Students name Essays (359 words) - Software, Computing,

Student's name Professor's name Course Date The Role of Social Media in Marketing Q1. What were the specific social tools Hamilton and Miranda used to drive success? Hamilton and Miranda proved to be great manipulators of social media sites to trigger success. To market their work, the two made use of various social media sites like Twitter, Instagram, and YouTube. Twitter enabled engagement with their followers through retweets, comments and picture sharing. Through Instagram, all the events taking place world be unveiled to their followers. To increase their publicity, they involved other celebrities in their photos. The practise worked as a device to maintain the already existing and to attract new followers, hence maintaining their growing brand. Lastly, YouTube helped to share new videos. The videos increased the number of subscribers who were eager to watch their thrilling videos and performances. Q2.Explain what is the importance of people and personalities in social media's effectiveness? Maintaining a good personality among your fans is a very big boost. Social media being one of the largely used platforms makes it an ideal marketing platform. Just like Hamilton and Miranda did by engaging with their fans; social media creates a sense of suspense among celebrity's fans that are curious to know what's next with their favourite celebrities. Q3. How did the role of celebrities change over time what is their role in marketing? The role of celebrities has drastically changed over time in that, in today's world celebrities are being used on advertisements and marketing. It is an assumption that their fans would want to try the products being endorsed by their adored celebrities. This makes it an ideal way of marketing yourself just as Miranda and Hamilton did by sharing pictures taken with celebrities just to show their fans that they meant business. Q4. Evaluate the financial influence of the show's social media activities By getting more followers and making their fans engaged really increased their revenue drastically; this was achieved by the use of award winning stars in their work. This made more fans want to get in touch with their production and in return more copies of their work were sold.

Self Study Paper Essays - Human Behavior, Mindfulness, Psychology

Self Study Paper Essays - Human Behavior, Mindfulness, Psychology A Self-Study: Mindfulness as Means of Reducing Stress Levels Leaha Severson Psych 6104: A Biopsychosocial Approach to Counselling Yorkville University Abstract Graduate studies, while rewarding, add a level of stress to one's life which already has many levels of stress. It can be challenging to balance academic responsibilities, family dynamics, work obligations and social commitments, let alone other random stressors that may appear. The curre nt self-study aims to conclude whether daily mindfulness meditation can reduce stress and increase time spent on academics for a 28-year-old, female, graduate student. The Lazarus Stress Theory along with the Preventative Stress Management Theory suggest that stress is perceived and based on one's appraisal of the stressors they encounter ( Krohne 2002; Quick et al, 2006) . An adapted Perceived Stress Scale (Cohen, 1994) was used to collect data on perceived stress levels . The conclusions of this self-study are that daily mindfulness intervention may not have a direct impact on perceived stress levels but can increase resiliency in the participant. Keywords: stress, mindfulness, resiliency, coping. A Self-Study: Mindfulness as Means of Reducing Stress Levels Graduate studies, while rewarding, add a level of stress to one's life which already has many levels of stress. It can be challenging to balance academic responsibilities, family dynamics, work obligations and social commitments, let alone other random stressors that may appear. Timothy Melchert brings up the concept of b iopsychosocial factors in his book titled, Foundations of Professional Psychology, where he explains that there are many factors from different areas of one's life - biological, psychological, or social - that contribute to one's well-being ( Melchert , 2011). The question that arises is if stress can be managed through daily mindfulness interventions thus increasing productivity and focused time on graduate studies. Stress is , obviously , a factor contributing overall academic success and if left unmanaged could have debilitating biopsychosocial effects ( Melchert , 2011, p.34). That Lazarus Theory of Stress has for many years been a well-renowned theory on psychological stress. According to Folkman, Lazarus, Dunkel- Schetter , DeLongis Gruen (1986), a ny psychological stress theory must include two concepts, appraisal and coping. Krohne (2002) explains appraisal, as an "individuals' evaluation of the significance of what is happening for their well-being, and coping as an individuals' efforts in thought and action to manage specific demands (as cited in Lazarus 1993). Lazarus Theory of S tress has seen many revisions since its conception in 1979 however in "the latest version (see Lazarus 1991), stress is regarded as a relational concept, i.e., stress is not defined as a specific kind of external stimulation nor a specific pattern of physiological, behavioral, or subjective reactions" ( Krohne , 2002, p. 3) . This definition points to the relationship between one's environment and their ability to cope or the coping strategies available to them. In addition to the psychological aspects of stress, s tress can have many physi ological effects. Quick et al. (1997) define the stress response as the "generalized, patterned, unconscious mobilization of the body's natural resources when confronted with a demand or stressor" (p. 3). Hargrove, Quick, Nelson Quick (2011), describe " four mind-body changes that characterize the stress response via the sympathetic nervous system and the endocrine system: 1) Redirection of the blood to the brain and large muscle gro ups allows the body to prepare physiologically for a legitimate emergency. 2) The reticular activating system in the brain stem is activated, resulting in a heigh tened sense of alertness and increased sensory awareness. 3) Release of glucose and fatty acids as fuel to sustain the individual during the response. 4) A shutting down of the digestive, restorative and immune systems in order to make more resources available for the emergency response" (p. 184). These are considered normal human responses to stress. In the Preventative Stress Management Theory (TPSM) there can be positive and negative responses to stress. Negative stress is the "physiological, behavioural and/or psychological deviation from healthy functioning resulting from a stress response" (Quick et al., 2006, p. 217). Graduate studies, like stated before, can impose many stressors. For example, a looming due date would evoke a physiological response such as the redirection of blood

Capital structure theory, issues and debates while showing how capital Research Paper

Capital structure theory, issues and debates while showing how capital structre choices affects a firms return on investment (RO - Research Paper Example In this portion, the MM approach for the capital structure theory has been described, and the assumptions have been stated and criticized. The main objective of this project is to show the importance of the capital structure of a company and its affect on the performance. A detailed analysis of the debt and equity financing has been done in this project from 2010 to 2012. Their implications have been discussed. In this project, it has also been shown how the capital structure of a company determines the business risk. Table of Contents Table of Contents 3 Introduction 4 Business and Financial Risks 5 Business Risks 5 Financial Risks 5 Modigilani and Miller’s Capital Structure Theory 6 Capital Structure Evidence and Implications 7 Optimal Capital Structure for the Company 9 Conclusion 11 References 12 Appendices 13 Introduction Coca Cola is a multinational beverage manufacturer, marketer and retailer of non-alcoholic beverages (Coca Cola, 2013a). It has its headquarters in Atla nta, Georgia. It was established in 1886 by John Pemberton who was a pharmacist in Columbus, Georgia (Coca Cola, 2013b). Initially the beverage was sold for 5 cents each glass at Jacob’s Pharmacy and regularly nine glasses were purchased. John Pemberton died within two years and after that the brand was bought by Asa Candler in 1889 (Coca Cola, 2013c). From 1900 to 1920, the company expanded to a great extent. Robert Woodruff was appointed as the President of the company just four years after it has been bought by his father from Asa Candler. He remained in that position for a period of more than sixty years. From 1950 to 1960, the company introduced different flavors of juices in its product line. Presently the company serves in most of the remote areas of the globe and has more than five hundred different drinking brands. The company is currently financing its operations with higher dependency on debt capital. There are various factors that affect the capital structure of t he company. It needs to be financially flexible in order to adapt to the changes in the existing market. The financial performance of the company has improved significantly. The company is enjoying tax benefits because of the high debt financing. Thus, the tax position of the company is good. There are various other business risks which are reducing its growth opportunities. Business and Financial Risks The company has some risks which pose a threat to the projection of growth. Business Risks Changes in the Customer Preferences Presently, it has been observed that the customer’s preferences for non-alcoholic drinks have changed due to various health concerns, changes in their lifestyle and also the pressure from the competitive products in the market. The company should try to adapt to the changes with the current market conditions in order to lead the market and also to reach to other areas which have not been explored. Increase in Competition Among all the leading beverage manufacturing companies, PepsiCo is the major competitor of Coca Cola. There is also an increased competition from different beer manufacturing companies which provide various non-alcoholic products. Thus, Coca Cola is facing a threat from the strong competitors in the market. Financial Risks Fluctuations in Foreign Exchange Rates The company incurs liabilities in different currencies apart from that of dollar. The changes

Aerobic Cellular Respiration in Isolated Mitochondria of Lima Bean Lab Report

Aerobic Cellular Respiration in Isolated Mitochondria of Lima Bean Seeds - Lab Report Example During aerobic respiration, oxygen in the air is used as the final electron receptor which subsequently gets reduced to water. Energy is generated during this process in the form of a high energy molecule, adenosine triphosphate (ATP). This is a complex process involving a series of reactions that use many chemicals and enzymes. Glucose is the most preferred source for cellular respiration and as reported by Rich (2003), it release high energy (29-30 ATP molecules per glucose molecule) during aerobic respiration. Aerobic respiration consists of 3 major steps as glycolysis, Krebs cycle (Citric acid cycle) and electron transport chain. During glycolysis, pyruvate is produced by glucose which is converted to a 2C molecule, acetyl-CoA. Acetyl-CoA combines with the 4C oxaloacetate (last product of the previous Krebs cycle) to produce citrate which is a very high energy source. During the Krebs cycle, citrate is consumed in an 8-step process to release this energy (electrons). Here, the co enzymes FAD (flavin adenine dinucleotide) and NAD+ (nicotinamide adenine dinucleotide) gets reduced to produce a small quantity of carbon dioxide and ATP. Therefore, hydrogen electrons coming from glucose will reduce FAD and NAD+ to FADH2 and NADH + H+ respectively. These electrons then enter the electron transport chain to get oxidized and produce ATP. ... This reaction is catalyzed by the enzyme succinic dehydrogenase using FAD as co-enzyme. In this reaction, 2 hydrogen atoms are removed from succinate and transfer to FAD thereby reducing it to FADH2. DPIP (2, 6-dichloro-phenol-indophenol) blue dye can act as a hydrogen molecule acceptor instead of FAD during this reaction. When DPIP receive hydrogen from succinate, blue color get decolorized. Thus the DPIP color change from blue to colorless is an indication of the level of enzyme activity in the mitochondria which can be measured and recorded with a spectrophotometer. The Krebs cycle is influenced by competitive and noncompetitive inhibitors. Competitive inhibitors compete with the substrate to bind to the active site of the enzyme and this can be overcome by providing more quantity of substrate molecules. Conversely, noncompetitive inhibitors such as metal ions (copper, Cu2+ and mercury, Hg2+) will deactivate the enzyme thereby making it impossible to return back to the reaction. T herefore, the reaction cannot be reactivated by incorporation of more substrate. In the succinate-to-fumarate reaction of the Krebs cycle, Malonate act as a competitive inhibitor on succinate molecule. Molecule shape of malonate is similar to succinate molecule and thus it obstructs the conversion reaction of succinate to fumarate by binding to active site of the enzyme succinate dehydrogenase. However, as described in Zeevalk, Derr-Yellin and Nicklas (1995) it will not react further and result in the termination of the reaction. Therefore FAD will not reduce to FADH2 and fumarate will not be produced, thus arresting the Krebs cycle. As malonate is a competitive inhibitor, the reaction can be

AIPT Nomination Speech Essay Example | Topics and Well Written Essays - 1000 words

AIPT Nomination Speech - Essay Example Hence, if elected, my well-rounded background will be an ample contribution to catalyze the enhancement of AIPT. Direct Access stood as a long-awaited victory of our profession. Our focus now should concentrate more on the appropriate insurance reimbursement for Direct Access patients. Other important issues that need attention are the existence of POPTS, the practice of PT by non-licensed individuals and corporations, the challenge of PTs to continue performing spinal manipulation and electrophysiology testing and the Medicare CAP. However, Insurance Reimbursement should still be at the top of our list. After all, we first have to survive as businesses before we are able to forward other undertakings.As aCo-Chair of the AIPT, I will fully commit myself in developing a strategy that will prevent or even reverse declines in insurance reimbursement. Here, I suggest a rather aggressive strategy involving tough negotiations, use of statistical data that reflect practice patterns, the power of public relations and active participation of all members. Also, the major trend shaping health care leader ship presently is the trend toward leading across a network of partners, as opposed to leading down a hierarchical organization. Thus, there is a gre

Learning about spelling strategy

Learning about spelling strategy Introduction Spelling strategies in the primary curriculum have consistently provoked criticism and debate amongst teachers, Ofsted and the Government.[1] Standards continue to decline highlighting that the present strategy is failing.[2] A central criticism is that teachers do not have the necessary knowledge of the relationship between word structure and spelling, and rely on techniques they learnt at school, specifically the use of memorized spelling tests. (Spear-Swerling, Brucker Alfano 2005). The major concerns are that this approach hinders the teachers ability to identify the correct spelling instructional level of individual pupils, and produces a trend where pupils who score high in tests will subsequently misspell the same words during written exercises; this is the case at my chosen school.[3] The Key Stage 2 curriculum is similarly criticized both at the school and in general, because it fails to consistently describe how word lists are selected or base selection on current linguistic spelling principles and developmental research. (Scott 2007). This may or may not be developmentally appropriate for the class as a whole or for individual pupils, especially in the area of creative writing (Stone et al. 2005 p662). It will be the purpose of this study to analyse and evaluate current theories and case studies for teaching spelling and writing at Key Stage 2 that could be utilized by the school. There are three dominant strands to teaching that will be investigated here, Developmental Stage Theory, Incidental Inventive Spelling theory and the Multi-sensory approach.[4] Spelling Strategies: An Investigation Developmental Stage Theory identifies 5 stages of spelling development; Prephonetic, Phonetic, Patterns with Words, Syllable Juncture and Meaning-Derivation. (Henderson in Bear et al. 2004).[5] Studies have discovered that pupils who experience significant difficulty with spelling will still follow the same developmental course as other pupils, but at a slower pace. (Worthy Invernizzi 1990). The approach therefore promotes a move away from memorization skills to supporting a pupils natural developing awareness of language with practice in wide reading and writing, and be based on the pupils developmental level as opposed to unitary placement in the grade level based spelling book. (Schlagel 2002 p.47). A developmental spelling analysis (DSA) such as the Qualitative Inventory of Word Knowledge (QIWK) technique is used to initially identify and analyse a pupils current stage through scoring, inventive spellings and error patterns relating to writing and word sorting activities. Word sorts of increasingly difficult levels using words from the 5 DTS stages are used because they provide an interactive means of helping pupils understand spelling concepts on an increasingly abstract level (Bear et al. 2004). Subsequent teaching, spelling and writing exercises are tailored to both stage and development strategies by focusing on fewer words in word sorts at a time, teaching spelling patterns and providing numerous practice writing sessions and self/peer review strategies.[6] Together they allow for a systematic observation of higher-level processes and improve metacognitive abilities. (Seifert-Kessell in Fresch 2000). This approach moves away from the reliance of pupil memorization of words that is said to produce effective performance in spelling tests but poor performance in writing, and over time, as pupils forget the words they have memorized. (Seifert-Kessell in Fresch 2000) The case study Beyond Memorisation, Lists and Trial Tests by Hillal Scharer is an excellent example of the DTS process. Using QIWK teachers were able to expand their understanding of KS1 KS2 equivalent pupils as spellers. One teacher discovered that her class ability ranged from levels 2-8 on the QIWK scale, another commented I need to get better at recognizing what levels they are at. It only makes sense that if kids are at different reading levels, they will be at different levels in their spelling. I dont know why I didnt recognize this before. (Hilal Scharer 1993). The strategy does not just allow for effective grouping and targeted learning at the instructional level, it also provides a detailed method for qualitative data analysis in pupil errors over time. One teacher documented a concern that score levels had not improved between May and January, however, when the error data was analysed using the QIWK method she discovered that over half were moving from the letter name stage to the within-word stagethis is so much more pleasant, you can see growth, what more could you ask for? (Hillal Scharer 1993). A third and perhaps the most significant development was that teachers noticed changes in spelling errors in written assignments. Rather than circling errors they cross-referenced with a QIWK analysis and systematically documented them. This inferred weekly selections of word lists that were chosen from misspelled written work rather than the curriculum textbooks. This facilitated mini-spelling lessons linked to written work through observed errors and provided an environment for coaching in self-editing and peer editing strategies using QIWK word sorts as a base. Peer marking and discussions have, themselves, provided an additional strategy here that has been documented to benefit pupils learning. By grouping pupils of similar spelling ability they learn at the same pace, feel empowered and by judging the work of others, students gain insight into their own performance (and language)peer and self-assessment help pupils develop the ability to make judgments, a necessary skills for le arning.'( Brown, Rust Gibbs 1994). It will be seen throughout this chapter that peer work and assessment strategies lend themselves to the majority of spelling strategies discussed, this will be discussed in more depth in the conclusion. The headteacher summarized; theres been a move away from memorization activities to active tasks such as creative writing, word hunts and word study notebooks (this) extends and records development of word knowledge. (Hillal Scharer 1993). All the teachers involved in the study stated they would continue but required support strategies from the school to implement, this a recurring theme for all researched case studies and will be therefore be discussed in the conclusion. A subsequent developmental case study entitled Using Think-Alouds During Word Sorts (Fresch 2000) encouraged KS2 level pupils to put your brain in your throat and tell us what you are thinkingkeep talking. The study was determined to open a window into the decision-making process because information stored in the short-term memory is vocalized and caters for systematic observations of higher-level processes. (Olson, Duffy Mack in Fresch 2000). The results showed that think-alouds enable pupils to demonstrate the extent to which they rely on auditory or visual informationstudents develop knowledge about language through active engagement. (Fresch 2000). [7] This in turn can be incorporated into the strategies pupils use while writing; rather than rely on writing and proof reading, the pupils can incorporate a vocal strategy linked to their experience of vocalizing words during DST word sort exercises. While Stage Theory provides a basic template for describing student growth in spelling and writing it is criticized for a repeated emphasis of placing pupils in concrete groups with the assumption pupils progress sequentially without moving back and forth when they encounter unfamiliar words. (Scott 2007). Studies by Siegler (1995) and Varnhagen (1997) have identified an Overlapping Wave Theory that incorporate stage development but allow for fluid movement between stages as they develop. This theory believes pupils possess and are able to use knowledge of phonology, orthography and morphology from an early age, but rely more strongly on strategies at different points in time. (Kwong Varnhagen 2005). Varnhagens case study examined pupil spelling for a KS 1-2 equivalent and identified the same strategies throughout.[8] Their conclusion was that spelling progressed from errors representing the phonetic stage directly to correct spelling. (Scott 2007). The authors themselves are unsure of how this would compliment writing strategies but identify a link to the two strategies that would allow for a better understanding of spelling stage development that would influence spelling strategies as a whole. (Kwong Varnhagen 2005 p.154). In opposition to DST is the Incidental Inventive Spelling approach developed by Montessori (1964) and Chomsky (1979). They observed that children write from an early age and in some cases before they begin to read. They inferred that an invented spelling approach to writing benefits learning because children learn best if they construct a system of their own rather than having it handed to them by an adult.'(Chomsky in Metasala Ehri 1998 p.300). Treimann (1993) echoed Chomsky and Montessori by conducting a year long study where pupils used invented spelling in their writing, then recopying it with standard spelling and finally using for reading practice. It was discovered that the pupils spelling and writing both improved. (Treimann in Metasala Ehri 1998). In a case study by Clarke (1988) pupils at an early KS2 level using inventive spelling out performed fellow pupils in two separate spelling tests, one involving low-frequency words. These results suggest encouraging children to invent spelling while engaged in creative writing helps them to appreciate language comprehension. (Clarke in Metasala Ehri 1998 p.305). Ehri continues to argue that it does not hurt children to misspell words and they do not become locked into misspelling behaviour. An additional discovery was that pupils often do not proof read their own writing and even when they do it takes multiple readings to learn its spelling. By using inventive spelling techniques the inventive group correctly spelled a larger variety of words than the control group. (Metasala Ehri 1998 p.305). Further studies by Ehri, Gibbs and Underwood (1988) and Bradley and King (1992) discovered that pupils beginning Key Stage 2 who were exposed to inventive spelling techniques were more accura te than their counterparts. (Metasala Ehri 1998). Although pupils in these studies were beginning a Key Stage 2 level of education the strength of the study focuses on the ability of pupils to maintain ownership of their creative writing. The teacher remains a facilitator rather than a director. Read (1986) believes writing is part of a childs play with language and the specific activities must grow out of a childs interestshe is likely to direct herself rather than march to an adult drummer. (Read 1986 p.125). The inventive studies have highlighted two areas of interest, firstly is the level of play pupils maintain through writing which could lead to better performance. A study by Gerritz in Read confirms that there was a distinct improvement in pupils writing ability. They were clearly at ease and eager to write. They didnt show any more bad spelling habits than had been experienced throughout years of teaching. (Gerritz in Read 1986 p.125). An enjoyment of writing is perhaps viewed as secondary to spelling performance in the KS 2 strategy and there could be a link between poor spelling performance in writing and the rigidity of spelling strategies. Secondly, the studies have highlighted the in-ability of pupils at this level to identify spelling mistakes in writing. A possible link could be made to the peer-support strategies outlined in the DST studies where-by pupils creatively write first and then, together in QIWK determined groups, analyse the mistakes. There is a third approach relating to a learning styles strategy. Though a combination of neurology, Gardners multiple intelligence and subsequent learning styles theories there are numerous teaching strategies that focus on multi-sensory learning techniques that can build on the traditional spelling lessons. Using neurological evidence Ott (2007) suggests a distinction between dominant left and right brain learning styles. Left brain learners could focus on speech and language through learning word patterns through sound and rhyme, using mnemonics in analysis, logic and language skills, counting syllables and using word derivatives.[9] Right brain learners would focus on visual and spatial skills such as clapping to count syllables, using colour when they identify words, using a computer keyboard and graphic packages, and using mnemonics with illustrations.[10] Gardners theory of multiple intelligences expounds the techniques to include three dominant learning styles that can be incorporated into the classroom.[11] Visual learners could benefit from learning to spell through images, diagrams, mindmaps, media and spelling through analogy and word patterns. The traditional Fernald Method of pronunciation, identification, the tracing of difficult spellings, and writing from memory would especially suite these types of learners. (Ott 2007). Auditory learners could benefit from listening, song, poem, music, rhythm and oral testing. This directly relates to The Simultaneous Oral Spelling (SOS) method that involves pupils sounding out letters, whilst an other pupil asks them to give the letter names as he/she spells the word. Although a basic phonographic technique there is potential for auditory learners to benefit. (Westwood 2005). There is an opportunity to combine with the ARROW method (Aural-Read-Response-Aural-Written). The pupil listens to a recording of single words while simultaneously reading the same words. Oral and written responses via testing allow for a multi-sensory approach to learning words that enhance the traditional memorization technique with a better-suited learning style. (Westwood 2005). Kinesthetic learners could utilise note-taking and physical activities such as model building and play to further enhance the learning experience. (Ott 2007). Although there is a lack of definite case studies relat ing these methods to the relationship of spelling and writing, they do provide a framework for multi-sensory learning that have the potential to be incorporated into the other methods discussed. Pupils (and teachers) could benefit from the awareness of their learning styles and the multi-faceted approaches to learning offered here. The Directed Spelling Thinking Activity (DSTA) developed by Dr Zutell (1989-1991) provides a detailed lesson format utilizing multi-sensory techniques and a process-orientated cycle of instruction that especially suits language learning. (Zutell 1996). This strategy is aimed at systematically connecting to the writing process with a child-centered, active approach to learning.'(Zutell 1996). An initial pretest with contrasting words is given, followed by a group discussion focusing on strategic problem-solving activities. The next day a word sort is initiated that aids pupils to discover the relationships between contrasting word patterns. Throughout the week pupils make connections to their own experiences and take greater control of their learning as they hunt for words, sort words with partners and individually, and use a pupil-chosen selection of practice written activities centered upon identifying patterns and relationships. (Zutell 1996). Word sorts are again utilized providing a link to the DTS strategy. In this case they are based on teacher and student selected single words and multiple sorts of semantic and orthographic definitions. To enhance learning they are sorted both visually and blind, where decisions are made after each word is said, but before it is seen. They are also initiated through group, partner and individual practices to facilitate pupil relationships. The benefits stated here are that pupils notice important features of words being studied, and it can contribute significantly to proofreading abilities. (Zutell Compton 1993). Zutell Compton go to great lengths to describe the positives of word sorting activities. To summarise, they identify the manipulative strengths of movement and rearrangement, the ability to respond to emergent patterns, to facilitate peer support and learning, identify conceptual categories and word memberships and to move beyond individual pronunciation, pattern and meanin g to the interconnectedness of words. Once accuracy is established they can sort on their own and speed sort to ensure internalized, automatic control. (Zutell Compton 1993). Word hunting activities are also identified as effective in creating a sense of ownership in decision-making and to recognize the relevance of what is being studied to their own reading and writing. It is documented to aid the individualization of word lists from the pupils own writing and to the instructional level of the pupil that once more forms a link to the DTS method. (Zutell 2005). Other strategies advised are Flip Folders for independent spelling strategies, specifically the Look-Say-Cover-See strategy discussed earlier in relation to multi-sensory learning. Word Study Notebooks are identified as a writing alternative to the traditional Word Journal because they are conceptually challengingpupils enter words by patterns, such as ch words or vowel-consonant-silent e words. New words and pages are added as new patterns are studies. (Zutell 2005). Games, and specifically board games (i.e. Scrabble), are determined to keep interest high and allow for pupils of all spelling ranges to compete against each other on an equal footing. This provides an anti-thesis to the DTS theory and creates a space for settings and grades to be negotiated in favour of a whole class approach that could build confidence and motivate peer-support. An additional benefit is that pupils must check the accuracy of each others spelling which creates an opportunity for higher learning through an active and fun setting. (Zutell 2005). A final weekly test provides information for both the teacher and for self-evaluation, serves as a guide for journal building, and leads to choices of words for future studies. (Zutell 1996). The benefit of the entire strategy is that it is a child-centered, active, multi-sensored and personalized yet peer-supported strategy that benefits spelling, reading and writing. (Zutell 2005).[12] In addition Zutell claims that this strategy greatly enhances Vygotskys understandings of social engagement by facilitating learning through creative collaboration and learning, mutual appropriation and the enhancement of learning through the zone of proximinal development.'(Zutell 2005). This could be said to be true for any of the group-orientated strategies here pointing to a belief that rote memorization should be exchanged for a creative group approach that facilitates both ownership and peer supporting strategies, especially in creative writing exercises. Conclusion: Considerations for curriculum implementation Any change to teaching practices will have an impact on a myriad of sources. Teachers and subject coordinators will face the challenge of additional training and the procurement of new resources, pupils will require greater initial scaffolding and parents will require educating themselves of the new approach and there may be resistance. This combined effort is traditionally perceived by many teachers as too expensive and time consuming. There are, however, documented strategies that can work. INSET opportunities provide staff with the opportunity to develop new skills and focused teamwork. The subject coordinator can simultaneously create new teaching strategies. Together they can navigate the criticisms that have been documented in the introduction by focusing on learning language structure, perhaps even through the same active techniques as their pupils as they construct the scheme-of-work. During research for this study there were numerous websites identified that provided free lesson-plans and schemes-of-work relating to all methods discussed here, especially the DTS and DSTA. The classroom resources required for creative writing exercises, word sorts, games, folders and word charts, could also be created by the pupils themselves, facilitating coordinated teamwork between Art and English departments. This would allow for an active approach to learning for the pupils and increase a sense of ownership. It also provides a space for simultaneous scaffolding and creative learning across the curriculum, providing a more whole-school approach to spelling in general and the language arts as a whole. The use of free resources and pupil created teaching aids can, therefore, successfully navigate any budgetary requirements. Included in Appendix D is an example of a marking rubric that was designed by a spelling teacher during the move away from memorized spelling tests. She admits the creation of a new rubric was time-consuming but her response to the effort is positive, inspiring and particularly effective in creative writing exercises. (Loeffler 2009). This highlights that committed teachers cannot only achieve success but that there is support available via the Internet. Also included in Appendix E are teacher/parent responses to new marking rubrics and the shift to the DTS method during the case study Beyond Memorisation. The case study exemplifies and clarifies how concerns by both parties were successfully navigated with positive results. There is a particular focus on the impact of a move from traditional weekly grading scores given to parents to a more detailed progressive report that is produced through a combination of DTS and writing strategies. What all of these strategies have discovered is that there are numerous alternatives to the traditionally memorization technique. The DTS, DSTA and Incidental Writing strategies have especially identified working practices that aid the pupil in correct spelling during creative writing exercises. Throughout this research it has become apparent that my chosen school is not an isolated case in the difficulty of producing correct spelling in both tests and creative writing. It is a nationwide problem that clearly identifies that current spelling strategies are not sufficient and that there is a need for more active, creative, multi-sensory teaching techniques and practices within the KS2 curriculum. There is no technique that has been identified as superior, however, throughout this study there were numerous instances where strategies overlap and compensate for each other. It is clear that used together strategically they can enhance both a pupils spelling in all areas and enhance the cr eative writing experience. The additional use of peer-support structures provide a chance for a move away from grading and sets to a whole-class teamwork based learning experience. References Bear, D. Invernizzi, M. Templeton, S. Johnston, F. (2004) Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction: New Jersey: Pearson Education Brown, S., Rust, C. and Gibbs, G. (1994) Involving students in the assessment process, in Strategies for Diversifying Assessments in Higher Education: Oxford: Oxford Centre for Staff Development Claire, J. (2004) 200,000 pupils cannot read at seven. @ http://www.telegraph.co.uk/news/uknews/3304750/200000-pupils-cannot-read-at-seven.html Clark, L. (2009) Why Childrens Spelling is Going Downhill @ http://www.dailymail.co.uk/news/article-98156/Why-childrens-spelling-going-downhill.html Fresch, M. ((2000/2001) Using think-alouds to analyze decision making during spelling word sorts: Reading Online, 4(6) @ http://www.readingonline.org/articles/art_index.asp?HREF=/articles/fresch/index.html Hillal, G. Scharer, P. (1993) Beyond Memorisation, Lists and Trial Tests: Exploring the Influence of Teacher Knowledge of Developmental Spelling on Pedagogical Decisions. @ http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true_ERICExtSearch_SearchValue_0=ED364870ERICExtSearch_SearchType_0=noaccno=ED364870 Hinds, D. (2004) SATS thrown back over Hadrians wall @ http://www.tes.co.uk/article.aspx?storycode=2054617 Kwong, T. Varnhagen, C. (2005) Strategy Development and Learning to Spell New Words: Developmental Psychology No.41 pp.148-159 @ literacyencyclopedia.ca/index.php?fa=items.show228 Loeffler, K. (2009) No More Friday Spelling Tests: Council for Exceptional Children @ www.teachingld.org/pdf/teaching_how-tos/spelling_tests.pdf Metsala, J. Ehri, L. (1998) Word Recognition in Literacy: Philadelphia: Lawrence Eribaum Ott,P. (2007) How to Manage Spelling Successfully: London: Routledge Read, C. (1986) Childrens Creative Spelling: London: Routledge Schlagel, R.C. (2002) Classroom Spelling Instruction: History, research and Practice: Reading, Research and Instruction Vol.1 Issue 42 pp.44-57 Scott, C. (2000) Principles and Methods of Spelling Instruction: Topics in Language Disorders Vol.3 Issue 20 pp.66-82 Scott, R. (2007) Spelling research: Classroom Implications: Encyclopedia of Language and Literacy Development @ http://literacyencyclopedia.ca/index.php?fa=items.showtopicId=230 Smith, M. (2008) Howard Gardner and Multiple Intelligences @ http://www.infed.org/thinkers/gardner.htm Spear-Swelling, L. Brucker, P. Alfano, M. (2005) Teachers literacy-related knowledge about English word structure: Annals of Dyslexia Vol.53 pp72-103 @ http://www.southernct.edu/publications/facbib/S/spear-swerling.htm Stone, C. Silliman, E. Ehren, B. Apel, K. (2005) The Handbook of Language and Literacy: Development and Disorders: Guilford: Guilford Press Templeton, S. Morris, D. (1999) Questions Teachers Ask About Spelling: Reading Research Quarterly Vol.34, No.1 pp.102-112 Westwood, P. (2005) Spelling: Approaches to Teaching and Assessment: Camberwell : ACER Worthy, M. Invernizzi, J. (1990) Spelling Errors of Normal and Disabled Students on the Achievement Levels One Through Four: Instructional Implications: Annals of Dyslexia Issue 40 pp.138-151: Springer Science Business Media Zutell, J. (1996) The Directed Spelling Thinking Activity: Providing an Effective Balance in Word Study Instruction: The Reading Teacher Vol.2 Issue 50 pp.98-108 @ http://www.reading.org/General/Publications/Journals/rt.aspx?mode=redirect Zutell, J. (2005) A Student-Active Learning Approach to Spelling Instruction @ http://www.zaner-bloser.com/educator/products/spelling/index.aspx?id=4820view=article Zutell, J. C. Compton. (1993) Learning to spell in the elementary grades: The knowledge base for effective teaching Paper presented at the annual meeting of the International Reading Association, San Antonio, TX. @ journals.cambridge.org/production/action/cjoGetFulltext?fulltextid [1] David Bell, chief inspector of Ofsted was interviewed by The Telegraph in 2004 and stated the governments programme for literacy teaching at primary level is confused.many teachers are given virtually no training in teaching children how to spell. (Claire 2004). [2] A 2002 review of Key Stage 2 statistics stated accuracy in spelling has declined. (Driscoll in Hinds 2004). A 2009 review of national tests stated the ability of children to spell has declined. Pupils aged between 11-14 made more spelling errors than they did in 2000, four years into a scheme to ensure primary pupils have daily literacy hour lessons among 7 year olds spelling tests improved slightly even though heads complained the spelling tests were too hard. (Daily Mail 2009) [3] The school is still reliant on spelling lessons characterized by the use of Basel published weekly lists of words, written exercises focusing on menorisation and two weekly tests at the beginning and end of each week. [4] Developmental stage theory recommends spelling be taught systematically in relation to individual development. Instruction is based on identified student needs as they progress through the developmental stages. The incidental inventive writing approach, which advocates teaching spelling as the need arises in student writing throughout the school day. The multi-sensory approach focuses on the theory of learning styles and multiple intelligences to identify the best strategy to teach individual pupils. (Schlagel 2002) [5] Phonetic is the true beginning of alphabetic writing and reflects some understanding of phoneme-grapheme correspondences), Patterns Within Words (deeper understanding of orthography (the visual written form). Syllable Juncture (the abstract conceptualization of the spelling system, focuses on the place within words where syllables meet, and an understanding of spelling changes when inflectional endings are added to root/base words (plurals, past tense marker, present progressive verb endings, other spelling concepts that are grasped at this stage include possessive forms and contractions). Meaning-Derivation (concentrates on the morphological connections (coding words by the parts of words that signal meaning and grammar) in English orthography. Students learn that in written English, words that are related in meaning (sharing a common root) are usually spelled similarly, even if they are pronounced differently. (Scott 2007). Please see Appendix B for a complete explanation of the 5 stages. [6] QIWK itself consists of eight progressively complex stages of word lists and spelling patterns relating to DST. Word lists and word sorts match the developmental stage with later stages (Syllable Juncture Meaning Derivative stages) involving morphological principles such as base and derived forms and word origins. [7] This aspect of think-aloud strategies form an interesting link to the multi-sensory approach that will be explored later in the chapter. (See Appendix C for detailed examples of word sorts and pupil responses.) [8] The study analyzed childrens spelling of silent -e long vowels and different types of -ed past tense words for signs of a strong developmental progression of qualitatively distinct stages from semi phonetic to phonetic to transitional to correct spelling over time. (Scott 2007). [9] Ott offers the following examples; sounding word patterns such as the ight sequence in light, bright, fright and might. Mnemonics such as our dear mother uses great rigour and vigour for every Endeavour. Syllable counting such as /mag/ni/fi/cent and /won/der/ful. Word derivations such as signature derived from sign or automatic derived from auto. (Ott 2007 p.106) [10] Ott explains the use of a computer keyboard will aid learning because they can utilise motor memory to remember finger placement and visual memory to memorise patterns. Graphics packages will help remember pictures and associate letter patterns with pictures. (Ott 2007 p.106). [11] Gardners multiple intelligence theory identifies 7 intelligence types; linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intrapersonal. (Smith 2008) [12] Case Study results were difficult to obtain but Zutells work has been endorsed by The International Reading Association, The National Council of Teachers of English and The Language Arts and Reading Company. This highlights the perceived effectiveness of his approach and justifies inclusion here.

Rhetorical Analysis of Obama’s Victory Speech Essay

On November 6th, 2012, Barack Obama was re-elected as president of the U.S. The following day, Barack Obama held his victory speech. This paper will analyze and comment on an excerpt of that particular victory speech and the key focus of the analysis will be on the rhetorical effects of the speech. By using many forms of rhetorical tools like Anaphora or Tautology, President Barack Obama manages to give a speech that is full of American ideas of life, like the American Promise, the American Dream and the future. The speech is very similar to the one he did in 2008 at the Democratic Convention, and contains many form of repetition and â€Å"between the lines† political views. In the first couple of paragraphs, Barack Obama deliberately begins his sentences with the same couple of words, e.g. â€Å"You’ll hear†¦Ã¢â‚¬ , â€Å"We want†¦Ã¢â‚¬  or â€Å"That’s†¦Ã¢â‚¬  followed by positive ideas about the USA, Americans or what the future will bring . This is when the first rhetorical tool is used, and Barack Obama uses Anaphora by starting his sentences with the same lines over and over again. This is a great way to make his statements stand out both greater than they are and easier to remember. Moving on from here, Barack Obama talks about the American Spirit, and gives several examples on how the U.S. will have ended the economic crisis and war in a very near future. The future itself is a huge topic in the speech and when talking about it, Barack Obama gently uses as many rhetorical tools as possible to ensure that the message goes through. One of these rhetorical tools is the Apostrophe, for example when he says: â€Å"It’s not always a straight line. It’s not always a smooth path.† But also when he is talking about the union straight from the beginning: â€Å"It moves forward because of you. It moves forward because†¦Ã¢â‚¬  He talks about the union and the future like they were capable of understanding what was said about them, or if they were alive, and once again, Anaphora is used so all these optimistic ideas will stick. All in all, this entire speech is made up, using Tautology at its best: When reading the speech, you get the sense that Barack Obama is just repeating himself of how well he and his country have been doing lately and how bright the future is for everything and everyone. As previous mentioned this speech is very similar to the one he gave in 2008 at the Democratic Convention. One of the paragraphs from the 2008 speech is almost identical to the victory speech four years later. In both of the speeches,  Barack Obama talks about how great, wealthy and powerful the U.S. is, but says that it is because of the American Spirit and not the military or the universities. Overall the speeches are very alike. Both of the speeches mention the American Dream and how every American should follow up to their promise and how the U.S. has made it to a point of no return where moving forward is the only option. If one was to look at the speech and occasion, they’d probably think, that given it is a victory speech to the entire nation, the speech would automatically become neutral. I say this mainly because he, in the speech, addresses everyone: â€Å"And whether I earned your vote or not, I have listened to you†¦Ã¢â‚¬  He is talking to every American, Democratic, Republican – even third parties. Even after considering that, Barack Obama still doesn’t keep the speech neutral as I for one thinks that he should. He manages to put some of his polit ical work into it. This quote is taken directly from the speech, when Barack Obama is talking about a girl, who was about to die from leukemia: â€Å"[†¦] had it not been for health care reform passing just a few months before the insurance company was about to stop paying for her care.† This is a very sensitive area for everybody, and Barack Obama uses that to his advantage by using pathos which makes most of the listeners feel pity for the little poor girl, and at the same time happiness because of what Barack Obama has done for the U.S. This actually leads the Americans to ask themselves a rhetorical question: If it wasn’t for Barack Obama’s health care, would this little girl have died then? Unfortunately, the answer would with most certainty be yes. There are similar points in the speech, not as obvious though, as when he addresses every American, including the homosexual, or gay as they are referred to, which is very much against most of the Republican Americans. The speech itself is just what you’d expect from any reasonable leader in the U.S It is a speech where the American Dream is the biggest topic, when being optimistic about the future and then work a little harder is all there is to save the nation. It is a speech that will promise a greater country, and contains a lot of empty promises, just like in the campaigns. Personally, I believe that if Mitt Romney had won the election, the speech he would have given would have been almost identical to this. Of course, there’re some parts where their political views would be different, but all in all I think the essence and rhetorical layout of a victory speech would be pretty much the same. Just like it were back in 1776 when all of this began.

Darwins Contribution to Science

Darwin’s Contribution to Science Eric Nash Bio-Literature Dr. Slovak 04/15/2013 When one ponders the current understanding of evolution and natural selection and where it came from, many names may come to mind. However, the man who gave us the idea of natural selection in the first place was none other than Charles Darwin. While Darwin was not the only one conducting research of this kind, his name stands out as a driving force behind our current understanding of evolution.Charles Darwin was born on February 12, 1809 to Robert and Susanna Darwin. Darwin’s father Robert was a physician, much as his paternal grandfather Erasmus Darwin. Charles Darwin studied medicine at the University of Edinburgh, but quickly found that his future lay on a different path. Darwin eventually attended Cambridge University, between 1828 – 1831, where he graduated with the intention of becoming a clergyman. In those days, a clergyman was a general lover of all things natural and could be called by some, the original biologists.Very soon after, indeed the same year as his graduation, Darwin was invited to go along with Captain Robert Fitzroy on a voyage aboard The Beagle. His main role was to be the resident naturalist. During the voyage, Darwin was expected to gather samples and make observations in order to send back to England for classification. Little did Darwin know that the voyage would last five years. While Darwin is known mostly for his work on the Galapagos Islands, he only spent five weeks of his five year journey on the islands. Most of his work was on mainland South America.Through his collection of fossils, skins, skeletons, and various other samples, Darwin was able to postulate about isolation and change within a species. Darwin spent years after his voyage on The Beagle, cataloguing specimens, consulting with colleagues, and getting everything in order to make sure that he had the best support for his theories. It wasn’t until he read an e conomic report by Malthus that describes population growth and decline are based on various factors such as famine or disease (James, 1979), that Darwin began to put together the pieces of what he had learned from his voyage and study.Malthus’ work helped Darwin to understand that under specific conditions, favorable variations would tend to be preserved while unfavorable characteristics would be destroyed. Darwin began to work on a report outlining his theory of evolution through natural selection, but never published them. In 1856, Charles Lyell convinced Darwin to start working on a book detailing his work. Darwin didn’t put a great deal of effort into a book until after 1858, when Alred Russel Wallace sent a letter to Darwin, explaining in almost identical fashion to Darwin’s work, evolution by natural selection.After two presentations at the Linnean Society, in which two of Darwin’s papers and one from Wallace was used, Darwin began his work on, â₠¬Å"On the Origin of the Species. † This was a smaller version of the larger book he was intending on writing and was published in 1859 where it immediately became a scientific sensation. Many scientists argued against Darwin’s work claiming that evolution was a product of major sudden changes which caused large mutations. These scientists were known as â€Å"saltationists†.The major argument was the fact that the earth was not old enough for gradualism, or evolution through small steps, to have occurred. It wasn’t until Mendel’s work on genetics in 1856 that Darwin’s theories really began to take hold. It took all the way until the 1930’s before gradualism was widely accepted. Ultimately, Darwin was not fully vindicated until the last half of the 20th century in which DNA and genes were better understood. Although much of Darwin’s later years were spent in illness, he continued to work.After â€Å"On the Origin of the Speciesâ €  was written, he continued to work on human descent from earlier animals including the evolution of societies and mental abilities. He also did some work to explain the decorative beauty of wildlife and plant life such as his work in 1861 into wild orchids. He showed that an adaptation in their flower petals to attract specific moths in order to ensure cross pollination. He then wrote â€Å"Fertilisation of Orchids† in 1862 where he detailed the power of natural selection to clarify compound ecological interactions and made testable predictions.Darwin went on with, â€Å"The Descent of Man, and Selection in Relation to Sex,† where he Darwin proposed evidence from many sources citing that humans are animals. He explained that sexual selection can describe unreasonable characteristics such as differences between the sexes of various racial differences while emphasizing that all humans are the same species. Darwin was also pleased by this time that his theories did n ot meet the criticism that they once did commenting that â€Å"†everybody is talking about it without being shocked† (Darwin, 1887).After Darwin’s demise, many geographical features and landmarks were named after him. Captain Robert Fitzroy named Darwin Sound in commemoration of Darwin’s quick thinking in saving The Beagle from being sunk when a large glacier created a wave that would have decimated their boats. In the Andes, there is Mount Darwin, so named during the celebration of Darwin’s 25th birthday. More than 120 species and nine genera have been named after Darwin. A group of tanagers found in the Galapagos Islands became known as Darwin’s finches, which ironically, has promoted a great deal of inaccuracies about Darwin’s work.There is even a Darwin Day in England. Darwin’s contribution to science is not insignificant. While not knowing where his theories would lead, he inadvertently became the father of evolution throug h natural selection. His ideas revolutionized the way scientists thought, thus leading to what we know today. Although, the presence of people such as Alred Russel Wallace goes to show that the truth was out there already, it simply needed the tenacity of a man like Darwin to do the work and publish those finding.Charles Darwin put in the time and effort to voyage on The Beagle in order to make everything we know today, possible. While I believe that a truth is a truth and all it needs is someone to find it, without those people, where would we be? Darwin himself once said, â€Å"Ignorance more frequently begets confidence than does knowledge: it is those who know little, and not those who know much, who so positively assert that this or that problem will never be solved by science. † References Darwin, Charles (1887). In Darwin, Francis. The life and letters of Charles Darwin, including an autobiographical chapter.London: John Murray. ISBN 0-404-08417-6 Darwin, Charles (1859 ). On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life (1st ed. ). London: John Murray. ISBN 1-4353-9386-4. Darwin, Charles (1862), On the various contrivances by which British and foreign orchids are fertilised by insects, and on the good effects of intercrossing, London: John Murray James, Patricia 1979. Population Malthus: his life and times. London: Routledge and Kegan Paul. Powerpoint Presentation. Charles Darwin 1809-1882 by Dr. Slovak.

Eva Smiths death Essay Example

Eva Smiths death Essay Example Eva Smiths death Essay Eva Smiths death Essay By now the audience probably thinks that Mr Birling is the one guilty of Eva Smiths death, but in no time at all the Inspector is interrogating Sheila. This continues until every member of the family has been questioned. This creates suspense making the audience feel engrossed in the play, wondering at each stage, who is going to be involved next, and how. Priestley has actually reserved his biggest surprise for the last lines of the play. After the Inspector departure the tension of the play drops and we think the play is over. However, in the final denouement, there is a phone call announcing that a police Inspector is on his way to ask some questions about a girl who has just died in the infirmary. This is as disturbing as it is surprising and ensures that the audience will leave the auditorium in a state of real shock The Inspector is a very mysterious character, as we do not know much about him. The word Inspector suggests someone who looks closely at things, and this is his role in the events of the play. The name Goole sounds like ghoul someone with a morbid interest in death, a spirit that is said to take fresh life from corpses, and it is certainly arguable that the Inspectors existence is a result of Eva Smiths death. I think that Priestley has deliberately called the Inspector Goole to create an esoteric image and make the audience feel tense when they listen to the Inspector on stage. The audience feels fascinated by the Inspectors massiveness and purposefulness as he remains solid and unbroken while each character breaks down, and there is nothing the others can say to distract him from his purpose. An example of this is when the Inspector says:  (Sternly to the three of them.) And Ill be obliged if you let us get on without any further interruptions. The audience enjoy the play even more when the Inspector is shown as a greater character than Mr Birling. This is because we are disgusted by Mr Birlings ego and arrogance; and by seeing him being overpowered by the Inspector is quite hilarious. Priestley has created the Inspectors character like this so that the audience favours him and we take his side. He does not forgive what the Birlings have done, but when they freely admit their faults he allows them to see that they can find forgiveness through future good behaviour. His approach has been perhaps too abrasive, and he is clearly someone for whom social conventions count for nothing when weighed against the desire for truth and justice. Priestley has written a typical play that has a villain and a hero. Most of the audience would definitely like the hero, in this case the Inspector, whereas they would be against the villains, the members of the Birling family. The play is set in Edwardian times where society was strictly divided into social classes and over two-thirds of the nations wealth was in the hands of less than one percent of the population. Below the very rich were the middle classes. For example the doctors and merchants, shop workers and clerks. After this came the craftsmen and skilled workers. At the very bottom of the social ladder was the largest class of all the ordinary workers and the poor, many of whom lived below the poverty level. The men of industry treated the workers very badly and they were paid a pittance. This caused workers to become better organised and strikes were becoming more frequent as they demanded better conditions and higher pay. Priestley was writing the play for a middle class audience and was trying to speak up for the working class by showing how the Birlings and Gerald Croft were all involved in making a young working class girls life a misery. Priestley wants to show us that we have a responsibility to others to act fairly and without prejudice and that we do not live in isolation. He shows that our actions affect others when the Inspector says:  millions of Eva Smiths and John Smiths still left with us, with their lives, their hopes and fears, their suffering and chance of happiness, all intertwined with our lives and what we think and say and do. We have to confront our mistakes and learn from them. Through the Inspector acting as our conscience we are made aware that there are those in higher positions in society who have power yet abuse it. They take advantage of those weaker than themselves. Eva Smith was a working class girl trying to make a living. Through those in power she was used terribly, then when she was no longer of any use she was got rid of. JB Priestley wanted to show that this would continue to happen if society does not learn from these mistakes made. The audience feels sympathy towards Eva Smith and is curious to see if the Birlings have learnt from their mistake. Priestley has shown us how middle class people act in society and the way in which they regard lower citizens. He hopes we will realise how the younger generations are the ones who can change the society in which we live. He shows this when Mr and Mrs Birling learn nothing from their mistakes whereas Eric and Sheila do. The Inspector brings the play to a close, summarising Priestleys message when he says We dont live alone. We are members of one body. We are responsible for each other exactly the opposite to what we are told to believe by Mr Birling, that everybody should look after themselves. Priestley conveys his message well, showing us how the situation can be changed and who to depend on to change it.  I think the success and popularity of An Inspector Calls accounted for by the fact that it is very entertaining as there is a mixture of suspense and mystery but is also a play that conveys a moral message. This makes the play appeal to a widest possible audience especially the middlebrow.

English 11 American Literature Unit 3 Short Story Essay Example

English 11 American Literature Unit 3 Short Story Essay Example English 11 American Literature Unit 3 Short Story Paper English 11 American Literature Unit 3 Short Story Paper Essay Topic: Literature short story an imaginative prose narrative written to give the reader entertainment and insight; intended to be read in one sitting plot what happens in a story characters those who make the plot happen theme the meaning of the story tone/mood the attitude or emotion of the author or narrator toward his subject or audience point of view the method of presenting teh reader with the materials of the story; the perspective from which it is told. omniscient point of view an all-knowing author is the narrator who comments freely on the actions and characters as he is able to delve into the minds of all characters and tell what they think or feel limited point of view the author tells teh story from the viewpoint of one character using either the first or third person objectve point of view the author presents the characters in actions with no comment, allowing the reader to come to his own conclusions about them irony a method of expression in which the intended meaning of the words used is the direct opposite of their usual sense; used for humor or sarcasm verbal irony saying the opposite of what is meant dramatic irony contrasting what a character says and what a reader or audience knows to be true situational irony presenting a discrepancy between appearance and reality or between expectation and fulfillment satire the ridicule of human folly or vice with the purpose of correcting it or for a humorous effect surprise ending the unexpected twist at the end of the story which goes contrary to the readers expectations conflict the central source of tension and drama that makes stories interesting man vs man conflict between people man vs society conflict between an individual and larger groups man vs nature conflict between an individual adn the natural world man vs self conflict within a character with themselves man vs fate conflict with what seems to be an uncontrollable problem such as destiny man vs technology conflict with the forces of man-made technology external conflict a struggle between a character and an outside force internal conflict a struggle that takes place in the characters mind direct characterization the author tells the reader about the characters directly indirect characterization the author shows the character in action and lets the reader make their interpretations protagonist the main character antagonist the character or force in conflict setting where and when the story takes place

Exegetical paper Essay Example | Topics and Well Written Essays - 2500 words

Exegetical paper - Essay Example As Jesus proceeded with his teaching to Nicodemus, reveals to him that man would no longer be justified by the law alone, but by believing in him as the light of the world (Witt 65). This passage has had issues of misinterpretation especially on the issue of being born of water and the spirit. Jesus also emphasized that being redeemed was pegged on believing in him. A number of Christian faithful have misunderstood the salvation that Jesus Christ brought (Witt 72; and Engelsma 1). Many have misinterpreted the concept of believing that Jesus talked about. Some have not believed in Jesus, for instance Judaism. For such category of people, this passage has been applied within a narrow prism due poor understanding. This passage is of great importance as it emphasizes the central role of Jesus in the new covenant. The understanding of verse 16 that â€Å"whoever believes in him shall not perish but have eternal life† speaks volumes. Confusion and misunderstanding arises when believ e has to be defined. Assess verse 16 in opposite implication also indicates that whoever does not believe in him will perish. What then is it to believe? The purpose of this study is to alert everyone, irrespective of their faith, that failing to believe in Jesus is an eternal spiritual suicide on humanity (Witt 72). By reading this paper, I hope that the reader will understand the importance of salvation by faith. In the above passage, Jesus tells Nicodemus that inheriting the kingdom of God requires one to be born again. Nicodemus has no understanding of what Jesus was speaking about at this time. Therefore, he put it to Jesus that it is impossible for one to be born again physically as he cannot enter into his mother’s womb again. In response, Jesus adds that inheriting the kingdom of God is tied together with being filled with the spirit. He proceeds to tell Nicodemus that there are heavenly things that would surprise him more if he tells him about them. Jesus

Porters Six Forces on Business Research Paper Example | Topics and Well Written Essays - 1000 words

Porters Six Forces on Business - Research Paper Example One of the routes to success for this business is its ability to understand its rivals’ actions and marketing techniques. The extent to which competition exists among rivals varies between sectors and the market sectors in them. The food industry and specifically the retail segment is very competitive (Mollona, 2010:27). Considering that this business is in the food retail sector, it must recognize the presence of an extent of competition in the industry. There are a lot of companies and their products are tailored to outmatch each other (Wetherley & Otter, 2011:37). As a result, this business must know what it faces and might face in its operations. Failure to do this will probably contribute to its downfall before the six-month window closes. However, regardless of the number of rivals, this business faces it is important for its durability that it understands the differences between its competitors. This information is vital when designing its strategy and it cannot be acco mplished by simply employing two indices, e.g. the company size and market share, or sales income and market capitalization (French, 2009:12). The business should use two indices to gauge its competitive edge and those of its competitors: HHI (Herfindahl-Hirschman Index)This is more sophisticated than the CRx. It measures the size of firms in relation to the sector and shows the level of competition amongst these firms (Boone, 2012:39). The HHI also provides more weighting to large firms.