Those Evenings free essay sample

â€Å"Come on. No fair,† said John. â€Å"You guys always win!† â€Å"John that’s what happens when you don’t guard your flag,† I said. â€Å"Fine then, we QUIT!† This would an example of a typical Tuesday evening. After school on Mondays and Tuesdays, I head over to John and Kate’s. As soon as I walk through the door Kate suffocates me with her bear hugs. She’s strong for a five year old. I make my way into the family room where I pry John away from the TV. When you’re six, going on seven, you have to keep up on the latest Pokemon episodes. Soon afterwards, the door bell rings about 50 times without pause. I know exactly who it is. â€Å"LUKE!† said John. Sure enough, Luke and his sister Olivia come rushing in with only one thing on their minds. Hide and Seek Capture the Flag. You’re probably wondering what in the world is that? It is a game I made up. We will write a custom essay sample on Those Evenings or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It’s like Capture the Flag, but instead of two bowling pins set on each side of the gym, we use bike helmets hidden in the yard. Soon, I am surrounded by kids and there is nowhere to go. I look to my left and then to the right. â€Å"Alright!† I say. I look down at their tinny little munchkin faces. â€Å"We can play, but only for a little bit.† At first I’m not really in the mood to run around. I’ve just had a long day at school and I’d really like to get a head start on my homework, but as soon as the game gets started, it’s hard not to get engrossed. I find myself doing ridiculous victory dances whenever my team finds a helmet or tags the enemy. After a good hour or so, I sit down on the porch step and watch them play. Capture the Flag Hide and Seek in reality is just a silly game used to keep the John and Kate entertained. After a couple of weeks I can see changes in the John’s behavior. He used to be the worst sport. John was always the first one to cry about losing. Now he is congratulating the opposing team. Kate knows that she can be just as fast as the boys. They work together instead of against each other, even if that means teaming up on me for an extra treat. Was it because of a silly game or are they just growing up. Maybe it’s both. Next fall I will be leaving for college and I am going to miss Monday and Tuesday evenings.

Roman Plebeian Tribune Definition

Roman Plebeian Tribune Definition The Plebeian Tribune- or tribuni plebis- is also known as the tribune of the people or the tribune of the plebs. The plebeian tribune had no military function  but was strictly a powerful political office. The Tribune had the power to help the people, a function called ius auxilii. The body of the plebeian was sacrosanct. The Latin term for this power is sacrosancta potestas. He also had the power of the veto. The number of plebeian tribunes varied. It is believed there were originally only 2, for a short time, after which there were 5. By 457 B.C., there were 10. The Plebeians Secede The office of plebeian tribune was created in 494 B.C., after the First Secession of the Plebeians. In addition to the two new plebeian tribunes, the plebeians were allowed two plebeian aediles. The election of Plebeian Tribune, from 471, after the passage of the lex Publilia Voleronis, was by a council of plebeians presided over by a plebeian tribune. When the plebeians seceded in 494, the patricians granted them the right of having tribunes with greater power than the patrician tribal heads. These tribunes of the plebs (plebeian tribunes) were powerful figures in Romes Republican government, with the right of veto and more. A patrician, Claudius Pulcher had himself adopted by a plebeian branch of his family so he could run for the office of plebeian tribune under the plebeian name of Clodius. Source A Companion to Latin Studies, by J.E. Sandys

Basic Information About Maps

Basic Information About Maps We see them every day, we use them when we travel, and we refer to them often, but what is a map? Map Defined A map is defined as a representation, usually on a flat surface, of a whole or part of an area. The job of a map is to describe spatial relationships of specific features that the map aims to represent. There are many different types of maps that attempt to represent specific things. Maps can display political boundaries, population, physical features, natural resources, roads, climates, elevation (topography), and economic activities. Maps are produced by cartographers. Cartography refers both the study of maps and the process of map-making. It has evolved from basic drawings of maps to the use of computers and other technologies to assist in making and mass producing maps. Is a Globe a Map? A globe is a map. Globes are some of the most accurate maps that exist. This is because the earth is a three-dimensional object that is close to spherical. A globe is an accurate representation of the spherical shape of the world. Maps lose their accuracy because they are actually projections of a part of or the entire Earth. Map Projections There are several types of map projections, as well as several methods used to achieve these projections. Each projection is most accurate at its center point and becomes more distorted the further away from the center that it gets. The projections are generally named after either the person who first used it, the method used to produce it, or a combination of the two. Some common types of map projections include: MercatorTransverse MercatorRobinsonLambert Azimuthal Equal AreaMiller CylindricalSinusoidal Equal AreaOrthographicStereographicGnomonicAlbers Equal Area Conic In-depth explanations of how the most common map projections are made can be found on this USGS website, complete with diagrams and explanations of uses and advantages to each. Mental Maps The term mental map refers to the maps that arent actually produced and just exist in our minds. These maps are what allow us to remember the routes that we take to get somewhere. They exist because people think in terms of spatial relationships and vary from person to person because they are based on ones own perception of the world. Evolution of Maps Maps have changed in many ways since maps were first used. The earliest maps that have withstood the test of time were made on clay tablets. Maps were produced on leather, stone, and wood. The most common medium for producing maps on is, of course, paper. Today, however, maps are produced on computers, using software such as GIS or Geographic Information Systems. The way maps are made has also changed. Originally, maps were produced using land surveying, triangulation, and observation. As technology advanced, maps  were made using aerial photography, and then eventually remote sensing, which is the process used today. The appearance of maps has evolved along with their accuracy. Maps have changed from basic expressions of locations  to works of art, extremely accurate, mathematically produced maps. Map of the World Maps are generally accepted as precise and accurate, which is true  but only to a point. A map of the entire world, without distortion of any kind, has yet to be produced; therefore it is vital that one questions where that distortion is on the map that they are using.

REPORT-Telsa Motors Essay Example | Topics and Well Written Essays - 4000 words - 1

REPORT-Telsa Motors - Essay Example It must also look for strategies that are sustainable, acceptable and feasible when seeking to maintain a competitive edge in the industry. Other companies are also making good use of the stable social attributes that meet the core demands of the society through the development of new strategies while reinforcing the present one. Franchising would be a good idea for its new European market as well as using stability strategies in the new markets. Diversification will provide Tesla with the needed understanding of the market and an opportunity to come up with new means of creating a stable cash flow. The automotive industry has been growing at an exponential rate given the increased globalisation. Financial developments have also made it easier for people to afford cars from different dealers. This has allowed them to make better choices in meeting their main demands, as well as allow the growth of the society based on their purchasing power. Ideally, the industry has also been a big boost to the growth of the economy. This means it has had different encounters with a variety of forces such as the political, social, economic, legal, technological and the main attributes that assist the companies to develop better from a global perspective. Of greater importance in this report is the Tesla motor company. This will be reviewed based on its external and internal environments, strategic positioning and PR. Any company that wishes to grow its profitability and market share must be willing to conduct an audit of its services in a variety of departments to effect changes where need be. It is important to note that the automotive industry is one of the fastest growing industries in the world. Globalisation has played a key role in making companies expand their reach across the globe. The aspect of outsourcing has also played a huge role in meeting the main demands of these

A winning marketing campaign Essay Example | Topics and Well Written Essays - 1250 words

A winning marketing campaign - Essay Example With its headquarters in Spain, Zara has managed to establish stores in over 80 countries a clear indication of how big their fashion reach is. From 2007, Zara stores have embraced wide range of men, women and kids clothing each divided into various categories such as upper garment, lower garment, cosmetics, shoes, complement among many new arrivals (ZARA). Following the emerging trend with regards to men’s collection, Zara will be launching a new collection of jackets for men. Fitting the 7p’s of marketing as well as an effective promotional strategy a winning marketing campaign for the new product will be embraced by the marketing team with an aim of creating awareness of its launch and producing the anticipated profits for the brand. Focusing on three key objectives which are, presenting the relevant information for the new product to be launched, increasing the demand for the product and differentiating the product from other brands, the best promotional tools to be used will be advertising and public relations. Advertising is referred to as a form of paid promotional tool whereby a non-personal communication is used in order to reach the targeted audience (Hackley, 2010). For an organization that operates on a global platform advertising is a significant promotional tool as it creates awareness of the products much faster. The benefits of using advertising are numerous. To start with advertising promotes wider coverage depending on the medium used, it promotes a better branding perception, it offers an efficient audience engagement and also it is informative (Masterson, 2010). In this case as the marketing team, we will use the internet, newspapers, magazines, television and also billboard posters in the brand countries bases in order to inform and persuade the men customers, who are the targeted audience for the new collection. The internet

Reading in the English Literary Heritage-response to Shakespeare Essay Example for Free

Reading in the English Literary Heritage-response to Shakespeare Essay Write an essay, which focuses on the character of Lady Macbeth as presented in act five, scene one and the scenes leading up to the murder of King Duncan. In act five, scene one the audience sees one of the many facets of Lady Macbeths complex character as she is seen to be sleepwalking, while being carefully observed by her waiting gentlewoman and a doctor of physic. Her gentlewoman introduces this deranged behaviour, when she says, Lo you, here she comes. This is her guise and, upon my life, fast asleep. There are many possibilities to be explored that could be found to be the impetus bringing Lady Macbeth to sleepwalk. The first being that in Shakespeares time a person found to be sleepwalking meant that evil spirits and demons possessed them. Lady Macbeth played a forceful role in the scheming, leading up to the murder of Duncan and was heavily involved in the event itself. In act two, scene two; exasperated with Macbeth, Lady Macbeth takes the daggers to smear Duncans blood on his servants faces. The sight of Duncans blood has had a profound effect on her and in act five, scene one this becomes apparent when she says in her sleep, Yet who would have thought the old man to have had so much blood in him. In saying this line she is remembering and reflecting on the moment of when she placed the bloody daggers next to the guards. She is thinking about how much Duncan bled. The image of Duncans blood on the daggers and on her hands has stuck in her mind and is plaguing her thoughts, so much so that she is desperate to be cleansed. The crime is lying very heavily on her conscience and her heart and she longs to be cleansed of the blood, which is symbolic of her guilt at the deeds she has committed. While in a frantic, frenzy she says, Out damned spot! Out, I say! Whilst delivering this line, Lady Macbeth excessively rubs her hands in a washing motion. Although this is not a stage direction in the play, it is implied by the gentlewomans line, It is an accustomed action with her, to seem thus washing her hands. This action of Lady Macbeth suggests that her conscience and imagination are deceiving her causing her to have an illusive image of her hands covered in blood. She is trying to erase herself of the guilt she now feels at murdering Duncan. Although in Act two, scene two Lady Macbeth, says to Macbeth, A little water clears us of this deed. By this she means that with water the blood will wash off and they can forget that the murder ever happened. However, in act five, scene one she is distressed because she cant get rid of the vision of blood and the feeling of guilt. She says, What, will these hands neer be clean? This rhetorical question is almost a statement from Lady Macbeth in a state of desperation questioning whether she will ever be able to be rid of the guilt at what she has done. All throughout this scene Lady Macbeth is in a state of mental turmoil and most of her deepest, most private thoughts and feelings are revealed. Subtly this illustrates how men and women in Shakespeares time had vastly different roles. Lady Macbeth has no one to talk to with a head full of anxieties, regrets and confusion. She is isolated and alone. Her thoughts about the murder and how distant Macbeth has become are driving her mad, which is manifested by her sleepwalking. Whereas Macbeths fears are displayed in act three, scene four at a banquet, when Macbeth is unnerved at his minds illusion of Banquos ghost. These feelings of Macbeth are shown at an extremely public event, a banquet surrounded by all his lords and important men in society. However Lady Macbeths fears are revealed in the private setting of her bedroom. She has to be much more conservative than Macbeth as it is her role to be publicly stable. Macbeth is permitted to expose his true sentiments, because he is king and furthermore because he is a man. In the time before the murder, Lady Macbeth loved life and she and Macbeth had the perfect partnership. They saw each other as equals and were both ambitious and secure in their relationship and their position in society, although Lady Macbeth was continuously striving for more. Despite all this, after the murder they have drifted apart. They no longer control things together and the emotional distance between them means Lady Macbeth fears what her tyrant husband will do next because she feels she no longer knows him as she once did. Evidence of this can be found in the fragmented language she uses when sleepwalking, that echoes her own and Macbeths words about past murders: Duncan, Lady Macduff and Banquo. Her tortured imagination peregrinates over past conversations she has had with Macbeth. At first she ponders on the murder of Duncan, One, two. Why then tis time to dot. Which is referring to what Macbeth says to her in act two scene two, just before he goes to carry out the murder, I go and it is done. The bell invites me. Then she turns her attentions to the murder of Lady Macduff and her children, she says, The thane of Fife had a wife. Where is she now? Following this she relives what she says to Macbeth at the banquet in reassurance to convince him that he cant see Banquo. Banquos buried; he cannot come out ons grave. However, Lady Macbeth continuously goes back to the murder of Duncan, which implies that compared to the other murders she was most affected by it. This is because she was heavily involved so it was when her state of mind and all the different aspects of her life changed suddenly and dramatically. Repeatedly Lady Macbeth restates lines that she said to Macbeth in a desperate attempt to re-establish the connection that she and Macbeth once had. As Macbeth no longer seems to exist for her, she has become extremely isolated and in saying lines such as, Come, come, give me your hand. She is yearning for the security of her own marriage. While sleepwalking, Lady Macbeth carries with her a candle. As suggested in her gentlewomans line, She has light by her continually, tis her command. Lady Macbeth is frightened of darkness and always needs the security of light around her. This may be because Duncans murder was committed at night in darkness and she is frightened of his ghost or of being murdered herself in darkness. However it is a strong contrast to the start of the play, Act 1 Scene 5 where she pleads for darkness, so she and Macbeth can murder Duncan. Come, thick night, and pall thee in the dunnest smoke of hell, that my keen knife see not the wound it make. It is also a contrast of the personality and state of mind of Lady Macbeth; at the beginning of the play she is a strong, confident, motivated and ambitious woman and the driving force behind Macbeth. However as the play develops she becomes less assertive, and more unsettled. Lady Macbeth thought that once the murder of Duncan was accomplished and completed, it would be finished and she and Macbeth would become successful rulers of Scotland. She reflects on this thought in act five, scene one, by saying, Who knows it, when none can call our power to account? Nevertheless only one part of this dream of the future has come to life and that is that she and Macbeth are rulers of Scotland. Duncans murder was far from the end of that series of events for Lady Macbeth; instead it has provoked lots and changed everything. The sleepwalking portrays this and shows that she is unsettled, maybe because of her unfulfilled dreams. The audience is shown another feature of Lady Macbeths character in act five, scene one. Her sentiments are expressed with a simplistic use of language, with the use of prose as opposed to verse. For example, Heres the smell of blood still; all the perfumes of Arabia will not sweeten this little hand. O, O, O. This uncovers what Lady Macbeth is truly feeling in her heart and head. Her human emotions are also demonstrated about her regret at the amount of bloodshed, and the audience sees her as not just a manipulator but as scared, vulnerable and confused woman. Her gentlewoman says in sympathy for her, I would not have such as heart in my bosom for the dignity of the whole body. The presence of the doctor and the waiting gentlewoman add to the effectiveness of this scene by the way they react to what Lady Macbeth is doing and saying. When the doctor realises what Lady Macbeth is reliving and saying about the murders he is unsure, horrified and cant make sense of it. Whereas the waiting gentlewoman already knew about the murders from Lady Macbeths sleepwalking in the past and she knows she could be in serious trouble if the doctor tells anyone what he has discovered. She says to the doctor, Neither to you, nor anyone, having no witness to confirm my speech. However the doctor and the waiting gentlewoman are both innocent onlookers on the situation and have mixed emotions. Whereas they are both horrified at what they hear, they cant make sense of it and feel pity for Lady Macbeth and how troubled she is. The doctor says, My mind she has mated and amazed my sight. And, The heart is sorely charged. This all adds to the effectiveness of the scene because it shows a normal persons reaction to what has happened to Lady Macbeth, which also shows a contrast to the audience between her uneasy and almost insane character and that of a sane, rational person. This enhances Lady Macbeths character for the audience. Further more when the doctor says, This disease is beyond my practice. More needs she the divine than the physician. There is a feeling of sadness and sympathy from him. This provokes the same feelings from the audience. In the first half of the play the audience saw Lady Macbeth as a strong, female character, (relative to Shakespeares times) and now they see that she has a tyrant of a husband, who has no conscience and she is bearing all the guilt of their actions for both of them. I believe that Shakespeare wanted to affect the audience in this scene and make them have some sympathy for Lady Macbeth. The dramatic function of the presence of the doctor and waiting gentlewoman in this scene is to narrate to the audience the scenes events and explain to them what is happening. The doctor gives detailed descriptions of what is happening, for example, Look how she rubs her hands. It is then the waiting gentlewoman who commentates further and emphasizes the events, and also adding some further information, beyond the scene, such as, It is an accustomed action with her, to seem thus washing her hands; I have known her continue in this a quarter of an hour. This gives the audience additional information about the events, which increases the effect of the scene because it is delving into the reasons of Lady Macbeths increasing uneasiness. One could consider that Shakespeares dramatic purpose of placing this scene at this point in the play is to show the transformation and variation in Lady Macbeths character. Prior to this scene in the play the audience sees Lady Macbeth as a strong, ambitious, female. Throughout act five, scene one Shakespeare reminds the audience of the past events leading up to the murder of Duncan and how Lady Macbeth has come to be so disrupted, unsettled and disturbed. The scene summarizes previous events, while also depicting Lady Macbeths state of mind to the audience and showing the transformation of her character. Act five, scene ones dramatic purpose is to be in a position to be able to be a conclusive scene of the beginning of the plays events, before moving on to the downfall of Macbeth. The opening scene of the play grabs the audiences attention as three witches appear on stage. The witches would have scared an audience in Shakespeares times because they was a strong belief in superstition but nowadays it takes a lot more to scare an audience. In act one, scene one; briefly the witches arrange a meeting with Macbeth on a heath. When shall we three meet again? In thunder, lightning, or in rain? To which the reply is, Upon the heath. There to meet with Macbeth. In act one, scene two Macbeth is instantly introduced as a heroic, strong character by the Captain of a battle, in which Macbeth defeats the rebel enemy Macdonald, personally killing him against the odds. For brave Macbeth-well he deserves that name-disdaining fortune, with his brandished steel, which smoked with bloody execution. Reflecting on this King Duncan sentences a traitor, the Thane of Cawdor and awards this title to Macbeth. No more that Thane of Cawdor shall deceive. Go pronounce his present death and with his former title greet Macbeth. What he hath lost, noble Macbeth hath won. The witches are re-introduced to the audience in act one, scene three, this time on the heath in foul weather, which serves to increase the dramatic effect. They are waiting for Macbeth to come. The witches are evil women, who plan to use their power. As they wait for Macbeth they plot to torment a sea captain whose wife has tormented them, by describing terrible things, which makes the start of the scene quite violently disturbing, with a threatening atmosphere. Macbeths arrival is signalled by a drum, A drum, a drum; Macbeth doth come. Says the third witch. As Macbeth enters for the first time in the play, with fellow warrior Banquo, his initial words are, So foul and fair a day I have not seen. Immediately this establishes a connection between Macbeth and the witches, as their lines in the opening scene were, Fair is foul, and foul is fair. Also the witches are called the weà ¯Ã‚ ¿Ã‚ ½rd sisters, and in Anglo-Saxon mythology, weà ¯Ã‚ ¿Ã‚ ½rd sisters were the goddesses of destiny who predicted the future. When Macbeth and Banquo enter they are puzzled as to what these beings are with such a revolting appearance, Banquo describes them, So withered and so wild in their attire, that look not like thinhabitants othearth. Each at once her choppy finger laying upon her skinny lips; you should be women and yet your beards forbid me to interpret that you are so. What happens next is very significant for the rest of the play. The witches prophecy about Macbeth and his future and then at his request, Banquo, All hail Macbeth, hail to thee, Thane of Glamis. Thane of Cawdor. That shalt be king hereafter. They predict that Macbeth will have these titles and that Banquos descendants will be kings, but he himself will not. Thou shalt get kings, though thou be none. Then refusing to answer Macbeths questions the witches vanish in front of Macbeth and Banquo, leaving them shocked, bewildered and discombobulated. The witches come to Macbeth at exactly the right moment and place to shock him. He is fresh from the killings at the battle and his raw ambition is hungry for greater things. The witches introduce these things to him by speaking his innermost thoughts and tempting him with his own aspirations and predilections. Macbeth and Banquo are both left to reflect on what the witches have just said to them and to try to make some sense of it when Ross enters, telling Macbeth of his new title, Thane of Cawdor, He bade me, from him, call thee Thane of Cawdor: In which addition, hail most worthy thane, for it is thine. This shocks Macbeth, as he says, almost accusingly, Why do you dress me in borrowed robes? Then, later in the scene three, Macbeth exposes his initial thoughts in an aside to the audience about the witches prophecy and how there moral implications have affected him. Macbeths mind is in turmoil, as he battles with his conscience and his desires over how he should behave in response to the witches prophecy. He is disturbed and horrified at the thought of killing Duncan, as they have great respect for each other, but he desperately wants to become king, that is his deepest ambition and desire, Why do I yield to that suggestion, whose horrid image doth unfix my hair and make my seated heart knock at my ribs against the use of nature? However he resolves with himself to accept the future and the changes it will bring, If chance will have me king, why chance may crown me without my stir. Whereas Banquo uses the imagery of clothes to elucidate Macbeths, rapt. He says, New honours come upon him like our strange garments, cleave no to their mould, but with the aid of use. During act one, scene four, Duncan reveals and announces that his own son, Malcolm is to be heir to the throne. This irritates and appalls Macbeth; if Duncan had not named Malcolm as his heir, the thanes would have elected the next king after Duncans death, and as Macbeth is a honoured warrior, there was a possibility he would have been elected. The audience sees another facet to Macbeths character when in an aside he says about his annoyance, That is a step on which I must fall down, or else oerleap, for in my way it lies. Stars, hide your fires, let not see my black and deep desires, the eye wink at the hand. These lines really seal Macbeths evil intentions and it is maybe what makes him decide, definitely that he will be king, whatever the consequences are for others and him. When the audience first sees Lady Macbeth in act one, scene five, she is reading Macbeths letter in which his meeting with the witches is described to her, They met me in the day of success, and I have learned by the perfectest report they have more in them than mortal knowledge. In reading the letter further, Lady Macbeth learns of the witches prophecy and that the first, that Macbeth will become Thane of Cawdor has been fulfilled almost right away. Previously Macbeth has demonstrated his disgust at the thought of the murder of Duncan and the consequence and repercussions it would have. After reading the letter Lady Macbeth reinforces these emotions and thoughts by saying in her first soliloquy, Glamis thou art, and Cawdor, and shalt be what thou art promised. Lady Macbeth knows her husband is ambitious and passionate about his dreams of kingship, but she also knows and feels that he is too fair and conscientious about what is wrong and what is right. She says, I do fear thy nature it is too full othmilk of human kindness to catch the nearest way. We know Lady Macbeth and Macbeth are great partners, who share everything, and know each other inside- out, and this is confirmed in Macbeths letter when he refers to her as, My dearest partner of greatness. However, taking this into account Lady Macbeth realises that to become queen of Scotland and to realise her own and Macbeths dreams she will have do or sacrifice anything to get this. She says, What thou wouldst highly, that wouldst holily; wouldst not play false, and yet wouldst wrongly win. Saying this it appears as though Lady Macbeths naked ambition is almost stronger than her husbands. She seems to disregard morals in order to get what she wants and has unbelievably strong willpower and determination. Once she has decided Macbeth will be king, then she starts to introduce supernatural forces and the idea of inviting in evil spirits to help her succeed. That I may pour my spirits in thine ear and chastise with the valour of my tongue. It is when Lady Macbeth is told of Duncans plans to visit the castle that her ambition and wickedness bloom and become very apparent. She knows that this is her chance to seize the moment and facilitate Macbeths future role as king of Scotland. In her second soliloquy she summons up her evil spirits in the form of magic to assist her with her murderous plans for Duncan. She refers to a raven, which is a bird, seen as an evil omen and then she says, Come, you spirits that tend on mortal thoughts, unsex me here and fill me from the crown to the toe top full of direst cruelty; make thick my blood, stop up thaccess and passage to remorse. In saying this, it is clear that she no longer just wants to be an ambitious and dominant woman, her desire is to become evil personified, pitiless and with no sense of morals. She says, Come to my womans breasts and take my milk for gall, you murdring ministers. She is saying that she wants her breasts to be full of poison, rather than the milk of human kindness. Which is what she described Macbeth as having. Lady Macbeth closes her speech with triumph, summoning night, death and hell. She pleads for a disguise for the crime that she and Macbeth will commit. Come, thick night, and pall thee in the dunnest smoke of hell, that my keen knife see not the wound it makes, nor heaven peep through the blanket of the dark. Lady Macbeth almost seems to have changed from an ambitious, forceful woman into an evil woman, harbouring evil spirits and thoughts. However in reality she is still a mortal woman, whose actions will cause her to suffer great consequence and remorse. As Macbeth enters, Lady Macbeth greeting echoes that of the witches. Great Glamis, worthy Cawdor, Greater than both by the all-hail hereafter. This suggests that she now has formed a connection with the dark side and that evil spirits really are deeply entwined in her thoughts and actions. The instant she starts a conversation with Macbeth, she makes it clear what is going to happen to Duncan that night, O never shall sun that morrow see. She is implying in her words that after that night Duncan will never see sunlight again, because he will be dead. Lady Macbeth instructs Macbeth to, Look like thinnocent flower, but be the serpent undert. She makes an analogy, in which she compares Macbeth to be a serpent, which is biblically an evil creature. Then she takes control of the situation and Macbeth with a strong sense of purpose and character that is ruthless, To alter favour ever is to fear. Leave all the rest to me. When Duncan arrives at the castle in scene six Lady Macbeth confidently leads him inside and to his death with a sense of triumph. Your servants ever have theirs, themselves, and what is theirs in count to make audit at your highness pleasure, still to return to your own. However during this time, leading up to the murder Lady Macbeth continuously has to reinforce her plans, courage and strong will onto Macbeth, who shows reluctance in accepting it. At the start of scene seven, Macbeth is seen to be agonising relentlessly with his conscience over killing Duncan and the consequences it will incur. He wrestles with his conscience, saying, If it were done when tis done, then twere well it were done quickly. Then he has a change of heart saying, Hes here in double trust: First, as I am his kinsman and his subject, strong both against the deed; then as his host, who should against his murderer shut the door, not bear the knife myself. This private reasoning continues until, finally Lady Macbeth appears and puts a stop to it. At first Macbeth refuses to do the murder, saying, We will proceed no further in this business. However his efforts are wasted on her as she turns angrily on him and we see her become a manipulating, strong willed woman again. Immediately she turns things around on Macbeth and simply points out that he implied that the murder was the only thing to do. Was the hoe drunk? Hath it slept since? And wakes it now to look so green and pale at what it did so freely? From this time, such I account thy love. She also says that if he is taking back all the things he said, she will assume that that is true about how strongly he loves her. This would hurt Macbeth and also come as quite a surprise as they have such an intense and loving relationship. Then more effectively she torments Macbeth about his masculinity by calling him a coward. Live a coward in thine own esteem. She knows Macbeth well enough to know that will upset him because he is publicly known as a heroic warrior, however it doesnt get the reaction she wants as he points out to her that he is merely a man. I dare do all that may become a man; who dares do more is none. Furthermore Lady Macbeth makes the ultimate taunt to persuade her husband to kill Duncan by saying she would kill their child. I have given suck and know how tender tis to love the babe that milks me: I would, while it was smiling in my face, have plucked my nipple from his boneless gums and dashed the brains out, had I sworn as you have done this. In saying this Lady Macbeth is playing her womanliness against Macbeths manliness by saying she would make the ultimate sacrifice to keep the promise he has made. She makes the point that she once was a mother, and she could remember the overwhelming love she felt for her child, but she would have given it all up to make Macbeth king. Lady Macbeth is also clever in realising she needs to use violent, disturbing, grotesque imagery for Macbeth as a shock tactic to convince him to murder Duncan, as this night is their perfect opportunity. At this point Macbeth offers no resistance to his wifes strength and force over him, as he knows he will not overcome her determination and extreme assertiveness, Bring forth men-children only, for thy undaunted mettle should compose nothing but males. He only questions what should happen if they were to fail, which she replies in an extremely optimistic, self assured and almost over confident manner, Who dares receive it other, as we shall make our griefs and clamour roar upon his death! The plan for the murder is organised and in act one, scene seven Macbeth leaves to complete it saying, almost wearily and sadly, I go and it is done. The bell invites me. Hear it not, Duncan, for it is knell that summons thee to heaven or hell. In act two, scene two, exhilarated by alcohol and anticipation Lady Macbeth awaits her husband to confirm that the murder is done. That which hath made them drunk, hath made me bold; what hath quenched them, hath given me fire. She has drugged Duncans bodyguards, but is afraid that Macbeth may have been too cowardly to carry out the murder. I have drugged their possets, that death and nature do contend about them, whether they live, or die. It is then, when Lady Macbeth reveals her single weakness up until this point, which is why she couldnt or wouldnt murder Duncan herself, Had he not resembled my father as he slept, I had donet. This is another facet of her character shown, as we start to see her humane side exposed and vulnerable. Following this Macbeth returns to Lady Macbeth to say he has completed the murder in a terrible state of remorse and fear of what will punish him of the crime he has just committed. Wherefore I could not pronounce Amen? I had most need of blessing, and Amen stuck in my throat. He is obsessively panicky because he cannot say Amen. It is then, that Lady Macbeth regains control of the situation and transforms into an iron willed woman again in order to hold Macbeth together. She says to him in an ironic and impatient manner, dismissing his hallucinations of a voice crying he had murdered sleep, These deeds must not be thought after these ways; so, it will make us mad. It is then when she sees that Macbeth has brought the bloody daggers back from the scene of the murder that she implicates herself and gets further involved with the murder; Macbeth refuses to return the daggers so she says, Give me the daggers. The sleeping and the dead are but as pictures; tis the eye of childhood that fears a painted devil. If he do bleed, Ill gild the faces of the grooms withal, for it must seem their guilt. From this point onwards Lady Macbeth and Macbeths relationship starts to change as they drift apart emotionally and physically. Their personas are dramatically reversed as Lady Macbeth who was once an iron willed, passionate, ambitious woman becomes extremely deranged and depressed. Her character develops and changes throughout the play as she is transformed from an ambitious, powerful woman to someone is full of regret and with a heart full of foreboding, which lies very heavily on her conscience. Paradoxically, Macbeths characteristics, his strong sense of morals and fairplay and a clear conscience are replaced with a tyrant personality and where little or no remorse at the taking of other peoples lives.

Heart Of Darkness :: essays research papers

The Transformation of Marlow - Conrad’s Explication of Europe’s Colonial Practice in Africa In “Heart of Darkness'; Conrad introduces his protagonist Marlow, his journey through the African Congo and the “enlightenment'; of his soul. With the skilled use of symbols and Marlow’s experience he depicts the European colonialism in Africa, practice Conrad witnessed himself. Through Marlow’s observations he explicates the naiveness of the Europeans and the hypocritical purpose of their travelling into the “dark'; continent. Marlow’s experience in Africa starts with the desire for travel and great journeys to conquer the “blank spaces'; on the map and the naive believe that the mission of the Europeans is to civilize the natives. Marlow’s aunt believes that this voyage is a mission to “wean those ignorant millions from their horrid ways.'; (Conrad, 16). In reality everywhere they went they colonized the land, used the natural resources, and left ruins behind them. Marlow says, “They grabbed what they could get for the sake of what was to be got. It was just robbery with violence, aggravated murder on a great scale, and men going at it blind - as is very proper for those who tackle a darkness. The conquest of the earth, which mostly means the taking it away from those who have different complexion or slightly flatter noses than ourselves...'; (Conrad, 10). With the unfolding of his journey Marlow starts his “enlightenment.'; We can observe his evolution from “everyday European'; to someone who realizes his own naiveness and begins to see the surrounding reality. This is the moment when he witnesses the shelling of the continent, “In the empty immensity of earth, sky, and water, there she was,incomprehensible, firing into a continent. Pop, would go one of the six-inch guns: a small flame would dart and vanish, a little white smoke would disappear, a tiny projectile would give a feeble screech - and nothing happened. Nothing could happen. There was a touch of insanity in the proceeding, a sense of lugubrious drollery in the sight;'; (Conrad, 17). Marlow is watching this occurrence, what to his fellow Europeans appear to be a fierce battle, in his eyes is a senseless destruction. He sees them firing “tiny projectiles'; producing a “pop,'; which symbolically represents the falsity of the European mentality. With that passage Conrad starts Marlow’s realization, and from this point on he begins his separation from the typical Europeans that surround him.

How the Environment Plays a Role in Learning? Essay

During the 1990s, considerable interest has been generated in the design of constructivist learning environments. The promise of these systems to leverage capabilities of technology, empower learners to pursue unique goals and needs, and re-conceptualize teaching-learning practices has sparked both provocative ideas as well as heated debate. Yet, problems in grounding designs within established theory and research are commonplace, as designers grapple with questions regarding epistemology, assumptions, and methods. Problems in implementation and practice are also commonplace, as pragmatic constraints surface and conflicting values emerge. We suggest three key issues that are likely to dominate the constructivist learning environment landscape. Inertia and the Tyranny of Tradition: Old Dogs, New Tricks? Although as educators we espouse support for constructivist approaches to teaching and learning, we continue to rely on familiar pedagogical approaches such as lectures, worksheets, and rote learning practices. At the moment, educators perceive such approaches as more compatible with traditional expectations and methods of student assessment and better supported by existing infrastructures. Stated differently, it is easier and more efficient to maintain current practices than to promulgate approaches for which significant shifts–epistemological, technological, and cultural–are required. (Swef, 2002) In truth, few designers have acknowledged, much less successfully negotiated, the hurdles associated with transforming a highly traditional community of educational practice. Yet, as constructivist learning environments are repurposed to fit traditional classroom practices, mismatched theoretical foundations, assumptions, or methods may result. Instructional methods or assessment practices are often added to (or taken away from) original designs to make them more compatible with classroom pragmatics and constraints. In essence, constructivist pedagogy is applied to attain traditional goals, and the environment becomes an instance of what Petraglia ( 1998) refers to as â€Å"domesticated constructivism† (cited in Karyn, 2003). For instance, a teacher may intend to use a constructivist environment within  a climatology unit to support hypothesis generation, prediction, data collection, and analysis. The environment may also employ powerful visualization tools and complex sets of meteorology databases and resources (perhaps from the WWW) in ways that are consistent with the environment’s constructivist foundations. (Swef, 2002) Yet, as pedagogical methods are considered, they may be tempered by the prevailing cultural values of high standardized test scores and mastery learning of basic skills. Consequently, rather than engage in prediction, interpretation, and data analysis, learners instead search databases to find specific answers to questions established in advance (e.g., find the temperature in San Diego; define the greenhouse effect; what is the coldest day on record in Los Angeles). Pragmatic influences may also intervene. (Karyn, 2003) Activity may be limited to the traditional two 50-minute class meetings per week and conventional tests and assessments of the unit’s meteorology content. Perhaps only a single computer is available, and consequently the teacher chooses to project and demonstrate the tools and resources rather than allow students to define, solve, and collaborate on weather prediction problems. (Zevenbergen, 2008)Learned Helplessness and Learner Compliance: â€Å"Will This Be on the Test?† In typical constructivist learning environments, students establish (or adopt) learning goals and needs, navigate through and evaluate a variety of potentially relevant resources, generate and test hypotheses, and so forth (Oliver, 1999). Teachers clarify rather than tell, guide rather than direct, and facilitate student effort rather than impose their own approaches. For both teachers and learners, these represent radical departures from conventional school-based learning activities. Teachers have traditionally possessed the required knowledge, determined what is correct and what is incorrect, and set and enforced grading standards. (Goodyear, 2001) Students are told what knowledge is required, which answers are correct and which are incorrect, and the standards that separate good from bad students, average from substandard performance, and robins from bluebirds. A pact between teacher and student is tacitly struck and enforced: Good teachers make the preceding explicit and direct student effort accordingly, while good students learn quickly to detect and comply with the standards. Research in the late 1990s on student engagement in constructivist learning environments has underscored several disturbing patterns. Land and Hannafin (1997), for instance, examined how seventh graders used the ErgoMotion (Karyn, 2003) roller coaster micro world to learn about force and motion concepts. Despite numerous and varied features and opportunities for learners to hypothesize, manipulate, and test predictions, many learners failed to either connect key concepts well or internalize their understanding. In lieu of the teacher, and perhaps in an attempt to identify what the system required of them, most relied exclusively on the explicit proxy structure provided by the system. They frequently queried the researchers as to whether or not responses were correct or whether they had â€Å"done enough yet.† Students were dependent on, and sought compliance with, external agents to tell them what, when, and in what order to respond, as well as to judge the quality, accuracy, and completion of their efforts–skills essential to constructivist learning environments. (Kember, 2007)Similarly, numerous compliant strategies in web-based, hypermedia environments were reported among middle school (Oliver, 1999) and adult students. Learners tended to use externally provided questions almost exclusively to navigate the system and find â€Å"answers† to open-ended problems (Kember, 2007). Similarly, Karyn (2003) reported that children attempted to apply traditional strategies to presumably web-based inquiry-oriented learning tasks. They tended to view the activity as finding the correct answer to their research question and â€Å"thus reduced the task to finding a single page, the perfect source, on which the answer could be found†. In these instances, learners invoked methods that do not typically support or promote open or inquiry-based learning–ironically the strategies required for successful performance in formal education. In the late 1990s, constructivists have emphasized the importance of scaffolding learner self regulation and strategic processes to help learners manage the complexity of the environment (Karyn, 2003). It is important to determine how learners use available scaffolds and to adapt accordingly. Without strategies appropriate to student-centered learning tasks, learners may fail to either invoke the affordances of the environment or to develop the strategies engendered by them. The Situated Learning Paradox. â€Å"I Know What I Know.† Although prior knowledge and situated contexts enhance transfer potential (Oliver, 1999), they also engender incomplete, naà ¯ve, and often inaccurate theories that interfere with rather than support learning. Paradoxically, these are precisely the types of thinking constructivist learning environments build upon. Most learners, for instance, believe that heavier objects sink and lighter objects float; their personal experiences confirm this intuitive theory. The resulting misconceptions, rooted in and strengthened by personal experience, are highly resilient and resistant to change. Although personal theories are considered critical to progressive understanding, they can become especially problematic when learners become entrenched in faulty theories to explain events that cannot be tested within the boundaries of a system or fail to recognize important contradictory evidence. (Cunningham, 2008)Learners referenced pri or knowledge and experiences that either contradicted or interfered with the environment’s treatment of the concepts of force and motion (Zevenbergen, 2008). In one case, theory preservation seriously limited the ability to learn from the system. One student failed to either detect system-provided information or seek confirmatory data due to the intractability of his beliefs; he was so entrenched in his beliefs that he failed to seek and repeatedly overlooked counterevidence (Karyn, 2003). In another case, a learner recalled an operator remarking that roller coaster brakes and clamps would terminate a problem run immediately. Consequently, she mistakenly perceived the coaster to be slowing down around curves, falsely confirming her belief that brakes were applied when they were not. Because they were strongly rooted in personal experience and could not is tested using the available tools, faulty conceptions endured. Thus, the completeness of a system’s representation of simulated phenomena is critical because learner’s access related prior knowledge and experiences that may contradict the environment’s treatment of th ose concepts. In sum, several perspectives regarding design of learning environments have emerged in response to interest in alternative epistemologies. Although considerable progress has been made to advance researchers’ understanding, many questions and issues remain. Whereas some studies have identified  problems and issues related to the design and implementation of constructivist learning environments, others have reported noteworthy benefits. It is imperative that efforts continue not only to ground design practices more completely but also to better understand the promise and limitations of constructivist learning environments. References Cunningham, Billie M. (2008) Using Action Research to Improve Learning and the Classroom Learning Environment. Issues in Accounting Education, Vol. 23 Issue 1, p1-30,Goodyear, P., Salmon, G., Spector, J. M., Steeples, C. & Tickner, S (2001) â€Å"Competences for Online Teaching: A Special Report†, Educational Technology, Research & Development, Proquest Education Journals, pp 65-72Karyn Wellhousen, Ingrid Crowther (2003) Creating Effective Learning Environments. Florence, KY: Delmar Cengage Learning. Kember, David; Leung, Doris Y. P.; Ma, Rosa S. F.. (2007) Characterizing Learning Environments Capable of Nurturing Generic Capabilities in Higher Education. Research in Higher Education. Oliver, R. (1999) Exploring strategies for online teaching and learning. Distance Education, 20, 2, Proquest Education Journals, pp 240-54Swef Chiew Goh, Myint Swe Khine. (2002) Studies in Educational Learning Environments: An International Perspective. New Jersey: World Scientific Publishing Company. Zevenbergen, Robyn; Lerman, Steve. (2008) Learning Environments Using Interactive Whiteboards: New Learning Spaces or Reproduction of Old Technologies? Mathematics Education Research Journal, Vol. 20 Issue 1, p107-125

Role of Youth in promoting Communal harmony in India Essay

Posted by SujataParashar on March 7, 2013 in News  · 0 Comments When my son was about six his classmate asked him about his religion. My son could not answer him as that was the first time someone had asked him that question. He did not know what his religion was. For that matter he did not know the meaning of the word. But he was curious about it and so after returning from School that day he asked me the same question: ‘what is my religion, Mom?’ Instead of replying to him immediately I made him sit and asked him about his day at school and during our conversation gently probed why he wanted to know about it. Once I learnt the exact reason, I explained him the meaning of the term in the simplest of ways and told him that if anyone asks him about it again to tell them that; he is an Indian. He listened to my explanation, nodded quietly and left it at that. I wasn’t sure whether my son had understood or accepted my explanation. But to my surprise I learnt that he had registered it well. And even now when he has learnt through his text books that India is a multi – cultural, multi – lingual and a multi – religious country and that many of his friends belong to different communities and follow different religions, whenever he has been asked by anyone about it, he has sincerely informed them that he is an Indian. I share the above personal experience just to highlight that the understanding and attitudes of our children (and youth) play a crucial role in shaping the future of the country. It is important that from a young age they learn and imbibe the â€Å"unity in diversity† spirit — which is the essence of our nation. In fact, our history is replete with examples where so many of our Kings, Emperors and even the invaders and colonial rulers divided us in the name of religious and communal differences. On the other hand, we also have countless examples of great kings who remained secular in their views and actions throughout their lives and consequently the country prospered under their rule. In fact, India has always been a land of spirituality where the beliefs and faiths of people from different casts and communities have been respected and flourished. But it is also a country which has undergone transformation several times; from dynastic rule of the kings, emperors to colonial rulers and finally to gaining independence and becoming a country of the people, by the people and for the people. Yet, despite attaining freedom, having a written constitution based on ideals of democracy and  secularism and being led by visionary leaders like Mahatma Gandhi, Pt. Nehru, Lal Bahadur Shastri et al communal harmony in the country is on a decline. Issue- based politics has given way to vote – bank politics based on narrow interests and goals of political parties. In order to achieve these goals they’ve been resorting to picking up social causes on communal lines which divides rather than binds people. The situation is so bad today that even a small and often silly remark by an irresponsible member of one community about the other can take the form of a major riot – like situation leading to victimization of several hundred innocent people. Often these remarks are made deliberately and with ill – motives. The chasm between religious communities is so wide that people are fooled easily into believing even baseless rumours spread purposely to cause unrest among them. We Proud Indians Respect All Religions and Countries. In such a sad scenario it is our youths who can become agents of change and create harmony among different communities of the country, with their positive outlook and actions. Understand and Accept – As I mentioned earlier, India is a land where people of different faith have co -existed peacefully. However, it is politics, which proved to be divisive. It is not religious leaders by and large who divide but some politicians or political parties who seek to mobilise votes on grounds of religion, caste and ethnicity. The youth is educated and more aware but at the same time they must accept the true identity of India which is: multi – cultural and multi religious. It is important that they not only understand but also respect other communities and their belief system. Celebrate occasions – Major religious festivals like Diwali, Christmas, Eid, Guru Nanak’s Birthday are officially declared as a holiday in the country. Our constitution says all are equal before the law. The Government encourages all its citizens to celebrate major religious festivals, irrespective of their religion, caste or creed. But how many of us make the effort of joyfully celebrating such festivals together with the members of other communities? Not many, I think. We are divided within on the basis of our religion. One of the best ways to achieve communal harmony is to jointly celebrate and participate in each other’s religious festivals. Young people can show their secular spirit through their attitudes and actions and set an example for others to follow. Spread awareness – Most political parties have been playing the communal card to win elections. They have won elections by dividing people and by turning friends into enemies for their own gains. This must stop. Youth can be powerful agents of change. Once they know the right thing they cannot be suppressed into agreeing with the wrong. Youngsters must come together, express their opinion freely and spread awareness about important national issues and their take on it. They must involve people in discussing and debating these matters of national importance and in arriving at a conclusion through consensus about what is best for the country. And they must make sure their collective opinions are conveyed to the leaders in clear terms. This will not only ensure that the government takes decisions based on the welfare of its people but also check the politicians from playing the communal card. Be a proud Indian – Most of all young people can set example for others by showing their pride in their country thorough positive and healthy dialogues, responsible behavior and caring attitude towards one and all. â€Å"Be the change you want to see† -Mahatma Gandh

Free Essays on How Revolutionary Was The American Revolution

How â€Å"Revolutionary† was the American Revolution? By the middle of the 18th century there were growing difference in thought, life and interests between Britain (known as the ‘mother’ country) and the growing colonies that would eventually form the United States. Local political institution and practice diverged significantly from English ways, while social customs, religious beliefs and economic interests added to the potential sources of conflict. The British government of the time favored a policy of mercantilism, although laws such as the Navigation Act were only loosely enforced to regulate commerce in the British interest. This all changed abruptly in 1763. The Treaty of Paris removed a long-standing threat to the colonies (from the French) while at the same time Great Britain, under George Grenville undertook a new colonial policy intended to tighten political control over the colonies and to make them effectively pay for their defense and return income to England. While the tax levied on sugar and molasses in 1764 was smaller than the one already on the books, the promise of â€Å"stringent enforcement† was not appreciated by the colonists. In 1765 the British Parliament passed the Stamp Act, which roused a violent colonial outcry. After much protest from leaders such as James Otis, Samuel Adams and Patrick Henry which included the threat of boycott and the refusal to import English Goods Parliament repealed the Stamp Act in 1766, but passed an act formally declaring its right to tax the colonists. The right of Britain to tax the colonists became a serious issue throughout 1766-mid 1770’s. Incidents such as the seizure of a ship belonging to John Hancock (1768), the Boston massacre in 1770 and the burning of the H.M.S.Gaspee in 1772 kept the flame of rebellion lit. By the time of the Boston tea Party (1773) Britain were taking stronger measures than ever to ensure that they received what they perceived to be... Free Essays on How Revolutionary Was The American Revolution Free Essays on How Revolutionary Was The American Revolution How â€Å"Revolutionary† was the American Revolution? By the middle of the 18th century there were growing difference in thought, life and interests between Britain (known as the ‘mother’ country) and the growing colonies that would eventually form the United States. Local political institution and practice diverged significantly from English ways, while social customs, religious beliefs and economic interests added to the potential sources of conflict. The British government of the time favored a policy of mercantilism, although laws such as the Navigation Act were only loosely enforced to regulate commerce in the British interest. This all changed abruptly in 1763. The Treaty of Paris removed a long-standing threat to the colonies (from the French) while at the same time Great Britain, under George Grenville undertook a new colonial policy intended to tighten political control over the colonies and to make them effectively pay for their defense and return income to England. While the tax levied on sugar and molasses in 1764 was smaller than the one already on the books, the promise of â€Å"stringent enforcement† was not appreciated by the colonists. In 1765 the British Parliament passed the Stamp Act, which roused a violent colonial outcry. After much protest from leaders such as James Otis, Samuel Adams and Patrick Henry which included the threat of boycott and the refusal to import English Goods Parliament repealed the Stamp Act in 1766, but passed an act formally declaring its right to tax the colonists. The right of Britain to tax the colonists became a serious issue throughout 1766-mid 1770’s. Incidents such as the seizure of a ship belonging to John Hancock (1768), the Boston massacre in 1770 and the burning of the H.M.S.Gaspee in 1772 kept the flame of rebellion lit. By the time of the Boston tea Party (1773) Britain were taking stronger measures than ever to ensure that they received what they perceived to be...

Reading Comprehension for Students With Dyslexia

Reading Comprehension for Students With Dyslexia Students with dyslexia often focus so much on sounding out each word they miss the meaning of what they are reading. This deficiency in reading comprehension skills can cause problems not only in school but throughout a persons life. Some of the problems that occur are a lack of interest in reading for pleasure, poor vocabulary development and difficulties in employment, especially in job positions where reading would be required. Teachers often spend a great deal of time helping children with dyslexia learn to decode new words, decoding skills and improving reading fluency. Sometimes reading comprehension is overlooked. But there are many ways teachers can help students with dyslexia improve their reading comprehension skills. Reading comprehension is not just one skill but a combination of many different skills. The following provides information, lesson plans and activities to help teachers work to improve reading comprehension skills in students with dyslexia: Making Predictions A prediction is a guess as to what will happen next in a story. Most people will naturally make predictions while they read, however, students with dyslexia have a hard time with this skill. This can be because their focus is on sounding out words rather than thinking about the meaning of the words. Summarizing Being able to summarize what you read not only helps in reading comprehension but also helps students retain and remember what they read. This is also an area students with dyslexia find difficult. Vocabulary Learning new words in print and word recognition are both problem areas for children with dyslexia. They may have a large spoken vocabulary but cannot recognize words in print. The following activities can help build vocabulary skills: 15 Tips for Developing Word Recognition SkillsFlash Cards for Word RecognitionLesson Plan: Using Art to Increase Vocabulary Skills in Students with Dyslexia Organizing Information Another aspect of reading comprehension that students with dyslexia have a problem with is organizing the information they have read. Often, these students will rely on memorization, oral presentations or following other students rather than internally organizing information from written text. Teachers can help by providing an overview before reading, using graphic organizers and teaching students to look for how information is organized in a story or book. Inferences Much of the meaning we derive from reading is based on what is not said. This is implied information. Students with dyslexia understand literal material but have a harder time finding hidden meanings and making inferences. Using Contextual Clues Many adults with dyslexia rely on contextual clues to understand what is read because other reading comprehension skills are weak. Teachers can help students develop contextual skills to help improve reading comprehension. Using Previous Knowledge When reading, we automatically use our personal experiences and what we have previously learned to make the written text more personal and meaningful. Students with dyslexia may have a problem connecting prior knowledge to written information. Teachers can help students activate prior knowledge by pre-teaching vocabulary, providing background knowledge and creating opportunities to continue building background knowledge.

Enhancing Employability & Employment Essay Example | Topics and Well Written Essays - 3000 words

Enhancing Employability & Employment - Essay Example The derived information from the exploratory research suggests that compliance with legal requirement and accounting standards not only improves the existing system within Ernst & Young but also helps them in devising strategies meant for community and societal development. The main aim of the hard and soft system models as solutions for Ernst & Young would help in the removal of the existing functional and non-functional barriers for the improvement and efficiency in the accounting system and also the achievement of the goals and objectives. Covert, overt dimensions, hard and soft systems would help in identification of taxation and accounting errors and also the delay causing the timely delivery of projects. On the other hand, the Weisbord Six Box Model would facilitate both the running the existing system, design of constructive organizational structure and enhancing the work climate. Table of Contents Executive Summary 2 Table of Contents 3 Introduction 4 Outline of Research used for Ernst & Young 4 Diagnosis of Internal Issues Faced by Ernst & Young 5 Diagnosis of External Issues Faced by Ernst & Young 8 SWOT Analysis 10 Analysis of Issues faced by Ernst & Young 11 Recommendations of Change Management Strategy 12 Justification of Change Management Intervention Techniques 14 Reference List 16 Introduction Ernst & Young, a multinational professional service provider with its headquarters in London, United Kingdom, is regarded as the world’s third largest professional service provider. It is also one of the largest accounting firms in the present scenario. The company operates in more than one-fifty countries with more than seven hundred offices in the world and employs more than one hundred and seventy-five thousands employees (Ernst &Young, 2013a). The prime objective of the organization revolves around providing audit, tax, legal and advisory services to the leading organizations. The company caters to advisory, tax, assurance and information relate d to financial and accounting transactions. The research was conducted on this organization to help the users to understand the functionality of this firm which aims and does excel in their accounting and professional services. The management concepts along with the issues related to the organization will be highlighted. Presently, the external and internal strategic issues faced by Ernst & Young along with the appropriate solutions would be provided by the author in the following study. Finally, the study would conclude with recommendations which can help in curbing down the current strategic issues faced by Ernst & Young and aid the betterment of the existing systems. Outline of Research used for Ernst & Young Exploratory research is conducted for identification of a problem that has not been clearly identified and recognized. It is regarded as one of the research data collection methods based on secondary data available through print, media, articles and interview with the respon dents. The entire purpose of explorative research would be to precede a formal research through the availability of large and small data. It also helps the researcher to provide information through conducted surveys and experimental methods (Appelbaum et al., 2012). This is used to develop possible list of causes and help in uncovering possible avenues and assisting decision maker in reaching the goals