Greek/Roman Mythology Essays - Greek Underworld,

Greek/Roman Mythology Parallelisms Between Greek and Roman Mythology Greek and Roman mythology have many similarities between them. Each type has there own set of Gods and Goddesses, although they were worshiped for similar reasons. The following will explain each God or Goddess and explain how they compare to each other. The King of Gods in Greek Mythology is known as Zeus. Zeus was the ruler of the sky, and had the power to create thunderstorms and lightning as well as earthquakes. He was the child of Cronus and Rhea. As the story goes he was their sixth child, and the father to protect him from being overthrown had eaten the five previous children. Zeus was taken to a city called Crete and hidden from his father. As Zeus grew older and learned of what happened he found a potion to make his father regurgitate the other children. Once this happened they all teamed up and killed their father. Zeus then became the ruler of Mount Olympus, and head of the new line of Gods. Jupiter was the predominant power holder of Roman Gods. He was ruler of the sky, the daylight, all the weather, and even the thunder and lightening. Jupiter helped drive back the Sabines. His temple was built in the Capitol, and newly elected counsels offered their first prayers to him. Hera was the wife and sister of Zeus, and the High Goddess of the Greeks. She was extremely jealous of the affairs that her husband was having and often tormented or harmed the mistresses he was fooling around with. Although, when she went too far, or tried to cause death, Zeus would intervene and stop her. Hera tried to ship wreak Heracles on his return from Troy, and with that Zeus had her hung by the wrists from top of the mountain with an anvil tied to each ankle. The two had four children together. Juno, Hera's counterpart, was the wife of Jupiter. Juno was the protector of women, especially those who are married. Women often gave offerings to Juno to help with their childbirth. The God of the Underworld, Hades, was the brother of Zeus. He gained Hell, as his share in conquering their father. He is most known for kidnapping his wife, Persephone, while she was picking flowers in a field. As the story goes, Hades had her eat a piece of food in the Underworld, therefore she could not live on the Earth again. Her father, Zeus, made arrangements for her to be allowed on Earth for two-thirds of the year and in the Underworld as Hade's wife for the rest of the time. This is used as the cause of spring and winter. When she returns to the surface she brings spring with her and when she returns to the Underworld she leaves winter behind her. Pluto, the Roman God of the Underworld, who's name also means rich. It reflects the rich mineral

Greek Mythological Heroes essays

Greek Mythological Heroes essays The stories of ancient heroes have captured the imagination of audiences #for centuries. It is these stories that closely resemble fairy tales that intrigue people. They were used to entertain, to excite and to explain the unexplainable. They gave encouragement, and they gave the Ancient Greeks some thing to believe in. These stories were myths, which were the stories of ancient heroes who did miraculous things, all with the help of the gods and goddesses. The most famous myths were recorded by poets and scholars like Plato, Aristotle, and Homer. These myths are the ones that almost everyone knows now, even though most dont use them to explain things. Although myths are no longer needed to explain the unexplainable, the heroes from these myths live on to keep the world of the Ancient Greeks alive today. One of these famous heroes was Jason and his crew, The Argonauts. For Example, the story of Jason and the Argonauts was used by many poets to explain how one person, who was favored by the gods, could make all the difference, (Hellenism). Jasons story showed that one person could change the course of history. It also showed why so many tried to please the Gods. Furthermore, Jasons Story was long and complicated, the gist of it is that his uncle, the reigning king sent him on a mission to recover the Golden Fleece, a mythological thing that brought peace and healing to what ever possessed it (Hellenism). The Story of Jason was long and complicated, but it also brought the hope of doing something grand like that to all who read it. The people of Greece never forgot Jason and they dedicated many temples to him and his crew. In Addition, the story of Jason lives on through movies and novels, (Skidmore). The mass production of novels gave various retellings of the story, but they are ba sically the same at heart. Then, movies, like the famous epic, Jason and the Argonauts, appeal to ev ...

Whats a Good PSAT Score for a Junior

What's a Good PSAT Score for a Junior SAT / ACT Prep Online Guides and Tips The PSAT is an important test on the road to college. Your scorespredict how you'll do on the SAT. Plus, top scorers can earn distinctions and scholarships from the National Merit Scholarship Corporation (NMSC). So how do you know whether your PSAT scores are good? While what counts as a good score variesdepending on your personal goals, we can give a more objective answer to this question by considering PSAT score percentiles.But first, let's review how the PSAT is scored. How Is the PSAT Scored? The PSATisscoredbetween320 and 1520. Math countsfor half thecomposite score with a range of 160-760. The Reading and Writing sections arescored together (and called Evidence-Based Reading and Writing, or EBRW) with that same range, 160-760. Test takers also geta more detailed score report of each section from 8 to 38. There's an easy trick for converting this section score (also called a test score) to a scaled score.For Math, simply multiply your section score by 20.For Reading and Writing, add your section scores together, and then multiply the sum by 10. When you take the PSAT and get your score report back, you'll seepercentilesalong with your scores. By looking at these percentiles, you can determine how competitive your PSAT scores are. In other words, we can answer the question, "What makes a good PSAT score for a junior?" by looking at percentiles. Percentiles compare your section and composite scores with those of other PSAT test takers. If your Math score falls in the 70th percentile, you've scored higher than 70% of test takers. (And the other 30% scored higher than you.)Basically, the higher your percentile is, the better your score will be compared to everyone else's scores. What's a Good PSAT Score for a Junior? We can define a"good" PSAT score as one that's higher than the 75th percentile.This means you scored higher than 75% of all otherPSAT test takers.For juniors, 75th percentile scores are around 570 to 590 in each section, or about 1150 in total. An "OK" PSAT score is one higher than the 50th percentile, which means you scored higher than half of other test takers. An excellent score is a score in the 90th percentile or higher (although a 90th percentile score still isn't high enough to qualify for National Merit, as we discuss more below). The following chart showsthe minimum section and composite scores you'd need to reach the 50th, 75th, 90th, and 99th percentiles on the PSAT. Percentile EBRW Score Math Score Composite Score 50th 510-520 490-500 1000-1010 75th 580-590 570 1150 90th 650-660 640 1280 99th 730 and up 750 and up 1460 and up Source: PSAT/NMSQT Understanding Scores 2018 Based on the info in the chart, a good PSAT score for a junior is a composite score higher than 1150, an OK score is one higher than a 1010, and an excellent score is anything higher than a 1280. What Do PSAT Score Percentiles Mean? To understand how we chose the scores to represent "good," "OK" and "excellent" PSAT scores, and to understand how you can interpret PSAT scores yourself,you'll need to know more about PSAT percentiles. As we mentioned above, percentilesshow where your scores fall in comparison with the scores of other students in your grade.Your PSAT score report will feature lots of score types and data. Among this data, you'll get not one, but two percentiles comparing your scores with those of other students. These percentiles are called the Nationally Representative Percentile and the User Percentile. We'll focus on User Percentiles, which compare all students in a grade who typically take the PSAT. Below is a chart showing 11th grade User Percentiles for the entire range of PSAT scores. This chart is sourced from theCollege Board's 2018 score report, and you can use it to see how your scaled section scores convert to User Percentiles. Score EBRW Percentile Math Percentile 760 99+ 99+ 750 99+ 99 740 99 98 730 99 97 720 98 96 710 97 96 700 96 95 690 95 94 680 94 93 670 93 93 660 91 92 650 89 91 640 88 90 630 86 89 620 84 87 610 81 85 600 79 83 590 76 81 580 73 78 570 70 75 560 67 72 550 63 69 540 60 65 530 56 62 520 53 58 510 49 55 500 46 52 490 43 48 480 39 44 470 36 40 460 33 36 450 31 33 440 28 29 430 25 26 420 22 23 410 20 19 400 17 16 390 15 13 380 12 10 370 10 9 360 8 7 350 6 5 340 5 4 330 3 3 320 2 2 310 2 2 300 1 1 290 1 1 280 1 1 270 1- 1 260 1- 1- 250 and below 1- 1- As you can see, section scores correspond somewhat differently to percentiles. To make it into the 99th percentile on EBRW, for instance, you'd need to score 730 or above, while to hit the 99th percentile on Math, you'd need a near-perfect 750. Why Are PSAT Scores Important to Juniors? There are two main ways that PSAT scores can be important to juniors who take the test. The PSAT’s most obvious purpose is to help high school students be better prepared for the SAT. The PSAT and SAT have many similarities, so by taking the PSAT early on in your junior year, you’ll get an estimate of how well you’d do on the SAT. You can use this information to figure out which areas you need to improve on the most, create a study plan, and set SAT score goals for yourself. However, the PSAT isn’t just a way to help you see how well you score on the SAT; PSAT scores themselves can actually be quite important for juniors. The second reason PSAT scores are important is that, if you score high enough, you could qualify for National Merit and the benefits the program offers. Keep reading to learn more. What's a Good PSAT Scorefor National Merit? For high school juniors who take the PSAT and score very well (in the top 1%), there is the possibility of becoming a National Merit Semifinalist, which can give you a serious leg up when applying to colleges and possibly even lead to scholarships. The National Merit Scholarship Corporation uses its own Selection Index to determine who qualifies as Commended Students and Semifinalists. Students who score in thetop 3-4% on the PSAT are named Commended Scholars, and students who score in the top 1% are named Semifinalists. How do you calculate your Selection Index? Justadd your three PSAT section scores together and multiply by 2. Let's say you got a 30 in Reading, a 28 in Writing and Language, and a 32 in Math. To get your NMSC Selection Index score, add your section scores together: 30 + 28 + 32. Then, multiply the sum by 2. In this case, your Selection Index score would be 180. As you can see in the chart below, a Selection Index score of 180 isn't quite high enough to qualify as a National Merit Semifinalist. Instead, you'll need a Selection Index of 212 or higher, depending onwhere you take the PSAT. To get a good idea of the score you'll need to become a Semifinalist, look at the chart to seethe most recent estimates forstate cutoffs for National Merit Semifinalists. These were used to select Semifinalists from the October 2017 administration of the PSAT. State Selection Index Cutoff Alabama 216 Alaska 215 Arizona 220 Arkansas 214 California 223 Colorado 221 Connecticut 222 Delaware 222 DC 223 Florida 219 Georgia 220 Hawaii 220 Idaho 214 Illinois 221 Indiana 219 Iowa 216 Kansas 218 Kentucky 218 Louisiana 217 Maine 217 Maryland 223 Massachusetts 223 Michigan 219 Minnesota 220 Mississippi 215 Missouri 217 Montana 214 Nebraska 216 Nevada 218 New Hampshire 219 New Jersey 223 New Mexico 215 New York 221 North Carolina 220 North Dakota 212 Ohio 219 Oklahoma 215 Oregon 221 Pennsylvania 220 Rhode Island 220 South Carolina 216 South Dakota 215 Tennessee 219 Texas 221 Utah 215 Vermont 216 Virginia 222 Washington 222 West Virginia 212 Wisconsin 216 Wyoming 212 Average Score 218 As you can see, minimum scores for National Merit vary depending on which state you take the PSAT in. Cutoffsregularly vary a fewpoints between years, so if you haven't taken the PSAT yet and are aiming for National Merit, you should set your target Selection Index about2 to 5 points higher than the predicted cutoff for your state. Bonus: Aiming for a National Merit Scholarship? If you're not sure you can self-study your way to a qualifying PSAT score, you'll love our PSAT prep program, PrepScholar. We designed our program to learn your strengths and weaknesses through advanced statistics and customize your prep to be as effective as possible for you. When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty PSAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: For more information on National Merit and how you can maximize your chances of qualifying, check out our guide for everything you need to know about becoming a National Merit Semifinalist. How to Prepare for theSAT After Taking the PSAT You've got your PSAT scores, and now it's time for the next step: taking the SAT. How can you use your PSAT scores and the lessons you learned by taking that test to help you score higher on the SAT?Check out the following four steps in order to be prepared and confident when you take the SAT. Step 1: Set an SAT Score Goal Figuring out your SAT score goal is an important part of preparing for the test, and it can help motivate you by giving you a concrete goal to work toward. To figure out what SAT score you should be aiming for,check out our guide on what a good SAT score is. Basically, you should research the average SAT scores of admitted students for the schools you're interested in applying to. Many schools provide 25th, 50th, and 75th percentiles of admitted students. Aiming for the 75th percentile score gives you a good shot at getting in (provided the rest of your application is strong as well), so make a list of the 75th percentile scores of all the schools you're interested in. Then, find the highest score on the list. This is your goal score. If you can meet this score, your SAT scores will likely be high enough for every school you're applying to. Your PSAT scoresgive you an estimate of how well you’d currently score on the SAT and where you need to improve.(Note that PSAT scores only goes up to 1520, while the SAT goes up to 1600, since the PSAT is a less challenging exam than the SAT.)So, if you got a 1350 on the PSAT, you could expect to get around that same score if you took the SAT.This means you can use your PSAT scores to determine how much studying you need to do in order to meet your SAT score goal.However, remember that your PSAT scores don'taccount for improvements you may make while studying for the SAT, which can be significantif you have a smart study plan. Step 2: Identify and Learn From Your Mistakes When you get your PSAT scores back, you'll be able to see how well you scored on each section of the test. Look over this information carefully to see if you can spot any patterns. For example, did you score well on the Math section but struggled on Reading and Writing? Then you should spend more of your SAT study time focusing on Reading and Writing. Learn from your PSAT mistakes so that you can score higher on the SAT. Additionally, every time you take a practice SAT (see step 4), you shouldidentify each of the problems you answered incorrectly. Then, you should take the time to thoroughly understand the answer explanations and walk yourself back through the problems from step one. You can improve your scores a great deal by breaking mistake patterns and recognizing the way the SAT asks similar questions over and over again. Step 3: Create a Study Plan To keep track of when you should be taking practice tests as well as doing other review, you should create a study plan.Mark when you’ll study each week as well as goals you want to achieve every week or month (such as reviewing a particular exam topic or raising your score by a certain number of points). If you start your study plan early, you can space out your prep to consist of just a few hours each week in order to meet your score goal. Then, you can ramp up your studying in the weeks before you take the SAT. Step 4: Take Official, Full-Length Practice Tests Taking timed practice testsis one of the best ways to significantly improve your SAT scores. The College Board has releasedseveral free practice SATs, which are the highest-qualitypractice tests you can take. When you take these practice tests, be sure to take them timed and in one sitting so that you get the most accurate score results and become used to the SAT's length. Also, remember to review the questions you got wrong, the same way you did with your PSAT results, in order to learn from your mistakes. What's Next? Now that you know what makes a good PSAT score, what about on the SAT? Read about good, excellent, and bad SAT scores here. The PSAT is very similar in content and format to the SAT. Check out our complete guide to the SAT.Once you've familiarized yourself withthe test, head over to this guide to learn how to study for the SAT. Once you've gotten your PSAT scores, what do you do next? This article goes over in detail thesteps to take once you've gotten your PSAT scores. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Summarize Essay Example | Topics and Well Written Essays - 2000 words

Summarize - Essay Example This resulted in the issuance of Basel II by the Basel Committee on Banking Supervision (BCBS), which was set by the governors of the G10 countries. In the attempt of Basel II to increase the amount of capital held by banks, the concept of operational risk was introduced for the first time. Following this move, the Capital Requirements Directive was introduced in the EU, and shortly after the ICAAP was developed. The provisions of Basel II included the setting of the minimum capital to be held by banks, the risk types covered, the winding down requirement for businesses and company’s disclosure requirements. The application of Basel II started with the banks and insurers and then Asset management firms and brokerages. The approach towards the application of the Basel II by these institutions was determined by both the complexity and the size of the institutions. Thus, since 2000, the subject of risk management started to grow, and different approaches to the concept started to developed. The requirements of risk management are risk appetite, defined as how much risk a firm is ready to accept, the risk assessment process, KRI’s-the metric showing when a risk is about to occur, error management, risk technology and risk governance. Between 2002 and 2010 the setting up of risk management departments continued, while negative organizational culture also emerged as a big operational risk. The rise of operational risks was marked by noughties frauds valued at $22.31bn, followed by John Rusnak Allied Irish Bank fraud 2002 and then the Peter Young Morgan Grenfell trading fraud 1997. The collapse of the Lehman Brothers in 2008 continued the rogue trading and risk operational activities, causing a regulatory reaction by the EU, which pushed the limits on fund management higher. Subsequently, the Basel III, CRD 2 and 3 Solvency II were also developed to push up the industry understanding of the risk management. This was followed by

Lessons from the Cold War Essay Example | Topics and Well Written Essays - 750 words

Lessons from the Cold War - Essay Example The United States is widely considered to be the â€Å"winner† of the Cold War for several reasons. Firstly, there is simple geography: if you look at a map, the United States exists now exactly as it did during the years of the Cold War (in fact, it actually grew somewhat during the conflict, adding Hawaii and Alaska as states as opposed to protectorates or territories), whereas the Soviet Union dissolved as a political entity, becoming Russia, Turkmenistan, Uzbekistan, Kazakhstan, the Baltic States, Belarus, Ukraine, and several other smaller states between the Black and Caspian Seas (Brooks 450). More importantly, however, was the fact that the political ideology of Russia shifted – the one-party, the communist government ended, the economy was capitalized, state-run corporations became privately owned and so on. So, the state of the Soviet Union and the form of government and economy that it represented both ended, while the United States remained the lone Superpowe r. There are various explanations of how the Cold War was â€Å"won† or â€Å"lost† without recourse to a nuclear war. One of the major theories is that the United State’s more efficient and productive economy simply outpace the Soviet one, leading the Soviet government to either fall behind militarily or socially – both of which would have led to the downfall (Brooks 449). The classic explanation can be summarized as ‘the United States could make tanks and cars, the Soviet Union, one or the other.’ Any explanation that fails to take into account Soviet leadership, however, is somewhat naà ¯ve. The fact is that Gorbachev, the leader of the Soviet Union, genuinely sought openness and freedom for his people, and allowed them the freedom to choose what type of economy they wanted, which allowed the Soviet Union to fall without violent backlashes towards either the United States or its own populace (Brooks 454).

Two Gentlemen of Verona Essay Example for Free

Two Gentlemen of Verona Essay William Shakespeare is an interesting character that just happened to be one of the best play writes of not only his time, but even today. He was born in the year 1564 and died in 1616. Though there are not many records of his personal life, from what there is, he lived a sort of scandalize life. Moving to London and leaving his wife, Anne Hathaway, behind to write plays, act, and, it is said, have affairs with men and women. He is often called Englands national poet and the Bard of Avon. Some people say that his earlier works were not so well written as his later plays, but he wrote about 38 plays in total and is said to have changed not only theater by his influences in other authors, but the English language as well. Though he wrote many good plays, one of his earlier plays, â€Å"Two Gentlemen of Verona† will be discussed in greater detail in this essay. Shakespeare, did many things for the first time in theater and his plays that no other other had done before him. One of his most obvious achievements include language. It is said that he had created about over 1700 of our common words by changing nouns into verbs, changing verbs into adjectives, connecting words never before used together, adding prefixes and suffixes, and making up words that are completely original. Language is a big part of theater. In many plays, as well as life, people play with worlds and sentence structures to portray many different types of emotions. In Two Gentlemen of Verona, many scenes were funnier because of the wordplay they used. For example, in Act III scene i. Speed, the servant of the main character Valentine, had asked Launce, the servant of Proteus, â€Å"How now Signior Launce, what news with your mastership? † Launce replied with, â€Å"With my mastership? Why, it is at sea. † Like many other parts in the book, this dialogue shows Shakespeare creativeness and wordplay. When Valentine asks about the â€Å"mastership† what he really is talking about is Proteus because he is Launces â€Å"master†. Proteus is â€Å"set out to see† because he left Verona, but it is also referring to the â€Å"ship† that Speed was joking about. Many other examples of this are in all of William Shakespeares plays; because it is in old English, it can sometimes be seen when acted easier than just read. In addition, all plays must have a character that has inner conflicts; Shakespeare figured out how to make soliloquies explore a characters inner motivations and conflict. Up until Shakespeare, soliloquies were often used by playwrights to introduce (characters), convey information, provide an exposition or reveal plans. This can probably be more more apparent in plays such as Hamlet, hi the big, and famous â€Å"To be, or not to be† soliloquy. Though, in Act I scene ii Julia, Proteus first love, has a soliloquy where shes does just that. It occurs right after she receives a love letter from her servant that Proteus had sent with his servant, Speed. Right before her soliloquy she had tared up the letter into pieces and kicked her servant out of the room. The first line in her soliloquy, â€Å"Oh hateful hands, to tear such loving words! † demonstrates how Shakespeares characters can show their inner motivations within their soliloquies. Though she had destroyed the letter, and acted as though she was annoyed by it and by her servant, her true motives, and inner feelings are revealed. Another influence William Shakespeare had in the culture of theater is the way that Shakespeare mixed tragedy and comedy together to create a new romantic tragedy genre. Before Shakespeare, romance had not been considered a worthy topic for tragedy. While this can be more easily seen in a play like Romeo and Juliet. Two Gentlemen of Verona is also a comedy that involves some romanticism and tragic events. For example, Proteus, character almost like Romeo, in Romeo and Juliet, is young and falls in love too easily. Like Romeo, Proteus falls in and out of love by the beauty of a woman versus her intellect, or thoughts. Though it is a comedy, some traumatic events occur towards the end cause by love and the betrayal. Proteus falls out of love with Julia, and in love with Sylvia. The flip to this story is that Sylvia was supposed to get married to Valentine, which is Proteus best friend. Proteus betrays Valentine and gets him kicked out of the city. He then attempts to rape Sylvia because she refused to give in to someone that will betray their own best friend by in such a way. The play, Two Gentlemen of Verona, has a shocking ending that seems like it could have many different meanings. The scene begins with Valentine sitting alone in a bush where he hears that Proteus, Sylvia, and Julia (disguised as Sebastian) enter the forest scene. Proteus tells Sylvia that she should be thankful that he had saved her from the â€Å"outlaws†, but Sylvias love for Valentine and hatred for Proteus to betray his friend is too strong. When Proteus is about to rape Julia, Valentine jumps out and stops him. In the end, Julia reveals who she is and the Thurio, the man who was supposed to marry Sylvia from the beginning, enters the scene saying that he will not marry Sylvia because he never really loved her. When Proteus decides he does loves Julia after all, the Duke, Sylvias father, says both men will get married on the same day to both women. This scene proves Federico Garcia Lorcas view that â€Å"the theater is a school of pain and laughter, a free tribunal where we can question norms that are outmoded or mistaken and explain with living examples the eternal norms of the human heart. The whole play involves pain and laughter, in this comedy, we as the audience laugh at Proteus thinking that he loves any girl that is beautiful. Though we laugh at it, there are other mixtures of pain and laughter. It is comical that Valentine, such a noble man, is hiding in the bushes waiting for his best friend to do something bad to his girlfriend; Julia is dressed as a man and no one can see it, but at the same time she is in pain because the love of her life is about to rape someone else; and there is more pain and laughter irony in this one scene. It is definitely a â€Å"tribunal where we can question norms that are outmoded† because the Duke comes into the scene unexpectedly and lets the two men get married without asking the women. This is an outmoded norm that men are superior to women, and men do not need to ask the women permission or what they would like. What if Julia no longer wanted to marry Proteus after all she saw? What if Sylvia did not want to get married on the same day of the man who tried to rape her. The norms can also be â€Å"mistaken† because there is a line where Valentine forgives Proteus for almost raping his lover and he concludes by saying, â€Å"All that was mine in Sylvia I give thee† (Act V, Scene iiii). This line, among many others, is up to interpretation. The line could mean that Valentine decided to give away Sylvia to Valentine in the end, or it could mean something completely different and the audience could be â€Å"mistaking† Shakespeares meaning of what is said. The finale, everyone getting married, shows â€Å"the eternal norms of the human heart†, even in Shakespeare’s time a happy ending is seems more complete. The audience in that time, and today would rather hear that everything resolved in the end for these characters. Although some people may argue that Shakespeares plays were not so well writen in the beginning of his career, there can be much said about his earlier plays like The Two Gentlemen of Verona. It is also clear that Shakespeare has changed and influenced theater greatly. He had changed various things like the English language, characters development within soliloquies, and even created new genres. There can be so much to be said about all his novels, in one scene, like the one above there can be much to debate, laugh, and feel pain about. In this on scene proved Federico Garcia Lorcas quote about theater to be true. If analyzing another scene, the same could be said.

The Cult You’re In Essay -- Literary Analysis, Kelle Lasn

Everyone is in a consumer’s hypnosis, even if you think you are not. When you go to a store and pick one brand over the other, you are now under their spell. The spell/ hypnosis is how companies get you to buy there things over other companies and keep you hooked. Either through commercials or offering something that you think will make your life better by what they tell you. For example, you go to the store and you need to buy water, once you get to the lane and look, there is 10 different types of water you can buy. You go pick one either because the picture is better or you seen the commercial the other day and you want it. During the length of this paper we will talk about two important writers, Kalle Lasn the writer of â€Å"The Cult You’re in† and Benoit Denizet-Lewis writer of â€Å" The Man Behind Abercrombie & Fitch†. They both talk about similar topics that go hand and hand with each other, they talk about the consumers â€Å"Dream†, how companies recruit the consumers, who cult members really are, how people are forced to wear something they don’t want, and about slackers. What is The Dream we all have? Think about the main things that you strive for in life. Well everyone else in the world has the same dream because companies or â€Å"cults† in bead this dream to pull you in to their â€Å"cult†/ group. They make it seem that you will be happy with having this dream and they can help you get close to it by you buying their stuff. Lasn specifies on this dream everyone as he said â€Å"Dream by definition, are supposed to be unique and imaginative. Yet the bulk of the population is dreaming the same dream. It’s a dream of wealth, power, fame, plenty of sex, and exciting recreational opportunities† ( lasn, 380). This dream is feed to us by the peopl... ...teens can shop elsewhere ‘In every school there are the cool and popular kids, and then there are the not so cool kids,’ he says† (Denizet-Luis, 369). So if your different then there target audience you don’t belong in the group which would consider you a type of slacker. All and all, we are all in a consumer cult if we want to or not. If you go to the store all you see is brands and you need to buy one no matter what. But what you can do is stop over buying things you don’t need that you think will make you happy. The companies are manipulative in many ways because they show you this â€Å"dream† of a life by buy their stuff, once you are hooked on it they recruit you, bring you in to the cult, make you do stuff you don’t want to, and then if you become a slacker they alienate you away from the other â€Å"cut† members so you can’t influence them to become a slacker too.

Critical Analysis and Evaluation of “1984” by George Orwell Essay

George Orwell, whose real name was Eric Blair, was born in Bengal, India, in 1903. When he was eight years old, as it was customary, his mother brought him back to England to be educated. He was sent to a boarding school on the south coast, a school whose students were sons of the upper class. He was allowed in with lower tuition and not being from a wealthy background, he was subject to snobbery of the others at the school. In 1917 he went to Eton on a scholarship and he enjoyed himself, making friends and reading many books. Orwell graduated in 1921 and instead of going on to a university; he joined the Civil Service and went to Burma as a sergeant in the Indian Imperial Police. He served as a policeman in Burma from 1922 until he took leave in 1927 and resigned his post. Orwell now had time to think and he decided to live among working-class people in Paris and among the tramps in England for more than a year. During these years he worked as a schoolteacher and got married. Both he and his wife kept a village pub and a village general store. All of these experiences led up to the basis for his first book, Down and Out in Paris and London, which was an autobiographical work he published in 1933. This was his first book and he used the name George Orwell. He explained later that he took the last name from an English river near where he lived and the first name as being typically English. The latter part of his work was written primarily about different things and places that he had experienced. For example, he wrote, Homage to Catalonia, from his experiences in the Spanish Civil War and A Clergyman’s Daughter, makes use of his teaching experiences. Orwell died at the young age of forty-seven from neglected lung  ailments. In his death he left behind a growing reputation for greatness and the conviction that modern man was inadequate to cope with the demands of his history. It is not apparent that Orwell used any sources in his writing of 1984. If he had, they were not included in my copy of 1984. The Author’s Views I feel that George Orwell wrote 1984 as a warning after years of brooding on the twin menaces of Nazism and Stalinism. He wanted to lay out the basis of what he thought the world could become. By writing this anti-utopian story, I feel he hoped to frighten us so that we might be on our guard. If a certain city knew of a tornado on the rise, they could be prepared. But, if that tornado hit that same town and they were not expecting it, the potential damage could be far greater. Orwell was warning us. The position the author takes on his story seems to be a hopeful one. He hopes that Winston will end up defeating Oceania’s mad system of government and find true love with Julia but he is not writing a love story. He planted his seed (the plot) in some nasty soil. The environment in which he set his story would only allow for Winston to get so far before Big Brother got the best of him. He clearly felt sympathy for Winston but he also wanted to make his point for the book clear. Wintson would have to love Big Brother. 1984: In Review Winston Smith, a physically insignificant man of thirty-nine, is Orwell’s principal protagonist. He works in the Records department of the Ministry of Truth, revising the past as it appears in the newspapers, and he is tired of living under the paternalistic government of Oceania. Waking up every morning in this mad society has turned him slowly into a rebel. He first started writing in a diary, which was looked at with suspicion by the Though Police. Writing would record history as it really occurred and this was exactly what the Big Brother did not want. Big Brother is the name of a person that does not exist. He is the major political figure in Oceania that opposes everything Emmanuel Goldstein is about. If one takes the position that â€Å"the party is correct,† than Big Brother becomes God, President and ultimate friend. Goldstein, on the other hand, preached that Big Brother was wrong and eventually had to flee from Oceania because of his growing hatred. The videotapes with which he spoke against Oceania’s politics and Big Brother were used in the daily Two-Minute Hates. In this period of time, work ceased and everyone gathered around a telescreen, large, flat television screens that pervaded Oceania. Goldstein appeared on the telescreen and everyone was to scream and mock this man, for he was not right. A young woman, Julia, instigates a liaison between herself and Winston. Rebelling against Big Brother, they make love, which Winston believes is a severe thoughtcrime. He felt that sexual relationships accompanying love would result in a loyalty between individuals that is contrary to the desires of the Party. They then rent an apartment and take comfort that O’Brien, a vigorous, intelligent man of mysteriously high rank in the Inner Party, is their friend. O’Brien lets Winston read a seditious book. This book describes the relationships of Oceania with Eastasia and Eurasia. Once O’Brien had enough evidence to convict Winston and Julia, the two were arrested in their rented room. They were imprisoned in the Ministry of Love where O’Brien put Winston through the first two stages of his retraining. Over the nine months of â€Å"rehabilitation† he learned to love O’Brien and they conversed as if friends. The last stage came in the dreaded Room 101, where Winston was made to face what he secretly feared most, rats. He betrays Julia and is subjugated physically, mentally, and emotionally. All that remains is for Winston to love Big Brother. Personal Evaluation of Book and Author George Orwell is an excellent author. Before I was introduced with 1984, I read Animal Farm and this gave me a taste for his writing. In both Animal Farm and 1984 alike, Orwell’s writing was easy to adapt to. His style of writing helped my understanding of the book and made it enjoyable. In 1984, he presented a very interesting scenario similar to Nazi Germany. I believe  that Orwell put much effort into this book and made his story very realistic. As I read along, there was nothing which seemed too out of reach or too unbelievable. His protagonist, Winston Smith, was an ordinary citizen in Oceania by appearance but his thoughts and actions were radical according to Big Brother. Orwell in a sense let me down by letting the worst catch up with Winston and having Big Brother be the final destruction of him. This, though, I feel had to happen to fulfill the authors purpose for writing the story. He wanted to lay out the idea of an anti-utopian society and, I think he hoped by presenting it, that it might not happen. I believe that he fulfilled his purpose in writing the story and that he laid out a warning for the potential dangers of totalitarianism. His book was at first thought to be too radical but the more it was read and reread, he seemed to be right on target. He proposed a very interesting story with endless possibilities. Reading 1984 was a learning experience. I learned the value in speaking out against the majority. I also learned the danger in allowing groups to gain too much power. When I was reading the book, I forgot some political aspects about W.W.II and I went back to a report I had written on that subject. After reviewing the war, it made me realize how well Orwell set his thoughts out through the book and how he formulated an interesting story. Orwell might not have been the most creative of all authors but I learned that this did not matter. He worked hard on such an elaborate plot that it was not necessary to be that creative. This was a fictional piece of literature and therefore I could not agree or disagree with the knowledge I previously knew about the book’s subject. Though, the book speaks of a society that was remarkably similar to Nazi Germany. I recommend this book to anyone. It was well written and thoughtful ;I will always remember its impact on me. The best thing about it was that anyone could pick up this book and get the jest of it. It was not imperative to understand what utopia meant or have any knowledge of W.W.II, Nazi Germany, or the Soviet Union or to understand the book. As I had said before, I had to refresh my history of W.W.II but this did not hinder me from enjoying the book.

Guidelines Essay

This article was created by: Jocelyn Howard and Jae Major with the purpose of helping teachers, who decided to produce their own teaching materials; they need to observe some advantages and disadvantages, important factors and guidelines. These aspects help them to provide a coherent design for teaching materials. First, different advantages and disadvantages are examined why teacher might choose to design their own materials. These are some advantages: contextualization: it is generic; it means they do not able to take in consideration the learning environment. The coursebook do not aim any specific group of learners, particular culture or educational context. Everybody is able to use that coursebook. There are a lack commercial materials and cost force the teacher-produce their own material as best option for both students and school. Another advantages is individuals needs, it refers to different aspects or needs of learners that must be taken in consideration by teacher-producer at the moment to create material. They are first language skills, multi-cultural groups, experiences, level of English and why they are learning? Also, to increase motivation and knowledge, engagement in learning, freedom are some aspects to take in consideration in personalization, another advantage. In contrast, the disadvantages for teachers who decided to produce materials are organized in three aspects such as: organization, quality and time. Organization: refers to coherence and clear progression, physical organization and storage material and clear direction. If there are not some order in principles and clearly well-organized system will be difficult to locate them for future material’s use. Second, factors to consider when designing materials: learners: teachers find out information about learners’ needs. After that you are able to create the material. In addition, the students learning needs: skill, preferences learning style, literacy level, interests and purpose of learning English as a second language. Also, curriculum and content: it must include the goals and objectives to keep close for going back and check it. Another important factor is the resources and facilities: teachers must be realistic; they need to adapt their materials to the environment where they work. After this, personal confidence and competence: it refers to the skills, knowledge and attitudes, copyright compliance: you must have to give credits when use resources of internet, and time: organized the place that you use for working are another main factors. Third, guidelines for designing effective English teaching materials: in general they provide a coherent design in materials which emphasize the learning skills and knowledge. ELT materials should be contextualized (guideline1): the curriculum is to give address, specific individual’s needs and the topic is meaningful. And then, in a real communication process, professor must be sure the materials they develop have a clear purpose (guideline 2). Guideline 3: teachers should teach how to learn, help to take advantages and opportunities for self-evaluation. So, metalanguage (out of the class) is an example of these opportunities. Besides, guideline 4: materials make the student focus on form. Guideline 5: produce materials and incorporate more than one skill. Guideline 6: it is not only written material, it’s also visual and spoken. Guideline 7: the materials must be connected between what you did and what will you do. Guideline 8: physical appearance of materials must be attractive to the learners. Guideline 9: the instructions must be clear and easy to follow by learners. Guideline 10: the materials must be adapted to the activities and the learners. In summary, when teachers make the decision of creating their own materials they should be taken in account the different advantages and disadvantages presenting in this text. Also, they need to consider the factors and guidelines which provide them the most important point for developing their own teaching materials.

Definition of Barnburners and Hunkers

Definition of Barnburners and Hunkers The Barnburners and Hunkers were two factions that battled for dominance of the Democratic Party in New York State in the 1840s. The two groups might have been obscure footnotes to history  remembered mostly for their colorful nicknames, but dissension between the two groups played a major role in the presidential election of 1848. The issue underlying all the fracturing of the party was rooted, as were many political disputes of the day, in the growing national debate over slavery. In the early 1800s the issue of slavery was mainly kept submerged in the national political debate. For one eight-year stretch, southern legislators had even managed to suppress any talk of slavery in the U.S. House of Representatives by invoking the infamous gag rule. But as territory acquired as a result of the Mexican War came into the Union, heated debates over which states and territories might allow slavery became a major issue. The disputes playing out in the halls of Congress also traveled into states where slavery had been outlawed for decades, including New York. Background of the Barnburners The Barnburners were New York State Democrats who were opposed to slavery. They were considered the more progressive and radical wing of the party in the 1840s. The group had splintered off from the Democratic Party following the election of 1844, when its preferred candidate, Martin Van Buren, lost the nomination. The Democrats candidate in 1844 who offended the Barnburner faction was James K. Polk,  a dark horse candidate from Tennessee who owned slaves and advocated for territorial expansion. The Barnburners were anti-slavery and viewed territorial expansion as an opportunity for pro-slavery politicians to add more slave states to the Union. The nickname Barnburners was derived from an old story. According to a dictionary of slang terms published in 1859, the nickname came from a story about an old farmer who had a barn infested with rats. He was determined to burn down the entire barn to get rid of the rats. The implication was that the political Barnburners were obsessed with one issue (in this case slavery) to such an extent that theyd burn down a political party to get their way. The name apparently originated as an insult, but members of the faction seemed to take pride in it. Background of the Hunkers The Hunkers were the more traditional wing of the Democratic Party, which, in New York State, dated back to the political machine set up by Martin Van Buren in the 1820s. The nickname Hunkers, according to Bartletts Dictionary of Americanisms, indicated those who cling to the homestead, or old principles. According to some accounts, the word hunker was a combination of hunger and hanker, and indicated that the Hunkers were always set on attaining political office no matter the cost. That also aligns to some extent with the common belief that the Hunkers were the traditional Democrats who had supported the Spoils System of Andrew Jackson. Barnburners and Hunkers in the Election of 1848 The division over slavery in America had been largely settled by the Missouri Compromise in 1820. But when the United States acquired new territory following the Mexican War, the issue of whether new territories and states would allow slavery brought the controversy back to the forefront. At the time, abolitionists were still on the fringe of society. It wouldnt be until the early 1850s, when opposition to the Fugitive Slave Act and the publication of Uncle Toms Cabin made the abolitionist movement more acceptable. Yet some political figures were already firmly opposed to the spread of slavery, and were actively seeking to keep a balance between free and slave states. In New York States powerful Democratic Party, there was a division between those who wanted to stop the spread of slavery and those who were less concerned, regarding it as a distant issue. The anti-slavery faction, the Barnburners, broke from the party regulars, the Hunkers, before the election of 1848. And the Barnburners proposed their candidate, Martin Van Buren, a former president, run on the Free Soil Party ticket. In the election, the Democrats nominated Lewis Cass, a politically powerful figure from Michigan. He ran against the Whig candidate, Zachary Taylor, a hero of the recently concluded Mexican War. Van Buren, supported by the Barnburners, did not have much chance of regaining the presidency. But he took away enough votes from the Hunker candidate, Cass, to swing the election to the Whig, Taylor.

Tips and Tricks for Getting Your Students Attention

Tips and Tricks for Getting Your Students Attention One of the biggest challenges teachers face is getting (and keeping) their students attention. Learning to do so takes time and practice, but effective teaching requires it. Here are 20 attention signals to help get your students attention. Plus: simple strategies to get them to hang on to your every word. 20 Attention Signals Here are 20 call and response teacher attention signals to use in your elementary classroom. Teacher says, One, Two - Students response, Eyes on you.Teacher says, Eyes - Students response, Open.Teacher Says, Ears - Students response, Listening.Teacher says, If you can hear me clap once, if you hear me clap twice.Teacher says, Hear Ye Hear ye - Students response, All eyes on the queen.Teacher says, Give me five - Students respond by raising their hand.Teacher says, Peanut butter - Students say Jelly.Teacher says, Tomato - Students say Tomahto.Teacher says, Ready to Rock? - Students response, Ready to Roll.Teacher says, Hey - Students respond with Ho.Teacher says, Macaroni - Students respond with Cheese.Teacher says, Marco - Students respond, Polo.Teacher says, One fish, Two Fish - Students response, Red Fish, Blue Fish.Teacher says, Silent Guitar - Students respond by playing air guitar.Teacher says, Silent Wiggles - Students respond by dancing around.Teacher says, Hocus, Pocus - Students response is Everybody focus.Teacher says, Chocolate - Students response, Cake. Teacher says, All set - Students say, You bet.Teacher says, Hands on top - Students say, That means stop!Teacher says, Chica Chica - Students say, Boom Boom. Tips for Getting Students Attention Practice, practice, practice! Go over your attention signal until your blue in the face.Praise students for getting (and doing) the signal correctly.Make it fun! Change it up and say (or do) the signal fast, or slow, soft or loud. Non-Verbal Ways to Keep Students Quiet Tips for Keeping Students Attention Once you figure out which attention signal works best for you and your students, your next job is to keep their attention. Here are a few tips to help you do just that. Create interactive hands-on lessons - Students are more apt to stay engaged when they are actively involved in the lesson. Try a cooperative learning lesson or use classroom learning centers to keep students engaged.Get students up and moving - Help students refocus their energy by getting them up and moving. Play a learning game sitting on their desks, have them stand up while working, or take a break every thirty minutes where students get up and do a series of quick exercises.Change the scenery - The monotony of the everyday routine in the same room, learning the same way can be dull and boring for students. Once a week, change it up by teaching outside, in the hallway, or any other room other than your classroom. This is a surefire way to get and keep your students attention. More Tips and Ideas Wear bright clothesUse humor in your lessonsVideotape your lesson and play it to your classroomHave students take notesPlay background musicGive students a checklist of what they need to knowTurn the lights off while teaching a lessonHave students use a computer or iPadHave students take photos during a lesson that pertain to the lesson

The impact of user genated content and social media networks in Dissertation

The impact of user genated content and social media networks in consumer behaviour - Dissertation Example Hence, the primary research question of the current study is what is the impact of user generated content and social media networks in consumer behaviour? There are very few studies conducted on the subject, which makes the potential contribution of this study to the marketing communications literature valuable. In order to answer the aforementioned question, the researcher adopts a qualitative design, or more particularly, in-depth interviews. The sample size is small and respondents are chose purposively. The researcher takes into account not just the strong points of the qualitative research method but also its empirical, practical, theoretical and ethical limitations. Introduction The primary research question this study will attempt to answer is â€Å"What is the impact of user generated content and social media networks in consumer behaviour?† More specifically, this study will try to answer the following questions: a. Do consumers consult user generated content and soci al media if they are planning to buy something? b. Do consumers consult product-review websites, such as Epinions.com, on a regular basis? c. Do consumers participate in an online forum where in direct discussions about particular products or services are carried out? d. Do consumers post content about the products they bought or plan of buying, or interested in, in product-review websites? e. What are the purpose(s) of consumers in participating in user generated content and social media? f. Do user generated content and social media networks promote unregulated buying behaviour? This topic has been chosen by the researcher because of the fact that word-of-mouth communications entrenched in social media and user generated content are occupying an ever more major role in the preferences of consumers by assisting consumers in making decisions about technologically intricate products, rummage through a sudden increase in product-focused information, amass consumers’ experience and opinion, and perform it at an immensely reduced cost (Laughlin & MacDonald 2010). The emergent influence of user generated content and social media in consumer behaviour deserves scholarly attention so as to present further knowledge of a major enigma of marketing. Relation to Previous Research A number of studies, even though few, have been carried out to identify whether or not user generated content and social media influences customer behaviour and decisions, but their outcomes diverge. The study of Schlossberg (1992 as cited in Thorson & Moore 1996) reports that social media may be useful to consumers as a persuasive instrument in influencing behaviours and decisions and perhaps in building more encouraging social attitudes and actions; others report that affirmative thoughts about the social media do not automatically affect the preference and decisions of consumers. Basically, the limited number of empirical research and contradictory results make the effects of user gene rated content and social media difficult to quantify. Hence, an important mission is assigned for researchers to study the form of user generated content that are successful in influencing buying behaviour and decision of consumers. Brown and colleagues (2007 as cited in Laughlin & MacDonald 2010) report that contrary to conventional face-to-face social messages, consumers seem