Narcissistic personality disorder Research Paper

Narcissistic personality disorder - Research Paper Example Diagnosis There are no laboratory tests or medical examinations that can be undergone to determine if someone has narcissistic personality disorder. As such, narcissistic personality disorder is often diagnosed through the means of observing an individual displaying signs or symptoms, or else a psychological evaluation involving questionnaires and responding to certain scenarios during which signs of narcissism can be observed. Since many signs and symptoms of narcissistic personality disorder can be found in other personality disorders, it is not uncommon that someone is diagnosed with multiple disorders, or even misdiagnosed if there is not enough evidence to prove a specific disorder. In the Diagnostic and Statistical Manual of Mental Health, the American Psychiatric Association has provided a list of criteria that must be met for a person to be properly diagnosed with narcissistic personality disorder. ... praised based on looks or talents by adults; severe emotional abuse as a child; an imbalance of excessive praise and excessive criticism; and overindulgence by the parents (Groopman and Cooper, 2006). When these behaviors are continued throughout the childhood of the individual and a failure on the behalf of the child causes a cease in the praise and admiration, narcissistic personality disorder can be exposed as they become an adult. Narcissistic personality disorder is a very rare personality disorder and is more common in adult males. As aforementioned, the cause of narcissistic personality disorder is unknown, but researchers have still compiled some risk factors that might play a role in an individual developing narcissistic personality disorder as they become older. A massive lack of praise during childhood or neglect or abuse during a young age are among the more common risk factors. As can be seen in the causes and risk factors, narcissistic personality disorder usually begin s while the individual is a child, but does not make itself known until they reach adulthood. Symptoms The greatest symptom of narcissistic personality disorder is overdramatic and overemotional behavior. â€Å"People with this disorder require attention and admiration and have difficulty accepting personal criticism (Sue et al, 2010)†. Some of the other more common symptoms connected with narcissistic personality disorder involve the individual believing that they are better than anyone else, thus acting accordingly and expecting an excess of admiration and praise from others. Suffers of narcissistic personality disorder over-exaggerate their accomplishments and their talents in an attempt to receive praise from others, though feeling jealous if they observe someone else being more

Bronze Age in Ireland Essay Example for Free

Bronze Age in Ireland Essay The arrival of the Bronze Age in Ireland was a gradual process, as there is no sharp division between the last Stone Age and the early Bronze Age. The Bronze Age is broken up into three groups including the Early Bronze Age, Middle Bronze Age, and Late Bronze Age. Nevertheless there is a general agreement that the Bronze Age started around 2000 B. C. and lasted until about 500 B. C.  As the era suggests, it was the new metal work technology practiced most effectively by the Beaker people in the north-eastern part of the country that caught the attention and imagination of those with artistic talents. As well as that it was the transition of the use of a different harder heavier metal from stone. Armor, weapons, daggers, and awls area few of the new items produced. The Bronze Age cannot be denied as a time of development. Gold items were also produced however there were mainly for ceremonial or decorative purposes. Silver, copper, and gold of which were the raw materials were all found around Ireland including West Cork, Tipperary, and Wicklow. The knowledge of how to make bronze came to Ireland from Europe. It is made from an alloy of tin and copper. The copper was mined in Ireland, chiefly in county Kerry at Ross Island; however the tin was imported from Britain, which is believed to have been obtained by a trading of gold already available in Ireland. Due to the richness of copper and gold in the country, Ireland had developed great trading power which was most definitely used to its greatest advantage. This is evident because Irish Bronze and gold objects are found in many parts of Western Europe. (Appreciation and history of Art). There are a mass quantity of many spectacular pieces of gold jewelry from this era that has been found over the years however many have been known to been lost or destroyed. The majority being found in bog land. The beginning of this time was more considered a Copper age as it was the main use. But later on, the introduction of tin made it possible to forge better and more sophisticated tools and weapons from the new alloy. However these tools and weapons would have been available to just a few sections of society and this brought about social changes which saw hierarchies established with the ownership and access to the new metal being the overriding factor in where one ranked in this hierarchy.

Animal Influences in Paleolithic, Egyptian and Greek Art Essay

Animal Influences in Paleolithic, Egyptian and Greek Art There are numerous ways in which animals have resonated within the human mind. Throughout history there have been representations ranging from the realistic, to myths, legends, symbols, and even horrific murderous beasts; at the same time providing fascinating perspectives of our own humanity. Various forms of art have conveyed ideas and concepts of animal’s intelligence, as well as behavior, from generation to generation. Animal art is used as a tool to make the connection between different cultures at different time periods and it relates historical and symbolic meanings. In most cultures animals have been linked with the supernatural forces which were believed to control the natural world and the destiny of humans. They were often revered as the agents. or associates, of gods, and goddesses, and were even the focus of worship as deities. Following the tracks of historical animal art, through the human imagination introduces a trail of creativity and unsurpassed beauty. Paleolithic art: Cave paintings are the earliest known example of human art dating 40,000 to 8,000 BCE. The paintings mainly feature various animals running, sleeping, and eating. Some also contain a few humans, geometrical shapes, and even hand prints. The artist used permanent features like ceilings, floors, and walls of rock shelters and caves as their canvas. Pigments of black, yellow, red, and brown were utilized to display the observations of animals. The painters gathered a great deal of information about finding food, and which foods were safe to eat or to hunt, by closely observing animals. The valuable information was passed to others through the detailes in the... ... Avery, Catherine B. The New Century Classical Handbook. New York, 1962 Beckett, Sister Wendy. The Story of Painting. New York, 1994 Boardman, John, Greek Art. London, 1964 Durant, Will. Our Oriental Heritage. New York, 1935 Fleming, William. Arts & Ideas. New York Gombrich, E. H. The Story of Art. London, 1967 Hall, James. Dictionary of Subjects & Symbolism in Art. New York, 1974 Kirk, G. S. The Nature of Greek Myths. New York, 1975 Janson, H. W. History of Art. New York, 1969 Leroi-Gourhan, Andre. Treasures of Prehistoric Art. New York MacClintock, Dorcas. Animals Observed. New York, 1993 Metropolitan Museum of Art. Treasures of Tutankhamun. New York, 1976 Richter, Gisela M. A. A Handbook of Greek Art. New York, 1987 Scranton, Robert L. Aesthetic Aspects of Ancient Art. Chicago, 1964 Stockstad, Marilyn. Art History. New York, 1995

Technology Essay -- essays research papers

Providing Representations in Multiple Modalities Mathematica software enables students to see a graphical representation of any function. By changing equations or using different values for variables, students develop a deeper understanding of mathematics by viewing changes in the graphical representations. A key understanding in pharmacy education is that the action of drugs depends on the "fit" between particular molecules in the body and the molecular structure of drugs, in a kind of "lock and key" relationship. However, students often have difficulty visualizing molecules as three-dimensional objects. A pharmacy professor uses molecular modeling software to create self-paced assignments which require students to manipulate molecules, developing visualizing ability and understanding of drug-receptor relationships. (Contact: Dr. Marc Harrold) Drilling Students on Basic Concepts to Reach Mastery Software tutorials exist for many modern languages, enabling students to learn basic grammar through self-paced learning, exercises, and tests with feedback about their performance. HyperMap provides students with practice in interpreting geological maps. The software presents a series of regional maps with dominantly planar contacts, then asks students a series of interpretive questions on three-dimensional geology and geologic evolution of the region, providing immediate feedback on right and wrong answers. (Contact: Intellimation 1-800-368-6868) Facilitating Collaborative Activity among Students Classrooms of networked computers using software such as Daedalus enable students to spend class time doing group pre-writing exercises, electronically discussing controversial questions, and peer reviewing one another's writing. A computer conference is established among students enrolled in strategic management courses in Korea, Egypt, Finland, and the United States. Students discuss topics specified by the instructors, such as advertising and the environment. They also complete a team project such as finding a solution to a real-world environmental problem, with each team including students from each country. Seeing Interconnections among Concepts Victorian Web presents text and images of Victorian England. Students can explore how the social context, economics, religion, philosophy, visual arts, and literature of the period might be inte... ...ology. Why Use Instructional Technology? Students can be actively engaged in learning, leading to greater time on task and greater depth of knowledge Student learning can emphasize continuous improvement of a piece of work, a concept sometimes called "D.I.A.T." or Doing It Again Thoughtfully (Steven Ehrmann, final report of Project Flashlight) Students can work more collaboratively with one another Students can be given more practice with feedback Students can examine their existing conceptions and update or modify Learning materials can be provided to match the learning style of the learner Self-paced learning may be possible, with study and practice until the student reaches his/her "personal best" Classroom dialogue can extend beyond the time and space constraints of class time Students can learn by working on complex, open-ended, realistic (or real-world) tasks Faculty can restructure their role, using individual and peer-group work or technology for some purposes, thereby freeing time to make their unique contribution to student learning Perhaps most importantly, faculty find rethinking their teaching an energizing and regenerative experience!

Captivity of Killer Whales

Persuasive Speech Outline The Effects of Captivity on Killer Whales Specific Purpose:To persuade my audience that holding killer whales in captivity is harmful to the mammal. Central Idea:Holding killer whales in captivity is a harmful problem to the mammal that requires action from both the government and the public. Introduction On February 24, 2010 couples and families were seated in the stadiums at SeaWorld in Orlando, Florida for one of the most popular shows at the theme park â€Å"Believe†. Unfortunately, many families participating in that day’s event were eye-witnesses to an extremely traumatic tragedy at the SeaWorld theme park.It was reported by CNN news that the trainer Dawna Brancheau was grabbed by the mouth of Tilikum, the killer whale, and was thrashed around the tank until she was dead. It was also reported that the trainer was showing the audience how Tilikum liked his belly to be rubbed. He then took off from the side of the tank, came back, and picke d her up from around the waist and began to violently shake her. Tourists and visitors were immediately evacuated from the â€Å"Shamu† Stadiums and the show was closed down for the rest of the day.Wild Orcas, also known as killer whales, are not typically considered a threat to human beings. In fact, the primary cases of killer whales attacking humans are only those that have been held captive at various marine theme parks. Having attended marine theme parks, such as, SeaWorld, I can confirm that animals within the theme park are being exploited solely for the purpose of entertainment. Today, I’ll show you how holding killer whales in captivity is a harmful problem to the mammals and I’ll also suggest some ways of solving this problem. Transition: Let’s start with addressing the harmful effects that captivity can have on killer whales. ) Body I. There are two main problems with keeping killer whales in captivity. A. Killer whales in captivity are being d eprived of necessary items that are causing them to have shorter life spans. 1. According to underwatertimes. com, killer whales in the wild live on average between 30 and 50 years, while those living in captivity only live around 10 years. a. According to asconline. org, killer whales live shorter lives than those in the wild due to a lack of stimulation. . Whales in captivity are not exposed to the same sights and sounds they would normally experience in the wild. c. Whales who are unable to live with other sounds of other mammals and are confined to blue tanks with the sound of running pumps, loud music, and cheering crowds will eventually become stressed. 2. Killer whales undergo psychological stress when they are captured. a. When a whale is captured, it is taken from its family and the separation and loss of bond can cause it extreme mental stress. b.According to an article written by Stephen Lilley, 75% percent of whales do not survive through the intense separation period wh en taken captive. 3. According to theorcaproject. com, whales in captivity at marine mammal parks often are receiving poor oral health care. a. Just as in humans, poor oral health and gum disease can lead to serious infections, illness, and even death in killer whales. b. Almost half of the whales held in captivity, have broken or fractured teeth from biting on steel gates, and are not being properly repaired. c.Whales teeth at marine theme parks eventually become infected or fall out because of poor oral health care and it is believed to be another link to why the whale’s life span is so much shorter. (Transition: Holding killer whales captive will not only cause them a shorter life span, but it can also change their social behaviors as well. ) B. Holding killer whales in captivity can negatively change their social behaviors. 1. According to hsus. org, the stress on the whales in captivity can cause stomach ulcers, and pacing. a. Stomach ulcers are often found in whales in captivity due to the stressful lifestyle. . Whales resort to pacing around the tank in circles to emulate the fast strong feeling of a swim normally done in the wild in an attempt to keep their dorsal fin upright. c. Without a strong long distance swim, a whale’s dorsal fin becomes weakened and will eventually either look bent, curve to the side, or break off. 2. Self-mutilation is another unordinary behavior that occurs with whales in captivity. a. Whales kept at marine mammal parks, have been known to ram their heads into the sides of the tank in order to relieve stress. b.Whales kept at marine mammal parks, have been known to bite along the steel gates that separate the whales in order to help relieve their stress, however; this results in broken teeth and other oral problems. 3. Aggression towards the whale’s trainers is frequently seen with whales held in captivity and can make it very dangerous for trainers to work with them. a. Trainers at SeaWorld have noticed aggressive behavior such as biting, grabbing, and forceful nudging from the whales occasionally but are not allowed to speak about it. b. According to an article on moneytimes. om, the whale Tilikum has been responsible for three deaths during his time in captivity. c. The most recent death was of Dawna Brancheau, who had part of her scalp torn off, her arm torn off, and fractures on her back, ribs, legs, arms, face, and spinal cord. (Transition: Now that we have discussed the two main problems with keeping killer whales in captivity, let’s discuss what we can do to help solve these problems. ) II. Solving the problem of the captivity of killer whales requires action from both the government and the public. A.New laws have to be put in place to make it illegal to take killer whales captive and put them on display for the sole purpose of entertainment for others. 1. New laws would need to be created to require marine theme parks like SeaWorld and Aquatica to release the mammal s back into the wild . 2. The government would also need to enforce that marine amusement parks be prohibited from using live animals in shows for entertainment, and they would need to encourage the public to become educated about these creatures through other means. a.Once the whales have been released back into their natural habitat, marine theme parks could replace them with very popular and successful robotic-like creatures that could still educate visitors about the animals without subjecting them to a lifetime of captivity. (Transition: The government instituting new laws is not the only way we can solve this problem, but also through the support of the general public. ) B. The public should begin to choose alternative ways to become educated about killer whales, that don’t require harming the animals. 1.Choosing to continue to support marine theme parks such as SeaWorld only encourages these types of places to have more funding to go and capture more marine animals. 2. Going on a whale watch and seeing them in their natural habitat is an alternative to supporting places like SeaWorld. Conclusion In conclusion, I am urging you to truly realize exactly what these great mammals are being forced to endure before choosing to go visit and support marine amusement parks such as SeaWorld. We as humans cannot ever fully imagine what it would feel like to be captured by strange creatures and taken from our normal lives and our families.We cannot ever fully imagine being put on display to perform circus-like tricks for loud audiences and then being forced to idle around all day in confined tanks that would feel about the size of a bathtub to us. As thrilling an experience it may seem to see killer whales in shows or even to peer through the glass as they swim in their tank, the effects of captivity on killer whales can be truly devastating. We would serve both ourselves and the whales much more by studying them in the wild. It is only there that we can catc h a glimpse of them in their true glory. Works Cited Couwels, John, and Brian Todd. Orca Kills Trainer at SeaWorld Orlando // Current. † Current TV: News Video Clips & Current News Articles // Current. 25 Feb. 2010. Web. 20 Dec. 2010. . Stephern, Lilly. â€Å"Killer Whale (Orca) | Cetacean Fact Sheet | American Cetacean Society. † ACS – American Cetacean Society. 2010. Web. 20 Dec. 2010. . â€Å"The Hidden Cost Of Captivity- Oral Health of Killer Whales Exposed  « The Orca Project. † The Orca Project. 25 Sept. 2010. Web. 20 Dec. 2010. Captivity of Killer Whales Persuasive Speech Outline The Effects of Captivity on Killer Whales Specific Purpose:To persuade my audience that holding killer whales in captivity is harmful to the mammal. Central Idea:Holding killer whales in captivity is a harmful problem to the mammal that requires action from both the government and the public. Introduction On February 24, 2010 couples and families were seated in the stadiums at SeaWorld in Orlando, Florida for one of the most popular shows at the theme park â€Å"Believe†. Unfortunately, many families participating in that day’s event were eye-witnesses to an extremely traumatic tragedy at the SeaWorld theme park.It was reported by CNN news that the trainer Dawna Brancheau was grabbed by the mouth of Tilikum, the killer whale, and was thrashed around the tank until she was dead. It was also reported that the trainer was showing the audience how Tilikum liked his belly to be rubbed. He then took off from the side of the tank, came back, and picke d her up from around the waist and began to violently shake her. Tourists and visitors were immediately evacuated from the â€Å"Shamu† Stadiums and the show was closed down for the rest of the day.Wild Orcas, also known as killer whales, are not typically considered a threat to human beings. In fact, the primary cases of killer whales attacking humans are only those that have been held captive at various marine theme parks. Having attended marine theme parks, such as, SeaWorld, I can confirm that animals within the theme park are being exploited solely for the purpose of entertainment. Today, I’ll show you how holding killer whales in captivity is a harmful problem to the mammals and I’ll also suggest some ways of solving this problem. Transition: Let’s start with addressing the harmful effects that captivity can have on killer whales. ) Body I. There are two main problems with keeping killer whales in captivity. A. Killer whales in captivity are being d eprived of necessary items that are causing them to have shorter life spans. 1. According to underwatertimes. com, killer whales in the wild live on average between 30 and 50 years, while those living in captivity only live around 10 years. a. According to asconline. org, killer whales live shorter lives than those in the wild due to a lack of stimulation. . Whales in captivity are not exposed to the same sights and sounds they would normally experience in the wild. c. Whales who are unable to live with other sounds of other mammals and are confined to blue tanks with the sound of running pumps, loud music, and cheering crowds will eventually become stressed. 2. Killer whales undergo psychological stress when they are captured. a. When a whale is captured, it is taken from its family and the separation and loss of bond can cause it extreme mental stress. b.According to an article written by Stephen Lilley, 75% percent of whales do not survive through the intense separation period wh en taken captive. 3. According to theorcaproject. com, whales in captivity at marine mammal parks often are receiving poor oral health care. a. Just as in humans, poor oral health and gum disease can lead to serious infections, illness, and even death in killer whales. b. Almost half of the whales held in captivity, have broken or fractured teeth from biting on steel gates, and are not being properly repaired. c.Whales teeth at marine theme parks eventually become infected or fall out because of poor oral health care and it is believed to be another link to why the whale’s life span is so much shorter. (Transition: Holding killer whales captive will not only cause them a shorter life span, but it can also change their social behaviors as well. ) B. Holding killer whales in captivity can negatively change their social behaviors. 1. According to hsus. org, the stress on the whales in captivity can cause stomach ulcers, and pacing. a. Stomach ulcers are often found in whales in captivity due to the stressful lifestyle. . Whales resort to pacing around the tank in circles to emulate the fast strong feeling of a swim normally done in the wild in an attempt to keep their dorsal fin upright. c. Without a strong long distance swim, a whale’s dorsal fin becomes weakened and will eventually either look bent, curve to the side, or break off. 2. Self-mutilation is another unordinary behavior that occurs with whales in captivity. a. Whales kept at marine mammal parks, have been known to ram their heads into the sides of the tank in order to relieve stress. b.Whales kept at marine mammal parks, have been known to bite along the steel gates that separate the whales in order to help relieve their stress, however; this results in broken teeth and other oral problems. 3. Aggression towards the whale’s trainers is frequently seen with whales held in captivity and can make it very dangerous for trainers to work with them. a. Trainers at SeaWorld have noticed aggressive behavior such as biting, grabbing, and forceful nudging from the whales occasionally but are not allowed to speak about it. b. According to an article on moneytimes. om, the whale Tilikum has been responsible for three deaths during his time in captivity. c. The most recent death was of Dawna Brancheau, who had part of her scalp torn off, her arm torn off, and fractures on her back, ribs, legs, arms, face, and spinal cord. (Transition: Now that we have discussed the two main problems with keeping killer whales in captivity, let’s discuss what we can do to help solve these problems. ) II. Solving the problem of the captivity of killer whales requires action from both the government and the public. A.New laws have to be put in place to make it illegal to take killer whales captive and put them on display for the sole purpose of entertainment for others. 1. New laws would need to be created to require marine theme parks like SeaWorld and Aquatica to release the mammal s back into the wild . 2. The government would also need to enforce that marine amusement parks be prohibited from using live animals in shows for entertainment, and they would need to encourage the public to become educated about these creatures through other means. a.Once the whales have been released back into their natural habitat, marine theme parks could replace them with very popular and successful robotic-like creatures that could still educate visitors about the animals without subjecting them to a lifetime of captivity. (Transition: The government instituting new laws is not the only way we can solve this problem, but also through the support of the general public. ) B. The public should begin to choose alternative ways to become educated about killer whales, that don’t require harming the animals. 1.Choosing to continue to support marine theme parks such as SeaWorld only encourages these types of places to have more funding to go and capture more marine animals. 2. Going on a whale watch and seeing them in their natural habitat is an alternative to supporting places like SeaWorld. Conclusion In conclusion, I am urging you to truly realize exactly what these great mammals are being forced to endure before choosing to go visit and support marine amusement parks such as SeaWorld. We as humans cannot ever fully imagine what it would feel like to be captured by strange creatures and taken from our normal lives and our families.We cannot ever fully imagine being put on display to perform circus-like tricks for loud audiences and then being forced to idle around all day in confined tanks that would feel about the size of a bathtub to us. As thrilling an experience it may seem to see killer whales in shows or even to peer through the glass as they swim in their tank, the effects of captivity on killer whales can be truly devastating. We would serve both ourselves and the whales much more by studying them in the wild. It is only there that we can catc h a glimpse of them in their true glory. Works Cited Couwels, John, and Brian Todd. Orca Kills Trainer at SeaWorld Orlando // Current. † Current TV: News Video Clips & Current News Articles // Current. 25 Feb. 2010. Web. 20 Dec. 2010. . Stephern, Lilly. â€Å"Killer Whale (Orca) | Cetacean Fact Sheet | American Cetacean Society. † ACS – American Cetacean Society. 2010. Web. 20 Dec. 2010. . â€Å"The Hidden Cost Of Captivity- Oral Health of Killer Whales Exposed  « The Orca Project. † The Orca Project. 25 Sept. 2010. Web. 20 Dec. 2010.

Johnnie Johnson - World War 2 Johnnie Johnson

Johnnie Johnson - World War 2 Johnnie Johnson Johnnie Johnson - Early Life Career: Born on March 9, 1915, James Edgar Johnnie Johnson was the son of Alfred Johnson, a Leicestershire policeman. An avid outdoorsman, Johnson was raised locally and attended Loughborough Grammar School. His career at Loughborough came to an abrupt end when he was expelled for swimming in the school pool with a girl. Attending the University of Nottingham, Johnson studied civil engineering and graduated in 1937. The following year he broke his collar bone while playing for Chingford Rugby Club. In the wake of the injury, the bone was improperly set and healed incorrectly. Entering the Military: Possessing an interest in aviation, Johnson applied for entry into the Royal Auxiliary Air Force but was rejected based on his injury. Still eager to serve, he joined the Leicestershire Yeomanry. With tensions with Germany increasing in late 1938 as a result of the Munich Crisis, the Royal Air Force reduced its entry standards and Johnson was able to gain admission into the Royal Air Force Volunteer Reserve. After undergoing basic training on weekends, he was called up in August 1939 and sent to Cambridge for flight training. His flying education was completed at 7 Operational Training Unit, RAF Hawarden in Wales. The Nagging Injury: During the course of training, Johnson found that his shoulder caused him great pain while flying. This proved particularly true when flying high-performance aircraft such as the Supermarine Spitfire. The injury was further exacerbated following a crash during training in which Johnsons Spitfire did a ground loop. Though he tried various types of padding on his shoulder, he continued to find that he would lose feeling in his right arm while flying. Briefly posted to No. 19 Squadron, he soon received a transfer to No. 616 Squadron at Coltishall. Reporting his shoulder problems to the medic he was soon given a choice between reassignment as a training pilot or undergoing surgery to reset his collar bone. Immediately opting for the latter, he was removed from flight status and sent to the RAF Hospital at Rauceby. As a result of this operation, Johnson missed the Battle of Britain. Returning to No. 616 Squadron in December 1940, he began regular flight operations and aided in downing a German aircraft the following month. Moving with the squadron to Tangmere in early 1941, he began to see more action. A Rising Star: Quickly proving himself a skilled pilot, he was invited to fly in Wing Commander Douglas Baders section. Gaining experience, he scored his first kill, a Messerschmitt Bf 109 on June 26. Taking part in the fighter sweeps over Western Europe that summer, he was present when Bader was shot down on August 9. Scoring his fifth kill and becoming an ace in September, Johnson received the Distinguished Flying Cross (DFC) and made flight commander. Over the next several months he continued to perform admirably and earned a bar for his DFC in July 1942. An Established Ace: In August 1942, Johnson received command of No. 610 Squadron and led it over Dieppe during Operation Jubilee. In the course of the fighting, he downed a Focke-Wulf Fw 190. Continuing to add to his total, Johnson was promoted to acting Wing Commander in March 1943 and given command of the Canadian Wing at Kenley. Despite being English-born, Johnson quickly gained the Canadians trust through his leadership in the air. The unit proved exceptionally effective under his guidance and he personally downed fourteen German fighters between April and September. For his achievements in early 1943, Johnson received the Distinguish Service Order (DSO) in June. A slew of additional kills earned him a bar for the DSO that September. Removed from flight operations for six months at the end of September, Johnsons total numbered 25 kills and he held the official rank of Squadron Leader. Assigned to No. 11 Group Headquarters, he performed administrative duties until March 1944 when he was placed in command of No. 144 (RCAF) Wing. Scoring his 28th kill on May 5, he became the highest-scoring British ace still actively flying. Top Scorer: Continuing to fly through 1944, Johnson kept adding to his tally. Scoring his 33rd kill on June 30, he passed Group Captain Adolph Sailor Malan as the top-scoring British pilot against the Luftwaffe. Given command of No. 127 Wing in August, he downed two Fw 190s on the 21st. Johnsons final victory of World War II came on September 27 over Nijmegen when he destroyed a Bf 109. During the course of the war, Johnson flew 515 sorties and shot down 34 German aircraft. He shared in seven additional kills which added 3.5 to his total. In addition, he had three probables, ten damaged, and one destroyed on the ground. Postwar: In the final weeks of the war, his men patrolled the skies over Kiel and Berlin. With the end of the conflict, Johnson was the RAFs second highest-scoring pilot of the war behind Squadron Leader Marmaduke Pattle who had been killed in 1941. With the end of the war, Johnson was given a permanent commission in the RAF first as a squadron leader and then as a wing commander. After service at the Central Fighter Establishment, he was sent to the United States to gain experience in jet fighter operations. Flying the F-86 Sabre and F-80 Shooting Star, he saw service in the Korean War with the US Air Force. Returning to the RAF in 1952, he served as Air Officer Commanding at RAF Wildenrath in Germany. Two years later he began a three-year tour as Deputy Director, Operations at the Air Ministry. After a term as Air Officer Commanding, RAF Cottesmore (1957-1960), he was promoted to air commodore. Promoted to air vice marshal in 1963, Johnsons final active duty command was as Air Officer Commanding, Air Forces Middle East. Retiring in 1966, Johnson worked in business for the remainder of his professional life as well as served as Deputy Lieutenant for the County of Leicestershire in 1967. Writing several books about his career and flying, Johnson died of cancer on January 30, 2001. Selected Sources James Edgar Johnnie JohnsonAir Vice Marshal James Johnnie JohnsonCentury of Flight: Johnnie Johnson

Mehmet Egirgen Essays

Mehmet Egirgen Essays Mehmet Egirgen Essay Mehmet Egirgen Essay PARAGRAPH STRUCTURE THE THREE PARTS OF A PARAGRAPH 1. TOPIC SENTENCE: States the main idea of the paragraph. It limits the topic to one specific area that can be discussed completely in the space of a single paragraph. It has two parts: a) Topic b) Controlling idea. e. g. Driving on freeways requires skills and alertness. Topic controlling idea Registering for college classes can be a frustrating experience for new students. Topic controlling idea Gold, a precious metal, is prized for two important characteristics. Topic controlling idea 2. SUPPORTING SENTENCES: develop the topic sentence. They explain or prove the topic sentence by giving more information about it. e. g. First of all, gold has a lustrous beauty that is resistant to corrosion. For example, a Macedonian coin remains as untarnished today as the day it was made 25 centuries ago. 3. CONCLUDING SENTENCE: signals the end of the paragraph and leaves the reader with important points to remember. e. g. In conclusion, gold is treasured not only for its beauty but also its utility. HOW TO WRITE GOOD TOPIC SENTENCES 1. It must be a complete sentence. 2. It must contain both the topic and the controlling idea. 3. A topic sentence is the most general sentence in the paragraph because it gives only the main idea. It doesn’t give specific details. A reader wants to know generally what to expect in a paragraph, but they don’t want to learn all the details in the first sentence. a) A lunar eclipse is an omen of a coming disaster. ______too specific. _____ b) Superstitions have been around forever. ______ too general_______ c) People hold many superstitious beliefs about the moon. ___ best TS______ d) Is made of green cheese. _____ incomplete_____ Now, it’s your turn: a) The history of astronomy is interesting. ___________ b) Ice age people recorded the appearance of new moons by making scratches ___________ in animal bones. c) For example, Stonehenge in Britain, built 3500 years ago to track the ___________ movements of the sun. d) Ancient people observed and recorded lunar and solar events in different___________ ways. ********************************************************* a) It is hard to know which foods are safe to eat nowadays. __________ b) In some large ocean fish, there are high levels of mercury. ___________ c) Undercooked chickens and hamburger may carry E. coli bacteria. ___________ d) Not to mention mad cow disease. ___________ e) Food safety is an important issue. ___________ Writing topic sentences: Read the paragraphs below. The topic sentence of each paragraph has been omitted. Try to write a suitable topic sentence for each paragraph. ______________________________________. In Beijing, China, people own over 7 million bicycles. In cities in Denmark, between 20 and 30 percent of daily trips are made on bicycles. In many Asian cities, bicycle-like vehicles called rickshaws carry between 10 and 20 percent of the goods moved daily. In Africa, the bicycle is the most common means of traveling intermediate distances. In Iran, too, bicycles are the primary means of transportation in such cities as Yazd and Kerman. ____________________________________. The earliest known examples of wheels are from Mesopotamia. It dates from about 3500 to 3000 BC. Wheels were first used in the cart or wagon, pulled by humans or animals. After the invention of the steam engine, wheels were driven by steam. Today, animal-drawn carts re still used in many countries. The horse-drawn chariot appeared in Mesopotamia around 2000 BC. It was later used in Egypt, Persia, Greece, Rome, and other ancient civilizations. _________________________________________. Water is often drawn from rivers, lakes, or the ocean for use in factories and power plants. This water is usually returned to the source warmer than when it was taken. This small temperature change in the body of water can drive away the fish and other animals that were originally present. It attracts other animals in place of them. The result may be fish and other wildlife deaths. ____________________________________. The United Nations (UN) estimates that the world population reached 6 billion in 1999, and is increasing by more than 77 million persons each year. The rate of increase, 1. 3 percent per year, has fallen below the peak rate of 2 percent per year attained by 1970. By the late 2040s, the UN estimates, the growth rate will have fallen to about 0. 64 percent annually. At that time more than 50 countries will experience negative growth. __________________________________________. The worlds heaviest rainfall is about 10,922 mm per year. It occurs in northeastern India. As much as 26,466 mm, or 26 m, of rain have fallen there in one year. Other extreme rainfall records include nearly 1168 mm of rain in one day during a typhoon in Philippines; 304. 8 mm within one hour during a thunderstorm in Missouri; and 62. 7 mm in over a 5-min period in Panama. HOW TO WRITE SUPPORTING SENTENCES The biggest problem in student writing is that student writers often fail to support their ideas adequately. They need to use specific details to be thorough and convincing. There are several kinds of specific supporting details: examples, statistics, and quotations. Sample paragraph: HOW TO WRITE CONCLUDING SENTENCES: A concluding sentence serves two purposes: 1. It signals the end of the paragraph. 2. It leaves the reader with the most important ideas to remember. It can do this in two ways: a) By summarizing the main points of the paragraph. b) By repeating the topic sentence in different ways. You may start your concluding sentence with one of those signals: End-of-paragraph signals followed by a comma| End-of-paragraph signals not followed by a comma| Finally, Lastly, In brief, Therefore, Thus, Indeed, To sum up. In conclusion,In short, | The evidence suggests that†¦. There can be no doubt that †¦These examples show that †¦We can see that †¦. | Now it’s your turn. Write concluding sentences for the follwing paragraps: **************************************************************************** Read the two paragraphs below and answer the questions that follow each paragraph: PARAGRAPH 1 To be able to make good coffee, you should be aware of some delicate points. First, it is very important to make sure that the pot in which you want to make coffee is clean. Dust can make your coffee bad. Second, pour some clean water into the pot, and let it boil. When the water boils, remove the pot from the stove and let it remain still for a few seconds. Next, pour some instant coffee into a cup and fill the cup with water from the pot. The Lavazza brand is the best instant coffee on the market. What is the topic sentence of the paragraph? What are the controlling ideas in the topic sentence? Circle them. Are all the supporting sentences related to the topic sentence? Are any of the sentences indirectly related to the topic sentence? Are there any sentences that do not belong? PARAGRAPH 2 An ideal husband has several characteristics. First, he must be gentle. Second, he must come from a respectable family. Moreover, he must be an honest man who always tells the truth and never cheats his wife. Loyalty is another important point in an ideal husband. Finally, he must be in an acceptable financial situation. All girls like to live in their husbands personal house, go to work in their husbands personal car, and have fun with their husbands money. What is the topic sentence of the second paragraph? What are the controlling ideas in the topic sentence? Circle them. Are all the supporting sentences related to the topic sentence? Are any of the sentences indirectly related to the topic sentence? Are there any sentences that dont belong? Why dont they fit? THE OUTLINE The outline gives you a general plan for your paragraph. It will tell you what points you should include in your paragraph. There are two types of outlines: topic outline, and sentence outline. In topic outlines, you use phrases after each head number. In sentence outlines, however, you use complete sentences after each head number. The outline below- the plays of Shakespeare- is a topic outline. As you can see, only words or phrases have been used in this outline. Notice that in writing courses, topic outlines are often preferred over sentence outlines. Developing the skill of outlining is a good help for any beginner. Outlining can give you a general plan, a platform, an emblem, or a blueprint. You can then use your outline to give organization to your paragraphs. Suppose that you are asked to write about Shakespeare. Shakespeare will be the subject of your writing. Now, it is for you to decide what to write about Shakespeare. You may decide to write about the plays of Shakespeare. This will be the topic of your paragraph. You should then narrow this topic by a number of controlling ideas. Suppose that you decide to write about three types of Shakespeares plays. You have limited your topic in terms of number and type. Now you can make the following outline: The plays of Shakespeare I. Tragedies A. Macbeth B. Othello II. Comedies A. The comedy of errors B. The merchant of Venice III. Histories A. Richard II B. Henry V This outline can then be expanded into the following paragraph: The plays of Shakespeare can be classified into three types. First, there are the tragedies. Two of his most famous tragedies are Macbeth and Othello. Shakespeare has also written a number of comedies. Shakespeares most outstanding comedies are The comedy of errors and The merchant of Venice. Moreover, some of Shakespeares plays focus on history. Richard II and Henry V belong in this category. EXERCISE 1. Read the following paragraph carefully, and: 1. Underline the topic. 2. Circle the controlling ideas. . Write an outline for the paragraph. Forests may be divided into the following six general types. First, there are the forests of the hot areas. The famous subtypes are the forests of the northern hemisphere and the oceanic forests. Second, monsoon forests are characteristic of Bengal, Myanmar, Southeast Asia, and India. Tropical forests, on the other hand, are found in regions such as the Campos of Brazil. The next ca tegory- Northern pine forests- form a worldwide belt around the earth. Next, rain forests are characteristic of central Africa and the Amazon. Finally, evergreen forests are found in North America and the Caribbean islands. 2. Write a unified paragraph on the basis of the information you get from the following outline. Types of trees I. Fruit trees A. Fleshy fruits 1. Orange 2. Apple B. Dry fruits 1. Nuts 2. Almond II. Fruitless tress A. Pine B. Oak STEPS OF WRITING A GOOD PARAGRAPH On the whole, there are eight steps for writing a good paragraph. 1. Think about the subject carefully. Example: Air pollution 2. Narrow the subject to a few topics. Example: Causes of air pollution Effects of air pollution Air pollution and the environment Air pollution versus water pollution The history of air pollution Air pollution and global warming 3. Choose one of the topics. Make sure you know about what you write. Also, make sure the topic will be of interest to the readers. Example: effects of Air pollution 4. List some details about your topic. Example: Effects of air pollution on animal life Effects of air pollution on plant life Effects of air pollution on human health Effects of air pollution on atmosphere 5. Choose the most important detail you want to communicate. It should be interesting or important to the readers too. Example: The effects of air pollution on human health 6. Write a topic sentence based on this detail. Include a few controlling ideas in the topic sentence to limit the size of your paragraph. Example: Air pollution has two major effects on human health. 7. Make an outline for the paragraph. Effects of air pollution on human health I. Physical effects A. Heart attack B. Lung cancer II. Psychological effects A. Depression B. irritation 8. Write your paragraph, using the information you have listed in the outline. EXERCISE 1. Choose one of the following subjects: coin airplane shark sea . Follow the eight steps of paragraph writing and develop a paragraph. Then read your own paragraph and try to answer these questions: 1. Is my paragraph unified? 2. Is it complete? 3. Which sentence is the most general? 4. Which sentences provide specific details to support the topic sentence? 5. Are any sentences unrelated to the topic sentence? 6. Is my paragraph sketchy? 7. What are the controlling ideas of my topic sentence? 8. Is my paragraph interesting? 9. Are my supporting sentences related to my topic sentence? 10. Is there any irrelevant supporting sentence in my paragraph?