Macbeth †explain in an essay format how I would direct Act2, Scene1 Essay

I am now going to explain in an essay format how I would direct Act2, Scene1 and what I would change from how the play has been originally shown. If I was directing Act 2 Scene 1, I would want Macbeth to appear to the audience as if he is cracking under the pressure and for him to appear insane, unhappy and insecure. Macbeth acts different from when we first saw him with Banquo, as now he is about to commit a crime of treason and kill his beloved King. This is very different from when we first saw him as he loved his King and he would die for him but now it is in reverse. This is important that the audience understand he is very different and not the same person due to his greed for power. It is imperative that he is portrayed this way so the audience can see he is weaker and worse of especially as his wife, Lady Macbeth has been pressuring him in to completing his task of murdering King Duncan. If it was not for his wife then I do not think that Macbeth would have gone through with it. This change in Macbeth’s character will hopefully have an affect on the audience so they can see how the three witches and his wife have affected him and his state of mind. Macbeth is realizing that he is weaker than he thought and that he is making a mistake, he doesn’t want to commit the murder but his wife pushes and pressures him into killing his King. This shows the audience that at this time Lady Macbeth is stronger than Macbeth and in a better state of mind. He starts to imagine things and this is a sign of him being insane, and mentally unstable. â€Å"Is this a dagger which I see before me, The handle toward my hand? Come, let me Clutch thee.† p. 43 This speech is important in the understanding of Macbeth’s role in this scene. So I would want Macbeth to be sitting at the end of a table and to †¦ say this in such a way that the audience can see him turning mentally insane. I would want him saying the sentence slowly and negatively, emphasising â€Å"toward† as if he is surprised about it, also holding a dagger infront of him looking at it up and down with eyes that look blurred feeling the blade. Also I would want a low-angled shot showing him overcastting the camera to give that extra touch of madness during the first line. Then I would also have a close up of him holding the dagger to get his face and dagger in the same camera shot for the last two lines. To add to the tension of this speech there would be music playing in the background that would be farley heavy to give the impression of evil and what is about to happen. This will make the audience grasp his character and understand what he is going through at this time in the play. After this speech I would have had Macbeth walking up the stairs with the dagger looking bedazzled and insane and then I would have him raise it above his head as he reached the top of the stairs. After he comes out of the room I would have him looking down at his hands ready to brake down and crumble at his knees. Once he reaches his room I would have him collapse onto the bed and lay there feeling guilty. Also when he looks at his hands I would have him start to shed tears to show that he is a wimp and insecure.

Blood Promise Chapter Twelve

Being with Lissa left me with more questions than answers, and so without a course of action, I simply continued to stay with the Belikovs for the next few days. I fell into their normal routine, again surprised by how easy it was. I tried hard to make myself useful, doing any chores they'd let me do and even going so far as watching the baby (something I wasn't entirely comfortable with, seeing as guardian training hadn't left much time for after school jobs like babysitting). Yeva eyed me the whole time, never saying anything but always looking like she disapproved. I wasn't sure if she wanted me to go or if that was simply the way she always looked. The others, however, didn't question me at all. They were delighted to have me around and made it obvious in every action. Viktoria was especially happy. â€Å"I wish you could come back to school with us,† Viktoria said wistfully one evening. She and I had been spending a lot of time together. â€Å"When do you go back?† â€Å"Monday, right after Easter.† I felt a little sadness stir in me. Whether I was still here or not, I would miss her. â€Å"Oh, man. I didn't realize it was so soon.† A small silence fell between us; then she gave me a sidelong look. â€Å"Have you thought†¦ well, have you maybe thought about coming back to St. Basil's with us?† I stared. â€Å"St. Basil's? Your school is named after a saint too?† Not all of them were. Adrian had attended an East Coast school called Alder. â€Å"Ours is a human saint,† she said with a grin. â€Å"You could enroll there. You could finish your last year-I'm sure they'd take you.† Of all the crazy options I'd considered on this trip-and believe me, I'd considered a lot of crazy things-that was one that had never crossed my mind. I'd written school off. I was pretty sure there was nothing else I could learn-well, after meeting Sydney and Mark, it had become obvious there were still a few more things. Considering what I wanted to do with my life, however, I didn't think another semester of math and science would do much for me. And as far as guardian training went, mostly all I had left to do w s prepare for the end-of-year trials. I somehow doubted those tests and challenges would even come remotely close to what I'd experienced with Strigoi already. I shook my head. â€Å"I don't think so. I think I'm pretty much done with school. Besides, it'd all be in Russian.† â€Å"They'd translate for you.† A mischievous grin lit her face. â€Å"Besides, kicking and punching transcend language.† Her smile faded to a more thoughtful expression. â€Å"But seriously. If you aren't going to finish school, and you aren't going to be a guardian†¦ well, why don't you stay here? I mean, just in Baia. You could live with us.† â€Å"I'm not going to be a blood whore,† I said immediately. An odd look crossed her face. â€Å"That's not what I meant.† â€Å"I shouldn't have said that. Sorry.† I felt bad about the comment. While I kept hearing rumors about blood whores in town, I'd only seen one or two, and certainly the Belikov women weren't among them. Sonya's pregnancy was something of a mystery, but working in a drugstore didn't seem that sordid. I'd learned a little bit more about Karolina's situation. The father of her children was a Moroi she apparently had a genuine connection with. She hadn't cheapened herself to be with him, and he hadn't used her. After the baby was born, the two of them had decided to part ways, but it had been friendly. Karolina was now apparently dating a guardian who visited whenever he had leave. The few blood whores I had seen around town very much fit my stereotype. Their clothing and makeup screamed easy sex. The bruises on their necks clearly showed that they had no problem with letting their partners drink blood during sex, which was pretty much the sleaziest thing a dhampir could do. Only humans gave blood to Moroi. My race didn't. To allow it-particularly during sexual activities-well, like I said, it was sleazy. The dirtiest of the dirty. â€Å"Mother would love it if you stayed. You could get a job too. Just be part of our family.† â€Å"I can't take Dimitri's place, Viktoria,† I said softly. She reached out and gave my hand a reassuring squeeze. â€Å"I know. No one expects you to. We like you for you, Rose. You being here just feels right-there's a reason Dimka chose to be with you. You fit in here.† I tried to imagine the life she described. It sounded†¦ easy. Comfortable. No worries. Just living with a loving family, laughing and hanging out together each night. I could go about my own life, not having to trail someone else all day. I would have sisters. There'd be no fighting-unless it was to defend. I could give up this plan to kill Dimitri-which I knew would kill me too, either physically or spiritually. I could choose the rational path, let him go and accept him as dead. And, yet†¦ if I did that, why not just go back to Montana? Back to Lissa and the Academy? â€Å"I don't know,† I told Viktoria at last. â€Å"I don't know what I'm going to do.† It was just after dinner, and she glanced hesitantly at the clock. â€Å"I don't want to leave you since we don't have much time together, but†¦ I was supposed to meet someone soon†¦Ã¢â‚¬  â€Å"Nikolai?† I teased. She shook her head, and I tried to hide my disappointment. I'd seen him a few times, and he'd grown more and more likeable. It was too bad Viktoria couldn't kindle any feelings for him. Now, though, I wondered if there might be something holding her back-or rather, someone. â€Å"Oh, spill,† I said with a grin. â€Å"Who is he?† She kept her face blank in a fair imitation of Dimitri's. â€Å"A friend,† she said evasively. But I thought I saw a smile in her eyes. â€Å"Someone at school?† â€Å"No.† She sighed. â€Å"And that's the problem. I'm going to miss him so much.† My smile faded. â€Å"I can imagine.† â€Å"Oh.† She looked embarrassed. â€Å"That's stupid of me. My problems†¦ well, they're nothing compared to yours. I mean, I may not see him for a while†¦ but I will see him. But Dimitri's gone. You won't see him ever again.† Well, that might not be entirely true. I didn't tell her that, though. Instead, I just said, â€Å"Yeah.† To my surprise, she gave me a hug. â€Å"I know what love's like. To lose that†¦ I don't know. I don't know what to say. All I can tell you is that we're here for you. All of us, okay? You can't replace Dimitri, but you do feel like a sister.† Her calling me a sister both stunned and warmed me at the same time. She had to go get ready for her date after that. She hurriedly changed clothes and put on makeup-definitely more than a friend, I decided-and headed out the door. I was kind of glad because I didn't want her to see the tears that her words had brought to my eyes. I'd spent my life as an only child. Lissa had been the closest I had to a sister. I'd always thought of Lissa as one; one I'd now lost. To hear Viktoria call me a sister now†¦ well, it stirred something in me. Something that told me I really did have friends and wasn't alone. I headed down to the kitchen after that, and Olena soon joined me. I was rummaging for food. â€Å"Was that Viktoria I heard leave?† she asked. â€Å"Yeah, she went off to see a friend.† To my credit, I kept my expression neutral. No way would I sell Viktoria out. Olena sighed. â€Å"I'd wanted her to run an errand for me in town.† â€Å"I'll do it,† I said eagerly. â€Å"After I grab something to eat.† She gave me a kind smile and patted my cheek. â€Å"You have a good heart, Rose. I can see why Dimka loved you.† It was so amazing, I thought, how accepted my relationship with Dimitri was around here. No one brought up age or teacher-student relationships. As I'd told Sydney, it was like I was his widow or something, and Viktoria's words about me staying replayed in my head. The way Olena looked at me made me feel like I really was her daughter, and once more, I experienced those traitorous feelings about my own mom. She probably would have scoffed at me and Dimitri. She would have called it inappropriate and said I was too young. Or would she have? Maybe I was being too harsh. Seeing me in front of the open cupboard, Olena shook her head reproachfully. â€Å"But you need to eat first.† â€Å"Just a snack,† I assured her. â€Å"Don't go to any trouble.† She ended up slicing me off big pieces of black bread she'd baked earlier that day and put out a tub of butter because she knew I loved to slather up my slices. Karolina had teased me that Americans might be shocked to know what was in this bread, so I never asked any questions. It was somehow sweet and tangy at the same time, and I loved it. Olena sat down across from me and watched me eat. â€Å"This was his favorite when he was little.† â€Å"Dimitri's?† She nodded. â€Å"Whenever he was on break from school, the first thing he'd do is ask for that bread. I practically had to make him his own loaf each time with the way he ate. The girls never ate that much.† â€Å"Guys always seem to eat more.† Admittedly, I could keep up with most of them. â€Å"And he's bigger and taller than most.† â€Å"True,† she mused. â€Å"But I eventually reached a point where I made him start making it himself. I told him if he was going to eat all my food, he'd best know how much work went into it.† I laughed. â€Å"I can't imagine Dimitri baking bread.† And yet, as soon as the words came out, I reconsidered. My immediate associations with Dimitri were always intense and fierce; it was his sexy, battle-god persona that came to mind. Yet, it had been Dimitri's gentleness and thoughtfulness mixed with that deadliness that made him so wonderful. The same hands that wielded stakes with such precision would carefully brush the hair out of my face. The eyes that could astutely spot any danger in the area would regard me wonderingly and worshipfully, like I was the most beautiful and amazing woman in the world. I sighed, consumed by that bittersweet ache in my chest that had become so familiar now. What a stupid thing, getting worked up over a loaf of bread of all things. But that was how it was. I got emotional whenever I thought about Dimitri. Olena's eyes were on me, sweet and compassionate. â€Å"I know,† she said, guessing my thoughts. â€Å"I know exactly how you feel.† â€Å"Does it get easier?† I asked. Unlike Sydney, Olena had an answer. â€Å"Yes. But you'll never be the same.† I didn't know whether to take comfort from those words or not. After I finished eating, she gave me a brief grocery list, and I set off toward downtown, happy to be outside and moving. Inactivity didn't suit me. While in the grocery store, I was surprised to run into Mark. I'd gotten the impression he and Oksana didn't come to town that often. I wouldn't have put it past them to grow their own food and live off the land. He gave me a warm smile. â€Å"I wondered if you were still around.† â€Å"Yeah.† I held up my basket. â€Å"Just doing some shopping for Olena.† â€Å"I'm glad you're still here,† he said. â€Å"You seem more†¦ at peace.† â€Å"Your ring is helping, I think. At least with the peace. It hasn't done much as far as any decision making goes.† He frowned, shifting the milk he held in one arm to the other. â€Å"What decisions?† â€Å"What to do now. Where to go.† â€Å"Why not stay here?† It was eerie, so similar to the conversation I'd had with Viktoria. And my response was equally similar. â€Å"I don't know what I'd do if I stayed here.† â€Å"Get a job. Live with the Belikovs. They love you, you know. You fit right in with their family.† That warm, loved feeling came back, and I again tried to imagine myself just settling down with them, working in a store like this or waiting tables. â€Å"I don't know,† I said. I was a broken record. â€Å"I just don't know if that's right for me.† â€Å"Better than the alternative,† he warned. â€Å"Better than running off with no real purpose, throwing yourself in the face of danger. That's no choice at all.† And yet, it was the reason I'd come to Siberia in the first place. My inner voice scolded me. Dimitri, Rose. Have you forgotten Dimitri? Have you forgotten how you came here to free him, like he would have wanted? Or was that really what he would have wanted? Maybe he would have wanted me to stay safe. I just didn't know, and with no more help from Mason, my choices were even more muddled. Thinking of Mason suddenly reminded me of something I'd totally forgotten. â€Å"When we talked before†¦ well, we talked about what Lissa and Oksana could do. But what about you?† Mark narrowed his eyes. â€Å"What do you mean?† â€Å"Have you ever†¦ have you ever run into, um, ghosts?† Several moments passed, and then he exhaled. â€Å"I'd hoped that wouldn't happen to you.† It astonished me then how much relief I felt to know I wasn't alone in my ghostly experiences. Even though I now understood that having died and been to the world of the dead made me a target for spirits, it was still one of the freakiest things about being shadow-kissed. â€Å"Did it happen without you wanting it?† I asked. â€Å"At first. Then I learned to control it.† â€Å"Me too.† I suddenly recalled the barn. â€Å"Actually, that's not entirely true.† Lowering my voice further, I hastily recapped what had happened on my trip here with Sydney. I'd never spoken of it to anyone. â€Å"You must never, ever do that again,† he said sternly. â€Å"But I didn't mean to! It just happened.† â€Å"You panicked. You needed help, and some part of you called out to the spirits around you. Don't do it. It's not right, and it's easy to lose control.† â€Å"I don't even know how I did it.† â€Å"Like I said, lapse of control. Don't ever let your panic get the best of you.† An older woman passed us, a scarf over her head and a basket of vegetables in her arms. I waited until she was gone before asking Mark, â€Å"Why did they fight for me?† â€Å"Because the dead hate Strigoi. The Strigoi are unnatural, neither living nor dead-just existing in some state in between. Just as we sense that evil, so do the ghosts.† â€Å"Seems like they could be a good weapon.† That face, normally easy and open, frowned. â€Å"It's dangerous. People like you and me already walk the edge of darkness and insanity. Openly calling upon the dead only brings us closer to falling over that edge and losing our minds.† He glanced at his watch and sighed. â€Å"Look, I have to go, but I'm serious, Rose. Stay here. Stay out of trouble. Fight Strigoi if they come to you, but don't go seeking them blindly. And definitely leave the ghosts alone.† It was a lot of advice to get in a grocery store, a lot of advice I wasn't sure I could follow. But I thanked him and sent my regards to Oksana before paying and leaving as well. I was heading back toward Olena's neighborhood when I rounded a corner and nearly walked right into Abe. He was dressed in his usual flashy way, wearing that expensive coat and a yellow-gold scarf that matched the gold in his jewelry. His guardians hovered nearby, and he leaned casually against a building's brick wall. â€Å"So this is why you came to Russia. To go to the market like some peasant.† â€Å"No,† I said. â€Å"Of course not.† â€Å"Just sightseeing then?† â€Å"No. I'm just being helpful. Stop trying to get information out of me. You're not as smart as you think you are.† â€Å"That's not true,† he said. â€Å"Look, I told you already. I came here to tell the Belikovs the news. So go back and tell whoever you're working for that that's that.† â€Å"And I told you before not to lie to me,† he said. Again, I saw that odd mix of danger and humor. â€Å"You have no idea how patient I've been with you. From anyone else, I would have gotten the information I needed that first night.† â€Å"Lucky me,† I snapped back. â€Å"What now? Are you going to take me down an alley and beat me up until I tell you why I'm here? I'm losing interest in this whole scary-mob-boss routine, you know.† â€Å"And I'm losing patience with you,† he said. There went the humor, and as he stood over me, I couldn't help but uneasily note that he was better built than most Moroi. A lot of Moroi avoided fights, but I wouldn't have been surprised if Abe had roughed up as many people as his bodyguards had. â€Å"And honestly? I don't care why you're here anymore. You just need to leave. Now.† â€Å"Don't threaten me, old man. I'll leave whenever the hell I want.† It was funny, I'd just sworn to Mark that I didn't know if I could stay in Baia, but when pressured by Abe, I just wanted to dig my feet in. â€Å"I don't know what you're trying to keep me from, but I'm not scared of you.† That also wasn't entirely true. â€Å"You should be,† he returned pleasantly. â€Å"I can be a very good friend or a very bad enemy. I can make it worth your while if you leave. We can strike a bargain.† There was an almost excited gleam in his eyes as he spoke. I recalled Sydney describing him manipulating others, and I got the feeling this was what he lived for-negotiating, striking trades to get what he wanted. â€Å"No,† I said. â€Å"I'll leave when I'm ready. And there's nothing you or whoever you're working for can do about it.† Hoping I appeared bold, I turned around. He reached out and grabbed my shoulder, jerking me back, nearly causing me to lose the groceries. I started to lunge forward in attack mode, but his guardians were right there in a flash. I knew I wouldn't get far. â€Å"Your time is up here,† hissed Abe. â€Å"In Baia. In Russia. Go back to the U.S. I'll give you what you need-money, first-class tickets, whatever.† I stepped out of his reach, backing carefully away. â€Å"I don't need your help or your money-God only knows where it comes from.† A group of people turned the corner across the street, laughing and talking, and I stepped back further, certain Abe wouldn't start a scene with witnesses present. It made me feel braver, which was probably stupid on my part. â€Å"And I already told you: I'll go back whenever the hell I want.† Abe's eyes lifted to the other pedestrians, and he too retreated back with his guardians. That chilling smile was on his face. â€Å"And I told you. I can be a very good friend or a very bad enemy. Get out of Baia before you find out which.† He turned around and left, much to my relief. I didn't want him to see just how much fear his words had left on my face. I went to bed early that night, suddenly feeling antisocial. I lay there for a while, flipping through another magazine I couldn't read, and amazingly found myself growing more and more tired. I think the encounters with Mark and Abe had exhausted me. Mark's words about staying had hit too close to home after my earlier conversation with Viktoria. Abe's thinly veiled threats had raised all my defenses, putting me on guard against whoever was working with him to make me leave Russia. At what point, I wondered, would he truly lose patience and stop trying to bargain? I drifted off to sleep and the familiar sense of an Adrian-dream settled around me. It had been a long time since this had happened, and I'd actually thought he'd listened to me when I'd told him to stay away before. Of course, I always told him that. This had been the longest time span to go by without a visit, and as much as I hated to admit it, I'd kind of missed him. The setting he'd chosen this time was a piece of the Academy's property, a woodsy area near a pond. Everything was green and in bloom, and sunlight shone down on us. I suspected Adrian's creation didn't match what Montana's weather was really like right now, but then, he was in control. He could do whatever he wanted. â€Å"Little dhampir,† he said, smiling. â€Å"Long time no see.† â€Å"I thought you were done with me,† I said, sitting down on a large, smooth rock. â€Å"Never done with you,† he said, stuffing his hands in his pockets and strolling over to me. â€Å"Although†¦ to tell the truth, I did intend to stay away this time. But, well, I had to make sure you were still alive.† â€Å"Alive and well.† He smiled down at me. The sun glinted off his brown hair, giving it golden-chestnut highlights. â€Å"Good. You seem very well, actually. Your aura's better than I've ever seen it.† His eyes drifted from my face down to where my hands lay in my lap. Frowning, he knelt down and picked up my right hand. â€Å"What's this?† Oksana's ring was on it. Despite the ring's lack of ornamentation, the metal gleamed brightly in the light. The dreams were so strange. Even though Adrian and I weren't together, exactly, the ring had followed me in and kept its power enough that he could sense it. â€Å"A charm. It's infused with spirit.† Like me, this was apparently something he'd never considered. His expression grew eager. â€Å"And it heals, right? It's what's keeping some of the darkness from your aura.† â€Å"Some,† I said, uneasy about his fixation on it. I took it off and slipped it into my pocket. â€Å"It's temporary. I met another spirit user-and a shadowkissed dhampir.† More surprise registered on his face. â€Å"What? Where?† I bit my lip and shook my head. â€Å"Damn it, Rose! This is big. You know how Lissa and I have been looking for other spirit users. Tell me where they are.† â€Å"No. Maybe later. I don't want you guys coming after me.† For all I knew, they were already after me, using Abe as their agent. His green eyes flashed angrily. â€Å"Look, pretend for a moment the world doesn't revolve around you, okay? This is about Lissa and me, about understanding this crazy magic inside of us. If you've got people who can help us, we need to know.† â€Å"Maybe later,† I repeated stonily. â€Å"I'm moving on soon-then I'll tell you.† â€Å"Why are you always so difficult?† â€Å"Because you like me that way.† â€Å"At the moment? Not so much.† It was the kind of joking comment Adrian usually made, but just then, something about it bothered me. For some reason, I got the tiniest, tiniest feeling that I suddenly wasn't as endearing to him as usual. â€Å"Just try being patient,† I told him. â€Å"I'm sure you guys have other stuff to work on. And Lissa seems pretty busy with Avery.† The words slipped out before I could help it, and some of the bitterness and envy I'd felt watching them the other night laced my tone. Adrian raised an eyebrow. â€Å"Ladies and gentlemen, she admits it. You have been spying on Lissa-I knew it.† I looked away. â€Å"I just like to know she's alive too.† As if I could go anywhere in the world and not know that. â€Å"She is. Alive and well, like you. Er†¦ mostly well.† Adrian frowned. â€Å"Sometimes I get this strange vibe off of her. She doesn't seem quite right or her aura will flicker a little. Never lasts long, but I still worry.† Something in Adrian's voice softened. â€Å"Avery worries about her too, so Lissa's in good hands. Avery's pretty amazing.† I gave him a scathing look. â€Å"Amazing? Do you like her or something?† I hadn't forgotten Avery's comment about leaving the door unlocked for him. â€Å"Of course I like her. She's a great person.† â€Å"No, I mean like. Not like.† â€Å"Oh, I see,† he said, rolling his eyes. â€Å"We're dealing with elementary school definitions of ? ®like.'† â€Å"You're not answering the question.† â€Å"Well, like I said, she's a great person. Smart. Outgoing. Beautiful.† Something in the way he said â€Å"beautiful† bugged me. I averted my eyes again, playing with the blue nazar around my neck as I tried to parse my feelings. Adrian figured things out first. â€Å"Are you jealous, little dhampir?† I looked back up at him. â€Å"No. If I was going to be jealous over you, I would have gone crazy a long time ago, considering all the girls you mess around with.† â€Å"Avery's not the kind of girl you mess around with.† Again, I heard that affection in his voice, that dreaminess. It shouldn't have bothered me. I should have been glad he was interested in another girl. After all, I'd been trying to convince him to leave me alone for a very long time. Part of the conditions of him giving me money for this trip had involved me promising to give him a fair shot at dating when-and if-I returned to Montana. If he got together with Avery, it would be one less thing for me to worry about. And honestly, if it had been any other girl except Avery, I probably wouldn't have minded. But somehow, the idea of her enchanting him was just too much. Wasn't it bad enough that I was losing Lissa to her? How was it possible that one girl could so easily take my place? She'd stolen my best friend, and now the guy who'd sworn up and down that I was the one he wanted was seriously considering replacing me. You're being a hypocrite, a stern voice inside of me said. Why should you feel so wronged about someone else coming into their lives? You abandoned them. Lissa and Adrian both. They have every right to move on. I stood up angrily. â€Å"Look, I'm done talking to you tonight. Will you let me out of this dream? I'm not telling you where I am. And I'm not interested in hearing about how wonderful Avery is and how much better than me she is.† â€Å"Avery would never act like a little brat,† he said. â€Å"She wouldn't get so offended that someone actually cares enough to check on her. She wouldn't deny me the chance to learn more about my magic because she was paranoid someone would ruin her crazy attempt to get over her boyfriend's death.† â€Å"Don't talk to me about being a brat,† I shot back. â€Å"You're as selfish and self-centered as usual. It's always about you-even this dream is. You hold me against my will, whether I want it or not, because it amuses you.† â€Å"Fine,† he said, voice cold. â€Å"I'll end this. And I'll end everything between us. I won't be coming back.† â€Å"Good. I hope you mean it this time.† His green eyes were the last thing I saw before I woke up in my own bed. I sat up, gasping. My heart felt like it was breaking, and I almost thought I might cry. Adrian was right-I had been a brat. I'd lashed out at him when it wasn't really deserved. And yet†¦ I hadn't been able to help it. I missed Lissa. I even kind of missed Adrian. And now someone else was taking my place, someone who wouldn't just walk away like I had. I won't be coming back. And for the first time ever, I had a feeling he really wouldn't be.

Book Review Matilda Essay

I. Type Of Story Matilda is a children’s novel by British author Roald Dahl. It was published in 1988 by Jonathan Cape in London, with illustrations by Quentin Blake. The story is about Matilda Wormwood, an extraordinary child with ordinary and rather unpleasant parents, who are contemptuous of their daughter’s prodigious talents. Matilda was adapted into a film in 1996, a two-part adaptation for BBC Radio 4 (later re-broadcast on BBC Radio 4 Extra) starring Nicola McAuliffe as Matilda and narrated by Lenny Henry and a musical in 2010. Matilda is an excellent book by the famous author, Roald Dahl, who also wrote â€Å"Charlie and the Chocolate Factory†, â€Å"James and the Giant Peach†, and â€Å"The Twits†. Matilda is on the Premiers reading challenge and its ID is 252. It is about a young girl called Matilda, who is five years old and she can multiply enormous numbers like nineteen times fourteen, read adult novels like â€Å"Great Expectations† by Charles Dickens and many more amazing things, she even has special magic powers. Unfortunately for Matilda her mother and father underestimate her, treating her like a scab. The children hating head mistress is even worse, she believes her parents, disbelieves Miss Honey, refuses to put Matilda in year six where she belongs and denies being a child once herself. Read this book to see how Matilda and Miss Honey get rid of the foul Miss Trunchbull. III. Introduction The parents of the five-year-old Matilda Wormwood have no interest in their daughter, but if they did, they would have discovered that she is incredibly gifted. A child prodigy, Matilda taught herself to read at three years old, though the only actual books in the house were a cookbook and magazines. When she asks for a real book for herself, her father rudely turns her down and tells her to watch television instead. In spite of this, Matilda looks up the address of the local library, where she finishes all the children’s books within a short time, thus leaving her to read adult novels, which she really enjoys. The librarian gives Matilda her own library card, and she is able to borrow books to read at home. II. Characters Matilda Wormwood is the main character in the story, and of the Matilda characters she is (by far) the most likable. At the beginning of the novel, we are introduced to Matilda as a 4 1/2-years old who possesses an intellect far above her years. Dahl even goes so far as to describe her as a â€Å"child-genius and prodigy.† (p. 75) Matilda loves to read even though her parents refuse to allow any books in the house – instead preferring that she and her brother simply watch the television. Later in the story, it is revealed that Matilda also possesses the powers of psychokinesis (the ability to move things with her mind) and it is implied that these powers are a result of the repressed anger she feels toward her parents and Headmistress who vacillate between ignoring and belittling her. By the time Matilda enters Crunchem Hall Primary School she is 5 1/2-years old. Michael Wormwood is Matilda’s older brother. Although he does not posses the same level of intellect or ability as his sister, he is clearly the favorite in the Wormwood household. Mrs. Phelps is the local librarian who encourages Matilda’s love of reading. Mr. Harry Wormwood is Matilda’s father. Harry is also a used car dealer, and right from the start of the book we learn that he is a dishonest business man. He puts sawdust in his customers’ cars to make them sound better and runs the cars backward to turn back the mileage counters. Instead of praising his daughter for her abilities, he constantly tells her that she is â€Å"ignorant and stupid.† (p. 29) In fact, when Matilda correctly adds several large sums in her head and presents the answer to her father, he calls her a â€Å"cheat and a liar.† (p. 55) Mrs. Wormwood , Matilda’s mother, is described as a â€Å"large woman whose hair was dyed platinum blonde except where you could see the mousy-brown bits growing out from the roots.† (p. 27) She also â€Å"wore heavy make-up and had one of those unfortunate bulging figures where the flesh appears to be strapped in all around the body to prevent it from falling out.† (p. 27) Mrs. Wormwood’s only interests are watching American soap-operas and playing Bingo every day. Like her husband, Mrs. Wormwood thinks very little of her daughter’s unique abilities and often berates her. Fred is the young neighbor boy who lends Matilda his pet parrot. Matilda later uses the parrot to play a prank on her family. Miss Jennifer Honey is Matilda’s teacher at Crunchem Hall Primary School. Miss Honey is young, pretty, mild-mannered and â€Å"possessed that rare gift for being adored by every small child under her care.† (p. 67) Later in the story, she becomes a great advocate for Matilda. Miss Truchbull is undoubtedly the most colorful in the cast of Matilda characters. The Headmistress at Crunchem Hall Primary School, Miss Trunchbull serves as the â€Å"head teacher, the boss and the supreme commander† (p. 66) who â€Å"insists on strict discipline throughout the school.† (p. 69) Dahl also describes her as a â€Å"gigantic holy terror, a fierce tyrannical monster who frightened the life out of the pupils and teachers alike† (p. 67) who â€Å"hardly ever spoke in a normal voice.† (p. 85) Instead, he says she â€Å"barked or shouted.† (p. 85) Miss Trunchbull’s favorite form of punishment is to send students to the â€Å"Chocky,† which is a â€Å"very tall but very narrow cupboard† that has a floor â€Å"only ten inches square so you can’t sit down or squat in it† – forcing one to stand, instead. Furthermore, â€Å"three of the walls are made of cement with bits of broken glass sticking out all over, so you can’t lean against them.† Leaning against the door is also impossible, because it has â€Å"thousands of sharp spikey nails sticking out of it.† (p. 104) Much later in the book, we learn that Miss Trunchbull is also Miss Honey’s aunt Agatha. Lavender, Nigel, Ruper, Eric, Wilfred and Hortensia are Matilda’s friends and classmates at Crunchem Hall Primary School. Amanda Thripp is another classmate. She makes the mistake of coming to school wearing her hair in pigtails. Miss Trunchbull despises pigtails, and so she uses them to pick Amanda up. Using her Olympic hammer training, Miss Trunchbull swings Amanda around over-head and throws her clear across the school yard fence. Luckily, she â€Å"landed on the grass and bounced three times and finally came to rest.† (p. 116) Bruce Bogtrotter is yet another of Matilda’s classmates who suffers under Miss Trunchbull. This 11-year old boy commits the crime of sneaking a piece of the Headmistresses’ â€Å"special† chocolate cake. During his confession, Bruce admits that he found the cake, baked by the school’s cook, to be â€Å"very good.† (pp. 122-123) As his punishment, Bruce is forced to eat every last bite of a duplicate cake which was â€Å"fully eighteen inches in diameter† and â€Å"covered with dark-brown chocolate icing.† (p. 124) Mr. Trilby is the Deputy Head of the school who, at the end of the book, is appointed Head Teacher in Miss Trunchbull’s place. Miss Plimsoll is Matilda’s teacher once she is moved to a higher grade at the school.

The Coach and Horses Guest House Case Study Example | Topics and Well Written Essays - 3000 words

The Coach and Horses Guest House - Case Study Example The long-term objective of The Coach and Horses Guest House (Coach and Horses), is to become the finest preference on Paradise Bay, Sydney, for temporary lodging, through the creation of a differentiated experience that capitalizes on personal service, the historical British nature of the Coach House's construction, and its unique location in one of Australia's most cosmopolitan cities. We plan to create something more than just a guesthouse. We are determined to establish an environment that is dedicated to pampered luxury, and which vastly surpasses the standard fare for Paradise Bay. The Coach and Horses Guest House is an established guesthouse, which has been operating throughout the past five years as The Ploughman's Bed and Breakfast. After its possession, and after a short period of establishment, the Coach and Horses will diverse into a variety of other business ventures that will guarantee a steady flow of patrons, both locals and tourists, through its doors. Originally built in the 1860s, and believed to have been one of the first coach stations to carry the Royal Mail, the Coach and Horses has a deep historical history that is clearly evident within the construction of the building and the magnificent gardens that surround it. The structure has benefited from a major restoration program, which has effectively re-established the building's original composition, thus creating the potential of six large rental units, and four smaller units, with owner-occupancy in a separate unused building. The creation of a "home away from home," which is often far more palatial and beautiful than a

Mobile Technology Annotated Bibliography Example | Topics and Well Written Essays - 1500 words

Mobile Technology - Annotated Bibliography Example It is meant to assist educators in the decision-making process especially when using mobile devices. The book also presents the advantages and disadvantages of mobile learning in a school context. Various polices that can be used in education are presented to facilitate decision making in mobile learning. Chinnery introduces Language Learning using mobile devices. The paper presents details on Mobile Assisted Language Learning (MALL), as well as its capabilities in language learning and teaching. MALL is an amalgamation language teaching approach which can successfully incorporate reading, listening, and speaking activities. The paper can be used to develop critical thinking and research skills. Use of the MALL software is common in most schools and the soft where is readily available from the internet. The paper explores the theoretic basics and functions of mobile instruction in the literature and examines the achievability of using this universal technology in learning the Iranian EFL language. Furthermore, he conducted a survey on the state of learning languages through mobile devices. He reported technical problems experienced while giving students assignments and their feedbacks. Many of the projects conducted using these mobile devices affected lessons due to technical challenges. Other language projects were seriously affected by lack of internet connection or slow internet connection. He noted that, in order to supplement language teaching, tablets and mobile devices are increasingly being used in the education system. They act as effective ways to monitor students’ performance and feedback presentation. Mobile devices are ideal because one is in apposition to choose the kind of Apps to use during classroom interactions. He asserts that MALL can easily be found in different mobile devices such as iPhones, tablets, and they have started modifying their products to fit the current technological development. Finally,

People and Organisation Research Paper Example | Topics and Well Written Essays - 2000 words - 1

People and Organisation - Research Paper Example In a competitive market, a large number of producers strive to satisfy the needs of the same consumers. These rivalry means that no one party can dictate the price of goods or the direction that the market will adopt. Each player influences the marketing strategy that the other adopts (Economics Online (EO, 2012) When the prospects of gain are high, more firms are bound to enter the market and this is in line with the basic economic theory which dictates that for profits to be earned, the returns in revenue must outweigh the cost of production (Allen N.J. et al. 1990.pp.638-642). The profits could be termed as normal or abnormal depending on the revenue collected. According to Lan Li: If the returns equal the cost then the profit is normal but if they surpass the cost, it is abnormal. In the case of Coca-Cola Company, the stock of goods lessens with every purchase and this is in line with the Principle of Diminishability. As the stocks approach zero, the price escalates and this drives the company to boost production. Perfect Competition: for a market to be perfectly economical, the number of buyers and sellers must by very large and for the producers, there is the freedom to join and exit the market at ones will. Monopoly market: monopoly describes a market scene where only one producer dictates the type of product to be availed and it is brought about by the absence of substitutes. This form of dominance brings about limitations on market entry. Duopoly on the other hand brings into play the theory of Oligopoly whereby there are two entities in the market and they are completely independent of each other’s operations. The competition lies between the two firms and they can therefore adjust their prices so as to gain the upper hand in the sales. Oligopoly means that there is a number of entities in the market and they try to outdo each other. Therefore any strategy adopted be it advertising or

Consensual Relationship Agreements Research Paper - 2

Consensual Relationship Agreements - Research Paper Example According to evidence, about 75% of the companies do have the CRA policy about workstation romance. Experts agree that the policy is exceptionally crucial because workplace affairs are inevitable. Discussion This discussion contributes to the controversy on the issue of CRA policy within the work environment. It aims to define CRA and argue for its benefits in the workplace. In addition, it will provide counter argument against CRA use and ethical issues involved in its use, as well as other options apart from CRA that will redress workstation relationships. Benefits of CRA in workplace Workstation affairs are inevitable. Experts agree that when clusters of individuals work together for a week, month or several years, there is bound to develop some form of attraction. Similarly, concerning attraction, it is not a person’s position that put them together, but physical attraction and mutual interests. Employees cannot help who they get attracted to and why. In most cases, it is instant, while, in other cases, it may take some time. The more managers reject office relationships, the more it occurs. Therefore, offices and companies should have CRA policy to guide and direct office relationships at all time, (Pierce, Karl & Brey, 2012). ... The CRA policy keeps office romance under track, prevents favoritism and ensures that the behavior does not infringe or offend other workers in the workplace. The contract does alleviate crude behavior and sexual harassment, instead; it permits individuals who are attracted to each other to develop an affair without guilt, secrets, stress and fear, (Tyler, 2008). The policy is an authentication of their affair being deliberate and consensual, warranting that the relationship statutes do not influence the dynamic of workstation ethical infrastructure. The parties in relationship agree to adhere by the managers’ antidiscrimination, workstation conduct policies and anti- harassment policies. Several employers and workers find that consensual relationship agreement can be advantageous and detrimental in the workstation, influencing personal affairs, workstation infrastructure and profitability. Counter argument Some scholars argue against consensual relationship agreement and stat e that workstation relationships can create various issues that cause poor work performance. Some argue that workers involved in the affairs can be blamed for poor judgments – the ability to make fair, actual, and the better decisions centered on the condition at hand. Similarly, braches of morals refer to infringing the ethical standards or codes of behavior in an organization, which involves but not restricted to, counterfeiting information, interest conflict, sexual harassment, and braking organizational codes of conduct. Productivity lots are a crucial argument against workstation affairs. When workers spend more time concentrating on their romance affairs leaving little time for workplace activities, and thus, minimizing the productivity of workers, (Tyler,

Information Assurance perspective on cloud ERP solution implementation Term Paper

Information Assurance perspective on cloud ERP solution implementation for Lesley Stowe Fine Foods (LSFF) - Term Paper Example Implementation of cloud ERP solution is a viable option for the enterprise; however, its implementation needs to meet information assurance objectives. Many variables like risks and values exist within any cloud program or opportunity that influences the perspective of the adopted cloud application be it from a business or risk perspective (Information Systems Audit and Control Association, 2011). Nevertheless, the enterprise needs to weigh the variables in order to decide if cloud ERP is the appropriate solution. Clearly, for LSFF to support future business development, the enterprise needs to enhance its IS and IT infrastructure while ensuring it does not incur huge expenses on expensive software and hardware licenses (Compeau& Scott, 2013). Many of these values and risks that affect information assurance in cloud computing vary and include the form of cloud service model, robustness of the existing enterprise IT operations, the prevailing level of business risk acceptance in the e nterprise and the risk from the cloud service provider (Information Systems Audit and Control Association, 2011). Through the cloud ERP solution, LSFF incorporates the value-adding solution to the enterprise by changing its perspective through IA in order to enhance competitive advantage for the business. The paper evaluates the comprehensive concept of IA offered by the cloud ERP solution to ensure that IS serves LSFF’s transactional needs like operational capability and transformational needs like rapid adaptation, innovation and knowledge management. Over the past 10 years, LSFF witnessed phenomenal growth, which in return had implications on the information systems and IT. Although during this period, rainforest Crisps, which was the enterprise’s core product, was available in more than 4,000 outlets across North America, LSFF’s distribution of the product in US was limited. In addition, even though the enterprise in 2010 moved to a large-scale manufacturing location

Working in Groups in the Organizational Setting Research Paper

Working in Groups in the Organizational Setting - Research Paper Example It was stated by Dr Carl Rogers’ theory of Person-Centered Approach (Brazier) that we all have the drive within us which enable us, given the right conditions, to develop in a way that offers us the greatest potential as human beings. Rogers had termed it â€Å"self-actualizing tendency†. A good leader/facilitator must be able to realize that each of them has that tendency and has the ability to use that for the purpose of fulfilling the group’s aim. To be able to achieve that, first, he must have an honest understanding of himself and of his full potential. He must be able to convey a strong vision of the future as people tend to follow those who have a clear direction. He must be conceived as a character worthy of respect, which would then lead to trust and confidence of his group workers. As mentioned previously, good communication skill is also of great importance. Spoken words should not be the mere mode of relaying his message but by incorporating it with n on-verbal cues and concrete visual examples as well. He focuses on the group and understands the full course of all his actions and what it can imply to the members of the group. He must first understand the task completely and be able to relay it to the group in the manner that he will inculcate to each member plays an important part. He must be able to communicate a clear vision of where the group needs to go. That pertains to authority that would be able to make the members work for the sake of the group’s vision and harmony in the sense that he would be open to the member’s idea and suggestion. His point must be clearly inculcated at the very start, as he lay down his ground rules, if not simply imply his baseline.

Research proposal What is the effectiveness of adopting Surgical Time

What is the effectiveness of adopting Surgical Time Out policy in improving patient safety in the Operating Room '' - Research Proposal Example UP-14). In general, a surgical time-out policy is all about identifying the right patient, the right site where surgical procedure will be performed, observing the right body positioning, signing the consent form which strongly suggest that the patient has agreed to receive the said surgical procedure, and to ensure that special arrangements are made to get hold of a particular equipment needed to perform the surgery (Fry, 2008, p. UP-14). Often times, it is the registered nurse who is in-charge and is accountable for performing the surgical count of surgical items like cotton swabs, sponges, gauze, needles, blades, and scalpels among others (Hamlin, Richardson-Tench and Davies, 2009, p. 88). Miscommunication can happen among a group of healthcare professionals who are working within the operating room (Halverson et al., 2011). In line with this, several studies acknowledges that the process of using a â€Å"surgical safety checklist† as suggested by the World Health Organization (WHO) is effective in terms of preventing the risks of mortality caused by human errors (Kasatpibal et al., 2012; van Klei et al., 2012; Conley et al., 2011). However, despite the process of continuously educating the healthcare professionals on how to accurately perform surgical time-out process, there are still some cases wherein the surgical team may fail to comply with the surgical time-out procedures (Gillespie et al., 2010). It is part of the duty and responsibility of healthcare professionals to continuously improve patient safety within the operating room. In line with this, the surgical team is normally composed of surgeons, anaesthesiologists, and registered nurses. For this reason, the proposed research study aims to determine how well the surgical team in Hong Kong are able to adopt with the local hospitals’ surgical time-out policy. Specifically the main research objective is to test the

Race Based Jury Nullification Essay Example for Free

Race Based Jury Nullification Essay Jury nullification can generally be termed as the act by a jury who even though is convinced that a defendant is guilty of the charges he or she is accused of, decides to give out or acquit him or her of the charges for the jury’s own reasons (Brandy R. 2006). Jury nullification or for that matter can be defined as a process whereby the jury(s) nullifies â€Å"unfair laws by declaring guilty defendants not guilty†. On the other hand race based jury nullification involves the process of a jury acquitting an individual based on his or her race. This kind of cases is usually found in homogenous cases where the diversity of the jury is nil or very little. Earlier cases that include runaway slave laws as well as the present day cases like police shootings indicate that race based nullification is still a modern day courtroom issue. The nullification process usually takes place in the event that a criminal trial decides not to convict a defendant in spite of full proof of guilt due to the belief and view by jurors that the law is unfair or at certain times that there is an unjustly application of the said law. The basis of the nullification can be said, thus, to be â€Å"the unjustness of the law†, the application of the same law on the basis of race of a party. Additionally there are instances where cases that involve the terminally ill persons in the society are often given leniency by the jurors, when they do drugs due to their condition. The issue often is not just about nullification per se but at times is based and as such has brought a lot o debate on its essence in view of the law as well as ethics. In this paper, I will discuss the issue of race based jury nullification, its limitations as well as its merits. Finally I will evaluate the relevance of race based jury nullification in our present day society. Race based jury nullification Race based jury nullification involves the process of a jury knowingly acquitting a defendant based on his or her race and with the full knowledge that the defendant is guilty. There are empirical studies, which have shown that about 3 to 4 percent of jury criminal trails have been connected to jury nullification. The dilemma that the situation presents is overwhelming, considering that there exists no chance to stop the process of jury nullification as jurors and are never ordered or forced to convict defendants and also there is also no clause in law that makes it punishable for the juror to acquit someone. The overlying principle function of the jury is that it should complete the law, if necessary through the recognition of fundamentals of justification that traverses beyond the written laws of the land and not to â€Å"nullify† the instructions given by the judge. The focal point of reference when the jurors give the â€Å"not guilty† verdict and in the process is the issue of unjust nature of the law. Pros and cons Depending on which side of the debate you are on, this issue has both the ugly and the good side. There are various reasons why race based jury nullification has encountered criticisms even by its ardent supporters. One, the case can be used for majority cases, that is in instances where the jury consists largely of persons from the same race can effectively acquit one of their â€Å"own† (defendant from the same race). For instance, a largely constituted black jury would free a black American even tough she or he has committed a severe crime. Thus in view of the law, when a dangerous individual is acquitted on the basis of his or her race sets a bad precedence (Jemal, 1997). There are instances when white jurors have acquitted fellow whites through the process of jury nullification while in the face of it the said defendants actually engaged in an illegality that either harmed black or brown people in America. There are also instances when black jurors have freed fellow blacks on the basis of their races while they committed either a racial act or a severe crime. This has not helped the just course of the due process, blacks, whites as well as other races have engaged in the race based jury nullification, something that does not portend well for rules of the law. The nature with which the voting is normally done by the jurors is usually that of conscience, to an extent this is a total disrespect if not abuse of the laws of this land. When someone who is supposedly guilty is acquitted, this is tantamount to nullification of the very law. They are supposed to protect and on whose basis the jury even came into existence. Jury nullification has the potential to turn an otherwise coherent and cohesive society or state into some hostile, incoherent or even lead to civil strife. This is because when serious acts are committed, and rulings are based on races, the respective races may gang up against each other. It seems to be a defeat process in the face of the law that should be the guardian and protector of all. The most often conclusion drawn is usually that nullification is an integral part of power, which is essential for the checks and balances of the judicial system. Jury nullification has and will continue to play a dual role in the history of our country. There are certain instances in our history that jury nullification has proved to be a useful tool. For instance, in those cases that involved slavery or differential prosecution at certain instances let racist to go unabated. There is the possibility that over use of this power together with other real or imagined risks that it possess would be enormous if everyone were to understand and be aware of it. However, the absence of it would put and vest too much power with the executive and surely everyone else understands the consequences of excessive unbalanced power exercised by the government versus the power of the common citizens. Conclusion Overall, the race based jury nullification has been, still is and would always be a very highly debatable topic, whether one supports it or he or she is against it. In each and every argument put forward by anyone in the society for or against jury nullification process, there are strong, valid opinions and facts in support of the various respective reasons that cannot just be wished away. Having evaluated the situation, and with a critical analysis of the basis of the law of our great country, I came to a conclusion that with due respect the good job the jurors have done so far, the race based jury nullification should not be conducted or at least cordoned by the jurors. This does not mean that I am in anyway opposing or rejecting the whole idea of jury nullification. However, if the element of race becomes apart of the whole equation, then I strongly call for its ban. In my opinion and understanding of our history I believe jury nullification based on a defendant’s race does not promote unity within communities at any level. Considering the tremendous efforts our country has made towards a harmonious community and with the effort various personalities have put in educating and sensitizing people on how negative race based ideas has and can be. I believe the whole process is discriminatory and basically racial to the people in our society. This does not in any way mean that individuals should be ashamed of their races and promotes the values and ideals they stand for, but when a defendant is found guilty or innocent on the basis of the law by the jurors based on his or her race alone then there is a problem. Either the problem is with the law or our society but none of us wants either of these two scenarios. The basis for any juror’s decision should be facts, information as well as evidence that they receive throughout the trail. Jurors prejudices be it racial or otherwise should be left at their door steps before they get into the streets leave alone the courtrooms. Reference: Brandy Rivera, 2006, Race based jury nullification. Associated Content Cato Books 1999: Jurors Should Know Their Rights: A historical look at jury independence Jemal, 1997, Race Based Jury Nullification: A Path To Equality! http://www. geocities. com/athens/olympus/1320/nullification. htm Scheflin, Alan W. , (1999) California Bar Journal, Point Counter Point Is it ever proper for juries to ignore or reinterpret the law? , Retrieved September 28, 2007 from http://www. calbar. ca. gov/calbar/2cbj/99mar/page14-1. htm

Greek Mythology Essay Example for Free

Greek Mythology Essay Odysseus was considered to be the epitome of what a Greek man should strive to be. He was a courageous and clever warrior who earned arete through his feats during the Trojan War. The ancient Achaean male modeled themselves after great men like Odysseus, but the real question is who do Greek woman model themselves after. Clytemnestra’s plight and eventual death is a perfect example of how married women were expected act compared to married men. Also, women like Penelope in The Odyssey were criticized for being untruthful, but men like Odysseus were praised for exceptional cunning in the same epic poem. Calypso is a goddess who is aware of these double standards and makes an eloquent plea to the gods of Olympus, but her speech falls on deaf ears. Essentially Ancient Greek culture had staggering gender inequalities that led to females being confined to the whims of males. Many tales demonstrate how differently married women were expected to act compared to men. When King Agamemnon departed from Mycenae to siege Troy he tricked his wife, Clytemnestra, into sacrificing their daughter to the gods. During the ten years Agamemnon was gone Clytemnestra plotted with her lover, Aegisthus, revenge. Once King Agamemnon returned, he was murdered by the duo, but the gods deemed this act unacceptable. If Clytemnestra were a man the tale would have most likely ended here. But Apollo and Athena hid Orestes until he was of age and convinced that he should follow with the worst crime any Greek could ever commit, matricide. After the murdering his mother, Orestes was haunted by the Furies (who were known for pursuing particularly heinous criminals and exacting revenge, Chiekova, 10/23) until nearly succumbing to madness. Eventually Orestes was given trial, and Athena’s deciding vote expunged his horrible deed. A woman taking a lover was disgraceful in Achaean culture, and a women killing her husband simply unheard of. Women were viewed as objects than could be possessed or traded like Helen of Troy was, and so Clytemnestra needed to be punished. On the other hand married men like Zeus had dozens of affairs (including deceiving Clytemnestra’s mother Leda by appearing as a swan Chiekova, 10/23) while Hera remained faithful to him. The tale of Aphrodite and Hephaestus is another prime example, in which Aphrodite was shamed before all the gods for laying with Ares. The examples of similar myths can be listed ad nauseam, but essentially Greek women were forced to be loyal and obedient while the men took whatever lovers they so desired. Another example of gender inequalities in ancient Greek Culture can be seen in Penelope’s tribulations with the suitors. As Odysseus left for the Trojan War and did not return with Nestor and Menelaus, some assumed he was dead. Under the pretext of courting Penelope, the suitors proceed to spend their days at Odysseus house and feasting on the livestock. They disrespected and abused the traditional host-traveler relationship and yet still Penelope was left to be the antagonist (Chiekova, 10/26). If she agreed to marry a suitor, she would be dishonoring Odysseus but the longer she did not pick a suitor the more damage they caused. In Richmond Lattimore’s translation of The Odyssey the suitors verbally attack Penelope, â€Å"For she holds out great hope to all, and makes promises to each man, sending us messages but her mind has other intentions. And here is here is another stratagem of her heart’s devising (The Odyssey, Book 2, page 41, lines 90-93). † The suitor goes on to describe her cleverness; Penelope declares she will marry a suitor once she finished knitting a funeral shall, but every night she would secretly un-wind the threads, effectively stalling the suitors. These suitors claim that Penelope is being disrespectful for not choosing one of them to marry and call her a liar for supposedly leading them on but never choosing a man. In the same epic poem commended Odysseus for outsmarting and escaping the Cyclops, evading the sirens, and eventually killing the suitors. Both Odysseus and Penelope were incredibly intelligent but because of Achaean double standards, Penelope was portrayed as a liar (at least to the suitors) and Odysseus a hero. Calypso seems to be the only individual aware of, or at least concerned with the mistreatment of Greek women. When Odysseus retells his time spent with Calypso, he adjusts the story to give the perception that he was held prisoner and bemoaned every moment on the island. However, Homer gives insight of how Odysseus actually felt and writes, the nymph was no longer  pleasing to him, (The Odyssey, Book 9, page 92, line 150). † This statement implies that at some point Odysseus did enjoy himself with the goddess on the island, but has become bored with her. After seven years Odysseus finally decides that he should return home, but Calypso insists that he should stay and enjoy the extravagance of immortality with her. This is against the ideals of Homeric Greek women as she displays a dominant and manipulative side, which threatens male supremacy. Eventually Zeus sends Hermes as a messenger to command Calypso to allow Odysseus to return home. Calypso retaliates by making a passionate plea, â€Å" You are hard-hearted, you gods, and jealous beyond all creatures beside, when you are resentful toward the goddesses for sleeping openly with such men as each has made her true husband, (The Odyssey, Book 9, page 91, lines 118-120). † Calypso continues to give three examples of past goddesses being chastised for taking a lover, but ultimately her speech does nothing. She is forced to yield Odysseus or risk angering the all mighty Zeus. Calypso embodied the struggle of Homeric women and pleas with the gods to see the double standard Greek culture imposed. Ultimately she is viewed as an object of physical pleasure and must yield to Zeus and Odysseus’s wishes, further stigmatizing women as being inferior. Analyzing Homeric culture through the lens of a woman provides a stark contrast to the life of a man. Women were subjugated to the commands of men, with little or no personal freedom. The females who broke the culture mold, paid the price. Clytemnestra eventually was murdered by her own son for exacting revenge on her deceitful husband, Penelope was ridiculed for using intelligence to navigate her way through a difficult situation, and Calypso was bullied into giving up the man she loved. Ultimately Achaean women were meant to be objects of desire that exist to satisfy men and the Homeric myths only propagated this idea. Works Cited Chiekova, Professor â€Å"Introduction to Greek Mythology† Lecture. Bliss Hall. Ewing. 10/23, 10/26, . Oral. Lattimore, Richmond, trans. The Odyssey. New York: Harper and Row Books, 1967.

Does Jolly Phonics Help Pronounce Words English Language Essay

Does Jolly Phonics Help Pronounce Words English Language Essay This research project set out to answer the research question Does the implementation/use of the Jolly Phonics method in the classroom facilitate the development of the ability to pronounce sounds and recognise any word that contains them, particular sounds they have seen in the sessions? The project tries to investigate the impact of pupils progress in reading and spelling using the Jolly Phonics methodology. The purpose of this research is to know if the use of this new technique achieves the students development of the ability to pronounce any word that contains the sound they have seen even although it is in a new word they have nor learnt or read previously in the classroom. The importance of this research lays on the need of demonstrate that to read English well and have strong communication skills, students must learn properly the sounds of English letters and understand how they work together. The idea of doing this research came when I knew about the Jolly Phonics methodology for the first time. It was during the Practicum period. The English teacher had introduced this method in the school I attended a year ago. I decided to investigate if this method would be effective or not because I consider it is important to find ways to improve the methodologies and to find new techniques to introduce in class to make our children progress. This new method is a way to introduce a phonics-based instruction as a part of the curriculum and it is very important to know if it is effective for the pupils. If the research states that Jolly Phonics is a thorough method for reading and writing because it teaches the letter sounds in an enjoyable, multi sensory way, and enables children to use them to read and write words and improve pronunciation, I will definitively use it in my classroom when I start working as an English teacher in the future. At the end of the research period, if children in the JP group are found to have better skills in phonemic knowledge and perform better on writing sounds to dictation, it would demonstrate that Jolly phonics is a method that also confirms the effectiveness of using a synthetic program to teach reading and writing skills to children learning English as a second language. 2. LITERATURE REVIEW The purpose of this literature review  [1]  is to identify some teaching methods to teach phonetics, learning theories and learning styles. The traditional educational practices and methods were didactic: the teacher talked and the learner listened. Teachers were teaching regardless of individual learning styles. More recent educational methods try to accommodate the different learning styles and needs: visual, auditory, physical, as it has been demonstrated by studies conducted by Dunn and Dunn (1979) that have reported on perceptual learning styles, a term that describes the variations among learners in using one or more senses to understand, organize, and retain experience. In brief, a visual learner learn by watching a problem to solve, an auditory learner learns basically by listening and a physical or kinaesthetic learner will learn by using and manipulating object and through the action. Generally speaking, the results of several studies as the one carried out by Bandler and Grinder demonstrated that students strongly preferred kinaesthetic and tactile learning styles. They also pointed out that the kinaesthetic learner is the one that has more problems in schools and it is probably due to the fact that this learning style is the less practised in schools. The learning style that is of interest of this project is the kinaesthetic learner, that is to say, the experiential learning and the total physical involvement with a learning situation. The research findings of Price, Dunn, and Sanders (1980) established that very young children are the most tactile/kinaesthetic learners.  [2]   Based on this approach, Sue Lloyds, the creator of Jolly Phonics states that Jolly Phonics is a systematic, sequential, phonics program designed to teach children to read. It emphasizes both the teaching of letter-sounds in isolation (not in whole words) and then it goes to blend letter-sounds together to read a word.  [3]   Regarding the methodology to teach phonetics, in general, there are two main approaches to teaching phonics: analytic and synthetic. In analytic phonics, children are taught whole words and later analyse their constituent parts, such as c-at or str-eet. In synthetic phonics, the key is to teach them sounds of letters and letter combinations first, then to combine those to form words: c-a-t or s-t-r-ee-t. Jolly Phonics is a method that uses the Synthetic phonics. This methodology is been implemented in the school I am actually doing the Practicum II as a visitor teacher. As an example of how the teacher works, I would say that if you teach the N, the action for N is to put out your arms to be a noisy aeroplane that flies saying Nnnnnnnnnn. This helps the children to remember which sound is associated with which letter, and it also makes it quite fun to use.  In appendix 1 and appendix 2, you can consult a guide the teacher normally uses to teach ESL using the Jolly Phonics method. It contains the order in which we should teach the sounds and the actions to perform related to them. 3. THE CONTEXT Nuestra Seà ±ora de los Dolores School, also known as Paulas, is located in Villena, a town in the province of Alicante. It is a private publicly founded day school offering an educational experience to boys and girls from 3 to 16 years. The school was founded in 1950 as a charity school for the purpose of maintaining poor children in the city of Villena, and now occupies a site in the centre of the town and is one of the most popular schools in the town. The school has 315 pupils distributed in Pre-primary (first floor), Primary (second and third floor) and Secondary Education (fourth floor). The aim Nuestra Seà ±ora de los Dolores School is to provide an excellent education for every child, develop confidence, ability and skills within a Christian environment. The main purposes of the school board and staff are to understand the childs perspective and respond to individual needs and provide care, understanding and support on an individual basis. Also, students are guided to explore and understand faith in God and develop awareness of the needs of the world to help others. Every class has an average of 24 children and the classrooms are well equipped, colourful and well organised to make children feel comfortable. The group of learners I worked with for the research are in the class of Pre-Primary Year 3. In this class there are 24 children (5 years old) but for the English sessions the Department of Languages considered there were too many students in the classroom, so the group is divided into two halves. So the research was carried out with group A formed by 13 pupils. This year the work becomes more challenging for these pupils as they are prepared for the transfer to Primary Education. The pupils in this class are encouraged to become more independent and they learn to organise themselves and their belongings. The behaviour of pupils is correct and there are no pupils who present learning disabilities or special difficulties. The students have established positive relations with each other and the relationship between teacher and students make the classroom a good environment to learn. They are taught by their course tutor most of the subjects but they also have lessons with some other teachers (Gym, Music, English). Pupils have a weekly English lesson (50 minutes). The children follow the Jolly Phonics programme combined with other activities. Each week they have an English session during which they learn new letter sounds, the songs, the actions and how to write the letters for those sounds and some words that contains these sounds. 4. DATA COLLECTION In order to obtain valuable data for this research, I have used several methods. I decided not to use a survey in a form of a questionnaire due to the young age of the students (5 years) and the lack of comprehension skills to carry out this kind of method. Considering this, the type of data collected is qualitative (observation) and quantitative (pre and post tests). I collected the data from a pre-test before starting the research project and I collected more data from a post test after the sessions. The test consisted of 10 spelling words. The pupils received a score of 0 or 1 point per word. 0 for incorrect, 1 point for correct. This data is very important because we are testing the students previous knowledge with a pre test and then, we used a post spelling test to compare the findings. As I previously mentioned, there are 13 boys and girls in the last year of Pre-Primary class. All of them have received the same input for spelling and reading using the Jolly Phonics method. Children were unaware of they were participating in a research. The materials used for the sessions were the same the teacher normally uses, that is Jolly Phonics materials published by Jolly Learning Ltd. (See appendix 3). To carry out the pre and post test, the students were requested to take it as an activity they would do normally in class. As with any other activity, the students were asked if they understood or whether they have any question before starting the activity. The participants followed the instruction given by the teacher. They completed a similar warm up activity and then, they completed the required activity. The activity consisted in writing with the correct spelling ten words their teacher dictated. (See appendix 4) The words were not chosen at random. The students have seen and worked with five of the words previously in class. These words were in the Jolly Phonics Book and they did some activities with them. The students did not know the other five words, but the words contained sounds they have previously seen during the English sessions. To complement the quantitative data and to add more valuable information, I included the qualitative data which consisted in taking observational notes for later analysis. When interpreting the data collected from an observational study, it is necessary to reduce the possibility to be bias. For that reason, the teacher offered to collaborate and it was decided to use also some observational notes of the teacher herself. The observation was carried out during the pupils normal English sessions to support the validity of the research. To observe this type of data I used a diary to write down the notes during the five sessions I observed the pupils. It was intended to use also a video camera to record some parts of the sessions, but I did not obtain the permission of the head teacher to do it. The observers noted the students comments, interactions and general behaviour in the classroom when using the Jolly Phonics methodology to learn the sounds. The qualitative data from the two observers consisted in notes for later study. The observers used a guide to interpret the observations in order to follow the same criteria and then, the observers discussed their own findings to add more data to the research. The table below shows the common criteria the researcher and the teacher agreed to observe and noted the observations in a scale from 1 to 5. OBSERVATION OBSERVER 1 (Researcher) OBSERVER 2 (English Teacher) Motivation 5 5 Children remain focused, interested 5 4 Children able to follow the session 3 3 Participation and work 5 4 5. DATA ANALYSIS As it was mentioned in the previous section, data was collected by both quantitative (pre/post test scores) and qualitative (observation) to do the analysis. Quantitative data Pre and post test To test the students, I used a point score system. The students could receive a score of 0 for incorrect spelling and 1 point for correct spelling. The pre and post test scores were analysed using a graph and a table to compare them. The graph below shows the scores for the pre and post test. This appears to suggest that the participant had made a good improvement within the period in between. Analysis of the graph shows the results of the pre and post test scores for the class. The purple bar indicates the total number of correct words the pupils wrote in the first test and the blue bar indicates the total number of correct words pupils wrote in the second test. This graph appears to suggest that there was an increase of learning in the post test taken a few sessions after. However this result is too small for any real conclusion. As you can compare in the table that is included in appendix 5, the first test proved that the pupils made more mistakes in the words and all of them wrote incorrectly words like fun and bus. Regarding the second test, the most significant findings were that many of the words students made mistakes in the pre test were written correctly in the second test due to the fact that the teacher taught the a /a:/, t /t/ sounds or the initial s /s/ in the sessions that took place after the first test. Nevertheless, it is necessary to remark, as think it could be an important finding, that 95 per cent of the students wrote incorrectly the words fun and bus. These words contain the sound /ÊŒ/ that the teacher had also seen in class but maybe it is necessary to remark it more or in different ways. If we look at the individual scores for both tests, very interesting points were noticed when comparing the lowest and highest scores and when looking at which students improved most: Most children improved significantly the words that contain sounds they have learnt in class in the following sessions after having done the pre test. Almost all students wrote correctly the words the teacher included in the classroom activities. The scores of the female students were higher that the scores of the male students and this finding may agree with the studies that points out girls have better skills for arts than boys. Most students (99 %) failed to write the words that contain the sound /ÊŒ/ and spelling u, although the sound was explained in class and they made a match activity to distinguish it. In the second test, most students wrote correctly the words beginning with s (step, snake) although it is a difficult sound for Spanish learners. They did not write the e before the s, which it is a real improvement for their pronunciation. These words were written incorrectly by 50 per cent of the pupils in the pre test and 90 per cent of the pupils wrote them correctly in the second test. Finally, we have to point out that there was also an increase in the words they did not know previously but contained the sound they have learnt in the session. Qualitative data- Observation The observations were carried our at Nuestra Seà ±ora de los Dolores School during the months of November-December, 2010 and during six sessions of 50 minutes each. During these sessions, the teacher taught the 3 first groups of sound (see appendix 1) and also the songs and actions related to them (see appendix 2). There is also a worksheet to accompany this learning in which students can trace the letter or letter combination that goes with the sound, and colour a picture of the word that is associated with the sound. The students also played games to review the sounds and its spelling and use some flashcards to learn to discriminate sounds. In session number 4, the teacher included in a box all the words they have learnt to review and she also included games in which the pupils have to match the sounds with the spelling and a picture (appendix 3). Following the implementation of all these activities in the classroom, it was observed high levels of enjoyment, motivation and enthusiasm among the students. The researcher and the teacher both noted that participation was also very high. The two observers totally agreed that the children remained focused and were able to work following the pace the teacher required. The children enjoyed learning with this method and keep quite focused and most of them followed the teacher instructions without special difficulties. They were especially motivated when singing the song corresponding to the sound they were learning. Also the level of motivation increased when they have to perform the action related to the sound. The frequent use of the Jolly Phonics characters: Snake, Inky and Bee made children learn in a fun and active way using them and they love to see and learn with these characters. Most of the children appeared to be totally focused on the activity and showed signs of enjoyment such as laughing and expressing interest to learn another letter. To sum up, the data did not offer a final result an it is not possible to conclude or provide a definitive answer to the research question Does the implementation/use of the Jolly Phonics method in the classroom facilitate the development of the ability to pronounce any word that contains the sounds, particular sounds they have seen in the sessions?. Nevertheless, it seems that the teaching method is very motivating and that Jolly Phonics can inspire a childs love of learning through fun and interaction, and that it is a method to get children start to love English as we stated in the observational notes. Secondly, the research found that the method improved slightly the listening skills and the pupils had reinforced the English phonemes through comparing and blending. Also the statistical and observational data presented could show the students improved their skills to link sounds with spellings after comparing the fist and second test. However, due to the general mistakes the students made in sounds like /ÊŒ/ corresponding to the u spelling, it would be necessary to focus more in some particular sounds depending on the native language of students. Finally, the observations could pointed out that by implementing a synthetic phonics programme, children can be taught to read at the phoneme level. But we have to take into account that this does not mean merely teaching them letter sound correspondences but also children have to be shown that the sequence of the phonemes in the spoken word match with the sequence of letters in the printed word. Related to this, we can conclude, that for Spanish children, this method may works well if it is teaching with the correct pace and this is achieve not only through the attention paid to the sounds themselves, but also because of the work on identifying sounds in words and on similar sounding words. To achieve that, it is necessary students learn properly the sounds of English letters and understand how they work together. 6. CONCLUSIONS To carry out this research, it could have been made some improvements as to have available a longer time between the pre and post test in order to get most accurate conclusions. Also, after considering the differences in the students abilities and the learning styles of each student, we can say that it would be better if the students learn just one sound per session to reinforce the corresponding sound and be able to match it correctly with their spelling. As we did not have the time, students learnt a few sounds per session and some of the most difficult sounds were not reinforced properly. As the students have just one session of 50 minutes each every week, all of the letter sounds were taught very rapidly and the emphasis on how words are built up was poor. I could observe that the lack of time affected the results of the second test, especially when writing the words that contained the /ÊŒ/ sound because the students were not able to match the sound with the spelling u. Another of the aspects that could have been improved in the research is the lack of magnetic letters to practise picking out the appropriate letters for a spoken word, pushing the letters together and sounding and blending the letters to form the word. I think it would be a great help for the pupils to use them to improve their skills due to their age and learning skills. The data collection methods used for this research project were appropriate but I would have preferred to record some of the sessions. Also I could have been done a control test at the middle of the research period to monitor the progress of the students work. Regarding the suggestions for future work, I consider that one way to improve the findings of the research is to obtain quantitative data using two different groups. One of the groups could use the Jolly Phonics method and the other group could use a different approach like analytic phonics. This comparative method could be of great help to compare the effects of teaching synthetic phonics and analytic phonics. I will conclude saying that the purpose in carrying out this study was to discover if teaching Jolly Phonics are effective to ensure that as many children as possible become competent readers of ESL, but I recognise that this is only one aspect of effective teaching of ESL. Also I would like to remark that the focus on pronunciation of this method could be of great help for children to become competent readers of English which is one of the weakest areas of Spanish pupils seeing the progress students made in the post test. 7. REFERENCES Sue Lloyds, (2005) The Phonics Handbook: A Handbook for Teaching Reading, Writing and Spelling (Jolly Phonics S). Jolly Learning Ltd. U.K. Dunn, R. S. Dunn, K.J.(1978). Learning styles/teaching styles: Should they . . . can they . . . be matched? Educational Leadership, pp. 238-244. London. Visited at http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197901_dunn.pdf on October 26th, 2010. Bandler, Richard (2000). De sapos a principes. Cuatro Vientos. Santiago de Chile. Visited at http://www.agba.org.ar/enfoque/xautor.pdf Joy M. Reid. The Learning Style Preferences of ESL Students. TESOL QUARTERLY, Vol. 21, No. 1, March 1987. Nunan, D. (1992) Research Methods in Language Learning. Cambridge: Cambridge University Press. Rhona Johnston and Joyce Watson. ( 2005) The effects of synthetic phonics teaching on reading and spelling attainment. Published at http://www.scotland.gov.uk/Publications/2005/02/20688/52449 Web pages www.jollylearning.co.uk/ www.jollykingdom.com www.readaustralia.com/about_jolly_phonics.htm http://www.ltscotland.org.uk/learningteachingandassessment/curriculumareas/languages/litandenglish/index.asp http://en.wikipedia.org/wiki/Action_research http://www.teachingenglish.org.uk/transform/teachers/teacherdevelopment- tools/action-researchâ‚ ¬Ã‚   http://www.wordreference.com 9. APPENDICES Appendix 1 Guide the teacher normally uses to teach ESL using the Jolly Phonics method. It contains the order in which we should teach the sounds and the actions to perform related to them Learning the letter sounds In Jolly Phonics the 42 main sounds of English are taught, not just the alphabet. The sounds are in seven groups. Some sounds are written with two letters, such as ee and or. These are called digraphs. oo and th can each make two different sounds, as in book and moon, that and three. To distinguish between these two sounds, the digraph is represented in two forms. This is shown below. 1. s a t i p n 2. c k e h r m d 3. g o u l f b 4. ai j oa ie ee or 5. z w ng v oo oo 6. y x ch sh th th 7. qu ou oi ue er ar Each sound has an action which helps children remember the letter(s) that represent it. As a child progresses you can point to the letters and see how quickly they can do the action and say the sound. One letter sound can be taught each day. As a child becomes more confident, the actions are no longer necessary. There is a list of all of the letter sounds and their corresponding actions on page 8 of this guide. Children should learn each letter by its sound, not its name. For example, the letter a should be called a (as in ant) not ai (as in aim). Similarly, the letter n should be nn (as in net), not en. This will help in blending. The names of each letter can follow later. The letters have not been introduced in alphabetical order. The first group (s, a, t, i, p, n) has been chosen because they make more simple three-letter words than any other six letters. The letters b and d are introduced in different groups to avoid confusion. Sounds that have more than one way of being written are initially taught in one form only. For example, the sound ai (rain) is taught first, and then alternatives a-e (gate) and ay (day) follow later. (Sue Lloyd, 2001) Appendix 2 The Actions s Weave hand in an s shape, like a snake, and say ssssss. a Wiggle fingers above elbow as if ants crawling on you and say a, a, a. t Turn head from side to side as if watching tennis and say t, t, t. i Pretend to be a mouse by wriggling fingers at end of nose and squeak i, i, i. p Pretend to puff out candles and say p, p, p. n Make a noise, as if you are a plane hold arms out and say nnnnnn. c k Raise hands and snap fingers as if playing castanets and say ck, ck, ck. e Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh. h Hold hand in front of mouth panting as if you are out of breath and say h, h, h. r Pretend to be a puppy holding a piece of rag, shaking head from side to side, and say rrrrrr. m Rub tummy as if seeing tasty food and say mmmmmm. d Beat hands up and down as if playing a drum and say d, d, d. g Spiral hand down, as if water going down the drain, and say g, g, g. o Pretend to turn light switch on and off and say o, o; o, o. u Pretend to be putting up an umbrella and say u, u, u. l Pretend to lick a lollipop and say ll llll. f Let hands gently come together as if toy fish deflating, and say ff f f f f. b Pretend to hit a ball with a bat and say b, b, b. ai Cup hand over ear and say ai, ai, ai. j Pretend to wobble on a plate and say j, j, j. oa Bring hand over mouth as if you have done something wrong and say oh! ie Stand to attention and salute, saying ie ie. ee or Put hands on head as if ears on a donkey and say eeyore, eeyore. z Put arms out at sides and pretend to be a bee, saying zzzzzz. w Blow on to open hand, as if you are the wind, and say wh, wh, wh. ng Imagine you are a weightlifter, and pretend to lift a heavy weight above your head, saying ngà ¢Ã¢â€š ¬Ã‚ ¦ v Pretend to be holding the steering wheel of a van and say vvvvvv. oo ooMove head back and forth as if it is the cuckoo in a cuckoo clock, saying u, oo; u, oo. (Little and long oo.) y Pretend to be eating a yoghurt and say y, y, y. x Pretend to take an x-ray of someone with a camera and say ks, ks, ks. ch Move arms at sides as if you are a train and say ch, ch, ch. sh Place index finger over lips and say shshsh. th th Pretend to be naughty clowns and stick out tongue a little for the th, and further for the th sound (this and thumb). qu Make a ducks beak with your hands and say qu, qu, qu. ou Pretend your finger is a needle and prick thumb saying ou, ou, ou. oi Cup hands around mouth and shout to another boat saying oi! ship ahoy! ue Point to people around you and say you, you, you. er Roll hands over each other like a mixer and say ererer. ar Open mouth wide and say ah. (British English) Flap hands as if a seal and say ar, ar, ar. (Nth Am English) (Sue Lloyd, 2001) Appendix 3 Some of the materials used in the sessions Appendix 4 Words the teacher dictated to do the pre and post test. sit hand ten fun cat red bus step spot frog

Othello: Emilia the Grander one Essay -- English literature, Shakespear

â€Å"Othello,† the tragic play written by William Shakespeare in 1601 has given a new outlook to women’s right during the time period when they had no voice to call their own. A tragic play about a jealous and manipulative man named Iago who does everything in his power to pursue and destroy the life of the protagonist, Othello. In the belief that Othello had wrongfully promoted someone else to the position that he claims to be rightfully his. In this play, unsure if this was the intention of Shakespeare, but Shakespeare’s two main female characters each embodies a completely different bias about women and feminism during the Elizabethan time period. Shakespeare encircles â€Å"Othello’s† plot and themes around its male characters all the while concurrently but indirectly shed light to the hidden anti-parallel dynamic among the livelihood of women. Desdemona, Othello’s wife, the more traditional female character, believes in putting her hus band first and that love is all that matters. On the other hand, Emilia, Iago’s wife and one of Desdemona’s dearest friends, is portrayed as the stronger feminist in the play and believes in women’s right and that women are physically no different to men. To place this assumption into retrospect, in Shakespeare time, from the 1558 to the 1600s, England society was ruled by Queen Elizabeth. Although a women took ownership of the country, in Elizabethan’s society married women and minor girls were entirely in the power of their husband and guardianship of their father. None the less, even after Elizabeth I took the throne, she was expected to wed and â€Å"have her rights to rule limited or completely take up by her husband† (Wagner, 21). Women living in a society built upon Renaissance beliefs were only m... ... when his lies and deceits destroys innocent lives. In correlation to Shakespeare’s time and with his character Emilia, women should see that in order for a man to successfully thrive, it takes a strong-will and outspoken woman to back him up. On the other hand, afraid of societal and dynamical change, men can only silence change with death like Iago did to Emilia. Works Cited 1. Shakespear, William. â€Å"Othello, the Moor of Venice.† Literature: Craft and Voice. Eds. Nicholas Del Banco and Alan Cheue. 2en ed. New York: Mc Graw Hill, 2012. 1202-1271. Print. 2. â€Å"Feminist Criticism (1960s- present).† Purdue OWL: Literary Theory and Schools of Criticism. Web.25 Apr 2014. 3. Chojnacki, Stanley. Women and Men in Renaissance Venice: Twelve Essays on Patrician Society. Baltimore:John Hopkins UP,2000. 115-169. Ebook.

Siddhartha :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   SIDDARTHA’S FOLLOWING OF THE FOUR NOBLE TRUTHS In this paper, I will be explaining how Siddhartha had arrived at the Four Noble Truths. The first paragraph contains how Siddhartha’s life was full of suffering, pain, and sorrow. The second paragraph will be the cause of suffering is the desire for things that are really illusions in Siddhartha’s life. Following, in the third paragraph I will be explaining how the only way to cure suffering is to overcome desire. Finally, I will be explaining that the only way to overcome desire is to follow the Eightfold Path. The first Noble Truth is, all life is full of suffering, pain, and sorrow. Siddhartha had related to this due to his riches. Siddhartha had gained great wealth due to his working for Kamaswuasi. However, the only piece that Siddhartha lacked was that he knew his wealth was superficial. Though every man wishes he be rich, Siddhartha believed that being rich was not the key to reach nirvana. The second Noble Truth is, the cause of suffering is the desire for things that are really illusions, such as riches, power, and long life. Siddhartha had all of these things, however, no matter how rich, how powerful, how old, one can not reach nirvana by materialistic matters. In Siddhartha’s life, while a merchant, he played dice. However, when he lost he did not get mad, due to the fact that riches were not greatly important to him. The third Noble Truth is the only cure for suffering is to overcome desire. Siddhartha explains this Noble Truth by going to the river. In the river, he sees his shadow, and meditates. By meditating he is losing all the sorrows. As well, he is losing self and might help him achieve enlightenment. The last Noble Truth is the way to overcome desire is to follow the Eightfold Path. Siddhartha followed the Eightfold Path by when he was down by the river. When he was by the river he could live the life he wanted to by getting rid of all his sorrow and pain. The Eightfold Path consisted of right views, right aspirations, right speech, right conduct, right livelihood, right effort, right mindfulness, and right contemplation.