Mosquito Trapper Using Sugar and Yeast Essay Example for Free

Mosquito Trapper Using Sugar and Yeast Essay I. Problem (Question) How to prevent mosquito bites and sickness like Dengue that we can get from mosquitoes? How can we prevent spread of mosquitoes in our house without buying with high-priced electric mosquito killer lamps, insect killer racket or any other device that is too pricy for killing insects and mosquitoes? II. Title Mosquito Trapper Using Sugar And Yeast III. Introduction Our group observed that many people especially children are prone in getting sickness from mosquitoes and may suffer sickness like Dengue and Malaria that may lead to death. Our group also observed that we can create a mosquito trapper and also a mosquito killer using recycled and improvised materials. In this, we can save more money and it is safer to use than mosquito killer lamps, insect killer racket, mosquito coil, mosquito sprays and other mosquito or insect killers that are not safe with children. Our idea of a mosquito trapper using sugar and yeast may be dirty and unpleasant to see in our front yards, but as mentioned, it is safe and is cheap. It is also easy to create it and we can save more of our money instead of buying electric mosquito or insect killer devices. IV. Materials Water, Brown sugar, Yeast, 2-liter or 1.5 liter bottle, Scissors, Tape, Black cover (optional) V. Procedure Cut the bottle in half. Mix brown sugar with hot water and cool it down. Pour it in the bottom half of the bottle and add the yeast (do not mix it). Place the funnel part, upside down, into the other half of the bottle and tape it together if desired. We can also wrap the bottle with something black (mosquitoes are also attracted or drawn to the color black), leaving the top uncovered and place it outside in an area away from your normal gathering area.

A Strong Work Ethic Essay -- Personal Narrative Dad Father Essays

A Strong Work Ethic He was just an average guy. Nothing special to most people, I guess. But to me, my dad exemplified the epitome of a hard-working, loyal employee. He hardly ever called in sick; and if he did, he was really sick. He never dreamed of arriving late, clocking out early, or shirking his duties. He was glad to have a job that provided for his family and spoke proudly of his job with General Motors. I can still recall him going off to work in his freshly-laundered, navy blue uniform. Mom would pack Dad a nutritious lunch and carefully slip it inside his gray, metal lunch box. Then he’d kiss her good-bye and strut proudly out the door. Dad worked all kinds of crazy schedules. Sometimes he worked the late shift, so we would eat together as a family when us kids arrived home from school. Then Dad would go off to work. This schedule was extremely difficult in the summer because Mom would have a tough time keeping us quiet so Dad could sleep. Even on those occasions when my brother and I would have one of our spats and wake Dad out of a sound sleep, he seemed to take it all in stride. It was amazing how quiet we got when we heard the bedroom door creak open. My mom would be frazzled and say, â€Å"Sorry, Honey, I know you need your rest.† Dad would shrug his shoulders and say, â€Å"Don’t worry about it.† Dad never really complained about much. He worked hard to make ends meet so Mom could stay home with me and my brother. Of course, that was pretty much how it was in most households back then. We didn’t have a lot of money, but Mom and Dad always put us kids first. They rarely bought anything for themselves that wasn’t considered a necessity but always made sure we had what we wanted. Dad wa... ...ut we can instill in our children an appreciation for hard work and doing a good job at whatever they do. A little less complaining and more willingness to give a little on both employees’ and employers’ parts would certainly go a long way. Treating each other with respect and appreciation helps to create a meaningful working relationship and fosters loyalty that is so often lacking in today’s workforce. As I look back on my life, I can picture Dad going out the door to work, just like it was yesterday. His flawless example and strong work ethic have influenced my life in so many areas. I have always admired him for putting his family first but am just beginning to realize how his attitudes toward work impacted my own life. His values and work ethic are now being passed on to my own children, and I wouldn’t want it any other way. A Strong Work Ethic Essay -- Personal Narrative Dad Father Essays A Strong Work Ethic He was just an average guy. Nothing special to most people, I guess. But to me, my dad exemplified the epitome of a hard-working, loyal employee. He hardly ever called in sick; and if he did, he was really sick. He never dreamed of arriving late, clocking out early, or shirking his duties. He was glad to have a job that provided for his family and spoke proudly of his job with General Motors. I can still recall him going off to work in his freshly-laundered, navy blue uniform. Mom would pack Dad a nutritious lunch and carefully slip it inside his gray, metal lunch box. Then he’d kiss her good-bye and strut proudly out the door. Dad worked all kinds of crazy schedules. Sometimes he worked the late shift, so we would eat together as a family when us kids arrived home from school. Then Dad would go off to work. This schedule was extremely difficult in the summer because Mom would have a tough time keeping us quiet so Dad could sleep. Even on those occasions when my brother and I would have one of our spats and wake Dad out of a sound sleep, he seemed to take it all in stride. It was amazing how quiet we got when we heard the bedroom door creak open. My mom would be frazzled and say, â€Å"Sorry, Honey, I know you need your rest.† Dad would shrug his shoulders and say, â€Å"Don’t worry about it.† Dad never really complained about much. He worked hard to make ends meet so Mom could stay home with me and my brother. Of course, that was pretty much how it was in most households back then. We didn’t have a lot of money, but Mom and Dad always put us kids first. They rarely bought anything for themselves that wasn’t considered a necessity but always made sure we had what we wanted. Dad wa... ...ut we can instill in our children an appreciation for hard work and doing a good job at whatever they do. A little less complaining and more willingness to give a little on both employees’ and employers’ parts would certainly go a long way. Treating each other with respect and appreciation helps to create a meaningful working relationship and fosters loyalty that is so often lacking in today’s workforce. As I look back on my life, I can picture Dad going out the door to work, just like it was yesterday. His flawless example and strong work ethic have influenced my life in so many areas. I have always admired him for putting his family first but am just beginning to realize how his attitudes toward work impacted my own life. His values and work ethic are now being passed on to my own children, and I wouldn’t want it any other way.

How does U.A.Fanthorpe create different personalities within the poems ‘Not My Best side’ and ‘Old Man, Old Man’? Essay

‘Not My Best Side’ and ‘Old Man, Old Man’, both by U.A.Fanthorpe, create different personalities and changes within these throughout the poems. Fanthorpe uses humour, different styles of language, imagery and stereotypes to put her point across. ‘Not My Best Side’ is based on Uccello’s painting from the Renaissance period, of St. George and the Dragon. Fanthorpe has in many ways reversed the personalities portrayed in the picture, and used modern stereotypes to show how hard it is to break out of stereotypes created by society. ‘Old Man, Old Man’ focuses more on change. It uses the stereotypes of an old man and a successful businessman. A narrator, who can be taken to be the old man’s daughter, tells the poem ‘Old Man, Old Man’. The poem uses imagery and different poetic techniques to strengthen the imagery and personalities. One of the main techniques used in both poems is enjambment. In ‘Not My Best Side’ it involves the reader and encourages them to guess what is about to happen. Alternatively, in ‘Old Man, Old Man’ it creates an element of confusion, giving the reader an in-sight into the old man’s feelings. ‘Now you ramble / In your talk around London districts, fretting / At how to find your way from Holborn to Soho.’ This highlights the confusion an old man is feeling as he begins to forget things that were once well known, and realises he is not as independent as he once was. The ‘insignificant’ memory lapse with use of enjambment persuades the reader to stop and feel empathy for the old man, similarly enjambment emphasises the word ‘fretting’. Enjambment also creates suspense in ‘Not My Best Side’, in the dragon’s case. ‘I don’t mind dying / Ritually, since I will always rise again,’ In ‘Old Man, Old Man’ Fanthorpe uses the change of pronoun to show the proximity between the old man and the narrator. Fanthorpe talks in the first half of the poem about the old man when he was younger. It is much less personal than in the second half, when he is an old man and their relationship has become much closer. ‘He was always/ A man who did-it-himself.’ We can tell this is less personal because Fanthorpe has used the pronoun ‘he’ whereas later in the poem, as the relationship is possibly closer, the narrator is talking directly to the old man and so uses ‘you’. ‘He’ is used to distinguish between past and present. It shows how the father – daughter relationship has become closer in the man’s old age because he actually needs his daughter. Fanthorpe proceeds to change the pronoun ‘he’ to ‘you’. This shows how the old man has altered, as well as reflecting the change in the relationship with his daughter. ‘He’, being less personal, also hints at how the daughter thinks of her father as a young man and her father now he is old as two completely different people when in reality they are the same. In ‘Not My Best Side’ if the change in the father’s personality was less important I expect Fanthorpe would have used ‘you wer e’. ‘When I left you tried not to cry’ Here the use of ‘you’ shows up the new, personal relationship between father and daughter. The daughter is talking directly to her father about who he has become. In the present, where ‘you’ is used, the father has become weaker and, even though he dislikes admitting it, needs his daughter’s help. Fanthorpe also uses the descriptions of objects in ‘Old Man, Old Man’ to hint at this new ‘weakness’. ‘recalcitrant / Things in bottles,’ describes not only disorderly things in bottles, but could also address the possible disobedience of his daughters, the memory loss and ageing which he cannot control either. In ‘Old Man, Old Man’ Fanthorpe used a variety of colloquial and poetic language. The poetic language is mainly towards the end of the poem and involves the reader as he tries to comprehend it, as well as show the old man’s confusion as he comes to terms with his amnesia. ‘So obdurate in your contracted world’ shows how the old man is still stubborn, selfish and too proud to be truly thankful for his daughter’s assistance. The more difficult poetic language conveys confusion, through the reader’s feelings towards the language, as well as the physical change in the old man. ‘I am only a cloud’ suggests he is going blind, so that his daughter is a cloud in his vision. The form of the poems varies totally. Both are free verse, therefore having no specific metre. ‘Not My Best Side’ particularly relies on the layout because of its significant three stanzas. There is no other way that this poem could be laid out without confusing the character’s points of view, or making the meaning of the poem unclear. If the stanzas were all ‘stuck’ together in one long verse, the characters still would not stand out and the appearance of the poem may be less appealing, looking more like a long mass of words. Humour is used in ‘Not My Best Side’ to make the poem more enjoyable while having a serious underlying point. The humour is successful because, although the poem is based on a medieval story, the language is very modern and gives the verses a comical twist. Fanthorpe refers to modern day issues, like acne, to give the poem humour, ‘I mean, / What was he like underneath all the hardware? / He might have acne, black heads or even / Bad breath for all I could tell,’ I find the tone of this statement humorous because looks are a definite issue today, and a medieval maiden thinking like that – is it normal?! The fact that looks, acne and bad breath are such big issues today, helps present the point that it is very difficult to break out of the stereotypes set by society, as well as making the characters seem real to the reader. These modern stereotypes allow the characters to break out of the stereotypes set by the painting and so, I think, Fanthorpe is trying to say that we should get to know the real person and not be judgmental and discriminatory. In the picture of St. George and the dragon there are three stereotypes – the evil dragon, the helpless maiden and the knight in shining armour. Fanthorpe has changed those in the picture to a new and modern, but equally stereotypical set. However the characters remain in the same situation: the maiden is still the captive, the dragon is still the captor and the knight is saving the maiden. Therefore Fanthorpe has merely changed their personalities, not the situation. ‘Why should my victim be so / unattractive as to be inedible,’ Shows how today the maiden is no longer considered beautiful, thus showing the change of perceptions, especially of the dragon. While changing the stereotypes set by the myth, the poem challenges them at the same time. In the poem the knight is vain and ladish, ‘You can’t / Do better than me at the moment’ and is not the ‘knight in shining armour’ as represented in the picture. The dragon comes across very differently in the poem, he appears to be shy and self-conscious shown in the first line by ‘Not my best side, I’m afraid’. The dragon is more of a victim than the maiden, being victimised by the knight (having killed him) and the artist (having cut off two of his legs!). However he seems to sympathise with the artist as he refers to him as ‘Poor chap’ perhaps because he also sees the artist as a victim due to his inability in painting. The dragon is actually a kind character and can not sympathise with the ostentatious people in society namely the knight, ‘Why, I asked myself, should my conqueror / Be so ostentatiously beardless,’ I think the dragon is also jealous of the knight and would rather be popular without having to fulfil history. The dragon knows his destiny, death, and knows there is no escape, however it is made clear that he would rather die after a fight and by a more dangerous looking knight. The maiden is also definitely not a victim, ‘It’s hard for a girl to be sure if / She wants to be rescued.’ She is very forward and knows her own mind and we can see that she didn’t really want to be rescued. She states how she ‘didn’t much fancy him’ (the knight) and preferred to know what equipment she was getting at a glance. Through this Fanthorpe is contrasting modern society and the traditional mythical roles. However, even though the maiden is against being rescued, Fanthorpe shows how, even though women are more dominant and opinionated than in the past, there is a certain conclusion: women still go back to the safety of a husband, ‘And a girl’s got to think of her future.’ This shows how, to some degree, women are still confined to their roles set by society. In comparison ‘Old Man, Old Man’ uses stereotyping much less. It confronts two common stereotypes in men – the powerful businessman, who does little for his family, and a forgetful old man, who is longing for the ‘good old days’ but is too stubborn to ask for the help and love he wants from his daughter who loves his helplessness. ‘I love / Your helplessness you who hate being helpless.’ Shows how the old man finds it extremely difficult to come to terms with the changes he has gone through. He wishes he were still as independent as he once was and dislikes his dependence on his daughter. However he still appears to be stubborn and proud as suggested in the final stanza by ‘Let me find your hammer. Let me / Walk with you o Drury Lane.’ It demonstrates how the daughter has to ask to be allowed to do anything to help him with ‘let’ showing the pleading in order to be allowed to do so. The stereotypical businessman contrasts with the allusion to his organisation, which is perhaps lost by age, ‘†¦as you forget / If you’ve smoked your timetabled cigarette?’ The old man was once well organised (also shown by the labelling of bottles) but has become frail and forgetful not even remembering the simple things which once ‘ruled’ his life. This transformation from businessman to old man explains the alterations in the man due to ageing. The relationship between the two characters in ‘Old Man, Old Man’, the man (old and young) and the narrator, who we can assume to be his daughter as she knows his past with disinherited children and failures with daughters unusually well, develops during the poem. Fanthorpe shows his incompetence produced by old age in the second half of the poem. ‘Let me find your hammer.’ sums up the relationship at the end of the poem between the father and daughter especially showing the old man’s helplessness – he can not even find his own hammer. At the start of the poem the old man, in his youth, is made out to have a bad relationship with his daughters, ‘not good with daughters’ and to be very caught up in his business. I have a feeling that the daughter may have been one of his disinherited children or not far off from being so. I think she was very frightened of him when he was younger and is still desperate to be accepted and/or forgiven by her father, which is why the word ‘let’ is repeated. Many of the characters in the two poems are similar. Comparisons can be made between the old man and the maiden and the knight due to situation and character (respectively). The knight and the old man in his youth relate to each other due to many similarities in character. I think it is hinted that the old man in his youth was self-centred, arrogant and powerful. The old man being described as ‘Lord’ shows us his power and control. ‘Lord once of shed, garage and garden,’ ‘Lord’ suggests that he was in control and looked up to by his employees, etc. which is similar to the knight’s character and situation. The knight is also respected by most people because of his profession and self-confidence (he does not care what other people think and in more ways than one). However with him boasting of his diplomas, etc. and wishes of becoming a hero, one could say that he is a typical lad, ‘So why be difficult? / Don’t you want to be killed and/or rescued / in the most contemporary way? He thinks that people can not do better than he can at the moment therefore he gets to make decisions for other people which of course are favoured by him. Fanthorpe also uses his character to relate to the issue of sexism. He assumes that all women should stick to the roles set by mythology and tradition, and obviously doesn’t look upon those who ‘break out of line’ kindly (Sara Cox being a modern day ladette). The old man is also similar to the maiden because of their mutual dislike of being helped. They are both intensely headstrong characters and only consented to the aid offered under serious circumstances. The old man grudgingly allows his daughter to help him because he is old and helpless. Likewise the maiden only allows the knight to rescue her once ‘The dragon got himself beaten by the boy’ and when she realised that ‘a girl’s got to think of her future.’ In the end both are forced to give in to their designated social roles and stereotypes. From closer examination we can see that the relationship of characters within the poems actually compare between the poems. In both poems we can see that one of the characters is competing against something in the poem and one comes out the victor. In ‘Not My Best Side’ the knight is competing against the dragon to see who will die, and in ‘Old Man, Old Man’ the daughter is competing with her father’s business for love and attention. In the end we see that the knight has won because he has killed the dragon and saved the maiden; in ‘Old Man, Old Man’ the daughter wins but by patience. As her father grows old, he needs his daughter’s help and can no longer run his own life, let alone a business, efficiently. The daughter has waited her whole life to be able to do something for her father and it is only in his old age she is allowed to do so. Within both poems there are many contrasts and comparisons between characters. I think Fanthorpe has managed to create the different characters extremely well through many different methods. She has incorporated poetic techniques to make characters and their feelings stand out, and language to show how personalities have developed. Humour is used to make ‘Not My Best Side’ enjoyable whilst putting across a serious point of view, and imagery to bring ‘Old Man, Old Man’ to life. As well as the different stereotypes employed, Fanthorpe has used the relationships between characters to create many strongly formed personalities within the poems. I think my favourite poem out of the two is ‘Not My Best Side’, purely because of the humour and the light-hearted way of conveying a serious point. I also feel I can identify better with it because it covers many common, modern day issues, which have affected me more than the effects of old age. I feel that Fanthorpe, in both poems, has made a lasting impression on the reader. The humour of ‘Not My Best Side, has certainly moved me, and I admire the ingenuity of taking a picture and changing the personalities of the characters. Fanthorpe adds depth to ‘Old Man, Old Man’ by subtly suggesting the old man’s confusion on a level below the everyday situations. In this way the poem conveys the difficult changes of ageing in a touching manner.

Religious Private Schools

As you browse private school profiles, you will usually see a school’s religious affiliation listed within the description. While not all  private schools  have religious affiliations, many do, and many families have questions about these private institutions. What is a nonsectarian or non-denominational  school? In the private school world, you may see schools listed as nonsectarian or non-denominational, which essentially means that the institution does not adhere to a particular religious belief or tradition. Examples include schools like  The Hotchkiss School  and  Annie Wright School. The  opposite of a nonsectarian school  is a sectarian school. These schools will describe their religious affiliations as Roman Catholic, Baptist, Jewish, and so on. Examples of sectarian schools include  Kent School  and  Georgetown Prep  which respectively are  Episcopal  and  Roman Catholic  schools. What is a religious private school? A religious private school is simply a school that identifies with a specific religious group, such as Catholic, Jewish, Protestant, or Episcopal. Often these schools have curricula that include teachings of that faith in addition to a traditional curriculum, something that is often referred to as a dual curriculum. These schools are usually independently funded, meaning they depend on tuition dollars and/or fundraising efforts to operate. What is a parochial school? Most people associate the term  parochial school with Catholic school. In general, parochial schools are usually private schools that receive financial support from a particular church or parish, meaning the funding of a parochial school primarily comes from the church, not tuition dollars. These schools are sometimes referred to as church schools by the Catholic faith. They are closely connected to the church itself  and do not stand alone. Are all religious private schools considered parochial schools? No, they are not. Parochial schools are usually funded by the religious organization with which they are associated. For many, parochial typically connotes Catholic schools, but there are many religious private schools of other faiths, such as Jewish, Lutheran, and others. There are many religious private schools that are independently funded and do not receive funding from a particular church or other religious site. These are tuition driven. So, what is the difference between a parochial school and a private religious school? The biggest difference between a parochial school and a private religious school is money. Since private religious schools do not receive funding from a religious institution, instead  relying on tuition dollars and fundraising to operate, these schools often carry higher tuition rates than their parochial counterparts. While many parochial schools carry lower tuition rates, it is important to remember that many private schools, including both religious and nonsectarian schools, offer financial aid to qualified families who cannot afford tuition.   Can you attend a school affiliated with a religion other than yours? This answer will vary from school to school, but often the answer is an enthusiastic, yes!  Many religious schools  believe that educating others about their religion is important, regardless of the student’s own personal beliefs. As such, most institutions accept, and even welcome, applications from students of all faiths and beliefs. For some families, it is important for the student to attend a school that is affiliated with the same religion. Yet, there are many families who enjoy sending their children to  religious schools  regardless if the families have the same religious beliefs. An example of this is  Milken Community Schools  in Los Angeles, California. One of the largest Jewish schools in the country, Milken, which serves students in grades 7-12, is known for enrolling students of all faiths, but it has certain requirements for Jewish studies for all students. Why should I consider sending my child to a religious school? Religious schools are often known for the values they instill in children, and many families find this comforting. Religious schools are usually known for their ability to embrace differences and promote tolerance and acceptance, as well as teach the lessons of their faith. This can be an interesting learning experience for a student who is not familiar with a particular religion. Many schools require that the students participate in the religious customs of the school, including attending classes and/or religious services, activities and learning opportunities, which can help students become more comfortable in unfamiliar situations.