Lebanese international university

School of education
ENGL201 Spring 2023

Zeinab Farhat
Student Portfolio
Teacher: Ms. Abir Khashab

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Contents
Glossary of vocabulary : ................................................................................................................................................... 4
Chapter 1: .................................................................................................................................................................... 4
II.Chapter 2 .................................................................................................................................................................. 5
III. Chapter 3 ................................................................................................................................................................ 5
VI. Chapter 7: ..............................................................................................................................................................10
VI. Chapter 9: ..............................................................................................................................................................13
Essay-Assignment One: ...................................................................................................................................................15
A.Draft:.......................................................................................................................................................................15
B.Formal: ....................................................................................................................................................................15
Essay:..............................................................................................................................................................................16
Articles Research Assignment Two: .................................................................................................................................18
Kinds of holiday :.............................................................................................................................................................20
Types of Note-takers .......................................................................................................................................................21
The Highlighter ...........................................................................................................................................................21
The Doodler ................................................................................................................................................................21
The Dictator ................................................................................................................................................................21
The Outliner ................................................................................................................................................................21
The Cornell Method User ............................................................................................................................................21
The Mind Mapper .......................................................................................................................................................21
The Copycat ................................................................................................................................................................21
The List Maker ............................................................................................................................................................21
The bad hand writer ....................................................................................................................................................21
The Analog User ..........................................................................................................................................................22
The Recorder ..............................................................................................................................................................22
The Non-Note Taker ....................................................................................................................................................22
Myers Briggs Personality Types .......................................................................................................................................23
BONUS : ..........................................................................................................................................................................24

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Glossary of vocabulary :
Chapter 1:
1. Obvious - adjective - clear, evident, apparent; easily seen or understood
2. Provide - verb - furnish, supply, give; to make available or give something to someone
3. Guidance - noun - direction, advice, instruction; assistance or advice given to someone
4. Influenced - verb - affected, impacted, swayed; having an effect on something or someone
5. Slang - noun - jargon, argot, vernacular; the informal language used by a particular group of people
6. Experienced - adjective - skilled, knowledgeable, practiced; having knowledge or skill in a particular area
7. Omen - noun - sign, portent, prophecy; an event or phenomenon that is believed to indicate something good
or bad in the future
8. Automobiles - noun - cars, vehicles, motors; a road vehicle powered by an engine and designed to carry
passengers
9. Popular - adjective - well-liked, favored, admired; commonly liked or approved by many people
10. Decide - verb - determine, resolve, choose; to make a choice or come to a conclusion about something
11. Quick - adjective - fast, rapid, swift; done or occurring in a short period of time
12. Capabilities - noun - abilities, skills, talents; the power or ability to do something
13. Tools - noun - equipment, instruments, implements; objects used to perform a particular task or job
14. Models - noun - examples, prototypes, templates; a representation of something used to guide or imitate its
production
15. Nation - noun - country, state, territory; a large body of people united by common descent, history, culture, or
language, inhabiting a particular country or territory
16. Competing - verb - contending, rivaling, vying; participating in a competition or contest against others
17. Lead - verb - guide, direct, manage; to be in charge or at the forefront of something
18. Formation - noun - creation, establishment, development; the process of coming into existence or being
formed
19. Sinks - verb - submerges, goes down, drops; to descend or go below the surface of something
20. Melt - verb - dissolve, liquefy, thaw; to change from a solid to a liquid state due to heat.
A. Bonus:
i. Obvious - adverb - obviously
ii. Provide - noun - provider
iii. Guidance - verb - guide
iv. Influenced - noun - influence
v. Slang - adjective - slangy
vi. Experienced - adverb - experiencedly
vii. Omen - adjective - ominous
viii. Automobiles - adjective - automotive
ix. Popular - adverb - popularly
x. Decide - noun - decision
xi. Quick - adverb - quickly
xii. Capabilities - adjective - capable
xiii. Tools - verb - tooling
xiv. Models - verb - model
xv. Nation - adjective - national
xvi. Competing - adjective - competitive
xvii. Lead - noun - leader
xviii. Formation - verb - form
xix. Sinks - noun - sinkhole
xx. Melt - noun – melting after 1

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II.Chapter 2
1. Irradication Part of speech: Noun: elimination, eradication, extermination Definition: The act of getting rid of
something completely
2. Significant Part of speech: Adjective: important, noteworthy, considerable Definition: Having great meaning or
importance
3. Diseases Part of speech: Noun: illness, sickness, disorder Definition: A disorder of structure or function in a
human, animal, or plant
4. Problems Part of speech: Noun :
5. issues, difficulties, complications Definition: A matter or situation regarded as unwelcome or harmful and
needing to be dealt with and overcome
6. Recreate Part of speech: Verb: reproduce, rebuild, reestablish Definition: Create anew
7. Official Part of speech: Adjective : authorized, formal, approved Definition: Having the approval or authorization
of an authority or public body
8. Unofficial Part of speech: Adjective : informal, unauthorized, unapproved Definition: Not authorized or
confirmed by an official authority
9. International Part of speech: Adjective : global, worldwide, universal Definition: Relating to or involving two or
more nations
10. Behavior Part of speech: Noun : conduct, actions, manner Definition: How one acts or conducts oneself
11. Emotions Part of speech: Noun : feelings, sentiments, mood Definition: A natural instinctive state of mind
deriving from one's circumstances, mood, or relationships with others
12. Joy Part of speech: Noun : happiness, pleasure, delight Definition: A feeling of great pleasure and happiness
13. Training Part of speech: Noun : instruction, coaching, education Definition: The action of teaching a person or
animal a particular skill or type of behavior
14. Mistake Part of speech: Noun : error, fault, blunder Definition: An action or judgment that is misguided or wrong
15. Trouble Part of speech: Noun : problem, difficulty, concern Definition: A state of distress, affliction, difficulty, or
need
16. Sick Part of speech: Adjective : ill, unwell, ailing Definition: Affected by physical or mental illness
17. Message Part of speech: Noun : communication, announcement, statement Definition: A verbal, written, or
recorded communication sent to or left for a recipient
18. Trapped Part of speech: Adjective : confined, ensnared, stuck Definition: Unable to escape or be freed from a
situation or place
19. Fear Part of speech: Noun : anxiety, dread, terror Definition: An unpleasant emotion caused by the belief that
someone or something is dangerous, likely to cause pain or a threat
20. Moderate Part of speech: Adjective : reasonable, mild, temperate Definition: Average in amount, intensity,
quality, or degree
21. Skill Part of speech: Noun : expertise, proficiency, ability Definition: The ability to do something well; expertise

III. Chapter 3
1. Threatened - Verb - : menaced, endangered, jeopardized. Definition: To be in danger or peril of.

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 2. Extinction - Noun - : eradication, annihilation, destruction. Definition: The state or process of being or
becoming extinct; a coming to an end or dying out.
3. Educational - Adjective - : instructive, informative, enlightening. Definition: Providing education or
relating to education.
4. Initiative - Noun - : enterprise, drive, ambition. Definition: The power or opportunity to act or take
charge before others do.
5. Threat - Noun - : peril, danger, hazard. Definition: A statement of an intention to inflict pain, injury,
damage, or other hostile action on someone in retribution for something done or not done.
6. Serious - Adjective - : grave, critical, severe. Definition: (of a situation or problem) having important or
dangerous possible consequences.
7. Grave danger - Noun - : imminent danger, severe danger, critical danger. Definition: A situation of
serious, significant, or substantial risk.
8. Speakers - Noun - : orators, presenters, lecturers. Definition: People who speak, deliver speeches, or
make presentations.
9. Begun - Verb - : started, commenced, initiated. Definition: To start or commence something.
10. Began - Verb - : started, commenced, initiated. Definition: To start or commence something.
11. The directive - Noun - : instruction, command, order. Definition: A general instruction or command that
gives direction or guidance for achieving a specific goal or outcome.
12. Forced - Verb - : compelled, coerced, obliged. Definition: To make someone do something against their
will or without their consent.
13. Currently - Adverb - : presently, now, at present. Definition: At present; at the moment.
14. Computer - Noun - : machine, device, hardware. Definition: An electronic device capable of accepting
data, performing prescribed mathematical and logical operations at high speed, and displaying the
results of these operations.
15. Programs - Noun - : software, applications, code. Definition: A set of instructions or commands that a
computer or other device follows to perform a specific task or series of tasks.
16. Listening - Verb - : hearing, attending, paying attention. Definition: Giving attention to the ear; being
alert to catch an auditory signal or sound.
17. Speak - Verb - : talk, converse, communicate. Definition: To articulate words; to express thoughts,
feelings, or ideas verbally.
18. Understand - Verb - : comprehend, grasp, apprehend. Definition: To comprehend the meaning of
something as a concept or idea.
19. Happily - Adverb - : joyfully, cheerfully, gladly. Definition: In a happy, joyful, or delighted manner.
20. Dying - Verb - : fading, declining, withering. Definition: Gradually ceasing to live or exist; coming to an
end.

IV. Chapter 4:
DEFINITIONS
1. Different - not the same as something or someone else; distinct or separate.

2. Development - the process of growth, progress, or advancement towards a more advanced or mature state; the act of
developing something, such as a new product, skill, or idea.
3. Noticeable - easily seen or observed; able to be perceived or detected with the senses
4. Suffer - to experience pain, distress, or hardship; to undergo or endure something unpleasant

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5. Educator - a person who teaches, instructs, or educates others, especially in a formal setting such as a school or
university.
6. Through - from one end or side to the other; across or using something.
7. Academic - relating to education or the pursuit of knowledge, typically in a formal or scholarly setting.
8. Performance - how a person or machine performs a task or activity; the degree of success achieved in a particular
endeavor.
9. Against - in opposition to or contrary to something or someone; opposing or resisting something.
10. Common - occurring frequently or regularly; widely shared or prevalent among a group or population.
11. Continue - to keep doing something without interruption or cessation; to persist or carry on with a task or activity.
12. Oppose - to be in conflict with or in opposition to something or someone; to resist or act against something.
13. Evidence - information or data that supports a conclusion or belief; proof or indication of the existence or truth of
something.
14. Produces - to create or bring about something, especially through effort or work; to generate or manufacture
something.
15. Whereas - used to introduce a contrasting or qualifying statement; while on the contrary.
16. It leads - it results in or causes something to happen or develop in a particular way.
17. Important - having great significance, influence, or value; significant.
18. Belief - to accept or consider something to be true or real; to have faith or trust in something.
19. Test - a procedure or examination designed to assess knowledge, aptitude, skill, or performance; a means of evaluating
something.
20. Opposite - situated or placed in a position directly across from something or someone else; completely different or
contrary to something else.

1. Different - distinct
2. Development - Progress
3. Noticeable - evident
4. Suffer - endure
5. Educator - teacher
6. Through - via
7. Academic - scholastic
8. Performance - Achievement
9. Against - opposed to
10. Common - prevalent
11. Continue - persist
12. Oppose - resist
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13. Evidence-proof
14. Produces - generates
15. Whereas - while
16. It leads - it results in
17. Important - significant
18. Believe - trust
19. Test - examination
20. Opposite - contrary
PART OF SPEECH
1. Different - Adjective
2. Development - Noun
3. Noticeable - Adjective
4. Suffer - Verb
5. Educator - Noun
6. Through - Preposition or Adverb
7. Academic - Adjective
8. Performance - Noun
9. Against - Preposition or Adverb
10. Common - Adjective
11. Continue - Verb
12. Oppose - Verb
13. Evidence - Noun
14. Produces - Verb
15. Whereas - Conjunction
16. It leads - Verb
17. Important - Adjective
18. Believe - Verb
19. Test - Noun or Verb
20. Opposite - Adjective or Noun

V. Chapter 6
1:DEFINITIONS
1. Surprising - causing astonishment or amazement; unexpected or remarkable.

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2. Common - occurring frequently or regularly; widely shared or prevalent among a group or population.
3. Technology - the application of scientific knowledge for practical purposes, especially in industry and commerce; the
tools, machines, and other devices developed from scientific knowledge.
4. Inhibited - hindered or restrained from doing something, often due to shyness or self-consciousness.
5. Compared - examined or evaluated about something else; measured against or contrasted with another thing or person.
6. Technology - see definition #3.
7. Tendency - an inclination or predisposition towards a particular action or behavior; a general trend or direction.
8. Altruistic - showing a selfless concern for the well-being of others; unselfish.
9. Shyness - a feeling of apprehension or discomfort in social situations; timidity or reserve.
10. Decrease - to become smaller or fewer in number, amount, or intensity; to diminish or decline.
11. Organisation - a structured group of people working together towards a common goal or purpose; a company,
association, or institution.
12. Short - measuring a small distance from end to end; not long in duration or length.
13. Often - frequently or repeatedly; on many occasions or in many instances.
14. Major - of great importance or significance; serious or significant in scope or impact.
15. Mostly - mainly or largely; for the most part.
16. Conclude - to bring to an end; to finish or terminate something; to arrive at a decision or judgment based on evidence
or reasoning.
17. Section - a distinct part or subdivision of something larger; a segment or portion of a whole.
18. Transition - a process or period of change from one state or condition to another; a passage from one form, stage, or
place to another.
19. Effects - a change or result produced by an action or influence; a consequence or outcome.
20. Kinds - different types or varieties of something; categories or classifications of things.

1. Surprising - Astonishing
2. Common - Prevalent
3. Technology - Innovation
4. Inhibited - Restricted
5. Compared - Contrasted
6. Technology - Advancement
7. Tendency - Inclination
8. Altruistic - Selfless
9. Shyness - Timidity
10. Decrease - Reduce

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11. Organisation - Institution
12. Short - Brief
13. Often - Frequently
14. Major - Significant
15. Mostly - Mainly
16. Conclude - Deduce
17. Section - Segment
18. Transition - Changeover
19. Effects - Impact
20. Kinds - Types
PART OF SPEECH
1. Surprising - Adjective
2. Common - Adjective
3. Technology - Noun
4. Inhibited - Adjective
5. Compared - Verb
6. Technolgy - Noun
7. Tendency - Noun
8. Altruistic - Adjective
9. Shyness - Noun
10. Decrease - Noun or Verb
11. Organisation - Noun
12. Short - Adjective or Adverb
13. Often - Adverb
14. Major - Adjective
15. Mostly - Adverb
16. Conclude - Verb
17. Section - Noun
18. Transition - Noun or Verb
19. Effects - Noun
20. Kinds - Noun

VI. Chapter 7:
DEFINITIONS
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1. Work: physical or mental effort done to achieve a particular purpose or to earn a living.
2. Focus: the act of concentrating one's attention or efforts on a specific task or objective.
3. Farms: land and buildings used for agricultural purposes, typically for growing crops or raising animals.
4. Expect: to anticipate or look forward to the occurrence or arrival of something.
5. Decide: to make a choice or come to a conclusion after consideration or deliberation.
6. Consensus: a general agreement or accord reached by a group, especially after discussion and compromise.
7. Crime: an act or omission that is prohibited and punishable by law, usually considered an offense against the state or
society.
8. Children: young human beings who are not yet fully developed physically, mentally, or emotionally.
9. Thrifty: using money and resources carefully and efficiently; being frugal or economical.
10. Humble: having a modest or lowly opinion of oneself; not arrogant or boastful.
11. Weather: the state of the atmosphere in a particular place and time, including temperature, humidity, precipitation,
wind, and sunshine.
12. Hometown: the town or city where a person was born or grew up.
13. Career: a profession or occupation that one undertakes and makes a long-term commitment to, usually involving
specialized training or education.
14. Survey: a systematic study or examination of a particular subject, typically involving the collection of data from a
sample of people or objects.
15. Applying: the act of making an effort or applying oneself to a task or goal.
16. Revolve: to move or circulate a central point or axis.
17. Involve: to include or affect someone or something in a particular activity or situation.
18. Generate: to produce or create something, often with effort or creativity.
19. Categories: a grouping of people or things based on shared characteristics or attributes.
20. Observing: the act of watching or taking notice of something with care and attention

1. Work - Labor
2. Focus - Concentration
3. Farms - Agricultural land
4. Expect - Anticipate
5. Decide - Determine
6. Consensus - Agreement
7. Crime - Offense
8. Children - Kids
9. Thrifty - Frugal

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10. Humble - Modest
11. Weather - Climate
12. Hometown - Birthplace
13. Career - Profession
14. Survey - Poll
15. Applying - Utilizing
16. Revolve - Rotate
17. Involve - Engage
18. Generate - Produce
19. Categories - Classifications
20. Observing - Noticing
PARTS OF SPEECH
1. Work - Noun or Verb
2. Focus - Noun or Verb
3. Farms - Noun
4. Expect - Verb
5. Decide - Verb
6. Consensus - Noun
7. Crime - Noun
8. Children - Noun
9. Thrifty - Adjective
10. Humble - Adjective
11. Weather - Noun
12. Hometown - Noun
13. Career - Noun
14. Survey - Noun or Verb
15. Applying - Verb
16. Revolve - Verb
17. Involve - Verb
18. Generate - Verb
19. Categories - Noun
20. Observing - Verb

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VI. Chapter 9:
DEFINITIONS
1. Computer - an electronic device that can store, retrieve, and process data
2. Both - the two of them or the two things mentioned
3. Brilliant - exceptionally intelligent or talented
4. Specialist - a person highly skilled in a particular field or activity
5. Beryonte - unknown, potentially a misspelling of a word
6. Businessman - a person engaged in commercial, industrial, or professional dealings
7. Company - a commercial business enterprise or organization
8. Product - an article or substance that is manufactured or refined for sale
9. Computerised - converted to or controlled by a computer system
10. Savvy - shrewdness and practical knowledge, especially in business or politics
11. Think - use one's mind actively to form connected ideas and opinions
12. Access - the means or opportunity to approach or enter a place or to use or obtain something
13. Time - the indefinite continued progress of existence and events in the past, present, and future
14. Personal - relating to an individual's private life, relationships, and emotions
15. Ingrained - firmly established and difficult to change
16. Identifies - recognizes or establishes the identity of someone or something
17. Regulating - controlling or maintaining the proper functioning of something
18. During - throughout the course or duration of a particular event or period
19. Removed - taken away from a place
20. Contaminated - made impure by exposure to harmful or undesirable substances

1. Computer - Machine
2. Both - All
3. Brilliant - Exceptional
4. Specialist - Expert
5. Beryonte - Unique
6. Businessman - Entrepreneur
7. Company - Corporation
8. Product - Item
9. Computerised - Automated
10. Savvy - Knowledgeable
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11. Think - Contemplate
12. Access - Entry
13. Time - Duration
14. Personal - Private
15. Ingrained - Embedded
16. Identifies - Recognizes
17. Regulating - Controlling
18. During - Throughout
19. Removed - Eliminated
20. Contaminated - Polluted
PARTS OF SPEECH
1. Computer - Noun
2. Both - Pronoun or Adjective
3. Brilliant - Adjective or Noun
4. Specialist - Noun or Adjective
5. Beryonte - Proper Noun
6. Businessman - Noun
7. Company - Noun
8. Product - Noun
9. Computerised - Adjective
10. Savvy - Adjective or Noun
11. Think-Verb
12. Access - Noun or Verb
13. Time - Noun
14. Personal - Adjective
15. Ingrained - Adjective
16. Identifies - Verb
17. Regulating - Adjective or Verb
18. During - Preposition or Adverb
19. Removed - Verb or Adjective
20. Contaminated - Verb or Adjective

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Essay-Assignment One:
A.Draft:
Essay Outline: Natural Disasters
I. Introduction
Definition of natural disasters
Explanation of geo-hazard and its effects
Thesis statement: Geo-hazard is the curse of the Blue Planet, causing bad things to happen.
II. Body Paragraph 1: Effects on humans
Natural disasters hurt people
Lots of people get hurt or die
People feel sad and scared after
Example: Hurricane Katrina
III. Body Paragraph 2: Effects on the environment
Natural disasters mess up the environment
Animals and plants lose their homes
Air and water get polluted
Example: BP oil spill
IV. Body Paragraph 3: Effects on the economy
Natural disasters cost a lot of money
Buildings and businesses get damaged
People lose their jobs
Example: covid
V. Conclusion
Summarize the bad things that happen because of natural disasters
Say we need to do better at preparing and responding to disasters
Maybe suggest some ways we can help people affected by disasters

B.Formal:
I. Introduction
Definition of natural disasters
A brief explanation of geo-hazard and its effects
Thesis statement: Geo-hazard is the curse of the Blue Planet, causing devastating effects on humans, the
environment, and the economy.
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II. Body Paragraph 1: Effects on humans
Topic sentence: Natural disasters cause physical harm and psychological trauma to people.
Supporting ideas: injuries and fatalities, emotional distress, post-traumatic stress disorder (PTSD)
Details for SS: statistics on the number of deaths and injuries, examples of traumatic experiences of survivors,
research on PTSD in disaster survivors
III. Body Paragraph 2: Effects on the environment
Topic sentence: Natural disasters damage the ecosystem and disrupt the balance of nature.
Supporting ideas: loss of biodiversity, soil erosion, deforestation, air, and water pollution
Details for SS: scientific studies on the impact of disasters on ecosystems, examples of specific disasters that
caused environmental damage, data on the long-term effects of pollution caused by disasters
IV. Body Paragraph 3: Effects on the economy
Topic sentence: Natural disasters have a significant economic impact on communities and countries.
Supporting ideas: property damage, loss of livelihoods, increased poverty
Details for SS: data on the cost of damages caused by disasters, examples of businesses and industries affected
by disasters, research on the relationship between natural disasters and poverty
V. Conclusion
Summary of the effects of natural disasters on humans, the environment, and the economy
Call to action: the need for better disaster preparedness, response, and recovery measures
Final thoughts: Geo-hazard may be a curse, but with proper planning and action, we can mitigate its effects and
protect our planet.
The two articles/references to support the essay.
"The Psychological Impact of Natural Disasters" by Stephanie Pappas
Link: https://www.livescience.com/39181-natural-disaster-psychological-impact.html
Ideas to use: emotional trauma, PTSD, coping strategies for survivors
"The Economic Impact of Natural Disasters" by Kimberly Amadeo
Link: https://www.thebalance.com/economic-impact-of-natural-disasters-4150479
Ideas to use: cost of damages, effect on businesses and industries, recovery and rebuilding efforts.

Essay:
Geo-hazards are a natural disaster in one word that has devastating effects on the Blue Planet. These events can
cause significant loss of life, economic destruction, and long-term environmental damage. While some natural
disasters may be inevitable, preparedness and mitigation measures can help reduce the impact of these events on
communities and the environment.

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Geo-hazard is the curse of the Blue Planet, causing devastating effects on humans, the environment, and the
economy. The effects of natural disasters on humans are the most apparent and significant. People frequently
suffer from physical injury and psychological trauma, such as post-traumatic stress disorder (PTSD), injuries,
fatalities, and mental suffering. According to statistics, natural disasters cause an average of 60,000 deaths and
200 million injuries each year. Survivors of disasters often experience traumatic events, such as the loss of
homes, possessions, and loved ones. Research shows that many disaster survivors suffer from PTSD, which can
cause long-term emotional and psychological distress.

The effects of natural disasters on the environment are also severe. Disasters damage the ecosystem and disrupt
the balance of nature, leading to the loss of biodiversity, soil erosion, deforestation, and air and water pollution.
Disasters can destroy habitats and lead to the extinction of species. Moreover, soil erosion caused by disasters
can lead to landslides, which can cause further destruction. The air and water pollution caused by disasters can
have long-term effects on human health and the environment, leading to respiratory problems, diseases, and
contamination of water sources.

The economic impact of natural disasters is significant, affecting communities and countries worldwide. The
property damage caused by disasters can lead to billions of dollars in costs, including the loss of homes,
infrastructure, and businesses. The loss of livelihoods due to disasters can lead to increased poverty and
economic instability. According to research, the cost of damages caused by disasters is increasing, with an
estimated $306 billion in losses in 2017. The effect on businesses and industries can be severe, with many
experiencing loss of revenue, supply chain disruptions, and decreased productivity.

In conclusion, natural disasters have severe and wide-ranging effects on humans, the environment, and the
economy. Geo-hazard may be a curse, but with proper planning and action, we can mitigate its effects and
protect our planet. It is crucial to prepare for natural disasters, including developing better disaster response and
recovery measures, increasing public awareness, and investing in research and infrastructure. By working
together, we can minimize the impact of natural disasters and create a safer and more resilient world.
"The Psychological Impact of Natural Disasters" by Stephanie Pappas

Link: https://www.livescience.com/39181-natural-disaster-psychological-impact.html

Ideas to use: emotional trauma, PTSD, coping strategies for survivors

"The Economic Impact of Na: Natural Disasters" by Kimberly Amadeo

Link: https://www.thebalance.com/economic-impact-of-natural-disasters-4150479

Ideas to use: cost of damages, effect on businesses and industries, recovery and rebuilding efforts.

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Articles Research Assignment Two:
Article 1: "The Psychology of Vengeance" by David Buss
In this article, David Buss explores the concept of vengeance from an evolutionary psychology perspective. He
argues that vengeance is a natural and adaptive response to harm and injustice, as it allows individuals to deter
future aggression and protect themselves and their social group. Buss discusses the different motivations behind
vengeance, including moral outrage, the desire for justice, and the need to restore one's reputation. He also notes
that vengeance can have negative consequences, such as escalating conflicts and perpetuating cycles of
violence. Overall, the article provides an insightful and nuanced analysis of the psychology of vengeance,
highlighting its complexity and importance in human behavior.
Article 2: "The Ethics of Vengeance" by Michael Davis
In this article, Michael Davis examines the ethical implications of vengeance, particularly in the context of
criminal justice. He argues that while vengeance may be a natural and understandable response to harm, it is not
a legitimate basis for punishment. Davis contends that punishment should be based on principles of justice and
fairness, rather than on the desire for revenge. He also notes that vengeance can perpetuate cycles of violence
and undermine social harmony, making it an ineffective and problematic approach to addressing wrongdoing.
Overall, the article provides a thought-provoking analysis of the ethics of vengeance, highlighting the need for a
more nuanced and principled approach to justice.
Article 3: "The Sweet Taste of Revenge" by Katherine A. DeCelles and Andrea Bonezzi: This article discusses
how the feeling of revenge can be pleasurable and how individuals often seek revenge as a way to restore their
sense of control and self-worth. However, the authors also point out that revenge can have negative
consequences, such as damaging relationships and harming one's reputation.

Article 4: "The Science of Revenge" by Brian Gallagher: This article explores how the brain processes the
desire for revenge and how it can impact behavior. The author also discusses how revenge can be a form of
justice, but it can also lead to negative outcomes.

Article 5: "When Revenge Motivates Forgiveness" by Michael McCullough: The article discusses how the
desire for revenge can motivate forgiveness, as seeking revenge can often be more difficult than forgiving. The
author also explores how forgiveness can lead to positive outcomes for both individuals and society.

Article 6: "The Power of Revenge" by Thane Rosenbaum: This article argues that revenge can be a powerful
force for justice and can help individuals and communities heal from harm and trauma. However, the author
also acknowledges the potential negative consequences of revenge and emphasizes the importance of seeking
justice through legal and peaceful means.

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Here are the links to the articles mentioned:
1. "The Psychology of Revenge: Why we should stop celebrating it in our stories and myths" by Thomas Curran Link:
https://www.psychologytoday.com/us/blog/the-motivation-behind-brilliance/201905/the-psychology-revenge

2. "The Power of Revenge" by Katherine Ramsland Link: https://www.psychologytoday.com/us/articles/201811/the-power-

revenge

3. "The Sweet Taste of Revenge: Feeling Good by Doing Harm to Others" by Katherine A. DeCelles and
Andrea Bonezzi, published in the Academy of Management Review:
https://journals.aom.org/doi/abs/10.5465/amr.2015.0350
4. "The Science of Revenge" by Brian Gallagher, published in Nautilus:
https://nautil.us/issue/45/power/the-science-of-revenge
5. "When Revenge Motivates Forgiveness" by Michael McCullough, published in Greater Good Magazine:
https://greatergood.berkeley.edu/article/item/when_revenge_motivates_forgiveness
6. "The Power of Revenge" by Thane Rosenbaum, published in The New York Times:
https://www.nytimes.com/2012/01/01/opinion/sunday/the-power-of-revenge.html

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Kinds of holiday :
I. Introduction
 Explanation of the different origins of holidays
 Thesis statement outlining the three categories of holidays
II. Holidays with Pagan Origins
 Explanation of pagan festivals, including their origins and significance
 Example 1: Iranian No Rooz, including details about the special table and the seven foods
 Example 2: American Halloween, including its origins in Ireland and England, and its traditional
customs like dressing up in costumes and carving pumpkins
 Supporting details for each example, such as cultural significance and common traditions
III. Holidays Celebrating Historical or Political Events
 Explanation of historical or political holidays, including their significance and origins
 Example 1: National Independence Days, such as July 4 in the United States and July 1 in Canada
 Example 2: Celebrating the birthdays of great leaders, such as George Washington and Abraham
Lincoln in the United States
 Example 3: Patriotic holidays, such as Memorial Day and Veteran's Day in the United States
 Supporting details for each example, such as historical context and traditions
IV. Holidays with Religious Origins
 Explanation of religious holidays, including their significance and origins
 Example 1: Muslim Eid, including the month of fasting called Ramadan and the celebrations that follow
 Example 2: Buddhist celebrations, such as the Flower Festival and parade to celebrate Buddha's birthday
in Japan
 Example 3: Jewish celebrations, such as Rosh Hashanah, Passover, and Hanukkah
 Example 4: Christian celebrations, such as Christmas and Easter
 Supporting details for each example, such as religious significance and traditional customs
V. Conclusion
 Restatement of thesis
 Explanation that not all holidays are religious despite the word "holiday" being a combination of "holy"
and "day"
 Reflection on the importance of understanding the origins and significance of holidays in different
cultures.

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Types of Note-takers
The Highlighter
 Emphasizes important information through highlighting
 May miss important information in the process
 Tends to rely on highlighting alone

The Doodler
 Draws pictures or writes irrelevant information
 Has difficulty focusing on the lecture or presentation
 May have a better memory with visual aids

The Dictator
 Tries to write down everything the speaker says
 May not fully understand the information
 Tends to struggle with summarizing information

The Outliner
 Organizes information in a structured and systematic way
 May miss some information due to focusing on structure
 Benefits from having a clear overview of the lecture or presentation

The Cornell Method User

 Divides the notes into sections, including a summary section
 Effective for studying and reviewing
 Requires discipline and time management

The Mind Mapper

 Uses diagrams to show relationships between concepts
 Tends to have a better understanding of the connections between ideas
 May struggle with note-taking in a linear format

The Copycat
 Copies notes from someone else
 May miss important information and understanding of the material
 May not develop their own critical thinking skills

The List Maker

 Writes information in a list format
 May miss important connections between ideas
 Benefits from having a clear overview of the lecture or presentation

The bad hand writer

 Takes notes in a hurry
 May struggle with distractions and the temptation to multi-task
 Takes a lot of effort to read by the teacher

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The Analog User
 Prefers to take notes with pen and paper
 May struggle with handwriting or organizational skills
 Benefits from being able to physically interact with the notes

The Multitasker

 Tries to do other tasks while taking notes

 May miss important information and understanding of the material
 Benefits from focusing solely on the lecture or presentation

The Recorder
 Records the lecture or presentation for later review
 May struggle with understanding the material in the moment
 Benefits from being able to review the lecture or presentation multiple times

The Non-Note Taker

 Chooses not to take notes at all
 May struggle with retaining information and studying effectively
 Benefits from finding a note-taking method that works for them

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Myers Briggs Personality Types
I. Introduction
Explanation of Myers-Briggs Type Indicator (MBTI)
Thesis statement outlining the four categories of personality types

II. Extraverted (E) vs. Introverted (I) Types

i. Explanation of extraverted and introverted personality types
ii. Example 1: ESTP - The "Doer"
iii. Example 2: INTP - The "Thinker"
iv. Supporting details for each example

III. Sensing (S) vs. Intuitive (N) Types

i. Explanation of sensing and intuitive personality types
ii. Example 1: ISFJ - The "Nurturer"
iii. Example 2: ENFP - The "Champion"
iv. Supporting details for each example

IV. Thinking (T) vs. Feeling (F) Types

i. Explanation of thinking and feeling personality types
ii. Example 1: ISTJ - The "Inspector"
iii. Example 2: ENFJ - The "Teacher"
iv. Supporting details for each example

V. Judging (J) vs. Perceiving (P) Types

i. Explanation of judging and perceiving personality types
ii. Example 1: ESTJ - The "Supervisor"
iii. Example 2: INFP - The "Healer"
iv. Supporting details for each example
VI. Conclusion
i. Restatement of thesis
ii. Explanation of the usefulness of the MBTI in understanding personality types and improving
communication and relationships.

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BONUS :
The Myers-Briggs Type Indicator (MBTI) is a popular personality assessment tool that has
gained wide acceptance in the field of psychology. It identifies an individual's personality type
based on four categories: extraverted (E) vs. introverted (I), sensing (S) vs. intuitive (N), thinking
(T) vs. feeling (F), and judging (J) vs. perceiving (P). Each category has two opposing types, and
individuals are categorized based on their responses to a series of questions.

The first category, extraverted (E) vs. introverted (I), describes how an individual receives
energy. Extraverted individuals are outgoing, social, and gain energy from social interaction,
while introverted individuals are reserved, quiet, and gain energy from solitude. An example of
an extraverted type is ESTP, known as the "Doer," while an introverted type is INTP, known as
the "Thinker."

The second category, sensing (S) vs. intuitive (N), describes how an individual processes
information. Sensing individuals are detail-oriented and rely on their five senses to understand
the world, while intuitive individuals are more abstract and rely on patterns and intuition to
understand the world. An example of a sensing type is ISFJ, known as the "Nurturer," while an
intuitive type is ENFP, known as the "Champion."

The third category, thinking (T) vs. feeling (F), describes how an individual makes decisions.
Thinking individuals make decisions based on logic and objective criteria, while feeling
individuals make decisions based on emotions and subjective criteria. An example of a thinking
type is ISTJ, known as the "Inspector," while a feeling type is ENFJ, known as the "Teacher."

The fourth category, judging (J) vs. perceiving (P), describes how an individual approaches life.
Judging individuals prefer structure and predictability, while perceiving individuals prefer
flexibility and spontaneity. An example of a judging type is ESTJ, known as the "Supervisor,"
while a perceiving type is INFP, known as the "Healer."

The MBTI is useful in understanding personality types and improving communication and
relationships. By understanding one's own personality type and the types of others, individuals
can identify potential sources of conflict and work to overcome them. For example, an
extraverted individual may have difficulty communicating with an introverted individual, as they
may not understand the need for solitude. However, by understanding the different personality
types, the extraverted individual can adjust their communication style and be more
accommodating to the introverted individual's needs.

In conclusion, the Myers-Briggs Type Indicator is a valuable tool in understanding personality

types and improving communication and relationships. By recognizing the different categories of
personality types and their opposing characteristics, individuals can gain a better understanding
of themselves and others, leading to more effective communication and positive relationship.

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