Worldview of William Shakespeare Essay Example

Worldview of William Shakespeare Essay Example Worldview of William Shakespeare Essay Worldview of William Shakespeare Essay William Shakespeare was alive during a time that much differed from today. Back then, people were ranked in society by their gender, race or status. Today everyone is equal no matter what religion, gender, etc. We are all equal because we are all human beings. Even though Shakespeare was living during a different time, he still had a similar worldview that many of us share today. While reading Shakespeare’s plays, I at first found it difficult to figure out what his worldview was. I could not determine whether he was, in fact, Anti-Semitic although it was obvious that the majority of people were. However, many of the females he wrote about were extremely strong characters, especially for that time period. This brought me to the conclusion that he believed that men and women should have been equal. His worldview was that gender should not determine status, intelligence or anything else. For example, in his play, the Merchant of Venice, Portia was really strong and out-smarted many of the male characters. She dressed up in disguise and tricked a whole courtroom; Shakespeare wrote the play so that Portia was the one who then made the final decision. I agree with William’s worldview that women are able to be just as strong as men. I think that both men and women are capable of achieving the same amount of success in anything they do. In Shakespeare’s time, women were not allowed to act on stage so men played the female parts in his plays. My drama teacher in high school said that Shakespeare would have had women actresses in his plays if it were allowed. I admire William Shakespeare for so many reasons and this is only one of them. I was surprised when I found out that this was how he viewed the world.

Colored Smoke Recipes - Easy Formulations

Colored Smoke Recipes - Easy Formulations One way to make smoke is to craft a smoke bomb, but you can make a smoke powder, too. Here are some formulations for colored smokes. The parts or percents are by weight. Basically what you do is measure the ingredients, sift them together to mix them, and ignite the powder to produce smoke. Up to 2% sodium bicarbonate (baking soda) may be added to slow the combustion/cool the reaction, if necessary. White Smoke Recipe Potassium nitrate - 4 partsCharcoal - 5 partsSulfur - 10 partsWood dust - 3 parts Red Smoke Recipe Potassium chlorate - 15%para-nitroaniline red - 65%Lactose - 20% Green Smoke Recipe Synthetic indigo - 26%Auramine (yellow) - 15%Potassium chlorate - 35%Lactose - 26% Reference: The formulations for colored smoke bombs came from Wouters Practical Pyrotechnics, who cited the recipes as originating from L.P. Edel, Mengen en Roeren, 2nd edition (1936). Wouters website is very helpful. Though I didnt see recipes for other colors of smoke, he has an extensive list of formulas for colored fireworks, which you may be able to adapt to make colored smoke. More Dyes and Colors If you can order chemicals, here are some of the dyes used to produce more colors: Red: Disperse Red 9 (older formulation)Solvent Red 1 with Disperse Red 11Solvent Red 27 (C.I. 26125)Solvent Red 24 Orange: Solvent Yellow 14 (C.I. 12055) Yellow: Vat Yellow 4 with benzanthrone (older formulation)Solvent Yellow 33Solvent Yellow 16 (C.I. 12700)Solvent Yellow 56Oil Yellow R Green: Vat Yellow 4 with benzanthrone and Solvent Green 3 (older formulation)Solvent Yellow 33 and Solvent Green 3Solvent Green 3Oil Green BG Blue: Solvent Blue 35 (C.I. 26125)Solvent Blue 36Solvent Blue 5 Violet: Disperse Red 9 with 1,4-diamino-2,3-dihydroanthraquinoneSolvent Violet 13 Use care if you try these additional dyes. If you know of a reliable reference for additional colored smoke formulations, please feel free to contact me. Colored Smoke Safety Information Read and follow the safety information for all the chemicals that you use. Use colored smoke outdoors only, in a well-ventilated area. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Dancing on the Edge of a Volcano (Title), From hiring to harassment, Article

Dancing on the Edge of a Volcano (Title), From hiring to harassment, social media can explode on employers (subtitle) - Article Example However, the data received during this kind of search might lead to a biased opinion about the candidate, and it might be better in the long run not to have all the information available, as many of that kind of data should be irrelevant for the decision making. However, if the employer sees the need to conduct social media research during the hiring process, some guidelines should be put in place. These are important to ensure maximum benefit for business. It is recommended for the research to be carried out by the HR specialists rather than any other manager or supervisor. Also, to ensure unbiased decision about a candidate it is best to have a media check after the initial interview with the individual. If social media check is conducted during the hiring process, then the same process should be applied to all the candidates, to ensure they are in equal position. And finally, if the decision about rejecting a candidate was made based on the findings of the research, the specific r eason for denial should be documented to avoid misunderstanding. Harassment. There should be policies in place that prohibit any form of harassment in the workplace. Usually, those include many possible form of harassment, excluding issues concerning social networks. It is obvious that if the employee engages in social media activity on the behalf of the employer then all the policies should apply. Issues arise on the level of personal social networking during off-work hours. There might be some posts reported to an employer or to the co-worker who might be targeted in it, therefore working relations might suffer. It seems that in this case the employer should intervene for the sake of common good; however, employee’s off-duty activity might be protected by several legal sources, such as the Constitution, work unions, stated off-duty conduct protecting statutes. Therefore, the employer should warn the employee that if personal

Gun Control Research Paper Example | Topics and Well Written Essays - 1250 words

Gun Control - Research Paper Example Thus, gun control remains an emotive aspect, as on the one hand, there is need for overall citizen safety and welfare; this at the same time providing for the freedom to bear arms as enshrined in the 2nd Amendment (Trotter). As Susan Dudley rightly views, â€Å"The right of the people to keep and bear arms in defense of themselves and of the lawful authority of the state shall not be infringed, except that the manner of bearing arms may be regulated by law.?† (39) This not only being her perspective, but an ideal that is off uttermost importance to true patriots of America. This rights traces its roots to the nation’s founding, when European colonialists settling in the Newfoundland, brought guns for protection and as a means of food provision; protection against the native populations, while food came from hunted game. With the conquest and huge tracks of land in their belonging, the settlers soon discovered the value of having armed men as protection of their new colo nies; this against hostile native Indians among other enemies. Hence, the passing of the Massachusetts Bay laws; this requiring all able-bodied men to bear arm through their joining of state militia, with other settlements following suit. (Gold 33). The American defence against King George’s (3rd ) well armed and disciplined British soldiers, proved too tough even for the aforementioned militia; this necessitating Congress’ establishment of the Continental army. Being led by George Washington, the gun provisions at first proved inadequate, but with the invention of the Colt revolver, being cheaper and firing six times in rapid succession, was to change the above scenario and hence America’s history. By utility of state-of-the-art machinery, in addition to assembly/ industrial production, America soon led the global arena in firearm production. The colt’s greatness can only be best espoused through a popular Western gun lovers’ saying ‘God cre ated men; Colonel Colt made them equal. (Gold, 34) this said, it is hence vividly clear, as to the great place, guns (firearms) possess in America’s history (Moorhouse 103). Thus, the big question, should America have gun control? This is not an easy question as it pertains to a closely held issue pertinent to its citizen’s wellbeing. As is known, the right to arms is rooted in a need for personal protection (of both life and personal property), and in the armed forces; this as espousing their overall need for establishment, security and maintenance of America’s sovereignty. This is best espoused by Gold (26): â€Å"That the right of the citizens to bear arms, in defence of themselves and the state, shall not be questioned.† Thus, should gun control be enforced? Though as aforementioned, it is the right of American citizens to bear arms, it is also the duty of the Federal government to put in check the availability and possession of firearms. â€Å"That a well regulated militia, composed of the body of the people, trained to arms, is the proper, natural and safe defence of a free State; that standing armies, in time of peace, should be avoided as dangerous to liberty; and that in all cases the military should be under strict subordination to, and governed by, the civil power† (Haerens 27). The above portends to the existent danger

Post-16 option Essay Example for Free

Post-16 option Essay POST 16 – OPTIONS Post 16 options are given to young people and adults after they finish year 11 from school. Each post-16 option offers you different qualification opportunities and a different mix of teaching methods and assessment. Post 16 options comprises on: STUDY FULLL TIME 6th form or college Take up an Apprenticeship, Traineeship or Supported internship Take a part-time education or training course if you are employed or volunteer for more than 20 hours per week STUDY FULL TIME Schools, colleges and training providers offer a range of subjects and courses in which a student can study full-time. It normally requires to have at least five GCSEs at grades A* to C and at least grade B in any specific subjects one chooses. 6TH FORM COLLEGES A sixth form college is an educational institution in England, Wales and Northern Ireland, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In England and Wales, education is only compulsory until the end of year 11, the school year in which the pupil turns 16 (although this is changing in August 2013 to compulsory education until year 12 and by 2015, education will be compulsory until year 13) In the English and Welsh state educational systems, those wishing to continue may either stay on at a secondary school with an attached sixth form, transfer to a local sixth form college, or go to a more vocational further education college, although, depending on geographical location, there may be little choice as to which of these options can be taken. In the independent sector, sixth forms are an integral part of secondary schools (public s chools), and there is also a number of smaller-scale independent sixth form colleges. Students at Sixth Form College typically study for two years. Some students sit AS examinations at the end of the first year, and A-level examinations at the end of the  second. In addition, in recent years a variety of vocational courses have been added to the curriculum. There are currently over 90 sixth form colleges in operation in England and Wales. Most perform extremely well in national examination league tables. In addition, they offer a broader range of courses at a lower cost per student than most school sixth forms. In a few areas, authorities run sixth form schools which function like sixth form colleges but are completely under the control of the local education authorities. Unlike further education colleges, sixth form colleges rarely accept part-time students or run evening classes[citation needed], although one boarding sixth form college exists. Take up an Traineeship, Apprenticeship or Supported internship Traineeship It makes one get ready for work or for doing an Apprenticeship. They last from six weeks to six months and provide essential work preparation training, literacy and numeracy skills and work experience to get an Apprenticeship or other job. Apprenticeship In an apprentice ship one has to work for an employer and train to do a specific job at the s Apprenticeships at three levels: a, Apprenticeship b, Advanced Apprenticeship c, Higher Apprenticeships Entry requirements for these apprenticeships is one must be 16 or over, living in England and not in full-time education. There are now nearly 200 types of Apprenticeship from engineering to boat building, veterinary nursing to accountancy. Options depend on experience and what is available locally. There is no set time for completing an apprenticeship. Most take between one and four years, depending on the level of learning capabilities. As well as working alongside and learning from experienced staff, there will be off-the-job training, usually on a day-release basis at a local college or specialist training facility. The qualifications will be a study for a work-based qualification at level 2, 3 or 4, a technical certificate relevant to to the subject chosen occupation, such as BTEC or City Guilds award and Functional Skills qualifications. More studies included for certificates or other qualifications that are required in chosen occupation. Assessment includes a mix of observation by an assessor, the assessment of a  portfolio of evidence and examinations. Supported internship Just for students with learning difficulties or learning disabilities who want to get a job and need extra support to do this. They last for at least six months and are unpaid. Work experience and an employer trains students to do a job role. Students also get to study for qualifications or other courses to get ready to take up a job. Work or volunteer while studying or training part-time It is a combined training or studying for a qualification and work at the same time. It doesn’t have to be a paid job, student can volunteer on a project or with a charity, or get a work-experience placement in a career or job area that interests them. Colleges and training providers offer a wide range of training courses which are part-time including A levels and work-related qualifications like BTECs or NVQs. BTEC’s- are usually studied at school or college they are work based qualifications that are a mix between practical and theory and some work experience. NVQ’s- these can be taken either at school/college, through a placement or in the work place.

Shakespeares Othello - The Character of Iago :: GCSE English Literature Coursework

The Character of Iago in Othello  Ã‚      One of the most intriguing characters in the tragic play "Othello," by William Shakespeare, is Othello's "friend" Iago. At first glance, Iago seems to have no motive for the destruction he is causing. However, despite Iago's unquestionable malignancy, the motivation behind his actions lie more in Iago's quest for personal gain, as opposed to just being evil for evil's sake. In order to achieve his personal gain Iago manipulates Rodrigo, Cassio and, most importantly, Othello. Iago's main interest is the destruction of Othello. The reason being that Othello has chosen another man, Cassio, as his second-in-command, preferring him to Iago. This resentment, accompanied by Iago's fabricated accusations of adultery and his blatant racism, cause Iago to despise Othello, and shortly thereafter, begin to conspire against him. Instead of just killing Othello, Iago proceeds to attack him emotionally. Iago begins to manipulate the people around him in order to hurt Othello and make him think that his wife, Desdimona, and Cassio are having an affair. The first to fall victim to Iago's manipulation, is Rodrigo. Iago knows Rodrigo has feelings Desdemona, and would do anything to make her his own. Iago tells Rodrigo that the only way to win Desdemona's love, is to make money to procure gifts for her. "...put money in thy purse.." (Act 1, Scene 3, Line 339). However, Iago is just taking those gifts intended for Desdemona and keeping them for himself, and in doing so, making a substantial profit. "Thus do I ever make my fool my purse" (Act 1, Scene 3, Line 376). Rodrigo eventually starts to question Iago's honesty. When faced with this accusation, Iago simply offers that killing Cassio will aid his cause and the gullible Rodrigo falls for it. "I have no great devotion to the deed and yet he has given me satisfying reason," (Act 5, Scene 1, Line 8). In doing this, Iago keeps Rodrigo in the dark and continues to profit from him monetarily. Cassio, like Rodrigo, follows Iago blindly, thinking the whole time that Iago is trying to aid him , when in-fact, Iago, motivated by his lust for power, is attempting to depose Cassio of his position as lieutenant. Iago does this by getting Cassio drunk and causing him to get in a fight and disturb Othello, Othello then demotes Cassio of his rank as second-in-command thus securing the position for Iago.

Case †HBS: Fiat †Tata Essay

1 What is Fiat’s current situation in India? Fiat is an Italian automobile manufacturer based in Turin.  Fiat India in Indian car market is facing the dilemma of poor sales. It had a very small market share in India comparing to other existing automobile competitors. There was a good and long relationship with Tata Motors in Indian so Fiat and Tata were going to have a joint venture (JV) to manufacture passenger cars, engines and transmissions for the Indian and overseas markets. These two companies began to seek for collaboration in early 2005. From the Exhibit 2: Production by Manufacturer, we can see Fiat in 2006 ranked 11 in worldwide auto industry while Tata stood in 21, which had merely Indian market. For Fiat this brand, it had a high brand awareness in India which is a good sign for them want to expand market there and Fiat also had the best diesel engine for small cars. 2 What is the business opportunity in India? Do you think that Fiat needs a partner? In an attempt to lower costs, most major automotive makers had set up factories in emerging markets such as China, India and South America. Because lower production costs were one incentive, experts also suggested that car makers could gain access to growing and fertile marketplaces that is the background for auto manufacture in India. The liberalization policies in 1991 opened up India to new import and export possibilities. To encourage investments, the government launched series of new policies in 1990s to help growing their economics. For vehicle industry, there was total population of 1.1 billion people in India which is an obvious potential opportunity for auto makers. I think Fiat really needs a partner. The trend at that time was all manufacturers with production greater than one million vehicles were involved in one or more alliances with other producers. Automobile manufacturers formed alliances for a variety of factors with the primary rationale being an attempt to reduce labor, energy, and raw material costs. So combining same value-chain activities to gain efficiencies, merge talents and share risks is a good choice. Observers lauded the tie-in stating that  Fiat had the potential for more sales in the burgeoning Indian market while Tata stood to gain technology and new export markets. 3 Do you think Fiat and Tata make for good partners? Compare the Fiat-GM relationship with the Fiat-Tata relationship. It looks like they make for good partners. They knew each other well before they wanted to committee themselves into joint venture. In 2006, they were both financially sound due to the good co-operation. At that time sourcing of parts usually involved 30 direct suppliers as well as 70 or more indirect suppliers (who served the direct suppliers). Automobile manufacturers usually established long-term relationships with their suppliers and involved suppliers in the development of new models. Fiat and Tata they examined synergies in overseas to give marketing support. With help of Tata, they can improve Fiat’s dealership network and customer service, help to cut manufacturing costs and compete effectively against competitors. For Tata, this alliance with Fiat helped Tata get technologies and new design in future which is a win-win situation. Compared with the Fiat-GM relationship, Fiat and Tata might have better future. After Fiat and GM cooperation, their market share was decreased and had high debts issues. GM themselves were making losses and dissolve the agreement of Group’s auto business. There was no culture collaboration which made it crucial for long term relationship. 4 How would you assess the negotiation process between Fiat and Tata? It was a long way communication before Fiat team came to Tata’s head office and came into negotiation but still better than longer waiting time for visa. I think they made a good conversation and made a lot of efforts like signing MoU to establish joint venture and equity structure. Made agreement to some manufacturing parts like passenger cars, power trains, engines and transmission for India and overseas. They focused on the spirit of relationship and show the prospects for long-term relationship. Most major components were negotiated. However, It was obvious that some culture difference appeared during their negotiation. There are two layers of culture raised by a Fiat executive: first is Italian and Indian culture and the second is the difference in company culture. Even with another Italian company, Fiat can be very different. And some problem appeared like â€Å"It is  always difficult going to the other company’s offices as they still have other work to attend to. So, we might have a meeting scheduled to start at 10am, which then starts at 11am and might end up being regularly interrupted by other issues.† But some complain cannot be very serious in their negotiation.

Case Study Reflections Analysis Education Essay

This paper will research information presented from EDSL 673 and EDSL 671 from the Teaching English as a Second Language ( TESL ) plan. The information presented will research the five top thoughts that have generated to most fascinate over the continuance of these last two classs. Information will be discussed as to the importance of these thoughts and the deductions they will hold on future instruction. This paper will besides research ways that these thoughts can be implemented in current instruction under the preexistent conditions of the teaching assignment. Explanations will besides be presented to show what could potentially be the immediate consequences every bit good as the long-run consequences expected for holding implemented these thoughts within the current instruction assignment. These thoughts are relevant to instructors that will profit from information refering to direction of English Language Learners ( ELL ) or English as a Second Language ( ESL ) pupils. Contemplations There are so many different facets of instruction that are necessary in order for pedagogues to be effectual and to guarantee that all pupils are larning to their fullest potency. This is no exclusion for instructors of ELL or ESL pupils. However, due to the nature of kids and the manner each kid learns, instructors need to cognize the best patterns for direction based on the demands of their pupils. There are several different techniques and methods that may be utilized with ELL and ESL pupils in order for these kids to be successful in their acquisition ; and hence to go successful when working with their equals within the schoolroom. Based purely on the information being presented from the last two classs, there were several different constructs and thoughts that were being introduced. Although many of these impressions are familiar to experient instructors, there are several thoughts that may standout to persons as they may hold higher deductions to their instruction than others. There are five thoughts from these two classs that present the highest deductions, and they are the constructs of Natural Order Hypothesis, Affective Filter Hypothesis, Culturally Responsive Teaching, Schema, and Accessing Prior Knowledge. The construct of Natural Order Hypothesis presents pedagogues with the order that persons get linguistic communication accomplishments. There are predictable phases for primary linguistic communication acquisitions along with predictable phases for the acquisition of secondary linguistic communications. Primary linguistic communication is acquired following these phases: babble ( 6 – 8 months ) , holophrastic ( 1 twelvemonth ) , two-word phrases ( 1 – 2 old ages ) , and multi-word ( 2 – 5 old ages ) . A individual ‘s 2nd linguistic communication is acquired following these phases: soundless receptive or preproduction ( 6 – 8 months ) , early production ( 6 months ) , speech outgrowth phase ( 1 twelvemonth ) , and intermediate linguistic communication proficiency ( 1 twelvemonth ) . Having an apprehension of the Natural Order Hypothesis allows pedagogues to develop an apprehension of where their Ell or ESL pupils may be in respects to their linguistic communication acquisition. Therefore, by understanding this thought, the instructor may develop lessons that are better suited for the pupil. This will besides help the instructor in the creative activity of activities that are completed in the schoolroom so all pupils are able to take part. Teachers that are able to link this construct to their English linguistic communication scholars are besides able to help these pupils when working in little differentiated instructional groups, and hence doing the acquisition much more meaningful for these pupils. Developing an apprehension of Affective Filter Hypothesis will assist pedagogues present themselves along with their schoolroom construction and lesson thoughts in a mode that will set their English linguistic communication scholars at easiness with the information they are showing. This will help these pupils from making a filter that could hinder larning. Students that are in structured environments with instructors that genuinely care about their acquisition keep a low degree of emphasis, and pupils are more likely to be motivated and confident, and hence a batch of linguistic communication acquisition can take topographic point. Teachers that have been able to make an environment that focuses around the Affective Filter Hypothesis are able to help their pupils in higher degrees of linguistic communication acquisition. Students that are so able to bring forth a larger degree of linguistic communication acquisition are so able to stand out at greater rates within the schoolroom. The deductions of Affective Filter Hypothesis in instruction is high in order to guarantee pupils are larning. Helping pupils maintain a low affectional filter is an of import measure in the confidence that pupils are traveling to get the linguistic communication skills they need in order to go successful in the schoolroom. Culturally Responsive Teaching is a teaching method that recognizes the importance of including pupils ‘ cultural mentions in all facets of larning. Culture is the deeper degree of basic premises and beliefs that are shared by members of an organisation, that operate unconsciously and specify in a basic ‘take for granted ‘ manner an organisations position of its ego and its environment. Culture contains both external and internal elements. External elements of civilization contain those such as ; nutrient, festivals, vacations, dances and vesture. Internal elements of civilization are those such as ; values, beliefs and forms of non-verbal communicating. By acknowledging the value of Culturally Responsive Teaching, pedagogues are able to demo pupils that they value their civilization and hence will observe their heritage in the schoolroom. This shows pupils that they are valued as persons and at the same clip could even bring forth a low Affective Filter. Culturally Responsive Teaching is of import in order to demo pupils that as the instructor, you value where they come from, and wish to observe that with the remainder of the category. All pupils should be able to portion with each other their civilization and heritage. This creates a schoolroom of culturally antiphonal pupils and helps the pupils understand that their backgrounds are of import. Teachers that partake in this pedagogical pattern create unfastened and receptive environments where pupils feel welcome when they enter the schoolroom. Last, scheme and accessing anterior cognition are of import factors that can act upon larning within the schoolroom. Schema is the organisational form or construction ; the conceptual model that pupils possess. Teachers that are able to entree a pupil ‘s scheme are more likely to be successful in assisting that pupil develop an apprehension of the constructs that are being taught. Teachers that are able to understand the deductions of scheme are so able to use this cognition into their schoolroom and their lessons. By showing to pupils how different accomplishments build upon one another will help these pupils in doing connexions between one construct and another. Accessing anterior cognition is manner for the pupils to take what they already know, and so use that cognition to the stuff they are presently larning. Teachers that focus on accessing their pupils ‘ anterior cognition are more likely to hold pupils that are able to retain information. Bing able to entree one ‘s anterior cognition is of import when working in the country of bring forthing illations. Bing able to do illations is an highly of import accomplishment when increasing reading comprehension. Bing able to use what one already knows to what the writer is connoting will assist the pupil in holding a greater apprehension of equivocal constructs. Both scheme and accessing anterior cognition are impressions that all instructors should implement in their schoolroom course of study. Constructing a pupil ‘s scheme while at the same clip holding the pupil entree their anterior cognition will further a greater apprehension of the thoughts that are being taught in the schoolroom. During the continuance of these two classs, I was able to develop a greater apprehension of these constructs and recognize how of import they are in being implemented in the schoolroom on a regular footing. Although these constructs are ideals that I presently posses, these classs have presented extra methods for execution in order to better pupil accomplishment. I will go on to implement these thoughts in my schoolroom environment with the end of continued pupil betterment. Currently, I do n't hold pupils in my schoolroom that are coded as being English linguistic communication scholars, and hence do non use the tactics for teaching English linguistic communication scholars in the schoolroom. However, I have had English linguistic communication scholars in old categories, and hence reexamining this information will help me with the continued execution of these techniques. The major benefits of these constructs are that they work with all pupils, and non merely those pupils that are considered to be English linguistic communication scholars. The immediate consequence of implementing these thoughts in the schoolroom would be the hope of increased accomplishment on the behalf of the pupils. The continued reappraisal of these constructs will bring forth a better apprehension of these thoughts, and hence a deeper apprehension of how they may be implemented into the schoolroom construction on a regular and ongoing footing, therefore holding a continued impact on pupil larning. Long-run effects of the execution of these thoughts will be the long-run apprehension of the different impressions covered within the schoolroom. By constructing on the pupils ‘ scheme, therefore increasing the pupils ‘ anterior cognition will take to them holding a greater keeping rate for their future class work.

Jasper Johns essays

Jasper Johns essays Born on May 15, 1930 in Augusta Georgia, Jasper Johns is one of the most renowned American pop artists of his era. He spent much of his early life stationed in Japan with the United States Army. Later, he became a student at the University of South Carolina in Columbia. Johns first major piece was a painting he did in 1954 entitled Flag (Jasper Johns 1). It is simply a reproduction of the American flag on canvas. Much of his early work was of plain, flat symbols. He did so because he found that he did not have to design them...they were things the mind already knows. That gave [him] room to work on other levels (Crichton 1). The painting to be discussed in this paper is one of his simple works as mentioned above. It is entitled Target with Four Faces, and it was completed in 1955. Target with Four Faces is mainly a design piece. It is made up of sharp curves and lines. Most of the lines are thick, others are horizontal as well. The circles of the target in the lower half are practically perfect around. He uses several shapes in his work, including rectangles and squares (in the plaster faces up top) and circles (in the target). The color group used in Target with Four Faces is that of the triadic group, specifically the primary colors. The target and the background are made up of solid reds, yellows, and blues. Various surfaces can be found in Jasper Johns piece. The canvas used gives it somewhat of a rough texture, while the wood towards the top give it a smooth texture. The only objects seen in this work other than the main target are the plaster faces lined up at the top of the canvas. Other than those, there really are no other objects. With the basic facts represented, the next thing to look at is the design of Target with Four Faces. Since it is a simple piece, it has symmetrical balance for the most part. The four faces at the top are symmetrical, a ...

Using the Active Voice to Strengthen Your Writing

Using the Active Voice to Strengthen Your Writing Using the Active Voice to Strengthen Your Writing Using the Active Voice to Strengthen Your Writing By Ali Hale Writing in the active voice means constructing sentences where the subject â€Å"acts†: I threw the ball. You are making too much noise. Ben will eat popcorn and watch a movie tomorrow evening. In each of these sentences, the subject (I, You and Ben respectively) performs the action of the verb (threw, making, will watch). The sentences are punchy, direct and make it clear who’s doing what. Writing in the passive voice means constructing sentences where the subject is â€Å"passive† – acted upon, rather than agents of action. For many forms of writing, this can create an undesired effect: sentences often become confusing or simply dull. The ball was thrown by me. Too much noise is being made by you. Tomorrow evening, popcorn will be eaten and a movie will be watched by Ben. In each of these sentences, the subject (â€Å"the ball†, â€Å"too much noise†, â€Å"popcorn† and â€Å"a movie†) is being acted upon by the verb. With sentences written in this way, we can even eliminate the agent who is performing this action: The ball was thrown. Too much noise is being made. Tomorrow evening, popcorn will be eaten and a movie will be watched. These are all perfectly correct sentences, but the reader has the sense that something is missing. Who threw the ball? Who or what is making too much noise? And surely someones going to watch that movie and eat that popcorn? Why is the Active Voice So Important? If you’ve ever had a go at creative writing, you’ll probably have come across the advice to always write in the active voice. This is a good rule of thumb for most pieces of fiction: sentences in the active voice have energy and directness, both of which will keep your reader turning the pages! Sentences written in the active voice are also less wordy than those in the passive voice – and cutting unnecessary words always improves a piece of writing, whether it’s fiction or non-fiction. Students writing academic essays can sometimes tie themselves in knots trying to make sentences sound â€Å"formal† – which often (mistakenly) is taken to mean putting a sentence in the passive voice. Here’s an example (thanks to the UVic Writers’ Guide): â€Å"The theme that was most dealt with by the 16th Century poets was . . .† This could be rewritten in the active voice as: â€Å"The 16th Century poets most often dealt with the theme of . . .† This sentence is shorter, to the point, and the reader is less likely to switch off half-way through. It is just as â€Å"formal† and academically correct as the first one, but makes for a better piece of writing by being snappier. How to Get Starting Using the Active Voice Take a piece of writing that you’ve produced, and go through working out if each sentence is in the active or the passive voice. One clue to look out for when searching for sentences in the passive voice is the use of â€Å"was†: â€Å"The theme that was most dealt with by the 16th Century poets†¦Ã¢â‚¬  â€Å"His death was regretted.† (Though note not all sentences using â€Å"was† are passive: â€Å"I was riding my bike† is active, â€Å"My bike was being ridden by me† is passive.) Another clue is the use of â€Å"by† when referring to who did something: â€Å"The report was written by me.† â€Å"All of the mistakes were made by him.† Once you’ve identified the passive sentences in your work, try rewriting each in the active voice. Do you think it makes a difference? If you’ve changed a lot of the sentences, read the whole piece through from start to finish – has the overall feel or tone changed? Take a word count of the original and the new version: how many words have you been able to cut? If you get stuck, pop into the Daily Writing Tips forums and post the paragraph or sentences that you’re struggling with! Tips and Tricks for Using the Active Voice Use the active voice when you want your writing to be simple, direct, clear and easy to read. If you’re not very confident about your writing, using the active voice can be an easy way to improve a dull or lifeless piece of prose. However, don’t make the mistake of thinking that you always need to use the active voice. Sometimes, it’s perfectly appropriate to phrase a sentence in the passive voice: just be aware that you’re doing this, and make sure you know why. For example, using the passive voice can be an excellent way to avoid assigning responsibility for a job or problem. Sometimes this can be a useful and tactful way to phrase things in business writing: â€Å"Mistakes were made.† â€Å"The files will be sent as soon as possible.† â€Å"All our records have been lost.† In Elements of Style bartleby.com/141/strunk5.html, Strunk gives the rule â€Å"Use the active voice† but admits that: This rule does not, of course, mean that the writer should entirely discard the passive voice, which is frequently convenient and sometimes necessary. The dramatists of the Restoration are little esteemed to-day. Modern readers have little esteem for the dramatists of the Restoration. The first would be the right form in a paragraph on the dramatists of the Restoration; the second, in a paragraph on the tastes of modern readers. The need of making a particular word the subject of the sentence will often, as in these examples, determine which voice is to be used. At school and university, many people are taught not to use â€Å"I† in scientific or academic writing. (Modern stylistic advice does not generally prohibit using â€Å"I† in this way, but it’s a good idea to check your institution’s guidelines.) Using the passive voice does allow you to avoid the agent performing the action, for example: â€Å"I performed an experiment to test the rate of the reaction.† (active) can be rewritten as: â€Å"An experiment was performed to test the rate of the reaction.† (passive). In general, though, make sure the majority of your sentences are in the active voice: your writing will be livelier and more engaging, encouraging your readers to keep going. Further Reading on the Active Voice Strunk’s Elements of Style Wikipedia article on the Active Voice Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:100 Exquisite Adjectives41 Words That Are Better Than GoodTypes of Plots

Core nursing competencies Essay Example | Topics and Well Written Essays - 250 words

Core nursing competencies - Essay Example In fact research done in the California State, revealed that BSN nurses had a mean income of $75,000 while ADN nurses scored a mean of $70,000.In addition, the interview showed that ADN programs were favored because, they are less expensive and the student took less time to complete the course. On the other hand those who advocated for the BSN program did so stating that one had higher chance of progressing in the nursing career and also that their chances of entering into a more advanced nursing program were higher ( Masters, 2009). Majority of those interviewed in the class of Graduate (MSN, DNP, PH.D) were comfortable with their working category and conditions. They stated that they were valued just like many doctors are and that they are in most cases incorporated in many major decision making situations. They generally felt that they were on top of their career hence the satisfaction ( Masters, 2009). In conclusion, there are many challenges that a nurse faces in their career and many emerge from discrimination due to their education level. This has made the nursing profession to be undermined yet it carries the most important weight in the health care sector. Therefore these debates need to be addressed so that there can be a clear guideline that all nurses will follow so that they can attain

How is the dimension of color treated in the cartoon 'Spongebob Coursework

How is the dimension of color treated in the cartoon 'Spongebob Squarepants' (i.e. Is it realistic, or surreal) - Coursework Example The main character of the story, Sponebod Squarepants is given a mix of bright and dull yellow color. When individually assessing the color scheme of the main character, primarily a realistic approach can be observed. The color yellow goes along with the concept of a typical realistic kitchen sponge. Adding to it, the character has been given a dull pattern on the sides of its body. This connects the character to the factual state of a kitchen sponge, which is rubbed and squeezed turning it dull and pale. Though in this aspect there is a realistic approach in the treatment of color, while considering the cumulative visual impact of this character along with other animate and inanimate characters, the approach can be observed to be surreal. Contrasting combinations of colors are quite frequently used all through the cartoon series. The color schemes used in the cartoon are quite uncommon in real life scenario. However, the cartoon being inspired by the underwater world, this surreal approach helps the viewers connect to their own imaginations of a world they have not