Pollution Context Essay Example

Pollution Context Paper The learner will take responsibility to help I Drawing of different types of elution where the learner will I preserve the environment and encourage others not to pollute. Taking place. Ask the identify and name the type of pollution learner to identify what waste or rubbish goes into which recycling I bins. Lesson outcomes: Learners should be able to identify what pollution I Context: Some learners come from rural areas where pollution is all list and what effect it has on our health and the environment. The I around them, encourage those learners to gather friends in their Learner must be able to identify the different types of pollution I area and have a clean-up day. The kids in the area will pick up all I for egg. Air pollution, water pollution and land pollution. I the rubbish and set an example to the adults, once the adults see Learners should be able to know how they can make a positive I this they will be encouraged not to litter. That is pollution? I I contribution to prevent pollution. I II-earning/subject content: It is harmful contaminants like gas or smoke from exhaust pipes of cars, trucks etc. That damages the ozone layer causing people to I become ill. I Explain to the learner what the different types of pollution is, water, land ND air pollution. I Atwater Pollution: I Water Pollution is the release of contaminants into water that is harmful to people, animals and the environment. People and animals I Inked fresh drinking water to be healthy. El_and pollution: Land Pollution is caused by the dumping of household, medical and industrial waste. We will write a custom essay sample on Pollution Context specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Pollution Context specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Pollution Context specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I I Air Pollution: I Air Pollution is the release of contaminants into the atmosphere that IS harmful to people, animals and the environment. I I How the learners can help to prevent pollution and make a positive contribution to our environment and the people around them: Learners will be encouraged to collect all products in their households that can be recycled like glass, plastic and paper. The school I Ill provide the necessary bins for glass, plastic and paper. Money can be made for the school. I Learning Activities: II am going to start my learning activities by asking the learners what forms of pollution they have noticed on their way school, like I Dirt in the street or trucks with heavy exhaust fumes. We will discuss what the type of pollution is called land, air or water I Pollution. Teach the learners a song about pollution. Vivid the learners into groups of fours, and the learners will have to choose one type of pollution, land, water or air Pollution. The learners will discuss ways in how they will help stop pollution. I Learners in their respective groups will make a wall poster of the type of pollution they have chosen to discuss in their group. One I learner in the group will be chosen to present and discuss what the poster is all about to the learners and teacher. I Tibias Principles: I Help learners discover the symptoms and real causes of environmental problems. Learners were asked what types of pollution they noticed lass hey were traveling to school that caused pollution and how it affected our environment. I Emphasis the complexity of environmental problems and thus the need to develop critical thinking and problem-solving. Learners were divided into groups, discussed the environmental problems due to pollution. And the learners brainstormed and discussed ways in how they Ill help stop pollution. I Values Learners should act as ambassadors for the environment, they should help preserve the environment by not polluting and teaching I family and friends the importance of not polluting. And they should continue recycling in their own homes. I Skills Learners learnt the skill of separating recycled waste. Awareness of different types of pollution and knowing how to prevent it. I I Teacher Activities: On the chalkboard write down the 3 types of pollution we will be discussing. Hand out a printed sheet of the pollution song to each learner, learners will sing the song. Present the learners with a true and false questionnaire that will form part of their assessment lass per activity sheet 1 included. Provide the learners with the necessary tools to make a elution poster. Provide the learners with a I pollution worksheet that they will take home to complete for homework. I I Resources: I Chalkboard, pollution song, dictionary, pollution pamphlets and brochures, pollution activity sheet 1 and activity sheet 2, cardboard, I Magazines, pencil crayons, kooks, glue, library books on pollution and recycling. Recycling bins for glass, plastic and paper. I Assessment: Summarize Assessment I will assess the learner by their True and False Activity sheet 1 (test sheet), to see if they I I understood what was taught to them. Formative Assessment I will ask them questions in the class about pollution to see if they listened Tit what was discussed during the lesson (questioning strategies). Communication of information and ideas I Rubric Assessment 1 150-59% Communicating information and ideas were with limited clarity 1 160-69% Communicating information and ideas were with some clarity 1 170-79% Communicating information and ideas were with considerable clarity 1 180-100% Communicating information and ideas were with extreme clarity and confidence. I I Home work: I I The learners will take home the pollution activity sheet 2, they will have to name on the sheet the different types of pollution taking Place and color in the pictures. Collect magazine pictures of pollution. Bring recycle waste to school to place in the bins. I I Teacher reflection: I II was successful in making the learner aware of the effects pollution has on our health and the environment. The learner could identify Lethe different types of pollution and how to help stop pollution. The learner could separate the different kinds of waste for recycling. I I The learner also learnt the importance of recycling and how it contributed to making extra money for the school.

Oedipus - defying the divine order

Oedipus - defying the divine order Through the character of Oedipus, Sophocles shows the futility and consequences of defying the divine order. Oedipus served Thebes as a great ruler, loved by his subjects; but it is his one tragic flaw, arrogance, which dooms his existence, regardless of the character attributes that make him such a beloved king.From the opening dialogue we sense the character of Oedipus. When confronted by his subjects praying for relief of the plague he reacts kingly and graciously, saying, "I am king, I had to come....How can I help?...Ask me anything. Anything at all." He obviously cares for the people in his kingdom, but he goes on to say how he pities "these poor shattered people of [his]." The pity he feels is based not only in his love and sympathy, but also his arrogance. Maybe this attitude is deserved, for Oedipus had solved the Sphinx's riddle, an apparently heroic feat, and was seen to be "greater than any man", but the leader that he had become still possessed the arrogant tendencies th at doomed him from the time he fled Corinth.Oedipus slaying the sphinx. Attic red-figured leky...It is impossible to imagine what may have happened to Oedipus if he had stayed in Corinth, but it is the attempt to avoid his fate that dooms him not only to fulfill the prophecy, but to suffer yet greater consequences. To think that he himself has the power to avoid the prediction from the Oracle of Apollo, shows that he did not feel humbled before Apollo. Punishment for this lack of faith takes the form of the plague which Apollo imposes on Thebes, an eventual consequence of Oedipus' defiance and arrogance towards him. (The death of Laios at the crossroads, was caused by Oedipus leaving Corinth.) The punishment of all of Thebes is infinitely worse than the original...

Reading response A Essay Example | Topics and Well Written Essays - 250 words

Reading response A - Essay Example This may be the main reason why some children and adults are finding it hard to learn a second language, or even their first language, if the education system insists on teaching language outside its context. I also find it intriguing how Savage-Rumbaugh emphasizes that if we talk to someone with the expectation that they will understand, then they will understand us, if not now, but eventually. This approach in language acquisition is applicable, not only to those who have language problems because of mental illness, but also to those who are learning the first or second language. The belief that they will learn the language because of assuming positively that they will learn is not based on optimism or faith (though those will not hurt the communication process at all), but on the insight that language is more easily learned when it comes from an empowering viewpoint. For example, for a class of Arabic students learning English as their second language, if I teach to them as if they understand, the more they can actually understand because I use an empowering teaching tone that facilitates them in learning something that I believe they can learn, using the right tools and strategies. Moreover, from Savage-Rumbaugh, I learned that I can help my students learn English better, if I teach it in connection to their local surroundings and relationships. If I make language learning, contextual, relational, and functional for them, the easier it can be for them to learn a second language. Rote learning will not work because it cannot motivate students to learn the second language deeply. One of the keys to language learning is connecting the language, not merely to the first language, but to actual uses and conditions that are present and meaningful to students. Through this approach, I can apply the joint process of language learning. Joint processing means that teachers help students make sense of language

Lloyds Banking Group Integration Essay Example | Topics and Well Written Essays - 2000 words

Lloyds Banking Group Integration - Essay Example Organisational Structures Special Issues for Banks Martin and Fellenz (2010, p.592) define organisation structure as â€Å"the formal arrangement of task, communication and authority relationships that influence and control how people co-ordinate and conduct their work†. It is assumed that organisations can choose their structures and change them through what Brunsson and Olsen (1993, p.211) refer to as â€Å"administrative reforms†, which they define as â€Å"expert attempts at changing organisational forms† (ibid). They claim the belief that formal organisations can be changed originates in â€Å"a rational, instrumental tradition† which assumes a hierarchical approach to leadership and power with an unequal distribution of work and working conditions, among other things (ibid, p.212). They question how much choice, in reality, organisational leaders have when they decide to change the organisational structure. For Lloyds Group, this is a particularly pe rtinent issue as consideration is being given to breaking up the larger banks to avoid the â€Å"too big to fail† belief following the global economic crisis of 2007-2008 (Treanor, 2011). The USA had, until 1999, regulations in place imposed by the Glass-Steagall Act 1934, which required different banking functions to be kept separate. Following the crisis, several commentators suggested the UK might consider such an approach (Goddard et al, 2009, p.374), although some believe it is unlikely to be implemented (Hindle, 2009, p.422). For Lloyds, such a break-up would be change imposed by the environment rather than a choice for senior management, something that Brunsson and Olsen see as a key issue for those who look to change organisational structures. They believe any organisational change is affected to a greater or lesser extent by the context within which that change takes place and organisational structure can simply be the result of a series of unconnected events that we re not originated by the organisation (1993, p.219). As the banking industry is currently subject to heavy scrutiny by both government and the public, any changes Lloyds Group decide to make will be affected by that scrutiny and the prevailing culture of risk avoidance. In addition to the possibility of an imposed break-up, Lloyds must also consider the current regulatory requirements that insist on divisions, whether real or virtual, between different functions within the Group (â€Å"Chinese walls†) to avoid issues such as insider trading and dealing with privileged information, something the USA have recently reconsidered within the Dodd-Frank Wall Street Reform and Consumer Protection Act (Hay and Goebel 2010). This analysis must therefore be considered in the light of the specific requirements of the banking industry currently in place and the likelihood that further changes will be required in the immediate short term. Possible Organisational Structures The structure of an organisation should be determined by the strategy the organisation pursues and the business undertaken to deliver products and services to customers (Mullins 2010). Lloyds Group needs to determine what business it is in and how it intends doing that business, before it can decide how to integrate the different parts of the Group. On the assumption that the purpose of the integration

Business Capstone Essay Example | Topics and Well Written Essays - 2000 words

Business Capstone - Essay Example For example, in 2013, the company production output stood at 9,714,654 vehicles. This paper seeks to discuss some of the major aspects that have General Motors to be a successful company locally and internationally. One of the major aspects that make GM to be a unique company is that it does not have an official mission statement. However, according to the company website, making the world top brands can only be achieved through the support of world greatest workers. The company focus is to take pride of its workers and take precaution to produce exceptional cars as well as providing ownership experience to its customers across the globe. Through the commitment that the company has to its customers, the company missions makes it to be innovative thus producing quality brands that meet the needs of its customers in the local as well as global markets. GM vision is to become the global leader in transportation products thus earning trust and loyalty from its customers across the world. In order to produce top brands, the vision of the company has made it to be driven by integrity and strong team work thus making the company to enjoy high sales and dividend. One of the major GM stakeholders is the employees. With more than 219,000 skilled employees, GM has been able to improve its services in the production facilities as well as in the distribution centers. Similarly, the management team headed by Tim Solso has put in place effective management policies that have made the company to be innovative and deliver long-term investment value thus making it to effectively face off its main competitors that includes Toyota Motor Corporation, Bayerische Motoren Werke AG, Nissan Motor, Daimler AG, and Ford Motor Co among others. On their part, the shareholders have made the company to be successful based on their increased investments. This has made the company to continue giving dividends to the

Party System and Dynamics in Tanzania

Party System and Dynamics in Tanzania Over the course of history, political scientists have attempted to create social laws that can explain and predict how government functions. One of the most famous examples of this law is Duvergers Law. Duvergers Law proposes that FPTP (first-past-the-post) electoral systems produce party systems in which two major parties competitively vie for power. This hypothesis comes from the definition of winning used in electoral systems. Since winning is defined as getting as many votes as possible to gain a majority vote (+50%), it is only natural that two major parties emerge (Riker 1982). However, looking at the case of the African country, Tanzania, Duvergers Law is not clearly applicable and the lines defining major parties become muddled. In short, the law does not hold in this specific case and should be discarded when examining Tanzanian politics. To examine the party system and dynamics in Tanzania, one must look closely at the circumstances concerning its inception. After gaining independence from the UK, Tanzania was ruled by a single party known as TANU, after the party intimidated all other parties to extinction in 1963 (Ngasongwa, 1992). However, the 2nd president of Tanzania of the CCM Party, Ali Hassan Mwinyi, formed a commission known as the Nyalali Commission which amended the constitution in 1992 and allowed any political party to run for presidency (Tambila 1995). This ushered a multi-party political system along with more varied competition into the country. However, looking superficially at election data from 1992 onwards, a single party, the CCM, dominates Tanzanian election polls. Since 1992, the party wins the presidential and legislative elections with a margin of more than 60%, even reaching almost 80% in the 2005 presidential elections. This means that 20% to 40% of the votes are divided between the lesser parties (Elections in Tanzania 2011). This considerable discrepancy puts a serious limitation on the application of Duvergers Law on the country. There is virtually no other party competing with the CCM and one cannot help but wonder if Tanzania is slowly returning to a state with an informal one party system. Duvergers Law fails to explain Tanzanias current political party system for two reasons: Tanzania is not a multi-party system, but instead is a single party system feigning democracy. Duvergers Law fails to account for the various political pressures and institutions that affect the way a country is run. It does not consider corruption, pressures exerted by foreign governments, conditional foreign aid, and postcolonial legacies that insidiously affect politics. Tanzanias dysfunctional party system becomes clearer when looking at the results of the 2005 presidential election where CCM faced the biggest threat to its power. Polling lower than ever before, they narrowly won the Tanzanian Presidential elections with 58.46% of the vote. In Zanzibar (an autonomous entity part of Tanzania), leader of the opposition party CUF announced that he won the vote over CCM. What followed was bizarre. The chairman of the Zanzibar Electoral Committee annulled the vote and in the following election, the CCM won more than 90% of the votes along with most of the legislative seats offered. With limitations on opposing political parties and increasingly restrictive free speech (Tanzanian government threatened to suspend 30 news outlets and closed another two), Tanzanian politics now carries an undemocratic atmosphere (Roop, Weghorst 2016). Two factors can explain this strange turn into an arguably undemocratic country. The opposition is weak and disorganized and the CCM is viewed as a benevolent political party by the citizens, thus weakening any resolve for change. Also, the opposition lacks the resources available to the CCM and the CCM has plenty tactics to employ to suppress opposition. According to Hoffman and Robinson, The CCM employs three strategies to impede its competitors: 1) regulating political competition, the media, and civil society; 2) blurring the boundary between the party and state; and 3) the targeted use of blatantly coercive illegal actions (2009). Such practices directly conflict with the characterization of Tanzania as a democratic state. Hoffman and Robinson corroborate this and argue that Tanzania is now a single party authoritarian regime. If Tanzania is not a democratic state and only has one party, then Duvergers Law is automatically out of the question. However, if CCM is really that authoritarian, why would it be the party responsible for turning Tanzania into a multi-party system? The answer to this question is also the answer to why Duvergers Law cannot be applicable in cases where there are many complex political forces at play. In Samuel Huntingtons book, The Third Wave (1991), he argues for transplacement which is when a ruling party initiates a certain change and molds the rules to its benefit. This is arguably what CCM did. In another dimension, according to Nyirabu in a kindlier assessment, the CCMs top leaders saw that democracy was sweeping the world and decided that Tanzania should also welcome it with open arms, since there would be no point in resisting global change (2002). Although a beautiful and open invitation, it is not that simple. Tanzanias foreign aid must be considered when looking at its turn into democracy. It is in this key point where Duvergers Law also fails. Tanzania was receiving more than 30% of the countrys GDP in foreign aid. The donors were pressuring the ruling party, CCM, to accept a democratic system that allowed multiple parties to exist in the political sphere (Hoffman, Robinson 2009). Thus, the meddling and pressure on CCM helped shape the party nature present in Tanzania today by giving CCM the incentive it needed to create a political institution where it reigns supreme. Duvergers Law also fails because it does not consider the attitudes of the people of Tanzania. According to a 2008 Afrobarometer survey, 90% of respondents said they felt closest to the CCM party and 76% of respondents said if elections were to be held soon, they would vote for the CCM party. This complacence with authority has colonial roots. As argued by Schneider, Tanzanian political imagination is corrupted with colonial images where citizens constantly compare their current situation to their much-worse situation during colonialism. State elites and officials also construct a paternal and nationalistic image for themselves that makes citizens see themselves as wards of a loving state (2006). This recalling of colonial roots explains why CCM is the most popular party and how corruption of states goes unquestioned. Finally, Duvergers Law gives a uniquely Western perspective on politics that knows nothing of colonialism and ethnolinguistic divisions that occur during and after colonialism. To apply such a social law on a country that has been deeply affected by its colonialist past would be unwise. As argued by Mozaffar, Scarritt, and Galaich (2003) and van de Walle (2003), African democratic countries have deep ethnolinguistic challenges that cause party splintering per patronage, regardless of agenda or principles. Parties are divided according to history, clientelism and man-made institutions colonialist legacy imposes, such as race and favor, that can cause a huge shift in public opinion, party systems and opposition formation. Colonialism also leaves postcolonial countries in a dearth of political consciousness that is required to form healthy oppositional groups. It leaves countries with none of the experience needed to sustain a free and democratic country that entertains freedom (Bernhar d, Weghorst 2014). Although these criteria are not directly applicable to Tanzania, they are important limitations to Duvergers Law and must be taken into account, nonetheless. While Duvergers Law is useful in predicting political patterns, the theory fails to account for many important aspects in political parties development. This is seen especially in the case of Tanzania, where the Law is not clearly upheld. Duvergers Law speaks more closely to Western experiences where stable and long-living political climates pervade. Amending the law to fit Tanzania would require much introspective analysis of other political factors that shape the countrys party dynamics. Also, the law can only apply to countries that have a flourishing democratic system with oppositional parties and this is not the apparent case with Tanzania. References Elections in Tanzania. Elections in Tanzania. N.p., March april 2011. Web. 24 Mar. 2017. Hoffman, Barak, and Lindsay Robinson. Tanzanias Missing Opposition. Journal of Democracy 20.4 (2009): 123-36. Web. Huntington, Samuel P. The third wave: democratization in the late twentieth century. Norman: U of Oklahoma Press, 1993. Print. Mozaffar, Shaheen, James R. Scarritt, and Glen Galaich. Electoral Institutions, Ethnopolitical Cleavages, and Party Systems in Africas Emerging Democracies. American Political Science Review 97.03 (2003): 379-90. Web. Ngasongwa, Juma. Tanzania introduces a multià ¢Ã¢â€š ¬Ã‚ party system. Review of African Political Economy 19.54 (1992): 112-16. Web. Nyirabu, Mohabe. The Multiparty Reform Process in Tanzania: The Dominance of the Ruling Party. African Journal of Political Science 7.2 (2002): 99-112. Web. Riker, William H. The Two-Party System and Duvergers Law: An Essay on the History of Political Science. The American Political Science Review 76.4 (1982): 753-66. Web. Roop, Sterling, and Keith Weghorst. The 2015 National Elections in Tanzania. Electoral Studies 43 (2016): 190-94. Web. Schneider, Leander. Colonial Legacies and Postcolonial Authoritarianism in Tanzania: Connects and Disconnects. African Studies Review 49.01 (2006): 93-118. Web. Tambila, K. I. The Transition to Multiparty Democracy in Tanzania: Some History and Missed Opportunities. Law and Politics in Africa, Asia and Latin America 28.4 (1995): 468-88. Web. Walle, Nicolas Van De. Presidentialism and clientelism in Africas emerging party systems. The Journal of Modern African Studies 41.2 (2003): 297-321. Web. Weghorst, Keith R., and Michael Bernhard. From Formlessness to Structure? The Institutionalization of Competitive Party Systems in Africa. Comparative Political Studies 47.12 (2014): 1707-737. Web. Outline: Introduction Brief introduction to social laws and hypotheses Insert Duvergers Law definition from paper handout Briefly explain the law in detail Reference Rikers analyses regarding majority vote and FPTP systems. If winning is defined as the most votes, that is, as a plurality, then one might reasonably expect a two-party system owing to the necessity under this definition of maximiz- ing votes. (Riker, 1982) Mention case study: Tanzania Thesis: Duvergers law doesnt work in the case of Tanzania Body 1st paragraph: Explaining Tanzanian transition to multi-partism. Mention 8th Constitution amendment Explain historical context regarding Tanzanian political history. Ngasongwas 1992 paper on TANUs hold on Tanzania Tambilas 1995 paper on hopeful Tanzanian transition to actual democracy. 2nd paragraph: Mention election data from 1992 Mention discrepancy with data and that CCM dominates the election polls 3rd paragraph: Why Duvergers Law fails: Tanzania is not democratic and is a single party state Duvergers law is largely Eurocentric and does not take into account the various challenges non-Western countries go through 4th paragraph: Explain first failure of Duvergers Law with failed Zanzibar elections and restricting free speech 5th paragraph: Factors that cause this: CCM viewed as savior Weak, disorganized opposition with zero resources Explain oppositional lack of resources and CCMs abundant wealth. Hoffman and Robinsons paper 6th paragraph: Explain how CCM could both be the original usher of democracy and an oppressor Transplacement concept 7th paragraph: Foreign aids effect on transplacement Why CCM transitioned to democratic state (to continue foreign aid receival and ensure power) 8th paragraph: Attitudes of people towards CCM Colonial images haunting peoples outlook Schneiders paper Paternal image of officials How this affects CCMs rise of power and continuous consolidation of it 9th paragraph: Colonial effects on oppositional formation No knowledge of how to run democratic state Deep fissures in society Deep ethnolinguistic problems Opposition divided based on bloodlines Mention Mozaffer and Bernhard papers referencing this dilemma Duvergers Law=largely Eurocentric Conclusion Duvergers Law not applicable to Tanzania for above reasons Amendment would require in depth work

Concert Review and Bio: Tchaikovsky Essay -- essays research papers

Classical Concert   Ã‚  Ã‚  Ã‚  Ã‚  Who likes classical music anyway? That is a question that you may have found me asking a few months ago. As I have listened to the music in class and on my CD that came with the text book, I have noticed that I am growing a little bit more fond of this style of music. I had never really given it a chance until I started attending my younger sister’s concerts and really paying attention to the music. I have realized that classical music isn’t half bad. modern rock is still the music for me, but I have really learned to like and respect classical music over the last few months. The last classical concert I attended was a Christmas themed concert last week. Along with Christmas favorites and carols, they played a song called Trepak, by Tchaikovsky. I had heard of Tchaikovsky before, but had never seen any of his music performed live.   Ã‚  Ã‚  Ã‚  Ã‚  My first impression of the concert was that the players were all dressed in black slacks or skirts and white tops. Some of them were wearing festive Santa Clause style hats and some even had garland wrapped around their instruments. The orchestra played first. They were all seated in a very specific order, facing the audience with the conductor standing on a podium in front of them. As they began to play I was very impressed with the level of skill that they played with, being only in high school. It sounded as if I was listening to a...

Evolution of Human Figure in Sculpture Essay

Depiction of human figures have dramatically changed through time. It was in sculpture that human physical dimensions were visibly illustrated. There have been many variations of the human body shown from the prehistoric to the modern period. In this research, three sculpture namely: statute of Gilgamesh, the Moschophoros and the statue of Augustus of Prima Porta will be used to trace the progression of the human body.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gilgamesh was   the main character in the Epic of Gilgamesh wherein he was portrayed as half god and half human. His personality was the representation of all the virtues of humans. In the statue, Gilgamesh was shown holding a lion in a headlock position wherein his arm was protected by the â€Å"chain-mail robe† (Gilmore â€Å"Ancient Sumeria). Meanwhile, the other hand was gripping a snake.   These portrayals symbolized Gilgamesh’s warrior and royal status. The body was irregularly depicted because of the   disproportion of the upper and lower body.   The torso seemed intentionally elongated making the waist line looked low. However, since the statue is an example of a Gargantuan statue, they type of perspective would make a difference in the alteration of the figure’s proportions (Gilmore â€Å"Ancient Sumeria).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Calf-bearer or the Moschoporos is the interpretation of a Greek specifically a rich Attican who was about to sacrifice a calf as an offering to the goddess Athena. The figure was clothed with a thin cloak that outlined the structure of the body resulting to a partially nude sculpture. The animal was put around the figure’s shoulders with his hands clutched on the hooves. More so, muscular details were evident in the abdomen area. Many details were present on the face of the human figure. The curls of his hair took the shape of pearls or corals that framed his forehead while a closed small mouth with a curved beard and â€Å"deep-set eyes† accented the whole face (Atlantis International â€Å"The Acropolis Museum†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The statue of Augustus of Prima Porta signified Augustus’ military supremacy. Historically, the statue was believed to be created as a sign of the commemoration of the triumph of the Romans against the Parthians. Unlike other Roman leaders, Augustus was   depicted as a mere man and not the traditional deified god (Ramage â€Å"Historical Reflection on the Statue †). The head of the statue contained details that were very recognizable such as the broad head with a Primaporta styled hair, full close mouth, keen ridged eyebrows, smooth round chin and   pointed nose highlighted. The breastplate with intricate graphical details and the hand in an upright position signified his authority. Meanwhile, the presence of the robe suggested the godliness of Augustus and the cupid riding a dolphin emphasized the divinity of the â€Å"founder of Venus and Italy namely the Julian family to Aeneas† (Ramage â€Å"Description of the Statue†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Among the three sculpture, the Roman portrait of Augustus was the most defined in terms of human form. It exactly depicted the human characteristics from top to bottom. The statue of Gilgamesh and the Calf-bearer have some distortions in the body image making it look disfigured. In the statue of Augustus, it had a sense of movement while the statue of Gilgamesh and the Calf-bearer appeared stiff. Also, the Gilgamesh lacked the three-dimensionality because of the awkward position of the legs and arms while the Calf-bearer compared to the former achieved more proportion because of the smooth construction of the muscles in the body. It is evident that from the Archaic period to the time of the Romans, human figure developed from a god-like depiction like the Gilgamesh to a more real person represented by Augustus. However, the concept of the sanctity of gods and goddesses were prevalent in the three sculptures. Overall, the sculptures showed the progress in depicting the human body from being disproportionate to a perfect formation of the shape and movement of the whole body. Works Cited Glimore, Tom. â€Å"Ancient Sumeria.†1999. T Byron G Publishing. 27 March 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Ramage. â€Å"Description of the Statue.† (October 2005). The Statue of Augustus of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prima Porta   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Ramage. â€Å"Historical Reflection on the Statue.† (October 2005). The Statue of Augustus of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prima Porta . â€Å"The Acropolis Museum.† (2006). Atlantis International.   27 March 2008     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   .

The Crucible Essays

The Crucible Essays The Crucible Essay The Crucible Essay I would direct Mary to say this in a pleading and terrified force, and I would direct her to lean forward and back a little once saying it, so it looks like she wants to reach out and grab Abigail. This conveys to the audience that Mary is petrified of Abigail and she knows what Abigail is doing. After this, Mercy steps forward out of the crowd of girls on stage and starts chattering her teeth and puts her arms out to show her shaking hands and looks at Danforth and Yells : Your Honour, I freeze! in a distinctive shivering voice. This conveys to the audience that Mercy wants the judges to believe Abigail, and shows that Mercy has understood Abigails hint to start seeing the devil. When Mary says her next line, I would direct Mary to do the line: Lord, save me! in a crying out loud motion, and I would direct her to fall to the floor by her knees starting to bend, and I would direct proctor to grab her underarms and lift her back up. This conveys to the audience that Mary doesnt have anything to do with what Abigail is doing, and she feels like she has no hope left in her, and that only the lord can save her. Danforth then looks directly at Mary and says: Mary Warren, do you with her? I say to you, do you send your spirit out? I would direct Danforth to look at Abigail before he says the line and then to look directly at Mary, this shows to the audience that he had noticed what is going on and is being biased about what he is saying. When Danforth is saying his lines I would direct him to say Mary Warren in a gruff tone, and once he has said her name he looks back at Abigail and then sharply turns his head back to Mary and gives pointy eyes (commonly known as e vils) to Mary. The he also says the line in a direct accusation tone. This shows the audience that Danforth believes Mary and he is frightening her. Once Abigail has said her line : oh, heavenly father, take away this shadow I would direct Proctor to leap forward, letting go of Mary, and grabs Abigail by the hair, and falls upon Danforths desk and then pulls himself up, still gripping her hair, and pulls her to her feet viciously, while Abigail screams in pain, and turns Abigail to face him (all of this would be a side view of the two inn front of the audience, so the audience can see what proctor is doing to Abigail) and he lets go of her hair, but with one hand still holding it tightly, and the other hand grabbing the bottom of her chin and he lifts her chin up and yells : How do you call heaven, Whore! Whore! This expresses to the audience that Proctor has lost his temper with Abigail, and is taking out his aggression on what she has done on her and is willing to lose his good mans reputation for it, to prove to the court that Abigail is capable of anything. Once Proctor and Abigail have been separated, Proctor should say his next line: It is a whore in a breathless and agonising way, and he should bend down and place his hands on his knees. This shows that he put all his effort into attacking Abigail and is now tired out. On the line: John, you cannot say such a - I would direct Francis to look horrified about what Proctor has just said about Abigail, and makes big hand gestures while saying it to show his emotion in what he is saying. This suggests to the audience that he doesnt want Proctor to say that Abigail is a whore, and it shows that he doesnt believe what Proctor has just said and that he doesnt believe that a child could be capable of it. I would direct proctor to look up, with his head held high, gripping his fists and trying to keep back the tears and says : in the proper place, where my beasts are bedded. On the last night of my joy, some eight months past. She used to serve me in my house, sir. (He has to clamp his jaw to stop him from weeping) A man may think that God sleeps, but God sees everything, I know it now, I beg you, sir, I beg you see her what she is. My wife, my dear good wife, took this girl soon after, sir, and put her put on the highroad. And being what she is, a lump of vanity, sir (he is being overcome. ) Excellency, forgive me. (Angrily against himself, he turns away from the Governor for a moment. Then as though to cry is his only means of speech left) she thinks to dance with me on my wifes grave! And well she might, for I thought of her softly. God help me, I lusted, and there is a promise in such sweat. But it is a whores vengeance, and you must see it; I set myself entirely in your hands. I know you must see it now. Where the words are in italics, this is when I would direct proctor to nearly break down in tears, and show his true emotion; and the words that are in bold I would direct him to say these words distinctively. This communicates with the audience that Proctor is deeply ashamed of himself and is desperately trying to get through to the judge about what Abigail is like. After Proctors heart wrenching speech, I would direct Danforth to look at Abigail disappointingly, and then Abigail would say her line turning back to Danforth and stepping towards him saying in a sharp tone : what look do you give me? I would direct Danforth to look stunned at this point) Ill not have such looks. (she turns for the door) By Abigail saying this in a sharp tone, and Danforth being stunned, it conveys to the audience that Abigail is still manipulating Danforth and that Danforth is now starting to believe Proctor. Once Elizabeth has entered on page 90, I would direct Elizabeth to say her first line: Good, sir very faintly. This conveys to the audience that Elizabeth has been treated badly in the prison and has poor health. I would then direct Elizabeth to try to get proctors attention while saying: she were - I would direct her to glance in proctors direction, with a tear in her eye, and she would say the line very timidly. This conveys to the audience that Elizabeth doesnt know how to answer the question as she does not know if her husband wants her to tell them or not. When Elizabeth says the line Oh God! I would direct her to attempt to look back at proctor and for her to break down in tears. This conveys to the audience that she lied for Proctor not realising that he didnt want her to lie for him. After all this drama on stage, I would direct Hale to say his line a very demanding way. When he says the line: I believe him! (Pointing to Abigail. ) This girl has always struck me false! She has - I would direct him to quickly point at Abigail, using his whole arm and will walk to towards her before he finishes the sentence. This shows the audience that Hale believes Proctor and is trying to show the court what is really happening and that he is trying to convince the court to believe Proctor. When Abigail screams and says the line: You will not! Begone! Begone I say! In a very scared manner; I would direct Abigail to thrust her arms back and to look up at the ceiling while saying the line, but just before she says the line I would direct her to make a weird, wild and chilling cry. When Danforth asks Abigail what is the matter, I would direct Abigail to point at the ceiling with fear, and moves her head to face Danforth, and her eyes look frightened, with her face terribly awed, and then she looks at the girls, and they all do the same as what she was doing previously, and then Abigail looks up at the ceiling again. This conveys to the audience that Abigail is telling the girls to look up at the ceiling as something is there. When Proctor says the line : Do you see a bird I would direct him to say this in a confused way, to show that hes not sure if a real small bird is there or not. This conveys to the audience that only the girls can see the bird. On the line: Abby, Im here! I would direct Mary to be yelling this at Abigail while leaning forward a little, as if to go near her, whilst with both hands clenched on her heart. This conveys to the audience that Mary is desperate for Abby to stop it and that Mary isnt doing anything wrong. When all the girls say: Abby you mustnt I would direct all their eyes to fixed wide open. This creates a dramatic effect on stage and conveys to the audience that their actions have something to do with their plan with the devil. Mary then yells: Abby and I would direct her to have tears rolling down her cheeks, but not hysterically, and for her to stamp her feet like a little child desperate to get what she wants. This conveys to the audience again that Mary is desperate for Abigail to stop otherwise if the judges believe Abigail and the girls; Mary could face a death sentence for it. On the line: Look out! Shes coming down! I would direct all the girls to look up before that line and once the line is said, all the girls should shriek and run to wall on stage where the judges are not positioned. I would also direct the cover the eyes using a cross shape with their hand, with the palms facing outwards, like a shield before their eyes. The girls all scream, and then I would direct Mary to look around the courtroom, to look frightened, and close her eyes with her fists clenched, and for her to let out the loudest scream she possibly can, and as soon as this happens I would direct the girls screams to slowly fade and for them to un-shield their eyes, so everyone in the courtroom is watching Mary screaming. Then I would direct proctor to run towards her and to grab her by the shoulders. This suggests to the audience that Mary got to scared and joined Abigails side, and that Proctor is astonished by what Mary has just done. After that, I would direct that Mary pulls away from proctor and stops screaming, but turns to face him and slowly backs away shrieking: My name, he want my name (I would direct Mary to look at Danforth sympathetically and then turn back round) Ill murder you he say, if my wife hangs! we must go and overthrow the court he says! Then I would direct Danforths head to jerk towards proctor, with the most shock and horror on his face. This conveys to the audience that the girls are definitely lying because the audience knows that Proctor never said any of the things that Mary has accused him of. When Danforth says to Proctor: What are you? (Proctor is beyond speech to his anger. You are combined with anti- Christ, are you not? I have seen your power, you will not deny it! What say you, Mister? I would direct Danforth to say the first part of the passage in a disappointed way, as if to show that he is disgusted by what Proctor has become; I would then direct him to say the second bit of the passage in a disgraced and angry way. This conveys to the audience that Danforth believes the girls over what Proctor and Hales say. Hale goes extra mad at this and yells extremely loudly so all the members of the court turn to look at him: I denounce these proceedings! this conveys to the audience that Hale believes Proctor and wants to stop what the court is doing.

Language Development Essays

Language Development Essays Language Development Essay Language Development Essay Summarize and comment on what you have learned about the topic you selected. There are three theories of language development that try to explain how a child learns a language and how issues can appear, slowing or inhibiting that development. The first is the Behaviorist Perspective. This theory states that children develop their language skills through operant conditioning. As they attempt to speak and make sounds that resemble words, they are rewarded with praise. Some behaviourists believe that children imitate words and are rewarded for doing so, thus eading to their language development. There is also the Nativist Perspective that states that children have a specific system imbedded in them that assists them in developing language skills. They consider this system a Language Acquisition Device (LAD) that helps them understand grammar and rules surrounding various languages. Noam Chomsky was a linguist supporting the nativist perspective and he believed that a childs LAD allowed them to speak using the universal rules of language, and many do so within the same period of their early development. Nativists also believe there is a period of development when a child is acquiring the majority of their language skills, although a specific time frame has not been pin pointed. While the Nativist theory is interesting and thought provoking, no one as of yet has been able to indentify the grammar system or the specific optimum language development time period. Finally, there is the Interactionalist Perspective which stresses that a childs language development is directly influenced by their intellectual capacity and the nvironmental factors around them. While one interactionalist theory focuses on the childs ability to process information, the other focuses more on interaction with those in their social circle, or family. Regardless of the theory, a child will often develop at their own pace and being outside of the norm, is the norm. That being said, there are guidelines for when the typical child will reach certain milestones. By two months most babies will begin making vowel like noises. When a caregiver responds to a babies noises with anguage, the child will make an attempt to repeat it, and develop their language skills. At one year, the typical child will say their first word. In their second year, their vocabulary will develop at a rate of one to three words per week and they will understand the meaning of the word. Toddlers will use telegraphic speech, or two word utterances. Cultural differences and a childs individual capacity to comprehend language will greatly affect their development, as will gender. Girls tend to develop faster than oys, though their temperament and experiences are factors as well. It is very important to keep the child engaged in language early on in ensure proper development and growth of vocabulary. their child Comment specifically on the importance of early intervention in regards to the topic you selected. Support your answer with reference to developmental theories studied in our course. Spotting a deficiency and intervening early on is important for a childs language development. Because there are many factors that can affect a childs development, it an often be difficult to diagnose a problem. Language development is essential to a childs ability to succeed. When a child enters school with underdeveloped language skills, it can cause that child to lack in other areas such a academia and social environments discuss this further. Children who exhibit delays at the onset of schooling are at risk for early academic difficulties and are also more likely to experience grade retention, special education placement, and failure to complete high school. Nancy J. Cohen stresses the impact on a childs social development. Children with language impairments had difficulty entering into peer group conversations and were then excluded, giving them less opportunity to learn and practice the social skills they needed for peer interaction. Catherine S. Tams-Lemonda, E. T. (2008). Parents Role in Fostering Young Childrens Learning and Language Development. New York University, USA. Cohen, N. J. (2005). The Impact of Language Development on the Psychosocial and Emotional Development of Young Children . Hincks-Dellcrest Centre, CANADA.

Learning diversity and authentic assessment tools Essay

Learning diversity and authentic assessment tools - Essay Example EVALUATION: For evaluation purposes, the teacher will use a series of impromptu and written tests that will be given at the end of the lesson (Ahrenfelt, J. and N. Watkin, 2006). This will be important in helping to ascertain the extent to which the learning objectives are attained. As a tutor, I would like to report that this lesson was well organized. In fact, it is the best lesson I as a teacher has designed for use in my class. It is really accommodative and can help to cater for the varied interests, abilities, likes, dislikes and weaknesses of learners in a typical class environment (Skowron, J., 2006). As we all understand, an ideal class has a combination of weak and strong learners. In such a case, it is the responsibility of the teacher to design a lesson plan that will create a conducive environment for all of them. A good teacher should not leave any of the learners behind. Since this lesson plan has a combination of both the expository and heuristic strategies, it puts the lesson in a better position because these strategies if well used, will create an ample time for the tutor to explore either the lecture, discussion, small group method, questioning or other methods to teach it. Besides, the use of questioning method is vital because it puts the learner in a position of actively participating in the lesson. Taban, a great educationist once said that a teacher who does not ask questions does not teach. Similarly, the kinds of objectives set prior to this lesson were very feasible and could be very important in helping to impart the desired knowledge to the learners. They were aiming at achieving both the cognitive, affective and psychomotor objectives of learning. This is what will definitely lead to a complete learning process that cuts across the three levels of objectives. More importantly, since this was a science lesson, the choice of experimentation can actually assist in fulfilling the affective aspect because it will require the learners

Too Good to Revise Essay Example | Topics and Well Written Essays - 250 words

Too Good to Revise - Essay Example There are many offered courses to improve your writing and make it creative for others.Any writer must become an expert reader first, because reading holds a major impact on your writing. The more you’ll read, the more knowledge you’ll gain on the writing styles, characterization and how the language has been used by the Author. Once you write, revise it thoroughly, that is because it will help you to evaluate, pick up your errors (grammar mistakes, spelling mistakes, missed-out words/sentences) and re-write.Creative writing not only involves writing, it also involves themes, questions, arguments and ideas.Writing can never be said as hundred percent perfect. A person learns to write more effectively throughout his/her entire life.Improvement in writing covers its path on day to day basis and the more you concentrate & put yourself whole self in it. You can’t just become an Author over-night. (Menand,