INTERPRETING CRIME AND CRIMINALS 2 Essay Example | Topics and Well Written Essays - 3500 words

INTERPRETING CRIME AND CRIMINALS 2 - Essay Example My research was able to establish that there is not much difference in the experiences of male and female victims of cyber-stalking. One distinct difference between the male and female victim is that males are more likely not to report incidents of stalking to the police or law enforcers. The findings in this research imply that stereotypes in cyber-crimes have been firmly entrenched in our minds; little information is known about male victims of cyber-stalking-about how they became victims, how they dealt with it, and how they learned to live with it. Cyber-stalking is an old crime given new teeth. It used to be just plain stalking-following and watching a person doing his or her routine activities. But now that we are in the age of cyber technology, it has evolved into a much more sophisticated crime. I have chosen this topic because it is very interesting to explore the unconventional angle in the commission of this crime. People are familiar about the statistics in this crime-there are both male and female victims—however, they tend to focus more on the female victim, and dismiss the male victim to be of lesser importance and concern. This crime is also considered one of the newer crimes created by cyber-technology. It largely explains why legislation and implementation has not caught up with it yet. There are many countries right now that have yet to make this act a punishable offence. Although the UK has firmly entrenched legislation to address this crime, it has the same problems as other countries--the implementatio n of these laws. This topic also interests me because I would like to find out how the victim became a victim, how he felt about being a victim, and how he was dealt with by police officers when he eventually reported the crime. I used the qualitative method of research in this study. More specifically I

Macromolecule Research Project Overview Essay Example | Topics and Well Written Essays - 500 words

Macromolecule Research Project Overview - Essay Example rates are: 1.) Monosaccharide, 2.) Disaccharides, 3.) Polysaccharides are polymers of monosaccharide of up to 10,000 glucose molecules per chain, where parallel chains are cross-linked with H bonds forming bundles of 60-70 molecules. These are: a.) Starch which are insoluble polymer of glucose, and energy storage molecules concentrated as granules within plant cells; b.) Glycogen which are water-soluble, branched polysaccharides storage form in animal liver and muscle cells; c.) Chitin which are tough molecules of ÃŽ ² glucose and the second most abundant molecule that forms the major component of fungal cell wall and the exoskeleton of insects and arthropods, recently used as surgical suturing threads; and d.) Cellulose which are the structural material in plant cell wall (Campbell & Reece 2002). Lipids are substances with an oily, greasy or waxy consistency which are relatively insoluble in water and tend to be water-repelling, hydrophobic, i. g. cuticle on leaf surfaces (Mader 2001). This is also important biological fuels, hormones and structural components of cell membranes (Mader 2001). Neutral fats and oils are the most abundant forms found in both plants and animals. Fats are economical storage for fuel reserves and there is twice more energy as the same quantity of carbohydrates it can generate (Mader 2001). Fatty acids which are the main components of neutral fats and phospholipids are of 30 different kinds such as saturated fatty acids which are solid at room temperature, i. g. butter and palmitic acid, and unsaturated fatty acids, oils, which are liquid at room temperature, i. g. linoleic acid. Important lipids are phospholipids which are the main component of cellular membranes, steroids which are likewise components of membranes and also hormones such as testost erone for sexual growth and development of men and estrogen and progesterone for women sexual growth and development with cholesterol as the main precursor, and carotenoids which are

Aristotle and Plato’s Concept of the Soul Essay Example for Free

Aristotle and Plato’s Concept of the Soul Essay Most individuals are interested in knowing and understanding the various phenomena that exist among their midst. It could be as simple as looking for information as to why the sun rises and sets or it could involve very trivial matters that deal with things that is not seen by the naked eye. This is why the field of philosophy exists in order to investigate the ideas of truth, existence, knowledge, and other subjects by means of logic and reason (Kemerling). In relation to this, many famous philosophers have their respective theories that tend to explain various matters. This could be exemplified by Aristotle and Plato’s ideas behind the existence of a soul. Aristotle wrote three books of De Anima wherein he elaborated a varying array of philosophical and scientific topics. In Book II, Chapter 1 of De Anima, Aristotle made a sketch or outline of the nature of the soul. He explained the concept of the soul by using a scientific perspective that uses elements of biology. In relation to this, he also employed the idea of metaphysics that tackled everything such as substance, form, matter, potentiality, and actuality. Aristotle perceived that the soul is united with the living body. As such, the existence of the soul is also dependent upon the host. He deems that the soul is made simply for the purpose of development, which can only happen if it is connected with a body or some kind of container in the physical world. In this sense, the soul is assumed to exist as the form of the body. The importance of the soul is greatly dependent upon the body or a type of entity that gives life to it. Since the soul designates life, Aristotle believed that it is also present in every living thing, including plants and animals. He also elaborated that different entities have various versions of the soul. The soul of a human being is unique from others because it has the ability to hold rational beliefs and use reason. It is regarded as the higher level of soul while the lowest ones are those that are found in plants and animals. Moreover, Aristotle’s association of the soul to specific forms made the soul as the mover because it is the culmination of the various life forces (Davidson). On the other hand, Plato believes that the soul is made up of three basic energies, including reason, emotion, and appetite that are responsible in animating human beings. The energy of reason is regarded as having the greatest value, while emotion and most especially appetite are considered as the lower passions. Reason is responsible in governing the soul that controls the emotion and the appetite of an individual. In relation to this, Plato deems that the soul is important in living a moral life. He explained that morality is the cause of happiness, which motivates an immoral person to behave righteously if he or she wants to be happy. Plato asserted that a happy person is a just person. Moreover, the psychic harmony of the soul is expressed in four cardinal virtues that are related to the three basic energies. In terms of reason, the just person has wisdom or prudence. In relation to emotion, the just person has the virtue of courage. Lastly, when it comes to the energy of appetite, a just person has the value of temperance (â€Å"Plato theory of the Soul†). Aristotle and Plato’s respective theories of the soul have similarities in the sense that they both believe that the soul is responsible for the ability of human beings to think logically and rationally. Nevertheless, there are many differences in their concept of the soul. Since Aristotle employed the scientific topics in his theory, he perceived the soul as dependent upon the body. In relation to this, he also deemed that other living things have souls. On the contrary, Plato merely focused on the existence of human beings’ soul. He explained his idea of the soul in the light of morality rather than biology. Furthermore, Plato argued that the soul is influenced by external force in order to move, while Aristotle asserted that the soul is the mover itself because it is an assortment of life forces. The varying theories of Aristotle and Plato with regards to the soul only show that philosophers have different perspective and understanding in the pursuit of understanding various matters of an individual’s existence.

Zeus: The man, the myth, the legend

Zeus: The man, the myth, the legend   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Throughout the pantheon of Greek and Roman myth many of the gods are depicted in only one, revered gaze. Zeus on the on the other hand is depicted as many things which include; the ruler of the other gods, a brother, a warrior, a tyrant, a just king, a vengeful deity, an adulterer and a rapist. Zeus embodies what many perceived to be perfect masculinity in antiquity. He was the target of deception and revenge, mostly from his angered wife Hera, but he was the target of many vengeful acts none the less. However the one aspect in Zeus canon that is most important in explaining why he was such an important figure in Mythology is that he was depicted as a father, even in myths where he was portrayed in another light such as a warrior or as a son attempting to usurp his fathers position, his patriarchal side always showed in some manner in many of the stories.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Zeus name in Greek comes from a root word meaning bright. It is interesting to note that the planet Jupiter, which is the same name as Zeus in Roman is typically the brightest object in the night sky, seems to be an interesting etymological comparison. Zeus took control of the sky when the Olympian gods inherited control over the world while his brothers Hades and Poseidon were given control over the underworld and the Oceans, respectively. Typically Zeus is associated with the lightening bolt, his weapon if choice, as well as the eagle, a majestic symbol of nobility. The Oak tree is also tied to Zeus as it is a sturdy tree that grows for hundreds of years.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Zeus was the youngest of the first generation Olympian gods which also included Hestia, Demeter, Hera, Hades, and Poseidon. When he was born Zeus was hidden to grow up on the island of Crete in order to prevent his father, Cronus, from eating him just as he did to his older siblings. Instead of eating Zeus, Cronus was tricked into eating a stone which in turn made him regurgitate all of his devoured children only then to be slain by Zeus who was protecting his siblings. This can be juxtaposed to a father who would protect his children. The Olympian gods ally together and fight all of the Titans from atop mount Olympus, this was known as the Titanomachy. This ten year war was aided not only by the Cyclopes, but the Hecatonchires as well. When the Olympian gods finally won the Titans were then imprisoned in Tartarus.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Zeus engaged in lascivious acts with goddesses which gave birth to many children which included; Aegipan, Persephone and Zargreus, Orion and Manes, Ares, Eileithyia, Eris, Hebe, Ersa and Carae, Limos, Apollo and Artimis, Hermes, Athena, The Muses Calliope, Clio, Erato, Euterpe, Melpomene, Polyhymnia, Terpsichore, Thalia, and Urania, Zagreus and Melinoe, Ersa, Nemean Lion and Pandia. There mothers were Aix, Anake, Demeter, Dione, Thalassa, Gaia, Hera, Eos, Eris, Leto, Maia, Metis, Mnemosyne, Persephone and Selene respectively. Themis who was the first wife of Zeus gave birth to Astraea, Nemisis, Horae, Auxo, Carpo, Thallo, Dike, Eirene, Eunomia, Pherusa, Euporie, Orthosie, and The fates Atropos Clotho and Lachesis (Wikipedia Zeus). In addition to having plenty of children with goddesses Zeus also had children with many mortals, these children include; Aeacus, Hercules, Amphion and Zethus, Arcas, Britomartis, Perseus, Tityas, Dardanus and Iasion. Minos, Rhadamanrhys and Sarpedon, Aglea, Euphrosyne and Thalia, Kronios, Spartaios and Kytos, Thebe, Epaphus and Keroessa, Sarpedon, Polydeuces, Castor and Helen of Troy, Lorcrus, Argus and Pelasgus, Alexander III of Macedon (Alexander the Great), Meliteus, Tantulus, Balius and Xanthus, Hellen, Dionysus, Lacedaemon, Palici, Litae, Tyche and Ate. The mortal mothers of these children of Zeus are; Aegina, Alcmene, Antipoe, Callisto, Carme, Danae, Elara, Electra, Europa, Eurynome, Himalia, Iodame, Io, Lamia, Laodamia, Leda, Maera, Niobe, Olympias, Othreis, Pluto, Podarge, Pyrrha, Semele Taygete and Thalia respectively (Wikipedia Zeus). The Gigantomachy was the battle of the Olympian gods against the giants. The Giants, who were born of the blood of Uranus spilling onto the Earth were half human and half serpentine creatures. This myth depicts Zeus in the warrior light because it was Zeus who fought the leader of the Giants Thyphoeus. Typhoeus was beaten by Zeus and thus so were the giants. They were imprisoned in Earth which to Greeks gave reason as to why volcanoes are scattered along the Earths surface. The fact that he fought Typhoeus alone exemplifies what many of the Greeks and Romans thought were how a warrior should behave, that and if he did not do so he would lose the stigma that he was the epitome of masculinity. The myths of Zeus are so widely varied and his behavior within the myths are just as varied that some have postulated that Zeus is the conglomeration of many minor gods who over time were blurred into one supreme being. In addition the many bizarre acts of Zeus can be a way for many people to justify their obscure behavior.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Zeus had relations not only with mortal females, but also mortal males. One of the most notable tales of this is that of Zeus and Ganymede. Ganymede was a slave boy who Zeus became infatuated with, one day Zeus sent eagles down to Earth to retrieve Ganymede and bring him to Olympus there he became a cup-bearer. That way he was always around when Zeus needed him to be. This is an example of how Zeus sometimes abused his power to get whatever he wanted. This tale also reflects how Roman society viewed homosexuality and accepted it the way they did.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In Ovids Metamorphoses the tale of the great flood is another fine example of Zeus wearing yet another hat. This myth Deals with ruler of Arcadia Lycaon and his tyrannical behavior. Lycaon thought he would serve Zeus one of his children as a sacrifice. As one would expect Zeus found this repulsive and decided to not only punish Lycaon, but the rest of humanity as well. He first transformed Lycaon into a wolf, it suited his personality. This was the typical style of most transformations in Ovids works. Zeus then decided to wipe the Earth clean of the human race and start fresh, thus the great flood much like the story of Noahs Ark. In the Greek version, there were however two survivors Deucalion and his wife Pyrrha. In order to repopulate the Earth they were instructed to throw the bones of their mother over their shoulder to repopulate the Earth, these instructions from the oracle had to be interpreted in order for the oracle to maintain that it was ne ver wrong. They Figured that the bones were actually rocks from mother Earth, this was the correct interpretation and the Earth was populated once more. In regards to Zeus this story once again shows his parental side due to the way he reacted to Lycaons transgression.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The myth of Zeus and his relationship with Callisto is one that shows how he can, when faced with urgency, can react for the betterment of others not just himself. The story goes that after Callisto was found to have a child with Zeus she was turned into a bear, after her son Arcas grew up he was in the woods and was confronted by her mother in bear form, he was about to kill her when Zeus stepped in and transformed then into constellations, these constellations were Ursa Major and Ursa Minor.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The tale of Zeus and Demeter shows Zeus as a just and understanding ruler. The story deals with Hades being given permission to take Persephone to the Underworld to be his wife, the bulk of the story deals with Demeter sulking and trying to figure out who kidnapped her daughter. Also in her anger she brings famine and drought upon the world. After hearing all the people crying out in hope due to hunger Zeus steps in and sends Hermes to retrieve Persephone, but she had already had eaten food in the underworld and if that occurs it is said that no one can leave. So in the end Persephone must spend a portion of every year with Hades in the underworld. This myth shows how Zeus is an understanding individual and how he does his best for the betterment of all under his all mighty rule.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  There are many other myths associated with Zeus such as him punishing Prometheus to having his liver eaten out of him regularly. Or the Zeus and his punishment for Tantalus and his blasphemous act of sacrificing his some to the gods. Works Referenced Hesiods Theogony, translated by Evelyn-White. Ancient / Classical History Ancient Greece Rome Classics Research Guide. Web. 09 Oct. 2009. . The Internet Classics Archive | Metamorphoses by Ovid. The Internet Classics Archive: 441 searchable works of classical literature. Web. 09 Oct. 2009. . Morford, Mark P. O., and Robert J. Lenardon. Classical Mythology. New York: Oxford UP, USA, 2006. Print. Zeus -. Wikipedia, the free encyclopedia. Web. 09 Oct. 2009. .

Facts and Innovation of Education in China Essay -- Education Chinese

Facts and Innovation of Education in China I lived in a city and had a standard high school student life as others. I got up at 7:00 in the morning and tried not to be late for the morning class which is half an hour later. Then I had 9 classes till 5:00 in the afternoon, during which I could eat my one-hour-long lunch. Even at night and on weekends, I had to deal with tons of homework and tests, or locked myself in the classroom. It sounds crazy to have only one day per week free without classes or to stay at school more than at home, but millions of Chinese students are experiencing both situations. One research reveals that nearly 7 out of 10 students in Beijing have to attend classes during winter breaks. Another says that 67% of high school students have less than 7 hours sleep per day and about 42% students have less than half an hour free time per day. Half of them have no free time at all. For most high students in China, all the hard work aims at one thing, and the thing is called the National College Entrance Examination. In fact, it’s an exam which lasts 2 or 3 days depending individually on provinces, takes place nationally and synchronously, and the final score of the exam determines which college a student may get in. Although students fill out forms indicating several colleges they would like to apply to, the fact is they merely have one chance basically, which is the first choice. And once a student fails to get in his first choice, his chances of getting into other colleges are enormously decreased because the spaces have been filled already. Mostly, the Entrance Examination is the only way a college evaluates and admits a student. And in China, a good college degree more or less guarantees a promisi... ...a crushing fairer education environment. Work Cited: Jiajie Li, â€Å"Yang Zhenning jiaoshou bijiao zhongmei jiaoyu† (Prof. Zhenning Yang compares education between China and the US), Guangming Daily, June 18, 2004. Maolin Ye, â€Å"Dui Zhongguo fazhan mingban jiaoyu de sikao† (Thoughts about developing private schools in China); available from http://edu.tom.com/1050/20031030-1455.html; Internet; accessed December 1, 2004. Chenxin Zhou, Peng Jiang, â€Å"Zhongguo shisheng pubian renwei gaozhong kecheng guoduo guonan† (Students and teachers consider high schoolwork load too much and too hard); available from http://www.wendu.com/Training/11611.html; Internet; accessed December 1, 2004. Guangcheng Liang, â€Å"Jiaoyu buneng mangmu xihua† (Do not westernize education blindly); available from http://maths.guangztr.edu.cn/kcgg/bnmmxh.htm; Internet; accessed December 1, 2004. Facts and Innovation of Education in China Essay -- Education Chinese Facts and Innovation of Education in China I lived in a city and had a standard high school student life as others. I got up at 7:00 in the morning and tried not to be late for the morning class which is half an hour later. Then I had 9 classes till 5:00 in the afternoon, during which I could eat my one-hour-long lunch. Even at night and on weekends, I had to deal with tons of homework and tests, or locked myself in the classroom. It sounds crazy to have only one day per week free without classes or to stay at school more than at home, but millions of Chinese students are experiencing both situations. One research reveals that nearly 7 out of 10 students in Beijing have to attend classes during winter breaks. Another says that 67% of high school students have less than 7 hours sleep per day and about 42% students have less than half an hour free time per day. Half of them have no free time at all. For most high students in China, all the hard work aims at one thing, and the thing is called the National College Entrance Examination. In fact, it’s an exam which lasts 2 or 3 days depending individually on provinces, takes place nationally and synchronously, and the final score of the exam determines which college a student may get in. Although students fill out forms indicating several colleges they would like to apply to, the fact is they merely have one chance basically, which is the first choice. And once a student fails to get in his first choice, his chances of getting into other colleges are enormously decreased because the spaces have been filled already. Mostly, the Entrance Examination is the only way a college evaluates and admits a student. And in China, a good college degree more or less guarantees a promisi... ...a crushing fairer education environment. Work Cited: Jiajie Li, â€Å"Yang Zhenning jiaoshou bijiao zhongmei jiaoyu† (Prof. Zhenning Yang compares education between China and the US), Guangming Daily, June 18, 2004. Maolin Ye, â€Å"Dui Zhongguo fazhan mingban jiaoyu de sikao† (Thoughts about developing private schools in China); available from http://edu.tom.com/1050/20031030-1455.html; Internet; accessed December 1, 2004. Chenxin Zhou, Peng Jiang, â€Å"Zhongguo shisheng pubian renwei gaozhong kecheng guoduo guonan† (Students and teachers consider high schoolwork load too much and too hard); available from http://www.wendu.com/Training/11611.html; Internet; accessed December 1, 2004. Guangcheng Liang, â€Å"Jiaoyu buneng mangmu xihua† (Do not westernize education blindly); available from http://maths.guangztr.edu.cn/kcgg/bnmmxh.htm; Internet; accessed December 1, 2004.

Portrayal of Australian Mining Towns Essay

Arthur Boyd and Oodgeroo, formally known as Kath Walker, both effectively depict their own view of Australia through the painting â€Å"The Mining Town† and the poem â€Å"The Time Is Running Out. † They each present slightly differing interpretations of the country based upon their altered perspectives and context. Arthur Boyd presents a vivid and vibrant life of an Australian mining town of 1920 through his painting while Kath Walker aggressively portrays an outraged view of what Australia has become violently outlining the damages caused by European settlement. In Kath Walkers poem â€Å"time is running out† she uses a passionate and forceful tone allowing it to illustrate an Aboriginal perspective of the mining town, which effectively portrays her view of Australia. â€Å"The miner rapes the heart of the earth† the use of the word â€Å"rape,† describes a traumatic and violent action. Kath Walker uses this aggressive quote to start her poem essentially stating the miners are ruining the natural part of Australia. She then proceeds to say â€Å" With this violent spade† meaning the spade the miners are using is killing the earth. â€Å" Stealing, bolting her black blood. † The use of a metaphor in this quote depicts the miner taking the black coal from the earth. She then personifies the earth to exemplify that the Europeans are destroying the natural beauty of Australia â€Å"for the sake of the greedy trade. † Kath Walker demonstrates her disappointment throughout the poem in the European culture of Australia and is horrified by what the country has become. She effectively conveys her view of Australia. In the second part of Kath Walkers poem she proceeds to use a patriotic and again a violent tone to portray her view of Australia. She challenges upon all Aborigines to take a stand against the violent nature on the earth caused by the foreigners. The repetition of â€Å"violence† â€Å"he knows violence† â€Å"will be violently written† â€Å"make the violent miner feel† exaggerates her perspective of Australia by portraying Australia as a terrible violent country. Throughout her poem she over exaggerates the terrible wok of the miners and at the end of her poem she hypocritically gives a violent message of retaliation against the miners â€Å"to defend their timeless land. † â€Å"Come gentle black man† she creatively changes the audience’s state of mind by showing that the aborigines are the victims and are innocent. Kath allows the audience to feel her frustration with the use of her aggressive tone and adjectives essentially providing the audience with not only Kath’s view of Australia but also the whole Aboriginal community. It is because of Kaths poetic devices and techniques which allows her to present her perspective of Australia from an Aboriginal point of view. Her aggressive and serious tone, shows her passion and love for the nature of the country. She also spreads a message of violence of retaliation and revenge on the European miners who are destroying nature in Australia all for â€Å"the filthy dollar. † Therefore I think that the poem most effectively conveys a view of Australia rather than the photo.

The 100 Most Important Words in English

The 100 Most Important Words in English This list of important words was drawn up by British rhetorician I.A. Richards, author of several books including Basic English and Its Uses (1943). However, these 100 words are not a part of the simplified version of the language that he and C.K. Ogden called Basic English. Also, were not talking about the 100 most frequently used words in English (a list that contains far more prepositions than nouns). And unlike the 100 words chosen by David Crystal to tell The Story of English, Richards words are primarily significant for their meanings, not their etymologies. Richards introduced his list of words in the book How to Read a Page: A Course in Effective Reading (1942), and he called them the most important words for two reasons: They cover the ideas we can least avoid using, those which are concerned in all that we do as thinking beings.They are words we are forced to use in explaining other words because it is in terms of the ideas they cover that the meanings of other words must be given. Here are those 100 important words: AmountArgumentArtBeBeautifulBeliefCauseCertainChanceChangeClearCommonComparisonConditionConnectionCopyDecisionDegreeDesireDevelopmentDifferentDoEducationEndEventExamplesExistenceExperienceFactFearFeelingFictionForceFormFreeGeneralGetGiveGoodGovernmentHappyHaveHistoryIdeaImportantInterestKnowledgeLawLetLevelLivingLoveMakeMaterialMeasureMindMotionNameNationNaturalNecessaryNormalNumberObservationOppositeOrderOrganizationPartPlacePleasurePossiblePowerProbablePropertyPurposeQualityQuestionReasonRelationRepresentativeRespectResponsibleRightSameSayScienceSeeSeemSenseSignSimpleSocietySortSpecialSubstanceThingThoughtTrueUseWayWiseWordWork All these words carry multiple meanings, and they can say quite different things to different readers. For that reason, Richards list could just as well have been labeled The 100 Most Ambiguous Words: The very usefulness which gives them their importance explains their ambiguity. They are the servants of too many interests to keep to single, clearly defined jobs. Technical words in the sciences are like adzes, planes, gimlets, or razors. A word like experience, or feeling, or true is like a pocketknife. In good hands it will do most things- not very well. In general we will find that the more important a word is, and the more central and necessary its meanings are in our pictures of ourselves and the world, the more ambiguous and possibly deceiving the word will be. In an earlier book, The Making of Meaning (1923), Richards (and co-author C.K. Ogden) had explored the fundamental notion that meaning doesnt reside in words themselves. Rather, meaning is rhetorical: Its fashioned out of both a verbal context (the words surrounding the words) and the experiences of the individual reader. No surprise, then, that miscommunication is often the result when the important words come into play. Its this idea of miscommunicating through language that led Richards to conclude that all of us are developing our reading skills all the time: Whenever we use words in forming some judgment or decision, we are, in what may be a painfully sharp sense, learning to read (How to Read a Page.) There are actually 103 words on Richards top-100 list. The bonus words, he said, are meant to incite the reader to the task of cutting out those he sees no point in and adding any he pleases, and to discourage the notion that there is anything sacrosanct about a hundred, or any other number. Your List So with those thoughts in mind, its now time to create a list of what you think are the most important words. Sources Crystal, David.  The Story of English.  St. Martins Press, 2012, New York.Richards, I.A.  Basic English  and  Its Uses. W.W. Norton Co., 1943, New York. Richards, I.A. How to Read a Page: A Course in Effective Reading. Beacon Press, 1942, Boston.Ogden, C.K. and Richards, I.A. The Making of Meaning.  Harcourt, 1923, New York.