Paragraphing in Academic Writing Essay

Although it often seems that paragraphs can take an infinite number of forms, there are really only a few formats for paragraphing in formal, academic prose. What makes paragraphs seem unique to the reader is the style of the writer’s prose, not the actual format of the information. There are four main types of paragraphs in academic prose: the standard paragraph, the explanatory paragraph, the evidential paragraph, and the introductory paragraph (whose format is sometimes mirrored in the conclusion). Note that the rules and formats described here apply to formal, academic prose, as opposed to paragraphing in newspapers, business, or electronic discourse. Each kind of writing has its own conventions, that is, rules and rhetorical strategies unique to a particular form of composition. In poetry, for example, line breaks contribute to the poem’s rhythm and overall message and mark the poem as a poem, not as another kind of writing. Conventions in paragraphing can vary from one kind of writing to another as well. In newspaper writing, paragraphs are one to three sentences because the narrow columns used in newspapers make even the shortest paragraph seem long. In electronic discourse, shorter paragraphs and more listing is used because it is more pleasing to the eye–taking advantage of the internet’s more visual features. A. Standard Paragraph Format Standard paragraphs are the most frequently used paragraph format and most of your essay paragraphs should follow this format. Standard paragraphs contain the following elements in order: 1. Most begin with a topic sentence that makes the main point to be discussed, analyzed, or argued within that paragraph. On very rare occasions, the paragraph may begin with a transition from the last paragraph, followed by the topic sentence for the new paragraph. Paragraphs do not begin with quotations or other kinds of evidence. Evidence must be introduced after the point of the paragraph is made and explained. 2. Following the topic sentence, there is an explanation and/or further development of the point proposed in the topic sentence that clarifies and expands on this point. This explanation adds to the reader’s understanding of the point. 3. Following the explanation or development of the point, the writer introduces evidence. Introducing evidence includes informing the reader who the information comes from and where (i.e. author and article or book title or foundation, etc.). Such an introduction is an important part of source documentation and helps the reader understand where the evidence portion of the paragraph begins and how the evidence is being used. It is literally a signal to the reader that you have stopped talking and your source has started talking. 4. Once introduced, you provide the actual proof or evidence. This may come in the form of supporting evidence like statistics or quotations or other kinds of softer evidence like anecdotes or eye-witness accounts. Evidence is presented primarily as a paraphrase or summary, with only an occasional pithy, apt quote. It is limited to a few lines, so that the primary focus of the paragraph is on the writer’s point. Evidence must also be cited properly once given, using parenthetical documentation. (See your textbook for more information on citation.) This parenthetical documentation provides additional, helpful information that pinpoints even more accurately where the evidence can be found and signals the reader that you are going to resume speaking on the topic. 5. After providing proof, you must always explain the meaning of the evidence and tie its meaning to the point you are making so that the reader understands it the way you understand it. Never let evidence stand on its own merit; it must be interpreted for the reader, in light of the point being made, so that the reader understands the meaning and relevance of it. Otherwise, the reader may see the evidence in a different light or be completely lost as to its significance. Thus, evidence must always be explained, even if it seems self-evident to you. Working out the explanation of the evidence is also a helpful check on your own insights. If you can’t explain your evidence in light of your point, then it probably doesn’t support the point you are making. 6. The paragraph closes with either a summation of the main point or some kind of transition to the next point. This reminds the reader of the argument in progress, its essential points, and the connection between points. B. Explanatory Paragraphs Explanatory paragraphs are used to allow the writer to expand on and explain particularly complex points before providing the reader with a lot of examples or evidence. In particular fields, like the sciences or philosophy, such paragraphs are common in writings that attempt to explain or analyze difficult ideas, theories, or concepts. An explanatory paragraph can also be used to summarize someone else’s ideas or concepts that you plan to utilize in your own paper. Essay conclusions are often a kind of explanatory paragraphs because they summarize and reiterate the main ideas discussed in the paper. Explanatory paragraphs contain the following elements in order: 1. Begin with a topic sentence or a transition. 2. Following the topic sentence, there is an in-depth explanation without corroborating evidence, although if the explanation is of someone else’s ideas, you must cite this person. 3. The paragraph closes with either a summation. C. Evidential Paragraphs Evidential paragraphs are sometimes used to allow the writer to provide more evidence for a particular point made in a standard paragraph. These paragraphs act as an extension of the point made in the previous paragraph by supplementing the points with further, important evidence. In some fields, like in psychology where individual case studies are often used, there are occasions when there will be several evidential paragraphs for each sub point since the amount of evidence gathered is important to the proving of the point. Evidential paragraphs contain the following elements in order: 1. Begin with a topic sentence or a transition that reiterates the main point of the previous paragraph to remind the reader of the point under consideration. Paragraphs do not begin with quotations or other kinds of evidence. 2. Next, the writer introduces the next piece of evidence for the point as outlined for standard academic paragraphs above. 3. Then the writer provides the actual proof or evidence, followed by the necessary documentation as outlined above. 4. Next, writer must again explain the meaning of the evidence as outlined previously. [Repeat steps 2, 3, and 4 as needed to provide additional, corroborating evidence. To avoid unwieldy paragraphs, keep in mind that a paragraph must have a sense of unity and that usually academic paragraphs run about 1/2 a double-spaced page in length. Therefore, put like evidence together in a paragraph, but use separate evidential paragraphs for items that defy categorization or if you have an overwhelming amount of evidence that you feel must be presented.] 5. The paragraph closes with either a summation of the point and, perhaps some kind of transition to the next point. D. Introductory Paragraphs All essays contain some kind of introductory paragraph or paragraphs. Often, this is where we feel that we can be the most â€Å"creative† in our writing because there are so many ways to begin an essay. Introductory paragraphs usually begin with a hook to draw the reader into the paper and, most often, end with the overall thesis of the paper. Sometimes the thesis includes a forecast of the paper’s major points. The hook might be a pithy quote, a brief anecdote, or hypothetical situation. Hooks can also be overviews of the problem or of current research on the subject. When using a hook, keep in mind that it should be handled like evidence; thus, it must be clearly introduced, documented, and explained. And, like evidence, it should be pithy–short and to the point. You don’t want the reader getting lost in the hook and never get to the point of the paper. In short papers, of 900-1200 words, introductions are usually one paragraph in length. In longer papers, they may run two to three paragraphs. In books, they could run to a whole chapter. Stereotypically, the academic conclusion is merely a repeat of the essay’s main points and overall thesis. A truly innovative conclusion may repeat the essential point, but suggest other avenues to pursue with the topic–suggesting your awareness that you are only one voice in an on-going discussion of the topic. E. Standard Paragraph Checklist Use the following checklist to analyze the format of your paper’s paragraphs. If a particular paragraph does not fit the standard format, re-evaluate it: does it at least fit the format of an explanatory, evidential, or introductory paragraph and is its format consistent with the purpose of the paragraph?

Essay on Raphael Sanzio Inspired - 1449 Words

It was once said by Josef Albers that, Any color subtracts its own hue from the colors which it carries and therefore influences. An artist works upon people, places, and things that incite them to express themselves. It is these things that lay the foundation for a masterpiece that goes on to influence future artists. This is how the artist Raphael Sanzio came about being one of the best of his time. Raphael took methods and ideas from his surrounding colleagues and then he would combine them with his own personality to create some of the best works from his era. Raphael Sanzios work of the Italian High Renaissance era is the result of influences and incorporation of techniques of Michelangelo Buonarroti, Pietro Perugino, and Leonardo†¦show more content†¦To make the work his own, Raphael would mix in his own personal sentiment into his work. Without this touch, Raphaels work would simply be a copy of the work by Pietro Perugino. (Raphael.) Not only does Raphaels artwork si mulate the paintings of Perugino but, it also channels a strong Da Vinci influence with its pyramidal composition, contour, balance, and interplay of light and dark (chiaroscuro) and sfumato (extremely fine, soft shading instead of line to delineate forms and features). (Raphael Sanzio.) Leonardo Da Vincis inspiration on Raphael can be most prominently seen in his well known series of Madonnas. One of the several techniques favorably utilized by Da Vinci is pyramidal composition. Pyramidal composition is a device used to pull the audiences eyes to view a painting from the top to the bottom rather than from left to right. In pyramidal compositon the objects in the painting are enclosed in what can be noted as an imaginary triangle. (Renaissance Baroque Art.) This technique can be easily and most obviously seen in Sanzios Madonna of Belvedere and The Canigiani Madonna. In Madonna of Belvedere see figure 3 the Virgin Mary is the main structure of the triangle. In her hands she is hol ding a child at her feet and is glancing at St. John. Because of the pyramidal composition, it draws the viewers eyes to begin looking at the picture from Marys head and work their way down to her feet where the two children are seen. Then in The CanigianiShow MoreRelatedAnalysis Of The Poem Raffaello Sanzio Da Urbino 1334 Words   |  6 PagesIntro Raffaello Sanzio da Urbino, more commonly known as Raphael, was an admirable and innovative artist that lived during the High Renaissance period. He was a painter, an architect, and a poet, and his creativity left a lasting impact in the world of art. His painting in particular was highly regarded; some considered Raphael to be the incarnation of painting itself and others said he was the greatest painter of the western world. 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The works are mostly inspired by various scenes from  Indian mythology. History The earliest Indian paintings were the rock paintings of  prehistoric  times, the  petroglyphs  as found in places like the  Rock Shelters of Bhimbetka, and some of them are older than 5500 BC. Such

International Student Retention Efforts A Correlational...

International Student Retention Efforts: A Correlational Study A Research Proposal Submitted to the Department of Graduate Education of Lincoln Memorial University For: EDUC 511 JoAnn M. Russell Fall 2015 Abstract International students attending U.S. colleges and universities bring valuable cultural and educational diversity as well as economic contributions to American campuses and their communities (Andrade, 2006). Internationalization on college campuses encourages cultural awareness which can provide beneficial skills for students as they enter the workplace in our globally interconnected society. As international student recruiting increases, research suggests that universities must become more aware of the adjustment and acclimation challenges international students face and provide appropriate services to keep them enrolled. This qualitative study of international students in a North Eastern Tennessee university, will attempt to explore best institutional efforts to boost student retention, confirming that additional recruitment resources alone does not guarantee international student retention. Key words: Acclimation, Globally Interconnected Society, Internationalization, Internati onal Students TABLE OF CONTENTS Abstract 2 Statement of Problem 4 Purpose of Study 4 Justification 5 Research Question 5 Definition of Terms 6 Literature Review 7 Methodology 9 References 10 Appendix 12 Statement of Problem There is a big pushShow MoreRelatedRepeated-Reading-Based Instructional Strategy and Vocabulary Acquisition: a Case Study of a Heritage Speaker of Chinese9492 Words   |  38 Pagesacquisition: A case study of a heritage speaker of Chinese ZhaoHong Han and Cheng-ling Alice Chen Teachers College, Columbia University United States Abstract Repeated reading, a procedure involving repetition of the same text, has received copious attention from first language reading research providing highly converging evidence of its potency for reading fluency, accuracy, and comprehension. In contrast, second language research on repeated reading has been scarce. 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Data wereRead MoreDeveloping Effective Research Proposals49428 Words   |  198 PagesKailash-I New Delhi 110 048 British Lib rary Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 0 7619 6355 3 ISBN 0 7619 6356 1 (pbk) Library of Congress catalog record available Typeset by Type Study, Scarborough, North Yorkshire Printed in Great Britain by The Cromwell Press Ltd, Trowbridge, Wiltshire previous page page_iii next page Page v Contents List of Figures List of Boxes and Tables Preface 1 Introduction 1.1 Research proposalsRead More THE IMPACT OF KNOWLEDGE MANAGEMENT PRACTICES IN IMPROVING STUDENT LEARNING OUTCOMES65118 Words   |  261 PagesMANAGEMENT PRACTICES IN IMPROVING STUDENT LEARNING OUTCOMES LEE, SHIUAN,EN,CHRIS How to cite: THE IMPACT OF KNOWLEDGE MANAGEMENT PRACTICES IN IMPROVING STUDENT LEARNING OUTCOMES, Durham theses, Durham University. Available at LEE, SHIUAN,EN,CHRIS (2009) Durham E-Theses Online: http://etheses.dur.ac.uk/242/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-protRead MoreOcd - Symptoms, Causes, Treatment131367 Words   |  526 Pagesseverity of obsessive and compulsive symptoms. Dr. Clark has received a number of research grants to study the cognitive basis of emotional disorders, the most recent being a Canadian federal grant to investigate intentional control of unwanted intrusive thoughts. He is also a founding member of the Obsessive Compulsive Cognitions Working Group, an international research group devoted to the study of the cognitive aspects of OCD, and the past Associate Editor of Cognitive Therapy and Research.

Analysis Of Adam Smith s The Darkness - 1226 Words

As he clung to the piece of driftwood, praying for daylight, the wind howls in the darkness. Adam Baker, a twenty one year old college student, has just escaped death from a plummeting Cessna Citation private jet on its way to La Paz, Mexico. No one knows if there any survivors still floating in the darkness. A few hours earlier Adam had packed his small carry on item for his hour and a half plane ride to La Paz, Mexico from San Diego, California. Adam had been joined by his best friend and college roommate John Stevens. They whistled for a cab outside their hotel, they climbed in and drove off to San Diego executive airport where their private plane was waiting. They arrived minutes before takeoff, as a result of the stand still traffic†¦show more content†¦Adam suddenly awoke from the Captain ordering them to buckle up and stay calm. Adam and John were dazed and confused, they clicked their seatbelts and held on. The Captain hailed for a mayday call, but it was too late, t he plane was plunging extraordinarily fast into the dark Pacific Ocean. Adam was jolted when the plane began to free fall, he held on and within seconds everything went black. Minutes Later he awoke on a piece of debris. John rescued his lifeless body from the cabin of the plane and dragged it onto a piece of shrapnel that was floating in the water. John continued to search the sinking plane. Adam slowly regains consciousness, with a vague voice hollering for John. Adam saw John father bobbing up and down on the surface. John realized what Adam was trying to tell him and frantically swam over to his father s body. John was horrified by his father s body, it was mutilated by shrapnel from the plane, He had a three foot pole jammed clean through his head. In addition, he was missing his left leg, and had multiple gruesome gashes on his torso. John s father had died on impact. Adam laying helplessly on the piece of debris saw his mutated body and immediately felt grief. Adam and John j oined together on the debris, John let his dad go as his lifeless body slowly sank to his final resting place. They sat there absorbing all of what has just happened, and wondered how could anything go wrong so fast. One moment

Heart Of Darkness And Maslow (906 words) Essay Example For Students

Heart Of Darkness And Maslow (906 words) Essay Heart Of Darkness And MaslowIn the classic novel Heart of Darkness, Joseph Conrad takes us on a journey intothe soul of man. When the character of Marlow travels into the jungle of Africato find Kurtz, he realizes that he is in a place where the rules of society nolonger constrain human nature, and the frightening truths about human beings canbe observed first hand. Marlow finds that human nature is something terrible andunlimited by observing the effects of such freedom on Kurtz. He also discoversthat human nature is able to be altered (subject to the constraints placed on itby the environment), and that it is able to be either good or evil. Thetemptation of evil, existing the most in an environment lacking any rules,creates a turmoil in the human soul, as it struggles between its conscience andits tendencies towards evil. We will write a custom essay on Heart Of Darkness And Maslow (906 words) specifically for you for only $16.38 $13.9/page Order now Kurtz confides in Marlow near the end of the book,and from him Marlow learns about human nature as he examines Kurtzs destroyedsoul. Marlow says, By being alone in the wilderness, it had looked withinitself, and .it had gone mad (p.150). Marlow observes how Kurtzstruggles with himself, and the horrors of the wilderness that he had given into. When Marlow arrives at Kurtzs station, he finds that Kurtz participates inhorrible ceremonies, like one in which he beheaded natives and placed theirheads on fence posts as symbols. Marlow believes that the wildernesswhispered to him things about himself which he did not know, things ofwhich he had no conception till he took counsel with this great solitude andthe whisper had proved irresistibly fascinating (p.138). Without theconstraints of society, Kurtz is able to fulfill his inner desires and go beyondany restraints that he may have had before. In Kurtz, Marlow sees theinconceivable mystery of a soul that knew no restraint, no faith, and no fear,yet struggling blindly with itself (p.150). As Kurtz approaches death, hestruggles desperately with himself and the evil that he had resigned his soultoo. . .Both the diabolic love and the unearthly hate of the mysteries ithad penetrated fought for the possession of that soul satiated with primitiveemotions, avid of lying fame, of sham distinction, of all the appearances ofsuccess and power(p.152). The conflict between good and evil is raging inKurtzs soul at this time, as he struggles between the greatness that he hadpossessed, and the emptiness of a soul tempted by evil. When first talking toMarlow, Kurtz tells him that he was on the threshold of great things(p.148). As they travel through the wilderness to leave the station thatdestroyed Kurtz, Marlow comments, Oh he struggled! he struggled! Thewastes of his weary brain were haunted by shadowy images now images of wealthand fame revolving obsequiously round his inextinguishable gift of noble andlofty expression (p. 152). Even as he waits to die, Kurtzs greatnessrefused to completely submit as it fights the powerful force of evil that hasconsumed his soul. Before he dies, Marlow observes on Kurtzs face theexpression of sombre pride, of ruthless power, of craven terror(p.153).All of human nature, evoked from the lack of constraints he found in thewilderness, fought within him until the end when he sums up his struggles andobservations of human nature with one phrase: The horror! Thehorror! Marlow admires Kurtz for these words, because Kurtz had learnedand reached a conclusion on human nature in his last moment of life, and, asMarlow says, the most you can learn from is some knowledge ofyourself. .ubd3201826bc2b798bc6d8c01d4073caf , .ubd3201826bc2b798bc6d8c01d4073caf .postImageUrl , .ubd3201826bc2b798bc6d8c01d4073caf .centered-text-area { min-height: 80px; position: relative; } .ubd3201826bc2b798bc6d8c01d4073caf , .ubd3201826bc2b798bc6d8c01d4073caf:hover , .ubd3201826bc2b798bc6d8c01d4073caf:visited , .ubd3201826bc2b798bc6d8c01d4073caf:active { border:0!important; } .ubd3201826bc2b798bc6d8c01d4073caf .clearfix:after { content: ""; display: table; clear: both; } .ubd3201826bc2b798bc6d8c01d4073caf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubd3201826bc2b798bc6d8c01d4073caf:active , .ubd3201826bc2b798bc6d8c01d4073caf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubd3201826bc2b798bc6d8c01d4073caf .centered-text-area { width: 100%; position: relative ; } .ubd3201826bc2b798bc6d8c01d4073caf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubd3201826bc2b798bc6d8c01d4073caf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubd3201826bc2b798bc6d8c01d4073caf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubd3201826bc2b798bc6d8c01d4073caf:hover .ctaButton { background-color: #34495E!important; } .ubd3201826bc2b798bc6d8c01d4073caf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubd3201826bc2b798bc6d8c01d4073caf .ubd3201826bc2b798bc6d8c01d4073caf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubd3201826bc2b798bc6d8c01d4073caf:after { content: ""; display: block; clear: both; } READ: Should Marijuana Be Legalized? Arguments For And Against Essay (p. 154). Marlow also calls these words a moralvictory because they show that he had struggled to the end that Kurtzhad not simply resigned to some state between good and evil, but he had beenable to judge everything that he had experienced, throwing out one phrase at theend of his struggle that summed up human nature. This ability was Kurtzsgreatness. His last words had the appalling face of a glimpsed truth the strange commingling of desire and hate (p. 155). The horrorthat Kurtz labels is the struggle between good and evil that a great manexperienced when faced with human nature in its purest form, without societysconstraints. After Kurtzs death, Marlow takes with him the knowledge of humannature that he gains from him. He says, I remembered his abject pleading,his abject threats, the colossal scale of his vile desires, the meanness, thetorment, the tempestuous anguish of his soul (p. 159). Marlow sees his facein windows, and hears his last words everywhere. He is haunted by the tormenteddiscoveries that Kurtz passed on to him, and when he confronts Kurtzs intended,who is a symbol of good, he is not able to corrupt her goodness by renderingKurtz the justice of passing on his words to others. Although he feels that hehas betrayed Kurtz, he still does not feel that he is able to pass on hisjudgement because It would have been too dark too darkaltogether. .. (p.164). Instead, Marlow retains the truth of human naturewithin himself, mourning the terrible and traumatic end of the great man thatKurtz was, and continued to be, in his mind. Kurtz was great because he answeredthe question of human nature that haunts everyone. He found truth and fought thebattle of good and evil, and in the end was still able to judge himself with hisown harsh words: The horror! One is truly able to see this internalstruggle in Joseph Conrads Heart of Darkness, as Kurtz struggles between hisconscience and his tendencies towards evil.

LA School Uniforms as Mandatory Attire for All Students

Introduction The question of wearing a school uniform always bothers many students, teachers, and other members of schools’ staff. Students cannot accept an idea that all of them have to wear the same uniform and have no chance to be distinguished from each other. Teachers cannot comprehend why students have such a negative attitude to this idea, and government is just looking for another way to unite children, offer the similar conditions to all students, and not to provide them with an opportunity to be distinguished in comparison to the others. Sophisticated scholars and writers admit that â€Å"a standard school uniform is one way to eliminate the possibility of variation; nobody is in fashion or out of fashion† (Milner 185).Advertising We will write a custom research paper sample on LA School Uniforms as Mandatory Attire for All Students specifically for you for only $16.05 $11/page Learn More However, school is the place, where people study how to behave in different situations, how to communicate with people of different groups, and how to express of tastes and interests; and clothes is one of the most powerful means to demonstrate own imagination, character, and abilities. This is why many students argue about the idea to wear a standard school uniform and cannot come to one and the same conclusion whether it has positive or negative impact on students’ education. On the one hand, school uniforms have to be mandatory in all LA schools in order to make students concentrate on their educative processes, and on the other hand, students may feel a kind of limitation of their rights and freedom; so, the analysis of students ideas, their reaction to the obligation to wear a school uniform that may be distinguished only be genders (female and male uniforms), and the identification of pros and cons of school uniforms should certainly help to clarify whether it is necessary to make wearing a school uniform manda tory or not. General state of affairs concerning the matter of school uniforms As many students in Los Angeles as many points; and it does not actually matter what attire means for each student. The point is that it is high time to comprehend whether a standard uniform has to be obligatory at schools, and whether it is possible to explain students the idea of the necessity of these steps. Catholic, public, and other types of schools have their own rules, conditions, problems, and peculiarities. The problems of fragmentation that turns out to be a peculiar feature of Los Angeles schools (Halle 226) divide students and teachers into groups, who support the idea of mandatory school uniform in order to have proper and safer education and who cannot comprehend why uniforms are considered to be the question number one during the debates. Some representatives of Los Angeles schools just make orders of what is allowed to wear and what cannot be allowed at all. Numerous investigations in the field of education and fashion cannot present one clear answer to the question if a standard school uniform has to be mandatory for everyone or it is just a matter of taste and beliefs of a governor: standard school uniforms are still regarded as both a new wave of our prosperous future (Tooms 57) or a concept that makes students sacrifice their interests and preferences. Children have already got used to wear whatever they want and wherever they want: such points like sexuality and beauty become the main attribute of the vast majority of students. By means of media and movies in particular, it is possible to believe that girls pay more attention to the clothes they wear but not to the lessons and material they have to learn. Of course, schools, girls, and tastes differ; but many similar examples may be found in our every day life. If a girl comes to the public place in the same gear next day, the others may ask lots of questions and think that her affairs have gone wrong.Advertisi ng Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Arguments against a standard LA school uniform If a person asks a student (a girl in particular) whether she is for or against a school uniform, the chance to hear a negative answer raises considerably. One of the first reasons of why school uniforms have a few chances to be mandatory is cutting down student individuality (School Uniform Debate and Poll). From their childhood, parents and teachers underline that freedom and the right of choice are the two crucial points in the life of each person. Children believe these ideas are really significant in their lives, and sometimes, they try to use these concepts to approve their behavior and to underline how grown ups may be unfair to them. Almost the same happens to school uniforms and students obligation to wear the same clothes day by day. The vast majority of students think that their freedom is under a threat, that their right of choice does not work, and that all their attempts to become elder and more mature are failed. Another captivating and strong reason of why school uniforms should not be mandatory for all students in Los Angeles is connected to students’ tastes and their desire to stand out against the other students. Even more, such prohibition to dress in accordance with personal tastes and preferences may kill students’ creative thinking and abilities to develop new products, new ideas, new approaches to different situations. Our society has to move and to develop; and searching for talents among students is one of the first steps to take. In spite of the fact that sophisticated writers admit that absence of a standard form may be a kind of â€Å"the tyranny of fashion† (Craik 70), this tyranny may create another magnificent couturier and present a host of interesting models. This is why it is necessary to take into consideration this fact and th ink once again whether students have to be deprived of the opportunity to experiment with their styles just in order to follow one more rule. Finally, the idea to dress all students into one and the same uniform may lead to the decreasing of student desire to visit schools and to be an active part of school life. It may happen that a student has bad mood and cannot come out of his/her depression. However, a new dress, a new shirt, or a new hat presented by parents or friends may certain improve the situation and help a child find a desire to go to school and demonstrate this new present. Why not use the ability to dress as students want themselves as a perfect stimulus for them to visit their schools once again. Students cannot even guess that differentiation in their clothes is one of the factors, which make them come to schools. And if school government deprive them of such a genius chance, the results may be disappointing.Advertising We will write a custom research paper sam ple on LA School Uniforms as Mandatory Attire for All Students specifically for you for only $16.05 $11/page Learn More Arguments for schools uniforms In spite of the fact that the discussion of the problems concerning a standard uniform produces â€Å"more questions than answers† (Brunsma xviii), there are many factors, which may prove how beneficial wearing uniform may be. One of the first reasons, which may attract the attention of parents and even students, is that spending of money on clothes, cosmetics, and other things is considerably reduced. Parents have to buy a school uniform, provide a child with a chance to spend money on food, entertaining, and games, and not to care about fashion and the ideas of what has to be wore today. Investigations and analysis of school uniforms by Catholic schools in the middle of 1900s demonstrated how successful and helpful uniforms could be (Mathison and Ross 124). People should not be bothered of how to dres s children. It is also necessary to admit that students are at the age, when they continue to develop and grow physically, this is why clothes have to be changed year by year. And a uniform does not cost much, and it is possible to buy it from time to time. So, those, who care about own financial situation and want to save their incomes, have to support the idea of a standard school uniform. The events of the 11th September may also serve as a strong reason to support the idea of school uniform. Many people can hardly realize why the connection of those terrible terroristic attack and mandatory school uniforms is possible. Well, actually, everything is rather clear. When a person is a part of one organization and his/her clothes is similar to the rest of the group, it is easier to define who does not belong to the group. This is why if a terrorist or an enemy is going to enter the school, the guard has all chances to notice this person (or people) and prevent him/her of doing someth ing harmful for the school and its children and teachers. Some may think that this similarity of clothes may prevent parents against recognizing their children (School Uniform Debate and Poll). However, why not believe that children are able to find out their parents successfully and independently. Even more, parents can hardly remember what clothes are wore on their children in the moment of a catastrophe, and this very objection may be minor. So, in order to protect children and be ready to sudden attacks from the enemy’s side, it is possible to use uniform as a kind of mark that makes one concrete school unique, united, and friendly. As it was mentioned above, many children spend much time to pick out necessary clothes and cosmetics in order to go to school and demonstrate a new thing. This is why it is possible to believe that the variety of clothes leads to inability of students concentrate on their education only, when they are at schools.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More If a student has fewer themes to discuss with friends, he/she has more chances to concentrate on education, on new information, on manners of behavior, and one the rules, which have to be followed. â€Å"Wearing school uniforms requires order and †¦.self-discipline grows from within [and it will be] shape group and strengthen national discipline† (Arthur 209). It is very important to unite children and show how their abilities to gather and think collectively may improve their lives and raise the respect of their traditions by other educational institutions. Such desire to unite, to cooperate, and to be different as a group of society in comparison to other developing institutions is a powerful and justified reason in order to make wearing a standard school uniform mandatory and explain children why this choice should be accepted by all of them. General analysis of ideas concerning the matter of a standard school uniform in Los Angeles Los Angeles is one of the fast deve loping and rich cities in the whole world. It citizens have access to numerous services, which are available 24/7. Those people, who face financial difficulties, may usually find support by means of social service. Those children, who want to use their skills and knowledge to achieve success and recognition, may get a chance and participate in programs, which help to develop their potential. All this information proves that citizens of Los Angeles are characterized by stable financial position, and parents are able to buy everything important for their children. This is why the idea that less money may be spend in case a school uniform become mandatory should play a crucial role. According to Shafii defines the policy to wear school uniform as â€Å"a strategy that prevents students from wearing clothing that indicates gang affiliation, such as trench coats† (259). As it was mentioned above, a uniform may serve as a distinctive mark that forbids visiting the school by people, who do not belong to its students or teachers. Safe control is a powerful point that attracts people to schools, and parents may certainly trust their children to those schools, which promote safe and effective education. Unfortunately, not all students comprehend that proclamation of school uniform is used not in order to deprive them of the opportunity to demonstrate their individuality but to protect them, make them equal to each other, and give them a chance to pay more attention to the educative process but not to creativity’s development. Visitor: Why do you wear school uniform? Pupil: Because I’d get into trouble if I didn’t. Visitor: So it doesn’t make you feel as though you belong. Pupil: Bloody hell no – I hate wearing it. (Watson and Thomson 141) This conversation proves that students’ attitude to uniforms may vary considerably. Even if they accept the rule they cannot be satisfied with this decision. So, the question about the s tandards for a school uniform remains to be open. Conclusion In general, the idea to use a standard school uniform is great indeed. Parents become less bothered about the financial side of their children education, teachers do not think that some unexpected visitors come to their schools, and students are not worried about the idea of what to wear on in order to correspond to fashion and general taste. Some students think that their creativity and imagination are cut due to these uniforms; however, they may continue developing their abilities and demonstrating their tastes outside the school. People should realize that school is the place, where knowledge and experience take the first place. It is not the time to play with own imagination; it is time to focus of study and support other students to do the same. At schools, it is necessary to forget about inequality, about tastes, and about the desire to distinguish. Being at schools does not take the whole day long, and the rest of t he day it is possible to wear everything. This is why, taking into consideration words by sophisticated writers and ordinary students, it is necessary to say that a standard school uniform has to be mandatory for students in order to present effective education processes, protect children against possible dangerous, and help parents think less about their children style and money that are required for meet their demands. Works Cited Arthur, Linda, B. Undressing Religion: Commitment and Conversion from a Cross-Cultural Perspective. New York, NY: Berg, 2000. Brunsma, David, L. The School Uniform Movement and What Tells SU About American Education: A Symbolic Crusade. Lanham, Maryland: The Rowman Littlefield Publishing Group, 2004. Craik, Jennifer. Uniforms Exposed: From Conformity to Transgression. New York, NY: Berg, 2005. Halle, David. New York Los Angele: Politics, Society, and Culture: A Comparative View. Chicago: The University of Chicago Press, 2003. Mathison, Sandra and Ross, Wayne. Battleground: Schools. Westport, CT: Greenwood Press, 2008. Milner, Murray. Freaks, Geeks, and Cool Kids: American Teenagers, Schools, and the Culture of Consumption. New York, NY: Routledge, 2004. School Uniform Debate and Poll. â€Å"Would School Uniforms Improve Our Schools?† 17 Dec. 2009. Web. Shafii, Sharon, Lee. School Violence: Assessment, Management, Prevention. Washington, DC: American Psychiatric Publishing, 2001. Tooms, A. â€Å"Thos Kids’ Are Our Kinds.† The American School Board Journal 189 (2002): 56-58. Watson, Brenda and Thomson, Penny. The Effective Teaching of Religious Education. Harlow: Pearson Education Limited., 2007. This research paper on LA School Uniforms as Mandatory Attire for All Students was written and submitted by user Crule to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

mercury essays

mercury essays Mercurys symbol is Hg, its atomic number is 80, its atomic mass is 200.59, its in group 12 and in period 6, and it also has two valence electrons. Its standard state is liquid at 298K and it is the heaviest known elemental liquid. It has a silvery white color. It is named after the planet "Mercury" the origin of the symbol Hg is the Latin word "hydrargyrum" meaning "liquid silver". Mercury was known to ancient Chinese and Hindus before 2000 B.C. and was found in tubes in Egyptian tombs dated from 1500 B.C. Mercury is the only metal liquid at ordinary temperatures. Mercury is sometimes called quicksilver. It sometimes occurs free in nature and is found mainly in cinnabar ore, which is HgS. Cinnabar ore is found in Spain and Italy. Mercury is a heavy, silvery-white metal, which forms alloys easily with many metals like gold, silver, and tin. These alloys are called amalgams. Its way of amalgamating with gold is made use of the recovery of gold from its ores. Mercury is a bad conductor of heat and an okay conductor of electricity. The most important salts are mercuric chloride HgC12 that is a corrosive and violent poison. Mercurous chloride Hg2Cl2, which used to be used in medicine. Mercury fulminate Hg(ONC)2 used as a detonator in explosives and mercuric sulfide HgS used as a high-grade paint pigment. Organic mercury compounds are important and dangerous. Methyl mercury is a lethal pollutant found in rivers and lakes. Mercury is a virulent poison and is readily absorbed through the respiratory tract, the gastrointestinal tract, or through unbroken skin. It acts as a cumulative poison since there are few pathways available to the body for its excretion. Since mercury is a very readily vaporizable element at a relatively low temperature, dangerous levels are readily attained in air. Air saturated with mercury vapor at 20C contains a concentration that exceeds the toxic ...