5 Minute Activities for Elementary School Teachers

5 Minute Activities for Elementary School Teachers Each grade teacher fears that pointâ of the day when they don’t have sufficient opportunity to begin another exercise, yet, they have a couple of additional minutes to save before the ringer rings. This â€Å"wait time† or â€Å"lull† is the ideal open door for a fast activityâ for the class. And,â what’s extraordinary about this sort ofâ time-filler action is that it requires little toâ no arrangement and the understudies will in general consider them â€Å"play† time. Look at these ideas:â Puzzle Box This brief filler is a tremendous path for understudies to build up their reasoning methodologies. Furtively place a thing into a secured shoe box and request that the understudies make sense of what is inside without opening it. Permit them to utilize the entirety of their faculties to discover what is in the case: contact it, smell it, shake it. Propose to them to ask â€Å"yes† or â€Å"no† inquiries, for example, â€Å"Can I eat it?† or â€Å"Is it greater than a baseball?† Once they make sense of what the thing is, open the container and let them see it. Clingy Notesâ This brisk time filler assists understudies with building their jargon and spelling aptitudes. Compose compound words ahead of time on clingy notes, separating every 50% of the word into two notes. For instance, compose â€Å"base† on one note and â€Å"ball† on the other. At that point, place one clingy note on each student’s work area. At that point understudies can circumvent the study hall and discover the friend who claims the note thatâ makes the compound word. Pass the Ballâ An extraordinary method to fortify familiarity is to have the understudies sit on their work areas and pass a ball while saying anything, from rhyming words to naming the capitals of the United States. This is a pleasant time filler where understudies will appreciate playing while at the same time strengthening significant learning ideas. The demonstration of passing a ball draws in understudies and keeps their consideration, and supports request inside the homeroom by restricting who is talking and when. Should understudies turn crazy, utilize this as aâ teachable momentâ and audit being deferential of each other.â Line Up This is an incredible brief action to take as much time as is needed arranging the understudies for lunch or a unique occasion. Have the entirety of the understudies stay in their seats and every understudy stands when they ponder them. A model is, â€Å"This individual wears glasses.† So the entirety of the understudies whoâ wear glasses would hold up. At that point you state, â€Å"This individual wears glasses and has earthy colored hair.† Then whoever has glasses and earthy colored hair would stay standing and afterward line up. At that point you proceed onward to another depiction, etc. You can change this movement to most recent two minutes or even 15 minutes. Line up is a fast movement for youngsters to strengthen their listening aptitudes and comparatives. Hot Seatâ This game is like Twenty Questions. Haphazardly select an understudy to come up to the front board and have them remain with their back confronting the white board. At that point pick another understudy to come up and compose a word on the board behind them. Breaking point the word that is kept in touch with a site word, jargon word, spelling word or anything that you are instructing. The objective of the game is for the understudy to ask his/her colleagues inquiries so as to figure the word composed on the board.â Senseless Storyâ Challenge understudies to alternate creation up a story. Have them sit around, and individually add a sentence to the story. For instance, the main understudy would state, â€Å"Once upon a period there was a young lady that went to class, at that point she†¦Ã¢â‚¬  Then the following understudy would proceed with the story. Urge kids to keep focused and utilize proper words. This action is the ideal open door for understudies to create and utilize their creative mind and imagination. This can likewise be transformed into a more extended task in which understudies team up on a computerized record. Clean Upâ Have a tidy up commencement. Set a stopwatch or alert and dole out every understudy a particular number of things to tidy up. Tell understudies, â€Å"Let’s beat the clock and perceive how quick we can tidy up the classroom.† Make sure that you set standards early, and each understudy sees precisely where every thing goes in the study hall. As an additional motivating force, pick one thing be the â€Å"trash of the day† and whoever gets that thing wins a little prize. Keep it Simple Think about the aptitudes you need your understudies to get a handle on and get ready exercises that relate with that, at that point utilize those five minutes to rehearse those abilities. More youthful youngsters can work on printing or shading and more established kids can rehearse diary composing or do math drills. Whatever the idea is, plan for it early and have it prepared for those clumsy in the middle of minutes. Searching for all the more speedy thoughts? Attempt these survey exercises, mind breaks, and educator tried efficient devices.

Romeo And Julit Journal :: essays research papers

Act I Scene I      Today I sobbed and sobbed as I discovered my one genuine affection Rosaline doesn't cherish me back. The manner in which I adored her. So today my coz attempted to cause me to feel better. He made me grin a couple of times however I despite everything felt terrible in the wake of realizing I am out of adoration. Act I Scene ii      As another I despite everything feel out of adoration subsequent to being kicked in my jaw. I despite everything feel distress and hopeless. I still can’t trust I went to dinner at the Capulet’s in the wake of being asked by that worker. I just went to go see Rosaline I realized she was going be there. Act I Scene IV      I couldn’t trust I let Mercutio convince me to go to that party at the Capulet’s. It was very risky going there. I have no clue on how Mercutio convinced me to go yet he has his way with words. Act I Scene V      I was anxious going into the Capulet’s house from the start I figured we would have been gotten. At the point when I saw Juliet I realized she was the one I adored her so much she was so lovely. I simply needed to not release her. I realize that she cherishes me and my vacant spot with Rosaline is gone completed my jawline has been recuperated with Juliet’s love. What's more, my lips have been fixed with her lips. What a delightful day. Act II Scene I      I couldn’t hold on to see her I couldn’t take it so I returned that night to go see her. At the point when I saw her again I new she was the one to wed. She is so much better then Rosaline in everyway excellence method of talking. Act II Scene ii      I don't have the foggiest idea how I conversed with her with those extremely decent words. I never conversed with anybody like that not even Rosaline. I accept this is on the grounds that the way she just handles my heart. Like no other individual on the dislike my folks. Act II Scene iii      I can’t accept the minister said yes to wed Juliet and me. I can’t hold up we will be so upbeat will circumvent the world together. Are families will quit battling. We can interface our extraordinary achievements to something incredible. I can’t accept the monk revealed to me snappy love bites the dust quick. Act II Scene iv      I felt so upbeat when the medical caretaker revealed to me when we were getting hitched.

The Best Little Girl In The World free essay sample

Article, Research Paper Examination of The Best Little Girl in the World The author of my book is Steven Levenkron. Warner Books distributed this book in September of 1978 in New York, NY. The class of my book is fiction with anticipation. The Best Small Girl in the World could be founded on a genuine story, yet it is non entirely consistent with life. It would fall under the tension class on the grounds that the peruser does non cognize if Kessa will populate or on the other hand dice. The exceptionally significant goals of this book are to advise also, to describe. The essayist does a decent control of achieving his purpose. I am presently conscious of the numerous perils of the haunting infection being depicted. Steven Levenkron has numerous makings. He is a? rehearsing clinical analyst with a strong point in eating upsets? ( The Best Little Girl in the World page 2 ) . We will compose a custom article test on The Best Little Girl In The World or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page He has been a? clinical counsel at Montefiore Hospital and Medical Center each piece great as the Place for the review of Anorexia and Bulimia in New York City? ( page 2 ) . He is other than a? current individual from ANAD of Good country Park, Illinois? ( page 2 ) . This book holds a couple failings however more qualities. A coming up short would hold to be the stoping. It is non astounding. I was trusting for an amazement or something to that affect, and it neer came. In any case, I noted numerous qualities. The illustrative inside informations appear to be extraordinary. Despite the fact that the inside informations show up rather net at focuses, I imagine that is a decent thing. That way a peruser finds the harsh universe of the infection. ? The dilutant is the victor? ( The Best Little Girl in the World Steven Levenkron page 25 ) . This is a ground-breaking quote since fragility is the thing that the entire story is based upon. Kessa believes that the dilutant she is the better. She is most determinedly demonstrated erroneously in the terminal. I noted three boss scenes utilized in this book. The Best Small Girl in the World takes topographic point in the twelvemonth of 1979. The initial 1 is the Dietrich? s place. Their level is situated in New York City. The second area is at Francesca? s move studio business region. The third area where the activity takes topographic point is in the clinic. Kessa is in the hospital for around three months, thus she is discharged to populate at place. Four boss characters are available in this book. They happen to be Kessa, Lila, Grace and Harold. The two supporters are Kessa and Grace. Kessa is a short, delicate, fifteen-year-old miss. Elegance has all the earmarks of being a moderately aged homemaker. Beauty is strong of Kessa even through the extreme occasions. The foes are Harold and Lila. Harold is Kessa? s male parent who has a bit of assimilating occupation. He ever cries and is crabbed. Lila, Kessa? s roomie in the hospital, is regularly seting Kessa down for being anorectic. She calls her a? thin. ? One sort of battle in this impossible to miss book is man/lady versus man/lady. This is indicated when Kessa is compelled to eat by her folks. Another kind of battle is man/lady versus sense of self. This is the greatest battle all through the full account. Kessa keeps on clashing herself over her weight. One more sort is man/lady versus nature. This is demonstrated when Kessa? s blood power per unit region drops to an exceptionally low rate. Man/lady versus society is the pictures of scraggy hypothetical records that Kessa removes illustrate the outcome of society upon youthful individuals. Man/lady versus predetermination, heavenly, and god/goddess is indicated in light of the fact that Kessa? s predetermination is to keep up her life. The making way out of the essayist is third-individual omniscient. This implies the author will crawl into the character? s heads. I appreciate this way since the peruser can cognize what the entirety of the characters are accepting. I delighted in this book, so I would determinedly encourage it to other people. It shows the harsh universe of anorexia nervosa. Subsequent to perusing this book, a man will perceive this is a genuine undertaking, which ought to non be taken softly.

Evaluation Essay Topics - What Is Your Target?

Evaluation Essay Topics - What Is Your Target?Evaluation essay topics are what allow you to find your self in the writing world. This is often the last step before an application. To be able to apply for a job, you need to write the best application you can.There are many different college professors who can give you the best ideas for evaluation essay topics. These topics come from their own experience or their field of knowledge. By researching on the topics that will fit your major field of study, you will get the best understanding of what you need to accomplish. Here are some topics that you may want to consider for your evaluation essay.In today's society, individuals are always faced with long and strenuous tasks. Writing a good essay requires more than one person to write the piece. You need to produce content for this essay that has some great ideas in it. Writing is about the writer, so it is important that you are able to produce the content needed.In addition to writing t he essay yourself, there are lots of writing services online that can help with the essay. These writing services can be hired by just yourself or with someone else. The writer will complete the essay and submit it back. This can make the job a lot easier as you do not have to worry about reading or writing.Evaluation essay topics are a valuable tool for you to use in your own life and future. It is important that you are able to write the essay that will not only help you get your dream job, but also allow you to provide something of value to employers. Knowing that the entire process is over with your application can help to keep the stress off of you, which is important.Even though you are able to write your own essay, there are other services that will help with the writing. This is where some research should be done. You can get assistance from online companies that can help you complete your assignments, including essay topics. These online companies offer essays to students, from different majors, subjects, and areas of study.Evaluation essay topics are a tool you should have, and have at your disposal. If you know where to look, you can find what you need to provide the best essay possible. Evaluate your skills, and get to the next step of getting an application accepted. Good luck!

Apple and Their Strategy Essay - 15522 Words

Contents Introduction 4-5 Introduction Reference List 6 Stakeholder Mapping 7-10 Reference List 11 Ansoff’s 12-16 Reference List 17-18 Bowman’s Strategy Clock 19-22 Reference List†¦show more content†¦(Apple Inc . 2012) Apple now stands with a value of almost $200billion for their market brand, leading above competitors IBM and Microsoft. It has been named as the â€Å"most admired† company by Fortune magazine in 2012 with their iPhone sales rising 81% following the release of the â€Å"iPhone4S†. (Fortune Magazine, 2012) Their tactical business decisions will have been aided by the following five strategic models: Ansoff Matrix, Boston Consulting Group (BCG), Bowmans Strategy Clock, Value Chain Analysis and Stakeholder Mapping. Through a value chain analysis Apple will attempt to break down the activities which contribute to the creation of their product or service and place them into groups. Firstly into primary activities which are directly concerned with the production of the product or service, such as the production process itself. Secondly into support groups which aid or support the primary activities such as human resources. The reason Apple will carry out this analysis to understand which activities are especially important in creating value and which are not and develop a strategy to increase the value at each stage in order to create and or obtain a competitive advantage. One of the models we are going to address Apple through is the BCG Matrix. The BCG Matrix is a tool used by the corporate parent to aid theShow MoreRelatedStrategy of Apple Brand1077 Words   |  5 PagesINTERNATIONAL BUSINESS STRATEGY OF PARENT COMPANY When a firm decides to go international with their business they must face many competitive decisions. Two of the most important decisions a company will face are the pressures for cost reduction and pressures for local responsiveness. 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Rhetorical Analysis- Snuggie - 715 Words

The Snuggie Commercial tied to Monroe’s Motivated Sequence xxxxxxxxxxxxx Governors State University Abstract This paper focuses on an analysis of the Snuggie commercial. The author will cover the five steps that make up the Monroe’s Motivated Sequence and illuminate how the commercial is organized according to these steps. The Snuggie Commercial tied to Monroe’s Motivated Sequence The Snuggie is a soft, cozy, one piece blanket with sleeves that is available in 3 different colors. Awareness of this product is now worldwide due to its widely spread television commercials and advertisements. The Snuggie commercial is not one of the favored commercials in television today. It does not contain much to gain the†¦show more content†¦Following Satisfaction is Visualization in the Monroe’s Motivated Sequence. The commercial uses Visualization to allow the viewer to see how the snuggie is used in a situation that may be relate to themselves. It shows all members of a family using the Snuggie. It shows an older lady knitting, a mother reading to her daughter, a man watching television, a lady making coffee, a child

Negro Spirituals Essay Example For Students

Negro Spirituals Essay Negro SpiritualsSpirituals, a religious folk song of American origin, particularly associated with African-American Protestants of the southern United States. The African-American spiritual, characterized by syncopation, polyrhythmic structure, and the pentatonic scale of five whole tones, is, above all, a deeply emotional song. Spirituals are really the most characteristic product of the race genius as yet in America. But the very elements which make them uniquely expressive of the Negro make them at the same time deeply representative of the soil that produced them. Spirituals were long thought to be the only original folk music of the United States, and research into its origin centered mainly on the nature and extent of its African ancestry. Because slaves were brought to the United States from many parts of Africa, no single African musical source is clear. Elements that African music and American black spirituals have in common include syncopation, polyrhythmic structure, the p entatonic scale, and a responsive rendition of text. Almost all the first Africans who arrived in the New World were slaves. They came from several regions of the African West Coast. Their ways of living were described by slaves themselves, in some narratives. They had to work either in plantations or in town. Slavery was an important issue facing churches, as slaves were allowed to meet for Christian services. Some Christian ministers wrote against on slavery. Rural slaves used to stay after the regular worship services, in churches or in plantation praise houses, for singing and dancing. But, slaveholders did not allow dancing and playing drums, as usual in Africa. They also had meetings at secret places (camp meetings, bush meetings), because they needed to meet one another and share their joys, pains and hopes. In rural meetings, thousands slaves were gathered and listened to itinerant preachers, and sang spirituals, for hours. In the late 1700s, they sang the precursors of spirituals, which were called corn ditties.So, in rural ar eas, spirituals were sung, mainly outside of churches. In cities, about 1850, the Protestant City-Revival Movement created a new song genre, which was popular; for revival meetings organized by this movement, temporary tents were erected in stadiums, where the attendants could sing. At church, hymns and psalms were sung during services. Some of them were transformed into songs of a typical African American form: they are Dr Watts. The lyrics of negro spirituals were tightly linked with the lives of their authors: slaves. While work songs dealt only with their daily life, spirituals were inspired by the message of Jesus Christ and his Good News (Gospel) of the Bible, You can be saved. They are different from hymns and psalms, because they were a way of sharing the hard condition of being a slave. Many slaves in town and in plantations tried to run to a free country, that they called my home or Sweet Canaan, the Promised Land. This country was on the Northern side of Ohio River, that they called Jordan. Some negro spirituals refer to the Underground Railroad, an organization for helping slaves to run away. The Spirituals are spiritual. Conscious artistry and popular conception alike should never rob them of this heritage, untrue to their tradition and to the folk genius to give them another tone. That they are vulnerable of both crude and refined secularization is no excuse. Even though their own makers worked them up from the shout and the rhythmic elements of the sensuous dance, in their finished form and basic emotional effect all of these elements were completely sublimated in the sincere intensities of religious seriousness. To call them Spirituals and treat them otherwise is a travesty. Emotionally, African slave songs were far from simple. They are not only spread over the whole length of human moods, with the traditional religious overtone skillfully insinuated in each instance, but there is further a sudden change of mood in the single song, baffling to formal classification. Emotional themes relate these songs to the folk activities that they motivated, classifying them by th eir respective song-types. From this point of view we have essentially four classes, the almost ritualistic prayer songs or pure Spirituals, the freer and more unrestrained evangelical shouts or camp-meeting songs, the folk ballads so overlaid with the tradition of the Spirituals proper that their distinctive type quality has almost been unnoticed until lately, and the work and labor songs of strictly significant character. Indeed, in the pure Spirituals one can trace the broken fragments of an evangelical folk liturgy, with confession, exhortation, mourning, conversion and love-feast rejoicing as the general stages of a Protestant folk-mass. It is not a question of religious content or allusion, for the great majority of the Negro songs have this more delicate question of caliber of feeling and type of folk use. The distinctiveness of the Spirituals after all and their finest meaning resides in their musical elements. The characteristic beauty of the folk song is harmonic, in disti nction to the more purely rhythmic stress in the secular music of the Negro, which is the basis of ragtime and jazz; while regarding the one as the African component in them, and the other as the modifying influence of the religious hymn. In the United States the rhythmic element, though still dominant, has ceded measurably to the melodic, the dance having given way to religious worship, sensual bodily movement to emotional expression. The actual mechanics of the native singing, with its syllabic quavers, the off-tones and tone glides, the improvised interpolations and, above all, the subtle rhythmic phrase balance, has much to do with the preservation of the vital qualities of these songs. In the process of the art development of this material the Negro musician has not only a peculiar advantage but a particular function and duty. Maintaining spiritual kinship with the best traditions of this great folk art, he must make himself the recognized vehicle of both its transmission and i ts further development. Negro folk song is not midway its artistic career as yet, and while the preservation of the original folk forms is for the moment the most pressing necessity, an inevitable art development awaits them, as in the past it has awaited all other great folk music. The complaint to be made is not against the art development of the Spirituals, but against the somewhat hybrid treatment characteristic of the older school of musicians. One of the worst features of this period has been the predominance of solo treatment and the loss of the vital sustained background of accompanying voices. In spite of the effectiveness of the solo versions, especially when competently sung by Negro singers, it must be realized more and more that the proper idiom of Negro folk song calls for choral treatment. The young Negro musicians, Nathaniel Dett, Carl Diton, Ballanta Taylor, Edward Boatner, Hall Johnson, Lawrence Brown and others, while they are doing effective solo settings, are tu rning back gradually to the choral form. Musically speaking, only the superficial resources in this direction have been touched as yet; just as soon as the traditional conventions of four-part harmony and the oratorio style and form are broken through, we may expect a choral development of Negro folk song that may equal or even outstrip the phenomenal choral music of Russia With its harmonic versatility and interchangeable voice parts; Negro music is only conventionally in the four-part style, and with its skipped measures and interpolations it is at the very least potentially polyphonic. It can therefore undergo without breaking its own boundaries, intricate and original development in directions already the line of advance in modernistic music. Indeed one wonders why something vitally new has not already been contributed by Negro folk song to modern choral and orchestral musical development. And if it be objected that it is too far a cry from the simple folk spiritual to the large r forms and idioms of modern music, let us recall the folk song origins of the very tradition which is now classic in European music. Up to the present, the resources of Negro music have been tentatively exploited in only one direction at a time, melodically here, rhythmically there, harmonically in a third direction. A genius that would organize its distinctive elements in a formal way would be the musical giant of his age. Such a development has been hampered by a threefold tradition, each aspect of which stands in the way of the original use of the best in the Negro material. The dominance of the melodic tradition has played havoc with its more original harmonic features, and the oratorio tradition has falsely stereotyped and overlaid its more orchestral choral style, with its intricate threading in and out of the voices. Just as definitely in an- other direction has the traditional choiring of the orchestra stood against the opening up and development of the Negro and the Africa n idioms in the orchestral forms. Gradually these barriers have been broken through. Negro music very probably has a great contribution yet to make to the substance and style of contemporary music, both choral and instrumental. If so, its thematic and melodic contributions and the borrowings of rhythmical suggestions are only precluding experiments that have pro- claimed the value of the Negro musical idioms, but have not fully developed them. When a body of folk music is really taken up into musical tradition, it is apt to do more than contribute a few new themes. For when the rhythmic and harmonic basis of music is affected, it is more than a question of superstructure, the very foundations of the art are in process of being influenced. Appreciating it as music of the past, we must nurture and welcome its contribution to the music of tomorrow. .ucaa0f61019a748b612bdf8352de168e6 , .ucaa0f61019a748b612bdf8352de168e6 .postImageUrl , .ucaa0f61019a748b612bdf8352de168e6 .centered-text-area { min-height: 80px; position: relative; } .ucaa0f61019a748b612bdf8352de168e6 , .ucaa0f61019a748b612bdf8352de168e6:hover , .ucaa0f61019a748b612bdf8352de168e6:visited , .ucaa0f61019a748b612bdf8352de168e6:active { border:0!important; } .ucaa0f61019a748b612bdf8352de168e6 .clearfix:after { content: ""; display: table; clear: both; } .ucaa0f61019a748b612bdf8352de168e6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucaa0f61019a748b612bdf8352de168e6:active , .ucaa0f61019a748b612bdf8352de168e6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucaa0f61019a748b612bdf8352de168e6 .centered-text-area { width: 100%; position: relative ; } .ucaa0f61019a748b612bdf8352de168e6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucaa0f61019a748b612bdf8352de168e6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucaa0f61019a748b612bdf8352de168e6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucaa0f61019a748b612bdf8352de168e6:hover .ctaButton { background-color: #34495E!important; } .ucaa0f61019a748b612bdf8352de168e6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucaa0f61019a748b612bdf8352de168e6 .ucaa0f61019a748b612bdf8352de168e6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucaa0f61019a748b612bdf8352de168e6:after { content: ""; display: block; clear: both; } READ: Virgils effect on Dante EssayWords/ Pages : 1,616 / 24

Technologies of humility free essay sample

Sheila Jasanoff’s â€Å"Technologies of Humility† are new approaches to decision-making that ‘seek to integrate the ‘can-do’ orientation of science and engineering with the ‘should-do’ questions of ethical and political analysis† (Jasanoff, 2003). In other words, technology needs to be accountable in the production and use of scientific knowledge. The whole premise is to ask the questions: what is the purpose; who will be hurt; who bene? ts; and how can we know? † These questions are presented a counter-balance to what Jasanoff refers to as â€Å"technologies of hubris†Ã¢â‚¬â€a command and control approach to science and technology. The idea behind ‘technologies of humility’ is to consider the consequences of a particular invention/technology through the review of various groups – community, professionals, etc. Oftentimes the consequences are not considered prior to the technology being put out into the community. Framing: In 1800 Thomas Jefferson wanted to develop a waterway to promote the movement of products across the country. We will write a custom essay sample on Technologies of humility or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As such, the invention of transportation was designed initially to move material and products from one point to another more efficiently and improve economies. The elements not initially considered were the roadblocks they would encounter. The waterway that Jefferson envisioned was not quite possible due to the Rocky Mountains that divided the land and the lack of a waterway across North America. There were also elements such as the fuel needed to operate the boats, trains and cars, the maintenance required and the pollution these vehicles would ultimately cause. Vulnerability: People who live near railroads experience health issues ranging from asthma to cancers due to the pollution and toxic fumes emitted. Not only are many people affected Technologies of Humility by the pollution produced by trains and cars, but the environment has suffered as a result. Global warming is in part due to the excessive pollutions caused by these technologies. Distribution: Better testing of pollution emissions must be done prior to releasing these transportation avenues into the communities. What can be done to reduce the emissions that are causing environmental issues and healthy problems for the community residents? Finding other ways to power cars and trains is imperative. The implementation of hybrid and electric vehicles is without a doubt a good start but needs to be expanded upon. Learning: The lessons learned have been those that have affected the health and safety of the community and the impact to the environment. The Clean Air Act is a good way to help prevent future damage to the residents and environment but I’m not sure it goes far enough just yet. The government is fully aware of the damages these inventions have caused – the issue is what all can be done to minimize further damage and reduce or repair the damage already caused. Conclusion: The initial problem that transportation was meant to address was getting people and product from one place to another in a timely, more efficient manner. The problem was addressed correctly but the long-term health and environmental effects of transportation were not considered and as a result, many people have gotten sick and the environment has suffered. Further research and improvements to transportation options is essential to protect the people and to prevent and/or minimize future damage to the environment.

Teachings of Islam

Teachings of Islam Introduction Religion can be defined as the belief and worship in a certain god or gods. It can also be defined as a set of belief observed by a specific group of people concerning their origin or purpose in life. There are many different types of religions in the world with different narratives, and sacred history. The word religion can also be used in place of belief or faith although it is more of a belief and is more related to the public.Advertising We will write a custom research paper sample on Teachings of Islam specifically for you for only $16.05 $11/page Learn More Islam is a religion that pays allegiance to God and Mohammed (a prophet of God). All of Islamic teachings are found in the Koran. Mohammed is believed to have received revelation from Angel Gabriel over a span of 23 years. This paper looks at some of the teachings in Islam, compares these teachings as interpreted in many Muslim countries such as USA-Britain, the Middle East, India and P akistan and other Asia countries Islamic Principles The Koran contains many teachings that form the basis of sharia law. It is in the Koran that we find the daily prayer requirements, alms giving, and fasting which should be observed during the wholly month of Ramadan. The Islamic faith is built upon five main pillars; Shahada, Salat, Zakat, Hajj, and Sawm. The Shahada talks about the uniqueness of Allah and his prophet Mohammed, Salat is a description of how Muslims worship or pray to Allah, Zakat, refers to the practice of helping the poor members of the society (Every Muslim is expected to give 2.5% of his capital assets annually), Hajj, is also known as pilgrimage to Mecca, every Muslim is expected to observe this practice in their lifetime, and Sawm refers to fasting during Ramadan (Bates, 2007).. Distribution of the Population of the Muslims In the world, about 20% of the population is Islamic. Majority of the Muslims respects other religions, advocate for peace and are involv ed in finance or business. The Muslim population is diverse all over the world. More than fifty countries in the world are concentrated with the Muslim population. This population is mostly concentrated in the Middle East, US, Afghanistan, and Indonesia. Less than 15% of the Muslim population is Arabs. The increase in Muslim population was due to immigration, increase in birth rate, and many people converted to Islamic from year 2004 to 2008. This increase is highest in Britain. It has been projected that by 2025 the number of Muslims will be higher than that of the Christians. According to the projection, Muslims will be about 30% of the total population while Christian will be at most 25%. Of all the total population of Muslims in the world 90% are Sunni whereas 10% are Shia (Bates, 2007). Every Muslim is governed by a divine law known as sheria which regulates how Muslims should behave and conduct themselves. It encompasses all aspects of life such as family relations, taxation, prayer, inheritance among other practices that are common within Muslims.Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Family Relations From a very early age, Muslim women are taught to respect their bodies by covering it with black burqas all the way from the head to their feet. They are also forbidden from doing certain things that are done by men for instance, Muslim women are forbidden from going to the mosque and they can not even drive their own car. For along time, Muslim women in Pakistan have been subjected to female genital mutilation although this seems to be fading in certain communities (Syed, 2003). Sex before marriage, homosexuality, and adultery are forbidden in many of the Islam countries and a person found committing such a claim is aggressively punished. Unlike Christianity, Islam regards marriages as mere contracts with certain conditions. They are n ot considered as a covenant being made in heaven and can be broken if one side breaks the contract’s condition. Divorce is common in Islam and is always expected although hadith teachers that, divorce is one of the things that is mostly disliked by God. A divorce is granted if one partner behaviors against what is expected according to the Sunnah of Islam; for instance if he becomes abusive, cruel, unfaithful, neglectful, perverted to name but a few. Contrary to this, Christianity does not allow divorce under any circumstances. Marriages are believed to be made in heaven and should therefore be respected until death. Even if one is granted divorce under Christianity, he/she can not remarry if the other partner is still alive. One is only allowed to marry if the other partner dies (Syed, 2003). After the death of a Muslim, his shares, money, and property is protected and governed by law. In the Middle East, and parts of India, all the diseased children are allowed to inherit p art of their father’s property and money although the girls get a smaller share than the boys because it is assumed that, men are the breadwinners in their family and have an obligation to provide for their families. A woman is not obliged by any law to share part of her property or money since it is termed as hers and hers alone. Likewise, in marriages, a woman is not obliged to use part of her salary to provide for the family unless she wishes to do so. However, a Muslim woman is expected to be kind to every one and be trustworthy. She should always strive to make her family cheerful and support her husband in all his undertakings. Irrespective of whether she has any professional skills, she is supposed to respect and accept her husband as the head of the family although she has a right to refuse anything asked of her by the husband if she feels it is contrary to God’s will. Even if the husband is the head of the family, he can never be her master because she is only expected to observe only one master; that is God.Advertising We will write a custom research paper sample on Teachings of Islam specifically for you for only $16.05 $11/page Learn More Islamic Sheria The Islamic sheriah does not inflict limitation on the forms of money. It only interferes with people’s attitudes in regard to wealth and money but not the form of money. Islamic sheriah upholds regulation in the use and provision of money. It forbids interest (Riba) from any form of business. Islamic finance believes that money can only be invested in worthy business; it upholds the view of socially responsible investing (Abdullah, 1996). Islam perceives that a good person can only invest in good things with good intentions. Investing in drugs, alcohol, porno among others is termed as bad investments. Riba refers to excess money which according to sheriah principles implies to reward earned without appropriate consideration in terms of time worth for m oney. We two types of Riba; the increase in capital without the provision of services and the product exchanges in disproportionate quantities As we have seen earlier, Islam prohibits earning of interest fees. This does not mean that the Islamic financial institutions do not aim at making profit as people tend to believe. Contrary to that, most of the Islamic financial institutions or banks operate on the basis of profit making. In Iran, banks can only offer products that have been clear in accordance with the regulations given by the council of ministers. There is no sheriah board to offer guidance or supervision on the commercial banks. In Bahrain, all banks are required to set up â€Å"an independent sharia supervision committee† that complies with the supreme principles of Islamic financial institutions. Different approaches have been followed on cases regarding regulatory issues on the sheriah principles in different countries (Abdullah, 1996). Islamic, Christianity, and Judaism The word Islam means entering into peace. This portrays the religion as a religion that has its strong holds in peace development. Just like the religion of Christianity and Judaism that put more emphasis on love; Prophet Muhammad, who is the main character in the Islamic religion, puts more emphasis on mercy. He was the last and greatest of God’s messengers, who were mandated to continue the works of Abraham, Jesus and Mosses. He preached to people to have mercy on each other. He did emphasize on the need of mercy to the less fortunate in the society. This goes in line with the strong holds of the religion which is peace.Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The religion call their God Allah, this means God, the true God. The character of the lord is that of peace and mercy (Robinson, 2010). The name of God either in the Muslim or other religion is respected. The ideology that either Christianity or Muslim derived the name was the same or similar. This is in that the Biblical Elohà ®m (God) and h ¥-Elà ´h (the true God) of Moses and the Hebrew prophets or the Aramaic Al ¥h ¥ (God, the true God) of Jesus and John the Baptist the recognition of the supremacy of the lord is recognized. Both religions recognize the works of early prophets in their works of developing the religion. They specifically recognize the work of Abraham, Moses, Isaac and Jesus (Robinson, 2010). In many Muslim and Christian countries, homo- sexual is jailed on long term while other countries do not have any laws that prohibits against such behaviors. Madrasas Madrasas literally means a school that offers instruction in the Islamic subjects including the Koran and hadith and sheria law. These schools were established for the purpose of promoting Islamic based curriculum. In Egypt and Lebanon, madrasas refers to educational institutions whereas in Bangladesh and Pakistan, madrasas refers to Islamic religious schools. The oldest madrasas to be established is known as Nizamiyah and is located in Baghdad. The main idea behind the establishment of this school was to provide lodging faculties, food, and free education to the Muslim population. Afterwards, madrasas spread rapidly to other Muslim countries. Madrasas, in most Muslim countries today, form part of the educational infrastructure. They offer religious-based curriculum, focusing on the Koran and Islamic texts. Beyond instruction in basic religious tenets, some argue that a small group of radicalized madrasas, specifically located on the Afghanistan-Pakistan border, are spawning a militant form of Islam and calling on Muslim to fight nonbelievers and stand against what they perceive as the moral immorality of the West. Pakistan has more than ten thousand madrasas that have turned out to be of help now that the country is going through periods of extreme poverty and underdevelopment (Armanios, 2003). Since the terrorist attacks that occurred on September 11, 2001, madrasas in many parts of the world for instance, Asia, Middle East, and central have shifted their focus to the U.S foreign policy makers. Many of these policy makers hold that, there is a close tie between the terrorist organizations (such as AL Qaeda) and madrasas, and hold that these schools encourage Islamic extremism and militancy. On the other hand, other policy makers strongly believe that, most of these religious schools have been blamed for something they have no connection with (that is for fostering anti- U.S.) madrasas attracted more attention when it became evident that, a number of Taliban leaders and members of the AL Qaeda terrorist organization had developed essential political views at madrasas in Pakistan, some of which were believed to have been built and financed by Saudi Arabian (Armanios, 2003). Conclusion The main principle behind Islam is that there is only one God called Allah who is the creator of the universe and Mohammed is the only messenger of Allah. There has been recorded a significance increase in the number of Muslims for the last four years. The Muslim population has grown by almost 10 times while that of the Christian by 2 times. The power of God is seen in both Christianity and Islamic; he is seen as one who the early prophets served and the today’s people have no alternative than to follow his teaching, Christianity, Judaism, and Islam do not allow same sex marriages adultery or sex before marriage. Many policy makers in the United States hold many accusations that madrasas are used to promote Islamic fanaticism and militancy, and are a recruiting ground for terrorism. They are others who maintain that, the madrasas play a very crucial role in eradicating poverty and promoting education in countries where the population of Muslims is high Reference List Abdullah, S. (1996). Islamic banking: a study of the prohibition of riba and its contemporary interpolation. New York: Prentice Hall. Armanios, F. (2003). Islamic religious schools, madrasas: Background. Web. Bates, S. (2007). The beliefs and laws of Islam. Web. Robinson, B. A. (2010). Comparing Christianity and Islam: the world’s two largest religions. Web. Syed, B. (2003). Women in Islam: Hijab. Web.

Mobile phone addiction Literature review Example | Topics and Well Written Essays - 2750 words

Mobile phone addiction - Literature review Example The use of mobile phones have also become a constant feature for many people, most especially teenagers who always find the need to stay in touch with each other. As a result, mobile phone addiction has become a significant issue among users. Studies on this problem have been carried out, seeking to establish its causes, manifestations, and remedies. This literature review shall review four peer-reviewed articles on mobile phone addiction. A literature search would first be carried out via an internet search using the following search words and similar combinations of these words: mobile phone addiction, cell phone addiction, causes of cell phone addiction, impact of cell phone addiction. Relevant studies shall be set aside for further analysis. Studies carried out in the last 10 years shall be included in this topic, and shall mostly cover teenage addiction to mobile phones. Studies which cover other forms of addiction (i.e. internet or video game addiction) will not be included in this review. Only peer-reviewed articles carried out by credible authors will be included in this literature review. Studies which cover texting addiction only shall not be included as mobile phone addiction may also include the use of calls in the phones. Text addiction is only a part of mobile phone addiction. ... Not many students manifest extreme addiction to mobile phone use and majority of the respondents to not manifest any addictive mobile phone use patterns (Ahmed, et.al., 2011). In effect, the respondents for this study are able to use their cell phones reasonably and do not manifest extreme addictive behaviours in their cell phone use (Ahmed, et.al., 2011). The results of this study imply that although mobile phone addiction is a reality in the current widespread availability and usage of mobile phones, it can be a controllable and manageable phenomenon. This study also indicates that mobile phone addiction can be a manageable phenomenon and that users are not as prone to addiction as seems to be expected by society. It is possible for users to control their mobile phone usage to cover only their essential mobile phone needs. The topic of the study is very much relevant in the current context where mobile phone use has become very much rampant, especially among the younger population (Garcia-Montes, et.al., 2006. The study deals with a specific issue, mostly on the establishment of mobile phone use and whether or not it has become a necessity or an addiction. The discussion seeks to specifically evaluate cell phone usage among the younger generation, assessing whether or not its use has reached addictive proportions. The study is a theoretical study, as it seeks to dissect the manifestation of respondent’s behaviour in relation to addiction and necessity (Flyvbjerg, 2006). The concepts of addiction and necessity are used in order to evaluate behaviour, using specific qualities for each concept in order to fully understand the respondent behaviour and mobile phone usage (Biel,

How has the sociology of education helped you understand gendered Essay

How has the sociology of education helped you understand gendered issues in education - Essay Example Unfortunately, all these social progress appear void when we hear reports of gender bias, and gender discrimination within the educational institutes. The educational institutions and academicians are the beacon of social reforms, the forum and its owners kindle progressive and visionary principles to sustain and developed society. It is discouraging to observe these vocalists of social and human rights, negating these principles in their professional attributes (Praechter, 1998, pp. 178). The article has elaborated the contributing factors which have caused gender split among the young generation. The faculty of the academic institutions are involved in certain measures which provoke differences between males and females; the steps are although deliberate but such offensive measures are so common in our schools that no one bothers to challenge or restrict such offensive statements. The sociologists have complained against the curriculum being taught to the young generations; and alleged that the basic differences between female and male society are exaggerated and highlighted in these schools. Such teachings in later stages develop a sharp edge between the students and professionals from both the genders. It is suspected that educational institutions establish primary differences between masculine and feminine in their teachings, which eventually translate into social inequality (Maher, 2001, pp. 78). It is alleged that "traditional gender ideologies and present changing gender norms affect the way gender is taught through the hidden curriculum found within every classroom today" (Lloyd, 1992, pp. 86). The schools are accused of teaching gender norms, which is source of intensifying the gender inequalities, "education is one of the leading institutions that teaches and bolsters the gender inequalities". The research reveals that the

Elementary Education Essay Example for Free

Elementary Education Essay Reading Comprehension -The student uses a variety of strategies to comprehend grade level text; Strand: Reading Process Listening and Speaking The student effectively applies listening and speaking strategies. Informative The student develops and demonstrates technical writing that provides information related to real-world tasks. Benchmark: LA. 2. 1. 7. 3. The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts; LA. 2. 5. 2. 4. The student will listen politely to oral presentations by classmates. LA. 2. 3. 1. 1. The student will prewrite by generating ideas from multiple sources (e. g. , text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activities); LA. 4. 4. 2. 5. The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map. Grade Level: Grade 2 Objectives: 1. Using the book The Trumpet of the Swan, the class will understand the main idea of the story by reading, listening and students discussion. 2. Basing on the journals of Louis in the Trumpet of the Swan, the class will come up with their very own journal writing. 3. Using the given information in the book The Trumpet of the Swan, the class will make a map of the main characters travels and adventures. Activities: Before reading: 1. Ask the class if they know what a journal is and if they have ever written one. 2. Tell the class you are going to read them a story entitle The Trumpet of the Swan. During reading: 3. Read the Trumpet of the Swan. 4. Show a map of Canada and point important spots that are mentioned in the Trumpet of the Swan. 5. Show a sample journal and explain how to write and what to write. After reading: 6. Ask the class to read Sams poem and summarize the text and identify the main idea of the poem (Reading). 7. Ask the class to write a journal about nature (Writing). 8. Have the class make a map of Louis’ travels and adventures including all the important spots in Canada, Montana and the Northeast (Visually Representing). 9. Have the class discuss the book by having them share their favorite part and ask questions like the following: How to behave in the woods if you want to appreciate nature, what are their stand on the ethics of Louis father, why is there a need for Serena to hear the beautiful song of her mate, does anyone identify with Applegate Skinner? Or have someone recite a part of Sams poem (Talking/Speaking). 10. Ask the class to listen when a classmate recites a poem and identify the main idea of the poem (Listening). Assessment of Writing Development: The 2 ways of assessing a students writing development are Rubrics and Portfolio assessment. ? Rubrics are tools teachers and students use to evaluate and classify writing, whether individual pieces or portfolios. They identify and articulate what is being evaluated in the writing, and offer descriptors to classify writing into certain categories (1-5, for instance, or A-F). Narrative rubrics and chart rubrics are the two most common forms (UNL|FLWI, 2008). ? Portfolio assessment is the collection of students work over time reflecting their progress, efforts and achievements and teachers based it on the following items: students Projects, surveys, reports and units from reading and writing Favorite poems, songs, letters, and comments, Interesting thoughts to remember, Finished samples that illustrate wide writing, Examples of writing across the curriculum, Literature extensions, Student record of books read and attempted, Audio tape of reading, Writing responses to literary components, Writing that shows growth in usage of traits, Samples in which ideas are modified from first draft to final product, Unedited first draft, Revised first draft, Evidence of effort, Self-evaluations, Writing that illustrates evidence of topic generation (Hurst, 2009). Assessment of Grammar Skills: You can informally assess childrens grammar skills by: ? Reviewing childrens work on relevant pages in their Student Books, handwriting sentences they copied during Daily Routines, and especially their own independent Quick Writing. ? Another method is by formal graded assessments such as quizzes, selected homework activities, and in-class tests (Porter and vanDommelen, 2005). Assessment of Spelling Skills: The two ways of assessing the students spelling skills are observation and analysis of the work samples. ? Observation can be done in the classroom by observing the students as they write and as they try to use words that are beyond their ability level. It is important that observation be supplemented later with the students work samples and it should be done in a systematic way. ? Analysis of the work samples is an assessment of students spelling ability from examination of samples of their unaided writing (Westwood, 2008). These samples can be taken from students exercise books, test papers, and language arts portfolios (Fiderer as cited in Westwood, 2008). THE SPELLING PATTERNS: 1. Blends: are 2 or 3 letters combined to form a distinct spelling sound. Examples are : -br- in brown and break and -fr- in fry and freeze 2. Digraph: A group of two successive letters whose phonetic value is a single sound. For example, EA in BREAD, CH in CHAT, or NG in SING. 3. Diphthong: the union of two vowels, pronounced by a single impulse of the voice; as, ea in beat, ou in sound. 4. R-controlled vowels: When a vowel is followed by an r, it makes a special sound. These are called r-controlled vowels, or r-colored vowels. Examples are /ar/ sound as in car, /er/ sound as in butter. 5. Long vowel: a sound which is the same as, or very similar to the letter name of one of the vowels. Examples are /a/ as in gate, /e/ as in need. 6. Short vowel: Are vowels of shorter duration. Examples are short /a/ as in bat, short /e/ as in bet. 7. Contraction: is a word made up from a verb and another word where an apostrophe takes the place of any letters that are left out. It can be positive contraction or negative contraction. Examples are: arent are not and heres here is. CUING SYSTEM: 1. Semantics — the study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms. 2. Syntax — the conventions and rules for assembling words into meaningful sentences; syntax varies across languages. 3. Graphophonic — Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language. 4. Phonological awareness — The understanding that speech is composed of sub-parts sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes. Cuing Strategies â€Å"Used by effective readers to figure out unfamiliar words and to make meaning, cuing strategies include knowledge of syntax, semantics, words and word meaning, and graphophonics (letter/sound associations). Teachers can guide students to use cuing strategies by reminding them to ask themselves, did it sound right? Did it make sense? Did the word look right? † (Teacher Resources, 2002). References Advice for Teachers: Assessing Student Writing. UNL | FLWI. 2008. 03 Apr. 2009 http://flwi. unl. edu/advice/studentwriting. html#suggestions. Porter, Patricia, and Deborah VanDommelen. Integrating Assessment with Grammar-for-Writing Instruction. CATESOL: California Teachers of English to Speakers of Other Languages. 2005. 03 Apr. 2009 http://www. catesol. org/Porter_vanDommelen. pdf. Hurst, Carol Otis. Portfolio Assessment in the Reading-Writing Classroom. Carol Hursts Childrens Literature Site Reviews and teaching ideas for kids books. 03 Apr. 2009 http://www. carolhurst. com/profsubjects/portfolioassess. html. Westwood, Peter. What Teachers Need to Know about Spelling. Aust Council for Ed Research, 2008. Teaching Reading: Lens on Literacy. Teacher Professional Development and Teacher Resources by Annenberg Media. 2002. http://www. learner. org/libraries/readingk2/front/otherterms. html.

Formation Of False Memories :: essays research papers

Have you ever been an eyewitness at the scene of a crime? If you were, do you think that you would be able to accurately describe, in precise detail, everything that happened and remember distinct features of the suspect? Many people believe that yes they would be able to remember anything from the events that would happen and the different features of the suspect. Some people, in fact, are so sure of themselves after witnessing an event such as this that they are able to testify that what they think they saw was indeed what they saw. However, using an eyewitness as a source of evidence can be risky and is rarely 100% accurate. This can be proven by the theory of the possibility of false memory formation and the question of whether or not a memory can lie.   Ã‚  Ã‚  Ã‚  Ã‚  There have been several experiments done to try to prove that false memories can indeed be formed. One experiment, for example, was tried with a 14-year-old boy. The boy was told four memories, one of which was falsely constructed but similar to that of a true memory. The memories that were suggested took place when the boy was about 10 years younger. As the false memory was retold to him, he was asked to explain in detail what he had remembered from that event. Surprisingly, he claimed to remember the event, even though it was falsely created by the interviewer and his brother, and went on to explain what he remember to have happened, details and all. After collecting everything he had said about the four memories, he was told that one of the suggested memories was made-up and he was asked to guess which one it may have been. When he couldn’t decide which one it was, he was told that it was in fact the memory of getting lost in a store. He was confused and had trouble believing the truth.   Ã‚  Ã‚  Ã‚  Ã‚  Similar studies were done to a different set of college students and they tended to have the same results. After giving as much detail about each memory, the students were interviewed about what they may have written done about what they had remembered. During the last part of the experiment, each of the students were debriefed and asked to guess which memory they believed was false.

On His Blindness – John Milton

On His Blindness (Sonnet XIX) is a petrarchan sonnet about how Milton comes to terms with his loss of sight. The sonnet talks about how he looks for help with his blindness in religion, Milton was a devout Puritan. This strongly influenced Milton’s thinking, his family were often involved in many political and religious controversies. A lot of Milton’s writing was influenced by the Bible and Greek writers such as Homer. Milton follows the typical Petrarchan sonnet form of fourteen lines all in one stanza.This stanza is internally split into an octet (eight lines) – this usually asks a question, here it is Milton complains about his blindness and how he thinks it’s unfair for it to happen to him. The sestet (six lines) – answers the question asked in the octet, here Milton talks about how patience is a virtue. In the sestet there is a quote from the ‘Parable of Talents’, this emphasises Milton’s strong religious beliefs. It has an Iambic pentameter, five stressed then unstressed syllables.Milton uses the contrast of light and dark to understand his affliction ‘My light is spent’ this implies that his time with sight had run out. Alliteration is used ‘dark world and wide’ this emphasises Milton’s struggle to come to terms with his blindness. This contrast helps give an understanding of his blindness. There is a strong link to the ‘Parable of Talents’ Milton uses the Parable to guide him and give him encouragement to come to terms with his blindness. The extended metaphor on lines three to five which implies that being blind is something that Milton is ashamed of and doesn’t want others to know.Milton writes in the past tense which implies that he’s moved on from his issues and he has comes to terms with his blindness. The use of pre-modifiers ‘fondly ask’ to emphasis his problem. Compound sentences show how deep and complex his argument about his blindness is. Enjambment shows that his thoughts on his issue are continuous and that he doesn’t stop thinking about it. However caesuras are used which implies that he swaps from one thought to another quickly. Milton’s rhyming pattern of ‘ABBAABBACDECDE’ follows the typical Petrarchan sonnet form.The audience for this poem would typically have been a society which was ‘God-fearing’. At this time the church and religion was very influential and everyone had to attend church services. Therefore Milton’s audience was universal as everyone would seek approval from God as the most people had a strong belief in heaven and hell and would want God to look down on them positively to send them to heaven. In conclusion Milton used imagery such as metaphors and connotations to help us understand what he’s going through and the struggle he’s facing coming to terms with his blindness.

“Anyone can deal with victory. Only the mighty can bear...

â€Å"Anyone can deal with victory. Only the mighty can bear defeat.†(Hitler, goodreads) Hitler was a great military leader, but just not in a good way. Hitler had many great achievements like his sudden rise to power. In this paper I will inform you about Hitlers personal life, political career, and talk about what he did in World War I and World War II. Hitler was born on April 20, 1889 in Bavaria Germany. He was the fourth child of six siblings. When Hitler was three-years-old, his family moved to Pasua, Germany. In Pasua Alois Hitler’s farm went wrong and they lost a lot of crops, there family soon became poor and they moved to Lambach, Germany. Whey the Hitler family moved to Lambach, Adolf took singing lessons and sung in the church†¦show more content†¦When Hitler found out that Germany lost he became blind again and spent another 5 months in the hospital. After World War I ended Hitler was uneducated and couldn’t get a job so he stayed in the arm y as an intelligence agent, sneaking in on political parties and listening to what they said. Hitler was listening in on a German’s worker party and became fond of them; he really liked the ideas they had about society. Hitler then became a member of the German’s worker party and soon played a huge role in the party. Adolf ended up designing the party’s banner, the swastika. Hitler was eventually discharged from the army and worked full time with the party. Adolf soon became famous after his speech in front of over 6,000 people and for his intense speeches. Hitler had a gift for public speaking and he, in a way, hypnotized the Germans into what they believed in. Hitler resigned from the party but he used that as leverage to rejoin and become the head chairman of the German’s worker party. As the whole world fell into economic depression, Hitler saw this as a chance to rise to power. Hitler had great ideas on how to fix the economy and with his great speak ing skill everybody believed that he could fix the economy and he soon rose to power. Once Hitler became the leader of Germany he immediately saw Great Britain as the main enemy. Hitler saw that Poland had to be destroyed before