A Little Sparrow - 1867 Words

Lodi talked about the emerging issues in his pupils’ individual compositions, and the success, or failure, of their compositions. He noticed that when children chose what to write about, their compositions were more successful, something that highlighted their interest in the argument or theme they proposed as an important component of a successful text. The pupils’ written texts, their drawings, and paintings, all became the focus of collective discussions, and students were encouraged to express their opinion on the work of their peers. Lodi became more and more convinced that this was a successful way to inspire his students to write and express their views. It was through this exercise in collective writing, followed by discussions, that he and his pupils published a book entitled Cipà ­ printed by a small publishing company in 1961. Because of its acclaimed success, it was later republished by Einaudi, one of the most important publishing companies in Italy, becom ing a classic in Italian children literature. The story narrates the adventures of a little sparrow. It was inspired by Lodi’s pupils, who, as they were looking outside the window of their classroom, saw a sparrow brooding some eggs. They began to write a fictional account of it, accompanied by their own drawings of the different moments of the story. Lodi recalled in his diary that pupils were so excited that, when summer break arrived, they asked him if they could continue to come to school to complete theShow MoreRelatedGood Will By Jane Smiley Is Disappointment865 Words   |  4 Pagesthe novella â€Å"Good Will† by Jane Smiley is disappointment. In chapter two Smiley uses the concrete image of the â€Å"sheep† to introduce the complication showing the beginning of the Miller’s lives unraveling. Smiley gives Liz the concrete image of the â€Å"sparrow† introducing on part of the rising action. Another passage that depicts the rising action is Tommy Miller’s â€Å"foal.† Nearing the end of the novella Smiley displays the concrete image of the â€Å"satellite dish† to build up to the climax of the story. Read MoreAnalysis Of Johnny Depp, By Edward Scissorhands1242 Words   |  5 PagesJohnny Depp, is one of the most talented physical actors of this age. His unique and often wacky movements make each of his characters stand out. Most famous for his role as the ridiculous pirate captain Jack Sparrow, form Pirates of the Caribbean, Depp is also widely known for a number of other interesting characters in a number of other interesting shows, one of his earliest being Edward Scissorhands, in Edward Scissorhands (1990). The expansion of Depp s use of physical movement is tremendousRead MoreScience Essay1654 Words   |  7 Pagesregard to the bush, because of the cold and dry weather, only one kind of bush was found. The classifications of these species are presented in the table below: Table 1: Name of animals Size Species Genus Family Order Class Phylum Kingdom Sparrow 15Ãâ€"10cm Passeridae Passeriformes Aves Chordata Animalia Unknown insect 0.2Ãâ€"0.2 cm Table 2: Name of Plants Size Species Genus Family Order Class Phylum Kingdom Willow 4.0Ãâ€"1.5m Salix Salicaceae Malpighiales Read MoreThe River and A Good Man is Hard to Find by Flannery OConnor1338 Words   |  5 Pagesat best. He â€Å"is at the mercy of his rotten parents who treat him as nothing more than an inconvenience† (Sparrow 1). In his home everything is a joke and he is raised as if nothing matters (Sparrow 1). Although Harry is not materially deprived, he is spiritually malnourished. He lacks the appreciation and admiration that is needed for spiritual and moral growth from his parents (Sparrow 2). Fortunately, Harry will be spending the day with his caregiver, Mrs. Connin, and by the grace of GodRead MoreA reflection of Odysseus and Modern Day Heroes The Odyssey by Homer1717 Words   |  7 Pagestime. He was known for his defining qualities of superior strength and athleticism, sharp intellect, sensual ness, and a thirst for glory. These character traits are still being used to attribute modern day fictional heroes such as Neo, Captain Jack Sparrow, James Bond, and Spiderman. Accordingly, the heroic qualities of Odysseus can be still be seen in todays modern day fictional heroes. Odysseuss superior strength and athleticism resembles to modern day character of Neo in The Matrix. In the OdysseyRead MoreThe Suicide Note By Janice Mirikitani1283 Words   |  6 Pagesthe courage to fly like a baby bird from a nest off her window ledge. She picture herself as a sparrow â€Å"sillied and dizzied by the wind / on the edge† (687. 39-40). The reason she pictures herself as a sparrow is because a sparrow is a little bird that is not considered to be a really important creature compared to a hawk or an eagle, a sparrow is an everyday bird and she sees herself like the sparrow with no value. Each line in the poem is building up the young girl up to the state of mind whereRead MorePortrait Of A Lady By Khushwant Singh Chapter Summary CBSE Class XI XII CBSE Class 11 12 Study Materials Homework Help Extra Questions1287 Words   |  6 Pagesand it was that he ever had a wife. He appeared to have Shirley Toulson was born on 20th May 1924 in Henley-on-Thames, England as the daughter of Douglas Horsfall Dixon and Marjorie Brown. She ha... believe she would ever had been young She had a little stoop in her back. She could be seeing reciting her rosary all the time. The author says that she was like the winter landscape in the mountains and exponce of pure white serenity breathing peace and contentment. only lots and lots of grandchildrenRead MoreThe Theory Of Intelligence As Inherently Born With The Individual940 Words   |  4 Pagesmeasure little Owls. A watershed process that will categorize potential little Owls into good ones, not-so-good ones and excellent ones according to Owls’ perspective and mindset. It means future Owls’ careers and – above all – how little owls can be useful and active contributors for Owls’ society. Problem is, what if who will be tested is a little sparrow? The whole intelligent test designed by Owls will be – to say the least – inappropriate. If Owls insist in testing the little sparrows using theRead MoreThe Success of the Pirates of the Caribbean in Appealing to a Wide Audience646 Words   |  3 Pagesaction fit in together to make a fantastic family film witch draws you to watch it again and again. The hero’s and villains play an interesting part but the best part is played by Johnny Depp as the anti-hero captain Jack Sparrow. His cunning personality makes you grin as even in the face of death he’s laughing and making jokes. For example towards the end of the film when he is about to be hung he is laughing at the crimes he is about to be hung for. Read MoreWorks of Sappho and Catullus1135 Words   |  5 PagesAncient Greek and Roman life is limited, but through the writings and artwork of those that lived so long ago, scholars can piece together an understanding of a truly unique society. Within the climate of those empires, women were primarily seen and little heard. Women were wives and mothers of children and their position in society was based on subservience to the patriarchy. Although women could achieve some power in the community, it was usually only possible through the alliances that they made

Leadership Style - 2415 Words

Definition of Leadership A leader is someone who can influence others and who has a managerial authority. Leadership is what leaders do. More specifically, it’s the process of influencing a group to achieve goals. Group Leadership Leadership is concerned with control and power in a group. Leadership can be aimed at either maintaining the interpersonal relationships in the group or prodding the group to achieve its task. Kinds of Leadership Groups typically benefit from two kinds of leadership i.e. Instrumental leadership Expressive leadership Instrumental Leadership: This kind of leadership refers to group leadership that focuses on the completion of tasks. Members look to instrumental leadership to make plans,†¦show more content†¦Effective supervision can be provided only through detailed orders and instructions. A manager’s power is challenged by an employee. Democratic or Participative leadership The democratic leadership style is also called the particip ative style as it encourages employees to be a part of the decision making. The democratic manager keeps his or her employees informed about everything that affects their work and shares decision making and problem solving responsibilities. This style requires the leader to be a coach who has the final say, but gathers information from staff members before making a decision. Democratic leadership can produce high quality and high quantity work for long periods of time. Many employees like the trust they receive and respond with cooperation, team spirit, and high morale. Typically the democratic leader: Develops plans to help employees evaluate their own performance. Encourages employees to grow on the job and be promoted. Recognizes and encourages achievement. Like the other styles, the democratic style is not always appropriate. It is most successful when used with highly skilled or experienced employees or when implementing operational changes or resolving individual or group prob lems. This is normally used when you have part of the information, and your employees have other parts. Note that a leader is not expected to know everything -- this is why you employ knowledgeableShow MoreRelatedLeadership Styles : Leadership Style780 Words   |  4 PagesIntroduction Leadership style is designed according to a pioneer s behaviors, which is enveloped under behaviorist theory. Inside of this class, distinctive examples of leadership behavior are watched and classified as leadership styles. Practicing managers have a tendency to be the most keen on looking into this specific theory in light of the fact that with it leaders can modify their style taking into account the convictions, values, inclinations and society of the association they work for.Read MoreLeadership Styles Of Leadership Style1399 Words   |  6 PagesWhat is leadership? Merriam-Webster Online Dictionary defines leadership as â€Å"the power or ability to lead other people†. Although this is simply put, it is also correct. But leadership is much more than the ability to lead. The ability is one piece of the puzzle. Other pieces to consider in leadership are education, attributes, and style, just to name a few. In this assignment, I will focus on leadership style. Speci fically, I will discuss my style according to the assessment developed byRead MoreLeadership Style Of Leadership Styles897 Words   |  4 PagesThe last style of leadership is delegative leadership in which the leader delegates tasks to the employees. This leader is able to derive satisfaction from allowing the staff to participate in decision making responsibilities (Brody and Nair, 2014, p. 4). These leadership styles are not set in stone and characteristics may overlap into other leaderships styles. The leadership style that would best suit a rural area is participate leadership style. In rural areas agencies and organizations lack resourceRead MoreLeadership Styles And Leadership Style851 Words   |  4 Pageswant to give critical thought to your unique leadership style and foster genuine followership, learn from what’s out there and weave it into something meaningful and authentic.† (Feiner, 2015) For the last two weeks, I have spent time self-analyzing and soul searching to identify the qualities I bring to a leadership role. Many of the core values important to me also align between the participative leadership style and laissez-faire leadership style. These values include working in a team environmentRead MoreLeadership Styles : Leadership Style995 Words   |  4 PagesLeaders are expected to use a leadership style, communication skills, and their knowledge of interpersonal and team dynamics to create an appropriate quality of work life for their followers in the workplace. A leadership style is a combination of a leader’s attitude, expertise, character, and values that is exhibited in the leader’s behavior. Each style of leadership reflects a leader’s beliefs about a follower’s capabilities. A follower’s perception of leadership style really matters to them, as theyRead MoreLeadership Style Of Leadership Styles934 Words   |  4 PagesThere is much that is written about leadership; like books on l eadership styles, techniques and also biographies of leaders that have inspired people to action. While this is true, there is the everyday leadership and a slightly different outlook to leadership as well. Here are a few of them. 1. There Are Different Kinds of Leaders Among leaders are formal and informal leaders. Formal leaders are elected to their positions like congressmen, senators and office bearers of clubs. Informal leadersRead MoreLeadership Styles : Leadership Style979 Words   |  4 Pagestheir own leadership style. In her article, Johnson (n.d.) discusses five leadership styles: Laissez-Faire, autocratic, transactional, transformational and participative. Laissez-Faire has a French origin and it means â€Å"a policy or attitude of letting things take their own course, without interfering† (Oxford dictionaries, 2016). When leaders take total control, such as making all decisions alone and does not ask for the input of the employees, they are using the autocratic leadership style. ThisRead MoreLeadership Style Of Leadership Styles Essay1433 Words   |  6 Pagesprobably feel as if they know enough about leadership to speak on the subject. In many cases, however, this is not truly the case at all. Leadership is a broad concept , and there are several different styles and approaches to consider when studying the topic. It is important to consider these styles and approaches when evaluating the effectiveness, or lack thereof, of any particular form of leadership. With that in mind, this essay will consider the leadership styles of two leaders who are involved in theRead MoreThe Leadership Style Of Leadership Styles1994 Words   |  8 Pagesthat leadership is a kind of ability or activity which a leader could straight affect and guide their followers to achieve certain objectives in the specific situation (John Calvin Maxwell,2011). The shifting internal elements and increasing external competitions have posed growing demanding to managers’ leadership approaches. However, managers are provided with various personalities or perspectives, accordingly, managers are not accomplishing their aims by using similar styles. The leadership styleRead MoreLeadership Styles Of Leadership Style1088 Words   |   5 PagesConsider what leadership or management style speaks most to you. Discuss that particular style, explain why it fits you better than others. Alternatively, consider the leadership or management style fits you least. Explain what is least desirable with that style from your perspective. What leadership or management style speaks most to me? They are a few leadership styles that I venerate. The Transformational Leadership, the Visionary Leadership, and the Charismatic Leadership styles are the most

Codeine in Narcotics free essay sample

In addition to reducing pain, codeine also causes sedation drowsiness and depresses breathing. Codeine frequently is combined with  acetaminophen  (Tylenol) or  aspirin  for more effective pain relief.   Codeine is a prescription drug that is prescribed when it is important to get rid of the pain. It is used for mild to moderately severe pain. Codeine is still most commonly prescribed for pain conditions and different types of pain. It is prescribed, for example, for dental pain, including toothache and pains in the gums. Codeine is also used for alleviating back pains and bone pain that is present ether due to an injury or some other medical condition. It can also be used for alleviating pain that is a result of the inflammations of joints, i. e. different types of arthritis. It is also often used for managing the pain that is caused by migraines, while it can also be used for ordinary headaches that are too severe for over the counter medications. We will write a custom essay sample on Codeine in Narcotics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition to these, Codeine is also used for treating the pain that occurs after surgery. Codeine cough syrup was once widely abused as a recreational drug and, to some extent, is still actively abused by some. It is the main ingredient in a drink called purple drank that originates from the southern part of the United States. Other medications and ingredients are added to the drink according to preference. Purple drank is also commonly know as Texas tea, sizzurp, and purple jelly. In some countries, measures have been taken to prevent abuse, such as adding medications to the cough syrup that produce undesirable or dangerous effects if taken in the amount needed to make purple drank.

Anti Hero Essay Essay Example

Anti Hero Essay Paper Dracula was written in 1897 by an Anglo-Irish writer named Bram Stoker. It was written in the gothic period at the end of the 19th century, this period effected the way the book was written and I will look at how it did this later in the essay. This is the same period as when other books like Women in white and Frankenstein were written. All 3 of these books were written using a multi narrative structure. Multi-narrative is when a book is made up of many peoples opinions and views, they tell us the story, mainly in diary entries and newspaper extracts. The narrative is provided by Dracula’s foes, this means we only see one point of view and that is the one of his enemies so he is always portrayed to us as â€Å"wicked† and â€Å"evil†. This causes us to only hear a biased opinion of the events that took place. The book is mainly aimed at the British audience, we can see this because the many foreign characters that are in the story are not used in the book very much. This is because in Victorian society foreigners were looked down on by the English people. This is part of the reason why Dracula is portrayed badly because he is from Transylvania. Anti Hero Essay Sample We will write a custom essay sample on Anti Hero Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Anti Hero Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Anti Hero Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dracula and how is he shown to be an anti-hero? Dracula and how is he shown to be an anti-hero? Dracula and how is he shown to be an anti-hero? The multi-narrative structure is used to make the story more believable and to make Dracula appear in the worst possible light, the multi-narrative affects how Dracula is portrayed because he has no narrative so we cannot see him from any other point of view apart from that of his enemies. I believe Stoker wrote the book in this context to make the story more credible and plausible. Bram Stoker used multi-narrative because it was conventional of gothic literature, it also makes the whole story more believable and it discredits Dracula because he doesn’t get any narrative so he is seen in a bad way by us. I believe it is true to say that Dracula is portrayed unfairly because of the multi-narrative. He is described as â€Å"evil† and â€Å"devilish† by Jonathon and Mina Harker. Stoker uses imagery to make Dracula seem so menacing and evil to us, words such as â€Å"pointy white fangs† and â€Å"tall ghostly figure† make us think of him as some kind of monster. He also uses binary oppositions such as good and evil to show a clear divide between the count and the rest of the characters. Dracula is portrayed as an anti-hero in many ways, one of which is the way he has so many feminine features. These show us a different side of him as apposed to his monstrous side described by Jonathon, Mina and co. One of these features is the way that Dracula does all the housekeeping jobs such as cooking, cleaning, making the bed and always making sure Jonathon is well looked after. Dracula always acts in a very sexual manner when he is talking to or around Jonathon. Stoker uses imagery here as well to depict to us an image of him being a more feminine man than he at first seems. Phrases such as â€Å"bright red lips† make you think of feminine things as apposed to manly traits. Later on in the book when Mina becomes evil it shows Dracula in a better light than before. By demonizing Mina it makes Dracula seem better and an anti-hero. The book was written in a time when the 2 categories, masculine and feminine were being changed and redefined. An example of this is when Lucy is being staked to restore her back to her old self again. At first this seems like a typical masculine thing to do but we could also look at it in another way. Lucy is in a particularly velnerable state and needs to be rescued, much like the â€Å"traditional feminine, defenseless and frivolous Victorian lady†. These sexual roles are both portrayed in Dracula’s character as he has both of these attributes in his personality, The masculine way he kills people and the feminine traits he show whilst looking after Jonathon. The way he kills could possibly be seen as not very masculine though because he kills in a very seductive way by biting their neck. All of this helps to portray him as an anti-hero. Some people might describe Dracula as being Androgynous which means that you are not of either sex. Bram Stoker was writing this book from a minority group, himself being Irish he would have been in the minority groups by living in England. Frankenstein’s author Mary Shelly was also a part of a minority group. This was often the case for writers in the gothic period. The gothic period was the time many horror books were written like Jekyll and Hyde and Women in White because they include things to do with gothic literature such as darkness, fear and the supernatural are all associated with this period. The effect of Dracula’s lack of narrative is that, as I have already said, he is shown in the worst possible light and if he had some narrative then we would get to see him from another point of view instead of the biased opinion we have in the book. When I was reading the book I was picturing Dracula as an evil man and I had an image in my head of him as a vicious monster because of the way the narrative is done. On the rare occasions in the book when Dracula does actually speak during other peoples narrative he portrays himself as a very polite man but at the same time he seems to be very mysterious. The way he behaves causes Jonathon to be weary of him and because some parts of the castle are locked it makes Jonathon think that the count has things to hide. Ultimately, Stoker has portrayed Dracula as a person who is androgynous (of neither sex) so he has been able to depict to us a picture of him from many angles, including a masculine side and the obvious feminine side he has. Therefore he has shown Dracula as an anti-hero. The multi-narrative structure helped Stoker to do this and also helped to portray him in a very bad way because the narrative was provided to us by his rivals. The way he was portrayed to us made me react to Dracula as if he was the evil one, however as the novel went on the chain of events made me think of him less in this way and I began to see Mina, Jonathon, Van Helsing, Dr. Seward and co in a way that you should see that evil characters when they were actually meant to be the heroes.

Why I Voted for John Kerry essays

Why I Voted for John Kerry essays Everyone I know is a Democrat. My father, my friends, and even most of my teachers growing up were all Democrats. Because of this, I was brought up to be one. As I grew older, I became more interested in politics and formed my own opinions on how I wanted to vote in the 2004 election. I liked the ideas that Kerry brought to the American people, and I knew I did not like Bush very much seeing as it seemed as though America had seen better days with Clinton. I did not like some of the changes that Bush was making in office. I do not know very much about politics, but some issues I do have a stand on. I made my decision based on my beliefs compared to Kerry and Bush. So for my first year as a registered voter, I voted for John Kerry. A lot of people who voted for Bush chose him because he was religious. They call these voters "moral values voters." When you are voting for someone to run an entire country, in my opinion, what the person's personal opinions on things such as whether gay marriage should be legalized or not is irrelevant. A subject such as someone's sexual preference does not directly affect a nation. People may not agree with it, but there are a lot of things that a lot of people do not agree with. I agree somewhat with Bush because he is opposed to abortion. But he also thinks that it should be okay if the woman is pregnant because of incest or rape. Kerry supported abortion and endorsed family planning and health insurance plans that provide abortion counseling and contraceptive coverage. I liked Kerry's plan although I believe that abortion is wrong in all cases. You have no right to kill a human being whether it was a mistake or not. I believe that everything happens for a reason and that the child was meant to come into the world. In the 2000 campaign, Bush said, "I don't think you should support the death penalty to seek revenge, I don't think that's right. I think the reason to support the death penalty is th...

List of Shakespearean Sonnets

List of Shakespearean Sonnets Shakespeare left behind 154 of the most wonderfully written sonnets. This list of Shakespearean Sonnets indexes them all with links to study guides and original texts. The list is broken down into three sections: The Fair Youth Sonnets, Dark Lady Sonnets, and the so-called Greek Sonnets. Fair Youth Sonnets (Sonnets 1 – 126) The first segment of Shakespeare’s sonnets has become known as the fair youth sonnets. The poet dotes on an attractive young man and believes that his beauty can be preserved through poetry. When the fair youth ages and eventually dies, his beauty will still be captured in the words of the sonnets listed below. This deep, loving friendship sometimes verges on a sexual infatuation, and the nature of the doting is open to debate. Perhaps it is a female speaker, evidence of Shakespeare’s homosexuality, or simply a close friendship.   1: From Fairest Creatures We Desire Increase 2: When Forty Winters Shall Besiege Thy Brow 3: Look In Thy Glass, And Tell The Face Thou Viewest4:  Unthrifty Loveliness, Why Dost Thou Spend 5:  Those Hours, That With Gentle Work Did Frame6:  Then Let Not Winters Ragged Hand Deface7: Lo! In The Orient When The Gracious Light 8:  Music To Hear, Why Hearst Thou Music Sadly?9: Is It For Fear To Wet A Widows Eye10: For Shame Deny That Thou Bearst Love To Any11: As Fast As Thou Shalt Wane, So Fast Thou Grow 12:  When I Do Count The Clock That Tells Time13:  O! That You Were Your Self, Buy, Love, You Are14: Not From The Stars Do I My Judgement Pluck 15:  When I Consider Everything That Grows16:  But Wherefore Do Not You A Mightier Way17:  Who Will Believe In My Verse In Time To Come18: Shall I Compare Thee To A Summers Day? 19: Devouring Time, Blunt Thou The Lions Paw 20: A Womans Face With Natures Own Hand Painted21: So It Is Not With Me As With That Muse 22: My Glass Shall Not Persuade Me I Am Old 23:  As An Unperfect Actor On The Stage24: Mine Eye Hath Playd The Painter and Hath Steeld25:  Let Those Who Are In Favour With Their Stars26:  Lord Of My Love, To Whom In Vassalage27: Weary With Toil, I Haste To My Bed28: How Can I Then Return I Happy Plight29: When In Disgrace With Fortune and Mens Eyes30:  When To The Sessions Of Sweet Silent Thought31: Thy Bosom Is Endeared With All Hearts32: If Thou Survive My Well-Contented Day33:  Full Many A Glorious Morning I Have Seen34: Why Didst Thou Promise Such A Beauteous Day35:  No More Be Grieved At That Which Thou Hast Done36: Let Me Confess That We Two Must Be Twain37:  As A Decrepit Father Takes Delight38: How Can My Muse Want Subject To Invent39:  O! How Thy Worth With Manners May I Sing 40: Take All My Loves, My Love, Yea Take Them All41:  Those Pretty Wrongs That Liberty Commits42: That Thou Hast It Is Not All My Grief43: When Most I Wink, Then Do Mine Eyes Best See 44:  If The Dull Substance Of My Flesh Wer e Thought45:  That Thou Hast It Is Not All My Grief 46: Mine Eye And Heart Are At A Mortal War47: Betwixt Mine Eye And Heart A League Is Took48:  How Careful Was I When I Took My Way49: Against That Time, If Ever That Time Come50:  How Heavy Do I Journey On The Way51: Thus Can My Love Excuse The Slow Offence 52:  So Am I As The Rich, Whose Blessed Key53:  What Is Your Substance, Whereof Are You Made54:  O! How Much More Doth Beauty Beauteous Seem55:  O! Not Marble, Nor The Gilded Monuments56: Sweet Love, Renew Thy Force; Be It Not Said57: Being Your Slave What Should I Do But Tend58:  That God Forbid, That Made Me First Your Slave59:  If There Be Nothing New, But That Which Is60:  Like As The Waves Make Towards The Pebbled Shore61: Is It Thy Will, Thy Image Should Keep Open62:  Sin Of Self-love Possesseth All Mine Eye63:  Against My Love Shall Be As I Am Now64:  When I Have Seen By Times Fell Hand Defacd65:  Since Brass, Nor Stone, Nor Earth, Nor Boundless Sea66:  Tired For All These, For restful Death I Cr y67:  Ah! Wherefore With Infection Should He Live 68:  In Days Long Since, Before These Last So Bad69:  Those Parts Of Thee That The Worlds Eye Doth View 70: That Thou Art Blamed Shall Not Be Thy Defect 71:  No Longer Mourn For Me When I Am Dead72:  O! Lest The World Should Task You To Recite73:  That Time Of Year Thou Mayst In Me Behold74: But Be Contented When That Fell Arrest 75:  So Are You To My Thoughts As Food To Life76:  Why Is My Verse So Barren Of New Pride77: Thy Glass Will Show Thee How Thy Beauties Wear 78: So Oft Have I Invoked Thee For My Muse79: Whilst I Alone Did Call Upon Thy Aid 80: O! How I Faint When I Do Write Of You 81: Or I Shall Live Your Epitaph To Make 82: I Grant Thou Wert Not Married To My Muse 83: I Never Saw That You Did Painting Need 84: Who Is It That Says Most, Which Can Say More 85: My Tongue-Tied Muse In Manners Holds Her Still 86: Farewell! Thou Art Too Dear For My Possessing 87: Farewell! Thou Art Too Dear For My Possessing 88: When Thou Shalt Be Disposd To Set Me Light 89: Say Tha t Thou Didst Forsake Me For Some Fault 90: Then Hate Me When Thou Wilt; If Ever, Now 91: Some Glory In Their Birth, Some In Their Skill 92: But Do Thy Worst To Steal Thyself Away 93: So Shall I Live, Supposing Thou Art True 94: They That Have Power To Hurt, And Will Do None95: How Sweet And Lovely Dost Thou Make The Shame 96: Some Say Thy Fault Is Youth, Some Wantonness 97: How Like A Winter Hath My Absence Been 98: From You Have I Been Absent In The Spring 99: The Forward Violet Thus Did I Chide 100: Where Art Thou, Muse, That Thou Forgetst So Long 101: O Truant Muse, What Shall Be Thy Amends 102: My Love Is Strengthend, Though More Weak In Seeming 103: Alack, What Poverty My Muse Brings Forth 104: To Me, Fair Friend, You Never Can Be Old 105: Let Not My Love Be Called Idolatry 106: When In The Chronicle Of Wasted Time 107: Not Mine Own Fears, Nor The Prophetic Soul108: Whats In The Brain That Ink May Character 109: O! Never Say That I Was False Of Heart 110: Alas! Tis True, I Have Gone Here And There111: O For My Sake D o You With Fortune Chide 112: Your Love And Pity Doth Th Impression Fill 113: Since I Left You, Mine Eye Is In My Mind 114: Or Whether Doth My Mind, Being Crowned With You 115: Those Lines That I Before Have Writ Do Lie 116: Let Me Not To The Marriage Of True Minds 117: Accuse Me Thus: That I Have Scanted All 118: Like As To Make Our Appetites More Keen 119: What Potions Have I Drunk Of Siren Tears 120: That You Were Once Unkind Befriends Me Now 121: Tis Better To Be Vile Than Vile Esteemed 122: Thy Gift, Thy Tables, Are Within My Brain 123: Thy Pyramids Built Up With Newer Might 124: If My Dear Love Were But The Child Of State 125: Weret Ought To Me I Bore The Canopy 126: O Thou, My Lovely Boy, Who In Thy Powr Dark Lady Sonnets (Sonnets 127 – 152) The second segment of Shakespeare’s sonnets has become known as the Dark Lady Sonnets. A mysterious woman enters the narrative in Sonnet 127, and immediately attracts the poet’s attention.   Unlike the fair youth, this woman is not physically beautiful. Her eyes are â€Å"raven black† and she is â€Å"not born fair†. She is described as evil, a temptress and a bad angel. All good reasons to earn a reputation as the dark lady. She is perhaps having an illicit affair with the fair youth, perhaps explaining the poet’s jealousy. Sonnet 127: In The Old Age Black Was Not Counted Fair Sonnet 128: How Oft When Thou, My Music, Music PlaystSonnet 129: Th Expense Of Spirit In A Waste Of Shame Sonnet 130: My Mistress Eyes Are Nothing Like The Sun Sonnet 131: Thou Art As Tyrannous, So As Thou Art Sonnet 132: Thine Eyes I Love, And They, As Pitying Me Sonnet 133: Beshrew That Heart That Makes My Heart To Groan Sonnet 134: So Now I Have Confessed That He Is Thine Sonnet 135: Whoever Hath Her Wish, Thou Hast Thy Will Sonnet 136: If Thy Soul Check Thee That I Come So Near Sonnet 137: Thou Blind Fool, Love, What Dost Thou To Mine Eyes Sonnet 138: When My Love Swears That She Is Made Of Truth Sonnet 139: O! Call Not Me To Justify The Wrong Sonnet 140: Be Wise As Thou Art Cruel Sonnet 141: In Faith I Do Not Love You With Mine Eyes Sonnet 142: Love Is My Sin, And Thy Dear Virtue Hate Sonnet 143: Lo, As A Careful Housewife Runs To Catch Sonnet 144: Two Loves I Have Of Comfort And Despair Sonnet 145: Those Lips That Loves Own Hand Did Make Sonnet 146: Poor Soul, The Centre Of My Sinful Earth Sonnet 147: My Love Is As A Fever Longing Still Sonnet 148: O Me! What Eyes Hath Love Put In My Head Sonnet 149: Canst Thou, O Cruel! Say I Love Thee Not Sonnet 150: O! From What Power Hast Thou This Powerful Might Sonnet 151: Love Is Too Young To Know What Conscience Is Sonnet 152: In Loving Thee Thou Kowst I Am Forsworn The Greek Sonnets (Sonnets 153 and 154) The final two sonnets of the sequence are very different from the others. They move away from the narrative described above and instead draw upon ancient Greek myths. Sonnet 153: Cupid Laid by his Brand, and Fell AsleepSonnet 154: The Little Love-God Lying Once Asleep

Intercultural communication( this is the course I am studying, not the Assignment - 1

Intercultural communication( this is the course I am studying, not the topic) - Assignment Example Moreover, it’s important to know the other person first for instance their interests and area of specialization. Such light communication is important in creating a close relationship before going into details. It’s important to keep the communication simple. In addition, it’s significant to avoid technical jargons and information that might be contradictory or which might be interpreted wrongly. I agree that when communicating with someone who emanates from a different culture or uses a different language, it is important to use simple language and short sentences. This is to avoid any confusion. In addition, it is good to get direct to the point and incase there is any technical information or data that need detailed explanation, it’s important to call the person directly. Its true one should be aware of the cultural differences when communicating with non-native speakers. The communication should be formal. However, it’s not good to generalize that women should be careful. Instead, all people should be careful irrespective of the gender, religion, race, or cultural

Geoengineering Essay Example | Topics and Well Written Essays - 2000 words

Geoengineering - Essay Example On the other hand, it can be characterized more specifically as inherent incorporated engineering schemes to improve climate. The name geo-engineering is distinctive with ecological harm and unplanned existence environment alteration; that are outcomes of mechanized human world, instead of being an anticipated result. The worldwide withdrawal of hydro-carbons and the chains of it from the under-surface via incorporated geological discipline and engineering expertise have been named as petroleum or gasoline geo-engineering. The ground of geo engineering is at present passing through a course of interest and discussion, as it has at the moment turned out to be generally established that global warming is jointly truthful and perilous. A level of necessity, in labors to investigate and execute possible solution, is founded on the momentous disappointment in managing emissions, and the likelihood that extreme spots in the global environment organization are just around the corner. In spe cific concern, the Arctic contraction is resulting in speeding up of warming. Speedy attempts with geo-engineering may be crucial. Other sensitive spots might be evaded by tumbling the rage of global warming so as to achieve constructive destiny and stop the consequential climatic transformation. 1. Approaches for Geo Engineering Expected approaches for geo engineering can be enumerated as: solar radiation organization, Greenhouse gas treatment, Arctic geo-engineering, Heat carrying. Solar radiation organization schemes meant for lessening the quantity of sunbeams striking the globe and thus neutralize global warming. Through this approach of geo engineering; greenhouse gas amount in the ambiance do not diminish, and therefore this technique does not tackle troubles for example marine acidification originated by these gases. The occurrence of global diffusion as a by-product of plant or animal fuel utilization is extensively recognized, and is not basically a geo-engineering practic e. Also it is happening by nature as an outcome of volcanoes and chief forest fire spread. On the other hand its purposeful exploitation is an instrument of the geo-engineering. Solar radiation organization schemes regularly have the improvement of condition. While greenhouse gas treatment presents an ample prospective solution to climate amendment, it does not provide immediate consequences; for the same reason, solar radiation organization is mandatory. Practices that are part of this group comprise of: stratospheric sulfur aerosols, Ocean foams, Cool roof, Cloud reflectivity development, increase cloud reflectivity, Space sunshade and Cloud seeding of cirrus clouds. Cool roof is made by means of whitish-colored roofing and concrete paving materials, Cloud reflectivity development can be acquired by means of fine and excellent sea water spray to whiten clouds and boost cloud reflectivity. Space sunshade is done by hindering solar emission with space oriented reflectors or other ar rangements. Cloud seeding of cirrus clouds is achieved most likely by utilizing airliners. Greenhouse gas treatment schemes appeal to eradicate greenhouse gases from the environment, and thus deal with the core foundation of global warming. These schemes either openly eliminate greenhouse gases, or otherwise meant to manipulate usual progressions to eliminate greenhouse gases obliquely. These schemes present a wide-ranging resolution to the

Accounting Equation Paper Essay Example for Free

Accounting Equation Paper Essay The basic accounting equation is: Assets = Liabilities + Stockholders’ Equity. When looking at the balance sheet one can assume that assets must balance out each transaction and balance the claims to the assets (Kimmel, 2010). A balance sheet provides Assets of the company first and foremost, then Liabilities and Stockholders’ Equity and last retained earnings. This shows the companies incoming money, outgoing payments, and the money left or retained at the end of each time period being documented on the balance sheet. The components of the accounting equation affect each other in many ways. For example, when cash assets are received the company is making profit only as long as it is making more revenue than the liabilities owed. So, when using the Sierra Corporation on pg. 14 from the text the company has to pay the Liabilities: Notes payable, Accounts payable, Salaries payable, Unearned Service revenue, and Interest prior to ever turning a profit above the black. When looking at a balance sheet one needs to know all incoming as well as outgoing money to determine profitability and sustainability of a corporation. See more: Satirical elements in the adventure of Huckleberry Finn essay Next, when looking at a balance sheet the liabilities + the stockholder’s Equity have to ALWAYS balance out to amount of assets to ensure all things are accounted for and there are no accounting errors. When done properly the balance sheet can be used to verify the company’s revenue and the financial stability of a company based upon debt to stockholders’ equity. References: Kimmel, P. D., Weygandt, J. J., Kieso, D. E. ( 2010). Financial accounting: Tools for business decision making (6th ed.). Hoboken, NJ: John Wiley Sons.

Pizza Hut Case :: essays research papers

Pizza Hut Case Question 6: Pizza Hut case: Is either franchisor or franchisee liable for sexual harassment? If so, what type of sexual harassment occurred? Please fully explain your answer. In this case, the franchisee is liable for the hostile work environment sexual harassment type. However, the franchisor should not be held liable unless it can be proven that it has central control over the day-to-day employment decisions of the subsidiary. I will assume that the franchisee is independently owned and the franchisor has no control over its labor relations and no control over it financial. In cases such as this, a critical component in determining liability is which entity made the employment decision of the person making the claim. Factors that are considered in determining the existence of an illegal hostile work environment include: the conduct’s frequency, the conduct’s severity, any physical threat or humiliation (as opposed to merely offensive remarks), and the conduct’s unreasonable interference with the employee’s work performance. Situations that can be considered as hostile work environment sexual harassment is where the employee’s work environment is made intimidating, hostile, or offensive due to unwelcome sexual conduct and that conduct unreasonably interferes with the employee’s work performance. This case states that the waitress was harassed by the two male customers prior to the November 6th event and informed her manager that she did not like waiting on them, but did not explain why. Although she did not volunteer her reason why she did not want to wait on the customers, a responsible manager would have questioned the waitress to find out her reason. A responsible manager would also have assigned someone else to wait on the customers and/or request that the customers leave the premises. The physical nature of the conduct in this case, although limited to one incident, was severe enough to create an illegal hostile work environment. The Equal Employment Opportunity Commission (EEOC) issued regulations that state employers are responsible for the harassing conduct of non-employees and have a responsibility to prevent and take action when they know or should have known about the harassment. In this case, the waitress informed her manager that one of the customers had pulled her hair and requested that the manager find someone else to serve them. The manager denied her request and instructed her wait on them and stated â€Å"You were hired to be a waitress†.

Effects of Illegal Music Downloading on the Music Industry

Illegal downloading is commonly known as piracy, it describe that the steeling music from artists, songwriters, musicians, record label employees and others whose hard work and great talent who make music possible. Nowadays, downloading music is available for everyone on internet. However, it is still illegal. Downloading music on internet is what most people are doing because they do not have to pay, and they can choose only the songs they want to have. Unlike CDs which we have the whole album which might contain the songs that we do not want to listen to, plus we have to pay for it.However, it is not always a good thing, it might be good for the people who download the music, but what about the music industry? Is it killing the industry, or does it have profits on it? This paper will discuss both pros and cons of piracy downloading on the Music Industry. One of the most important influences that internet piracy has had on the music industry is the sale of retail CDs. Until the past few years, CD sales were one of the key things that music industry insiders used in order to find out which musicians and albums were the most popular with the public.As the world’s technology has been growing, it made the digital music and internet piracy growing too, sales of retail CDs dropped amongst younger consumers to such an extent that the best selling CDs on the market began to bear very little resemblance to the music that was actually popular with the young listeners that form the backbone of the music industry. For example, Bob Dylan’s album Modern Times quickly became the number one best seller when it was released in 2006, despite the fact that none of his tracks were highly requested on mainstream radio programs or popular with younger listeners.The most well-known case that involves internet piracy and the music industry was when a group of major recording companies took peer-to-peer file sharing service Napster to court for facilitating copyright inf ringement in the year 2000. After the increasing of the internet piracy, A&M Records and other record companies sued Napster on three separate claims, and it was successful. These claims included accusations that Napster was response for allowing users to infringe upon existing copyrights and were even encouraging users to download unlicensed copyrighted materials.When the recording industry won this landmark lawsuit, Napster stopped offering their file sharing services to users, and soon their company failed. The Institute for Policy Innovation make a conclusion that global music piracy causes $12. 5 billion of economic losses every year, 71,060 U. S. jobs lost, a loss of $2. 7 billion in workers' earnings, and a loss of $422 million in tax revenues, $291 million in personal income tax and $131 million in lost corporate income and production taxes.Today, most people who download music illegally do it by using new peer-to-peer networks like BitTorrent. The BitTorrent protocol is for of handling a lot of data very quickly and is very popular for people who upload and download copies of movies and television programs that have no license. In more recent years, dozens of major record labels and Hollywood studios have begun offering legal videos and tracks through BitTorrent in order to distribute their content on their own terms and avoid the pirating of their content.The Institute for Policy Innovation concludes that global music piracy causes $12. 5 billion of economic losses every year, 71,060 U. S. jobs lost, a loss of $2. 7 billion in workers' earnings, and a loss of $422 million in tax revenues, $291 million in personal income tax and $131 million in lost corporate income and production taxes. However, there are some profits that the music industries get from the music piracy. One of it is that older music is still available. Because of the way contracts are constructed, artists do not own their own music–record labels do.So when artists that change labels, their new label is not allowed to produce the albums the artist made on the old label, and if the old label decides not to release the songs, the music is dead. Music downloading is the only way for people to access these old dead songs. It can also make the artists still be famous over time because people still listen to their music even if they are obsolete. Another positive thing is that the not well-known artists become more famous, and their music albums also have better sales. 1. 87% of the entire music industry was controlled by 4 record companies. But most artists aren’t signed to these labels. As the results, most artists do not get radio play, and their music videos are usually in low quality and they are not usually shown on the television. Music downloading is great for lesser known artists to get the chance to be more famous. Most people won’t buy music they have not listened to. Music Piracy allows people who download music to experiment the unkno wn artists.This kind of experimentation cannot hurt the industry, it helps the industry instead. As people would not have bought the music if they cannot download it, but downloading and having the music may either make them realize they like the music, and buy the albums, or share the music to their friends, who then might like the music, and by the album, or even go to the concert. These smaller, independent artists have been on the rise in the past several years, and they also make profits to their industry. According to the RIAA, only 15% of albums make money.However, most record label contracts require that all costs for making the album be returned to the company, meaning that 85% of artists are in debt to their company after the records are released. Most artists repay this debt through money they got during concerts. And people who found out the artists through piracy may like the music enough to go to the concerts. The RIAA Consumer Profile in 2005 showed that CD sales at c oncerts have risen, it came from more people that go to join the concerts and more people that join these concerts do not own these CDs; both of this all came from online music downloading.From my experiences, I usually download music from internet, and when there is some artist I really like, I will become their fans and buy their albums. It also makes me know more artists that I never know of, and that is how it makes them famous. This is not just happening to me, it also happens to most of my friends. These facts prove that the music downloading is not all bad, but it might be to some music industries which are not so famous Even if music Piracy is illegal, it is very hard for someone to control or forbid people from doing it.It becomes part of the music society, everyone downloads music from internet. Some people do not even know that it is illegal because when they did it, nothing happened, no punishment or anything. However, it is also a good thing it benefits many things, bot h to the consumers and the industries. It might be bad for the industry in few years ago, but now people start to get use to it and make profits from it. Artists actually get more famous from it.

Speak About Riots

Ladies and gentlemen, welcome. I am †¦Ã¢â‚¬ ¦. , a politically active student. The Mayor of London has invited me, to give a speech about riots in London. I would also talk about what we can do to prevent a similar incident. As mentioned, my speech today will mainly be about riots and some several reasons for that. Moreover, I will give some suggestions about what we can do to prevent the riots. I will focus on what the society can do to solve this situation. I will also speech about what the parents and the teachers’ can do for keep the children out of the riots.If some of you don’t know what riots are. I can tell you that it is a form of civil disorder which is characterized by groups how lashing out in a rash of violence against authority, property or people. The riots start on August the 4th, because a policeman killed an Afro-Caribbean man. His family has decided to stage a peaceful protest but it ended out of control. The traffic was diverted and people start ed crashing, smashing and looting. For many people, it was a staggering situations and completely unrealistic. The big question is:† What are the reasons for riots?†The protest for the Afro-Caribbean man was just an opportunity to show their dissatisfaction for the society. Big parts of the population are talking about how the policemen were not able to stop the criminality from vandalising and stealing. The word about riots was spread to South London. Due to this change of area, it is clearly that they have entirely different motives from here on. People all over London have begun to make different sorts of riots. The motive for many of the criminals became â€Å"making money, pure terror, havoc and free stuff†.We can conclude that these different episodes with riots have nothing to do with each other. Experts are discussing what the motives are. They have formed some theories about the motives and the most mentioned arguments are: unemployment, poverty and gang related crime. There are kids down to an age of 9 how robbed homes, stores and businesses. Among the youngest riots are kids who are looking for a rush. The main argument for riots is that it has something to do with unemployment. Unemployment results in poverty.Many people have tendencies to compare themselves with the community and therefore want the lower class to keep up with the middle and higher class. By use of riots has the lower class seen an opportunity to make money to gain a position in the middleclass. The lower classes are blaming the high class for their criminality, because the poor are unhappy with the balance between themselves and the rich part of their country. The youth unemployment rate is low, which result in that 1 out of 5 are not in work.The university are more expensive than ever, and that is the reasons why some of the young people lose hope for the higher education. The young people are unhappy with their present situation. They are getting more disenfra nchised, so they have to be heard. In previous times was it the black people who were victimized, but today it is the young people. The young people make riots, as an excuse to show their dissatisfaction with the society. The motive for the young people to make riots is to be a part of something bigger.Many have seen that the majority of the spotted participants in the riots are between the age of 14 and 18. Most of the people in London, who participate in the riots, are doing it because everybody else is doing it. They persuade each other by means of text message. Many of the riots have occurred as a result of the extreme use of the social media. A new problem is that they also use a Blackberry to spread the word, which involve that the communication is hidden from the police. We have to stop this young people and help them to behave in a better way.If they are old enough to make the crime, they are old enough to face the consequents. There are no correct answers to prevent new rio ts, but we know the reasons for these riots and the problems in the society. We cannot eliminate the inequality, it is impossible, but we can try to reduce it. We have to keep together and try to save our society. We have to protect the children from the criminality and help the family’s how have problem at home. The parents have to take a responsibility and be role models.The police have to take effect immediately and show that this behaviour will not be tolerated. They have to arrest the people how make riots, so they not keep on with the crime. More than 1200 of the rioters have already been arrested. Due to the modern technology, many of the participants have had their image caught, which means that they will be arrested later. In the future need the police a system, so they can find out what the people are encouraging encourage each other and make plans for illegal actions.

The Most Common Loan Words in Japanese

The Most Common Loan Words in Japanese The Japanese language has borrowed many words from foreign countries, firstly from China as early as the Nara Period (710-794). Gairaigo (Ã¥ ¤â€"æ  ¥Ã¨ ªÅ¾) is the Japanese word for loan word or borrowed word. Many Chinese words were mixed into Japanese to the extent that they are no longer considered loan words. Most Chinese loan words are written in kanji and carry the Chinese reading (on-reading). Around the 17th century, the Japanese language began to borrow from many western languages. For example, from Portuguese, Dutch, German (especially from the field of medicine), French and Italian (not surprisingly many are from the fields of art, music, and food), and most of all, English. Today, English is the origin of most modern loan words.​ The Japanese use English words to express concepts for which they have no equivalents. However, some people simply prefer to use English expressions for practically or because it is fashionable. In fact, many loan words have existing synonyms in Japanese. For example, the Japanese word for business is shoubai 商å £ ², but the loan word bijinesu ãÆ'“ã‚ ¸Ã£Æ' Ã£â€š ¹ is also used. Another example is gyuunyuu 牛ä ¹ ³(Japanese word) and miruku ãÆ'ŸãÆ' «Ã£â€š ¯(loan word) for milk. Loan words are generally written in katakana, except the ones of Chinese origin. They are pronounced using Japanese pronunciation rules and Japanese syllables. Therefore, they end up quite different from the original pronunciation. This makes it hard to recognize the original foreign word. Many loan words are often abbreviated in ways they wouldnt get abbreviated in their original language. Examples of Loan Words Maiku ãÆ'žã‚ ¤Ã£â€š ¯ microphoneSuupaa ã‚ ¹Ã£Æ' ¼Ã£Æ'‘ãÆ' ¼ supermarketDepaato ãÆ'‡ãÆ'‘ãÆ' ¼Ã£Æ'ˆ - department storeBiru ãÆ'“ãÆ' « buildingIrasuto ã‚ ¤Ã£Æ' ©Ã£â€š ¹Ã£Æ'ˆ illustrationMeeku ãÆ' ¡Ã£Æ' ¼Ã£â€š ¯ make-upDaiya ãÆ'€ã‚ ¤Ã£Æ' ¤ diamond Multiple words are also shortened, often to four syllables. Pasokon ãÆ'‘ã‚ ½Ã£â€š ³Ã£Æ' ³ personal computerWaapuro ãÆ' ¯Ã£Æ' ¼Ã£Æ'â€"ãÆ' ­ word processorAmefuto ã‚ ¢Ã£Æ' ¡Ã£Æ'•ãÆ'ˆ American footballPuroresu ãÆ'â€"ãÆ' ­Ã£Æ' ¬Ã£â€š ¹ professional wrestlingKonbini ã‚ ³Ã£Æ' ³Ã£Æ'“ãÆ'‹ convenience storeEakon ã‚ ¨Ã£â€š ¢Ã£â€š ³Ã£Æ' ³ air conditioningMasukomi ãÆ'žã‚ ¹Ã£â€š ³Ã£Æ'Ÿ mass media (from mass communication) A loan word can be generative. It may be combined with Japanese or other loanwords. Here are some examples. Shouene çÅ" Ã£â€š ¨Ã£Æ'  energy savingShokupan é £Å¸Ã£Æ'‘ãÆ' ³ loaf of breadKeitora è » ½Ã£Æ'ˆãÆ' © light commercial truckNatsumero 㠁 ªÃ£  ¤Ã£Æ' ¡Ã£Æ' ­ a once-popular song Loan words are often combined into Japanese as nouns. When they are combined with suru, it changes the word into a verb. The verb suru (to do) has many extended uses. Doraibu suru ãÆ'‰ãÆ' ©Ã£â€š ¤Ã£Æ'â€"㠁™ã‚‹ to driveKisu suru ã‚ ­Ã£â€š ¹Ã£ â„¢Ã£â€šâ€¹ to kissNokku suru ãÆ'ŽãÆ'Æ'ã‚ ¯Ã£ â„¢Ã£â€šâ€¹ to knockTaipu suru ã‚ ¿Ã£â€š ¤Ã£Æ'â€"㠁™ã‚‹ to type There are also loan words that are actually made in Japan. For example, sarariiman ã‚ µÃ£Æ' ©Ã£Æ' ªÃ£Æ' ¼Ã£Æ'žãÆ' ³(salary man) refers to someone whose income is salary base, generally the people work for corporations. Another example, naitaa ãÆ'Šã‚ ¤Ã£â€š ¿Ã£Æ' ¼, comes from the English word night followed by ~er, means baseball games played at night. Common Loan Words Arubaito ã‚ ¢Ã£Æ' «Ã£Æ' Ã£â€š ¤Ã£Æ'ˆ part-time job (from German arbeit)Enjin ã‚ ¨Ã£Æ' ³Ã£â€š ¸Ã£Æ' ³ engineGamu ã‚ ¬Ã£Æ'   chewing gumKamera ã‚ «Ã£Æ' ¡Ã£Æ' © cameraGarasu ã‚ ¬Ã£Æ' ©Ã£â€š ¹ glassKarendaa ã‚ «Ã£Æ' ¬Ã£Æ' ³Ã£Æ'ۋÆ' ¼ calendarTerebi ãÆ'†ãÆ' ¬Ã£Æ'“ televisionHoteru ãÆ'݋Æ'†ãÆ' « hotelResutoran ãÆ' ¬Ã£â€š ¹Ã£Æ'ˆãÆ' ©Ã£Æ' ³ restaurantTonneru ãÆ'ˆãÆ' ³Ã£Æ' Ã£Æ' « tunnelMacchi ãÆ'žãÆ'Æ'ãÆ'  matchMishin ãÆ'Ÿã‚ ·Ã£Æ' ³ sewing machineRuuru ãÆ' «Ã£Æ' ¼Ã£Æ' « ruleReji ãÆ' ¬Ã£â€š ¸ cash registerWaishatsu ãÆ' ¯Ã£â€š ¤Ã£â€š ·Ã£Æ' £Ã£Æ'„ solid colored dress shirt (from white shirt)Baa ãÆ' Ã£Æ' ¼ barSutairu ã‚ ¹Ã£â€š ¿Ã£â€š ¤Ã£Æ' « styleSutoorii ã‚ ¹Ã£Æ'ˆãÆ' ¼Ã£Æ' ªÃ£Æ' ¼ storySumaato ã‚ ¹Ã£Æ'žãÆ' ¼Ã£Æ'ˆ smartAidoru ã‚ ¢Ã£â€š ¤Ã£Æ'‰ãÆ' « idol, pop starAisukuriimu ã‚ ¢Ã£â€š ¤Ã£â€š ¹Ã£â€š ¯Ã£Æ' ªÃ£Æ' ¼Ã£Æ'   ice creamAnime ã‚ ¢Ã£Æ'‹ãÆ' ¡ animationAnkeeto ã‚ ¢Ã£Æ' ³Ã£â€š ±Ã£Æ' ¼Ã£Æ'ˆ questionnaire, survey (from French enquete)Baagen ãÆ' Ã£Æ' ¼Ã£â€š ²Ã£Æ' ³ a sale at store (from bargain)Bataa ãÆ' Ã£â€š ¿Ã£Æ' ¼ butterBiiru ãÆ'“ãÆ' ¼Ã£Æ' « beer (from Dutch bier)Booru pen ãÆ'Å"ãÆ' ¼Ã£Æ' «Ã£Æ'šãÆ' ³ ballpoint penDorama ãÆ'‰ãÆ' ©Ã£Æ'ž TV dramaErebeetaa ã‚ ¨Ã£Æ' ¬Ã£Æ'™ãÆ' ¼Ã£â€š ¿Ã£Æ' ¼ elevatorFurai ãÆ'•ãÆ' ©Ã£â€š ¤ deep fryingFuronto ãÆ'•ãÆ' ­Ã£Æ' ³Ã£Æ'ˆ the reception deskGomu ã‚ ´Ã£Æ'   rubber band (from Dutch gom)Handoru ãÆ' Ã£Æ' ³Ã£Æ'‰ãÆ' « handleHankachi ãÆ' Ã£Æ' ³Ã£â€š «Ã£Æ'  handkerchief Imeeji ã‚ ¤Ã£Æ' ¡Ã£Æ' ¼Ã£â€š ¸ imagejuusu ã‚ ¸Ã£Æ' ¥Ã£Æ' ¼Ã£â€š ¹ juicekokku ã‚ ³Ã£Æ'Æ'ã‚ ¯ cook (from Dutch kok) Nationality is expressed by adding jin ä º º, which literally means person, after the country name. Amerika-jin ã‚ ¢Ã£Æ' ¡Ã£Æ' ªÃ£â€š «Ã¤ º º AmericanItaria-jin ã‚ ¤Ã£â€š ¿Ã£Æ' ªÃ£â€š ¢Ã¤ º º ItalianOranda-jin ã‚ ªÃ£Æ' ©Ã£Æ' ³Ã£Æ'ۊ º º DutchKanada-jin ã‚ «Ã£Æ'ŠãÆ'ۊ º º- CanadianSupein-jin ã‚ ¹Ã£Æ'šã‚ ¤Ã£Æ' ³Ã¤ º º SpanishDoitsu-jin ãÆ'‰ã‚ ¤Ã£Æ'„ä º º GermanyFuransu-jin ãÆ'•ãÆ' ©Ã£Æ' ³Ã£â€š ¹Ã¤ º º French

Rasmussen Surname Meaning and Family History

Rasmussen Surname Meaning and Family History Rasmussen is a patronymic surname meaning son of Rasmus, a Scandinavian form of the personal name Erasmus. Erasmus derives from the Greek ÃŽ µÃ ÃŽ ±ÃÆ'ÃŽ ¼ÃŽ ¹ÃŽ ¿Ãâ€šÃ‚  (erasmios) which means beloved.   Spellings of Rasmussen that end in -sen are most likely Danish or Norwegian in origin, while those that end in -son could be Swedish, Dutch, North German, or Norwegian. Rasmussen is the 9th most popular surname in Denmark  and the 41st most common last name in Norway. Surname Origin:  Danish, Norwegian, North German, Dutch Alternate Surname Spellings: RASMUSEN, RASMUSON, RASMUSSON, RASMUS   Famous People with the Surname RASMUSSEN: Saint Erasmus (Saint Elmo) - 4th-century martyr and patron saint of sailors.Theodore Rasmussen - Canadian neurosurgeon and scientist who gave his name to the rare disease, Rasmussens encephalitis.  Knud Rasmussen - Greenlandic anthropologist and polar explorer; the first European to cross the Northwest Passage via dog sledScott Rasmussen - co-founder of the sports television network ESPNLars and Jens Rasmussen - brothers and creators of Google Maps Where is the RASMUSSEN Surname Most Common? Considering its Scandinavian origins, its not surprising that Rasmussen is most prevalent today in Denmark, where it ranks as the 8th most common surname in the country. Surname distribution data from Forebears also identifies the surnames popularity in Norway, where it ranks 41st, as well as the Faroe Islands (12th) and Greenland (10th). WorldNames PublicProfiler also indicates that Rasmussen is by far most commonly used by people living in Denmark. Norway comes in a distant second. Within Denmark, the surname is found most frequently in Fyn and Stà ¸rstrom, followed by Aarhus, Vestsjà ¦lland, Vejle, Roskilde, Frederiksborg, Kà ¸benhavn, Bornholm and Staden Kà ¸benhavn. Genealogy Resources for the Surname RASMUSSEN Rasmussen Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a Rasmussen family crest or coat of arms for the Rasmussen surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.Rasmussen DNA Project: Rasmussen is a Scandinavian patronymic surname, meaning that your DNA matches will not necessarily (or likely) even be people named Rasmussen. This project will help you determine which Scandinavian and/or haplogroup projects are best to join for research into your Rasmussen heritage.RASMUSSEN Family Genealogy Forum: This free message board is focused on descendants of Rasmussen  ancestors around the world. Search the forum for posts about your Rasmussen ancestors, or join the forum and post your own queries.  FamilySearch - RASMUSSEN  Genealogy: Explore over 1.5  million  results from di gitized  historical records and lineage-linked family trees related to the Rasmussen surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. RASMUSSEN Surname Mailing List: Free mailing list for researchers of the Rasmussen surname and its variations includes subscription details and searchable archives of past messages.GeneaNet - Rasmussen Records: GeneaNet includes archival records, family trees, and other resources for individuals with the Rasmussen surname, with a concentration on records and families from France and other European countries.The Rasmussen Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the Rasmussen surname from the website of Genealogy Today.Ancestry.com: Rasmussen Surname: Explore over 1.4  million digitized records and database entries, including census records, passenger lists, military records, land deeds, probates, wills and other records for the Rasmussen surname on the subscription-based website, Ancestry.com.

Hypothyroidism and dna Research Paper Example | Topics and Well Written Essays - 500 words

Hypothyroidism and dna - Research Paper Example According to Lavin (2009), hypothyroidism can be termed as thyroid hormone deficiency whereby the thyroid hormone levels in the body have no effects on the body tissues as required. He notes that thyroid hormones deficiency has numerous negative impacts on the overall functioning of the body tissues (Lavin, 2009). How does hypothyroidism affect DNA? It affects DNA by interfering with the usage of the messages carried by the DNA and DNA transcription. By binding to the receptors found on the nucleus of each cell, DNA transcription is affected. Hence, hypothyroidism leads to low levels of transcription of DNA. It reduces DNA synthesis (Thurlbeck & Churg, 1995). The cause of hypothyroidism could be injury to the thyroid gland. An illness such as Hashimoto’s thyroiditis can cause it. It leads to the production of antibodies that destroy the thyroid gland. Such illness is regarded to as an autoimmune disease. If the pituitary gland is destroyed or is not functioning properly, then thyroid hormone production is reduced. Some medications like lithium cause hypothyroidism. (Harvard Health Publications; White, & Garber, 2010). Genetics is can be used to explain how DNA mutation and alteration cause hypothyroidism. When there are DNA changes in various genes, then this can cause congenital hypothyroidism. The number of chromosomes also leads to hypothyroidism (Valente, Hosford-Dunn, & Roeser, 2008). DNA and hypothyroidisim have an intricate relationship. Ptaff (2002) asserts that relations of thyroid hormone with the proteins that bind Deoxyribonucleic acid is the main means through which thyroid hormone controls transcription of thyroid hormone-responsive genes (Ptaff, 2002). In hypothyroidism, DNA methyltransferase activity is regulated more while that of histone acetylases is regulated less (Acton, 2012). The thyroid –stimulating hormone ÃŽ ² gene defect has been found in various families with hypothyroidism. The defect in the

Creating, Financing, and Marketing a Business Term Paper

Creating, Financing, and Marketing a Business - Term Paper Example The majority of businesses begin as sole proprietorships. These are owned by a single person who owns all the business assets and generated profits, as well as the liabilities and debts that the business incurs. It has several advantages: Easy and inexpensive to begin the owner is in full control and may make decisions on their own terms laws permitting, the owner receives all the income from business, the profits flow from the business to the tax returns of the owner and he can dissolve the business as he sees fit. Its disadvantages are that the liability is unlimited, and capital is hard to rise. Corporations are state chartered and are separate from its owners. It can enter contractual agreements, be sued, and taxed. Corporations do not dissolve when there is a change of ownership. Its advantages are limited liabilities and ease to raise capital, while its disadvantages are that it is expensive to begin and its involving ongoing paperwork. Cooperatives, on the other hand, are auto nomous associations, which involve people coming together for economic benefit. It is democratically owned and controlled by the members and is an entity on its own legally. Its advantages are the ownership and control wielded by its members and limited liability, while its disadvantages are slow decision-making and conflict risk among the members. 2. Identify the pros and cons of the partnership as a form of ownership. A partnership is the sharing of one business by more than one person. The law does not distinguish the owners and the business, just like a sole proprietorship. Its advantages are the sharing of risk among the partners and the sharing of business management duties. Its major disadvantages are the present risk of disagreement among partners and the shared decision-making (Groenewegen, 2009). 3. Discuss funding options for small businesses. There exist several ways in which businesses can be funded. They depend on what matters to the entrepreneur, the projection of fur ther incomes, and the options available (Groenewegen, 2009). Businesses can be funded by: Debt financing, which involves obtaining a loan from a bank with which the entrepreneur is comfortable with Equity; involves attraction of investors, which while meaning a drop in profits coming to the entrepreneur, helps in expanding business. Venture capital; involves the sale of business interest with a financing group rather than with personal investors. 4. Determine and discuss how managerial accounting can help managers with product costing, incremental analysis, and budgeting. Managerial accounting can help managers with product costing, incremental analysis, and budgeting. Managerial accounting refers to detailed data utilized by the company’s members (Russell, 2008). It includes turnover cost, employee benefits costs, shipping costs, and product costs among other numbers, which the company has available. Human resources can utilize the data on benefits and turnover costs to make determinations on the budget and give increased wages to avoid turnover of employees. The store manager can utilize data on losses to check if customers or employees are thieving from him or her and add any necessary security. If a manager was in need to determine the suitability of a product’s price, they could check the data on sales to confirm whether supply and demand is near equilibrium and thus make necessary adjustments. 5. Discuss the basic components of the

Chronic Medical Conditions and Health Surveillance Essay

Chronic Medical Conditions and Health Surveillance - Essay Example In order to control her blood pressure, she was started on an antihypertensive. The patient then sustained a fall which was not accompanied by any episodes of altered consciousness. Falls are a commonly encountered issue amongst the elderly and studies have revealed that they amount to almost 60% of the hospital admissions in the UK National Health Service (NHS) amongst the elderly (Oliver, 2007, p. 173). In order to decipher the cause of the fall, a focused history regarding the events preceding and following the fall should be obtained. In the case of this patient, she reports that the fall occurred when she stood up from a chair and was preceded by an episode of feeling ‘giddy’. Since she denies any aura, alteration of consciousness, post-ictal events, persisting weakness or loss of function in any part of the body after the fall, and this is verified by her husband who was present at the time of the incident, most common neurologic causes of the fall such as stroke o r seizures can be ruled out. Similarly, as she denies any chest pain or palpitations, cardiac causes such as arrhythmias and angina/myocardial infarction also become unlikely as the cause of the fall. ... system covers the commonest causes of falls amongst the elderly, whereby D refers to Drugs and alcohol; A refers to age-related physiological changes, such as impaired balance and postural instability, reduced vision and increased reaction time; M refers to medical causes and E refers to environmental causes (Oliver, 2007). Drugs/medications are amongst the top causes of falls amongst elderly especially due to the multiple co-morbidities that are commonly found amongst elderly patients, the problem of poly-pharmacy leading to drug interactions is quite common in this population of individuals. Therefore, obtaining a careful drug history and ruling out any drug over dosage, interactions and adverse effects leading to a fall is important in elderly patients. A critical analysis of the patient’s medication history reveals that the patient was started on Atenolol, at a starting dose of 400mg BID, which amounts to 800mg of Atenolol per day. Atenolol belongs to a class of anti-hyper tensives termed as beta blockers, and is one of the most commonly prescribed drugs from this class (Carlberg, Samuelsson, & Lindholm, 2004, p. 1684). Atenolol is a cardio-selective beta blocker, i.e. it only acts on beta-1 receptors, which are the predominant type of receptors in the heart. Such beta blockers spare the beta-2 receptors, which are the predominant type of receptors located in the lungs and the vascular smooth muscle and are thus free from side effects such as bronchospasm, which were previously commonly encountered with the use of non-selective beta blockers (Medic8, 2010). Previously, beta blockers such Atenolol were considered to be the first-line agent in the management of hypertensive patients, but more recently, the use of these agents as the drug of choice for hypertension

Using Drama to Teach Literacy

Using Drama to Teach Literacy Abstract: The term ‘oracy’ meaning: ‘the ability to speak fluently and articulately and to understand and respond to what other people say’. was first used by Wilkinson in 1965 (Definition, Microsoft Encarta World English Dictionary). Since that time the fact that it is central to all aspects of the learning process and activities in which children engage in school has been increasingly recognised. The development of talking and listening skills is central to the reading process and to participation in all curricular areas. This term my focus was teaching oracy and literacy to year 4 children in an interactive and communicative environment created through the use of drama. By the end of the series of lessons I wanted children in year 4 to be able to identify social, moral and cultural issues in stories. Drama was employed as a tool to create roles showing how behaviour could be interpreted from different points of view. I shall present a discussion of the rationale behind the activities I have chosen, the ways in which the children engaged with them and the success of this approach to the teaching of oracy. I shall support my work with research evidence in the areas of talking and listening, the wider area of literacy, and research pertaining to effective teaching and learning generally. I will discuss what I found when I assessed the progress made by the children and the implication this has for my future role as a teacher by linking my work with the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Introduction: The acquisition of language, a complex process, is essential for effective communication throughout life. Creating opportunities for the development of oracy in the classroom is essential if children are to develop the ability to communicate. With research showing that children are increasingly spending time in solitary activities related to computers (MacGilchrist et al., 2006, p.12), thereby reducing opportunities for talking in the home, it is essential for schools to act as facilitators in the development of talking and listening. The National Literacy Strategy defines literacy thus: ‘Literacy unites the important skills of reading and writing. It also involves speaking and listening which, although they are not separately identified in the framework, are an essential part of it. Good oral work enhances pupils’ understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.’ (National Literacy Strategy: Framework for Teaching, p.3). The lack of reference to talking and listening as a separate area has been addressed in later recommendations with an acknowledgement that ‘language is an integral part of most learning and oral language in particular has a key role in classroom teaching and learning’ (DfES, 2003, p.3). The document is highly prescriptive in the means through which contexts for talk should be established. This paper will present work carried out with a year 4 class in respect of oracy taught through drama. I will evaluate the opportunities given to children for developing oracy and the ways in which children responded to the tasks. The role of talking and listening: For the past fifty years researchers have been making a clear case for the importance of talk in the learning process. The psychologists Vygotsky and Bruner have demonstrated the fundamental importance to cognitive processes and learning of speaking and listening (Lambirth, 2006, p.59). Talk is both a medium for teaching and learning and one of the materials from which a child constructs meaning (Edwards Mercer, 1987, p.20). I wanted the talking and listening activities to act as a medium for teaching and learning through the children’s interaction. My aim was that they would be teaching and learning from each other through their discussion group work. Their construction of meaning would come about as a result of their understanding of the text and the dilemmas faced by David (see appendix 2). Opportunities for developing talking and listening: Developing talking and listening skills is a complex process which must be carefully managed in the classroom. In all curricular areas oral skills should be constantly being developed through a range of activities and, like other areas of the curriculum, should be differentiated to allow for a range of abilities within the class (see appendix 2). Different subjects offer opportunities for different kinds of talk (DfES, 2003, p.4). It is therefore a very important feature of effective teaching to give children as many opportunities as possible to engage in a variety of types of talk. Children make sense of the world as they learn the communication skills to interact with others in their culture (Lambirth, 2006, p.62). Light and Glachan have shown that children working together and sharing their ideas orally can develop solutions to problems that they could not manage to solve independently (Light Glachan, 1985). Carnell and Lodge suggest that more school learning should be based on talk and dialogue between pupils as ‘it has the power to engage learners in learning conversations, keeps them open to new ideas and requires both honesty and trust (Carnell Lodge, 2002, p.15). Planning the activities: When planning the activities I sought to involve the following aspects: Modelling appropriate speaking and listening; Encouraging sensitive interaction; Ensuring goals are set with clear criteria for success; Planning opportunities for children to investigate, apply and reflect on language in use. (DfES, 2003, p.19) (see planning appendices 1 2). I chose to provide opportunities for talk in the context of drama, giving the children opportunities to engage with one another. Research has shown that children learn more effectively when given opportunities to share ideas. Grugeon points out that this is a skill, like others, and must be taught. ‘Children who are expected to work together in groups need to be taught how to talk to one another. They need talk skills which enable them to get the best out of their own thinking and that of all other members of the group (Grugeon et al., 2001, p.95). For this reason I modelled the activities for the children so that they would have a clear understanding of what they were required to do and how best to go about the tasks in hand (see appendix 2). Some of the children were tentative in respect of their engagement at the beginning of the exercise but the group work gave them opportunities to develop their confidence and self esteem. Developing appropriate talking and listening: It is important to be aware of the difference between incidental talk, in which children engage in the course of an activity, but is not directly related to the learning intentions, and talk which is a main focus of the activity. In my drama activities, I wanted children to be focused on their talk through appropriate activities which would engage them and hold their interest. When planning the activities I was aware of the need to engage pupils on the basis of their prior knowledge ‘To prompt learning , you’ve got to begin with the process of going from inside to outside. The first influence on new learning is not what teachers do pedagogically but the learning that is already inside their heads (Gagnon, 2001, p.51). It was with this in mind that I decided on David’s dilemma. I felt that the children would have sufficient previous knowledge of the ideas presented to be able to identify with the characters and the dilemmas faced by them (see appendix 2). Establishing Rules: In all conversations there are rules, for example, only one person talking at a time. Cordon suggests that ‘ children receive little help in understanding and appreciating the ground rules for group discussion’ (Cordon, 2000, p.86) an issue that I felt it was important to address through the establishment of guidance for the children. This is vital to the process so that all children have equal opportunities to participate in the talking and listening activities. Aims: My aims in the drama activities were: To encourage purposeful talk, the skills associated with which the children could later transfer to other areas of their learning. To develop children’s ability to work in a group. To enable children to develop the confidence and competence to present their work to a group of their peers. To develop children’s skills in forming opinions, responding to other children’s opinions and oral presentation skills. Drama as a tool for developing talking and listening: I chose to approach the teaching of speaking and listening through drama as it affords many opportunities for children to develop their speaking and listening skills. Drama helps children to understand their world more deeply and allows them an opportunity to find ways to explore and share that understanding (Wyse, 2001, p.213). Research about learning has shown that children learn most effectively when learning is meaningful to them. Learning happens in the process of coming to new understandings in relation to existing knowledge (MacGilchrist et al., 2006, p.52). For this reason I gave children the opportunity to create their own scenarios in acting out David’s dilemma. In the group activities I wanted the talk to be open-ended so that the children could question, disagree with, extend and qualify each other’s utterances (DfES, 2003, p.7). After their group activities children had the opportunity to share their ideas with the class, giving them important experiences in presenting their opinions and listening to the views of others. Children were actively engaged in tasks which gave validity to all of their ideas and opinions. When given opportunities, children are keen to engage with issues on text and challenge the conventions of the story (Baumfield Mroz, 2004, p.55). I wanted children to have experience of challenging the ideas they were faced with by developing their own responses to scenarios and the behaviour of characters. Links with reading: The development of effective talking and listening skills is vital to the reading process. Before their oral work, children were finding main ideas in the text to support their viewpoints (see appendix 1). Only after the children had established the supporting information they wished to use, were they in a position to verbalise their ideas. Reading and talking were also linked through the requirement that the children orally summarise the salient points in a written argument. Through a discussion of the ways in which authors are able to develop their ideas children can develop ways in which to present their own ideas to an audience. Effective questioning was essential to this part of the process to provide a framework for the development of the children’s ideas in the correct context. As children have more experience and gain more confidence in this type of activity they are able to act as effective peer questioners, a very useful aspect of pupil self-assessment. Through this process children can measure the success of their own learning. Baumfield and Mroz advocate the development of a community of inquiry to develop pupils’ critical analysis of text (Baumfield Mroz, 2004, p.58). Developing opportunities for talk: In the classroom a variety of types of talk occur throughout the day. The ways in which children interact with each other is very different to the way in which they interact with the teacher who does 70% of the talking in the course of a day (Baumfield Mroz, 2004, p.49). This clearly means that children are not being given sufficient opportunities to develop talking and listening skills critical to success in all other areas. To enhance the role of talk in shaping and developing learning requires a reduction in the teachers role as classroom controller and a shift towards an enabler of talk for thinking (Myhill, 2006, p.19). After the initial modelling and discussion, it was important for me to let the groups work, as far as possible, along the problem path independently. It was my intention to give children a variety of opportunities to engage in different types of talk. They had opportunities to talk in small groups when working on their scenarios and afterwards had opportunities to present their work to the whole class. Talking in groups: Working in groups has been shown to develop a sense of belonging in children, something which I regard as very important in the classroom. Osterman has pointed out that, ‘There is substantial evidence showing or suggesting that the sense of belonging influences achievement through its effects on engagement (Osterman, 2000, p.341). She goes on to say that children with a well developed sense of belonging in school tend to have more positive attitudes to school and each other. As shown in appendix 3 some of the children were lacking in confidence in the initial stages of the activities, something which I would seek to develop in children through more exposure to this type of activity. Resnick has pointed out that while the majority of learning in schools is individualistic in its nature, this is contrary to other aspects of life such as work and leisure activities which are much more social in the nature (Resnick, 1987). It is essential, therefore, that children develop the skills needed for group work so that they have ability to engage in participatory aspects of education. When planning the group activities for the children I was conscious of making sure that each child had a part to play in the development and presentation of each activity. Francis has pointed out that the majority of talking and listening activities involve the teacher doing most of that talking with the children interjecting at suitable gaps in the teacher discourse (Francis, 2002, p.29), something which I wanted to avoid by giving the children ownership of the activities. This would ensure that all children were engaged in the process and less likely to be passive. At the same time children had to be able to quietly listen to the views of others, thereby developing strategies for turn-taking. All the children engaged in the process very well. Assessment: Assessment for learning is a very important aspect of the teaching and learning process and from the point of view of my own professional development the ability to effectively assess pupil learning is a very important competence to have. As Dann has pointed out, ‘if assessment genuinely seeks to give some indication of pupils’ level of learning, pupils will need to understand and contribute to the process’ (Dann, 2002, p.2). In assessing the effectiveness of the activities it is important to assess the appropriateness of the children’s talk for the task. The children participated in the assessment process through their involvement in the plenary sessions. This was coupled with my observations of children’s success on the task (see appendix 3). All of the children achieved the objectives and reported that they enjoyed the activities. Children’s talk is a very good indicator of their understanding of a task. The fact that all the children exper ienced success with the tasks and were able to carry them out using appropriate language was demonstrative of their understanding of the characters and dilemmas with which they were faced. Talking and listening is very valuable to assess understanding particularly with children who have special educational needs and may have difficulty with written tasks. Myers has presented research carried out in primary schools which suggests that children who participate in group work enjoy the experience of working with others and find it very helpful in the learning process (Myers, 2001, cited in MacGilchrist et al., 2006, p.159). My evaluation of the drama activities leads me to agree with this, particularly in light of the comment made by one of the children ‘I wish we could always do drama with English’(see appendix 3). Children’s language, like most of their learning, responds to encouragement (Fontana, 1994, p.78). This is an important idea to bear in mind when giving the children feedback and it is important to praise their efforts at contributing. I would hope that this would encourage the children who were initially reluctant participants in their efforts in the future. What I have Learnt: I have developed a greater degree of understanding of the role of talking and listening in the curriculum as well as an understanding of how children progress in this area and what they should be expected to achieve. I hope to build on this in my future development and feel that I have made progress in terms of the standards laid out by the Training and Development Agency. Appendix 1: Literacy planning: Appendix 2: Lesson Observation Sheets: Appendix 3: Evaluation: Evaluation: Week 2 All groups were very engaged and enjoyed the task. They said that they wished they could always do drama with English. Possible action to be taken: More use of drama when teaching English. Assessments Child’s Name Objective achieved? Comments: Action: Andrei More able √ Very animated – leader of group Speaking ad listening skills Leo Middle Group √ Co-operative Robert Middle Group √ Tentative at first – more engaged with script Confidence building Oona Middle group √ Good directional skills Use of props (desk) Good team player Danielle More able √ Works well in her team. Alexandra SEN √ Tentative – very aware of being stared at. Confidence building References: Baumfield, V. Mroz, M. (2004) Investigating Pupils’ questions in the primary classroom in E.C. Wragg (Ed.)(2004) The RoutledgeFalmer Reader in Teaching and Learning. London:RoutledgeFalmer. Burns, C. Myhill, D. (2004) Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 1, 35-49. Carnell, E. Lodge, C. (2002) Supporting Effective Learning. London: Paul Chapman Publishing. Cooper, P. McIntyre, D. (1996) Effective Teaching and Learning. Buckingham:Open University Press. Cordon, R. (2000) Literacy and Learning Through Talk: Strategies for the Primary Classroom. Buckingham: Open University Press. Dann, R. (2002) Promoting Assessment as Learning. London: RoutledgeFalmer. Department for Education and Employment (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE. Department for Education and Employment (2003) Speaking, Listening and Learning Handbook. London: DfEE. Department for Education and Skills (2003) Speaking, Listening, Learning: Working with children in key stages 1 and 2. London: DfES. Edwards,D. Mercer, N. (1987) Common Knowledge. London: Metheun. Francis, P. (2002) Get on with your talk. Secondary English Magazine, 5, 4, 28-30. Gagnon, G.W. (2001) Designing for Learning. London: Paul Chapman Publishing. Grugeon, E., Hubbard, L., Smith, C. Dawes, L. (2001)(2nd edition) Teaching Speaking and Listening in the Primary School. London: David Fulton. Lambirth, A. (2006) Challenging the laws of talk: ground rules, social reproduction and the curriculum. The Curriculum Journal, 17, 1, 59-71. Light, P. Glachan, M. (1985) Facilitation of individual problem-solving through peer group interaction. Journal of Educational Psychology, 5, 3-4. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Myhill, D. (2006) Talk, talk, talk: teaching and learning in whole class discourse. Research Papers in Education, 21, 1, 19-41. Osterman, K. (2000) Students’ need for belonging in the school community. Review of Educational Research, 70, 3, 323-367. Resnick, L.B. (1987) Learning in school and out. Educational Researcher, 16, 9, 13-40. Training and Development Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: Training and Development Agency for Schools. Thompson, P. (2006) Towards a sociocognitive model of progression in spoken English, Cambridge Journal of Education, 36, 2, 207-220. Vygotsky, L. (1972) Thought and Language. Cambridge, MA: MIT. Wyse, D. Jones, R. (2001) Teaching English Language and Literacy. London: RoutledgeFalmer.

Sue and Arabella in Thomas Hardys Jude the Obscure Essay -- Thomas Ha

Sue and Arabella in Thomas Hardy's Jude the Obscure Thomas Hardy's diary contains an entry that explains how he will show the world something it needs to be shown in a story about a poor, struggling young man who has to deal with ultimate failure (Howe 132). This brief description of a story has turned into Hardy's phenomenal Jude the Obscure. Jude is emotionally torn between the two main women in the novel, Sue and Arabella, because each woman can only partially satisfy his urges. The stark difference in emotion, conversation, and sexual appetite make Sue and Arabella polar opposites in Hardy's Jude the Obscure. Jude is ripped between the pure sexuality of Arabella and the pure intellect of Sue (Draper 252). Ronald P. Draper writes that Jude is sexually more comfortable with Arabella so, in this sense, she is Jude?s true partner (252). ?Arabella represents the classical entrapment by sex: the entrapment of an ?innocent? sensual man by a hard, needy, shackling woman? (Hardwick 69). Bernard D. N. Grebanier goes even farther, saying that Arabella with stop at nothing to get Jude (713). Sue is a complicated mesh of sexual aversion and the power of female intellect (Hardwick 68). As Elizabeth Hardwick puts it, Sue ?thinks and that is her mystery? (67). Sue has radical ideas, especially for a woman, and it is commonplace for her to question society and it?s problems (Hardwick 68). Sue, to Jude?s dismay, also dismisses much of religion (Hardwick 68). The sacred act of marriage is questioned in Jude the Obscure (Saldivar 192). Marriage is seen as an institution open to criticism that is violated by need, chance, and the choices made by the characters (Hardwick 68). For Sue, violations in wholeness and freedom are agoni... ... K. Hall & Company, 1990. 243-254. Grebanier, Bernard D. N. The Essentials of English Literature. Volume Two. New York: Barron?s Educational Series, Incorporated, 1948. Hardwick, Elizabeth. ?Sue and Arabella.? The Genius of Thomas Hardy. Margaret Drabble. New York: George Weidenfeld and Nicolson Limited, 1976. 67-73. Hardy, Thomas. Jude the Obscure. New York: Oxford University Press, 1983. Howe, Irving. Masters of World Literature: Thomas Hardy. New York: The Macmillan Company, 1967. Saldivar, Ramon. ?Jude the Obscure: Redaing and the Spirit of the Law.? Modern Critical Views: Thomas Hardy.Harold Bloom. New York: Chelsea House Publishers, 1987. 191-205. Weinstein, Philip M. The Spirit Unappeased and Peregrine?: Jude the Obscure.? Critical Essays on Thomas Hardy: The Novels. Dale Kramer. New York: G. K. Hall & Company, 1990. 228-243. Sue and Arabella in Thomas Hardy's Jude the Obscure Essay -- Thomas Ha Sue and Arabella in Thomas Hardy's Jude the Obscure Thomas Hardy's diary contains an entry that explains how he will show the world something it needs to be shown in a story about a poor, struggling young man who has to deal with ultimate failure (Howe 132). This brief description of a story has turned into Hardy's phenomenal Jude the Obscure. Jude is emotionally torn between the two main women in the novel, Sue and Arabella, because each woman can only partially satisfy his urges. The stark difference in emotion, conversation, and sexual appetite make Sue and Arabella polar opposites in Hardy's Jude the Obscure. Jude is ripped between the pure sexuality of Arabella and the pure intellect of Sue (Draper 252). Ronald P. Draper writes that Jude is sexually more comfortable with Arabella so, in this sense, she is Jude?s true partner (252). ?Arabella represents the classical entrapment by sex: the entrapment of an ?innocent? sensual man by a hard, needy, shackling woman? (Hardwick 69). Bernard D. N. Grebanier goes even farther, saying that Arabella with stop at nothing to get Jude (713). Sue is a complicated mesh of sexual aversion and the power of female intellect (Hardwick 68). As Elizabeth Hardwick puts it, Sue ?thinks and that is her mystery? (67). Sue has radical ideas, especially for a woman, and it is commonplace for her to question society and it?s problems (Hardwick 68). Sue, to Jude?s dismay, also dismisses much of religion (Hardwick 68). The sacred act of marriage is questioned in Jude the Obscure (Saldivar 192). Marriage is seen as an institution open to criticism that is violated by need, chance, and the choices made by the characters (Hardwick 68). For Sue, violations in wholeness and freedom are agoni... ... K. Hall & Company, 1990. 243-254. Grebanier, Bernard D. N. The Essentials of English Literature. Volume Two. New York: Barron?s Educational Series, Incorporated, 1948. Hardwick, Elizabeth. ?Sue and Arabella.? The Genius of Thomas Hardy. Margaret Drabble. New York: George Weidenfeld and Nicolson Limited, 1976. 67-73. Hardy, Thomas. Jude the Obscure. New York: Oxford University Press, 1983. Howe, Irving. Masters of World Literature: Thomas Hardy. New York: The Macmillan Company, 1967. Saldivar, Ramon. ?Jude the Obscure: Redaing and the Spirit of the Law.? Modern Critical Views: Thomas Hardy.Harold Bloom. New York: Chelsea House Publishers, 1987. 191-205. Weinstein, Philip M. The Spirit Unappeased and Peregrine?: Jude the Obscure.? Critical Essays on Thomas Hardy: The Novels. Dale Kramer. New York: G. K. Hall & Company, 1990. 228-243.