Deborah Tannens But What Do You Mean Essay Example | Topics and Well Written Essays - 500 words

Deborah Tannens But What Do You Mean - Essay Example I agree with Tannen’s stance on criticism. Women’s softened criticism originates in their delicate nature. Tannen rightly attributes it to their emphasis upon feelings rather than ego. Women talk to others the way they would like themselves to be talked to. On the other hand, men are straight-forward. Being rough and tough, they expect others to be rough and tough as well. They don’t realize when they are being too tough to the women because they are not women themselves. It’s just that they have never been able to feel how a woman feels when she is being talked to in a straight-forward and critical manner. I also agree to Tannen as she analyzes women’s feelings when they don’t get the same level of formality or politeness that they treat men with. I agree that quite often, women keep thanking others for â€Å"nothing†. Although a man might be trying to be gentle while responding to a woman manager’s thankyou with welcome, yet a woman may not understand that he was trying to play his part on the scale of politeness because his performance was just not up to the mark! I agree that men are stronger at arguing than women because this is what they do all the time. Although women also keep arguing among their community in their little capacity, yet their capacity does not measure equal to that of men. One reason for this may be that men fight over more crucial matters than women and are more often held accountable for their acts than women, though I disagree that women are not taken seriously if they don’t argue enough. I agree that women are more generous and eager in giving feedback while men are more reluctant and critical. What women take very seriously is an ordinary thing to men. Again, it’s the delicacy of women’s nature and the roughness of men’s that is playing a role here! The fact that men tend to bring solution to women for the problems they raise with the intention of

Evaluate teh Pollution Prevention Act of 1990 that focuses on Barriers Essay

Evaluate teh Pollution Prevention Act of 1990 that focuses on Barriers of implementing of the Act - Essay Example To begin with, in the full implementation of the act there was lack of the devoted man –hours to properly implement it. This was actually caused by the fact some of the people charge with see the success of this act felt that all avenues had been explores as far as preventing pollution is concerned and that this act would not add anything substantial to the extent that thing had reached. Though some of this is due to the lack of management committee that can coordinate the ground work, it was also noted that there was lack of enough resources. In order to successfully achieve its objective then there has to a management committee which will be charge with responsibility of coordinating all the staff (Dale & Johnson, 1996). Secondly, another major barrier to the success of this act was the fact that the project was deemed to cost so much and yet many felt that enough had been done to prevent pollution. Its surely true that the implementation of this act would cost so much for the tax payers thus this was a big barrier in its implementation since the government was reluctant to pump that much need funds to speed up its implementation. Though, all is not as they could still depend on the multimedia results and conclusive data that had been taken before in order to facilitate its implementation. These already existing data could be used in understanding the trend and conditions in the environment and public health (Dale & Johnson, 1996). There was also lack of enough priority from the business owner. This was due to the general awareness of the mandate as far as the prevention of pollution is concerned. In order to ensure success of this project then there has to be increased awareness especially of the EPA funded Chemical and Pesticide Results Measure Project (CAPRM) and this would in turn help increase the participation of many business owners. In addition, there was also lack of the regulatory enforcer. This to me I don’t

Universal characteristics of aggressive behaviour in humans

Universal characteristics of aggressive behaviour in humans In what sense are aggressive behaviors, i.e. conflict, competition, and dominance, universal characteristics of humans? What is the evidence that in some cultures aggressive behaviors are rarely observed and strongly sanctioned? How is such an outcome achieved? Humans are innately social animals,  whose existence depends on a continued complex relationship with other human beings. Expressed aggression will inevitably lead to an individual or group as the dominator, and an individual or group as the dominated. Since human origin, individuals and groups have had continuous conflicts in search for the best economic resources, the most fertile land, and the most sustainable reproductive social group. For this reason, human history is full of aggressive conflicts and sanctioned aggressive behaviors. This essay is a brief composition summarizing the outcomes of aggressive human behaviors, specifically focusing on whether dominance, competition, conflict, and war are caused by nature, nurture, or both. This essay also presents case studies of rare amicable, nonviolent societies and their achievements of peace and human security. It is widely agreed among evolutionary anthropologists and sociobiologists that aggression is a biologically universal human characteristic (Dennen Falger 1990; Schmookler 1995; Wrangham Peterson 1996); however, many contemporary cultural anthropologists advocate that aggression is a cultural construct (Kropotkin 1914). Indeed, the historical debate between nature and nurture is vigorous, as the categories of human intrinsical, interactional, and environmental traits are blurred. Hobbes (ed. Tuck 1991) argued that war is a functional part of human nature that maintains a balance of power and solidarity. Rousseau (Jonathan 2005) defended the position that war is independent from human nature, and is therefore a dysfunctional social construct invented by states intended to protect societies. In contrast, Malthus (Pullen 1989) believed war to be a functional mechanism imparted by God to humans to reduce populations at necessary intervals through an innate expression of aggression and a need for in-group cohesion to maintain a sustainable equilibrium. The nature-nurture debate continues still, from early philosophers to contemporary scholars with no definitive answer. The debate however has recently grown more complex with a greater comprehension of biological predispositions that effect human behavior. The most compelling explanation is that many biological predispositions, like aggression and competition, can be distinguished from, but influenced by, the cultural environment (Renfrew 1997). Every living organism, Ridley (2003, p. 236) argues, is an instrument for genes to grow, feed, thrive, replicate, and die, but most importantly its primary survival function is reproduction. Reproduction undoubtedly catalyzes a competitive force to create descendants. This essay reputes the position that biological factors influence the cultural, or as Ridley (2003) describes it nature via nurture. More specifically, reproduction and aggression biologically entail phenotypic outcomes. All humans feel the need to eliminate competitors, or the offspring of competitors to protect reproductive capital such as territory and mates (Low 2000, p. 214). This can be achieved through aggressive non-violent dominance or aggressive violent conflicts. Anderson and Bushman (2002, p.28) defines human aggression as any behavior directed toward another individual that is carried out with the proximate (immediate) intent to cause harm. This, however, does not mean that the individual has carried out the harmful conduct. It can be inferred then, that aggression is a means to create an inverse relation to achieve a goal through someone without the use of harm or violence. The definition of violence, such as war, conflict, competition, and dominance is arbitrary. For example, violence in one culture can be very different to another culture, or even to individuals of the same culture. Anderson Bushman (2002, p.29) defines violence as aggression that has extreme harm as its goal (e.g., death). When comparing the two definitions, it is clear that violence is aggressive expression but, conversely, aggression does not always lead to violence. These definitions lead to the conclusion that aggression is biological and universal among humans and furthermore, violence is nature via nurture. In fact, human expression of violence is minimal compared to aggression. Aggression can be observed in almost every human interaction in the form of non-violent dominance and competition for social capital (Dennen Falger 1990). Culture arbitrates in inverse relations with norms, mores, folkways, and taboos to prevent aggression turning into rampant violence. With the mediation of culture, aggression via violence serves multiple functions and dysfunctions within human societies (Dennen Falger 1990). Established in-out groups create and maintain group identity and boundary lines between societies. This stratification then creates reciprocal hostility between groups and creates the need for social institutions. These institutions often act as social filters preventing impulsive social conflict between in-out groups (Dennen Falger 1990). These filters also act as a mobilization mechanism, unifying the energies of group members, thus increasing group cohesion or reaffirming state sovereignty (Dennen Falger 1990). Without group unification, powerful charismatic people cannot rally a society toward a collective interest. Social order is achieved through rules and commands issued by these powerful people to maintain a normative system of society and influence the weaker people to represent their will (Dennen Falger 1990). The example of aggression (nature) via dominance (nurture) complies with the laws of mutual aid and mutual struggle (Wrangham Peterson 1996; Kropotkin 1914 ). Through these two laws humans directly benefit from achieved power, status, and resources through competition; however, as a result, 60 percent of all human societies engage in warfare at least yearly (Low 2000, p. 223). War would be inevitable if the genetic basis alone dictated human action. The above arguments have uncovered that the universal character of human conflict, competition, and dominance is contingent on biological aggressive behaviors. Ethnographic records and historical accounts tell a clear story of hominid catalyzed aggression (Carmen 1997). From primate pack raiding, to Homo habilis tribal skirmishes, to Homo erectus group battles, to Neandertal societal armed conflicts, to Homo sapien civilization wars (Schmookler 1995 p. 74-87; Otterbein 2004), humans have perpetually constructed cultural systems to solve the recurrent problem of violent aggression via mutual aid and mutual struggle. Through history, humans have been actively altering their environments through problem solving to best suit intellectual development, which has caused an inevitable in-group/out-group competition (Schmookler 1995). The more humans mutually support each other, the more intellectual development occurs; conversely, the more human intellect increases, the larger civilizations become, and more blood is shed (Schmookler 1995). That is, greater levels of population pressure are associated with a greater likelihood of warfare. Furthermore, warfare is more likely in advanced horticultural and agrarian societies than it is in hunting-and-gathering and simple horticultural societies, and that it is also more likely in hunting-and-gathering and agrarian societies that have above-average population densities (Nolan  2003). Thus, the denser human population becomes, the laws of mutual aid and mutual struggle become more imposed. This is evidence that culture can intensify or suppress expressions of aggression. For the most part, however, culture has been unsuccessful at eliminating violence. Since mutual aid and mutual struggle has failed to resolve the problem of universal conflict, surely something must provide a solution. Kropotkin (1914, p. 74) argues that, better conditions are created by the elimination of competition by means of mutual aid, thus establishing a cultural ecology of pacificism. This argument fails because, as presented above, innate aggression induces competition for optimal human survival. To completely eliminate competition, aggression must first be entirely suppressed. Complex human culture is unable to hinder aggression to the degree of elimination, but Kropotkin inadvertently made a good point. Once competition is reduced, social disparities and meritocracy will also decrease, thus preventing the less dominant group from obtaining the subordinate position (Schmookler 1995). The latter part of this essay will draw upon case studies to argue that competition reduction has been the primary objective for many tribal societies and welfare states. Kropotkin (1914) uses numerous examples to argue that societies with intra-group cohesion rarely encounter intra or inter-group conflict. Among them is a Papuan tribe located in Geelwink Bay, studied by G.L. Blink (1888). Kropotkin (1914, p. 94) interprets Blinks account as, never having any quarrels worth speaking of and never had he any conflict to complain of which is unsupported because Blink, in his field notes writes, war prisoners are sometimes eaten. Kropotkin does not completely overlook this statement of warfare, but this case study fails to prove his point that inter-group peace is achievable. Kropotkin, therefore, makes a detrimental mistake in his argument for exemplifying paramount sociability and inter-tribal peace. It seems Kropotkin was attempting to persuade readers through an anarchist agenda by centering on the Papuan peaceful in-group relations and describing the Papuan tribe as having a primitive communist system (Kropotkin 1914, p. 93-95). By using examples of Inuit tribes, Kropotkin once again glorifies in-group mutual aid, but abandons emphasis on inter-group conflict. In summarizing Veniaminoff, Kropotkin (1914, p. 100) writes, one murder only had been committed since the last century in a population of 60,000 people, irrespective of mass infanticide to maintain a sustainable population. In truth, Inuit tribes rely heavily on cooperation and reciprocity for intra-group survival; however, they are not exempt from inter-group hostility as Kropotkin omits (1914, p. 95-104; Gat 1999, p. 26). Anthropologist Reynolds (1985, p. 24) asserts that, Eskimos had limited their aggressiveness in past fights with other Eskimos, but had been more brutal in fights with other North American Indian peoples. Although restrained and ritualized, Inuit did wage combat against each other and engaged in inter-ethnic conflict (Gat 1999, p. 26). Even Veniaminoff, whom Kropotkin (1914, p. 99) quotes, writes that for Aleoutes it is considered s hameful toà ¢Ã¢â€š ¬Ã‚ ¦ask pardon from an enemy; to die without ever having killed an enemy. Once again, Kropotkin relates the primitive society with his anarchical communist agenda to prove in-group solidarity and peace is achievable, but avoids out-group enmity. Specifically, Kropotkin takes a Rousseauean social Darwinist stance on aggression and conflict by arguing that humans are innately peaceable and cooperative. Nevertheless, Kropotkin shares a commonality with Rousseau, Malthus, and Hobbes; each has constructed two functional and universal explanations for aggression and conflict (Dawson 1996, p. 7). Firstly, interspecific aggression occurs when one group attempts to exclude another group through competitiveness and dominance. This can be achieved with or without violence and is distinguished from predation, when an individual or group dominates the other for the economic gain of a food source. Secondly, group cohesion results in a synergistic in-group relationship, consequently producing an ethnocentric view of superiority toward other groups (Pope 2000, p. 161; Dawson 1996, p. 7). Although Kropotkin downplayed group ethnocentrism and rallying, he realized it is inevitable, as explained above. Indeed, the laws of mutual aid and mutual struggle universally obligate humans. As explained above, innate competition and group solidarity has, throughout the history of man, led to conflicts. With the rise of large-scale societies, these conflicts evolved into primitive warfare. During the early Paleolithic, H. s. sapiens began to spread rapidly across the earths surface (Dawson 1996, p. 26). Fissionings and fusions occurred often, and competition intensified because of seasonal scarce resources. According to Dawson (1996, p. 26) all theories of primitive warfare have recognized that whether or not it [war] is innate it has to be triggered by competition. Warfare is certainly not innate, but it may account for the wide dispersal of early Paleolithic humanity. Conversely, it would have limited the possibilities for offensive/defensive competition because early humans most likely fought for land and resources and the winner would assume ownership, while the other group found new economic capital (Dawson 1996, p. 26). This method would prove effective until group s could no longer diffuse due to a limit of land and resources. At the beginning of the Neolithic culture, large groups could no longer easily avoid neighboring groups by seeking new land, therefore resource limitations compelled people to live in larger, more cohesive societies (Dawson 1996, p. 26-27). Dense populations compelled groups to become territorial, with semi-permanent settlements. Human societies, consequently, were forced to create caches of food to survive. In order to protect these caches, defensible resources became a defensive strategy against raiding groups, especially for agricultural societies (Dawson 1996, p. 26-27). Defensive logistics were designed to deter war but, according to the archeological evidence, war was more often and more brutal (Dawson 1996, p. 26-27). As a result of militarism, the individual became an expendable resource for the good of the group. The democratization of warfare among states is the current solution to the consistent and universal competitive strive for dominance. The democratic model originated during the French Revolution, when states were not yet nation-states and nationalism had not yet developed as a significant political force (Baylis, Smith, Owens 2008, p. 546). For the first time, humanity mustered an enormous and unprecedented amount of human energy into one single national service and mutual protection (Schmookler 1995, p. 99-100, 287-288; Baylis et al. 2008, p. 546). When France democratically handed over this vast army to Napoleon, neighboring nations were compelled to enhance and enlarge their military to deter domination. However, Napoleon was able to dominate Europe because of the newly devised national political system, enabling him to conjure unequalled armies (Schmookler 1995, p. 99-100, 287-288; Baylis, et al. 2008, p. 546). Once again, the laws of mutual aid and mutual struggle intertwine. In conclusion, Hobbes, Malthus, Rousseau, and Kropotkin all had a static view of competition. Competition inevitably leads to war and peace. The laws of mutual aid and mutual struggle are innate, universal, and are not mutually exclusive. They secure orderliness and allow humans to act freely to preserve their genes, however, the knowledge and values shared by a society influence and, to some degree, determine the thoughts and actions of an individual to behave synergistically and symbiotically (Schmookler 1995, p. 13). Through time, humanity has used solidarity, anarchy, fissioning, defense, militarism, social institutions, and democracy to sanction or repel conflict and violence with no prevail. In each case study presented, intra-group solidarity brought on inter-group competition and conversely, inter-group conflict caused intra-group solidarity. Because humans are social creatures and are dependent on each other for culture, conflicts are inevitable. The laws of mutual struggle and mutual aid operate within the law of natural selection gene survival of the fittest individual or group. In/out groups will always be present; however, conflict and war are not innately biological. They are an outward expression of acculturation. That is, human biological aggression is stimulated by cultural norms, mores, folkways, and taboos. A groups cultural sanctions determine the social consequence for overt aggression.

German :: essays papers

German Both Rasmus Rask and Jakob Grimm, at the time of their deaths, were aware that there were exceptions to Grimm's Law, but no one at that time could account for these exceptions. That remained for the Danish linguist Karl Verner (1846 - 1896) to do. Verner noticed that a great number of exceptions to Grimm's Law also had a regularity and system of their own, and could be explained logically as well. By examining Sanskrit, which preserved the older Indo-European stress patterns and which did not undergo the Germanic Consonant shift, and comparing Sanskrit and Germanic cognates, Verner was able to see that stress patterns in words had influenced the pronunciation of nearby consonants. To see the effect of stress on nearby consonants, say the words "exist" and "exit." Most people pronounce the first /Ig'zIst/ and the second /EksIt/. (I use the symbol /E/ to stand for the mid front lax vowel.) Notice how the voiceless velar stop /k/ in "exit" becomes the voiced velar stop /g/ when it follows an unstressed (unaccented) vowel and is surrounded by voiced sounds. Verner concluded the changes described by Rask and Grimm occurred in early Germanic times, and then another set of consonant shifts occurred later caused by stress patterns. And then (this is crucial) the stress shifted to the first syllable, effectively hiding the causes of the succeeding shift and making it almost impossible to recognize. Verner published his results in 1875, and the patterns he described came to be known as Verner's Law. Verner was thus able to explain a whole category of seeming exceptions to Grimm's Law: Indo-European voiceless stops /p/, /t/, and /k/ shifted to early Germanic voiceless fricatives /f/, /q/ and /x/, according to Grimm's Law. German :: essays papers German Both Rasmus Rask and Jakob Grimm, at the time of their deaths, were aware that there were exceptions to Grimm's Law, but no one at that time could account for these exceptions. That remained for the Danish linguist Karl Verner (1846 - 1896) to do. Verner noticed that a great number of exceptions to Grimm's Law also had a regularity and system of their own, and could be explained logically as well. By examining Sanskrit, which preserved the older Indo-European stress patterns and which did not undergo the Germanic Consonant shift, and comparing Sanskrit and Germanic cognates, Verner was able to see that stress patterns in words had influenced the pronunciation of nearby consonants. To see the effect of stress on nearby consonants, say the words "exist" and "exit." Most people pronounce the first /Ig'zIst/ and the second /EksIt/. (I use the symbol /E/ to stand for the mid front lax vowel.) Notice how the voiceless velar stop /k/ in "exit" becomes the voiced velar stop /g/ when it follows an unstressed (unaccented) vowel and is surrounded by voiced sounds. Verner concluded the changes described by Rask and Grimm occurred in early Germanic times, and then another set of consonant shifts occurred later caused by stress patterns. And then (this is crucial) the stress shifted to the first syllable, effectively hiding the causes of the succeeding shift and making it almost impossible to recognize. Verner published his results in 1875, and the patterns he described came to be known as Verner's Law. Verner was thus able to explain a whole category of seeming exceptions to Grimm's Law: Indo-European voiceless stops /p/, /t/, and /k/ shifted to early Germanic voiceless fricatives /f/, /q/ and /x/, according to Grimm's Law.

Bead Bar Network Paper

Bead bar specializes in making beads jewellery for the customers. They have three divisions’ namely studios, franchises and bead bar on board that requires to be connected for synchronization of activities. It is required to create a network design and the appropriate topology which would be of good to the company for communicating the requirements and sharing information to keep in synchronization with the current state of the business.The network topology would be discussed which would make the communication feasible and possible with regard to all the physical and network barriers.The network design is the architecture which would give a clear picture of the interconnection of devices and the departments to facilitate the sharing of business information. The final section discusses the pros and cons of the proposed topology in question. Background information of Bead Bar: Bead Bar as an organization is departmentalized into three divisions namely studios, franchises and bea d bar on board. The present situation does not create a network among the divisions and thus creates inconsistencies in information sharing and knowledge about the company as a whole, at any given point of time.A computer network would facilitate the process of getting the entire job done for every customer at a lesser time than usual. It would make sure that information regarding ones choice and preferences would be catered and stored for future benefits. The network would enrich the communication among the divisions which in turn would facilitate greater workability and functionality in operation. Recommendation overview: The network recommendation for the Bead Bar could be capitulated into LAN and WAN.The internal network within the divisions would have a LAN network; however the inter-department communication would be made possible using WAN. Creating a LAN would create an internal network which can be made possible for connecting the personnel in the very department itself. For the LAN network, switches and hubs are used for connecting the sole division itself and for WAN routers are used for interconnecting each other. Explanation of the Network Design: All the three divisions of the company are interconnected using the network cable in a wired network using both LAN and WAN.Using LAN the computers are interconnected within the office or building premises so that all the employees are able to get information on demand. The head office has a central server where all the information us stored in the database. The other offices are also networked using the LAN technologies. The switch is two layered and used to take care of the storing and forwarding mechanism as stated in Tanenbaum (2003). Using WAN the network connections are using the public data services and get connect to internet and using VPN technology, using login credentials.Network Topology: The LAN technology follows a star topology with hubs. The interconnecting devices used facilitate the use and share of information. The hubs are used to store and forward the information. Star topology is used which would facilitate the efficient use of network resources (Star Topology). Advantages of the architecture: †¢ Having a star topology would make it less expensive in relation to mesh topology. †¢ In a star, each device needs only one link and one I/O port to connect it to any number of other devices (Forouzan, 2003).†¢ It makes the star topology easy to install and reconfigure with time and need. †¢ Star topology requires far less cabling and any additions, deletions and moves involve only one connection between that device and hub. †¢ It is quite robust in nature; if one link fails the others do not cease to operate. This factor also enhances the fault identification and fault isolation. †¢ As long as the hub is in working condition, it is quite easy to monitor link problems and bypass defective links. †¢ A WAN is used for connecting to the i nternet so as to get connected with the other departments across geographic locations.†¢ VPN technology is used to validate the user of the network so that the connection established is secure in nature. It would use the login name and password facilities to enable a secure way of handling data. †¢ A database server is used so that all the information is stored centrally and all the users access the information using their credentials. †¢ The VPN also makes sure that not all users would be able to access all for ms of data an data security and integrity is restricted using the login credentials. Drawbacks of the architecture:†¢ The VPN technology would be quite expensive to implement (VPN). †¢ The cost of switches and hubs would be costly. †¢ The use of websites where all the computers are used for accessing directly the internet would have made the architecture more accessible but security would have been less. Even the cost of web server would be incu rred quite high. Conclusion The primary objective to connect has been taken into account and the network topology has been discussed to give shape to the entire network for interconnecting with the various divisions in the company.The network architecture and the drawbacks associated with it are thoroughly examined for its feasibility and communication. The network topology would have an upper hand on the drawbacks and is quite sufficient to inter-connect the enterprise to capitalize on its resources. References/ Bibliography Forouzan A. Behrouz (2003). TCP/IP Protocol Suite, second edition. Tata McGraw Hill. Physinfo (2006). Network Topologies. Retrieved October 26, 2007 from http://physinfo. ulb. ac. be/cit_courseware/networks/pt2_1. htm

The Sight of Beauty

I was walking on the beach right before the sunset, searching for a good spot to fish. I stop and gaze at the ocean. The waves, ever so gracefully crashing on the beach, a picture perfect moment. Perhaps moments were you feel worthy of being alive, seeing the beauty that Mother Nature has to offer. Seeing what the world has to offer of life. I came back from school, tired and exaughested. I Just had a very big and difficult examination that I did not do so well on.The agony of getting a below average grade when everybody got an above average grade. It is a feeling that is a very negative one. When I came out of school I had to study for another important test. In my mind, I'm thinking how all the world has to offer is difficulty in life, and if it's not difficulty, then its agony and self-consciousness. Hopefully I will get a sufficient grade to please my parents' expectations. To refresh my mind, I take a short walk on the beach with a fishing pole in one hand.As I was walking, I se e people stop and gaze at the water, taking pictures. These people also had a fishing pole, and fishermen are usually on a task, to catch fish and bring home a nice dinner to enjoy with their family. But these people are stopped dead in their tracks by a sight. What was this sight about? Maybe it was a big school offish, but as I looked, it was something better. It was a sight of beauty. The beauty of the ocean, the sunset, and how the waves in the ocean were ot rough white caps, but calm and beautiful.The waves crashing on the surf ever so gracefully, as if it was moving in a balletic. Then a thought hit me, of what the world has to offer me. It's not always difficulty in life, or agony or self-consciousness, but it offers you life, and the beauty of nature. Yes, the world offers you some challenges and difficulty, but it's only a small price to pay to see the beauty of the world. I am thankful of the beauties the world offers me

Public Speaking †I Hate It!

Public Speaking – I Hate It! Free Online Research Papers It was the fourth grade. I always heard rumors and gossip about a certain teacher. This year, kids said to take any teacher except Mrs. Rivera, the oral project teacher. Of course in elementary, we did not have a choice of which teacher to choose. Boy, I was shocked when I glanced at the window that had my schedule. Mrs. Rivera would be my teacher. No problems, all I need to do is stand in front of the class and speak. Of course, I always hated talking in front of the class. I did orals in second and third grade; but it couldnt be that bad. Nothing could go wrong. Thats what I thought. The season changed with cold rains and blistering chills to blooming flowers and emerging birds. It was spring, and the school year would be over soon. This is when I finally knew why everyone hated her class. Mrs. Rivera gave us the dreaded and most painful oral, The Play. It consisted of singing, dancing, acting, and prancing across the gym. Could it get any worse? Of course it could. On a piece of paper, stuck to a wall with eight pushpins and long-lasting duct tape, it stated, Invite people you know to The Play. A couple days after the announcement, a white envelope came in the the name Mrs. Rivera pasted on the return address. Why wasnt I surprised to find out this was an invitation to The Play for my parents? There were no more excuses. I had no choice but to join the play. We first started by taking roles in different dramas. I rushed through a crowd of kids and hunted for a small lined part. I would be a dashing soldier, protecting the country of Rome from evil dragons while doing my best to keep the Gods happy. Next, we all took bells and canes for the singing, prancing, and dancing part of the play. I received a tiny scratched bell with a little red piece of yarn. It was the ugliest bell, but I became use to these consequences and I did not have any problem in going forward with progress. After getting our red-striped canes and other materials, we rehearsed our parts. Well most did. Personally, I hated the whole thing, especially the singing roles. When the kids werent in tune, she blamed it on me and forced me to sing more. When we had to jingle the bells for a beat, my bell would just make an ugly thump sound. Even with all these problems, everyone seemed ready for The Play. It just started to get dark and people piled onto the benches. Today was the day all our preparation came into action. Cameras covered the scene with parents making sure they did not miss anything. I was doing well. The Roman drama went perfectly and we excited the crowd with our acting skills. The singing and dancing were just as great. We sung with utmost excellence and made it to our spots with no wrong steps. That was the last major oral project we did in fourth grade. It was a pretty awful school year, but I gained a lot of knowledge from it. I learned how to speak in front of an audience in a firm and clear voice. I gained more confidence and I did not worry about orals as much. I guess fourth grade was not that bad, after acknowledging all the accomplishments I made that year. However, I sure would not want to go through the dire fourth grade again. Research Papers on Public Speaking - I Hate It!The Spring and AutumnStandardized TestingHip-Hop is ArtHonest Iagos Truth through DeceptionThe Effects of Illegal ImmigrationPersonal Experience with Teen Pregnancy19 Century Society: A Deeply Divided EraThe Hockey GameMarketing of Lifeboy Soap A Unilever ProductCapital Punishment