Hamet Essays - Characters In Hamlet, English-language Films

Hamet Essays - Characters In Hamlet, English-language Films Hamet Your reading of the ghost will deeply affect your understanding of the meaning of Hamlet as a play. Argue for one or another reading of the ghosts reality and explain what that means in terms of what Shakespeare is trying to say in the play. Authors view and message Hamlets is one of the most recognizable work of William Shakespeare. The primary reason for this popularity is that it go so much criticism that any other play of any artist received. People view this play in different perspective. Obsession, revenge, unfaithfulness, adultery, treachery, and evil are some of the adjective that are constantly being in reference to this great play. The first two adjectives are used in reference to Hamlet, unfaithfulness and adultery for Gertrude, treachery for Claudius and evil to represent the Ghost (the individual view point of the Ghost will deeply affect how we see the play and its character). The take home message: William Shakespeares Hamlet showed us that how obsession could lead a person to his downfall. It does not matter for whether it was the obsession for the revenge or the fatherly love. Here, two things are different. Revenge and fatherly love. Revenge for his father's murder and love for his father is different. His father died, and he shut his door to his mind. Whatever was in his mind, he just translated in his language. Shakespeare utilizes the Ghost as a mere instrument to let the audience know what is going on in Hamlets mind. Ghost appeared thrice in the play. It came before the soldiers, and then to Hamlet and third time in front of Hamlet and his mother. Shakespeare left the decision to the audience how to perceive hamlet, the character as a whole. Some people may perceive hamlet as a hero, while some as a villain. While some as a psycho. I do not see him as a villain. Also I do not think the ghost is real. Situation plays the role of villain. The validity of the ghost is the topic that critics have been arguing since long time. There has been three theory postulated on the validity of Ghost in Hamlet. Residual or Archaic theory assumes that the Ghost is real and it is his fathers spirit. It also assumes that prince hamlets father was actually murdered by Claudius, which gives Hamlet valid reason to seek revenge. Dominant view assumes that Ghost is real, but it is not his fathers spirit. So whether it was really murder or not remains a question? Was the Ghost trying to ruin Hamlets life? Was he directing prince Hamlet in an adverse direction, which would eventually lead to his death? Here we think of Ghost as evil. Emergent view assumes that there is no Ghost. The whole thing was created in prince Hamlets mind. I agree with the Emergent view. I do not think there is a ghost or the fathers spirit. One of the most famous phrase in this play is something is rotten in the state of Denmark. I think it is symbolizes Hamlets mind. It was the imbalance in his mind that created the ghost. From the Play One of the most famous phrase in this play is something is rotten in the state of Denmark. I think it is symbolizes Hamlets mind. Obsession Hamlet is very much obsessed with the grief of his fathers death and the marriage of his mother and his uncle. Obsession has no boundaries. Ghost Why he believes Ghost? Alternatively, how he comes up with the idea of ghost. Hamlet needed some kind of justification for his act. Why did the ghost called hamlet alone to tell the secret of the murder? If the ghost is real, then the soldier already knew that there is a ghost or King Hamlets spirit. First time, the soldiers see the ghost was just the illusion. Second time, only hamlet confronts the ghost and listen the whole story. Why did the Horatio saw the ghost? In the old time, just remembrance. King Hamlet died two months before which is not a very long time. In the olden times, people had a strong belief in Ghost and spirit. The remembrance of King Hamlet was still very fresh in peoples

Martin Luther King. Jr. Letter From Birmingham Jail Essay

Martin Luther King. Jr. Letter From Birmingham Jail - Essay Example The Letter from Birmingham Jail, written by Martin Luther King, Jr. from the city jail in Birmingham, Alabama, was a response letter to a dictating statement made by eight Clergymen belonging to the majority white sections. Even while responding to each and every charge of the clergyman, King tries to persuade both the Clergymen as well as the moderate sections of the White population to understand the African-American point of view. From earlier times, the social activists in order to actualize and promote social justice will normally use rhetorical and at the same time persuasive strategies to persuade theirs’ opponents. On those same lines, King in his letter tries to persuade certain sections of the population by adopting Aristotle’s rhetoric devices or three modes of persuasion, Ethos, Pathos and Logos. Martin Luther King exhibits clear and at the same high sense of Ethos in the letter, starting from the first paragraph itself. Ethos in a written or spoken content is related to the characteristics including the morality of the person. He/she would always take moral and fair decisions, without compromising ethics. Although, he states that he and his secretaries may not read and reply to all the criticism letters, he had made attempt to give a reply to this letter by the Clergymen, whom he views as good people and also as he wants to answer in a patient and reasonable mindset. â€Å"I feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to try to answer your statements in what I hope will be patient and reasonable terms.† (King 1). Through these words, King gives importance to the Clergymen, and this valuing will surely make these Clergymen favourably consider King’s response letter. The other aspect of Ethos is to represent himself/herself as an equivalent to their counterparts and importantly to prove that he/she has the power to handle the affairs and the authority to represent his /her people. King puts forward this aspect by stating how he has served as the President of the Southern Christian Leadership conference, and how that tenure proves that he has apt authority to represent the African-Americans in any level of talks. (King 2). Furthermore, King likens him as a prophet of freedom like Paul, who has been given the authority by his people to represent and talk for them. â€Å"Like Paul, I must constantly respond to the Macedonian call for aid.† (King 3). This elevation of himself, again shows that he is better endowed and understanding person, who can exhibit the mindset and views of the African Americans effectively. To further impress upon the Clergymen and also the moderate sections about their suppression and plight, and how they have to be understood and treated fairly, King uses Pathos. King tries to evoke Pathos by pointing out in vivid details how the daily lives of the African Americans is becoming living hell due to the brutalities, carr ied out by the majority sections. â€Å"But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim.† (King 14). By pointing out how even a small child has not remained unaffected by the oppression carried out by the Whites, he further evokes sympathy. â€Å"†¦when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your sex-year-old daughter why she can't go to the public amusement park that has just been advertised on television† (King 14). Through these lines, King wants to showcase to the Clergymen, who criticised him, how his fellow men and woman are struggling to live a life with respect. Pathos was again used as a mode of persuasion in the latter part of the letter, when he talks about how the Police gravely assaulted and repressed the harmless African-Americans. â€Å"†¦if you had seen its dogs sinking their teeth into unarmed, nonviolent Negroes†¦i f you were to see them slap and kick old Negro men and young boys†

Nursing Staff Attitudes towards the Elderly Essay

Nursing Staff Attitudes towards the Elderly - Essay Example When older patients are perceived as being cantankerous and complaining by nurses, the consequence would most likely that the quality of care delivered and the recovery of patients is affected (Courtney, 2000).   Aging of the Australian population has occurred rapidly in recent years. The greatest increases in number have been indicated among the very old or those aged 80 years or over. The aged population from 65 and older has been predicted to reach 22% or 5 million by the year 2051, doubling that of 1991 or 11% at 1.9 million according to Clare (1994).   Likewise, it was said that gerontological nursing is still an unpopular specialty and nursing student's interest in pursuing it as a career decrease during their education (Slevin, 1991). The health-care system has been heavily influenced by social developments and ageist stereotypes, combined with increases in the aged population (Palmer, 1994). In as much as older people are perceived by policy makers and society in general as problems requiring considerable attention and resources (Palmer, 1994), it had also been indicated that increases in the Australian health-care costs have been attributed to the increases in the aged population. Nevertheless, Palmer (1994) found that these increases are more closely linked to social and political changes than a physiologically aging population. Accordingly, changes in the health-care system were influenced by the major political parties' social and economic policies, the need to contain hospital operating costs and the promotion of commun ity care for the chronically ill, disabled and frail aged (Courtney, 1997). But it has to be noted that many family members are no longer able to care for their older relatives due to social factors such as increases in divorce and participation of women in the workforce. This has dramatically decreased the availability of informal community support systems for future generations of older people upon which the government has relied heavily since the 1985 de-institutionalization of aged care to a hostel and home-based care (Gibson, 1998).   Nurse Attitude   Several studies have identified factors, such as an area of practice, age, gender and years in clinical practice, as affecting nurses' attitude strength (Lookinland, 1991). Soderhamn and colleagues found younger and male nurses possessing more negative attitudes in comparison with older and female nurses. Soderhamn's (2001) research also demonstrates that higher education, gerontology courses and more years of clinical experience were found to be associated with less negative attitudes. Another influence is the area of clinical practice influencing attitude strength (Soderhamn, 2001). Cited as the example was that nurses working in acute settings were found to use more negative stereotypical labeling to describe their older patients to student nurses than those working in elder-care settings (McLafferty, 2004).

Plot summary of the old man and the sea Essay Example for Free

Plot summary of the old man and the sea Essay The Old Man and The Sea is the story of an epic that makes a very great effort between an old, who has a lot of experience of a particular activity and he is the epitome of a modern human life, it was happened in a small fishing village near Havana,Cuba, The waters of the Gulf of Mexico, in the 1940,s in the twentieth century. The writers of modern age focused on man as well as psyche of man rather than society, so that Ernest Hemingway wants to write the old man and the sea ,which was the old(Santiago) suffered from alienation ,that alone all the time, it was one of the features of modern age. (Miller, 2002: 3). In 1930,s and during the second world war Ernest Hemingway was lived in Cuba, and because he was loved hunting and fishing and in the age of childhood he fished and hunted with his father, so that he began to write the old man and the sea in the last years of his life and published in the 1952 as a single issue of human life in modern age. Miller, 2005:5). Note; In that small village, the villagers must work, which work it is fishing to get money so as to sustain in life, so that each members in the village go to sea with his boat or skiff in the early morning for fishing, and Santiago, old Cuban fisherman was one of them, but alone. As (Ernest Hemingway said). He had a shack which was a small building made of woods, in it a bed, a table, one chair, a picture in colour of Sacred heart of Jesus and another of Virgin of Cobre of his wife on the shelf in the corner under his shirt. He had a small boat and gone eighty-four days without took a fish. The boy named Manolin, that the old man took him when he was five years old and the boy loved him too much and loyalty for him, when the boy saw him without taking a fish in the first forty days while he took three fish in the first week. It made the boy, unlucky to see the old man each day went and came, went and came with his skiff empty and without fish, then the boy came to help him such as coiled lines or the pole, harpoon, brought coffee, sometimes with some food from Martin or Perico, and newspapers that talked about baseball, then it would been the discussion between Santiago and Manolin, that Santiago had a huge dmired for the Great DiMaggio, he was great in baseball player, and whose father was fisherman. The boy left him because his parents forced him to do, and go to another boat. The parents of the boy with the villagers called Santiago salau or unlucky and laughed at him, but Santiago said toward Manolin I knew you did not leave me because you doubted, then the boy said no it was true because my father made me left, so I must obey him, finally the boy left him and Santiago goes to sleep, in his sleep he dreamt lions that played on the white beach of Africa, this was a sense when he was a very young man. The next morning before sunrise Santiago went to Manolin’s house to wake Manolin so as to carry Santiago’s gear to his boat and drinking coffee, on the beach wished each other good luck. (Miller, 1988: 3-20). This time that started with the new day Santiago decided to go far out from others fisherman in the sea, he rowed steadily away from shore toward the deep waters of Gulf Stream. The first he heard the leaps of the flying fish then he saw flying fish pursued by dolphins a diving, circled seabird, he considered to be his friend, and he followed farther and farther out the seabird that was hunting for fish. One of the old man’s’ lines goes taut, and then the old man said out laud, would made a lovely piece of bait. Big fish pulled the boat every day farthest from shore until lost lights of his village. He can’t increase the tension on the line, because if it was too tauted it will be break and the fish will get away. It was a kind of struggle big fish (Marlin), and Santiago, that Marlin wants to get free and the old man wants to get his aim, goal, and desire that stands for life. Because he could not took big fish in to his boat and said a loud I wished I had the boy, but nothing, then he said to himself you have to work better, it was a kind of encourage himself, and he was optimistic all the time although he was alone, and can’t catch a fish, so as to helped himself he said toward Marlin I loved you and I respect you but I will killed you dead before sunset, after that a small tired bird named (Warble) came from north toward the old man’s boat, perched on the taut fishing line that linked the old man to the big fish, the old man told the bird to stayed and rested here to live and to sustain like other any man or birds, he said you were tired and loneliness as me. He didn’t mentioned the Hawks that waited for little bird, suddenly the Marlin surged, and the bird left him without any reaction, Santiago didn’t aware of the bird because his hand was bled, while marlin was quiet, the old man took the line with his back and ate the tuna that he caught day before, then turned to his imaginary mind to baseball, the great DiMaggio, and he wondered if DiMaggio would stayed with the marlin. The marlin woke and jumped out of water again and again and began to circle around the boat for hours and the line taken by Santiago’s hand that fought with the circling fish, after hat he pulled the fish on to it was side by the boat and plunged his harpoon in to it. (Miller; Asiaing. com, 10-37). Note; now he was happy, comfort and without any harm or pain because he got or completed his great aim, desire with the catching of big fish. Here the long strength struggle finished between The Old Man, and the Marlin with the fish lurched out of the water and dead, he pulled the boat toward the fish fastened the fish to the side of the boat. He thought how much money he could make from such a big fish, and he imagined that DiMaggio would be proud of him. The old man found himself wondered, luck, happy, and got his aim, goal, and he rowed toward his village with the great won in his life, but his happiness long less which an hour later amako shark arrived having smelled the marlin’s blood, the second fight and struggle began with sharks that wanted to eat the marlin’s flesh, he was able to killed a number of sharks with his knife and weapon, but he lost his knife and things in the process. He was failure after all and when he got back to the shore of his village there was nothing left but the head, the Skelton, and tail of the marlin. He beached his boat and went to his small building slept and dreamed the lions and turtles. The next morning, Manolin came to the old man’s shack with brought a coffee and despite the old man’s bad luck he decided to go fishing with him again. The entire fisherman had gathered around the Santiago’s boat and measured the Skelton at eighteen feet. Hemingway employed a number of images that link Santiago to Christ, the model of transcendence, who turned loss in to gain, defeat in to triumph, and even death in to new life, and as a representative character for everyone in the society. (Miller, 2002:26-31). Major Characters in the old man and the sea: *Just we had two major characters, 1-Santiago, (The Old Man). 2-Manolin, (The Boy). -Santiago; The old man of the novella’s title. He was a Cuban fisherman, suffered terribly throughout The Old man and The Sea, he had went eighty-four days without caught a fish, and became laughingstock of his village, but he was able to patient. (Miller, 2002: 5). -Manolin; was present only in the beginning and in the end of The Old Man and the Sea, but his presence was important, because Manolin’s love and loyalty for Santiago highlighted the Santiago’s valued as a person and as a fisherman. (Miller, 2005:6). Minor Characters in the old man and the sea: We had four minor characters in the old man and the sea. 1-Marlin, (Big fish). 2-Joe DiMaggio. 3-Martin. 4-Perico. *Marlin; It was a big fish, which was the greatest aim and goal of Santiago. The struggle more than three days between Santiago and Marlin, it was the trying by Santiago to catch Marlin, he had took marlin, but it was destroyed by sharks later. (Miller, 2002:5). *Joe DiMaggio; although he never appeared in the story. He was one of American most famous baseball players; Santiago worshiped him as a model of strengthen and young. (Miller, 1988: 55-56). Note; he always *Martin; Martin a cafe owner in Santiago’s village, didn’t appeared in the story. Manolin often went to martin for Santiago’s supper and others. (Miller, 1988:12). *Perico; perico was the owner of the bodega in the Santiago’s village. He didn’t appear in the novella the old man and the sea, but he served an important role in the fisherman’s life about the scored of the baseball’s newspaper.

The Red Badge of Courage and The Blue Hotel :: comparison compare contrast essays

The Red Badge of Courage and The Blue Hotel: The Singular Love of Stephen Crane Stephen Crane firmly cemented himself in the canon of American Romanticism with the success of works such as The Red Badge of Courage and "The Blue Hotel." His writing served to probe the fundamental depths of the genre while enumerating on the themes vital to the movement's aesthetic. Such topics as heartfelt reverence for the beauty and ferocity of nature, the general exaltation of emotion over reason and senses over intellect, self-examination of personality and its moods and mental possibilities, a preoccupation with genius and the heroic archetype in general, a focus on passions and inner struggles, and an emphasis on imagination as a gateway to transcendence, as well as a predilection for the exotic, the remote, the mysterious, and folk culture are all characteristic of his stories. However, the most traditionally "romantic" facets of his artifice are most fully manifested in a series of private correspondence between himself and a certain society maiden by the name of Nellie Crouse. It is these letters that serve to illustrate Crane's writing prowess as it transcends traditional Romantic genrefication. Through these letters, which serve as an informed testament to Crane's marked skill as a writer, we begin to examine Crane in the context of his own existence, devoid of the fictional trappings of his most acclaimed accomplishments. What is most remarkable about Crane's series of letters to Mrs. Crouse is the tone of his love-stricken entreaties. He gracefully plays off of his burgeoning fame and his growing success as a published artist with good-natured self-deprecation and a propensity to undermine his own endeavours. The series of letters commences with a carefully constructed communique crafted to provoke a sympathetic response from Mrs. Crouse. Employing "inside" reactions to his celebrity to impress, he relies on an aura of exotic settings and playful humor to win a reply. Having succeeded in securing an apparently satisfactory response, he eagerly raises the temperature of the correspondence in his second letter. Without compromising further relations with Mrs. Crouse, his words adopt a more acute degree of intimacy, with Crane even going so far as to volunteer to accept her literary advice. The third letter opens to the heart of the correspondence on Crane's side, as he begins in earnest to try and make Mrs.

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My weaker points in English are essay writing, especially introduction and conclusion paragraphs and poetry analysis. Based on what I know about the course, I feel like I will have to put in a lot of effort to pass the APE exam due to my weakness in essay writing. This year I would like to focus on getting my writing skills up to par for the APE exam. ASK ABOUT THIS PARAGRAPH I recently turned 16 as I said earlier. I live with my mother and 14 year old brother, who also goes to Stanton.My dad is in the Ana so right now he's stationed in Pensacola and comes home every other weekend. We live on the west side and my neighborhood school is Baldwin. I was born in Jacksonville but moved to Virginia for 4 years the summer after 5th grade. We moved back to Jacksonville 5 years ago. I play softball for the school, I think it starts sometime in the beginning of the 2nd quarter. I hope to participate in multi this year but I haven't decided what group I want to try out for yet. I like to read a s I mentioned before.The two series I'm interested in I can only get the books at the library after putting them on hold, so it's taking me a while to finish the series. Over the summer I put â€Å"Insurgent†, the second book in the â€Å"Divergent† trilogy, on hold but when it arrived at the library we were on vacation in Grenade. I can be reached through email at [email  protected] Net. My home phone number is 904-329-3237. My cell phone number is 757-256-9756. It would be best to call the house phone if it is something important. Hello Date of Submission January 14, 2013 Problem Statements: Paragraph 1 This paragraph should contain five sentences only. Write about your culture, something about your family generation before your parent's generation, how are you connected to the generation prior to your parent's generation, tell us about your parents and siblings, your community when growing up and your current community, and something about yourself. All paragraphs with over five sentences will receive a minus five points per extra sentence.Please only five sentences. A culture was not really told to me the only thing that my sibling and I were told was to not get pregnant before we are married and have a career and to always get a good education. The only thing I know about my grandparent’s generation is that my mother’s parents did not finish elementary and that my father’s mother was held back a grade because of her height. I am very connected to my grandparents, they just do not talk much ab out their past.I have a little sister, who is 18 years old and a little brother that is 6 years old; the community we grew up in was in the suburbs and was very quiet, the neighbors were friendly and we all got along, we never had break ins because it was a gated community. The community I live in now is the total opposite it is always loud music playing, homes are getting broken into, people are always arguing; I am 21 I am a senior, I am funny, smart, and goofy. Paragraph 2 Write about your major, why you have chosen the major and what have you done prior to college to prepare for success in your current major. There must be five sentences.Why are you taking this course? Please do not say as an elective. Tell us how it fits into your overall academic goals. All paragraphs with over five will receive a minus five points for each extra sentence. Please only five sentences. My major is Special education. I originally was a elementary schools education major but I had gotten a job tha t involved working with individuals who had special needs and I enjoyed it I still do till this day, I decided to change my major to special education. Prior to attending college I did not really do anything to prepare for success in my major because I started out as a nursing major.I am taking this class not only as an elective, but so I can get the content I need to know to be able to successfully teach early childhood students as well as students with special needs. This class fits into my overall academic goals because without this class I cannot get my endorsement to teach early childhood students. Paragraph 3 From the readings in â€Å"Current Readings in Nursery School/Kindergaten Education† – pages 129-141 â€Å"The New First Grade: Too Much Too Soon? † share with us, what your experience was like in the first grade. Combine the readings with your real life experiences.You must include citations from the readings for credit. List the page number and para graph number of the citation. 10 sentences required. What I can remember about my experiences in first grade where that we had these little white books that had 5-7 words on each page. We would receive a book every day and were required to read it that night to a parent or guardian and have them initial a paper saying that we had read the book to them. In the book, it state â€Å"Kids are tested every eight weeks to see if they are hitting school, district and statewide benchmarks†(pg. 133P 3).I remember having to take these benchmark tests, because the class that had the highest benchmark test scores would get a pizza party or extra time at recess. In the middle of the school year the teachers would stop teaching all the other subjects and would start teaching us what was going to be on the TAAS test. My parents did not believe that I was getting challenged enough in the G. T program (Gifted and Talented), so they moved me to a private school. I remember this because my firs t day of school I felt so behind because for one I was moved on the middle of the school year and two the students were already learning how to subtract.At the school I had just left we were only adding single and double digits and subtracting single digits. My new school the students had already been taught how to subtract double digits and they were learning the hundreds place value. After my first week of school I was so far behind that they asked my parents about putting me in remedial classes my parents were upset that someone would ask them that and got me a tutor, since then I have received excellent grades. Hello KENDRIYA VIDYALAYA SANGATHAN CCE CALENDAR OF ACTIVITIES 2012-13 CLASS VII (Seven) ENGLISH FIRST TERM: APRIL –SEPTEMBER 2011 | | |Unit/Lesson/Topics to be covered |Mode of Assessment |Skills |Suggested value points | | |*Prose: The Three Questions |Comprehension check |Reading |Understanding | | |Poem: The Squirrel |Quiz ( Ants ) |Compeering |Pronunciation | | |*Supp: The Tiny Teacher |Recitation |Listening |Fluency | | | |Diary Entry |Speaking |Confidence | | | |Narration |writing |Format | | | | | |Expression | | |*Prose: The Gift of Chappals |Comprehension Check | Reading |Understanding | | |Poem: The Rebel |Informal Letter |Writing |Fluency | | |*Supp: Bringing up Kari |Anecdote (looking after an animal or needy without |Creative |Accuracy | | |*Supp: The Desert |elder’s knowledge. |Thinking Skill |Content | | | | |Speaking |Presentation | | |*Prose: Gopal & the Hilsa Fish Poem: The Shed |Comprehension |Understanding |Expression | | |*Supp:The Cop & the Anth em & Golu Grows a nose. Dramatization |Vocabulary |Presentation | | | |Spellings |Speaking |Confidence | | |Reading 20 |Diary Entry |Acting |Content | | |Writing 20 |Comic Creation |Drawing | | | |Grammar 15 | |Writing | | | |Literature 25 | | | | | |REVISION | |FA I 10 | | | | |FA II 10 | | | | |SA I 20 | | | | |TOTAL 40 | | | | | | | | | | | |SECOND TERM : OCTOBER 2011 –MARCH 2012 | |Topics | Mode of Assessment |Skills |Value Points ( areas) | | |*Prose: The Ashes that made Trees Bloom Poem: |Comprehension check |Understanding | | | |Chivvy |Outline story construction The Woodcutter& the Axe |Writing | | | | |Recitation |Speaking | | | | | | | | | |*Prose: Quality | Reading Paragraph/Slogan writing on Trees | Understanding |Confidence | | |Poem: Trees |Speech on Freedom is Life |Creative skills |Expression | | |*Supp :I want something in a cage | |Speaking |Content | | | | | |Fluency | | | | | |Presentation | | |*Prose: Expert Detectives | Comprehension check | Understanding Skill |Compre-hension | | |Poem: The Mystery of the Talking Fan. *Supp: |Project on Sherlock Holmes |Writing |Content | | |Chandini | |Analytical |Presentation | | | | | | | |*Prose: The Invention of Vita -Wonk | Comprehension |Reading |Content | | |Poem: Dad & The Cat &The Tree |Paragraph Writing on Wonders of Science |Writing |Pronunciation | | |*Supp: The Bear Story |Recitation |Speaking |accuracy | | | |Discuss –Shoot animals with a Camera-,not a gun. Listening | | | |*Prose: Fire: Friend and Foe |Comprehension |Understanding |Confidence | | |*Prose: A Bicycle in Good Repair |Fire Safety Measures Speech |Speaking |Accuracy | | |Poem: Meadow Surprises |Article Writing –SAVE TIGERS |Writing |fluency | | |*Supp : A Tiger in the House | |Creativity | | | |*Prose: The Story of Cricket I & II |Bio sketch of a favourite cricketer |Writing |Expression | | |Supp: An Alien Hand |Findings about Planet Mars. ( Mini Project) |Investigating |Presentation | | |*Poem : Garden Snake |Cricket quiz |Compeering |Confidence | | | | | | | | | | | | | | | | | | | | | | | | | |Reading 20 | | |FA III 10 | | |Writing 20 | | |FA IV 10 | | |Grammar 15 | | |SA II 40 | | |Literature 25 | | |TOTAL 60 | | |Revision | | | | | | | | | NOTE: In addition to consolidating the items learnt earlier, the following will be introduced and recycled through the Upper Primary Stage (Classes VI, VII and VIII) through the lessons given in the Main Text Books. †¢ Determiners * Passivisation * Linking Words * Adjectives (Comparative and Superlative Forms) *Adverbs (Place and Type), *Modal Auxilliaries * Tense Forms * Word Order in Sentence Types * Clauses * Reported Speech Hello Date of Submission January 14, 2013 Problem Statements: Paragraph 1 This paragraph should contain five sentences only. Write about your culture, something about your family generation before your parent's generation, how are you connected to the generation prior to your parent's generation, tell us about your parents and siblings, your community when growing up and your current community, and something about yourself. All paragraphs with over five sentences will receive a minus five points per extra sentence.Please only five sentences. A culture was not really told to me the only thing that my sibling and I were told was to not get pregnant before we are married and have a career and to always get a good education. The only thing I know about my grandparent’s generation is that my mother’s parents did not finish elementary and that my father’s mother was held back a grade because of her height. I am very connected to my grandparents, they just do not talk much ab out their past.I have a little sister, who is 18 years old and a little brother that is 6 years old; the community we grew up in was in the suburbs and was very quiet, the neighbors were friendly and we all got along, we never had break ins because it was a gated community. The community I live in now is the total opposite it is always loud music playing, homes are getting broken into, people are always arguing; I am 21 I am a senior, I am funny, smart, and goofy. Paragraph 2 Write about your major, why you have chosen the major and what have you done prior to college to prepare for success in your current major. There must be five sentences.Why are you taking this course? Please do not say as an elective. Tell us how it fits into your overall academic goals. All paragraphs with over five will receive a minus five points for each extra sentence. Please only five sentences. My major is Special education. I originally was a elementary schools education major but I had gotten a job tha t involved working with individuals who had special needs and I enjoyed it I still do till this day, I decided to change my major to special education. Prior to attending college I did not really do anything to prepare for success in my major because I started out as a nursing major.I am taking this class not only as an elective, but so I can get the content I need to know to be able to successfully teach early childhood students as well as students with special needs. This class fits into my overall academic goals because without this class I cannot get my endorsement to teach early childhood students. Paragraph 3 From the readings in â€Å"Current Readings in Nursery School/Kindergaten Education† – pages 129-141 â€Å"The New First Grade: Too Much Too Soon? † share with us, what your experience was like in the first grade. Combine the readings with your real life experiences.You must include citations from the readings for credit. List the page number and para graph number of the citation. 10 sentences required. What I can remember about my experiences in first grade where that we had these little white books that had 5-7 words on each page. We would receive a book every day and were required to read it that night to a parent or guardian and have them initial a paper saying that we had read the book to them. In the book, it state â€Å"Kids are tested every eight weeks to see if they are hitting school, district and statewide benchmarks†(pg. 133P 3).I remember having to take these benchmark tests, because the class that had the highest benchmark test scores would get a pizza party or extra time at recess. In the middle of the school year the teachers would stop teaching all the other subjects and would start teaching us what was going to be on the TAAS test. My parents did not believe that I was getting challenged enough in the G. T program (Gifted and Talented), so they moved me to a private school. I remember this because my firs t day of school I felt so behind because for one I was moved on the middle of the school year and two the students were already learning how to subtract.At the school I had just left we were only adding single and double digits and subtracting single digits. My new school the students had already been taught how to subtract double digits and they were learning the hundreds place value. After my first week of school I was so far behind that they asked my parents about putting me in remedial classes my parents were upset that someone would ask them that and got me a tutor, since then I have received excellent grades. Hello My weaker points in English are essay writing, especially introduction and conclusion paragraphs and poetry analysis. Based on what I know about the course, I feel like I will have to put in a lot of effort to pass the APE exam due to my weakness in essay writing. This year I would like to focus on getting my writing skills up to par for the APE exam. ASK ABOUT THIS PARAGRAPH I recently turned 16 as I said earlier. I live with my mother and 14 year old brother, who also goes to Stanton.My dad is in the Ana so right now he's stationed in Pensacola and comes home every other weekend. We live on the west side and my neighborhood school is Baldwin. I was born in Jacksonville but moved to Virginia for 4 years the summer after 5th grade. We moved back to Jacksonville 5 years ago. I play softball for the school, I think it starts sometime in the beginning of the 2nd quarter. I hope to participate in multi this year but I haven't decided what group I want to try out for yet. I like to read a s I mentioned before.The two series I'm interested in I can only get the books at the library after putting them on hold, so it's taking me a while to finish the series. Over the summer I put â€Å"Insurgent†, the second book in the â€Å"Divergent† trilogy, on hold but when it arrived at the library we were on vacation in Grenade. I can be reached through email at [email  protected] Net. My home phone number is 904-329-3237. My cell phone number is 757-256-9756. It would be best to call the house phone if it is something important. Hello KENDRIYA VIDYALAYA SANGATHAN CCE CALENDAR OF ACTIVITIES 2012-13 CLASS VII (Seven) ENGLISH FIRST TERM: APRIL –SEPTEMBER 2011 | | |Unit/Lesson/Topics to be covered |Mode of Assessment |Skills |Suggested value points | | |*Prose: The Three Questions |Comprehension check |Reading |Understanding | | |Poem: The Squirrel |Quiz ( Ants ) |Compeering |Pronunciation | | |*Supp: The Tiny Teacher |Recitation |Listening |Fluency | | | |Diary Entry |Speaking |Confidence | | | |Narration |writing |Format | | | | | |Expression | | |*Prose: The Gift of Chappals |Comprehension Check | Reading |Understanding | | |Poem: The Rebel |Informal Letter |Writing |Fluency | | |*Supp: Bringing up Kari |Anecdote (looking after an animal or needy without |Creative |Accuracy | | |*Supp: The Desert |elder’s knowledge. |Thinking Skill |Content | | | | |Speaking |Presentation | | |*Prose: Gopal & the Hilsa Fish Poem: The Shed |Comprehension |Understanding |Expression | | |*Supp:The Cop & the Anth em & Golu Grows a nose. Dramatization |Vocabulary |Presentation | | | |Spellings |Speaking |Confidence | | |Reading 20 |Diary Entry |Acting |Content | | |Writing 20 |Comic Creation |Drawing | | | |Grammar 15 | |Writing | | | |Literature 25 | | | | | |REVISION | |FA I 10 | | | | |FA II 10 | | | | |SA I 20 | | | | |TOTAL 40 | | | | | | | | | | | |SECOND TERM : OCTOBER 2011 –MARCH 2012 | |Topics | Mode of Assessment |Skills |Value Points ( areas) | | |*Prose: The Ashes that made Trees Bloom Poem: |Comprehension check |Understanding | | | |Chivvy |Outline story construction The Woodcutter& the Axe |Writing | | | | |Recitation |Speaking | | | | | | | | | |*Prose: Quality | Reading Paragraph/Slogan writing on Trees | Understanding |Confidence | | |Poem: Trees |Speech on Freedom is Life |Creative skills |Expression | | |*Supp :I want something in a cage | |Speaking |Content | | | | | |Fluency | | | | | |Presentation | | |*Prose: Expert Detectives | Comprehension check | Understanding Skill |Compre-hension | | |Poem: The Mystery of the Talking Fan. *Supp: |Project on Sherlock Holmes |Writing |Content | | |Chandini | |Analytical |Presentation | | | | | | | |*Prose: The Invention of Vita -Wonk | Comprehension |Reading |Content | | |Poem: Dad & The Cat &The Tree |Paragraph Writing on Wonders of Science |Writing |Pronunciation | | |*Supp: The Bear Story |Recitation |Speaking |accuracy | | | |Discuss –Shoot animals with a Camera-,not a gun. Listening | | | |*Prose: Fire: Friend and Foe |Comprehension |Understanding |Confidence | | |*Prose: A Bicycle in Good Repair |Fire Safety Measures Speech |Speaking |Accuracy | | |Poem: Meadow Surprises |Article Writing –SAVE TIGERS |Writing |fluency | | |*Supp : A Tiger in the House | |Creativity | | | |*Prose: The Story of Cricket I & II |Bio sketch of a favourite cricketer |Writing |Expression | | |Supp: An Alien Hand |Findings about Planet Mars. ( Mini Project) |Investigating |Presentation | | |*Poem : Garden Snake |Cricket quiz |Compeering |Confidence | | | | | | | | | | | | | | | | | | | | | | | | | |Reading 20 | | |FA III 10 | | |Writing 20 | | |FA IV 10 | | |Grammar 15 | | |SA II 40 | | |Literature 25 | | |TOTAL 60 | | |Revision | | | | | | | | | NOTE: In addition to consolidating the items learnt earlier, the following will be introduced and recycled through the Upper Primary Stage (Classes VI, VII and VIII) through the lessons given in the Main Text Books. †¢ Determiners * Passivisation * Linking Words * Adjectives (Comparative and Superlative Forms) *Adverbs (Place and Type), *Modal Auxilliaries * Tense Forms * Word Order in Sentence Types * Clauses * Reported Speech

Universal Healthcare Is Not a Priviledge, It is a Right

Teri Reynolds once said that â€Å"It is hard to talk about a middle ground for something that is a fundamental right.† This country has no reason to compromise something that is in the U.S. Constitution and that was meant to be available for all U.S. citizens. Universal Healthcare is not a privilege; it is a right. â€Å"In the second half of the 19th century, advances in biology and chemistry helped medical doctors better understand the human body, incorporating principles of modern science into the practice of medicine. Sanitation prevented infection, more effective treatments for diseases and injuries were developed, and surgical techniques were refined.† (Shultz and Shoven). Doctors and scientists worked hard to develop certain skills for which the citizens of the U.S. could be more cared for. â€Å"Medical schools did not exist at this time, and medical training largely consisted of working as an apprentice to an existing practitioner. People who got sick genera lly paid out of pocket for their medical treatments, but costs were quite low, perhaps because results were often negative.† (Shultz and Shoven). In all the research that the doctors and scientists had done, there came trial and error. As this was a concern for peoples’ well-being, healthcare services should have been free as it should be now. â€Å"In 1847 the American Medical Association (AMA) was founded to create professional standards for doctors and set minimum educational requirements. Medical colleges were established,