China and the International Political Economy Essay

INTRODUCTION In depicting the International Political Economy, Susan Strange, 1988 in her work â€Å"States and Markets† portrays it as a concern of social, political and economic arrangements that affect global systems of production, exchange and distribution and the mix of values reflected therein. International Political Economy is defined as the interplay of economics and politics in world affairs. A dynamic and pivotal force within the global political economy which shows a definite interplay between politics and economics is the country of China; a country whose political system is primarily that of a communist state. Although this is so and has some hardnosed ruling, China has been able to be an example of a country whose has the†¦show more content†¦BODY More so known and the People’s Republic of China, was once a complete an individualized country and has come a long way in its political structure from a solely communist state to one which places itself as a major competitor in the global market to one that can be called a merging of both an industrialized, free market, communist state. With its main focus on the production of goods and services and import export transactions with the world, China from the dynasties of Mao (1950’s) to its present ruling of state by President Hu Jinato plays an intricate part in the development of its country as well as increasing trading practices with the rest of the world. Even in its communist regime China has been able to make a name for itself as it is seen as state for which many countries would like to conduct business with. One can also make mention as the years have gone by that at present China is ranked as the second most influential trading state, second only to the United States of America (Williams, Kesselman and Krieger, 2010 pg 71). China can be classified as a more market-oriented economy primarily having its focus on manufacturing and production and has also had an increase in foreign direct investment. With reference to FDI, not only major states have welcomed China to their ports but small countries such asShow MoreRelatedThe World Economic Crisis Of 20081701 Words   |  7 Pagesrecession of 1929-30. The most affected economies from the crisis are western European countries. The economic crisis sub sequentially lowers the growth rate of the economies. A large number of American companies incurred heavy losses and it declines in the gross domestic product widely known as GDP of the country. China plays a significant role during the economic crises (Lardy Subramanian, 2012). 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Annexure Free Essays

ANNEXURE I SIGNIFICANT CHANGES REFERRED TO IN PARA 4 OF THIS CIRCULAR Sr. Subject Matter No. 1. We will write a custom essay sample on Annexure or any similar topic only for you Order Now Exemption from eligibility norms for making an IPO 2. Debarment Provision under the rescinded Guidelines Exemption available to banking company, corresponding new bank and infrastructure company. Company prohibited from making an issue of securities if it had been prohibited from accessing the capital market under any order or direction passed by the Board. Provision under the ICDR Regulations Exemption removed. Eligibility norms made applicable uniformly to all types of issuers. Issuer not to make public issue or rights issue of specified securities if: (a) the issuer, any of its promoters, promoter group or directors or persons in control of the issuer are debarred from accessing the capital market by the Board; (b) if any of the promoters, directors or persons in control of the issuer was or also is a promoter, director or person in control of any other company which is debarred from accessing the capital market under any order or directions made by the Board. Provided for. 3. 4. 5. 6. Offer for sale by listed companies OTCEI Issues and E-IPO Firm allotment in public issues Reservation on competitive basis in public issues No provision. Contained in Chapter XIV and Omitted. Chapter XI A. Permitted. Omitted. (a) For Indian and multilateral (a) Omitted. development financial institutions, Indian mutual funds, foreign institutional investors and scheduled banks. b) For shareholders of the (b) For shareholders (other than 6 7. promoters) in respect of listed promoting companies in promoting companies, in case the case of a new of a new issuer and listed group company and shareholders companies, in case of an of group companies in the existing issuer. case of an existing company. Book building Book building process 75% book building route omitted. process through 75% or 100% of issue size. 8. 9. 10. 11. 12. Allotment/ refund period in public issues Disclosure of price or price band Transfer of surplus money in Green Shoe Option (GSO) Bank Account Issue period for Infrastructure companies in public issues Currency of financial statements disclosed in the offer document 30 days for fixed price issues and 15 days for book built issues. Required in draft prospectus in case of fixed price public issues. Surplus money to be transferred to Investor Protection Fund of Stock Exchanges. 15 days for both fixed price and book built issues. Not required to be disclosed in draft prospectus. Surplus money to be transferred to Investor Protection and Education Fund (IPEF) established by the Board. 21 days, as against 10 days Uniform period of 10 days for all for other issues. types of issuers. 13. 14. 15. Definition â€Å"Key Management Personnel† Disclosure on Not provided. pledge of shares by promoters Extent of Not explicit. Particulars as per audited Government and non-government financial statements not to be issuers treated at par. more than 6 months old from the issue opening date for all issuers, except Government companies. Defined. of Not defined. Provided for. Where 100% of the offer through 7 underwriting obligation 16. The term â€Å"Financial Financial open to institution as a Institution† interpretation. monitoring agency Definition of Includes permanent â€Å"employee† employee/ director of subsidiary or holding company of the issuer. Restrictions on If issue opening and closing advertisements advertisement contained highlights, then the advertisement required to contain risk factors. Forfeiture money unexercised warrants preferential issues of Open to interpretation. n in 17. 18. offer document is underwritten, underwriting obligations shall be for the entire amount underwritten. The term â€Å"financial Institution† replaced by â€Å"public financial institution or a scheduled commercial bank†. Excludes permanent employee/ director of subsidiary or holding company of the issuer and promoters and immediate relatives of promoters. If advertisement contains information other than the details specified in the format for issue advertisement, the advertisement shall contain risk factors. 19. 20. 21. Outstanding convertible instruments in case of initial public offer (IPO) Minimum promoters’ contribution 22. Issue period in case of public issues Where the warrant holder exercises his option to convert only some of the warrants held by him, upfront payment made against only such warrants can be adjusted. The balance upfront payment made against the remaining unexercised warrants shall be forfeited. Compulsory conversion of Compulsory conversion of all outstanding convertible outstanding convertible instruments instruments and other rights held by any person. eld by promoters or shareholders. Could be brought in by Shall be brought in only by whose identity, promoters/ persons belonging promoters to promoter group/friends, photograph, etc are disclosed in the relatives and associates of offer document. promoters. Issue period not clear in case Total issue period not to exceed 10 of revision in price band in days, including any revision in price book built public issues. band . 8 23. 24. 25. Pre-issue advertisement to be made after registering of prospectus/ red herring prospectus with Registrar of Companies before opening of the issue. uch as Only checklist to be attached. Documents to be Documents attached with memorandum of association due diligence and articles of association of the company, audited balance certificate sheet, checklist for compliance with the rescinded Guidelines etc. Group The term â€Å"group companies† The term â€Å"group companies† companies not explained. explained. Timing of preissue advertisement for public issues Pre-issue advertisement to be made immediately after receipt of observations from the Board. 9 ANNEXURE II APPLICABILITY OF THE ICDR REGULATIONS IN RESPECT OF DRAFT OFFER DOCUMENTS FILED UNDER THE RESCINDED GUIDELINES Sr. No. 1. Particulars Applicability of the ICDR Regulations Draft offer documents filed, but Such draft offer documents would be considered as observations yet to be issued filed with the Board under the corresponding provisions of the ICDR Regulations. Merchant bankers by the Board may, however, be required to submit a checklist confirming compliance with the corresponding provisions of the ICDR Regulations. Observations issued by the Board under the rescinded Guidelines, but in-seriatim reply yet to be filed by merchant bankers (a) In-seriatim reply filed with the Board under the rescinded Guidelines (b) Offer document yet to be registered with the Registrar of Companies (ROC) / filed with the designated stock exchange (DSE), as the case may be In-seriatim reply shall be filed in terms of the ICDR Regulations and while doing so, merchant bankers shall submit a checklist, along with a confirmation that all the provisions of the ICDR Regulations have been duly complied with. Merchant bankers shall be required to submit a checklist, along with a confirmation that all the provisions of the ICDR Regulations have been duly complied with, before registering/ filing the offer document with the ROC/ DSE, as the case may be. 2. 3. 4. Offer document registered with Merchant bankers may proceed with the issue. the ROC / filed with the designated stock exchange, as the case may be How to cite Annexure, Papers

Make a study of the different productions of Romeo and Juliet by Franco Zeffirelli and Baz Lurhmann and assess the success of each one Essay Example For Students

Make a study of the different productions of Romeo and Juliet by Franco Zeffirelli and Baz Lurhmann and assess the success of each one Essay The aim of this essay is to assess the differences between the two film productions in terms of the intentions of their directors in portraying Shakespeares classic, Romeo and Juliet. Even after watching two minutes of each film it is immediately evident that the story is set in completely different times. Zeffirellis version is set in the time the story was written, in the late sixteenth century and makes every attempt to capture the reality of those times, whereas Lurhmanns thriller is set in a modern, late 20th century Verona Beach, intending to show how Romeo and Juliet would have been acted out if Shakespeare had lived in the present day. Zeffirelli aimed to create a picture that showed exactly how Romeo and Juliet would have happened if the story had occurred in real life. He used many methods to do this: First of all, the motion picture was actually filmed in Verona, as it was set in Shakespeares play. The actors are young, as they were meant to be in the play and they wear authentic sixteenth century costumes throughout the film. The symbolisms used in the films were the original verbal symbols in the text i.e. the stars (The star crossd lovers, which symbolises the paranormal level of Romeo and Juliets love and their fates) and the power of romance. However, Zeffirelli does bring in his own motif for the power of the lovers love. He uses a recurring tune that is first heard at the Capulet party when Romeo and Juliet first meet. From then on, every time there is a scene of intense romance between them that tune is played. In Lurhmanns version the stars motif is replaced by the sun, and the motif for the power of th e love is replaced by water. For example, Romeo and Juliet first catch sight of each other through a fish tank and they make love in a swimming pool. It is amazing how the directors managed to create films that fall into entirely different genres using the same play. Zeffirellis film is a romance that is focussed on the original Shakespeare play, whereas Lurhmanns is a mixture between an action thriller, a spaghetti western and a romance. The directors intend their films to be in these genres as they are aimed at entirely different audiences. Zeffirelli aimed to attract a classical audience, mainly Shakespeare enthusiasts, who would applaud the film due to the thought and effort put in by the director in order to make the film as realistic as possible. Lurhmann tried to attract the largest audience he could possibly get and those people were the regular cinemagoers who by no means had to be interested in Shakespeare at all. He created the film in a genre that would attract these people. He does this, first of all, by setting the story in the 1990s, in a modern Verona Beach. Immediately the viewers of the film can relate to it, whereas they might not be able to in Zeffirellis historic picture. Secondly, he used actors that appealed to the modern audience, especially the lead role of Romeo, played by Leonardo Di Caprio. Also, Lurhmanns use of modern artists such as Des Rà ¯Ã‚ ¿Ã‚ ½e, Garbage and Radiohead, who were, and are still, popular cult figures, drew in the predominantly young audience. In modernising the film he changes the two rival families, Montague and Capulet, into mafia-like families with a stronghold in the economy of the city. They carry pistols instead of swords, which is where the action and spaghetti western parts of the film come in, as the two gangs are constantly caught up in shootouts between one another. Friar Lawrence is changed from a simple, humble priest, to a hippy figure who experiments with drugs. The Prince, renowned for keeping order in Verona, is transformed into Captain Prince, Chief of Police. .u50e4b72a8eb6aba7fdde0b371dfcc22d , .u50e4b72a8eb6aba7fdde0b371dfcc22d .postImageUrl , .u50e4b72a8eb6aba7fdde0b371dfcc22d .centered-text-area { min-height: 80px; position: relative; } .u50e4b72a8eb6aba7fdde0b371dfcc22d , .u50e4b72a8eb6aba7fdde0b371dfcc22d:hover , .u50e4b72a8eb6aba7fdde0b371dfcc22d:visited , .u50e4b72a8eb6aba7fdde0b371dfcc22d:active { border:0!important; } .u50e4b72a8eb6aba7fdde0b371dfcc22d .clearfix:after { content: ""; display: table; clear: both; } .u50e4b72a8eb6aba7fdde0b371dfcc22d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u50e4b72a8eb6aba7fdde0b371dfcc22d:active , .u50e4b72a8eb6aba7fdde0b371dfcc22d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u50e4b72a8eb6aba7fdde0b371dfcc22d .centered-text-area { width: 100%; position: relative ; } .u50e4b72a8eb6aba7fdde0b371dfcc22d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u50e4b72a8eb6aba7fdde0b371dfcc22d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u50e4b72a8eb6aba7fdde0b371dfcc22d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u50e4b72a8eb6aba7fdde0b371dfcc22d:hover .ctaButton { background-color: #34495E!important; } .u50e4b72a8eb6aba7fdde0b371dfcc22d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u50e4b72a8eb6aba7fdde0b371dfcc22d .u50e4b72a8eb6aba7fdde0b371dfcc22d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u50e4b72a8eb6aba7fdde0b371dfcc22d:after { content: ""; display: block; clear: both; } READ: Othello Essay - William Shakespeare EssayAs well as this change in characters, Lurhmann cuts much of the original Shakespeare text, dampening the impact of important characters, such as the nurse and Mercutio. The viewer misses out on the bawdy humour of the nurse, which is poorly replaced by an exaggerated Spanish accent. Mercutio loses some of his eccentric individuality as he is under the influence of drugs especially during the Queen Mab speech in Lurhmanns film, not speaking from his own mercurial mind. Overall, this does not all have bad effect; it quickens the pace of the film considerably as long speeches made by these characters are omitted adding to the action ge nre of the film. The constantly switching camera angles, keeping the viewer interested at all times also increases the velocity of this action film. An important part of the play is the duel between Mercutio and Tybalt. Zeffirelli shows this as just a friendly duel, of course, as Shakespeare intended it. However, Lurhmann portrays this as a cold-blooded fight spurred on by the hatred between the Montagues and the Capulets. Romeo then goes on to kill Tybalt in revenge. I believe that Lurhmann uses this part of the play better because in his film Tybalt kills Mercutio with full intent and purpose giving Romeo a greater reason to avenge his best friends murder. In both films the scene is cut out where Romeo kills Paris, which is understandable as this scene is irrelevant to the plot, however the scene where Friar Lawrence clarifies what has happened to the now dead lovers to the Prince is omitted. This is an important scene as it ties up the story and links up the scenes showing the families reaction to the tragic loss of their children and the ending of the feud between them. In conclusion the only real success of the Zeffirelli film was its startling realism as to what would have happened in the sixteenth century, had Romeo and Juliet occurred in reality. He does not show much creativity in his film using only the ideas of Shakespeare and not his own interpretation. This, however, is what Zeffirelli intended so the film was a success in its own right. Lurhmann completely takes on board his own ideas, but without really changing the script that much. His picture incorporates intense scenes of violence and passion with his modern thriller aimed only at creating box-office hit. In completely different ways, both films accomplished their aims with great success.

New Criticism When I Heard a LearnD Astronomer free essay sample

Jason Wilson claims â€Å"the structure of a story can relate its author and the ideological system† of the story itself (33). Evaluating the structure of â€Å"When I Heard a Learn’d Astronomer† this is demonstrated. The poem can be broken down into two sections splitting directly down the middle; the first four lines and the last four lines. These sections can be categorized just as Linda Wagner-Martin labeled two sections of the poem â€Å"Laying the Dust. † She called the first section a â€Å"simple happening† while the latter is a result of the happening being called â€Å"from this experience, the poet concludes† (45). To begin the speaker of the poem describes the instruction he is receiving from the â€Å"learn’d astronomer† simply and with minimal interest. The word â€Å"When† introducing the first line of every line in the first section unifies the idea of boredom the speaker has throughout that entire section. Parallel structure is applied while describing the learn’d astronomer’s visual aids such as: the proofs, the figures, the charts, the diagrams and so on. We will write a custom essay sample on New Criticism When I Heard a LearnD Astronomer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This type of structure is used to lengthen the time of the lecture and quantify the amount of visual aids the learned astronomer has with him. Action words, as a result of the first half of the poem, are evident throughout the second section of the poem such as: the speaker rises, glides, wanders and so forth. The structure of the poem helps to present the message of knowledge comes by experience and initiative. Constant contrast are unmistakable in the poem convince the reader of the difference between the lecture and the evening with nature. Richard S. Calhoun describes paradoxes as the â€Å"central argument in poetry† (pars. 15). Reflecting back on the beginning of the poem the speaker states that he is being lectured by a learn’d astronomer. Calhoun’s description is validated concerning the speaker who does not gain knowledge of astronomy from the learn’d astronomer. When describing the atmosphere of the speaker’s learning environment Whitman states the learn’d astronomer lectured in the lecture-room. Other words such as â€Å"instruct† or even â€Å"teach† indicate the same as lecture but repetition, prolonging the moment, suggests the lecture’s monotony. In the next line of the poem it states, â€Å"How soon unaccountable I became,† as a product of the lecture (line 5). The learning experience and how the speaker felt contrasts heavily with the atmosphere the speaker experienced being outdoors. Wagner-Martin states â€Å"silence can go beyond the effectiveness of sound† (56). Outdoors there was not a person talking let alone lecturing but there was â€Å"perfect silence† (8). Lastly, the speaker sharply contrasts the description of the lecture-room to the outdoors. With all of the items mentioned with the lecturer, the lecture-room may be imagined cluttered or busy by the reader but the speaker outside in the primitive world signifies room and space. Throughout the poem, word choice is significant using denotation and connotation to fully understand the rationale behind why those words were chosen. Beginning with the title â€Å"When I Heard a Learn’d Astronomer,† the word â€Å"Heard† does not denote understanding or knowledge but merely as it is defined â€Å"to perceive by ear. † The next word in the title is â€Å"Learn’d. † A person who is learned indicates a highly educated person but the speaker uses slang or not the grammatically correct version of the word to describe someone as learned. Calhoun states â€Å"form and content are regarded as inseparable† by varying the word learned to â€Å"Learn’d† it changes the quality of knowledge from the â€Å"Learn’d Astronomer. † In the poem, during the lecture, the speaker becomes â€Å"tired and sick† (5). Although â€Å"tired† is commonly used to express someone who is over taken by boredom, the word â€Å"sick† illustrates the level of abhorrence the speaker was experiencing. After the speaker leaves the classroom, the tone of the poem shifts from dreadful to dreamy as he wanders off by himself in the â€Å"mystical† night air from â€Å"time to time† (7). Ending the poem,†Look’d up in perfect silence at the stars† implies the speaker is content and full of wisdom from just looking at the stars (8). Wagner-Martin suggests â€Å"silence surrounds the facts† and â€Å"it can permit people to truly know what they are seeing† (56). Once the speaker left the lecture-room and went outdoors, he became aware to all of the knowledge that was around him. The advantage of New Criticism allows literary works to be analyzed separately without common influences so that readers can determine their own meaning of the literary work.

Should You Really Join an SAT Summer Camp

Should You Really Join an SAT Summer Camp SAT / ACT Prep Online Guides and Tips SAT Summer camps are cram school for the SATs. They include long hours and intensive sessions, promising students increases in their SAT scores or their money back. They range from online tutoring programs held over the summer (there are a lot of these), day camps like Elite's Summer Test Prep, and month-long residential camps where students live and breathe SAT prep and college admissions, like Columbia University's SummerFuel. They all promise score increases, and some even guarantee them. But how do you know if you even need an SAT summer camp? Keep reading to find out! Why Do People Go to SAT Summer Camps? Students I’ve spoken to have given a number of reasons for why they’re doing an SAT prep program. The number one reason? Their parents signed them up for one.However, there are other reasons why you might want to attend an SAT summer camp. You may need help boosting your low scores. You may have already tried self study and found it too difficult to maintain a rigid schedule. You may find it beneficial to look into a summer prep program, where you can receive targeted SAT prep in a short span of time. You may have a moderate or even above average SAT score, but it isn't enough for your top choice school and you really need those 800s. If this is you, then what you need is improvement on taking the SAT itself, not the content. A specialized program can help you in this situation. You may not have taken the SAT before, but you want to get it right on the first go. Maybe you have a strict application deadline because you plan to graduate early, or maybe you know you’ll have a lot of other exams to worry about in your junior year. Whatever the reason, if you want a perfect SAT score on the first try, then an SAT prep program might be an important first step. You may need help figuring out what sort of study methods you need for the SAT. You might need a personal tutor to structure a study program tailored to your needs. If that is the case for you, then you might benefit from a specialized SAT prep program. How Many Hours Does an SAT Summer Camp Take? There are a lot of variations in SAT summer programs and the hours of study they offer. They range from one week courses to over four weeks. And they can vary from three to nine hours of SAT prep a day depending on how intensive the program is. Other than time, the greatest variation in SAT summer programs is price. The cost can vary from $25 an hour with an online tutor where you might take classes twice a week to those intensive residential programs that cost over $5000 per course. There are commercial and non-commercial options and they vary by price and hours offered, as well as the study material used. Depending on the program, you have a responsibility to ask the right sort of questions, to make sure that you and your parents are getting your money’s worth. How Much Can a Summer Camp Raise Your SAT Score? This can vary a lot depending on the program you choose, and, unfortunately, a bad program could result in no improvement to your SAT score. However, average improvements after participating in a summer camp range from 50 points to more than 250 points. Some programs even guarantee that if you are not satisfied with your score results that they will continue to offer you support until you are. What Should You Look for in a Top SAT Summer Camp? Right off the bat, you should know that any good program will begin with an assessment test. This needs to be done so that they can analyze your results and place you in the type of program that would best address your weaknesses. No matter the course, a good program will offer practice tests at least a once a week. They may boast between two to six hours a day of teaching and practice for a day camp or ten hours a day for an SAT prep and college admissions residential camp. Either way, make sure that they are offering you enough testing practice, and then after, analysis of your results. A really good summer camp will offer one-on-one personalized programs with at least 48 hours of tutoring at around 12 - 15 hours per week, minimum. This will ensure that you get the practice that you need and the specialized attention that you deserve. Things to Consider When Choosing an SAT Summer Camp If you're looking to pick a summer camp there are some things you need to consider before you decide on any particular one! You should figure out how much time youneed to study to hit yourtarget score goal. Once you know this, you will be able to pick a summer program with the correct number of hours that will help you achieve your goal. You also should look at the score improvements that summer programs promise at the outset and see if they are guaranteed. If they are, then that might be an indication of a reliable program. Be sure to ask them - if your scores don't increase, can you retake the program? Before you sign on with a program, make sure you completely understand what's included. Will books or educational material be included in the advertised price? Because of the high variance in price, it might be better to decide on how much you are willing to spend before you look for a program that fits your needs within your budget. Day camps and summer camps also vary in price significantly, so consider that when you plan your budget. What Are Alternatives to an SAT Summer Camp? A great SAT summer camp can really boost your score, but it will also likely require a lot of time and money. Below are some other options for improving your SAT score. Compared to an SAT summer camp, each of these options is more individualized so you can tailor your studying to fit your needs. They are also typically cheaper and more flexible with scheduling than SAT summer camps. Online SAT Prep Online SAT prep allows you to set the schedule, costs significantly less than an in-person summer camp, and lets you move at a pace comfortable for you, while also allowing for specialized instruction. When you use an online SAT prep program, you'll be guided through a relevant course of study, with regular checkpoints along the way, to make sure you're making progress. You'll alternate between learning lessons and taking practice quizzes or full-length exams. PrepScholaroffers an online program that guides you step by step throughwhat you need to focus on and structures your learning, so you get the advantage of a prep camp and a tutor at a much lower cost. Individual SAT Prep With a Tutor Individual tutoring gives you personal attention but can be more affordable than an SAT summer camp. You can tailor your own approach, just focusing on the areas you know you have trouble with. This way you won't waste your time rehashing your strengths. For example, if you know that the reading section will be a knockout for you, then you don't have to spend extra time on it. You can focus your hours on math or writing instead. Tutors will test you on your weaknesses and guide your study, but they are mainly a supplement to more extensive study on your own time. Costs can vary from $25 an hour with an online tutor where you might take classes twice a week to $100 an hour with an in-person tutor. Studying on Your Own With proper strategies, even studying on your own can be as effective, and far more cost friendly than an SAT camp.With self study, you can make sure that you really understand one topic before moving onto the next one. You'll move at a pace comfortable for you and won't feel rushed or stressed. You can study a lot for the topics and concepts that you find difficult and just skim over things you find easy. You can find plenty of online resources that can guide your self study. If you are thinking of self study, plan to set aside at least one week to prepare a course of study for your summer. And then, follow it. Use the free resources at PrepScholar to help you plan out your SAT summer self study.I've included some links at the bottom of this article, check them out! Summary In my honest opinion, it’s better to study on your own, hire a tutor, or join an online prep program tailored to your needs rather than summer programs that charge lots of money. If you choose one of those alternative options, you can tailor your own approach, and you'll have more flexibility to choose a study method that fits your schedule and budget. However, if you like the idea of group learning and being in an environment of high pressure, intensive study, and you don't mind the monetary investment, then go for it - a summer program may be for you. What’s Next? Only have a month to study for the SAT?Don't worry- our extensive guidewalks you through the steps you'll need to take to be able to hit your goal score within just 30 days. Not sure what SAT score to aim for on test day?Learnwhat a good SAT score isfor youandfor the colleges you're applying to. Need extra help studying for the SAT?Check outour top 21 SAT tipsand learn everything you need to know aboutacing the SAT! Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

The Devil and Tom Walker Summary and Study Guide

'The Devil and Tom Walker' Summary and Study Guide Washington Irving, one of early Americas greatest storytellers, was the author of such beloved works as Rip van Winkle (1819) and The Legend of Sleepy Hollow (1820). Another of his short stories, The Devil and Tom Walker, is not as well known, but it is definitely worth seeking out. The Devil and Tom Walker was first published in 1824 among a collection of short stories called Tales of a Traveller, which Irving wrote as Geoffrey Crayon, one of his pseudonyms.  The Devil and Tom Walker appropriately appeared in a section called Money-Diggers, as the tale chronicles the selfish choices of an exceptionally stingy and greedy man. Historical Context Irvings piece is a relatively early entry into the many literary works considered Faustian tales - stories depicting greed, a thirst for instant gratification, and, ultimately, a deal with the devil as the means to such selfish ends. The legend of  Faust  dates to 16th-century Germany, with Christopher Marlowe dramatizing the legend in his play The Tragical History of Doctor Faustus, first performed sometime around 1588.  Faustian tales have been a hallmark of Western culture ever since, the major theme of plays, poems,  operas, classical music, and even film and television productions. It is perhaps unsurprising that, given its dark subject, The Devil and Tom Walker sparked a fair amount of controversy, particularly among the religious population. Still, many consider it one of Irvings finest stories and an exemplary piece of narrative writing. In fact, Irvings piece triggered a rebirth of sorts for the Faustian tale. It is widely reported to have inspired  Stephen Vincent Benets The Devil and Daniel Webster, which appeared in The Saturday Evening Post in 1936 - more than a century after Irvings story came out. Plot Summary The book opens with the tale of how  Captain Kidd, a pirate, buried some treasure in a swamp just outside Boston. It then jumps to the year 1727, when New Englander Tom Walker happened to find himself walking through this swamp. Walker, explains the narrator, was just the kind of man to jump at the prospect of a buried treasure, as he, along with his wife, were selfish to the point of destruction. While walking through the swamp,  Walker comes upon the devil, a great black man carrying an ax, whom Irving calls Old Scratch. The devil in disguise  tells Walker about the treasure, saying that he controls it but will give it to Tom for a price. Walker agrees readily, without really considering what he is expected to pay in return - his soul. The rest of the tale follows the twists and turns one might expect as a result of greed-driven decisions and deal-making with the devil. Main Characters Tom Walker, the protagonist of the story,  is described as a meager miserly fellow and is probably Irvings most despised (or least likable) character. Despite his many unsavory characteristics, he is also memorable.  Initially, Walker rejects Old Scratchs offer, but he eventually gives in to the devils conditions. Walker has been compared to Faust/Faustus, a character who has appeared in countless works through literary history, from Marlowe, Goethe, and beyond. Walkers wife is such a minor character that her name is never given, but she can be likened to her husband in her miserly nature and volatile temper, as Irving describes: Toms wife was a tall termagant, fierce of temper, loud of tongue, and strong of arm. Her voice was often heard in wordy warfare with her husband, and his face sometimes showed signs that their conflicts were not confined to words. Old Scratch  is another name for the devil. Old Scratch is described as a dark-skinned man. Washington Irving wrote, It is true, he was dressed in a rude, half Indian garb, and had a red belt or sash swathed round his body, but his face was neither black nor copper color, but swarthy and dingy and begrimed with soot, as if he had been accustomed to toil among fires and forges. The actions of Old Scratch are similar to other tales where he is the tempter, who offers the protagonist riches or other gains in exchange for the characters soul. Major Events and Setting The Devil and Tom Walker may be a short story but quite a bit takes place in its few pages. The events - and the locations where they take place - really drive the overarching theme of the story: avarice and its consequences. The events of the story can be divided into two locations: Old Indian Fort Tom Walker meets Old Scratch: Tom takes a shortcut through tangled, dark, and dingy swamplands, which are so dark and uninviting that they represent hell in the story. Tom meets the devil, Old Scratch, at an abandoned Indian fort hidden away in the swamplands.Old Scratch offers Tom Walker great sums of money in exchange for certain conditions. The conditions are, of course, that Walker gives his soul in his deal with the devil.The devil offers Tom riches hidden by Captain  Kidd if Tom agrees to sell his soul to Old Scratch. Tom agrees.Toms wife confronts Old Scratch. She goes into the swamplands, twice, hoping that Old Scratch would make a deal with her instead of her husband. Toms wife absconds with all of the couples valuables for the second meeting, but she disappears into the swamplands and is never heard from again. Boston Bolstered by the ill-gotten riches offered by Old Scratch, Walker opens a brokers office in Boston. Walker lends money freely, but he is merciless in his dealings and ruins the lives of many borrowers, often repossessing their property.A ruined speculator asks for a debt he owes to Tom to be forgiven. Walker refuses, but the devil rides in on a horse, easily sweeps Tom up, and gallops away - and Tom is never seen again. After that, all the deeds and notes in Walkers safe turn to ash, and his house mysteriously burns down. Key Quotes The legend of a man who sold his soul to the devil and its devious consequences has been retold many times, but Irvings original words truly reveal the story. Setting the scene: About the year 1727, just at the time when earthquakes were prevalent in New England and shook many tall sinners down upon their knees, there lived near this place a meager miserly fellow of the name of Tom Walker. Describing the protagonist: Tom was a hard-minded fellow, not easily daunted, and he had lived so long with a termagant wife, that he did not even fear the devil. Describing the protagonist and his wife: ...they were so miserly that they even conspired to cheat each other. Whatever the woman could lay hands on she hid away: a hen could not cackle but she was on the alert to secure the new-laid egg. Her husband was continually prying about to detect her secret hoards, and many and fierce were the conflicts that took place about what ought to have been common property. Laying out the potential moral consequences of greed: As Tom waxed old, however, he grew thoughtful. Having secured the good things of this world, he began to feel anxious about those of the next. The communitys state of mind regarding the death of Walker and his wife: The good people of Boston shook their heads and shrugged their shoulders, but had been so much accustomed to witches and goblins and tricks of the devil in all kinds of shapes from the first settlement of the colony, that they were not so much horror struck as might have been expected. Study Guide Questions Once students have had a chance to read this classic tale, test their knowledge with these study questions: What is important about the title? Had you ever heard the phrase before reading the story?  What are the conflicts in The Devil and Tom Walker? What types of conflict (physical, moral, intellectual, or emotional) do you see?Does Irving reveal character in  The Devil and Tom Walker?  Who was Faust (in literary history)? How could Tom Walker be said to have made a Faustian bargain?How does greed factor into this story? Do you think the Walker familys financial situation plays a factor in their choices?  Ã‚  What are some themes in the story? How do they relate to the plot and characters?  Compare and contrast Tom Walker with Scrooge in A Christmas Carol, by  Charles Dickens  Is Tom Walker consistent in his actions? Is he a fully developed character? How? Why?  Do you find the characters likable? Are the characters persons you would want to meet?  Discuss some of the symbols in The Devil and Tom Walker.  How are women portrayed in this story? Is the portrayal positiv e or negative?  Ã‚  Does the story end the way you expected? How? Why? How did you feel about the ending? Was it fair? Why or why not?   What is the central or primary purpose of the story? Is the purpose important or meaningful?  How essential is the setting to the story? Could the story have taken place anywhere else?  What supernatural or surprising events are employed by  Washington Irving? Are these happenings believable?  How do you think Irvings Christian  beliefs impacted his writing?  Ã‚  What would you trade your soul for?  Do you think Tom and his wife made the right choice?

Global health Assignment Example | Topics and Well Written Essays - 500 words

Global health - Assignment Example Secondly, the most vulnerable population should be protected and prioritized than the invulnerable ones. This includes the poor who have less access to medical facilities and have a difficulty in affording these services. Making these facilities available and affordable for them can be a huge step towards effective health care. Statement: The WHO report (2012) shows that over 6.6 million children under 5 years died in Africa, especially in third world countries. Increasing the medical care facilities for children can help reduce the death of the future generation. Statement: In 2008, CDC declared that the statistics of mortality at birth in Africa has gone high in developing countries and that there is need to reduce the risk of both the mother and the child of dying. The Pregnancy risk assessment program (PRAP) is an initiative that would see less annual mortality at birth. Statement: Mubi (2013) notes that Malaria claims about 0.66 million people among them children along the coastal regions of the world. This high rate of death costs the economy and should be avoided at all cost. Providing adequate medical supply within these areas would help improve the situation. Statement: Mudur (2003) notes that over 85% of India is covered by water and that this has resulted in the prevalence of waterborne diseases within this country. Hence, it is crucial to control the impact of diseases such as diarrhea and typhoid by increasing medical care in this environment. Statement: Research by Mabey and Mayaud (2004) indicates that developing countries spend over 13% of their economy budget on STD. As the number of reported cases increases every year, it would be vital to launch awareness campaigns to reduce the infection rate. Statement: In the near dry regions of the world, most communities cannot afford medical care and the death rate in these regions is very high. Providing free medical insurance will make health services free for them. Statement:

Evaluating international business communications situations Essay

Evaluating international business communications situations - Essay Example A communication plan is a very useful tool in ensuring successful programming. (Morrison, T., & Conaway, W. A. 2006) It enhances participation by everyone involved and further shapes how people perceive every detail of a project. A communication plan may help individuals to raise public awareness in a targeted community specifically on their needs, challenges as well as successes. (Morrison, T., & Conaway, W. A. 2006) It is based on that plan that an organization may be able to raise funds and obtain support. In cases where a project depends on attendance of people, the plan is useful in mobilization and enrolment into the project. The key aspect of communication plan is the resource management aspect of the plan. (Rendtorff, J. D. 2010) There is always a risk of having limited resources in every organization that intends to conduct market research which would be useful in guiding a business plan, particularly on amount of money and time that will be involved in the process. (Rendtorff, J. D. 2010) A communication plan will be critical in making use of such limited time. This is because it enhances focus on the exact objectives to address and priorities to observe in the process. (Rourke, P. J. 2011)The plan further will not only allows for clarity on the objectives and promotes zeroing in on the target audience of the plan but also enhance congruence in communication with the rest of the world. There are two points that are involved in effective communication plan. First, it is the identification of the stakeholders who will be involved in the process. The second aspect is the reporting that happens at the end of the project, where market research findings are relayed to decide the actual project to be undertaken in the community. (Willinsky, J. 2006) From this end, the study will focus on the evaluation of the international business communication s situations. And specifically on the explanation of a

Dead Poets Society Essay Example for Free

Dead Poets Society Essay Both The Mosquito Coast and Weir’s next feature, Dead Poets Society (1989), foreground fathers myopically invested in misguided personal aspirations. A significant critical and commercial success, Dead Poets Society is a period piece set in the 1950s in Welton College, a private boys school, at the heart of New England’s establishment. It is a study in the mechanisms with which the ruling class absorbs and expels rebellious influences before proceeding undeterred in its primary mission of reproducing itself. As in Picnic, Weir introduces eager young lives both oozing potential and straining under expectation. In both period pieces Weir deftly establishes the restrictive weight of the institution’s traditions through repeated interior, constricted compositions. Here, however, the challenge to the status quo, far from being a mysterious force, is an enthusiastic, unconventional teacher, John Keating (Robin Williams), who nevertheless will play a role in leading the boys to a traumatic awakening. Keating’s passion for literature moves his students to personal quests of self-expression: â€Å"Make your lives extraordinary†, he pleads. The film evokes the American spirit of democratic self-actualisation, as epitomised by the poet Walt Whitman, a portrait of whom Keating displays in his classroom and gestures toward when inciting the boys to emulate his free spirit. Inspired by Keating, the boys re-establish the â€Å"Dead Poets Society†, a club that Keating himself had participated in when a student at Welton. They convene at night in the romantic setting of a nearby cave and share poetry. Keating’s encouragement proves most successful with one of the â€Å"Dead Poets†, Todd Anderson (Ethan Hawke), a teenager so neglected by his parents that he is fearful of human interaction, and petrified of public speaking. Weir subtly conveys the evolving effect Keating’s presence has on Todd, through dexterous camera placement in a series of scenes. In the initial scene, Todd chases his roommate, Neil Perry (Robert Sean Leonard), around their dorm room, trying to retrieve a poem he was composing as an assignment for Keating, which Neil is now playfully reciting aloud. The camera captures the action in a continuous spiralling, pan shot of the boys running in circles within their confined space, creating a spirited, flowing sense of movement. Later, in a long take (28 seconds), the static camera observes Todd, again in his room, as he reads his poem to himself while walking in circles. He is initially pacing at a steady rhythm and smiling to himself, animated by his work, but he then gradually slows and begins to look less sure, before ultimately stopping and despondently tearing up his poem. A cut transfers us to the boys’ classroom the next day, where they are reading their compositions. Todd cowers, insisting he did not prepare a poem, but is encouraged by Keating to usher forth inspiration from Whitman’s portrait for an improvised composition in front of the class. As Keating covers Todd’s eyes, eliciting poetry from the student, the two walk around in continuous circles, followed by the camera, which in turn circles around them in a continuous shot. The effect is a vertiginous one of dizzying movement, which captures the moment of release and rupture for Todd, as he overcomes his inhibitions and spontaneously recites a heartfelt creation, eliciting impressed silence, followed by applause from his classmates. This series of circular movemen ts, suggesting Todd’s burgeoning capacity for self-expression, represents Weir at his most subtle and sophisticated. Todd’s ability to spontaneously compose and recite is rendered all the more persuasive by the almost subliminal referencing of the previous moments of circular movement. Keating’s influence holds different consequences for Todd’s roommate, the kind and charming Neil Perry (Robert Sean Leonard). When Neil’s father learns that his son has discovered a passion for theatre, he forbids him from performing in the local production of A Midsummer Night’s Dream. Neil defies him, only to be informed after the performance that his father is removing him from Welton the next day and sending him instead to military academy, after which he will attend medical school. The news constitutes a ten-year sentence for the artistically inclined teenager, who cannot bear the prospect. That night, in a haunting sequence of elisions, we learn through his parent’s distraught, slow motion reactions that Neil has killed himself. John Keating is indirectly blamed for Neil’s death and the school authorities coax some of the boys Keating had taken into his trust into condemning his unconventional teaching. Rather than presenting a facile depiction of a repressive establishment’s collapse against the ultimately victorious seekers of self-expression (a favourite American tale), Weir explores the scapegoating mechanism through which the establishment responds to a challenge to its symbolic order. As Keating’s class sits sheepishly, listening to droll instruction from the school principal who orchestrated Keating’s dismissal and who is now teaching his poetry class, their former teacher enters the room to collect his belongings. Before Keating leaves, Todd, previously unable to talk in front of a group, boldly stands on his desk (a position Keating had occasionally encouraged them to assume in order to â€Å"change their perspective†) and turns in one last circular motion, this time to face Keating and address him with the teacher’s favourite Whitman address, â€Å"Oh Captain, my Captain†. Rousing music builds to a crescendo as the school principal repeatedly orders Todd to get down or risk expulsion. The boy stands firm, looking more composed than ever before, as various other students follow his lead. A high angle point of view shot reveals Keating, with eyes watering, from Todd’s vantage point. With this final scene of defiance, Weir suggests that the seeds of discontent that will usher in the counter-culture of the 1960s have been sown.

Karl Marx and Capitalist Alienation Essay -- Alienation Marxism Marxis

The concept of alienation plays a significant role in Marx's early political writing, especially in the Economic and Philosophical Manuscripts of 1848, but it is rarely mentioned in his later works. This implies that while Marx found alienation useful in investigating certain basic aspects of the development of capitalist society, it is less useful in putting forward the predictions of the collapse of capitalism. The aim of this essay is to explain alienation, and show how it fits into the pattern of Marx's thought. It will be concluded that alienation is a useful tool in explaining the affect of capitalism on human existence. In Marx's thought, however, the usefulness of alienation it is limited to explanation. It does not help in either predicting the downfall of capitalism, or the creation of communism. Marx takes his idea of alienation from Feuerbach, who shows the alienation of man from God. Briefly, Feuerbach's argument is that God is created by man as the 'projection of man's species-essence, the totality of his powers and attributes raised to the level of infinity' (1). Religion alienates man by reversing the relationship between the subject and predicate - the Deity is supreme over man, even though it is created by man. Leszek Kolakowski suggests that the clearest material example of religious alienation is blood sacrifice. In general, therefore, alienation of man is the process that separates man from part of himself. In Feuerbach, the separation is between man and the god created in man's image. In Marx, as shall be seen, alienation is the separation between man and his life-activity, his product, society and the species. Each of these four relations can be seen as one aspect of man being separated from himself. .. ...(rather than local) being. (13) Thus, although alienation provides an understanding of the problems of capitalism, it does not provide a means of escaping it. 1. L. Kolakowski, Main Currents of Marxism, pp 115. 2. L. Kolakowski, Main Currents of Marxism, pp 115. 3. B. Ollman, Alienation, pp 133. 4. S. Avineri, Karl Marx: Social and Political Thought. 5. This point is also put forward by Herbert Marcuse. 6. L. Kolakowski, Main Currents of Marxism. 7. K. Marx, Economic and Philosophical Manuscripts. 8. B. Ollman, Alienation, pp131. 9. G. A. Cohen, Karl Marx's Theory of History: A defence. 10. H. Marcuse, Reason and Revolution. 11. K. Marx, Economic and Philosophical Manuscripts. 12. B. Ollman, Alienation, pp138. 13. Spiritual in the sense of human fulfilment in work, rather than any religious sense. 14. K. Marx, The German Ideology, pp56. Karl Marx and Capitalist Alienation Essay -- Alienation Marxism Marxis The concept of alienation plays a significant role in Marx's early political writing, especially in the Economic and Philosophical Manuscripts of 1848, but it is rarely mentioned in his later works. This implies that while Marx found alienation useful in investigating certain basic aspects of the development of capitalist society, it is less useful in putting forward the predictions of the collapse of capitalism. The aim of this essay is to explain alienation, and show how it fits into the pattern of Marx's thought. It will be concluded that alienation is a useful tool in explaining the affect of capitalism on human existence. In Marx's thought, however, the usefulness of alienation it is limited to explanation. It does not help in either predicting the downfall of capitalism, or the creation of communism. Marx takes his idea of alienation from Feuerbach, who shows the alienation of man from God. Briefly, Feuerbach's argument is that God is created by man as the 'projection of man's species-essence, the totality of his powers and attributes raised to the level of infinity' (1). Religion alienates man by reversing the relationship between the subject and predicate - the Deity is supreme over man, even though it is created by man. Leszek Kolakowski suggests that the clearest material example of religious alienation is blood sacrifice. In general, therefore, alienation of man is the process that separates man from part of himself. In Feuerbach, the separation is between man and the god created in man's image. In Marx, as shall be seen, alienation is the separation between man and his life-activity, his product, society and the species. Each of these four relations can be seen as one aspect of man being separated from himself. .. ...(rather than local) being. (13) Thus, although alienation provides an understanding of the problems of capitalism, it does not provide a means of escaping it. 1. L. Kolakowski, Main Currents of Marxism, pp 115. 2. L. Kolakowski, Main Currents of Marxism, pp 115. 3. B. Ollman, Alienation, pp 133. 4. S. Avineri, Karl Marx: Social and Political Thought. 5. This point is also put forward by Herbert Marcuse. 6. L. Kolakowski, Main Currents of Marxism. 7. K. Marx, Economic and Philosophical Manuscripts. 8. B. Ollman, Alienation, pp131. 9. G. A. Cohen, Karl Marx's Theory of History: A defence. 10. H. Marcuse, Reason and Revolution. 11. K. Marx, Economic and Philosophical Manuscripts. 12. B. Ollman, Alienation, pp138. 13. Spiritual in the sense of human fulfilment in work, rather than any religious sense. 14. K. Marx, The German Ideology, pp56.

Intellect vs. Instinct in “To Build a Fire” by Jack London Essay

The ignorance of the main character in To Build a Fire by Jack London is what ultimately causes his failure. He has never experienced cold like that of the Yukon Trail but is confidant, regardless, that he will reach his goal of meeting his friends at the campsite. It is the man’s determination to follow his intellect rather than his instinct that reveals his ignorance. The man begins his journey relying on flawed intellect. He illogically treks through snow, wetting his boots and feet, and must dry them before they succumb to frostbite. When the dog’s feet get wet, it instinctively licks and bites at the ice that forms between its toes. The man helps the dog, briefly removing his mitten in the numbing cold. The man does not take the same precautions, he continuously ignores his instinct. The man’s second accident occurs when he proceeds to build a fire under a snow covered tree, which begins to melt and blots the fire out. Logic is eluding him and his confidence begins to dwindle, as his journey quickly turns to failure. The old man never learns from his mistakes, and his failures compound. London writes that this second mistake was his â€Å"own fault or, rather, his mistake.† Here London is showing his beliefs as a naturalist. Had this second problem been his â€Å"fault† the author would be condemning his protagonist much more strongly; however, he calls this a mistake, a much softer term, suggesting that the man should not be held liable for his actions. Had he anticipated that lighting a fire under a frost-covered tree would cause the heavy ice to melt and fall, yet still done it, only then would he be held liable. The man’s mind begins to run wild with thoughts of insecurity and death when the second fire fails. He recollects the story of a man who kills a steer to stay warm and envisions himself killing his dog and crawling into the carcass to warm up so he can build a fire to save himself. London writes, â€Å"a certain fear of death, dull and oppressive, came to him.† Had the man been following his instinct instead of attempting to survive on his (obviously flawed) intellect throughout the story, he may have survived. The dog â€Å"experienced a vague but menacing apprehension†(921) that the man coldly did not allow himself to also experience. The man’s dog uses his instincts to survive the cold. â€Å"The dog did not know anything about thermometers. Possibly in it’s brain there was no sharp consciousness of a condition of very cold such as was in the man’s brain. But the brute had it’s instincts† writes London. The dog, who has an innate understanding of the cold, tries to burrow under the snow for warmth. He even senses the danger of remaining with the man who would kill the dog in order to bury his hands in it’s warm carcass, and escapes him by snarling and growling. When the animal leaves for the campsite he is showing that animals are not afraid of injuring their pride. The dog knows he needs fire and food. The story is a struggle of nature versus man, and throughout the story nature succeeds. The frigid arctic environment will yield nothing to the man. The tone of the story is as frigid and frightening as the setting the man has found himself in, the reader is just as unaccustomed to the cold as the old man and London’s vivid and descriptive language serve as a tool to shock the reader into realizing just how dire the man’s situation is. The cold becomes a character, fighting the man and foiling him at every turn. London emphasizes the importance of having a respect and a knowledge of the world that was surrounding the man, writing that â€Å"the man did not know the cold. Possibly all the generations of his ancestry did not know the cold, of cold one hundred and seven degrees below freezing point. But the Dog knew; all it’s ancestry knew, and it had inherited that knowledge.† (London, 924) Here we see London’s position as a naturalist taking shape in his writing. Ideally, in a successful naturalist story, the dire cold situation would have brought out the man’s most basic natural instincts. The story repeats that the man is not thinking of material things in the arctic â€Å"once in awhile the thought reiterated itself that it was very cold and he had never experienced such cold.† This is probably to emphasize that when one is experiencing such extremes of nature, the extreme is what takes over, and the mind almost shuts down to anything except the nature around them. â€Å"Empty as the man’s mind was of thoughts, he was keenly observant, and he noticed changes in the creeks, the curves and bends and timbre jams, and always he sharply noted where he placed his feet. Here, the man is learning from his  prior mistakes and letting himself be led by the cold, earlier when he was thinking of his goal and not of his feet, he found himself with freezing toes. Now, after time in the Yukon, he has found a respect for the cold. Although, this respect is not enough to drive him to the next campsite, London is unforgiving of the man’s original eubrice in taking on the cold, and does not seem to want to allow him to succeed. Eventually the man’s focus had to turn from his own goal, reaching the riches of the Yukon Trail, to survival, and fighting the frostbite that is slowly overtaking his body. However, the man refuses to consider the consequences of his actions, even when his life is threatened by the accidents: â€Å"And all the time, in his consciousness, was the knowledge that each instant his feet were freezing. This thought tended to put him in a panic, but he fought against it and kept calm† (923). Had the man allowed his instinct to take over here, he may have succeeded, but his rationality is his greatest enemy. The man also lacks foresight, â€Å"He drove the thought of his freezing feet, and nose, and cheeks, out of his mind, devoting his whole soul to the matches† (922). He should not be focusing on the matches when frostbite is obviously overtaking his body because once he does light a fire, he still has these other obstacles to tackle. He never acknowledges, and perhap s never sees, that he should have been valuing survival over wealth from the very beginning. It is unclear whether the end of the story is a message fromt he author that the old man should not have given up, and allowed himself to die, or continued to fight the cold. It is only when he is certain of his death that he acknowledges the wise words of the man at the campsite who told him not to attempt the trek. â€Å"You were right, old hoss, you were right† he says to himself, drifting into a comfortable sleep that one can only interpret as death. The message seems to be that giving up was the correct thing to do, because in allowing himself to die he is finally escaping from his pride and ignorance, and praising the words of the wise traveler. His self realization allows himself to be seen as a simile, a chicken with it’s head cut off running around in vain trying to save himself. It is when he decides that all is lost, and realizes he was wrong to set out that he is finally  comfortable, the tragedy is that his comfort is in death. The traveler’s struggle with the tremendous cold is apparent, but he never admits that his plight is his own fault. â€Å"He cursed his luck aloud† (London, 923) notice he speaks of luck, and not of a lack-of-common sense. Repeatedly warned of the dangers, he still singularly set out to locate timber and travel to the next campsite. His stubbornness is foolish. His confidence, merely arrogance, draws attention to an even more concerning internal conflict: The story is a fatal example of the human inclination to sometimes allow determination to drown out our intuitive voice.

Narrative Paragraph Rubric Essay

COM 0105 Writing Sentences and Paragraphs Writing Assignment 1: Narrative Paragraph General Instructions and Deadlines Assignment Overview †¢ †¢ The final draft of your paragraph, along with all supporting work (prewriting notes, outline, and first draft), is due via www. turnitin. com and the course digital dropbox by Sunday, 11:59 p. m. ET. Please upload a single document containing all your work. Your paragraph should have between 250–350 words. Step 1: Prewriting A narrative paragraph tells a story. Your first step is to decide what story you would like to tell. See pages 346–348 for possible topics. Once you have a topic, spend about 10 minutes to gather your thoughts about your topic. See pages 322–325 for tips on prewriting. Ask yourself, †¢ What is the main point of the story? †¢ What are the important details? Step 2: Planning Consider the material you gathered in your prewriting and create an outline for your paragraph. Organize your ideas chronologically. Below is a template you can use. See page 332–333 in your textbook for an example. Main idea/Topic sentence First event †¢ Detail 1 †¢ Detail 2 Second event †¢ Detail 1 †¢ Detail 2 Third event †¢ Detail 1 †¢ Detail 2 Check your outline for unity, support, and coherence by asking yourself, †¢ Is my main idea or topic sentence clear? †¢ Do my supporting points actually support the main idea? Delete anything off-topic. †¢ Do I have enough supporting points/examples? You should have at least three. †¢ Are my supporting points organized in a logical order? Step 3: Drafting Using your outline, write the first draft. †¢ â€Å"Flesh out† the ideas from your outline. Include transitional words and phrases to create a flow between sentences. Page 339 of your book provides a list of transitions for a narrative paragraph. †¢ Compose a title for your work. Step 4: Polishing Ask yourself, †¢ Are my sentences too long or too short? †¢ Do I have enough sentence variety? †¢ Are my words appropriate? †¢ Do I have any major grammatical errors (such as fragments, comma splices, or run-on sentences)? †¢ Do I have any spelling or mechanical errors? Running the spell-checker is not a substitute for proofreading your work carefully.

Hemingway in Seney Essay

Hemingway in Seney Essay Hemingway in Seney Essay Hemingway in Seney The hot August sun hovered directly overhead as twenty-year-old Ernest Miller Hemingway stepped carefully down from the train at Seney, Michigan. It was 1919. He walked slowly, favoring his right leg, towards the small wooden depot on the south side of the tracks. While his leg hurt each time he put weight on it, he was proud of his wounds and he could handle it. After all, he was one of the first Americans wounded in Italy during the Great War and he enjoyed talking about the Austrian mortar shell that had put him in a Milan, Italy, hospital for several months. Still, the pride would come more easily if he was wearing his fancy Italian officer’s uniform. He cringed as he recalled the brakeman’s cruel remark: â€Å"Hold her up,† the man yelled to the engineer. â€Å"There’s a cripple and he needs time to get his stuff down.† The trip from the Hemingway summer home on Walloon Lake had been long but enjoyable. From the moment they stepped aboard the Grand Rapids and Indiana Railroad (GR & I) train in Petoskey early that day, Hemingway and his two friends- Jack Pentecost, his high school classmate from Illinois, and Al Walker- had looked forward to visiting Seney. This excursion was to be the last great fishing trip of the summer. The short trip to Mackinaw City had been enjoyable enough, but the boys watched with greater interest when they reached the straits. Their train car was loaded onto the Chief Wawatam for the hour-long ferry ride across the straits. The engine remained behind as the ferry took the train cars across the five miles to St. Ignace, where they hooked up to a Duluth, South Shore and Atlantic (DSS & A) engine for the remainder of the trip to Seney. The train stopped often that late August morning as it steamed through the swamp and cutover country of the eastern Upper Peninsula. They passed a number of locations, some with accompanying towns, some merely loading docks. But the names were interesting. Allenville, Moran, Ozark, Trout Lake and Hendrik. At Soo Junction, the tracks split for those travelers going northeast to the Soo and Canada. The boys’ train turned west, and they soon passed through Newberry, Dollarville and McMillan before reaching Seney. This trip was nothing more than a fishing excursion for three young men, but the visit would also make Seney famous once again- from this experience Ernest Hemingway wrote one of his most well-known short stories, â€Å"Big Two-Hearted River.† While the exploits of this tiny village disappeared into dusty history books, Hemingway’s story continued in countless editions of the author’s short stories, attracting visitors to the little town to ask about the famous author. Seney first gained fame in the 1880s, when it was called as â€Å"tough, [and] two-fisted a town as any on earth.† A major part of the population were poor lumberjacks, paid only $1.75 a day. When they had money in their pockets, they were anxious to spend it on anything to blot out their exhausting, dangerous and frustratingly celibate life in bleak camps and lonely pine woods. They found what they wanted in Seney. One chronicler was probably correct when he wrote that no one could truthfully â€Å"see how any place in the pineries could have come closer to hell than Seney.† In 1882, the Alger Smith company began logging the virgin pines that flourished in the sandy soil of the eastern Upper Peninsula. The lumber industry- like any other industry- depended on transportation for moving products and personnel, and Seney secured its place in history through the railroad. No major highways existed into the area, not even when Hemingway visited. The town’s name thus seems appropriate: it came from one of the major investors in the railroad, George Ingraham Seney, a New York banker who invested his own money and that of his bank in this venture. Seney’s investment went sour. Although the railroad survived- after being bought out by the DSS

Analyze the Learner

Analyze the Learner Analyze the Learner General characteristics: I attend the HacÄ ± Ãâ€"mer Tarman Anatolian high school in class 11-FC. There are 27 students, 16 of them are boy the remains are girl. Although their learning abilities are nearly the same because they took the same exam before enter this school, they have some differences in their cognitive levels. So from time to time I have to use different methods to attract their attention. Student’s socioeconomic levels are different and this affects their achievement. Because students that have low economic status could not get private lessons. In addition that while giving research project I realized their economic conditions. Students are aware of the importance of lecture because they know the university entrance exam are very important for their future life so they do not miss any single hour. Entry competencies: In order to understand the whether the students have necessary prerequisites and knowledge I will make a pretest to un derstand these. For example before starting acid base concept students should know some concepts from 9th class. These can be * Matter * Nomenclature of compound * Chemical reactions and calculations * Mole concept * Solutions and molarity And also for achieving these concepts they ought to have these skills mentioned below. * Reading and writing skills * Problem solving skills * Analytical and critical thinking skills * Manipulating laboratory equipment skill * Problem solving skills Learning styles: Students have different multiple intelligences so during the lecture as a instructor I should use different methods in order to motivate the learners. So they can easily the topic. It can be seen that in secondary school students are bored if the teacher use traditional method. However if they use different methods such as demonstration, role play, cooperative learning, they can understand easily, because the concepts are taught in a different manner. In addition to that giving exampl es from daily lives also increase students attention .but most of the teacher us lecturing method to complete the curriculum on time. But according tro me understand the topic is more important to complete the topic. So I will use analogy to teach the complex topic in an easy way and also make a demonstration so that students can easily realize what is going on, because of this reason I will prepare a video that is related to the chemistry experiment. And I will give daily life examples so students realized that chemistry is related to our life therefore they are willing to my lecture. State Objectives: The topic is in the K-10 curriculum. There are some requirements for the instruction. These include the previous knowledge from 9th grade level. At the end of the lesson 10th grade students will be able to have the following objectives. Ø General objective : Students understand the definition of acid and bases o Behavioral objectives:  § To know the meaning of acids and bases à ‚ § Describe Arrhenius acid base definition  § Describe Bronsted acid base definition  § Describe Lewis acid base definition  § To know the differences between acid base definitions Ø General objective : Students predict the use of acid and bases in daily life

Technology Research and Report Essay Example | Topics and Well Written Essays - 1500 words

Technology Research and Report - Essay Example Frank Ohrtman (2003, p.116) indicates that among data exchange standard, there has been phenomenal improvement especially in XML MP3 and TCP/IP the much dependent upon broad access to nonproprietary networking and data communications infrastructure (the Internet) that has been a principle tool in supporting the rising of technology waves and strong development undercurrents . Current technological landscape In this technological age, the combination of new standards, distributed software, expertise and a worldwide Internet infrastructure has created and continues to create a profoundly new technological architecture landscape. The advancement on technology has contributed immensely to heavy investment in the information technology industry. Organisations have increased investments in technologies and standards that allow them to bring structure to unstructured information. The motivation to replace unstructured with structured data is not the sole responsibility of the information co mmunity and the library alone, but also among business and national authorities across the world nations. On average enterprises operate with upto 85 percent of unstructured content, upon which efforts are being focused on harnessing their power in order for the enterprises to benefit from resulting competitive advantages. (Aray R., 2004). Among many others, there have emerged search engines as a dominant technical and structural approach towards automated data categorisation. Savvy Web users have become experts (professionally known as SEOs) at optimizing search strategies to maximize of the expected result although pressure has arose for much more advanced/structures search engines. Delivery of mobiles services This technology has also been widely embraced in the mobile technology. Provision of websites that are viewable via mobile phones is increasingly on demand and organisations have largely embraced provision of services and information through mobile technology (Andreas F. 20 11) Mobile service providers have been largely affected by the current technology landscape as they have to cope with ever emerging changes in the industry. Big chunks of the world’s population today are holders of mobile phones. Mobiles are not only used as communication devices but as also devices to access the Internet. The integration of such capabilities in the mobile devices has triggered a paralleled competition among mobile service providers as well as manufactures (Ajay R., 210). Effect of coverage and limitations Irrespective of geographical and topographical challenges, mobile service providers have managed to provide network coverage for their services to almost all parts within where their businesses operate. Though some challenges of network coverage are largely found in the African continent, most areas in the continent still enjoy these services. Advantages of 2G, 3G and 4G The mobile telecommunications industry has seen a lot of evolution since the inception of the use of mobile phone as a means of communication. There have been migrations in the industry such as the 2G, 3G and now the famous 4G networks in this industry. These have seen the industry improve provision of service to mobile owners become streamlined and the service advanced. The 2G technology evolved from 1G technology