Definition and Examples of Semantic Narrowing

Semantic narrowing is a type of semantic change  by which the meaning  of a word becomes less general or inclusive than its earlier meaning. Also known as specialization  or restriction. The opposite process is called broadening or semantic generalization. Such specialization is slow and need not be complete, notes linguist Tom McArthur. For example, the word fowl is now usually restricted to the farmyard hen, but it retains its old meaning of bird in expressions like the fowls of the air and wild fowl (Oxford Companion to the English Language, 1992). Examples and Observations Narrowing of meaning . . . happens when a word with a general meaning is by degrees applied to something much more specific. The word litter, for example, meant originally (before 1300) a bed, then gradually narrowed down to bedding, then to animals on a bedding of straw, and finally to things scattered about, odds and ends. . . . Other examples of specialization are deer, which originally had the general meaning animal, girl, which meant originally a young person, and meat, whose original meaning was food.(Sol Steinmetz, Semantic Antics: How and Why Words Change Meanings. Random House, 2008)Hound and IndigenousWe say that narrowing takes place when a word comes to refer to only part of the original meaning. The history of the word hound in English neatly illustrates this process. The word was originally pronounced hund in English, and it was the generic word for any kind of dog at all. This original meaning is retained, for example, in German, where the word Hund simply means dog. O ver the centuries, however, the meaning of hund in English has become restricted to just those dogs used to chase game in the hunt, such as beagles. . . .Words may come to be associated with particular contexts, which is another type of narrowing. One example of this is the word indigenous, which when applied to people means especially the inhabitants of a country which has been colonized, not original inhabitants more generally.(Terry Crowley and Claire Bowern, An Introduction to Historical Linguistics, 4th ed. Oxford University Press, 2010)Meat and ArtIn Old English, mete referred to food in general (a sense which is retained in sweetmeat); today, it refers to only one kind of food (meat). Art originally had some very general meanings, mostly connected to skill; today, it refers just to certain kinds of skill, chiefly in relation to aesthetic skill - the arts.(David Crystal, How Language Works. Overlook, 2006)StarveModern English starve means to die of hunger (or often to be extre mely hungry; and dialectally, to be very cold), while its Old English ancestor steorfan meant more generally to die.​(April M. S. McMahon, Understanding Language Change. Cambridge University Press, 1994)Sand[M]any Old English words acquired narrower, more specific meanings in ME as a direct result of loans from other languages. . . . OE sand had meant either sand or shore. When Low German shore was borrowed to refer to the land itself along a body of water, sand narrowed to mean only the granular particles of disintegrated rock that covered this land.(C.M. Millward and Mary Hayes, A Biography of the English Language, 3rd ed. Wadsworth, 2012)Wife, Vulgar, and NaughtyThe Old English version of the word wife  could be used to refer to any woman but has narrowed in its application nowadays to only married women. A different kind of narrowing  can lead to a negative meaning  [pejoration] for some words, such as vulgar (which used to mean simply ordinary) and naughty (which u sed to mean having nothing).None of these changes happened overnight. They were gradual and probably difficult to discern while they were in progress.(George Yule, The Study of Language, 4th ed. Cambridge University Press, 2010)Accident and FowlAccident means an unintended injurious or disastrous event. Its original meaning was just any event, especially one that was unforeseen. . . . Fowl in Old English referred to any bird. Subsequently, the meaning of this word was narrowed to a bird raised for food, or a wild bird hunted for sport.​(Francis Katamba, English Words: Structure, History, Usage. Routledge, 2004)

The Battle Of The War I - 1627 Words

The sound of rapid gunfire. Innocent civilians fleeing from the scene. Many leaving loved ones behind. Helpless cries and soldiers risking their lives to defend these people. This is an image that comes to the average mind when thinking about war. Many American’s believe war is terrible and we should just stay out of it. John Stuart Mill once said, â€Å"but if other nations do not meddle with it, it will not meddle with them† (252). However, most of the time it is not that easy. Most common people do not know the major decisions behind the scenes of war. Americans mostly only think about one side of the war and not the bigger picture. Numerous people believe we should defend the innocent; while others believe everyone should just mind their own business. In fact, when World War I began, a conflict of views arose. The war began on July 28, 1914 in Europe. The main cause of the war was the assignation of Archduke Franz Ferdinand of Austria-Hungary. The leaders of Serbia killed him. The assignation led to Austria-Hungary declaring war on Serbia. There were two main sides during WWI, The Allied Powers and The Central Powers. The Allied powers consisted of Austria-Hungary, Bulgaria, Germany, and The Ottoman Empire (Now Turkey); While The Central Powers consisted of Belgium, France, Great Britain, Greece, Italy, Montenegro, Portugal, Romania, Russia, and Serbia, until 1917 when the United States joined. The U.S joined the war due to the German submarines attacking American MerchantShow MoreRelatedThe Battle Of The War I1244 Words   |  5 Pagesrecruiting men to fight in World War I, the British Army appealed to ideals of masculinity, bravery, patriotism and nationalism. This form of propaganda was intended to shape the public’s views, and shape their decisions to revolve around political, gender, and social identity. Thousands of young British men like Siegfried Sassoon went into World War I with this idealism. The bloodshed found there came a s a tremendous shock, as the war was unlike the image portrayed; the modern war was different and horrifyingRead MoreThe Battle Of The War I And World War II Essay980 Words   |  4 Pageswater. In these five chapters the author covers, forests, jungles, terrains, corridors, waters, glaciers, peninsulas, sea costs and islands. He writes about the US civil war, World War I and World War II. The author would like to compare the tactics and strategies used by the US Confederate and Union Generals during the Civil War, the US military strategy and tactics in Vietnam, Asia and Europe, as well as the differences and similarities of geography. Chapter five explains the importance of natureRead MoreThe Battle Of Somme During World War I917 Words   |  4 PagesThe Battle of Somme took place during World War I in Picardy, France from 1 July to 18 November 1916. It was planned to be the final major battle of World War I in which a win for either the German Empire or the British and French forces would prove a decisive victory in the overall war and a means to end the war (Battle of the Somme). However, with the Battle of Verdun consequentially taking place, the Battle of Somme turn into one of attrition with no decisive outcome. The war aims of the adversariesRead MoreThe Battle Of Mons During World War I Essay1619 Words   |  7 PagesThe battle of Mons was one of the first interactions between the British and German forces in World War I. This battle ended with a clear, although heavily battered victory for the German First Army. Although the British fought valiantly and with fewer casualties than those of their German antagonist; the outcome of this battle could have been altered. Through the use of proper intelligence preparation of the battle field, and human intelligence, the outcome could have been a British victory. OverRead MoreThe Battle Of Ypres During World War I1018 Words   |  5 Pages The way battle were fought over the past centuries have changed, from rocks and fists to tanks and gasses. Battles are caused by many things, back in time they would be caused for the want of a strip of land to even something as simple as one country not paying back what they own/promise such as their alliance s. Battles need tactics and intense planning, which could be needed in order to attack opponents. During World War I, there were many surprises and especially many casualties. The main eventRead MoreThe Change of the Horses Role in Battle during World War I788 Words   |  3 Pageshundreds of years, the horse was an extremely important aspect in battle. Organized cavalries, soldiers who fought on horseback, allowed armies to travel faster and for longer distances. Of course, there were some major fallbacks to having horses on the battlefield. Keeping a whole army of horses was expensive, and as result many died of starvation. During World War I, times were beginning to change and the whole outlook on horses in battle was transformed. Their value was significantly less. HoweverRead MoreThe Battle Of Gettysburg : Why Was It A Turning Point?1272 Words   |  6 PagesThe Battle of Gettysburg: Why Was It a Turning Point? War is truly like hell. There is no doubt that any war is an evil one. It is the greatest catastrophe that can befall human beings. It brings death and destruction, merciless slaughter and butchery, disease, starvation and poverty in its wake. Though war brings all kinds of trouble, sometimes it can save a country. In 1861 a Civil War broke out in America. It started because of uncompromising differences between the free and slave states overRead More The Killer Angels and the Battle of Gettysburg Essay822 Words   |  4 Pagesto be free, and their desire to set slaves free was the cause of the Civil War. Just before the Battle of Gettysburg, Colonel Lawrence Chamberlain of the 20th Maine gave a speech to a group of mutineers. He told them that the war in which they were fighting was unlike any war in history. The war in which they were fighting was not for money, property or power. It was a war to set other men free. After the battle began, Sergeant Tom Chamberlain asked a group of prisoners why they were fightingRead MoreThe War Of The World War I902 Words   |  4 Pages War has been a terrible part of the human existence since the beginning of time. According to historians there has been only 268 years of peace out of the nearly 3,500 years that civilized humans have existed (Hedges). That is a staggering statistic showing how deep-rooted war is in the minds and hearts of people. So while war itself might be inevitable the outcome of any given conflict is anything but predictable. There are many different elements that come into play during combat but perhaps theRead MoreWorld War I Changed The World1115 Words   |  5 Pagesmillion more had serious injures. World War I changed many lives around the world as eight European countries as well as the United States, fought against each other and formed allies. It the beginning, it was meant to be the war that ended all wars. This Great War was unlike any war before; there was new technology such as tanks and m achine guns, as well as new tactics such as trenches and war at sea. The physical geography affected the outcome of the war in great measures, both on land and sea

The Homeland Security And Risk Management Programs

The Homeland security has been faced with a multitude of threats as the United States encounters new enemies as well as ongoing natural disasters. Regarding the topic of risk management lays an intriguing question. This question is how to appropriately coordinate risk management programs while acknowledging elements of focus in regards to different assets and the manner in which these assets are used. The homeland security uses risk assessments on all areas, which this paper will be focusing on, to determine how to maintain the condition of an asset as well as assist it in maintaining its overall goal. This paper will discuss how the Homeland Security utilizes risk management programs, how this program benefits resource allocation/ grant awards and strategic planning. The risk management program has significantly aided in the homeland security mission acting as an effective algorithm. Homeland Security Risk Management The Homeland security agency uses the risk assessment to account for negative factors which may prove to be harmful to an asset. Given elements must be taken into account as well. For example, a company that may be operating overseas is more susceptible to possible threats such as terrorism, an unstable political system, religious or tribal conflict and even weather conditions (Decker, 2002). The Homeland Security directs, but is not limited to, these risk assessments towards the major private and public sectors it is responsible for, like D.O.E. or foodShow MoreRelatedRisk Management Within The Homeland Security1115 Words   |  5 Pages Risk management within the homeland security Dustin S. Smith American Military University Abstract The department of homeland security uses an equation that will assess our economy, actions, public affairs, natural occurrences, consequences, threat, and vulnerability of threats. The component itself can be quite complex and problems exist in components through risk measures. The performance of modern technology depends on combinations of specific systems that are affectedRead MoreThe Department Of Homeland Security Essay1380 Words   |  6 Pagessaying, â€Å"Take calculated risk. That is quite different from being rash.† Great success can be obtained by calculating risks. Lives can be saved, infrastructure protected, and evil avoided, but how does one calculate risk? The Department of Homeland Security (DHS) has developed a risk management system to help address risks, primarily terrorism risks. It is important to realize that this is a system. Comprising this system of risk management are some key steps, such as the risk assessment and decisionRead MoreThe Role Of Risk Management On The Homeland Security Enterprise1361 Words   |  6 Pagesattacks against the United States, a series of risk management evaluations were created by the US Federal Government to assess the future risks the homeland was going to face. When the Department of Homeland Security (DHS) was officially created in 2002, more effective risk management assessments were re-designed to evaluate the past and present dangers, prevent them and respond successfully to more terrorist attacks. Since 2001 until 2007, a development of risk assessment has been divided in phases toRead MoreThe Department Of Homeland Security Essay1314 Words   |  6 PagesIntroduction The People of United States of America want nothing more than making sure that this country is safe and protected. When homeland security is mentioned, majority of the people think of terrorist threats. The Department of Homeland security does more than preventing terrorist attacks. The Department of Homeland Security (DHS) is responsible for ensuring the safety and security of the United States from both man-made and natural disasters. Created in the aftermath of the Sept. 11 terrorist attacksRead MoreThe Government Accountability Office Is A Challenge For The Congress And The Administration1313 Words   |  6 Pagespractice of effective risk management is a challenge for the Congress and the administration. Risk management is a strategic process in helping policymakers to make decisions about assessing risk, and having limited allocating resources in taking action under conditions of uncertainty (GAO, 2008). However, with the policymakers recognizing the risk management, it helps them to make informed decisions, while Congress and the administration have charged federal agencies to use a risk-based move to prioritizeRead MoreStrategic Planning, Resource Allocation And Grant Funding1362 Words   |  6 Pagesat some point carries a certain level of risk based on a decision or choice made to meet a specific goal. Things taken for granted such as driving from one point to another or shopping at your local grocery store carry certain risk. The variables that affect the level of risk range from low to extreme. The issue with risk is there never is an absolute number of mitigating solutions that will neutralize risk 100% of the time. If something was essentially risk free, there would be no room for error orRead MoreRisk Management Within The Homeland Security Enterprise1245 Words   |  5 PagesRisk Management within the Homeland Security Enterprise Risk has been defined as the likelihood of a specific outcome and the results or consequences of that specific outcome (Masse, O’Neil, Rollins, 2007). Risk is inherent to every facet of life. There are risks involved in the mundane of driving down the road or walking on a sidewalk. Certain factors are added which increases the risk of conducting these mundane tasks. For example, driving at a high rate of speed during a rain storm exponentiallyRead MoreThe Government Accountability Office : A Challenge For The Congress And The Administration1313 Words   |  6 Pagespractice of effective risk management is a challenge for the Congress and the administration. Risk management is a strategic process of helping policymakers to make decisions about assessing risk, and having limited allocating resources in taking actions under conditions of uncertainty (GAO, 2008). However, with the policymakers recognizing the risk management, it helps them to make informed decisions, while Congress and the administration have charged federal agencies to use a risk-based move to prioritizeRead MoreThe Department Of Homeland Security1258 Words   |  6 PagesPublic University System The Department of Homeland Security (DHS) Risk Lexicon (2010) states that â€Å"risk is a key organizing principle for homeland security strategies, programs, efforts, and activities† (p. 1). This means that risk management is a decision making tool that allows for the DHS to intelligently and efficiently make planning choices based on threat level priorities. Some of the choices that are made using risk management are where to allocate both physical and financial resourcesRead MoreManaging A Strong Risk Management Program Essay983 Words   |  4 Pagesinevitable. In in order to maintain resilience it is important to establish a strong risk management program. It can be difficult to conceptualize risk management as a program and a framework. It is first important to identify the critical infrastructure and key resources that require risk reduction and the mitigation of consequences. In this essay we will examine how risk management is used by the homeland security enterpri se, and how that use benefits such aspects as resource allocation, strategic

Genetic Engineering Paper 3. Long, Blond Hair, Bright,

Genetic Engineering: Paper 3 Long, blond hair, bright, blue eyes, genuine personality, athletic strengths, and intellectual brains: a flawless counterpart for any child being raised in today’s society. It’s a matter of time before the enhancement of human evolution is available to the world. Currently the question doesn’t begin with if but instead portrays the matter of when will genetic engineering be ready to manipulate the human nature. Genetic engineering, which includes the deliberate modification of human characteristics in a specific organism, causes controversy between people with difference in opinion (U.S.). Genetic engineering for the aspiration of designer babies is not right, however utility for medical reasons of a fetus†¦show more content†¦Researchers at the Oregon Health and Science University (OHSU) have produced five macaque monkeys, a type of forest-dwelling, medium-sized monkey, using the genetically engineered techniques. Accor ding to the scientists, all five monkeys appear to be healthy. The problem is it will take years to know how future generations will be affected. After experimenting the macaques, the researchers worked with fertilized human eggs. The research resulted in abnormalities found in the human zygotes, which are single cells formed by the merging of an egg and a sperm, that were not observed in the macaque’s fertile eggs. â€Å"It looks like human oocytes (eggs) are more sensitive,† the lead researcher and reproductive biologist, Shoukhrat Mitalipov said (Darnovsky) Even though there are abnormalities often found, there have been fewer. Cases of various solemn diseases due to the process of genetic screening. This process analyzes a group of embryos to determine genetic vulnerability to a specific disease. â€Å"Screening embryos is still highly controversial and even not allowed in some countries, but it appears to be a reasonable option for couples,† said the I nstitute s director, Yury Verlinsky (Horsey). Couples should acknowledge the diseases that their child could inherit, if there is a history of a serious disease in the family, the couple can consult about going through in-vitro fertilization. Doctor’s will strive, with the couple, to carefully designate a healthy embryo,Show MoreRelatedLogical Reasoning189930 Words   |  760 Pagesany way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longerRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesEdition Jones−George Driving Shareholder Value Morin−Jarrell Leadership, Fifth Edition Hughes−Ginnett−Curphy The Art of M A: Merger/Acquisitions/Buyout Guide, Third Edition Reed−Lajoux and others . . . This book was printed on recycled paper. Management http://www.mhhe.com/primis/online/ Copyright  ©2005 by The McGraw−Hill Companies, Inc. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publicationRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pagesreferences. ISBN 0-226-52130-3 (pbk.) 1. Motion pictures—Semiotics. 2. Motion pictures— Philosophy. I. Title. PN1995.M4513 1991 791.43 014—dc20 90-46965 C1P The French edition of Christian Metz s Essais sur la signification au cinema, volume 1, was published by Editions Klincksieck in 1971,  © Editions Klincksieck, 1968. ÃŽËœThe paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials

Math Observations Free Essays

string(143) " few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows\." Kindergarten Math Observations Mrs. Miller, Antelope Elementary, Kindergarten Observed: Wednesday (9:00am-10:30am) 3/27/13 Classroom rotation- children went from one room to the next for separate subjects, also each group of kids had been evaluated and put into advanced, moderate, and standard levels. This was also known as 3rd level, 2nd level, and 1st level kids. We will write a custom essay sample on Math Observations or any similar topic only for you Order Now Advanced Group- 3rd level kids Classroom was set up into three separate group tables. Kids would move from work table to work table to complete different math activities. Before starting their groups the teacher first went thru math skills they had learned the previous week (adding the dots on a two sided domino). Then the teacher went on to this week’s concept (adding objects). She then read a story about a girl and a boy that wanted to see how many magnets they had together. The girl had 3 black magnets and the boy had 2 hand magnets. She then had the children add up (count) the total amount of magnets on the board. She then asked what they thought the math problem would be. They repeated 3+2= 5. She then asked if all students had understood why it was that and all answered with either the sign language symbol for I understand or yes. Group #1- Played a version of math bingo. Used math problems to find what number to put there chip on. The answer to that answer was where there chip was then placed. This game continued until all squares were filled. This group was assisted by Mrs. Joyce (a. k. a teacher’s assistant). When kids began to struggle with problems for example like: 3+4, the assistant slowed down the game and made sure each student recognized that 3+4 was 7 and then to place their chip on seven. Group #2- This group was with the teacher. This group worked through a worksheet paper with their teacher. The first side of the worksheet was about counting coins. Mrs. Miller first asked them the name of the coin (ex. Nickel). The children answered nickel. She then asked what the value of the coin was (ex. Nickel= 5cents). The children answered 5. She then asked the children to count by fives for each coin. She then asked the children if the answer was 15 cents or $15. They answered 15 cents. Example problem : (three nickels) 5†¦10†¦15 = 15 cents The second side of the work sheet was drawing what the story was saying as first a picture, or a visual, and then as an equation. Mrs. Miller first read the story. Then the students went thru drawing the picture with the teacher. Example problem: Tanya has 2 red balloons and 1 yellow balloon draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 2+1= 3. She then made sure that each student understood and had the correct answer before proceeding to the next problem. Example problem: Jamal has 3 blue squares and 2 green squares, draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 3+2= 5. She then made sure once again that each student comprehended the problem and why it was 3+2= 5. After about 15-20 minutes the groups switched and rotated to the other table. At 10:30 the children lined up at the door and went back to their homerooms for snack. (end of observations) Summary/ Reactions – Mrs. Miller, Antelope Elementary, Kindergarten I enjoyed observing this classroom over all. I really liked the way her classroom had been set up with not just desks in a row but the students were assigned tables and then they also had an assigned seat on the carpet. I was pleasantly surprised at the level of math the students were able to complete and comprehend. I considered in the back of my head what I had originally thought kindergarten was and remembered only learning my alphabet and finger painting. I really liked that the students had been assessed into different levels of comprehension and was glad to see that most of them succeeded more in the segregated math environments. I also liked that their math time had been split into two subgroups. I noticed that this helped the students get a break from the monotony of doing the same math problems over and over by also allowing them to improve on some of their other math skills simultaneously. There were a few differences within each group level that I would like to consider also. First I would like to talk about my reactions to the level three students. My initial reaction to the students was that they were all very focused mildly behaved kids for kindergarteners. The students had no problem and truly looked like they enjoyed playing the Math Bingo. I noticed Mrs. Joyce did not have to help them as much with adding the numbers together and seemed to compute the answers quite quickly. When the students were in the second group with Mrs. Miller they were asked more difficult questions such as the three factor problem (mentioned in observations). I was surprised to see that most of the students had no problem drawing and writing out the problem even though an additional factor had been added. Then when they moved on to counting the coins I liked that majority of the students could recognize the coin, the value of the coin, and then by using its amount counting up to find how much money they had. Over all, this group definitely showed they were advanced. Next I would like to talk about my reactions to the level two students. My initial reaction to the students was that they were a little less focused but comprehension wise were still fairly up there. I liked that the group activity had changed for group number one from math bingo to a more practice oriented group. I did notice that Mrs. Joyce had to help a few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows. You read "Math Observations" in category "Observation essays" In Mrs. Miller’s group, or group number two, I noticed she didn’t really focus on the writing of the problems to match the stories. I noticed that the kids didn’t understand as much as the previous level why they got there answer as much as what their picture looked like. And then when the students went thru the coin side of the work sheet I thought that a few students answered more frequently first and then the other students would copy there answer. Over all, this group was slightly less advanced but also above the average kindergartener. Finally I would like to talk about my reactions to the level one students. My initial reaction to the students was that they were definitely a lot more easily distracted by the set up of the room and each other. I did like that Mrs. Miller went through the numbers 1-30 on flashcards with this group and that when they began to struggle she slowed down and went thru them again before starting the groups. I will definitely consider this strategy in my classroom. I appreciated when Mrs. Joyce took the time to show the students what their numbers should look like when in order by writing them on the board. This was a great reference and I noticed majority of the students used it as such. I noticed though with this group, more than the last group, Mrs. Joyce helped he students find each number instead of letting them find them on their own. I assumed that maybe she was just trying to save time. In group number one with Mrs. Miller I noticed the students would lose focus much easier and found coming up the answer much more difficult. I especially noticed that at one point on the front of the work sheet students were mostly blurting out guesses not actual thoughts. I would have liked to have scene maybe a break at this time to go back and explain why the answers were what they were, but I understand at the same time that the groups were on a time schedule. On the back of the work sheet I noticed majority of the students struggled when asked what the coins were even though examples of the same coins had been placed on the board. I would have probably reminded them of the pictures on the board. Over all, this group was definitely willing to learn, but lost focus the most often. In conclusion, observing this kindergarten class has really changed my outlook on what I used to think kindergarten was. I am now more willing to consider this grade level as a possible career. I saw a few things I would have maybe done differently, but over all my observations of Mrs. Miller’s kindergarten class were mostly positive and rewarding experience wise as well. Third Grade Math Observations Mrs. Shaffer, Metteer Elementary, Third Grade Observed: Thursday ( 10:00am- 11:00am) 3/28/13 Classroom setup: The desks were set up in groups of two. Each group had been strategically placed there because of their willingness to volunteer or the lack there of. For instance a student that answered questions a lot would be placed with another student that didn’t volunteer so much so as to make that student more willing to raise their hand and participate in discussion. The classroom was covered in inspiring posters and excellent art work made from each student. There was also a wall dedicated to the highest scored English tests. There were a set of classroom Do’s and Don’ts on the wall. Examples: Make good choices, Make the teacher happy, and Fallow direction quickly. Each rule had a hand signal. For example make good choices is taking your pointer finger and pointing to the side of your head. After the teacher went through each rule she then had each student teach it to their neighbor. There was a wall with small pouches on it with each students desk number on each and in each pouch was a green, yellow, and red card. When a student talked out of turn or was not fallowing directions the student was then instructed by the teacher to go â€Å"turn their card† or switch their card from green to yellow or from yellow to red. On the board there was a tally system set for when the class as a group were not on task or not fallowing directions. If the students were too loud they got a tally mark on the frowny face side, and if they quieted down and got focused again they received a tally mark on the smiley side. At the end of the day the tally marks were added up and if they had more smileys then frownys they got extra recess that week. Math: The teacher began by going back over 8ths. She drew a square on the board and asked the class how many individual squares made a whole square. The students replied by saying â€Å"16 squares†. She then cut the whole square in half and asked the students how many squares made up one half of the whole square. The students answered by saying â€Å"8 squares†. The teacher then cut one half the whole square in half and asked the students how many squares equaled one fourth of a whole square. The students answered by saying â€Å"4 squares†. The teacher then cut one fourth of the whole square in half and asked the students how many squares make up one eighth of the whole square. The students answered by saying â€Å"2 squares†. Then the teacher asked how many eighths would fit in the whole square. The students replied by saying â€Å"8†. The students were then told to get out there small square eighth work sheets. The work sheets were about eight square grids on a piece of paper. On each grid the students were instructed to creatively shop up the grid into sections so that it had eight equal parts, or eight eighths. Then after they had finished their mini squares they were instructed to trade them with their neighbor and grade each other on if they completed the assignment correct as it had been assigned. Then when their squares had been approved, they were then supposed to choose one square they thought looked the best and make draw that mini square pattern onto a bigger square grid. The teacher then made sure that each student understood that the squares needed to all be colored a different color so they would over lap and that they wrote one eighth on their pages as well. Summaries/Reactions – Mrs. Shaffer, Metteer Elementary, third grade. When I first arrived at the classroom, the students were already starting the day out to a rough start. Mrs. Shaffer was apparently not content in the way they had walked to the classroom after recess and had the students walk all the way back to the line up on the play ground and walk back to the classroom again. Although the students slipped up a bit the first time when they had to actually go back and walk it again, I noticed a significant change in their attitudes and their level of focus. Once in the classroom, the students level of attentiveness went down again but it was mostly because they had a new distraction in the room, me. The teacher started going through the class rules and the hand signals with the students. I noticed that they really enjoyed sharing with their neighbors what they knew and I feel like this simple activity helped them to better know their class mates and grow as group partners. Then the teacher began asking the students their fractions for eighths and writing the answers on the board. I noticed that not every student was completely paying attention or answering the questions as much as other students. I would have liked to have seen the teacher maybe redirect the focus of the whole class as she had done previously in the day, just to continue with consistency. Then the teacher had the students break off into their groups and finish their mini grid papers. I noticed with some of the groups the students were really excited to show their neighbors their squares and had excellent creativity in their designs. The only thing that I noticed did happen with a few of the groups was that they started to act as though the appraisal of whose square was the best was more important than actually completing the assignment. But when the students reached too loud of a level of noise, the teacher put a tally on the board on the frowny side and the students refocused. Then the students that were finished with the mini squares were then instructed to redraw their favorite design on the larger grid square that would be shown at their open house. I really liked that the students made it a point to make their fractions very personal and neat. I then made it a point for myself to ask each student why they chose the colors they did. Most students replied that the colors they chose were their favorite colors. One boy said that he chose the colors brown, green, grey, and black because it made his fraction look like camo print. All in all I had a really great experience while observing in Mrs. Shaffer’s classroom. Her techniques and her instruction were very unique and different. I hope to visit and or observe her class again someday. Sixth Grade Math Observations Mr. Smith, Metteer Elementary, Sixth Grade. Observed: Tuesday (9:30am-10:30am) 3/26/13 Classroom setup: The classroom had its own computers, two wipe boards, and a job board. The Job Board included little pouches with each child’s name on them and included job such as Lunch Helpers, Paper Gatherer, Desk Straitener, Mad Minute Man, Computer Monitor, Clean up Foreman, and Phone Person. On the walls there were several posters. The first one was a poster titled â€Å"How to write a good paper. † It had four colored circles on it. There was one green forgo write your topic, one yellow for slow down and give reason, one red for stop and explain, and finally another green for go back and restate your topic. The next poster was a transition poster that had lots of helpful transitions sentences for the students to use as a reference. The next poster was an Editors Marks Poster. It had signs such as the paragraph sign,  ¶. The student’s desks were all together in a hollow box shape with two desk partners in the center. Math: That day Mr. Gappa was having the students build a mummy tomb out of Banana and Apple boxes. He first asked the students’ how they should start. They started by finding the area of the Banana Boxes (Banana: 10† ? 20† = 200 inches squared). Then he asked them what they should do next. They replied that they should find out how many boxes and fit in their tomb space. Mr. Gappa then measured each dimension of the corner of the room where the tomb would be placed. Wall one was 100in long and 110in tall. Wall two was 160in long and 110in tall. He then asked the students what they noticed about the dimensions of the banana and apple boxes compared to the dimensions of the walls. They replied that the banana boxes and the apple boxes dimensions were factors of the wall dimensions. Then he asked what they should consider next. They replied that they didn’t know how many columns they still needed. Mr. Gappa told them that they would need two columns, but then asked how many boxes it would take to make the columns using the apple boxes (Apple: 20† tall). The students then started to write down all the data on the board. Then Mr. Gappa went around the room making sure each student understood their data for the tomb building. For their final blue prints they were to use graph paper, making sure that there boxes were equal to at least two squares on the graph paper. Mr. Gappa then made it clear that he wants all the blue prints to be neat and colorful because they were going to be submitted to the Pharaoh contractor. For each wall the students then went about figuring out how many boxes they would need using the formula, area= length? width. When they had finished with their walls, they all gathered at the front of the classroom and went back over the data with Mr. Gappa. Mr. Gappa then went around the room making sure that each student was using lots of color on their blue prints and were making sure they were very neat. He then mentioned a real life situational fact to the kids that they were going to be like little construction workers when they begin building the tomb. Summaries/Reactions First of all I would like to begin by saying how much I really liked the set up of the room. The kids were close enough together for quiet discussion during tasks but also when out of their seats had plenty of room to move throughout the classroom. This class was also the quietest sixth grade class I’ve ever seen. Even Mr. Gappa spoke quietly when giving direction to make sure that each student had to listen very closely just to hear what he said, I almost didn’t even hear what he said. Next I would like to discuss the math. I really liked that Mr. Gappa had taken the time to create a math project for all the kids that used all the math skills they had learned during the year to help in the making of a mummy tomb which was also a part of their history lesson that week. I liked that when going over the data Mr. Gappa didn’t just give the students the answers but made them figure them out on their own. This to me showed the true attentiveness and memorization skills that the students had obtained that year. The last thing I liked was the student teacher relationship that Mr. Gappa had with all his students. He was serious when he needed to and the students switched modes as well and truly respected him as an authority. Yet at other times he could laugh and joke with the students about how the music that he played was really old. He also reminded me of the High School teacher Mr. Null in the sense that he called all the pretty girls fat and ugly, as to not let them get an ego in his class. All in all, I truly enjoyed observing this class. Their attentiveness to direction and the bond that they had with their teacher was to me very insightful. I will definitely consider using some of his teacher technics in my own classroom someday and hope to go back and observe his classroom someday as well. How to cite Math Observations, Essays

Stock Prices of HSBC

Question: Describe about the Stock Prices of HSBc? Answer: In the above chart stock prices of HSBC are compared with SP500. After years of continuous declines, industry revenue is expected to finally pick up in 2015 as the US economy strengthens. The Federal Reserve in its most recent minutes has provided positive forward guidance regarding interest rates, which are expected to rise by mid-2015. Consequently, borrowing activity is expected to increase prior to the spike in interest rates as consumers and businesses try to lock-in lower rates on loans. Furthermore, an increase in interest rates is expected to generate higher income for industry operators by increasing the spread between the rate the banks pay on deposits and the rates at which they lend money. An improving economy is also releasing pent-up demand for credit. Auto loans are on the rise, and access to credit is expected to increase 6.5% in 2015. This is the highest year-on-year increase over the five years to 2015. A recovering credit market is expected to boost the industry's interest and noninterest income as banks are anticipated to earn more revenue in fees due to a greater volume of loan origination. Consequently, IBISWorld expects revenue to increase 1.2% over 2015. The government spent billions of dollars to prop up the Commercial Banking industry and the economy during the recession, but the consumer credit market has continued to thaw slower than anticipated. The Federal Reserve has tried to stimulate the economy by adjusting interest rates, which still remain at all-time lows, hovering between 0.0% and 0.3%. However, because credit markets are subject to continued economic uncertainty due to the European sovereign debt crisis and Standard Poor's downgrade of US so vereign debt in August 2011, these low interest rates remain unappealing to depositors and borrowers alike. In addition, volatile capital markets, coupled with sluggish income growth, have increased US consumers' uncertainty, which has only caused more struggles for the credit market. Consumers have continued to remain uncertain about the economy and therefore cautious with their spending. Consequently, an increasing number of consumers have been putting money into banks or government treasuries. According to the FDIC, industry deposits have grown at an annualized rate of 7.0% in the five years to 2014 (latest available data) to about $9.3 trillion. While cash flow into banks has increased, there has also been a large decline in the outflow of funds in the form of loans. Nonetheless, signs of improvement have persisted in 2014 and 2015, especially from the automobile sector. Recently, the largest commercial banks have been meticulous about granting refinance requests. Typically, homeowners must have substantial equity in the house, good credit and a reliable source of income to receive refinancing. Since the recession, many consumers have been unable to meet these requirements, which have prompted government institutions, such as Fannie Mae and Freddie Mac, to ste p up and help borrowers by backing their refinanced loans. Between 2009 and 2012, Freddie Mac helped more than 5.4 million homeowners refinance their mortgages, while also assisting about 700,000 homeowners in avoiding foreclosure. Since many commercial banks are Freddie Mac-approved lenders, they benefit from these institutions' efforts to help distressed homeowners.