How does Act 1, Scene 1 lay the foundations for the whole tragedy Essay Example

How does Act 1, Scene 1 lay the foundations for the whole tragedy? Essay Act 1, Scene 1 of Romeo and Juliet by William Shakespeare lays the foundations for the whole tragedy because it introduces us to most of the main characters. It also shows us how violent the society of Verona is. Shakespeare could have been influenced to write Romeo and Juliet from many sources. In Italy and France during the medieval period, there were many myths and legends about two lovers facing impossible obstacles. Also, there were two Italian families called the Montecchi and the Capelletti. However, one lived in Verona and the other in Cremona, which are over 60 miles apart. It is unknown whether they had children called Romeo or Juliet. In 1562, an English poet called Arthur Brooke wrote a poem called The Tragicall Historye of Romeus and Juliet. It has basically the same story, except Shakespeares is much more detailed. Some people believe that the two feuding families represent the Catholics and the Protestants. The bringing of them together symbolises the Tudors. We will write a custom essay sample on How does Act 1, Scene 1 lay the foundations for the whole tragedy? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does Act 1, Scene 1 lay the foundations for the whole tragedy? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does Act 1, Scene 1 lay the foundations for the whole tragedy? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Prologue is important because it introduces us to all the themes of the play. It is written as a sonnet. A sonnet is a form of renaissance poetry and is always about love, a pair of star-crossed lovers take their lives. This causes the audience to believe that love would be the dominant theme, but later on, they realise it isnt. The Prologue is written in iambic pentameter, which all sonnets are, which means every second line rhymes. It is recited by a chorus which is a group of people who summarize the play and give moral commentary. The sonnet summarizes the entire play. It tells us that the bitter quarrels of the Montagues and Capulets are only ended by the death of their children, Romeo and Juliet. It introduces all three main themes of the play, love, a pair of star-crossed lovers, hatred, ancient grudge, and fate, star-crossed. At the beginning of Act 1, Scene 1, the stage directions show that Verona is a violent society. [Enter Sampson and Gregory with swords and bucklers]. This tells us that there will be a fight. Capulets servants, Sampson and Gregory, joke together and boast that they are superior to the Montagues. They use many puns in their conversation. Sampson says, I will push Montagues men to the wall and thrust his maids to the wall. This means that he will kill any Montague man and rape any Montague woman. He also says, When I have fought with the men, I will be civil with the maids; I will cut off their heads. By this he meant their maidenheads, which in those times meant virginity. A fight begins when Benvolio and Tybalt enter and it develops into a furious riot. Even Capulet and Montague join in; this shows us that violence is the dominant theme. This scene introduces us to the hierarchical structure of Elizabethan society. The lower class characters, such as the servants, speak in prose (blank verse), Gregory, on my word, well not carry coals. No, for then we shall be colliers. This doesnt rhyme. However, the upper class people, such as the Prince, do speak in rhyme. To know our farther pleasure in this case, To old Free-town, our common judgement place. This scene concludes with love. Romeo describes his love for Rosaline and his frustration that the love isnt returned. The scene shows the two contrasting themes of the play, love and violence. In Act 1, Scene 1, we learn about the different characters. We learn that Tybalt is aggressive, hateful and is determined to kill. What drawn and talk of peace? I hate the word, as I hate hell, all Montagues and thee! This shows that he adds flames to the fire, seizing the opportunity to fight. Shakespeare shows this by Tybalt only saying five lines in the scene, but all five lines are said with aggressiveness, which shows his character. What we learn about Benvolio in this scene is that he is not as hateful as Tybalt. He is much calmer and more respected. We know that he is well respected because the servants listen to him when he tells them to stop fighting. Part, fools! You know not what you do! He is peaceful and doesnt want to fight. Shakespeare shows this by Benvolio speaking differently to other characters. The language that Benvolio and Montague use in lines 109-33 is very different to the language used by other characters in this scene. Madam an hour before the worshipped sun Peered forth the golden window of the east, A troubled mind drive me to walk abroad, Where underneath the grove of sycamore. This language is much more complex and isnt as simple to understand as other characters language. This shows his complex character. What we learn about Romeo is that he is infatuated with Rosaline. He talks about how love confuses and mixes up, turning order into chaos. Shakespeare shows how mixed up Romeo is feeling by using a dozen oxymorons, two contradictory words brought together to make a striking expression. Why then, O brawling love, O loving hate, O anything of nothing first create! O heavy lightness, serious vanity, Misshapen chaos of well-seeming forms, Feather of lead, bright smoke, cold fire, sick health, Still-waking sleep, that is not what it is! But the most important oxymoron used is, Heres much to do with hate, but more with love. This is important because it summarizes the entire play in one sentence. The story is much to do with hate, because the families hate each other, but more with love, because they love their families so they want to defend their honour. Romeos character links to Greek tragedy. Greek tragedy is a form of drama invented by the ancient Greeks. Romeo and Juliet has all three main elements of Greek tragedy. It has a tragic hero, a chorus and narrator. The tragic hero, who is always a male, is Romeo, he will always be an excellent person, but has a fatal flaw which will lead to his downfall, and consequently, his death. Romeos fatal flaw is that he is obsessed with love. The chorus, which is a group of people who explain and comment on the play, comes twice in the play, in the Prologue and the beginning of Act 2. There is more than one narrator in the play, the chorus, Friar Lawrence and the Prince, who give moral commentary on the play. The only characters that are not introduced in in Act 1, Scene 1, are Juliet and Mercutio. I think this might be because it shows how quickly Romeo falls in and out of love. In the first scene, he talks about his love for Rosaline, and in Act 1, Scene 5, he suddenly loves Juliet. The violence established in Act 1, Scene 1, the very first scene of the play, comes to a climax in Act 3, Scene 1, which is the very central scene of the play. This scene is often described as the turning point in Romeo and Juliet. Until this scene, Shakespeare leads us to believe that the two lovers may have a chance in happiness. By the end of the scene, we see that this is impossible. Mercutio has been killed by Tybalt. Tybalt has been killed by Romeo. Romeo has been banished by the Prince. This scene is the inevitable conclusion to the violence and hatred set up in the civil brawl which began Act 1, Scene 1. Structurally, the two scenes are almost identical, but in Act 3, Scene 1, two main characters are dead, and Romeo banished. For the first time, we see the violence in Verona defeating the love between Romeo and Juliet. By doing this, Shakespeare is giving us a hint that their love will be defeated again in the final scene. The two scenes, Act 1 Scene 1, and Act 3, Scene 1, are structurally very similar because Shakespeare wanted to link the scenes together. Act 3, Scene 1 is the logical conclusion to the violence established in the opening scene. Most of the characters involved are the same, and events unfold in an identical fashion. In both scenes, two men of one house talk of violence, then the other houses men arrive, they all fight and the Prince passes judgement. The very last scene of the play, Act 5, Scene 3, mirrors the first scene because the juxtaposing forces of love and hate come together again. Romeo, believing Juliet is dead, kills himself. Heres to my love! O true apothecary! Thy drugs are quick. Thus with a kiss I die. Juliet then awakens and seeing Romeo dead, kills herself. Yea, noise? Then Ill be brief. O happy dagger, This is my sheath; there rust and let me die. Juliet prefers to join Romeo in death rather than live without him. Shakespeare uses dramatic irony. The whole time the audience know that Juliet isnt actually dead, this keeps them excited about what will happen next. We know that Friar Lawrence has hatched a desperate scheme to save them. Friar Lawrence wants to help them because he believes that their love will end the ancient grudge between their families. Earlier, in Act 2, Scene 6, the Friar unknowingly predicts their future. These violent delights have violent ends, And in their triumph die like fire and powder. He warns their love may end in tragedy, which in the final scene, it does. But inevitably, as events move so quickly, mistakes are made. The vital message fails to reach Romeo. Juliet rouses herself from her unconscious state fractionally too late to save Romeo and herself. All of this action in such a short time adds to the power of the story. The couple are forced through a sequence of events which adds to the feeling that they are caught up in a train of circumstances which is beyond their power to control. Romeo and Juliet is undoubtedly one of the most popular and enduring of Shakespeares plays. I think this is because its the pace and urgency that makes the drama so compelling. It also plays upon a lot of our emotions; it can appeal to people who enjoy comedy, drama, violence or romance. The play has a lot to do with fate. From the prologue at the beginning, we already know that the two lovers are unlucky, star-crossed lovers. The theme of fate is carried on throughout the play. Shakespeare used imagery to convey each of the themes in the play. For the theme of love, he used light, O she doth teach the torches to burn bright! For the theme of hate, he used darkness. He has used these because; love and hate are opposites, so he used opposing imagery for each theme. Finally, for the theme of fate, he used stars, inauspicious stars, I defy you, stars!. Shakespeare used stars because they were supposed to contain the secrets of a mans future. Before Romeo went to Capulets banquet, he knew something would happen, for my mind misgives Some consequence yet hanging in the stars. Somehow, he knew that something would come out of going to the banquet. Romeo and Juliets families, the Montagues and the Capulets, were finally reconciled because of the love of Romeo and Juliet. Shakespeares moral message in the play is that love can bring an end to violence. But this isnt the only thing that Shakespeare is trying to show us in the play. He is giving us many philosophical lessons like, we shouldnt fall in love too hastily, like Romeo and Juliet have. He is also trying to show us that we shouldnt rush into things and to think before we act.

The effect of the French Revolution on Lazare Carnot

Condom Distribution in High Schools essays

Condom Distribution in High Schools essays Condom distribution in Public Schools During our panel discussion on should condoms be distributed in public schools, I took the position of supporting the distribution. It is not that I agree with young teenagers having sex but the statistics show that 70 percent of all students are having sex before the age of eighteen. Therefore, if they are going to be engaging in sexual activity then condoms should be easily accessible. Sex is a difficult topic for teenagers to discuss with their parents and so it often not discussed. Teens want to have an open door policy starting at a young age with their parents and they dont want the lectures on sex. They want to be treated as adults and be allowed to make their own decisions with no pressure. However, many parents state they will not allow their daughters to be put on birth control pills. Knowing this, they chose other forms of contraceptives and condoms are the most popular form. If condoms were given distributed in their schools then at least the students would be protected while engaging in sex. Contraceptives arent easily accessible though. 63 percent of teenagers have to receive their protection at public clinics because only 33 percent of schools have health centers that provide contraceptives on site. 54 percent of students use condoms and more said they would if they were easier to get their hands on. Recent research indicates that in the United States, there has been a steady decline in adolescent pregnancy, abortion and birth rates since 1991, because sexually active teenagers are becoming more effective users of contraceptives. There has also been a reported 1.7 million adolescent pregnancies averted by the use of contraceptives. I believe that there could be many more if schools would make condoms easily available to the students. Along with the distribution, there also needs to be more information on sex, bodies, pregnancy and STDs given ...

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Arabs And Westerners Attitude To Perfumes Industry Assignment

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Andy Warhol and His Screen Tests Essay Example | Topics and Well Written Essays - 2000 words

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Global Health and Issues in Disease Prevention

Global Health and Issues in Disease Prevention Application: The â€Å"Haves† and â€Å"Have Nots†: Why Are There Disparities? Bernard F. Richards Describe two health outcomes for which India and China have had different experiences in the last half century. It has long been an observation that socio-economic status influences health outcomes. Wilkinson and Pickett (2010) explain that the majority of health-related and social problems that plague nations and even sub-populations within nations are largely influenced by societal inequities (p. 173). Essentially, societies than have greater levels of inequity tend to have inferior health and social standings. This principle has been demonstrated by India and China which are nations with vast populations and shared influence from challenges brought on by globalization and urbanization. However, growing societal inequities in India served as the basis for recent dissimilarity in health status for citizens of said countries. The difference in health status of both countries can be seen in several health outcomes. According to Dummera and Cook (2008), both China and India experience similar infectious and chronic illnesses, the burden and prevalence of infectious maladies are significantly higher in India (p. 590). In India, the most common source of mortality is infectious and parasitic illnesses. Conversely, most deaths in China are secondary to chronic illnesses such as cancers. For every 1000 deaths in China, cancer is responsible for 119.7 of them. In India, this number lies at 71 out of every 1000 for cancers however, infectious causes of death lies at 420 out of every 1000 deaths (Dummera Cook, 2008, pp. 591-592). Chinese, both males and females, enjoy higher superior life expectancy at birth as compared to their Indian counterparts. In China, life expectancies for males and females in 2004 were 70.4 and 73.7 years respectively. On the other hand, that for Indian males and females was found to be male 63.3 and 64.8 years respectively. In general, China is found to be superior in almost all aspects of health-related demographics. China has better birth, mortality, fertility, and literacy rates. Additionally, there are more physicians and physical spaces within hospitals and other health facilities in China. This offers better service delivery and access to health services that are offered. These statistics suggests significant differences in policies and strategies to counteract sources of ill-health and brings to the fore the importance of social equality in ensuring population health (Dummera Cook, 2008, p. 592). Explain the reasons for the disparities noted. As previously mentioned previously, infectious diseases account for the vast majority of deaths in India as compared to chronic diseases in China. The contrast becomes even more apparent as infectious illnesses are general considered diseases of poverty. Chronic illnesses, on the other hand, are dubbed diseases of affluence. One explanation for this disparity between both nations is the difference in societal development. India has experienced less development which serves as a catalyst for population vulnerability. People live in more unhealthy environments which have been proved to increase the risk of communicable illnesses. China has experienced greater positive development which has diminished levels of social and health-related vulnerability. Chinese people are essentially living longer which predisposes to chronic conditions related to lifestyle behaviors and increased life expectancy. Additionally, the Chinese authorities have enforced strict limitations on reproduction and p opulation growth (Dummera Cook, 2008, pp. 590-592) Social division and inequality also accounts for health disparities in both countries. There is present in India a caste system called ‘jati’ which is based on segregation, marginalization and social stratification. At the summit of the social hierarchy is the Brahmins class (Priests) followed by the Kshatriyas (Warriors and rulers), Vaisyas (skilled workers, merchants, minor officials), Sudras (unskilled workers), and Pariah (outcasts, untouchables) in descending order. Hearne (2014) explains that as we progress down the caste hierarchy, social inequity and discrimination increases. An individual’s educational status, income and consequently health status are all dependent on the caste he is in. This system is culturally and historically entrenched in Indian way of life, society and even religion. This ‘legal’ segregation and discrimination has resulted in members of the society put at increased health risks as they lack the socio-economic wherewitha l to access health care and protect themselves against the negative social determinants of health. China’s people enjoy greater social equity which has been a major influence in decreasing health disparities in this territory. Describe the experience for those outcomes in Kerala and suggest reasons for why they are similar or different from the rest of India. The dynamic nature of health can be illustrated by Kerala which is a state in India. It is quite impressive to observe the wide disparity in this sub-population of India as compared to the country in general. Residents of Kerala experienced superior life expectancies when compared to the rest of the nation. Males and females in Kerala are expected to live for 71.67 years and 75.00 years respectively. In essence, Keralans live approximately 9 years more than the average Indian. Infant mortality rate is 68 per 1000 live births in the general Indian population while that for Kerala is 14 (Ministry of Health and Family Welfare, 2014). Mukherjee et al. (2011) further explains that Kerala demonstrates higher educational and income levels as well as birth, mortality, fertility, and literacy rates when compared to other Indian states (p. 2). According to Dilip (2002), Kerala has higher morbidity but less mortality rates when compared to other states. This phenomenon is due to higher life exp ectancies and increasing levels of chronic illnesses. Communicable diseases however, are found to be less prevalent than chronic illnesses in this sub-population. The differences in health outcomes when comparing Kerala to other Indian states is largely due to lower levels of inequality in educational attainment, health and social standing in spite of lower income levels (Mukherjee et al., 2011, p. 2). Although the caste system is present within Kerala, social discrimination is less pervasive. Kerala’s robust communist movement and policies directed to promote welfare has contributed. Greater social equity has resulted in greater access to health care and improved health statuses. This is evidence that removing social inequities has a positive influence on the social determinants of health. This lesson can undoubtedly benefit all nations as the world strives to achieve better health outcomes for this generation and those to come. References Dilip, T. R. (2002). Understanding levels of morbidity and hospitalization in Kerala, India. Retrieved from http://www.scielosp.org/scielo.php?pid=S0042-96862002000900012script=sci_arttext Dummera, T. J. B. Cook, I. G. (2008). Health in China and India: A cross-country comparison in a context of rapid globalization. Social Science Medicine, 67, 590–605 Hearne, T. (2014). Indias social justice minister says Christians do not deserve special caste. Retrieved from http://www.christiandaily.com/article/indias.social.justice.minister.says.christians.do.not.deserve.special.caste/49363.htm Ministry of Health and Family Welfare, India. (2014). Life expectancy and infant mortality rates for selected Indian states. Retrieved from http://infochangeindia.org/women/statistics/life-expectancy-and-infant-mortality-rates-for-selected-indian-states.html Mukherjee, S., Haddad, S. Narayana, D. (2011). Social class related inequalities in household health expenditure and economic burden: Evidence from Kerala, south India. International Journal for Equity in Health, 10(1), 1-13. Wilkinson, R., Pickett, K. (2010). The spirit level: Why greater equality makes societies stronger. New York, NY: Bloomsbury Press.

Wal Mart Global Expansion Strategy Management Essay

Wal Mart Global Expansion Strategy Management Essay Wal-Mart is the largest retail chain in the world and also the worlds largest corporation. The company started its globalization in the year 1991 when it opened a Sams club near the Mexico City. In the year 1993 the company did set up the Wal-Mart International which was to oversee the growing opportunities of the company worldwide. Consequently, the company has enjoyed the overseas operation growth and also consumer acceptance. Wal-Mart has never changed its brand names, the every day low price and high ethical standards although its approach to competing in the overseas has evolved over time. Due to its entry into the foreign markets it changed its local regulatory frame work and customer tastes. Wal-Mart global expansion strategy The global expansion strategy of Wal-Mart is provision of goods at low prices that could raise the living standards of people around the world. This strategy involves globalization efforts of the company to enter into the overseas markets. According to Troy (1), the bottom line for the Wal-Marts company is bigger and cheaper. This is because the company intends to maintain its low price kind of leadership while at the same time pursuing the aggressive store expansion worldwide. This expansion is facilitated by opening of new stores and clubs world wide. How do they enter into the markets? Wal-Mart realized that if they took too long to enter into the foreign countries they would be allowing the competitors a lead that is too difficult to close. To avoid this end, they ventured into foreign countries to concentrate on their expansion efforts. This means that the main method used by the Wal-Mart Company in entering into new markets is by venturing into foreign countries. This is ensured by either selling the products in other retail stores which in turn distribute to the customers or by opening up its own store which will be used in the distribution of its products. For example as mentioned earlier, by the year 1993 Wal-Mart international operation had only one Sams club in Mexico but it ventured fast into the neighboring counties like Argentina, brazil, Indonesia china and Japan. This countries where perceived to be unique in the retail market in terms of the logistical systems, consumers and relationship between the suppliers and retailers. How do they expand while in the market? While in the market, Wal-Mart Company opened (build) more new stores in the countries it had ventured into thus replicating the domestic operation abroad. The company also expanded its markets by acquiring potential companies. It also picked up new ideas from other countries which helped greatly in the expansion of its markets. This included the gravity wall from Brazil, selling shoes from Canada, selling bike racks from Canada and many more (Deresky 455). Markets where Wal-Mart has been successful and the reasons for the success Wal-Mart Company has been most successful in countries (markets) like Canada, Mexico and the UK. In Canada the company purchased all the 122 Canadian woolco discount stores thus becoming the Canada highest volume discount retailer. The main proponent for the companys success is the low prices of the products and the ability to strip costs from the supply chain which impresses the analysts. The suppliers are strictly authorized to distribute goods at the Wal-Marts center within 15-30 minutes of the stipulated schedules failure to which they would be fined. Again it has a lot of bargaining power to extract price concession from the suppliers. In UK Wal-Mart acquired ASDA stores which were 232 in number thus becoming the biggest retailer in that country (Wal-Mart.com 1). ASDA warded of price competitions which overtook all the other companies in the UK. In Mexico, Wal-Mart Company acquired the controlling interest of the Mexican largest retailer (Cifra) which operated stores through the county. It modified the products so that they could meet the expectations of its Mexican users (Tilly 1). There is one common theme for the success of these three countries. For example they have acquired some of the strongest companies in this countries thus becoming the leading large scale retailers and they have also modified their products to meet the needs of their immediate clients. Markets where the Wal-Mart company has been unsuccessful and the reasons of the failure. Wal-Mart has failed in Germany and South Korea markets in particular. In Germany, the company found it difficult to adapt to the German ways and it therefore exited selling off its store (Knorr and Arndt 23). In South Korea, the Wal-Mart company also exited selling off its store because it also could not localize its operations (Awbi 1). There is a common theme as to why these two countries failed and it was because the two couldnt adapt to the needs of the various citizens (South Koreans and Germany). These failures are specific or relevant in each country and also similar. For example as mentioned above they have failed because they didnt localize their operations. To be specific the reason as to why it failed in Germany is because the Germany customers did not show much concern for the EDLP approach and many people also disliked its relatively low pay and ultra-frugal policy on managers business expenses. In South Korea it experienced operation difficulties due to its merchandise mix and the stores which were too far from the city centers. Another problem was high food prices and lack of food freshness (Deresky 458). How does culture hinder the expansion of Wal-Mart in other countries? Wal-Marts culture is a hindrance to the companys expansion. This is because some of their practices do not go well with some people in some countries (Kitlerphiroj 1). For example in Germany the Wal-Marts expatriate managers were faced with massive cultures clashes which were helped by the refusal to learn the German language. Its culture which involved merchandise departments, supercenters far from town centers and low pries did not go down with the South Koreans who disliked the companies merchandise, the locations and high prices of commodities which led to their closure. The companys culture of acquiring building and companies and low prices helped the company in nations like Mexico, Canada and the UK for they became the largest retailers in these countries. Has Wal-Mart had to change their level and method of political interaction with governments as they have expanded internationally? Wal-Mart had to change the level and method of interaction with some governments in the process of their international expansion. For example the Chinas finance, banking, taxation and insurance organizations were bureaucratic and burdensome because the regional division of finance guidelines and tax rules created problems. For example a corporation with joint ventures in numerous locations served by a single supplier had to make separate payment for each venture to the supplier. Wal-Mart Company worked together with the Chinese administration to put up a holding corporation that could consolidate joint venture distribution and finance. How effective has Wal-Mart been at maintaining their business model as they have expanded internationally? Wal-Mart has been effective in the maintenance of its business model during the international expansion because it has maintained its low price culture towards its customers. Again, it has managed to be the largest retailer in some countries like Canada, United Kingdom and Mexico. The four most important lessons There are some lessons which can be learned from this case. One of them is that companies should target to satisfy their customers so that they can get the opportunity to expand. For example most of the Wal-Marts customers are satisfied with the low prices of commodities. This has not only increased sales but also profits. Another lesson is that companies should consider the opinions, tastes and preferences of the people in a particular country before setting up a company in a foreign country to avoid massive losses. The other lesson is that a company should try to localize or understand the peoples preferences and tastes after a careful study have been carried out to avoid misconceptions that can bring losses. Another lesson is that the companies that have the interest of venturing into business in foreign countries should change and even negotiate with the various governments concerned such that they may have a favorable condition to thrive in businesswise.

East Asian Civilization :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Civil Service Examination System of Imperial China served as a qualification system for scholars who wanted to become officials in the Chinese government. Many young men spent their entire lives studying the Four Books, the Five Classics, and memorizing Chinese characters in order to attempt to pass these examinations. The book, China’s Examination Hell, written by Ichisada Miyazaki and translated by Conrad Schirokauer, describes the lengthy, and often rigorous process of taking Civil Service Examinations.   Ã‚  Ã‚  Ã‚  Ã‚  The book begins by giving an account of how a young boy prepares for the examinations, learning his first Chinese characters at the age of three. Girls could not take the Civil Service Examinations, and from birth were treated in a way such that they would learn to be submissive. Boys began their formal education at age seven. From that point on, they spent every moment memorizing the Four Books, which included the Analects, Mencius, the Great Learning, and the Doctrine of the Mean, and the Five Classics, which included the Book of Changes, the Book of Documents, the Book of Poetry, the Book of Rites, and the Tso Chuan. Young men had the opportunity to take their first Civil Service Examination around the age of fourteen or fifteen, and particularly bright males would most likely continue taking different levels of examinations for the rest of their lives.   Ã‚  Ã‚  Ã‚  Ã‚  Also described in the book are the hardships endured by both the candidates for examination and the examiners themselves. The test-taking compounds were not very conductive to rational thinking, as each man was assigned a small, door-less cubicle in which he had to spend three days and two nights at a time. The examiners, by the end of an examination session, had thousands of papers needing to be graded. As a result, even the smallest mistake, such as a stain on the paper or a misprinted character would lead to failure of the examination. The book describes in detail how the Chinese believed in, and in some cases relied on, supernatural intervention in passing the examinations. There are many accounts throughout the book telling about candidates and examiners alike being visited by ghosts, and dreaming about the King of the Dead and the King of Heaven. It was believed that if a candidate was virtuous and performed good deeds, he would be rewarded by passing the Ci vil Service Examinations. Conversely, if a candidate did not have a good moral character, he would fail the examinations, regardless of the quality of his work. East Asian Civilization :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  The Civil Service Examination System of Imperial China served as a qualification system for scholars who wanted to become officials in the Chinese government. Many young men spent their entire lives studying the Four Books, the Five Classics, and memorizing Chinese characters in order to attempt to pass these examinations. The book, China’s Examination Hell, written by Ichisada Miyazaki and translated by Conrad Schirokauer, describes the lengthy, and often rigorous process of taking Civil Service Examinations.   Ã‚  Ã‚  Ã‚  Ã‚  The book begins by giving an account of how a young boy prepares for the examinations, learning his first Chinese characters at the age of three. Girls could not take the Civil Service Examinations, and from birth were treated in a way such that they would learn to be submissive. Boys began their formal education at age seven. From that point on, they spent every moment memorizing the Four Books, which included the Analects, Mencius, the Great Learning, and the Doctrine of the Mean, and the Five Classics, which included the Book of Changes, the Book of Documents, the Book of Poetry, the Book of Rites, and the Tso Chuan. Young men had the opportunity to take their first Civil Service Examination around the age of fourteen or fifteen, and particularly bright males would most likely continue taking different levels of examinations for the rest of their lives.   Ã‚  Ã‚  Ã‚  Ã‚  Also described in the book are the hardships endured by both the candidates for examination and the examiners themselves. The test-taking compounds were not very conductive to rational thinking, as each man was assigned a small, door-less cubicle in which he had to spend three days and two nights at a time. The examiners, by the end of an examination session, had thousands of papers needing to be graded. As a result, even the smallest mistake, such as a stain on the paper or a misprinted character would lead to failure of the examination. The book describes in detail how the Chinese believed in, and in some cases relied on, supernatural intervention in passing the examinations. There are many accounts throughout the book telling about candidates and examiners alike being visited by ghosts, and dreaming about the King of the Dead and the King of Heaven. It was believed that if a candidate was virtuous and performed good deeds, he would be rewarded by passing the Ci vil Service Examinations. Conversely, if a candidate did not have a good moral character, he would fail the examinations, regardless of the quality of his work.

Essay --

Ever since our minds were old enough to comprehend three syllable words, we've been told to be original. Originality by definition means the ability to think independently or creatively. Such a simple task it seems but so many of us find it extremely difficult to fulfill. Staying true to yourself and embracing your individuality isn't a task or concept all will grasp. To be yourself means to embrace and acknowledge that no one else in this universe is just like you and that conforming to their standards will have to take a backseat to your happiness. Only the strong minded can do this and this revelation won't take a day or even a year, but it will embark you on a lifelong journey. "To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment" Ralph Waldo Emerson. We live in a world where society tells you to be yourself and then judges you. We love in a constant fear of being judged or called a weirdo. Though the barons that hold us to this conformity are strong, many manage to break through. No other person in this universe is exactly like you. Everyone has a different quality to bring to the table and that is what makes out world such a diverse place. Embracing your assets to society and not trying to imitate someone else will not only change your outlook on certain situations but on your life as a whole. The phrase only the strong will survive applies to all aspects of life, including individuality. To be able to stand up for who you are and not let the opinions of the world faze you takes a strong mind and a strong spirit. Having a true sense of self is a life long journey and some people reach it more quickly than others. Some reach this place of nirvana while still in thei... ...ted. There are many countries that frown upon standing out to the extent of the Americans. In some Middle Eastern cultures, women are required to cover their bodies from head to toe. They dress in dark clothing so that little attention is drawn to them, if any at all. Differing from the Middle Eastern culture, American people often dress to the extreme; showing them off as if the world is always watching them. Although one covers their body with a black hijab and another prances around in a rainbow dress, the one covered is not any less of an individual as the one standing out physically. In conclusion, we as a society have to realize that individuality goes much deeper than material things and that it is okay to be different. Conforming to what society feels you should do will not only be detrimental to our growth as humans but as a world community as well.

Personality Overview

Personality Overview (Week 4) Steven Byrd Psy/405 March 25, 2013 Psychodynamic and Humanistic theory There are many different theories involved in the development of personality and some have certain things in common and others have drastic differences. Theories include existential, dispositional, learning or the two that will be discussed which are psychodynamic and humanistic. According to (Feist & Feist, 2009), personality is something that is viewed in several ways but does not have one simple definition.There are many theorists who have their own definition of what personality actually is, but most can agree that personality is something that makes up who a person is, who they are inside and where they come from. Personality is a pattern of relatively permanent traits and unique characteristics that give both consistency and individuality to a person’s behavior. (Feist & Feist, 2009). Personality consists of traits, which are contributors to individual differences in beha vior over a period of time essay writers wanted.Characteristics are defined as unique qualities of an individual which include intelligence, physique and temperament. Theory is defined as a set of related assumptions that allow scientists to use logical deductive reasoning to form a hypotheses. (Feist & Feist, 2009) Psychodynamic theory Psychodynamic theory derived from one of the most famous psychologists in history, Sigmund Freud. Freud’s name has been linked to psychoanalysis, which is the most famous of all personality theories.Freud developed his understanding of human personality from his experiences with patients he had and also by analyzing the dreams that he had himself. Psychodynamic theory talks about ego’s. The ego is the region of the mind that is connected with reality and becomes a person’s sole source of communication with the outside world. (Feist & Feist, 2009). Egos are a big factor when it comes to interpersonal relationships. An example woul d be a person’s ego would onsciously motivate a person to be a certain way and have a lot of trouble steering away from it. In a relationship, if people have conflicting egos, there is a higher likelihood that they will clash, or won’t get along because they are two different people with two different personalities. It is very hard to change who you are, especially after many years and in relationships, usually people find something they want to change about the other person but as mentioned before, you can’t convince many people to change who they are and where they come from.The superego has more to do with the effects of a relationship because it represents the moral and ideal aspects of personality. A person who is egotistical may become violent or very hateful if their needs are not met or they feel like they can’t perform a task. In a relationship, a person who is egotistical may have a hard time keeping a relationship together because they start ac ting out if they do not get their way and can easily push their partner away.The superego aims for perfection and people who are obsessed with being perfect, usually end up alone because other people do not meet their expectations as well, or they will just find reasons to not be with someone because of their imperfections. It is very difficult to be in a relationship with someone who believes they are perfect in every way or someone who expects you to be perfect as well. Aggression and anxiety or also part of the psychodynamic theory and these are things that can put a strain on a relationship.Aggressive people are also more likely to push people away because of their aggressiveness and being anxious can cause people to be impatient and not have the patience to even bother being in a relationship. People who are labeled under the psychodynamic theory could be egotistical, aggressive, impatient, and anxious among other things and all of those things can make a relationship more diff icult. In psychoanalysis, defense mechanisms are mentioned and these defense mechanisms include repression, which is the most basic defense mechanism.Repression forces threatening feelings into the unconscious (Feist & Feist, 2009) and those feelings can pop back up at any time. Someone may think they are interested in someone but once they find out that person has some type of resemblance to something that hurt them before, the relationship is over before you know it. Humanistic theory The personality theory of Abraham Maslow is more commonly known as the humanistic theory or the transpersonal theory. This theory states that a person is motivated to needs and self-actualization.In order to achieve self-actualization a person must satisfy things like hunger, safety and love. When talking about interpersonal relationships and the humanistic theory, they are very much the same as a person under the humanistic theory needs the attention and love of someone else to fulfill true happines s. According to (Feist & Feist, 2009), Erikson, in contrast to Freud who believed that anatomy is destiny, he suggested that there could be many other differences as to why men and women can be so different. Erikson believed there is a life cycle that is determined by external forces.In a way both theories suggest that our environment molds us to be who we are but they are in different styles. Freud was more of an adult theorist but Erickson believed that life has a cycle and we develop into who we are over a very long period of time. Although personality is modeled by our cultures and our history, people do retain some control of their own destiny such as the ability to make choices. Psychodynamic and humanistic theories each have many different sub theories beneath them and some of them are very similar in context while others are very different.The main difference between psychodynamic and humanistic theories would be that humanistic theories seem to be based on a longer period o f time while psychodynamic theories start at a later point in life. Both theories have their impact on interpersonal relationships and personality as psychodynamic theories include things such as the super-ego, which can cause a strain on a relationship because of a power struggle and the expectations of perfection while the humanistic theory suggests that we all need love in life in order to be happy and enjoy fulfillment.A person who is â€Å"needy† or has to have a relationship may sometimes become desperate and lower their expectations just so they can be with someone which could then, in turn cause a pseudo relationship, or one that is based off of false pretense. If two people who both feel the same way about being in a relationship end up together and they both feel they need each other, that relationship will obviously have a better chance of lasting.In conclusion, all theories, including the ones previously listed, make up some part of a person’s personality i n a certain way, whether it being a needy personality, a forceful one, very outgoing and loving, very egotistical and angry, etc. Odds are someone’s personality will fit in to one of the categories and will have the same basis but the most important thing to remember is that deep down, no two people are alike and it is hard to classify anyone into one group as many of us could fall into several different theories. References: Feist, J. , & Feist, G. J. (2009). Theories of personality (7th ed. ). New York, NY: McGraw Hill.

Ralph Tyler’s Evaluation Method for Math Curricula

Proper evaluation of all educational curricula is vital to providing an effective education to students. The purpose of such an evaluation is, in essence, to discover how well educational objectives are being met. An evaluation method must be accurate and valid, however the evaluation must also be accessible to those who need to use it. If an evaluation method is inaccurate or highly complex to utilize, it will either be misused, or not used at all. Math curricula can be especially difficult to match to an evaluation method because of the demands of the subject; scientific validity is a must, and ideally the design of the method would be crafted by someone who has a true understanding of mathematics in education. The evaluation method designed by Ralph Tyler is ideal for use by an educator for evaluating math curricula. Ralph Tyler was a student at the University of Chicago, and he studied under the famous Charles Judd. Tyler obtained his Ph.D. in 1927; he specialized in mathematics in school, which gives his work a particularly effective edge when applied to math curricula. Ten years after his graduation, he was appointed Director of Research for the Evaluation Staff on the well-known Eight Year Study. Tyler believed that scientific study was the key to successful education in every subject, and this was used as the basis for his research. Successful learning and teaching techniques were sought in the study, and from that research Tyler†s evaluation method was formed. Eventually Tyler would understand that all learning objectives should be determined by observing and actively evaluating student behavior within the class. (Pinar et al, 1995) The Objectives-Oriented Approach was popularized, if not entirely fathered, by Tyler. Tyler†s approach follows seven distinct steps: (1) establish broad goals or objectives, (2) classify the goals or objectives, (3) define objectives in behavioral terms, (4) find situations in which achievement of objective can be shown, (5) develop or select measurement techniques, (7) compare performance data with behaviorally stated objectives. (Worthen & Sanders in ITGRN) These simple steps make this method ideal for evaluation of math curriculum for several reasons. First, it is scientifically sound, following steps like the scientific method. The method is simple; it does not require in depth research or detailed critical thinking that would take a lot of time out of the evaluator†s busy schedule. The steps are ideal for clarification of ideas, and it helps the teacher specifically ask the right questions of him- or herself as well as of the students. It also stresses empirical methods for evaluating goals and objectives. The shortcomings of this evaluation method are also minimal, including that neglects the context in which the evaluation takes place, and that it neglects the value of the objectives themselves. These are shortcomings which, unlike those of other evaluation methods, are easily overcome when applied to the curriculum by an intelligent person.

Critically evaluate the conceptual and theoretical Essays

Critically evaluate the conceptual and theoretical Essays Critically evaluate the conceptual and theoretical Essay Critically evaluate the conceptual and theoretical Essay 1.It seems no consideration of terrorist act s definition can get down without the statement: One adult male s terrorist is another adult male s freedom combatant, ( Laqueur, 1987:302 ) . And this statement seems to be at the bosom of what many consider to be the job with supplying a definition of terrorist act: it all depends on position. Surely specifying terrorist act has neer been a more of import or necessary exercising, with many political groups and administrations around the universe holding to cover with terrorist activity, there is an of all time greater demand to understand its nature. A definition of terrorist act is required, among other grounds, to implement international Torahs, to guarantee international cooperation and make up ones mind on violative action ( Ganor, 2002 ) . The sheer scope of definitions of terrorist act is possibly best illustrated by Schmidt and Jongman ( 1988 ) who cite 109 different definitions. By analyzing these definitions for significances, it is possible to name the factors most normally found to be of import. Force or force appears in 83.5 % of definitions, a political motive is in 65 % , reference of panic or fright is in 51 % , menaces in 47 % . The staying classs include psychological effects, differences between the victims and the marks and planned actions. Why the confusion? How is it possible that merely 65 % of definitions contain reference of political motive when it is normally cardinal to terrorist activity? Possibly the reply lies in the gap quotation mark from Laqueur ( 1987 ) that it all depends on the position. Ganor ( 2002 ) points to the evident duality sometimes set up in the literature between national release and terrorist act. While national release has been considered a justified terminal to contend for, can terrorism truly be used as a justified agencies? Again, it all depends on position. From Syria s official place, it does non back up terrorist act but does back up national release. Unfortunately, the agencies it uses to accomplish this terminal are considered by many to be terrorist act. Possibly underlying Syria s place, like that of the Irish Republican Army ( IRA ) is what Taylor ( 1988 ) considers the moral justification. The moral justification can be used by both authoritiess and independent administration to warrant actions that might otherwise look similar to terrorist Acts of the Apostless ( Ruby, 2002 ) . This clearly raises one of the cardinal jobs in the definition of terrorist act, over which much attempt has been expended in the literature: should terrorism be defined by its agencies or its ends? Garrison ( 2004 ) comes down strongly on the side of ends, reasoning that terrorist act should be defined by its effort to consequence a alteration in society by utilizing panic. Garrison ( 2004 ) sees terrorist act as a tool that is used by many different groups and, in that sense, does non let differentiations to be made between these groups. To do differentiations it is necessary to see terrorist act s purpose. In this definition so, the targeting of civilians is non a necessary and sufficient status for placing terrorist act ( Garrison, 2004 ) . An alternate point of view focal points on the agencies of terrorist activity to specify terrorist act ( Cooper, 2001 ) . Ganor ( 2002 ) points out that a terrorist and a freedom combatant may hold the same ends, but they are pursued in different manners. Here, so, aiming civilians becomes the cardinal point of definition. Concentrating on the act itself makes a bunk of the word picture made between national release and terrorist act in its ultimate purposes. Alternatively Ganor ( 2002 ) negotiations of the different types of unconventional warfare usually carried out between a province and an administration of some signifier. When an administration contending against the province onslaughts military marks, that is guerrilla warfare, when the administration attacks non-military marks, that is terrorist act. This means that freedom combatants, revolutionists and nihilists could be either terrorists or legitimate battlers involved in guerilla warfare. To what extent are these definitions dichotomous? Clearly they are non one stresses political terminals, and the other stresses the agencies. Each efforts to except the other s definition to a certain extent, while admiting its legitimacy to some extent. Legal systems around the universe, nevertheless, do non hold the luxury of this elusiveness. This means that some states use political or spiritual terminals in specifying terrorist act and some focal point on the Acts of the Apostless carried out ( Ramraj, Hor A ; Roach, 2005 ) . The troubles in specifying terrorist act can be made even clearer when sing how definitions are frequently either over- or under-inclusive ( Shanahan, 2005 ) . Is a terrorist ever a radical? Shanahan ( 2005 ) points out they many authoritiess may perpetrate terrorist Acts of the Apostless to stay in power. Terrorists frequently attack both military and non-military marks, thereby doing loss of life and hurt to both civilian and non-civilian marks. Shanahan ( 2005 ) even argues that onslaughts on military forces can be Acts of the Apostless of terrorist act. Further, definitions of terrorist act in footings of menaces to life and limb do non include harm to belongings. Even more bewilderingly, it is non ever possible to separate between alleged combatants and non-combatants . In decision, specifying terrorist act is so hard, one author who has been analyzing it for many old ages has resorted to explicating that we know terrorist act when we see it ( Cooper, 2001 ) . While this may be true, from an international legal position this subjective definition is non sufficient. In world, different groups cleaving to definitions of terrorist act that suit their political intents. Academicians have tried to umpire this definitional brawl, with some limited success. Some strong definitions of terrorist act have been distilled, but the existent litmus trial is whether these can be universally adopted. Sing the utmost troubles in definition illustrated by the easiness of over-inclusive or under-inclusive classs, cosmopolitan acceptance of a definition of terrorist act seems improbable. 2.Northern Ireland foremost came into being as a consequence of guerilla warfare by the Irish Republican Army ( IRA ) in the 1920s. The IRA was contending against Britain to make a province independent of the UK. In 1921 the Anglo-Irish Treaty was signed which partitioned Ireland into a southern independent democracy and Northern Ireland, each with their ain authoritiess. Publicly, the UK authorities saw the divider as an ineluctable move designed to avoid a civil war. The IRA continued their run to seek to throw out the British authorities from Northern Ireland. But, this had small consequence and until 1968 the UK authorities did non interfere with the Northern Irish authorities ( White A ; White, 1995 ) . While the IRA continued to run between 1920 and the mid-1960s, they were made illegal in the 1930s and merely carried out sporadic runs over that clip ( Thane, 2001 ) . It was nt until the late sixtiess that the IRA all of a sudden rose to unprecedented prominence. In the 1960s a mostly peaceable motion for civil rights began to develop ( White A ; White, 1995 ) . Analogues have been drawn between this rise of feeling and the civil rights motion in the US ( McGarry, 2001 ) . The Irish run originally centred on deriving rights for Catholics life in Northern Ireland. Through the 1960s tensenesss rose as the runs met opposition from the Royal Ulster Constabulary and Protestant demonstrators. Finally the British ground forces was mobilised in 1969 to assist squelch public perturbations. Over the following few old ages force exploded and the Irish authorities failed to maintain it under control. An of import factor in the rise of the IRA was a split that occurred in 1970 in the IRA from which the Provisional IRA emerged as the more violent and hawkish wing. One of the Irish authorities s last actions was to present internment in August 1971, an act designed to incarcerate those thought to be members of the IRA. The IRA, nevertheless, maintained that in this monolithic operation to collar 342 people, merely 30 were existent IRA members ( Mulholland, 2003 ) . The event to force the state of affairs over the border was Bloody Sunday 1972 when the British ground forces shooting dead 14 unarmed demonstrators. Mulholland ( 2003 ) argues that this lead to the prostration of resistance to political force. Soon afterwards the UK authorities efficaciously reimposed direct regulation and the Irish Parliament was dissolved. After this, the IRA saw a monolithic rise in its rank, particularly from within the Official IRA, and units in Northern Ireland ( Smith, 1995 ) . The ground for the rise in the IRA s power has been examined in several different ways. Many have focussed on the sudden public groundswell of sentiment that force was non merely justified, but required. White ( 1989 ) has suggested the causes of the societal revolution which the IRA made manifest prevarication in the mobilization position. The traditional position is that economic inequalities result in rebellion, but the mobilization position puts greater accent on the costs and benefits of action, reasoning that people s grudges remain comparatively stable. Turning to Ireland in the 1970s, several factors are seen to be of import in the changing manner people view guerilla warfare. White ( 1989 ) argues that it is province repression which can be seen with the British ground forces and internment that makes people place an unfairness. Second, people believe that others feel the same manner and, eventually, they decide that force is possible and it will be effectual. White ( 1989 ) finds support for this thesis in his interviews with political militant, indexing of bombardments and shots carried out in Derry every bit good as steps of economic want. Further grounds for this thesis, specifically concentrating on province repression was found in a survey carried out by White and White ( 1995 ) . They found two dimensions of province repression. The first is official repression, an illustration of which is the internment. The 2nd is informal province repression, as carried out by the British ground forces. This theory goes portion manner to explicating the rapid rise of the IRA, but the point has been made by Bell ( 1973 ) that the state of affairs had been ripe for a revolution in Ireland for 50 old ages, so why did it non get down until 1969? Many causes were involved: foremost, the civil rights run lowered people s tolerance of subjugation. Second, the British ground forces, through their actions, lost regard in Catholic eyes. Third, the security forces did non look able to maintain control. Fourth, there seemed to be an advantage at that place, if merely person could take it. For Catholics, while Stormont was non legitimate, it had at least been able to exert authorization in the yesteryear. This was no longer the instance. For all these chief grounds, people began to take their support for the British ground forces and travel it over to the IRA ( Bell, 1973 ) . In decision, there were a figure of different factors that affected the rise of the IRA between 1969 and 1974. There was a reduced belief by members of the Irish community that the official governments could maintain control of a state of affairs gyrating into force. This was combined with a turning belief the costs of an rebellion were outweighed by the likely benefits. Increasing degrees of force were spurred by lifting degrees of repression directed against the people by the authorities. A mobilization position leads to the thought that these influences, along with others, turned public sentiment in favor of the IRA. This displacement in sentiment led to a big addition in IRA rank, which allowed it to well increase its operations to the extent that, by 1974, it had become one of the strongest terrorist groups in Western Europe. Mentions Bell, J. ( 1973 ) . The Escalation of Insurgency: The Provisional Irish Republican Army s Experience, 1969-1971.The Review of Politics, 35( 3 ) , 398-411. Cooper, H. ( 2001 ) . Terrorism: The Problem of Definition Revisited.American Behavioral Scientist, 44( 6 ) , 881-893. Ganor, B. ( 2002 ) . Specifying Terrorism: Is One Man s Terrorist another Man s Freedom Fighter?Police Practice and Research, 3( 4 ) , 287-304. Garrison, A. ( 2004 ) . Specifying terrorist act: doctrine of the bomb, propaganda by title and alteration through fright and force. Criminal Justice Studies: A Critical Journal of Crime, Law and Society, 17( 3 ) , 259-279. Laqueur, W. ( 1987 ) .The Age of Terrorism. Toronto: Small, Brown and Company. McGarry, J. ( 2001 ) .The Northern Ireland and the Divided Universe: Post-agreement Northern Ireland in Comparative Perspective. Oxford: Oxford University Press. Mulholland, M. ( 2003 )Northern Ireland: A Very Short Introduction. Oxford: Oxford University Press. Ramraj, V. , Hor, M. , A ; Roach, K. ( 2005 ) . Introduction. In: V. Ramraj, M. Hor, A ; K. Roach ( Eds. ) .Global anti-terrorism jurisprudence and policy. Cambridge: Cambridge University Press. Ruby, C. ( 2002 ) . The Definition of Terrorism.Analysiss of Social Issues and Public Policy, 2( 1 ) , 9-14. Schmidt, A. P. , A ; Jongman, A. I. ( 1988 ) .Political Terrorism: A New Guide to Actors, Writers, Concepts, Data Bases, Theories, and Literature. North-Holland: Transaction Books. Shanahan, T. ( 2005 ) .Doctrine 9/11: Thinking about the War on Terrorism. Chicago, IL: Open Court. Smith, M. L. R. ( 1995 ) .Contending for Ireland? The military scheme of the Irish Republican Movement. Oxford: Routledge. Taylor, M. ( 1988 ) .The Terrorist. London: Brassey s Defence Publishers. Thane, P. ( 2001 )Cassell Dictionary of Twentieth Century Britain. London: Cassell Reference. White, R. ( 1989 ) . From Peaceful Protest to Guerrilla War: Micromobilization of the Provisional Irish Republican Army.The American Journal of Sociology, 94( 6 ) , 1277-1302. White, R. , A ; White, T. ( 1995 ) . Repression and the Broad State: The Case of Northern Ireland, 1969-1972.The Journal of Conflict Resolution, 39( 2 ) , 330-352.

How To Pronounce Frohe Weihnachten in German

How To Pronounce 'Frohe Weihnachten' in German The most common way to wish someone a merry Christmas in German is to tell them, Frohe Weihnachten. Directly translated, that means merry Christmas.   The German language tends to follow its rules pretty well when it comes to pronouncing a word. Once you memorize the rules, itll be easy to know how to say something you read, even if its a new word.   Until then, here are some tips on how to properly wish someone a frohe Weihnachten in German. Pronunciation Tips Make sure to not pronounce the h in either word. The h is silent, if not a very subtle breath.  Make sure that the dipthong ch is gutteral. This is different than the English pronunciation of a ch. This is best to hear, rather than explain in words.   Each word has a separate audio link. Listen here: Frohe Weihnachten Other Holiday Greetings Here are other common greetings during the holiday season. Each word is linked with an audio guide on how to pronounce it.   Frà ¶hliche Weihnachten: Merry Christmas Frohes neues Jahr: Happy New Year Alles Gute zum neuen Jahr: All the best for the New Year Other Holiday Words and Phrases Here are some other useful holiday words and phrases, without the audio. Frà ¶hliches Hanukkah: Happy Hanukkah Die Grà ¼ÃƒÅ¸e der Jahreszeit: Seasons greetings Der Weihnachtsmann kommt: Santa Claus is coming Gluhwein: Mulled wine (popular in Germany over the holidays) Weihnachtsmarkt: Holiday/Christmas market (a popular tourist activity in Germany over the holidays) Der Engel: The angel Die Christbaumkugeln: Christmas ornaments Die Glocken: Bells Die Geschenke: Gifts

Hobbes Leviathan

Hobbes Leviathan A society is defined as a group of people uniting in a common interest. Even though some people do not always seem to have parallel perspectives, they do share one common interest, which is survival. The survival of man is dependent on mans ability to adapt to their needs and surroundings. This concept is known as evolution. The society of man has evolved in its journey through time to help ensure mans survival. According to Thomas Hobbes Leviathan, it is in the nature of men to thirst for power, or the ability to control. Hobbes writes, ...a general inclination of all mankind, a perpetual and relentless desire of power after power, that ceases only in death. (p.330) He believes that the thirst for power is insatiable, and will only stop after death. The thirst for power is insatiable because he cannot assure the power and means to live well...without the acquisition of more. (p.330) Man can only guarantee his own survival by acquiring more power. Hobbes believes that mans struggle for power begins in a setting that he describes as state of nature. The state of nature is the name for a society that has no government, no rules, and everyone is granted equal power. An example of a society being in a state of nature would be the island in which The Lord of the Flies takes place. A group of young boys are stranded on a deserted island after a plane crash. Since there are no adults, there are no rules, nor governing body, and everyone has an equal voice in their society. But it is not long before the nature of man takes effect. The natural thirst for power causes the boys to become enemies, and the island is separated into two groups. With two groups on the island, it is only natural that one group craves to strip the power from the other group. In doing so, the two groups become enemies, and a ...

How to Pass the ACT Expert Guide

How to Pass the ACT Expert Guide SAT / ACT Prep Online Guides and Tips There’s so much info out there about doing well on the ACT - a lot of it is really helpful when it comes to preparing for the test! But this onslaught of information can get pretty overwhelming, especially when you just want a simple answer to a simple question: how do you pass the ACT? What Does It Mean to â€Å"Pass† the ACT? On this test, there’s only a range of possible scores - what constitutes an excellent, poor, or average score will depend heavily on your frame of reference. Ultimately, what defines a passing ACT score is thatit’s high enough to get you into the colleges you’re applying to. This obviously varies widely by student. Your ACT score doesn’t have to be perfect for you to â€Å"pass† (although it never, ever hurts to bring up your score) - it just has to be good enough. Now, this gets a bit complicated because your ACT score is not the only part of your college applications. If your ACT score is particularly low, however, college admissions officers may have higher expectations for other parts of your app (e.g. GPA, extracurriculars). If your score is low enough, your application may get tossed out even if the rest of your app is strong. For the sake of this post, then, I’m going to define a â€Å"passing† ACT score as one that won’t get your application tossed out. Ideally, however, your ACT score will be one that helps (instead of hurts) your college applications. Keep reading to learn more about how to figure out these score benchmarks for yourself. How to Set an ACT Goal Score Before you learnhow to pass the ACT, you have to figure out what passing means for you. This requiresa bit of legwork: namely, researching what ACT scores are correlated with acceptance at the schools you’re interested in. Here’s how you do it: Make a Preliminary List of Schools This doesn’t have to be a final, polished list, but 8-10 schools you’re interested in is a good place to start. Try to select mostly â€Å"target† schools - colleges where you think you’d have a fairly good chance of getting in. You can include 2-3 â€Å"safety† schools and 2-3 â€Å"reach† schools as well, as long as you maintain balance here. Too many safety schools and you might set a target score that’s too low. Too many reach schools and you might set a target score that’s unreasonably, and discouragingly, high. The first time you do this, you may not have a good idea of what schools you’d identify as reach, target, and safety. That’s ok! In fact, it’s kind of the point of this exercise. You can repeat it as many times as necessary throughout the college process, adjusting your list of schools as you go. Look Up Each School’s ACT Info Start by Googling â€Å"PrepScholar [name of school] ACT score.† The first non-ad link that comes up should be the one you want - see below for an example. The first search result here is the one you want. The page will have the average ACT score and the 25th/75th percentile scores for students accepted to that particular school. Take down these numbers for each school. 25th percentile score = 25% of students at the school have an ACT score at or below that number 75th percentile score = 75% of students at the school have an ACT score at or below that number Students with 75th percentile scores or above for a particular school usually have a good shot at getting in, barring any weaknesses or issues with other parts of their application. Students with 25th percentile scores or below usually have other strong application components (e.g. high GPA, great essays) to boost their chances. Set Your Benchmark â€Å"Passing† Score This step is perhaps a bit more subjective, so I’ll be as transparent here as possible. If you want to come to a passing ACT score, you’ll want to look at a school’s 25th percentile ACT scores. This is far from a safe bet, however - your chances of getting in will heavily depend on the strength of the rest of your application if your ACT score is at or around the 25th percentile. If your GPA is lower than average for a particular school, for example, your ACT score would have to be higher in order to make up for it. I think that the best target (read: ideal) ACT score lies at a school’s 75th percentile score. The 75th percentile is a sweet spot because you’d be more competitive (in terms of ACT scores) than  ¾ of students who are accepted to the school. If your typical ACT score is higher than the 75th percentile score, you might want to consider looking at more competitive schools - you want to aim as high as you reasonably can here (more competitive schools often mean better reputations, which tend to lead to better outcomes). Here’s how to set both ideal and â€Å"passing† ACT score benchmarks for yourself: Take the averages of the scores you collected for each school. First the average of the 25th percentile scores, then the average of the 75th percentile scores. The 25th percentile average is your â€Å"passing† goal score - the minimum you should be aiming for. The 75th percentile score is your target score - the score that has a great chance of getting you accepted to the colleges on your list. What If You’re Worried About Reaching Your Target Score, or Even Your Passing Score? Perhaps these scores you’ve calculated seem higher than you would have expected. If your passing score in particular seems intimidatingly high, there are a few things to keep in mind: Remember that your target score (75th percentile average) is an ideal goal. It’s supposed to be higher than what you’re scoring now (or maybe even what you think you can score). If the 25th percentile benchmark seems too high, consider re-evaluating your list of schools. You might want to look at colleges that are slightly less competitive. Conversely, if you’re already at or above that 75th percentile mark, consider looking at more competitive colleges. Strategies for Passing the ACT I’m going to split this section up into two parts meant for two different types of students: low-scorers and high-scorers. Here, I’m defining score parameters by the national performance standards: high scorers are at about 24 and above (75th percentile nationally), whereas low scorers are at about 16 and below (25th percentile nationally). If your performance is closer to the average (20), check out both sections and follow steps that you find most useful. Your best plan from here will depend on both where you are and where you want to be. How to Pass the ACT: Guidance for Low Scorers One problem that a lot of low-scorers have is that they’re unsure of how to focus their time and energy when studying. Understanding your weaknesses is the first and most important step to tackling ACT prep. The biggest issue for low scorers is often significant gaps in content knowledge, so identifying and filling these gaps is typically a priority for ACT prep. Other mistakes may be due to: Running out of time Misunderstanding the question Running out of time Careless errors So how do you go about identifying where your issues are before taking steps to improve on them? First, you’ll have to invest some time in some serious self-analysis involving a baseline score. You can’t focus on improving before figuring out where you need to improve. Here are best practices for getting a solid baseline and gaining info on your weaknesses: Take a full, timed, diagnostic practice test Take note of which questions you got incorrect Tally the reasons for each incorrect question: Content Gap: Did you not have the information you needed to answer correctly? Timing Issue: Would you have gotten the question correct if you hadn’t run out of time? Question Misunderstanding: Would you have gotten the question correct if the question had been more clear? Careless Error: Would you have gotten the question correct if you had spent an extra couple of seconds checking your work? If you find that content knowledge is your biggest problem, you’ll want to turn to your class notes, textbooks, and ACT prep books for review - not just ACT practice materials. We also have a bunch of ACT content guides to get you started: Ultimate ACT English Study Guide Ultimate ACT Science Study Guide Ultimate ACT Math Study Guide Complete Guide to ACT Writing Once you’ve conquered major content problems, you can hone in on specific content areas and work on careless errors and timing issues. You’ll find tips for addressing those problems in the next section. How to Pass the ACT: Guidance for High Scorers If you’re a relatively high scorer, you probably have a general idea of where your major strengths and weaknesses are on the ACT. You’re likely pretty strong on content overall, unlike the typical low scorer. High scorers usually lose points due to three issues: Carelessness: loss of focus leading to silly mistakes Timing problems: you simply run out of time to give each question its due Content gaps: small areas of knowledge that you haven’t mastered 100% If you want to get close to that ideal score, you’ll want to attack each of these potential issues. I’ll address each of these problems in this section, but you may want to check out our detailed guide for high scorers for more info. Carelessness It’s pretty easy to identify a question you’ve missed due to carelessness. You get that horrible feeling when you recognize that you would have gotten the question right, if only you’d paid a tiny bit more attention. Careless mistakes often occur when students aren’t actively reading. Start focusing your attention with these tips: Double-read each question and underline important words. Take notes on passages. In the math section, mark up diagrams with important info and write out your arithmetic. Double- check your answer before marking it down. Timing Issues Running out of time at the end of sections? First, spend less time on easy questions - just keep an eye out for those careless errors. Next, skip tough questions and come back to them later. This doesn’t mean you shouldn’t guess if you’re out of time (there’s no guessing penalty, so you should definitely guess). If you’ve still got plenty of time to work through the section, though, mark the problem question and come back to it later. Timing issues can stress out pretty much everyone, but with practice, you can learn to overcome them. Filling in Content Gaps Your first task here is identifying which questions you get wrong in your practice, and more importantly, why you get them wrong. This means going over all your mistakes after each practice session. Keep a careful tally of each content area every time you identify an error (hint: most content errors happen on the math section). Use your class notes, textbooks, or reliable ACT prep book to review this content. Come back and do more practice problems in this area until you’re confident in your understanding. What You Must Remember About How to Pass the ACT There might not be an official ACT passing score, but that somehow seems to make things more complicated. What you might consider passing will depend on the sorts of schools you hope to get into, but I hope you think more in terms of target or goal scores than just â€Å"good enough† scores. If you’re worried that your ACT scores aren’t up to par, don’t worry just yet - there are tons of things you can do to bring them up, no matter where you might be on the percentile charts. What matters most when setting a passing score are the goals you set for yourself. What’s Next? There are a lot of helpful materials available if you’re worried about â€Å"passing† the ACT. For an overview, read our guide with the four best tips for studying for the test. If you need a fun, refreshing way to study, learn about the five best ACT prep games. Maybe you’re looking for more detailed information. If that’s the case, check out our 10-step ACT study plan. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Microeconomics Discussion Questions Coursework Example | Topics and Well Written Essays - 250 words

Microeconomics Discussion Questions - Coursework Example The dispersed sponsorship of many interested parties also expands the costs of the advertising and revenues over a larger pool of potential recipients. In the end, the provision of these seemingly enormous salaries is craftily calculated to ensure that the highest bidder gets to retain Jordon’s talents for maximum return. Economic rent is â€Å"any excess payment for a service, good or property above and beyond the minimum amount at which the person receiving payment would still have agreed to the deal.† It refers to the money above and beyond the minimum amount to employ a given resource or employee in this case. There is certainly what some would refer to as inflated salaries in professional sports where about 60% of the revenue goes to a few employees in the company. At the other end of the spectrum, one can visit any number of fast food restaurants and discover that all the employees are making more than minimum wage because the rents are required to attract service staff. Whether a college student, entrepreneur or salaried employee, companies and entities have to offer salaries above and beyond what will satisfy simply keeping the lights on.

Impact of Visual Effect on Currnet Film Industry Research Paper

Impact of Visual Effect on Currnet Film Industry - Research Paper Example In addition, the area of study presents various facets engrossing diverse techniques under the discipline of films popular, among many people. One such, the paper intends to exploit is matte painting, which make use of visual effects in live action of films. Data analysis succeeds data extraction, a process, which helps in generation of efficient data used to prove various phenomena. Visual effects data analysis, for instance, relies on heavy aggregation of data revolving around its effects on the film industry. This should include pro and cons of the effects as this forms a potential area of study (Okun & Zwerman, 2010). At times, data analysis take the form of exploratory statistics, confirmatory data analysis (CDA) as well as exploratory data analysis; however the paper attempts to incorporate all the three approaches in answering various questions, which arise since the invention of visual effects (Livingstone, 2004). Despite relying of existent data, the paper will also make use of predictive data including unstructured data, to help in understanding various changes visual effects have dame in the film industry. In the contrary, various distinctions and confusions, which arise due to confusion of effects of visual effects, will be a priority as this is indispensable in understanding various data. ... This is because there are various numerical tools including MHD equilibria codes, which provide isometric bicuspid reports (Okun & Zwerman, 2010). On the other hand, Phoenix as a numerical tool uses poloidal-rotating equilibria to reckon the entire deal of gyratory spectrum. This is, therefore, a critical question in coming up with a competent data analysis strategy, which gives proficient results. With a decision on the best numerical toll, the soft ware package becomes an area of concern, as current data analysis methods employ software, depending on the requirements. Matte painting for instance uses diverse software to arrive at the final product. In the paper, a soft ware, which producers necessary statistics gets given priority as the paper, is not in need of complicated data. For example, software, which can produce graphs and charts, will be highly useful in the paper. Last but importantly, before one conducts a data analysis, one should be able to answer the question, what re sources are available? The resources include relevant books to the area of study as well as other internet sources, which might serve well in providing sufficient information useful in accomplishing the task (Livingstone, 2004). Mattes are distinct photography, which make use of visual effects to combine various image elements and come up with single or final images. The images are tremendously useful in the film industry where producers combine mattes at for ground, middle ground and background to come up with attractive films. In order to come up with films portraying sensitivity, mattes get used as visual effects, where scenic vista combines the imagery at different scenes. In order to come up with proficient films, the principle of mattes requires