How to Support Biligualism in Early Childhood by Victoria Rodriguez Essay

How to Support Biligualism in Early Childhood by Victoria Rodriguez - Essay Example Finally the article answers important questions and addresses various issues that may arise with the parents or the teachers. I believe that apart from few lines where there is a hint of bias and faulty reasoning, the article is very well written. In these lines, the author makes use of faulty reasoning. One such place is when, with respect to the teachers and administrators, the author mentions ‘This cannot be done without ongoing and in-depth professional development’. I disagree with this point since professional development and experience is not the only thing that matters and it should not be the only criteria. Since this is children that are being dealt with, the criteria should be that the person should not only have an adequate command on both the languages but also be frank, responsible and dedicated no matter whether the person has any professional training or not. Apart from these lines, the whole article is very informative and pleasant to

Evolution-Different Perspectives Essay Example | Topics and Well Written Essays - 1500 words

Evolution-Different Perspectives - Essay Example Darwin’s understanding of the universe shook the foundations on which the then understanding of human ethics and morals rested. This paper shall seek to analyze the main points of this debate and the different perspectives that have been employed to understand it. The paper shall also seek to analyze the problems that are posed by alternative theories regarding creation, especially that of divine creation. Darwin’s understanding of the universe and its creation was a very scientific one. It entailed a very rational view of the scientific world. He held the process of natural selection to be responsible for evolution. The phrase ‘survival of the fittest’ which has today been adopted by many corporate gurus for motivational speeches, is one that Darwin employed to explain the process by which certain traits are eliminated from the gene pool of a certain species. This, according to him, was also the reason behind the extinction of certain species from the face of the earth. Traits that would make members of a species able to survive the hardships that they had to face in life were the ones that would survive. This can be seen in the case of animals. If a certain animal has a certain favorable trait, it is more likely to find a mate that would lead to procreation. This would lead to this trait being transferred to the next generation. If favorable traits are weakened over generations, then the gene pool of the entire species would be weakened. This would increase the chances of the species to get extinct. Adaptation to a certain environment, according to Darwin was the only way in which species could survive. To take an example from the animal world, giraffes with long necks have survived. Earlier explanations to this theory included ones that attributed the length to straining of the necks to reach higher leaves. This, however, is not true and the elimination of genes that cause shorter necks from the gene pool is now considered to be th e real cause. Amongst human beings, a person with a high intelligence is likely to find a mate with a high intelligence. This would increase the chances of the next generation being one that has a high intelligence. This process would continue and this would increase the chances of a certain gene surviving in the gene pool of the human species (Darwin, 1995). Many condemned Darwin’s theories and the condemnation continues to this day. The main reason for this was the opposition to his ideas by religious groups, especially Christian groups. According to Christianity, the world was created by God in six days, after which he rested for the seventh day. This theory of divine creation where humans appeared on the scene immediately, and not through a scientific process of evolution, stood refuted by the theory of Darwin. Moreover, the theory of natural selection and the adage ‘survival of the fittest’ made existence on the earth similar to a race. In the Victorian era, people were unable to adjust to these theories since their existences were based, overtly, on codes of morality that were Christian. Even oppressive and exploitative economic systems like colonialism needed to be justified according to Christian theories. In this context, Darwin’s interventions made people think of a world where the sinner would not be punished and the good would not be

Hybrid Model of Crisis Intervention Case Study

Hybrid Model of Crisis Intervention Case Study Frances Roulet The assignment: (3-4 pages) Provide an analysis of the crisis depicted in the Case Study in this weeks Learning Resources. Explain how you would apply the Hybrid Model to the crisis in the Case Study. Integrate Maslows model into your evaluation and explain how you did so. In 1972 a military infantryman flew home alone from Vietnam. When he arrived in his hometown, San Antonio, TX, no one was there to greet him. His return was not communicated to his family, and his wife was at work in the mayor’s office while his six-year-old daughter and 10-year-old son were at school. Feeling confused and without family, friends, or military support, he took a bus to a nearby stop and walked the remainder of the way home. He searched out two guns in his home and asked his neighbor if he could borrow her car. He then left to pick up his children at school and walked into the school firing at faculty and students. Several teachers and students were gunned down. He found his two children, took them, and left for the San Antonio mayor’s office to find his wife. At that time he left his children in the car, re-loaded his guns, and went into his wife’s office, again firing his guns and apparently killing several individuals including a number of counc ilpersons, police officers, and the mayor. You are a Professor of Counselor Education and Supervision at a university in San Antonio, TX. Apply the Six-Step Model of Crisis Intervention for responding in this community. Case study: Vignette. Analysis. In the Case Vignette No. 1, the soldier had been deployed back to his hometown in San Antonio, Texas. Hoge, Lesikar, Guevara, Lange, Brundage, Engel, Orman, Messer (2002) explained that researches conducted after military conflicts, deployment stressors and exposing soldiers to combat were considered risks factors of mental health problems, including post-traumatic stress disorder, [PSTD], major depression, substance abuse, impairment in social functioning and in the ability to work and the increase use of health care services. In this case, although there is insufficient information about the infantry soldier; and, we do not know if he faced directly combat, this soldier and part of his comrades were exposed to danger, injuries and death on a daily basis. Although not everyone exposed to violence or traumatic events may develop PTSD, factors, such as, the intensity of the trauma and proximity to the circumstances can increase the propensity of developing the disorder (Phillips, LeardMann, Gumbs Smith, 2010). According to Phillips, LeardMann, Gumbs Smith (2010) when a person is exposed to combat, and have constant threats of death or witness to it, serious injury or witness to it become significant risk factors for screening positive for postdeployment PTSD among soldiers as well as, violence exposures prior entering the infantry. Hoge, Castro, Messer, McGurk, Cotting, Koffman (2004) explained that soldiers and marines presented new onset PTSD after returning from combat several months later. These investigators explained that in their study a 7.6% was revealed with probable new onset PTSD. In the Case Vignette No. 1, he definitely was presenting new onset symptoms for PTSD because he felt confused, alone without support and no communication. There is a probability that he might have been impacted and presented symptoms of PTSD before being deployed to Vietnam, and returned traumatized with his experience in Vietnam. The infantry soldier of this case, was impacted, and presented symptoms of PTSD apparently before being deployed to Vietnam, and returned even more traumatized with his Vietnam experience. These same investigators explained that one study was conducted before the military operation with Iraq and Afghanistan and they discovered that a 6 of all US military service personnel on active duty received treatment for mental disorders each year (Hoge, Castro, Messer, McGurk, Cotting, Koffman, 2004). Based on my analysis, this case has greater risk for developing a combat related psychological disorder, not to mention criminal charges for hurting and killing innocent people. And, at his return, he found out that there was no communication was done before his arrival, no family member’s to receive. Phillips, LeardMann, Gumbs Smith (2010) explained that when a person is exposed to combat, and, have constant threat of death or witness to it, serious injury or witness to it become significant risk factors for screening positive for post-deployment PTSD. Hybrid Model to the crisis in the Case Study TRIAGE ASSESSMENT FORM: CRISIS INTERVENTION CRISIS EVENT. Identify and describe briefly the crisis situation: The identified male is a Vietnam infantry soldier rushed in emergency during morning hours. There were direct witness to several traumatic events and victims of a shooting. Some of these traumatic events were: The lost of coworkers, friends and neighbors of the community. The impact of an extreme loud noise impacting their physical being. AFFECTIVE DOMAIN Identify and describe briefly the affect that is present. (If more than one affect is experienced, rate with #1 being primary, #2 secondary, #3 tertiary.) No. 1. Feeling of fear and anxiety: The victims remain with a high level of fear that could be badly hurt or killed. After being a direct witness to the whole event of shooting and seeing people he knew from the community and how they were falling and dispersing. The victims may present a possibility of not being able to remember details of how they managed to escape from the traumatic event. No. 2. Feeling of being confused: Feeling confused of what happened or not being able to comprehend the traumatic event. No. 2. Feeling of guilty: Feeling guilty of running away from the event when they could of helped a neighbor, friend or co-worker. No. 2. Feeling anguished when speaking of the traumatized events. No. 2. Feeling sad. No. 3. Anger feelings completely repressed. Affective Severity Scale Circle the number that most closely corresponds with client’s reaction to crisis. 1 2 3 4 5 6 7 8 9 10 Moderate Impairment à ¢Ã¢â‚¬ ¢Ã‚  7 Affect may be incongruent with situation. Extended periods of intense negative moods. Mood is experienced noticeably more intensely than situation warrants. Affects may be obviously incongruent with situation. BEHAVIORAL DOMAIN Identify and describe briefly which behavior is currently being used. (If more than one behavior is utilized, rate with #1 being primary, #2 secondary, #3 tertiary.) APPROACH: Direct witness to several traumatic events, such as the scene of bodies of people around the victims. The tendency of the victims is running as far as they can from the traumatic and noxious event. AVOIDANCE: Victims may not want to avoid meeting new friends in order to develop and maintain a social circle. And, also may avoid having the opportunity of a new relationship. IMMOBILITY: The victims may constantly be re-experiencing the traumatic event of Vietnam. Their spontaneous memories of the traumatic events, recurrent dreams about the mornings where he was exploded the attacks, that killed several people and injured others were rushed that same morning. They might present flashbacks of the dramatic and traumatic events of the morning. The victims explained especially when they turn around to see what had happened. And, they see others being abused and terrorized. They immediately remember the traumatic event and they keep seeing more people dead. Then, they begins feeling scared and non trustful from all people that surrounds them. They present a prolonged distress. Behavioral Severity Scale Circle the number that most closely corresponds with client’s reaction to crisis. 1 2 3 4 5 6 7 8 9 10 Moderate Impairment à ¢Ã¢â‚¬ ¢Ã‚  7 Behaviors are maladaptive but not immediately destructive. Behaviors are difficult to control even with repeated requests. Behavior is becoming a threat to self or others and increasingly difficult to control. Ability to perform tasks necessary for daily functioning may be noticeably compromised. COGNITIVE DOMAIN Identify if a transgression, threat, or loss has occurred in the following areas and describe briefly. (If more than one cognitive response occurs, rate with #1 being primary, #2 secondary, #3 tertiary PHYSICAL (food, water, safety, shelter, etc.): During the escape from the shooting, and although they do not recall how they managed to escape or how they managed to get to the opposite side of the affected area, they suffered deprivation of safety and medical and psychological attention for several minutes. According to Gilliland (2013) the transgression, threat, loss or the three may be perceived as an association to whatever the person physical needs are. ___1___ TRANSGRESSION ___1____THREAT ___1____LOSS PSYCHOLOGICAL (self-concept, emotional well being, identity, etc.): They present a persistent and distorted sense of confusion or guiltiness of not able to help others. They may present arousal when presenting sleep disturbance, hyper-vigilance during the following weeks. ___1___ TRANSGRESSION ___1____THREAT ___1____LOSS SOCIAL RELATIONSHIPS (family, friends, co-workers, etc.): Some of the victims may have lost friends, family members, and neighbors when they were forced to run for their lives in order to continue living after the traumatic event suffered. They may markedly diminished interest in activities, such as their social life and interpersonal relationships. Gilliland (2013) explains that the disturbance, regardless of its triggers causes clinical significant distress and at times impairment in her social interactions and capacity to work. ___1___ TRANSGRESSION ___1____THREAT ___1____LOSS MORAL/SPIRITUAL (personal integrity, values, belief system, etc.): They might questioned their spiritual believes, or may want to see a representative of their religious community in order to feel reassure their spiritual believes ___1___ TRANSGRESSION ___1____THREAT ____1___LOSS Cognitive Severity Scale Circle the number that most closely corresponds with client’s reaction to crisis. 1 2 3 4 5 6 7 8 9 10 Moderate Impairment à ¢Ã¢â‚¬ ¢Ã‚  7 Client’s perception and interpretation of crisis event may differ in some respects with reality of situation. Intrusive thoughts of crisis event with limited control. Problem solving and decision-making abilities adversely affected by obsessiveness, self-doubt, confusion. Client experiences recurrent difficulties with problem-solving and decision making abilities. Problem-solving and decision making abilities minimally affected. Client’s perception and interpretation of crisis event substantially match with reality of situation. DOMAIN SEVERITY SCALE SUMMARY Affective à ¢Ã¢â‚¬ ¢Ã‚  7 Cognitive à ¢Ã¢â‚¬ ¢Ã‚  7 Behavioral à ¢Ã¢â‚¬ ¢Ã‚  7 Total à ¢Ã¢â‚¬ ¢Ã‚  21 Developmental Ecological Assessment Approach. Stage of Psychosocial Development. In this particular case, the developmental psychosocial stages of all the victims were working class adults in their working environment and during normal working hours. And, school students in an early morning studying period hours of a regular weekday. References Hoge, C., W., Castro, C., A., Messer, S., C., McGurk, D., Cotting, D. I. Koffman, R., L. (2004). Combat duty in Iraq and Afghanistan, mental health problems, and barriers to care. New England Journal of Medicine, 351(1): 13-22. Hoge, C., W., Lesikar, S., E., Guevara, R., Lange, J., Brundage, J., F., Engel, C., C., Orman, D., T. Messer, S., C. (2002). Mental Disorders among US military personnel in the 1990s: Association with high levels of Health care utilization and early military attrition. American Journal Psychiatry, 159: 1576-1583. James, R. Gilliland, B. (2013). Crisis Intervention Strategies. (7th Edition). Belmont, CA: Brooks/Cole, Cengage Learning. Phillips, C. J., LeardMann, C. A., Gumbs, G. R., Smith, B. (2010). Risk factors for posttraumatic stress disorder among deployed US male marines. BMC Psychiatry, 10(1): 52. Vogt, D. S., Tanner, L. R. (2007). Risk and resilience factors for posttraumatic stress symptomatology in Gulf War I veterans. Journal of Traumatic Stress, 20(1): 27-38.

The Code of Chivalry Essay -- The Lay of the Nibelungs

The epic poem, â€Å"The Lay of the Nibelungs† (1200’s), set to practice the major pillars in the code of chivalry that the Duke of Burgundy in the 14th century eventually condensed and ascribed to the Burgundian Knights: Faith, Charity, Justice, Sagacity, Prudence, Temperance, Resolution, Truth, Liberality, Diligence, Hope, and Valor. Though values bear merit, â€Å"The Lay of the Nibelungs† teaches that true worth and longevity comes from assessing the situation and applying intellect to the code, from submitting to God, and from not cheating the system (the laws and cultural norms of the time that be). A man only bears value based upon his actions or the potential for him to act in a certain manner. However, if an action contradicts that man’s beliefs, then no longer can he be said to possess such ideals. Sivrit embodies the code both through his actions and his beliefs, yet he is still human and thus has shortcomings. Sivrit faulted initially when he came to Burgundy and was clear as to his intentions stating to King Gunther upon his arrival: â€Å"In my father’s land I was told that alongside you here are the boldest warriors that a king ever gained— I’d gladly learn if this is true! I’ve heard a great deal about this. That is why I have come here.† (Anonymous, 14) At this lie or at the very least his hiding the truth of his interest in Kriemhild from Gunther, Sivrit broke an important declaration of the code, which states to all times speak the truth. However, from then onward Sivrit is the noble vassal, who serves his king, and who fig hts for the welfare of all those around him. â€Å"Let that be of little concern to you and rest easy. Do as I ask: let me win honor and gain for you, and ask your knights to come to you aid also. [†¦] I wou... ... Therefore, Hagen reason for killing Sivrit similar to the very modern United States currency can be viewed to have no meaning, they are both merely there as place holders, ideas never fully developed, bubble gum on the bottom of your shoe. And that notion that there might not be any meaning to the text is a troubling scenario for a literary analyst. One reason could be that the book is too short, not lengthwise for it is as long as any short novella at present, but developmentally. The characters come and go, are introduced and killed off, begin to play a crucial role and then disappear. And as for Hagen, who though he stuck around till the very end, at times acted against the Jungian archetype he was written to depict – that of a loyal warrior vassal loyal and submissive— which is problematic only because the author never gave reasons to support Hagen’s actions.

Seminar Topic on Mnc

A  multinational corporation  (MNC) or  multinational enterprise  (MNE)[1]  is a  corporation  enterprise that manages  production  or delivers  services  in more than one country. It can also be referred to as an  international corporation. They play an important role in  globalization. Strategies Corporations may make a  foreign direct investment. Foreign direct investment is direct investment into one country by a company in production located in another country either by buying a company in the country or by expanding operations of an existing business in the country. 2]  [3] A  subsidiary  or daughter company[4]  is a  company  that is completely or partly owned and wholly controlled by another company that owns more than half of the subsidiary's  stock. [5][6] A corporation may choose to locate in a  special economic zone, which is a geographical region that has economic and other laws that are more free-market-oriented than a country 's typical or national laws. [edit]Communication between different cultures Multinational corporations need to deal with different cultures of their employees, partners, suppliers and customers.Cross-cultural communication  (frequently referred to as  intercultural communication) is a field of study that looks at how people from differing  cultural  backgrounds communicate, in similar and different ways among themselves, and how they endeavour to  communicate  across cultures. Intercultural competence  is the ability of successful  communication  with people of other  cultures. A person who is interculturally competent captures and understands, in  interaction  with people from foreign cultures, their specific concepts in  perception, thinking, feeling and acting.Earlier experiences are considered, free from  prejudices; there is an interest and  motivation  to continuelearning. [edit]Conflict of laws Main article:  Conflict of laws Conflict of laws   is a set of procedural rules that determines which legal system and which  jurisdiction's  applies to a given dispute. The term  conflict of laws  itself originates from situations where the ultimate outcome of a legal dispute depended upon which law applied, and the common law courts manner of resolving the conflict between those laws. In  civil law, lawyers and legal scholars refer to conflict of laws as private international law.Private international law has no real connection with  public international law, and is instead a feature of local law which varies from country to country. The three branches of conflict of laws are * Jurisdiction – whether the forum court has the power to resolve the dispute at hand * Choice of law – the law which is being applied to resolve the dispute * Foreign judgments – the ability to recognize and enforce a judgment from an external forum within the jurisdiction of the adjudicating forum [edit]GlobalizationMult inational corporations are important factors in the processes of  globalization. National and local governments often compete against one another to attract MNC facilities, with the expectation of increased  tax  revenue, employment, and economic activity. To compete, political entities may offer MNCs  incentives  such as tax breaks, pledges of governmental assistance or subsidized infrastructure, or lax  environmental  and  labor  regulations.These ways of attracting  foreign investment  may be criticized as a  race to the bottom, a push towards greater autonomy for  corporations, or both. MNCs play an important role in developing the economies of developing countries like investing in these countries provide market to the MNC but provide employment, choice of multi goods etc. On the other hand, economist  Jagdish Bhagwati  has argued that in countries with comparatively low labor costs and weak environmental and social protection, multinationals actua lly bring about a ‘race to the top. While multinationals will certainly see a low tax burden or low labor costs as an element of comparative advantage, Bhagwati disputes the existence of evidence suggesting that MNCs deliberately avail themselves of lax environmental regulation or poor labor standards. As Bhagwati has pointed out, MNC profits are tied to operational efficiency, which includes a high degree of standardisation. Thus, MNCs are likely to adapt production processes in many of their operations to conform to the standards of the most rigorous jurisdiction in which they operate (this tends to be either the USA, Japan, or the EU).As for labor costs, while MNCs clearly pay workers in developing countries far below levels in countries where labor productivity is high (and accordingly, will adopt more labor-intensive production processes), they also tend to pay a premium over local labor rates of 10 to 100 percent. [7]  Finally, depending on the nature of the MNC, inves tment in any country reflects a desire for a medium- to long-term return, as establishing plant, training workers, etc. , can be costly.Once established in a jurisdiction, therefore, MNCs are potentially vulnerable to arbitrary government intervention such as expropriation, sudden contract renegotiation, the arbitrary withdrawal or compulsory purchase of licenses, etc. Thus, both the negotiating power of MNCs and the ‘race to the bottom' critique may be overstated, while understating the benefits (besides tax revenue) of MNCs becoming established in a jurisdiction. [edit]Transnational CorporationsA Transnational Corporation (TNC) differs from a traditional MNC in that it does not identify itself with one national home. Whilst traditional MNCs are national companies with foreign subsidiaries,[8]  TNCs spread out their operations in many countries sustaining high levels of local responsiveness. [9]  An example of a TNC is Nestle who employ senior executives from many countri es and try to make decisions from a global perspective rather than from one centralized headquarters. [10]  However, the terms TNC and MNC are often used interchangeably. edit]Criticism of multinationals Main articles:  Anti-globalization  and  Anti-corporate activism Anti-corporate advocates criticize multinational corporations for entering countries that have low  human rights  or environmental standards. [11]  They claim that multinationals give rise to huge merged conglomerations that reduce competition and free enterprise, raise capital in host countries but export the profits, exploit countries for their natural resources, limit workers' wages, erode traditional cultures, and challenge national sovereignty.

Succubus Shadows Chapter 12

It occurred to me at some point that I wished the Oneroi would only send me false dreams. They hurt – no question – but there was a very, very small comfort afterward in knowing they hadn't really happened. Yet, my next few dreams were true ones, and I was forced to keep reliving the past. One memory brought me back to fifteenth century Florence. At first, I felt a small blossoming of joy at repeating this. The Italian Renaissance had been a beautiful thing, and I'd been in awe watching the ingenuity of humans reawaken after the last few depressing centuries. Things were made that much more interesting because the Church was always pushing back against this artistic flourishing. That kind of conflict was what my kind thrived on. Another succubus and I had shared a house, living luxuriously off of a textile business we ostensibly managed while our merchant uncle (an incubus who was never around) traveled. It was a good setup, and I – going by the name of Bianca – was the favorite child of our local demoness, Tavia, thanks to conquest after conquest. It all started to go awry when I hired an eccentric and extremely good-looking painter named Niccol? ° to create a fresco for our home. He was flamboyant, funny, and intelligent – and had been attracted to me from the first day. Nonetheless, a sense of propriety and professional boundaries made him keep his distance. This was something I intended to change, and I frequently stayed with him while he worked on the wall, knowing it would only be a matter of time before he gave in to my charms. â€Å"Ovid didn't know anything about love,† I told him one day. I was lounging on a sofa, caught up in one of the literary discussions we so often stumbled into. His ability to engage in these talks added to his allure. He looked up at me with mock incredulity, pausing in his painting. â€Å"Nothing about love? Woman, bite your tongue! He's the authority! He wrote books on it. Books that are still read and used today.† I sat up from my undignified repose. â€Å"They aren't relevant. They were written for a different time. He devotes pages to telling men where to meet women. But those places aren't around anymore. Women don't go to races or fights. We can't even linger in public areas anymore.† This came out with more bitterness than I intended. The artistic culture of this time was wonderful, but it had come with a restriction of female roles that differed from those I'd grown used to in other places and eras. â€Å"Perhaps,† Niccol? ° agreed. â€Å"But the principles are still the same. As are the techniques.† â€Å"Techniques?† I repressed a snort. Honestly, what could a mere mortal know about seduction techniques? â€Å"They're nothing but superficial gestures. Give your ladylove compliments. Talk about things you have in common – like the weather. Help her fix her dress if it gets mussed. What does any of that have to do with love?† â€Å"What does anything have to do with love anymore? If anything, those comments are particularly applicable now. Marriage is all about business.† He tilted his head toward me in a speculative manner that was typical of him. â€Å"You've done something with your hair today that's extremely pretty, by the way.† I paused in return, thrown off by the compliment. â€Å"Thank you. Anyway. You're right: marriage is business. But some of them are love matches. Or love can grow. And plenty of clandestine affairs, no matter how ‘sinful,' are based on love.† â€Å"So your problem is that Ovid is ruining what love is still left?† His eyes drifted to the window, and he frowned. â€Å"Does it look like it'll rain out there?† The zeal of this topic seized hold of me, making his abrupt interruptions that much more annoying. â€Å"Yes – what? I mean, no, it won't rain, and, yes, that's what he's doing. Love is already so rare. By approaching it like a game, he cheapens what little there is.† Niccol? ° abandoned his brushes and colors and sat down next to me on the couch. â€Å"You don't think love is a game?† â€Å"Sometimes – all right, most of the time – yes, but that doesn't mean we shouldn't – † I stopped. His fingers had slid to the edge of my dress's neckline. â€Å"What are you doing?† â€Å"This is crooked. I'm straightening it.† I stared and then started laughing as the ruse revealed itself. â€Å"You're doing it. You're following his advice.† â€Å"Is it working?† I reached for him. â€Å"Yes.† He pulled back. This wasn't what he'd expected. He'd only intended to tease me, proving his point with a game. Averting his eyes, he began to rise. â€Å"I should get back to work†¦.† He was rarely thrownoff, and I'd disarmed him. Gripping him with surprising strength, I jerked him back to me and pressed my lips to his. They were soft and sweet, and after a few stunned moments, he responded, his tongue moving eagerly into my mouth. Then, realizing what he was doing, he drew away once more. â€Å"I'm sorry. I shouldn't have†¦Ã¢â‚¬  I could see the longing in his eyes, the desire he'd held back since working for me. He wanted me, but even a roguish artistic type felt it was wrong to do this with an unmarried, upper-class woman – particularly one who'd employed him. â€Å"You started it,† I warned in a low voice. â€Å"You were trying to prove me wrong about Ovid. Looks like it worked.† I put my hand behind his neck, pulling his mouth back down to my own. He still initially resisted, but it didn't last. And when his hand began slowly pushing up the folds of my skirts, I knew I'd won and that it was time to retreat to the bedroom. Once there, he abandoned any attempts at decorum. He pushed me down onto the bed, the fingers that so deftly painted walls now fumbling to release me from my complicated dress and its layers of rich fabrics. When he had me stripped down to my thin chemise, I took charge, removing his clothing with a brisk efficiency and delighting in the way his skin felt under my fingertips as my hands explored his body. Straddling him, I lowered my face and let my tongue dance circles around his nipples. They hardened within my mouth, and I had the satisfaction of hearing him cry out softly when my teeth grazed their tender surface. Moving downward, I trailed kisses along his stomach – down, down to where he stood hard and swollen. Delicately, I ran my tongue against his erection, from base to tip. He cried out again, that cry turning to a moan when I took him into my mouth. I felt him grow between my lips, becoming harder and larger, as I slowly moved up and down. Without even realizing what he did, I think, he raked his hands through my hair, getting his fingers caught up in the elaborate pinning and carefully arranged curls. Sucking harder, I increased my pace, exalting in the feel of him filling up my mouth. The early twinges of his energy began seeping into me, like glittering streams of color and fire. While not physically pleasurable per se, it sparked me in a similar way, waking up my succubus hunger and igniting my flesh, making me long to touch him and be touched in return. â€Å"Ah†¦Bianca, you shouldn't†¦Ã¢â‚¬  I momentarily released him from my mouth, letting my hand continue the work of stroking him closer to climax. â€Å"You want me to stop?† â€Å"I†¦well, ah! No, but women like you don't†¦you aren't supposed to†¦Ã¢â‚¬  I laughed, the sound low and dangerous in my throat. â€Å"You have no idea what kind of woman I am. I want to do this. I want to feel you in my mouth†¦taste you†¦Ã¢â‚¬  â€Å"Oh God,† he groaned, eyes closed and lips parted. His muscles tensed, body arching slightly, and I just managed to return him to my mouth in time. He came, and I took it all in as his body continued to spasm. The life energy trickling into me spiked in intensity, and I nearly had a climax of my own. We'd only just started, and I was already getting more life from him than I'd expected. This would be a good night. When his shuddering body finally quieted, I shifted myself so that my hips wrapped around his. I ran my tongue over my lips. â€Å"Oh God,† he repeated, breathing labored and eyes wide. His hands traveled up my waist and rested under my breasts, earning my approval. â€Å"I thought†¦I thought only whores did that†¦.† I arched an eyebrow. â€Å"Disappointed?† â€Å"Oh, no. No.† Leaning forward, I brushed my lips against his. â€Å"Then return the favor.† He was only too eager, despite his weariness. After pulling the chemise over my head, he ravaged my body with his mouth, his hands cradling my breasts while his lips sucked and teeth teased my nipples, just as I'd done to him. My desire grew, my instincts urging me to take more and more of his life and stoke my body's burning need. When he moved his mouth between my legs, parting my thighs, I jerked his head up. â€Å"You said once that I think like a man,† I hissed softly. â€Å"Then treat me like one. Get on your knees.† He blinked in surprise, taken aback, but I could tell something about the force of the command aroused him. An animal glint shone in his eyes as he sank to his knees on the floor, and I stood before him, my backside leaning against the bed. Hands clutching my hips, he pressed his face against the soft patch of hair between my thighs, his tongue slipping between my lips and stroking the burning, swelling heart buried within. At that first touch, my whole body shuddered, and I arched my head back. Fueled by this reaction, he lapped eagerly, letting his tongue dance with a steady rhythm. Twining my hands in his hair, I pushed him closer to me, forcing him to taste more of me, to increase the pressure of his tongue upon me. When the burning, delicious feeling in my lower body could take no more, it burst, like the sun exploding. Like fire and starlight coursing through me, setting every part of me tingling and screaming. Imitating what I'd done to him earlier, he didn't remove his mouth until my climax finally subsided, my body still twitching each time his tongue tauntingly darted out and teased that oh-so-sensitive area. When he finally broke away, he looked up with a bemused smile. â€Å"I don't know what you are. Subservient†¦dominant†¦I don't know how to treat you.† I smiled back, my hands caressing the sides of his face. â€Å"I'm anything you want me to be. How do you want to treat me?† He thought about it, finally speaking in a hesitant voice. â€Å"I want†¦I want to think of you like a goddess†¦and take you like a whore†¦.† My smile increased. That about summed up my life, I thought. â€Å"I'm anything you want me to be,† I repeated. Rising to his feet, he pushed me roughly against the bed, holding me down. He was ready again, though I could see the effort it took. Most men would have collapsed after that loss of life energy, but he was fighting through his exhaustion in order to take me again. I felt the hard press of him against me, and then he pushed – nearly shoved – himself into me, sliding almost effortlessly now that I was so wet. Moaning, I shifted myself up so that he could get a better position and take me deeper. His hands clutched my hips as he moved with an almost primal aggression, and the sound of our bodies hitting each other filled the room. My body responded to his, loving the way he filled me up and drove into me. My cries grew louder, his thrusts harder. And, oh, the life pouring into me. It was a river now, golden and scorching, renewing my own life and existence. Along with his energy, he yielded some of his emotions and thoughts, and I could literally feel his lust and affection for me. That life force warred with my own physical pleasure, both consuming me and driving me mad, so that I could barely think or even separate one from the other. The feeling grew and grew within me, burning my core, building up in such intensity that I could barely contain it. I pressed my face against him, smothering my cries. The fire within me swelled, and I made no more attempts to hold off my climax. It burst within me, exploding, enveloping my whole body in a terrible, wonderful ecstasy. Niccol? ° showed no mercy, never slowing as that pleasure wracked my body. I writhed against it, even as I screamed for more. Doing this might make Niccol? ° immoral in the eyes of the Church, but at the heart of what mattered, he was a decent man. He was kind to others and had a strong character whose principles were not easily shaken. As a result, he had had a lot of goodness and a lot of life to give, life I absorbed without remorse. It spread into me as our bodies moved together, sweeter than any nectar. It burned in my veins, making me feel alive, making me into the goddess he kept murmuring that I was. Unfortunately, the loss of such energy took its toll, and he lay immobile in my bed afterward, breathing shallow and face pale. Naked, I sat up and watched him, running a hand over his sweat-drenched forehead. He smiled. â€Å"I was going to write a sonnet about you†¦. I don't think I can capture this with words.† He struggled to sit up, the motion causing him pain. The fact that he'd managed all of this was pretty remarkable. â€Å"I need to go†¦the city's curfew†¦Ã¢â‚¬  â€Å"Forget it. You can stay here for the night.† â€Å"But your servants – â€Å" † – are well-paid for their discretion.† I brushed my lips over his skin. â€Å"Besides, don't you want to†¦discuss more philosophy?† He closed his eyes, but the smile stayed. â€Å"Yes, of course. But I†¦I'm sorry. I don't know what's wrong with me. I need to rest first†¦.† I lay down beside him. â€Å"Then rest.† A pattern developed between us after that. He'd work on the fresco during the day – his progress slowing significantly – and spend his nights with me. That twang of guilt never left him, making the experience doubly exciting for me. My essence drank from his soul while my body enjoyed the skills of his. One day, he left to run errands – and didn't come back. Two more days passed with no word from him, and my worry began to grow. When he showed up on the third night, there was an anxious, harried look to him. More concerned than ever, I hurried him inside, noting a bundle under his arm. â€Å"Where have you been? What is that?† Unwrapping his cloak, he revealed a stack of books. I sifted through them with the wonder I'd always had for such things. Boccaccio's The Decameron. Ovid's Amores. Countless others. Some I'd read. Some I'd longed to read. My heart gave a flutter, and my fingers itched to turn the pages. â€Å"I've gathered these from some of my friends,† he explained. â€Å"They're worried Savonarola's thugs will seize them.† I frowned at this reference to the city's most powerful priest. â€Å"Savonarola?† â€Å"He's gathering up ‘objects of sin' in order to destroy them. Will you hide these here? No one would force them away from someone like you.† The books practically shone to me, far more valuable than the jewelry I'd amassed. I wanted to drop everything and start reading. â€Å"Of course.† I flipped through the pages of the Boccaccio. â€Å"I can't believe anyone would want to destroy these.† â€Å"These are dark days,† he said, face hard. â€Å"If we aren't careful, all knowledge will be lost. The ignorant will crush the learned.† I knew he spoke the truth. I'd seen it, over and over. Knowledge destroyed, trampled by those too stupid to know what they did. Sometimes it happened through forceful, bloody invasions; sometimes it happened through less violent but equally insidious means, like those of Fra Savonarola. I'd grown so accustomed to it that I barely noticed anymore. For some reason, it hit me harder this time. Maybe it was because I was seeing it through his urgent eyes and not just observing it from a distance. â€Å"Bianca?† Niccol? ° chuckled softly. â€Å"Are you even listening to me? I'd hoped to spend the night with you, but maybe you'd rather be with Boccaccio†¦.† I dragged my eyes from the pages, feeling my lips quirk up into a half-smile. â€Å"Can't I have you both?† Over the next few days, Niccol? ° continued to smuggle more and more goods to me. And not just books. Paintings accumulated in my home. Small sculptures. Even more superficial things like extravagant cloth and jewels, all deemed sinful. I felt as though I'd been allowed to cross through the gates of heaven. Hours would pass as I studied paintings and sculptures, marveling at the ingenuity of humans, jealous of a creativity I had never possessed, either as a mortal or immortal. That art filled me up with an indescribable joy, exquisite and sweet, almost reminding me of when my soul had been my own. And the books†¦oh, the books. My clerks and associates soon found their hands full of extra work as I neglected them. Who cared about accounts and shipments with so much knowledge at my fingertips? I drank it up, savoring the words – words the Church condemned as heresy. A secret smugness filled me over the role I played, protecting these treasures. I would pass on humanity's knowledge and thwart Heaven's agenda. The light of genius and creativity would not fade from this world, and best of all, I would get to enjoy it along the way. Things changed when Tavia showed up one day to check in. The demoness was pleased at the report of my conquests but puzzled when she noticed a small sculpture of Bacchus on a table. I hadn't yet had a chance to hide the statue with my horde. Tavia demanded an explanation, and I told her about my role in protecting the contraband. As always, her response took a long time in coming, and when it did, my heart nearly stopped. â€Å"You need to cease this immediately.† â€Å"I – what?† â€Å"And you need to turn these items over to Father Betto.† I studied her incredulously, waiting for the joke to reveal itself. Father Betto was my local priest. â€Å"You can't†¦you can't mean that. This stuff can't be destroyed. We'd be supporting the Church. We're supposed to go against them.† Tavia raised a dark, pointed eyebrow. â€Å"We're supposed to further evil in the world, my darling, which may or may not go along with the Church's plans. In this case, it does.† â€Å"How?† I cried. â€Å"Because there is no greater evil than ignorance and the destruction of genius. Ignorance has been responsible for more death, more bigotry, and more sin than any other force. It is the destroyer of mankind.† â€Å"But Eve sinned when she sought knowledge†¦Ã¢â‚¬  The demoness smirked. â€Å"Are you sure? Do you truly know what is good and what is evil?† â€Å"I†¦I don't know,† I whispered. â€Å"They seem kind of indistinguishable from one another.† It was the first time since becoming a succubus that the lines had really and truly grown so blurred for me. After the loss of my mortal life had darkened me, I'd thrown myself into being a succubus, never questioning Hell's role or the corrupting of men like Niccol? °. â€Å"Yes,† she agreed. â€Å"Sometimes they are.† Her smile vanished. â€Å"This isn't up for debate. You will yield your stash immediately. And maybe try to seduce Father Betto while you're at it. That'd be a nice perk.† â€Å"But I – † The word â€Å"can't† was on my lips, and I bit it off. Under the scrutiny of her stare and power, I felt very small and very weak. You don't cross demons. I swallowed. â€Å"Yes, Tavia.† The next time Niccol? ° and I made love, he managed a tired but happy attempt at conversation in his post-sex exhaustion. â€Å"Lenzo's going to bring me one of his paintings tomorrow. Wait until you see it. It shows Venus and Adonis – â€Å" â€Å"No.† He lifted his head up. â€Å"Hmm?† â€Å"No. Don't bring me any more.† It was hard, oh God, it was so hard speaking to him in such a cold tone. I kept reminding myself of what I was and what I had to do. A frown crossed his handsome face. â€Å"What are you talking about? You've already collected so much – â€Å" â€Å"I don't have them anymore. I gave them up to Savonarola.† â€Å"You†¦you're joking.† I shook my head. â€Å"No. I contacted his Bands of Hope this morning. They came and took it all.† Niccol? ° struggled to sit up. â€Å"Stop it. This isn't funny.† â€Å"It's not a joke. They're all gone. They're going to the fire. They're objects of sin. They need to be destroyed.† â€Å"You're lying. Stop this, Bianca. You don't mean – â€Å" My voice sharpened. â€Å"They're wrong and heretical. They're gone.† Our eyes locked, and as he studied my face, I could see that he was starting to realize that maybe, just maybe, I spoke the truth. And I did. Sort of. I was very good at making people – especially men – believe what I wanted them to. We dressed, and I took him to the storage room I'd previously hidden the objects in. He stared at the empty space, face pale and disbelieving. I stood nearby, arms crossed, maintaining a stiff and disapproving stance. Eyes wide, he turned to me. â€Å"How could you? How could you do this to me?† â€Å"I told you – â€Å" â€Å"I trusted you! You said you'd keep them safe!† â€Å"I was wrong. Satan clouded my judgment.† He gripped my arm painfully and leaned close to me. â€Å"What have they done to you? Did they threaten you? You wouldn't do this. What are they holding against you? Is it that priest you're always visiting?† â€Å"No one made me do this,† I replied bleakly. â€Å"It's the right thing to do.† He pulled back, like he couldn't stand my touch, and my heart lurched painfully at the look in his eyes. â€Å"Do you know what you've done? Some of those can never be replaced.† â€Å"I know. But it's better this way.† Niccol? ° stared at me for several more seconds and then stumbled for the door, uncaring of the curfew or his weakened state. I watched him go, feeling dead inside. He's just another man, I thought. Let him go. I'd had so many in my life; I'd have so many more. What did he matter? Swallowing tears, I crept downstairs to the lower level, careful not to wake the sleeping household. I'd made the same journey last night, painstakingly carrying part of the horde down here – a part that I didn't give to the Church's minions. Splitting the art and books had been like choosing which of my children had to live or die. The silks and velvets had been mindless; all of them went to Fra Savonarola. But the rest†¦that had been difficult. I'd let most of Ovid go. His works were so widespread, I had to believe copies of them would survive – if not in Florence, then perhaps some other place untouched by this bigotry. Other authors, those whom I feared had a limited run, stayed with me. The paintings and sculptures proved hardest of all. They were one of a kind. I couldn't hope that other copies might exist. But I'd known I couldn't keep them all either, not with Tavia checking in. And so, I'd chosen those which I thought most worth saving, protecting them from the Church. Niccol? ° couldn't know that, though. I didn't see him for almost three weeks, until we ran into each other at Savonarola's great burning. History would later know it as the Bonfire of the Vanities. It was a great pyramid stuffed with fuel and sin. The zealous threw more and more items in as it blazed, seeming to have a never ending supply. I watched as Botticelli himself tossed one of his paintings in. Niccol? °'s greeting was curt. â€Å"Bianca.† â€Å"Hello, Niccol? °.† I kept my voice cold and crisp. Uncaring. He stood in front of me, gray eyes black in the flickering light. His face seemed to have aged since our last meeting. We both turned and silently observed the blaze again, watching as more and more of man's finest things were sacrificed. â€Å"You have killed progress,† Niccol? ° said at last. â€Å"You betrayed me.† â€Å"I've delayed progress. And I had no obligations to you. Except for this.† Reaching into the folds of my dress, I handed over a purse heavy with florins. It was the last part in my plan. He took it, blinking at its weight. â€Å"This is more than you owe me. And I won't finish the fresco.† â€Å"I know. It's all right. Take it. Go somewhere else, somewhere away from this. Paint. Write. Create something beautiful. Whatever it takes to make you happy. I don't really care.† He stared, and I feared he'd give the money back. â€Å"I still don't understand. How can you not care about any of this? How can you be so cruel? Why did you do it?† I studied the fire again. Humans, I realized idly, liked to burn things. Objects. Each other. â€Å"Because men cannot surpass the gods. Not yet anyway.† â€Å"Prometheus never intended his gift to be used like this.† I smiled without humor, remembering an old debate of ours about classical mythology, back during our sweeter days. â€Å"No. I suppose not.† We said nothing else. A moment later, he walked away, disappearing into the darkness. For a heartbeat, I considered telling him the truth, that much of his treasure was still safe. I'd paid well for it to be smuggled out of Florence, away from this mad destruction. In fact, I'd actually sent the goods to an angel. I didn't like angels as a general rule, but this one was a scholar, one I'd met in England and tolerated. Heretical or no, the books and art would appeal to him as much as to me. He would keep them safe. How ironic, I thought, that I would turn to the enemy for help. Tavia had been right. Sometimes good and evil were impossible to distinguish from one another. And if she'd known what I had done, my existence would probably be over. So I couldn't tell anyone. The secret had to stay with me and the angel, no matter how much I wished I could share it with Niccol? ° and comfort him. I had to live with the knowledge that I had taken his life, soul, and hope. He would hate me forever, and it was a sting I would likewise carry with me forever – one that would slowly make my existence more and more miserable. My world dissolved into darkness. I was back in my box, still cramped and uncomfortable. As usual, I couldn't see anything, but my cheeks were wet with tears yet again. I felt exhausted, even a little disoriented, and my heart ached with a pain that I could never put into words. I didn't see the Oneroi, but something told me they were probably around. â€Å"That was truth,† I whispered. â€Å"That really happened.† As suspected, a voice answered me in the darkness, and I suddenly knew the real reason they kept showing me true dreams. â€Å"Your truths are worse than your lies.†

Wanderer essays

Wanderer essays In order to understand the reason why poet Basho was trying to recapture the old during his journey to the north in his poetic diary A Narrow Road to the Deep North and Other Travel Sketches, one has to look at his background first to understand why he decided to leave his life behind and to make such dangerous trip. Basho lived in a small wooden hut near Edo; which is present day Tokyo. He planed a banana tree in front of his yard. Thus gives his house a famous name the Basho Hut. He had a quiet but rich life during this time. He had many friends, disciples, and patrons; He wrote many haiku form poems and had many students who visited him every day. (pg 25) But all these changed after a couple of events occurred during this period. First, that was a fire which destroyed his famous Basho Hut thus makes him homeless, (pg 27) and probably the idea that man is eternally homeless began haunting his mind more and more frequently. A few months later he received news from his family home that his mother had died. (pg 29) Since his father had died already, he was now not only without a home but without a parent to return to. Although he rebuilt his Basho Hut later, it was not enough to sweep away with his melancholy and emptiness. He was already a wanderer in spirit, and he had to follow that impulse in actual life. So Basho sets out on his journey for the sake of spiritual and poetic discipline. Through the journey he wanted, among other things, to face death and thereby to help temper his mind and his poetry. So one should easy understand why Basho feels as sad upon his departure as he mentioned in his diary: Basho is prepared to perish alone and leave his corpse to the mercies of the wilderness if that is his destiny. During his short stop at town Rapid's Head, he stopped at warrior Satos house. He later cried at temple. He says in his diary: I wept bitterly in front of the tombstones of the ...

The eNotes Blog Jack Kerouac American Literary Baddie to theStars

Jack Kerouac American Literary Baddie to theStars Today were going to talk about an American legend: Jack Kerouac. Jack was a pretty amazing writer, not just in the work he created but also in his methodology for doing so. Like so many of us, he was not a big fan of the revision and re-write process. He was also  invested in the New York Jazz scene, and at the time that was about as cool as having backstage passes to a Justin Bieber concert, amirite? (I dont actually know what the cool kids listen toI still like jazz.) Read on to learn a bit about this literary icon, his books, and what makes him continue to be a big name on the list of American writers. [OVERVIEW] Why is Jack Kerouac Still a Big Deal? Jack Kerouac was one of the founding members of the Beat Generation of American literature. In fact,  Jack Kerouac was the acknowledged leader and spokesman for the Beat Generation. Its  underlying philosophy could loosely be described as  visionary enlightenment, Zen Buddhism, and Amerindian culture. The Beat Generation  as a whole adopted  these ideals and served to influence American culture in the post–World War  II era. Jack Kerouac Did a Great Job with Vernacular Part of Kerouacs aesthetic was his love of jazz and how freely the music seemed to come to the musicians- they didnt worry about whether  it would make sense.  Kerouac eventually developed the writing style (that still exists today, though its not often taught) known as spontaneous prose. Kerouac would observe and take notes  on a subject for months or  years at a time, and then put  all of these thoughts down on paper at once; after years on the road with friend Neal Cassady, Kerouac eventually settled down to write  On the Road in a period of about three weeks. He Was a  Master at Reflecting  His Point in Time The Beat Generation was extremely reflective of the Post–World War II  era. At this time, there was a huge exploration into alternative ways of life  (basically, a mini 60s-  and  70s-style revolution). Kerouacs work reflected  these views- his tone and subjects often conveyed  attitudes of excitement  that were  demonstrated in colloquial ways. He Had  Some Good Views on Freedom Kerouacs views on freedom may have  come from his difficult childhood and the number of doors that slammed in his face (the football team and the Marines, for example). As a result, he  rebelled. Kerouac and his character in  On the Road made their way by doing the exact opposite of what society told them to do- and the results are entertaining and a bit inspirational. In On the Road, Kerouac echoes ideas of American freedom and  the  boundless energy the country was experiencing in the aftermath of World War II.   Sal and Dean jump into the car and driveand driveand drive. There is little in terms of an exact destination because freedom and individuality are depicted as journeys in their own right, without a need for a defined end. He Was a Buddhist The Wests  interest in Eastern religions has been around for, well, a long time. But Eastern religions werent  commonly seen in practice until the later decades of the 20th century. Its arguable that it was the Beat Movement that led to this alternative view of religion. In his  book  The  Dharma Bums,  Kerouac writes about the spiritual experiences of  the character Ray and  his friends. The book  focuses in particular on the characters contact with  Buddhism. He Wasnt into Censorship Free speech has obviously been a thing in the United States since the whole drafting of the Constitution thing went down. We all know that there are some things that simply  arent always appropriate for a wide audience (like if I suddenly started talking about how Kim K. got famous- not appropriate here). Well, back in the 50s, this idea of inappropriateness was even more widespread, and that didnt really jive with Kerouacs wild experiences on the road. Kerouac also saw revisions on ones work as a form of literary lying and all but refused to do it. With all that in mind, it makes sense that the original version of  On the Road  that he attempted to publish was full of sex, drugs, and rock n roll, and no one knows if Kerouac folded on his principles and edited the novel or if his editor went ahead and did it for him. Were thinking the latter, though. P.S. He Was Kind of a Total Babe

The 4 SAT Sections What They Test and How to Do Well

The 4 SAT Sections What They Test and How to Do Well SAT / ACT Prep Online Guides and Tips Whether you're actively preparing for theSAT or simply want tolearn more about the ubiquitous college entrance exam, it’s important youstart with the basics: how many sections are on the SAT? What are the names of the SAT sections? And what kinds of skills does each section measure? In this article, we answer all of your burning questions about theSAT sections. We'll begin bydiscussing how many sections are on the SAT as well ashow these sections differ from one another. Then, we’ll go over the different skills on which you'll be tested, giving youour experttips for combating each of the SAT test sections with confidence. Finally,we'll take a look at whether certain sections of the SAT are more important than others and what this meansfor you and your college applications. What Are the SAT Sections? The SAT (which was redesigned in 2016) consists offour sections: Reading Writing and Language Math (which consists oftwo subsections, No Calculator and Calculator) Essay (optional) Asthe College Board(the creator of the SAT) puts it, all sections of the SATwork together totest â€Å"what you learn in high school† and â€Å"what you need to succeed in college.† In other words, the goal of the SAT is to ensureyou possess the appropriate reading, writing, and math skills deemed necessary for success as a college student. Eachof theSAT test sectionsappearsonly once on the exam and varies in the number of questions it contains as well as inhow much time it allocates. The following table showcases some of the major features ofthe SAT test sections: Reading Writing and Language Math Essay (Optional) Order on Test 1st 2nd 3rd 4th # of Questions 52 44 58 (20 No Calculator, 38 Calculator) 1 Question Format Multiple choice Multiple choice Multiple choice, grid-ins Essay Time 65 mins 35 mins 80 mins (25 mins No Calculator, 55 mins Calculator) 50 mins Skills Tested Command of Evidence Words in Context Command of Evidence Words in Context Expression of Ideas Standard English Conventions Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Additional Topics in Math Reading Analysis Writing Scoring Combined with Writing and Language for a total Evidence-Based Reading and Writing (EBRW) score on a scale of 200-800 Combined with Reading for a total Evidence-Based Reading and Writing (EBRW) score on a scale of 200-800 No Calculator and Calculator subsections are combined for a total Math score on a scale of 200-800 Three separate scores (Reading, Analysis, Writing), each on a scale of 2-8 According to this table, the longest section (in terms of both time and number of questions) is the Math section. This is because the Math section is composed oftwo subsections: a No Calculator section (which always comes first) and a Calculator section. While theNo Calculator section is fairly brief at only 25 minutes and 20 questions long, theCalculator section lasts for 55 minutes and contains a total of 38 questions. You may also notice a few keysimilarities between the Reading and Writing and Language sections. These two sections were specifically designed to test a couple of the same skills - namely Command of Evidence and Words in Context - in different ways. Thetwo sections also combine for an overall Evidence-Based Reading and Writing (EBRW) score out of 800 points, so they clearly have a lot in common with each other! Lastly,the above table highlights how all sections of the SAT (excluding the Essay) are predominantly multiple choice. Mostquestions on the SAT contain four answer choices from which you mustselect one answer. On the Math section, however, you will also face a handful ofgrid-in questionsfor which you must come up with your own answers and bubble them in using the numbers provided. Now that we've covered all of the fundamentals, let’s take a closer look at each of the four sections of the SAT. The SAT Reading Section The Reading section focuses onreading comprehension and understanding vocabulary in context. Each of the 52 questions in this section will bebased on a passage. You'll be given five passages in total: 1 passage on U.S. or world literature 2 passages on history/social studies 2 passages on science (which may include graphs and/or charts) On some areas of theReading section, you may be givena pair of related passages instead of a single passage. You may also encounter graphs, charts, orother forms of data representation. (Note that you will not have to use any math for these questions, though you willbe expected to know how to interpret the data provided.) As illuminated in the table above, the Reading section test two primary skills: Command of Evidence:your ability to find concrete evidence within the passage tosupport the author’s claims or answers to specific questions Words in Context: yourability to decipher the meanings of vocabulary words within the context of the passage, and yourability to understand how word choice influences the style and tone of atext As you take the Reading section of the SAT, you'll answer the following types of Reading questions: Big Picture Little Picture/Function Inference Vocabulary in Context Author Technique Evidence Support Data Interpretation Below, I describe each of these question types and then provide you withour besttips fordoing well on the SAT Reading section. SAT Reading Question Types Here are the different types of questions you'll encounter on the SAT Reading section. #1: Big Picture and Little Picture/Function These two Reading question typesare opposites: Big Picture questions focusonthe main point of a passage, whereas Little Picture (or Function)questions focus on the function ofspecific lines or sentences within a passage. Your job, then, is to use contextual evidenceto decipher either the author’s overall message or the function of a selected area of the text. Big Picture Little Picture/Function #2: Inference For this Reading question type, you must correctlyinterpret the meaning of a sentence, a group of sentences, or the entire passage. #3: Vocabulary in Context These Reading questions ask you about the meaning of a specific word or phrase within the passage. Thesewords and phrases may not alwaysappearto be difficult but will usually take on lesser-known alternative meanings. #4: Author Technique This type of Reading question requires you toanalyze the author’s stylistic choices in regards to tone, voice, perspective, etc. #5: Evidence Support For Evidence Support questions, you mustlocate contextualevidence for an answer to a previous question. (In other words, these questions are directly related to the questions that precede them.) To answer these questions, you mustidentify a particular line or group of lines from which you found theanswer to a question. #6: Data Interpretation A Data Interpretation questionrequires you to interpret data (usually in the form of a table, chart, or graph) and understand how it relates to the passage. Top 3 SAT Reading Tips Once you've familiarized yourself with all of theReading question types, it's time for you to employour top three tips for the SAT Reading section! #1: Practice Reading Passages Because the Reading section revolves solely around passages, it's critical you dedicate the bulk of your SAT Reading prep to working with SAT-esque passages. The best resources for passages similar to those you’ll encounter on the SAT areofficial SAT practice tests. These mock SAT tests created by the College Board offer a plethora ofrealistic Reading passages thatclosely mimic thestyle and form of the passages you'll be given on test day. In addition to official practice tests, you canalso use unofficial SAT Reading materials - as long as they containhigh-quality Reading passagessimilar to those on the SAT. Finally, it's a smart idea toread real-life texts, such as The New York Times, The Atlantic, and Psychology Today,from which SAT passages are often borrowed. This way you can familiarize yourself with the type of materials you'll see on test day. #2: Use Process of Elimination Process of elimination is an excellent strategy (and even one recommended by a perfect scorer!) that will aid you significantly on the Reading section. As we already know, each Reading question offersfour possible answer choices of which just one iscorrect. This means thatthe other three choices must contain clear signs indicating they’re incorrect.Some of the most commonreasons answer choices are eliminated are that they're: Too specific Too broad Too loosely connected to the overall purpose or message of the passage Remember, even a single word in an answer choice can make it incorrect,so look closely for any reason to eliminate a choice before deciding on the correct one. Be sure youavoid gettingcaught up in answer choices that sort of sound correct - if a choice doesn’t 100-percent answer the question or is ambiguous in any way, chances are it's wrong! #3: Study Vocabulary Sparingly Unlike the old (pre-2016) SAT, which often tested obscure vocabulary words in complete isolation, the new SAT only tests vocabulary knowledge within the context of passages. Additionally,current SAT vocabulary is only about medium difficulty, meaning many of the words testedare ones you've likely seen and may have even used before. (Woo hoo!) The challenging part of SAT vocabulary, however, isbeing able to identifylesser-known tertiary meanings of common words.What this means is, whileyou no longer need to dedicate hours upon hours tomemorizing thousands of vocabulary words,you do need to familiarize yourself with some of the rarermeanings of common words. Likewise, you should also know how to decipher a vocabulary word'smeaning based on how it's being used in apassage. These days, many SAT vocabulary words are similar to those on the ACT; thus, we recommend studying vocabulary with either our ACT list of 150 medium-level vocabulary words or Scholastic’s 100-word listfor the SAT/ACT. The SAT Writing and Language Section The Writing and Language section (often referred to as simply the â€Å"Writing section†) may looksimilar to the Reading section, but instead of measuring yourreading comprehension skills, this section measuresyour ability to identify and correct grammatical errors and stylistic weaknesses within passages. In other words, theWriting section is all about your proofreading and editing skills! Like the Reading section, the Writing section revolves entirely around passages. These passages cover a widearray of topics, including careers, history/social studies, science, and the humanities. Unlike Reading passages, however, all Writing passages are nonfiction, taking theform of narratives, arguments, and explanatory texts. Your primary mission on the Writing section is tocorrect (or leave as is, if no errors are present) words and sentences within these passages. For science-based passages containing charts or graphs, you may beasked to replace an incorrect sentence with a new sentence that more accurately reflects the data provided. The Writing and Language section measures the following skills: Command of Evidence Words in Context Expression of Ideas Standard English Conventions Below, I discuss each of these four question types and what they measure on the SAT Writing section. I then provide you with our top three tips for getting a great score on SAT Writing. SAT Writing and LanguageQuestion Types In this section, we examine the SAT Writing question types and look atexamples of how they'll appearon the SAT. #1: Command of Evidence These types of Writing questions focus primarily onthe big picture of a passage and usually ask you to provide evidence for why you are making a particular change. #2: Words in Context For these questions, you mustreplace a word or phrase with a more logical choice, or select â€Å"NO CHANGE† if the highlighted areais appropriate as is. #3: Expression of Ideas These questions require you to think about the various waysideas canbe expressed in words. More specifically, you mustrearrange, add, combine, or delete sentences to improve the overall flow of a passage. #4: Standard English Conventions For Standard English Conventions questions, you must correct incorrect words or phrases, so that they adhere to the basicrules of English grammar, punctuation, spelling, and capitalization. If the highlighted word or phrase is grammatically sound, selectâ€Å"NO CHANGE.† Top 3 SAT Writing and Language Tips Here areour toptips for getting the score you want on the SAT Writing section! #1: Master Common SAT Grammar and Punctuation Rules Nearly half of all SAT Writing questions focus on standard English conventions, so naturally you can’t expect to do well on SAT Writing if you haven’t mastered the basic rules of English grammar and usage! This doesn't mean you mustreview every single grammar rule in existence - just the ones most commonly tested on the SAT. For more details on what these rules are and how you can master them, check out our in-depth guides toSAT grammar and SAT punctuation. #2: Read Articles and Essays Because none of the Writing section's passages areworks offiction, your best bet is to readreal-life newspaper and magazine articles, persuasive texts, and essays. As you study, you'll use these texts to hone your editorial eye, identifyingtransitional words and connections in thought. You'll also want to examine how the author builds his or her argument or main point throughout the text. What evidence does he or she provide? Is it ultimately effective? Why or why not? There will be awide array of topics for Writing passages, so feel free to dig into a variety of texts. I recommend starting with major publications such as The New Yorker, The New York Times, The Atlantic, Wired, and Pyschology Today. #3: Hone Your Writing Skills To be a sharp editor, you must understand how to write well. And to write well, you mustlearn from the feedback on your own writing. Begin by noting any red marks on essays you turn in at school, making yourself aware of any errors you continuously make on your writing. If you’re confused about a mistake you've made, ask yourteacher to explain the mistakeand give youtips on how you can avoid making it again. As you write essays for school, make sure you're alsopaying attention to the structure of your arguments. Consider thesimple "hamburger" structure of essays: you've got yourintroduction (top bun), your evidence and supporting details (lettuce, tomato, and meat), and your conclusion (bottom bun). Knowing how to effectively structure your own essays should over time allow you to develop a keener understanding of how SAT passages are organized. The SAT Math Section Ontothe world of numbers! Unlike the English-centered Reading and Writing sections, the SAT Math section consists ofpractical, real-world math and measures the problem-solving abilities most usefulfor college-level coursework andfuture employment. The Math section comprises two subsections: Math No Calculator, for which you are not permitted to use a calculator Math Calculator, for which you may (but aren't required to) use a calculator The Math section is the only section on the SAT (excluding the Essay) to contain a non-multiple-choice question format called the grid-in. 22 percent of Math questions are grid-ins, so although it’s not the main question format on SAT Math, it’s crucial you understand how it works. The Math section tests you on the following concepts: Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Additional Topics in Math Below, I describe each of these Math question types and give you expert tips for securing an excellent SAT Math score. SAT Math Question Types Here are the four types of Math questions you'll see on the SAT. #1:Heart of Algebra This content area constitutes thelargest focus of the SAT Math section, accounting for approximately one-third of all Math questions. Heart of Algebraquestions focus on (you guessed it!) algebra - primarily linear equations, systems of equations, inequalities, and absolute values. #2:Problem Solving and Data Analysis There are 17 Problem Solving and Data Analysis questions on the SAT. All of these questions are on the Math Calculator subsection (meaning you'll see none of these onthe No Calculator subsection). These questions focus on data interpretation (i.e., how to read charts, graphs, tables, etc.) as well as rates, ratios, percentages, linear and exponential relationships, and probability. #3:Passport to Advanced Math There are 16 Passport to Advanced Math questions on the SAT. These advanced questionstest your understanding of the structure of equations and expressions, including your ability torearrange and rewrite them. For these questions, you may be asked to solve a quadratic equation, create an exponential function,or manipulate polynomials. #4: Additional Topics in Math While 90 percent of the Math section deals with the three topics listed above, the last 10 percent targets what the College Board calls "Additional Topics in Math." This question type is basically a catch-all for any math concept that doesn’t fit neatly into the other three categories. Suchtopics predominantly deal withgeometry, trigonometry, and complex numbers. Top 3 SAT Math Tips Use our top tips below to get your best score ever on SAT Math! #1: Review Basic Math Concepts You can’t expect to score highly on the Math section if you’re not familiar with most or all of the basic math concepts being tested on the SAT. To get started, take a look at ourgiant stockpile of SAT Math resources you can use (for free!). This guidecontains links to several Math guides offering a solid overview of critical math concepts you should know for the SAT, including algebra, numbers, coordinate geometry, and plane and solid geometry. You can also check out our guide to the best SAT Math prep booksand browse your options for high-quality Math content review and practice. #2: Memorize Common Formulas Another tip is to memorize allcriticalSAT Math formulas you’ll need for test day. Doing this will allow you to solve many math problems that you can't solve without knowledge of a particular formula. But what about the reference diagram on the test? Do you really need to memorize formulas if you'll be given a list of them on the SAT? Although you may think memorizing these formulas is a waste of time, in realitymemorizing them willactuallysave you time on test day. Here are the formulas exactly as you'll see them on the SAT: By memorizing the formulas above, you won't need to constantly flipback to the diagram and will therefore be able to solve math problems more quickly. This will effectively give youmore time to put towardother math problems that are more challenging. However, there is one caveat:the 12 formulas on this reference diagram deal specifically with geometry, a topic whichmakes up a significantly small portion of the new SAT. So while it’s crucial you memorize these formulas, it’ll be far more advantageous for you to prioritize other major laws and formulas that will not be given to you on test day and are more likely to come up on the SAT. #3: Plug In Answers and Numbers Our final tip for SAT Math is a popular test-taking strategy: plugging in answers and numbers. In this strategy, if you’re faced with a math problem you’re unsure how to solve, you can attempt to solve it by either plugging in random numbers or plugging in answer choices one by one. Doing thiswill reveal which answer choice yields the correct result. Use the plug-in answer strategy for multiple-choice math questions that ask you to solve for a specific value. Always start with answer choice B or C,so you can determine whether to work your way up or down to get a higher or lower answer. For multiple-choice and grid-in questions you don’t understand, try plugging inyour own numbers (or sets of numbers) to see whether equations and inequalities hold truefor various values. Note that these strategies, though helpful, should generally only be used if you’re unsure how to solve a mathproblem using other methods, such assimplification and algebra. Ultimately, though,the SAT doesn’t care how you get an answer - just that it’s the correct one! So if you don't know what to do, get in there and plug away. The SAT Essay (Optional) The SAT Essay is an entirely writing-based section for which you must read a 650-750-word passage and thenwrite an essay analyzing how the author constructs his or her argument as well as how persuasive the argument is. Note that you are not being asked whether you agree or disagree with the argument. You are also not expected to write about your personal experiences (like how test takers were prompted todo on the old SAT). Unlike the other three SAT sections, the Essay is entirely optional. Whether you should take it depends on where you apply, as some colleges may require the Essay for admission. The Essay also uses a unique scoring system compared to those of the other SAT test sections. There are three components to the SAT Essay grade: Reading Analysis Writing For each of these components, two graders will assign you a score on a scale of 1-4. These two scores are then added together to give you total scores for each component(on a scale of 2-8). Thus, a perfect SAT Essay grade would be 8|8|8 (4s from both graders for each of the three rubrics). But what exactly do these three components measure? Below, I describe each of the SAT Essay gradesand introduce to you our top three tips for ensuring a high Essay score on test day. Skills Tested on the SAT Essay The three components of the SAT Essay grading rubric each measure a different skill in regards to your writing ability. Reading The Reading score highlights your overallunderstanding of the passage and how well you use appropriate textual evidence from the passage to construct your essay. Analysis The Analysis score shows how well you understand the construction of the author's argumentin terms of reasoning, style, and evidence. It also measuresyour ability to choose the most effective evidence from the passage to support your evaluation. Writing The Writing score revolves entirely around your ability to write. You will begiven a grade based on the strength of your thesis and on your essay's organization, focus, tone, style, and adherence to standard written English conventions. Top 3 SAT Essay Tips And now here are our expert SAT Essay tips to help you get the high score you deserve! #1: Learn the Types of Examples to Look for in Passages Before you take the exam, make sure you know all of the major types of examples you can look for in passages to use as support in your essay. The six types of evidence to be aware of are: Facts and statistics Anecdotes Counterarguments and counterclaims Explanation of evidence Vivid language Direct appeals to the reader For more information, check out our detailed guide on how to look for and use these pieces of evidence. As you write, besure you’re using the most relevant and effective support; you don’t need to use every example you find! #2: Read the Prompt First Although you'll likelybe tempted to get through the passage before attacking the prompt, reading the prompt first can lend you a big hand as it directly states what the author’s central claim is. Once you know what kind of argument you'll be dealing with, you can then read the entire passage, keeping an eye out for any evidence that supportsthis central claim and thinking of ways you caneffectively incorporate these pieces of evidence into your essay. As a reminder, your essay should focus on what techniques and evidence the authors uses to set up his or her argumentas well as how effective these techniquesare. #3: Write More Than 1 Page Though not explicitly stated on the SAT Essay rubric, your essay must be of a reasonable length (1+ pages) in order to merit a high score. This means anything less than a page is bound toguarantee youa low essay score, as the essay will very likely lack sufficient detail, evidence, and analysis. On test day, you’ll get four pages for writing (and one additional piece of scratch paper for planning and outlining your essay). Aim to use at least two pages for your essay.Anything longer is perfectly fine; however, just rememberit's ultimately better to produce asuccinct and focused essay instead of averbose or tangential one. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Are Certain SAT Sections More Important Than Others? Because the SAT has several sections, you may be wondering which (if any) are the most important in regards to scores. To start, the Essay is the least important of all SAT sections.This is because the essay is often optional for many colleges. Schools that don’t require the essay usually choose to do so because they feel other application factors, such as the personal statement, are better indicators of students’ writing abilities. But what about the SAT Reading, Writing, and Math sections? Which of these is the most important? Or are they allequally important? Generally speaking, the SAT Reading, Writing, and Math sections are all offairly equal importance. Most schools report SAT scores using the total score (a combination of the EBRW and Math scores), implying there isequal consideration of theReading, Writing, and Math sections. Furthermore, any school requiring the SAT will always require scores from the Reading, Writing, and Math sections, soall three of these sections are evidently essential for college admission (unlike the optional Essay). In spite of these trends,there may be cases in which one of the two scores (EBRW or Math)will hold slightly more weight than the other. For example, if you are applying to an engineering school like MIT, admissions committees maypay a little extra attention to your SAT Math score - the more relevant score to your program - and less to your EBRW score. In the end, it's best to think of both your EBRW and Math scores as being equally important, and your Essay score (if you took the essay) as being the least important. Key Takeaways for the SAT Sections The SAT is composed of four sections: Reading, Writing and Language, Math, and Essay (optional). These sections target an array of academic skills deemed necessary for college, from reading comprehension toproofreading to problem solving. To ultimately do well on the SAT, you must understand what each of the SAT sections measures, what each sections tests you on, and what approaches you can use to get the scores youwant. Althoughthe Essay isn’t a requirement for all colleges, thoserequiring SAT scores will often prefer applicants who have astrong set of EBRW (Reading and Writing) and Math scores, so always try to aim for a high total score! What’s Next? Want to learn more about the SAT? Take a look at our complete guide to what the SAT is and get tips on when to start studying and what resources you can use to get the scores you need for college! Thinking of taking the ACT, too? Start with our introduction to the ACT sections (coming soon) and then check outour guide to what a good ACT score isto learn how you can get a great ACT score. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Smart phone-small planet Essay Example | Topics and Well Written Essays - 750 words

Smart phone-small planet - Essay Example I argue that the sharing of moments through smartphones has made communication between humans very natural rather than the old cumbersome ways of communicating. For example, before the invention of smartphones, people used to send letters and pictures to the post office, which proved to be very cumbersome and time-consuming. With smartphones, communication is very easy especially with apps like Whats App. The Whats App creates an interface where different users share and exchange photos, messages and videos just by using an active data connection. There is growth in the use of smartphones in the competitive world of business in the past few years (Marsha Berry and Max Schleser 73). The increased use of smartphones in business attributed to the development of relevant apps. Software engineers with their ingenuity in developing new apps enable business transactions done in the comfort of one’s bedroom. The client in such a transaction could be thousands of miles away. I argue that without smartphones, many business transactions would delay or not materialize altogether. Millions of smartphones manufactured and sold because of the invaluable role of smartphones in business transactions and communication. The increased manufacturers of smartphones support related industries, for example, apps developers make a lot of money from their work. I, therefore, argue that there is a new business dimension in the market place due to the coordination between smartphone manufacturers and app developers. The new trend creates more bus iness opportunities for the business people around the world. The creation of new business opportunities improves lives of millions of people. I argue that without the use of smartphones, society cannot realize such economic developments and improved lifestyles. Smartphones have revolutionized the security industry. There are apps that enable people to report crimes to the relevant authorities. Would be victims of

Developing a Personal Leadership Style Research Paper

Developing a Personal Leadership Style - Research Paper Example This style is considered outmoded and inappropriate in the modern society overfilled with democratic points of view.  This type can be characterized as â€Å"one person rules†. It means, the decision-making process is conducted only by one certain person, and other participators of the process are obliged to act according to the demands of that person. Thus, a communication between the leader and inferiors develops only on the professional level. However, sometimes it is the only way of acting that can help achieve the target aims. For instance, the police officer that is giving the commands to the criminal, or the tutor that is telling the student to complete the certain task, utilize this style of headship. At the same time, Salin and Hoel (2010) argue that this type of headship leads to appearance of climate of fear, which can be a great pitfall on the way to goals’ achievement. Nevertheless, if the person needs this type to be developed, he or she should train the ability to establish certain tasks and be responsible for all the outcomes.Paternalistic This type can be characterized as cooperating with inferiors like father with children. The main advantage of this style is high level of trust between the person in charge and the participators of certain space. Nevertheless, this can also lead to the situation when several participators could become favorites while others may remain unheeded. This, in turn, can be the reason for many dismissals of the participators that simply wish to become more valuable.

Assignment Essay Example | Topics and Well Written Essays - 3000 words

Assignment - Essay Example You will find that the currency policy can have an effect on the stability of a country's economy. Attached you will find the evaluation of the foreign currency regimes utilised by some of the major countries in the Asian region. Australia and Indonesia operate on a free floating regime, whereas Hong Kong is pegged at a fixed rate to the US dollar and China and Malaysia operate a managed float system. Their central banks have operations details in line with their government's monetary policy. A detailed analysis explains that each regime has strengths and weaknesses; however the pegged exchange rate system has the most drawbacks and the most potential for economic crisis. A free floating system allows a currency to be valued purely by the market however it relinquishes control of the central bank to the world market. A managed float allows for more control over the market and greater currency stability however it has some of the drawbacks of a pegged rate system. The appendices outline currency volatility given the type of exchange rate as well as the strengths and weaknesses of each type of currency regime. There are a variety of exchange rate mechanisms that a country can choose to use in order to value their currency. Each mechanism has its own strengths and weaknesses and each country creates an exchange rate policy that they feel will help to keep their currency stable. Since the currency crisis of 1997 in the Asia Pacific region, many countries in this region have revised their monetary policies away from a strictly pegged exchange rate system. Pegged exchange rate systems seek to tie the value of one countries currency (usually a less stable economy) to that of the currency of a country with a very stable economy. However it can be difficult for a country to maintain this peg in times of economic crisis. More countries are now moving towards floating or managed exchange rate systems. Floating exchange rate systems allow a currency's value to be determined by the market, in other words to float freely in relation to other traded currencies. A country that does not have a stable ec onomy may be hesitant to use this method as their currency may be severely devalued in an open market. Managed float systems are a hybrid of a pegged and floating system. In a managed float a country lets its currency float in the market, but only allows it to float within an accepted range compared to other currencies. Outlined below are the exchange rate mechanisms and operations employed by several countries in the Asian region, as well as an analysis of the strengths and weaknesses of the different mechanisms utilised. 2. Country Specific Exchange Rate Regimes 2.1 Australia The Reserve Bank of Australia maintains a floating exchange rate policy. The goal of their policy is, "the stability of the currency of Australia, the maintenance of full employment in Australia, and the economic policy and welfare of the people of Australia (Reserve Bank of Australia 2006, para. 2). Overall the Australian government is concerned with keeping inflation rates low. The Reserve bank of Australia is the institution charged with maintaining the exchange rate pol

Classroom Management and Communication with Parents Assignment

Classroom Management and Communication with Parents - Assignment Example The seating arrangement of the teacher should be ensured in the instructional area. It will help the students to listen to the teachers quite transparently. On the other hand, the seats of the students should be arranged in such a way that can help the students to face the teachers or the instructors vertically (Marks, 2010). It will help to enhance face to face interaction between the teachers and the students. Computer can be considered as an important classroom resource that can enhance the digital visualization of the species. There should be one computer in the classroom. This computer should be arranged and established in the instructional area show that the teacher or the instructor can have easy access to it. Projector also can be considered as one of the important resources of this plant unit classroom. This projector will be placed at the centre ceiling of the classroom. It will be connected to the computer. A giant screen can be considered as a type of other special equipment that should utilized to visualize the samples or graphs or figures of the species that are stored in the computer. This giant screen should be placed right behind the instructional area. This arrangement or placement will help the students to face the instructor and the giant screen vertically. It can enhance the level of learning and understanding of the students. Therefore, it is clear that one instruction al table, vertically faced seating arrangement of students, one computer, one projector and one giant screen should be arranged for the classroom setting. On the other hand, five reference books, pens and papers will be used as the required non-technology resources in the classroom. This type of classroom setting will help to enhance effective both way communication between the teachers and the students. It is true that the teachers will try to teach the students

Annotated Bibliography on Mark Twain's The War Prayer

On Mark Twain's The War Prayer - Annotated Bibliography Example John Trombold is a multiple contributor, and uses this essay to attack the American concepts of Manifest Destiny. The work is a public plea calling for Americans to educate themselves as to the reasoning behind constant war waging. The source is recent, published in 2006, and poignantly reviews historical facts from the American World Wars up to and including our current military occupation in Iraq, and Afghanistan. This resource would not be a significant contributor to an essay on Mark Twains work, "The War Prayer." The majority of the content is given to out of date American political policy as it was created by Theodore Roosevelt. Trombold attacks Roosevelt for openly lying to the public about the need for a war and for using the American peoples trust to futher his own financial gains. The source neither supports nor weakens Mark Twain's "The War Prayer." The essay asks the American reader of 2008 to think instead how our foreign policies should differ from that of Roosevelt's traditional war hungry America. In this critical analysis of Mark Twain essays, author David Zmijeski details how Twain was commissioned by the American Government as a political, and literary advocate in favor of America's attempts to annex and acquire the Sandwich Islands. The article gives a detailed account of exactly how/why/when Mark Twain openly supported the idea of increasing trade and acquiring land from Hawaii, and mainland China. This article is scholarly in nature, written exclusively for the Hawaiian Journal of History, and republished with permission in 2007. The Journal began in 1967 and publishes articles and essays exclusively about the history and legacy of the Pacific Islands. Zmijewski bases his essay on factual correspondence written by Mark Twain to the American government about the Polynesian and Sandwich Islands. Mark Twain is quoted often as adamantly advocating for less military and political American presence around the world, yet Zmijewski displays for the reader multiple correspondences in which Twain supports the opening of free trade with the Hawaiian Islands and calls for an American Military presence of some sort. The Hawaiian Journal releases the records and Zmijewski uses Twain's own writing to contradict his longtime opposition of American foreign involvement. This particular article would be of great interest and support to a paper on Mark Twain's the War Prayer. It is one of the few works that documenting the hidden dichotomy between what Twain privately believes in and what he asks the American public to believe. The great American master is caught denouncing Westward Expansion on one hand while simultaneously calling for financial and military support to acquire Hawaii on the other. Caplan, David. "That Grotesque and Laughable Word": Rethinking Patriotism in Time of War." Virginia Quarterly Review 83 (2007): 139-51. November 20th 2008. This journal article by David Caplan