Literature Review Essay Example | Topics and Well Written Essays - 500 words

Literature Review - Essay Example It was possibly the only study which was conducted to trace the transportation, occurrence in the environment and the ultimate end result of these chemicals, especially harmonically active chemicals that significantly stimulate physiological response in human-beings. The study had selected 95 organic wastewater contaminants or OWC from the US streams that were observed to be the most damaging to the environment and to the health and survival of human-beings. The study had some startling results that showed the serious lapses on the part of the industries and pharmaceutical companies who were not effectively treating their effluents for the dangerous chemicals that were allowed to be passed onto the streams whose water was being used by the population at large. Indeed, the presence of many of these potentially fatal and active chemicals in the water pose serious threat to the health of the masses and needs to be addressed at the earliest. The scientists’ concern is genuine and reiterates that the conservation and preservation of natural resources are important part of population dynamics as its sustenance depends on the available resources. The population growth has brought into focus the issue of sustainable development that promotes maintenance of ecosystem that facilitates a continuous supply of natural resources like safe drinking water, clean air, energy and food with proper waste disposal system. The wide ramification of science and technology are both good and dangerous and therefore, they must be tempered with conscious efforts towards environment conservation and preservation. Kolpin, Dana W.; Furlong, Edward T.; Meyer Michael T.; Thurman, E. Michael; Zaugg, Steven D.; Barber, Larry B.; Buxton, Herbert T. (2002).Pharmaceuticals, Hormones, and Other Organic Wastewater Contaminants in U.S. Streams, 1999-2000: A National Reconnaissance. Journal of Environment Science and

Passion for College Students Essay Example for Free

Passion for College Students Essay College students traditionally show pride towards their respective school. What makes students so enthusiastic for their school? In Laura Randall’s â€Å"Things You Only Do in College† and David Berreby’s â€Å"It Takes a Tribe† both writers explore college culture but come up with decidedly different results. Randall argues that college students’ traditions are embarrassing to the university, and students should be focusing on schoolwork not traditions; but Berreby suggests traditions are for the pride which students have for their school. In this essay I argue that students are passionate for their school, and the traditions they participate in are for the pride they have for the school. Randall discusses the traditions at various universities, or the hazing rituals for the fraternities and sororities on the many campuses. In her writing she looks disgusted that colleges are not trying to stop these â€Å"stupid traditions† in Randall’s mind. She states â€Å"Today’s traditions are more likely to involve nudity, fire, and intoxicants and be closely monitored by publicity-wary administrators† (Randall, 211). This quote shows the disappointment for college students and their traditions. Randall is saying there are not any traditions which are good for the university, or the people that participate. Randall implies that these traditions are embarrassing to the universities. In Randall’s writing â€Å"Things You Only Do In College† she discusses tradition students participate in, which she finds embarrassing. Randall believes there should be more money pumped into schools academic fields, because that is the reason the students are there in the first place. She believes the universities should crack down on the traditions which get students in trouble. However, most of these traditions were started over school pride. For example, students will go streaking to break out of their â€Å"shell† and show their school spirit. However, Randall believes these traditions are pointless, and they have no meaning of school pride. Randall writes â€Å"Like their zanier predecessors, they are a long-remembered part of the college experience if occasionally rowdy, childish, illegal, or all three† (Randall, 211). In this quote, a zanier predecessor means the crazy people who did this before them. This passage states that traditions are a part of the college experience, even though they are mostly rambunctious. Traditions might be outlawed, or looked down upon them by the administrators of the university, but the students do these rowdy acts for the pride they have for the university. Sure students will go streaking, and jump into a lake, but they do it for fun, and for their pride of the university. If the students do not care for the university they would not do something so odd for the fun of it. The athletics are what make students passionate for the university. Most weird traditions are started in support for the athletics. The athletics are supported by the student body, and it brings everyone together to do these traditions. In David Berreby’s essay â€Å"It Takes a Tribe† he talks about school pride, and how most college students view it’s us vs. them. David Berreby talks about many rivalries between colleges, and the majority of them are started by athletics. There are academic rivalries between many universities around the country; for example Harvard/Yale, or Princeton/Penn. However, most people when speaking of a rivalry think of some kind of athletics competition. There are students however, who do not know all of the traditions when they first go to their school. They pick them up as they go along. Berreby writes â€Å"They’ll be singing their school songs and cherishing the traditions (just as soon as they learn what they are† (Berreby, 207). In this quote he is saying there are many students who apply to colleges for name recognition. However, when they get to the university or college they will participate in the traditions. Not every student at Penn State knows the fight song or the alma mater. However, when they go to a football game or any other sporting event they will be standing proudly singing that same fight song or alma mater. Berreby states that â€Å"They’ll learn contempt for that rival university, Oklahoma to their Texas, Sacramento State to their U. C. Davis, Annapolis to their West Point† (Berreby, 207). This quote is saying the students will also learn who the rival university is, and they will build a hatred for them, and root against them every chance they get. He also talks about some of the bigger rivalries between colleges. Oklahoma and Texas have been rivals for years, but in the public eye society view this rivalry for sports. No one thinks about whose graduates succeed more after college. Society’s views on rivalries deal with sports, and college students live off their sports teams. If the teams do well then the campus is always more lively, but if the teams lose there is a down feeling all throughout the campus. For example, before Penn State played Michigan in football this year there was a huge anticipation for the game. Most of my friends and me would torture the people who drove from Michigan to the game. Then, after Penn State lost there was a huge negativity all throughout main campus, and I could tell especially from talking to people even a couple days or weeks afterwards. David Berreby in his essay â€Å"It Takes a Tribe† discusses college rivalries, and how students are passionate for their schools for the rivalries. David Berreby and Laura Randall both write about college traditions, and the students that participate in them. However, they both have very different opinions on the traditions. Randall believes the universities are tired of the traditions that students take a part in. She also implies that there needs to be more focus in the classroom. However, Berreby writes about how students are doing these traditions because of the pride they have for the university. He implies that students also love the rivalry between colleges. In colleges around the world students have different opinions on the universities they attend. In my college experience I have found nothing that makes me more excited than sporting events. Of course I go to class because that is the reason why any student goes to college. However, my passion for this university goes beyond the sporting events. The pride I have is different than what others have. Although, I do participate in all the traditions at Penn State, whether it’s going to the football game, and singing the alma mater, or singing Hey Baby in between the third and fourth quarter of a football game. They are all traditions which students that are enthusiastic for this university participate in. Students everywhere have some type of school pride, but all express it differently. Whether it’s streaking, or hazing they all have a meaning. The traditions that students participate in are out of the pride they have in their school, and there is nothing that will stop students from doing these traditions in the future.

Emotions in Psychopathy and Borderline Personality Disorder

Emotions in Psychopathy and Borderline Personality Disorder Fathimath Shaiba Nimal Citation: Herpertz, S. C., Werth, U., Lukas, G., Qunaibi, M., Schuerkens, A., Kunert, H. J., Sass, H. (2001). Emotion in criminal offenders with psychopathy and borderline personality disorder. Archives of General Psychiatry, 58(8), 737-745. The extensive commonality between the current range of recognized personality disorders is evident amid the conditions that constitute to form cluster B, a sub group best referred to as the theatrical, emotive, and volatile cluster (Personality Disorders Symptoms, n.d.). Borderline personality disorder (BPD) and psychopathy are believed to be the most infamous and controversial of the bunch, and share a great deal of parallel features. (Comer, 2009). This particular article aims to build a more concrete barrier between the pair by comparing their respective styles of emotional response. The authors emphasized that though the DSM-IV criteria disregards the expected emotional features of psychopathic patients, the diagnostic measures for psychopathy by Cleckly states that psychopaths usually lack receptiveness to negative stimuli. Experimental studies on psychopathic criminals conducted prior to the article seem to support the claim. However, studies of emotion in BPD offenders were scarce. Accordingly, the authors based their research on the conjecture that patients with psychopathy will demonstrate a significantly weaker reaction to unpleasant and pleasant stimuli compared with BPD patients and control subjects, thus steering the first experiment to touch on the problem of diagnostic specificity. Hypotheses: The hypotheses generated by the experimenters comprised of several prongs, including one null hypothesis and two alternative hypotheses. H1: Psychopaths will display a weaker startle response, weaker facial expressions and lower autonomic responses to emotional stimuli when compared with both BPD criminal offenders and noncriminal control subjects H0: BPD subjects and controls will demonstrate similar configurations of startle response and facial expressions. H1: BPD subjects are will show a decreased electrodermal response, thereby illustrating why BPD patients exhibit a penchant for stimulus-seeking and impulsive behavior. Subjects and Selection Procedure: 50 male inmates convicted of capital crimes from two separate forensic treatment facilities were selected for the initial screening. They were informed that 25 of the criminal offenders were diagnosed with psychopathy, while the latter half was believed to have BPD. The subjects were further evaluated with the aid of the Psychopathy Checklist: Screening Version (PCL: SV) and the International Personality Disorder Examination (IPDE). The two investigators responsible for the screening process were oblivious to the clinical diagnosis the patients had received at the treatment facilities. Depending on their respective scores, the subjects were then selected for one of the two experimental groups. The article accentuates that both the raters had been in agreement on whom to include in the study. Offenders with mental deficiencies, dementia, schizophrenia, paranoid disorder, or current alcohol or drug abuse were disqualified. 25 male controls with no history of psychiatric illness or criminal violence were recruited via bulletin board announcements. The final count consisted of 18 subjects with BPD, 25 psychopaths and 24 controls. Methodology and Procedure of Data Collection: Materials: The investigators opted to use 24 slides from the International Affective Picture System, consisting of 8 pleasant, 8 neutral and 8 unpleasant slides. The slides were selected on its capacity to incite positive and negative feelings from the subjects and were presented in random order for less than six seconds each. Variables: The article had two dependent variables, the valance and arousal ratings, that hinged on the responses demonstrated by the psychopaths, BPD offenders, and controls towards the slides. Therefore, the subject groups and stimuli are believed to be the independent variables controlled by the experimenters while the BPD patients and psychopaths were the experimental unit. The three different types of slides (pleasant, unpleasant and neutral) pertained to the levels of the responses. Valance and arousal ratings were measured via a self-assessment report and physiological measurements. These variables constituted to form a 32 contingency table. Self-Assessment Report: Subjects were asked to rate the strength of their affective response using the Self-Assessment Manikin. The ratings (0-9) reflected both the arousal and valance of emotion. Physiological Measurements Electrodermal Activity: The changes in the skin’s ability to conduct electricity were recorded to demonstrate the arousal dimension of emotion. Electrodes fixed on the non-dominant hands of all subjects measured the magnitude of the skin conductance response every 20 milliseconds. Modulation of the Startle Reflex: The defense response to a sudden acoustic probe was used to measure the valance of emotion. Two miniature electrodes placed round the left eye measured the strength of the eye blink, if any. Electromyographic response: Muscle activity of the face determined whether the subject frowned or remained constant in response to the stimulus and was recorded with the help of tiny electrodes placed above the right eye. Data Analysis and Results Diagnostic group effects were assessed using Kruskal Wallis tests and post hoc Mann-Whitney tests for pairwise comparisons of independent samples. Fluctuations in physiological parameters were analyzed using the Friedman test for repeated measures while post hoc pairwise comparisons were performed on slide valance categories using Wilcoxon signed rank tests for paired samples. The connection between slide valance and psychophysiological measures were tested separately for each diagnostic group. Post-hoc pairwise comparisons for group effects and slide valance categories paved the way for the Bonferroni-Holm procedure which identified the pair with a substantial effect for that particular variable and conserved a 0.05 level error rate. P values were ordered from smallest (i=1) to largest (i=3) among 3 comparisons. The groups relevant to Pi are said to differ at the overall 0.05 level provided Pi ≠¤ 0.05/ [(M+1)-i]. Post hoc contrasts verified that pleasant slides were rated higher compared to both unpleasant and neutral slides, with unpleasant slides being rated significantly lower than neutral slides in valence. Overall slide valence effect for arousal ratings demonstrated similar results. However, the psychophysiological measurements diverged from the self-assessment results. Post hoc Wilcoxon signed rank tests exhibited that the skin conductance responses were higher when viewing pleasant (P Furthermore, the Friedman test showed a noticeable change in electromyographic responses with slide valance categories in both BPD subjects (P=0.02) and controls (P=0.03), as opposed to psychopaths (P=0.44). However, Post hoc Wilcoxon signed rank tests directed that controls exhibited a larger EMG response to unpleasant slides likened to pleasant ones (P=0.01), unlike BPD subjects who displayed no difference in their response to pleasant and unpleasant slides (P=0.46). In fact, BPD subjects revealed a trivial change to pleasant slides (P=0.06). Lastly, psychopaths failed to respond to the startle probes often, regardless of the valance of the slides presented, contrary to both BPD subjects and controls. Nine psychopaths, 1 BPD subject and 2 controls were completely unresponsive. Dear Sir, This article has certainly opened my eyes to a few things, including the fact that reasons for the stigma associated with â€Å"psychopaths† need rebuttal and amendment. One must realize that all people are unique and comprised of distinctive predispositions. The article proved the hypotheses that psychopaths, indeed, displayed hypo-emotionality compared to both BPD subjects and controls, clearly illustrating why tend to act out in their need for stimulation. While I found the article quite interesting and cohesive, it cannot be denied that the experimental design had certain limitations in itself. For starters, the test groups were relatively small and of varying sizes. However, the article stresses that great care was taken to recruit distinctive diagnostic groups with vastly different PCL: SV scores. Secondly, experimental subjects were recruited from psychiatric treatment facilities, all believed to have a criminal record. This can possibly modify the outcomes, since it can be difficult to say if their responses were solely due to the psychiatric illness. Consequently, it can be argued that the differences in responses of control subjects are due to their non-criminal background, rather than the absence of a personality disorder per se. Of course, there is no denying that future research in this matter is essential to grasp a deeper understanding of why violent behavior is prevalent in personality disorders. Perhaps, further studies can use psychopathic and BPD subjects who need not necessarily come from a criminal background. Moreover, I feel that women should also be included in the sample, in order to form a diagnostic sample that can denote the entire population. Overall, I found the article to be an interesting and informative read. They had showcased the evidences for their hypotheses brilliantly well and I found myself completely engrossed in the study. REFERENCES Comer, R. J. (2009). Abnormal Psychology. New York: Worth Publishers. Herpertz, S. C., Werth, U., Lukas, G., Qunaibi, M., Schuerkens, A., Kunert, H. J., Sass, H. (2001). Emotion in criminal offenders with psychopathy and borderline personality disorder. Archives of General Psychiatry, 58(8), 737-745. Personality Disorders Symptoms. (n.d.). Retrieved November 9, 2014, from Mayo Clinic: http://www.mayoclinic.org/diseases-conditions/personality-disorders/basics/symptoms/con-20030111

Violence :: social issues

Violence The last five years have seen an increase in the stand on violence in movies. As action movies with their big stars are taken to new heights every year, more people seem to argue that the violence is influencing our country’s youth. Yet, each year, the amount of viewers also increases. This summer’s smash hit Independence Day grossed more money than any other film in history, and it was full of violence. The other summer hits included. Mission: Impossible, Courage Under Fire, and A Time to Kill. All of these movies contained violence, and all were highly acclaimed. And all, with the exception of Independence Day, were aimed toward adults who understood the violence and could separate screen violence from real violence. There is nothing wrong with having violence in film. If an adult wants to spend an evening watching Arnold Schwartzenager Save the world, then he should have that right. Film critic Hal Hinson enjoys watching movies. In fact, he fell in love with movies at the same time that he remembers being afraid for the first time. He was watching Frankenstein, and, as he described in his essay â€Å"In Defense of Violence,† it played with his senses in such a way that he instantaneously fell in love with movies. . The danger was fake, but Hinson described that it played with his senses in such a way that he almost instantly fell in love. Hinson feels that most movie lovers were incited by the same hooks as himself. Movies were thrilling, dangerous, and mesmerizing (Hinson 581-2). Hinson says that as a culture, we like violent art. Yet this is not something that is new to today's culture. The ancient Greeks perfected the genre of tragedy with a use of violence. According to Hinson, they believed that "while violence in life is destructive, violence in art need not be; that art provides a healthy channel for the natural aggressive forces within us" (Hinson 585). Today, the Greek tragedy is not often seen, but there are other shows movies that embody and use violence. Tom and Jerry, The Three Stooges, and popular prime time shows including the highly acclaimed NYPD Blue and ER are all violent. There is a surplus of violent movies in Hollywood. Usually, the years highest moneymakers are violent. Even Oscar winning movies, those movies that are "the best of the year," have violence in them.

What Are the Statistics on Cooperative Learning

WHAT ARE THE STATISTICS ON COOPERATIVE LEARNING ANYWAY? Cooperative learning has been debated by educators for a long time and continues to be questioned today. Many educators feel that cooperative learning strips students of the benefits of direct instruction. Proponents of homogeneous learning tend to stray from cooperative learning because it seems to deprive gifted students of learning with their gifted peers.Five studies will be summarized that look at different aspects of cooperative learning: effects with the learning disabled, the advantage of helping behaviors, math achievement, strategic reading in groups, social support, and heterogeneous vs. homogeneous grouping. A study was conducted to find out if students with learning difficulties interacted positively in cooperative learning groups. This study also looked at the importance of training students to work together as opposed to just putting them in groups to complete tasks (Gillies & Ashman, 2000). The study looked at 15 2 third grade students from Australia.Twenty-two of those students had learning difficulties (12 boys and 10 girls). The students were randomly placed in cooperative learning groups of five to six students consisting of one high-ability student, two medium-ability students, and one low-ability student. The Otis-Lennon School Ability Test measured learning ability and grade level readiness. An ANOVA test showed no significant difference between the structured groups (those trained to work cooperatively) and the unstructured groups (those not trained to work together) at the onset of the study.During the study period the structured group received the treatment of cooperative learning training before completing a social studies unit (independent variable). The unstructured group was encouraged to work together as a group and given the same time period to complete the social studies unit, but they never received training for such group work. The students were videotaped twice during the study to observe behaviors and interactions, and they were given comprehension and word reading pre- and posttests. The researchers focused their findings on the students with learning difficulties.There was no significant difference in the behaviors of students in the structured or unstructured groups. However, there were significant findings regarding group interactions. Those students in the structured groups interacted and benefited from interactions significantly more than students in the unstructured groups. Students in the structured group also reached greater achievement on the comprehension posttest than those from the unstructured groups. No significant findings resulted in the word reading posttest between the two groups.The authors did find that this study supported that students with learning difficulties do benefit from working in small, structured cooperative groups (Gillies & Ashman, 2000). Nattiv’s study of cooperative learning (1994) focused on four topics: Do helping behaviors found in cooperative groups have a link to achievement gains in third, fourth, and fifth grade math students? Did gender, grade, or ability level within cooperative groups affect achievement? Do all helping behaviors benefit academic achievement? Does gender, grade, or ability level have an effect on the helping behaviors exhibited? Nattiv, 1994)). The subjects included 36 third-grade students, 34 fourth-grade students, and 31 fifth-grade students. Fifty-four of those students were male and the remaining 47 were females. The children were ability grouped from the results of the California Test of Basic Skills and the Southwest Regional Lab (both math assessments). Males and females were separately grouped as high-, medium-, and low-ability. The author states that these pretest results could be seen as achievement rather than ability, but the teachers of the students were consulted about the placement of the students (Nattiv, 1994).All of the students received d irect instruction, modeling, and practice of helping behaviors in cooperative group learning. Teachers also received training in this area. The groups, then, participated in grade-level appropriate math units. Students were further encouraged to work cooperatively because individual improvement on assessments also earned team points. Data was collected by audio and video recordings. The research team hypothesized that helping behaviors would be related to achievement. Achievement gain would be used as the dependent variable and would be measured by an ANCOVA test.The team found that there was a significant relationship to students using helping behaviors in cooperative learning groups to academic achievement gain. The only behaviors that did not show significant growth were the giving and receiving of answers without explanation (Nattiv, 1994). Another study conducted in Southeastern United States focused on a different type of cooperative learning called Collaborative Strategic Rea ding. Klingner, Vaughn, and Schumm (1998) sought to discover if this program would be effective in a heterogeneous classroom.They further wanted to analyze reading comprehension, social studies content, and student interactions in conjunction with this technique (Klingner, Vaughn, & Schumm, 1998). The participants included 141 students. Eighty-five students were split into three classes to represent the treatment group (or intervention condition), and 56 students were split into two classes to represent the control condition. To ensure equal groupings the students were assessed with the Woodcock-Johnson Tests of Achievement, then paired and randomly assigned to conditions.Both conditions received the same instruction, number of sessions, time periods per session, and homework activities. The intervention condition received instructions on how to use specific reading strategies to read strategically. The strategies were modeled, practiced, used in small groups, and then encouraged wh en students broke off into their cooperative groups of five to six students. The control condition received direct instruction for the same social studies material and participated in all lessons as a whole group.Sessions within the intervention condition were audiotaped to hear student interactions. The Gates-MacGinitie Standardized Reading test and a social studies unit test served as dependent variables to measure student achievement. The researchers of this study did find these strategies to be successful. The strategies caused the students of the intervention condition to participate more and discuss more academic content. The students also received higher achievement gains in reading comprehension, while also finding success on the social studies testing.LD students and LEP students did not show statistically significant growth, but did show some growth. Not all of the strategies proved to be successful for the intervention condition, but most did serve their purpose (Klingner , et al. , 1998). Johnson, Johnson, Buckman, and Richards (2001) were only interested in the social aspects of cooperative learning. â€Å"The purpose of the present study was to determine whether cooperative learning experiences are related to social support in the classroom,† (Johnson, Johnson, Buckman, & Richards, 2001).The researchers used The Classroom Life Instrument to measure their data. It included 59 Likert-type questions rating statements on a five point scale of truthfulness. The measure was taken in November and January of the same school year. The sample included five eighth-grade classes with 45 girls and 46 boys. They were divided by those who reported being in cooperative groups less than half of the time (35 students) and participating half of the time or more (56 students). The hypothesis was that students would feel more social support in classrooms experiencing cooperative learning more often.Between November and January, research found that students did indeed feel more support with more exposure to cooperative learning. Support was felt by teachers and other students. Students felt more comfortable with materials presented and felt less alienated in the classroom. Students felt more responsible for what they were doing and had a better relationship among classmates both academically and personally (Johnson, et al. , 2001). Grouping students heterogeneously is typically a cooperative learning â€Å"must. Watson and Marshall (1995) wanted to test that theory in a study comparing the effectiveness of heterogeneous grouping and homogeneous grouping in cooperative task structures (Watson & Marshall, 1995). Thirty-five undergraduate elementary education students in a life science class were chosen to participate in this study. In this 13 week treatment, the independent variable was in the grouping of students. Six of the groups were arranged heterogeneously and six groups were arranged homogeneously.All groups were exposed to cooperati ve task structures, cooperative incentive structures, and individual accountability. Control was measured by the National Association of Biology Teachers/ National Science Teachers Association test (form A) before the treatment began. The dependent variable was taken from the results of the NABT/NSTA (form B) posttest. A five-item, five-point Liken scale was used to measure student response to the cooperative learning experiences. The authors felt that greater achievement would be gained by students heterogeneously placed in cooperative learning groups. They were rejected.Findings indicated no significant difference in test results from the heterogeneous groups to the homogeneous groups. In fact, in measuring the students’ perceptions of their experiences the homogeneous groups rated their experiences higher than those of the heterogeneous groups. The authors concluded that further studies should be done to find out if heterogeneous grouping is the most beneficial in all coop erative learning tasks (Watson & Marshall, 1995). I am a strong supporter, and user, of cooperative learning. I feel that students best learn from the modeling of those they can relate to most: their peers.After reviewing these studies I have not only gained a better understanding of what might be needed to strengthen cooperative learning in the education of my students, but I also feel validated in my use of cooperative learning as an effective learning tool. While some of the researchers did reject initial hypotheses, all of them showed value in the practice of cooperative learning. It is important to teach students how to work cooperatively, model good helping behaviors, and help students to receive not only strong academic support but strong social support as well.Finally, heterogeneous grouping may not be best in every experience in the classroom. Different group experiences may be needed to enhance the benefits. References Gillies, R. M. & Ashman, A. F. (2000). The effects of cooperative learning on students with learning difficulties in the lower elementary school. Journal of Special Education, 34(1), 19-27. Johnson, D. W. , Johnson, R. T. , Buckman, L. A. , & Richards, P. S. (2001). The effect of prolonged implementation of cooperative learning on social support within the classroom. The Journal of Psychology, 119(5), 405-411.Klingner, J. K. , Vaughn, S. , & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3-22. Nattiv, A. (1994). Helping behaviors and math achievement gain of students using cooperative learning. The Elementary School Journal, 94(3), 285-297. Watson, S. B. & Marshall, J. E. (1995). Heterogeneous grouping as an element of cooperative learning in an elementary education science course. School Science & Mathematics, 95(8), 401-406.

Quotes to Help You Learn More About Yourself

Quotes to Help You Learn More About Yourself Every person embarks on a journey of self-discovery at some point of time in his or her life. Some people attain spiritual enlightenment during this journey of introspection. Knowing oneself fully is the highest point of self-actualization. To achieve this goal, you have to accept your flaws and special qualities with humility and honesty. If you have a spiritual friend or a guru, you can gain much more from the perspective of an outsider. Ask your companion to help you introspect on your deeper attributes, without being judgmental or defensive. Life is an eternal quest about knowing oneself. Its time to challenge yourself, to rediscover your hidden traits, talents, and tendencies. Several inconvenient questions, which you have swept under the carpet, might resurface. Here is a collection of about me quotes. Each noted author has revealed her or his unique qualities. When you read these about me quotes, you will find the inspiration to ask yourself Is that true about me? Frederick Perls I do my thing and you do yours. I am not in this world to live up to your expectations, and you are not in this world to live up to mine. You are you and I am I, and if by chance we find each other, then it is beautiful. If not, it cant be helped. Marie Bashkirtseff I am my own heroine. Louis LAmour I am somebody. I am me. I like being me. And I need nobody to make me somebody. Josh Groban Dont try to be like me. Try to be like yourself. Try to be very good at being yourself. Irene C. Kassorla You must have control of the authorship of your own destiny. The pen that writes your life story must be held in your own hand. John Mason You were born an original. Dont die a copy. Robert Brault Why try to be someone youre not? Life is hard enough without adding impersonation to the skills required. Albert Einstein I am enough of an artist to draw freely upon my imagination. I am not only a pacifist but a militant pacifist. I am willing to fight for peace. Nothing will end war unless the people themselves refuse to go to war. I am neither especially clever nor especially gifted. I am only very, very curious. Catherine the Great I am one of the people who love the why of things. Princess Diana I like to be a free spirit. Some dont like that, but thats the way I am. Pablo Picasso I am only a public entertainer who understands his time. Sri Sathya Sai Baba I am you; you are me. You are the waves; I am the ocean. Know this and be free, be divine. Tenzin Gyatso, the 14th Dalai Lama The deep root of failure in our lives is to think, Oh how useless and powerless I am. It is essential to think strongly and forcefully, I can do it, without boasting or fretting. Bertrand Russell I am not myself in any degree ashamed of having changed my opinions. Oscar Wilde I am the only person in the world I should like to know thoroughly. I am so clever that sometimes I dont understand a single word of what I am saying. Winnie The Pooh People say nothing is impossible, but I do nothing every day. Gianni Versace That is the key of this collection, being yourself. Dont be into trends. Dont make fashion own you, but you decide what you are, what you want to express by the way you dress and the way to live. David Carradine If you cannot be a poet, be the poem. Harvey Fierstein Never be bullied into silence. Never allow yourself to be made a victim. Accept no ones definition of your life; define yourself. Kongzi Wheresoever you go, go with all your heart. Desiderius Erasmus It is the chiefest point of happiness that a man is willing to be what he is. Andre Berthiaume We all wear masks, and the time comes when we cannot remove them without removing some of our own skin. William Shakespeare God has given you one face, and you make yourself another. Lao Tzu When I let go of what I am, I become what I might be. Winston Churchill I am certainly not one of those who need to be prodded. In fact, if anything, I am the prod. Margaret Thatcher I am extraordinarily patient, provided I get my own way in the end. Henry David Thoreau A friend is one who takes me for what I am. Ayn Rand To say I love you  one must first be able to say the I. Louis XIV I am the state. Muhammad Ali I am the greatest, I said that even before I knew I was. Leo Tolstoy Without knowing what I am and why I am here, life is impossible. Buddha ï » ¿I am the miracle.

Black Holes Essays (840 words) - Black Holes, Astrophysics, Galaxies

Black Holes Essays (840 words) - Black Holes, Astrophysics, Galaxies Black Holes On December 3, 1995, astronomers using the Hubble Space Telescope identified a black hole in the galaxy NGC 4621, located 100 million light-years from Earth in the direction of the constellation Virgo. This is the second super-massive black hole that astronomers using the Hubble Space Telescope have found. Astronomers believe that the mass of this black hole is about 1.2 billion times the mass of our sun, but it is concentrated in a space that is not any bigger than our solar system There are two puzzling questions that astronomers are trying to answer. The black hole is fueled by the galaxy and its 800 light-year-wide spiral disk of dust. Before the discovery of this black hole, astronomers did not think that there was any dust in elliptical galaxies like NGC 4261. Currently they believe that the disk of dust is the remnant of a smaller galaxy that fell into the core of NGC 4261. The black hole will swallow up the gas from the smaller galaxy over the next 100 million years. Researchers believe that while the gas is being swallowed by the black hole, the process will produce some amazing fireworks. The second puzzling question that astronomers are trying to answer is why isn?t the black hole at the center of the galaxy? According to images from the Hubble Space Telescope, the black hole is 20 light-years from the center of the galaxy, but since the black hole is so massive it is hard to explain how it could have been moved. One idea is that the black hole is moving itself. Some astronomers think that the disk of dust serves as a "fuel tank." The black hole sucks in the material which is absorbed by gravity, compressed, and heated to tens of millions of degrees. This theory would explain why radio telescopes have observed radio jets, or hot gas exhausts from the black hole?s area. The exhaust may be pushing the black hole across space, as a jet engine gives thrust to a plane. According to Ted Bunn, an astronomer at Berkley University, "A black hole is a region of space that has so much mass concentrated in it that there is no way for a nearby object to escape its gravitational pull, not even light." So, what does that mean? The following example will explain the nature of a black hole. A ball is thrown up into the air. It rises for a while, but it eventually falls. If the ball is thrown fast enough it is able to escape the gravitational field and continue rising. This is called the "escape velocity." The escape velocity depends on the mass of the planet, which affects the gravitational field. A object on Earth would have to travel at 25,000 m.p.h. to escape the gravitational pull of Earth. Now imagine an object with a gravitational pull so large and escape velocity so high that even visible light could not escape it. This is a black hole. How are black holes formed? To our best knowledge, black holes are created at the end of a very large star?s life cycle. The star collapses into a white dwarf, which is the smallest, dimmest, and hottest of all stars. Matter is packing continually tighter and tighter together and gravity is increasing. The white dwarf will collapse into itself when it runs out of fuel, thus creating a black hole. Therefore only very massive stars can form black holes because only large stars have enough mass and gravitational pull to collapse into itself. What are the parts of a black hole? There are two main parts to a black hole. The first one is the event horizon and the second is the singularity. The event horizon is the spherical surface that marks the boundary of the black hole. You can pass into the black hole through the horizon, but you cannot pass back out of it. Once you have crossed the horizon, you are doomed to "hit" singularity. The singularity is the center of the black hole and all that astronomers know about it is that the gravitational pull is so large that anything reaching it would be torn to pieces. Astronomers are continuing to

Checks And Balances

Separation of Powers/Checks and Balances The term â€Å"separation of powers† refers to the three branches of government; the legislative, executive and judicial branches as set up by our founding fathers in the U.S. Constitution. The principle of separation of powers had already been given a fair trail in most state constitutions and had proved sound. The legislative branch makes the laws and consists of the members of Congress. The founding fathers were in a debate on whether to base the number of representatives on population, which would give more power to the more populated states, or to give each state the same number of representatives, which would give equal power to all states regardless of their populations. The Great Compromise resulted in the creation of two houses, with representation based on population in one and with equal representation in the other. Thus the House of Representatives and the Senate were created. The executive branch enforces the laws and consists of the President of the United States. During George Washington’s presidency, people had already realized that one person could not carry out the duties of the President without advice and assistance, so the founding fathers provided support for the President in the form of department heads (cabinet members), but the responsibility of all executive actions still lie solely on the President. The judicial branch interprets the laws and consists of nine (originally there were six, but that was later changed) Supreme Court justices. There are also lower Federal courts, but they were not created by the Constitution, but were later created by Congress using the powers granted by the â€Å"necessary and proper† clause. The three branches work separately and have their own individual powers, but have to rely on the other branches in order to accomplish their goals. Each branch â€Å"checks† the other two branches in some way, which â€Å"balances† the po... Checks And Balances Free Essays on Separation Of Powers/Checks And Balances Separation of Powers/Checks and Balances The term â€Å"separation of powers† refers to the three branches of government; the legislative, executive and judicial branches as set up by our founding fathers in the U.S. Constitution. The principle of separation of powers had already been given a fair trail in most state constitutions and had proved sound. The legislative branch makes the laws and consists of the members of Congress. The founding fathers were in a debate on whether to base the number of representatives on population, which would give more power to the more populated states, or to give each state the same number of representatives, which would give equal power to all states regardless of their populations. The Great Compromise resulted in the creation of two houses, with representation based on population in one and with equal representation in the other. Thus the House of Representatives and the Senate were created. The executive branch enforces the laws and consists of the President of the United States. During George Washington’s presidency, people had already realized that one person could not carry out the duties of the President without advice and assistance, so the founding fathers provided support for the President in the form of department heads (cabinet members), but the responsibility of all executive actions still lie solely on the President. The judicial branch interprets the laws and consists of nine (originally there were six, but that was later changed) Supreme Court justices. There are also lower Federal courts, but they were not created by the Constitution, but were later created by Congress using the powers granted by the â€Å"necessary and proper† clause. The three branches work separately and have their own individual powers, but have to rely on the other branches in order to accomplish their goals. Each branch â€Å"checks† the other two branches in some way, which â€Å"balances† the po...

Data Collection and analysis of data Essay Example | Topics and Well Written Essays - 4000 words

Data Collection and analysis of data - Essay Example by Canbaz et al (2002) the risk of having chronic diseases like diabetes mellitus, coronary heart diseases, cerebrovascular diseases and osteoporosis rises at the proportion of elderly people increases. It is also stated that chronic disease cause medical, social and psychological problems which limit the activities of elderly people in the community and decrease their quality of life. Diabetes mellitus is a metabolic disorder that leads to elevated blood glucose and glycosuria which can be result in significant problems among older people who are often predisposed to skin trauma and malnourished (Dunning, 2005). According to Kennie (1993) diabetes mellitus is an extremely common condition in elderly people and it is estimated that the disease is prevalent among 18.7 percent of women between the ages of 65 to 74 years to 29.9 percent 65 to 85 years. It is further stated that over 98 percent of diabetes in the age group is of the Type II or non-insulin-dependent diabetes mellitus (NID DM) variety. The medical fraternity has progressed over the preventive care provided to the elderly people with regard to diabetes mellitus; technology being used to screen the diabetes patient, there is conflicting evidence on the efficacy of treatment in reducing the progression is lacking for an elderly population. The preventive cares for the diabetes include strenuous sessions of medication which may reduce the incidence of microvascular complications, which is very rare among the elderly people. The preventive treatment includes insulin injections, change in life style, dietary habits, undesired levels of monitoring or supervision to ensure safe compliance and an increased risk of hypoglycaemia and other drug side effects. Apart from this the patient has to prevent himself from getting any injury as it may lead to further added complications to the treatment. In this age of development and globalization, when nations come together to discuss the implications of new diseases

Political Science - Foreign Affairs Essay Example | Topics and Well Written Essays - 750 words

Political Science - Foreign Affairs - Essay Example Some of the major reasons include commercial rivalries, religion, dynastic and territorial conflicts. The Thirty Years War began when the Roman emperor, Ferdinand II tried to impose the Roman Catholic absolutism on his empire. Consequently, the protestant nobles of Australia and Bohemia conflicted and rebelled against the decision of King Ferdinand for five years. In 1625, a dispute between Denmark and Germany arose where Denmark wanted to gain valuable territory in Germany. Sweden also conflicted with Poland where they fought for four years until 1929. After a struggle with Sweden, Poland attacked Russia, and the struggle lasted for five years. The wars were mainly fueled by political ambitions of some European countries to capture and exploit resources of others nations. In addition, religious conflicts accelerated the war since European countries were divided into three main religious groups. These included Calvinism, Roman Catholicism, and Lutheranism. Other participants in the war included France and Spain. According to the current situation in the Middle East, it is true that the region is experiencing a similar situation experienced in Europe during the Thirty Years War. Middle East is the home of many terrorist based groups such as Al-Qaida and Taliban. These sectarian and communal identities are eventually becoming more powerful and armed than national rules. In addition, conflicts in the Middle East are based on natural resource endowments, territorial rivalry, and religious affiliations. The outside actors such as the UN, NATO, and other peace organizations are unwilling and unable to stabilize the Middle East region completely. In his article â€Å"The Unraveling† Haass states clearly that the international order, especially the Post-Cold War order, is unraveling. Challenges facing the international laws are mainly global. Some of these challenges include cross-border terrorists flows, greenhouse gas emissions

Modern Dance Figure Essay Example | Topics and Well Written Essays - 750 words

Modern Dance Figure - Essay Example Among those who started such changes was Isadora Duncan who looked towards Greek culture as an inspiration to different movement forms and later danced with bare feet and simple garbs (van Rensburg) to make her feel more freely and control her movements that express the resistance and yielding of one’s self to gravity. Chopin and Liszt were dictated her choreography. Ruth St. Denis, a contemporary of Duncan on the other hand, sought ethnic and Asian dance style and later shared her talent and discoveries in Denishawn, a dance company she established with her husband. She taught and choreographed dance movements which were immortalized by the joint efforts of Katherine Dunham and Pearl Primus who continued to work on her style. Another contemporary in the person of Mary Wigman, looked to African and Orient culture where she widely made us of masks (van Rensburg). Towards the middle of the twentieth century, the second wave of modern dancers flourished in New York and were repre sented by Martha Graham, Doris Humphrey and Charles Weidman who danced with Denishawn and another dancer from the Wigman company. However, unlike their teachers who looked for external inspirations, they turned to basic human movements like walking, running, breathing, sitting among others and transformed them to aesthetic movements expressed in dances. Graham concentrated in the breathing process and improved her movements from there, using them as she indulged in the narrative structure. Humphrey on the other hand used the natural dynamic of human footfall expressing fall and recovery (van Rensburg). Twyla Tharp who came later, combined the styles of the aforementioned early dancers and choreographers with that of the ballet and social dances which is now largely reflected in the ‘modern’ modern dance. P. Diddy, one of the modern dancers nowadays, expresses the combination of the aforementioned dance styles in his dance movements. He is a living legacy of those who ca me before him who valued dance movements to express their thoughts and emotions. Diddy’s dance is under the genre of hip-hop and break dance, which reflects his expressions in his songs. Sometimes, Diddy just seems to be walking, a reflection of the second wave of modern dance perception who incorporated natural human phenomena in their dance steps. Most of Diddy’s steps are simple and basic so that he is criticized as one who cannot really dance or does not know how to dance. His skills in other ventures like business probably affected his patronage in the entertainment industry, coupled by his being linked to modern famous personalities like Jennifer Lopez. His dramatic and controversial lifestyle probably influenced his fame in the industry which is also basically reflected in his music and his dance. This made him a figure who young people could relate with, reflecting the life of a bad boy who freely expresses himself the way he wants to, going beyond the freedom one should have in doing anything he pleases, unmindful of what norms and people suggest. P. Diddy is able to reach out to the adolescents, strengthened by the effects of media and other entertainment figures, to express one’s freedom in whatever means one can have. The simplicity of Diddy’s dance is also an encouragement to those who are not skilled in dancing, or it

ARE PEOPLE BORN INTO POVERTY MORE LIKELY TO REMAIN IN POVERTY Research Proposal

ARE PEOPLE BORN INTO POVERTY MORE LIKELY TO REMAIN IN POVERTY - Research Proposal Example Despite significant progress being realized in these practices, it is observed that people born poor are more likely to remain in poverty. Thesis: people born in poor families are more likely to remain in poverty Research Questions a) What causes poverty? b) What is the government doing in eradicating poverty? c) Why are poor people more likely to remain poor? Literature review Overpopulation has been considered as one of the main causes of poverty among various individuals across the globe. This is argued from the fact that natural resources, which are the basic factors of production do not expand , while the population grows at an alarming rate. This makes it impossible for the resources to effectively meet the needs for the population; thus, some are deprived access, which make them poor. Poor people usually lack sufficient information on reproduction and family planning. This makes them reproduce at higher rate that the wealthy. This puts strain on the resources at their disposal , making it hard for them to improve their lives. In this regard, governments have implemented various strategies such as providing family planning medication and education to the poor in a bid to counter overpopulation. In some countries such as china, there are regulations on the number of children one can bear, and failure to adhere to the law leads to prosecution. The distribution of resources affects the poverty levels of various persons across the globe; in developed countries, resource distribution among the citizens is fair, while in developing and underdeveloped countries, resource distribution is skewed towards the rich (Cullen, 2010). Though much has been done, in developing countries, to improve the distribution of resources, success levels have been low due to lack of sufficient knowledge. In developing countries, factors such as poor governance manifested through corruption makes the resources available to the wealthy and powerful. This therefore deprives the poor a ch ance to improve their lives and thus there is a high possibility of them living poor for their entire lives. In a bid to ensure that the lives of the poor are enhanced, various strategies to fight corruption have been made by various governments across the globe. Education is an important tool in the realization of the anticipated person or institutional goals. Proper education ensures that individuals are able to interact well with other persons irrespective of the cultural or religious backgrounds. Interaction with various persons may open avenues to better future to an individual (Phan, Hayden & Harman, 2010). Though education, one may get a better job, which will help a great deal in improving his/her life as well as that of those around him. To get better education, one has to study at best institution. This is only available to the rich as they are able to cater for the fees as well as other costs associated with studying. The poor have less capacity to attend such institution s and thus study in low –standard institutions. In extreme cases, they do not study, as they have to look for money to meet their basic needs. In such cases, they are not informed of developments made by the country and usually make bad decision, and this makes them unable to get out of poverty. In a bid to ensure that a higher percentage of the population is educated, some government governments have implemented free education and loans to finance studying

Why Juveniles should be tried as adults and Why shouldn't Juveniles be Essay

Why Juveniles should be tried as adults and Why shouldn't Juveniles be tried as adults - Essay Example Also, these courts and separate punishment laws have not helped stop or minimize the number of juvenile crimes taking place. If these delinquents are not punished properly then the next generation will be no better, probably even worse. The other side, that is that juveniles shouldn’t be treated as adults say that these children do not understand the consequence of their action and are not mature enough to handle this type of punishment. The juvenile court is there to help treat these children and not deter them. Also, by punishing the juvenile delinquents will not reduce the number of such crimes taking place but providing them with a healthy and supportive social environment will help achieve these results. (Cliff Notes, 2008) There have been some cases where children aged 7 till the ages of 14 have committed crimes. It seems unfair to judge them in an adult court as they did not understand the intensity of the crime that they have committed. In Chicago, two boys of the ages 7 and 8 were accused of killing an 11-year-old girl. The possible reason was to take her Road Warrior bike. (McLaughlin, 1998) Charging these boys with the same punishment as an adult would be a crime in itself. The adult prison is not a very safe place with all those men who are frustrated. Sending these children there would be the death of them and their innocence. On the other hand there was another case of three boys one of them who was a 15 year old. They tortured and decapitated an eight year old boy. The older companions were judged in the adult court while the fifteen year old was judged in a juvenile court, even though he was about to turn sixteen in three weeks. His punishment was a lot less than the punishment of the two older companions. He was to be released on his twenty-fifth birthday while the other two companions got life imprisonment with out

Young British Artists and the world Essay Example | Topics and Well Written Essays - 2000 words

Young British Artists and the world - Essay Example Most art forms seem to go through phases and cycles of inspiration. Sometimes, it seems that the well of inspiration is particularly dry; during other times, like the wave of rising popularity for young British artists, particularly during the early and mid 1990's Not only has contemporary British art become more popular here at home, but also abroad. This has implications not only for the artists themselves, but also for the scope of mainstream contemporary art as a whole. Additionally, the whole of British culture is affected by this latest wave of young inspiration, as well as the world's view of Great Britain and British culture.In the late 1980's, British art entered a new exciting chapter-a new wave of inspiration was borne of apathy and confusion, and the hearts and minds of a new generation and breed of artists-those who would soon become known as the YBA's, or Young British Artists.The generation known as Young British Artists (YBAs) were born between the mid-1960s and 1970s , and emerged from the art schools in the late 1980s. In these educational establishments major changes were taking place. They registered a reaction to the then Prime Minister Margaret Thatcher, who claimed that there was 'no such thing as society'. It was in this context that both teachers and students came together to consider contemporary life and culture head-on, (Nelson 2000) The beginning of this movement is most often attributed to a 1988 exhibit in London, entitled Freeze, and organized by Damien Hirst, while he was still an art student at Goldsmiths College. He would go on to become the most widely celebrated of the YBA's, but was accompanied by such artists as Tracey Emin, Cornelia Parker, Christine Borland, and Sarah Lucas, to name a few, (Tate Online Glossary) The notion of the young celebrity artist seems to be a fairly new one, with an uncanny cult-like following. The work of artists such as Tracey Emin, Damian Hirst, the Chapman brothers, and Grayson Perry had all but taken on a life of it's own in the 1990's. It can be argued that the art was essentially representative of the culture at the time, emerging simultaneously with the 'grunge' movement in music and lifestyle. Certainly it is no coincidence that the YBA movement seemed to begin at the same time that the grunge rock band Nirvana appeared on the global scene, emerging from Seattle in the United States, and making a trend of stoner nonchalance, torn jeans and flannel shirts, the epitome of 'cool'. It is not that the global grunge movement was a direct result of the artistic YBA movement in London, nor vice versa. Rather, the world seem filled at the time with a feeling of apathy for life; there were no major wars to be fought, and nothing to be won, just an ubiquitous haze of melancholy that seemed to infiltrate everything in its path. These angry youth burst onto the cultural landscape all over, forming a sort of cultural revolution, and then "screaming how fucked-up it and everything around it was," (Bracewell 2002). To be certain, "the label YBA turned out to be a powerful brand and marketing tool, but of course it concealed huge diversity. Nevertheless certain broad trends both formal an d thematic can be discerned. Formally, the era is marked by a complete openness towards the materials and processes with which art can be made and the form that it can take," (Tate Online Glossary). In theory and in practice, the YBA was essentially raging aganst life in general. The YBA movement, like the grunge rock movement in the United States, began as a socialist, anti-corporate, anti-establishment movement, rallying against invisible oppression, and finding common ground in the assertion and expression of the artist's idea of self. For them, depression, alcoholism, and poverty were a reality to be shared with the world at large. Tracey Emin, who is described as "one of the most prominent members of

ARE PEOPLE BORN INTO POVERTY MORE LIKELY TO REMAIN IN POVERTY Research Proposal

ARE PEOPLE BORN INTO POVERTY MORE LIKELY TO REMAIN IN POVERTY - Research Proposal Example Despite significant progress being realized in these practices, it is observed that people born poor are more likely to remain in poverty. Thesis: people born in poor families are more likely to remain in poverty Research Questions a) What causes poverty? b) What is the government doing in eradicating poverty? c) Why are poor people more likely to remain poor? Literature review Overpopulation has been considered as one of the main causes of poverty among various individuals across the globe. This is argued from the fact that natural resources, which are the basic factors of production do not expand , while the population grows at an alarming rate. This makes it impossible for the resources to effectively meet the needs for the population; thus, some are deprived access, which make them poor. Poor people usually lack sufficient information on reproduction and family planning. This makes them reproduce at higher rate that the wealthy. This puts strain on the resources at their disposal , making it hard for them to improve their lives. In this regard, governments have implemented various strategies such as providing family planning medication and education to the poor in a bid to counter overpopulation. In some countries such as china, there are regulations on the number of children one can bear, and failure to adhere to the law leads to prosecution. The distribution of resources affects the poverty levels of various persons across the globe; in developed countries, resource distribution among the citizens is fair, while in developing and underdeveloped countries, resource distribution is skewed towards the rich (Cullen, 2010). Though much has been done, in developing countries, to improve the distribution of resources, success levels have been low due to lack of sufficient knowledge. In developing countries, factors such as poor governance manifested through corruption makes the resources available to the wealthy and powerful. This therefore deprives the poor a ch ance to improve their lives and thus there is a high possibility of them living poor for their entire lives. In a bid to ensure that the lives of the poor are enhanced, various strategies to fight corruption have been made by various governments across the globe. Education is an important tool in the realization of the anticipated person or institutional goals. Proper education ensures that individuals are able to interact well with other persons irrespective of the cultural or religious backgrounds. Interaction with various persons may open avenues to better future to an individual (Phan, Hayden & Harman, 2010). Though education, one may get a better job, which will help a great deal in improving his/her life as well as that of those around him. To get better education, one has to study at best institution. This is only available to the rich as they are able to cater for the fees as well as other costs associated with studying. The poor have less capacity to attend such institution s and thus study in low –standard institutions. In extreme cases, they do not study, as they have to look for money to meet their basic needs. In such cases, they are not informed of developments made by the country and usually make bad decision, and this makes them unable to get out of poverty. In a bid to ensure that a higher percentage of the population is educated, some government governments have implemented free education and loans to finance studying

Young British Artists and the world Essay Example | Topics and Well Written Essays - 2000 words

Young British Artists and the world - Essay Example Most art forms seem to go through phases and cycles of inspiration. Sometimes, it seems that the well of inspiration is particularly dry; during other times, like the wave of rising popularity for young British artists, particularly during the early and mid 1990's Not only has contemporary British art become more popular here at home, but also abroad. This has implications not only for the artists themselves, but also for the scope of mainstream contemporary art as a whole. Additionally, the whole of British culture is affected by this latest wave of young inspiration, as well as the world's view of Great Britain and British culture.In the late 1980's, British art entered a new exciting chapter-a new wave of inspiration was borne of apathy and confusion, and the hearts and minds of a new generation and breed of artists-those who would soon become known as the YBA's, or Young British Artists.The generation known as Young British Artists (YBAs) were born between the mid-1960s and 1970s , and emerged from the art schools in the late 1980s. In these educational establishments major changes were taking place. They registered a reaction to the then Prime Minister Margaret Thatcher, who claimed that there was 'no such thing as society'. It was in this context that both teachers and students came together to consider contemporary life and culture head-on, (Nelson 2000) The beginning of this movement is most often attributed to a 1988 exhibit in London, entitled Freeze, and organized by Damien Hirst, while he was still an art student at Goldsmiths College. He would go on to become the most widely celebrated of the YBA's, but was accompanied by such artists as Tracey Emin, Cornelia Parker, Christine Borland, and Sarah Lucas, to name a few, (Tate Online Glossary) The notion of the young celebrity artist seems to be a fairly new one, with an uncanny cult-like following. The work of artists such as Tracey Emin, Damian Hirst, the Chapman brothers, and Grayson Perry had all but taken on a life of it's own in the 1990's. It can be argued that the art was essentially representative of the culture at the time, emerging simultaneously with the 'grunge' movement in music and lifestyle. Certainly it is no coincidence that the YBA movement seemed to begin at the same time that the grunge rock band Nirvana appeared on the global scene, emerging from Seattle in the United States, and making a trend of stoner nonchalance, torn jeans and flannel shirts, the epitome of 'cool'. It is not that the global grunge movement was a direct result of the artistic YBA movement in London, nor vice versa. Rather, the world seem filled at the time with a feeling of apathy for life; there were no major wars to be fought, and nothing to be won, just an ubiquitous haze of melancholy that seemed to infiltrate everything in its path. These angry youth burst onto the cultural landscape all over, forming a sort of cultural revolution, and then "screaming how fucked-up it and everything around it was," (Bracewell 2002). To be certain, "the label YBA turned out to be a powerful brand and marketing tool, but of course it concealed huge diversity. Nevertheless certain broad trends both formal an d thematic can be discerned. Formally, the era is marked by a complete openness towards the materials and processes with which art can be made and the form that it can take," (Tate Online Glossary). In theory and in practice, the YBA was essentially raging aganst life in general. The YBA movement, like the grunge rock movement in the United States, began as a socialist, anti-corporate, anti-establishment movement, rallying against invisible oppression, and finding common ground in the assertion and expression of the artist's idea of self. For them, depression, alcoholism, and poverty were a reality to be shared with the world at large. Tracey Emin, who is described as "one of the most prominent members of

Diploma Biology Notes Essay Example for Free

Diploma Biology Notes Essay DNA is a huge information database that carries the complete set of instructions for making all the proteins a cell will ever need! Although there are only four different bases in DNA (A, C, G and T), the order in which the bases occur determines the information to make a protein, just like the 26 letters of the alphabet combine to form words and sentences: Compare: RAT TAR ART same 3 letters; completely different meanings. And with DNA: GAC AGC CGA same 3 letters; completely different meanings to the cell (specifies the amino acids Aspartic Acid, Serine, and Arginine) Q: Review: What are genes? A: The DNA in each chromosome that DOES provide the instructions for a protein is called a gene. * In the 1940s, scientists proposed, fairly correctly, that each gene codes for (contains the instructions for) one protein. This is referred to as the one-gene, one-protein hypothesis. * One gene will code for perhaps two or more related proteins. * Scientists realized that we had only about 30,000 genes, coding for 100,000 different proteins rather than the 100,000 genes that had been estimated for the human genome * The basic hypothesis is still the same, but we know a lot more details. Q: If DNA is in the nucleus and proteins are synthesized in the cytoplasm, on ribosomes and in the RER, how to they get together? A: The answer: use a messenger to carry the instructions from DNA out into the cytoplasm. A nucleic acid very similar to DNA, called mRNA or messenger RNA, is a copy of a gene, and serves this function the bridge between DNA and protein: The Central Dogma:DNA encodes the information to make RNA and RNA molecules function together to make protein| II. What is RNA and how is it different from DNA? Two big differences between DNA and RNA: * 1. The sugar in DNA is deoxyribose; in RNA it is ribose * 2. The nitrogenous base uracil (U) is used in RNA in place of T (they are very similar bases; in RNA U= A just like T = A.) III. Transcription: Re-writing DNA into RNA DNA has a sense strand and an antisense strand. The antisense strand is complementary to the sense strand. It is also known as the template strand, as this is the strand, which is used for transcription making mRNA. DNA is transcribed or re-written into RNA in a very complicated process called transcription. Simply stated, during transcription, one gene (DNA) is re-written into RNA in the nucleus: * A team of enzymes and proteins binds to the promoter, or starting region, of a gene. * These enzymes and proteins unzip the DNA double helix just at the region of the gene. * The enzyme RNA polymerase uses one of the DNA strands to make an RNA copy of that one gene. * This copy, which contains the instructions to make 1 protein, is called an mRNA or messenger RNA. * After the mRNA is made, it is trimmed down to a final size, and shipped out of the nucleus. * When the mRNA gets into the cytoplasm, it is made into protein * Complete transcription of an RNA molecule. 1. The resulting RNA nucleotides are added on the 3’ end of the growing of mRNA strand. 2. RNA polymerase detaches itself and mRNA is released. 3. Eukaryote pre- mRNA contains exons and introns: * Introns are non-coding regions that need to be removed before translation The structure of tRNA matches its functions : Funtion : to bring amino acids from the cytoplasm to the growing polypeptide and to attach them in the current location. tRNA is activated by a tRNA activating enzyme. tRNA delivers amino acids to the growing polypeptide chain in translation. It picks up new amino acids when activated by a specific tRNA activating enzyme. IV. Connection between mRNA and protein: The order of the bases in the DNA specifies the order of bases in the mRNA, and The order of bases in the mRNA specifies the order of amino acids in a protein.| The genetic code is a triplet code (handout) 1. Nucleotides on mRNA are read three at a time by the ribosome. * Every three nucleotides in an mRNA (a codon) specify the addition of one amino acid in a protein. * For example, a 600 nucleotide mRNA will code for a 200 amino acid protein. 2. The amino acids corresponding to all 64 codons have been determined. All proteins start with the initiation codon AUG (Met) * All proteins end with stop codons -either UAA, UGA, or UAG * Some codons that differ in the third nucleotide can still code for the same amino acid The genetic code chart represents the sequence on the mRNA codon. V. Translation = De-coding RNA into protein During translation, the mRNA transported to the cytoplasm is de-coded or translated to produce the correct order of amino acids in a protein. Translation requires numerous enzymes. rRNA = ribosomal RNA; these RNA molecules associate with other proteins to form the ribosomes. Each ribosome can accept two tRNAs at a time (carrying amino acids) and one mRNA. tRNA = transfer RNA; small RNA molecules that carry a specific amino acid at one end and an anticodon region that recognizes and binds mRNA at the other end. The tRNA that binds to that mRNA codon determines what amino acid is added to a protein chain. The Three RNAs (mRNA, tRNA, and rRNA) all work together to turn the information in DNA into a 3-dimestional protein. The steps of translation: 1. Initiation: mRNA enters the cytoplasm and becomes associated with ribosomes (rRNA + proteins). tRNAs, each carrying a specific amino acid, pair up with the mRNA polys inside the ribosomes. Base pairing (A-U, G-C) between mRNAcodons and tRNA anticodons determines the order of amino acids in a protein. 2. Elongation: addition of amino acids one-by-one: As the ribosome moves along the mRNA, the tRNA transfers its amino acid to the growing protein chain, producing the protein codon by codon! 3. Termination: when the ribosomes hit a stop codon UAA, UGA, or UAG the ribosome falls apart. The same mRNA may be used hundreds of times during translation by many ribosomes before it is broken down by the cell.

Candide and Redemption, Moral Truth, and a Just Society

Candide and Redemption, Moral Truth, and a Just Society Candide and the Theme of Redemption Voltaire view of redemption is that it has to be bought. Candide, the primary protagonist, lives with Baron before his expulsion. One of the teachings that he clings to is optimism in life. He is expelled from Barons castle and losses the girl that he loves dearly-Cungode (Voltaire, 1999). After the expulsion he sets to travel the world though not by choice by due to various circumstances. His journey and life shows that when a person is optimistic in the end they get saved from the sufferings that they have endured. His redemption from the misfortunes that he has suffered is made possible at the end when he not only gets Cungode back but also finds a family and farming career which makes him happy. What remains apparent is that for Candide there has to be a price paid for a person to gain back what was his. For example, he purchases the freedom of the old woman, Pangloss and Cunegode. The willingness that Candide had to purchase back this people indicates that he believed that to get redemption a price has to be paid. The other example is that in order to save her beloved Candide had to kill two people. Salvation therefore comes but only at a price that a person must be willing to pay. Candide and the theme of Moral Truths Moral truth as presented using the protagonist Candide is subjective implying that there can never be an absolute level of morality. By extension, this means that moral truth is when the good that a person does surpasses the evil that they have committed. For example, Candide makes a statement that if I had not been so lucky as to run Miss Cunegondes brother through the body, I should have been devoured without redemption'(Voltaire, 1999).. This statement indicates that Candide killed to protect himself and there he is justified for doing so. The other example is when Candide kills the monkeys that were biting the buttocks of young ladies. He is relieved and says that although he killed two people he has saved the lives of the girls Also, moral truth involves striving to ensure that the lives of beloved ones are improved whenever one can. For example Candide helps Pangloss, Cunaagode and the old woman with a pure heart. He purchases a farm and they start cultivating to improve their lives. When asked if this is the best of all possible words as Pangloss used to teach Candide does not give an absolute answer but sates We must tend our garden. This implies that the moral truth is simply hard work and improving life. Candide and the theme of Just Society The society is in many ways presented as being un-just. Candide and other characters are always placed in a situation where they have to suffer in the hands of bad people. For example Candide is expelled from Barons castle simple because he was found kissing Cunegode. It is not fair that Candime has to take the blame alone.   On his journey he is brutally flogged without a good justification. There appears to be a great gap between the rich and the poor. Those who are powerful take advantage of the vulnerable within the society. All this occurrences make the society to be evil. For example, women are used and the damped if they come from a lower social class as indicated in this statement; The old servants of the family suspected him to have been the son of the Barons sister, by a good, honest gentleman of the neighborhood, whom that young lady would never marry because he had been able to prove only seventy-one quarterings, the rest of his genealogical tree having been lost through the injuries of time'(Voltaire, 1999). The other example of unjust society is presented in the way slaves are treated without mercy by people who are in power. I need not tell you how hard it was for a young princess and her mother to be made slaves and carried to Morocco (Voltaire, 1999). This statement indicates that being made slave was involuntary but the slave masters were indifferent to their suffering. Reference Voltaire (1999). Candide. Boston: Bedford/St. Martins.

Changing Roles of Human Resource Management Essay -- Human Resource Ma

Human Resource profession has faced numerous challenges in the past, which has forced HR managers to try and implement various strategies in the work environment all in the aim of survival and prosperity of the business. The National Institute of Personnel Management (NIPM) in India recently organized the 37th annual conference of HRs to discuss the various challenges in the work place and ways of mitigating them. It was unanimously concluded that HR managers needed to revise its roles and create new roles for organizations. The new roles would help in repairing the structural foundation of a company by being proactive and innovative instead of following monotonous routine schedules. Despite the challenges and solutions to the problems that have been suggested, the question still remains, who shall take care of HR managers if they themselves are caretakers and contribute to strengthening the backbone of a company? Culcuttta et al, 2007, suggests that strategies to be implemented should be in tandem with the current trends in globalization, technology, diversity, e-business, and ethics. Furthermore, the need to take care of HR managers goes hand in hand with the saying that â€Å"No company is sick, nor the commodity, but the performing and non performing managers are the ones who matter the most in carrying forward a business successfully.† In the last twenty years there has been a gradual transition in style and substance from personnel management to HR management, and more recently to international HR management. Briscoe et al, (2008, p. 22) believe that the personnel management role lacked strategic relevance because it was mainly an administrative type role whereas the modern concept of HR is much more strategic in scope. Globali... ...alcutta IIM, Sridha, R., Pathak DD., Ganguly S. (Feb. 21, 2007). The statesman. A newspaper published on New Delhi. Retrieved on January 20th 2011 from: http://proquest.umi.com.ezproxy.apollolibrary.com/pqdweb?did=1219601621&Fmt=3&clientId=13118&RQT=309&VName=PQD Holbenche L. (2009). Aligning Human Resources and Business Strategy (2nd ed.). Elsevier Limited. Burlington. Pp. 165-195 Soupata L. (November, 2004). Executive excellence: a case study of UPS. A Journal on Human Resource Management. United States. Vol. 21, Iss. 11; pg. 15, 2 pgs. Retrieved on January 19th, 2011 from: http://proquest.umi.com.ezproxy.apollolibrary.com/pqdweb?did=750794951&Fmt=4&clientId=13118&RQT=309&VName=PQD Tsui P.Y. and Lai K.T. (2009). Professional Practices of Human Resource Management in Hong Kong: Linking HRM to organizational success. Hong Kong University Press. Pp. 85-89

Alzheimer’s Disease Essay -- Alzheimers Disease Essays

Alzheimer’s Disease Alzheimer’s Disease is a disease of the future. With the growing aged population, this disease, which affects primarily the elderly, will become of increasing relevance to the medical profession. Also, the high frequency of Alzheimer’s, and the high cost in labor, money, and material of caring for its victims shall put considerable burden on the society as a whole. Here, however, these issues are not going to be debated. Instead the pathology of Alzheimer’s will be reviewed to the extent it is known today. Alzheimer’s disease in many ways is not yet defined. It is a progressive disease afflicting between 5 and 15 percent of people over 65. Additionally, it is not restricted to the elderly, reportedly having presented in teenagers. Prior to 1960, the term Alzheimer’s was reserved for presenile dementia’s resulting in death within 5 years where the classical neuroanatomic changes were seen upon autopsy. Currently, there is still considerable debate as to whether the disease called Alzheimer’s in the elderly is the same disease as that called Alzheimer’s in younger people. In addition, recent and past research into Alzheimer’s has been in geared toward defining the disease as much as describing the disease process. Presently, diagnosis of Alzheimer’s disease is based on characteristic dysfunction’s of the individual and on brain biopsy or post-mortem brain autopsy looking for cortical degeneration, a preponderance of plaques, and neu rofibrillary tangles. Exactly what causes Alzheimer’s disease is unknown. Aging has been blamed for Alzheimer’s. The preponderance of cases being among the aged supports this theory but the existence of Alzheimer’s scattered across the population not explained. Transmissi... ...Transport of Neurofilament as a Mechanism of Pathogenesis Underlying Alzheimer’s Disease and Many Other Degenerations of the CNS. Normal Aging, Alzheimer’s Disease and Senile Dementia , 51--67. Katzman, R. , T. Brown, P. Fuld, L. Thal, P. Davies, R. Terry (1986) Significance of Neurotransmitter Abnormalities in Alzheimer’s Disease. Neuropeptides in Neurologic and Psvchiatric Disease: 279-286. Martin, A., P. Browers, C. Cox, and P. Fedio (1985) On the Nature of the Verbal Memory Deficit in Alzheimer’s Disease. Brain and Language: 25, 323-341. Rosen, W. G. , R. C. Mohs, K. L. Davis (1985) Assessing Symptom Severity in Alzheimer’s Disease. Interdis. Topics Geront.: 20, 35-42. Wisniewski, H. M., G. S. Merz, G. Y. Wen, K. Iqbal and I. Grundke-Iqbal (1985) Morphology and Biochemistry of Alzheimer’s Disease. Senile Dementia of the Alzheimer’s Type: 263-274

Negotiation and Compliance: An Article Analysis

Dick Olver, chairman of BAE Systems, writes an empirical analysis of negotiation and ethical compliance in the article â€Å"Ethical Business Cultures†. His approach is that of an expert in both observation and experience in the analysis of negotiation and the behavioral aspects of corporate culture. Every successful enterprise requires the strong foundations of leadership and the willingness of the rest to believe in the vision of the leader and to follow him or her. Olver understands this firsthand and believes that implementing change in the form of an ethical working environment is key to a company’s success and employee happiness, overall. Though he asserts that there is a chain of command in every business, ethics is one area where all members of a working team must work at equally. Therefore, though demonstrating the effective use of ethics begins at the top of an organization, it can only be sustained by all employees’ involvement in it’s continuation. Olver readily outlines the processes of both the means by which employees eagerly accept the ethical vision of the business leader and the constant need for management to reinforce ethical behavior. There are no apparent flaws in his reasoning, as his expertise in the business world serves as a seemingly credible source of both advice and information. Olver initially lists three ways in which managers can negotiate compliance with their employees. A manager must be aware of what is important and communicate this to employees faithfully. He or she, also must take responsibility for ethics â€Å"embedment† and not depend or delegate this upon others. Finally, Olver suggests that questions must be asked in order to gauge the current level of diversity and willingness to accept diversity within an organization if that company wishes to acquire global contracts. Olver also lists eight standards for leaders in an ethically and globally motivated environment. To annotate this extensive information, the most key aspects of his experience and advice will follow. Leaders must consciously implement and improve benchmarking, reporting, and transparency features of company goal achievement, as this helps to keep all employees and global partners abreast of current procedures. Similarly, laws and contracts must be upheld and protected, but not at the level that interactions within the company and with outside agencies would be so secret as to arouse suspicion. The key here is that transparency is of the utmost importance in gaining trust in employees, but that not everything can be completely transparent in any organization. Olver concludes his writing with an encouragement to all business leaders to help implement an ethical environment using his expertise and experience. His conclusions are that all business leaders must be strong and determined in practicing their negotiation skills with their employees. The fear of change is common in all business settings, therefore negotiating change within an organization must be the priority of the business leader. He or she must confront the fears of change and convince others to follow that new direction of fearlessness. Having the ability to lead and to instill trust and ethics in employees yields much satisfaction and takes great skill. This not only benefits the manager in their self-esteem in their ability to positively negotiate, but it helps employees to remain happy and productive while yielding great results for the company and the bottom line.

Sat and Adj

sat vocabulary words The 5000 words below, with brief definitions, are free for individual and classroom use. These words are also downloadable from Texas Instruments in a format for some Texas Instruments calculators. A small-print, PDF version (Free) is good for printing and annotating. Alphabetical list shows definitions, differences (aggravate, aggregate) and similarities (bibliography, bibliophile) at-a-glance for easy review. Sound Smarter and Be Smarter Understand more words to improve reading comprehension & grades. Speak and write more accurately, persuasively, and impressively. This site is a by-product of my SAT test prep teaching in Montgomery County, Maryland. In Montgomery County, MD? Click here for help. Free at the bottom of this page: my SAT Test Math Notes (scroll down) (below vocabulary)  © 2010 EEENI Inc. Nonprofit. Steve Baba, Ph. D. â€Å"I went from a 500 to a 750 thanks to your online list. † SAT test student Recommended and used by hundreds of teachers and schools #1   More Vocabulary Words than other vocabulary lists |[pic]All You Have To Do Is Listen 5,000 Vocabulary Words on 7 audio CDs Upgrade Your Vocabulary and Math to Upgrade Your School, Career and Life Listen To: MP3 Sample  Ã‚   or Real Player Sample 1,   2,   3 7 one-hour CDs + two-hour DVD   $49. 95 + Digital Copy. First-Class Mail $5. Same-day Shipping Sale $29. 95   Order Now! Professionally-read, audio CD edition of the 5000 words. Learn 5000 definitions and correct pronunciations by listening, the natural and effective way. Listen while exercising, driving, doing chores, online†¦ No book or printed text lets you hear. Digital Copy: MP3/MPEG2,  sold with CDs to ensure easy use   Not Copy Protected. Download After CDs/DVD Purchase   22MB, compressed RAR files: Vocab CD1, 2, 3, 4, 5, 6, 7   SAT math 87MB hour 1, 2, may need free VLC Media Player |+   SAT TEST MATH Seminar complete edition of $120 live class 1. Watch Math Problems Solved   Step-By-Step 2. Practice, Prep 3. Ace SAT math Seminar Math Problems PDF – Free Learn 2 or 3 ways to solve: shortcut+backup 2-hour TV DVD Uses my below SAT math notes, my best tips from 10-years teaching | |abase v. To lower in position, estimation, or the like; degrade. abbey n. The group of buildings which collectively form the dwelling-place of a society of monks or nuns. Free SAT prep math notes below vocabulary v abbot n. The superior of a community of monks. abdicate v. To give up (royal power or the like). abdomen n. In mammals, the visceral cavity between the diaphragm and the pelvic floor; the belly. abdominal n. Of, pertaining to, or situated on the abdomen. abduction n. A carrying away of a person against his will, or illegally. abed adv. In bed; on a bed. aberration n. Deviation from a right, customary, or prescribed course. abet v. To aid, promote, or encourage the commission of (an offense). abeyance n. A state of suspension or temporary inaction. abhorrence n. The act of detesting extremely. bhorrent adj. Very repugnant; hateful. abidance n. An abiding. abject adj. Sunk to a low condition. abjure v. To recant, renounce, repudiate under oath. able-bodied adj. Competent for physical service. ablution n. A washing or cleansing, especially of the body. abnegate v. To renounce (a right or privilege). abnormal adj. Not conformed to the ordinary rule or standard. abominable adj. Very hateful. abominate v. To hate violently. abomination n. A very detestable act or practice. aboriginal adj. Primitive; unsophisticated. aborigines n. The original of earliest known inhabitants of a country. aboveboard adv. & adj. Without concealment, fraud, or trickery. abrade v. To wear away the surface or some part of by friction. abrasion n. That which is rubbed off. abridge v. To make shorter in words, keeping the essential features, leaning out minor particles. abridgment n. A condensed form as of a book or play. abrogate v. To abolish, repeal. abrupt adj. Beginning, ending, or changing suddenly or with a break. abscess n. A Collection of pus in a cavity formed within some tissue of the body. abscission n. The act of cutting off, as in a surgical operation. abscond v. To depart suddenly and secretly, as for the purpose of escaping arrest. absence n. The fact of not being present or available. absent-minded adj. Lacking in attention to immediate surroundings or business. absolution n. Forgiveness, or passing over of offenses. absolve v. To free from sin or its penalties. absorb v. To drink in or suck up, as a sponge absorbs water. absorption n. The act or process of absorbing. abstain v. To keep oneself back (from doing or using something). abstemious adj. Characterized by self denial or abstinence, as in the use of drink, food. abstinence n. Self denial. abstruse adj. Dealing with matters difficult to be understood. absurd adj. Inconsistent with reason or common sense. bundant adj. Plentiful. abusive adj. Employing harsh words or ill treatment. abut v. To touch at the end or boundary line. abyss n. Bottomless gulf. academic adj. Of or pertaining to an academy, college, or university. academician n. A member of an academy of literature, art, or science. academy n. Any institution where the higher branches of learning are taught. accede v. To agree. accelerate v. To move faster. accept v. To take when offered. access n. A way of approach or entrance; passage. accessible adj. Approachable. accession n. Induction or elevation, as to dignity, office, or government. ccessory n. A person or thing that aids the principal agent. acclaim v. To utter with a shout. accommodate v. To furnish something as a kindness or favor. accompaniment n. A subordinate part or parts, enriching or supporting the leading part. accompanist n. One who or that which accompanies. accompany v. To go with, or be associated with, as a companion. accomplice n. An associate in wrong-doing. accomplish v. To bring to pass. accordion n. A portable free-reed musical instrument. accost v. To speak to. account n. A record or statement of receipts and expenditures, or of business transactions. accouter v. To dress. accredit v. To give credit or authority to. accumulate v. To become greater in quantity or number. accuracy n. Exactness. accurate adj. Conforming exactly to truth or to a standard. accursed adj. Doomed to evil, misery, or misfortune. accusation n. A charge of crime, misdemeanor, or error. accusatory adj. Of, pertaining to, or involving an accusation. accuse v. To charge with wrong doing, misconduct, or error. accustom v. To make familiar by use. acerbity n. Sourness, with bitterness and astringency. acetate n. A salt of acetic acid. acetic adj. Of, pertaining to, or of the nature of vinegar. che v. To be in pain or distress. Achillean adj. Invulnerable. achromatic adj. Colorless, acid n. A sour substance. acidify v. To change into acid. acknowledge v. To recognize; to admit the genuineness or validity of. acknowledgment n. Recognition. acme n. The highest point, or summit. acoustic adj. Pertaining to the act or sense of hearing. acquaint v. To make familiar or conversant. acquiesce v. To comply; submit. acquiescence n. Passive consent. acquire v. To get as one's own. acquisition n. Anything gained, or made one's own, usually by effort or labor. acquit v. To free or clear, as from accusation. cquittal n. A discharge from accusation by judicial action. acquittance n. Release or discharge from indebtedness, obligation, or responsibility. acreage n. Quantity or extent of land, especially of cultivated land. acrid adj. Harshly pungent or bitter. acrimonious adj. Full of bitterness. acrimony n. Sharpness or bitterness of speech or temper. actionable adj. Affording cause for instituting an action, as trespass, slanderous words. actuality n. Any reality. actuary n. An officer, as of an insurance company, who calculates and states the risks and premiums. actuate v. To move or incite to action. acumen n. Quickness of intellectual insight, or discernment; keenness of discrimination. acute adj. Having fine and penetrating discernment. adamant n. Any substance of exceeding hardness or impenetrability. addendum n. Something added, or to be added. addle v. To make inefficient or worthless; muddle. adduce v. To bring forward or name for consideration. adhere v. To stick fast or together. adherence n. Attachment. adherent adj. Clinging or sticking fast. adhesion n. The state of being attached or joined. adieu inter. Good-by; farewell. adjacency n. The state of being adjacent. adjacent n. That which is near or bordering upon. djudge v. To award or bestow by formal decision. adjunct n. Something joined to or connected with another thing, but holding a subordinate place. adjuration n. A vehement appeal. adjutant adj. Auxiliary. administrator n. One who manages affairs of any kind. admissible adj. Having the right or privilege of entry. admittance n. Entrance, or the right or permission to ente r. admonish v. To warn of a fault. admonition n. Gentle reproof. ado n. unnecessary activity or ceremony. adoration n. Profound devotion. adroit adj. Having skill in the use of the bodily or mental powers. adulterant n. An adulterating substance. dulterate v. To make impure by the admixture of other or baser ingredients. adumbrate v. To represent beforehand in outline or by emblem. advent n. The coming or arrival, as of any important change, event, state, or personage. adverse adj. Opposing or opposed. adversity n. Misfortune. advert v. To refer incidentally. advertiser n. One who advertises, especially in newspapers. advisory adj. Not mandatory. advocacy n. The act of pleading a cause. advocate n. One who pleads the cause of another, as in a legal or ecclesiastical court. aerial adj. Of, pertaining to, or like the air. aeronaut n. One who navigates the air, a balloonist. aeronautics n. the art or practice of flying aircraft aerostat n. A balloon or other apparatus floating in or sustained by the air. aerostatics n. The branch of pneumatics that treats of the equilibrium, pressure, and mechanical properties. affable adj. Easy to approach. affect v. To act upon affectation n. A studied or ostentatious pretense or attempt. affiliate n. Some auxiliary person or thing. affirmative adj. Answering yes; to a question at issue. affix v. To fasten. affluence n. A profuse or abundant supply of riches. affront n. An open insult or indignity. fire adv. & adj. On fire, literally or figuratively. afoot adv. In progress. aforesaid adj. Said in a preceding part or before. afresh adv. Once more, after rest or interval. afterthought n. A thought that comes later than its appropriate or expected time. agglomerate v. To pile or heap together. aggrandize v. To cause to appear greatly. aggravate v. To make heavier, worse, or more bu rdensome. aggravation n. The fact of being made heavier or more heinous, as a crime , offense, misfortune, etc. aggregate n. The entire number, sum, mass, or quantity of something. aggress v. To make the first attack. aggression n. An unprovoked attack. aggrieve v. To give grief or sorrow to. aghast adj. Struck with terror and amazement. agile adj. Able to move or act quickly, physically, or mentally. agitate v. To move or excite (the feelings or thoughts). agrarian adj. Pertaining to land, especially agricultural land. aide-de-camp n. An officer who receives and transmits the orders of the general. ailment n. Slight sickness. airy adj. Delicate, ethereal. akin adj. Of similar nature or qualities. alabaster n. A white or delicately tinted fine-grained gypsum. alacrity n. Cheerful willingness. albeit conj. Even though. albino n. A person with milky white skin and hair, and eyes with bright red pupil and usually pink iris. album n. A book whose leaves are so made to form paper frames for holding photographs or the like. alchemy n. Chemistry of the middle ages, characterized by the pursuit of changing base metals to gold. alcohol n. A volatile, inflammable, colorless liquid of a penetrating odor and burning taste. alcoholism n. A condition resulting from the inordinate or persistent use of alcoholic beverages. alcove n. A covered recess connected with or at the side of a larger room. alder n. Any shrub or small tree of the genus Alumnus, of the oak family. alderman n. A member of a municipal legislative body, who usually exercises also certain judicial functions. aldermanship n. The dignity, condition, office, or term of office of an alderman. alias n. An assumed name. alien n. One who owes allegiance to a foreign government. alienable adj. Capable of being aliened or alienated, as lands. alienate v. To cause to turn away. alienation n. Estrangement. aliment n. That which nourishes. alkali n. Anything that will neutralize an acid, as lime, magnesia, etc. allay v. To calm the violence or reduce the intensity of; mitigate. allege v. To assert to be true, especially in a formal manner, as in court. llegory n. The setting forth of a subject under the guise of another subject of aptly suggestive likeness. alleviate v. To make less burdensome or less hard to bear. alley n. A narrow street, garden path, walk, or the like. alliance n. Any combination or union for some common purpose. allot v. To assign a definite thing or part to a certain person. allotme nt n. Portion. allude v. To refer incidentally, or by suggestion. allusion n. An indirect and incidental reference to something without definite mention of it. alluvion n. Flood. ally n. A person or thing connected with another, usually in some relation of helpfulness. lmanac n. A series of tables giving the days of the week together with certain astronomical information. aloof adv. Not in sympathy with or desiring to associate with others. altar n. Any raised place or structure on which sacrifices may be offered or incense burned. alter v. To make change in. alteration n. Change or modification. altercate v. To contend angrily or zealously in words. alternate n. One chosen to act in place of another, in case of the absence or incapacity of that other. alternative n. Something that may or must exist, be taken or chosen, or done instead of something else. altitude n. Vertical distance or elevation above any point or base-level, as the sea. alto n. The lowest or deepest female voice or part. altruism n. Benevolence to others on subordination to self-interest. altruist n. One who advocates or practices altruism. amalgam n. An alloy or union of mercury with another metal. amalgamate v. To mix or blend together in a homogeneous body. amateur adj. Practicing an art or occupation for the love of it, but not as a profession. amatory adj. Designed to excite love. ambidextrous adj. Having the ability of using both hands with equal skill or ease. ambiguous adj. Having a double meaning. ambitious adj. Eagerly desirous and aspiring. ambrosial adj. Divinely sweet, fragrant, or delicious. ambulance n. A vehicle fitted for conveying the sick and wounded. ambulate v. To walk about ambush n. The act or state of lying concealed for the purpose of surprising or attacking the enemy. ameliorate v. To relieve, as from pain or hardship amenable adj. Willing and ready to submit. Americanism n. A peculiar sense in which an English word or phrase is used in the United States. amicable adj. Done in a friendly spirit. amity n. Friendship. amorous adj. Having a propensity for falling in love. amorphous adj. Without determinate shape. mour n. A love-affair, especially one of an illicit nature. ampere n. The practical unit of electric-current strength. ampersand n. The character &; and. amphibious adj. Living both on land and in water. amphitheater n. An edifice of elliptical shape, constructed about a central open space or arena. amplitude n. Largeness. amply adv. Sufficiently. amputate v. To remove by cutting, as a limb or some portion of the body. amusement n. Diversion. anachronism n. Anything occurring or existing out of its proper time. anagram n. The letters of a word or phrase so transposed as to make a different word or phrase. nalogous adj. Corresponding (to some other) in certain respects, as in form, proportion, relations. analogy n. Reasoning in which from certain and known relations or resemblance others are formed. analyst n. One who analyzes or makes use of the analytical method. analyze v. To examine minutely or critically. anarchy n. Absence or utter disregard of government. anathema n. Anything forbidden, as by social usage. anatomy n. That branch of morphology which treats of the structure of organisms. ancestry n. One's ancestors collectively. anecdote n. A brief account of some interesting event or incident. anemia n. Deficiency of blood or red corpuscles. anemic adj. Affected with anemia. anemometer n. An instrument for measuring the force or velocity of wind. anesthetic adj. Pertaining to or producing loss of sensation. anew adv. Once more. angelic adj. Saintly. Anglophobia n. Hatred or dread of England or of what is English. Anglo-Saxon n. The entire English race wherever found, as in Europe, the United States, or India. angular adj. Sharp-cornered. anhydrous adj. Withered. animadversion n. The utterance of criticism or censure. animadvert v. To pass criticism or censure. animalcule n. An animal of microscopic smallness. animate v. To make alive. animosity n. Hatred. annalist n. Historian. annals n. A record of events in their chronological order, year by year. annex v. To add or affix at the end. annihilate v. To destroy absolutely. annotate v. To make explanatory or critical notes on or upon. annual adj. Occurring every year. annuity n. An annual allowance, payment, or income. annunciation n. Proclamation. anode n. The point where or path by which a voltaic current enters an electrolyte or the like. anonymous adj. Of unknown authorship. antagonism n. Mutual opposition or resistance of counteracting forces, principles, or persons. Antarctic adj. Pertaining to the south pole or the regions near it. ante v. In the game of poker, to put up a stake before the cards are dealt. antecede v. To precede. antecedent n. One who or that which precedes or goes before, as in time, place, rank, order, or causality. antechamber n. A waiting room for those who seek audience. antedate v. To assign or affix a date to earlier than the actual one. antediluvian adj. Of or pertaining to the times, things, events before the great flood in the days of Noah. antemeridian adj. Before noon. antemundane adj. Pertaining to time before the world's creation. antenatal adj. Occurring or existing before birth. nterior adj. Prior. anteroom n. A room situated before and opening into another, usually larger. anthology n. A collection of extracts from the writings of various authors. anthracite n. Hard coal. anthropology n. The science of man in general. anthropomorphous adj. Having or resembling human form. antic n. A grotesque, ludicrous, or fantastic action. Antichrist n. Any opponent or enemy of Christ, whether a person or a power. anticlimax n. A gradual or sudden decrease in the importance or impressiveness of what is said. anticyclone n. An atmospheric condition of high central pressure, with currents flowing outward. ntidote n. Anything that will counteract or remove the effects of poison, disease, or the like. antilogy n. Inconsistency or contradiction in terms or ideas. antipathize v. To show or feel a feeling of antagonism, aversion, or dislike. antiphon n. A response or alteration of responses, generally musical. antiphony n. An anthem or other composition sung responsively. antipodes n. A place or region on the opposite side of the earth. antiquary n. One who collects and examines old things, as coins, books, medals, weapons, etc. antiquate v. To make old or out of date. antique adj. Pertaining to ancient times. ntiseptic n. Anything that destroys or restrains the growth of putrefactive micro-organisms. antislavery adj. Oppose d to human slavery. antispasmodic adj. Tending to prevent or relieve non-inflammatory spasmodic affections. antistrophe n. The inversion of terms in successive classes, as in â€Å"the home of joy and the joy of home†. antitoxin n. A substance which neutralizes the poisonous products of micro-organisms. antonym n. A word directly opposed to another in meaning. anxious adj. Distressed in mind respecting some uncertain matter. apathy n. Insensibility to emotion or passionate feeling. aperture n. Hole. apex n. The highest point, as of a mountain. aphorism n. Proverb. apiary n. A place where bees are kept. apogee n. The climax. apology n. A disclaimer of intentional error or offense. apostasy n. A total departure from one's faith or religion. apostate adj. False. apostle n. Any messenger commissioned by or as by divine authority. apothecary n. One who keeps drugs for sale and puts up prescriptions. apotheosis n. Deification. appall v. To fill with dismay or horror. apparent adj. Easily understood. apparition n. Ghost. appease v. To soothe by quieting anger or indignation. appellate adj. Capable of being appealed to. ppellation n. The name or title by which a particular person, class, or thing is called. append v. To add or attach, as something accessory, subordinate, or supplementary. appertain v. To belong, as by right, fitness, association, classification, possession, or natural relation. apposite adj. Appropriate. apposition n. The act of placing side by side, together, or in contact. ap praise v. To estimate the money value of. appreciable adj. Capable of being discerned by the senses or intellect. apprehend v. To make a prisoner of (a person) in the name of the law. apprehensible adj. Capable of being conceived. approbation n. Sanction. appropriate adj. Suitable for the purpose and circumstances. aqueduct n. A water-conduit, particularly one for supplying a community from a distance. aqueous adj. Of, pertaining to, or containing water. arbiter n. One chosen or appointed, by mutual consent of parties in dispute, to decide matters. arbitrary adj. Fixed or done capriciously. arbitrate v. To act or give judgment as umpire. arbor n. A tree. arboreal adj. Of or pertaining to a tree or trees. arborescent adj. Having the nature of a tree. arboretum n. A botanical garden or place devoted to the cultivation of trees or shrubs. arboriculture n. The cultivation of trees or shrubs. arcade n. A vaulted passageway or street; a roofed passageway having shops, etc. , opening from it. archaic adj. Antiquated archaism n. Obsolescence. archangel n. An angel of high rank. archbishop n. The chief of the bishops of an ecclesiastical province in the Greek, Roman, and Anglican church. archdeacon n. A high official administrator of the affairs of a diocese. archaeology n. The branch of anthropology concerned with the systematic investigation of the relics of man. archetype n. A prototype. archipelago n. Any large body of water studded with islands, or the islands collectively themselves. rdent adj. Burning with passion. ardor n. Intensity of passion or affection. arid adj. Very dry. aristocracy n. A hereditary nobility aristocrat n. A hereditary noble or one nearly connected with nobility. armada n. A fleet of war-vessels. armful n. As much as can be held in the arm or arms. armory n. An arsenal. aroma n. An agreeable odor. arraign v. To call into court, as a person indicted for crime, and demand whether he pleads guilty or not. arrange v. To put in definite or proper order. arrangement n. The act of putting in proper order, or the state of being put in order. arrant adj. Notoriously bad. arrear n. Something overdue and unpaid. arrival n. A coming to stopping-place or destination. arrogant adj. Unduly or excessively proud, as of wealth, station, learning, etc. arrogate v. To take, demand, or claim, especially presumptuously or without reasons or grounds. Artesian well n. A very deep bored well. water rises due to underground pressure artful adj. Characterized by craft or cunning. Arthurian adj. Pertaining to King Arthur, the real or legendary hero of British poetic story. artifice n. Trickery. artless adj. Ingenuous. ascendant adj. Dominant. ascension n. The act of rising. ascent n. A rising, soaring, or climbing. ascetic adj. Given to severe self-denial and practicing excessive abstinence and devotion. ascribe v. To assign as a quality or attribute. asexual adj. Having no distinct sexual organs. ashen adj. Pale. askance adv. With a side or indirect glance or meaning. asperity n. Harshness or roughness of temper. aspirant n. One who seeks earnestly, as for advancement, honors, place. aspiration n. An earnest wish for that which is above one's present reach. aspire v. To have an earnest desire, wish, or longing, as for something high and good, not yet attained. assailant n. One who attacks. assassin n. One who kills, or tries to kill, treacherously or secretly. ssassinate v. To kill, as by surprise or secret assault, especially the killing of some eminent person. assassination n. Murderer, as by secret assault or treachery. assay n. The chemical analysis or testing of an alloy ore. assent v. To express agreement with a statement or matter of opinion. assess v. To determine the amount of (a tax or other sum to be paid). assessor n. An officer whose duty it is to assess taxes. assets n. pl. Property in general, regarded as applicable to the payment of debts. assiduous adj. Diligent. assignee n. One who is appointed to act for another in the management of certain property and interests. ssimilate v. To adapt. assonance n. Resemblance or correspondence in sound. assonant adj. Having resemblance of sound. assonate v. To accord in sound, especially vowel sound. assuage v. To cause to be less harsh, violent, or severe, as excitement, appetite, pain, or disease. astringent adj. Harsh in disposition or character. astute adj. Keen in discernment. atheism n. The denial of the existence of God. athirst adj. Wanting water. athwart adv. From side to side. atomizer n. An apparatus for reducing a liquid to a fine spray, as for disinfection, inhalation, etc. atone v. To make amends for. atonement n. Amends, reparation, or expiation made from wrong or injury. atrocious adj. Outrageously or wantonly wicked, criminal, vile, or cruel. atrocity n. Great cruelty or reckless wickedness. attache n. A subordinate member of a diplomatic embassy. attest v. To certify as accurate, genuine, or true. attorney-general n. The chief law-officer of a government. auburn adj. Reddish-brown, said usually of the hair. audacious adj. Fearless. audible adj. Loud enough to be heard. audition n. The act or sensation of hearing. auditory adj. Of or pertaining to hearing or the organs or sense of hearing. augment v. To make bigger. augur v. To predict. Augustinian adj. Pertaining to St. Augustine, his doctrines, or the religious orders called after him. aura n. Pervasive psychic influence supposed to emanate from persons aural adj. Of or pertaining to the ear. auricle n. One of the two chambers of the heart which receives the blood from the veins. auricular adj. Of or pertaining to the ear, its auricle, or the sense of hearing. auriferous adj. Containing gold. aurora n. A luminous phenomenon in the upper regions of the atmosphere. auspice n. favoring, protecting, or propitious influence or guidance. austere adj. Severely simple; unadorned. autarchy n. Unrestricted power. authentic adj. Of undisputed origin. authenticity n. The state or quality of being genuine, or of the origin and authorship claimed. autobiography n. The story of one's life written by himself. autocracy n. Absolute government. autocrat n. Any one who claims or wields unrestricted or undisputed authority or influence. automaton n. Any living being whose actions are or appear to be involuntary or mechanical. autonomous adj. Self-governing. autonomy n. Self-government. autopsy n. The examination of a dead body by dissection to ascertain the cause of death. autumnal adj. Of or pertaining to autumn. auxiliary n. One who or that which aids or helps, especially when regarded as subsidiary or accessory. avalanche n. The fall or sliding of a mass of snow or ice down a mountain-slope, often bearing with it rock. avarice n. Passion for getting and keeping riches. aver v. To assert as a fact. averse adj. Reluctant. aversion n. A mental condition of fixed opposition to or dislike of some particular thing. avert v. To turn away or aside. aviary n. A spacious cage or enclosure in which live birds are kept. avidity n. Greediness. avocation n. Diversion. avow v. To declare openly. awaken v. To arouse, as emotion, interest, or the like. awry adv. & adj. Out of the proper form, direction, or position. aye adv. An expression of assent. azalea n. A flowering shrub. azure n. The color of the sky. Baconian adj. Of or pertaining to Lord Bacon or his system of philosophy. bacterium n. A microbe. badger v. To pester. baffle v. To foil or frustrate. bailiff n. An officer of court having custody of prisoners under arraignment. baize n. A single-colored napped woolen fabric used for table-covers, curtains, etc. bale n. A large package prepared for transportation or storage. baleful adj. Malignant. ballad n. Any popular narrative poem, often with epic subject and usually in lyric form. balsam n. A medical preparation, aromatic and oily, used for healing. banal adj. Commonplace. barcarole n. A boat-song of Venetian gondoliers. barograph n. An instrument that registers graphically and continuously the atmospheric pressure. barometer n. An instrument for indicating the atmospheric pressure per unit of surface. barring prep. Apart from. baritone adj. Having a register higher than bass and lower than tenor. bask v. To make warm by genial heat. bass adj. Low in tone or compass. baste v. To cover with melted fat, gravy, while cooking. baton n. An official staff borne either as a weapon or as an emblem of authority or privilege. attalion n. A body of infantry composed of two or more companies, forming a part of a regiment. batten n. A narrow strip of wood. batter n. A thick liquid mixture of two or more materials beaten together, to be used in cookery. bauble n. A trinket. bawl v. To proclaim by outcry. beatify v. To make supremely happy. beatitude n. Any state of great happiness. b eau n. An escort or lover. becalm v. To make quiet. beck v. To give a signal to, by nod or gesture. bedaub v. To smear over, as with something oily or sticky. bedeck v. To cover with ornament. bedlam n. Madhouse. befog v. To confuse. befriend v. To be a friend to, especially when in need. beget v. To produce by sexual generation. begrudge v. To envy one of the possession of. belate v. To delay past the proper hour. belay v. To make fast, as a rope, by winding round a cleat. belie v. To misrepresent. believe v. To accept as true on the testimony or authority of others. belittle v. To disparage. belle n. A woman who is a center of attraction because of her beauty, accomplishments, etc. bellicose adj. Warlike. belligerent adj. Manifesting a warlike spirit. bemoan v. To lament benediction n. a solemn invocation of the divine blessing. benefactor n. A doer of kindly and charitable acts. benefice n. A church office endowed with funds or property for the maintenance of divine service. beneficent adj. Characterized by charity and kindness. beneficial adj. Helpful. beneficiary n. One who is lawfully entitled to the profits and proceeds of an estate or property. benefit n. Helpful result. benevolence n. Any act of kindness or well-doing. benevolent adj. Loving others and actively desirous of their well-being. benign adj. Good and kind of heart. benignant adj. Benevolent in feeling, character, or aspect. benignity n. Kindness of feeling, disposition, or manner. benison n. Blessing. bequeath v. To give by will. bereave v. To make desolate with loneliness and grief. berth n. A bunk or bed in a vessel, sleeping-car, etc. beseech v. To implore. beset v. To attack on all sides. besmear v. To smear over, as with any oily or sticky substance. bestial adj. Animal. bestrew v. To sprinkle or cover with things strewn. bestride v. To get or sit upon astride, as a horse. bethink v. To remind oneself. betide v. To happen to or befall. betimes adv. In good season or time. betroth v. To engage to marry. betrothal n. Engagement to marry. bevel n. Any inclination of two surfaces other than 90 degrees. ewilder v. To confuse the perceptions or judgment of. bibliomania n. The passion for collecting books. bibliography n. A list of the words of an author, or the literature bearing on a particular subject. bibliophile n. One who loves books. bibulous adj. Fond of drinking. bide v. To await. biennial n. A plant that produces leaves and roots the first year and flowers and fr uit the second. bier n. A horizontal framework with two handles at each end for carrying a corpse to the grave. bigamist n. One who has two spouses at the same time. bigamy n. The crime of marrying any other person while having a legal spouse living. ight n. A slightly receding bay between headlands, formed by a long curve of a coast-line. bilateral adj. Two-sided. bilingual adj. Speaking two languages. biograph n. A bibliographical sketch or notice. biography n. A written account of one's life, actions, and character. biology n. The science of life or living organisms. biped n. An animal having two feet. birthright n. A privilege or possession into which one is born. bitterness n. Acridity, as to the taste. blase adj. Sated with pleasure. blaspheme v. To indulge in profane oaths. blatant adj. Noisily or offensively loud or clamorous. blaze n. A vivid glowing flame. lazon v. To make widely or generally known. bleak adj. Desolate. blemish n. A mark that mars beauty. blithe adj. Joyou s. blithesome adj. Cheerful. blockade n. The shutting up of a town, a frontier, or a line of coast by hostile forces. boatswain n. A subordinate officer of a vessel, who has general charge of the rigging, anchors, etc. bodice n. A women's ornamental corset-shaped laced waist. bodily adj. Corporeal. boisterous adj. Unchecked merriment or animal spirits. bole n. The trunk or body of a tree. bolero n. A Spanish dance, illustrative of the passion of love, accompanied by caste nets and singing. boll n. A round pod or seed-capsule, as a flax or cotton. bolster v. To support, as something wrong. bomb n. A hollow projectile containing an explosive material. bombard v. To assail with any missile or with abusive speech. bombardier n. A person who has charge of mortars, bombs, and shells. bombast n. Inflated or extravagant language, especially on unimportant subjects. boorish adj. Rude. bore v. To weary by tediousness or dullness. borough n. An incorporated village or town. bosom n. The breast or the upper front of the thorax of a human being, especially of a woman. botanical adj. Connected with the study or cultivation of plants. botanize v. To study plant-life. botany n. The science that treats of plants. bountiful adj. Showing abundance. Bowdlerize v. To expurgate in editing (a literary composition) by omitting words or passages. bowler n. In cricket, the player who delivers the ball. boycott v. To place the products or merchandise of under a ban. brae n. Hillside. braggart n. A vain boaster. brandish v. To wave, shake, or flourish triumphantly or defiantly, as a sword or spear. bravado n. An aggressive display of boldness. bravo interj. Well done. bray n. A loud harsh sound, as the cry of an ass or the blast of a horn. braze v. To make of or ornament with brass. razier n. An open pan or basin for holding live coals. breach n. The violation of official duty, lawful right, or a legal obligation. breaker n. One who trains horses, dogs, etc. breech n. The buttocks. brethren n. pl. Members of a brotherhood, gild, profession, association, or the like. brevity n. Shortness of duration. bric-a-brac n. Objects of curiosity or for decoration. bridle n. The head-harness of a horse consisting of a head-stall, a bit, and the reins. brigade n. A body of troops consisting of two or more regiments. brigadier n. General officer who commands a brigade, ranking between a colonel and a major-general. rigand n. One who lives by robbery and plunder. brimstone n. Sulfur. brine n. Water saturated with salt. bristle n. One of the coarse, stiff hairs of swine: used in brush-making, etc. Britannia n. The United Kingdom of Great Britain. Briticism n. A word, idiom, or phrase characteristic of Great Britain or the British. brittle adj. Fragile. broach v. To mention, for the first time. broadcast adj. Disseminated far and wide. brogan n. A coarse, heavy shoe. brogue n. Any dialectic pronunciation of English, especially that of the Irish people. brokerage n. The business of making sales and purchases for a commission; a broker. romine n. A dark reddish-brown, non-metallic liquid element with a suffocating odor. bronchitis n. Inflammation of the bronchial tubes. bronchus n. Either of the two subdivisions of the trachea conveying air into the lungs. brooch n. An article of jewelry fastened by a hinged pin and hook on the underside. brotherhood n. Spiritual or social fellowship or solidarity. browbeat v. To overwhelm, or attempt to do so, by stern, haughty, or rude address or manner. brusque adj. Somewhat rough or rude in manner or speech. buffoon n. A clown. buffoonery n. Low drollery, coarse jokes, etc. bulbous adj. Of, or pertaining to, or like a bulb. ullock n. An ox. bulrush n. Any one of various tall rush-like plants growing in damp ground or water. bulwark n. Anything that gives security or defense. bumper n. A cup or glass filled to the brim, especially one to be drunk as a toast or health. bumptious adj. Full of offensive and aggressive self-conceit. bungle v. To execute clumsily. buoyancy n. Power or tendency to float on or in a liquid or gas. buoyant adj. Having the power or tendency to float or keep afloat. bureau n. A chest of drawers for clothing, etc. bureaucracy n. Government by departments of men transacting particular branches of public business. urgess n. In colonial times, a member of the lower house of the legislature of Maryland or Virginia. burgher n. An inhabitant, citizen or freeman of a borough burgh, or corporate town. burnish v. To make brilliant or shining. bursar n. A treasurer. bustle v. To hurry. butt v. To strike with or as with the head, or horns. butte n. A conspicuous hill, low mountain, or natural turret, generally isolated. buttress n. Any support or prop. by-law n. A rule or law adopted by an association, a corporation, or the like. cabal n. A number of persons secretly united for effecting by intrigue some private purpose. cabalism n. Superstitious devotion to one's religion. cabinet n. The body of men constituting the official advisors of the executive head of a nation. cacophony n. A disagreeable, harsh, or discordant sound or combination of sounds or tones. cadaverous adj. Resembling a corpse. cadence n. Rhythmical or measured flow or movement, as in poetry or the time and pace of marching troops. cadenza n. An embellishment or flourish, prepared or improvised, for a solo voice or instrument. caitiff adj. Cowardly. cajole v. To impose on or dupe by flattering speech. cajolery n. Delusive speech. calculable adj. That may be estimated by reckoning. alculus n. A concretion formed in various parts of the body resembling a pebble in hardness. callosity n. The state of being hard and insensible. callow adj. Without experience of the world. calorie n. Amount of heat needed to raise the temperature of 1 kilogram of water 1 degree centigrade. calumny n. Slander. Calvary n. The place where Christ was crucified. Calvinism n. The system of doctrine taught by John Calvin. Calvinize v. To teach or imbue with the doctrines of Calvinism. came n. A leaden sash-bar or grooved strip for fastening panes in stained-glass windows. cameo n. Any small engraved or carved work in relief. ampaign n. A complete series of connected military operations. Canaanite n. A member of one of the three tribes that dwelt in the land of Canaan, or western Palestine. canary adj. Of a bright but delicate yellow. candid adj. Straightforward. candor n. The quality of frankness or outspokenness. canine adj. Characteristic of a dog. canon n. Any rule or law. cant v. To talk in a singsong, preaching tone with affected solemnity. cantata n. A choral composition. canto n. One of the divisions of an extended poem. cantonment n. The part of the town or district in which the troops are quartered. capacious adj. Roomy. apillary n. A minute vessel having walls composed of a single layer of cells. capitulate v. To surrender or stipulate terms . caprice n. A whim. caption n. A heading, as of a chapter, section, document, etc. captious adj. Hypercritical. captivate v. To fascinate, as by excellence. eloquence, or beauty. carcass n. The dead body of an animal. cardiac adj. Pertaining to the heart. cardinal adj. Of prime or special importance. caret n. A sign (^) placed below a line, indicating where omitted words, etc. , should be inserted. caricature n. a picture or description in which natural characteristics are exaggerated or distorted. arnage n. Massacre. carnal adj. Sensual. carnivorous adj. Eating or living on flesh. carouse v. To drink deeply and in boisterous or jovial manner. carrion n. Dead and putrefying flesh. cartilage n. An elastic animal tissue of firm consistence. cartridge n. A charge for a firearm, or for blasting. caste n. The division of society on artificial grounds. castigate v. To punish. casual adj. Accidental, by chance. casualty n. A fatal or serious accident or disaster. cataclysm n. Any overwhel ming flood of water. cataract n. Opacity of the lens of the eye resulting in complete or partial blindness. catastrophe n. Any great and sudden misfortune or calamity. cathode n. The negative pole or electrode of a galvanic battery. Catholicism n. The system, doctrine, and practice of the Roman Catholic Church. catholicity n. Universal prevalence or acceptance. cat-o-nine-tails n. An instrument consisting of nine pieces of cord, formerly used for flogging in the army and navy. caucus n. A private meeting of members of a political party to select candidates. causal adj. Indicating or expressing a cause. caustic adj. Sarcastic and severe. cauterize v. To burn or sear as with a heated iron. cede v. To pass title to. censor n. An official examiner of manuscripts empowered to prohibit their publication. censorious adj. Judging severely or harshly. census n. An official numbering of the people of a country or district. centenary adj. Pertaining to a hundred years or a period of a hundred years. centiliter n. A hundredth of a liter. centimeter n. A length of one hundredth of a meter. centurion n. A captain of a company of one hundred infantry in the ancient Roman army. cereal adj. Pertaining to edible grain or farinaceous seeds. ceremonial adj. Characterized by outward form or ceremony. ceremonious adj. Observant of ritual. cessation n. Discontinuance, as of action or motion. cession n. Surrender, as of possessions or rights. chagrin n. Keen vexation, annoyance, or mortification, as at one's failures or errors. chameleon adj. Changeable in appearance. chancery n. A court of equity, as distinguished from a common-law court. chaos n. Any condition of which the elements or parts are in utter disorder and confusion. characteristic n. A distinctive feature. characterize v. To describe by distinctive marks or peculiarities. charlatan n. A quack. chasm n. A yawning hollow, as in the earth's surface. chasten v. To purify by affliction. chastise v. To subject to punitive measures. chastity n. Sexual or moral purity. chateau n. A castle or manor-house. chattel n. Any article of personal property. check v. To hold back. chiffon n. A very thin gauze used for trimmings, evening dress, etc. chivalry n. The knightly system of feudal times with its code, usages and practices. cholera n. An acute epidemic disease. choleric adj. Easily provoked to anger. choral adj. Pertaining to, intended for, or performed by a chorus or choir. Christ n. A title of Jesus christen v. To name in baptism. Christendom n. That part of the world where Christianity is generally professed. chromatic adj. Belonging, relating to, or abounding in color. chronology n. The science that treats of computation of time or of investigation and arrangement of events. chronometer n. A portable timekeeper of the highest attainable precision. cipher v. To calculate arithmetically. (also a noun meaning zero or nothing) circulate v. To disseminate. circumference n. The boundary-line of a circle. circumlocution n. Indirect or roundabout expression. circumnavigate v. To sail quite around. circumscribe v. To confine within bounds. circumspect adj. Showing watchfulness, caution, or careful consideration. citadel n. Any strong fortress. ite v. To refer to specifically. claimant n. One who makes a claim or demand, as of right. clairvoyance n. Intuitive sagacity or perception. clamorous adj. Urgent in complaint or demand. clan n. A tribe. clandestine adj. Surreptitious. clangor n. Clanking or a ringing, as of arms, chains, or bells; clamor. clarify v. To render intelligible. clarion n. A small shrill trump et or bugle. classify v. To arrange in a class or classes on the basis of observed resemblance’s and differences. clearance n. A certificate from the proper authorities that a vessel has complied with the law and may sail. clemency n. Mercy. clement adj. Compassionate. close-hauled adj. Having the sails set for sailing as close to the wind as possible. clothier n. One who makes or sells cloth or clothing. clumsy adj. Awkward of movement. coagulate v. To change into a clot or a jelly, as by heat, by chemical action, or by a ferment. coagulant adj. Producing coagulation. coalescence n. The act or process of coming together so as to form one body, combination, or product. coalition n. Combination in a body or mass. coddle v. To treat as a baby or an invalid. codicil n. A supplement adding to, revoking, or explaining in the body of a will. coerce v. To force. coercion n. Forcible constraint or restraint, moral or physical. coercive adj. Serving or tending to force. cogent adj. Appealing strongly to the reason or conscience. cognate adj. Akin. cognizant adj. Taking notice. cohere v. To stick together. cohesion n. Consistency. cohesive adj. Having the property of consistency. coincide v. To correspond. coincidence n. A circumstance so agreeing with another: often implying accident. coincident adj. Taking place at the same time. collaborate v. To labor or cooperate with another or others, especially in literary or scientific pursuits. collapse v. To cause to shrink, fall in, or fail. ollapsible adj. That may or can collapse. colleague n. An associate in professional employment. collective adj. Consisting of a number of persons or objects considered as gathered into a mass, or sum. collector n. One who makes a collection, as of objects of art, books, or the like. collegian n. A college student. collide v. To meet and strike violently. collier n. One who works in a coal-mine. collision n. Violent contact. colloquial adj. Pertaining or peculiar to common speech as distinguished from literary. colloquialism n. Form of speech used only or chiefly in conversation. colloquy n. Conversation. collusion n. A secret agreement for a wrongful purpose. colossus n. Any strikingly great person or object. comely adj. Handsome. comestible adj. Fit to be eaten. comical adj. Funny. commemorate v. To serve as a remembrance of. commentary n. A series of illustrative or explanatory notes on any important work. commingle v. To blend. commissariat n. The department of an army charged with the provision of its food and water and daily needs. commission v. To empower. commitment n. The act or process of entrusting or consigning for safe-keeping. committal n. The act, fact, or result of committing, or the state of being commodity n. Something that is bought and sold. commotion n. A disturbance or violent agitation. commute v. To put something, especially something less severe, in place of. comparable adj. Fit to be compared. comparative adj. Relative. comparison n. Examination of two or more objects with reference to their likeness or unlikeness. compensate v. To remunerate. competence n. Adequate qualification or capacity. competent adj. Qualified. competitive adj. characterized by rivalry. competitor n. A rival. complacence n. Satisfaction with one's acts or surroundings. complacent adj. Pleased or satisfied with oneself. complaisance n. Politeness. omplaisant adj. Agreeable. complement v. To make complete. complex adj. Complicated. compliant adj. Yielding. complicate v. To make complex, difficult, or hard to deal with. complication n. An intermingling or combination of things or parts, especially in a perplexing manner. complicity n. Participation or partnership, as in wrong-doing or with a wrong-doer. compli ment v. To address or gratify with expressions of delicate praise. component n. A constituent element or part. comport v. To conduct or behave (oneself). composure n. Calmness. comprehensible adj. Intelligible. comprehension n. Ability to know. comprehensive adj. Large in scope or content. compress v. To press together or into smaller space. compressible adj. Capable of being pressed into smaller compass. compression n. Constraint, as by force or authority. comprise v. To consist of. compulsion n. Coercion. compulsory adj. Forced. compunction n. Remorseful feeling. compute v. To ascertain by mathematical calculation. concede v. To surrender. conceit n. Self-flattering opinion. conceive v. To form an idea, mental image or thought of. concerto n. A musical composition. concession n. Anything granted or yielded, or admitted in response to a demand, petition, or claim. conciliate v. To obtain the friendship of. conciliatory adj. Tending to reconcile. conclusive adj. Sufficient to convince or decide. concord n. Harmony. concordance n. Harmony. concur v. To agree. concurrence n. Agreement. concurrent adj. Occurring or acting together. concussion n. A violent shock to some organ by a fall or a sudden blow. condensation n. The act or process of making dense or denser. condense v. To abridge. condescend v. To come down voluntarily to equal terms with inferiors. condolence n. Expression of sympathy with a person in pain, sorrow, or misfortune. conduce v. To bring about. conducive adj. Contributing to an end. onductible adj. Capable of being conducted or transmitted. conduit n. A means for conducting something, particularly a tube, pipe, or passageway for a fluid. confectionery n. The candy collectively that a confectioner makes or sells, as candy. confederacy n. A number of states or persons in compact or league with each other, as for mutual aid. confederate n. One w ho is united with others in a league, compact, or agreement. confer v. To bestow. conferee n. A person with whom another confers. confessor n. A spiritual advisor. confidant n. One to whom secrets are entrusted. confide v. To reveal in trust or confidence. confidence n. The state or feeling of trust in or reliance upon another. confident adj. Assured. confinement n. Restriction within limits or boundaries. confiscate v. To appropriate (private property) as forfeited to the public use or treasury. conflagration n. A great fire, as of many buildings, a forest, or the like. confluence n. The place where streams meet. confluent n. A stream that unites with another. conformance n. The act or state or conforming. conformable adj. Harmonious. conformation n. General structure, form, or outline. conformity n. Correspondence in form, manner, or use. confront v. To encounter, as difficulties or obstacles. ongeal v. To coagulate. congenial adj. Having kindred character or tastes. congest v. To collect into a mass. congregate v. To bring together into a crowd. coniferous adj. Cone-bearing trees. conjecture n. A guess. conjoin v. To unite. conjugal adj. Pertaining to marriage, marital rights, or married persons. conjugate adj. Joined together in pairs. conjugati on n. The state or condition of being joined together. conjunction n. The state of being joined together, or the things so joined. connive v. To be in collusion. connoisseur n. A critical judge of art, especially one with thorough knowledge and sound judgment of art. onnote v. To mean; signify. connubial adj. Pertaining to marriage or matrimony. conquer v. To overcome by force. consanguineous adj. Descended from the same parent or ancestor. conscience n. The faculty in man by which he distinguishes between right and wrong in character and conduct. conscientious adj. Governed by moral standard. conscious adj. Aware that one lives, feels, and thinks. conscript v. To force into military service. consecrate v. To set apart as sacred. consecutive adj. Following in uninterrupted succession. consensus n. A collective unanimous opinion of a number of persons. conservatism n. Tendency to adhere to the existing order of things. conservative adj. Adhering to the existing order of things. conservatory n. An institution for instruction and training in music and declamation. consign v. To entrust. consignee n. A person to whom goods or other property has been entrusted. consignor n. One who entrusts. consistency n. A state of permanence. console v. To comfort. consolidate v. To combine into one body or system. consonance n. The state or quality of being in accord with. consonant adj. Being in agreement or harmony with. consort n. A companion or associate. conspicuous adj. Clearly visible. conspirator n. One who agrees with others to cooperate in accomplishing some unlawful purpose. conspire v. To plot. constable n. An officer whose duty is to maintain the peace. constellation n. An arbitrary assemblage or group of stars. consternation n. Panic. constituency n. The inhabitants or voters in a district represented in a legislative body. constituent n. One who has the right to vote at an election. constrict v. To bind. consul n. An officer appointed to reside in a foreign city, chiefly to represent his country. consulate n. The place in which a consul transacts official business. consummate v. To bring to completion. onsumption n. Gradual destruction, as by burning, eating, etc. , or by using up, wearing out, etc. consumptive adj. Designed for gradual destruction. contagion n. The communication of disease from person to person. contagious adj. Transmitting disease. contaminate v. To pollute. contemplate v. To consider thoughtfully. contemporaneous adj. Living, occurring, or existing at the same time. contemporary adj. Living or existing at the same time. contemptible adj. Worthy of scorn or disdain. contemptuous adj. Disdainful. contender n. One who exerts oneself in opposition or rivalry. contiguity n. Proximity. contiguous adj. Touching or joining at the edge or boundary. continence n. Self-restraint with respect to desires, appetites, and passion. contingency n. Possibility of happening. contingent adj. Not predictable. continuance n. Permanence. continuation n. Prolongation. continuity n. Uninterrupted connection in space, time, operation, or development. continuous adj. Connected, extended, or prolonged without separation or interruption of sequence. contort v. To twist into a misshapen form. contraband n. Trade forbidden by law or treaty. contradiction n. The assertion of the opposite of that which has been said. contradictory adj. Inconsistent with itself. contraposition n. A placing opposite. contravene v. To prevent or obstruct the operation of. contribution n. The act of giving for a common purpose. contributor n. One who gives or furnishes, in common with others, for a common purpose. contrite adj. Broken in spirit because of a sense of sin. contrivance n. The act planning, devising, inventing, or adapting something to or for a special purpose. contrive v. To manage or carry through by some device or scheme. control v. To exercise a directing, restraining, or governing influence over. controller n. One who or that which regulates or directs. ontumacious adj. Rebellious. contumacy n. Contemptuous disregard of the requirements of rightful authority. contuse v. To bruise by a blow, either with or without the breaking of the skin. contusion n. A bruise. convalesce v. To recover after a sickness. convalescence n. The state of progressive restoration to health and strength after the cessation of disease. convale scent adj. Recovering health after sickness. convene v. To summon or cause to assemble. convenience n. Fitness, as of time or place. converge v. To cause to incline and approach nearer together. convergent adj. Tending to one point. conversant adj. Thoroughly informed. conversion n. Change from one state or position to another, or from one form to another. convertible adj. Interchangeable. convex adj. Curving like the segment of the globe or of the surface of a circle. conveyance n. That by which anything is transported. convivial adj. Devoted to feasting, or to good-fellowship in eating or drinking. convolution n. A winding motion. convolve v. To move with a circling or winding motion. convoy n. A protecting force accompanying property in course of transportation. convulse v. To cause spasms in. convulsion n. A violent and abnormal muscular contraction of the body. opious adj. Plenteous. coquette n. A flirt. cornice n. An ornamental molding running round the walls of a room close to the ceiling. cornucopia n. The horn of plenty, symbolizing peace and prosperity. corollary n. A proposition following so obviously from another that it requires little demonstration. coronation n. The act or ceremony of crowning a monarch. coronet n. Inferior crown denoting, according to its form, various degrees of noble rank less than sovereign. corporal adj. Belonging or relating to the body as opposed to the mind. corporate adj. Belonging to a corporation. corporeal adj. Of a material nature; physical. orps n. A number or body of persons in some way associated or acting together. corpse n. A dead body. corpulent adj. Obese. corpuscle n. A minute particle of matter. correlate v. To put in some relation of connection or correspondence. correlative adj. Mutually involving or implying one another. corrigible adj. Capable of reformation. corroborate v. To strengthen, as proof or conviction. corroboration n. Confirmation. corrode v. To ruin or destroy little by little. corrosion n. Gradual decay by crumbling or surface disintegration. corrosive n. That which causes gradual decay by crumbling or surface disintegration. orruptible adj. Open to bribery. corruption n. Loss of purity or integrity. cosmetic adj. Pertaining to the art of beautifying, especially the complexion. cosmic adj. Pertaining to the universe. cosmogony n. A doctrine of creation or of the origin of the universe. cosmography n. The science that describes the universe, including astronomy, geography, and geology. cosmology n. The general science of the universe. cosmopolitan adj. Common to all the world. cosmopolitanism n. A cosmopolitan character. cosmos n. The world or universe considered as a system, perfect in order and arrangement. counter-claim n. A cross-demand alleged by a defendant in his favor against the plaintiff. counteract v. To act in opposition to. counterbalance v. To oppose with an equal force. countercharge v. To accuse in return. counterfeit adj. Made to resemble something else. counterpart n. Something taken with another for the completion of either. countervail v. To offset. counting-house n. A house or office used for transacting business, bookkeeping, correspondence, etc. countryman n. A rustic. courageous adj. Brave. course n. Line of motion or direction. courser n. A fleet and spirited horse. courtesy n. Politeness originating in kindness and exercised habitually. ovenant n. An agreement entered into by two or more persons or parties. covert adj. Concealed, especially for an evil purpose. covey n. A flock of quails or partridges. cower v. To crouch down tremblingly, as through fear or shame. coxswain n. One who steers a rowboat, or one who has charge of a ship's boat and its crew under an officer. crag n. A rugged, rocky projection on a cliff or ledge. cranium n. The skull of an animal, especially that part enclosing the brain. crass adj. Coarse or thick in nature or structure, as opposed to thin or fine. craving n. A vehement desire. creak n. A sharp, harsh, squeaking sound. creamery n. A butter-making establishment. creamy adj. Resembling or containing cream. credence n. Belief. credible adj. Believable. credulous adj. Easily deceived. creed n. A formal summary of fundamental points of religious belief. crematory adj. A place for cremating dead bodies. crevasse n. A deep crack or fissure in the ice of a glacier. crevice n. A small fissure, as between two contiguous surfaces. criterion n. A standard by which to determine the correctness of a judgment or conclusion. critique n. A criticism or critical review. crockery n. Earthenware made from baked clay. crucible n. A trying and purifying test or agency. rusade n. Any concerted movement, vigorously prosecuted, in behalf of an idea or principle. crustacean adj. Pertaining to a division of arthropods, containing lobsters, crabs, crawfish, etc. crustaceous adj. Having a crust-like shell. cryptogram n. Anything written in characters that are secret or so arranged as to have hidden meaning. crystallize v. To bring togethe r or give fixed shape to. cudgel n. A short thick stick used as a club. culinary adj. Of or pertaining to cooking or the kitchen. cull v. To pick or sort out from the rest. culpable adj. Guilty. culprit n. A guilty person. culvert n. Any artificial covered channel for the passage of water through a bank or under a road, canal. cupidity n. Avarice. curable adj. Capable of being remedied or corrected. curator n. A person having charge as of a library or museum. curio n. A piece of bric-a-brac. cursive adj. Writing in which the letters are joined together. cursory adj. Rapid and superficial. curt adj. Concise, compressed, and abrupt in act or expression. curtail v. To cut off or cut short. curtsy n. A downward movement of the body by bending the knees. cycloid adj. Like a circle. cygnet n. A young swan. cynical adj. Exhibiting moral skepticism. cynicism n. Contempt for the opinions of others and of what others value. cynosure n. That to which general interest or attention is directed. daring adj. Brave. darkling adv. Blindly. Darwinism n. The doctrine that natural selection has been the prime cause of evolution of higher forms. dastard n. A base coward. datum n. A premise, starting-point, or given fact. dauntless adj. Fearless. day-man n. A day-laborer. dead-heat n. A race in which two or more competitors come out even, and there is no winner. dearth n. Scarcity, as of something customary, essential ,or desirable. death's-head n. A human skull as a symbol of death. ebase v. To lower in character or virtue. debatable adj. Subject to contention or dispute. debonair adj. Having gentle or courteous bearing or manner. debut n. A first appearance in society or on the stage. decagon n. A figure with ten sides and ten angles. decagram n. A weight of 10 grams. decaliter n. A liquid and dry measure of 10 liters. decalogue n. The ten commandments . Decameron n. A volume consisting of ten parts or books. decameter n. A length of ten meters. decamp v. To leave suddenly or unexpectedly. decapitate v. To behead. decapod adj. Ten-footed or ten-armed. decasyllable n. A line of ten syllables. eceit n. Falsehood. deceitful adj. Fraudulent. deceive v. To mislead by or as by falsehood. decency n. Moral fitness. decent adj. Characterized by propriety of conduct, speech, manners, or dress. deciduous adj. Falling off at maturity as petals after flowering, fruit when ripe, etc. decimal adj. Founded on the number 10. decimate v. To destroy a measurable or large proportion of. decipher v. To find out the true words or meaning of, as something hardly legible. decisive ad. Conclusive. declamation n. A speech recited or intended for recitation from memory in public. declamatory adj. A full and formal style of utterance. eclarative adj. Containing a formal, positive, or explicit statement or affirmation. declension n. The change of endings in n ouns and adj. to express their different relations of gender. decorate v. To embellish. decorous adj. Suitable for the occasion or circumstances. decoy n. Anything that allures, or is intended to allures into danger or temptation. decrepit adj. Enfeebled, as by old age or some chronic infirmity. dedication n. The voluntary consecration or relinquishment of something to an end or cause. deduce v. To derive or draw as a conclusion by reasoning from given premises or principles. deface v. To mar or disfigure the face or external surface of. defalcate v. To cut off or take away, as a part of something. defamation n. Malicious and groundless injury done to the reputation or good name of another. defame v. To slander. default n. The neglect or omission of a