Spirituals essays

Spirituals expositions As slaves, Africans needed to cause numerous psychological changes so as to make due in an outside land. These alterations are very much appeared in their verse and music. Spirituals were the main type of African American music. They were the tunes sang by the slaves on American estates, that communicated emotions about opportunity, religion and demise. Spirituals were the tunes of the offspring of disillusionment. The focal topic in spirituals was the heavenly freedom of the mistreated from servitude. This topic is regularly appeared in spirituals, for example, in Swing Low Sweet Chariot I investigated Jordan what did I see, wanting to convey me home, a band of blessed messengers coming after me, seeking to convey me home. This profound communicated fellings of opportunity through Slaves dismissed white contortions of the holy book, which underscored the dutifulness of captives to their lords. The fundamental thought of the spirituals was that subjection negates God; it is a disavowal of his will. The tunes demonstrated the slaves convictions that human subjugation was not reconcilable. The message of freedom in the spirituals depends on the scriptural dispute that Gods honesty is uncovered in his liberation of the mistreated from the shackles of human subjugation. That message indicated the slaves trust in God. The confidence of individuals of color was subsequently grounded in the devotion o f Gods word uncovered through the sacred texts. African American music isn't an imaginative creation for the wellbeing of its own; yet it transfers emotions and thought of African American individuals and the psychological changes they needed to make so as to make due in an outside land. Spirituals were of the primary type of African American music. They were the melodies sang by the slaves on estates that communicated their opportunity, religion, and passing. The tunes recounted enduring and unvoiced aching toward more genuine universes of foggy wanderings and shrouded ways. Through all the distress melodies there inhales an expectation, and confidence in a definitive ... <!

Godzilla Essay Example | Topics and Well Written Essays - 1000 words

Godzilla - Essay Example Its mark weapon is its nuclear breath that heaves a surge of radioactive discharge from his jaws whose shading looks like the shade of his dorsal balances. Godzilla can likewise produce short-extend beat nuclear vitality from his body called the beat. The first Godzilla additionally has attractive ability, which it utilizes against its metallic foes. Notwithstanding nuclear based forces, the first Godzilla is invulnerable to injury and can recuperate itself quick. Its skin is impenetrable to any military arms stockpile weaponry making the beast for all intents and purposes indestructible or strong. It is additionally land and/or water capable which can go to the profound of the seas just as meander the grounds to unleash devastation. Obviously, some portion of the tale of the film is the means by which to demolish Godzilla. Godzilla’s defenselessness, nonetheless, is difficult to affirm and the root of its supposed shortcomings are not altogether clarified in its prior movies. There were cases where Godzilla showed shortcoming against high voltage of power yet in a similar vein, it additionally very amusing that the beast is reinforced when struck by a lightning. Conversely, Godzilla demonstrated that it freezes in chilling conditions however it can just suspend the development of the beast. In one early film The Return of Godzilla, the beast demonstrated helplessness to cadmium yet at the same time insufficient to kill the beast. In some prior renditions of Godzilla, for example, â€Å"Godzilla versus Space Godzilla, the executives clue that Godzilla has a defenseless spot under his armpit, that makes him helpless to assault. The allegory is that it is like a â€Å"Achilles Heel. This nonetheless, didn't advance past this insight since it was not approved in the film that Godzilla kicked the bucket by a strike under its armpit. The new film has not shown if Godzilla has another shortcoming or powerlessness. Rather, news had it that there will be three beasts in the film and one of them is Godzilla. The new film of Godzilla will have multiple times the degree of trouble to kill on the grounds that there are presently three beasts. Of course, the beasts will unleash destruction in urban communities and assaulting the administration with every one of its weapons. The first film additionally utilized live models that deliberate 50 to 100 meters. As of late, there is affirmed updates on another portion of Godzilla. The main creation shot will be on March of 2013 and the film will be appeared on May 16, 2014. The film isn't yet appear yet there are as of now records of what new Godzilla will be. As indicated by the makers and makers of the new Godzilla, a fan will make the picture of Godzilla. Its unique maker Toho Co., Ltd. won't likewise produce it, rather by Legendary Pictures (Picard a). The new form will be in 3D contrasted with the two dimensional interpretation of the first film. The first Godzilla utilized live models and the new Godzilla will rather utilize CGI (Computer Generated Image) to render the physical nearness the beast and its belongings. The setting will be in Vancouver, Canada and not in Tokyo like the first Godzilla rendition (Picard b). What's more, the new author of the film is Frank Darabont who can tidy up the first content composed by Max Borenstein. Concerning throwing, there is word that in Godzilla 2014 will cast Bryan Cranston (Argo, Total Recall, Get a Job) and

Time Management for Working Students

Time Management for Working Students Stress Management Management Techniques Print Time Management for Working Students By Kelli Cooper Updated on February 03, 2020 Image Source / Getty Images More in Stress Management Management Techniques Physical Techniques Relaxation Time Management Effects on Health Situational Stress Job Stress Household Stress Relationship Stress Whether you are working to put yourself through college or you are someone who is going back to school to advance your current career, managing time in your professional and academic life is no easy task, especially when you have additional responsibilities competing for your time, such as raising children. We lament how our busy lives make it tough to keep up with it all and how we wish there were more hours in a day; while I have no doubts that many people are truly busy, the truth is that it is not lack of time that is usually not the issue, but poor time management. Here are some tips to help you make better use of your time while trying to juggle your job and your studies. Make a Schedule The suggestion to make a schedule is always near the top of the list when it comes to time management tips, and there is a good reason…it works. If you have been previously ignoring this good advice, I have included it here again in hopes you will reconsider. When we are totally planning our day inside our head without making any concrete plans, it is all too easy to forget things, prioritize poorly or feel overwhelmed and just do nothing. I speak from personal experience when I say do not underestimate the power of planning and writing that plan down. Creating order is the first step in successfully managing your time, and making a schedule helps create order.?? Write out your day in 30-minute chunks and start by filling in all the set events that are not flexible, like class times and work. This will help give you a clearer picture of what you have to work with in terms of setting up times to study and tend to the other responsibilities in your life. Again, this obviously simple piece of advice may be dismissed because of its very simplicity, but it is one of the most effective things you can do, provided you actually stick to the schedule you make as best you can.?? Learn to Sacrifice You work hard and you deserve some time to unwind and relax, whether that involves zoning out and watching a couple of your favorite TV shows or a nice long bath. You should always allow yourself that time, it is an important part of succeeding since you want to avoid burnout.?? With that being said, you have to accept that sometimes you may need to forego this do-nothing time or cut it short. You may feel stressed and overworked, and you tell yourself that you deserve a break after working hard all day; you may feel justified in watching 4 hours of television instead of starting that research paper outline you have been putting off the last week. Again, you are entitled to pleasure in your life, but if you are trying to achieve a larger goal of advancing your career or making a better life for you and your children, this requires discipline.?? If pursuing your dream job means watching a bit less TV or fewer videos on YouTube, I think it is worth the sacrifice. Work on Reducing Procrastination Humans are a funny bunch, and we often procrastinate doing the things that really need to get done sooner than later; usually, the tasks are less than thrilling, such as doing the reading for your most boring class or tackling that research paper that accounts for a large chunk of your grade. We think of all that we have to do to get from start to finish and we may feel a bit overwhelmed; instead of taking on the task in smaller chunks, we just do nothing. Then the anxiety builds as we think about how we still have to do it and again, instead of starting, we put it off again.?? To alleviate our guilt about putting it off, we do other stuff instead to make it seem like we are accomplishing something; but usually, that something is trivial like doing the laundry or re-organizing your closet.? Procrastination and effective time management do not go well together for most people.?? I tend to procrastinate as well, and here are a few things that have helped me do it less. First, it always helps to think of all the negative things that will result from you putting off your schoolwork until the last possible minute. It will almost certainly be worse than actually doing what it is you are supposed to be doing, no matter how difficult or boring it may seem. I also find setting aside a certain amount of time to work and mixing up tasks within that time helps. It keeps your mind fresh and taking on the paper, reading in smaller chunks may reduce that sense of anxiety that you may feel when thinking about doing the whole assignment at once. Your mind stays a bit fresher, and you will feel good knowing you have made a dent in the various tasks you need to finish for school.

Function Prototypes in C and C++

A function prototype is a declaration in C and C of a function, its name, parameters and return type  before its actual declaration. This enables the compiler to perform more robust type checking. Because the function prototype tells the compiler what to expect, the compiler is better able to flag any functions that dont contain the expected information. A function prototype omits the function body. Unlike a full function definition, the prototype terminates in a semi-colon. For example: intgetsum(float * value) ; Prototypes are most often used in header files—although they could appear anywhere in a program. This allows external functions in other files to be called and the compiler to check the parameters during compilation. Purposes A function prototype ensures that calls to a function are made with the correct number and types of arguments.A function prototype specifies the number of arguments.It states the data type of each of the passed arguments.It gives the order in which the arguments are passed to the function. The function prototype tells the compiler what to expect, what to give to the function and what to expect from the function. Benefits Prototypes save debugging time.Prototypes prevent problems that occur when you compile using functions that were not declared.When function overloading occurs, the prototypes distinguish which function version to call.

Progression From Bigotry to Equality - 1070 Words

Over the span of many centuries, women have been undermined and ridiculed by the reality of a bitter society. A female’s sex generally predetermined the uneventful course she would be expected to take throughout her life. Promising opportunities were rare and for ages, ladies were confined to the home with little more than a puppet role to play. Common household chores were a part of the daily agenda, and unfailing devotion to a husband was anticipated (Cruea). The initiative push by The National Woman Suffrage Association provided a source of encouragement for women searching for impartial justice in basic aspects of everyday life. The women’s rights movement-though a long, rocky road-essentially led from bigotry to equality. The†¦show more content†¦Ã¢â‚¬Å"Women’s work†, such as sewing was reserved for females in particular because of experience. Satisfactory jobs were practically unattainable. Women were limited to a variety of menial services b ecause of their poor education, and worked long, unfair hours on low pay. They labored in textile mills, clothing mills, and domestic services of all kinds, toiled as midwives, barbers, and teachers, and learned petty trades like that of pottery (Novkov). The health conditions in the majority of factories were awful. Cotton thread was spun in warm, damp environments, and workers leaving into the cold air led to pneumonia. Dusty atmospheres caused chest and lung diseases among female employees, and loud machine noises more often than not damaged their hearing. There were advocates for improving the work field for women. The National Woman Suffrage Association pressed for safer work environments and desired better work hours. The working women themselves requested an increase in their earnings. They paraded, protested, went on strike, formed unions to negotiate with their bosses, and walked off the job when necessary. In 1963, the United States passed the Equal Pay Act as a federal la w, aiming to abolish wage discrepancy based on gender (Shah). To fight anti-feminists for a united cause, the National Woman Suffrage Association (NWSA) and the American Woman Suffrage Association (AWSA) merged to form the NationalShow MoreRelatedEverything That Rises Must Converge1345 Words   |  6 PagesRising from Racism to Converge in Equality Generations of people always grow up learning different beliefs from their parents, who usually still hold on to old fashioned beliefs and ideas. â€Å"Everything That Rises Must Converge†, by Flannery O’ Connor, is considered a humorous but enthralling tale of a college graduate named Julian who lives with his prejudiced mother. The story takes place a couple years after segregation ended in the South, and African Americans and Caucasians can share publicRead MoreThe Diversity Of The African American Community914 Words   |  4 PagesBy examining the evolution of community buildings in relation to the progression of the African American community in the United States of America, it is evident that the psychological human needs have influenced the progression of the buildings. Every community evolves from people alike, whether this is by race, religious beliefs or interests. The African-American community was an outcome of racial discrimination and bigotry in America. The enslavement of Africans in America began in 1619 andRead MoreContribution And Influence Of Voltaire760 Words   |  4 Pages The age of enlightenment and the influence it has played in the development of society is one of many layers. There have been many influential people who have directly contributed to the progression of our literatures and societal norms. One of the more outspoken and notable philosophers was French born Francois-Marie Arouet also known by his pen name of Voltaire. He was born in Paris in 1694 into to wealth. His father was a well-known lawyer and dignitary who had great notoriety and influenceRead MoreThe Port Huron Statement By Tom Hayden928 Words   |  4 Pagessocial change. They rebelled against what they saw as the apathy of the status quo of the †Å"elitist†, middle-class affluence into which they were born. As they attended colleges and universities, they did not view history as being the forward progression of the pursuit of truly better lives for all men. Much of their contention was spawned by objections to the Vietnam War. The reasons for entering the war were difficult to grasp and convoluted at best. Young people were being drafted andRead MoreThe Impact On The Women s Suffrage Movement1339 Words   |  6 Pageswho became an acclaimed activist in the African American Equal Rights movement, accompanied the movement. Moreover, The Declaration of Sentiments was a document that reflected the ideals of the Declaration of Independence, reiterating the sentiment from the Bible that â€Å"all men [and women] are created equal.† Concurrent to the publication of this document, for the first time, women insisted that they were men’s equals in every way. The Declaration of Sentiments was pivotal in Women’s history, althoughRead MoreReconstruction : The Misadventures Of Post Civil War1116 Words   |  5 Pagesforefathers overcame the colonial reign of the British Empire, they formed the United States of America base d on the premise of enlightened ideals promoting life, ownership of land, and liberty. But after the revolution, the country’s problems were far from solved. 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Evangelical ideology is on the rise in Brazil, even Rio, a previously liberal city, recently elected an evangelical mayor. What distinguishes this movement from the American one is that now some of the city’s best known drug dealers claim to be spreading the message of the gospel as well. There have also been a signifiant increase in reports of religiously motivated crimes in Rio. Evangelicals are specificallyRead MoreThe Struggle That Black Face Into The Industry And Maintain An Equal Level Status As The Co Workers994 Words   |  4 Pagesblacks have been able to break through and how technology advancement have allow them to be able to express their point of view to a mass audience. Finally evaluate the study; conclusion and opinion on what can be done to improve the equality in the industry. The progression blacks has made in the film industry in general over the years and the problems they still face. 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Example of a Consent Form Free Essays

string(269) " After the potential significance of such results has been explained to you by your physician, you will be offered an opportunity to obtain independent diagnostic confirmation of this research finding in a laboratory which specializes in this type of clinical testing\." Research Consent Form Brigham and Women’s Hospital Dana-Farber Cancer Institute Massachusetts General Hospital Version III. a August 1998 Pi_dist9. doc Imprint Patient ID Number Protocol Title: Developmental Anatomy Genome Project (DGAP) Principal/Overall Investigator: Cynthia C. We will write a custom essay sample on Example of a Consent Form or any similar topic only for you Order Now Morton, Ph. D. Site-Responsible Investigator(s)/Institution: James Gusella, Ph. D. /MGH Co-Investigator(s)/Study Staff: Drs. B Quade, A Ligon, R Maas, A Michelson, J Gusella, M MacDonald, E Lemyre, J Lewis Description of Subject Population: Patients with congenital anomalies PURPOSE We would like permission to enroll you as a participant in a research study. The purpose of this research is to identify and study genes involved in human development. You have been asked to participate in this research study because you (or your child) have (or has) one or more developmental abnormalities and chromosomal abnormalities that have been present since birth. Such chromosomal abnormalities may disrupt the function of genes required for normal growth and development. By identifying these genes in people with specific birth defects, we hope to reach a greater understanding of how the human body grows and develops. STUDY CONTACTS This study is being organized by Dr. Cynthia C. Morton, who can be reached at 617-732-7980 with any questions you may have during the course of this study. If you enrolled at the MGH, please contact Dr. James Gusella at 617-726-5724. PROCEDURES If you agree to participate, you will donate a blood sample. The amount of blood drawn will vary with age (less than 2 years old: about 1 tablespoon; ages 2-10 years: about 2 tablespoons; ages 11 years and up: about 2-4 tablespoons) and may be reduced for smaller individuals. In general, after you have donated blood, cells or tissue samples no additional hospitalization or clinic visits will be required for you to participate in this study. Any of the samples you donate will be used to establish an immortal cell line. This means that an inexhaustible supply of DNA will be available for genetic research. DNA is the genetic material from which genes are made. These samples may be stored/banked for future use and/or shared with other investigators associated with this study. These stored or distributed samples will NOT be labeled with your name. Do you agree to this (please circle one choice): Page 1 of 5 Subject Population: Patients with congenital anomalies IRB Protocol Number: 1999P-003090 98-09233 Sponsor Protocol Number: N/A Consent Form Approval Date: DECEMBER 9, 1999 Amendment Number Approved: N/A IRB Expiration Date: Amendment Approval Date: N/A NOVEMBER 22, 2000 Research Consent Form Brigham and Women’s Hospital Dana-Farber Cancer Institute Massachusetts General Hospital Version III. a August 1998 Pi_dist9. doc Imprint Patient ID Number YES NO You may be contacted in the future and asked for additional samples to continue research. If you do not wish to be contacted in the future, you may indicate this below: YES, okay to contact NO, do not contact As mentioned above, samples that are sent to the research laboratory will be assigned a code number. The key to this code will be maintained in locked files by Dr. Cynthia Morton, and your (or your child’s) identity will not be revealed to anybody other than your referring physician. Important non-identifying information such as sex, age, and nature of your developmental abnormality will be transmitted to the research laboratory in order to correlate study results with specific developmental problems. The information obtained from this study of your donated blood or tissue is not known to be useful clinically or diagnostically at this time. The research is currently useful only as a means of understanding genes and developmental abnormalities. Results from these genetic studies will NOT be placed in your (or your child’s) medical record. We will not communicate these results directly to you; study results will be released to your referring physician. COSTS No charges will be billed to your insurance company or to you for this study. You should be sure that no charges for the blood draw are to be filed with your insurance company. If the person who draws your blood intends to bill you, you should pay for this yourself and send a copy of the bill to the investigator who will reimburse you. RISKS AND DISCOMFORTS There are minor risks and discomforts associated with blood sampling. This includes a brief amount of pain and possibly a small bruise at the needle site. Occasionally a person feels faint when his/her blood is drawn. Rarely an infection develops, but if this occurs the infection can be treated. Disclosure of Study Results Information about your participation in a genetic study may influence insurance and/or employers regarding your health status. We will use many safeguards to prevent unintentional disclosure: I) information about your participation in, and the results of, this research will NOT be placed in your medical records, II) research data (including data collected from medical charts) will be entered only into a research database. No names will be entered into this database, only the codes assigned to submitted samples. Other investigators will NOT be given a key to this code, and III) NO results from this study will be released to anyone other than your referring physician. You can also minimize these risks by not sharing with others the fact that you have participated in genetic studies. Page 2 of 5 Subject Population: Patients with congenital anomalies IRB Protocol Number: 1999P-003090 98-09233 Sponsor Protocol Number: N/A Consent Form Approval Date: DECEMBER 9, 1999 Amendment Number Approved: N/A IRB Expiration Date: Amendment Approval Date: N/A NOVEMBER 22, 2000 Research Consent Form Brigham and Women’s Hospital Dana-Farber Cancer Institute Massachusetts General Hospital Version III. a August 1998 Pi_dist9. doc Imprint Patient ID Number These studies are for research purposes only. Therefore, NO study results will be communicated to you at any time. However, in the event that this research study uncovers information that we feel MAY impact your healthcare (either positively or negatively), we will convey this information to your physician. After the potential significance of such results has been explained to you by your physician, you will be offered an opportunity to obtain independent diagnostic confirmation of this research finding in a laboratory which specializes in this type of clinical testing. You read "Example of a Consent Form" in category "Papers" This diagnostic testing will ONLY take place IF you provide additional consent for it. Only the result of the confirmatory test would be entered into your medical record by the diagnostic laboratory or your physician. BENEFITS At this time, we know of no direct benefit to you (or your child) as a result of participation in this research study. Participation is completely voluntary and your alternative is to not participate. Other individuals may benefit in the future if these studies provide useful information about identifying or treating developmental abnormalities. ALTERNATIVES You are free to participate or not to participate in this study. If you choose not to participate, your medical care and treatment will NOT be affected. Page 3 of 5 Subject Population: Patients with congenital anomalies IRB Protocol Number: 1999P-003090 98-09233 Sponsor Protocol Number: N/A Consent Form Approval Date: DECEMBER 9, 1999 Amendment Number Approved: N/A IRB Expiration Date: Amendment Approval Date: N/A NOVEMBER 22, 2000 Research Consent Form Brigham and Women’s Hospital Dana-Farber Cancer Institute Massachusetts General Hospital Version III. a August 1998 Pi_dist9. doc Imprint Patient ID Number THE FOLLOWING PARAGRAPHS CONTAIN STANDARD INFORMATION WHICH GENERALLY APPLIES TO PERSONS INVOLVED IN A RESEARCH STUDY AND ARE REQUIRED ON ALL CONSENT FORMS. CONFIDENTIALITY Medical information produced by this study will become part of your hospital medical record, unless specifically stated otherwise in this consent form. Information that does not become part of your medical record will be stored in the investigator’s file and identified by a code number only. The code key connecting your name to specific information about you will be kept in a separate, secure location. Your medical record is available to health care professionals at Brigham and Women’s Hospital (BWH), Dana-Farber Cancer Institute (DFCI), or Massachusetts General Hospital (MGH), collectively called the â€Å"Hospitals†, and may be reviewed by appropriate Hospital staff members in the course of carrying out their duties; however, they are required to maintain confidentiality in accordance with applicable laws and the policies of the Hospitals. Information contained in your records may not be given to anyone unaffiliated with the Hospitals in a form that could identify you without your written consent, except as described in this consent form or as required by law. It is possible that your medical and research record, including sensitive information and/or identifying information, may be inspected and/or copied by the study sponsor (and/or its agent), the Food and Drug Administration (FDA), federal or state government agencies, or hospital accrediting agencies, in the course of carrying out their duties. If your record is inspected or copied by the study sponsor (and/or its agents), or by any of these agencies, the Hospitals will use reasonable efforts to protect your privacy and the confidentiality of your medical information. The results of this study may be published in a medical book or journal or used for teaching purposes. However, your name or other identifiers will not be used in any publication or teaching materials without your specific permission. In addition, if photographs, audiotapes or videotapes were taken during the study that could identify you, then you must give special written permission for their use. In that case, you will be given the opportunity to view or listen, as applicable, to the photographs, audiotapes or videotapes before you give your permission for their use if you so request. REQUEST FOR MORE INFORMATION You may ask more questions about the study at any time. The investigator(s) will provide their telephone number so that they are available to answer your questions or concerns about the study. You will be informed of any significant new findings discovered during the course of this study that might influence your continued participation. If during the study or later, you wish to discuss your rights as a research subject, your participation in the study and/or concerns about the study, a research-related injury with someone not directly involved in the study, or if you feel under any pressure to enroll in this study or to continue to participate in this study, you are asked to contact a representative of the Human Research Committees at BWH (617) 732-7200, at MGH (617) 726-3493, or at the Protocol Administration Office at DFCI (617) 632-3029. A copy of this consent form will be given to you to keep. Page 4 of 5 Subject Population: Patients with congenital anomalies IRB Protocol Number: 1999P-003090 98-09233 Sponsor Protocol Number: N/A Consent Form Approval Date: DECEMBER 9, 1999 Amendment Number Approved: N/A IRB Expiration Date: Amendment Approval Date: N/A NOVEMBER 22, 2000 Research Consent Form Brigham and Women’s Hospital Dana-Farber Cancer Institute Massachusetts General Hospital Version III. a August 1998 Pi_dist9. doc Imprint Patient ID Number REFUSAL OR WITHDRAWAL OF PARTICIPATION Participation in this study is voluntary. You do not have to participate in this study. Your present or future care will not be affected should you choose not to participate. If you decide to participate, you can change your mind and drop out of the study at any time without affecting your present or future care in the Hospitals. In addition, the doctor in charge of this study may decide to end your participation in this study at any time after he/she has explained the reasons for doing so and has helped arrange for your continued care by your own doctor, if needed. INJURY STATEMENT If you are injured during the course of the study and as a direct result of this study, you should contact the investigator at the number provided. You will be offered the necessary care to treat that injury. This care does not imply any fault or wrong-doing on the part of the Hospitals or the doctor(s) involved. Where applicable, the Hospitals reserve the right to bill third party payers for services you receive for the injury. The Hospitals will not provide you with any additional compensation for such injuries. SIGNATURE I confirm that the purpose of the research, the study procedures and the possible risks and discomforts as well as potential benefits that I may experience have been explained to me. Alternatives to my participation in the study also have been discussed. All my questions have been answered. I have read this consent form. My signature below indicates my willingness to participate in this study. Subject/Patient Date Witness/Advocate/Minor/Legal Guardian (if required) Date Additional Signature (if required)(identify relationship to subject) Date I have explained the purpose of the research, the study procedures, identifying those that are investigational, the possible risks and discomforts as well as potential benefits and have answered any questions regarding the study to the best of my ability. Study Representative Date Investigator Complete This Information At Enrollment for HEMATOLOGY/ONCOLOGY PROTOCOLS ONLY (A copy of this form should be faxed to the QCC and to the appropriate Medical Records) Primary Care Physician’s Name: Date protocol treatment begins for this subject: Diagnosis: Page 5 of 5 Subject Population: Patients with congenital anomalies IRB Protocol Number: 1999P-003090 98-09233 Sponsor Protocol Number: N/A Consent Form Approval Date: DECEMBER 9, 1999 Amendment Number Approved: N/A IRB Expiration Date: Amendment Approval Date: N/A NOVEMBER 22, 2000 How to cite Example of a Consent Form, Papers

Blind Oedipus Essay Research Paper Blind OedipusIn free essay sample

Blind Oedipus Essay, Research Paper Blind Oedipus In # 8220 ; Oedipus The King # 8221 ; by Sophocles, we see a adult male, Oedipus, who can see but can non see at the same clip. Oedipus has been chosen to look for the liquidator of the former male monarch, Laius. Little does he cognize that he, a few old ages prior, was the 1 who killed king Laius. He has besides been destined to kill his male parent and get married his female parent, which he knows he # 8217 ; s destined but does non see that he already has. There are many factors in the narrative that give Oedipus intimations and hints that tell him that he killed king Laius, his male parent, and married his female parent Jocasta. The seniors suggest that Oedipus consult the blind prophesier Tiresias. Tiresias will state Oedipus the truth on who killed Laius. We will write a custom essay sample on Blind Oedipus Essay Research Paper Blind OedipusIn or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When Tiresias arrives, Oedipus asks him to state him who killed Laius. Tiresias tells Oedipus that he can non state because he would non like the reply that he is traveling to give, but Oedipus orders him excessively speak. Tiresias tries stating Oedipus discretely that he is the slayer, but Oedipus can non see because he is unsighted to see the truth. Finally Tiresias comes out and says to Oedipus that he is the slayer. Tiresias says # 8220 ; I say you are the liquidator you hunt # 8221 ; ( line 413 ) , but Oedipus still refuses to see that he is killer and mocks Tiresias because he can non see and science he tilt see he is lying. Tiresias even says that Oedipus is the unsighted 1 that cant see what is traveling on, he says # 8221 ; so, you mock my sightlessness? Let me state you this. You with your cherished eyes, you # 8217 ; re blind to the corruptness of your life, to the house you live in, those you live with-who are your parents? Do you cognize? All ignorantness you are t he flagellum of you own flesh and blood the dead below the Earth and the life here above, and the dual cilium of your female parent and your male parents curse will flog you from this land one twenty-four hours, their footstep treading you down in panic, darkness hiding you eyes that now can see the light # 8221 ; ( lines 468-479 ) . Jocasta besides tells Oedipus things that he should take as intimations as to h is past and present. She tells him about a boy that she and king Laius had but the boy was sent off by a confederate to fling on a waste, trackless mountain. Then Oedipus starts to oppugn when Laius was killed and where he was killed. Then he begins to remember that he besides killed some work forces at that same topographic point and about the same clip, but he still doesn’t believe that it could hold been him. He so recollects on a clip in Corinth, were he is from, of a clip that a adult male told him that he was non the boy of Polybus, male monarch of Corinth. Unknown to his parents he went to Delphi to speak to Apollo he said â€Å"you are fated to match with your female parent, you will convey a strain of kids into the light no adult male can crush to see-you will kill your male parent, the 1 who gave you life! † That is why he went to Thebes that manner he wouldn’t kill his male parent and get married his female parent. On his manner to Thebes he stopped at the topographic point were they say the male monarch was killed and faut and killed a group of work forces and a adult male in a Equus caballus drawn waggon that resembled that of the adult male Jocasta had spoken of. Then realizes that he did kill male monarch Laius, besides his male parent, and married his female parent Jocasta so he considered him self-the foulest of all persons. When Jocasta gets word of this she hangs her ego. Oedipus is so huffy at him self that he rips off her broachs, and with long gold pins stabs him self in the eyes and says out loud, â€Å"you, you’ll see no more hurting I suffered, all the hurting I caused! Too long you looked on the 1s you neer should hold seen, blind to the 1s you longed to see, To cognize! Blind from this hr on! Blind in the darkness-blind! † So know we see that at first Oedipus wasn # 8217 ; t truly blind he merely couldn # 8217 ; t see the truth. Know he is blind because he can see what he has done and the hurting he has caused. So he decides to non see to halt some agony by non holding to look at the faces of the people that he one time ruled over and his kids # 8217 ; s faces. So know blind Oedipus is know truly blind. Sophocles, # 8220 ; The Three Theban Plays # 8221 ; ( Penguin Books ) 1982 Newyork Newyork

All the Kings Men essays

All the Kings Men essays All the Kings Men, by Robert Penn Warren is the story of a political icon in the 1930's. Rising from a poverty-stricken home to become governor of the state was not an easy life. Politics is a game of willpower and manipulation, not ideals (Warren 30). Willie puts forth a great deal of energy into keeping his powerful political position. By the use of blackmail and bullying, he coaxes his enemies into submission. His most fearful enemy is Sam MacMurfee; he constantly tries to pull Willie down off his political throne. The author puts emphasis on the fact that Willie starts out a good, honest man opposed to a system filled with blackmail, bribery, and trickery; but he is ultimately forced to master it. All the Kings Men is also the story of Jack Burden, Willie's right hand man. Jack turns away from his good-natured upbringing, joins Willies rough group of allies and hired thugs, and just walks away from all his past interests. Jack's job is to use his gifts as a historical researcher to dig up information and secrets of Willie's enemies. Jack struggles with the idea of responsibility. He attempts to avoid the idea that actions have consequences, and individuals are responsible for those consequences. Jack considers himself to be an idealist. Willie makes a point to be in control of every situation. From the time his son gets a woman pregnant to his political dynasty. Jack's first love, Anne Stanton, begins an affair with Willie. When her brother Adam finds out, he murders Willie in a rage. That would be the only situation in which Willie had no control. After the death of Willie, Jack removes himself from politics. He rethinks his idea that no individual can be responsible for the consequences of their actions; and eventually marries Anne Stanton. An important theme in the novel was reputation. Being a politician, Willie was constantly in the public eye, and greatly concerned with how the people perceived him....

3 Types of Solutions with Semicolons

3 Types of Solutions with Semicolons 3 Types of Solutions with Semicolons 3 Types of Solutions with Semicolons By Mark Nichol In each of the following sentences, a structural flaw is easily repaired by use of one or more semicolons in place of one or more commas. Discussion and revision of each example explains the problem and demonstrates the solution. 1. Smith’s father called an ambulance, however, she was pronounced dead at the scene. However is not parenthetical to the first clause or to the entire sentence. To demonstrate that it applies only to the second clause, a semicolon should precede it: â€Å"Smith’s father called an ambulance; however, she was pronounced dead at the scene.† (A simpler alternative with more basic punctuation is â€Å"Smith’s father called an ambulance, but she was pronounced dead at the scene.†) 2. Apps can store shoppers’ receipts, gift cards, and shopping lists; present discounts and coupons; enable comparison shopping; make the checkout process simple and fast, and more. Because â€Å"make the checkout process simple and fast† and â€Å"and more† are equivalent to each other and to the three previous list items, a semicolon, rather than a comma, is required between them: â€Å"Apps can store shoppers’ receipts, gift cards, and shopping lists; present discounts and coupons; enable comparison shopping; make the checkout process simple and fast; and more.† 3. The risks include large-scale terrorist attacks or cyberattacks, failure of national governance, profound social instability, interstate conflict with regional consequences, or state collapse or crisis, food or water crises, extreme weather events, and failure of climate change adaptation, or high structural unemployment or underemployment, asset bubbles in a major economy, or fiscal crises in key economies. This sentence suffers from a lack of differentiation of several lists of categorically similar phenomena within the sentence, which is essentially a list. To improve readability, separate the sublists by inserting semicolons: â€Å"The risks include large-scale terrorist attacks or cyberattacks, failure of national governance, profound social instability, interstate conflict with regional consequences, or state collapse or crisis; food or water crises, extreme weather events, and failure of climate change adaptation; or high structural unemployment or underemployment, asset bubbles in a major economy, or fiscal crises in key economies.† (However, a complex list such as this might be better presented as a vertical bullet list.) 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:Arrive To vs. Arrive AtWhat to Do When Words Appear Twice in a Row10 Humorous, Derisive, or Slang Synonyms for â€Å"Leader† or â€Å"Official†

Human Resource policies and practises Enhances Organisation's Essay

Human Resource policies and practises Enhances Organisation's Performance and Productivity.Critically Evaluate - Essay Example Others however try to take the short cut – increase work hours, cut-costs and overload employees – and expect to see productivity increase. Such organizations too have HR policies in place and practice them rigorously, but at the cost of reduction in employee moral and commitment. Organizations spend millions annually in recruiting, training and maintaining a workforce. Some also allocate budget for introducing latest fads on People Management and try to continuously upgrade their HR systems. But do HR policies actually affect employee’s productivity? Or productivity is dependent on an individual’s general attitude towards work, irrespective of how good or bad the organization’s HR practices are? Common sense says that good HR should correlate with productivity – but do ground data support this hypothesis? The author’s reasons to undertake the above research include the quest to answer the above questions. The research will give a chance to the author to find out the diverse and current HR practices that are popular (through literature survey) and also, to interact first hand with HR managers in organizations selected for carrying out the interviews. With this, the author hopes to not only benefit as a researcher but also to get insights into the interesting realm of worker’s psychology, while at the same time conclusively establishing the truth of his chosen topic. The primary objective of the present study is to discover if HR practices and policies do indeed influence the productivity and performance of an organization. This exercise, in addition to revealing insights about popular practices, will also justify spending (in terms of time and money) over the introduction and implementation of the same. A data -base of case-studies/news/articles that elaborate how different organizations benefited due to better HR practices. Also, a primary research will be conducted where the author will administer

Capital Structure Essay Example | Topics and Well Written Essays - 500 words

Capital Structure - Essay Example I strongly believe in this context that the use of debt and equity in a proportionate manner aids in raising capital. Thus, based on my understanding, businesses are identified to consider two important elements that include â€Å"cost of capital† and â€Å"Weighted Average Cost of Capital† (WACC) for the purpose of accomplishing their respective business targets in long term. Subsequently, by mixing debt and equity, the aforesaid two elements can be reduced as per my knowledge. I think that obtaining debt in an adequate manner as a source of capital ensures in generating low and real risks of financial distress (Grundy, n.d.). In this regard, I support the fact that the use of only debt financing or equity financing is accountable for making financial distress in long run. As per my understanding, market values play an imperative role for companies at the time of raising capital. These are important as investors invest based on firms’ value and risks associated with businesses. Subsequently, I consider that there exists a complex relationship prevailing between WACC and debt, as increased amount of debt has positive as well as negative influences on the capital structure of a company. Consequently, I conjure that WACC values increase for more returns and on the other hand, these decreases for low cost of debt as compared to equity. In this regard, from the viewpoints of Modigliani & Miller, I understood that the market value of companies is not based on their respective capital structure totally but is also dependent on other factors (Grundy, n.d.). I strongly believed that gearing is a procedure of ascertaining capital structure of a company based on the relationship persisting between equity and debt. Thus, movements of WACC and share price impose significant impact on shareholders’ wealth. In this regard, the best example of understanding different aspects of debt and equity

A Blood Brain Pharmacokinetic Model

A Blood Brain Pharmacokinetic Model Pharmacokinetics, an emerging field in BioPhysics and chemistry is the study of the time variation of drug and metabolite levels in various tissues and fluids of the body. Compartment models are used to interpret data. In our problem, we consider a simple blood-brain compartment model as shown in the figure below: k21 Input d(t) k12 K where, Compartment 1 = Blood Compartment 2 = Brain This model is made such that it can aid to help estimate dosage strengths of an orally administered antidepressant drug. The rate of movement of drug from compartment i to compartment j is denoted by the rate constant kji and the rate at which the drug is removed from the blood is represented by the rate constant K. A pharmaceutical company must deal with many factors like dosage strengths that will aid a physician in determining a patients dosage in order to maintain the right concentration levels and also minimizing irritation and other side effects (Brannan 208). If we assume that the drug is rapidly absorbed into the blood stream after it is introduced into the stomach, a mathematical representation of the dosage will be of a periodic square wave given as follows: Based on our model and the equations we can solve the problems: 1. If we let xj(t) be the amount of drug in milligrams in compartment j, j =1,2. The mass balance law states: (i) Using the mass balance law and the figure, we find: System in Blood compartment: System in Brain compartment: From (i) and the above equations, we can find the following: (ii) The systems above are the rates of drug over time in the compartments. 2. If we let ci(t) denote the concentration of the drug and Vi denote the apparent volume of distribution in compartment i, we can use the relation ci = xi/Vi in the equations of system (ii) to obtain: (iii) Dividing the above systems by V1 and V2 respectively, we get : 3. Assuming x1(0) =0 and x2(0) =0, and the various parameters listed below: k21 k12 K V1 V2 Tb 0.29/h 0.31/h 0.16/h 6L 0.25L 1h and with the numerical simulation program Maple , we can perform simulations of the system with given parameters to recommend two different encapsulated dosage strengths A=RTb. => Guidelines to use for recommendation of drug dosage: 1) Target concentration level in the brain should be kept as close as possible between levels 10 mg/L and 30 mg/L and concentration fluctuation should not exceed 25% of the average of the steady-state response. 2) Lower frequency of administration (once every 24 hours or once every 12 hours is best). Once every 9.5 hours is unacceptable and multiple doses are acceptable (i.e. taking two capsules every 4 hours) Analysis: Drug usage of more than 4 times per day is unacceptable which makes maximum allowable dose to be 3, making 3 doses at 8 hours interval per day the best choice. We can then simulate from Tp = 8 to Tp = 12, 16 and 24. From the numerical simulations obtained from Maple, we obtain the following data: Tp(h) R (mg/h) Steady-state variance Comments 8 4 9.04 mg/L to 12.5 mg/L Below effective therapeutic concentration 8 5 11.7 mg/L to 15.5 mg/L 8 6 14.4 mg/L to 19.2 mg/L 8 8 19.2 mg/L to 25.3 mg/L 8 9 21.1 mg/L to 27.9 mg/L 8 10 23.2 mg/L to 31.2 mg/L Above maximum therapeutic concentration 12 5 10.9 mg/L to 6.5 mg/L Below minimum therapeutic concentration 12 6 8.6 mg/L to 14.1 mg/L Below minimum therapeutic concentration 12 7 8.32 mg/L to 15.1 mg/L Below minimum therapeutic concentration 12 8 10.6 mg/L to 18.3 mg/L 12 10 13.2 mg/L to 22.8 mg/L 12 13 17.9 mg/L to 30 mg/L 16 10 9.11 mg/L to 19.5 mg/L Sharp fluctuations; Below minimum therapeutic concentration 16 12 10.7 mg/L to 23.5 mg/L Sharp fluctuations. 16 13 11.5 mg/L to 25.4 mg/L Sharp fluctuations. 16 14 12.5 mg/L to 27.3 mg/L Sharp fluctuations. 16 16 14.3mg/L 31.4mg/L Sharp fluctuations; Above maximum therapeutic concentration 24 15 6.19mg/L 24mg/L Sharp fluctuations; Below minimum therapeutic concentration 24 20 8.52mg/L 32mg/L Sharp fluctuations; Above maximum therapeutic concentration Obtained corresponding Graphs from Maple and their respective Tp and R values are listed below: Tp = 8, R = 4 Tp = 8, R = 5 Tp = 8, R = 6 Tp = 8, R = 8 Tp = 8, R = 9 Tp = 8, R = 10 Tp = 12, R = 6 Tp = 12, R = 8 Tp = 12, R = 10 Tp = 12, R = 12 Tp = 12, R = 13 Tp=16, R=10 Tp=16, R=12 Tp=16, R=13 Tp=16, R=14 Tp=16, R=16 Tp=24, R=15 Tp=24, R=20 Some Comments: When Tp= 8 and R = 4, the recommended dosage is below minimum therapeutic concentration range. When Tp= 8 and R = 10 , the recommended dosage is above maximum therapeutic concentration range. When Tp= 8 and R = 5 to 7, the recommended dosage is below effective therapeutic concentration range. When Tp= 8 and R = 4, the recommended dosage is below therapeutic concentration range. When Tp= 12 and R = 5 to 7, the recommended dosage is below minimum therapeutic concentration range. When Tp= 16 and R = 12 to 14, sharp fluctuation is seen. When Tp= 24 and R = 20, sharp fluctuation is seen and the recommended dosage is below therapeutic concentration range. =>Calculation and Analysis of dosage strength A Now we can calculate the dosage frequency for the remaining dosage frequency intervals of 8 hours and 12 hours: (8 hour interval) (R being from 5 mg/h to 9 mg/h) A = RTb = 5 mg/h x 1h= 5 mg A = RTb = 9 mg/h x 1h= 9 mg (12 hour interval) (R being from 8 mg/h to 13 mg/h) A = RTb = 8 mg/h x 1h = 8 mg A = RTb = 13 mg/h x 1h= 13 mg 4. From the simulation, we can know that it is best to skip the dose than to try to catch up and double the dose and ultimately overdose from the figures illustrated. If we assume the patient is at a 12 hour interval dose frequency, and R being 10mg/h, the following scenarios can be simulated:   Scenario: missed a dosage and skipped     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Scenario: missing a dosage catching up Analysis: From the scenarios simulations above, we can have a clear picture of what will go through the patients drug level. In the 1st scenario, where the patient missed a dosage and skipped, the concentration level in the brain of the patient stays within the recommended level. In the 2nd scenario, where the patient tries to catch up, the drug level will cross the recommended level and that also by a lot. Thus, skipping the dose is better than to catch up overdosing the drug level resulting in fatality.   5. Supposing the drug can be packaged in a timed-release form so that Tb = 8 hours and R also adjusted likewise, we get the following data from the Maple: Tp(h) R(mg/h) Steady-state variance Reasons 12 0.75 10.4mg/L 13mg/L 12 1 13.9mg/L 17mg/L 12 1.5 21mg/L 25.5mg/L 12 1.75 24.5mg/L 29.8mg/L 12 2 28.1mg/L 34mg/L Above maximum therapeutic concentration 16 1 9mg/L 14.3mg/L Below minimum therapeutic concentration 16 1.25 11.2mg/L 17.7mg/L 16 1.5 13.6mg/L 21.3mg/L 16 2 18.3mg/L 28.4mg/L 16 2.25 20.5mg/L 31.8mg/L Above maximum therapeutic concentration 16 2.5 22.8mg/L 35.4mg/L Above maximum therapeutic concentration 24 2 8.7mg/L 23.3mg/L Sharp fluctuation 24 2.25 9.86mg/L 25.9mg/L Sharp fluctuation 24 2.5 10.9mg/L 29mg/L Sharp fluctuation T=12, R=0.75 T=12, R=1 T=12, R=1.5 T=12, R=1.75 T=12, R=2 T=16, R=1 T=16, R=1.25 T=16, R=1.5 T=16, R=2 T=16, R=2.25 T=16, R=2.5 T=24, R=2 T=24, R=2.5 Analysis: If the drug can be packaged in a timed release form so that Tb = 8 and R is also adjusted likewise, we perform the simulations for the dosage of interval of a 12 hour frequency. We observe zero sharp fluctuations. Every graph seems to produce the concentration level within the recommended range of 10mg/L to 30mg/L when R is between 0.75 mg/h and 1.75 mg/h. =>Calculation and Analysis of new dosage strength A We can calculate the new strength level of the drugs as: (12 hour frequency interval): A=RTb = 0.75 mg/h * 8h = 6mg   A=RTb = 1.75 mg/h * 8h = 14mg Same analysis can be performed for 16 hour frequency interval. We observe zero sharp fluctuations and every graph produce the concentration level within the recommended range of 10mg/L to 30mg/L; R being in between 1.25mg/h and 2mg/h.   =>Calculation and Analysis of new dosage strength A We can calculate the new strength level of the drugs as:   (16 hour frequency interval): A = RTb=1.25 mg/h * 8h = 10mg    A = RTb=2.00 mg/h * 8h = 16mg Thus, this changes our recommendation. Simulation Program Maple: We used the following code and simulated varying R and P values. g :=t> piecewise(0 DEplot({diff(x(t), t) = (1/6)*g(t)+(1/6)*(.31*.25)*y(t)-x(t)*(.29+.16), diff(y(t), t) = (.29*6)*x(t)/(.25)-.31*y(t)}, [x(t), y(t)], t = 0 .. 40, x = 0 .. .50, y = 0 .. 80, scene = [t, y], [[x(0) = 0, y(0) = 0]], stepsize = .1, color = blue)

Why Is Assessment Important

4 Why is assessment for learning important? Adopting strategies that support Assessment for Learning can transform learning and teaching and take away the stigma that haunts assessment. In fact, research has shown that Assessment for Learning can have a significant effect on how well pupils achieve in terms of their attainment, behaviour, motivation, engagement and their ability to work independently. a) It Improves Performance -Black and William’s 1998 literature review examined 250 research articles from 160 journals published over a nine-year period.From this, they documented significant, and often substantial, quantifiable learning gains due to Assessment for Learning practices. Their review of over 20 studies on classroom assessment showed increases in primary and post-primary performance ranging from 15 to 30% compared to control groups. In post-primary, differential effects were measured at approximately half a level at Key Stage 3, over half a grade at GCSE, and two fu ll grades at GCSE after two to three years. They concluded that no other single improvement initiative improved performance levels to the extent that formative assessment did.Subsequent research in UK schools has substantiated these figures. For instance, research conducted in primary schools through the Gillingham Partnership’s Formative Assessment Project 2002 indicated improved standardised test scores in reading and numeracy as well as improvements in writing levels. Learning b) It Increases Learning Independence – Pupils who understand their own goals and their role in learning are more independent in managing their learning; they know what to do, how they have to work and take more responsibility for their own learning and assessment.Assessment for Learning helps cultivate these valuable skills by giving pupils a role in determining these components of the learning as well as experience in providing feedback and assessing themselves and their peers. The learning is no longer something they receive; it becomes something they pursue and have a hand in shaping. This can help learners later in life as well as in the classroom. c) It Improves Morale, Motivation and Risk-Taking – Knowing the goals and success indicators may help pupils to gain learning independence, but they are not the only influencing factors.Morale and motivation are also pivotal components, and here, too, Assessment for Learning plays an important role. Black and William found that many assessment approaches used in classrooms compare pupils with one another – particularly those that focus on marks and grades. Evidence shows that pupils interpret the prime purpose of these assessments to be competition rather than personal improvement. As a result, feedback from these types of assessment actually reduces pupil morale. It teaches them, particularly low-attaining pupils, that they lack ability, leading them to believe they are unable to learn. ) It Enhances Relati onships and Reflection – Assessment for Learning also helps foster a more positive classroom environment. It strengthens teacher-pupil relationships by increasing two-way communication. These interactions can make them more motivated to learn and more aware of their learning. Assessment for Learning can also improve planning and delivery of learning. This is because these practices lead you to analyse and make learning specific to pupils. It creates an opportunity to quality assure and amend activities to ensure they meet the learning needs. Why Is Assessment Important 4 Why is assessment for learning important? Adopting strategies that support Assessment for Learning can transform learning and teaching and take away the stigma that haunts assessment. In fact, research has shown that Assessment for Learning can have a significant effect on how well pupils achieve in terms of their attainment, behaviour, motivation, engagement and their ability to work independently. a) It Improves Performance -Black and William’s 1998 literature review examined 250 research articles from 160 journals published over a nine-year period.From this, they documented significant, and often substantial, quantifiable learning gains due to Assessment for Learning practices. Their review of over 20 studies on classroom assessment showed increases in primary and post-primary performance ranging from 15 to 30% compared to control groups. In post-primary, differential effects were measured at approximately half a level at Key Stage 3, over half a grade at GCSE, and two fu ll grades at GCSE after two to three years. They concluded that no other single improvement initiative improved performance levels to the extent that formative assessment did.Subsequent research in UK schools has substantiated these figures. For instance, research conducted in primary schools through the Gillingham Partnership’s Formative Assessment Project 2002 indicated improved standardised test scores in reading and numeracy as well as improvements in writing levels. Learning b) It Increases Learning Independence – Pupils who understand their own goals and their role in learning are more independent in managing their learning; they know what to do, how they have to work and take more responsibility for their own learning and assessment.Assessment for Learning helps cultivate these valuable skills by giving pupils a role in determining these components of the learning as well as experience in providing feedback and assessing themselves and their peers. The learning is no longer something they receive; it becomes something they pursue and have a hand in shaping. This can help learners later in life as well as in the classroom. c) It Improves Morale, Motivation and Risk-Taking – Knowing the goals and success indicators may help pupils to gain learning independence, but they are not the only influencing factors.Morale and motivation are also pivotal components, and here, too, Assessment for Learning plays an important role. Black and William found that many assessment approaches used in classrooms compare pupils with one another – particularly those that focus on marks and grades. Evidence shows that pupils interpret the prime purpose of these assessments to be competition rather than personal improvement. As a result, feedback from these types of assessment actually reduces pupil morale. It teaches them, particularly low-attaining pupils, that they lack ability, leading them to believe they are unable to learn. ) It Enhances Relati onships and Reflection – Assessment for Learning also helps foster a more positive classroom environment. It strengthens teacher-pupil relationships by increasing two-way communication. These interactions can make them more motivated to learn and more aware of their learning. Assessment for Learning can also improve planning and delivery of learning. This is because these practices lead you to analyse and make learning specific to pupils. It creates an opportunity to quality assure and amend activities to ensure they meet the learning needs.

Characteristics of Anthroponyms Essay

Theses of the scientific paper â€Å"Semantic, social pragmatic and functional characteristics of anthroponyms (based on the novel John Updike â€Å"The Centaur†)†; Viktoriya Melnychuk; Khmelnyts’kyi regional MAN department; Shepetivka educational complex #1; form 11; Tarnavska Olena Myhaylivna, the candidate of philological sciences, associate professor of department of English philology of the Volynskiy national university named after Lesia Ukrainka. The purpose  of this paper  is to analyze anthroponyms, their semantic, social pragmatic and functional characteristics of  anthroponyms (based on the novel  John Updike  Ã¢â‚¬Å"The Centaur†). The full communication, that is correct perception, evaluation and interpretation of information, is impossible without knowing the specific set of anthroponyms and their functions in language and text. The names of famous personalities, literature characters make up a significant part of knowledge, necessary for understanding and assessment of the culture different people. Therefore, our research is relevant. The subject of the research is semantic, social pragmatic and functional characteristics of  anthroponyms (based on the novel  John Updike  Ã¢â‚¬Å"The Centaur†). Anthroponomastics  , a branch of  onomastics, is the study of  anthroponyms  , the names of  human beings. Anthroponyms often preserve lexical elements that have dropped out of the standard  lexicon  of a  language. The subdivisions of anthroponymy include: given names, surnames, clan names, matronyms, patronyms, teknonyms, nicknames, ethnonyms. Allusion is the main feature of the anthroponyms. Allusion is a brief reference to some to some literary or historical event commonly known. Allusion is a subtype of metaphor. Metaphor denotes expressing remaining on the basis of similarity of two objects: the real object of speech and the one whose name is actually used. But there is only affinity, no real connection between the two. Most of anthroponyms in the novel John Updike â€Å"The Centaur† are the individual, which expressed their own names, surnames, status names and perform the nominative function.

George C. Wallace and His Depiction of Freedom vs The...

Wallace v. The Enlightenment George C. Wallace was the governor of Alabama in 1963, the time period when the fight for Civil Rights was at its height. On inauguration day, January 14, 1963, in Montgomery, Alabama, Wallace gave a speech that proves to everyone exactly what kind of man he was and strived to be. Wallace was against the common and moral rights of humanity and he contradicted the philosophies of the Enlightenment thinkers. The Enlightenment was a time period that lasted from the mid seventeenth century through the eighteenth and changed the way people viewed the world. Some of the most famous philosophers from the time period include John Locke, Voltaire, and Montesquieu (www.csudh.edu). George Wallace does not follow either the beliefs or the actions one would expect from an enlightened thinker. He disregards the ideas of freedom, individuality, and natural rights. One of the most famous philosophies of John Locke is his belief in freedom. He is quoted saying, To understand political power right, and derive it from its original, we must consider what state all men are naturally in, and that is, a state of perfect freedom to order their actions, and dispose of their possessions, and persons as they think fit, within the bounds of the law of nature, without asking leave, or depending on the will of any other man.† This quote describes how Locke feels a man’s right to freedom should be. (www.discoverjohnlocke.com) In comparison to the Inaugural Address givenShow MoreRelatedContemporary Issues in Management Accounting211377 Words   |  846 PagesFOREWORD ‘ Michael Bromwich is an exemplar of all that is good about the British tradition of academic accounting. Serious in intent, he has striven both to illuminate practice and to provide ways of improving it. Although always appealing to his economic understandings, he has been open to a wide variety of other ideas, recognizing their intellectual strengths and capabilities rather than making artificial distinctions between what is acceptable and what is not. He also has contributed widely