Friday, September 6, 2019
Bissell Vacuum Cleaner Quality Analysis Essay Example for Free
Bissell Vacuum Cleaner Quality Analysis Essay The market for vacuum cleaners is more globalized compared to laundry and kitchen appliances market. The need for vacuum cleaner models differs across various markets. Over the last few years the vacuum cleaners market witnessed a large number of advances in terms of lightweight vacuums driven by smaller and efficient motors. The market for bagless vacuum cleaners is witnessing continuous growth, with North American households accounting for the highest share of bagless vacuums market. The current consumers prefer vacuums featuring bagless and multi-surface cleaning. The following are few vacuum cleaner brands under the low price segment. A comparison is made based on criteria like key features, price and consumer ratings. These criteria should allow us to rank the brands in terms of value for money. From the listings it is easy to understand that the Bissell 3-in-1 Stick Vac Bagless Vacuum has received a four star rating and also priced the cheapest among the other brands. The Bissell Vacuum cleaner is definitely a winner as it fulfills consumer needs and stands out as a very good purchase for price sensitive consumers. The next in line is Eureka Quick-UP Bagless Stick Vacuum which has also received good consumer ratings but is much more expensive than its other competitor. References 1. www.walmart.com 2. http://www.pellresearch.com/Household-Vacuum-Cleaner-Manufacturing.htm
Defining the Concept of Voice Through an Assessment of Shakespeares “Twelfth Night†Essay Example for Free
Defining the Concept of Voice Through an Assessment of Shakespeares â€Å"Twelfth Night†Essay Defining the Concept of Voice Through an Assessment of Shakespeares â€Å"Twelfth Night†Introduction            Literary voice is a multifaceted subject that involves both linguistic and stylistic aspects. The readers and editors often significantly demand the involvement of originality and creativity. The level of creativity is required in the development of lasting and satisfactory understanding of the development of the voice. According to Hunter College Reading/Writing Center common characteristics of ‘voice’ is â€Å"Distinct from the terms persona, narrator and tone, voice is associated with the underlying vision of a writer, her general attitude toward the world. †This paper is a fervently articulates the definition of voice through the linguistic choices of Shakespeare’s in his famous play Twelfth Night in evident through his passion for drama and poetry.            The voice when applied in rhetoric it demonstrates the clarity of the visions and thoughts of the writer. Voice is specific to every individual more artistically conveyed in the works of writers. The uniqueness of every piece of writing as a piece of artistic work is subject to the distinct figurative role or a unique commentary of the creator â€Å"writer†. Plays are composed of literal and allegorically unique to develop individuality for the play that is meaningful and captivate. Voice is defined as the distinctive tone or style identifiable of literary work or author.            Twelfth Night demonstrates a tonal play written out to sound like a poem, where there is rhythmic balance in the pronunciation of the lines. Most importantly, the content reflects a unique commentary that speaks beyond what is given in the play. Any individual who is accustomed to the work of William Shakespeare would be able rapidly to detect that Twelfth Night is one of Shakespeare’s works through his techniques of writing. Shakespeare uses a unique combination of writing techniques such as twisted iambic pentameter and soliloquies. At the start of Twelfth Night, Orsino, a Duke, demands if music creates love, then â€Å"Give me excess of it, that, surfeiting†(1.1.2). If music be the food of love, play on; Give me excess of it, that, surfeiting, The appetite may sicken, and so die            That strain again! it had a dying fall: O, it came oer my ear like the sweet sound, That breathes upon a bank of violets, Stealing and giving odour! Enough; no more: By using iambic pentameter, Shakespeare defines Orsinos character to be different from those of different social class. Here, Shakespeare uses iambic pentameter in a distinct way by switching the tones around to create a different tonal pattern. Instead of the regular iambus of one stressed and one unstressed beat (ba-BUM) for ten syllables straight, he makes a modification to some syllables in order to emphasize certain words.SIR TOBY BELCH Approach, Sir Andrew: not to be abed aftermidnight is to be up betimes; and diluculosurgere, thou knowst, In act 2 scene 3, The syntax and the preceding semicolon on the first line direct the stress on give at the beginning, but the resulting pattern is choppy and almost dactylic in its meter. He often uses this technique on characters tha t had a higher social status in his plays. On the contrary, those characters of a lower status were deemed not to have the leisure to experiment with literature speaking in regular prose or verse. For example, Malvolio, a butler, attempts prose in the beginning but changes to speak in verse like, â€Å"Daylight and champain discovers not more: this is open. I will be proud I will read politic authors,†(2.5.155-157). Iambic pentameter shows control and yet the emphasis here is on the instability and the intensity of class difference. Thus, Shakespeare’s manipulation of regular iambic pentameter to create differential approach to the field of play each character has. This inherently configures a reflection of his unique voice, and this leads readers to think that, in literature, voice is distinct and unique to develop a persona.            Another literary device that commonly found in Shakespeare’s Twelfth Night is soliloquy, which involves a character speaking his or her thoughts aloud. The ideas conveyed by the actor are a way providing information from Shakespeare own point view on certain situations. In 2.2 of Twelfth Night, Viola, disguised as Cesario, conveys her realization of the mistakes she caused due to her disguise: Disguise, I see, thou art a wickedness, Wherein the pregnant enemy does much. How easy is it for the proper-false In womens waxen hearts to set their forms!            Alas, our fraility is the cause, not we, For such as we are made of, such we be. How will this fadge? My master loves her dearly,And I, poor monster, fond as much on him,And she, mistaken, seems to dote on me.What will become of this? As I am man,My state is desperate for my master’s love.As I am woman, now, alas the day,What thriftless sighs shall poor Olivia breathe! (2.2.26–38)            This soliloquy serves a purpose of developing context outside of the literal play. In real life, people don’t typically speak their thoughts aloud when alone. Shakespeare’s use of soliloquy is a active interpretation of what the audience does not yet understood. Thus, the conscious choice to use a soliloquy is representative of Shakespeare’s voice because, it develops Shakespeare’s style of presenting mental or non-visible information to become visible to the audience. Soliloquy adequately conveys the strength of Shakespeare to back audience into the scene of play through understanding of the event. Secondly, it develops in a way where Cesario is aware of the whole plot and takes on a role in knowledge as an audience. Furthermore, this foreshadows of how there will be a conclusion to untie this lie, and chaos Viola has created through her disguise. These complex ideas are voices for Shakespeare’s readers to notice through his voice beyond the literal sound of the play.            A complex idea beyond the authentic voice of the play also develops the style that is distinct to Shakespeare. In the same scene, Shakespeare also personifies the concept of a â€Å"disguise†to render a style of narration. Shakespeare uses apostrophe, and aside or address inanimate objects as though they are alive. For example Cesario concludes that â€Å"Time,†which she addresses as a character, must unravel this madness, as she cannot undo Olivias confusion, â€Å"O, Time, thou must unravel this, not I†(2.2.39). In this soliloquy, Caesario highlights the weakness of women, the subjectivity of love and the conflicts presented by appearance versus reality. The use of monologue, apostrophe and iambic pentameter in combination create Shakespeare’s voice. It sets his writing apart from other writers who present a similar plot. For example, Ewon Leslie’s She’s the Man incorporates scenarios from Twe lfth Night but is written in an entire different voice and style. Both presenting a story plot of a woman in disguise of men creating a chaotic love web, She’s the Man, is different as the literal voice was of modern English. Which does not use poetry, soliloquy, nor personification. Through examining Shakespeare’s use of personification and soliloquy, audiences can see that idea of voice is unique on its own and cannot be imitated.            In fact, it is not only a unique concept to developing a figurative voice for Shakespeare, but also a voice in writing. â€Å"It is one of the last of the Elizabethan comediesreflecting the anxieties and uncertainties of its historical moment,†and â€Å"first seventeenth century comedy, and is in many ways a beginning -of-century play, inaugurating a new poetics: some commentators have been it as the first of the ‘ dark comedies’†(Elam 2). This explained through his scene, which prepares us for dramatic irony when Maria, Sir Andrew, and Sir Toby write the letter to Malvolio, under the pretence of Olivia.            Maria            I will drop in his way some obscure epistles of love; wherein, by the colour of his beard, the shape of his leg, the manner of his gait, the expressure of his eye, forehead, and complexion, he shall find himself most feelingly personated. I can write very like my lady your niece: on a forgotten matter we can hardly make distinction of our hands. As we, the audiences are aware of the deception, because Malvolio himself is not aware of it when he finds and reads the letter during Act 2, Scene 5. Presuming the letter is for him, and from Olivia, he proceeds to embarrass himself. This structure of the voice develops as Shakespeare style in dramatic irony where the audience becomes important to the play. Voice here holds a distinct figurative role to incorporate audience into understanding voice of Shakespeare. A further technique that is commonly used by Shakespeare and is, therefore, representative of his voice concerns the way in which he in corporates the audience into play. According to Keir Elam, Twelfth Night, â€Å"pleasures and trials of spectatorship†(Elam 3). By having spectatorship and asking audience for appraisal, establishes the use of dramatic irony. Audience is present and indulging in the same space as the characters through the lines: Sir An. Here comes the fool, i faith. Look, here comes a fool. Fes. How now, my hearts! Did you never see the picture of ‘We Three’? Hello, my friends! What a pretty picture, three fools all together. Sir To. Welcome, ass. Now let’s have a catch. (2.3.12-17) Taking this even further, Shakespeare typically uses a fool to breaks the fourth wall. The fool is present in this piece as he is in many of Shakespeare’s plays; for example, Puck in A Midsummer Night’s Dream invites the audience to be with them. This analysis of the way Shakespeare uses tone, mood, style and figurative techniques through the fool to demonstrate his thinking and logic provides further insights reflecting his personality and ability to manipulate what is perceived. However, in She’s the Man, a movie that â€Å"relate only to the plot of the work, the poetry and character being all his own†(Hudson 8), the fool is the audience (not a character). The story presented in She’s the Man has every potential to be another copy of Twelfth Night because it shares a similar plot. Referencing stories outside set Twelfth Night apart from She’s the Man, such as that Twelfth Night’s â€Å"setting of the play, Illyria , as an exotic and unfamiliar location associated with literary romance, lyricism, and illusion,†(Entland, 149). However, the way it is written, its voice, sets it aside from Twelfth Night, which was very much a play written for characters to perform.            This leads the audience to form the conclusion that voice is something that is expressed and received by the initiator and a receptor. As such, it was important for Shakespeare to develop a style that was unique to him as, through his writing, he expressed himself: his voice was an extension of his thoughts, feelings and emotions. Through using a combination of technique and language, Shakespeare’s voice conveys his opinions, likes, and interests to set up the mood.In fact, the place cannot be found because it is a myth. Thus, voice become unique in bringing the reader to notice outside information that interests the author. Another interesting concept that is presented through the voice of Twelfth Night is the social classicism turn around and move to talking about Shakespeare’s voice of who he is.. In Twelfth Night, the characters fail to adhere to social expectations: â€Å" how community diagnoses madness when a person f ails to perform his known identity member of a particular class as well†(Schiffer 234). Rise of people who will form the bourgeoisie class matter due to crumbling of aristocrats.            The play contains a trick on a set of individuals who think they are exercising power and control. Malvolio, a mere butler, perceives himself to be superior to Toby, an alcoholic aristocrat and Maria, a servant. Toby, though an aristocrat, does not exhibit much power initially, but in the end does have most of the power. Toby and Maria’s letters ultimately drive Malvolio out of control. This demonstrates the modernist revolution in the arts during the late Renaissance in the service of the avant-garde. And possibly reflect Shakespeare’s stance in studies was open to movements such as structuralism and feminism.            In addition to the literal elements of Shakespeare’s voice that are described in the lines of Act 2 Scene 2, there are also figurative aspects that set his work apart from that of other playwrights and authors. According to Christine Ashby, a language researcher, the production of voice and its use as a tool are separate from the thinking of the individual. Figurative voice represents the voice of the person expressed through their idea, concept or logic. Twelfth Night is a play about the â€Å"dramatization of currently fashionable issues such as gender and sexuality†(Elam 2). This adheres to the famous recurring plot that is typical of Shakespeare’s plays as expressed through the idea of a love triangle, star-crossed lovers, where women is deemed to be powerless when it comes to love. For example, Act 2 Scene 2, Viola expresses how women are subjects to love for men. This derives from a larger social commentary outs ide of the play. Conclusion            Through assessing the work of Shakespeare, voice can be both literal and figurative. It reflects the author’s thoughts, desires and provides insights into what the author would like the audience to think, or how he or she would like them to receive the play. Shakespeare’s voice is reflected in his unique style and techniques. The aspects of his work that sets him apart from others work in combination to give his work his voice. Examining Shakespeare’s work has refined definition of voice as an accurate literal sound of the writer, distinct figurative role, a unique commentary. References Ashby, Christine. Whose Voice Is It Anyway?: Giving Voice and Qualitative Research Involving Individuals That Type to Communicate. Disability Studies Quarterly. Syracuse University, 2011. Web. 06 Dec. 2014. http://dsq-sds.org/article/view/1723/1771. Glossary of Literary Terms. HUNTER COLLEGE READING/WRITING CENTER WRITING FOR ENGLISH COURSES. Ed. Anna C. Rockowitz. Hunter College Reading/Writing Center, 1998. Web. 5 Dec. 2014. http%3A%2F%2Frwc.hunter.cuny.edu%2Freading-writing%2Fon-line%2Flit-terms.html. Hudson, Henry N., Rev. Shakespeares Twelfth Night; Or, What You Will. Boston: Ginn, 1895. Print. Schiffer, James. Twelfth Night: New Critical Essays. Abingdon, OX: Routledge, 2011. Print. Shakespeare, William, and Elizabeth Story Donno. Twelfth Night, Or, What You Will. Cambridge: Cambridge UP, 1985. Print. Shakespeare, William, and Keir Elam. Twelfth Night, Or, What You Will. London: Arden Shakespeare, 2008. Print. Shakespeare, William. Twelfth Night; Or, What You Will. New Haven: Yale UP, 1954. Print. Shakespeare, William. Twelfth Night, by William Shakespeare. London: J. M. Dent, 1935. Print. The New Temple Shakespeare. Shes the Man. Dir. Andy Fickman. Prod. Lauren Shuler-Donner and Ewan Leslie. By Ewan Leslie. Perf. Amanda Bynes, Channing Tatum, and Laura Ramsey. DreamWorks Distribution LLC, 2006. Voice. Merriam-Webster. Merriam-Webster, n.d. Web. 07 Dec. 2014. http://www.merriam-webster.com/dictionary/voice. Source document
Thursday, September 5, 2019
Professional Relationships with Children and Young People
Professional Relationships with Children and Young People Unit 01 Communication and Professional Relationships with Children and Young People (2.1) (2.5). This task is all about communicating with children, young people and adults. Please explain what you have learnt/know using the headings provided (2.1), (2.2) Explain the skills needed to communicate with children and young people. (2.1) To communicate effectively with children and young people, you must be able to demonstrate the following skills; Showing effective communication. This is the main way to build relationships with children and young people. Communicating effectively includes using body language, facial expressions, facing the child, using open handed gestures, and smiling. It is important to be courteous and respectful when communicating, listening to the childs point of view. Being considerate of the childs position and needs, and remembering issues that are personal to them, and taking the time to actively listen to the child. Breakdowns in communication and relationships often stem from not being able to listen attentively. It is important, when communicating with children and young people, to be clear and concise, using age appropriate language in a way that the child understands, taking into consideration any additional learning needs that they may have. Being relaxed, confident and articulate helps the child or young person to follow the conversation and gives them confidence when communicating with you as a teaching assistant. It is important to avoid sarcasm and shouting as this can cause the child to become frightened and confused. It is important to provide questions, prompts and cues to encourage and support the childs language skills and to assist with their independent learning. Asking open questions encourages children and young people to talk. As well as asking questions, it is important to be able to answer the childs question and responding positively to what is being said and encourage them to ask questions. Explain how to adapt communication with children and young people for. (2.2) The age of the child or young person It is important to take into consideration the age of the child or young person you are communicating with, as this affects how you adapt your communication style, and the childs level of understanding and ability to communicate effectively. When communicating with a younger child it is important to make sure that you are at their level and able to maintain good eye contact with them. Using simple and clear language helps young children to understand and follow what is being said. It is important to ask simple, open questions for very young children to encourage them to talk. Younger children may need more assurance and help in expressing themselves than an older child would. For older children, it is important to provide opportunities for meaningful conversation to take place. As a teaching assistant, you should be receptive to new ideas, respond positively and actively listen to the young person. This then gives them the confidence to express their views and opinions. The context of the communication Communication should be adapted according to the situation we are in. As a teaching assistant, we would be adapting our communication with children or young people according to the academic setting of the classroom environment or individual or group learning activity, or a more social setting such as the playground or dining hall. In the classroom, it would be necessary to take a more formal approach to communicating with children and young people, so as to maintain their focus and attention on the task at hand. In more social settings you would be able to take a less formal approach to communication, keeping conversation light and fun. Communication differences Effective communication with children and young people must take into account any difficulties the child might have when communicating. Kamen (2010), states that everyone has individual language needs, but some people may have additional or special needs that affect their ability to communicate effectively with others. Factors affecting a childs communication abilities include; English as a second language. Autistic spectrum disorders, behavioural/emotional difficulties, cognitive difficulties, and hearing impairments. As a teaching assistant, it is important to be aware of each childs communication needs and to be able to adapt our communication skills to support them. It is vital that we keep information clear and concise, ensuring that it is kept short and avoiding complex words and instructions. We must ensure that we are patient and understanding with the child or young person so that they do not feel rushed or pressured. Sometimes, it may be necessary to use additional aids to assist with communication. Additional aids may include pictures, signs, or symbols, sign language, or even an interpreter for a child whose first language is not English. Explain the main differences between communicating with adults and children/young people (2.3) As a teaching assistant, we must be aware of how we communicate, not only with children and young people, but also with adults. We must look at the situation which we are in, for example, in a classroom with children, or in the playground, or in a meeting with other professionals or parents evening. If speaking to a child in the classroom, communication can be more playful and less formal than in the classroom environment, all the while maintaining a level of professionalism. Communication with adults (professionals and parents) would be more formal. It is important to maintain a high level of professionalism when communicating with both adults and children. It is vital that you maintain a high level of respect when communicating with adults and children as this helps to build trust and foster positive relationships. When communicating with adults it is possible to use more complex language, discussion, and negotiation. With younger children, there is a much bigger emphasis placed on body language, facial expressions, pitch, and the use of more simple language. Explain how to adapt communication to meet the different communication needs of adults (2.4) It is important to also be aware of the communication needs of adults and to adapt our communication skills accordingly. Often, we change the way we communicate with others depending on the way they respond to us and we often adapt the way we communicate without realising it, (Burnham Baker, 2010). If you are speaking with an adult with a hearing impairment, it is important to ensure that you are facing them and making eye contact so that they can lip read. It may be necessary to adapt your communication to include written communication as an aid. Much of the time you would ensure that you are facing the person you are communicating with and making eye contact as this reassures them that you are engaged in the conversation and actively listening to them. Where appropriate it may be necessary to use the help of someone else when communicating with others. For example, if someone is deaf it could be useful to have the help of someone who knows sign language or if English is not their first language then a translator would be helpful, It is also important to make sure you are using the correct form of address, using positive body language and being friendly and approachable. Explain how to manage disagreements between TAs and children/young people and adults (2.5) Breakdown in communication can lead to misunderstandings and disagreements. Therefore, it is important to clarify any misunderstanding by adapting the way that we communicate. Disagreements with adult can be resolved by discussing and negotiating any issues quickly and sensitively. Sometimes adults may have differing ideas about how to deal with things. Schools may suggest that children do things in a particular way, whereas the parents may not agree with this. It is important to discuss this with the parents, clarifying why things happen differently in the school environment and working alongside the parent/caregiver to ensure the best outcome for the child. A good way to manage disagreements and misunderstandings is to clarify what someone has said to be sure that we have fully understood them. Tassoni (2010) uses the following example of checking understanding with a child to avoid miscommunication; Child: Want that. Me want that! Practitioner: So you want the ball, do you? Child: (Nods). With adults, we would simply ask to clarify what is being said, and discuss any misunderstandings. Homework Submission Declaration Candidate Print Name Katie Rolinson Candidate Signature References Tassoni, P. (2010) Children and Young People Workforce: Early Learning and Childcare. Essex, Heinemann. Burnham, L Baker, B. (2010) Supporting Teaching and Learning in Schools (Primary) Essex, Heinemann. Kamen, T. (2010) Childrens Care, Learning and Development: 0-16 Years. London, Hodder Education.
Wednesday, September 4, 2019
case study Essay -- essays research papers
Overview      A student on the dean’s list every semester, Carrie came into treatment because she felt she was simply not herself anymore. She used to remember times when she was happy. Recently, her boyfriend had just broken up with her. She was dating him for approximately ten months. The breakup came out of no where and she was not expecting it. At one point they had talked about taking a break, but it was brief and they both decided against it. However, she did mention that he was the reason she was here. He felt it was time for her to take control of her life again and be the person she was when she started seeing him. She admitted she knew she wasn’t the same either and when he said that she promised him to seek treatment.      Further on in the session, Carrie explained she had been raped that summer. She knew her attacker and had dated him. She was with her last boyfriend at the time, and she felt that he had helped her through it completely. However, she would no longer engage in large social groups in fear another attack would happen. She could not associate herself with anyone that was a mutual friend of his. Not only was this a hindrance, but also everytime that her boyfriend would try to kiss her, she simply did not feel the love and affection she used to feel before the rape, it was almost as if her body was â€Å"numb to the feeling of love.†She was scared this pattern would continue throughout her other relationships. She believed this was the case because it brought back memories of her trauma. The last thing she mentioned about this trauma was the fact that at least once a night she would wake up in panic that she was once again being raped. She figured this led to th e eventual break up even though he denied that it had a part in it. The main reason she felt this was due to the fact that she felt that if she had not been at that house at the time of the rape, the rape would have never happened. She said if she had not been drinking it never would have happened. Lastly she contributed the rape to the fact she was not as strong as she could be. In all actuality, she blamed herself for the rape. As a new student at her school, Carrie had not felt she had any close friends to talk to about her break up. She felt she was just another number in all of her classes. As an avid track athlete in high sc... .... Because she does not know the first step in coping, we would go through each of the coping steps in order for her to recover from her trauma. Because she does not have a strong support system at school, I will encourage her to eventually tell her parents about the assault so in the future they will be able to help her deal with the stress of the trauma. Because she knew the person who attacked her, I may encourage Carrie to confront him about the situation. Carrie may not only have more confidence in herself after telling him that he cannot hurt her anymore and may be able to handle the situation better if she believes she is in control of her emotions and thoughts about her attacker. Though this may also distress her more, I will see how the initial treatment progresses to see if this is the right step to take in her recovery. Finally, I will attempt to help her deal with the avoidance of the situations. If another man comes into the picture, I want her to feel comfortable around him and she needs to know that she can be physical with a significant other without thinking about the trauma. This however can only be done if another man comes into the picture during her therapy.
Tuesday, September 3, 2019
Team Project Narrative: The Midtown Perspective Essay -- Urban Develop
For many decades, the midtown inner city area has been the most focused essential location for future economic prosperity, residential and business growth, inner-city vitality and vibrancy, and city wide expansion. The reason is that Rochester, New York was most known for being a key Rust Belt city which specialized in large scale production in transportation, electricity, and industrial processes. In the last 2 decades it has been universally known that with the new generation of emerging technology and the decreased use of old traditional factories, our foundation to economic uphold would soon decease. This example is shown simply by the presence of many huge vacant buildings located within the downtown city of Rochester. Not only does this harshly affect our industrial businesses and the city’s economic growth, but it also affects the entire community downtown, residents, visitors, and also changes the perception of what Rochester’s downtown area used to be. Every bu siness, retail shop, market, or educational facility in the area has been severely struck by this ripple effect. Rochester was also very popular among the U.S being the first to implement a downtown enclosed shopping center called Midtown Plaza in the heart of the city. This place was a prime source for highly concentrated economic success and population increase. When suburban malls were then built in neighboring towns, the Midtown Plaza also suffered a great loss. From being one of the most prosperous places during the 1960’s – 1970’s era, to this day of April 26th, 2012, the Midtown Plaza no longer standing resulting in nine acres of shovel ready development property; desperately awaiting offers. In the mist of the mess, remained the presence of the Monroe Comm... ...t/article.asp?aID=190595 Cooper, C. (2012). Mcc statement on efforts to negotiate a lease at the sibley building. MCC News, Retrieved from http://www.monroecc.edu/etsdbs/pubaff.nsf/HomePageNews_Include/58897C9EA54C116985257983006DBA02?OpenDocument Kress, A. (2011). An open letter on mcc's proposed downtown campus at kodak. Manuscript submitted for publication, Monroe Community College, Monroe Community College, Rochester, New York. Retrieved from http://www.monroecc.edu/downtown/docs/OpenLetterfromDrKress.pdf Richards, T. S. (2011). Mcc student focus group: What they said. 13Wham Blogs, Retrieved from http://www.13wham.com/content/blogs/story/MCC-Student-Focus-Group-What-They-Said/TC377v9_3kaZ8QHgHRr3ng.cspx Stewart, J. S. (2012). Mcc extends lease at sibley building, for now. Education, Retrieved from http://wxxinews.org/post/mcc-extends-lease-sibley-building-now
Monday, September 2, 2019
Voodoo Religion Essay examples -- Religious Religion Voodoo Research P
Voodoo Religion      The Voodoo religion is one of the most, if not the most misconceived religions of our time. Often when Voodoo is mentioned, it is related to evil, black magic, devious sorcery, cannibalism, and harm. Although the Voodoo religion appears to the outsider as an illusion or falsehood, it has been an instrumental political force because it has helped the Haitians resist domination and form an identity of their own. Since the end of the 17th century, Haitian Voodoo has overcome every challenge it has been faced with and has endured. The religion is based on a polytheistic belief system and represents a significant portion of Haiti’s 8.3 million people. The engaging religion plays an important role in both the family and the community. Voodoo ceremonies allow participants to seek spiritual guidance, or help with their problems, making the religion a source of comfort. The main activity in Voodoo is the boundary between visible and invisible realities. Practitione rs believe that there are no accidents, everything affects something else, and the universe is all one. In Voodoo, reality and illusion are fused to make things happen. Voodoo cannot be explained.      Voodoo is a very promising religion. It offers comfort and support to practitioners while Haiti remains unstable. There is a strong sense of tradition, but it is a very unique sense of tradition. Voodoo has no formal dogma, no specific organization, and no written text. There is no right or wrong way to practice Voodoo. Because there was no formal history of Voodoo practitioners believed it was easier to form a bond with the supernatural world. Each individual has his/her own relationship with his or her specified god, and each relationship is unique. The religion is in the hands of the practitioner. People can choose how deep they wish to get involved in this religion. A practitioner of Voodoo decides for him or herself how to establish their personal bond with the supernatural. In comparison religions like Catholicism, have guidelines to follow and consequences for all your actions. Voodoo allowed Haiti to form an identity of its own. Voodoo has been instrumental in the survival of Haiti because of its individualistic way of thinking. It is important to keep in mind that Haiti has been, and continues to be one of the most impoverished nations is the world. The fact that Ha... ...on of the slaves of Haiti from who most black Haitians descended from. Philippe Casiera a Voodoo priest said, â€Å" In spite of our contribution to Haitian culture, we are still misunderstood and despised†(Okara, Origins of Voodoo). Voodoo helps and guides people who suffer and it serves as a comfort for those in need. Historically in Haiti Voodoo has and continues to be a very successful religion. Sources Cited Anderson, Michelle. â€Å"Authentic Voodoo is Synthetic.†The Drama Review Summer, 1982: 89-110. â€Å"Common Misconceptions About Vodoun†20 May. http://pub47.bravenet.com/faq/show.php?usernum=3951612168&catid=104 Guynup, Sharon. â€Å"Haiti: Possessed by Voodoo.†National Geographic July. 2004. 20 May. http://news.nationalgeographic.com/news/2004/07/0707_040707_tvtaboovoodoo.html Hunte, Tracie. â€Å"UF professor: Haitian voodoo similar to western practices.†Alligator online 20 May. http://www.alligator.org/edit/issues/00-spring/000225/b08forum25.htm â€Å"Origins of Voodoo†10 May. http://www.swagga.com/voodoo.htm Turlington, Shannon. The Complete Idiot’s Guide to Voodoo. USA: Alpha, 2002. Webster’s Dictionary & thesaurus. â€Å"Voodoo.†New York: Shooting Star Press, 1995.
Sunday, September 1, 2019
Learning and Teaching of Science and Mathematics in English Essay
I would like to voluntarily contribute their thoughts in terms of the Learning and Teaching of Science and Mathematics in English (PPSMI). To ensure that we better understand the issues that in recent cendikawan expressed by many countries, let us turn to the fundamental question of learning and teaching itself. Students to school. They learn in the classroom (or laboratory science or handicraft workshops, etc.. ). Short said students learn, teachers teach. The main basis of learning. As a result of teaching, there will generally be four groups of students. First, there are students who fully understand the teacher. They are the ones that usually appear as a brilliant student and obtain the best results in every test monthly, semester or major examinations like UPSR, SMRA, PMR, SMA, SPM, STPM or other examination until at higher education institutions. They excel because they fully understand almost all the subjects taught by the teacher. Inasmuch as it is an excellent student Azali Azlan (SPM 2007, 21A) does not require additional tuition classes but managed by the school. Nadiah Amira (SPM 2006, 18A) and Nor Amalina Che Bakri (SPM 2004 17A1) just take tuition for Principles of Accounts subject only. Because they fully understand the teachings of the teacher, then they can master a subject better. The second is the group of students who only understand some of what is taught by the teacher. Perhaps out of ten things they can only understand things only six or seven. This moderate student groups. Some subjects fully understood, while others understood some subjects only. For that reason their results covering grades A, B and C as an example. We classify them as medium students. The third group consists of students who can only understand a fraction of hat is being taught by their class teacher. This group of weak students. The average grade earned is C and D only. Rarely do they get a B or A. Maybe for some other subject they failed to continue. Then we have the lowest group, which failed because the students did not understand what was being taught by their teachers. They are the ones who are often in class bekalang. Because not understand what is being taught by the teacher, then they go to school â€Å"just the happenings†. What factors cause they understand or do not understand the teacher? Much!. On the part of students, they are less understood due to inattention in class, playing the teacher teaches, there is no solid foundation mempepalajari a title that was introduced and the like. Next to the teacher about it may be due to less effective teaching. But there is another critical factor that determines the understanding or misunderstanding of teaching students. There are times when students have to focus 100% of the class. They do not play around when the teacher teaches. However, because the language used by the teacher was not understood by the student, it is still difficult for them to understand what is being taught. This is among the main things that cause problems in PPSMI. It becomes more apparent if teachers are able to master the subject of English itself. Or perhaps the efforts of teachers to teach using less become bilingual. In my mother was UNDERSTAND key academic success. If a student understands what is being taught by the teacher, then the chances to score a very good subject. If not, then the chances are very slim indeed. For that reason we see some of the students look as if not study hard compared to her classmates as well as participate in various extra-curricular activities and held several important positions in clubs nd societies, but excel as a student of the school on the day of the award of distinction for outstanding students. His friend was working two times stronger from it, attending tuition classes and participate in extracurricular activities lop school alone, but not more impressive in their studies. What has gone wrong? There is no magic in any of the last outstanding achievers but because he fully understand the teachings of the teacher, while her friend is not so. Meanwhile his friend should take a little time to make revision and homework, he had to struggle for hours to get the same results. The answer, a misunderstanding, and another less or do not understand. Therefore, the mother is the key to success UNDERSTAND what is taught by the teacher. Let me make an analogy to strengthen these arguments. Suppose Mathematics or Science are taught by a teacher from the Middle East in Arabic, or by teachers from Manila in English Tagolog or by a teacher from Pirenza (Florence) in Italian. We ourselves are still groping in Arabic or Tagolog or Italy to follow the teaching. As good as any teacher, surely very difficult for us to understand the lesson. It might be a bit extreme analogy, but that the elements of the problems faced by students who either does not know or weak English language. In a similar situation that, like tutoring program run by the Ministry of Education (tuition vouchers) or Felda (Felda tuition scheme) or other government agencies and non-government about its effectiveness because the basic problem, which does not understand or do not understand the teachings of the teacher as the use of a particular language exists. I still remember my conversation with a teacher from Kota Belud, Sabah when he invites students to writing in English. She asked the students to tell what the word â€Å"introduction†in English. Each essay must begin with â€Å"identity†. He was surprised when a student said (not the purpose of humor) â€Å"IC†For students baeangkali as â€Å"ID card†is often disebaut as â€Å"IC†, then that’s probably worn logic. That’s just one of many examples, and hundreds of â€Å"funnies†in which school teachers, especially in rural areas face in teaching Science and Mathematics in English. This means that students who are weak in English, moreover taught by teachers who are not fully prepared to teach in English Maths and Science to face two levels of problems. The first problem that made them understand teaching in a language they are not comfortable, and they understand the subject matter of science and mathematics itself. Whether justified or not, before this we often hear public complaints about the weakness of Bumiputera students in both subject matter. With memeprkenalkan PPSMI, we not only fail to address this problem, even worse. I strongly agree once we seriously reexamine PPSMI as one of the main reasons is that PPSMI was introduced to strengthen the command of English among students in our country. That’s a noble goal that should not be disputed, but what is the approach through the PPSMI. Why not strengthen the implementation of the teaching and learning of English itself as is often touted by many people. Even assuming the use of English to develop the country there are also arguments reaction. Many countries in the world who do not use English as the main language of success. View Thailand itself as the progress of science and technology is also great actually. Of Japan, Germany, and now the emergence of new economic giant China. My experience in Italy last year quite relevant. On average either on TV, street signs and almost 95% of general conversation in Italian. But it developed. Many Italian brand into the world game. No English.
Subscribe to:
Posts (Atom)