The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out Essay Example

The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out Paper A class from a school in Liverpool set off for a school trip to a castle in Wales. Four teachers and a class seems normal and this play is basically about an every day school trip kids getting told off on the bus all seems normal. But when they arrive in Wales (after stopping off at a service station) it all turns wired, the kids. revolt and the teachers take sides with them. The only sane one left is Mr. Briggs who decided to go. The class and the teachers go to the castle as planned, but Mrs. Kay decides to alter the plan, and instead of going back to school, she pitys them and lets them have a day out. Mr. Briggs is furious as he learns that that the children and the teachers join forces to have Our Day Out. Summary of the main characters Mr. Briggs Mr. Briggs is negative about his colleagues the students dont like him and he is very abrupt. Mr. Briggs thinks that you have to risk not being like by the children to teach them anything. Mr. Briggs jumps to conclusions a lot and confronts Mrs. Kay about the way she does things and he thinks all things like trips must be planned and executed. Mrs. Kay Mrs. Kay is quite the opposite of Mr. Briggs, she is laid back and lets the children do what they want. We will write a custom essay sample on The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Mrs. Kay is caring and trusts her students. Mrs. Kay worries about her pupils and pitys the students when she feels sorry for them. Carol Chandler Carol is a student from the progress class and she is very forgetful and isnt that clever. She doesnt know if Wales is in England. Will we have to get a boat? She is not afraid to express her opinions and she wants to better herself and live in a nice place. Carol is from a lower working class background and has never seen the sea before therefore when she goes to Wales she doesnt want to go back. Analysis of the Stage Directions conveyed through the 3 characters Mr. Briggs is one of the key characters in the play. Conveyed through the stage directions we get the impression that Mr. Briggs is a much more organised man. We see this in the stage direction of the kids are tumbling off the coach, Mrs. Kay pulls out a flask, and Briggs is frantic. The use of the word tumbling shows that there is no order in how the children exit the vehicle and no organisation or administration in the day trip. Briggs obviously cannot stand to see this as he as frantic. Mrs. Kay pulling out her flask does not help the situation; this point shows that she is calm, tranquil and relaxed in what the children do. You can clearly see Briggs admires his orderliness and being in control. This is stated in the stage direction Briggs with ordered children. This shows that he is in control, in charge and the children respect him. As well as being a control freak, Mr. Briggs is extremely boring when this side is show. The use of the stage direction at the back, the kids are stifled with boredom by Briggs presence. The fact that by Briggs being there and that the children are stifled with boredom shows that he is a monotonous, mind-numbing person to be around. Even though Briggs has a dreary, unenthusiastic side to him as shown in the points above, we also see a change throughout the trip. We see him change to a man who cares about and for the childrens welfare and education. This is portrayed in the stage direction he wraps his arm around her. This is where we see the caring side of Briggs, he is affectionate towards Carol when he realises she could be in danger and could be hurt. Another quote that shows his new emotion is Briggs slowly holds out his hand the use of the word slowly shoes his affectionate side. He obviously means no harm to Carol. Mrs. Kay is a very important character in the play as well as Mr. Briggs. In the play Willy Russell portrays her as being a relaxed, pleasant and careless person, which isnt a good approach for a teacher. These points are shown in the stage direction Mrs. Kay sits on a bench. This action suggests that she has immense trust in the children, or is just not concerned. By Mrs. Kay sitting on the bench shows her lack of concern for the children. This also links in with the stage direction pouring out another cup of coffee. The use of the word another shows that she has done this numerous times on several occasions when the children need supervision the most, especially in the shop scene and the zoo scene where the children get up to no good and steal sweets and chocolate from the shop and attempt to kidnap small zoo animals such as rabbits and even a baby goat. Mrs. Kay also has the motherly touch. This is shown in the stage directions they look more like mother and daughter this implies the fact that Mrs. Kay is more of a friend to the students than a common, strict teacher. This is also shown in the complimentary stage direction, she quickly lifts him so she is carrying him cradle fashion out of the water, this implies that she is an entertaining and compelling person to be around. The use of the phrase carrying him cradle fashion shows that she is not only an exciting person but secures the situation at the same time. This point also is associated with the previous point of being tranquil and unperturbed. As well as being a motherly figure, all the children like her and prefer her to all the other teachers. This is shown in the stage direction she moves a short distance and all the kids follow her. The use if the expression short distance implies the fact that no matter how far she goes, the children definitely want to be around her that the other teachers. Our first impressions of Carol are shown at the beginning of the play. The first paragraph tells us that she is a child from a misfortunate background. This is shown when the stage direction reads wearing a school uniform which doubles as a street out fit and her Sunday best implying that she cannot other clothes apart from her necessary school uniform. Carol also cannot afford essential items such as a school bag; in the play it quotes that she is clutching a supermarket carrier bag. She is eating a half eating sandwich on her way to school, which indicates that she has not had breakfast but yesterdays left over. Carol represents deprivation and the idea that she is poor because of the points made above. All this compares to the end of the play because at the end, Carol is still the same person that she was before the trip. The only difference is that she knows about a different place and life rather that Liverpool and has a goldfish grasped in her hand that she won at the carnival. Dramatic Tension Dramatic tension shows the mood of the scenes. Also, creates a cliff-hanger. In the cliff scene there is a lot of tension. This is reflected in the line: Briggs begins to tell her off and she moves to the edge of the cliff threatening to jump. This is tense because you wonder if she is going to jump or not. It leaves the audience on a cliff-hanger, on the edge of their seats. Another line to show the tension is: Carol slips on the edge of the cliff. This is tense because it makes the audience jump from their seats. The audience also wonder if she is going to survive or not. I think that dramatic tension is important in a play like this because without it the play would be rubbish, for example Carol says in scene 35, Dont you come near me! If Carol had just said, Dont come near me please it would have no enthusiasm to it and therefore there would be no tension to it but because she shouted at Mr. Briggs it brought tension to that specific part in the scene of the play. The audience was left thinking what will be Mr. Briggs reaction and how will Carol react back to it. When she shouts at Mr. Briggs she is out of character its not like Carol acts in the rest of the play this also creates tension. The cliff-top scene is one of the most dramatic parts of the play. It is also the scene where both Briggs and Carol have a change in their personality. Carol becomes rude and rebellious (like Linda) and starts calling him Briggsy. She begins to use unfamiliar words and phrases friggin and also has a change in attitude, from being well-mannered to being cheeky in a cocky sort of way. She also begins to ignore him at times, which she wouldnt have done previously. Briggs however, becomes somewhat more considerate and develops empathy for Carol and her classmates. To begin with, he expects to be obeyed, but later realises that he is not getting the desired response from the children. After Carol tells him how selfish he is, he takes it into consideration and tries a different approach by smiling at the children. The constant camera changes from Briggs to Carol and vice versa, create tension, as does the scene where Carol steps towards the edge of the cliff. The use of tension in this scene, creates questions in the readers mind will she jump? will Briggs fall? Analysis I think the tension level is quite high in the beginning of scene 35 due to the teachers worrying about Carols whereabouts as she has wondered off on her own. The stage directions state that Mrs. Kay is shouting, Carol, Carol it also states that, Colin is searching the far end of the beach. As the audience we feel all the teachers anxiety and concern to find Carol therefore this heightens the tension that extra bit more. I also think that the setting in this scene is important when creating dramatic tension. It describes in the first line, Below the cliff-top the sea is breaking on rocks in a cave mouth. It also states that, Carol is standing on top of the cliff watching the wave below. This states that Carol is dangerously stood close to the edge on the cliff because she can see the waves below her. The audience wonder why she has put herself in this position. What has possessed her to do it? At the beach, another one of Mrs Kays bonus stops, Carol Chandler flees to the cliff without anyone knowing. This is the most important scene in the play this is because all the disagreement has built up so high and comes to a head, that Mr Briggs has a turning point and becomes someone different. Someone who he thought he would never be. Carol wanders off to the cliff, as she does not want to go back to her deprived home life. Mr Briggs finds her he is the wrong person to have found her. As he sees her he approaches her whilst shouting at her, he asks her who gave her permission to go to the cliff. This is the wrong approach and Mrs Kay would have handled the situation much more calmly, being able to relate to Carol. The tension is building up and up. Carol threatens to jump if Briggs comes near her and she really means it. You can tell how hazardous the situation is that she is in, she really would jump if it saved her from going back to her home life. The friction is really building up between Briggs and Carol. The pressure is on Mr Briggs to talk her out of not jumping. He is very confrontational and does not really understand the problem and what is going on. Carol tells Mr Briggs Dont you come near me! which is extremely out of character for Carol. Throughout this scene Russell pauses several times causing tension to build up and up. Briggs thinks that he cant take anymore stress and that the incident with Carol has just pushed him to his limits. He has had to put up with an awful lot during the day. First it was the theft of sweets at the roadside cafi etc. Then he had trust in the children at the zoo, but they betray him by taking many of the zoo animals aboard the coach. Giving a bad name to the school and the school been banned to go there on future trips to that zoo. Ive had just about enough, and Im not putting up with a pile of silliness from the likes of you, this also shows that he does not regard her as an important person. Her disobedience is really getting to him and he is starting to take it personally just what are you trying to do to me. You can tell that she is really despondent at home at home and that it really means a lot to her if she stays I wana stay her. Where its nice. Even though she is in the progress class, she is acting quite intelligent. She can see through Mr Briggs Thats why briggsy! So stop going on you hate me. Carol is clever enough to know that she will never have the chance for her aspiration to come true Dont be friggin stupid. Then Mr Briggs starts to talk to Carol as his new self and it makes her realise that it wouldnt be any good staying. She also knows it would be hopeless plan, down to her specific disabilities getting in the way. If I stayed though, it wouldnt be no good. Even though she has realised she cant stay she still feels really desperate Im not goin back though. Then Briggs says something that is really out of character for him to say to a student please. Then all of sudden he started to sound like Mrs Kay and that is the beginning of the turning point for Mr Briggs when he turns into a new him. Youre as though you given up on life already. You sound as for you life is just ending. Carol then moves very close to the edge. Mr Briggs very aware of the danger holds out his hand to her, which is showing that he is not threatening her but showing a peace gesture. This makes her feel reassured and she starts to see the funny side of what is going on. Carol looks at him and a smile breaks across her face Sir, you should smile more often y look great when y smile. She still wonders what will happen to her when she gets back to school for causing trouble, but what about when we get back tschool? . She has almost given in but is still holding strongly onto her worries and wonders. Just as she gives in she slips. Briggs outstretched arm grabs out quickly and manages to pull her to him. He holds on to her with all his strength. Fortunately he manages to pull her up and she is secure. When Mr Briggs seems to turn into someone new, the children love it, but unfortunately for them its not a permanent fixture. When the coach comes back to Liverpool, it hits Mr Briggs. Briggs with Andrews asleep next to him sees the familiar surroundings and the kids hanging about the streets. He sits up puts his tie back to normal goes to straighten his hair and feels the cowboy hat. Its home to Mr Briggs when the coach arrives into Liverpool and makes him realise the responsibility and concern of his reputation. In the film the camera shot of the school behind Mr Briggs emphasises his feelings of responsibility, his concern and reputation. Also when the camera snaps Mr Briggs singing on the back of the coach with all the children. There is a sudden fade out and echo of the music and noise, which could symbolise that Briggs changed attitude, is just a snap shot and will fade just as the film exposed to the light. The film contained many pictures of Mr Briggs enjoying himself. Thats why he exposes it to the light, as he wants it all forgotten with no memories left remaining. It seems as if he is disappointed with himself, as he has relax with the children. The Play Our Day Out is not really relevant today. Special need classes are not all about fun for the pupils. The pupils are educated just the same as other pupils their age just with more help. The teachers are not like Mrs Kay and believe there is no point teaching them. As teachers today usually believe in trying to educate everyone. Although, there is still run down areas in some places so the story could be half-relevant to today. My view on the play is that it is very good and extremely well written, it makes you feel as if you are theyre watching every scene happen. This is a good thing and means that Russell has done very well at describing the scenes. The play keeps you gripped and hooked right until the end. It makes you feel as though you cant put it down and every scene is left at a cliff hanger, making you want to read on and find out what bizarre thing happens next.

How to Punctuate Non-He Said Attributions of Quotations

How to Punctuate Non-He Said Attributions of Quotations How to Punctuate Non-â€Å"He Said† Attributions of Quotations How to Punctuate Non-â€Å"He Said† Attributions of Quotations By Mark Nichol The speaker of a quotation or a line of dialogue is normally identified in an attribution, a phrase as simple as â€Å"he said† that attributes the words to a particular person. However, there are other ways to attribute, including the ones illustrated in these examples, that don’t explicitly require an attributive verb. The sentences below illustrate the major difference between explicit and implicit attribution: punctuation (or lack thereof). (Note that explicit and implicit are not terms of art; I’m using them in the absence of, to my knowledge, any established terminology for these distinct types of attribution.) When â€Å"he said† or the like follows a quotation, it is preceded by a comma; if, less often, the attribution comes first, a comma follows it. Meanwhile, a colon, not a comma, should follow attributions such as â€Å"She had this to say in her defense.† But note the deletion of commas or colons in revisions to the following examples in which the attribution is merely implied: 1. â€Å"I had been opening my speeches with the line, ‘Are we entering a new era of American prejudice?’† When a sentence that includes a quotation does not include an explicit attribution, and the quotation is grammatically integrated into the sentence, omit any intervening punctuation: â€Å"I had been opening my speeches with the line ‘Are we entering a new era of American prejudice?’† 2. â€Å"‘The deepest bias in the history of the American people,’ is how historian Arthur Schlesinger Jr. referred to our nation’s history of anti-Catholic prejudice.† See the explanation of the revision above; the same guideline applies when the quotation opens the sentence: â€Å"‘The deepest bias in the history of the American people’ is how historian Arthur Schlesinger Jr. referred to our nation’s history of anti-Catholic prejudice.† 3. â€Å"You’ll be hearing from him again† was my friend’s guess. This sentence and its attribution are simpler than the preceding sentence and its attribution, but the rule is the same when a verb follows a quotation, punctuation after the quotation is unnecessary: â€Å"‘You’ll be hearing from him again’ was my friend’s guess.† 4. â€Å"I think they’re going to have that mentality of: ‘How dare he?’† In this case, punctuation is redundant to the preposition that precedes the quotation: â€Å"I think they’re going to have that mentality of ‘How dare he?’† The statement is colloquial; if it were not a direct quotation, it could be revised to a slightly more formal version: â€Å"I think they’re going to have that ‘How dare he?’ mentality.† 5. â€Å"To pass a necessity test usually means a negative response to the question: ‘Can the same result be obtained by other means?’† As in the first example, above, this sentence’s quotation is integrated into the flow of the sentence, so no punctuation is required: â€Å"To pass a necessity test usually means a negative response to the question ‘Can the same result be obtained by other means?’† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesOne Fell SwoopThe 7 Types of Possessive Case

How and When to Use Roman Numerals

How and When to Use Roman Numerals How and When to Use Roman Numerals What did the Romans ever do for us? Well, among other things, they gave us a way of writing numbers. These are known as Roman numerals, and chances are you’ve seen them used even if you’re not sure how they work. Join us, then, for a quick look at how to use Roman numerals correctly. How to Use Roman Numerals When we think of numbers, we usually think of Hindu–Arabic numerals. These are the symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. The Romans, however, used letters to represent numbers: Numeral I V X L C D M Value 1 5 10 50 100 500 1000 These symbols can be combined to create new numbers. This partly works by adding numerals until you reach the required value. For instance: V (5) + I (1) = VI (6) L (50) + X (10) = LX (60) M (1000) + L (50) + X (10) + V (5) + I (1) = (1066) However, if a number requires using the same symbol four times in a row, you subtract from the next highest value instead. We indicate this by placing the smaller numeral in front of the larger one. I before V or X subtracts 1 (e.g., IV = 4) X before L or C subtracts 10 (e.g., XL = 40) C before D or M subtracts 100 (e.g., CM = 900) This system works for numbers up to 3,999. However, you can also modify the numerals above for larger values. This involves placing a line over them to show that you’re dealing with thousands. As such, 4,000 would be written as â€Å"IV† with a line above the numerals. You can see some examples below. Large Roman numerals. When to Use Roman Numerals Roman numerals are rare these days, but they are still used for: Chapter/section numbers in books and plays Page numbers for introductory material in a book Numbering items in a list Indicating the year of production for movies and TV shows Titles of film or game sequels Editions of long-running sporting events The titles of monarchs Numbers on some clocks and watches This isn’t a complete list, but it does cover some places you’re likely to see Roman numerals in everyday life. If you’d like any help checking that you’ve used numerals correctly in your writing, get in touch for all your proofreading needs! Summary: How Do Roman Numerals Work? Roman numerals use letters to represent numbers. In addition: The basic numerals can be combined to create new values. This involves adding numerals (e.g., â€Å"V† is 5 and â€Å"I† is 1, so â€Å"VI† is 6). However, if a number requires using the same numeral four times in a row, subtract from the next highest value instead (e.g., â€Å"IV† is 4). Typically, Roman numerals are only used for introductory pages or chapter numbers in a book; however, they’re also used for things like years of production in television and titles of movie sequels.

Evidence-Based Information about the Benefits of Bedside Handoff Essay

Evidence-Based Information about the Benefits of Bedside Handoff - Essay Example The time spent in the hand-off lasted from 30 minutes to one hour. While some nurses reported lack of real-time information pertaining to the patient during hand-offs, others reported unnecessary lag time between coming to duty and seeing the patients. This lag time was a hindrance to the proper functioning of the nurses because of inability to answer call lights and delayed response to the complaints of the patients. Another major hurdle in the variability of hand-off system was increased number of errors (Trossman, 2009). According to the Joint Commission (2000), one of the leading causes of sentinel events in a hospital setting is the failure in proper communication during shift hand-off (Laws and Amato, 2010). Traditional shift reporting is often repetitive, unstructured and inconsistent as far as information is concerned. According to Johnson and Web (1995; cited in Laws and Amato, 2010), traditional hand-offs "are frequently subjective in their content and accompanied by value judgments and labeling of patients." Mosher and Bontomasi (1996; Laws and Amato, 2010) opined that traditional shift hand-off also lacked in the planning of care. This is evident from the study by Jordan et al (1991; cited in Laws and Amato, 2010) in which "only 12% of change-of-shift reports included care planning and 2% included evaluation of nursing care." Traditional hand-off methods also deliver poor information (OConnell et al, 2008). From this, it is evident that traditional hand-off methods have several disadvantages and research has shown that these disadvantages can be tackled by implementing bedside reporting. Cline (cited in Trossman, 2009) reported that bedside reporting has many benefits like a review of the patient together, review of physician and medication orders, participation from the patients and their families and establishing of patient goals.  Ã‚  

The Effects of Global Warming Essay Example | Topics and Well Written Essays - 250 words

The Effects of Global Warming - Essay Example These deadly consequences can eventually result to damages in property and resources and even loss of lives to millions of people. Other known effects of global warming are also reflected in the extinction of plant and animal species and the decreasing diversity of the ecosystem. Plant and animal populations have reduced as they migrate to new habitats for them to survive. Furthermore, human health and safety are also likely to be affected with the detrimental effects of global warming. Due to the rising temperatures, humans can be subjected to diseases such as malaria, dengue and cholera, which can easily spread, not only in tropical areas, but also in the Polar Regions. As such, the effects of global warming can be disastrous, and these can also severely affect human life conditions, as well as the living patterns and survival of the different species that depend on the diversity of the

A comparison of the Ideas of William James and the Teachings of Christ Essay Example for Free

A comparison of the Ideas of William James and the Teachings of Christ Essay William James had an incisive insight about a number of intellectual and psychological dealings. He was a trained medical doctor yet he excelled in the field of philosophy and wrote enormously about his thoughts and ideas. Pragmatism, Meaning of Truth as a Sequel to Pragmatism, Pluralistic Universe, and Varieties of Religious Experiences are considered as the major philosophical premises proposed by William James. The ideas of Pragmatism demand scrupulous attention to understand. As per William James, the meaning of an idea or a proposition or a thought lies in its observable practical consequences. Hence the idea under proposition must exhibit this quality of direct practical results. He believes that a thought or an idea must always be based on the verity of faith. He writes: A fact [may] not come at all unless a preliminary faith exists in its coming†¦ Faith in a fact can help create the fact. (James, The Will to Believe, 1897) Therefore trust and idea are sometimes inter-reliant and may often cease to exist without each other. He opines that the truth or falsity of a judgment depends on the obtainment of the expectations that follow the judgment under question. For a judgment to comply with this, one needs to be pragmatic [= as a matter-of-fact] in his approach towards the events which are going to be judged. We can also see a contrast between his thoughts when he constantly vacillates between science and religion. The general credence that religious experiences involve a supernatural domain, on the whole, is somehow remote to science. However, to the individual human being these remote things are accessible as their driving force is faith and not empirical examination. James tries to bridge this gap between science and religion. The difference between the scientific principles and religious beliefs are woven to arrive at a multipart thinking procedure which we can call as the â€Å"Science of Religion†. He wrote about this as follows: Religious experience, in other words, spontaneously and inevitably engenders myths, superstitions, dogmas, creeds, and metaphysical theologies, and criticisms of one set of these by the adherents of another. Of late, impartial classifications and comparisons have become possible, alongside of the denunciations and anathemas by which the commerce between creeds used exclusively to be carried on. We have the beginnings of a â€Å"Science of Religions,† so-called; and if these lectures could ever be accounted a crumb-like contribution to such a science, I should be made very happy. (James, The Varieties of Religious Experiences, Lecture XVIII) These thoughts point towards that eternal question of can there be a God who created this universe? A pragmatist, such as James Williams, would say â€Å"Yes, there indeed must be an empirical God who made all this universe provided the consequences are proved or the relations established†. That, simply put, is another state of perplexity where the vision of identifying the ‘Cause’ and ‘Effect’ may cease to exist. Now let us examine what pure religion and religious thoughts or philosophies (sans James Williams! ) say about such perplexities of life. The Bible and the preaching of Jesus Christ and other religious foundations categorically decline the right to question. They demand absolute ‘surrender’ in order to get absolute ‘delight’. The teachings of Jesus must be quoted here: Therefore everyone who hears these words of mine and puts them into practice is like a wise man who built his house on the rock. The rain came down, the streams rose, and the winds blew and beat against that house; yet it did not fall, because it had its foundation on the rock. But everyone who hears these words of mine and does not put them into practice is like a foolish man who built his house on sand. The rain came down, the streams rose, and the winds blew and beat against that house, and it fell with a great crash. (Matthew 7:24-27) The teachings of Christ demands unquestionable faith in the supernatural in order to attain absolute delight. This absolute delight or state of freedom is in total contrast to what we have seen so far in the flow of William James’ ideas. However there is one similarity: That both the schools of thoughts agree to the fact that humanity is something which, neither needs to be empirically analyzed nor pragmatically accepted. The laws of both pragmatism and religion bend and tend to converge at one solitary point and this point of convergence is diligently referred to as ‘Kindness’. Historically, William James lived in the 19th Century. (January 11, 1842 August 26, 1910) During this period of time America was witnessing the industrial revolution and started emerging as the international power. It was also that phase of the history when the country was reeling under aftereffects of the Civil War and the laborer strikes. The ideas of William James were widely accepted from both laymen and intellectuals alike. The very concepts of ‘Pragmatism’, â€Å"Will to Live’, ‘Pluralistic Universe’ and ‘A Study in Human Nature’ were regarded as the new hopes amidst turbulent times. Even though the dynamics of the contemporary society have changed immeasurably, I still feel some of James’ ideas would be contentedly accepted. Economical imbalances (Read: The Recession), and religious conflicts (Read: Fundamentalists/Extremists) have rendered a sense of cynicism. The thoughts of William James will surely be a respite if understood and implemented diligently. The astute adoption is the key as James writes: The art of being wise is the art of knowing what to overlook. (William James The Principles of Psychology, 1890) Let us hope better sense prevails upon the humanity and the thoughts of William James guide us through the testing times. References William James, The Will to Believe, 1897 William James, The Varieties of Religious Experiences, Lecture XVIII Bible, Matthew 7:24-27 William James The Principles of Psychology, 1890

Articles Of Confederation :: essays research papers

Articles of Confederation It would have been very difficult to run an effective government under the Articles of Confederation. Many of the great minds politically active after the American Revolution realized this; thus arrived the birth of one of the greatest political documents of all time: The Constitution. With the implement of the Constitution, the United States government became effective. The product of some of the greatest minds to ever exist in this world, the Articles did have some positive effects on society. It successfully put an end to the Revolutionary War, it negotiated a favorable end to the war in the Treaty of Paris, and created a model for the admission of new territories courtesy of the Northwest Ordinance. Nonetheless, it was much too weak to give the new nation the necessary foundation on which the growth of society could be started from. For one thing, any amendment of the Articles required a unanimous vote throughout the colonies. Since this was almost impossible, there always being two sides to everything [a pro and a con], changing the Articles to eliminate the ideas that did not function properly was near impossible. Another factor of the Articles' ineffectiveness was that Congress was in essence tied in its authority. After the war, the colonists trusted no ultimate authority; not even one they designed. It could not regulate commerce, so what resulted was thirteen colonies with different taxations and tariff laws. This only added to the already present feelings of dislike and distrust which had existed between the colonies since they were first established. After this period of eight years, the "Critical Period", the light at the end of the tunnel arrived with Thomas Jefferson writing the Constitution. It delegated the power, at the discretion of the people. It was designed to be amended; the great minds who designed it realized that they themselves were not infallible, and could make mistakes. The beauty of the Constitution was that it allowed for these mistakes. Instead of the outrageous unanimous vote of states to change it, two-thirds of Congress and then three-fourths of the states must approve. It ensured that no one section of government could grow so powerful to the point that it could be considered a Parliament through the Checks and

Developing Yourself-Important Skills for the Workplace Today

Developing yourself-important skills for the workplace today Nowadays employers are looking for people with analytical reasoning skills, communication skills and creativity. But why, this is an obvious problem. Because all employers want their companies or enterprises can better develop. They do not want to hire people who do not have competence to destroy their company. However these above skills are important for the companies and enterprises. The following is an analysis by why employers look for people with these skills. First is the analytical reasoning skills, it is deals with your ability to assess a situation, seek multiple perspectives, gather more information, and identify key issues that need to be addressed. Highly analytical reasoning thinking with demonstrated talent for identifying, improving, and streamlining complex work processes. The world values people who have good analytical skills, who can see the big picture from the details, and who can think in terms of multi-disciplinary combinations. According to Thomas Friedman, author of The World is Flat, it’s â€Å"interdisciplinary combinations – design and technology, mathematics and art – that produce YouTube and Google. † In this age of overflowing information, in which the number of words on the Internet is close to surpassing the total number of words spoken in the history of humanity, we must know how to analyze and deal with information; to know what are good sources of information, to be able to access it and use discrimination to make effective use of it. As a whole, analytical ability is an important skill which the college students or professionals must develop in order to achieve the success in the workplace. For example if you want to buy an air conditioner. You analyze the air conditioner itself, is it a good brand, is it present technology, and what about compare to other present technologies. So what about your decision? And than you analyze the financial impact, do you have money for it, do you use cash or credit for it? After that you analyze do you home have a place to put it? So you look at all point of view of the same situation. If you want to be analytical, you have to weigh up your selection, think about them before you act, and not act on first impulse about much of anything. Second is the communication skills, Communication is the heart of every organization. Everything you do in the workplace results from communication. Thereby good reading, writing, speaking and listening skills are essential if tasks are going to be completed and goals achieved. As you develop your career you will find various reasons why successful communication skills are important to you. Shirley Taylor, March 11, 2009). Why it is important to you, because you will get a lot of benefits, for example: you will need good communication skills to make sure your application letter is fluency and acted upon. You will need to communicate perfect during your interview if you are to sell yourself and get the job you want. You will need to discuss problems, give instructions, work in teams, and interact with colleagues and clients. If you wa nt to achieve co-operation and effective teamwork, good human relations skills are essential. As the workplace is also becoming more global, there are many factors to consider if you want to communicate well in such a diverse environment. The most successful corporation understands that if they want to be successful in today's business world, good communication at all levels is essential. Today's workplace is constantly changing, so learning more about effective communication will help us all adapt to our changing environments. (Shirley Taylor, March 11, 2009). Last but not the least, it is the creativity. â€Å"A man of great common sense and good taste, meaning thereby a man without originality or moral courage. (Sir Walter Besant). Some researchers define creativity as combining existing elements in an innovative way to create a new purpose or result. But others see creativity as the ability to generate new ideas from looking at how things are related. The book keys to success (2009, p. 110-111). Creativity is one of the most important things in the world because if each person did not have creativity then everything the same. Each person has there own type of creativity and that is why there are unique art, movies, clothing, etc. And then let’s talk about how we can develop these important skills while in college. Some suggest about analytical skills: I think to open teacher-student relationship helps the student become a good advice. It's difficult for the student to do this if he is not engaged or open to what the teacher has to say. And the other method is learning how to question. Everyone knows how to question. It is part of what makes us human- we meet new people and ask them where they come from, what they do for a job, whether they are married. However, as you studies progress you will find that you need to think more deeply about how you question and type of questions that you ask. About communication skills there are some tips for improving your communication style. Adjust to the other styles of communication. Don't think it is too late to change your way of conversing because it's been years. You had to learn to communicate in the first place and you can unlearn certain behaviors or change them. Sometimes we get stuck in a communication rut. (Peter Murphy, 2007). Don't pick on others for communicating differently. If we all communicated in the same way, we'd soon be bored with each other. (Peter Murphy, 2007). Last is about how to develop creativity. Brainstorming is also referred to as divergent thinking: you start with a question and then let your mind diverge-go in many different directions-in searches of solutions. Brainstorming is deliberate creativity thinking. When you Brainstorm, try to generate ideas without thinking about how useful they are; evaluate their quality later. Brainstorming works well in groups because group members can become inspired by, and make creativity use of, one another’s ideas. The book keys to success (2009 p. 111).

City environment by non-visual senses

Introduction:It is known to all, the ocular feeling of metropolis environment is intuitively the most direct and powerful centripetal experience for citizens with good sight. It is beyond uncertainties that visual sense plays a dominant function among all the senses. Ocular sense provides more information for people when they situate in a new topographic point, particularly the orientation in infinite. Porteous ( 1996, p. 3 ) one time mentioned, vision is active and intensive: ‘we expression ; odors and sounds come to us. ‘ The prejudice of ocular sense can besides be easy found in the most of the building procedure – Architects nowadays focus more on ocular environment. Although vision is the really of import sense, the urban environment is non merely perceived by eyes. The changing of the information we receive from eyes is merely the really initial measure of the centripetal experience. The developing and underexploited non-visual senses besides contribute vastl y to the profusion of the perceptual experience and knowledge. In this research, the research worker will analyze what roles do non-visual senses play in urban infinites and how/what will people comprehend a topographic point without sight. In peculiar, the research will concentrate on the different maps of each sense and how to the usage them ( e.g. sound, touch, odor, gustatory sensation ) to do a public infinite work successfully and alone. The end of this survey is to polish our current apprehension of feeling a topographic point and to supply an intensive reading of non-visual senses which has been ignored by most of interior decorators and users. From a long-run position, the consequences of this research can besides cast some new visible radiation in making a public infinite which is combined both the ocular and non-visual senses and offers more centripetal experiences to people.Background.Constricted, we understand and interpret the metropolis through the proficient instead than the sensory, yet it is the sensory from which we build experiencing and emotion and through which our personal psychological landscapes are built. These in bend determine how good or severely a topographic point works – even economically, allow entirely socially or culturally – and how it feels to its dwellers and visitants. ( Landry 2006 p40 ) If our apprehension is limited to a ocular apprehension, we merely concentrate on forms. If, nevertheless, we go beyond visual aspects, we start a spacial apprehension, a three dimensional experience. We can come in this infinite, instead than merely see it. The same applies to the design of infinites. We do non make mere visual aspects but infinites that we can utilize for different intents. ( Madanipour 1996 p99 ) As the citations at the beginning of this chapter high spot, citizens are affected intensively by the infinites and topographic points – non merely the organic structure, but besides the heads and senses every bit good. Since the early 1960s, the knowledge of environmental perceptual experience has developed. Along with the increasing surveies being conducted, there now generates a critical organic structure on people ‘s perceptual experience of their urban milieus. The construct of mental ‘maps ‘ and images of metropoliss are the nucleus surveies for sense of topographic point in the field. More significantly, the publication of Kevin Lynch ‘s The Image of the City ( 1960 ) is the important work in the field of urban imagination. Furthermore, harmonizing to the reactions of human sensory system, the four most valuable senses in feeling the environment are vision, hearing, touch and odor. The research and articles around the subject ‘sense of topo graphic point ‘ were so flourished. It is widely considered that most public infinites is a ocular 1, as Fran & A ; ccedil ; ois Molnar ( 1997 ) points out, ‘visual system is sensitive to spacial frequences, of which some seem privileged. ‘ and ‘responds straight to each of a figure of different spacial frequences ‘ ( p.227 ) However, it has been argued that the experience of public infinites besides affect the senses in other ways. In the foreword of the October 1991 issue of The Architectural Review, the editor provinces: ‘we appreciate a topographic point non merely by its impact on our ocular cerebral mantle but by the manner in which it sounds, it feels and odors. ‘ ( p.5 ) The geographic expeditions of the relationship between each different sense and how they relate with infinite are besides good developed. For case, Lang ( 1994 ) points out that an environment ‘s ‘soundscape ‘ ‘can be orchestrated in much the same manner as its ocular qualities by the pick of stuffs used for the surfaces of the environment and the nature of objects within it. ‘ ( p.33 ) Furthermore, another designer, Juhani Pallasmaa examined the representation of touch in his book The Eyes of the Skin ( 2005 ) ; he claimed that ‘Vision reveals what touch already knows. We could beli eve of the sense of touch as the unconscious of vision. ‘ It is true that designers and research workers have already noticed the importance portion that both the ocular and non-visual senses play in urban infinite. Therefore, based on the old surveies and statements, this research will turn out the maps of non-visual senses harmonizing to a series of methods and the consequences of the research will be utile in later relevant design undertaking.Theoretical model.Although some recent surveies enriched the literature of centripetal design, there is still however an ignorance of non-visual senses for bulk of people. Furthermore, it is common to detect that non-visual senses are underplayed and developing in pattern. Although non-visual senses contribute to a profusion of comprehending a topographic point, it seems that the cardinal maps of non-visual senses are wholly forgotten by most of interior decorators. For this ground, the creative activity of some public infinites presen ts is deficiency of assorted or exciting experience for users. To turn to this ignorance in planing, this research is conducted to specifically research what roles do non-visual senses play in urban infinites and how people perceive a topographic point without sight. These are two core research inquiries of this proposed research, the research is conducted through two stairss – the observations and interviews of blind people and blindfolded experiments in sighted people. Sing the inquiry which mentioned at the beginning of the proposal that why non-visual senses are easy ignored by most of people? Although the experience of a infinite is composed of the information from every sense, as Landry ( 2006 ) mentioned ‘sight are better articulated, because in general we have a rich vocabulary about physical visual aspect ‘ ( p50 ) and most of users, include interior decorators for public infinite are the people with good eye-sight. Therefore, in order to reply the inquiries of what sort of information of the milieus will users receive via non-visual senses and what will the infinite nowadays without the sense of sight, unsighted people is chosen as the sample to analyze, as they correspond with the research conditions – they can merely read the milieus by sound, touch, odor and even gustatory sensation. The 2nd portion of the research is to blindfold sighted individuals and inquire them to walk through the metropolis. During this procedure, they simulate the behavior of blind participants and perceive the milieus from the unsighted people ‘s position. Catherine Thinus-blanc & A ; Florence Gannet ( 1997 ) claims in their research paper Representations of Space in Blind Persons, the grounds that other centripetal modes besides contribute to spacial experience is ‘when sighted participants are blindfolded and asked to execute spacial undertaking with non-visual-relevant information, which they accomplish without trouble ‘ this is why the research worker choose this attack to make the experiment. It will non merely re-prove the consequences from first measure that how other senses conveying the characteristic of metropolis environment, but besides give a direct and strong comparing between ocular and non-visual senses to the sighted participants. And the comparing betw een these two sorts of sense will be clearly suggested once the information was collected.Methodology.The research adopts a qualitative methodological analysis in order to lend the profusion of the literature of the field. It is really of import to indicate out that any specific method or technique is selected after serious consideration on what is theoretically desirable and what is practically and ethically possible. Finally the research selected observation and qualitative semi-structured interviews which are identified as the most suited techniques for the research harmonizing to the specific research aims and context to research the map and position of each non-visual sense, like sound, touch, odor and gustatory sensation. The remainder of this subdivision describes the inside informations of the conductivity of this research.Individual observation and interviewsAs mentioned above, the first portion of the research is to detect blind people ‘s behavior. The sample is cons isted of 10 single participants. Sing the ethical issues, all the participants will be informed before observation and interview conductivity that the information obtained in the research would maintain confidentially. Those participants will be observed two hours per twenty-four hours for their behavior in the day-to-day life and the observation of the spacial public presentations of blind people will be undertaken in topographic points where participants carry out their day-to-day activities, like eating houses, street, or cafe store. In order to research in deepness, some of participants ( about non more than five ) are chosen as the sources to carry on the interview. Semi-structured interview technique was besides employed with the consideration of the aim of the research, which is conducted in random clip after observation finished and arranged between 30 proceedingss to one hr long. The chief purpose of the interview is to complement the losing portion of observation and to re -prove the statements from the relevant paperss and surveies. Therefore, it will get down with wide inquiries and follow up harmonizing to participant ‘s replies. Participants are encouraged to speak freely during the whole procedure. The qualitative semi-structured interview inquiries are listed below:When you walking through the public infinite, which portion will you notice at the beginning? Which sense ( touch, sound, odor, and gustatory sensation ) will assist you to comprehend it?Is there an imagination map in your head when you walking through the metropolis?( If yes, inquire the participant to depict by and large how it forms )Which sense offers more information and aid you more to comprehend metropolis environment when you walking through the metropolis?Have you got the knowledge of colorss?( If yes, inquire the participant to ( a ) stipulate what colors are, ( B ) describe what the color expression like in his head, and ( degree Celsius ) how this knowledge signifier s by non-visual senses. )Which sense will assist you to find the waies and how can you find it?Have you got an apprehension of different distance? How can you understand it?Are there any attacks for you to state the differences from different sorts of infinite?Have you of all time traveled to another metropolis?( If yes, inquire the participant to depict the metropolis feeling in his head and stipulate how he feels that by non-visual senses. ) Due to the length of interviews, each interview was recorded to enable subsequent analysis of informations and word for word citations and permit the research worker to to the full concentrate on the conversation and non distracted by efforts to take notes. The common points of each participant should be summed up after analyzing. The research worker will compare the consequences with the statement from old surveies and polish how non-visual senses contribute when comprehending a public infinite.Blindfolded experimentsThe sum of the participants is around 20 or more sighted people. Experiments will take topographic point in the metropolis Centre of Nottingham. Participants will divided into little groups with maximal three people, a blindfolded one, a usher and a recording equipment, for the intent of convenience and effectual. A path map will besides be determined before get downing – from Old Market Square to Victoria Centre. The experiment starts in forepart of the City Cou ncil. The participant will walk across the cardinal of Old Market Square in darkness merely by following the voice instructions from the usher. When arrives the H2O pool located in the West of the square, the participant demand turn right and walk along the south side of the square. Then, after walking through the busy paving and traversing the traffic route, they will get at Victoria Centre. The concluding measure is to walk into the edifice and see the inside of it from non-visual facets. As is can be seen from the descriptions, the path of the experiment includes assorted alterations of the milieus – from level land to inclined surface, from exterior to interior and from the unfastened infinite to linear infinite as good. Therefore, every bantam alteration that represent on the participant should be recorded carefully. More significantly, after the blind journey, the blindfolded 1s will be asked to retrace the path with sight and the retraced path will besides be drawn dow n in order to contrast to the former 1. Furthermore, they will besides be required to show their perceptual experiences of milieus by drawings – abstract drawings about spacial feelings when they are unsighted. Each member in the group will make the experiment in bend. More participants can be chosen indiscriminately from the Old Market Square. The intent of the experiment is to hold a comparing between ocular and non-visual senses and happen out the chief characters of non-visual senses when vision is non the dominant 1. Interview them after or during the experiment about their feelings. Similar with the old one, it will get down with wide inquiries and follow up harmonizing to participant ‘s replies. The list of inquiry for interviews is stated as followers.Is the infinite represents every bit same as before when you blindfolded? Can you stipulate the differences?Can you depict your feelings now? Are at that place any alterations in the encircled infinite?( Ask these inquiries when participant is closer to the H2O pool which is located in the West of Old Market Square. )Can you detect the alteration of the ground/change of the air current way?How does the infinite represent now? Which sense aid you feel like that?( Ask these inquiries on the manner to Victoria Centre. e.g. walking through the pavement/crossroad. )Ma ke the spacial feelings alteration when you enter the Victoria Centre?( Ask this inquiry when come ining the Victoria Centre and if yes, inquire the participant to stipulate the differences. )What is the difference between exterior and interior infinite?When experiments have been done, the characters of non-visual senses will be summed up harmonizing to the experiment and interview records. The research worker will research the functions that non-visual senses play in showing the metropolis environment and set about a situational analysis on the abstract drawings and compare the retrace path with the old one.Experiment illustration.The followers is the record of a blindfolded experiment conducted by the research worker and her group members. It follows the stairss that described antecedently in the proposal. The experiment lasted about one and half hr and took topographic point in metropolis Centre of Nottingham on 19th October 2009. The followers are some infusions of the reply to the interviews: â€Å" †¦ After my eyes covered by my scarf, I can non see anything in forepart of me. Everything seems to be unknown and unsafe. The old familiar environing now turns into a universe which is like a cryptic black hole†¦ â€Å" â€Å" †¦ at the clip I lost my sight, the non-visual senses become stronger and more sensitive than usual, particularly hearing and touch†¦ I received bantam alterations from environing more easy and rapidly. Furthermore, I found that I can comprehend the environment in determining the infinite by voices around me†¦ † â€Å" †¦ while I was walking through the street, the next infinite seems to be composed of legion faces and lines. I have to state this is the really interesting and originative portion of the experiment†¦ â€Å" â€Å" †¦ interestingly, at the clip I entered the Victoria Centre, the character of the voice changed evidently. This helps me to cognize that I have already entered the inside of the edifice†¦ it seems like we are now in a immense glass box. Voice no longer stand for on planes, but comes from every way in three dimensions†¦ † These are some abstract drawings that drawn by the participants after the experiment. The participant is required to utilize simple phrases or sentences to explicate the abstract drawings.Mentions:Malnar, J.M. ; Vodvarka, F. ( 2004 ) . Centripetal Design, University of Minnesota Press.Henry, S. ( 2008 ) . Convivial Urban Spaces: Making Effective Public Places, Earthscan Publications Ltd. Press.Pallasmaa, J. ( 2005 ) . The Eyes of the Skin: Architecture and the Senses, Academy Press.Carmona, M. ; Heath, T. ; Oc, T. ; Tiesdell S. ( 2003 ) . Public Places-Urban Spaces: The Dimensions of Urban Design, Oxford: Architectural Press.Kevin, L. ( 1960 ) . The Image of the City, The MIT Press.Catherine, T. B. ; Florence, G. ( 1997 ) . Representation of Space in Blind Persons: Vision as a Spatial Sense ; Psychological Bulletin, ( 1997 ) . Vol. 121, No. 1 20-42, American Psychological Association Press.

SAT Advice Top 5 Tips for Test Prep

SAT Advice Top 5 Tips for Test Prep SAT / ACT Prep Online Guides and Tips Looking through pages and pages of SAT advice, tips, and strategies can get a bit overwhelming. If you’re looking for the information on the most important things to know about taking the SAT, you’ve come to the right place. Here, I’ll lay outmybest SATadvice: five tips tohelp you excel when you take the test. Read on to get the short and sweet version of everything you need to know. Tip #1: Figure Out Your Weaknesses If you're just starting to study for the SAT - or even if you're not -you'll want to focus onimproving your weakest skills.There are three core skill and knowledge areas that students struggle with on the SAT - your job is to think about which ones you need towork on the most. 1. Content The SAT isn't a one-subject test like the exams you take in school. In order to do well, you'll have to prepare for theWriting Language and Math sections(not to mention the optional Essaysection). If you're weak in a particular subject area in school, for example, you may see a weaker performance in the corresponding SAT section. 2. Timing The SATisdivided into strictly timed sections, meaning less time to work through questions. You may know all the relevant contentbut still have issues withfinishing all questions within the time limit. 3. Strategy The SAT may include confusing or even misleading questions. You may lose points on tricky questions like this. To do well on the SAT, you'll, of course, need to think aboutall three major problem areas. You'll want to spend time thinking critically, though, about which of these areas are your major "pain points" - areas that are leading to the greatest loss of points. The best way to do this is to workthrough actual study material. Once you've (ideally) gone through a full test underrealistic timing conditions, you can sit down and think about where you need the most work: content, timing, or strategy? Tip #2: Make a Plan Once you figure out what you need to practice most, your next step should be to come up with a study plan that addresses your weaknesses on a timeline that makes sense. What I mean by this is you should set a study schedule based on 1) the amount of time you have to prepare for the SAT, and 2) yourcontent, timing, and strategy weaknesses. The amount of time you need to study depends on how much you want to improve from your baseline score. Here are some general guidelines for the amount of time you should prep depending on thesegoals: 0-30 PointImprovement: 10 hours 30-70 Point Improvement: 20 hours 70-130 Point Improvement: 40 hours 130-200 Point Improvement: 80 hours 200-330 Point Improvement: 150+ hours Some students canfollow through on a plan with just independent study, whereas other students seebetter results with help from a tutoror an SAT prep course. If you’d like some more information on coming up with a study plan, check out our posts on how long you should study for the SATand putting together a sample study schedule. You'll be most successful with SAT prep if you lay out a roadmap for yourself before diving into study materials. Tip #3:Analyze Your Mistakes Perhaps the most important part of prepping for the SAT isanalyzing your mistakes. It's easy to breeze through questions and answers that you get right - it's a bit more tediousto spend time figuring out how and why you're messing up. Here's the rub:if you’re not thinking about the content and strategy issues where you under-perform, you’re missing out on valuable learning opportunities. So what are the most common mistakes you should look out for and learn from? The big categories of errors and mistakes include: Careless errors - you should have known the right answer, but missed it Content issues - you didn't have the information needed to answer the question Comprehension issues - you couldn't figure out what the question was asking Errors due to timing - these usually happen at the end of a section Lucky for you, we have an awesome comprehensive guideon how to properly review mistakes when working through SAT practice materials. Tip #4: Work Efficiently There are two key aspects of this piece of SAT advice. First, you'll want to budget your time wisely as you study. You can work efficiently as you study by: Being conscientious about sticking to your study plan (see Tip #2).If your plan is realistic but still challenging, you'll improve on your weak points without getting overwhelmed or distracted. Use the right study materials.If you practice with materials that don't accuratelyrepresent what you'll see on the SAT, you'll end up wasting time. Second, you'll want to budget your time wisely on the actual exam.You'll be most efficient on the SAT if you've practiced real sections under strict time limits, of course, but there are a few things you can do to make the most of your testing time: Skip difficult questions - you can always double back to them if you have extra time. If you know you can finish a section with a couple of extra minutes to spare, fill in all your bubbles at the end. If you have extra time, use it. Go back and double-check your answers to catch any silly mistakes. Still worried about timing issues on the SAT? Check out the following guides: How to stop running out of time on SAT reading How to stop running out of time on SAT math General SAT time management skills and strategies Tip #5: Take Care of Yourself The previous tips are meaningless if you show up on test day in bad physical and/or mental shape. Ultimately,your health and wellness are two of the mostimportant factors when it comes to SAT test performance. The SAT is a marathon of an exam, so it's important to prepare yourself the night before. This means getting a good night’s rest and a healthy breakfast. There are even more things you can do to take care of yourself the night before and the morning of the SAT- following those strategies will help you get the best score possible. Summary:Top 5 SAT Tips If you take away anything from this article, remember that these are the five most important SAT tips and strategies to use when prepping for (and taking) the exam: Tip #1: Figure out your weaknesses Tip #2: Make a plan Tip #3: Analyze your mistakes Tip #4: Work efficiently Tip #5: Take care of yourself If you implement these five tips, you'll be on the right track to ace the SAT. What's Next? There's so much more you can do to prep well for the SAT. A good place to start is with content - if you want to boost your score, it makes sense to be very familiar with the material that will be tested, right? Read about big pictureSAT reading questions, the best ways to use SAT math formulas,and the most important steps to writing an SAT essay. Looking for a survey review of the updated exam? You're in the right place - check out the complete guide to the new SAT. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Analysis of How to Talk to a Hunter by Pam Houston

Analysis of 'How to Talk to a Hunter' by Pam Houston How to Talk to a Hunter by American writer Pam Houston (b. 1962) was originally published in the literary magazine Quarterly West. It was subsequently included in The Best American Short Stories, 1990, and in the authors 1993 collection, Cowboys Are My Weakness. The story focuses on a woman who continues dating a man a hunter even as the signs of his infidelity and lack of commitment mount. Future Tense One striking feature of the story is that it is written in future tense. For example, Houston writes: You will spend every night in this mans bed without asking yourself why he listens to top-forty country. The use of future tense creates a sense of inevitability about the characters actions, as if shes telling her own fortune. But her ability to predict the future seems to have less to do with clairvoyance than with past experience. Its easy to imagine that she knows exactly what will happen because it or something just like it has happened before. So the inevitability becomes as significant a part of the story as the rest of the plot. Who Is the You? I have known some readers who resent the use of second-person (you) because they find it presumptuous. After all, what could the narrator possibly know about them? But for me, reading a second-person narrative has always seemed more like being privy to someones internal monologue than like being told what I, personally, am thinking and doing. The use of second-person simply gives the reader a more intimate look at the characters experience and thought process. The fact that the future tense sometimes changes to imperative sentences like, Call the hunters machine. Tell him you dont speak chocolate only further suggests that the character is giving herself some advice. On the other hand, you dont have to be a heterosexual woman dating a hunter to be dating someone whos dishonest or who shies away from commitment. In fact, you dont have to be romantically involved with someone at all to be taken advantage of. And you definitely dont have to be dating a hunter in order to watch yourself enact mistakes that you see perfectly well are coming. So even though some readers might not recognize themselves in the specific details of the story, many might be able to relate to some of the larger patterns described here. While second-person might alienate some readers, for others it can serve as an invitation to consider what they have in common with the main character. Everywoman The absence of names in the story further suggests an attempt to portray something universal, or at least common, about gender and relationships. Characters are identified by phrases like your best male friend and your best female friend. And both of these friends tend to make sweeping declarations about what men are like or what women are like. (Note: the entire story is told from a heterosexual perspective.) Just as some readers might object to second-person, some will surely object to gender-based stereotypes. Yet Houston does make a convincing case that its difficult to be completely gender-neutral, as when she describes the verbal gymnastics that the hunter engages in to avoid admitting that another woman has come to visit him. She writes (hilariously, in my opinion): The man who has said hes not so good with words will manage to say eight things about his friend without using a gender-determining pronoun. The story seems entirely aware that its dealing in clichà ©s. For example, the hunter speaks to the protagonist in lines from country music. Houston writes: Hell say you are always on his mind, that youre the best thing thats ever happened to him, that you make him glad that hes a man. And the protagonist answers with lines from rock songs: Tell him it dont come easy, tell him freedoms just another word for nothing left to lose. Though its easy to laugh at the communication gap Houston portrays between men and women, country and rock, the reader is left wondering to what extent we ever can escape our clichà ©s.

3D of shoe and tire impressions in forensic evidence Research Paper

3D of shoe and tire impressions in forensic evidence - Research Paper Example This paper discusses the three-dimensional (3D) impressions of shoe and tire track in forensic evidence. It looks into the value of footprint and tire track evidence, preservation and photographing of the evidence in addition to casting of the impressions. Perpetrators of many crimes usually leave tire track or footwear impressions at the scene of crime. These impressions, if in dirt or mud, can be readily visible, but if on other surfaces, for instance footprints on linoleum, they may be undetectable by the naked eye (Levinson, p1444). Footwear, an example of primary evidence, is very important since on its own, it is potentially conclusive devoid of other strong evidence. There are at least three kinds of footwear evidence including footwear insole impressions, footwear outsole impressions, plus footwear trace evidence. Whenever something physically contacts another, it either takes a portion of the other or else, it leaves a portion of itself - a theory that Edmond Locard developed, and that crime scene investigators as well as physical evidence analysts use. They hold the assumption that since crime perpetrators must enter and exit the scene of crime, there may be traces of their footwear, or in case they used a vehicle, a track o f its tire. To avoid eyewitness recognition and leaving fingerprints, crime perpetrators normally wear masks over their faces along with gloves over their hands respectively. They however make little effort to cover up footwear and tires. Footwear evidence thus, when the investigator of a crime scene appropriately collects and preserves it, and then a footwear expert examines it keenly, becomes an important source of evidence in criminal investigation that helps in proving or disproving an individual’s presence at the scene of offense. Unfortunately, disruption or failing to secure the scene of a crime appropriately may result in the destruction or neglecting of this form of impression evidence.