The Rise of Literary Essay Writing Rubric

The Rise of Literary Essay Writing Rubric What Is So Fascinating About Literary Essay Writing Rubric? Order top-notch essay at this time and certified specialists will do their very best to supply you with higher quality at affordable price. You are able to also do some investigating to discover more about the points to discuss so as to present a logical and compelling review. Regardless of the subject, the objective of education lags behind the should execute well for an all-knowing standards model. Please see the program syllabus for a more comprehensive breakdown of the grading policy. The main aim of a rubric is it's ability to estimate student's performance or workplace. Not only do rubrics lead to better equality in assessment, but it provides you standard which will help you understand just what you are searching for in the caliber of work. Choosing our service, you are going to see that studying can be simple if you gain from the help of capable experts. You'll receive the data you need faster to help schools enhance their writing. Professor Moon believes that a large part of her students' apprehension regarding writing was a result of an assumed absence of support. As a consequence, such students start looking for the best essay help to be certain that their project is going to be produced at the maximal level in accord with all academic standards. So when you have an essay assigned that you will need help with, you can purchase essay online cheap from us. Students lead busy lives and frequently forget about an approaching deadline. They should remember that essay is one of the most important types of writing. Today, most college students find it difficult to compose an essay on a specific topic. Who knew essay writing might be so tough. Now you can purchase genuine college essay online, one that is going to fit your financial plan and get your work done too. Once you receive a task done from us you will return again if you need assistance with another one of your essays. Even in the event the deadline is truly tight, feel free to get hold of our managers. The 30-Second Trick for Literary Essay Writing Rubric In terms of essay rubric, it's a set of rules or instructions about how to compose an essay in a suitable way. So far as essay structure goes, a 4 or 5 paragraph essay based on the number of points you may want to argue is a superb start. You just need to use the rubric as best as possible to your essays and work on fixing your weak locations. Furthermore, the scoring rubric was developed such that the period of the passage wasn't necessarily connected to the eventual score. Literary Essay Writing Rubric Help! Writing is a present that comes naturally. Thus, this lesson will move through every one of those categories to demonstrate how to specify a rubric. The rubric generated inside this lesson stipulates the overall framework for rubrics and ought to be adjusted depending on what your expectations are. It took me about five years of teaching to start to learn that rubrics ought to be used daily to aid teachers stay objective and maintain fairness in any way times. Give students some guidance on the best way to decide what's vital. To earn a 4 inside this category, students will need to include at least 4 similarities and 4 differences between both characters. In the perfect situation a student won't read a rubric once, but use the rubric as a means to reflect, analyse and polish their work. Based on the approach which you may want to pursue, there are particular considerations about how to compose a reaction paper to a documentary which you should make. Reading samples of response papers is also an additional way by which you can easily discover how to compose a reaction paper to documentary. It doesn't make a difference how his opinion is going to be understood afterwards, since such written work doesn't claim to define the reality. Anyway, your reaction may also make an o verall address to the full documentary without picking parts. Aside from that, there are additional things you want to understand in writing world studies extended essay. This lesson can help you learn to specify a grading rubric for a literary essay by going through the procedure employing an example essay topic. As an example, students might need to go point by point comparing and contrasting the 2 characters.

Religion, Rationality, and Violence Essay Example | Topics and Well Written Essays - 1000 words

Religion, Rationality, and Violence - Essay Example According to research findings, religious violence or terrorism is a modern socio-political syndrome arising from the far-fetched religious thinking. This has vividly projected cosmic images of war. Religions have sought the restoration of order by the affirmation of life through the violence of cosmic war. Many schools of thought have held the maxim that for religion to do more good than harm in our society, then religion has to dress up the armor of temper of rationality and fair play that Enlightenment values gives to society. Religion qua religion is inherently violent; the Enlightenment must redeem it. Harrison, Everett F., ed. (1960) Christianity for example, has been known to have harbored the worst violent legacy the stretches back into the black age. Questions being pondered are whether Christianity should get the Enlightenment redress. The exposition of a religious Hitler can be depicted in most fanatical scenario’s perpetrated around the globe the most lunatical believers. Mother Teresa, with all her shortcomings, is a typical embodiment of what modern Christianity is contrary portraying. Harris, Harriet A. (2004). Religion Islam has been demonised as a rhetorical device, to try to persuade fundamentalist Christians. Harris brings out comparisons with the "terrorists" that Christian's are so afraid of. In so doing, Harris paints all of Islam with a rather broad brush and makes some serious errors of cause and effect. For example, he contends that Middle East terrorism is indeed because of religion and repeats the old propaganda about virgins in paradise, while completely ignoring class issues, imperialism, occupation and invasion, poverty, desperation, and political manipulation by Arab states for entirely secular reasons. Barthel, Manfred and Mark Howson, trans. (1982). The only evidence he offers in favor of his thesis is that the World Trade Center hijackers were middle-class and hadn't experienced political repression, a contention that he doesn't bother to defend and that also doesn't support generalization from al-Qaeda to all of Islam or even all of Islamic terrorism. He's way too eager to use a current political bogeyman to support a different argument and in so doing falls into the sloppy and simplistic reasoning that he's criticized through the rest of the book. Harrison, Jane. (1996) Harris does a good job pointing out the reasons why atheists find fundamentalist Christianity so absurd. The sections on Biblical inerrancy and on the Bible as a moral force are particularly good, although if one hasn't already realized that the Biblical text cannot support its supposed moral lessons without a great deal of strain and selective reading, I don't think Harris will convince. And that raises the strategic problem: Harris is preaching to the choir, will make those who already believe what he believes feel better about their beliefs, and is unlikely to make much impact with his supposed target audience. First, the basic argument over religion faces a communication gap before it ever reaches the level of argument and analysis. People don't tend to seek out polemics against their closely held beliefs unless they're just looking for reasons to get angry or ways to undermine an argument. Harris says that he's writing this book to provide ammunition, but while that ammunition can turn away or argue down evangelicals who are trying to convert an atheist, I doubt it ever does much to convince them their belief is wrong. Second, I think Harris misses, or at least fails to address, the basic reasons why people believe. His target is religious faith, but he's attacking it in the way that one would attack a scientific theory. Religious faith is not, in

Ideas, Formulas and Shortcuts for College Admission Essay Examples Personal Statement

Ideas, Formulas and Shortcuts for College Admission Essay Examples Personal Statement The Fundamentals of College Admission Essay Examples Personal Statement Revealed Evidently, the reply is to enter the colleges to which you're applying. Personal statement is just one of the essential prerequisites for entering a university. Sample personal statement for graduate school examples can help you to compose a personal statement for graduate school showing why you are thinking about doing your studies in a particular school and why you need to further your education in a particular field. Essay requirements will change from school to school, however you will probably be requested to write 250750 words. If you've already graduated from college or university and are trying to find a superior job, you want to get a persuasive resume to impress your future employer. Thus, the essay is supposed to coincide with the applicant's qualities and interests in order for it to boost the possibilities of admission. The application essay is a typical portion of the university and college admissions process. If you're applying to multiple art schools, it might be tempting to use the exact same application or private essay. Since our writers are experts in a variety of kinds of papers, we understand how to target your college irrespective of the discipline you chose. For a beginning, the typical application essay topics need you to use language that's absolutely free from language flaws and grammatical mistakes. You have to remember an essay example needs to have a critical ton e to it, or in different words, it shouldn't be humorous. Such essays help gauge the writer's capability to write on a particular topic in an engaging way. 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Trauma in Adjudicated Youth and Treatment Strategies

Trauma in Adjudicated Youth and Treatment Strategies Morgan Carella Abstract Research indicates there is a high prevalence of trauma in adjudicated youth (Brown, McCauley, Navalta, Saxe, 2013; Ford, Steinberg, Hawke, Levine, Zhang, 2012; Davis, Sheidow, McCart, 2014; Rosenberg et al., 2014; Stimmel, Cruise, Ford, Weiss, 2014). It is possible that effectively addressing trauma could reduce the probability of recidivism. youll need a statement tying youth with a Hx of trauma to probability of recidivism, not just prevalence in adjudicated youth. Aggressive behavior, trauma exposure and posttraumatic stress disorder (PTSD) symptoms are highly prevalent in juvenile offenders (Stimmel, Cruise, Ford, Weiss, 2014) Keywords: juvenile-justice-involved youth, trauma, PTSD Prevalence of Trauma in Adjudicated Youth Rosenberg et al. (2014) surveyed the incidence of trauma in juvenile-justice-involved youth and the psychiatric impact of that trauma. Rosenberg et al. hypothesized that there would be higher rates of trauma exposure, PTSD, depression, and substance abuse in juvenile-justice-involved youth compared to the general population. Rosenberg et al. gathered data from 350 juvenile-justice-involved youth; 269 in New Hampshire and 81 in Ohio using a customized, online survey. The authors combined and modified a number of tests in order to create the web-based Stress and Resources Survey used for this study. Ninety-four percent of the youth from the sample reported at least one trauma, 45.7% screened positive for PTSD, 49.4% for depression, and 61.2% for substance abuse. In addition, trauma exposure (total trauma) was significantly correlated with PTSD, depression, and substance abuse (Rosenberg et al., 2014). The results of this study confirm the high incidence of trauma in juvenile-justice-involved youth and the need for psychological intervention. Early psychological intervention among juvenile delinquents could lead to more appropriate treatment strategies and decreased recidivism. Rosenberg et al. (2014) created an online screening tool that could be easily replicated and used for subsequent studies. The Stress and Resources Survey measures a broad range of items in a consolidated, simple tool. The online, self-report survey allowed for uniformity of administration across the testing sites. In addition, by using an online survey, there was no chance for altering how questions were asked, or what order they were asked in. The survey also provides the opportunity for youth to answer survey questions honestly, instead of conducting face-to-face interviewing, where youth may be more prone to lying. One of the possible concerns about The Stress and Resources Survey created by Rosenberg et al. (2014) was that it abbreviated many existing surveys without necessarily providing enough information on whether or not it is a reliable or valid measure. Rosenberg et al. combined parts of other measures in order to more succinctly measure the information they were trying to obtain. It is not possible to tell whether the customized Stress and Resources Survey used for this study was a valid or reliable measure because there was no pre-test. Types of Trauma in Adjudicated Youth Stimmel, Cruise, Ford, Weiss (2014) investigated the relationship between exposure to different specific types of traumatic events, PTSD symptoms, and aggression. Stimmel et al. were interested in answering the following research questions: Will juvenile offenders who endorse multiple types of traumatic events exposures endorse greater levels of PTSD symptoms and aggression compared with juvenile offenders who endorse a single type of event exposure? Among juvenile offenders who endorse multiple types of potentially traumatic events, does PTSD symptom severity account for the relationship between violence exposure and aggression? (p. 185). Over an 8-month time period, self-reported trauma exposure, PTSD symptoms and aggression were assessed among 66 detained 12-16 year old boys from two juvenile detention centers in a northeastern state. Results indicate that 57 youth experienced at least one potentially traumatic event, 47 youth experienced at least two potentially traumatic events and the average number of potentially traumatic events endorsed among the sample was three. Participants who experienced multiple types of traumatic events scored three times higher on PTSD symptom severity than the participants who experienced a single type of event (Stimmel et al., 2014). Types of traumatic event exposure and the event that participants found most-troubling were recorded. This data was further analyzed to see if the event identified as the most-troubling met overall Criterion A for PTSD in the DSM-IV. Nearly fifty-percent of participants (16/33) selected learning about the violent death or serious injury of a loved one as the most troubling event, and of these 16 participants, more than 80% met Criterion A for PTSD. Similarly, when community violence (witnessed or experienced) was recorded as the most troubling event experienced by participants, 54.2% (13/24) met Criterion A for PTSD. Participants who met Criterion A endorsed more severe PTSD symptoms than those who did not meet Criterion A. In addition, results indicate a significant relationship between reactive aggression and total PTSD severity. Stimmel et al. (2013) define reactive aggression as â€Å"acts that occur in response to being provoked or threatened by others.† Reactive aggression was found to be significantly related to endorsement of PTSD Criterion B (intrusive re-experiencing) and Criterion D (hyperarousal) symptoms (Stimmel et al., 2014). These results support the view that it is important to screen for amount and types of trauma exposure in juvenile offender populations. All data collection occurred in a private room in the detention center, which increased the internal validity of the study. Ninety-one-point-seven percent of the parents and 91.6% of youth with whom contact was made agreed to participate in the study. Self-report measures were used in this study and are subject to state-dependent reporting, as well as under-and over-reporting. Complications involved in obtaining consent from parents reduced the sample size and lowered the generalizability of the results. The sample used for this study was a convenience sample, rather than a random sample, which also lowers the generalizability of the results. Types of Treatment Some treatment modalities have been proven more valuable than others. Ford et al. (2012) conducted a randomized clinical trial on the effects of an emotion regulation therapy (Trauma Affect Regulation: Guide for Education and Therapy, or TARGET) and a relational supportive therapy (Enhanced Treatment as Usual, or ETAU) on delinquent girls in the community. Ford et al.’s primary study hypothesis was that TARGET would be more effective reducing the severity of PTSD and enhancing emotion regulation skills. Ford et al.’s secondary hypothesis was that TARGET would also be more effective at reducing symptoms and cognitions associated with PTSD and increasing optimism and self-efficacy. Participants were recruited by announcements and presentations throughout the Hartford, Connecticut metropolitan area. The sample consisted of 59 delinquent girls (ages 13-17) living in the community. A baseline assessment interview was conducted and then participants were randomly assigned to either the treatment condition (TARGET), or the comparison condition (ETAU). Participants then completed a posttest interview at the conclusion of treatment (12 sessions), and 4 months after the baseline interview for individuals who did not complete treatment. Results indicate that TARGET was more effective than ETAU in reducing intrusive re-experiencing of traumatic events and symptoms of emotional numbing and avoidance. The number of participants assigned to the TARGET treatment group who met full criteria for PTSD dropped from 21 (baseline) to 9 (post-treatment) and those who met partial criteria for PTSD reduced from 12 (baseline) to 7 (post-treatment). The number of participants assigned to the ETAU treatment group who met full criteria for PTSD dropped from 16 (baseline) to 10 (post-treatment) and those who met partial criteria for PTSD reduced from 10 (baseline) to 3 (post-treatment). Results indicate TARGET was associated with reduction in PTSD symptom severity, as well as clinically significant changes in PTSD. Whereas ETAU only achieved small effect size changes, TARGET was associated with medium effect size reductions in anxiety and posttraumatic cognitions. However, individuals assigned to the ETAU treatment group scored higher on gains in optimism/self-efficacy and reduced anger (Ford et al., 2012). The small sample size and attrition limited the study’s ability to detect statistically significant differences between the therapy interventions. All measures were self report, thus subject to possible expectancy or other biases for which other data sources could offer a valuable counterpoint. One female assessor conducted all pre-and post- therapy assessments and therefore could not be blind to treatment type or phase, which is subject to bias between-group differences and may have inflated the estimates of pre- and post-change. Despite its limitations, the results of the Ford et al. (2012) research suggest TARGET may be a viable treatment approach for delinquent females. Trauma Systems Therapy (TST) Trauma Systems Therapy (TST) is a clinical and organizational model for treatment of traumatic stress in children and adolescents. TST was originally created as an outpatient and home-based treatment model, however, providers in residential settings saw its utility for their programs. TST acts to facilitate communication and shared goals among direct care providers, youth and families. TST also emphasizes the importance of functioning among direct care staff, who acts as the youth’s immediate caregivers during residential treatment. Individual, private practice therapists are likely to follow their own approach based on their individual experience and training. In contrast, TST can provide a uniform, systems-based approach and framework agency wide and across staff. TST has been implemented in three residential programs and different sets of outcomes have been tracked in each. The Boston Intensive Residential Treatment Program (Boston IRTP) is a 20 bed residential treatment center that provides long-term, intensive treatment to children and adolescents with SMHC. â€Å"Most residents have had repeated unsuccessful inpatient and residential care treatment before they are admitted to an IRTP setting† (Brown et al., 2013, p. 698). TST was initiated at Boston IRTP in September 2000 and data on total seclusion, restraint and injury episodes was collected until December 2007. Results indicate the number of incidents of seclusion; restraints and staff injury reduced substantially and sustained reduction following the implementation of TST. The Children’s Village (CV) provides short-term residential care for more than 1,200 youth per year in Dobbs Ferry, N.Y (Brown et al., 2013). In 2007, The Children’s Village implemented TST in two residential cottages and after one year, TST became the program treatment model for all 15 residential settings . The Children’s Village has not completed a program evaluation; however, they have tracked clinical outcomes over the course of treatment and used the data to develop treatment. The Child Ecology Check in (CECI) was used to track the child’s emotional regulation capacity and stability of the social environment prior to, and after, putting into place the TST intervention program. Prior to implementation of the TST model, the participant scored high in emotion dysregulation when the environment was distressed. Results indicate that as the environment became more stable post-implementation of TST, participant’s emotion regulation became significantly more stable. A subpopulation of youth from the Prairie Ridge Psychiatric Residential Treatment Facility in Kansas City received out-of-home services in TST from January 1, 2009 to December 31, 2009. â€Å"The overarching goal of the project was to ensure that youth leaving residential care received the same, consistent, child-specific TST services in the community upon discharge† (Brown et al., 2013, p. 699). By the end of the first year, levels of functional impairment scores dropped from 120 to 56 (high scores = lower level of functioning), placement stability for youth increased from 48% to 89%, the average number of placement moves per child dropped from 3.4 to 1.4; and the use of seclusions and restraints within the residential program dropped significantly (Brown et al., 2013). Multisystemic Therapy for emerging adults (MST-EA) â€Å"The peak years of offending in the general population and among those with serious mental health conditions (SMHC) are during emerging adulthood †¦ individuals with SMHC have greater justice system involvement than those without SMHC, both as juveniles and emerging adults† (Davis et al., 2014). Davis et al., (2014) modifies Multisystemic therapy (MST) for use with emerging adults (ages 17-25) with SMHC and recent justice system involvement. â€Å"Multisystemic therapy for emerging adults (MST-EA) targets MH [mental health] symptoms, recidivism, problem substance abuse, and young adult functional capacities† (Davis et al., 2014). Participants were recruited from individuals receiving case management through child welfare or mental health services or receiving juvenile or adult justice system supervision services (e.g., probation) in an urban/suburban region of a Northeastern state. â€Å"MST-EA was the clinical intervention provided to all participants. The state agency charged with treatment of justice-involved adolescents and emerging adults contracted with a private nonprofit provider to offer the MST-EA intervention †¦ Of the 41 participants who enrolled in the study, 21 (51.2%) fully finished the intervention, with 36.5 (range=14.7-64.8) weeks of intervention.† There was a significant reduction in mental health symptoms, with the median number falling considerably from 20 symptoms to between 5 and 6. The number of criminal and juvenile charges in the 6 months post-intervention (29%) was less than those in the 6 months prior to baseline (12%)à ¯Ã†â€™Ã… ¸ (Not statistically significant). â€Å"Recruitment rates into the research were high, and research retention rates were also very strong, as were interview completion rates. Selected measures showed good variability with results generally detecting change. The final fidelity measure captured adequate variability and participants expressed no confusion about final items.† â€Å"†¦study limitations include the absence of a control group, and the absence of examining the feasibility of randomization of a control condition. The absence of a control group limits understanding the relative strengths or weaknesses of the outcomes; however, that would be the main goal of a larger randomized controlled trial. The absence of employing randomization procedures limits the ability to specifically predict recruitment and retention issues that may arise as a result of either randomization or being assigned to a control condition† Discussion References Brown, A. D., McCauley, K., Navalta, C. P., Saxe, G. N. (2013). Trauma systems therapy in residential settings: Improving emotion regulation and the social environment of traumatized children and youth in congregate care. Journal of Family Violence, 28, 693-703. Davis, M., Sheidow, A. J., McCart, M. R. (2014). Reducing recidivism and symptoms in emerging adults with serious mental health conditions and justice system involvement. Journal of Behavioral Health Services Research, 1-18. Ford, J. D., Steinberg, K. L., Hawke, J., Levine, J., Zhang, W. (2012). Randomized trial comparison of emotion regulation and relational psychotherapies for PTSD with girls involved in delinquency. Journal of Clinical Child Adolescent Psychology, 41(1), 27-37. Rosenberg, H. J., Rosenberg, S. D., Ashley, S. W., Vance, J. E., Wolford, G. L., Howard, M. L. (2014). Trauma Exposure, psychiatric disorders, and resiliency in juvenile-justice-involved youth. Psychological Trauma: Theory, Research, Practice, and Policy, 6(4), 430-437. Stimmel, M. A., Cruise, K. R., Ford, J. D., Weiss, R. A. (2014). Trauma exposure, posttraumatic stress disorder symptomology, and aggression in male juvenile offenders. Psychological Trauma: Theory, Research, Practice, and Policy, 6(2), 184-191.

GRENDEL & FRANKENSTEIN Essay -- essays research papers

GRENDEL & FRANKENSTEIN AN ANALYSIS OF THE TWO "MONSTERS" AND THEIR SUPERIORITY TO MANKIND GRENDEL & FRANKENSTEIN AN ANALYSIS OF THE TWO "MONSTERS" AND THEIR SUPERIORITY TO MANKIND In the desert I saw a creature, naked, bestial, Who, squatting upon the ground, Held his heart in his hands, And ate of it. I said, "Is it good friend?" "It is bitter-bitter," he answered; "But I like it Because it is bitter And because it is my heart." -Stephen Crane This reflects how both Grendel and Frankenstein must have felt during their lonely lives. "Seeking friends, the fiends found enemies; seeking hope, they found hate"(Neilson back page). The monsters simply want to live as the rest of us live. But, in our prejudice of their kind, we banish them from our elite society. Who gave society the right to judge who is acceptable and who is not? A better question might be, who is going to stop them? The answer, no one. Therefore, society continues to alienate the undesirables of our community. Some of the greatest minds of all time have been socially unacceptable. Albert Einstein lived alone and rarely wore the same color socks. Van Gogh found comfort only in his art, and the woman who consistently denied his passion. Edgar Allen Poe was "different" to say the least. Just like these great men, Grendel and Frankenstein do not conform to the societal model. Also like these men, Grendel and Frankenstein are uniquely superior to the rest of mankind. Their superiority is seen through their guile to live in a society that ostracizes their kind, their true heroism in place of society's romantic view, and the ignorance on which society's opinion of them is formed. Grendel, though he needs to kill to do so, functions very well in his own sphere. Grendel survives in a hostile climate where he is hated and feared by all. He lives in a cave protected by firesnakes so as to physically, as well as spiritually, separate himself from the society that detests, yet admires, him. Grendel is "the brute existent by which [humankind] learns to define itself"(Gardner 73). Hrothgar's thanes continually try to extinguish Grendel's infernal rage, while he simply wishes to live in harmony with them. Like Grendel, Frankenstein also learns to live in a society that despises his kind. Frankenstein also must kill... ...evil, he was forced into his way of life by the society that rejected him. After this rejection, Frankenstein "like the arch-fiend, bore a hell within him"(Shelley 136). To each man his own god, and to each man his own devil as well. Frankenstein, "like Coleridge's wedding guest, leaves 'a sadder and wiser man'"(Scott 201). He now better understands his existence and how society wrongfully rejects it. Frankenstein simply wants society to have the "knowledge that might enable [him] to make them overlook the deformity of [his] figure"(Shelley 114). "Man†¦ how ignorant art thou in thy pride of wisdom!"(Shelley 201). Grendel's and Frankenstein's superiority to humankind is made obvious by their ability to live in a society that has ostracized them, the monsters' true heroism in place of humankind's romantic view, and the ignorance on which society's opinion of the monsters is based. "The monsters not only embody our fears of the way certain entities can artificially pervert nature in ourselves and our society, they also speak to us knowledgeably of nature and in a human voice, to tell us we need not be afraid [of them]"(Scott 201).

Examples Of Nonverbal Communication Essay

There are several types of nonverbal communication that may be evaluated on the basis of certain examples, that will help you understand the nuances of this complicated form of communication. Facial Expressions When reading facial expressions, some of these examples may help: While maintaining eye contact is a sign of confidence and positivity, avoiding eye contact is one of the most clear negative nonverbal communication examples. This implies that the person may be lying, or fears confrontation. The smile is another give-away when it comes to facial expressions. While a soft smile is a soft expression that is encouraging, a rigid smile or a smirk may be a sign of contempt. Raised eyebrows are not only a sign of surprise, they can also suggest mockery or sarcasm. It may be a natural physical trait of some people, and they may do it without realizing. However, it is important to know the kind of effect it is having on others. Frowning is another facial expression that we tend to assume when under stress. This gives out the message that we are unapproachable and cold. Posture and other Movements Postures are included in nonverbal communication and may be explained with a few of these examples: Standing erect shows confidence, but if you are slouching it is a sign of low self-esteem and a stance that you have given up. Keeping shoulders rigid again give a sign that you may be unapproachable, and may affect the kind of people you attract towards you. Constant fiddling with everything in sight is a sign of anxiety, frustration, boredom and lack of interest. Standing with your hands crossed behind you, combined with your facial expressions may be a clear sign of anger or frustration that you are trying to hold back. Gestures Gestures animate the conversations we have with others. We point, we wave and use all sorts of body language gestures while we are talking. For instance, you may constantly be rubbing your neck, or your the back of your ear. This is a sign of discomfort and lack of confidence. If you are angry, you may be clenching your fists to control your anger, or in preparation for a physical  attack! Rubbing hands together indicates excitement and indicates readiness to engage in an activity. Shrugging may show a lack of interest. Touch Even touch plays an important role in nonverbal communication. For instance: When your boss is praising you, and pats you on the back, it is a sign of genuine liking for you and your work. A firm handshake is the sign of confidence. We all know the reassuring effect of a warm bear hug. Someone who holds your arms while talking is either trying to make a statement, or to portray that he/she is in control. Space We all have a physical space around us. Sometimes we find people invading that personal space. It may be to portray any of the following: Intimacy Affection Dominance Aggression

How Pearls Form and Which Species Makes Them

The pearls you may wear in earrings and necklaces are the result of an irritant under the shell of a living organism. Pearls are formed by saltwater or freshwater  mollusks—a diverse group of animals that includes oysters, mussels, clams, conchs, and gastropods. How Do Mollusks Make Pearls? Pearls are formed when an irritant, such as a bit of food, a grain of sand, bacteria, or even a piece of the mollusks mantle becomes trapped in the mollusk. To protect itself, the mollusk secretes the substances aragonite (a mineral) and conchiolin (a protein), which are the same substances it secretes to form its shell. The composite of these two substances is called nacre, or mother-of-pearl. The layers are deposited around the irritant and it grows over time, forming the pearl. Depending on how the aragonite is arranged, the pearl may have a high luster (nacre, or mother-of-pearl) or a more porcelain-like surface that doesnt have that luster. In the case of the low-luster pearls, the sheets of aragonite crystals are perpendicular to or at an angle to the surface of the pearl. For the iridescent nacreous pearls, the crystal layers are overlapping. Pearls may be a variety of colors, including white, pink, and black. You can tell an imitation pearl from a real pearl by rubbing them on your teeth. Real pearls feel gritty against the teeth due to the layers of nacre, while imitation ones are smooth. Pearls are not always round. Freshwater pearls are often shaped more like puffed rice. Unusual shapes can also be prized for jewelry, especially for large pearls. Which Mollusks Make Pearls? Any mollusk can form a pearl, although they are more common in some animals than in others. There are animals known as pearl oysters, which includes species in the genus Pinctada. The species Pinctada maxima (called the gold-lipped pearl oyster or silver-lipped pearl oyster) lives in the Indian Ocean and the Pacific from Japan to Australia and produce pearls known as South Sea Pearls. Pearls may also be found and cultured in freshwater mollusks and are often produced by species collectively called pearl mussels. Other pearl-producing animals include abalones, conchs, pen shells, and whelks. How are Cultured Pearls Made? Some pearls are cultured. These pearls do not form by chance in the wild. They are helped by humans, who insert a piece of shell, glass, or mantle into a mollusk and wait for pearls to form. This process involves many steps for the oyster farmer. The farmer must raise the oysters for about three years before they are mature enough to implant, keeping them healthy. Then they implant them with the graft and nucleus and harvest the pearls 18 months to three years later. As natural pearls are very rare and hundreds of oysters or clams would have to be opened to find one wild pearl, cultured pearls are more common.