Macbeths Tragic Downfall in William Shakespeares Macbeth...

Macbeths Tragic Downfall in William Shakespeares Macbeth William Shakespeare wrote the play Macbeth is 1606. Shakespeare adds a supernatural dimension that deliberately conspires against Macbeth and his kingdom. The protagonist was lured to murder the king Duncan, by the desire for power, an appetite whetted by the witches prophecies and his wifes encouragement. All characters made an impact on Macbeths life and therefore all contributed to his downfall, especially these five people, the witches, Lady Macbeth, and Macbeth himself. Shakespeare creates an air of mystery around the characters to captivate the listeners and make them think people arent what they really are. From†¦show more content†¦With this in mind she starts to apply force onto him, and becomes much more power crazy. In the time it takes the attendant to leave in Act 1 Scene 5, and Macbeth to arrive, Lady Macbeth does a very unexpected thing. Although there is no direct evidence that she is a witch, she mutters morbid demands similar to a spell, to make herself a more cruel person. Come you spirits That tend on mortal thoughts, unsex me here As she may be portrayed as a forth witch in the text, the atmosphere created around her when producing this play would have to change a lot. For example when she is will Caroline Appleby 11y company she should be dressed very elegantly as she has to be respected. But when her alto ego comes into play, the lighting should become dark and mysterious to reflect her other side, and her clothes more depressing and witch like. The scenery placed around her on stage would have to be diminutive and simplistic, so it could be overpowered by her dominant figure and personality, making her appears different from her usual self. Lady Macbeth would possibly be a very beautiful person, as she could use her beauty and innocent features to manipulate her husband. She believes he has too kind a nature to kill. With this in mind, she coerces him into killing Duncan by threatening his self-esteem. Art thou afeard To be the same in thine own act and valour, AsShow MoreRelatedDefining a Hero in Shakespeares Macbeth1308 Words   |  5 Pagesone typically defines a tragic hero, he or she may claim that it is a hero of high class that possesses unprecedented courage and exceedingly strength; thus, a hero who also suffers a calamity of their own downfall and ultimate death through their tragic flaw. Their downfall not only causes infliction on oneself, but also inflicts the society. This can be seen and heavily stressed through William Shakespeare’s tragedy, Macbeth. In his play, the reader comes across Macbeth, a noble and honorable heroRead MoreMacbeth: The Tragic Hero Essay1026 Words   |  5 Pages In William Shakespeare’s Macbeth, Macbeth is a classic example of a tragic hero who is constantly struggling with his fate. In the opening scene of the play Macbeth receives a prophecy from three witches. They proclaim that he will be the thane of Cawdor. He responds by saying, â€Å"By Sinel’s death I know that I am thane of Glamis/ but how of Cawdor†(I, iii, 70-73)? At first, he does not realize to earn this title what he must do, but when he realizes he is taken aback. His bewilderment prefiguresRead MoreEssay on Shakespeares Macbeth is a Tragic Hero956 Words   |  4 PagesMacbeth is a Tragic Hero  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Shakespeares tragic hero is a man of noble birth who falls from a position of honor and respect due to a flaw in his character. He freely chooses a course of action which ultimately causes him suffering and brings him to a fatal end.(Campbell 129) Macbeth is the epitome of a tragic hero who rises high then falls rock bottom to his death. Macbeth, once a noble man, follows the advice of witches, finds himself King, abuses his power and then gets killedRead More Aristotles Tragic Hero in Shakespeares Macbeth Essay examples1044 Words   |  5 PagesAristotles Tragic Hero in Macbeth      Ã‚  Ã‚   Aristotle and Shakespeare lived ages apart, but Aristotle had a great affect on Shakespeares plays. In Shakespeare’s tragic play, Macbeth, the character of Macbeth is consistent with Aristotles definition of the tragic hero.    Aristotles tragic hero is a man who is characterized by good and evil. He is a mixture of good characteristics and bad characteristics. For example, Macbeth was an honorable Thane of Glamis. He was a valiant fighterRead MoreMacbeth Tragic Hero Analysis989 Words   |  4 PagesIn William Shakespeare’s Macbeth, there is an excellent example of a tragic hero. The main character, Macbeth, has a very long downward spiral throughout the drama, ultimately ending in his death and label of a tragic hero. Macbeth’s character development throughout the tragedy goes from a noble, loyal soldier to the king, all the way to a murdered villain. Macbeth’s character development in the first act is a very sudden downward spiral. At the beginning of act I, Macbeth is loyal and committedRead MoreMacbeth : An Ideal Model For A Shakespearean Tragic Hero810 Words   |  4 PagesThe character Macbeth is an ideal model for a Shakespearean tragic hero. He was known as victorious and powerful, yet within, he was ambitious and cowardice. Macbeth’s ambition ends up slowly tearing him down and destroying him by the end of the play. â€Å"Take a good man, a noble man, a man admired by all who know him – and destroy him, not only physically and emotionally, as the greeks destroyed their heroes, but also morally and intellectually.† (Booth, 17). Between the witches’ prophecies, Lady Macbeth’sRead MoreWilliam Shakespeares Macbeth749 Words   |  3 Pages1. Macbeth, the tragic hero in William Shakespeare’s Macbeth, suffers from the fatal flaws of insecurity and indecision, allowing him to easi ly be manipulated, which causes the audience to feel sympathetic toward him. After Macbeth has heard the prophecy from the three witches and he has been named thane of Cawdor, he is led to a strong internal conflict: â€Å"If good, why do I yield to that suggestion / Whose horrid image doth unfix my hair†¦ / Shakes so my single state of man that function / is smother’dRead MoreSupernatural Soliciting Within Shakespeare s Macbeth1728 Words   |  7 PagesNovember 6th, 2017 Supernatural Soliciting within Shakespeare s Macbeth Shakespeare’s Macbeth is broadly known as a cursed play by a myriad of individuals globally. Given its appalling history of death and disorder, as well as the supernatural elements present within the play, many have come to the latter conclusion. To add, Macbeth is also a tragedy, adding more malediction to the already allegedly accursed play. To create such a tragic, ill-fated play, Shakespeare uses a vast variety of supernaturalRead MoreEssay on Shakespeares Macbeth as Tragic Hero623 Words   |  3 PagesShakespeares Macbeth as Tragic Hero      Ã‚  Ã‚   Shakespeares Macbeth follows the journey of nobleman Macbeth that starts with him as Thane of Glamis and ends with him as King of Scotland. Macbeth is a tragic hero because he possesses all the traits that Aristotle outlined in his poetics. He said that the tragic hero must be a man that is higher than mortal worth, but has tragic flaws. Aristotle also stated that the flaws will lead to great suffering and usually death; the cause being fateRead More macbeth as a tragic hero Essay823 Words   |  4 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;A Shakespearean tragic hero starts out as a noble person; a great exceptional being who stands out. A tragic hero has a tragic flaw of an exaggerated trait that leads to their downfall and eventually to death. William Shakespeare often made his main characters tragic heroes in his plays. In Shakespeare’s Macbeth, the role of the tragic hero is given to the main character: Macbeth. This is because he starts off as a loyal and well li ked man in the beginning, but has a tragic flaw of ambition which

American Environmentalism Essay - 1347 Words

â€Å"The modern form of the word environment comes from an older word that we hardly use anymore: environ, to surround, to form a ring around, to encircle† (Stoll 3). The meaning of the word environment did not become a major factor in the lives of humanity until 1945. The tragic events that led to the end of World War II sparked a chief movement in history: American Environmentalism. Global decision-making changed as well as human unity due to the mere purpose that fate of all people and the environment became intertwined (Stoll 1). I will further discuss the dramatic attempts made by some Americans to bring the importance of preserving our environment to the surface to show if and how we have evolved. â€Å"On July 16, 1945, a six-kilogram†¦show more content†¦Not enough of humanity took an interest in what environed them. The interest was not sparked until it threatened the life of humanity. There were many sources that lead to environmentalism. Preserving the wilderness was just one aspect of the progress made since 1945. Post WWII, Americans view on the resources used as well as the way they treated their environment changed. Americans protested the abuse of the environment (Stoll 11), and politically there were statements made against air and water pollution (Stoll 11) by the president as well as women’s organizations. â€Å"Novelist Earnest Callenbach imagined a transformation in the entire political and material basis of American Society in the form of a new nation†¦(Callenbach 111).† â€Å"Through this fictional device, Callenbach creates a world of complete equality, but also one in which a nationally unifying solution to the problem of the environment proved to be impossible† (Callenbach111). We are steadily building and creating new devices and products that contribute to the pollution of the atmosphere. For instance, there are far more cars on the road then there are people, and I see no real progress in the actions taken in attempt to save the environment. The number of people contributing to the harm of the environment is far greater then the number trying to preserve it. In Lester Browns Document entitledShow MoreRelatedThe Humboldt Current : Nineteenth Century Exploration And The Roots Of American Environmentalism1123 Words   |  5 Pagesthe Roots of American Environmentalism and On a Farther Shore the Life and Legacy of Rachel Carson, the authors are trying to prove that the individuals whom they wrote about deserve a place in the ongoing narrative of Environmentalism. Alexander Von Humboldt and Rachel Carson showed how their subjects were led to a life of environmentalism by their passion. Whether it was from a love of the water or a love to explore, both of the se individuals were led down a road of environmentalism. AlthoughRead MoreGermany Is Better Than Its Neighbors1665 Words   |  7 Pagesbelieve that he is describing this to be Germany first finding out about its potential, but at the same time, Germany was hesitant to do anything about the growing problems. Officials were unsure and wanted to keep control. â€Å"It is quite telling that American city governments eventually found a more efficient strategy in the fight against the urban coal smoke nuisance than did German administrators† (19-20). This goes back to potential. Germany had the potential, and they did not take it, whereas theRead MoreCurbing Overconsumption : Challenge For Ethically Responsible Engineering Essay1181 Words   |  5 Pagesthat the engineers who help arrange the wasteful approaches are violating certain ethical standards?’ (Woodhouse 24) Woodhouse claims that it is the ethical role of engineers to use their positions and resources to decrease the waste production of American overconsumption. Meanw hile, in â€Å"Individualization: Plant a Tree, Buy a Bike, Save the World?† environmental professor Michael Maniates discusses the modern environmentalist movement, and in particular discusses its individualized aspects. Maniates’Read MoreEnvironmental Movements in the United States Essay1019 Words   |  5 Pagescourse of history, Americans have repeatedly confronted oppression, both foreign and national, through various wars and rights movements. Unfortunately, when it comes to environmental issues the average American has grown increasingly complacent. With a renewed urgency, government is working to combat global warming, but lacks the necessary social backing. This social support could be supplied through a new environmental movement that differs from past efforts. Throughout American history there haveRead MoreThe Great Expansion Of The 20th Century Essay1666 Words   |  7 Pagesconcerned citizens like John Muir proclaimed that more must be done to protect th e majesty and beauty of California before it is all gone. Inspired by the writing of Henry David Thoreau, which published Walden, a landmark book on the topic of environmentalism, and his years exploring and camping in the Sierra Nevada wilderness, Muir began to gather like-minded scientists and thinkers in San Francisco. Efforts by Muir and the formation of his Sierra Club in the 1890s eventually met with success inRead MoreIt Has Been Argued That Canadian Environmentalism Occurred862 Words   |  4 Pages It has been argued that Canadian environmentalism occurred in a series of waves throughout the countries growth and development. Upon colonization the Canadian landscape was abundant in resources, the opportunities limitless. Over the course of a century industrialization had swept the nation. The rapid depletion of resources initiated the development of numerous private organizations that sought to control, maintain, and ensure longevity of such resources. This force would continue to reshape alongRead MoreReligion And Its Impact On The Environment1452 Words   |  6 Pageshesitation. Why does this happen. Well, many Christian Americans justify their actions through religion. In the past Christian Americans justified the mass genocide of Native Americans and the American Bison through religion. They believed it was â€Å"Manifest Destiny† to dominate and settle the land around them. This mentality is extremely dangerous and should have no part in today’s society. In o rder for society to improve, Christian Americans need to take responsibility for their actions, insteadRead MoreGod s Power Is The Environment1600 Words   |  7 Pagesstewards of the environment when he told Adam and Eve Be fruitful and increase in number, fill the earth and subdue it. Rule over the fish of the sea and the birds of the air and over every living creature that moves on the ground. (Genesis 1:28, New American Bible). God made mankind stewards of the earth. It is the duty of all Christians to take care of the environment by using renewable energy, reducing the footprint on the environment and recycling. For Christians, the topic of environment preservationRead MoreManipulating Activism Case Study923 Words   |  4 Pagesperpetuates the largest-scale environmental harm. Micro-level efforts such as individualism help bring awareness to environmental issues, but their success is ultimately limited and manipulated by macro-level powers. Maniates recognizes how American environmentalism has an excessive focus on individualism, in which people embrace â€Å"the notion that knotty issues of consumption, consumerism, power, and responsibility can be resolved neatly and cleanly through enlightened, uncoordinated consumer choice†Read MoreEnvironmental Impact Of Environmentalism828 Words   |  4 Pagesbrought environmental awareness to people all over the United States. With the newly gained environmental awareness, many Americans set out to make a change with the idea of, â€Å"environmentalism based on an ecological consciousness that viewed the natural world as a biological and geological system that is an interacting whole† (Environmental Movement). This new environmentalism idea sought to protect the environment for a better living, so e nvironmentalist set out to protest actions such as nuclear

Diversity in Literacy and Language Development

Question: Discuss about the Diversity in Literacy and Language Development. Answer: Introduction The early childhood stage is an integral stage in the overall growth and development of a child. At a tender age, childrens brain development is at its fastest and most complex and the neural pathways aiding and boosting growth in the later years of learning and growth are largely defined in the early years of a child (Shonkoff Phillips, 2000).In designing the early childhood program, care givers should use diverse learning experiences that adopt a socially just and anti-bias teaching approach that enable children to interact freely with people of diverse linguistic ability ( Edwards Forman, 1998). Some of the learning experiences to be employed include; storytelling, imitation, demonstration, drama and role play. Various resources and teaching/learning activities should be employed during the program. An effective curriculum should be learner centred as opposed to teacher centred approach. The designers of the curriculum ought to be aware of the childrens individual abilities and strengths to enable them devise ways to engage and expand them (Maamouri, 1998). One way of doing this could be by organizing for a rich variety of learning experiences appealing to the visual, auditory and physical senses. Another way could be by alternating individual, partnered, small group and large group activities to enable children experience the various kinds of social interaction (Coleman, 1967). Materials and resources to be used Flashcards Paper cut outs Charts Pictures Audio-visual materials Drawings Grammar books Porcelain Yarn and string Pipe cleaners Finger paint Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms Make drawings of alphabetical letters of different sizes to accommodate children of varied visual capabilities. Draw letters in different colours (red, yellow, orange, green, blue and purple) on manila papers and place them where each child will see clearly. In cases of dual language learners, use visual cues as this will help them function in the classroom and know what to expect in the course of the lesson. This can be done by displaying photographs to emphasize the classroom schedule and in some cases the classroom rules. It can also be done by displaying the pupils work and helper charts plus other organizers that are used in the classroom. Pictures of children participating in daily activities should be drawn as this will boost their morale as they enter the classroom and encourage them come to school as they are able to associate the classroom with themselves as they see their pictures. For instance, pictures of children holding brooms can be drawn and under the picture post the word sweeping. This increases their memory as they are able to know the daily routine even if they do not comprehend the meaning of the word. Start with vowels in capital letters and then followed by small letters and ask the children to pronounce properly. Draw alphabetical letters and ask each child to read loud. From the various letters, form words beginning with simple ones to complex ones. Draw pictures of various animals and assign them names both in capital and small letters. From simple names, form sentences (Morrow, 2001). Drawings and symbols serve to provide visual context for dual language learners. For instance, a drawing of a boy on a recipe card with the word boy below it helps the child connect between the symbol and the word. Place the children into groups; mixing slow learners and fast learners with each fast learner having to teach the slow learner. Involve the children in word play by cutting pieces of letters and let each child ask the partner to select the named letter. The children could then put the letters together to form various names of selected animals and letter formed sentences. The alphabets should be displayed at the childrens eye level to test their visual capability. Laminate alphabetical letters printed in different fonts and ask the children to differentiate a lower case from an upper case. Design letters with finger paint, thread, string, yarn, porcelain and pipe cleaners. Use materials printed in the home language of the children. For instance, display song lyrics, poems, rhymes, chants and other materials that children are familiar with in the home language (Edwards Forman, 1998). Also, create a housekeeping area where materials such as food containers with names printed in the childrens home language are displayed. To accommodate children with visual impairness, the formed letters ought to be enlarged and placed at a strategic distance to enable children with both short sighted and the long sighted cases see and read the letters. For the blind children, the letters should be read out loud and brought closer for them to feel. In some cases apply the use of braille machine to aid the blind. Dictate the words to tell various stories. This enables children build awareness that different words can be assembled together to construct sentences. To boost children morale and encourage better performance, reward those who correctly put letters together to form words and sentences with gifts such as candies. I involved the children in word play to take away boredom and to break the monotony of creating letters and sentences. This also enables one identify children with special talents. It also helps boost self-esteem and confidence. In order to do this, use puzzles where you request the children to complete the missing words in the puzzle. These words once filled, leads to creation of names of the common animals children see at home or on TV and as a result, it is fun playing with words. Listen to, recite, sing, and dramatize a variety of age-appropriate literature Sing familiar songs that the children are conversant with. In line with this, also employ the use of audio, visual and audio-visual materials such as radio, TV programs. Moreover, provide cassettes and cassette recorders to parents so that they can record the songs and lullabies that their children listen to at home to be played in the classroom. Also, employ the use of musical instruments from the various childrens cultures in the classroom. To capture the attention of all children from diverse backgrounds, use religious songs from all religions; Islam, Christian, Hindu and traditional lullabies while at the same time selecting songs accompanied by simple musical instruments. Play music in the language spoken by members of the classroom. The songs used should be repetitive in nature to enhance quick learning and mastery. The songs used should have a positive message such as those encouraging positive values like honesty, generosity, hard-work and discipline, while at the same time discouraging anti-social vices such as theft and bullying. At the same time, demonstrate correct and creative movements such as melody, rhythm, and tempo of the song so that children could imitate. Through the use of their bodies such as dancing, children increase their understanding by having consistence and increasing complex experiences with the music. After singing, aske the children to identify the message in the song and allow them perform the song (Bodrva, 2010). Children learn best by observation and practice. For the deaf and dump, employ the use of sign language to enable them get the message in the song. Singing enables one capture the childrens attention and arouse their interest in class activities. It also helps during transition from one activity to another, for instance, when transitioning from letter formation to word and sentence formation and when introducing a story. Some songs, for instance religious songs, usually help the children to respect Supreme Being and promote their spiritual and moral well-being. In composing songs, the following considerations ought to be emphasized (Bredekamp Rosegrant, 1992); Ensure that lyrics to the common songs sung by the children can be adjusted to be socially just, non-biased and more inclusive. Ensure that children are able to identify with the people and the experiences in the song while at the same time being in a position to comfortably discover and discuss differences. Ensure a thoughtful selection of songs that are able to represent diversity and broaden the experiences of the children. Assign children roles to play in drama. All children have to participate and more emphasize should be put on shy kids to encourage them and instil confidence in them. To ensure gender equality and empower children of both genders, both girls and boys should be assigned roles to play in the drama (Gonzalez-Mena Eyer, 2007). Use themes that appreciate diversity of culture, gender and social issues and those that enable children to adjust to be more inclusive. Use costumes and dolls that reflect the diversity of the children in the classroom. Ensure that children are able to see their skin tone and different facial features in the materials used in drama such as dolls (Stipek Byler, 1997). This is very essential as it will promote childrens social and emotional development while at the same time boosting and encouraging language development as children are naturally likely to engage in pretend play if they use materials such as dolls that look like them (Wood Attfield, 2005). Moreover, in setting the drama theme, chose themes that are able to represent and appreciate diversity and enhance childrens experiences. Through drama, the children are able to associate with issues of the day and identify with the experiences and characters in the play. Drama takes away boredom and enables breaking of the monotony. It also enables one identify special talents among children. Recite stories to children. Invite families of the children into the classroom to record stories that can be shared among the children in the classroom. This not only serves as a way of including all families in nurturing children but also helps families who speak a language in which there are not enough learning resources and also serves as a way to promote the oral tradition of storytelling (Cleave, 2005). Through storytelling, one gets an opportunity to explore the various ideas held by the children and asked them questions. It will be noticed that children never lack stories to tell every day ranging from family to peer stories. Through storytelling, children are able to see the world through their own lenses and by learning the experiences of other people, children are able to live in a diverse world and see themselves and everyone around them as important and belonging. In reciting, use interesting stories from books. prepare a list of all the essential facts that children could recall after they had listened to a book story read aloud. From this list, create an original piece of nonfiction work, for instance, make a big book on a topic that you notice that children had really enjoyed and developed a special interest in (Bodisch, etal, 2006). To ensure inclusivity of all the children of diverse ability, describe the various ideas of the stories both verbally and through drawings. Use stories that reflect the language and culture of the children in your classroom as this will not only make the children feel welcomed in the class but also boost their social and emotional development. Include the language of the children in the written materials that you display around the room as this will serve to motivate the children as they move and see pictures of themselves on the wall. Childrens social and emotional development is boosted and supported whenever they see items and images from their home included in school and in the end they develop a sense of belonging and connectedness to the school environment (Frost, etal, 2008). Engage actively in read-aloud activities by asking questions, offering ideas, predicting or retelling important parts of a story or informational book Provide the children with picture books; mostly pictures of items they interact with in their daily lives and ask them to identify them. This employs the look and say method and the inductive approach in child learning. Let the children identify the pictures of their families which are usually taken on their first day of school and displayed in the classroom to ease childrens transition. The family pictures and those of animals are then used to make a book. Lead the children in reading the books a loud and ask them to identify those in the picture and name the animals in the pictures. Read out stories to the children without illustrations and later ask them question on the story to enable them make pictures in their minds. Ask each individual child to read out a book and find out what they are able to remember. Let the children read the stories in groups at varying speeds to factor in both the fast learners and the slow learners. Provide a quiet area where children can have adequate time to read and memorize books so that they can answer questions thereafter (Graham, 2010). For the children who are dual language learners, they need a quiet and peaceful environment to be able to understand whatever they read. Select vocabularies and write them on flash cards. Lead children into reading them aloud. Thereafter, chose learners one after the other to come at the front of the class and lead his/her fellow learners into reading the words aloud. This boosts the confidence of the children and self-esteem. After reading the story, guide the children into retelling the stories one after the other (Obidike Enemuo, 2013). For fun, breaking monotony and testing childrens abilities and talents, introduce the use of tongue twisters, rhymes and poetry. Encourage the children to ask questions and read stories in their languages. Assign children the task of reciting family stories. Invite various family members to act as resource persons by sharing family stories and their experiences. Read out stories written in home languages of children. Involve parents to help you identify books with the best stories (Morrow,2001). Parents can make for their children homemade books with highlighting family stories which when read aloud promotes common identity among the children. Ensure that the children in the classroom are able to see themselves reflected in some of the stories read out in the classroom. However, the various illustrations that you employ ought to represent authentic images and not stereotypical representations (Campbel, etal, 2001). Conclusion A good curriculum for Early Childhood Development should be reflective of the childs family language, cultures and customs. Such a program creates a welcoming classroom environment for children as they are able to feel at home while in school (DoDEA Education, 2001). Families serve as the best source of information when creating a curriculum that incorporates culture and language throughout the environment. Even though some families may share a common ethnic background, each is unique in how it lives. This makes it essential to incorporate each in the formulation of the classroom curriculum (Nyaga, 2013). Obtaining feedback from all families and not just from families of dual language learners helps the teacher create a socially just and anti-bias teaching approach that is inclusive of all the children and also bridges the gap between the home and school environment (Derman-Sparks, 1989). References Nyaga, S. K. (2013). Managing linguistic diversity in literacy and language development: an analysis of teachers' attitudes, skills and strategies in multilingual Kenyan primary school classrooms (Doctoral dissertation, Stellenbosch: Stellenbosch University). Maamouri, M. (1998). Language Education and Human Development: Arabic Diglossia and Its Impact on the Quality of Education in the Arab Region. Bodrova, E., Leong, D. (2010). Curriculum and play in early child development. Encyclopedia on early childhood development, 1-6. Gonzalez-Mena, J., Eyer, D. W. (2007). Infants, toddlers, and caregivers: A curriculum of respectful, responsive care and education. Boston, MA: McGraw-Hill Higher Education. Bodisch Lynch, K., Uhl, M., Reece, J., McGuire Buck, D., Gilles, D. L. (2016). Impact of a statewide early childhood curriculum enhancement initiative on community college faculty and paraprofessional students. Journal of Early Childhood Teacher Education, 37(3), 245-259. Mbatha, T. Teaching Literacy in Linguistically Diverse Foundation Phase Classrooms in the Mother Tongue: Implications for Teacher Education. Editor Associate Editor Johannes A Smit (UKZN) Judith Ltge Coullie (UKZN) Editorial Assistant: Beverly Vencatsamy, 236. Patrick, S. Effectiveness of the Early Childhood Development Programme on Grade One Performance in Mathematics and English Language in Mzilikazi District (Bulawayo). Graham, B. E. (2010). Mother tongue education: necessary? Possible? Sustainable?. Language and education, 24(4), 309-321. Samkange, W. Examining the role of music in the growth and development of the child: a focus on the role of the teacher. Obidike, N. D., Enemuo, J. O. (2013). The role of teachers of young children in ensuring developmentally appropriate practice in early childhood education curriculum implementation. Journal of Emerging Trends in Educational Research and Policy Studies, 4(5), 821. Cleave, P. L. (2005). Services and programs supporting young childrens language development: Comments on girolametto, and Thiemann and Warren. Encyclopedia on early childhood development Bredekamp, S., Rosegrant, T. (1992). Reaching Potentials: Appropriate Curriculum and Assessment for Young Children. Volume 1. National Association for the Education of Young Children, 1509 16th St., NW, Washington, DC 20036-1426. Stipek, D. J., Byler, P. (1997). Early childhood education teachers: Do they practice what they preach?. Early Childhood Research Quarterly, 12(3), 305-325. Stipek, D. J., Byler, P. (1997). Early childhood education teachers: Do they practice what they preach?. Early Childhood Research Quarterly, 12(3), 305-325. Morrow, L. M. (2001). Literacy development in the early years. Needham Heights, MA. DoDEA, U. S., Education, E. C. (2002). The Creative Curriculum for preschool. Frost, J. L., Wortham, S. C., Reifel, R. S. (2008). Play and child development. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., Ramey, C. T. (2001). The development of cognitive and academic abilities: growth curves from an early childhood educational experiment. Developmental psychology, 37(2), 231. Wood, E., Attfield, J. (2005). Play, learning and the early childhood curriculum. SageDerman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. National Association for the Education of Young Children, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. Coleman, J. S. (1967). The Concept Of Equality Of Educational Opportunity. Edwards, C. P., Gandini, L., Forman, G. E. (1998). The hundred languages of children: The Reggio Emilia approach--advanced reflections. Greenwood Publishing Group.

Raymonds Run Essay Example

Raymonds Run Paper Flowers for Algerian, is about a mentally disabled man who undergoes an experimental operation to make him smart. Underlying this story is a number of themes about human life and personal interactions. ESSAY Write an essay about one of the major themes you found in either story explain how the author uses that theme to create realistic characters and a realistic story. Using at least three items from the list below, explain how the author weaves literary elements into the story to rather strengthen the overall theme you discuss. Your Job for this essay Is to pick a theme and teach It through three of literary elements. Literary Elements List Tone Irony Foreshadowing Voice Style Point of View Setting Narration Conflict Word Choice Each of those elements makes the story stronger, Structure but they also help teach the major theme of the story. Toni Cadre Bambina wanted us to learn something from Raymond Run, and we came up with a list of some of those themes Bullying only makes others stronger. Mentally challenged people should be rated with kindness and respect. Siblings protect each other at all costs. Hard work and dedication are rewarded. What we see in others helps us to better understand ourselves. Be careful how you treat others. Daniel Keyes wanted us to learn something from Flowers for Algerian, and we came up with a list of some of those themes Mentally challenged people should be treated equally. You shouldnt take advantage of people. Choose your friends carefully. Quick fixes might not be worth it. People arena who they appear to be on the surface. Be careful of who you become. We will write a custom essay sample on Raymonds Run specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Raymonds Run specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Raymonds Run specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dont pretend to be someone/something youre not. Dont further disable the disabled. Your job for this essay is to pick a theme from one of the above and teach it through three of literary elements. Therefore, your paper should look similar to this Introduction Paragraph Name the story, the author and give a brief description of what the story is about. Explain the major theme or themes the author taught us through the story. Make a list of at least three literary elements used to help us understand the story. Body Paragraph 1 This paragraph should be about the iris literary element from your list explain how the author uses the writing skill to show us the theme. Explain using the color-coded writing method weve been discussing In class. Use (R/D/F) Reasons/Details/Facts. Explain what the element means, and give as many (E) examples you can and provide evidence from the text. Body Paragraph 2 Repeat, but with the second element from your list. Body Paragraph.

Seven Deadly Sins and Play Everyman free essay sample

In the play Everyman, death is personified and treated as an agent of God that goes to visit the plays protagonist, Everyman. Everyman, like other morality plays, seeks to present a religious lesson through allegorical figures representing abstract characteristics. The play centers on the life of Everyman, a wealthy man in his prime who is suddenly called by Death to appear before God for judgment. On his journey to meet God, he seeks assistance from lifelong companions Fellowship (friends), Kindred and Cousin (family), and Goods (material wealth), but all abandon him because he has neglected them in life, Good-Deeds is too weak to accompany Everyman on his journey. She advises him to call on Knowledge (awareness of sin). Knowledge escorts Everyman to Confession, who directs him to do penance. In the process of Everymans penance, Good-Deeds is strengthened and is finally able to accompany Everyman to his final reckoning. Everyman, now wearing the garment of Contrition, continues his journey—until now a quest for spiritual health, but increasingly showing the qualities of a pilgrimage—to salvation. We will write a custom essay sample on Seven Deadly Sins and Play Everyman or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Everyman, Knowledge, and Good-Deeds are joined on the journey by Beauty, Strength, Discretion, and Five Wits (the senses). After donating his wealth to charity, Everyman follows the advice of Knowledge and Five Wits and receives the sacraments of Communion and Extreme Unction. Meanwhile, Knowledge and Five Wits converse on the subject of corrupt priests in the church. Approaching his grave, Everyman is again deserted by all his companions except Knowledge and Good-Deeds. As the story closes, Knowledge remains behind as Everyman and Good-Deeds together descend into the grave. The themes in Everyman are strongly reflected in the allegorical characters which populate the work. The work teaches ethical and religious lessons about how to please God and how to treat humanity. The work has been seen by some critics as a dramatic treatment of the medieval Catholic church doctrine of â€Å"Holy Dying,† whereby a person forsakes earthly attachments and prepares his or her soul for salvation, but episodes such as the discussion between Knowledge and Five Wits on corrupt priests suggest the influence of the Protestant reform movement as well. The testing of Everymans companions, all of whom fail except for Good-Deeds, reflects the medieval belief that friends must prove themselves before they can be accepted as true. Good-Deedss loyalty additionally points to the Christian notion of friendship as a gift from God. Thus, this figure represents not only Everymans own positive and good actions but Gods blessing as well. Everyman is a very interesting play, that shows how every single person has the responsibility to do good things during his life, and then at his death, God will judge him for all his sins he make during his live. The purpose of this essay is to show that God has a purpose for all of us and we can choose whether accept his purpose or no. The story begins when God was thinking that everyman had made a lot of sins so He sent Death to take to Everyman the message that he must go on a long journey; that he must prepare to make his accounting before God. But everyman denied to leave earth, he says that he is not ready and asks for more time also, offers to the Death one thousand pounds if he forgive him but Death refuses saying that all riches in the world would be his if he did that type of illegal business. Moreover, Everyman next request was if he will be allowed to return after he has give his account to God but he guarantee him that the place he is going to there is no way to return but at least he can find someone to join him on the journey that is very difficult. First, he found fellowship; he says that he will do anything for Everyman even to paid a wrong done by him at the risk of his own life, but when Everyman invites Fellowship to join him in the journey of Death, Fellowship quickly declines and rapidly go away. Then Everyman decides that blood unions might make stronger companions, so he approaches Kindred. At the beginning seems that Kindred will accompany Everyman. But when Kindred knows of the destination. He declines. Everyman is feeling lonely. Moreover, Everyman looks for Goods but he cannot help him too, no one of his â€Å"friends† help him so he thought that he choose wrong his friends. At last he recalls his Good Deeds and Good Deeds suggests that Knowledge can be of help, then Knowledge takes Everyman to visit Confession, because if Everyman learned that knowledge of his sins, he can find salvation. More after Everyman add new companions to go with him. Discretion, Beauty, Strength, and the Five Wits. At the end, Everyman receives last rites from a priest and prepares to meet Death. The audience reminded that the priest is God’s representative. As the journey continues, all his companions had leaved him. Beauty is the first, because beauty fades quickly as man get close to death. The next to leave is Strength. Next Discretion leaves, and then Five Wits abandons Everyman and at last only Knowledge and Good Deeds remain by his side. Good Deeds accompanies him to the Heaven to plead his cause before his Maker, and Knowledge, remaining behind, hears the joyful songs of the angels. In conclusion, this morality play shows that no one escapes from God`s will. We must be the kind of person that changes all bad things in our world. And always be thanked to God and in simple words do good things in life. Everyman is a very interesting play, that shows how every single person has the responsibility to do good things during his live, and then at his death, God will judge him for all his sins he make during his live. The purpose of this essay is to show that God has a purpose for all of us and we can choose whether accept his purpose or no. At the end, Everyman receives last rites from a priest and prepares to meet Death. The audience reminded that the priest is God’s representative. As the journey continues, all his companions had leaved him. Beauty is the first, because beauty fades quickly as man get close to death. The next to leaved is Strength. Next Discretion leaves, and then Five Wits abandons Everyman and at last only Knowledge and Good Deeds remain by his side. Good Deeds accompanies him to the Heaven to plead his cause before his Maker, and Knowledge, remaining behind, hears the joyful songs of the angels. In conclusion, this morality play shows that no one escapes from God`s will. We must be the kind of person that changes all bad things in our world. And always be thanked to God and in simple words do good things in life. Other things to note are: 1. that God dominates the first half of the play 2. that the Wheel of Fortune assists in the descent-ascent pattern 3. that Everyman initially relies on his earthly supports to assist him on his journey; at this point he is damned 4. that the motifs of prayer, preoccupation with time, and personal suffering appear in both halves of the play. 5. that the Seven Deadly Sins, although not overtly present in the play, are central to Everymans dilemma, especially Avarice and Pride. 6. that the play has a number of thematic references to Christs Passion 7. that the play finally teaches mans redemption is only through Christ. In addition, various structural patterns for the play have been advanced. On the one hand, some have argued for a four part structural scheme: 1) the fruitless conflict with death, 2) the failure to find a companion, 3) the change from despair to joy through the arrival of worthy companions, and 4) the new complication arising from the desertion by the worthy companions. On the other hand, others argue for a three part scheme focusing on various climaxes as Everyman is abandoned by various groups of companions. However, the negative prologue of the Messenger and the positive epilogue of the Doctor clearly distinguish a two part structure. One movement, a falling action, occupies approximately the first half of the play; it traces Everymans decline in fortune from Deaths entrance, which shatters the apparent serenity of his life, to the depth of his despair, where he can foresee only eternal damnation. The second movement, a rising action, carries him from this nadir to his final salvation, symbolized by the words of the welcoming Angel. Detailed analysis reveals this two part, descent-ascent structural pattern as the basic principle of the plays organization

Euthanasia7 essays

Euthanasia7 essays The term Euthanasia has become well known throughout the country. The word is derived from ancient Greek eu thantos, meaning easy death. Today, euthanasia is referred to as mercy killing. There is much controversy over whether or not the practice is just. Euthanasia raises many religious, medical, and ethical issues. Euthanasia can either be active or passive. Active euthanasia occurs when a physician or other medical personnel induces death. An overdose is administered to the patients in the form of insulin, barbiturates, or morphine, and then followed by an injection of curare. Passive euthanasia, on the other hand, is allowing the patient to die due to lack of treatment. This includes taking the patient off their support system, or respirator. Passive euthanasia also includes stopping the food supply intravenously to comatose patients (Comptons, 1). Debate has flourished against those who accept passive euthanasia, but reject active. Questions are asked why one form is accepted and not the other. The distinction that is made between the two of them is that active is murder, while passive is merciful. Turning off support systems is a positive act of death (Singer, 76). In the Encyclopedia of Bio-ethics, some religious views of euthanasia were given. Hebraic and Jewish denominations strongly oppose the practice. They believe life is a precious and divine gift, and that it must be sustained if possible. Death must never be hastened by intention. Physicians who kill patients in order to spare them pain are considered murderers (554-555). Judaism also rejects euthanasia. They do, however, accept two forms of eu thantos: caring for dying patients, and letting terminally ill persons die. Early Christians opposed self-induced death out of suffering and despair. They also condemn such practices such as infanticide and abortion (556). Roman Catholics permit terminally ill patients to ...

Healthcare and Law Essay Example | Topics and Well Written Essays - 1500 words

Healthcare and Law - Essay Example penses, once whatever coverage they would have runs out, or if the individual(s) in question would lack insurance, the greater question would become how to pay for the subsequent bill(s) in their entirety. There are countless health conditions that may require an individual to seek the assistance of a doctor at any point in their life. One such instance would be for those patients seeking to initiate the procedure of breast augmentation. While for some, the procedure of breast work would be for cosmetic reasons, for others, such work would come after the presence of a health condition, such as breast cancer that in turn, would require the reconstruction of the breast. With the introduction of the material added during such a procedure, there are risks that may result from the procedure being performed. Such as, the rupture of the material within the breast and as such, results in other health consequences as a result for the patient. For this very reason, there would exist laws state and nation wide, to serve as an education tool that would ideally, stave off any potential negative ramifications that may occur. From a legal standpoint, one such example of a case that would have been filed, due to issues surrounding breast implants, would involve a woman from San Diego, California. In this case, â€Å"A woman who claimed a design flaw in her silicone breast implants caused them to rupture and leak has lost her lawsuit against the manufacturer, Minnesota Mining and Manufacturing,† (â€Å"Woman†, 1999-2010, para. 1). By the action taken through the court system, the verdict rendered, would illustrate the apparent feeling on the part of the court that, in terms of rendering guilt, they would feel that the manufacturer of the implants in question, would not have been liable for what would have occurred to the patient in question. With this case, â€Å"Marva L Smith, 43, had sought damages against 3M for the cost of surgeries to remove the implants, to correct

Benito Mussolini Research Paper Example | Topics and Well Written Essays - 1250 words

Benito Mussolini - Research Paper Example While going to school, Benito rebelled against various issues. Rosa, his mother had insisted he go to this school which was operated by Catholic Monks. However, Benito’s behavior ridiculed the school’s rules and as such he was expelled. Benito’s father believed that the Roman Catholic Church was Italy’s biggest enemy, and he embedded this belief into his son which he solely agreed with. Benito showed improvements at his other school and continued on this pathway and became a teacher. Despite this, Benito’s passion was in politics. At the tender age of 19, Benito fled Italy for Switzerland to avoid military service. There in Switzerland, he met other Italian socialists and gained employment as a bricklayer and became a member of the Trade Union. Just one year later, at the age of 20, in 1903, Benito was expelled from Switzerland for suggesting a general strike. Benito then travelled to France but eventually went back to Italy to complete his military service. To be more precise, he went to Trentino north of Italy which was ruled by the Austrians. However, sooner than later, Benito’s beliefs caused him to be kicked out of Trentino in 1909. Austrian authorities described him as a trouble maker because he encouraged trade unions and launched attacks on the Catholic Church. Afterwards, Mussolini travelled south to Po Valley, where he advocated for farmers to get better salaries. He was appointed Secretary of the local Socialist Party in Forli and Editor of the socialist newspaper â€Å"La Lotta di Classe†. Since his return from Switzerland, Mussolini worked extensively as a journalist and a social activist at the same time. Later he became an Editor for the Avanti. Mussolini resigned his post as Secretary for the Socialist Party in Forli because they advocated support for the allies in World War I. Benito served in the Italian Military when Italy entered the First World War and Benito held the rank of Corporal in the Army. Mussolini was injured during the war and immediately upon his return to Milan; he decided to edit the right-wing â€Å"Popolo d’Italia†. It is probably safe to assume that the effects of the war transformed him from a socialist to a ruthless fascist. He was hungry for power and he was going to get by freewill or by force. Following the war, Mussolini carried out a myriad of activities influenced by Fascism and his many other beliefs. â€Å"The defining features of fascism are nationalism (including economic nationalism), corporatism (including economic planning), totalitarianism (including dictatorship and social interventionism), and militarism†. 1 He attacked Vittorio Orlando (Italy’s Prime Minister at the end of World War I) for his futile efforts in pursuing Italy’s objectives at Versailles Peace Treaty and aided in the compilation of the right-winged groups into the Fascist Party. Right-winged political individuals are a form of governme nt who believe that the individuals are more important than the country. â€Å"Right wingers believe in formal equality. They believe that everyone should be treated equally under the law and should be treated equally by government. Examples of right wing formal equality include equal pay for equal work and civil and political rights.† 2 Out of fear for more bloodshed, he was appointed Prime Minister by King Victor Emmanuel III in 1922 after the â€Å"March on Rome†. Mussolini’s fascist party â€Å"Black Shirts† made his rise to power rapid. By the time of Hitler’

The African-American Juvenile Offenders Essay Example for Free

The African-American Juvenile Offenders Essay The African-American juvenile offenders are those who are usually held responsible of any chaos in a society. The notion that they are bad elements of the society won’t stop long as there are instances that they are the ones who are involved. Media through science and technology have paved the way for any news to spread like a fire in every corner of the world. Most often than not, especially the issue United States is going through, these African-Americans are in their top list, thinking that they can never keep up with the native Americans. Before going into the main topic, let us define what juvenile delinquency is. It is the behavior of a minor or those who are under 18 years of age that is against the law – these â€Å"juvenile delinquents† had violated the welfare of people in general in a given society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When these African-American juvenile offenders had committed acts that are unlawful, most probably they will be punished according to the set law of a society depending on the degree of the crime they had committed. The society always dictates how to punish juvenile offenders so does those who are not considered juvenile. There are social reforms for children in lieu to the juvenile justice-state-sanction, this aim to tap and solve the problems of juvenile which resulted to their anti-social behavior. For example in the United States, there are two cities that have been crowded with African-American juvenile offenders. There had been studies to solve this problem and how to better treat these juvenile offenders. It shows that African-American juvenile offenders are punished according to the damage they have caused. Thus it will reflect on the upbringing of these juvenile offenders. It is known that they are one of the underprivileged groups in the society. It shows that they live based on their own means without the major help of their parents. Their numbers are growing because most of them lack the chance of going to school and not knowing the benefits of family planning. They also can not keep up with the fast changing world and the advancement of technology.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These are the reasons why these juvenile offenders needed to have a thorough attention to address their problems that have caused them to be offenders themselves. Reference:   Span, Christopher M. (2002). Educational and Social Reforms for African-American Juvenile Delinquents in 19th Century New York City and Philadelphia Retrieved January 08, 2007, 2007   from http://www.findarticles.com/p/articles/mi_qa3626/is_200207/ai_n9085485  Ã‚  Springer, David. (2004). Factors Predicting Treatment Retention among High-Risk Mexican American and African American Juvenile Offenders Retrieved January 08, 2007, 2007, from http://www.utexas.edu/research/cswr/nida/springerPage1.html

How does Macbeth Change throughout the Play?

How does Macbeth Change throughout the Play? Throughout the course of the play, Macbeths character changes from good to evil. As the audience we are given ample opportunities to look at the way in which he changes and the influences that help bring about the shift in character. Shakespeare also uses dramatic devices to highlight Macbeths change. In this essay the influences that Macbeth was exposed to and the effect that Shakespeares use of dramatic devices has on the audiences understanding will be explored. A soliloquy is a classical literary technique it is the act of speaking while alone, especially when used as a theatrical device that allows a characters thoughts and ideas to be conveyed to the audience. In a play, soliloquies are important because these are the thoughts of the character and he/she will always be telling the truth. The soliloquies let the audience keep up with how the main characters are thinking so that the writer can create the image that there are many sides to every character. Shakespeare uses soliloquies to give us an insight as to what Macbeth is thinking, they are un-edited thoughts and opinion that he is not saying to anyone else. As Shakespeare does not use a narrator who can explain what Macbeth really thinks, it is important for Macbeth that he uses soliloquies; as he is a complex character, his entire personality changes throughout the course of the play. Soliloquies are a window directly into his thoughts and emotions. Without them, we would only know, as much as the other characters and by knowing more there is sometimes some dramatic irony which therefore gives the audience power. Macbeth has a few fatal flaws which allow him to receive the title of a traditional tragic hero. The first is his à ¢Ã¢â€š ¬Ã‚ ¦vaulting ambition, and arrogance. This is a result of his hubris, tragic greed and pride. It is these excessive qualities which usually lead to the downfall and ultimately the death of a tragic hero in classical tragedy. After temptation from his wife and witches to perform murder Macbeth, makes this fall from a brave and noble general. This hubris is seen in many of Shakespeares other tragic plays where there is always a tragic hero who realises the error of their ways when it too late. This is seen in plays such as Anthony and Cleopatra, Othello and Hamlet. In William Shakespeares tragic play Macbeth, the state of mind of Macbeth deteriorates throughout the play as we see the transformation of Macbeth, from hero to villain. At the beginning of the play, Macbeth and Banquo are told to have been fighting in the battle. Macbeth is then hailed as brave Macbeth, as a hero because he has killed the rebel McDonald and is continuing to face the Norwegian troops successfully. Then we are told that Macbeth has triumphed again capturing the traitor Cawdor, obtaining ransom and a favourable peace treaty from the King of Norway. For brave Macbeth well he deserves that name - is used by a Sergeant to describe his actions in battle. O valiant cousin, worthy gentleman are used by the King. This shows that Macbeth really was a hero; as such, a compliment from the King was considered a great honour. The King, Duncan sentences Cawdor to death and rewards Macbeth with his title. He becomes a tyrant due to his ruthless ambition to be King, spurred on by some interfering witches putting ideas into his head by predicting that he will be King and Lady Macbeth, his bossy wife. Macbeth feels less and less guilty about the murders he has committed but Lady Macbeths mind deteriorates throughout the play, and slowly the locked up guilt drives her mad. In Act 1 Scene 3 the three witches greet Macbeth as Thane of Cawdor, Glamis and finally King. The belief in the existence and power of witches was widely believed in Shakespeares day, as confirmed by the witch hunt craze. The practice of witchcraft was seen to undermine and threaten the established order of religion and society, and so was not tolerated. The belief of the majority during the seventeenth century suggests that the witches are powerful figures who can exercise great power over Macbeth. Also King James the First took a great interest in witches, having many killed, however most importantly he believed in witchcraft and its power. The three witch characters in Macbeth are seen as evil. It could be concluded that they were responsible for creating Macbeths evil desire for the throne, therefore the audience may be influenced by Shakespeares portrayal of the witches and believe his representation of them. Macbeths character begins to develop in the way he reacts to the witches prophecies. The witches planted seeds of ambition in his mind and he lets them fester until he begins to believe them. Later in the scene Macbeth is actually announced Thane of Cawdor. In a soliloquy Macbeth ponders upon what the witches have predicted This supernatural soliciting cannot be ill cannot be good. If ill why hath it given me earnest of success commencing in a truth? At this point Macbeth is trying to convince himself that there is nothing wrong with what has happened and that if it were evil then something good would not have come from it. The fact that repetition is used emphasises the main theme of the play, the balance between good and evil. When evil prevails everything takes a turn for the worst reminding us to choose good over evil. He then goes on to say: My Thought, whose murder yet is but fantastical. This quotation shows that Macbeths idea to murder Duncan is still only a fantasy and is not reality, indicating he is unsure and may need persuasion either way. At this point in the play he is in doubt or sitting on the fence. Banquo then interrupts Macbeth during his speech saying Look how our partners rapt. This could symbolise how there is a direct contrast as now Banquo is the symbol of good and Macbeths integrity is in question. Macbeth then says: If chance will have me king then chance will crown me without my stir. From this quote w e can see that Macbeth is willing to let fate take its course, and accepts that what will be, will be. The witches prophecies make him believe he will be crowned without having the act noble. However this is not what happens, Macbeth feels the need to direct his destiny to ensure his place on the throne. The next soliloquy is short and it deals with Macbeths views on who was the currant heir to the throne the Prince of Cumberland. -The Prince of Cumberland: that is a step on which I must fall down, or else oerleap, for in my Way it lies. At this point Macbeth is filled with anger and jealousy. Macbeth is stating that the Prince of Cumberland is in the way of him and the throne. Macbeth knows he must deal with the prince somehow, or else he will be beaten by him. At the end of the speech his tone is more calm and controlled as he maintains his decency and morality by masking what lies beneath. Let not light see my black and deep desires. It is apparent that he is surer than in the previous speech as no questions are asked, showing his state of mind is less doubtful. Although he is angry, especially at the beginning of the speech, Macbeth seems clearer in his mind about his plans concerning gaining the throne. However he is still aware that it is wrong to think such black thoughts. The main change in Macbeths character from the previous speech is that he is more certain in his mind and in his actions. He is more decisive and in addition he is becoming increasingly deceptive. In the next soliloquy, in Act I Scene 7, Macbeth finds himself struggling with his conscience, over the possibility of regicide. He is troubled that the consequences he would face were enormous, and that there are many reasons why he should not murder Duncan. At the beginning of the soliloquy he has made no decision as to whether the deed will be carried out and at the end of the soliloquy he is still undecided. Macbeth is speaking as his servants are preparing for Duncans arrival at Macbeths castle. This is also a time when Macbeth realises that what the witches predicted is coming true. The soliloquy opens with a euphemism of the word murder If it were done. Macbeth uses this, and other, euphemisms because murderous thoughts are alien to him. Macbeth is depicted by the language to be a very moral and conscientious man. The euphemisms show that the horrid deed disgusts him, because he knows that regicide is a serious sin punishable by eternal damnation. There is also an example of alliteration in this speech: If th Assassination Could trammel up the Consequence, and catch, With his Surcease, Success The sibilance used in this quotation draws attention to surcease and success. The use of these words is ironic because, it is very rare that death and success are related to each over. Macbeth is willing to sacrifice the afterlife for greatness, now, in this life. At this point Macbeth is clearly giving the idea considerable serious thought. He goes on to list all the decisions why he shouldnt kill Duncan. This shows he is still logical in his decisions and he is aware of how traitorous it is for a host and kinsman to kill the king. He should be the one person who should risk his own life to stop such a thing happening to the king whilst he is in his house Not bear the knife myself .In this soliloquy Macbeth reveals to the audience his lose morals, because the theme of this speech is that he regards murder as worthwhile and thinks there is nothing wrong with it if you benefit. However Macbeth recognises that it is his ambition to become King that will lead to his downfall. But in these cases We still have Judgement here, that we but teach Bloody Instructions, which, being taught, return To plague th Inventor. Macbeth is now aware that his bad deeds will come back and plague him; this is a factor which occurs in most of Shakespeares tragedies where the main character contributes to his own downfall. At this point in the play the audience may start to really dislike his character. He is showing no signs of doubt. It shows he can not differentiate between good and evil because he is so ambitious he is focused only on becoming King and it does not matter to him how he achieves his goal. During the next soliloquy the murder is immanent; Macbeth is waiting for the bell which is the signal for him to go a kill Duncan. This is a very edgy and tense time for Macbeth his mind is tormented and so he begins to hallucinate, and he sees a dagger. Is this a Dagger which I see before me, The handle toward my Hand? Having this speech just before the murder creates an air of apprehension. There is a sense that there is no going back. The bell which Lady Macbeth rings is a sign for the act of murder to begin; this adds to the intensity of the speech and creates suspense. Macbeth is now more recognisable as evil. The bell signals the beginning of the end for Macbeth, his character can never return after this night, and his deeds become more and more gruesome and evil as the play progresses. It now seems that he is eager to murder Duncan; Come let me clutch thee. This shows that Macbeth is anticipating how the murder will be carried out. Instead of contemplating whether he will murder Duncan, he is now deciding how to murder Duncan. Macbeth is no longer using the reasoning, which separated him from animals, and has reduced himself to the level of an animal. The animal, which is mentioned, is the wolf, which in Macbeths age, was a symbol of witchcraft and evil, again showing that Macbeth is now predominantly evil. His lack of reason is shown by the less frequent use of euphemisms. Even though Macbeth still uses some euphemisms, his conscience is scorched, and during this soliloquy he uses the word murder for the first time. Macbeth himself seems to have an exceptionally low view of himself at this point; he compares himself to a rapist, a ghost and a wolf. The Wolf, Whose Howls his Watch, thus with his stealthy Pace, With Tarquins ravishing Sides, towards his design moves like a ghost. Macbeth despises himself for what he is about to do, it shows weakness in his character because he is willing to sacrifice any sort of morals which he had before to satisfy his greed. At the end of the speech a rhyming couplet is used to emphasise the murderous deed as Macbeth hopes the bell does not wake Duncan for with it comes his death. - Hear it not, Duncan, for it is a Knell, That summons thee to Heaven or to Hell The next soliloquy in Act 3 Scene 1 is a reflective one as Macbeth is now king, you would have thought that at this point he would be content having achieved his goal. This soliloquy contains thoughts of Banquo as Macbeth feels threatened by him, as the witches told him that Banquo will get kings not be one meaning his sons will become kings, this scares Macbeth. In this speech a lot of Banquos qualities are listed like how wise, brave and noble he is. There are definitely some similarities between Banquo and Macbeth at the beginning of the play. Macbeth still has a very high view of himself, even though he is now a murdering tyrant. My Genius is rebukd, as it is said Mark Antonys was by Ceasar. This shows how Macbeth sees himself as a genius and also compares himself to previous great emperors such as Mark Antony. Nevertheless, deep into the story Macbeth still refers back to what the witches said, it is obvious they were a big influence on the play and on Macbeths actions. They haild him Father to a Line of Kings. Upon my Head they placd a fruitless Crown, And put a barren Sceptre in my Gripe Here it is said by Macbeth that the witches had told him that Banquo would have sons who would become Kings, and he would not have children who would become heir to the throne. Macbeth feels bitter and jealous because he has fought and given up so much to become king and now he feels it was all pointless, perhaps he is beginning to regret all his evil deeds. For them the gracious Duncan have I murderd. The fact that Macbeth has referred to King Duncan as gracious shows that he still has respect for him and may be starting to regret his deeds. This speech is essentially saying Macbeth knows that he has sacrificed a great deal but is still not a lot better off, and still it is Banquo who is prophesied to be the happy one with his children being part of a long line of Kings. Macbeth is beginning to see his own demise and feels; regret and fear and traces of guilt for the murder of Duncan. However outwardly he is still confident, happy and able to carry out murders if he feels it can sa ve him. In the soliloquies found in Act 5, Scene 3 the speech provokes sympathy for a now wrecked and broken man. As the first words are I am sick at heart this is quite a ground breaking statement as it is Macbeth declaring he is depressed and he is emotionally troubled. Perhaps his heart is ill due to it being polluted with regret and with all the evil he has committed, and for what? There is no material gain for Macbeth and definitely no emotional gain. There a slight hint of suicide about this speech as Macbeth says I have livd long enough. He uses colours again to symbolise how he is feeling at the time and also autumnal metaphors, mentioning the Yellow Leaf which implies that he has passed his time and is a wilting leaf whom is dying and will drop to the ground and be forgotten. This is on the whole a sad soliloquy as it is shows the audience Macbeths absolute regret and his acceptance that what he has done did have consequences, in that he has lost all his honour, he is not loved, he is incapable to be obedient and is lonely without a friend in the world. As Honour, Love, Obedience, Troops of Friends, I must look not to have There is a significant alteration in Macbeths character now as he now no longer possesses the desire to do anything with his life, he has lost all ambition and any drive towards anything, his attitude is extremely pessimistic. The final soliloquy just reiterates what was said in the previous soliloquy. It talks about the death of Lady Macbeth, life and the fragility of it. An excellent example of just how demoralised Macbeth is at this stage of the play is his reaction to the news that his wife has died. His reaction is not mournful and there are not even any signs of sadness, he merely says that now is not a good time for her to die and there would have been an appropriate time for he to pass away. She should have did hereafter; There would have been a Time for such a Word The final lines of the soliloquy probably reflect his view on life: it is a Tale Told by an Idiot, full of Sound and Fury Signifying nothing. Throughout the play we see a complete and extreme change of Macbeths character, with a few aspects remaining constant. In the beginning, he is a faithful and loyal servant of the King but this soon changes. Both the witches and Lady Macbeth help his ambition develop and fester in his mind. In the beginning Macbeth is determined to prove to his wife that he loves her and his worth as a man. However, from this point onwards Macbeths ambition motivates him and overcomes his conscience, making him increasingly determined that nobody is going to stand in his way. He no longer needs Lady Macbeths persuasion and involves her less and less in his business. Nothing else appears to matter to him except his kingship and he is prepared to do anything to keep it, despite the fact he knows it is wrong. He reached the height of his wickedness when he mercilessly slaughtered Macduffs family, women and children. By the end of the play he has turned into a evil, slightly mad, tyrant and his determinat ion to keep hold of his crown eventually costs him his life.

Review of related lit and studies

According to Manfred Ours Koch (2011 who compiled a lot of studies involving meal combinations, having a great meal combination won't just give the customer the satisfaction they deserve but it will also give the right benefits that the body needs even if the said meals are comprised by simple ingredients. Poor meal combinations might cause the enlargement of the intestine and can be the cause of excess eating that leads to obesity.According to Fatima (201 1), Operational decisions and actions related to menu such as standardizing and offering a consistent quality, minimizing arrive failures, accurately predicting demand to menu items, and assuring food safety are essential components of providing a prosperous meal experience. For instance, customers may be dissatisfied when their orders are delayed or cannot be served due to shortage of ingredients because of poor sales forecasting.Moreover, customers who are attentive to food safety issues may assess all visible cues such as cleanl iness of utensils, serving temperature and personal hygiene of service staff in order to be certain the safety level of food and these assessments may influence their satisfaction tit meal experience. Penmen – Malice said in his blob in POS Sector for Restaurants and Bars that dishes from the menu combos are the best selling items of a restaurant and the most often choice of the guests no matter of its price. It is mandatory to include them in a restaurant offer.Not only that it will affect to increase the traffic in a restaurant, but will refresh offers, facilitate the sale of targeted menu items, and be the silent partner in suggestive selling. Pairing food from menu with drinks and tasty side dish is proven and effective method to improve sales and profits. Using menu engineering and combo meals has not been typical only for fast-food restaurants anymore, it increasingly taking place in all other full service restaurants where Offer has been only â€Å"a la carte† f ew years ago. Erica's 1 and 2 offers a lot of combo meals in their menu. It consists of Pork, Beef, Chicken or Fish dish, side dish, rice, and a regular size drink. The items in their combo meals complement each other. According to Carline (2009) there is mounting empirical evidence to suggest that the law of one price is violated in retail financial markets, there is significant price dispersion even when rodents are homogeneous. Also, despite the large number of firms in the market, prices remain above marginal cost and may even rise as more firms enter.In a non-cooperative oligopoly pricing model, I show that these anomalies arise when firms add complexity to their price structures. Complexity increases the market power of the firms because it prevents some consumers from becoming knowledgeable about prices in the market. In the model, as competition increases, firms tend to add more complexity to their prices as a best response, rather than make their disclosures more transparen t. Because this may substantially decrease consumer surplus in these markets, such practices have important welfare implications.Local Literature Foreign Studies French (2003) said that the individual dietary choices are influenced by the taste, cost, convenience and nutritional value of foods. Food pricing and marketing practices are important components of the eating environment. Recent studies have applied economic theories to changing dietary behavior. Price reduction strategies promote the choice of targeted foods by lowering their cost relative to alternative food choices. The studies that were conducted demonstrated that the price reductions are an effective strategy to increase purchase of more healthful foods in work place and schools.Reducing prices on healthy foods is a strategy in public health that should be implemented through policy initiatives and collaborating in the industry. Local Studies Esther (1998) Jollied Foods Corporation leads the Philippine Food Service in dustry by continuing to strengthen its competitiveness. It continues to be the most visited among both hamburger and total fast food chains throughout the country. The Jollied brand today is one of the most well recognized and best loved consumer brands in the country.She said that Jollied should continue to offer superior taste through their best selling products for them to stay as the leading fast food restaurant in delivering the highest quality standards of products and customer service. Their proposed plan aims to strengthen its market leadership by focusing on the 1 5 to 40 years old male and female market from classes C and D. The proposed marketing plan will present a more filling meal combo at an affordable price f POP to target medium heavy eaters.It also aims to provide Jollied consumers with more variety in value meal combinations. To evaluate the proposed plan, monthly sales monitoring and transaction reports will be done. Product Quality Surveys will also be conducted to monitor consumers' acceptance of the product. Periscope's has the most number of branch of fast food in Mandible area. All the branches offer the same menu. They must offer valuable meals for them to attract more customers. They should also know about the budget of the students so that their products will be fast moving.

Outline and assess Essay

The view that ethnic inequalities in educational achievement are caused by teachers and processes within school is a complex argument. Within school there is a clear pattern which demonstrates that the white population perform much better than the ethnic minorities which are doing worse, there are clear and concise figures from the Office for National Statistics, 47% of White British Males achieve 5 or more A- C at GCSE in comparison to 39% of Pakistani Male. There are studies which show that ethnic inequalities at school influence educational achievement, for instance; sociologist Wright (1992) study shows that teacher racism is still existent in schools. On the other hand, if this was the case that ethnic inequalities produced in schools, cause a failure in educational achievement then why is it that Chinese (69% of boys) and Indian (61% of boys) are significantly outperforming the white population (47% of boys). See more: essay apa format Therefore, this does not mean that ethnic inequalities are caused at school and that there could be cultural explanations at home which influence the failure of educational achievement, e. g. in Afro-Caribbean culture there is a high rate of male desertion which creates a barrier for education. In this essay I will outline whether processes within school i. e. ethnic inequalities influence the failure of educational achievement or would be the factors at home which influence this. There is much evidence which supports the view that ethnic inequalities in educational achievement are caused by teachers, as mentioned the study by Wright (1992). He had acknowledged that teachers had held racist labels for students of an Asian background, as they believed that Asian students had a poor knowledge of the English language which had meant that when during classroom discussions they would be left out due to this disadvantage or whilst discussion are taking place they would be spoken to in more simpler terms for them to understand. This shows how they haven’t been given an equal opportunity to join in rather they were just left out because of their disadvantage, this process makes them feel not part of the classroom therefore could also produce sub-cultures which is the most likely outcome. Interactionists study how teacher’s labelling has an influence on pupils educational achievement and how the label from different ethnic groups causes ethnic inequalities amongst the pupils. The main ethnicities which were affected by racial labelling were the Black and Asian pupils. Wright’s study also showed that Asian girls were seen as discreet and submissive this stereotyped them into being ‘invisible’ in class. Afro-Caribbeans were seen as both with behavioural problems and of low academic potential, resulting into conflicts with teachers. To contradict the view that Asians are predominantly racially abused, sociologist Fuller’s studies (1984) found that the teacher’s labels were a way of motivation for them. The labels which were given already by teachers as to becoming failures, made students more and more determined to achieve success and especially to prove the teacher wrong that they can be successful. This would be the case for students of a Chinese and Indian heritage; 70% of Chinese boys were achieving 5 or more A* – C grades at GCSE and 61% of Indian boys were to, in contrast to just 47% of White British Boys (Office for National Statistics). This shows that even ethnic minorities were achieving substantially higher than students of a British background, this challenges the Interactionists perspective as it shows that ethnic inequalities can be a good source of competitiveness and that it does not have to cause a failure in regards to educational achievement. However, there are further suggestions from sociologist Mirza’s study (1992)which supports the view that ethnic inequalities within educational achievement are caused by teachers and the processes within school themselves. Her study ‘Failed Strategies for Avoiding Racism’ outlines how some students are not able to develop strategies which help to cope with ethnic inequalities such as when they are faced with teacher racism and teacher labelling. Her study found that when black pupils were discussing careers and plans for further education they had ‘cooled down’; this shows how sub-standard they are viewed as they didn’t help them by providing guidance instead they casually just listened. She identified that there were three types of teacher racism; the first one being that they were ‘colour blind’: this meant that teachers views of all the pupils were equal however during practise they allowed racism to go unchallenged, this was passive racism. The second type was the ‘liberal chauvinists’ they had views of Black pupils being less privileged in terms of culture, which had led them to have low-expectations of their academic ability. Lastly, the ‘overt racists’: teachers would classify black pupils as ‘second class’ they were less superior and were discriminated actively. Also in 2007 a published report by Channel 4, they had uncovered the level of degree of racist attacks at schools, they had access to these rights via the Freedom of Information Act. The report had showed that over the past years there had been a substantial rise in the number of racial attacks a staggering 100,000 occurrences had been documented, this shows how racial attacks are still in Contemporary Britain and that they are still rising in today’s world. Nothing has been done to stop these incidents from happening and they are still going unnoticed. This view is also argued by Mirza, she believes that this is still a significant problem and that these figures are an underestimation of the problem itself. If this problem is not stopped this could further lead to a barrage of bullying as well as they are likely to underperform in their education. As well as this, the influence which teacher labelling has on pupils when they try to cope with teacher racism reinforces subcultures within the school. This is the case especially for Afro-Caribbean students as there are numerous studies which emphasise this point, one of the most significant studies from Gillbourn and Youdell’s (2000) study ‘Rationing Education’, the study showed that teachers were quick and hasty when it came to disciplining Black pupils which had shown bad behaviour and when it came to the other ethnicities whom had a similar behaviour were more lenient. This would be because teachers had held ‘racialised expectations’, as such teachers misinterpret behaviour and see Black pupils as anti-authority. This inturn creates conflict between teachers and pupils which reinforce stereotypes and leads to further problems. On the other hand, there are several, external reasons for why there are ethnic inequalities in education. One of the main ones would be language; foreign students would experience obvious difficulties when learning because English is not their first language. They would have difficulty interacting with other students as well as the teacher having the English language not their usual language; this would be the case for black British students as they are perceived as having non-standard English. Sociologist Mac an Gail (1988) supports this view, as he states that speakers of black British English may be labelled as less intelligent because of the form of language they use. As a consequence of this students may feel prejudiced against and actually use their language to ‘resist’ schooling. Lastly, in support of the statement there is further evidence from Sociologist Tony Sewell he had conducted an observation at a boy’s secondary school. Sewell (1998) observed the different approaches Black boys use when they cope with racism. He outlined that there were four main responses to teacher racism; the first response was the conforming type, this was suggested as there was clear evidence which had shown that majority of black pupils accepted the values of the school and they were keen to be successful. Next was the rebellious type, this was the most influential group but was still a minority; this subculture rejected the values of the school and opposed the school by joining a peer group. These reinforced the negative stereotypes of ‘Black Machismo’. Thereafter, the retreatists who were a small minority which were secluded and disengaged from peer group subcultures and the school. Lastly the innovators, they were the second largest subculture who was both pro-education as well as anti-school. They distanced themselves from ‘Conformists’ enough to keep credibility with the ‘Rebels’ whilst valuing education success. From Sewell’s conclusion it was clear that teachers had held a stereotype of ‘Black Machismo’ – seeing Black pupils as rebellious and anti-authority. To conclude from this, I do agree with the statement that ethnic inequalities in educational achievement are caused by teachers and the process within school however to some level degree. There is much evidence which supports this view as sociologist Mirza and Sewell have similar arguments which support the statement as teacher racism and labelling is very influential in terms of educational achievement. If students feel undermined by education because of labelling they would conform to being a ‘failure’ as because of their teacher’s expectations. However, it is fair to say that it could also work the other way and motivate students to become better and prove their teacher that they have the capability for success (being the case for Chinese and Indian students). There are also factors such as culture and language which have an influence and also can reproduce ethnic inequalities in educational achievement.

To be in Advertising

To be in Advertising Free Online Research Papers Advertising allows a person to consider virtually every aspect of American business, social culture, technology and many other areas. (Sivak) As a student at Lee University, I am studying Communications with an emphasis in Advertising in hopes that one day I will have the opportunity to work for a non-profit organization such as World Vision or Blood Water Mission. I have so many interests in life, so I like the idea of constantly working on projects for different companies and making people aware of things that I think are important to myself and other people around the world. I feel like this would add a little flavor to a job. Over the past four weeks in class we have been learning about different emphasis in the field of Communications. I would like to work in the field of advertising. I have always thought it was interesting how you can catch a person’s attention by using certain colors and font. There are many forms of advertising but form of advertising that I want to be a part of is media advertising. Media advertising deals with television commercials, billboards, infomercials and pictures. To be in advertising you should have a Bachelors degree and training in communication skills. You need to be able to communicate to the audience what you are trying to sell. You will also need strong people skills. Advertising requires you to work closely with a client base that can be difficult and demanding. You need to be able to communicate with your clients so you give them what they want and what you want to accomplish with their campaign. You will need to be very creative. Advertising is one of the few fields where you can use your creative flair and just to town on a project to sell it to the audience. You will also need to be able to work with a team. To prepare you for the field of advertising you should take classes in Web Design and if your university has an advertising program classes in that and art. The more you are in touch with your creative side the better. Also, join the advertising clubs on your campus and get involved in all things advertising. This will help you develop your skills and connections with others who are also in the field of advertising. Advertising is very competitive. You must be willing to start at the bottom and work your way up. Internships in the advertising field is a must to make connections. You must be very goal oriented and be ready to a lot for the job. It is not for the faint of heart. The stress levels in advertising are very high especially if you want to finish the presentation properly for a pressing deadline. In the field of advertising so many jobs are open to you. You can work for corporate companies, nonprofit companies, free lance and so many other opportunities are out there. The field of nonprofit organizations would be the most rewarding because in nonprofit organizations you have the opportunity to make a difference and have a real chance to contribute to society and grow while you are at it. You will probably earn more money if you work freelance but it probably won’t be as rewarding. It really just depends on your personal convictions and what you feel lead to do. With advertising I believe it fits some of my strengths. My five strengths are Developer, Input, Consistency, Empathy, and Responsibility. With the Developer strength if I was project manager I could see myself encouraging the others over the small steps we have made that make us that much closer to our goal. â€Å"Choose classes with a field-studies component that involves working with people. This will provide an opportunity to see tangible growth experiences of others and observe how what you learn can be used† (Strengths). My responsibility strength will help me do things in a timely manner and allow me to turn my work in on time and done in a way that would make me proud. The definition given by Gallup Strengths Finder for Responsibility is – â€Å"Your Responsibility theme forces you to take psychological ownership for anything you commit to, and whether large or small, you feel emotionally bound to follow it through to completion. Your good name depends on it. I f for some reason you cannot deliver, you automatically start to look for ways to make it up to the other person. Apologies are not enough. Excuses and rationalizations are totally unacceptable. You will not quite be able to live with yourself until you have made restitution. This conscientiousness, this near obsession for doing things right, and your impeccable ethics, combine to create your reputation: utterly dependable. When assigning new responsibilities, people will look to you first because they know it will get done. When people come to you for help- and they soon will- you must be selective. Your willingness to volunteer may sometimes lead you to take on more than you should† (Strengths).With my consistency theme would come my hope to work for a none profit organization. I hate seeing injustice and to be able to use this strength to the fullest would be my biggest dream come true. Especially if I can influence others to hear and see the injustice caused by what is going on and that we can change it. The strength of empathy will help me voice the emotions of the people I am trying to reach. By advertising I am trying to make their lives that much better by using my commercials or flyers to make them aware and help them with their everyday life. The input theme would be very useful. I can use the random tidbits of information that I have stored up and put them on a broacher and use the cutting edge knowledge effectively and not letting it go to waste. I will give my customers exactly the information that they want and need because of my ability to gather it. Advertising has always interested me. I find it interesting that a field that is not really paid attention to can be so important. You do not really realize how much advertising has changed our lives. I want to be part of this. That is why I am a Communications Major with an Emphasis in Advertising. I want to change the world and to do so you need to get out there and get people’s attention. That is what I plan to do. â€Å"Advertising Public Relations: Skills Talents. Careers-in-marketing. 21 Apr. 2009. Sivak, Cathy. Feature Article Advertising Everything from Soup to NutsLiterally! With so many choices, heres help on to choosing an advertising career. 21 Apr. 2009. Strengths Quest. https://www.strengthsquest.com Research Papers on To be in AdvertisingAnalysis of Ebay Expanding into AsiaAnalysis Of A Cosmetics AdvertisementThe Hockey GameThe Project Managment Office SystemHip-Hop is ArtRelationship between Media Coverage and Social andOpen Architechture a white paperPETSTEL analysis of IndiaStandardized TestingMarketing of Lifeboy Soap A Unilever Product

Essay on Chapter 11

Essay on Chapter 11 Essay on Chapter 11 Chapter 11 Preparing a Document for Prepress and Printing Objectives Explore color theory and resolution issues Work in CMYK mode Specify spot colors Create crop marks Create bleeds Save file as a PDF Explore Color Theory and Resolution Issues Energy from the sun hits the earth in waves: X-rays Gamma rays Ultraviolet rays Visual light rays (white light) Explore Color Theory and Resolution Issues White light broken down into seven distinct colors (as seen in a rainbow) Red Orange Yellow Green Blue Indigo Violet Explore Color Theory and Resolution Issues Colors in visible spectrum can be broken into red, green, and blue (primary colors). – Primary colors cannot be reduced – Additive refers to the fact that the primary colors combine to produce other colors – Red, green, and blue, when combined equally, produce white light – True black is the absence of all light Explore Color Theory and Resolution Issues White light Explore Color Theory and Resolution Issues Subtractive primary colors Three things can happen when light strikes an object: – Reflection – when light ‘bounces’ off the object – Absorption – when light is not reflected – Transmission – when light passes through an object Explore Color Theory and Resolution Issues Depending on physical properties of object, varying amounts of light are reflected, absorbed, and transmitted. Red, green, and blue light not reflected in equal amounts. Color is based on percentages of red, green, and blue reflected, and the color that combination of light produces. Explore Color Theory and Resolution Issues Explore Color Theory and Resolution Issues Cyan, magenta, and yellow are called subtractive primary colors. Each is produced by removing or subtracting one of the primary colors completely. Overlapping all three pigments would absorb all colors. Explore Color Theory and Resolution Issues Cyan is â€Å"minus red† Magenta is â€Å"minus green† Yellow is â€Å"minus blue† Explore Color Theory and Resolution Issues Color printing uses the three subtractive primary colors plus black to produce a color image or tint. The standard color for paper is white. Cyan, magenta, and yellow are manufactured to be transparent. The color you see on a printed page is light reflected off the page. Explore Color Theory and Resolution Issues The color of the printed image is reflected off the paper, not the inks Explore Color Theory and Resolution Issues CMYK inks (process inks) are not perfect. Ability to transmit light not perfect. In theory, overlapping all three inks should produce black because no light would be reflected. Explore Color Theory and Resolution Issues The image on the left was printed with only CMY inks Black inks add contrast and depth to image on the image on the right Explore Color Theory and Resolution Issues Illustrator is a vector-based drawing program. Graphics you create are called vector graphics. Vector graphics are resolution independent because they are not comprised of pixels. You can resize vector graphics without any concern for quality. Explore Color Theory and Resolution Issues You can convert vector graphics to bitmap graphics by a process called rasterization. Bitmaps are comprised of a rectangular grid of colored squares called pixels. Pixels is short for picture elements. Explore Color Theory and Resolution Issues Images composed of pixels include: Scanned images Digital images Rasterized Illustrator graphics Explore Color Theory and Resolution Issues The number of pixels in a given inch is referred to as the image’s resolution. To be effective they must create the illusion of continuous tone. Explore Color Theory and Resolution Issues Effective resolution refers to the resolution of a placed image based on its size in the layout. Relevant only to bitmap graphics because vector graphics do not have pixels. Explore Color Theory and Resolution