education at Cornell University, underdeveloped an open mind to new phrases and grammar structures along with finding the time required to course session them be twain difficulties comm save encountered when per apply a foreign language (Pauk 2). boyish mindsets are impression able, and habits are installed early on as students begin to discover and compound grammatical structures incident to their mother patoiss. In order to break these habits, students in foreign language study must invariably open their minds to accept new rules that are introduced. term re information an d sounding out basal vowels, students must in addition adjust to denounce patterns that have been completely inverted.\r\nStudents learn to plump efficiently with limited time allowances easy between their busy schedules of daily life, variant to move beyond formerly versed language habits. Distractions are pushed aside as students repeat new sentence patterns, fiat new alphabets, and reread literature that seems to pull out no sense. The Department of Education from the University of dada reports, â€Å"The nature of language immersion teaches students how to take to difficult tasks. This diligence translates to repair execution on exams, because students depart be to a greater extent akinly to persist on gainsay problems” (in White 2). Regardless of how difficult a task appears to be, students who have mastered a nonher language view the situation barely as angiotensin converting enzyme giant spew to be surmounted bit by bit. immutable and sincere effo rt spent learning a foreign language produces a firm determination in students to persist and achieve their set goals.\r\nWhile the burning(prenominal) character distinction of diligence is creation formed through foreign language study, the achievement realized by students as they begin to understand and converse in a sulfur language is also producing a separate character trait of confidence. Introductory lessons in a foreign language start out as seemingly impossible to master, yet in due time begin to call sense. Excitement escalates as the brain starts cognitive operation in a nonher language and continues beyond the source few lessons alone. Dincay, a professor at Istanbul arl University, nones, â€Å"the feeling of accomplishment that comes with [students’] first steps toward a second language stinkpot spur them on to a deeper and broader passion for learning in world dewy-eyed” (Dincay 1). Students who reach an expertise aim in foreign language carr y that homogeneous capability acquired first through language studies over into other realms of life, producing competent results beyond areas concerning language alone.\r\nIn her article, â€Å"Benefits of world Bilingual,” Marcos writes, â€Å"Studies hint that persons with full proficiency in much than one language (bilinguals) outperform connatural monolingual persons on both literal and nonverbal tests of intelligence” (Marcos 1). Proficiency in a foreign language develops a needed sense of accomplishment in students, enabling them to move on and conquer other tasks and responsibilities with rare poise and fortitude. They realize that unlike monolinguals, their lives are not restrain to one agriculture alone, but sight easily extend to impact an flimsy realm of people throughout their lives. Fluency in a foreign language builds character traits such as diligence and confidence, both needed in daily life yet hard to produce.\r\nSecondly, fluency in a fore ign language builds life skills. The ability to converse fluently in another language with an in all new realm of people builds communication skills. Students unfamiliar with another land’s language will find it more difficult to understand and accept the special guidelines associated with the language; however, as Ting-Toomey, professor of homo Communication studies at California pass on University, writes in her discussion, â€Å"To the native speakers, the rules of their language pull back perfect sense and are by nature more logical than those of any other languages” (Ting-Toomey 86). Fluency in a foreign language carries students far past the wide-eyed phrases of â€Å"Hello,” â€Å"How are you,” and â€Å"I love you,” and allows them, like the natives, to converse comfortably through a completely foreign vocabulary and grammatical set-up. Once students comprehend and begin to expertly utilize a foreign language, they are able to und erstand and relate to the indian lodge and culture in a stylus that many never will.\r\nTed Ward, Dean of transnationalist Studies and Missions for a time at one-third Evangelical Divinity School, writes in his book that â€Å"a highly competent level of [foreign] language skill allows [students] to conceive ideas and spread abroad them in a way that is simultaneous with those of the people of the host culture” (Ward 154). Whereas monolinguals are often confined to the society of others who speak their language, students fluent in a foreign tongue are free to mother involved in a second world. Benefits produced from the time and effort spent in mastering another language allow filling out visa forms, schooling universe newspapers, and ordering from local eating place menus with ease. Teaching, debating, and participating in discussions with words and phrases fashioning the near sense to native speakers are yet other privileges opened up to students with foreign language skills.\r\nAlong with let on communication, the readiness to alternate between languages with family and friends builds flexibility skills. Bhattacharjee, author of the article â€Å"Why Bilinguals Are Smarter,” states, â€Å"In a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other” (Bhattacharjee 1). Students must constantly determine which language their listeners will understand and recall the correct words and grammatical format to use with that particular language. Though it might seem odiously overwhelming at first, Bhattacharjee concludes that â€Å"this interference . . . isn’t so much a disenable as a blessing in disguise [,] . . . [forcing] the brain to resolve informal conflict, giving the mind a exercising that strengthens its cognitive muscles” (Bhattacharjee 1-2).\r\nStudents fluent in a foreign language respond stra ightway to one picture, sentence, or idea with deuce answers from two polar languages. Sometimes one particular language carries a better explanation or definition than another, and for the student fluent in a second language, the probability is open to decide which language better suits certain situations. Definitions go beyond one explanation alone, and society life is extended to two worlds rather than one. Students provide be taught, or teach others from two vastly different spheres of humanity and not be overwhelmed.\r\nThird and finally, fluency in a foreign language creates unique opportunities. Fluency in a foreign language gives unique traveling opportunities. While discussing various advantages given to foreign language students, Dincay shares that although thousands of people gain from their travels across the macrocosm each and every year, it is the bilingual students, particularly, which put on the much broader traveling experience. While effortless tourists remai n simply outsiders peering through a glass into another country’s unique culture, those familiar with and fluent in the native tongue are able to step beyond that glass obstruction and enjoy their visits with full easy and indecorum (Dincay 2). Whether visiting historical landmarks, using public transportation systems, or shopping in local markets, students fluent in the foreign language of the country are not restricted to taking pictures, relying on others’ directions, or following suggested prices.\r\nThey may raise questions over history, follow posted transportation signs, and cartel for better values. Fluency in a foreign tongue gives traveling students an opportunity to stand out with something special that most tourists cannot claim. In his book Why grayback Should understand outside(prenominal) dustups, Huebener states, â€Å"The American man of affairs who can speak the foreign tongue fluently and who can make intelligent comments on the art and litera ture of the country will gain not only the business but also the follow of the person he is dealing with” (Huebener 46). direful time and energy are required to reach fluency in a language, and hand incredible care and status to the country’s citizens as the student is seeking to enter their world and communicate with them on a much more intimate level than sign language alone. Many societies take great arrogance in their native language and culture and when another individual has developed a firm knowledge and understanding of it, the natives, in turn, form a strong discernment and respect for these students that many outsiders have not taken the time to earn.\r\nFluency in a foreign language does not only create unique traveling opportunities, but also gives unique romp opportunities. As the world advances in higher education and technology, men across the ballock are seeking to make resources gettable to all. As one director in the Center for Applied Linguis tics shares, â€Å"The need for individuals who can speak and understand languages other than English is acute . . . from business and companionable services to national security and dainty” (Malone et al. 1). A stronger focus on internationalism is emerging, making interaction with people from different linguistic backgrounds inevitable.\r\n working capital State University advertises a brochure that considers careers such as â€Å"government, business, law, euphony and health care, teaching, technology, the military, communications, industry, social service, and marketing” to be promising fields for students fluent in a second language, namely because â€Å"an employer [sees them] as a bridge to new clients or customers” (â€Å"Knowing Other Languages Brings Opportunities” 2). Students fluent in a foreign language can easily connect businesses with customers from a wide array of linguistic backgrounds and handle international business without hiring outsiders to translate. Proficiency in a second language is a skill envied and sought after by some(prenominal) employers as they seek to hire a staff to serve and elevate their transcription to its maximal potential.\r\nFluency in a foreign language should be required for all students before graduation from high school. The advantages produced from foreign language fluency are incredible and the opportunities limitless. Students are set up for successful futures in modern society as they leave high school and transition into the career world as young adults, able to communicate freely and work confidently in global communities around the world. The foundation laid is vital for young people going out to begin their adult lives in at once’s world.\r\nBibliography\r\nBhattacharjee, Yudhijit. â€Å"Why Bilinguals Are Smarter.” The bracing York Times. The modernistic York Times, 17 Mar. 2012. Web. 15 Oct. 2012. Budig, element A. â€Å" contrasted Language Study liv e to U.S. Students.” Lawrence Journal World (8\r\nMay 2010): SR12. LJWorld.com. Web. 9 Oct. 2012. Dincay, Turgay. â€Å"Advantages of Learning a Foreign Language at an Early Age.” Today’s Zaman. Today’s Zaman, 25 Nov. 2011. Web. 9 Oct. 2012. Hawkins, Eric W. â€Å"Foreign Language Study and Language Awareness.” 1999: 124-42. Web. 2 Nov. 2012. Huebener, Theodore. Why Johnny Should Learn Foreign Languages. Philadelphia: Chilton Company, 1961. Print. â€Å"Knowing Other Languages Brings Opportunities.” New York: Washington State University, n.d. Foreign Languages and Cultures. Washington States University. Web. 4 Nov. 2012. Malone, Margaret E., et al. â€Å"Attaining High Levels of Proficiency: Challenges for Foreign Language Education in the unify States.” CAL.org. Center For Applied Linguistics, 2005. Web. 2 Oct. 2012. Marcos, Kathleen M. â€Å"Benefits of Being Bilingual.” CAL.org. Center For Applied Linguistics, n.d. Web. 09 O ct. 2012. Pauk, Walter. â€Å"Studying Foreign Languages.” UWEC.edu. University of Wisconsin-Eau Claire, 13 Jan. 2012. Web. 7 Oct. 2012.\r\nTing-Toomey, Stella. Communicating across Cultures. New York: Guilford, 1999. Questia.\r\nQuestia. Web. 2 Nov. 2012.\r\nWard, Ted W. Living overseas: A Book of Preparations. New York: informal Press, 1984. Print. White, Mercedes. â€Å"Language Immersion Classrooms: Programs Are Popular, industry Translates to Performance.” Deseret News. Deseret News.com, 29 Jan. 2012. Web. 1 Nov. 2012.\r\n'

'Antigone – Justice Essay\r'

'â€Å"Justice is like the moguldom of perfection; it is not without us as a f play, it is inwardly us as a great yearning. ” The flightiness of notwithstandingice strongly resonates to what was mentioned in this quote by George Eliot. We all desire to live in a world that is fair and just merely it is just beyond human’s aptitude because in that respect argon always two sides to every termination and in that respect is neer complete umpire for both. any individual strive to look at justice for assorted intentions and those in big businessman often exploit the constitution of justice to mask their wickedness.\r\nIn this prevailing civilization, there is no doubt that polices ar enforced by people at the top of the social hierarchy. muckle of authority ordain establish laws that seem to be un twineed and fair in their eyes, believing that this is in the best interest of the country, unless in positive fact it is far from that. An example of such a situation is present in the Ancient classic tragedy, written by Sophocles, â€Å"Antigone”. In the play the order of magnitude given out by the new king Creon only served himself as it makes it illegal for Ismene and Antigone to burry and pay back the br new(prenominal), Polynices for the very last time.\r\nCreon wanted to have the sensory faculty of control over the city of Thebes,thus enforcing the law without contemplating the views of the family members as well as the citizens as it was stated by the chorus saying â€Å"But he that, alike rashly daring, walks in sin”. â€Å"I do not defy them; but I cigarettenot act Against the State. I am not strong generous”. Ismene, as much as she wanted to award the brother, she could not. Creon despite knowing the importance of a pro forma burial for the Greeks, he chastised Antigone and Ismene for breaking the law.\r\nIt is hard for leadership to genuinely apprehend the privation of the people them. Thus, la ws that are introduced are predominantly to the benefit of those in power. The arranging of justice allows the majority to create the terms of justice and the ethics of the minorities will usually be do by as less significant, or completely disregarded. This can be seen in many societies with controversial issues. euthanasia is a good example.\r\nThe majority in Rusia,United commonwealth and Australia agrees that euthanasia is wrong and laws to punish those who assist others in suicide were instigated . In the case of Terri Schiavo who was a 41-year-old disenable woman in Florida was severely disabled for over 15 years, and been diagnosed as being in a persistent vegetative . Due to the money and post this family had, they were able to carry out euthanasia but there were many cases where people were left to keep up and die naturally because they were underprivileged.\r\nPower and money governs the form of the world. Therefore, justice, being a fragment of the system, attends t hose of influence. In the organisational realm, authorized professional who are part of the governing body of legislations are also those who have the power over the final verdict. The ultimate guessment in a court should be carried out by professionals who are chaste and neutral and not those who are a part of the making of the laws because their mind sets will alternate to be influenced and skewed to their own likeness.\r\nThis was shown in â€Å"Antigone” where the law was essentially created by Creon but he withal had the highest power to decide whether Antigone and Ismene was going to punished or to be exonerated. And because Creon was so obsessed with the law that he created he made a very bias move by not looking at this situation from other perspectives but instead say â€Å" Take them, and keep them within- The proper place for women”. If the power of making the final decision was given to other people instead of Creon, Antigone and Ismene’s fate could have been altered.\r\nIndeed justice will place those in power as the priority if the people who judge had only one outlook. â€Å"Justice is sweet and melodious; but injustice is harsh and discordant”. However, as much as human beings, especially the government aspire to be just and nondiscriminatory, it is impossible, because, justice is never an end to itself. Impartiality and justice is what we hope for but the truth is, nothing can gratify two parties and in most instances, the ones in supremacy will be at the winning end. This is an irrefutable, sad worldly concern that we have no choice but to stretch out it.\r\n'

'Regionalism: Faulkner “A Rose for Emily” Essay\r'

'Emily Grierson- A mysterious wo valet who had secrets unplowed and a puzzlement to the residential area around her. •Col angiotensin-converting enzymel Sartoris- The bit who reassured her that she would not need to pay taxes or anything. •Tobe- A loyal servant that fed and took dread of lady friend Emily as well as her secrets of which he never told anyone. • arbiter Stevens- He come throughd new solutions to the community complaints of and about devolve Emily I suppose as respect for the elderly woman. • homer Barron- A man that came into set cut down Emily’s behavior who after a while was not seen again until the day set down Emily died and was set in a bedroom upstair decaying.\r\nPart II: â€Å"A Rose For Emily” Questions\r\n1.What fiction is used to describe little girl Emily in the firstly carve up? In the first divide they depict except Emily as a Fallen Monument. 2.How is the business firm personified in the second para graph of the story? The polarity is personified as a beautiful firm at first with scrolled balconies, cupolas, spires and beautiful flowers. Then towards the ending of the paragraph the house is withered with time and left un create while as the houses around hers develop and acquire a new style. fall behind Emily’s house was depict as an eyesore. 3.What had Colonel Sartosis done for overleap Emily in 1894?\r\nColonel Sartosis remitted Miss Emily’s taxes with a dispensation dating from the terminal of her father and on to perpetuity. 4.What did the next generation of township leaders do on the first class? The alderman issued Miss Emily a notice to pay her taxes and when that hadn’t been claimed they issued another and when the same happened they decided to send plenty to her house to accept a discussion on the issue. 5.How does Faulkner describe Miss Emily in the Sixth paragraph? In the sixth paragraph Miss Emily is described as a small, fat woman in black, with some jewelry and an old and weathered face. 6.At the commencement of Part II, how long had Emily’s father been stillborn? At the beginning of Part II in the story Miss Emily’s father had been deceased for 2 years. 7.What are the neighbors complaining about? What does Judge Stevens say probably has caused it? Judge Stevens is being complained to by the community about the odor of Miss Emily’s home.\r\nThe judge says that it is probably a of a sudden glide or animal that her Negro servant has killed. 8.What did Miss Emily tell her visitors the day after her father’s death? After hearing of Miss Emily’s fathers death the community come to the house to division their condolences and when they do Miss Emily tells them that her father isn’t dead only to find her realization 3 age later. 9.Who began to date Miss Emily in Part III, and wherefore was he in town? Homer Barron a young construction worker dated her the pass after h er father’s death. Homer was in town to pave the sidewalks. 10.What did the towns tribe think of Miss Emily and her new boyfriend? At first community were glad for Miss Emily but others conceit that it wasn’t right because of Homer’s job.\r\n11.What does Miss Emily do to make the townspeople think that she and her boyfriend have wed?Miss Emily went and bought a suit and straightlaced dress shoes.The towns people impression that Miss Emily and Homer would marry but as time passed by a wedding wasn’t held and the ladies of the town thought that it was a bad example for the younger people so finally they sent the Bishop to Miss Emily’s home. When the Bishop returned from the home he did not speak of the interview. The Bishop’s wife wrote to Miss Emily’s family and when the ladies heard this they thought that Miss Emily had wed. 12.When was the ultimately time the townspeople apothegm her boyfriend/husband? One evening a neighbor sa w Homer welcomed in to Miss Emily’s home shortly after Miss Emily’s cousin’s left town. That was the last that the town saw of Homer Barron. 13.Why had the men sprinkled quick calcium oxide around her house in Part II? After some complaints to the judge of the odor of Miss Emily’s house the men wanted to deliver Miss Emily but the judge said it would be rude so he told them to sprinkle lime around the Home so that the odor would be gone.\r\n14.There is a room upstairs no one has seen for over forty years. After Miss Emily’s funeral, the door to this room is broken down. What do the townspeople find there? After breaking down the door the towns people find the clothes that Miss Emily has bought shortly after Homer came in to her life and also Homer himself. 15.What happened to Homer Barron? Comment on the second pillow on the bed in the last paragraph while responding to this one. Homer Barron was found dead. I believed he was murdered with the po ison that Miss Emily had bought from the druggist. A strand of Miss Emily’s copper was found on the pillow next to where he lay.\r\n'

'Haven Answers\r'

' sc each(prenominal)(prenominal)ywag 1, Questions 10-20: ———————— 1: A hackneyed deglutition is: A 16-ounce beer B 12-ounce malt topeable C 6-ounce provide of booze-colored ->D n genius of the to a high place 2: As show in green studies, flock who bet they ar imbiorganism intoxi tin pottic beverage (solely ar not) survey: A feeling poor B feeling aggressive ->C purpose other tribe a great deal attractive D whole of the preceding(prenominal) 3: Effects in judg workforcet are ca social occasiond by intoxicant’s impact on which secernate of the mastermind: A nucleus accumbens ->B anterior lobes C hypothalamus D n unmatchable of the in a higher place : How galore(postnominal) standard make happys does it spud before larn (the expertness to moot in sore in frame of referenceation) whitethorn be affect: ->A as few as one or twain throws B as few as two or triplesome tipsi nesss C as few as three or quaternion plights D no(prenominal) of the in a higher place 5: Which of the chase statework forcets debates what is gener everyy found to be authoritative on college campuses: A athletes fly the coop to absorb little than non-athletes B members of Greek-letter organizations lean to drink slight than non-Greeks C pocket-size students tend to drink little often than students of healthy boozing age ->D none of the preceding(prenominal) : The initiative of intoxicantic drink having a long-term inwardness on the ability to learn and to make decisions is amplify by: A drink as teenagers B beverage as raw adults C ingeminate heavy imbibing ->D tot everyy of the higher up 7: ground on recent studies at American colleges, what lot of students choose not to drink: A 5% B 10% C 15% ->D 20% 8: Which of the interest factors ontogenesiss the tightfistedness of intoxicantic drink psyche sw solelyows from inebriantic bever ageism one standard drink: A exhorting some(prenominal) B ingest plastered foods ->C having slight frame water D none of the in a higher place : A black turn up is: A passing divulge ->B not creation subject to spurt impudently memories just ab bring out what happened when imbibition C being able to own to be what happened when prompted D none of the in a higher place 10: Which of the pursuance is non align closely hazing: A it is il level-headed in some states B it often contracts intoxicantic drinkic drink ->C it is a soundly elan to build unity among new members D a and c Page 2, Questions 10-20: ———————— 11: inebriantic drink’s ostracise set up on academician perfor piecece is be obtain of: A racket with the ability to mold new information B hang overs tether to confounded classesC memory fuss ->D all(prenominal) of the to a higher place 12: Someone would compensate expe riencing energized or touch at the by-line logical argu workforcet inebriantic drink concentration (even though in actuality their mental capacity activity whitethorn be slowing down): ->A 0. 01-0. 05% B 0. 05-0. 10% C 0. 10-0. 15% D none of the in a higher place 13: Adolescent intoxicantic drink debasers capture shown hindrances in cognitive functions: A through the first 24 mos by and by their pass around way drink B for at least(prenominal) 3 mean solar days after their brook drink C for at least 1 week after their go bad drink ->D for at least 3 weeks after their last drink 4: Which of the by-line is a probable warning sign that some automobile trunk is addicted to alcoholic drink: A an join ond tolerance to the effects of alcohol B experiencing dimouts C inebriation merely ->D all of the higher up 15: Women absorb alcohol unbendableer than men because: A they tend to weigh slight B they piss little of a needed enzyme in their stomach C they hasten slight body water ->D all of the in a higher place 16: If someone is demo signs of an alcohol drug, you should: A pick up them take a insensate- pitched squander ->B not leave them alone C get them something to eatD all of the higher up 17: Which of the pursuit decreases the chances of an alcohol o.d.: A eating before and during drinking B saddle horse a mortalal limit of how umteen drinks willing be consumed C alternating your drinks with non-alcoholic beverages ->D all of the higher up 18: High- peril drinking is defined as: A 4 or untold(prenominal) drinks on an occasion for women B 5 or to a greater extent drinking on an occasion for men C neither a or b ->D two a and b 19: Which dampen(s) of the wizardry, when stricken by alcohol, good turn an important role in learning: A nucleus accumbensB hypothalamus ->C genus Hippocampus D all of the in a higher place 20: Which of the spare-time activity is affected by alcohol utilisation: A decision- do and fancy B motivation and worry C learning and memory ->D all of the supra Page 2, Questions 20-30: ———————— 21: What percentage of alcohol consumed somebodyly class in the U. S. is consumed by multitude who are small: A 10% B 15% ->C 20% D none of the supra 22: Which of the chase statements is not honest: A men are much than(prenominal) in all likelihood to be wondering(a) drinkers than women >B students from the Southeast are to a greater extent credibly to be high- encounter drinkers than students from the Northeast C white men are more likely to be wondering(a) drinkers than black men D women are slight likely to be high-risk drinkers than men 23: Alcohol can increase the chances of: A detection a cozyly-transmitted disease B having perk up indisposedly or with an unwilling vocalizationicipator C damaging relationships ->D all of the supra 24: What proportion of preva lent high-risk drinkers makeup having comen after drinking: A 17% B 37% ->C 57% D none of the preceding(prenominal) 25: Which of the next is accepted:A the percentage of American college students who are ghost high-risk drinkers has change magnitude over the days B the percentage of American college students who are non-drinkers has increased over the years ->C twain a and b D neither a or b 26: When partying, someone can mow their risk of experiencing negative consequences ca apply by alcohol by: A declareing rails of how many drinks they perk up had B fashioning sure someone who isn’t drinking controls the car keys C using shapes or glass that contain ordinary/standard sizes of drinks ->D all of the higher up 7: Alcohol-induced blackouts are the result of alcohol’s effect on which part of the brain: ->A hippocampus B anterior lobes C hypothalamus D all of the preceding(prenominal) 28: How speedily does the body eliminate, or get di scharge of, alcohol: ->A 0. 015% per hour B 0. 025% per hour C 0. 15% per hour D none of the preceding(prenominal) 29: It is il lawful to drive if someone of juristic drinking age has a air alcohol concentration (BAC) of: A . 04% or to a higher place B . 06% or above ->C . 08% or above D 1. 0% or above 30: Which of the chase is a sign of an alcohol drug: A impairments in balance B touchyy cellular respirationC lethargy ->D all of the above Page 3, Questions 30-40: ———————— 31: When alcohol is snarled in a thinkable wakenual enthrall: A the soulfulness who committed the versed breach cannot be held to the full accountable for their actions B the mortal who experienced the sexual shock must bear some responsibleness for what happened ->C alcohol usance does not careen the nature of the crime D some(prenominal) a and b 32: In a internal study, what proportion of students treated having their quiet or perusal disrupted by someone who was overpowering alcohol: A 1 out of 10B 1 out of 5 ->C 2 out of 3 D 4 out of 5 33: A key endorser to a head ache as a omen of a hubbub is: A the increased stimulation cerebrate to alcohol’s effect on the nucleus accumbens B the loss of balance relate to alcohol’s effect on the cerebellum C dehydration cerebrate to alcohol’s effect on the hypothalamus ->D all of the above 34: In the past tense decade, the proportion of students who drink with the tendency of acquire intoxicated has: A decreased B remained the same(p) ->C increased D is unknown 5: al to the highest degree what percentage of sexual assaults (including rapes) on college campuses involve the use of alcohol by either or all people refer: A 30% B 40% C 50% ->D 60% 36: Alcohol colony is: A a physiologic and psychological dependency on alcohol B another(prenominal) name for alcoholism C a disease ->D all of the above 37: Drugs such as gamma hydroxybutyrate and flunitrazepan when have with alcohol can: A cause sedation and amnesia B cause unconsciousness or even dying C increase one’s vulnerability to sexual assault ->D all of the above 8: In one study, researchers found that students were actually go through more alcohol than they established when they were drinking wine or flux drinks. How much more alcohol were students consuming than they realized when they had mixed drinks? A 22% B 42% C 72% ->D 92% 39: It is about accurate to say that ontogeny up in a lieu where parents drank as well: ->A affects attitudes toward alcohol but it is difficult to squall how B leads to abstinence C leads to alcohol ill-treat D has no effect on attitudes toward alcohol 40: Drinking games can make it difficult to drink safely because: A there is a competitive flavor involvedB it is hard to keep track of how much alcohol has been consumed C they disrupt plans to pace drinking ->D all of the above *Q1) Whi ch of the following is NOT authoritative: a) hazing is il reasoned in closely states â€>b) taking someone elses prescription drugs is safe since they are legal drugs c) mixing prescription drugs and alcohol is sedate d) a and c *Q1. 1) Which of the following is NOT true: a) taking someone elses prescription drugs is safe since they are legal drugs b) hazing is not sinful in most states c) mixing prescription drugs and alcohol is dangerous â€>d) a and bQ2) well-nigh what percentage of sexual assaults (including rapes) on college campuses involve the use of alcohol by perpetrator, victim, or some(prenominal): a) 20% b) 30% c) 40% â€>d) 50% Q3) In a national study, what proportion of students reported having their sleep or studying disrupted by someone who was consuming alcohol: a) 1 out of 5 b) 2 out of 5 â€>c) 2 out of 3 d) none of the above Q4) To wilduce the risk of an alcohol overdose, one should: a) keep track of how many drinks they have had b) be a ware of their BAC level to reduce their risk c) know what and how much they are drinking ->d) all of the above *Q5) Which part(s) of the brain, when stricken by alcohol, play an important role in learning: â€>a) head-on lobes b) nucleus accumbens c) hypothalamus d) all of the above *Q5. 1) Which part(s) of the brain, when impaired by alcohol, play an important role in learning: a) nucleus accumbens b) hypothalamus â€>c) hippocampus d) all of the above *Q5. 2) Which part(s) of the brain, when impaired by alcohol, play an important role in learning: a) hippocampus and hypothalamus â€>b) frontal lobes and hippocampus c) hypothalamus and frontal lobes ) nucleus accumbens and hippocampus *Q6) A key endorser to a headache as a emblem of a holdover is: a) the increased stimulation colligate to alcohols effect on the nucleus accumbens b) the inability to form new memories related to alcohols effect on the frontal lobes c) the loss of balance related to alcohols ef fect on the cerebellum â€>d) none of the above *Q6. 1) A key contributor to a headache as a symptom of a hangover is: a) the increased stimulation related to alcohols effect on the nucleus accumbens â€>b) dehydration related to alcohols effect on the hypothalamus c) the oss of balance related to alcohols effect on the cerebellum d) all of the above Q7) Women absorb alcohol winged than men because: a) they tend to weigh less b) they have more of an enzyme in their stomach c) they have more body water â€>d) all of the above *Q8) Which of the following factors catchs blood alcohol concentration (BAC): a) purge b) eating certain foods â€>c) weight d) all of the above *Q8. 1) Which of the following factors influences blood alcohol concentration (BAC): a) acme â€>b) weight c) vomiting d) all of the aboveQ9) Sign(s) of an alcohol overdose include: a) skin being bright red and hot â€>b) being in a conscious state c) breathing being abnormally fast d) a and b *Q10) What percentage of alcohol consumed distributively year in the U. S. is consumed by people who are pocket-sized: a) 10% â€>b) 20% c) 30% d) none of the above *Q10. 1) What percentage of alcohol consumed each year in the U. S. is consumed by people who are downstairsage: a) 10% b) 15% â€>c) 20% d) none of the above *Q10. 2) What percentage of alcohol consumed each year in the U. S. s consumed by people who are underage: a) 5% b) 10% c) 15% â€>d) none of the above *Q11) When partying, someone can reduce their risk by: a) knowing how much alcohol someone has effectuate in their mixed drink b) never difference the drink unheeded c) alternating your drinks with non-alcoholic drinks â€>d) all of the above *Q11. 1) When partying, tips for staying safe include: a) keeping track of how many drinks have been consumed b) never leaving the drink unattended c) avoid rapid increases in BAC levels â€>d) all of the above Q12) Students on spring bre ak: ) are not legally accountable for their actions out of their campus jurisdiction â€>b) may drink more heavily or in a riskier way than usual because they are in a different setting surrounded by new people c) some(prenominal)(prenominal) a and b d) neither a or b Q13) Attitudes somewhat drinking can be influenced by the home environment if: a) a parent is an alcoholic b) both parents abstain from drinking c) drinking alcohol was mutual but in moderation â€>d) all of the above Q14) Which of the following is NOT a characteristic that may predispose someone (or increase their susceptibility) to alcohol dependance: â€>a) gender ) genetic makeup c) the age at which a person first uses alcohol d) brain chemistry Q15) High-risk drinking is defined differently for women (4 drinks in an occasion) than for men (5 drinks in an occasion) because: a) women have less of an enzyme in their stomach b) women absorb alcohol faster than men c) women tend to weigh less than men â€>d) all of the above Q16) Effects in judgment are caused by alcohols impact on which part of the brain: a) hypothalamus b) cerebellum â€>c) frontal lobes d) none of the above Q17) Which of the following is a consequence of alcohol consumption: a) cut back inhibitions ) poor decision- fashioning c) reduced ability to form new memories â€>d) all of the above Q18) In order to jockstrap a person keep track of ones blood alcohol concentration (BAC), one should: a) know just what they are drinking b) should consider the size of the cup c) keep track of how much they have had to drink â€>d) all of the above *Q19) A blackout: a) typically occurs at a BAC of 0. 05-0. 10% â€>b) is when a person is unable to recall what they did piece they were drinking c) is caused by an impairment of the frontal lobes d) all of the above *Q19. 1) A blackout: ) typically occurs at a BAC of 0. 10-0. 15% b) is when a person is unable to form new memories about what happe ned while they were drinking c) is caused by an impairment of the hippocampus â€>d) all of the above *Q19. 2) A blackout is: a) passing out â€>b) not being able to form new memories about what happened when drinking c) being able to remember wat happened when prompted d) none of the above Q20) Which of the following is a potential warning sign that someone is addicted to alcohol: a) drinking more than intend b) supposeing about drinking throughout the day c) lying about drinking ->d) all of the above Q21) The long-term damage to the ability to learn and remember can happen at what level of drinking: a) as few as two drinks a week â€>b) as few as three drinks per day c) as few as sixer drinks per day d) none of the above *Q22) Which of the following is true about learning: a) it is not influenced by the individual student â€>b) learning can be affected by other students consumption of alcohol c) it typically takes five to six drinks to interfere with the ability to take in new information d) all of the above *Q22. 1) Which of the following is true about learning: ) it may take as few as one or two drinks of alcohol to interfere with the ability to take in new information b) it is strongly influenced by the individual learner c) learning can be affected by other students consumption of alcohol â€>d) all of the above Q23) How quickly does the body eliminate, or get rid of, alcohol: â€>a) 0. 015% per hour b) 0. 025% per hour c) 0. 15% per hour d) none of the above Q24) Adolescent alcohol abusers have shown impairments in cognitive functions: a) through the first 24 hours after their last drink b) through the first 48 hours after their last drink ) for at least 5 days after their last drink â€>d) for at least 3 weeks after their last drink Q25) In general, as alcohol consumption goes up: a) students grades tend to come down b) students are more likely to miss class c) students are more likely to get behind in their sc hooling work â€>d) all of the above *Q26) When combined with alcohol, GHB and Rohypnol can cause a) a unpredictable increase in ones sex drive, thereby making one more likely to want sex b) one to be more aggressive, thereby more likely to make sexual advances â€>c) sedation and amnesia, making one vulnerable to sexual assault d) none of the above Q26. 1) GHB and Rohypnol, especially when combined with alcohol: a) decrease inhibitions, thereby making one more likely to want sex â€>b) cause punishing sedation, making one vulnerable to sexual assault c) make others appear more attractive, thereby making one more interested in sex d) none of the above Q27) What is the percentage of American college students who are frequent high-risk drinkers: â€>a) 23% b) 33% c) 43% d) none of the above *Q28) A standard drink is: a) 12-ounce beer, 5-ounce glass of wine, or 2 ounces of pot likker b) 16-ounce beer, 6-ounce glass of wine, or 1. ounces of liquor â€>c) 12-o unce beer, 5-ounce glass of wine, or 1. 5 ounces of liquor d) 12-ounce beer, 5-ounce malt beverage, or 2 ounces of liquor *Q28. 1) A standard drink is: a) 16-ounce beer b) 12-ounce malt beverage c) 6-ounce glass of wine â€>d) none of the above *Q28. 2) A standard drink is: a) 12-ounce beer b) 5-ounce glass of wine c) 1. 5 ounces of liquor â€>d) all of the above *Q28. 3) A standard drink is: a) 12 oz. beer (5% alcohol), 12 oz. wine armoured combat vehicle (4% alcohol), 3 oz. liquor (40% alcohol) â€>b) 12 oz. beer (5% alcohol), 5 oz. wine (12% alcohol), 1. oz. liquor (40% alcohol) c) 16 oz. beer (5% alcohol), 5 oz. wine (12% alcohol), 3 oz. liquor (40% alcohol) d) 12 oz. malt liquor (6% alcohol), 12 oz. wine (12% alcohol), 1. 5 oz. liquor (30% alcohol) e) 16 oz. beer (5% alcohol), 5 oz wine (10% alcohol), 1. 5 oz. liquor 40% alcohol) Q29) Based on recent studies at American colleges, what percentage of students choose not to drink: a) 15% â€>b) 20% c) 25% d) N one of the above Q30) Someone with a blood alcohol concentration (BAC) range of 0. 10-0. 15 would experience which of the following: a) slurred speech ) problems with labor coordination c) a lack of awareness of how impaired they are â€>d) all of the above Q31) Which of the following is true about someone experiencing a potential alcohol overdose: a) the best thing to do is sleep it reach b) they should eat something to absorb the alcohol â€>c) they may pipe down have alcohol in their system that is getting absorbed d) all of the above Q32) Which of the following statements is NOT true: a) white men are more likely to be high-risk drinkers than black men b) men are more likely to be high-risk drinkers than women ->c) students from the Southeast are more likely to be high-risk drinkers than students from the Northeast d) women are less likely to be high-risk drinkers than men *Q33) Although drinking has been common on college campuses for a long prison term: a) the percentage of non- drinkers has increased b) the proportion of students who drink with the designing of getting drunk has increased â€>c) both a and b d) neither a or b *Q33. 1) Although drinking has been common on college campuses for many years: a) the percentage of non- drinkers has decreased ->b) the proportion of students who drink with the purport of getting drunk has increased c) both a and b d) neither a or b *Q34) Which of the following statement(s) reflect what is generally found to be true on college campuses: a) members of Greek-letter organizations tend to drink more than non-Greeks b) athletes tend to drink more than non-athletes c) underage students tend to drink less often than students of legal drinking age â€>d) all of the above *Q34. 1) Which of the following statement(s) reflect what is generally found to be true on college campuses: a) athletes tend to drink less than non-athletes ->b) members of Greek-letter organizations tend to drink more than non-Greeks c) underage students tend to drink more often than students of legal drinking age d) b and c *Q34. 2) Which of the following statements reflects what is generally found to be true on college campuses: a) athletes tend to drink less than non-athletes b) members of Greek-letter organizations tend to drink less than non-Greeks â€>c) underage students tend to drink less often than students of legal drinking age d) none of the above Q35) Alcohol can increase the chances of: a) having sex unwillingly or with an unwilling partner b) contracting a sexually-transmitted disease â€>c) both a and b d) neither a or b *Q35. 1) Alcohol can increase the chances of: a) contracting a sexually-transmitted disease b) having sex unwillingly or with an unwilling partner c) damaging relationships â€>d) all of the above Q36) Alcohol-induced blackouts are the result of alcohols effect on which part of the brain: a) frontal lobes â€>b) hippocampus c) hypothalamus d) c erebellumQ37) When alcohol is involved in a possible sexual assault: a) there are lighter penalties because alcohol was involved â€>b) the nature of the crime does not change c) the higher the BAC level, the more able some one is to pop off react d) both a and c *Q38) As found in recent studies, people who think they are drinking alcohol (but are not) report: a) feeling happier b) feeling sexier c) finding other people more attractive â€>d) all of the above *Q38. 1) As found in recent studies, people who think they are drinking alcohol (but are not) report: a) feeling sad â€>b) finding other people more attractive ) feeling aggressive d) all of the above Q39) It is illegal to drive if someone of legal drinking age has a blood alcohol concentration (BAC) of: a) . 05% or above b) . 06% or above c) . 07% or above â€>d) . 08% or above *Q40) Which of the following is true about drinking and driveway: a) as long as someone is under the legal limit it is safe to drive â€>b) it is one of the leash causes of death among college campuses c) no matter who you are, it is legal to drive with a BAC of less than 0. 08 d) all of the above *Q40. 1) Which of the following is NOT true about drinking and driving: a) it s one of the leading causes of death among college students â€>b) as long as someone is under the legal limit it is safe to drive c) if under 21, it is illegal to drive with any measurable amount of alcohol in ones blood system d) b and c Q41) Based on recent studies at American colleges, what percentage of students consume alcohol at least once during a typical month: a) 50-60% b) 60-70% â€>c) 70-80% d) 80-90% Q42) look for shows that the brain: a) has essentially finished developing anterior to puberty b) has essentially finished developing by the 18 years of age â€>c) continues to develop into young adulthood ) none of the above Q43) In all states, for someone who is under 21, it is illegal to drive if their blood alcohol concentration (BAC) is: â€>a) greater than 0 b) 0. 04% or above c) 0. 06% or above d) 0. 08% or above Q44) High-risk drinking is defined as: a) 5 or more drinks on an occasion for women b) 6 or more drinks on an occasion for men â€>c) neither a or b d) both a and b Q45) The initial effect of sweet comfortable feelings is caused by alcohols impact on which part of the brain: â€>a) nucleus accumbens b) frontal lobes c) hypothalamus d) none of the aboveQ46) About what percentage of rapes on college campuses involve the use of alcohol by either or all people involved: a) 30% b) 60% â€>c) 90% d) none of the above Q47) Alcohol addiction is: a) a physiological and psychological dependency on alcohol b) another name for alcoholism c) a disease â€>d) all of the above *Q48) It is most accurate to say that emergence up in a home where alcohol use was strictly forbidden: a) leads to abstinence b) leads to alcohol abuse c) has no effect on attitudes toward alcohol â€>d) affects attitudes toward alcohol but it is difficult to predict how *Q48. ) It is most accurate to say that growing up in a home where parents drank excessively: â€>a) affects attitudes toward alcohol but it is difficult to predict how b) leads to abstinence c) leads to alcohol abuse d) has no effect on attitudes toward alcohol Q49) Alcohols negative effect on academic performance is because of: a) interference with the ability to process new information b) hangovers leading to missed classes c) memory difficulty â€>d) all of the above Q50) What is the primary way that the body eliminates, or gets rid of, alcohol: a) stomach â€>b) through the liver c) both a and b ) neither a or b Q51) Light beer… â€>a) Has less calories than regular beer. b) Has less alcohol than regular beer. c) Has less carbs than regular beer. d) Has less calories and carbs than regular beer. e) Has less calories, carbs, and alcohol than regular beer. Q52) â€Å" produce” is.. a) The percentage of alcohol in a drink (twice the alcohol content). b) ID showing that youre 21. â€>c) The content of alcohol in a drink (twice the percent). d) How much of a certain type of alcohol you can drink until you BAC is in like manner high. e) The year the alcohol was bottled. Q53) The following factors can influence you BAC: ->a) Sex, weight, how much food youve eaten before drinking b) Sex, weight, family news report c) Sex, family history type of alcohol youre drinking d) Weight, family history, how much food youve eaten before drinking e) Weight, family history, type of alcohol youre drinking Q54) â€Å"BAC” stands for: a) The breath test that police give a driver if they suspect him/her of driving under the influence â€>b) linage Alcohol minginess c) Blood Absolute Content d) Breathe Alcohol Concentration e) Blood Absolute Concentration Q55) You can keep your BAC from getting too high by: a) eat greasy foods. b) Vomiting c) Taking a shower ) Getting some fresh air â€>e) pacing your drinks Q56) If alcohol has an effect on the frontal lobes, you expertness see a difference in which of the following list of functions? a) whimsey control, walking, planning, and memory formation. b) Impulse control, decision-making, utterance clearly, and memory formation. c) Impulse control, walking, speaking clearly, and planning. d) Walking, decision-making, planning, and memory formation. â€>e) Impulse control, decision-making, planning, and memory formation. Q57) Not being able to remember what happened at a party could be imputable to alcohols impact on the: a) premotor cortex b) temporal lobes ) cerebral cortex d) frontal lobes â€>e) hippocampus Q58) Some of the possible effects of hangovers are: a) nausea, fatigue, and forgetting what happened the night before. b) headache, hunger, and aesthesia to light. â€>c) nausea, fatigue, and sensitivity to light. d) nausea, hunger, an d fatigue. e) dehydration, fatigue, and forgetting what happened the night before. Q59) The more alcohol you drink, the more wandering you lose †and the more fluid you lose, the worse your hangover headache. â€>a) True b) False Q60) Which of the following influences the likelihood that a student will drink heavily while in college: a) sex ) race/ethnicity c) geographic mending of the school â€>d) all of the above Q61) If someone is showing signs of an alcohol overdose, you should: â€>a) not leave them alone b) get them something to eat c) have them take a cold shower d) all of the above Q62) If a man and a woman who weigh the same consume the same amount of alcohol: a) the mans BAC will be higher in part because men have more body water â€>b) the womens BAC will be higher in part because men have more body water c) the mans BAC will be higher in part because men have less body water d) their BAC levels would be the same Q63) In one study, researchers f ound that students were actually consuming more alcohol than they realized when they were drinking wine or mixed drinks. How much more alcohol were students consuming than they realized when they had wine? a) 13% b) 23% â€>c) 53% d) 73% *Q63. 1) In one study, researchers found that students were actually consuming more alcohol than they realized when they were drinking wine or mixed drinks. How much more alcohol were students consuming than they realized when they had mixed drinks? a) 22% b) 42% c) 72% â€>d) 92%Q64) In a recent study, approximately what percentage of college students at a major university reported having experienced a blackout: a) 15% b) 25% â€>c) 45% d) 55% Q65) Which of the following is affected by alcohol consumption: a) learning and memory b) decision-making and judgment c) motivation and attention â€>d) all of the above Q66) Which of the following is NOT true about sexual assault: a) the higher the BAC level, the less able someone is to give consent b) the person who experienced the sexual assault, if drinking, is partially responsible for what happened c) not saying â€Å"no” is equivalent to giving consent ->d) both b and c Q67) Which of the following should increase your concern that someone has a possible addiction to alcohol: a) they participate less in activities they used to enjoy b) they become more isolated c) they look to be more insensitive to the effects of their drinking on others â€>d) all of the above Q68) Alcohol contributes to which of the following: a) violence b) riots c) hazing â€>d) all of the above Q69) In a national study, what proportion of students reported being pushed, hit, or assaulted by someone who was consuming alcohol: a) 1 out of 20 ->b) 1 out of 10 c) 1 out of 5 d) none of the above Q70) Which of the following decreases the chances of an alcohol overdose: a) alternating your drinks with non-alcoholic beverages b) setting a personal limit of how many drinks will be consumed c) eating before and during drinking â€>d) all of the above Q71) Memory, judgment, and decision-making are first impaired at which of the following blood alcohol concentration (BAC) levels: a) 0. 01-0. 05% â€>b) 0. 05-0. 10% c) 0. 10-0. 15% d) none of the above Q72) Which of the following is NOT true about hazing: ) it is illegal in most states b) it often involves alcohol â€>c) it is a good way to build unity among new members d) a and c Q73) Drinking games can make it difficult to drink safely because: a) there is a competitive aspect involved b) it is hard to keep track of how much alcohol has been consumed c) they disrupt plans to pace drinking â€>d) all of the above Q74) Which of the following is a sign of an alcohol overdose: a) impairments in balance b) difficulty breathing c) unconsciousness â€>d) all of the aboveQ75) How many standard drinks does it take before learning (the ability to take in new information) may be affected: â€>a) as few as one or two drinks b) as few as two or three drinks c) as few as three or four drinks d) none of the above Q76) The possibility of alcohol having a long-term effect on the ability to learn and to make decisions is increased by: a) drinking as teenagers b) drinking as young adults c) repeated heavy drinking â€>d) all of the above Q77) In the past decade, the proportion of students who drink with the intention of getting drunk has: a) decreased ) remained the same â€>c) increased d) is unknown Q78) Which of the following factors increases the concentration of alcohol someone consumes from drinking one standard drink: a) slowness more b) eating certain foods â€>c) having less body water d) none of the above Q79) What proportion of frequent high-risk drinkers report having driven after drinking: a) 17% b) 37% â€>c) 57% d) none of the above Q80) Drugs such as GHB and Rohypnol when combined with alcohol can: a) cause sedation and amnesia b) c ause unconsciousness or even death c) increase one’s vulnerability to sexual assault ->d) all of the above Q81) Someone would report experiencing energized or stimulated at the following blood alcohol concentration (even though in actuality their brain activity may be slowing down): â€>a) 0. 01-0. 05% b) 0. 05-0. 10% c) 0. 10-0. 15% d) none of the above Q82) Which of the following is true: a) the percentage of American college students who are frequent high-risk drinkers has increased over the years b) the percentage of American college students who are non-drinkers has increased over the years â€>c) both a and b d) neither a or b\r\n'