Analysis of Much Ado About Nothing Essay - 3681 Words

Analysis of Much Ado About Nothing Much Ado About Nothing illustrates a kind of deliberately puzzling title that seems to have been popular in the late 1590s (ex quot;As You Like Itquot;). Indeed, the play is about nothing; it follows the relationships of Claudio and Hero (which is constantly hampered by plots to disrupt it), and in the end, the play culminates in the two other main characters falling in love (Beatrice and Bena*censored*), which, because it was an event that was quite predictable, proves to be quot;much ado about nothingquot;. The pronunciation of the word nothing would, in the late 16th Century, have been noting, and so the title also apparently suggests a pun on the word, noting, and on the use of the word†¦show more content†¦This attitude is reflected in Shakespeare’s plays. For example, in Much Ado About Nothing, many f the characters have Italian names (Borachio, Claudio, etc.). This is also true of some of Shakespeare’s others plays such as The Taming of the Shrew, and Romeo and Juliet. Major Themes One of the major themes in Much Ado About Nothing centers around the question and battle between deception and reality. One first notices of the image of deception as we witness the masking and unmasking at the masquerade. In the play, most overhear discussions are deceptions. It is through eavesdropping that we see the true battle between deception and reality as we look at the subplots of Bene*censored* and Beatrice, Hero and Claudio, as well as the comedy of Dogberry and his crew. The relationship between Bene*censored* and Beatrice is one manufactured completely through deception on the behalf of their friends. Though the plot to unite them was planned, many of the problems that arose were because of things that were overheard accidentally or on purpose. In Act II, Scene 3 Bene*censored* is deceived into thinking that Beatrice loves him because of the speech in the garden between Leonato, Claudio, and Don Pedro. Bea trice is sent to fetch Bene*censored* for dinner, and Bene*censored* notes some marks of love in her[Beatrice], (240-241) and he decides to take pity upon her and return her love. In Act III, Scene 1 BeatriceShow MoreRelatedMuch Ado About Nothing Analysis1387 Words   |  6 Pages Much Ado About Nothing Analysis Beginning in 15th century Messina in the aftermath of a war, the play opens with the army of Don Pedro of Aragon arriving in the country and being welcomed by Leonato, Messina’s governor. Count Claudio, hero of the war, falls in love with Leonato’s daughter Hero at first sight, and Don Pedro promises to woo Hero for Claudio. Don John, Don Pedro’s brother who is resentful of both Claudio and Don Pedro for defeating him in the just-ended war and himself being a bastardRead MoreMuch Ado About Nothing many events dealing with gossip, perplexion, and rumors. In the 1993 film900 Words   |  4 PagesMuch Ado About Nothing many events dealing with gossip, perplexion, and rumors. In the 1993 film version, mainly emphasizes on the confusion that the characters have. In Shakespeare’s day, the â€Å"nothing† would have been pronounced as â€Å"noting† meaning gossiping. Claudio questions, â€Å"Didst thou note the daughter of Leonato?† to whic h Benedick responses, â€Å"I noted her not, but I looked on her.† He at that juncture initiates to sort jokes about her look. It is a stimulating argument since Claudio claimsRead MoreA Comparison Between the Plots of King Lear and Much Ado about Nothing910 Words   |  4 Pagescloser look at the plots of King Lear and Much Ado about Nothing. There are both similarities and differences in King Lear’s and Much Ado about Nothing’s plots in the rising action, climax, and resolution. Initially, There are both similarities and differences in King Lear’s and Much Ado about Nothing’s plots in the rising action. In both cases, you aren’t given much time upon beginning until situations start to escalate. Now, before I say anything about King Lear’s plot, I’d like to point out thatRead MoreWilliam Shakespeare s Much Ado About Nothing3289 Words   |  14 PagesSection One Title Analysis: As an author, William Shakespeare had titles ranging from the light at heart and ethereal to the rigid and formal. The title, Much Ado About Nothing, is one such title that fits very neatly into his light at heart category. However this doesn t mean that the title doesn t reflect the story as in Shakespeare s other plays. His light at heart stories have titles that are just as reflective as his more serious titles. The title is an obvious indicator of the story thatRead More Much Ado About Nothing Essay: Effective Use of the Foil1025 Words   |  5 PagesEffective Use of the Foil in   Much Ado About Nothing      Ã‚  Ã‚   In The Marriage of Heaven and Hell, the famous British poet William Blake wrote that without contraries there is no progression - Attraction and repulsion, reason and imagination, and love and hate are all necessary for human existence (Blake 122).   As Blake noted, the world is full of opposites.   But, more importantly, these opposites allow the people of the world to see themselves and their thoughts more clearly.   For, as BlakeRead More William Shakespeares Presentation of the Two Pairs of Lovers in Much Ado About Nothing 1857 Words   |  8 PagesWilliam Shakespeares Presentation of the Two Pairs of Lovers in Much Ado About Nothing Much Ado About Nothing would have been pronounced Much Ado About Noting in Shakespeares time. Noting would infer seeing how things appear on the surface as opposed to how things really are. This provides an immediate clue as to how the play and the presentation of the story of the two pairs of lovers would be received by an audience of the time, livingRead MoreAnalysis Of The Book Much Ado About Nothing 2573 Words   |  11 Pages In the book Much Ado About Nothing, the author Shakespear, introduces to the audience a woman named Beatrice who is not afraid to speak her mind. Through her lengthy lines and her witty tongue, the audience can see that, Beatrice is nothing like any other female characters. Beatrice is extremely free-spoken and is not afraid to use her sharp tongue. It is evident that, Beatrice is holding back her feelings from Benedick to protect her heart; her verbal abuse is a humor mask that hides how sheRead MoreMuch Ado About Nothing Individualism Analysis1380 Words   |  6 Pages Much Ado About Nothing, written by William Shakespeare, sheds light on individualism. Individualism is the habit or principle of being independent and self-reliant. Individualism philosophies are the moral stance, political philosophy, ideology, or social outlook that emphasizes the moral worth of the sole individual. William Shakespeare was an English poet and playwright, and was considered one of the greatest w riters in the English language, of all time. Still to this day, Shakespeare has hisRead MoreBenedick’s Soliloquy Analysis- Much Ado About Nothing Essay1190 Words   |  5 PagesBenedick’s Soliloquy Analysis In the play of Much Ado About Nothing, the characters of Benedick and Beatrice have a love-hate relationship. On the surface, it appears that their relationship is built on a war of wits and insults. However, in Benedick’s soliloquy, the reader discovers that at the core of their insults actually lie the true feelings of love. It is also apparent that Benedick even sees loving each other as a competition, in that he wants to love her to a point of outdoing her loveRead MoreCharacter Analysis Of Beatrice And Benedick In Much Ado About Nothing1166 Words   |  5 Pagesthe first part of their conversation, Beatrice alludes that they have had some sort of past connection and Beatrice needs some reassurance from Benedick about their relationship.   Eve Best and Catherine Tate play Beatrice and Charles Edwards and David Tennant play Benedick in William Shakespeare’s play Much Ado About Nothing, a well-known comedy about love, drama, and gossip. Beatrice is a friendly wo man who has a quick wit. She gives the impression of not wanting to get married throughout the play

Child Abuse and Maltreatment Free Essays

â€Å"Nearly five children die every day in America from abuse and neglect,† according to Every Child Matters Education Fund (as cited by The National Children’s Alliance, 2009). This goes to show that child abuse is a major issue in today’s modern society. In fact, statistics show that there are over 3 million reports of child abuse each year in the United States alone (â€Å"National Child Abuse Statistics,† n. We will write a custom essay sample on Child Abuse and Maltreatment or any similar topic only for you Order Now d. ). While the definition of child abuse and neglect changes from state to state, it is defined by The Federal Child Abuse Prevention and Treatment Act (CAPTA) as, at minimum: Any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation; or an act or failure to act which presents an imminent risk of serious harm. (â€Å"What is Child Abuse and Neglect? † 2008) Most states have also recognized four major types of abuse in which children may experience. It is very common for serious problems to arise from child maltreatment, and tend to cause long-term traumatization. When it comes to dealing with children in court who have been exposed to abuse, special precautions and procedures must be taken into account. All of these topics help to lend some insight as to how serious the issue of child abuse truly is in today’s society. To begin with, the four major types of child maltreatment are: neglect, physical abuse, sexual abuse, and emotional abuse. Neglect occurs when a parent, guardian, or other caregiver fails to provide for the basic needs of their child such as feeding them, offering shelter, getting them medical attention, providing the child with an education, or ignoring the child’s emotional needs. Physical abuse takes place when someone such as a parent, guardian, or other caretaker intentionally causes physical harm to a child in various ways such as punching, kicking, biting, beating, stabbing, shaking, throwing, hitting, or choking. Sexual abuse includes different activities such as rape, sodomy, incest, indecent exposure, exploitation through prostitution or the production of pornographic materials, or fondling a child’s genitals (â€Å"What is Child Abuse and Neglect? † 2008). While boys and girls do face fairly equal amounts of physical abuse and neglect, it is four times more likely for a girl to experience sexual abuse than a boy (Bartol ; Bartol, 2012, p. 379). According to CAPTA, sexual abuse is defined as: the employment, use, persuasion, inducement, enticement, or coercion of any child to engage in, or assist any other erson to engage in, any sexually explicit conduct or simulation of such conduct for the purpose of producing a visual depiction of such conduct; or the rape and in cases of caretaker or inter-familial relationships, statutory rape, molestation, prostitution, or other form of sexual exploitation of children or incest with children. (â€Å"What is Child Abuse and Neglect? â⠂¬  2008) Lastly, emotional abuse is described as acts or behaviors which negatively affect a child’s sense of self-esteem or self-development. This can be caused from constant criticism, rejecting the child, threatening them, or withholding love, guidance, and emotional support. However, it is very difficult to prove that a child has been emotionally abused without evidence of harm or mental injury. (â€Å"What is Child Abuse and Neglect? † 2008). Out of all these different types of maltreatment, neglect is by far the most common. According to the U. S. Department of Health and Human Services (2010), â€Å"over two-thirds (70%) of maltreatment victims experience neglect. About 15% are physically abused, and 9% are sexually abused. Only 7% reportedly are emotionally abused, a figure that is probably greatly underestimated† (as cited in Bartol ; Bartol, 2012, p. 378-379). While these four types of child maltreatment are the most common, there are several other well-known examples of child abuse as well. According to Emery and Laumann-Billings (1998), â€Å"an estimated 1,200 to 1,500 young children are murdered each year by a parent or other person,† (as cited in Bartol ; Bartol, 2012, p. 380). This form of infant abuse is known as infanticide, or the killing of an infant up to two years of age (Bartol ; Bartol, 2012, p. 80). According to data from the National Child Abuse and Neglect Data System (NCANDS), children younger than 1 year accounted for 46. 2% of child fatalities in 2009 (as cited in the Child Welfare Information Gateway, 2011). Infanticide can be broken down further into two terms, neonaticide and filicide, depending on how long after birth the child was killed. For example, if a new-bo rn baby is killed within 24 hours after his birth, it would be neonaticide. If the child is killed after he reaches the age of one year, it would be filicide. These two terms exist because of the substantial differences between mothers who commit neonaticide and those who commit filicide. Shaken baby syndrome is another form of child abuse in which the parent, guardian, or caretaker shakes the baby so hard that serious brain damage occurs (Bartol ; Bartol, 2012, p. 383). Several common symptoms of shaken baby syndrome are seizures, inability to lift head, difficulty breathing, difficulty speaking, blindness, lethargy/decreased muscle tone, extreme irritability, or inability of eyes to focus or track movement (â€Å"The National Center on Shaken Baby Syndrome,† n. . ). In some cases, death may even occur. According to Russell (2010), â€Å"of those children diagnosed with SBS, about 30% die as a result of their injuries, and only 15% survive with no lasting effects (as cited in Bartol ; Bartol, 2012, p. 383). Not only are children affected while the maltreatment is happening, but the memories of the abuse can have negative consequen ces for children, families, and society that last lifetimes, if not generations. First of all, a person’s physical and mental health could be negatively affected. For instance, adults who have been physically abused or neglected are more likely to be suffering from asthma, arthritis, high blood pressure, bronchitis, and many more. Some mental effects of abuse could be a mental disorder, depression, isolation, fear, an inability to trust, anxiety, and so on. Additionally, people who have been abused in the past have much higher chances of committing violent crimes and becoming juvenile offenders (â€Å"Long-Term Consequences of Child Abuse and Neglect†, n. d. ). According to English, Widom, ; Brandford (2004), â€Å"a National Institute of Justice study showed that abused and neglected children were 11 times more likely to be arrested for criminal behavior as a juvenile, 2. 7 times more likely to be arrested for violent and criminal behavior as an adult, and 3. 1 times more likely to be arrested for one of many forms of violent crime (juvenile or adult),† (as cited in â€Å"Long-Term Consequences of Child Abuse and Neglect†, n. d. ). Additionally, adults who were abused by their parents when they were kids are very likely to abuse their own kids. A lot of people who faced abuse are also very likely to have problems with drug abuse in their future (â€Å"Long-Term Consequences of Child Abuse and Neglect†, n. d. ). Suicidal thoughts and attempts to commit suicide are also very common among victims of child abuse. Lastly, child maltreatment is very expensive for society. These costs include direct costs which are the costs associated with the immediate needs of the abused and neglected child, and indirect costs which are the costs associated with the longer term and the secondary effects of child maltreatment. Some examples of direct costs would be hospitalization, child welfare, law enforcement, chronic health problems, and is estimated annually to cost over 24 million dollars. Some examples of indirect costs would be special education, adult criminality, juvenile delinquency, mental health, health care, and the estimated annual cost is around or over 69 million dollars. Together, the total of the direct and indirect costs for people who have suffered from child abuse can be around 90 million to 100 million dollars yearly (â€Å"Chapter Six: What Are the Consequences of Child Abuse and Neglect? n. p. ). Finally, special procedures and precautions must be taken when dealing with abused children in the courts. This is where the forensic psychologist may become involved. Some of the issues the forensic psychologist may be involved with is figuring out the most appropriate procedure for taking the child’s testimony, finding out under what conditions would a child’s out-of-court statement (hearsay) be admissible, figuring out if the child is competent enough to provide an accurate testimony in the court of law, and if abuse or neglect occurred, and if so, who is responsible. The first issue is very important because it is very common for the child to be under enormous duress in the presence of the defendant, or the child’s possible abuser. The child is under even more pressure if they have to testify against their own parent or guardian. According to Partlett and Nurcombe (1998), The child is notoriously vulnerable while giving evidence against abusers, especially parents, when proof of the charge will result in separation. Many children are highly susceptible and subject to recantation when faced with the reality of parental separation (as cited in Bartol ; Bartol, 2012, p. 91-392). In order to solve this issue, many states have made and passed recent legal rules which limit the defender’s confrontation with the child by allowing the child’s testimony to be taken through closed-circuit TV, or another room. Another tricky part of abused children and courts is the child evaluation. When evaluating the children, the clinicians have to be very careful and have to be very sensitive and skillful to a wide range of factors. The evaluator should also try to avoid tating their personal opinions when with the child. K. S. Budd, Felix, Poindexter, Naik-Polan, and Sloss (2002), report that Clinicians may be asked to assess the child’s developmental or emotional functioning and needs, the effects of maltreatment on the child, the risk of harm should the child be united with his or her parents, the impact of separation from the biological family on the child’s functioning, or the advantages and disadvantages of potential visitation or placement options (as cited in Bartol ; Bartol, 2012, p. 80). Lastly, in some cases it may be necessary for the courts to appoint someone to represent the child such as a guardian ad litem (GAL), to represent the child’s best interests or if the child cannot do so by themself. Two responsibilities of the child’s GAL is to get a clear understanding of the situation a nd the needs of the child, and to make recommendations to the court concerning the needs of the child (â€Å"Representation of Children in Child Abuse and Neglect Proceedings,† n. p. ). Overall, child abuse is a serious issue in today’s society. â€Å"In 2009, Children’s Advocacy Centers around the country served over 254,000 child victims of abuse, providing victim advocacy and support to these children and their families. In 2010, this number was over 266,000† (National Children’s Alliance, 2010). Everyday children are exposed to child abuse and everyday children die from it. Will there ever be a day when children don’t have to be afraid of the abuse? Probably not; and that is the twisted society in which we live today. How to cite Child Abuse and Maltreatment, Essay examples

Points of referral to meet the needs of the learners free essay sample

I would ensure the course documents take into consideration the individual needs of the learner. E. g. Initial Assessment, Scheme of work, ILP and APL †¢ Provide a suitable learning environment conducive to learning with regards to layout and accessibility. I would include varied styles of learning throughout the teaching. †¢ Ensure the booking form has sections included to highlight any special needs. †¢ I would provide teaching resources that are accessible for all learners. I would do my upmost to include provision to ensure learners that may require additional resources have access to the information and the resources. Delivery I would introduce during the learner’s induction information and discussion on equality and diversity, including policies, complaints procedure etc. Setting appropriate ground rules with learners during induction. Ensure appropriate assessment methods used for all learners. I would insist on appropriate and sensitive use of language and would challenge the inappropriate use of language. We will write a custom essay sample on Points of referral to meet the needs of the learners or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I would ensure materials and topics are presented in ways that are sensitive to equality and diversity I would ensure discussion and comments within the learning environment are managed to ensure learner language is appropriate and non-discriminatory. Language I use is non-discriminatory and appropriate I would ensure that any assessment was fair and would not discriminate against any learner Ensure diversity is included within my teaching – making reference and using examples from a variety of cultures, religions etc. How you communicate with learners (make sure they can understand – use appropriate vocabulary and terminology, ensure your comments will not be taken as discriminatory or offensive, check that your body language is appropriate); The resources you use (consider whether they could be viewed as discriminatory or stereotypical and that are they suitable for the learners’ needs)The teaching methods (make sure all learners can participate  and that the methods are varied and support all learning styles). The environment (gives learners opportunities to establish working relationships effectively, ensure everybody is being included, check that the room is accessible and safe especially for people with sensory disabilities or lack of mobility). Inclusive teaching Inclusive teaching and learning is only possible when equality and diversity policies are positively promoted. Inclusion means that learners’ needs (and an individual learner may have more than one need) are appropriately met to enable full participation in the learning process. Inclusive practice relies on a range of differentiation strategies which could include some of the following: additional classroom tutor support (or learning support assistant), adapted or specific resources, peer support; varied presentation; content selection; reducing or increasing time for activities or expected output. Consider the scenarios below and think about the inclusive strategies that would be needed to support the learners. Points of referral Although inclusion is about supporting learners’ needs, it is not always possible for teachers to do this without support themselves. You should be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners. If you have a line manager, he or she should be your first point of contact for referral. If you have team meetings or contact with other teachers, your colleagues may also be able to help through their own previous experiences. Support may be available in your own organisation, through a learning support department or from Skills for Life specialists. Some organisations have specialist resources for supporting disabled learners or may be able to provide a learning support assistant.

Patient Tracer Summary free essay sample

In order to be compliant with Joint Commission standards for Record of care, Treatment and services an assessment was done which is outlined below. Introduction The admission assessment is the fundamental baseline assessment which begins the process of assessment, diagnosis, planning, intervention, and evaluation. This assessment is a critical first step in the patient’s care and serves as the first complete introduction the nurse has to the patient. During this process, the nurse assesses the patient from head to toe and establishes a baseline assessment. This provides a point of reference for other nurses to compare against to see if the patient’s condition is improving or declining. The history and physical also points out problem areas to the nurse, which allows him or her to write a care plan that will guide the nursing staff in their care of the patient. For example, a patient may be admitted for excessive uterine bleeding, but during the assessment the nurse notes that the patient has experienced significant weight loss and is at risk for skin breakdown because she has poor skin turgor, and is immobile and incontinent. We will write a custom essay sample on Patient Tracer Summary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The nurse would write a care plan on the bleeding as it relates to, additionally, the nurse could write a care plan on the patient’s risk for skin breakdown and nursing interventions to reduce the patient’s risk for developing a decubitus ulcer. The nurse could also make a referral to the dietitian to help with the patient’s nutritional status. In response to this assessment an action plan was formulated to investigate the entire care-planning process: the initial assessment form, how it was used, what conclusion it rendered, and how the care plan was activated and reevaluated. The nursing team involved the SDS nurse, OR nurse and PACU Nurse This initial involvement of the team not only brought the problem to the forefront of the nurse managers’ thinking, it also initiated the development of a solution. On reviewing the nursing process as it existed and as it applied to care plans it became very clear that care planning depends upon the nursing process and the nursing process is predicated upon the baseline nursing assessment. At this point, the problem was with the initial assessment process admission assessment process and care-plan development. On examination of the existing assessment forms it was identified that nurse managers had utilized the existing form or some adaptation of the original for years. Although the staff was quite familiar with its format, it contained several identifiable flaws.  ·It had been typeset and printed internally.  ·New JCAHO standards or practice updates were often inserted wherever they could be worked into the form.  ·The form did not provide a summary section for the nurse to consolidate his or her findings in preparation for the care plan, nor did it provide a summary section for other care members to review. Improper flow of assessment on the form.  ·The form did not provide for a summary conclusion from which to develop a thorough care plan.  ·The nurses didn’t necessarily like the form, but they had been using it for many years and no changes had been recommended by management. At this point one of the issues identified was that the nursing admission assessment form nee ded to be redesigned in order to be compliant and a proper flow patient care was documented for admission right up to referrals or discharges. Corrective Action Plan: After identifying the problem a goal was set up to develop a new form that needed to be user friendly for the nursing staff, yet functional. The corrective action should include:  ·Easy flow of information and reader friendly.  ·Typesetting should be professional.  ·It should include an overall summary section for team members to review.  ·Accreditation requirements must be interwoven in natural flow within the context of the assessment and become more meaningful components to the assessment: The design of the new form was based on the following research:  ·This format would include prompts, interwoven accreditation requirements, and a summary section.  ·Nursing topics were grouped together so that it flowed logically together and the nurse only needed to indicate negative exceptions to a healthy assessment. This would also minimize charting and clarify problematic areas in the patient’s assessment. If a section was normal, a quick check box indicating â€Å"no problems noted† was provided. The form also grouped together the need for financial assistance, need for case management referral, spiritual considerations, suspected abuse and neglect, and assistance at home, as well. Prompt boxes were also designed by these sections because it was the team’s belief that referrals to case management, the business office, and social services were also important in care planning. Such referrals or at least the documentation of the referral, had often times b een missing on our old assessment form. Referrals for regulatory requirements to PT (physical therapy), OT or SLP, Nutritional counseling and spiritual considerations were looked at to identify their placement. Once the form was ready, it was reviewed by Management which included the CEO, vice-president of nursing and legal council advisor. Implementation of corrective Action Plan:  ·A training session was conduced within the nursing units to review and asses the form.  ·The staff provided favorable feedback about the new assessment process, stating that they liked it and that it saved them time. The nurses in charge of audits stated that the form helps her when she’s looking for compliance With regulatory issues  ·The Nurse working in admitting patients stated that it greatly simplified this assessment. Conclusion: The development and identification of this assessment form was a process resulting from research based on guidelines as per JHACO. The record of care, treatment and services clearly states that it should comprise of all data and information gathered about a patient from the moment he or she enters the hospital to the moment of discharge or transfer.

Can I Get an Accredited High School Diploma Online

Can I Get an Accredited High School Diploma Online SAT / ACT Prep Online Guides and Tips Are you looking into online high schools and wondering if they’re legitimate?Have you come across the word â€Å"accredited† and want to know what it means?Online high schools have been exploding in popularity in recent years, and, as more are created, it can be difficult to tell which are legitimate schools and which are little more than diploma mills. Read this guide to learn more about online high schools, what it means for a school to be accredited, where to get an accredited high school diploma online, and how to ensure that you are choosing the best school for you. Note: If you're interested in getting your GED online rather than an accredited high school diploma, read this article instead. What Is an Online School? Asyou may have guessed, an online high school is a school or program where students can earn their high school diploma by taking classes online.Some of these classes arecompletely online, while others are mostly online but require students to visit a testing center or other location to take final exams. If you enroll in an online high school, you can either take a few classes to supplement your degree at your regular high school, or you can earn your entire high school diploma online.Some of these programs are affiliated with traditional brick and mortar schools while others are solely online.Online high schools can be public, private, charter, or university/college affiliated. To learn more about why people choose to attend online high school and how it can benefit you, check out our guide to online high school, and learn how to decide if it's a good choice for you. What Does Accreditation Mean? Accreditation is a process of evaluation that schools (both online and traditional) undergo in order to ensure they meet certain quality standards for education. Accreditation is evaluated regularly, and a school can lose accreditation if a large number of students don't meet educationalstandards for their grade level, there aren't enough teachers for the students, teachers don't have necessaryeducational backgrounds, or a different reason. Before a school becomes unaccredited, it is often given a warning and probationary period first to try and improve. A school can regain its accreditation if it has shown sustainable improvement, but becoming re-accredited can often take several months or even years. For high schools, accreditation requirements vary by state. Public schools must follow guidelines set by their state government in order to be accredited, while the requirements for private and charter schools often vary widely, depending on the state. Accreditors must be approved by the US Department of Education (USDE) in order to be considered legitimate.A school that is legitimately accredited will provideinformation about who it is accredited by (such as a regional accreditor), and who accepts that accreditation, such as "Fully accredited by the State Department of Illinois." A school that simply lists "accredited" without mentioning who it is accredited by or who accepts that accreditationmay not be officiallyaccredited, which is pretty much the same as not being accredited at all. Unfortunately, fake accreditors do exist. Accreditation is important because it lets students know they are attending a school that provides them with a quality education, and, when they graduate, it lets others know that their education met certain standards. Colleges want to accept students from accredited high schools because it gives them confidence that those students were taught what they need to know to be prepared for and succeed infuture classes. For students who are younger than16, accreditation becomes even more important because you will only be considered enrolled in school (which is required until you turn 16) if the online school you attend is accredited. Are There Non-Accredited Online High Schools? What Are the Dangers of Taking Classes Through Them? As online education continues to grow in popularity, more and more online high schools have been created in order to keep up with demand.Some of these online high schools have gone through rigorous development and reviews and can provide an education equal to that of a traditional high school;however,others are nothing more than diploma mills that take your money and give you a prettyuseless piece of paper in return. Accreditation is the best way to pick out the highest quality schools and prevent yourself from getting scammed.But what if you find a really great online high school that offers great classes, but it isn’t accredited? Is it really that bad to take classes at an unaccredited school? In short, yes.The first reason taking classes from a non-accredited school is bad is that you likely won’t get a good education. For a school to not be accredited, it either didn’t put in the effort to attempt accreditation (a bad sign, considering how important it is), or it failed the accreditation process because it didn’t meet certain education standards. Simply put, this means that you will be taking classes from a school that hasn’t been found to provide a quality education. Any person canset up a website and claim to run an online high school.Some online high schools will give you a â€Å"diploma† as long as you pay their fee and take a short multiple choice exam. While that’s an extreme case (and that company was eventually shut down), there are many other non-accredited programs that claim to offer you a high school education but don’t deliver. Getting a diploma from an unaccredited school could cause problems for you in the future. Image Source: Flickr/Enokson While getting a high school diploma so easily may seem nice, if you don’t learn much before getting it, you likely won’t be prepared for whatever the reason you’re attempting to finish high school, whether that’s college classes or a more advanced job. That can lead to you feeling confused and overwhelmed, and you may end updroppingout of schoolor quitting your job because you didn’t have the knowledge you needed to do well. Another important reason to not take classes from a non-accredited school is because most other schools and people won’t accept the classes you took. This means that, if you took classes at anon-accredited online school, they probably won'ttransfer to your regular high school, and if you receive a diploma from anon-accredited high school, mostcolleges and employers won’t accept it.Colleges want students from accredited high schools because it increases the likelihood that they received a rigorous education and are prepared for college classes. For almost alljobs and colleges, having a diploma from a non-accredited high school is just about the same as not having a high school diploma at all.Taking classes at a non-accredited online high school can leave you with a poor education and an expensive piece of paper that likely don'thelp you further your education or career. Is It Ever OK to Take Classes at a Non-Accredited Online High School? Now you know the risks of studying at an unaccredited online school, but would there ever be a good reason to take classes at anon-accredited school? For almost all high school students, it's a bad idea to classes at anon-accredited school.However, there area fewtimes whenit could be OKto take classes at anon-accredited online high school. The reasons are listed below; however, for each of them, remember that there is still some risk involved if you ever change your plans and would like those classes to transfer to a school that only accepts credits from an accredited school. Whenever possible, you should still choose an accredited school. One reason you may take classes at a non-accredited school is because you don't plan on pursuing additional education afterward,so you don't need to worry about other schools accepting the classes. This may be the case if you are attending a technical school or certificate programwhere your qualifications will be based on a specialized test you need to pass and not the accreditation of your school. Another reason you may take classes at a non-accredited online school is if you are only taking a few classes for your own personal use and not looking to receive academic credit for them. This could be the case if you want to take some online classes for fun, to brush up on a particular skill, or to prepare yourself for future classes where you will receive academic credit (such as taking an online calculus class before your actual calculus class begins). This may also be true forhome-schooledstudents who want to supplement their education with online classes. A third reason is that the traditional (i.e. not online) school you are attending or will attend has agreed to accept classes from a non-accredited school. Some high schools and colleges have partnershipswith certain online class providers, and they may give you academic credit for classes you take through them, even if those online schoolsaren't accredited because your schoolstudied their syllabi and knows theymeet their standards. However, you should absolutely check on thisbefore enrolling in an unaccredited online class, and you should get confirmation, preferably in writing, that the class will be accepted. If you're going to attend an unaccredited online school, be careful, and don't jump in right away. How Can You Find OutIf an Online High School Is Accredited? So now that you know how important accreditation is, how can you find out if the online high schools you’re interested in are accredited? There are several different steps, and each isoutlined below. Step 1: Check the School Website Typically, the easiest way to see if a particular school is accredited is to check its website.If the school is accredited, it will state that somewhere on its website, often on the first page or in the â€Å"about† section. Some schools have specificpages just to show their accreditation. Once you find this information,sure the schoolalso states whoit received its accreditation from and/or who that accreditationis recognized by (such as a regional accreditationor a department of education). A school will rarely come out and state that it’s not accredited, however.If you can’t find any accreditation information on the school’s website, move on to the next step. Step 2: Check Online Resources While the US Department of Education has created a database for people to check the accreditation of colleges and universities, there is currently no such resource to check for high schools, so it can be slightly more difficult to learn if a high school is accredited.First try doing an internet search for â€Å"accreditation + [School Name]†.You can also search for online reviews to see what past students are saying about the school. Step 3: Contact the School If you are unable to find information online, contact the school itself.Look on the school’s website to find its contact information, and either call or e-mail them.Ask if the school is accredited and, if so, by whom. Be aware that many schools do not like to admit outright that they aren’t accredited, so they may give you a roundabout answer. You should be extremely wary of any answer that isn’t a plainâ€Å"Yes.† This includes â€Å"We’re almost accredited†, â€Å"No, but we’re just as good as accredited schools,† and similar responses. This is often just a way to try and convince you to enroll in the school anyway. If they are accredited, ask for more information on who accredited them. It may be a regional accreditation, national accreditation, or a state accreditation. If a school isn’t accredited, move on to another one that is. There are many options for online high school now, and more and more of these schools are becomingaccredited. Summary Online high schools can be a great way for people who can’t attend traditional schools to obtain their high school diploma. However, as online education becomes more popular, some schools have been created solely as a way to make money for their owner, with no regard to quality of education. Accreditation is a way to easily find out which schools provide a good education. If a school is accredited, that means it met certain education standards. If you enroll in an online high school that isn't accredited, you will most likely not get a good education, and your diploma and coursework won’t be accepted by almost anycolleges or employers, making it pretty much useless. You should always check to see if a school is accredited before enrolling. You can do this by looking on the school’s website or contacting them directly. What's Next? Wondering if you should earn an accreditedhigh school diploma online? Check out our guide toonline high schools and learn how to decide if they are the best choice for you. Thinking about getting a GED instead? We discuss what a GED is, how to get your GED online and the best GED practice tests to help you prepare here. Want an in-depth look at an online high school? Read our reviewof the prestigious Stanford Online High School and see if it's something you're interested in. Why is your high school transcript so important? Learn about what information a transcript includes and why it's often the most important piece of information colleges look at. Do you even need a high school diploma to get a job? Find out what careers require a high school diploma and when you can get away without one in this article. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Verlan - French Slang àlenvers

Verlan - French Slang lenvers Verlan is a form of French slang that consists of playing around with syllables, kind of along the same lines as pig Latin. Unlike pig Latin, however, verlan is actively spoken in France. Many verlan words have become so commonplace that they are used in everyday French. To verlan a word, simply separate it into syllables, reverse them, and put the word back together. In order to maintain the correct pronunciation, the verlaned word often undergoes some spelling adjustments. Unnecessary letters are dropped, while other letters are added to make pronunciation logical. There are no real rules for this; its just something to be aware of. Note that not every word can or should be verlaned; verlan is used essentially to emphasize or hide the meaning of the main word(s) in a sentence. How It Works Lets start with the word lenvers, which means the reverse. Separate lenvers into its two syllables len and vers. Invert them, put them together into a single word, and then adjust the spelling: lenvers... len vers... vers len... verslen... verslen... verlen... verlan Thus, you can see that verlan is lenvers pronounced lenvers (reverse pronounced in reverse). Lets try another example: pourri... pou rri... rri pou... rripou... ripou Most single-syllable words are just pronounced backwards. fou oufcool (from English) looc Take It a Step Further The above examples are pretty simple, but verlan gets more complicated when it comes to the e muet, which is a very important sound in verlan. Words that end in e muet (like femme) and words which end in a pronounced consonant and which usually have an e muet sound tacked onto the end (like flic, which is usually pronounced flique) retain the sound of the e muet when they are verlaned. In addition, when the syllables are reversed, the resulting final vowel sound is sometimes dropped. flic... fli keu... keu fli... keufli... keuffemme... fa meu... meu fa... meufa... meufarabe... a ra beu... beu ra a... beura... beur Verlan was invented as a secret language, a way for people (notably youths, drug users, and criminals) to communicate freely in front of authority figures (parents, police). Because much of verlan has become incorporated into French, verlan continues to evolve - sometimes words are re-verlaned. Beur, commonly heard in the 1980s, has been reversed again to reub. Keuf has been re-verlaned to feuk, with a bonus - it now resembles a vulgar word in English. Here are some common verlan terms that you should be able to recognize. Remember that verlan is a form of slang, so you probably shouldnt use it when talking to someone you  vouvoie. balpeau  Ã‚  Ã‚  verlan of  peau de ballemeaning: nothing, zip barjot  Ã‚  Ã‚  verlan of  jobardmeaning: crazy, insane un  beur  (now  reub)  Ã‚  Ã‚  un  Arabemeaning: Arab blà ©ca  Ã‚  Ã‚  verlan of  cablà ©meaning: trendy, in un  brelica  Ã‚  Ã‚  verlan of un  calibremeaning: revolver une  cecla  Ã‚  Ã‚  verlan of une  classemeaning: class cà ©fran  Ã‚  Ã‚  verlan of  franà §aismeaning: French chanmà ©Ã‚  Ã‚  Ã‚  verlan of  mà ©chantmeaning: mean, nasty chà ©bran  Ã‚  Ã‚  verlan of  branchà ©meaning: cool, plugged in chelou  Ã‚  Ã‚  verlan of  louchemeaning: shady, dubious une  cinepi  Ã‚  Ã‚  verlan of une  piscinemeaning: pool une  deban  Ã‚  Ã‚  verlan of une  bandemeaning: group, band un  skeud  Ã‚  Ã‚  verlan of un  disquemeaning: record, album fais  ià ¨che  Ã‚  Ã‚  verlan of fais  chiermeaning: its boring, annoying un  fà ©ca  Ã‚  Ã‚  verlan of un  cafà ©meaning: cafà © à ªtre au  fumpar  Ã‚  Ã‚  verlan of à ªtre au  parfummeaning: to be in the know une  gnolba  Ã‚  Ã‚  verlan of une  bagnolemeaning: car, junker geudin  Ã‚  Ã‚  verlan of  dinguemeaning: crazy jourbon  Ã‚  Ã‚  verlan of  bonjourmeaning: hello un  kebla  Ã‚  Ã‚  verlan of un  Black  (from English)meaning: black person kà ©blo  Ã‚  Ã‚  verlan of  bloquà ©meaning: blocked, caught un  keuf  (now  feuk)  Ã‚  Ã‚  verlan of un  flicmeaning: police officer (equivalent to cop, copper, pig) un  keum  Ã‚  Ã‚  verlan of un  mecmeaning: guy, dude laisse  bà ©ton  Ã‚  Ã‚  verlan of laisse  tombermeaning: forget it, drop it un  là ©pou  Ã‚  Ã‚  verlan of un  pouletmeaning: police officer (equivalent to cop, copper, pig) looc  Ã‚  Ã‚  verlan of  cool  (from English)meaning: cool une  meuf  Ã‚  Ã‚  verlan of une  femmemeaning: woman, wife ouf  Ã‚  Ã‚  verlan of  foumeaning: crazy pà ©cho  Ã‚  Ã‚  verlan of une  chopermeaning: to steal, nick; to get caught une  pà ©clot  Ã‚  Ã‚  verlan of une  clopemeaning: cigarette le  pera  Ã‚  Ã‚  verlan of le  rapmeaning: rap (music) un  quà ¨m  Ã‚  Ã‚  verlan of un  mecmeaning: guy une  raquebar  Ã‚  Ã‚  verlan of une  baraquemeaning: house relou  Ã‚  Ã‚  verlan of  lourdmeaning: heavy les  rempa  Ã‚  Ã‚  verlan of les  parentsmeaning: parents un  reuf  Ã‚  Ã‚  verlan of un  frà ¨remeaning: brother une  reum  Ã‚  Ã‚  verlan of une  mà ¨remeaning: mother un  reup  Ã‚  Ã‚  verlan of un  pà ¨remeaning: father une  reus  Ã‚  Ã‚  verlan of une  sÅ“urmeaning: sister ripou  Ã‚  Ã‚  verlan of  pourrimeaning: rotten, corrupt la  siquemu  / la  sicmu  Ã‚  Ã‚  verlan of la  musiquemeaning: music un  sub  Ã‚  Ã‚  verlan of un  busmeaning: bus à ªtre dans le  tarcol  Ã‚  Ã‚  verlan of à ªtre dans le  coltarmeaning: to be exhausted une  teibou  Ã‚  Ã‚  verlan of une  bouteillemeaning: bottle une  teuf  Ã‚  Ã‚  verlan of une  fà ªtemeaning: party tirape  Ã‚  Ã‚  verlan of  partirmeaning: to leave tisor  Ã‚  Ã‚  verlan of  sortirmeaning: to go out une  tof  Ã‚  Ã‚  verlan of une  photomeaning: photograph la  tourv  Ã‚  Ã‚  verlan of la  voituremeaning: car le  tromà ©Ã‚  Ã‚  Ã‚  verlan of le  mà ©tromeaning: subway zarbi  Ã‚  Ã‚  verlan of  bizarremeaning: strange un  zarfal  Ã‚  Ã‚  verlan of un  falzarmeaning: pants, trousers une  zesgon  Ã‚  Ã‚  verlan of une  gonzessemeaning: girl, chick zyva  Ã‚  Ã‚  verlan of  vas-ymeaning: go

IRISH POTATO FAMINE SOURCES Essay Example | Topics and Well Written Essays - 1000 words

IRISH POTATO FAMINE SOURCES - Essay Example However, the increased population created scarcity in land. The number of people was exceeding the available land. The government had to device a way for diving land. The small plots that were issued by the government could only bear the very potato. Population increase and land scarcity can, on a perspective, be said to be the first negative impact that potato brought to Ireland. Since the small land could only contain the potato crop, the people of Ireland solely relied on this crop as the staple food and also as the only source of income from its sales. When the potato blight hit the country, the people had been caught unaware. As their crops were being helplessly destroyed before their eyes by the blight, distress captured the better part of them as they wondered of the available solutions. The blight was taking away the only source of life. The people started to starve due to lack of adequate food. Starvation made the people weak and vulnerable to all kinds of diseases. Typhus, Dysentery and Relapsing fever came upon them like plague (source 3). With the starvation and the emergence of the deadly diseases, life took a horrific turn on many common people. Hardship became a daily companion. The population had shifted their focus from potato farming to working on the public roads (source 2 & 3). A report by Wexford Independent describes the public as low income earner (source 3). The people were working in the extremely cold weather and their wages could not allow them to buy warm clothes. The cold caused the inflammatory of their lungs and fever. The poor salaries made the blanket a rare luxury for these people (source10). These people were also walking long distances and without food to eat. Most of them would drop and die while at work (source2). Thus, the root cause of their tribulations was cold and hunger. The poor Irish crowded the roads, begging

Assessment Theory Essay Example | Topics and Well Written Essays - 1000 words

Assessment Theory - Essay Example Including the assessment strategies that will be used to measure the progress of the student is very necessary to make sure that this has been achieved in a way that will help the students to not only gain from the learning materials but also retain these materials in the long term (Kyriacou, 2009). Diagnostic assessment is geared towards creating a way forward for the class (Wiliam, 2009). The teacher uses this assessment strategy in an attempt to try and map the knowledge the class already has about a certain topic are. In this regard, it can be used at the beginning of the lesson, at the beginning of a new topic, or even at the beginning of a new class (grade level). New teachers who are about to take a new class may also want to use a diagnostic assessment to know where his or her students have reached with regard to certain knowledge. Once this is used, the teacher is able to know what will be necessary to emphasize on and what may not require more emphasis. Formative assessment is also another important strategy that teachers can use to help and aid in the class. As Gadsby (2012) argues, formative assessments are usually in class assessments that a teacher will use in a way to help the students to learn better. Formative assessment is never geared towards giving the student a grade to indicate his level of knowledge, but is geared towards identifying any learning gaps in the classroom and therefore provide for a way to deal with them (Black & William, 1998). For instance, after introducing and completing a topic, the teacher may want to give a formative assessment as a way to identify what the students were able to learn and retain and what they were not able to retain. This way, the instructor is able to close the gaps that are identified through a formative assessment (Marshalla & Drummond, 2006). For instance, if the class is on Information and communication technology

Unemployment And Its Effect Essay Example for Free

Unemployment And Its Effect Essay Unemployment has always been considered the single most serious individual, social and economic problem since the emergence of industrialization and specialization of work. The ability to work and earn is considered as one of the fundamental cornerstone of any functional society. However, when people who can work are deprived of it and are forced to waste their otherwise productive time that could have invested in their own material l prosperity while adding value to the nation. It has also various personal, moral and ethical dimensions associated with it that plays pivotal role in determining the well-being and prosperity of individuals, family, society and ultimately the entire nation. The combined effect of all of these factors is that unemployment has become the most studied phenomena in modern social and economic studies. The unemployment situation At present the unemployment rate in U. S is close to 4. 4 percent of the working population, which implies that a staggering 6. 7 million people stand unemployed (Employment situation summary, 2007). The social and economic effect of such large number of people being jobless is worrisome for the overall health of the economy. It implies that millions of working hour wasted every day, aggregate loss of hundreds of millions of dollars per day, greater stress on families and individuals, rise in poverty, unequal distribution of wealth, decline in health standards of the unemployed people and their dependents, rise in criminal activities and drug dependency, suicide related instances and increased stress on government social security programs which further translates in constraints on economy and society. Persistent situation of unemployment causes people to loose their self-esteem, position and status in society, pushing them to social margins where they become depressed, alienated and feel redundant. Unemployment also decreases the working potential of unemployed people, so that when they try to return to mainstream their capacity to work and perform is substantially reduced and their skill set lost or obsolete. Types of Unemployment There are following major types of unemployment seen in the labor market (Krugman, 1994). 1. Frictional unemployment- The period of unemployment when people are switching from one job to another. 2. Cyclical unemployment – When the demand of labor in market periodically shrinks and grows due to recession in business 3. Structural unemployment- This type of unemployment is caused when the profile of job seeker and job are mismatched causing stress for the employee and the employer 4. Technological unemployment Perhaps the oldest kind of unemployment which happens due to people being replaced by new machines and technologies 5. Classical unemployment When market undervalues the labor. 6. Seasonal unemployment – Unemployment in those job sectors that are seasonal such as tourism, construction, and sports and game professions. Issue of high and low unemployment Although persistent and high level of unemployment is debilitating, a certain level of low unemployment is considered good for economic growth as it creates incentives for economic growth and contribute to long-term stability and security in job market (Bernstein, Mishel, Schmitt, 2001). Low unemployment rate is an strong indicator of prospering economic conditions and give greater bargaining power in the hands of workers, where they are able to negotiate with employers on better pay-scales and facilities. On the other hand, high rates of unemployment are typically result of economic recession. The business is not in state to supply adequate number of jobs, and workers are put at serious disadvantage in terms of selection of jobs, wages, and security, creating a situation of continuous strain. Bernstien. J, Mishel L. Schmitt, J. . 2001. The State of Working America, 2000-2001: ILR Press: Ithaca, NY. Employment situation summary. 2007. Bureau of Labor Statistics. United States Department of Labor. Retrieved from web on 17. 04. 2007. http://www. bls. gov/news. release/empsit. nr0. htm Krugman, P. 1994. Past and Prospective Causes of High Unemployment. Retrieved from web on 17. 04. 2007. http://www. kc. frb. org/PUBLICAT/ECONREV/PDF/4q94krug. pdf

Essay --

â€Å"And therefore women, being weaker vessels, are ever thrust to the wall; therefore I will push Montague’s men from the wall and thrust his maids to the wall† are the words spoken by a Capulet servant at the beginning of the play (I.i.14-17). He illustrated right off the bat that the women characters had a completely different place in society than men did and were thought to be weaker compared to them. Although there are only three main female characters in William Shakespeare’s play Romeo and Juliet, it’s easy to interpret what the roles of women were in Verona during the Renaissance time period. Based on the female characters in Romeo and Juliet, it seems they matured more quickly than women do today, portrayed a subservient role in society, and were seen as an object to possess. Considering people during the Renaissance didn’t live as long as they do now, the women in Verona during that time matured much more quickly than women do today. Marrying and having children were jobs that were often completed before the age of eighteen. Juliet’s marriage to Paris was supposed to happen when she was only thirteen years old, and Juliet’s mother tells her that she became a mother â€Å"much upon these years† (I.iii.70-72). Women during that time were passed down from their parents to their husbands without much chance of independent thought or action. Juliet had never even considered marriage until her mother brought it up, and seemed somewhat astounded when she did. Because there were arranged marriages at that time, there were likely many instances when the women didn’t love their chosen man. Juliet’s arranged marriage to Paris is an example of this, And because of it, an ample amount of trouble arose. Women had little freedom during that... ...ord to hire people to do work for them, but it wasn’t like that for other poor families of the Renaissance. Women in Verona during the time of the Renaissance had a completely different place in society than the men did. Juliet, Lady Capulet, and the Nurse were the only female characters in the play, but were able to illustrate the roles that all women had during that time period. All women during the Renaissance time, based on the characters of Romeo and Juliet matured more quickly then women do today, played a subservient role in society, and played the role of an object to possess. Their roles show that they were powerless compared to men, but still had an important role in society. Women have gained significant control and influence since Romeo and Juliet was written, but unfortunately there are still many cases around the world where women are secondary to men. Essay -- â€Å"And therefore women, being weaker vessels, are ever thrust to the wall; therefore I will push Montague’s men from the wall and thrust his maids to the wall† are the words spoken by a Capulet servant at the beginning of the play (I.i.14-17). He illustrated right off the bat that the women characters had a completely different place in society than men did and were thought to be weaker compared to them. Although there are only three main female characters in William Shakespeare’s play Romeo and Juliet, it’s easy to interpret what the roles of women were in Verona during the Renaissance time period. Based on the female characters in Romeo and Juliet, it seems they matured more quickly than women do today, portrayed a subservient role in society, and were seen as an object to possess. Considering people during the Renaissance didn’t live as long as they do now, the women in Verona during that time matured much more quickly than women do today. Marrying and having children were jobs that were often completed before the age of eighteen. Juliet’s marriage to Paris was supposed to happen when she was only thirteen years old, and Juliet’s mother tells her that she became a mother â€Å"much upon these years† (I.iii.70-72). Women during that time were passed down from their parents to their husbands without much chance of independent thought or action. Juliet had never even considered marriage until her mother brought it up, and seemed somewhat astounded when she did. Because there were arranged marriages at that time, there were likely many instances when the women didn’t love their chosen man. Juliet’s arranged marriage to Paris is an example of this, And because of it, an ample amount of trouble arose. Women had little freedom during that... ...ord to hire people to do work for them, but it wasn’t like that for other poor families of the Renaissance. Women in Verona during the time of the Renaissance had a completely different place in society than the men did. Juliet, Lady Capulet, and the Nurse were the only female characters in the play, but were able to illustrate the roles that all women had during that time period. All women during the Renaissance time, based on the characters of Romeo and Juliet matured more quickly then women do today, played a subservient role in society, and played the role of an object to possess. Their roles show that they were powerless compared to men, but still had an important role in society. Women have gained significant control and influence since Romeo and Juliet was written, but unfortunately there are still many cases around the world where women are secondary to men.

Common Errors in English Language Learning and Use – the Philippine Context

For half a decade, I have spent significant time working with and studying English as Second Language (ESL) learners in several contexts – online, corporate, and academic. In the course of interfacing with these different types of students, several interesting features arise in the study of the learners’ language, most especially errors in writing. In this article, I will give a brief background of the errors of the learners. I will also try to encapsulate some of my observations and experiences in dealing with language errors and probably suggest ways on how to appropriately address them. Hopefully, this will be an eye opener to a lot of English language teachers and practitioners that errors are important in both learning and teaching ESL. The Context The influence of mass media, which use English as a medium for communication has greatly contributed in the development of the English language in the Philippines. Several broadsheets and magazines, FM radio shows and late night newscasts in English are just a few manifestations that the language is indeed alive in the local media scene. Furthermore, the prevalence of business process outsourcing (BPO) industries is also a validation that the country is home to thousands of bilingual customer service representatives who deliver quality customer service to English-speaking clients. Philippine education, however, does not have the same story. Through the years, teachers and school administrators have tried different strategies to improve the English language proficiency of their students. But based on observation and research, there is incongruence between the strategies and the language practices in Philippine schools ; for instance, â€Å"most colleges and universities claim that their medium of instruction (MOI) is English but there is often no explicit school policy articulating this (Bernardo and Gaerlan, 2006:21). † This, in return, results in the decline of English proficiency, leaving educators and teachers with unresolved problems regarding standard policies and procedures in using the English language in the academe. On Errors and the Learners’ Language (Interlanguage) Errors are considered significant features in acquiring, learning, and teaching a second language. It has been customary for students and teachers to talk about errors in the language classroom, most especially in writing classes. Teaching professionals often feel frustrated with the quality of the language of their students’ essays. , For some, errors are signs of failure while others believe that they are indications of and opportunities to understand the very complex process of learning to communicate in a second language. One methodology in studying the learner’s error is by doing Error Analysis (EA) or â€Å"the process of determining the incidence, nature, causes and consequences of unsuccessful language† (James, 1998:1). Brown (2000:218) states that errors may result from several sources, two of which are: â€Å"interlingual errors of interference from the native language and intralingual errors within the target language, context of learning and communication strategies. To simply put it, the first kind refers to the second language errors that reflect native language structure while the second one, results in faulty structures that do not follow the standards of the target language. It is also a must to acknowledge the kind of language that learners produce in order to come up with a holistic study of the learners’ errors. Larry Selinker labels this as interlanguage or â€Å"the separateness of a second language learners’ system, a system that has a structurally inte rmediate status between the native and target languages† (1972 in Richards, 1974:31). With this, it will be easier for teachers to understand where learners are coming from and also for them to come up with possible solutions to address these errors. The Classroom Experience In the English classroom, where formal learning takes place, I have encountered several â€Å"unique experiences† in dealing with errors in academic writing. Filipino college students are very innovative in constructing English sentences that often result in several interlingual and intralingual errors. Take for instance the following excerpt from a student’s composition: Me in my friend was stranded at the gate 3 of fort Bonifacio because the jeepney cannot pass over because of the heavy flood that if we measure is in a waistline and in some place in a neckline. Me and my friend was just stay in the jeepney hoping and waiting that the rain would stop for us to go home. † It is quite obvious that the student has committed several intralingual errors such as: a. Misused pronoun (Me and my friend – My friend and I) b. Faulty capitalization (fort Bonifacio – Fort Bonifacio) c. Wrong conjunction (Me in my friend – â€Å"and†) . Incorrect verb tense (was just stay – stayed) e. Lack of punctuation (Me and my friend was just stay in the jeepney (,) hoping and waiting that the rain would stop(,) for us to go home. f. Inventing new vocabulary and usage (pass over which means â€Å"to pass through†; waistline which should be â€Å"waist deep†) The student also used her knowledge of the first language (in this case Tagalog) to write in English. For example, the compound subject â€Å"Me and my friend† is a direct translation of the Filipino phrase â€Å"Ako at ang kaibigan ko†. This is a concrete example of an interlingual error. It is really tedious to mark essays that contain numerous errors but these things must be pointed out in order to improve the language abilities of students. Moreover, by studying these kinds of errors, it will be easier to diagnose certain areas that need reinforcement. Some Possible Solutions As a teacher and researcher, I have realized that it is imperative to put utmost importance to the errors that ESL students commit in academic writing. Studying these errors may mean finding probable solutions to address them. The following are some suggestions that other teachers can do in their own classrooms: 1. Analyze and rectify the errors found in the learners’ compositions by following specific â€Å"linguistic criteria or the formal features of a language† (James, 1998:206). With this on hand, a basis for assessing and correcting the errors of students will be available. 2. After analysis, provide supplementary materials that will help reinforce language proficiency. This can be done by addressing specific areas of concern like grammar, lexis, usage, and mechanics. This will be helpful most especially to struggling students that are having difficulties in understanding the complex rules of the target language. 3. It is also a must to recognize individual differences inside and outside the classroom. Finding time to connect with students will also help in understanding the nuances of the languages that they use. Knowing how they interact and being able to cope with their interests will give the teachers several insights as regards the learners’ language. . Finally, continuous research and error analysis can lead to a development of a standard material based on empirical data. This will help address the most frequent errors that learners commit in specific linguistic areas. References: Bernardo, A. & Gaerlan, M. J. (2006). Teaching in English in Philippine higher education: The case of De La Salle University-Manila. Hong Kong University. Brown, H. (2000). Principles of language learning and teaching. England: Longman. James, C. (1998). Errors in language learning and use. London: Addison Wesley Longman Limited. Selinker, L. (1972). Interlanguage in error analysis: Perspectives in second language acquisition. Jack C. Richards, (Ed. ). London: Longman Group Limited. Author’s Profile Mark Arthur Payumo Abalos teaches college English, writing (expository, research and technical), oral communication, and literature at the Far Eastern University – East Asia College and De La Salle – College of St. Benilde in Manila, Philippines. He also works as an English language program facilitator at John Robert Powers International and an IELTS consultant at the PALMS Australian Immigration Services. He used to be a full-time Educational Consultant for the Language and Literacy Programs of Scholastic Publishing. He obtained his bachelor’s degree in English Studies: Language from the University of the Philippines – Diliman. His master’s research focuses on the significance of interlanguage grammar and error analysis in developing ELT materials. You can reach him at [email  protected] com.

Traditional Training Methods

Organizations of today have a variety of methods to choose from when training their employees. There have been many technological advances in the training industry, however most employers prefer to utilize the traditional methods due to viability and effectiveness of these training formats. The most used traditional training methods are instructor-led, hands-on, and interactive.There are many types of instructor-led trainings such as blackboard or whiteboard, overhead projector, video, PowerPoint, and storytelling. Storytelling is the most effective technique because trainees can communicate openly and feel less threatened by their response for there is no wrong or right answer. The instructor-led method has advantages that out weigh disadvantages.The advantages of this method are: 1) Instructor-led classroom training is an efficient method for presenting a large body of material to large or small groups of employees; 2) It is a personal, face-to-face type of training as opposed to c omputer-based training and other methods we will discuss later; 3) It ensures that everyone gets the same information at the same time; 4) It is cost-effective, especially when not outsourced to guest speakers; and 5)Storytelling grabs people’s attention. BLR, 2011) The disadvantages of this method are: 1) Sometimes it is not interactive; 2) Too much of the success of the training depends on the effectiveness of the lecturer; 3) Scheduling classroom sessions for large numbers of trainees can be difficult—especially when trainees are at multiple locations. (BLR, 2011) The hands-on traditional training method enables employees to learn while doing their job. This method utilizes several techniques to train employees such as cross-training, demonstrations, coaching, and apprenticeships.The advantages of hands-on are its effectiveness in training of new equipment and new procedures; it is applicable to trainees’ jobs, as well as enables trainers to determine a train ee retains learned new skills and procedures. The disadvantages are that it is not applicable in large groups; personal training limits trainer’s time spent with other trainees; and apprenticeships are expensive to companies that pay for employees who are less productive than others. (BLR, 2011) The last traditional training is the interactive method. The interactive method enables trainee involvement as well as holds their attention to information to be learned.This method can utilize quizzes, small group discussions, case studies, question cards, and role playing to influence trainees actively participate. The advantages of this method are trainee involvement resulting in retained new information; fun and enjoyable training; the sharing of experience and knowledge from veteran employees to newer employees; in-session feedback on new employee performance. The main disadvantage is time constraints due to activities such as quizzes that take longer. (BLR, 2011) My review of tr aditional training methods has influenced my opinion of which methods are effective and ineffective.The most effective method would be the hand-on method. This method would make available the opportunity for employees to experience the jobs and responsibilities of other coworkers which would expand knowledge and skill levels. The ineffective method would be the interactive method. This method although fun and enjoyable would not guarantee that the required information would be learned or retained.ReferencesBLR Employee Training Center. (2011). The Most Effective Training Techniques. Retrieved on April 14, 2011 from http://training. blr. com/employee-training-resources/How-to-Choose-the-Most-Effective-Training-Techniques

Communist Manifesto essays

Communist Manifesto essays The Communist Manifesto Seen Through the Eyes of Karl Marx and Practiced by Other Great Leaders The Communist Manifesto written by Karl Marx and Frederic Engels is one of the most influential books targeted towards communism that has ever been written. This short treatise was published in 1848 and would become one of the most important political influences in European history. Throughout history leaders such as V.I. Lenin and Mao Zedong have followed the foundation laid out by Marx yet have been unsuccessful in establishing such utopia, and adapted them to different political circumstances to make the government work better. Marx and Engels bean their treatise with the statement that the history of all hitherto existing society is the history of class struggle. In his book Karl Marx attempts to explain the evolution of human civilization. The proletarians were the lower strata of the middle class consisting of shopkeepers, trades people, the handicraftsmen, the retired tradesmen and peasants. The bourgeoisie were the upper middle class that consisted of the landlord, the shopkeeper, landowners, politicians, factory owners, etc. They were the e greedy members of the conspiracy of wealth. The proletariats were considered the working class while the bourgeoisie were the ruling class. Marx said that because of the constant clash between these two classes there would be a fierce and destructive revolution by the proletariats. He predicted that the working class would overthrow the riling class. To Marx, the bourgeoisie is corrupt, callous and egotistical. On the other hand, the proletariats fight a gainst the bourgeoisie to save from their existence as fractions of the middle class (19). The bourgeoisies gets their power by owning land and controlling society with capital. According to Marx those who work, acquire nothing, and those who acquire anything, do not work"...

Ap World Histroy Dbq

Political, religious, and social factors affected the work of scientist in the sixteenth and seventeenth century in many ways. They were the reasons why natural philosophers questioned, studied, and continued to find new information in their discoveries. Developing a new scientific worldview must have required an abundance of controversy dealing with these important factors. There were people who believed that the discoveries made should not interfere with political power. *Thomas Hobbes, an English Philosopher, certainly believed in many theories’ that scientists had viewed. However he is best known for his political thought. Certainly his political views were included in his scientific works (Doc 7). Louis XVI, a political power, showed interest into the scientific studies. This evidently showed on a drawing to honor Louis XVI’s visit to the French Royal Academy (Doc 10). Clearly, science was encouraged to flourish because people knew the happiness of the country, for not only depending on the arms abroad but for also creating abundances at home (Doc 11). The social factor was furthermost likely to have been more analyzed in scientist works. Many were interested in what people thought of them and their studies. Scientist were even more proficient in removing their experiments completely if people disagreed. Marin Mersenne guaranteed that his experiments had been repeated more than 100 times, but however was willing to change them if someone did not agree. Others however, were confident in their studies and did not care for much criticism (Doc 1). The reason for why natural philosophers were sometimes held back was because they truly did not know what their objective was. This is most likely why they made slight progress in the sixteenth and seventeenth centauries (Doc 4). Religion was unquestionably a factor scientist considered. They took the principles of God into their works. It appeared impossible to them how things could have so much astonishing features and qualities and still have been created out of nature. They knew these things became to exist from an immeasurable wisdom and power (Doc 8). Just as God governs minds, minds have specific laws which place them above the moments of matter (Doc 12). Bible stories were used as comparisons with scientific views, such as John Calvin mentioning Moses who wrote in a popular style where all ordinary persons gifted with common sense and were able to be understood (Doc 2). He is a French Protestant theologian which may be what leads him to trust that astronomy unfolds the admirable wisdom of God. There were those who were not affected with political, religious, and social factors because they were limited on human rights. Women had certain difficulties in the scientific area. Margret Cavendish would have set her own school of natural philosophy if she would have not have feared the casting of a male school. *Margaret, a natural philosopher, was certainly interested in discoveries however, she understood the complications of having a part in this grouping (Doc 9). Studies should have been allowed from those who wished to learn, as well as those who selected to reject whatever is unidentified to them (Doc2). Both genders could have formed a friendship between intelligent associations; this would have been a great aid to the investigation and education of the truth (Doc 6). Political, religious, and social factors were massive topics. Natural Philosophers certainly were aware of their process of studies and experiments. They all had different views on the three factors causing old and new discoveries to be more interesting.

Interpretation of Compernicus in the 16th century Research Paper

Interpretation of Compernicus in the 16th century - Research Paper Example This essay will deal with the interpretations of Copernican cosmology among his contemporaries, with special attention being paid to views on Copernican theory exhibited by leading theologians of the epoch, both Catholic and Protestant. In addition, an account of interpretations of Copernicus in non-European historical environment will be presented, with Ottoman Empire serving as a case study. It will be argued that the dominant interpretations of Copernican astronomy in the 16th century were far from overwhelmingly hostile, as might be inferred from the treatment of Giordano Bruno and later Galileo Galilei, and that established ecclesiastical authorities in most cases lacked a coherent policy towards Copernicans until the 17th century. THE EARLY LUTHERAN RESPONSE TO THE COPERNICAN THEORY. MELANCHTHON, RHETICUS AND THE WITTENBERG INTERPRETATION Although the notion of existential hostility of Lutheran thinkers towards Copernican astronomy, presented by White in his famous account of L uther’s alleged derisory remark on Copernicus (White 1:126-7), is widespread, it seems that such a conclusion would be premature. While Kuhn asserts that Luther and Melanchthon viewed Copernican theory as contravening the Scripture and constituting near blasphemy (Kuhn 191), Barker and Westman strongly oppose such a view, instead suggesting that the attitude of Lutherans to Copernicanism was more nuanced (Barker; Westman, â€Å"The Copernicans and the Churches†). First of all, it is significant that the presentation of Copernican heliocentric theory itself was conducted not by Copernicus himself, but by Georg Joachim Rheticus (1514-1574), a young mathematician from the University of Wittenberg, which was the spiritual centre of Lutheran current in the Reformation (Westman, â€Å"The Copernicans and the Churches† 81). In fact, Rheticus was entrusted by Copernicus with publishing Narratio Prima, the draft version of the Copernican master work, De Revolutionibus, i n 1540. Together with another Lutheran scholar, Andreas Osiander (1498-1552), Rheticus published De Revolutionibus itself in 1543, with a special notice that the latter was an astronomical and mathematical, rather than philosophical, work. It is assumed that this notice was added in order to prevent possible backlash by conservative theologians and scholastics against Copernican theory (Westman, â€Å"The Copernicans and the Churches† 81). Such interpretation of Copernicus’s work, i.e. not as a work aimed at uncovering physical truth, but as a mathematical treatise that was merely to provide mathematically consistent observations was to become a basis for the so-called Wittenberg Interpretation of Copernicus. It is interesting to note that Melanchthon seems to have been initially critical of Copernicus’s ideas, but later acknowledged their validity, especially with regard to Copernican planetary parameters and theory of moon movements (Westman, â€Å"The Melanc hthon Circle†). Although Melanchthon never recognized the claims of Copernican heliocentrists with respect to cosmological issues, he obviously regarded Copernicus’s mathematical calculations on celestial body movements as superior to the Ptolemean ones. Melanchthon dismissed Copernican observation on the earth’s motion, finding it to be incompatible with the Scripture and the Aristotelian idea of simple motion, according to which each simple body has only one type of motion inherent in it (Westman, â€Å"

Character analysis of Werther in Johann Wolfgang von Goethe's The Essay

Character analysis of Werther in Johann Wolfgang von Goethe's The Sorrows of Young Werther - Essay Example O'Rourke sings the witches' chant double, double toil and trouble'' on the soundtrack.The film is a bloody and brutal big-screen adaptation f Shakespeare's tragedy, with a lank-haired Sam Worthington in the title role and Victoria Hill as Lady Macbeth. Other key players include Lachy Hulme as Macduff, Steve Bastoni as Banquo and Gary Sweet as Duncan.If there is a bad boy among Australian feature film directors, Wright would be in the running for the title. There are certain things I can act on and I can surprise people with the speed f the action,'' he says. I get passionate about some things and it has got me into trouble.''He was fired three days before shooting was due to start on Supernova in 1999, for example. If that had not happened, the big-budget science fiction film would have been his first for Hollywood. The way Wright tells it, he had planned from the outset to have the characters floating as if they were in zero gravity. But the studio bosses at United Artists suddenly decided the characters should walk around on the ground in boots as though they were on Star Trek''.People change their minds and get scared,'' ... A couple f years later, an incident at a Film Finance Corporation Australia Christmas party added to Wright's volatile reputation. He and producer Jonathan Shteinman had a disagreement about then FFC chief executive Catriona Hughes and ended up trying to settle the matter outside with fisticuffs. Some regard Wright's behaviour as not nice at all. Others are inspired by his passion. Wright describes Macbeth the man as incredibly corrupt'', but also admires his courage. Macbeth has that blazing, insane, crazy courage that you get when you have committed to something thoroughly rotten and there's no way out so you just keep going ahead with it,'' he says. You get yourself boxed in but you somehow [summon] up the guts to keep going forward. There is something fascinating about that.'' Wright clearly doesn't like himself when he doesn't stand up for what he believes in: We have more and more prosperity in Australia and there is less and less inclination to rock the boat, speak out, make a gesture. That can be frustrating. I fall into the same trap. Maybe there is a level f common sense to it but it also makes me feel a bit sick afterwards.'' Wright's films are as bold as he is. The R-rated Romper Stomper, with its neo-Nazi and racial themes, stormed into cinemas 15 years ago and remains one f the gutsiest films to emerge from Australia. Wright's second film, Metal Skin, a tale f misfit teens with lots f car action that starred Aden Young and Ben Mendelsohn, was made soon after Romper Stomper but failed to have an impact. The teen horror flick Cherry Falls, the one film he eventually made in the US, in 2000, showed adolescents murdered and the word virgin carved on their bodies. Violence, then, is a recurring

Interviewing Coursework Example | Topics and Well Written Essays - 250 words

Interviewing - Coursework Example For behavioral interview, the candidate should prepare for questions like â€Å"how you behaved† rather than â€Å"how you will behave†. These interviews are trickier as they check the present mindedness and promptness of response of the candidates. Best way for preparing for a behavioral interview is predicting and brainstorming questions and suitable answers to them. Unless otherwise instructed, a parole officer needs to be dressed in collar shirt preferably with a tie and dress pant. Flip-flops, stocking hats, baseball hats, knit caps, and mini-skirts are not allowed. The formal dressing inculcates formality in the behavior which aids in the interview preparations. Proper dressing of the candidate serves as a symbol of his/her respect for the job, organization, and the interviewer. Although there is no proper dress code, yet it is preferable for the candidate to wear well pressed collar shirt with a dress pant. Men should preferably wear light shades of blue, white, and grey. For both types of interview, i.e. the traditional interview and the behavioral interview, the aforementioned dress code suffices.

A Study On The Political Obligation

A Study On The Political Obligation The following research paper deals with the concept of political obligation along with various theories of political obligation and a critical analysis of the same. Towards the beginning the paper explains the meaning of the political obligation with examples and towards the end it explains the various theories of political obligation and a critical analysis of each of them. To begin with one must know what the word political obligation means. To a lay man the word means To have a political obligation is to have a moral duty to obey the laws of ones country or state.1 In context of the subject politics, the word Political obligation is defined as When the authorising rule is a law, and the association a state, we call this political obligation.2 Political obligations have been in complete argument by the various political thinkers. The various questions such as the The number of people that can acquire political obligation? and Is it merely being the member of the state or something more than that? are the various questions that many thinkers have tried to answer but no one has been able to answer the question that could form a general consent. Political obligation is concerned with the clash between the individuals claim to self-governance and the right of the state to claim obedience. This was the statement given by one of the modern political thinkers Dudley Knowles. The statement does not bring out all the characteristics of political obligation but to some extent has been able to bring out some of them. Before moving on further to the theories of political obligation one must know all the characteristics of political obligation. To start with one must clearly understand that political science is not a branch that only stick to the topic which are political in nature but to all those that help in general good. Another characteristic that needs to be highlighted is that all political obligations involve the issue of legitimacy. It helps to ensure people that the existing institution that command obedience and obligation in the state are legitimate. To prove this one can take the example that the people should have faith in the institution that are maintaining the obligation work for the development of the state and serves for the best interest of the society. The third characteristic which is also one of the key characteristics of political obligation is that it is not only concerned with obedience of authority but is also concerned with resisting and opposing authority in special circumstances. This can be very well explained in the following lines, There are good grounds for accepting authority in general, but, there may be good grounds too for rejecting it in particular cases; if authority derives from a constitution, there would generally be good grounds for rejecting any exercise of it which was unconstitutional. Again, if its legitimacy depends on the way it is used, an invasion of a sphere where political authority is inappropriate might be grounds for disobedience or, in extreme cases, for resistance.3 From the above we can make an important note that political obligation holds an important place in state and that one needs to understand political obligation so as to understand the state better. Now as we have come across the characteristics of political obligation we must now move to another important aspect that is the theories that have evolved over a period of time. There have been many theories that have been developed over a period of time that have been developed by the various philosophical thinkers. They can also be classified under various categories that have been mentioned. To begin with there are various theories which support unlimited obligation to the state followed by the theories that support limited obligation and at last the theories that do not favour obligation i.e. they are against the political obligation. Refer book Social Principles and the Democratic State pg.308 by Benn Peters. The theories that justifies unlimited political obligation are 1.) The force theory or the doctrine of Force Majuere 2.) The divine theory 3.) The conservative theory. The force theory or the doctrine of Force Majuere states that the individual obeys the state because of the invincible and the absolute power that the state posses. The individual other than abiding to the state has no other option. According to the theory the political obligation is born out of the fear, force and compulsion. The state according to the theory cannot be challenged or resisted and therefore has put forward the concept of unlimited obligation. The theory cannot have a view that is based on fear and force and not on the consent and will of the people or the individual and therefore it cannot be regarded as an appropriate approach to the concept of the political obligation.4 The theory had not been widely accepted due to the following reasons. 1) It not based on any moral ground and only believes in the fact that might is right. 2) It does not give individual the right to inquire whether the law is right or not. 3) This theory does not secure the will of the political obedience of the individual. 4) Also, that it does not permit the individual to resist against any wrong decision or judgement. The next is the divine theory that states that political obligation is based in the principle of faith. As the theory explains the role of the god in the creation of the state, it suggests that the true source of the authority is independent of human choice and custom5 and the individual is obliged to obey the sovereign as the divine authority. The theory started losing its significance in the modern world and even King James I of England proved that even the rulers could be unjust, if the individual were not subjected to right to resist or rebel. The theory also started to lose significance due to the growth of democracy and also due to the separation of the church from the state.

The Role of Alcohol in Fitzgeralds Tender is the Night Essays

The Role of Alcohol in Tender is the Night      Ã‚   All of the main characters in Tender is the Night are wealthy enough that they can lead a life of leisure. One of the main activities of this lifestyle is drinking. Drunkenness causes and is the result of many negative things that happen to the characters. This is evidenced the most by the actions of Abe North and Dick Diver. The first time we meet Dick Diver in Fitzgerald's Tender is the Night he is "going from umbrella to umbrella carrying a bottle and little glasses in his hands"(Fitzgerald, 11). From that point on there is alcohol involved in almost every scene.    The first time that alcohol played a major role was in the duel between Tommy Barban and Mr. McKisco. McKisco was drunk when he challenged Tommy to the duel. He was also drunk when the duel went on. Both shots missed and the duel was over, but the role of alcohol had made its impression.    Abe North was the first character to be portrayed as an alcoholic. Rosemaary noticed that "his eyes were bloodshot form sun and wine"(Fitzgerald, 60) and that "he was always stopping in places to get a drink"(Fitzgerald, 60). He repeatedly missed the boat back to America and as a result of his drinking habits a dead Negro appeared in Rosemary's bedroom. Abe North eventually died in a fight at a speakeasy. Drinking caused his entire downfall. There really was not much background given on Abe that would give the reasons that he drank. His career was not very successful, but it really could not be determined which came first, his drinking or his lack of success.    Rosemary had her first drink with the Divers and the Norths. She did this because she thought it would somehow bring her closer to the group. She... ...He no longer practiced medicine and he was not helping Nicole get any better. His drinking went on to cause him further unhappiness by making things with Nicole even worse, and was the reason that he lost both his social standing and his career.    Alcohol had some effect on all the characters in Tender is the Night either directly or through a loved one. It was the cause of the ruin of two of the main characters. Drinking played a very important role in many of the events that took place.    Works Cited and Consulted: Bruccoli, Matthew J. and Judith S. Baughman. Reader's Companion to F. Scott Fitzgerald's Tender Is the Night. Columbia: University of South Carolina Press, 1996. Fitzgerald, F. Scott. Tender is the Night. New York: Collier Books. 1982. Stern, Milton R. Tender Is the Night: The Broken Universe. New York: Twayne, 1994.