Research papper about photographer Paper Example | Topics and Well Written Essays - 2500 words

Papper about photographer - Research Paper Example They cumulative effects of Araki’s images are great. Araki establishes the notion that everything strictly Japanese, by design, prohibits outsiders from participation. Japan has been, in the western perception, the very replica of the other even though it remains vague to what level this repeal is true (Sharp 23). Araki’s art should, in reality, fall in this group of the other for people now that the photographer hardly ever leaves Japan, that he did not go to a western university and that he strictly speaks Japanese (Searle 1). However, his works attain exactly the opposite effect. Westerners gain the adamant feeling that these images are addressed to them - not in the logic that they are reflections of western traditions or images - like the travesties of western cinema and art found in the parodies of the Japanese picture taker Morimura - but because they function in line with the rules established in western â€Å"modernist† discourse. This paper will dwell o n this photographer and give a brief biography of his life, as well as his works. Biography Nobuyoshi Araki was born on 25th May, 1940, in Tokyo, Japan. He studied cinematography in his college days and, after graduating, went to work at Dentsu, a Tokyo-based advertising company, where he met essayist Yoko Araki, who become his future wife. Araki was only 32 years when he quit his job at the advertising agency and, after that, his works remained nearly unrecognized in the Western world (Design Autopsy 1). Of the over 70 brochures and books that published his images, produced in Japan those days, none of them were available in America and even Europe. His initial solo show outside Japan was in 1992, in Graz, and then subsequently started appearing in Germany, Austria, Holland, Switzerland, Scandinavia and Scotland. This was from 1992 to 199 (Design Autopsy 1). The years were considered a success story for the photographer who was barely known outside his nation. However, he was not t he normal artist, who is introverted, painstaking or regional, unfairly neglected by the chaotic exhibition scene (Design Autopsy 1). Araki had long before become a star in Japan’s media and a person always bounded by an entourage just like the king of pop, Michael Jackson. Araki was a tough person, a classy maverick and an artist acknowledged for particular eroticisms albeit for extremely different images. Having transformed through the countless rumors and the astounding tales connected to his name, an observer is attracted to such comparisons(Searle 1)As hard as it is to imagine Araki the artist and the photographer, the objective of tracing the genesis of his ads and deciding the actual objective is not less elusive (Design Autopsy 1). Araki’s images are full of explicit sexual characters and also heavy sexual metaphors. However, the explicitness in Araki’s photos is not â€Å"hot† as the way as it is exhibited in the sex industry (Sharp 45). His meta phors also forge connections to many other, likewise corporeal images - interiors and cityscapes, which are normally devoid of individuals and have a figurative passion of their own (Searle 1). Araki draws from a vast store of pictures, which are extended endlessly – images that have neither titles nor dates – and eventually circles around a diminutive core of normally recurring

Conflict Management Plan Essay Example for Free

Conflict Management Plan Essay Competing The strength maybe that one person will see the benefits.The weakness will be that the other person in the issue will not benefit the same or at all at the other person in the situation and does not consider the other in the situations. Collaborating The strength is when both parties involved in the issue propose to solve the problem by discussing the differences rather than by accommodating, therefore they benefit from the results.The weakness maybe if both parties agree to re solve the issue but cannot discuss the differences in their issues. Avoiding The strength is when the parties try to move on from the issue and not cause a big deal over it.The weakness maybe that by dismissing the issue; it will never get resolved. Accommodating The strength is when one party involve is willing to be the bigger person and let the other party involve win the situation, in order to keep the peace.The weakness maybe that the person who is willing to let the other win the issue. They will never resolve the issue between them and it is possible that it can be brought up in another situation. Compromising The strength can be that the issue will be solved and both parties neither win nor lose.The weakness maybe that both parties have to give up something in order for the issue to be resolved. Also, both parties to the issue will have incomplete satisfaction. 2.Which of the available conflict management strategies is most appropriate for the current situation with David and James? Provide your rationale, including what factors you considered in making your selection. Your response should be at least 100 words. In James and David situation, the most appropriate conflict management strategy will be the Collaborating and Compromising strategy. According to Robbins and Judge (2011), collaborating is when both individuals involved are in the agreement to solve the conflict in order to make each individual involved happy. It is believed that David and James should talk about the issue and try get to the bottom of where the issue or conflict began. Therefore, when James and David come to an agreement to collaborate and solve the issue, both can be happy with the outcome because not one or the other made the choice alone; it was a team effort. In addition, using the compromising strategy has some similar effects to the collaborating strategy, however, in this case there is no win or lose situation. Both James and David will have to compromise in making a decision in which will not benefit them both, but it will solve the issue. 3. If the selected strategy is not successful, what is your alternate strategy? Provide your rationale for this selection. Your response should be at least 100 words. In James and David situation if the first strategies do not work, the second appropriate conflict management strategy would be to use the accommodating strategy. Robbins and Judge (2011) states that, accommodating is when individual involved in the conflict put the best interest of the other party before themselves. This strategy may be tricky because in order for this to work, David or James will have to make a choice to put the other person in front of themselves. As a result, this strategy can strengthen James and David friendship because they will see that no matter what, one of them is willing to accommodate the other in order to keep the peace. 4.What potential road blocks might be encountered in resolving the conflict? How would you address these? Your response should be at least 100 words. 5. In James and David Situation the potential road blocks that might be encountered are communication, structure and personal variable. Robbins and Judge (2011) states that, communication, structure and personal variables my not directly lead to conflict however they are necessary in order for conflict to arise. When there is not communication between to individuals problems will arise. Moreover, I would address the issue by using one of the conflict resolution strategies such as the collaborating. I would set James and David to communicate with each other and discuss the issue and try to resolve it amongst each other. Hope the outcomes between both individual is to resolve the conflict. Reference Robbins, S. P., Judge, T. A. (2011). Organizational behavior (14th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. University of Phoenix. (2012). University of Phoenix Material: Conflict Management Plan Plan. Retrieved from University of Phoenix, MGT/311 ORGANIZATIONAL DEVELOPMENT website. University of Phoenix. (2012). Riordan Manufacturing Virtual Organization [Multimedia]. Retrieved from University of Phoenix, MGT/311 Organizational Development website.

Book Review of Jody Azzounis Tracking Reason Essay -- Azzouni

Jody Azzouni, Tracking Reason In many ways, Tracking Reason resembles Jody Azzouni’s previous book, Deflating Existential Consequence. The subject matter of each lies at the interface of metaphysics, logic, philosophy of mathematics, and philosophy of language. The style is both entertaining and clear. The positions argued for are so controversial as to sound almost insane. And yet the arguments provided are illuminating, and manage to make the positions seem almost like common sense. Both books are worth reading both for specialists and those interested in a clarifying (if idiosyncratic) take on these issues. In the previous book, Azzouni argued for a type of fictionalism about mathematics. But rather than following Hartry Field in denying the indispensability of mathematics, he simply argues that the indispensability of a form of discourse (and even the truth of existentially quantified sentences!) is not a sign of ontological commitment. This position helps motivate some of the positions in the current book, but I think it isn’t necessary. Tracking Reason advances several separate, but related positions in its three parts. However, for some reason the subtitle has them in the wrong order - Part I argues for a special deflationary account of truth (and deals at length with the semantics and regimentation of natural language); Part II argues that the role of mathematical proof is to â€Å"indicate† a derivation in some mechanical deduction system; and Part III argues that these two positions are (despite appearances) compatible with a non-syntactic view of consequence as a type of truth-preservation. Parts I and II are relatively independent, and I think can profitably be read on their own. Part III depends mo... ...f semantics (topological and Kripke) that are sound and complete for S4 modal logic. The fact that we only know of one semantics for propositional logic has misled us into thinking that its models are more significant than they really are. As I mentioned earlier, this book is modular enough that it may be worth reading parts of this book independently of the whole thing. Although Azzouni says that much of the material of the nine chapters of this book derives from ten 3 papers (cited in the introduction to each of the three parts), they seem to have been edited and unified enough that a reader interested in just one topic may prefer to read the relevant Part (I or II) of this book rather than the separate papers that it is based on. But for anyone interested in the relationships between truth, proof, and consequence, I recommend reading the entire thing.

Explain the reasons for the fall of the Romanovs

Explain the reasons for the fall of the Romanovs The cause of the fall of the Romanov dynasty in 1917 was a result of long-term causes including Tsar Alexander's inability to satisfy his people and Tsar Nicholas II's inability to rule to throne all together. The Bloody Sunday event, the war with Germany, Rasputin and Tsars bad decisions was also some of the causes which led the Romanovs to fall. It all began in 1894 when Alexander Ill, died leaving his son Nicholas II to become the tsar of Russia at the age of 26. Nicholas was married toAlexander the princess of Germany which they had 5 children, 4 girls and a boy. The only son Alexis was born with hemophilia. Russia was a huge country with millions of extremely poor farming peasants. These peasants lived horrible lives, many were starting to wonder why the tsar had all the wealth and they had none. In 1905 Russian Revolution was sparked off by a peaceful protest held on January 22nd. Thousands of demonstrators such as students, fact ory workers, revolutionaries, doctors and teachers marched through the cold and snow covered streets of StPetersburg to Winter Palace to protest about their lifestyle, led by a Russian Orthodox priest, Father Gapon. When the peaceful protestors arrived they were confronted by troops, which they fired on the crowd. After the firing had finished several hundred protestors lay dead, this event was called ‘Bloody Sunday. In 1907 Nicholas and Alexander had asked a priest called Gregory yefimovich also known as ‘Rasputin', to help pray and care for their son Alexis when he became sick. He was the representation of everything that was wrong in the Russian autocracy, corrupt, and rrational.He was also considered an alcoholic, dirty charlatan who held control over millions of people's lives, even though Russia had a fairly capable bureaucracy and thousands of well-educated, highly cultured nobles who were interested in local government and the rule of law. In 1914 Russia had ente red in WWI, repairing the division between the tsar and his people. Russia was not welled prepared, they still wasn't industrialized. They were fighting with swords, cannons, and horses against machine guns.It was very difficult to get medicine, ammunition, and even food to the ront of the armies because railways were incomplete and Just stopped before reaching their supposed destination, the result caused many soldiers to starve. During this war Russia had lost over one million people as casualties and POW's. Militarily, it wasn't going too bad until in 191 5 Nicholas had decided to take control of the army himself. It was Rasputin's and Alexandra's advice that caused Nicholas to take personal control of the Russian Army, which wasn't a good idea as he had no military strategic training.He travelled to the army headquarters in Mogilev, 500km way from Petrograd which led to Tsar Wife Alexander in charge while he was away at war. This caused stir between tsar and his people due to ts ar not using the money to help the poor but spending all their money on war. The Germans ended up overthrowing the Russians that people started to think Nikolas and Alexandra were German spies who were sabotaging the war effort. In conclusion the fall of where all peasants marched peacefully but concluded with many deaths, Rasputin and how he convinced tsar to do things, and the tsar bad decision associated also with WW1 against Germany.

Maximizing the Benefits of Project Work in Foreign Language

Maximizing the Benefits of Project Work in Foreign Language Classrooms Bulent Alan and Fredricka L. Stoller The implentation of project work differs greatly from on instructional setting to another. In some settings, fairly non-elaborated tasks, confined to a single class session, are labeled as projects.In other settings, elaborate sets of tasks establish the process for completing the project and span an entire instructional unit; in settings like these, the benefits of project work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time, and the outcome is increased content knowledge and language mastery. In addition, students experience increased motivation, autonomy, engagement, and a more positive attitude toward English.Although project-based learning presents challenges for teachers and students (Beckett 2002; Eyring 1997), most project-work proponents assert that the advantages outweigh the disadvantages. In this article, we focus on how English language teachers can capitalize on the content and language learning benefits of project work. To explore the topic, we examine the characteristics of under-exploited project work, outline the features that maximize the potential benefits of project work, and present a case study of project-based learning.We conclude with recommendations for English as a Foreign Language (EFL) teachers and materials writers who want to integrate project-based learning into their own curricula. Under-exploited project work Numerous language educators incorporate what they call â€Å"project work† into their classrooms, even though the lessons do not maximize the full potential of project work. For example, in some settings, basic communicative activities used to help students get to know one another better and to promote conversation have been labeled as projects.What often occurs in such settings is that students, when given the chance, join groups wi th their friends. They complete their non-elaborated tasks in a superficial way without much collaboration. Studentssocialize, but rarely assist each other with the language and information-gathering demands of the task (if there are any demands). In some settings, project work is merely a source of entertainment and a break from routine classroom activities.Though projects often focus on challenging, real-world subject matter, students are often solely concerned with the visual attractiveness of their projects, paying little attention to content and language learning. In these settings, teachers often reinforce this misdirected attention by assessing student projects according to their visual appeal, ignoring students’ gains in language and content learning. In other settings, students are constrained in their ability to grow from their projects, either because of excessive teacher control or because of the absence of teacher feedback and guidance during the process.In setti ngs characterized by too much teacher control, we find instructors who dictate each step of the process without giving students any voice in defining the project. Generally, such excessive control inhibits students from taking responsibility for their own learning and developing a sense of ownership toward the project. In these settings, students are rarely asked to provide feedback on the project experience; thus, often the same project is incorporated into future instruction, with no modification, which usually results in the same lack of student engagement.Another problem occurs when repeating students influence new students with their negative attitudes toward the project, further undermining the potential of the project. Project work can be more effective when teachers relax their control, when students regard the teacher as a guide (Sheppard and Stoller 1995), and when students provide feedback on the experience so that projects can be improved each year. A total relaxation of teacher control, however, is not the solution to a teacher-centered project. In some cases, students are left alone and receive no guidance on the language, content, or process demands of the project.Here, it seems, teachers have ignored both the process-based nature of project work and students’ need for support at different stages in the project. Finding the proper balance between teacher guidance and student autonomy enhances the advantages of project work in the language classroom. Project work that maximizes benefits Projects that are structured to maximize language, content, and real-life skill learning require a combination of teacher guidance, teacher feedback, student engagement, and elaborated tasks with some degree of challenge. Generally, such projects are multidimensional.A review of numerous case-study reports (Allen 2004; Gardner 1995; Gu 2004; Ho 2003; Lee 2002; Levine 2004; Papandreou 1994; Tomei, Glick, and Holst 1999) reveals that successful project-based learning: †¢ focuses on real-world subject matter that can sustain the interest of students †¢ requires student collaboration and, at the same time, some degree of student autonomy and independence †¢ can accommodate a purposeful and explicit focus on form and other aspects of language †¢ is process and product oriented, with an emphasis on integrated skills and end-ofproject reflection.The end result is often authenticity of experience, improved language and content knowledge, increased metacognitive awareness, enhanced critical thinking and decision-making abilities, intensity of motivation and engagement, improved social skills, and a familiarity with target language resources. One way to maximize the potential benefits of project work is to follow the ten-step process advocated by Stoller (1997) and Sheppard and Stoller (1995). The ten steps are summarized below. Step 1: Students and instructor agree on a theme for the project The students and instructor come to an agreement on a project theme.Because projects range from structured, semi-structured, to unstructured in terms of the degree to which the teacher defines the project (Stoller 1997), instructors should identify ways (large or small) in which students can develop some sense of ownership toward the project. Step 2: Students and instructor determinethe final outcome of the project With the nature and objectives of the project in mind, the students and instructor determine the final outcome of the project (e. g. , bulletin board display, written report, debate, brochure, letter, handbook, oral presentation, video, multimedia presentation, theatrical performance).At this point, the students and instructor negotiate the most appropriate audience for their projects (e. g. , classmates, other students, parents, program director, city mayor, a local business). Step3: Students and instructor structure the project After the theme and final outcome of the project are determined, the stude nts and instructor work out project details that guide students from the opening activity to the completion of the project. In this step, students consider their roles, responsibilities, and collaborative work groups.After negotiating a deadline for project completion, students reach a consensus on the timing for gathering, sharing, and compiling information, and then presenting their final project. Step 4: Instructor prepares students for the demands of information gathering At this stage, the instructor prepares students for the language, skill, and strategy demands associated with information gathering. With student ability levels in mind, the instructor prepares instructional activities for each of the information-gathering tasks.For instance, if students will be conducting interviews to gather information, the instructor may plan activities in which students have to form questions, ask follow-up questions, request clarification, and take notes. If students are expected to write letters, the instructor might review the format and language of formal letters. If they intend to conduct an Internet search, the instructor may review search procedures and introduce useful note-taking strategies. Step 5: Students gather informationAfter practicing the skills, strategies, and language needed for gathering information, students are ready to collect information using methods such as interviewing, letter writing, and library searches. Whenever possible, the instructor brings in relevant content resources to get students started on their information quests. Step 6: Instructor prepares students to compile and analyze data At this stage, students need to master the language, skills, and strategies needed to compile, analyze, and synthesize the information that they have collected from different sources.The instructor prepares students to do much of this on their own through tasks that involve, for example, categorizing, making comparisons, and using graphic organizers s uch as charts and time lines. Numerous training sessions might need to be planned, depending on the types of information collected and the ways in which it was collected (e. g. , taped interviews, brochures received in response to solicitation letters, library research, and note-taking). Step 7: Students compile and analyze informationAfter engaging in teacher-guided preparatory activities, students are ready to tackle the demands of compiling and analyzing the gathered information. Working in groups, students organize information and then discuss the value of the data that they have collected, keeping some and discarding others. The goal is to identify information that is critical for the completion of their projects. Step 8: Instructor prepares students for the language demands of the final activity As in Steps 4 and 6, the instructor designs language-improvement activities to help students successfully present the final outcome of the project.Those activities may focus on skills for successful oral presentations, effective written revisions and editing, persuasive debates, and so forth. Some focus on form might be greatly appreciated by students at this point. Step 9: Students present the final product Students present the final outcome of their projects, as planned in Step 2. Step 10: Students evaluate the project In this last, often neglected stage of project work, students reflect on the language mastered and the subject matter acquired during the project.In addition, students are asked to make recommendations that can be used to enhance similar projects in the future. It is during this stage that teachers provide students with feedback on their language and content learning. Project work options The details of project work are largely dependent on contextual factors, language program objectives, and available resources. For instance, in Turkey, at higher education levels, students of agriculture can engage in project work about soil erosion, which is a serious contemporary issue, with the goal of generating possible solutions for deforestation in Turkey.Engineering students can prepare written reports after investigating the advantages and disadvantages of a third bridge over the Bosphorus in Istanbul; they might even send their reports to interested officials. Students enrolled in a vocational school on the southern coast of Turkey might design a website that introduces their town, with an eye toward attracting and building tourism in the area (Huseyin Yucel, personal communication, May 2004). Academic English-preparation students in their first year of university studies can explore a self-selected topic related o their majors (reported orally to classmates and in writing for their teacher) to prepare them for future studies (Semra Sadik, personal communication, June 2004). Students majoring in physical education may investigate reasons for the limited numbers of Turkish athletes in recent Olympic games. EFL students in the east ern part of Turkey might conduct a survey aimed at determining the causes for low female-student school enrollments, concluding with suggestions, submitted to local officials, for turning around the trend.Students studying EFL in other countries are known to focus their projects on issues specific to their own countries, regions, and studies. Italian vocational high schools, for example, have structured their curricula around topics of relevance to students in various vocational areas, resulting in brochures for tourists, travel itineraries submitted to travel agencies, school banquet manuals, and many other real-world items. EFL students in Tunisian high schools have explored topics as diverse as mining and traditional marriage practices as part of their project work, culminating in video presentations of their findings.EFL students in Japan are surveying visitors at major tourist destinations—with note pad, tape recorder, and camera in hand—about topics of contempora ry interest. In line with such practices, Brazilian, Costa Rican, or Malaysian students could conduct projects with an environmental slant that are aimed at convincing local or national governments to take necessary precautions to protect local rain forests. (See Lee 2002, for a description of a project involving the creation of a booklet that describes an environmentally sound home, with suggestions for environmentally sensitive lifestyles. These examples, like those in Appendices 1 and 2, represent just a sampling of possible projects and outcomes that can be integrated into EFL classrooms. Project work: A case study Here we showcase a real-world project designed for intermediate and high-intermediate EFL students enrolled in the English Preparatory Program, in the School of Foreign Languages at Anadolu University, Eskis? ehir, Turkey. As part of this semi-structured project, defined and organized by both the teacher and students, students evaluate the effectiveness of the local t ramcar system. As part of their data collection, they interview xperts from the university, authorities from the city government, and residents of Eskis? ehir. They also write formal letters to the city to request information and conduct library and Web research. At the conclusion of the project, students present results to students in the School of Foreign Languages as well as to guests from the university and city government by means of a public forum, reinforced by a bulletin board display with findings and recommendations. The principal goal of the month-long project is to give students a voice in reshaping their town and its tramcar system.By the conclusion of the project, students are able to do the following: †¢ Gather pertinent information through various data-collection techniques, such as interviews, surveys, and library and Web research †¢ Engage in critical thinking activities, partially through synthesis activities †¢ See improvement in their language ski lls †¢ Use English with more self-confidence The project, structured following Stoller’s (1997) ten steps, is described below. Step 1: Students and instructor agree on a project The instructor conducts a lesson designed to raise students’ awareness of a local tramcar issue.This opening lesson, meant to encourage students to participate in shaping public opinion, elicits students’ attitudes toward public transportation, specifically tramcars, and provides them with the vocabulary and language needed to participate in the project. The instructor asks students where they live and how they travel to school. To facilitate this interaction, the instructor creates an overhead transparency with a grid that lists different forms of transportation, including tramcars. The instructor fills in the grid with students’ initials or tally marks to indicate who uses which forms of transportation.After filling in the grid, the instructor asks students to work in small groups, ideally with at least one student whose hometown has tramcar transportation. Students are asked to discuss the effectiveness of their hometown public transportation. A handout providing relevant vocabulary and a list of possible questions guides students in group discussions (see  Figure 1). Follow-up activities are useful to guide students in comparing the advantages and disadvantages of the Eskis? ehir tramcar system with the systems of other cities.At the conclusion of group discussions, each group reports its most important finding, most worrisome discovery, and any similarities discovered about tramcar systems in other cities. The instructor then asks students to take a few minutes to fill in a semantic feature analysis grid that juxtaposes different features of the local tramcar and bus systems (see  Figure 2). Then students are asked to brainstorm the advantages and disadvantages of the Eskis? ehir tramcar, considering factors such as the locations of their homes , routes, and tramcar stations (see  Figure 3).After students complete these activities, the instructor elicits suggestions for improving the quality of Eskis? ehir public transport. The instructor asks students to judge whether it is possible to implement the solutions that they have put forward. Next, the instructor tells students about a project that will help them improve their English and might also improve the local tramcar system. Finally, the instructor introduces the essentials of the project, giving students the opportunity to finetune the project so that they develop a sense of ownership.Step 2: Students and instructor determine the final outcome of the project The teacher proposes that students report the results of their investigation, with suggestions for improved public transportation: (1) in a letter to the local government, (2) at an open public forum with invited guests, and (3) on a bulletin board in Anadolu University’s School of Foreign Languages. Stude nts are encouraged to include the following in their bulletin board display: a copy of a letter sent to the Eskis? hir municipality requesting a modified tramcar system that caters to the needs of university students, written reports, photographs, and transcripts of interviews with students, community members, and university experts. Feedback on this preliminary plan is solicited from students. At this stage, students are also given the opportunity to define their varied audiences for the letter, public forum, and bulletin board display. For instance, besides the Foreign Languages School director, teachers, and students, they decide who else to invite from the university governing council and the Eskis? hir municipality. Step 3: Students and instructor structure the project At this stage, students help to structure the project. To do so, they consider questions such as: 1. What information is needed to conduct an examination of the local tramcar system? 2. Where and how might pertin ent information be found? a. Who will be interviewed to determine public opinion? To identify the views of experts on public transportation? To ascertain the views of the local government? b. What information might be found at the library? On the Web? At the City Hall? At public transportation stations? . How will information be gathered, compiled, and analyzed? During these deliberations, students decide on their primary roles and responsibilities. For instance, students determine who will conduct interviews; take photos; do library and Web searches; draw graphs, pictures, and charts; finalize the bulletin board display; and make opening remarks, present data, and entertain questions at the open forum. While determining roles, the students’ majors are taken into account so they can be assigned roles most closely aligned with their interests and abilities.For instance, students from the fine arts department might be responsible for the layout of the bulletin board display, jo urnalism students can conduct oral interviews, aspiring English majors can write letters soliciting information, and math majors can compile statistics. To balance the workload, students can pair up with others to offer assistance at different points in the project. With the deadline for the final outcome in mind, students reach a consensus about the sequencing of project tasks.Step 4: Instructor prepares students for information gathering At this stage, the instructor prepares students for the upcoming language and skill demands of the information-gathering stage of the project. These lessons train students to conduct interviews (e. g. , forming a question, posing follow-up questions, requesting clarification and/or elaboration) and introduce them to the standard parts of an interview: polite opening, body, and thank you (see Lee, Li, and Lee 1999, for more details on the various stages of an interview).The instructor might help students determine the level of language formality an d content of the questions to be asked of different interviewees. Mock interviews can be conducted with classmates, family members, teachers, or other language students on campus. Audiotaped mock interviews can be reviewed in class for appropriateness, politeness, pronunciation, stress, and grammar. For students who are responsible for writing formal letters, the instructor introduces writing conventions associated with formal letter writing by means of model letters.Students write several drafts of their letters, followed by editing and revision activities that examine levels of formality, formatting, and linguistic accuracy. Guided peer-feedback sessions represent effective ways to encourage student collaboration and writing practice. For students who are going to use the Web and library to gather relevant information, the instructor initiates brainstorming sessions in which students consider the best ways to search for information in these venues.As part of this preparation, the instructor may introduce students to relevant search engines or websites on mass transit. Step 5: Students gather information After practicing the skills, strategies, and language they need for gathering information, students are ready to conduct informal interviews with students and local residents of Eskis? ehir. Students who are to conduct formal interviews make appointments and conduct interviews with experts. (The instructor may need to help students find equipment neededfor interviews, such as tape recorders. Students gathering information by means of letters of inquiry draft their letters, solicit feedback from classmates and the instructor, and then send out their letters. Students who are to conduct library and Web searches move ahead. Throughout this stage, the instructor monitors students’ progress, making sure that they are on the right track, giving them feedback on their language use throughout. Step 6: Instructor prepares students for compiling and analyzing da ta After data have been gathered, students need to compile, evaluate, and synthesize the relevant information.The instructor prepares students for this vital stage of the project by using model transcripts, letters, lists, and gridsto illustrate different categorization, evaluation, and interpretation techniques. This is a good time to introduce students to conversational gambits that they can use with each other to negotiate the meaning and relevance of gathered data, such as â€Å"I see your point, but†¦Ã¢â‚¬  and â€Å"Don’t you think that†¦? † Step 7: Students compile and analyze information After students have been introduced to techniques for compiling and analyzing data, they are ready to organize and synthesize their own data. Groups of tudents discuss the value of their data, discarding that which seems inappropriate and organizing and then evaluating that which seems particularly valuable. Students discuss the best ways to present relevant data to their varied audiences. Step 8: Instructor prepares students for the final activity At this stage, the instructor prepares students for the language, skill, and content demands presented by the final written display and oral presentation. A simulation of the open forum provides opportunities to work on fluency, pronunciation, intonation, and conversational gambits that will contribute to the flow of the event. See Mach, Stoller, and Tardy 1997 for a related discussion. ) Students who are not actually involved in the public forum might be assigned different roles for the simulation, such as a representative from the municipality of Eskis? ehir, representatives of the university governing council, or the director and teachers of the School of Foreign Languages. These students could be directed to anticipate what kinds of questions the actual audience might ask about the bulletin board display.At the conclusion of the simulation, the class can brainstorm about challenges that might be encountered during the actual open forum, such as irrelevant questions, hard-tounderstand questions, and public resistance to findings and suggestions. In addition, possible solutions to these challenges can be discussed, including a list of possible questions and responses, back-up visual displays, and conversational gambits to ask for clarification. A discussion of open-forum logistics (e. g. , room set-up, invitations to audience members, videotaping) would be appropriate as well.Discussions of the bulletin board, with an emphasis on presentation of information, layout, visual appeal, clarity, and peer editing (that focuses on mechanics, grammar, level of formality, cohesion) are appropriate at this point. Step 9: Students present final product Students are now ready to mount the bulletin board display and participate in the open forum, representing the final outcomes of the class project. (Videotaping the open forum facilitates meaningful feedback in the final stage of the proj ect. ) Step 10: Students evaluate the project This last stage of the project serves multiple purposes.On the more traditional side, teachers provide students with feedback on their language, content, strategy, and skill use, using the videotape of the open forum as one means of interactive evaluation. Less traditional, but equally valuable, are the opportunities students will have to: (1) reflect on the language, skills, and strategies that they have mastered to conduct the project; (2) consider the content that they have learned to complete the project; (3) contemplate the impact of the project; and (4) offer suggestions for improved projectwork assignments for future classes.Conclusion We have showcased the details of one project designed for an EFL setting. Although the tramcar theme itself may not be transferable to other settings, because of its very local relevance, basic features of the project could easily be transferred to other EFL classrooms. These transferable features, in the form of recommendations for EFL teachers and materials writers who attempt to integrate project-based learning into their own curricula, appear below. Devise projects with students’ immediate and future language needs and content interests in mind, while at the same time remaining vigilant of institutional expectations and available resources. †¢ Specify language, content, task, skill, and strategy learning objectives in line with students’ needs and institutional expectations to maximize the benefits of the project. †¢ Strive to engage students in all stages of the project.Begin by giving students the chance to structure parts of the project, even if those contributions are small, with the aim of building a sense of student ownership and pride in project engagement. †¢ Design and sequence tasks with great care. Make sure that (1) skills are integrated to achieve real communicative purposes, (2) students are obliged to use various strategies for m eaningful aims, (3) critical thinking is required for successful task completion, and (4) students are held accountable for content learning. Integrate tasks that require both independent and collaborative work. Help students reach agreement about different team member responsibilities. Students should view each other as single links in a chain that unite, through exchanges of information and negotiation of meaning, to produce a successful project outcome. †¢ Be sure to plan an opening activity that promotes students’ interests, taps background knowledge, introduces important vocabulary, and builds up expectations for the final activity. Take advantage of Steps 4, 6, and 8 to provide explicit instruction so that students not only improve their language abilities but also excel in the information gathering, processing, and reporting stages of the project. †¢ Allow time for feedback at the conclusion of the project and at other critical junctures as well. We close by directing readers to Appendix 3 for a list of questions for teachers to consider as they assess the viability of projects for their classrooms and develop actual projects for and with their students.

Former Schools of Bill Gates and 90 Other Celebrities

Former Schools of Bill Gates and 90 Other Celebrities Many celebrities, including Bill Gates, the co-founder of Microsoft,  have attended private high schools. including For some- including the children of politicians, diplomats, and royalty- security was an issue and attending private school kept the paparazzi at bay. For others, private school was a matter of pursuing academic excellence. For these and other reasons, private schools all over the world have educated many famous alums. So, which school did Bill Gates attend? He attended the Lakeside School in Seattle, Washington. Here are some other famous private school alums and the schools they attended. Adlai Stevenson Choate-Rosemary Hall, Wallingford, CTAlbert Gore, Jr. St. Albans School, Washington, DCAlexandra Ripley Ashley Hall, Charleston, SCAli McGraw Choate-Rosemary Hall, Wallingford, CTArchibald MacLeish The Hotchkiss School, Lakeville, CTArthur Golden Baylor School, Chattanooga, TNBarbara Bush Ashley Hall, Charleston, SCBenicio Del Toro Mercersburg Academy, Mercersburg, PABette Davis Cushing Academy, Ashburnham, MABill Gates Lakeside School, Seattle, WABill Fritz Montgomery Bell Academy, Nashville, TNBrandt Snedeker Montgomery Bell Academy, Nashville, TNBruce Weitz Ransom Everglades, Coconut Grove, FLChelsea Clinton Sidwell Friends School, Washington, DCChristian Bale, Bournemouth School, Charminster, Bournemouth, Dorset, EnglandCole Porter Worcester Academy, Worcester, MACondoleezza Rice St. Marys Academy, Englewood, CODaniel Radcliffe City of London School, London, EnglandDeWitt Wallace Northfield Mt. Hermon School, Northfield, MADiana, Princess of Wales Riddlesworth Hal l, Diss, Norfolk, England Senator Edward Kennedy Milton Academy, Milton, MAEliot Spitzer Horace Mann School, New York, NYEnrique Iglesias Gulliver Preparatory, Miami, FLGlenn Close Choate-Rosemary Hall, Wallingford, CTFarrah Forke The Hockaday School, Dallas, TXFrank Shorter Northfield Mt. Hermon School, Northfield, MAGeorge Carlin Cardinal Hayes High School, New York, NYGeorge Prescott Bush Gulliver Preparatory, Miami, FLGeorge Herbert Walker Bush Phillips Academy, Andover, MAGeorge Walker Bush Phillips Academy, Andover, MAGore Vidal Phillips Exeter Academy, Exeter, NHGwyneth Paltrow The Spence School, New York, New YorkHoward Baker McCallie School, Chatanooga, TNHumphrey Bogart Phillips Academy, Andover, MAIan Kiernan The Armidale School, NSW, AustraliaIvanka Trump Choate-Rosemary Hall, Wallingford, CTJacqueline Bouvier Kennedy Onassis Miss Porters School, Farmington, CTJames Stewart Mercersburg Academy, Mercersburg, PAJames VanDerBeek Cheshire Academy, Chesire, CTJamie Lee Curtis Choate-Rosemary Hall, Wall ingford, CT Jane Fonda Emma Willard School, Troy, NYJennifer Anniston Rudolf Steiner School, New YorkJodie Foster Choate-Rosemary Hall, Wallingford, CTJohn Dos Passos Choate-Rosemary Hall, Wallingford, CTJohn OHurley Kingswood-Oxford School, West Hartford, CTJohn Fitzgerald Kennedy Choate-Rosemary Hall, Wallingford, CTJohn Irving Phillips Exeter Academy, Exeter, NHJohn Kerry St. Pauls School, Concord, NHJohn McCain Episcopal High School, Alexandria, VAJon Meacham McCallie School, Chatanooga, TNJulia Louise-Dreyfus Holton-Arms School, Bethesda, MDKathleen Kennedy Townsend The Putney School, Putney, VTLaura Linney Northfield Mt. Hermon School, Northfield, MALisa Loeb The Hockaday School, Dallas, TXLouise Fletcher All Saints School, Vicksburg, MSMadeline Albright Kent Denver School, Englewood, COMadeleine LEngleAshley Hall, Charleston, SCMadison Smartt Bell Montgomery Bell Academy, Nashville, TNMario Van Peebles St. Thomas More School, Oakdale, CTMary Higgins Clark Villa Maria Academy, Bronx, NYMel Gibson St Leos College, Waitara, Sydney, Australia Michael Douglas Choate-Rosemary Hall, Wallingford, CTMinoru B. Makihara St. Pauls, Concord, NHMorgan Entrekin Montgomery Bell Academy, Nashville, TNNatalie Cole Northfield Mt. Hermon School, Northfield, MAOliver Stone The Hill School, Pottstown, PAParis Hilton The Dwight School, New York, NYPatricia Richardson The Hockaday School, Dallas, TXPeter Cousens The Armidale School, NSW, AustraliaPrince Harry Eton College, Windsor, EnglandPrince William Eton College, Berkshire, EnglandQueen Noor Concord Academy, Concord, MAReggie Love Providence Day School, Charlotte, NCReese Witherspoon Harding Academy, Nashville, TNRichard Speight Jr. Montgomery Bell Academy, Nashville, TNS. Presley Blake Northfield Mt. Hermon School, Northfield, MAShepard Smith Marshall Academy, Holly Springs, MSSky Dayton Delphian School, Sheridan, ORSunny von Bulow The Chapin School, New York, NYStephen Crane The Pennington School, Pennington, NJSteve Forbes The Brooks School, North Andover, MAStewart Mott Deerfield Aca demy, Deerfield, MA Stockard Channing The Madeira School, Mclean, VAStrobe Talbott St. Albans School, Washington, DCTed Danson Kent School, Kent, CTTed Turner McCallie School, Chatanooga, TNTim Russert  Canisius High School, Buffalo, NYTommy Lee Jones St. Marks School of Texas, Dallas, TXTucker Carlson St. Georges School, Newport, RIUma Thurman Northfield Mt. Hermon School, Northfield, MAWill Ackerman Northfield Mt. Hermon School, Northfield, MA

Catcher In The Rye Essays - Literary Realism, The Catcher In The Rye

Catcher In The Rye Essays - Literary Realism, The Catcher In The Rye Catcher In The Rye The Catcher in The Rye Many people find that their dreams are unreachable. Holden Caulfield realizes this in J.D. Salingers The Catcher in the Rye. As Holden tells his story, he recounts the events since leaving the Pencey School to his psychiatrist. At first, Holden sounds like a typical, misguided teenager, rebellious towards his parents, angry with his teachers, and flunking out of school. However, as his story progresses, it becomes clear that Holden is indeed motivated, just not academically. He has a purpose: to protect the young and innocent minds of young children from the horrors of adult society. He hopes to freeze the children in time, as wax figures are frozen in a museum. After interacting with Phoebe, his younger sister, Holden realizes that this goal is quite unachievable. Holden wants to be the Catcher in the Rye, then realizes it is an unreachable ideal. Holden begins his story misguided and without direction. After flunking out of the Pencey School, Holden decides to leave early. Before he leaves, though, he visits his teacher, Mr. Spencer. Mr. Spencer and Holden talk about his direction in life: Do you feel absolutely no concern for your future, boy? Oh, I feel some concern for my future, all right. Sure. Sure, I do. I thought about it for a minute. But not too much, I guess, (14). After leaving Pencey, he checks into a hotel where he invites a prostitute up to his room. He gets cold feet and decides not to have intercourse with her, though. Later, Holden decides to take his old girlfriend, Sally Hayes, to the theater. After taking her to the theater, Holden formulates a crazy plan which entails running away with Sally, getting married, and growing old together. Sally thinks that he is crazy, and she decides to go home. During his stay away from home, Holden drinks and smokes, showing even more misdirection. However, when Holden re turns home and talks to his sister, Phoebe, his direction becomes clear. Holden wants to be the Catcher in the Rye to protect children from the world in which he is forced to live. While talking with Phoebe, she asks Holden what he would like to be. He responds saying: Anyway, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobodys aroundnobody big, I meanexcept me. And Im standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliffI mean if theyre running and they dont look where theyre going I have to come out from somewhere and catch them. Thats all Id do all day. Id just be the catcher in the rye and all. (173) Holden wants to protect the innocence of his sister and every other innocent child in the world. Before Holden meets Sally for their date, he stops in front of the Museum of Natural History and begins to reminisce. He thinks about the way he visited the museum when he was younger. He also tells that every time one visits the museum, he is changed in some way, but the figures in the exhibits always stay the same. He wants to be able to preserve some things in the glass: Certain things they should stay the way they are. You ought to be able to stick them in one of those big glass cases and just leave them alone, (122). Holden wants the innocence of children to be frozen behind that glass. When he visits Phoebes school to give her a note, Holden notices two instances of graffiti on the walls. He succeeds in rubbing one of them off cannot rub off the other. It depresses Holden to think that someday this kind of graffiti will spoil his sister Phoebe and all of her companions. Up to this p oint, keeping young children from his plight is Holdens sole motive. He soon realizes that this is impossible. Holden sees that becoming the Catcher in the Rye is an unattainable ideal. When he meets Phoebe during her lunch break at school, he has made up

Biography of Francisco de Miranda, Venezuelan Leader

Biography of Francisco de Miranda, Venezuelan Leader Sebastian Francisco de Miranda (March 28, 1750–July 14, 1816) was a Venezuelan patriot, general, and traveler considered the Precursor to Simon Bolivars Liberator. A dashing, romantic figure, Miranda led one of the most fascinating lives in history. A friend of Americans such as James Madison and Thomas Jefferson, he also served as a General in the French Revolution and was the lover of Catherine the Great of Russia. Although he did not live to see South America freed from Spanish rule, his contribution to the cause was considerable. Fast Facts: Francisco de Miranda Known For: Venezuelan patriot and world adventurer, revolutionary, dictator, and colleague of Simà ³n Bolà ­varBorn: March 28, 1750 in Caracas, VenezuelaParents: Sebastin de Mirando Ravelo and Francisca Antonia Rodrà ­guez de EspinosaDied: July 14,1816 in a Spanish prison outside CadizEducation: Academy of Santa Rosa, Royal and Pontifical University of CaracasSpouse: Sarah AndrewsChildren: Leandro, Francisco Early Life Francisco de Miranda (Sebastin Francisco de Miranda y Rodrà ­guez de Espinoza) was born on March 28, 1750, into the upper class of Caracas in present-day Venezuela. His father Sebastin de Mirando Ravelo was an immigrant to Caracas from the Canary Islands who set up several businesses, including a textile factory and a bakery. There he met and married Francisca Antonia Rodrà ­guez de Espinosa, who came from a wealthy Creole family. Francisco had everything he could ask for  and received a first-rate education, first from Jesuit priests and later at the Academy of Santa Rosa. In 1762, he enrolled in the Royal and Pontifical University of Caracas and did formal study in rhetoric, math, Latin, and Catholic catechism. During his youth, Francisco was in an uncomfortable position: because he was born in Venezuela, he was not accepted by the Spaniards and those children born in Spain. Creoles, however, were unkind to him because they envied the great wealth of his family. This snubbing from both sides left an impression on Francisco that would never fade. In the Spanish Military In 1772, Miranda joined the Spanish army and was commissioned as an officer. His rudeness and arrogance displeased many of his superiors and comrades, but he soon proved an able commander. He fought in Morocco, where he distinguished himself by leading a daring raid to spike enemy cannons. Later, he fought against the British in Florida and even helped send assistance to George Washington before the Battle of Yorktown. Although he proved himself time and again, he made powerful enemies, and in 1783 he narrowly escaped prison time over a trumped-up charge of selling black-market goods. He decided to go to London and petition the King of Spain from exile. Adventures in North America, Europe, and Asia He passed through the United States en route to London  and met many U.S. dignitaries, such as George Washington, Alexander Hamilton, and Thomas Paine. Revolutionary ideas began to take hold in his keen mind, and Spanish agents watched him closely in London. His petitions to the King of Spain went unanswered. He traveled around Europe, stopping in Prussia, Germany, Austria, and many other places before entering Russia. A handsome, charming man, he had torrid affairs everywhere he went, including with Catherine the Great  of Russia. Back in London in 1789, he began to try to get British support for an independence movement in South America. The French Revolution Miranda found a great deal of verbal support for his ideas, but nothing in the way of tangible aid. He crossed to France, seeking to confer with the leaders of the French Revolution about spreading the revolution to Spain. He was in Paris when the Prussians and Austrians invaded in 1792, and suddenly found himself being offered the rank of Marshal as well as a noble title to lead French forces against the invaders. He soon proved himself to be a brilliant general, defeating Austrian forces at the siege of Amberes. Although he was a superior general, he was nonetheless caught up in the paranoia and fear of The Terror of 1793-1794. He was arrested twice and twice avoided the guillotine through an impassioned defense of his actions. He was one of the very few men to come under suspicion and be exonerated. England, Marriage, and Big Plans In 1797 he left France, sneaking out while wearing a disguise, and returned to England, where his plans to liberate South America were once more met with enthusiasm but no concrete support. For all his successes, he had burned many bridges: he was wanted by the government of Spain, his life would be in danger in France, and he had alienated his continental and Russian friends by serving in the French Revolution. Help from Britain was often promised but never came through. He set himself up in style in  London  and hosted South American visitors, including young Bernardo OHiggins. While in London he met (and may have married) Sarah Andrews, the niece of portrait painter Stephen Hewson, who came from a rural Yorkshire family. They had two children, Leandro and Francisco. But he never forgot his plans of  liberation  and decided to try his luck in the United States. The 1806 Invasion He was warmly received by his friends in the United States. He met President Thomas Jefferson, who told him that the U.S. government would not support any invasion of Spanish America, but that private individuals were free to do so. Wealthy businessman Samuel Ogden agreed to finance an invasion. Three ships, the Leander,  Ambassador,  and Hindustan, were supplied, and 200 volunteers were taken from the streets of New York City for the venture. After some complications in the Caribbean and the addition of some British reinforcements, Miranda landed with some 500 men near Coro, Venezuela on August 1, 1806. They held the town of Coro for barely two weeks before word of the approach of a massive Spanish army caused them to abandon the town. Return to Venezuela Although  his 1806 invasion  had been a fiasco, events had taken on a life of their own in northern South America. Creole Patriots, led by  Simà ³n Bolà ­var  and other leaders like him, had declared provisional independence from Spain. Their actions were inspired by Napoleons invasion of Spain and detainment of the Spanish royal family. Miranda was invited to return and given a vote in the national assembly. In 1811, Miranda and Bolà ­var convinced their companions to formally declare independence outright, and the new nation even adopted the flag Miranda had used in his previous invasion. A combination of calamities doomed this government, known as the  First Venezuelan Republic. Arrest, Imprisonment, and Death By mid-1812, the young republic was staggering from royalist resistance and a devastating earthquake that had driven many over to the other side. In desperation, Republican leaders named Miranda Generalissimo, with absolute power over military decisions. This made him the first president of a breakaway Spanish republic in Latin America, although his rule did not last long. As the republic crumbled, Miranda made terms with Spanish commander Domingo Monteverde for an armistice. In the port of La Guaira, Miranda attempted to flee Venezuela before the arrival of royalist forces. Simon Bolivar and others, infuriated at Mirandas actions, arrested him and turned him over to the Spanish. Miranda was sent to a Spanish prison, where he remained until his death on July 14, 1816. Legacy Francisco de Miranda is a complicated historical figure. He was one of the greatest adventurers of all time, having escapades from Catherine the Greats bedroom to the American Revolution to escaping revolutionary France in a disguise. His life reads like a Hollywood movie script. Throughout his life, he was dedicated to the cause of South American independence and worked very hard to achieve that goal. Still, it is hard to determine how much he actually did to bring about the independence of his homeland. He left Venezuela at the age of 20 or so and traveled the world, but by the time he wanted to liberate his homeland 30 years later, his provincial countrymen had barely heard of him. His lone attempt at an invasion of liberation failed miserably. When he had the chance to lead his nation, he arranged a truce so repulsive to his fellow rebels that none other than Simon Bolivar himself handed him over to the Spanish. Mirandas contributions must be measured by another ruler. His extensive networking in Europe and the United States helped pave the way for South American independence. The leaders of these other nations, impressed as they all were by Miranda, occasionally supported South American independence movements- or at least did not oppose them. Spain would be on its own if it wanted to keep its colonies. Most telling, perhaps, is Mirandas place in the hearts of South Americans. He is named the Precursor of independence, while Simon Bolivar is the Liberator. Sort of like a John the Baptist to Bolivars Jesus, Miranda prepared the world for the delivery and liberation that was to come. South Americans today have great respect for Miranda: he has an elaborate tomb in the National Pantheon of Venezuela despite the fact that he was buried in a Spanish mass grave and his remains were never identified. Even Bolivar, the greatest hero of South American independence, is despised for turning Miranda over to the Spanish. Some consider it the most questionable moral action the Liberator undertook. Sources Harvey, Robert.  Liberators: Latin Americas Struggle for Independence  Woodstock: The Overlook Press, 2000.Racine, Karen. Francisco de Miranda: A Transatlantic Life in the Age of Revolution. Wilmington, Deleware: SR Books, 2003.

Same sex couples adoting children Essay Example | Topics and Well Written Essays - 2500 words

Same sex couples adoting children - Essay Example Same sex couples are denied adoption of children on the assumption that children suffer in the process. Stability of homosexual relationships, suitability as parents, the ability of the children of same sex to cope with the family environment, the same parental anxieties and responsibilities experienced by the same sex parents are reasons enough to allow adoption by the same sex couples. According to Buxton and Warner adoption allows children whose parents cannot care for them to be placed within a family environment. It is a legal process by which the connection between the biological parents and the child is severed and new ties are formed between the child and the adoptive parents. Thus the legal rights are handed over to the adoptive parents and hence the welfare of the adopted child is of great importance to any state. The state has a right to determine if the adopted child is under the right care and is being given a healthy development environment. Initially women that could not conceive would go in for adoption but now with the same sex parents, adoption is becoming commonplace. Same sex parenting through adoption is taking place in countries like United States, Australia, Europe and Canada. The basis of decision in allowing adoptions is no more restricted to sexual orientation and marital status. Emotional security, stability and serving in the best interes t of the child govern the decision for allowing adoption of a child. Sexual orientation does not negatively impact the quality of parenting. There is ample empirical evidence to support the view that same sex parents are as successful in parenting as the heterosexual parents. Buxton and Warner find that no differences have been found in children from the two types of families in self-esteem, psychological development and peer-relationships. There is no evidence to suggest that adult children of same sex parents identify themselves as gay or lesbians. The desire for

Manets On the Beach and Vincent van Goghs The Sower Essay

Manets On the Beach and Vincent van Goghs The Sower - Essay Example Ordinary subjects are used. The painter uses small stokes, sometimes even using pointillism, to create the impression of their subject. The use of color is more vivid in these scenes. Movement is also a characteristic of Impressionism. Both Manet’s On the Beach and van Gogh’s The Sower use impressionism as a style. Manet’s On the Beach and van Gogh’s The Sower use everyday subjects. Manet’s subject was his wife and brother at the beach. Van Gogh’s The Sower depicts a field worker leaving the fields at sunset after a long day reaping wheat. Although Manet used his brother and wife, the beach scene could have been any two people. The ordinary subject did not matter as much as catching the moment in time on canvas. While Manet captured family members, van Gogh painted a random worker. The other difference is Manet captured people at leisure, while van Gogh painted a worker. The two scenes are polar opposite. One shows people that are well off en ough to go to the beach and relax, while the latter shows a worker. Both are ordinarily different. The technique and style used in both paintings make them Impressionism. Manet has smoother small strokes, but they are still small. Van Gogh’s picture has more visible small strokes. The contrast is Manet’s painting looks smoother than van Gogh’s rough picture. Although both are oil paintings, the blending method makes the visual impact different. This type of painting technique gives the impression, but no real detail in features.

Web Design Report Essay Example | Topics and Well Written Essays - 2000 words

Web Design Report - Essay Example The group’s choice to select Squarespace as the preferred content management system for this project is because it offers a lot of reliable features and template designs that have a friendly user interface. The valuable qualities of using Squarespace as the CMS for designing and developing the final website product outweigh the advantages of using another CMS system like Word Press or Joomla. Detailed descriptions of the benefits are explained below: Most Content Management Systems (CMSs) are created to help individuals who are not interested in not handling the technical part of building a website. The platform of the CMS should offer a simple design user interface for the end user. A system that has technical and hard to understand user interface configuration tend to demoralize an end user from the system. Therefore investing in a rich color background and text or attractive font is worthwhile to keep the admin and other users intrigued. The Squarespace CMS platform made it easier for the admin  customize the website content. The CMS platform also allows other authorized users to update content without having to get training regarding computer coding or technical language knowledge required for system maintenance. The Squarespace CMS platform template used to design the Connecting Syracuse system has a well-developed interface structure that enables easy placement of information on the webpage from the administration’s central interface. The customizable CMS tool utilizes the drag and drop functionality AJX function which enables the end web product system to have a consistent theme on all the web interface pages. This is advantageous since the system developer does not having to write the source code from scratch. These platform tools are good for web design beginners who want build customized front-end interfaces for a website without going into the technical sections. Clearly, using the Squarespace website builder is simpler as

How Can Management Accounting Techniques Assisst the Management of a Essay

How Can Management Accounting Techniques Assisst the Management of a Real Life Company - Essay Example Arcadia Group Limited is UK's largest privately owned clothing retailer that operates approximately 2,500 outlets. These outlets offer street’s best known fashion brands to different market segments (Arcadia Group Limited, n.d.). TopShop is mainly engaged in selling of women clothing and accessories. The company is also focusing on on-line selling of the products. This retail chain offers clothes mainly for young females. Other fashion products like shoes, accessories, make-up and gift items are also available in these outlets. TopShop was launched in 1964 to cater the growing demand for fashionable clothes among females in UK. From then onwards it turned out as a style symbol that caters the imagination of fashion icon people in UK’s retail industry. Within UK the retail chain has over 300 outlets and around 100 outlets are operating in international territories. Considering its success in the target market it is quite difficult to accept that this brand once had its b eginning in the basement of Peter Robinson department store. It took almost a decade for the brand to emerge out as a stand alone retailer. Back in 1994, TopShop got an opportunity to acquire its own identity. At that time 90,000 sq ft area was acquired at London Oxford Circus to open a unique outlet solely for TopShop. This outlet gave an identity to the retail brand; till date this outlet is world’s largest fashion store that attracts more than 200,000 shoppers per week. The brand image of the company is enough to attract international designers. The retail has a history of collaboration with some well known international designers like Celia Birtwell and Kate Moss that gave an extra edge to the brand name of TopShop. With... This paper stresses that a retail outlet sells large amount of finishes products that require regular updating of data. The sale to stock ratio is low because large portion of working capital remain engaged in inventory. As the business cycle is short in length, hence cash-flow balance is quite critical. The suppliers are always in hurry for their payments whereas the customers prefer to make delay. This report makes a conclusion that a retail outlet can confirm poor management if it encounter over crowded cash counter during festive session, the invoice process take time and customers has to wait long and inaccurate data in the invoice such as mistake in weight, item or amount. These are the signal of inadequate availability of information that can be rectified with help of management accounting system. The author says that with help of management cost accounting tools, company can generate ample reports that provide in-depth information about performance of different departments. Among these tools, activity based management is the one that has gained high popularity. Activity based management can be segregated in two distinct section; the first one is activity based costing where cost incurred at different point in the operational process is identified and then allocated to specific activity centre. The second section deals with strategic decision were management take decision about re-engineering of the activity. There are other techniques of management accounting such as cost volume profit analysis where the management calculate contribution ration that reflects profitability of the business.

Employee Communications (just Paraphrase) Essay Example | Topics and Well Written Essays - 500 words

Employee Communications (just Paraphrase) - Essay Example We feel that you should not allow them to pressure you into signing those authorization cards. We hope you understand that Fruit Corner is not trying to suppress your rights to self-organization but we honestly believe that our company does not need any union because we have a very good management-employee relationship. The existence of a union might just hamper the otherwise peaceful rapport that we already enjoy. In view of the above considerations, we encourage you to think twice before signing the authorization cards. We believe in your good judgment. We know that you are in agreement with us that it is for the good of all that our employees remain un-unionized. If there are any issues or misunderstandings between management and you, our employees, we are always ready to discuss things with you and settle the issues amicably. We believe that a union is not the sole solution to management-employee misunderstandings. Fruit Corner’s management and employees stand to gain more benefits without a union than having one. You can be assured that we always put your best interests in

The Advertising Effect on Adolescents in Saudi Arabia and United Essay

The Advertising Effect on Adolescents in Saudi Arabia and United States - Essay Example This essay looks at historical and contemporary examples to research the gap in generational identity patterns and the conflict between traditional and modern values in the Kingdom of Saudi Arabia, widely considered to be one of the most conservative governments and political societies in the world. The availability and effect of modern media, particularly from Western sources of production, such as television, movies, and music in Saudi Arabia will be reviewed from contemporary reports and placed in the context of wider social change movements such as the â€Å"Arab Spring†, democratization, and reform that seemingly threaten traditional values and identities in the Kingdom. The introduction of Western and modern values or identity constructs through commercial advertizing will also be analyzed with reference to youth movements and new developments in the Saudi economy resulting from lifestyle pattern changes. The economic and social results of this process will be further re lated in context to the issues of globalization, democratization, and modernization as they portend a change in values in Saudi Arabian culture. The emphasis of this study will be in analyzing the effect of advertising on Saudi adolescents particularly, as this is psychologically when the most important aspects of personal character definition are formed, and socially this represents the time period when human individuals are most open to experimentation with patterns of identity, character, and personality formation. The research methodology of this essay will include a comparison of research into adolescent identity structures and behavior in the U.S. and the Kingdom of Saudi Arabia in order to determine the similarities and differences between the two experiences both subjectively and objectively. Rather than assuming that Saudi and American youth culture will develop on the same patterns of expression, the essay will instead look to build an understanding of the similarities and differences between the two adolescent experiences referencing the mainstream national culture and its values as the main social variable to which individual experience reacts, conforms, or rebels personally. The essay concludes with a review of the ways that both local and global mass-media values influence adolescent identity patterns in Saudi Arabia, and the way that these expressions differ fundamentally from adolescent experience in the USA due to the different constitutional historical and religious beliefs of both cultures. Modernity and Saudi Arabia The Kingdom of Saudi Arabia is one of the most traditional countries on earth currently due to the combined effects of the political monarchy and royal system which rules as a protector of the religious and cultural values of Islam, represented in the most sacred holy places of the religion. The yearly travel of millions of Muslims to Saudi Arabia annually for the Hajj pilgrimage and to visit the holy places of Islam has made th e country the traditional center for international Arabic learning. The protection of the holy places and Islam is arguably the highest duty that the Saudi

Employee Communications (just Paraphrase) Essay Example | Topics and Well Written Essays - 500 words

Employee Communications (just Paraphrase) - Essay Example We feel that you should not allow them to pressure you into signing those authorization cards. We hope you understand that Fruit Corner is not trying to suppress your rights to self-organization but we honestly believe that our company does not need any union because we have a very good management-employee relationship. The existence of a union might just hamper the otherwise peaceful rapport that we already enjoy. In view of the above considerations, we encourage you to think twice before signing the authorization cards. We believe in your good judgment. We know that you are in agreement with us that it is for the good of all that our employees remain un-unionized. If there are any issues or misunderstandings between management and you, our employees, we are always ready to discuss things with you and settle the issues amicably. We believe that a union is not the sole solution to management-employee misunderstandings. Fruit Corner’s management and employees stand to gain more benefits without a union than having one. You can be assured that we always put your best interests in

Amazon.coms Business Model Research Paper Example | Topics and Well Written Essays - 1500 words

Amazon.coms Business Model - Research Paper Example As a result of stiff competition in business, the company has devised a new mechanism that aims at cushioning itself from the current inflation and economic recession by engaging in other business such as selling electronic devices, toys, food and music. The company also offers shipping transport to other airlines thus maximizing its profits from all the sectors. The success and economic growth of Amazon Company are grounded on the following principles that are customer oriented: convenience, pricing and selection. From the Swot analysis approach, it has been established that combining these three factors improves the company’s image by developing loyalty, trust and commitment to customers. This is one of the strategies that have been used by Amazon Company to lay off most of its competitors as it enhances high productivity and efficiency in the Company. Part 1.A: Pros of Amazon.com The prosperity and economic growth of Amazon organization is grounded on the following advantag es: Leverage of economies of scale: The company has greatly utilised the availability of fixed assets that are related to distribution and storage of goods by offering shipping services. Through the interaction of many customers the company markets its products thus expanding its market share to other regions of the world. Expansion of the market share: For any company to prosper in the business arena, it should develop strategy plans that aim at distributing its goods and services at the lowest cost. With the advancement of science and technology coupled with the easy access to internet, the company has in the recent time launched a new website. In this website the company has managed to display more goods and services that its offers to consumers thus increasing its sales volume. Localization of goods and services: From the past experiences, the company has realized that most consumers lacked some of the related goods that the company availed in their shelves, hence compelling cus tomers to shop them elsewhere. In order to counteract such effect, Amazon Company has increased the brands of goods by ensuring that there is one-stop shopping centre. Customers are now in a position to buy all their goods from one main location. Provision of availing other related goods: This idea aims at taking into account the needs and preferences of all the customers on the purchased goods. For instance, if a consumer has bought a book and he has eyesight problems, the company should be in a position to sell reading glasses to that customer rather than sending him to other shops. This idea has also improved the company’s image globally in the sense that it consumers are allowed to make orders based on their personal interests and preference. Implementation of effective marketing strategy: Marketing is a crucial facet in an organizational operation because it allows the company to realize the efforts made from the production system. It connects the organizational goals an d objectives with the needs of the customers as stipulated in the market domain. Amazon Company adopted the strategy of market segmentation which allows flexibility in product distribution. Based on the demand and population density, the company produces goods that are specifically meant for a certain portion of the population hence satisfying the needs of consumers. Part 1.B: Cons faced by Amazon Company The journey to the Company’s success has not been smooth without the challenges and drawback as highlighted below. Stiff competition from other companies: The world of business can be compared to a battle field where the mighty survive while the weaklings perish. Consequently, well established organizations have a high chance of

MockingJay Capitol and Air Duct Surprises Essay Example for Free

MockingJay Capitol and Air Duct Surprises Essay â€Å"All right, that’s it,† Paylor says. Flames and heavy black smoke from the wreckage obscure our view. â€Å"Did they hit the hospital?† â€Å"Must have,† she say grimly. As I hurry towards the ladders at the far end or the warehouse, the sight of Messalla and one od the insects emerging from behind an air duct surprises me. I thought they’d still be hunkered down in the alley. â€Å"They’re growing on me,† says Gale. I scramble down the ladder. When my feet hit the ground, I find a bodyguard, Cressida, and the other insect waiting. I expect resistance, but Cressida just waves me toward the hospital. She’s yelling, â€Å"I don’t care, Plutarch! Just give me five more minutes!† Not one to question a free pass, I take off into the street. â€Å"Oh, no,† I whisper as I catch sight of the hospital. Some people say they think our government is bad? Well check this out; 16 year old Katniss Everdeen is visiting a hospital to give the injured and dying people of District 8 hope. But when she is done, Capitol planes sent from President Snow attack her and her crew. Katniss and Gale shoot them down, but they find the hospital in ruins. Katniss records her own message for the capitol. MockingJay by Suzanne Collins. â€Å"Oh, no,† I whisper as I catch sight of the hospital. Or what used to be the hospital. I move past the wounded, past the burning plane wreck, fixated on the disaster ahead of me. People screaming, running about frantically, but unable to help. The bombs have collapsed the roof and set the building on fire, effectively trapping the patients within. A group of rescuers has assembled, trying to clear a path inside. But I already know what they will find. If the crushing debris and the flames didn’t get them, the smoke did. Gale’s at my shoulder. The fact that he does nothing only confirms my suspicions. Miners don’t abandon an accident until its hopeless. â€Å"Come on, Katniss. Haymitch says they can get a hovercraft in for us now,† he tells me, but I cant seem to move. â€Å"Why would they do that? Why would they target people who were already dying?† I ask him. â€Å"Scare others off. Prevent the wounded from seeking help,† says Gale. â€Å"Those people you met, they were expendable. To Snow, anyways. If the Capitol wins, what will it do with a bunch of damaged slaves?† I remember all those years in the woods, listening to Gale rant against the Capitol. Me, not paying close attention. Wondering why he even bothered to dissect its motives. Why thinking like our enemy would ever matter. Clearly, it could have mattered today. When Gale questioned the existence of the hospital, he was not thinking of disease, but this. Because he never underestimates the cruelty of those we face. I slowly turn my back to the hospital and find Cressida, flanked by the insects, standing a couple of yards in front of me. Her manner’s unrattled. Cool even. â€Å"Katniss,† she says. â€Å"President Snow just had them air the bombing live. Then he made an appearance to say that this was his way of sending a message to the rebels. What about you? Would you like to tell the rebels anything?† â€Å"Yes,† I whisper. The red blinking light on one end of the cameras catch my eye. I know I’m being recorded. â€Å"Yes,† I say more forcefully. Everyone is drawing away from me–-Gale, Cressida, the insects—giving me the stage. But I stay focused on the red light. â€Å"I want to tell the rebels that I am alive. That I’m right here in District Eight, where the Capitol has just bombed a hospital full of unarmed men, women, and children. There will be no survivors.† The shock I’ve been feeling being to give way to fury. â€Å"I want to tell people that if you think for one second the Capitol will treat us fairly if there’s a cease-fire, you’re deluding yourself. Because you know who they are and what they do† my hands go out automatically, as if to indicate the whole horror around me. â€Å"This is what they do! And we must fight back!† I’m moving in toward the camera now, carried forward by my rage. â€Å"President Snow says he’s sending us a message? Well, I have one for him. You can torture us and bomb us and burn our districts to the ground, but do you see that?† One of the cameras follows as I point to the planes burning on the roof of the warehouse across from us. The Capitol seal on a wing glows clearly through the flame. â€Å"Fire is catching!† I am shouting now, determined that he will not miss a word. â€Å"And if we burn, you burn with us!† My last words hang in the air. I feel suspended in time. Held aloft in a cloud of heat that generates not from my surroundings, but from my own being. â€Å"Cut!† Cressida’s voice snaps me back to reality, extinguishes me. She gives me a nod of approval. â€Å"That’s a wrap.†

Lincoln the Tyrant Essays -- Essays Papers

Lincoln the Tyrant There is no doubt that Abraham Lincoln is widely regarded as one of the great American presidents. The general public, when asked about Lincoln, will often tell the tale of a great man. Holding their head high, they will embark on the journey of a benevolent leader, praising the man who envisioned a new America: a great country of racial equality, and the pillar of human liberty. There are some, however, who have quite the opposite view. In his work, The Real Lincoln, economic historian Thomas J. DiLorenzo tells quite the different tale. Daring to criticize this beloved president, DiLorenzo defends his antithetical statements with several key points: Lincoln was more similar to a dictator than an American President. Arguing that the War Between the States was wholly unconstitutional, DiLorenzo corrects the popular misconception that Lincoln’s war was one of abolition. War was not necessary to end slavery, but it was necessary to fulfill Lincoln’s true agenda – to destroy the most significant check on the powers of the central government: the right of secession.1 During the civil war, Lincoln blatantly disregarded the U.S. Constitution and adapted his own form of government. His first step was to suspend the writ of habeas corpus. With such rights thrown away, Lincoln arbitrarily imprisoned those who publicly disagreed with his principles. American citizens accused of crimes have a constitutional right to a speedy public trial by an impartial jury, to be informed of the nature and cause of the accusation, to be confronted with witnesses against them, to bring witnesses in their favor, and to have the assistance of legal counsel. On April 27, 1861, Lincoln decided that such constitutional... ...rica’s great Tyrant. Footnotes 1. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 9. 2. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 135. 3. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 145. 4. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 141. 5. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 150. 6. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 35. 7. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 11. 8. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 48. 9. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 275. 10. Thomas J. DiLorenzo, The Real Lincoln (New York: Three Rivers Press, 2002) 269.

The Life and Times of William Rufus de Vane King :: Essays Papers

The Life and Times of William Rufus de Vane King William Rufus de Vane King was a distinguished politician who concluded his remarkable political career by being elected the Vice-President under Franklin Pierce’s pro-slavery ticket. However, he is the only person to be elected to that office that never actually served as vice-president. Without doing this, King is known through history as a popular and pre-eminent politician from Alabama. Besides being the only vice-president elected to not serve his term, he is the only United States official to take the oath of office on foreign land. Instead of taking the oath of office in the nation’s capital, William King took the oath in Havana, Cuba. Unfortunately, less than one week after Inauguration Day, King died at the age of sixty-seven of tuberculosis. In those years prior to his death, King made several pertinent contributions to the United States political system. King began his life on April 7, 1786. He was born on a lovely spring day in Sampson County, North Carolina. His inheritance from different backgrounds was evident. The values and morals that his parents instilled within him caused young King’s actions. His father was of Irish descent that was a planter who sometimes served in the state legislature. His father also served dutifully during the Revolutionary War and was a member of the convention that was called to adopt the federal constitution. His mother had a touch of Huguenot ancestry. William King was a tall and slender man. His physique was gracefully erect, and he was always generous and courteous. This characteristic came from the upbringing from his parents. He was very humble. He was not arrogant or boasted about his accomplishments. King never married. However, there were rumors spread that there was a relationship between him and President James Buchanan. It was known that King and Van Buren shared a twenty-year intimate friendship. They shared quarters in Washington, D.C. for many years, and Buchanan called their relationship a communion. A law partner of James K. Polk labeled the two Mr. and Mrs. Buchanan. King was born when the United States was young and developing.

An Introduction to Adolescent Depression and Suicide

Teenage angst is often referred to normal during that an unfortunate phase called adolescence through which many parents hope their children will emerge unscathed, and suffer through it with a philosophical attitude.Many incidents of unreasoning anger, social withdrawal, apathy and refusal to communicate are taken as signs of this phase and no more. However, these behaviors have also been identified as signs of adolescent depression, and those who are at-risk may very well be diagnosed with this condition. Parents would be well advised to eye such incidents with some attention, especially if it occurs over a prolonged period of time.True adolescent depression is made more difficult to diagnose this is the rebellious phase of teenagers, a time when they are most difficult to communicate with.This period of development is marked with transient period of depression-like signs such as sadness and loss of self-worth due to the normal process of maturation and its concurrent stresses, such as sexual development and conflicts with authority figures such as parents.Other stressful events, such as a romantic break-up or death in a family may be difficult for some teenagers, especially those with low self-esteem to cope with. When the behavior is persistent, this could already a depressive disorder (â€Å"Adolescent depression,† 2005).Adolescent depression is thought to affect up to 5% of children between the ages of 9 and 17, although as much as 15% exhibit some symptoms of depression at any given time. The condition affects the functionality of the adolescent that becomes apparent in poor performance in school, deteriorating social interactions, and hostile family relationships and may eventually lead to suicide.Many of those affected are seldom diagnosed and treated properly, and some experience depression before the age of seven. Major adolescent depressive disorder, the most severe degree of the condition is diagnosed similar to the criteria for major depress ive disorder in adults (Bhatia and Bhatia, 2007).There are many conditions for which adolescent depression can become a long-term problem, including depression in adult life and suicide. Some adolescents begin their depressive periods in early childhood, which becomes worse as the stress of life becomes more intense.It would be of paramount importance, therefore, to be able to distinguish between a teenager â€Å"acting out† and true adolescent depression. This paper aims to provide a comprehensive overview of adolescent depression, its symptoms and diagnosis, treatment and the risk of suicide associated with it.MethodologyScholarly articles detailing the known symptoms, risk factors, statistics and treatment protocols for adolescent depression and associated suicide were included in this paper to condense the information about the condition.These include articles from the American Family Physician, a peer reviewed journal of the American Academy of Family Physicians because adolescent depression is mostly a problem that beset families and are best solved at this societal level.Articles from the New England Journal of Medicine, American Journal of Psychiatry and the University of Pennsylvania Health System were also included to support the findings, as well as current event articles on depression screening in schools and the interaction of sexual activity and depression.Studies on the suicide rates associated with adolescent depression were taken from the British Medical Journal and American Journal of Psychiatry.A public health survey conducted by the Washington County Department of Public Health and Environment on teenagers was also included to provide a subjective perspective of adolescent depression and concepts of suicide.There is also the issue regarding the efficacy of current treatment methods for adolescent depression, elucidated with reports from Stanford University, The British Journal of Psychiatry and a reprinted article in Pediatric Nursin g.Results survey of teenagers on adolescent depression and suicideIn 2000, the Washington County Department of Public Health and Environment conducted two surveys designed by the Youth Risk Behavior (YRB) Endowment Advisory Committee to identify discover the main points to cover for managing depression, suicide and overall mental health of teenagers in Washington County.Of the 17,726 teens in the area, 1,875 adolescents in grades 7-12 responded to two surveys, namely survey 1 â€Å"Depression & Suicide: How Can We Make A Difference† and survey 2 â€Å"Communities For Teen Health†.In the first survey, 87% of the respondents believe that depression and suicidal thoughts are a big problem among teens today.When asked what kind of information they believed would benefit at-risk teens, 85% believed parents should be able to recognize signs of depression in their children and to take it as a serious matter while 81% maintained teens should be able to talk to friends about ho w they are feeling.Many (74% and 73% respectively) believed it was important for teens to be able to recognize if they are depressed and if others are depressed and to know where to go if they suspect they or others suffer from depression. Ninety-three percent of respondents believed guest speakers, motivational or other teens that have gone through depression and suicidal thoughts would be the best source of this information followed by television at 60% and caring adult at 54%.Having open communication, acquiring better understanding and reducing the amount of stress were the top answers for what adults and other teens can do to influence mental health of the youth.For the second survey, which investigated the involvement of the community in this condition, 31% of the respondents believed education was the venue most utilized for addressing the problem. Someone to talk to and friends tied at 26% for the best way depressed teens can be helped while 80% believed better awareness for parents and teachers was crucial.Twenty-one percent of the respondents believed more money should be spent on more education while 19% thought money would be well spent on media (â€Å"Adolescent depression & suicide opinion survey,† 2001).Symptoms and signsâ€Å"Major depressive episodes for adults and adolescents are similar in criteria†. Over a two-week period, comparative tabulation of the major symptoms is provided (Bhatia and Bhatia, 2007).

Junior Cert Study

[email  protected] com www. cyclonerepertory. com Romeo and Juliet Session Themes & Topics 1 – Shakespeare’s Main Source: Arthur Brooke’s 3020 line narrative poem â€Å"The Tragicall Historye of Romeus and Juliet† (first published in 1562). Brooke was reported to have translated it from an Italian novella â€Å"Giulietta e Romeo†, a novella by the Italian author Matteo Bandello, written in 1554. The poem's ending differs significantly from Shakespeare's play: the nurse is banished, the apothecary is hanged for his involvement in the deception while Friar Laurence leaves Verona to live in a hermitage until he dies.Another notable plot difference is that the story takes place over nine months while Shakespeare’s version takes place over 5 days. A key theme of Brooke’s epic poem which permeates Shakespeare’s Romeo and Juliet is: 2 – Love as a Religious Experience (or Love as a Form of Religious Worship). This idea of love is based on medieval courtly love poetry and was a strong influence on Brooke’s version of Romeo and Juliet. Love in this sense is not just lust but is tempered by patience, romance, spirituality and heroism. The language used in this poetry was full of religious references.This idea of love was borrowed by Shakespeare in his version of the tale. Here are a few examples which reflect this theme: â€Å"If I profane with my unworthiest hand this holy shrine† Romeo, Act I Scene 5 â€Å"Call me but love and I’ll be new baptized. † Juliet, Act II Scene 2 â€Å"Swear by the gracious self, which is the god of my idolatry. † Juliet, Act II Scene 2 This theme of love as religious worship demonstrates the young couple’s passion and devotion to one another. This return of affection from Juliet inflames the young Romeo as opposed to his advances towards the â€Å"unfeeling† Rosaline which were not reciprocated. – Synopsis of the Play: The extract below is the synopsis as staged in â€Å"The Romeo and Juliet Session†: Day 1, Sunday: The star crossed lovers meet and fall in love. Day 2, Monday: They secretly marry in Friar Lawrence’s cell. Later, Romeo gets in a brawl with Tybalt and his best friend, Mercutio, is killed . Taking revenge, Romeo in turn kills Tybalt. For this murderous act The Prince banishes him. But before fleeing to Mantua Romeo has a passionate night with his new bride. Day 3, Tuesday: Mr. & Mrs. Capulet brutally force the rebellious Juliet to marry Paris.A now desperate Juliet runs to Friar Lawrence begging for help. He gives her a potion that induces a death-like state. Later that day Capulet moves the day of the wedding from Thursday to Wednesday. Day 4, Wednesday: The nurse finds Juliet â€Å"dead†. The wedding preparations now become funeral preparations. Romeo hears of Juliet’s death and makes the journey to Verona. Day 5, Thursday: Romeo arrives in Capulet’s tomb and takes his own life just before Juliet awakes. Seeing her dead lover by her side, the young Juliet takes Romeo’s knife and ends it. – Benvolio, Romeo & Mercutio: The function of Benvolio’s character is to provide a peaceful, passive personality in contrast to the lively and aggressive Mercutio. This is important as both characters have a significant influence on the young Romeo. Our hero demonstrates aspects of both characters at various points throughout the play. Benvolio’s character foretells an end to the feud. He is only member of Romeo’s generation to survive by the end of the play. We also know that Benvolio is trustworthy. After Mercutio has been slain, Benvolio recounts the events accurately and fairly to the Prince.Even though he belongs to one of the families in the feud, the Prince does not see it necessary to doubt his word, further proving his sincerity and earnestness. It might prove useful to think of the characters of Romeo , Mercutio and Benvolio as three brothers: Mercutio is the aggressive, jaded and, sometimes, mean eldest, Romeo is the youngest and most spoilt as he’s allowed to indulge his feelings and cries a lot and Benvolio, the middle child, is a good mediator as he helps to dissolve tensions between the two (as middle children often do in real life).However, in our Romeo and Juliet Session, the actor’s confusion over how to play Benvolio is also a devised conflict point between the actor and Shakespeare which acts as a bridge to discuss: 5 – Elizabethan Attitudes to Homosexuality: Freedom of choice, in this sense, was not allowed in Shakespeare’s day. Acceptance of Homosexuality as has been happening in today’s Western society was non-existent, at least publicly. If such attitudes were expressed in public then it could have serious repercussions as it went against acceptable norms of society.Practice of homosexuality was often punishable by death. 6  œ Lack of Female Performers: In Shakespeare’s day women were not allowed onstage, in fact it was illegal. Their place was in the home. Every female character in those days was performed by men. In this play for example, teenage boys would play the role of Juliet, and older (generally burly and heavy) men, would play the Nurse. It’s interesting to notice that the character of the pantomime Dame, can be traced back to this type of roles. Women we only allowed on stage after 1660 (many years after Shakespeare death). – Mercutio’s Queen Mab Speech: What’s the point of this monologue? Most productions of this play cut it out. Mercutio’s cynical take on love serves as a counterpoint to Romeo’s wistful one. Mercutio is warning Romeo that love is a trap that comes with many pitfalls and burdensome obligations. In addition to this Shakespeare seems to have been making a bit of a pun with the name Queen Mab. Traditionally, Queen Mab is known as the queen of the fairies. But in his time the words â€Å"quean† and â€Å"mab† were also references to whores. Ultimately, Mercutio is trying to deflate Romeo’s illusion of love.Ergo: life is not a lover’s fairytale. 8 – Medieval Tragedy: A common plot device in Medieval Tragedy is that of unseen, hostile forces determining the destiny of the lovers. Shakespeare uses this concept in the play. When Romeo says, â€Å"†¦expire the term of a despised life clos’d in my breast† (Act I Scene 4) he is foretelling his own death. This is not because he wants to die but more because he feels that it is in his fate. That’s the reason why Shakespeare call them â€Å"star crossed lovers† in the Prologue to the play: their fate’s written in the stars.But they’re ill-fated too: conspiring against them are events, coincidences and accidents. For example: 1. Romeo’s bad timing in arriving too early to Julietâ⠂¬â„¢s tomb. 2. Romeo not getting Friar Laurence’s letter explaining his scheme of Juliet’s pretended death. 3. The dark shadow of the feud influences the secretive actions of the hasty lovers. This hastiness is a tragic flaw that both characters share and it plays its part in the tragedy. In Juliet’s own words: â€Å"Too rash, too unadvised, too sudden. † (Act II Scene 2) In fact, Romeo and Juliet are fated to die.This tragic device of impending doom was meant to make the audience pity the young and innocent lovers. In Romeo’s own words: â€Å"I am fortune’s fool†. (Act III Scene 1) 9 – Love vs. Lust: Is Romeo really in love with Juliet or is he just a boy with a strong libido? Wasn’t he hopelessly in love with Rosaline before? In his own words: â€Å"The all seeing sun ne’er saw her match since first the world begun. † (Act I Scene 2). Romeo was gutted after Rosaline rejected him. If Juliet rejected him, would he have just found someone new, pined longer for Juliet, returned to Rosaline or do something else?Would it be fair to say that Romeo is in love with the idea of being in love? If we take the side of the argument that Romeo is really in love this time, then this harks back to the theme of Love as a Religious Experience. Romeo and Juliet’s relationship is spiritual, heroic & romantic but it also contains lust, as in any romantic relationship. The world of Romeo and Juliet’s love is so all-consuming that, to quote John Donne, â€Å"Nothing else is†. (The Sun Rising, Stanza 3). This disregard for the outside world is the beauty of their pure love and the reason for their downfall.This meeting of these two soul mates has awoken them to a new world of feeling and passion that goes beyond anything they’ve ever known before. 10 – Conflict: All the conflicts in the play are a result of the feud between the Montagues and Capulets which we are told in the play was â€Å"Bred of an airy word† (Prince, Act I Scene 1). No one seems to know what started it in the first place. All we know is that the family’s of the Capulets and Montagues have born a grudge for a long period of time, passing on the hatred from one generation to the next, and they’re not even sure why.However, the feud between the families has an historic basis. The period referred to in the play is between 1269 & 1387. This was a time when Verona was split between competing noble families. Italians at that time were divided. Some of them favoured a government ruled by the German emperor while others were part of a congress of city-states under the moral leadership of the Pope in Rome. So noble Families would often fight over the political high ground. But what’s most important in this play is how the feud affects the young lovers and other characters.The feud is responsible for the fiery Tybalt seeking out Romeo for daring to show his face at the Capulet’s ball, it’s responsible for the lovers secret marriage, Mercutio’s and Tybalt's murders, Romeo’s banishment and the Friar’s scheme which eventually leads to Romeo and Juliet’s death. 11 – Realism vs. Telling the story: There are inconsistencies in the play: No one question why the young, 14 your old Juliet just suddenly dies. The vial of potion by her side is never found. Rosaline, was a Capulet too, a cousin of Juliet. But the feud between the families was never addressed in that case.Was Shakespeare unaware of these inconsistencies? Why were they not addressed? This has a lot to do with how writing has changed over the years. Realism as we know it was an invention of the novels of the XVIII & XIX centuries. In Shakespeare’s day there wasn’t an interest in depicting everyday life. Therefore consistency wasn’t as important as telling a story. Famous and quotes from Romeo and Juliet: Below are some quotes that you may find useful to quote in your exams. â€Å"A pair of star-crossed lovers†. Prologue â€Å"One fairer than my love? The all-seeing sunNe'er saw her match since first the world begun†, Romeo, Act I, scene 2 â€Å"O! she doth teach the torches to burn bright†, Romeo, Act I, scene 5 â€Å"Did my heart love till now? Forswear it, sight! For I ne'er saw true beauty till this night†, Romeo, Act I, scene 5 â€Å"My only love sprung from my only hate! Too early seen unknown, and known too late! † Juliet, Act 1, scene 5 â€Å"O Romeo, Romeo! wherefore art thou Romeo? † Juliet, Act II, scene 2 â€Å"O, swear not by the moon, the inconstant moon, That monthly changes in her circled orb, Lest that thy love prove likewise variable. Juliet, Act II, scene 2 â€Å"Good Night, Good night! Parting is such sweet sorrow, that I shall say good night till it be morrow. † Juliet, Act II, scene 2 â€Å"What's in a name? That which we call a rose by any other name would smell as sweet. † Juliet, Act II, scene 2 â€Å"Wisely and slow; they stumble that run fast,† Friar Laurence, Act II, scene 3 â€Å"Men's eyes were made to look, and let them gaze. † Mercutio, Act III, scene 1 â€Å"A plague o' both your houses! † Mercutio, Act III, scene 1 â€Å"O, I am Fortune's fool! † Romeo, Act III, scene 1 â€Å"Give me my Romeo; and, when he shall die,Take him and cut him out in little stars, And he will make the face of heaven so fine That all the world will be in love with night, And pay no worship to the garish sun. † Juliet, Act III, scene 2 â€Å"Then I defy you, stars! † Romeo, Act V, scene 1 â€Å"For never was a story of more woe Than this of Juliet and her Romeo. † Prince, Act 5, scene 3 Shakespeare’s Contribution to the English Language Shakespeare is credited by the Oxford English Dictionary with the introduction of nearly 3,000 worlds into the language. I t doesn’t mean that he created them all but that his works were the earliest citation.Below is small list of words and phrases from Shakespeare’s plays. Many widely used today: Words: †¢ Accommodation †¢ Amazement †¢ Apostrophe †¢ Assassination †¢ Auspicious †¢ Bloody †¢ Bump †¢ Courtship †¢ Critic †¢ Critical †¢ Dwindle †¢ Exposure †¢ Frugal †¢ Generous †¢ Gloomy †¢ Hurry †¢ Invulnerable †¢ Laughable †¢ Lonely †¢ Majestic †¢ Misplaced †¢ Monumental †¢ Multitudinous †¢ Obscene †¢ Pious †¢ Premeditated †¢ Radiance †¢ Road †¢ Sanctimonious †¢ Sportive †¢ Suspicious Phrases: †¢ all that glitters isn't gold †¢ as dead as a doornail †¢ break the ice †¢ catch a cold †¢ clothes make the man †¢ disgraceful conduct eaten out of house and home †¢ elbowroom †¢ fair play †¢ foregone c onclusion †¢ heart of gold †¢ heartsick †¢ hot-blooded †¢ housekeeping †¢ in a pickle †¢ in stitches †¢ in the twinkling of an eye †¢ it's Greek to me †¢ lackluster †¢ laughing stock †¢ leapfrog †¢ long-haired †¢ method in his madness †¢ mind's eye †¢ mum’s the word †¢ naked truth †¢ neither a borrower nor a lender be †¢ neither here nor there †¢ send him packing †¢ set your teeth on edge †¢ sorry sight †¢ to be or not to be †¢ to thine own self be true †¢ too much of a good thing †¢ vanish into thin air †¢ wear one's heart on one's sleeve [pic] [pic] [pic]