Questions free essay sample

If you exceed [c] credit points, you will not be allowed to continue studying until you have completed your first internship (i. e. you will be un-enrolled from all subjects). You must not start your second internship until you have completed at least [d] credit points. | | | | | | Response Feedback: | The correct answers are in section 6 of the Engineering Practice Program Student Guide. | | | | | * Question 3 0 out of 1 points | | | Match the following requirements from the engineering practice program with the appropriate reason as to why this requirement exists and is enforcedAnswer | | | | | Question| Students must complete their first internship before accumulating 87cp of subjects| Students must not commence their second internship before accumulating 129cp| Students must complete the preview subject before doing their internship| Students must complete the review subject after doing their internship| Students must complete EPR1 before commencing EPP2| All local students doing professional engineering courses at UTS must complete the DipEngPrac| | Response Feedback: | This is an important question. We will write a custom essay sample on Questions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Read the Engineering Practice Program Student Guide again to find the correct answers. | | | | | Question 4 0 out of 1 points | | | I am working full-time and studying part time in a course which includes the Diploma in Engineering Practice. Which of the following statements is CORRECT regarding my circumstances (assuming that you dont have enough prior work experience to be eligible for the REP1 exemption process). Answer | | | | | | Response Feedback: | The answer is on page 3 of the Engineering Practice Program Student Guide| | | | | * Question 5 0 out of 1 points | | | Which of the following concurrent enrolment options are allowed in the 48 week structured engineering practice program? Answer | | | | | | Response Feedback: | The correct answer is on page 3 of the Engineering Practice Program Student Guide. | | | | | * Question 6 0 out of 1 points | | | Which of the following statements is FALSE regarding exemptions from the structured 48 week engineering practice program? (check all FALSE statements). Answer | | | | | | Â  | Response Feedback: | The correct answers are on the top of page 4 and also in section 5. 7 of the Engineering Practice Program Student Guide. | | | | | * Question 7 0 out of 1 points | | For students who must complete the Diploma in Engineering Practice, place the following subjects in their correct order in which they must be completed. Answer | | | | | | | | | | | | Response Feedback: | The correct answer is in Figure 1 on page 3 of the Engineering Practice Program Student Guide. | | | | | * Question 8 0 out of 1 points | | | As a results of completing the DipEngPrac, students will have met [a] of the Engineers Australia stage [b] competenci es. The subject capstone project assesses [c] of the stage [d] competencies from Engineers Australia. | | | | | Response Feedback: | The answers to this question are on page 4 of the Engineering Practice Program Student Guide. | | | | | * Question 9 0 out of 1 points | | | Put the following items in their correct order. They are the steps that need to be completed in order to pass either of the engineering experience subjects for DipEngPrac students. Answer | | | | | | | | | | | | Response Feedback: | The correct answers are in section 5. 2 and 5. 5 of the Engineering Practice Program Student Guide. | | | | | * Question 10 1 out of 1 points | | Match the following UTS:Engineering courses with the correct engineering practice requirements for each courseAnswer | | | | | Question| C10061 Bachelor of Engineering Diploma of Engineering Practice (5 years)| C10067 Bachelor of Engineering (international students only) (4 years)| C10066 Bachelor of Engineering Science (3 years)| C10068 Bachelor of Engineering Bachelor of Business Diploma in Engineering Practice| C10065 Bachelor of Engineering Bachelor of Business| C10136 Bachelor of Engineering Science Bachelor of Laws| | Response Feedback: | Correct Well done! | | | | | Sunday, 16 December 2012 11:10:22 PM EST

Contrast Gene Shepards Christmas Story essays

Comparison/Contrast Gene Shepards Christmas Story essays Gene Shepards In God We Trust, All others pay cash vs. The Christmas Story The book, In God We Trust, All Others Pay Cash, is a summary of childhood experiences told by the author when he was a middle aged man when he was visiting his hometown again. The book contained two different periods of his childhood. The familiar movie, The Christmas Story, was based on the revisited elementary years rather than the teenage years described in the book. The book will seem very familiar when watching the movie. In fact, most of the narration is a direct quotation. Due to the remembrances of two different periods, only half the book was used for the basis of the movie. Some of the scenes taken from the movie were amazingly accurate. Every mention of the little brother Randy was portrayed perfectly. The opening of the Christmas display in the store window appears to be taken from the vivid imagery. Another scene that was taken line for line was the visit to Santa Claus. Every nuance of the elves, even Santas menacing ho-ho-hos, were played as verbatim. One other scene that comes to life is the classroom scene where they are given the theme assignment based on What I would like for Christmas. The book, however, was not in order as compared to the movie. The book is told from looking back at memories. It was not in the order portrayed in the movie. In fact, the book takes place over an entire year with many of the scenes happening in the summer. If the movie was told in the same order and style, it probably would not be the classic it is. Several of the characters of the movie were not as they appeared in the book. The dad, although closely portrayed, was not as colorful or funny in the book. The bully, Scot Farcus, was not even in the book. His toadie, Grover Dill, was the original book bully. The Bumpass dogs were only mentioned once; they were not the arch enemy of the dad as in the m...

MARKETING IN PRACTICE Essay Example | Topics and Well Written Essays - 4000 words

MARKETING IN PRACTICE - Essay Example Stern estimates that 1% of UK gross domestic product must be spent on tackling climate change, leading to a 25% cut in greenhouse gas emissions by 2050. If measures are not taken before then and temperatures increase by 5Â ºC, Stern warns, rising sea levels could put London underwater. The UK will implement a climate change bill, proposing a 60% cut in greenhouse gas emissions by 2050 which was highlighted by the Queen’s Speech during the state opening of parliament in November 2007. If global greenhouse gas emissions have not decreased by the end of 2015, then our chances of restraining climate change to within the two degrees " safety line diminish daily. The scientific data demands: the peaking of emissions within eight years, worldwide cuts of 60 per cent by 2030, and 80 per cent or more by 2050. Above two degrees, the possibility of crossing "tipping points" in the earths system will result in the collapse of the Amazon rainforest and the release of methane from the Siberian permafrost is higher. The prospects for carbon recycling are huge primarily through new generation clean WTE, biomass cultivation (which covers the plantation of many trees and grasses depending on local soil and weather conditions) or by directly coursing flue gases through algae cultures to generate fast growing algae by the ton (with oil, ethanol and protein for animal feed squeezed out). The result is that the carbon efficiency of the economy will continue to increase. If regulators and conservation activists convince people that they need the environmentally friendly economy, it will be a big feast for everybody from bio-tech companies to car industry for years to come. The demand for products as diverse as high efficiency ball-bearings, ‘smart meters’, low energy computer monitors, financial services and household goods is driven by climate change. Sainsbury Chief Executive Justin King stated that the market

UNDERSTANDING ORGANIZED CRIME Essay Example | Topics and Well Written Essays - 750 words

UNDERSTANDING ORGANIZED CRIME - Essay Example In general, the organized groups in the US do not like to show themselves in public because this hinders their smooth operations. Although the US does not face any huge threats from organized crime groups at the moment, but the history shows that these groups can cause the state institutions to get into long and hard struggles. There are three types of groups which have criminal intent on the land of USA. FBI has categorized these groups as Eurasian organizations, Italian, and Balkan organized groups. Eurasian organized crime groups are associated with the individuals who originate from Russia and Eastern countries which were created after the collapse of the Soviet Union. These organizations have migrated to the US and are not home bred. Kidnapping, drug trafficking and frauds are the basic crimes the Eurasian organizations are into. The Italian organized groups are known as IOC groups in the US. The best known Italian group in the US is the Sicilian mafia. The main criminal activities that these IOCs are involved in are money laundering and sale of counterfeit products in major cities of the US. The Japanese society is not a crime free one for the citizens and the government. Although Japan is included in developed countries list, but the crime rate in comparison to the US is very low. Most of the criminal activity is performed by the organized criminal entity Boryokudan. Violence, its discipline, illegitimate activities and the organizational structure characterize this organized crime group (Huang & Vaughn, 1992). Since the war of Japan with the US, this group has gained a lot of power and is working on a high profile in Japan. Unlike the activities of the US crime groups their main activities in this era are to monopolize, go global, go to war with others, and racketeering. Since the 1980s the term of organized crime has spread in China like a wild fire. In 1998, almost 100,000

The Elements of Classical and Alternative Cinema in The Big Sleep Essay

The Elements of Classical and Alternative Cinema in The Big Sleep - Essay Example The difference between art cinema and classical cinema is clearly delineated. Art cinema is the most acknowledged area within film studies due to the recognition it receives from celebrated filmmakers, specific films or cinema types, as well as from select writers and the target audience. Art cinema is commonly located within the auteur category of films, with examples including L’Avventura (1960). In contradistinction to art cinema, David Bordwell and other filmmakers coined the term ‘classical cinema. Their focus tends to be on the metteurs-en-scene category of art or film. As such, classical cinema has been broadly disseminated because of the dominance of these film types, and most filmmakers choose to make films in this style. Art cinema is presented in small film theatres, compared to classical cinema, which is conducted in large multiplexes. Art cinema screen new films with repertory functions, drawing their audiences from a highly educated urban demographic. This differs from classical cinema, which is indicative of popular culture and attracts a less educated, rural demographic (Kolker 1980). 3. Who are the movie brats and what do they have to do with auteurism? Movie brats include directorial luminaries such as Michelangelo Antonioni (b. 1912), Federico Fellini (1920–1993), Jean-Luc Godard (b. 1930) and Ingmar Bergman (b. 1918). Their respective films L’Avventura, 8? (1963), About de souffle (Breathless, 1960) and Det sjunde inseglet (The seventh seal, 1957) played a critical role regarding the impact that auteurism has had film production. It is evident that a new generation of movie brats exercised greater controls in the creative process and production of their films (Grist 2000). The recent works of the movie brats have challenged the romantic and individualistic ideologies portrayed in earlier works that conform to aspects of auteurism. As pointed out by David Cook (1996), auteurism was exploited along with the rise of c ollege-level film to entice patronage. Further, Timothy Corrigan (1994) also notes that the appearance of the United States (US) studio system made the deployment of auteurism a potential outcome in the marketing of movies within a system other than that using studio signatures. The movie brats also tended to focus on the role of auteurism in enhancing the economies of distribution. Therefore, the article focuses on the place of auteurism and its struggle against the organization of film production in the first few years. They have thus deployed auteurism to assert the prerogative of the professional-managerial class against, not only the studios but also the film unions.  

Becoming a teacher

Becoming a teacher Individual Essay Like most of my peers, I joined the teaching profession with some preconceived notions, to a certain extent based on observations of my teachers, both good and bad, and partly on my opinion of how things should be like in a perfect world. Personal Philosophy Every child having a sense of belonging As a child, I have good memories of my experience and education in primary school. I studies at an all-girls school where corporal punishment was still used to punish disobedient pupils. I remember that my language teacher who was also the discipline teacher was very strict, but I also remember that I respected her to a great deal and so do most of my peers. I felt that in a way this had formed my initial notion about teaching where teachers are respected and should maintain a level of control in the classroom. However, I am glad that we have progressed from corporal punishment as a way to maintain order in our classrooms. There are many other ways in which the teachers can gain their students’ respect and keep their classrooms orderly. I believe that it is important for me to show genuine care for my pupils through the way I teach and in the time I devote to my pupils. I believe this kind of caring nature is bound to positively affect the pupils. I believe it is also importan t for me to create a positive atmosphere where pupils are encouraged to discuss questions. Pupils should not be afraid of making mistakes as they are treated as opportunities to explore misconceptions and not reflection of their abilities. School being their second home, it is important that my classroom is a place where it is safe for them to make mistakes, a place where differences are tolerated and compromised on. Common sense and research tell us that students are more likely to cooperate with teachers whom they see as caring, trustworthy, and respectful (Weinstein, 2006 as cited in Weinstein, Romano, Mignano, 2011). It is important to develop a supportive and respectful relationship with pupils not only to gain cooperation but also for them to be seriously engaged in learning, to share their thoughts and feelings, to take risks and to develop a sense of social responsibility. Thus, I need organise my classroom in such a way that my pupils will feel safe and cared for emotionally, intellectually and physically. I remembered conducting the ‘Heart-to-heart’ session with my pupils during my contract teaching and I find this very useful in getting to know the pupils better. Also, pupils were tasked to write at least one journal entry every week on something special. These activities has helped me to know my pupils better and are a great stepping stone to improve the teacher-student relationship. Thus, I hope to continue to implement them in my class in the future. Focus on Students’ Strengths What really triggers me to join the teaching profession was the weekly tuition session I volunteered for during my university days and continued to this day. Working for a non-profit community organisation gave me the best experience in social interaction and interpersonal skills that I would have not learnt of. I hoped my experiences and encouragement would help them find a clearer path to their interests in life and work, but I found that I learned so much from them about bravery, tolerance and ambition to succeed. It is really heart-warming to know that the boys are grateful for the help and support of volunteers and love to engage in learning and games. This gave me a completely new view of life, communities and education. There’s no doubt that I found great satisfaction in sharing and encouraging the boys but I was surprised by how enlightening and fulfilling the whole experience was. Thus, I believe that it is important for me to develop their full potential by guiding t hem in their route of discovery. As children are our future, it is crucial for me to allow them to express their opinions and nurture their own ideas. These reasons confirmed my decision that teaching was what I want to do in life. At times, we need to tap into the life experiences of our pupils to discover what they can do beyond their academic achievements. As a teacher, I used to focus on what my pupils do not know or cannot do, and try to fix the problems. However, after going through the teaching experience and courses in NIE, I learned that responsible teaching also involves searching for strengths. This is important to develop the confidence and self-competency of my pupils (Lim, Thaver, Slee, 2008). I will need to create opportunities for pupils to succeed while challenging them. I was told that we need to scaffold for pupils to understand the concept better but little did I know that these small successes will also lead to increased pupils’ confidence. Engaged and Active Learning During my contract teaching stint, I learnt that each and every individual student in the class had a different background and there is a great diversity in there. Each student had their unique learning style and abilities. Their family backgrounds ranged from lower to the top tier of society. I learnt that different stakeholders, i.e. parents, school, child and teacher, all play a part in nurturing students. The socio-economic class of students affected their abilities and academic success, and different family structures gave different levels of support. All these differences made me understand that when conducting lessons, I cannot expect all students to have the same experiences. Learning is superficial unless the pupils are actively engaged. Therefore, I will need to use different teaching strategies in my class such as questioning, collaborative learning, hands-on activities and experiential learning events that will encourage active and constructive learning. However, conducting a class that actively engages the pupils require a lot of planning. Therefore, I need to ensure that I am well prepared by not only knowing the content knowledge but also the teaching objectives and strategies. The activities planned will also need to match the concepts, skills and goals of the lesson. When pupils are actively engaged, they focus on what is being taught and better process new information (Lorain, 2010). As pointed out by Tom Good and Jere Brophy (2008), when students must wait with nothing to do, there is a higher probability to result in undesirable behavior and a loss of valuable learning opportunities (Weinstein, Romano, Mignano, 2011). Through the various courses in NIE, I have learned how to better prepare myself for lesson and designing activities that are able to develop pupils’ relational understanding. This course also discusses various cooperative learning strategies such as think-pair-share, round table, and jigsaw which I could apply in my classroom to promote active learning. Also, to ensure that the group activities are carried out successfully, I need to ensure that there are certain classroom rules and routines to keep the classroom running smoothly. My Evolution as a Teacher-in-Training Establishing Productive Learning Environment One concept taught in this course that struck me most was the model for creating an inclusive learning environment which was adapted from Stice’s problem-solving model. This model helps me to understand and reaffirm some of the teaching practices which I have observed and learned during my teaching internship, relief teaching or contract teaching. The model aims to aid classroom learning environment that are not only academically inclusive but also socially. Creating a conducive physical environment can influence the way teachers and students feel, think and behave (Weinstein, Romano, Mignano, 2011).Thus, it is important for me to ensure that the physical furniture in my class are strategically arranged to suit the needs of the pupils. During my contract teaching, my teacher mentor created a reading corner at the back of her class with carpets and cushions for the pupils. I find this arrangement useful in managing the class. Once the pupils have completed the assigned work, they will proceed to the reading corner with a book and read silently. I felt that this has helped to inculcate in the pupils the love for reading. This also helps her manage the class and reduce unnecessary disruption when the pupils have completed their work. Occasionally on a rotationally basis, pupils are given 10 minutes break time where they are allowed to use the educational board games created. This encourages pupils’ self-directed learning as they exp lore different concepts in a fun and interactive manner. I have also learned that it is important to ensure that the notice boards are up-to-date with information and pupils work. Environment psychologists point out that the effects of the classroom environment can be both direct and indirect (Proshansky Wolfe, 1974 as cited in Weinstein, Romano, Mignano, 2011). For example, if pupils seated in straight rows are unable to carry on a class discussion because they can’t hear one another, the environment is directly hindering their participation. Students may also be affected indirectly if they infer from the seating arrangement that the teacher does not really want them to interact. Therefore, I need to be mindful on how my pupils are arranged in the class as it will send a message to them about how they are supposed to behave due to the link between classroom environment and student behaviour. Through this course, I also learned that it is important to create a sense of belonging for the pupils by providing them opportunities to make decision on how they want the classroom to be such as giving them the responsibility to decorate the class or as simple as putting up pupils work. Behaviour Management Another aspect which I find very useful is the various behavior management models which teachers could employ. I understand there is no one size fit all solution to various issues a teacher might face in school and each model has its own pros and cons. It is therefore up to the teachers’ discretion to choose the model that best suit their teaching style and the class profile. Personally, the concept of taking ownership under inner discipline resonates with me. I believe that it is important for students to accept ownership of their problem. Students need to learn that they are capable of taking ownership of their problems regardless of age. As teacher, I must trust that they also are capable of taking full responsibility for the problems their behaviours can create, not because of fear but because it is the right thing to do. Assertive Discipline is a direct and positive approach to make it possible for the teacher to teach and the students to learn. During my contract teaching, there were times when I felt I was unable to deliver the lesson properly due to poor class control and denied pupils the opportunity to learn. However, after seeking advice from the senior teachers, I made certain changes such as implementing the rewards and punishment system. As a result, I was able to deliver most of the lessons without much interruption. Students should be rewarded for good behaviour and punished fairly for bad behaviour. I think that having a short list of classroom rules posted in the class is beneficial. That way, from day one, they are aware of what is expected from them. However, it is necessary to exercise punishments with cautions to make sure students would not be more rebellious. I have also learned the various teaching style and I would prefer to adopt the democratic teaching style which the teacher p rovide firm guidance and leadership by establishing rules (Edwards, 2008). Pupils will then be taught how to establish an inner control that permits them to choose behavior compatible with their best interest. I realized that teaching was indeed a calling. One needed a passion to teach and to make a difference in peoples lives. One had to follow their heart and not their brain to appreciate the true difference made by being a teacher because being a teacher was hard work with many untold roles. One had to be unafraid to admit that mistakes have been committed and constantly reflect on lessons conducted so as to continually improve. Bibliography Edwards, C. (2008). Classroom discipline and management (5th ed.). Hoboken, NJ: John Wiley Sons. Lim, L., Thaver, T., Slee, R. (2008). Exploring Disability in Singapore. Singapore: McGraw-Hill Education (Asia). Lorain, P. (2010). Teaching That Emphasizes Active Engagement. Retrieved May 1, 2014, from National Education Association: http://www.nea.org/tools/16708.htm Weinstein, C. S., Romano, M. E., Mignano, J. A. (2011). Elementary Classroom Management Lessons from research and practice. New York: McGraw-Hill Companies, Inc.

Evaluation Of The New Deal Essay -- essays research papers

Franklin D. Roosevelt brought the new deal into American life in the early thirties. Its purpose was to overcome the depression. Following the depression there were many programs and acts to help the nation recover from the depression. The "forgotten Americans" were the citizens who needed the new deal to benefit their poverty-stricken way of life. These people were the blacks, women, immigrants, and the many people who suffered from the lack of monetary supplement. Unemployment was one of the biggest issues to strike the "forgotten Americans." The new deal provided helping programs such as the Social securities act, WPA, and the federal Emergency Relief Act to lower unemployment and to help those who couldn't work. Checks could be received by those who were poor because of the Social Securities Act. The WPA, led by Harry Hopkins, was built to help artists and musicians obtain a steady form of employment that would help lift the nations’ spirit. The federal Emergency Relief Act provided relief money for a limited time to those workers who had been laid off. For the black workers, the NAACP was created; it was one of the most important groups fighting for the rights of blacks and is still involved in the black community today. Minorities were still unchanged in the labors. Even under the new deal, blacks were treated unfair. Women were also treated very poorly when it came to the labor situation. They were given the so-called women's jobs, such as teac...

Free Indirect Discourse in Emma

Free and Direct Discourse in Jane Austen’s, Emma Jane Austen is often considered to have one of the most compelling narrative voices in literature. Blurring the line between third and first person, Austen often combines the thoughts of the narrator with the feelings and muses of the focalized character. Emma is perhaps her most prominent example of free indirect discourse, where the narrator’s voice is often diffused into that of the characters. In the following passage, Emma takes on her role at match-maker between Mr. Elton and Harriet Smith, two naive and somewhat air-headed characters in the novel.Mr. Elton was the very first person fixed on by Emma for driving the young farmer out of Harriet’s head. She though it would be an excellent match; and only too palpably desirable, natural, and probable for her to have much merit in planning it. She feared it was what everybody else must think of and predict. It was not likely, however, that anybody should have equa led her in the date of the plan, as it had entered her brain during the very first evening of Harriet’s coming to Hartfield. The longer she considered it, the greater was her sense of expediency.Mr. Elton’s situation was most suitable, quite the gentleman himself, and without low connections; at the same time not of any family that could fairly object to the doubtful birth of Harriet. He had a comfortable home for her, and Emma imagined a very sufficient income; for though the vicarage of Highbury was not large, he was known to have some independent property; and she thought very highly of him as a good humoured, well-meaning, respectable young man, without any deficiency of useful understanding or knowledge of the world. (Austen, 88)The narrative technique used in this passage is clearly free indirect discourse. There is a definite blur between the narrator and the character, who in this case is Emma, as it often is. The very first sentence delves into Emma’s p lotting thoughts of connecting Mr. Elton and Harriet. Austen then goes on to say that Emma has been the first to think of this, as she did so at Harriet’s first arrival in Hartfield. It almost sounds as if Austen is bragging that Emma was the first to think of this earthshattering idea, but then again, was it Austen or Emma who was bragging? It is hard for the reader to decide.Emma thought the idea so obvious that everyone must have already thought it, but what made her idea better was that it was had first. If a strict third person narrator would have related Emma’s idea to us, we would not get as much insight into why it was such a good idea and Emma’s thought process on it. Perhaps a third person narrator would have simply said, â€Å"and then Emma had the idea that Mr. Elton could replace the unworthy farmer. † In the next couple of sentences, Emma continues her stream of consciousness by listing the qualities that make Mr. Elton a suitable match for Harriet.This portion of the passage reflects Emma’s subjectivity and can be considered â€Å"a transcript of [her] conscious thought† (Gunn, 40). These considerations were not being made by the narrator. The person telling Emma’s story has no gain or loss in who Harriet decides to marry, but to Emma, it is of the utmost importance. This shows that the stream must be originating from Emma’s consciousness, and not that of the narrator. The reader can hear Emma’s judgments especially in the phrase, â€Å"quite the gentleman himself,† which shows that she thinks all of these qualities that Mr.Elton possesses makes him a worthy gentleman, and thus a candidate for Harriet’s love and affection. Even the style that this phrase is uttered in is representative of a stream of thought. It is interjected into the sentence discussing Mr. Elton’s suitability. Had a strict, third person narrator written this sentence, it would have been more c rafted and less conversational. The entire concept itself is not entirely necessary for the reader to follow, but it helps to understand the character of Emma and why she feels such a need to be a match maker among her acquaintances.Emma also expresses her thoughts about Harriet’s suitability in the following sentence, although it is brief. She says of Mr. Elton that he is, â€Å"at the same time not of any family that could fairly object to the doubtful birth of Harriet. † Here, it is Emma, not the narrator, who is acknowledging Harriet’s inferior and â€Å"doubtful† birth. It is Emma who does not think that it will be an issue to be acted upon for the simple reason that Mr. Elton has no family to object to the union. Although Emma’s voice is very prominent in this passage, the third person narrator still remains, which is what essentially makes it Austen’s style of ree indirect discourse. In phrases such as, â€Å"Emma imagined,† or , â€Å"she thought,† the reader is forced to considered that the third party narrator is still present and relating the story. Some literature theorists consider this â€Å"contamination† to free indirect discourse (Gunn, 40). Instead of contamination, I think it is what makes Austen’s narrative voice so interesting. The reader must stay attentive in order to follow the stream of consciousness wavering between the narrator and the characters.While being told the story, the reader is also made aware of more minute details that they may not have been presented with had the story been told without free indirect discourse. The fact that the two voices do intermingle so often is a suggestion â€Å"that the distinction between them is arbitrary, at least in Austen’s fiction† (Gunn, 40). Although Emma’s thoughts are freely transcribed within Austen’s passages of free indirect discourse, the ever-present narrator remains in order to guide th e characters in their thoughts as to what needs to be presented to the reader.The 2009 BBC film version of Emma did a very nice job reflecting Emma’s thoughts throughout the movie with voice overs while showing a tight shot of her face on the screen and her respective facial expressions to the thoughts she was having. In this movie, the narrator was removed when Emma pondered over her thoughts. An interesting way to do it could be that the narrator remains, still telling the story through free indirect discourse just as in the novel and filming it in a similar way to the BBC version.The narrator would speak almost directly from the novel and Emma’s facial expressions would still reflect her passions about what was being said. In this particular passage, the narrator would be speaking Emma’s thoughts on Mr. Elton’s qualifications while Emma reacted. This would still allow the story to be told from a third person point-of-view while simultaneously allowing the viewer free range of Emma’s thoughts. Resources: Jane Austen’s Emma in electronic form Gunn, Daniel. â€Å"Free Indirect Discourse and Narrative Authority in Emma. †Ã‚  Free Indirect Discourse and Narrative Authority in Emma. 12. 1 (2004): 35-54. Print.

The Personality Of The Chorus In Terms Of Oedipus Essays

The Personality Of The Chorus In Terms Of Oedipus Essays The Personality Of The Chorus In Terms Of Oedipus In Oedipus the King, Sophocles utilizes the chorus to function as the embodiment of the reasoning process. Throughout the play, the chorus personality gradually evolves as information pertaining to Oedipus becomes disclosed. The progression of the chorus personality can be divided into three distinct stages: supportive and reliant on Oedipus, uncertain about the circumstances presented against Oedipus and commiserating Oedipus fall. In each stage, the chorus serves a background to all interactions and provides the prospective Sophocles desires the audience (or readers) to grasp. The chorus also creates a sense of unity and cohesiveness which pervades the entire play. The chorus evolving personality reflects the progressive revelation of Oedipus tragic fate. At the beginning of the play, the chorus personality is unaffected by Oedipus fate and shows full confidence in Oedipus abilities as a leader. The chorus views Oedipus as their savior, the one who is to rid the pollution suffocating Thebes by killing the murder of Laius. The chorus reveals what they believe Oedipus is capable of by saying if he[murders of Laius] has a share of fear at all, his courage will not stand firm, hearing your curse (pg. 22 line 294). The chorus support is absolutely unanimous and unquestionable. Even when Teiresias, a man with the gift of prophecy, reveals Oedipus fate to the chorus, the personality of the chorus remains static and it professes, One man may pass another in wisdom but I would never agree with those that find fault with the king till I should see the word proved right beyond doubt( pg. 32 line 508). The chorus belief in Oedipus exceeds even fate. In fact, the chorus faith in Oedipus initially overshadows his numerous character flaws. As a resu lt of Oedipus rash temperament, the chorus often finds itself in a position where it must defend Oedipus actions. For instance, when Oedipus grows suspicious of Creon and speaks ill of him to Teiresias, the chorus protectively reasons to Creon that it was a sudden gust of anger that forced that insult from him, and no judgement (pg. 32 line 525). The chorus support of Oedipus is initially impervious to his fate. The chorus personality towards Oedipus slowly begins to shift from supportive to ambiguous when information steadily reveals Oedipus fate. The first noticeable sign of change occurs when Oedipus attacks Creons loyalty. The chorus exposes doubts it has concerning Oedipus impulsive temper; they say when referring to Creons words, His words are wise, king, if one fears to fall. Those who are quick of temper are not safe (pg. 37 line 617). This marks the first time the chorus questions any of Oedipus actions. As the quarrel continues the chorus slowly begins to side with Creon and even states, He has been no silly child in the past. He is strong in his oath now. Spare him (pg. 39 line 658). Oedipus rash manner and the presentation of incriminating information have finally resulted in the altering of the chorus personality. The feeling of uncertainty pervades as the chorus lacking confidence in Oedipus says, God grant that now, too, you may prove a fortunate guide for us (pg. 41 line 695) . Ironically, Oedipus impetus on Creon brought about his own incrimination and the realization of his fate. The chorus personality evolves over the duration of the argument with Creon and eventually the chorus realizes the tragic fate of Oedipus. The final stage of the chorus personality progression revolves around the downfall of Oedipus due to his fate. In this stage, the chorus exposes the notion that the welfare of the state is all that truly matters. For example, when the chorus prays to the Gods for guidance, it says, Isolence breeds the tryant, insolence if it is glutted with a surfeit, unseasonable, unprofitable, climbs to the roof-top and plunges sheer down to the ruin that must be, and there its feet are no service. But I pray that the God may never abolish the eager ambition that profits the state. For I shall never cease to hold the God as our protector (pg. 48 line 875). The chorus has turned its pleas to the God and no longer place

How to Ensure Online Tutoring from PrepScholarTutors Is Right for You

How to Ensure Online Tutoring from PrepScholarTutors Is Right for You SAT / ACT Prep Online Guides and Tips While the vast majority of articles on our blog are about immediate tips for the SAT/ACT test, from time to time we also feature some latest products we at PrepScholar are coming out with. This time, we're annoucing our new PrepScholarTutors.com product. It combines the affordability and customization of PrepScholar Automated Prep with varying levels of premium tutoring, giving you many advantages of each. 3 New Tutoring Packages from PrepScholar Most of the features of PrepScholarTutors are explained on its own website, so if you haven't read through it yet (it's short and an easy read!), the best way to get some background on the service is by reading the site. The idea is this:you already know how great our PrepScholar Automated Prep is - why not take it to the next level by adding on tutoring? There are varying degrees of tutoring you can add on: - Our Monitored Automated Prep package can be seen as a similar training strategy to automated prep, but with a few extra hours to bring your training to the next level. While our Automated Prep program is designed to be 99% self understandable, there may be a couple of small areas that you're stuck at and want an explanation for. Likewise, you might be making a pattern of mistakes that's very hard for you to detect yourself, but a professional can spot very quickly. If you're worried about a few uncommon instances of "getting stuck" not understanding a critical strategy or content, then Monitored Autoated Prep is the best package for you. It has a few hours of 1:1 online instruction that will ensure you never get stuck, while keeping the vast majority of the learning in the Automated Prep framework. - Our Full Tutor-Lead Complete Prep package is our most popular tutoring package that we've been doing for years now. This package is designed to give you all the advantages of traditional tutoring, plus more. You meet 1:1 with a tutor, who is main guiding force behind your preparation. The learning isdirected by your tutor at this point, yet you're able to save because all the drilling and scheduling happens via our Automated Prep Package. In other words, you get the best of both worlds: you get one of the top tutors over all of the USA to guide you, while also relegating practice, drills, and other exercises to automated prep to save on cost. - Our Maximum Tutoring package is meant for students who want tutoring to be almost all of their prep. With 40 hours of included tutoring, our 1:1 time can take you from knowing nothing about the test to knowing everything. You still have the option to drill on our Automated Prep platform, but at this point your main strong desire is to get almost all your prep from our world-class tutors. Since effective tutoring is one of the best ways for you to learn, if you have the budget, and strongly desire the maximum number of points, this package is for you. Why Choose Tutoring From PrepScholar? As I have mentioned many times before, there are many ways to study for the SAT / ACT:by yourself, with online prep, or with tutoring. I certainly believe that with the right tutor, tutoring is the most effective way to improve: anyone who has had the experience of receiving personalized 1:1 instruction from a great teacher will immediately understand why - the effectiveness of good 1:1 tutoring is bar none. However, the key phrase is choosing therighttutor. Usually, choosing the right tutor is difficult. A local high school senior who recently got a great grade himself might offer tutoring for as low as $70/hour or less. But be careful: we've all met many people who know a subject really well themselves, but have real trouble explaining the concept to others. This is due to the curse of knowledge: if you know a topic by heart already, it is very difficult to empathize with what it's like not to understand that topic. This strongly afflicts tutors without a track record, which is why we always caution against using tutors that score well themselves, but without proven experience in teaching. At PrepScholarTutors, we ensure our tutors both have a high score (by verifying directly with the testing authorities), and ensure they know how to teach. We ensure tutor quality by only taking tutors who have proven track records of improving the SAT / ACT scores of students in the past. Moreover, before hiring each tutor, we have our experts sit in on mock tutoring sessions and vet each tutor for precise skills and tactics in teaching. This way, we ensure that our tutors not only know the material, but also know how to teach the material. We also ensure tutors know how to work best with our automated prep system so that tutoring works seamlessles with online autoated prep. Also, since we we're an online prep company focused on helping busy students, our tutoring schedule is always flexible. We never require students to have a fixed time of week for tutoring, or be ridged in their scheduling. You can change your schedule around week by week to ensure the best fit for your sports practice and other extracurriculars. Rest Assured With These Guarantees We believe in the effectiveness of our tutoring so much that we're more than happy to put our money where our mouth is: by giving you multiple guarantees about our tutoring product at PrepScholarTutors.com. All these guarantees overlap so you're not limited to choosing just one - you get all of them. Our first guarantee is the one-hour full money back guarantee for any reason. That is to say, when you have your first hour of tutoring, if you don't like it, you get all your money back, including the cost of the first hour! We're so sure you'll like it that we can extend you this guarantee. You can get the money back for any reason or no reason at all - there are no qualifictions on this. If you've used the automated prep portion of your package for fewer than 10 hours, you can get a full refund on that as well, and otherwise the full refund applies completely to the tutoring portion of your package. This lets you make sure that our tutoring level meets or exceeds your expectations, without risking any money at all. The second guarantee applies through the duration of the tutoring. We guarantee that you can cancel at any time and get the unused portion of your costs back. In other words, we have no lock-in contracts. This is something very important as you'll be sure that each lesson continues to meet the high standards of excellence you set. Some companies rely on lock-ins because they're not sure you'll stay for their tutoring quality alone. We are confident enough in our continued tutoring quality that we let you receive a refund at anytime for all unused costs. Finally, we still have our standard 160+ improvement (on the 3-section SAT) and 4 point improvement (on the ACT) guarantee. If you don't improve that much from real test to real test after using our tutoring program, then you get double the hours of tutoring for free. Our tutors are premium and doubling the hours isn't cheap for us, but we're so confident in our ability to raise your score that we offer the 160+ Point / 4+ Point Guarantee. Have friends who also need help with test prep? Share this article! Tweet Dr. Fred Zhang About the Author Fred is co-founder of PrepScholar. He scored a perfect score on the SAT and is passionate about sharing information with aspiring students. Fred graduated from Harvard University with a Bachelor's in Mathematics and a PhD in Economics. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Brand, Why are famous brand products attractive people Essay

Brand, Why are famous brand products attractive people - Essay Example â€Å"Brands are not simply products or services. Brands are the sum totals of all the images that people have in their heads about a particular company and a particular mark. Brands absorb everything around them like Imelda Marcos in the shoe department at Nordstrom† (Scott Bedbury, CEO of Brandstream, a Seattle-based marketing consultancy, quoted in Kalin, 2001). Indeed the term has come to refer to not only the images a company produces in order to call their product or services to mind, but also the products sold, the services rendered, the building in which the company is headquartered or even the country in which it originated as well as the methods used to project these ideas and images to the broader public. To remain competitive in the world today, just about anything can be identified with a brand if it is so chosen – companies, museums, hospitals, even individual people (look at Martha Stewart for a prime example). When services are excellent, products exceed expectations, lines are in high demand and the public knows your name, branding can provide a significant assist in boosting international sales. This is the positive side of branding that allows a company to walk into a new country or territory with an already hungry consumer base. According to Aaker (1996), strong brands work for the company to help them establish their proper placement within the international and local marketplace as well as assisting in the development of a strong consumer base through broad recognition of the brand. This recognition then further works for the company by serving as a weapon to counter growing competition in a shrinking market (Barwise & Robertson, 1992). Corporations can then further use this position to help launch new extensions, such as a line of athletic clothes for Nike or a new flavor for Toblerone (Aaker & Keller, 1990). The use of celebrities in this regard has been generally considered

Job opportunities in the deaf community Research Paper

Job opportunities in the deaf community - Research Paper Example This paper delves into job opportunities in the deaf community. The deaf community has its own employment or job resources and opportunities to help the deaf as well as hearing people who are seeking employment opportunities that are related to deafness. It is worth noting that employment opportunities in the deaf community are near similar to other communities. This is because this community requires almost similar types of goods and services (Padden and Tom 33). The first type of job in the deaf community is teaching jobs that are essential in facilitating education in the community. The second one is that of interpreters who help in aiding communication between hearing people and deaf people. The other type of job opportunity in deaf community is captioning – captioning jobs have gained prominence in the deaf community especially because laws of many countries have called for captioning in the broadcasting (Andrews, Leigh and Tammy 106). Captioning entails displaying text or non-speech elements on visual display such as video or television to provide interpretive or additional information to deaf people. There is also the job of speech language pathologists and audiologists who are essential in providing healthcare services to the deaf. They diagnose, monitor, and treat disorders of the vestibular and auditory system (Padden and Tom 71). Psychologists also have opportunity to work in this community. For instance, counseling and clinical psychologists can provide psychological services for deaf people of all ages in mental health clinics and hospitals such as, assessment, therapy and counseling. Social workers are also required in the deaf community and this is because they provide a broad range of services to the deaf individuals. The knowledge and skills developed by the social workers prepare the deaf for career opportunities in addition to empowering them to know their rights (Berke