The Vertical Fields Essays

The Vertical Fields Essays The Vertical Fields Essay The Vertical Fields Essay Essay Topic: Rear Window The Vertical fields the young boy starts out stating how his family and friends is a strong stand point of this text. The story begins saying, when I was a young boy, after having the traditional punch and cookies and after having sung around the fire, l, with my sister, my mother and my aunts, and Emma Jackson and her son. For me as a reader to read this up front In this story shows me how meaning his family is to him. The plot of the story goes on to show the Importance of being together as a family, especially around the holidays. Traditions come Into the story as they were almost real to me, I felt Like I was at home. The conflict of the story Is told by the mall Character, the young boy. The traditional family gathering, around the Plano to sing Christmas carols, clinching tight to one another, Christmas In a cold and damp Mollusk night. The young boy and his family go onto the midnight service. The main character is the young boy, the narrator explains this young man to be full of life at such an age. Many thoughts of love and care come from the boys mouth as he explains his mother, past and present times. He goes onto say how his mother has always put him first, far above anyone else. Next would be a minor character, his sister. His sister is a bit of the outcast, she seems to be distant to the family as she gets older and older. I think this is going to end up into some bad decisions and will hopefully she will realize how important family can be, what will see come to if there is no one else? Second there is the close family aunt who is there for the boy, his mother, and the sister. Treating them all, even the sister with equal love to them all. She is the one in the family I see being there for everyone at all times in such an important time as Christmas. Characters are not real people in this story, but they are constructed for a purpose, purpose of showing the reader of possibly placement. I put myself and my family into this story; it always seems to be so much more real from a readers eye. In this story the role of the main character performs importance of quality of life and family being together. The role of the setting in this story goes to show how the cold damp Missouri Christmas eve night is a heavy relation to almost any reader, here In Utah I could fit myself or anyone in so perfect. The character in this text definitely tells the story, partly the narrator. The story comes from such a strong point of view from the boys eye, going on telling how the Importance of his mother, the rest of his family, Christmas, and the midnight service, comes to my eyes as it would be straight from the boys mouth. The language of the story Is done very well, In a perfect understandable way, almost from someone I would know myself. The tone of the narrator Is also a strong stand point In the story; It Is a calm tone, which Is good with the Christmas theme. One of the Important Images I see In this story Is Christmas, one of the many reminders of family In this story. One of the sayings I recognized well in this story says My spine arched toward trees Ana streets walking slowly Treating deep I move clown teen sleepwalk, eyes crystallizing streets yards houses and all lives within. My perception forked upward through treetops into the Vertical Fields of space, a moment later, I breathed vapor on the rear window and with my finger, and I signed my name. A powerful ending to such a relating story.

How to Overcome Insecurity in the Workplace

How to Overcome Insecurity in the Workplace Workplace insecurity is a thing- even for people who wouldn’t normally consider themselves â€Å"insecure.† Particularly for women, feeling less than on the job is a constant struggle- and usually, the feelings aren’t even warranted. Help yourself diagnose the most common workplace insecurities and figure out how you can overcome them. You’ll be much more productive and fulfilled if you do.1. Lack of TalentOkay, so right away you can probably write this off. You got hired for this job, didn’t you? So you can’t possibly be as underqualified or untalented as you think. Take a step back and stop comparing yourself and your work to that of your peers. Remember that your skill set and experience is unique and might bring something slightly different to the table than those of your coworkers- even if those might seem more impressive from where you’re sitting. And if you’re still feeling like you could know and do more†¦ learn a n ew skill or get a new qualification in an online course.2. Lack of AdvancementYou’re watching people get promoted all around you and you’re worried that you’re not advancing as fast as others. Don’t let the envy or resentment pull you down. Focus on your work. Sit down with your boss and have a chat about what you need to do to grow and start moving forward. Get clear on your expectations and then figure out how to exceed them!3. Lack of MoneyYou’re not supposed to talk about money in the office environment, but chances are you’ve been observant enough to know (ballpark) what the people around you are making. If this makes you feel inadequate, remember to make the focus on you: what could you be doing to qualify for a raise? Talk to your boss. Look around for other jobs, especially if you feel you’re not being rewarded for your skillset and work level.4. Lack of PopularityIf you feel your social skills aren’t quite up to par, s tart stepping up. Ask how you can be of help to coworkers. Go the extra mile. They will remember when the tables are turned and you need help. Plus, you can use their gratitude to build rapport and a better, warmer relationship.If you’re really stuck, there are lots of resources out there for improving your public speaking and social skills. Make use of them! And if you feel invisible on the job, start looking for ways to make yourself stand out a bit more. Take on high profile projects, come early, stay late, etc. A few calculated risks can put you in a much better position to be noticed and then valued.Remember that everyone makes mistakes and everyone is afraid of getting fired- at least at some point. Show up on time, do your job well, present yourself personably and professionally, and you should be in good stead. When in doubt, it’s always a good idea to solicit constructive feedback. Ask questions. Find allies. Trust your gut instincts.But more than anything: do your job and do it well. Go above and beyond. Rise above. There’s no better way to combat your insecurity than to achieve beyond even your own expectations. Just remember to take a proper moment to celebrate those achievements every time they occur.

Report Essay Example | Topics and Well Written Essays - 500 words - 6

Report - Essay Example In particular, report discusses the result of the experiment and includes their meaning within the context of chemistry. The first experiment dealt with the observations when a candle is lit. On lighting the candle, only its wick burnt. However, after about 5 seconds, the heat from the burning weak melted some candle. This had the effect of increasingly brightening the flame from the candle. It seemed like the molten candle was acting as the flame’s source of fuel. The experiment aimed at establishing if oxygen was necessary for the sustenance of a burning process. When the burning candle was covered with a 400ml beaker, it burned for about 10 seconds before going off. A repeat of the procedure produced a similar result. The candle went off after 10 seconds. The third experiment involved testing for carbon dioxide. This entailed collecting the contents of the overturned beaker then testing its content with limewater. When limewater was immediately swirled inside the 400ml beaker, the contents immediately turned cloudy. The fourth experiment entailed the examination if water was a by-product in the burning candle. When the 400ml beaker was held upside down over the candle. The bottom of the beaker became immediately moist. However, when the beaker was held longer over the candle, the moisture like substance dried leaving behind a round patch. According to O’Hare (2007), when a candle burns, combustion takes place and both carbon dioxide and water are the resulting products. Reportedly, the candle is a type of fuel called a hydrocarbon. Hydrocarbons are rich in carbon and hydrogen molecules. Additionally, its weak structure means that it has a lower melting point. That is why in the first experiment, it was observed that the candle immediately began to melt when the wick was lit. The brightening of the candle was due to an exposure to a substantial amount of fuel. O’Hare (2007) denotes that when a hydrocarbon like a candle burns, it follows

Police officers with TBIs & PTSD, cause and effect Research Paper

Police officers with TBIs & PTSD, cause and effect - Research Paper Example Similarly, post-traumatic stress disorder (PTSD) is another mental disorder that is occasioned by constant violent events in the life of an officer. Members of the police service are likely to come across such incidents during the course of their practice. For instance, constant exposure bloodshed, deaths and inhuman treatment of some members of a community are likely to trigger PTSD in police officers. Symptoms of PTSD may encompass flashbacks, hallucinations and severe nervousness as well as irrepressible imaginations about the occurrence. Many police officers who experience traumatic occurrences such as bloodshed often have difficulty coping after such incidents, but they do not have PTSD. However, over time and with good self-care, such officers usually recover. But in the event that the symptoms degenerate into worse episodes running for many months or even years, to an extent that they impede the normal functioning of the brain, the agents in question may develop PTSD (French, & Parkinson, 2008). As such, providing the officers with appropriate care immediately they show symptoms of TBI and or PTSD can be an important to control of the symptoms and the subsequent improvement of the normal functioning of the brain. A police agent may develop PTSD after an episode of TBI or after experiencing a violent incident happen to a third party or after being subjected to long periods of distress that he or she could not withstand (Miller, 2006). Unlike TBI which is caused by physical shock to the head and brain during police training or in actual law enforcement processes, PTSD is caused by two primary factors: first, the public perceptions about a violent mission in which police officers had a hand, especially since the media criticism of police actions became commonplace in the 21st century. The negative perceptions the public have on the police can be one

My Philosophy change is a challenge Essay Example for Free

My Philosophy change is a challenge Essay I. Introduction Man needs philosophy in order to be able to think, act and live accordingly. It is a basic blueprint of a man’s actions from thinking, to interacting with others. The only thing that is constant is change. This saying is indeed true especially in the Philippine Education System. For every change implemented lies challengers on the part of the classroom teachers who portrays varied roles. The rapid changes in the world have made curriculum design even more difficult. to be globally competitive II. Aims of my Philosophy chosen There is a need to revise the curriculum from time to time for us to suit the needs of time. We should go on with the flow of life and we should revise it now because curriculum in the past is not anymore very effective or suited for today’s generation As pro active individual I consider Change as a challenge and not a threat. Meeting new challenges require the opportunity to take risks and try new ideas. As a learning individual change is inevitable to meet the needs of society. In a fast changing society education is one way to connect oneself to the past and to project into the future and therefore aims in Philosophy should be considered. III. Role of Philosophy chosen to Education Education and philosophy are closely tied together; both are associated with teaching, learning, and discovering. Philosophy is more of an all-encompassing part of life, though; education is a more specific form of it. Due to the contributions of philosophers over the centuries, education has developed into the powerful tool that it is today. Without philosophy, education would essentially not exist. That said importance of philosophy in education is in fact the foundation in which all academic teaching and intellectual learning is built off. IV. Role of Philosophy to the content development 1. It guides everyone to plan collaboratively for school change to meet the learner’s diverse needs 2. It serves as a vehicle to open new ideas for positive outcomes 3 It strengthens the goals on meeting challenges for a fully functional learner. Language is dynamic as well as the curriculum. We have different curriculum in the past and in the present. We are now in a globally competitive world. A world that also needs competitive teachers and students. So, how will you become competitive if your curriculum is traditional? And is not aware of the new trends of teaching today? Students now are fond of using computers. They will probably choose going to the computer shop than going to school. As a teacher, what will you do? Don’t be a boring teacher! An effective way of solving this kind of phenomena is that the teachers must use technology in teaching. Make it as your partner in delivering a lesson so that the students will not get bored. Make a teaching-learning process lively and meaningful. Teaching and learning give life and meaning to the curriculum because this is the process wherein the teacher and the students interact with each other interchangeably or vice versa. If there is an effective teaching-learning process, it’s really a big help to the curriculum. It’s a big honor because each complements and supplements each other. The value placed in teaching will reap the same value in learning. Thus, a good curriculum can be judged by the kind if teaching and the quality of learning derived from it. The most important thing to keep in mind about strategic content development is that it’s truly an improvisational process. The reason why you want to identify as many viable options for potentially remarkable content is simple: You’ll almost certainly need to make adjustments on the process, and it’s easier to do that when you’ve already identified alternatives. So, the final aspect of strategic content development is to constantly evaluate what happened along the way, and why. The most valuable lessons are often found in the things that didn’t work, so treat it all as a learning experience that keeps your content constantly fresh and worth talking about. V. Significant effect of this curriculum development to the current trends in attaining universal truth in Educational Process In 2012 Deped’s K 12 Program goes full blast. Brother Armin Luistro has described the implementation of the universal primary or pre-school education in the Philippines as the â€Å"defining moment† in the administration of President Aquino as it seeks to implement reforms with deep impact on the welfare of Filipino children and the youth. DepEd’s enhanced curriculum aims to meet the overall objective of preparing children for productive work, either as employees or entrepreneurs, while maintaining its current academic thrust It seems that the President is rushing this program before his term ends. If this program is not implemented well, we might not achieve our real objectives. And all we have done is to disrupt the whole system. Changing programs and implementing new ones is not cheap. Will the next President change the system again? In a survey conducted by SWS from Aug. 24 to 27 last year showed growing acceptability of the key features of the K-12 program compared to survey results in March 2012. About 72 percent of Filipino adults believe that K-12 will give students more sufficient knowledge and preparation for work and college compared to those who finished 10 years of basic education, garnering a net rating of +48, up from +35 last March. The percentage of Filipinos who believe that more students will be encouraged to finish the two-year SHS because it is equivalent to two years of college hit 69 percent, or a 10- point increase from 59 percent in March. The results showed that 68 percent of Filipinos with a net rating of +39 believe that more students will finish SHS even with the additional cost and number of years because K-12 graduate will be better prepared for work, higher education, and business. The results of the survey did’nt even reach 75% which means some are not amenable to the new program. Although the selling point of K to 12 is the assurance that graduates of Senior High School will be able to work immediately, even before or without seeking a college degree Under certain circumstances, it is possible to revise only the high school curriculum. Even in this case, we have to wait until those already in First Year have finished Fourth Year (under the present system). After drawing up a curriculum on paper (including such things as expected competencies, prerequisites, qualifications, learning areas, scope, coverage, and outcomes), curriculum designers have to think about the textbooks and other instructional materials that will have to be created for the new or revised subjects. Although teacher training is a separate process, curriculum designers also have to give pointers on how teachers should be trained to handle the subjects. There also has to be some way to determine if and when the curriculum needs to be revised; this is called program assessment or evaluation. Because of abrupt implementation teachers are really having a hard time coping with the changes not to mention the lack of classrooms, instructional materials and the real physical situation of the learners. If the government can financially sustain the program without adding too much burden on parents, it’s worth giving it a try. However, nowadays, most of the students are the happy-go-lucky types who do not regard education as their priority. They’d rather bum around in malls or stay glued to computers. As a result, most graduates are half-baked, who can’t even write or speak good English, unlike the students of yesteryears. Before, a Grade 6 pupils then could already teach. An additional two years to the basic education curriculum could spell two more years of burden to poor parents who could hardly send their children to school. Before full implementation, there usually is a year-long pilot to debug the curriculum, as well as a longer transition period within which some students will be following the old curriculum and some following the new. Curriculum should not only focus on the tools necessary to develop reasoned and logical construction of new knowledge in our various fields of study, but also should aggressively cultivate a culture that nurtures creativity in all of our learners. This point seems particularly important.

Fluctuating Gas Prices Will Never End Essay -- essays research papers

These days, gas prices seem to be a weekly topic on local and national news channels. Every time there is some type of fluctuation, it causes an uproar, usually because it is a difference of ten cents or greater. The reasons as to why is definitely a mystery with new myths popping up each day and almost all the supposed reasons being incorrect. The real discussion should be not as to what causes the price change but how it affects our everyday lives. Should we adjust our way of life to accommodate less driving or have we already? In the U.S., we saw gas prices go as low as $1.75 and as high as $3.00 in 2005. In 2006, we saw almost the same trend with a low of $2.10 and so far we have leveled out around $3.00 or so. While I can agree that $1.75 works a lot better on my budget with two kids and a lot of ground to cover in my SUV each day, there is actually some good reason as to why we see such change each year. The first and most obvious reason would have to be that during the winter months when we drive the least, prices drop to accommodate the resulting increase in supply and the opposite occurs in summer months when we drive the most. Another major cause in price change occurs when there is a change in value in crude oil, also dependant on the supply and demand factor. With many large worldwide issues such as weather and war affecting the supply, this can be part of the reason but is definitely not the main factor as many people believe. You may be pondering though, â€Å"Why does the price of fuel go up with the price of each barrel but not back down with it as well?† That is a simple answer as well – supply and demand. With the prices rising, less gas is purchased during a time that the companies have to sell extra to make ... ...ust get in the car and drive for no reason? I definitely do not, I don’t have time too! And I’m sure most other people don’t either. When we get in our cars, we usually have somewhere to be and I need groceries and I need to go to work so I can’t cut down on how much I drive even if I wanted to. So in conclusion, we should all quit blaming the politicians, who in fact have lowered the taxes by a small margin to assist during the hard times and the oil companies who have faced the largest ratio of production costs in history. So unless you can setup a carpool and split the cost of gas with others or are willing to utilize public transportation, there is no sense in worrying about what you can do because there isn’t much we can do. We should adjust our budgets and not our way of life because an increase in everyday life costs is inevitable and just a fact of life.

What is a Class Diagram?

A class diagram models the static structure of a system. It shows relationships between classes, objects, attributes, and operations.Basic Class Diagram Symbols and NotationsClassesClasses represent an abstraction of entities with common characteristics. Associations represent the relationships between classes.Illustrate classes with rectangles divided into compartments. Place the name of the class in the first partition (centered, bolded, and capitalized), list the attributes in the second partition (left-aligned, not bolded, and lowercase), and write operations into the third. Active ClassesActive classes initiate and control the flow of activity, while passive classes store data and serve other classes. Illustrate active classes with a thicker border. VisibilityUse visibility markers to signify who can access the information contained within a class. Private visibility, denoted with a – sign, hides information from anything outside the class partition. Public visibility, denoted with a + sign, allows all other classes to view the marked information. Protected visibility, denoted with a # sign, allows child classes to access information they inherited from a parent class. AssociationsAssociations represent static relationships between classes. Place association names above, on, or below the association line. Use a filled arrow to indicate the direction of the relationship. Place roles near the end of an association. Roles represent the way the two classes see each other.Multiplicity (Cardinality)Place multiplicity notations near the ends of an association. These symbols indicate the number of instances of one class linked to one instance of the other class. For example, one company will have one or more employees, but each employee works for just one company.Composition and AggregationComposition is a special type of aggregation that denotes a strong ownership between Class A, the whole, and Class B, its part. Illustrate composition with a filled diamond. Use a hollow diamond to represent a simple aggregation relationship, in which the â€Å"whole† class plays a more important role than the â€Å"part† class, but the two classes are not dependent on each other. The diamond ends in both composition and aggregation relationships point toward the â€Å"whole† class (i.e., the aggregation).GeneralizationGeneralization is another name for inheritance or an â€Å"is a† relationship. It refers to a relationship between two classes where one class is a specialized version of another. For example, Honda is a type of car. So the class Honda would have a generalization relationship with the class car. In real life coding examples, the difference between inheritance and aggregation can be confusing. If you have an aggregation relationship, the aggregate (the whole) can access only the PUBLIC functions of the part class. On the other hand, inheritance allows the inheriting class to access both the PUBLIC and PROTECTED functions of the superclass. https://www.smartdraw.com/uml-diagram/5. Describe the six (6) different relationship notation that exists in UML Class Diagram? (6 Marks) Answer: Relationships in Class DiagramsClasses are interrelated to each other in specific ways. In particular, relationships in class diagrams include different types of logical connections. The following are such types of logical connections that are possible in UML: †¢ Association †¢ Directed Association †¢ Reflexive Association †¢ Multiplicity †¢ Aggregation †¢ Composition †¢ Inheritance/Generalization †¢ Realization Associationis a broad term that encompasses just about any logical connection or relationship between classes. For example, passenger and airline may be linked as above: Directed Associationrefers to a directional relationship represented by a line with an arrowhead. The arrowhead depicts a container-contained directional flow. Reflexive AssociationThis occurs when a class may have multiple functions or responsibilities. For example, a staff member working in an airport may be a pilot, aviation engineer, a ticket dispatcher, a guard, or a maintenance crew member. If the maintenance crew member is managed by the aviation engineer there could be a managed by relationship in two instances of the same class. Multiplicityis the active logical association when the cardinality of a class in relation to another is being depicted. For example, one fleet may include multiple airplanes, while one commercial airplane may contain zero to many passengers. The notation 0..* in the diagram means â€Å"zero to many† Aggregationrefers to the formation of a particular class as a result of one class being aggregated or built as a collection. For example, the class â€Å"library† is made up of one or more books, among other materials. In aggregation, the contained classes are not strongly dependent on the lifecycle of the container. In the same example, books will remain so even when the library is dissolved. To show aggregation in a diagram, draw a line from the parent class to the child class with a diamond shape near the parent class. CompositionThe composition relationship is very similar to the aggregation relationship. with the only difference being its key purpose of emphasizing the dependence of the contained class to the life cycle of the container class. That is, the contained class will be obliterated when the container class is destroyed. For example, a shoulder bag's side pocket will also cease to exist once the shoulder bag is destroyed. Inheritance / Generalizationrefers to a type of relationship wherein one associated class is a child of another by virtue of assuming the same functionalities of the parent class. In other words, the child class is a specific type of the parent class. To show inheritance in a UML diagram, a solid line from the child class to the parent class is drawn using an unfilled arrowhead. Realizationdenotes the implementation of the functionality defined in one class by another class. To show the relationship in UML, a broken line with an unfilled solid arrowhead is drawn from the class that defines the functionality to the class that implements the function. In the example, the printing preferences that are set using the printer setup interface are being implemented by the printer. https://creately.com/blog/diagrams/class-diagram-relationships/ 6. Provide the list of six (6) â€Å"Multiplicity† constraint? ANSWER:MultiplicityMultiplicity is a definition of cardinality – i.e. number of elements – of some collection of elements by providing an inclusive interval of non-negative integers to specify the allowable number of instances of described element. Multiplicity interval has some lower bound and (possibly infinite) upper bound:multiplicity-range ::= [ lower-bound ‘..' ] upper-bound lower-bound ::= natural-value-specification upper-bound ::= natural-value-specification | ‘*'Lower and upper bounds could be natural constants or constant expressions evaluated to natural (non negative) number. Upper bound could be also specified as asterisk ‘*' which denotes unlimited number of elements. Upper bound should be greater than or equal to the lower bound

English Romanticism

English Romanticism 1798-1832 Historical Background Industrial Revolution 1776 American Revolution 1789 – 1815 Revolutionary and Napoleonic Period in France 1789 storming of the Bastille 1793 King Louis XVI executed Political unrest in Britain, harsh repressive measures against radicals Edmund Burke, Reflections on the Revolution of France 1790 Tom Paine, Rights of Man 1791 Mary Wollstonecraft, A Vindication of the Rights of Woman 1792 1793 Britain at war with France The Regency 1811-20 George, Prince of Wales acts as Regent for George III 1815 Waterloo; first modern industrial depression 819 Peterloo, St. Peter's Fields, Manchester 1832 First Reform Bill Social and economic changes Industrialisation – the age of the machine Social philosophy of laissez-faire ‘let alone' urbanisation Literature Lyrical poetry Two generations of poets First generation: WILLIAM WORDSWORTH, S. T. COLERIDGE Second generation: BYRON, SHELLEY, KEATS Keats ‘Great spirits now on ear th are sojourning' William Hazlitt – the new poetry ‘had its origin in the French Revolution. It was a time of promise, of renewal of the world – and of letters. ‘ Wordsworth, The Prelude France standing on the top of golden hoursAnd human nature seeming born again! Bliss was it in that dawn to be alive, But to be young was very heaven†¦. The poet as a ‘bard' or ‘prophet' Poetic spontaneity and freedom Poetry – subjective; it expresses the poet's own feelings (lyric poetry) Rebellion against the Neo-classical ‘rules' Keats: ‘if poetry comes not as naturally as the leaves to a tree it had not come at all' The importance of ‘the heart' – instinct, intuition, INDIVIDUALISM, NONCONFORMITY The human mind – IMAGINATION Turning to NATURE THE INTEREST IN THE SUPERNATURAL, and DREAMS 1798 Wordsworth & Coleridge LYRICAL BALLADS 770 born at Cockermouth, The Lake District Educated at Cambridge 1791-2 France â€⠀œ Annette Vallon 1795, reunited with his sister Dorothy meets S. T. Coleridge 1797 moves with his sister Dorothy to Alfoxden to be close to Coleridge, who lives at Nether Stowey (Somerset) The role of friendship with Coleridge 1798/1799 Goslar, Germany 1799 settles with Dorothy in the Lake District, first at Grasmere 1802 marries Mary Hutchinson 1813 appointed stamp distributor for Westmoreland – becomes patriotic, conservative public man, abandoning radical politics and idealism 1843 Poet Laureate Lyrical Ballads 1798Coleridge on composition of Lyrical Ballads in Ch. XIV of Biographia Literaria During the first year that Mr. Wordsworth and I were neighbours, our conversations turned frequently on the two cardinal points of poetry, the power of exciting the sympathy of the reader by a faithful adherence to the truth of nature, and the power of giving the interest of novelty by the modifying colours of imagination. The sudden charm, which accidents of light and shade, which m oon-light or sun-set diffused over a known and familiar landscape, appeared to represent the practicability of combining both.These are the poetry of nature. The thought suggested itself (to which of us I do not recollect) that a series of poems might be composed of two sorts. In the one, the incidents and agents were to be, in part at least, supernatural; and the excellence aimed at was to consist in the interesting of the affections by the dramatic truth of such emotions as would naturally accompany such situations, supposing them real. And real in this sense they have been to every human being who, from whatever source of delusion, has at any time believed himself under supernatural agency. For the second class, subjects were to be chosen from ordinary life; the characters and incidents were to be such, as will be found in every village and its vicinity, where there is a meditative and feeling mind to seek after them, or to notice them, when they present themselves. In this idea originated the plan of the ‘Lyrical Ballads'; in which it was agreed, that my endeavours should be directed to persons and characters supernatural, or at least romantic, yet so as to transfer from our inward nature a human interest and a semblance of truth sufficient to procure for hese shadows of imagination that willing suspension of disbelief for the moment, which constitutes poetic faith. Mr. Wordsworth on the other hand was to propose to himself as his object, to give the charm of novelty to things of every day, and to excite a feeling analogous to the supernatural, by awakening the mind's attention from the lethargy of custom, and directing it to the loveliness and the wonders of the world before us; an inexhaustible treasure, but for which in consequence of the film of familiarity and selfish solicitude we have eyes, yet see not, ears that hear not, and hearts that neither feel nor understand.Wordsworth's Advertisment to Lyrical Ballads 1798 The majority of the followin g poems are to be considered as experiments. They were written chiefly with a view to ascertain how far the language of conversation in the middle and lower classes of society is adapted to the purposes of poetic pleasure. Wordsworth, Preface to Lyrical Ballads 1800, 1802The principal object, then, proposed in these Poems was to choose incidents and situations from common life, and to relate or describe them, throughout, as far as was possible in a selection of language really used by men, and, at the same time, to throw over them a certain colouring of imagination, whereby ordinary things should be presented to the mind in an unusual aspect; and, further, and above all, to make these incidents and situations interesting by tracing in them, truly though not ostentatiously, the primary laws of our nature: chiefly, as far as regards the manner in which we associate ideas in a state of excitement.Humble and rustic life was generally chosen, because, in that condition, the essential pas sions of the heart find a better soil in which they can attain their maturity, are less under restraint, and speak a plainer and more emphatic language;[†¦. ] and, lastly, because in that condition the passions of men are incorporated with the beautiful and permanent forms of nature.The language, too, of these men has been adopted (purified indeed from what appear to be its real defects, from all lasting and rational causes of dislike or disgust) because such men hourly communicate with the best objects from which the best part of language is originally derived; and because, from their rank in society and the sameness and narrow circle of their intercourse, being less under the influence of social vanity, they convey their feelings and notions in simple and unelaborated expressions. †¦ For all good poetry is the spontaneous overflow of powerful feelings: and though this be true, Poems to which any value can be attached were never produced on any variety of subjects but by a man who, being possessed of more than usual organic sensibility, had also thought long and deeply. †¦I have said that Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquillity: the emotion is contemplated till by a species of reaction the tranquillity gradually disappears, and an emotion, kindred to that which was before the subject of contemplation, is gradually produced, and does itself actually exist in the mind.In this mood successful composition generally begins, and in a mood similar to this it is carried on; but the emotion, of whatever kind and in whatever degree, from various causes is qualified by various pleasures, so that in describing any passions whatsoever, which are voluntarily described, the mind will upon the whole be in a state of enjoyment. What is a Poet? To whom does he address himself? And what language is to be expected from him?He is a man speaking to men: a man, it is true, endued with more lively sensibility, more enthusiasm and tenderness, who has a greater knowledge of human nature, and a more comprehensive soul, than are supposed to be common among mankind; a man pleased with his own passions and volitions, and who rejoices more than other men in the spirit of life that is in him; delighting to contemplate similar volitions and passions as manifested in the goings-on of the Universe, and habitually impelled to create them where he does not find them.The Man of science seeks truth as a remote and unknown benefactor; he cherishes and loves it in his solitude: the Poet, singing a song in which all human beings join with him, rejoices in the presence of truth as our visible friend and hourly companion. Poetry is the breath and finer spirit of all knowledge; it is the impassioned expression which is in the countenance of all Science. Emphatically may it be said of the Poet, as Shakespeare hath said of man, ‘that he looks before and after. ‘ He is the rock of defence for human nature; an upholder and preserver, carrying everywhere with him relationship and love.In spite of difference of soil and climate, of language and manners, of laws and customs: in spite of things silently gone out of mind, and things violently destroyed; the Poet binds together by passion and knowledge the vast empire of human society, as it is spread over the whole earth, and over all time. †¦. I should mention one other circumstance which distinguishes these Poems from the popular Poetry of the day; it is this, that the feeling therein developed gives importance to the action and situation, and not the action and situation to the feeling. WE ARE SEVEN' ——–A SIMPLE Child, That lightly draws its breath, And feels its life in every limb, What should it know of death? I met a little cottage Girl: She was eight years old, she said; Her hair was thick with many a curl That clustered round her head. She had a rustic, woodland air, And she was w ildly clad: Her eyes were fair, and very fair; –Her beauty made me glad. â€Å"Sisters and brothers, little Maid, How many may you be? † â€Å"How many? Seven in all,† she said And wondering looked at me. â€Å"And where are they? I pray you tell. She answered, â€Å"Seven are we; And two of us at Conway dwell, And two are gone to sea. â€Å"Two of us in the church-yard lie, My sister and my brother; And, in the church-yard cottage, I Dwell near them with my mother. † â€Å"You say that two at Conway dwell, And two are gone to sea, Yet ye are seven! –I pray you tell, Sweet Maid, how this may be. † Then did the little Maid reply, â€Å"Seven boys and girls are we; Two of us in the church-yard lie, Beneath the church-yard tree. † â€Å"You run about, my little Maid, Your limbs they are alive;If two are in the church-yard laid, Then ye are only five. † â€Å"Their graves are green, they may be seen,† The little Maid repli ed, â€Å"Twelve steps or more from my mother's door, And they are side by side. â€Å"My stockings there I often knit, My kerchief there I hem; And there upon the ground I sit, And sing a song to them. â€Å"And often after sunset, Sir, When it is light and fair, I take my little porringer, And eat my supper there. â€Å"The first that died was sister Jane; In bed she moaning lay, Till God released her of her pain; And then she went away. So in the church-yard she was laid; And, when the grass was dry, Together round her grave we played, My brother John and I. â€Å"And when the ground was white with snow, And I could run and slide, My brother John was forced to go, And he lies by her side. † â€Å"How many are you, then,† said I, â€Å"If they two are in heaven? „ Quick was the little Maid's reply, â€Å"O Master! we are seven. † â€Å"But they are dead; those two are dead! Their spirits are in heaven! „ ‘Twas throwing words away; for s till The little Maid would have her will, And said, â€Å"Nay, we are seven! The Prelude 1799, 1805, 1850 Plan to write a greate philosophical poem The Recluse or views of Nature, Man, and Society, encouraged by S. T. C. ‘a poem to Coleridge' ‘a poem on the growth of [the poet's] mind' The main hero THE IMAGINATION †¦ Not Chaos, not The Darkest pit of lowest Erebus, Not aught of blinder vacancy, scooped out By help of dreams – can breed such fear and awe As fall upon us often when we look Into our Minds, into the Mind of Man– My haunt, and the main region of my song Prospectus to The Recluse ll. 35-4

AP English Language and Composition Exam Key Terms

AP English Language and Composition Exam Key Terms On this page, youll find brief definitions of grammatical, literary, and rhetorical terms that have appeared on the multiple-choice and essay portions of the AP* English Language and Composition exam. For examples and more detailed explanations of the terms, follow the links to expanded articles. *AP is a registered trademark of the College Board, which neither sponsors nor endorses this glossary. Ad Hominem:  An argument based on the failings of an adversary rather than on the merits of the case; a logical fallacy that involves a personal attack.Adjective:  The part of speech (or word class) that modifies a noun or a pronoun.Adverb:  The part of speech (or word class) that modifies a verb, adjective, or another adverb.Allegory:  Extending a metaphor so that objects, persons, and actions in a text are equated with meanings that lie outside the text.Alliteration:  The repetition of an initial consonant sound.Allusion:  A brief, usually indirect reference to a person, place, or event- real or fictional.Ambiguity:  The presence of two or more possible meanings in any passage.Analogy:  Reasoning or arguing from parallel cases.Anaphora:  The repetition of the same word or phrase at the beginning of successive clauses or verses.Antecedent:  The noun or noun phrase referred to by a pronoun.Antithesis:  The juxtaposition of contrasting ideas in balanced phrases.A phorism:  (1) A tersely phrased statement of a truth or opinion. (2) A brief statement of a principle. Apostrophe:  A rhetorical term for breaking off discourse to address some absent person or thing.Appeal to Authority:  A fallacy in which a speaker or writer seeks to persuade not by giving evidence but by appealing to the respect people have for a famous person or institution.Appeal to Ignorance:  A fallacy that uses an opponents inability to disprove a conclusion as proof of the conclusions correctness.Argument:  A course of reasoning aimed at demonstrating truth or falsehood.Assonance:  The identity or similarity in sound between internal vowels in neighboring words.Asyndeton:  The omission of conjunctions between words, phrases, or clauses (opposite of polysyndeton).Character:  An individual (usually a person) in a narrative (usually a work of fiction or creative nonfiction).Chiasmus:  A verbal pattern in which the second half of an expression is balanced against the first but with the parts reversed.Circular Argument:  An argument that commits the logical falla cy of assuming what it is attempting to prove. Claim:  An arguable statement, which may be a claim of fact, value, or policy.Clause:  A group of words that contains a subject and a predicate.Climax:  Mounting by degrees through words or sentences of increasing weight and in parallel construction with an emphasis on the high point or culmination of a series of events.Colloquial:  Characteristic of writing that seeks the effect of informal spoken language as distinct from formal or literary English.Comparison:  A rhetorical strategy in which a writer examines similarities and/or differences between two people, places, ideas, or objects.Complement:  A word or word group that completes the predicate in a sentence.Concession:  An argumentative strategy by which a speaker or writer acknowledges the validity of an opponents point.Confirmation:  The main part of a text in which logical arguments in support of a position are elaborated.Conjunction:  The part of speech (or word class) that serves to connect words, phrases , clauses, or sentences.Connotation:  The emotional implications and associations that a word may carry. Coordination:  The grammatical connection of two or more ideas to give them equal emphasis and importance. Contrast with subordination.Deduction:  A method of reasoning in which a conclusion follows necessarily from the stated premises.Denotation:  The direct or dictionary meaning of a word, in contrast to its figurative or associated meanings.Dialect:  A regional or social variety of a language distinguished by pronunciation, grammar, and/or vocabulary.Diction:  (1) The choice and use of words in speech or writing. (2) A way of speaking  usually assessed in terms of prevailing standards of pronunciation and elocution.Didactic:  Intended or inclined to teach or instruct, often excessively.Encomium:  A tribute or eulogy in prose or verse glorifying people, objects, ideas, or events.Epiphora:  The repetition of a word or phrase at the end of several clauses. (Also known as epistrophe.)Epitaph:  (1) A short inscription in prose or verse on a tombstone or monument. (2 ) A statement or speech commemorating someone who has died: a funeral oration. Ethos:  A persuasive appeal based on the projected character of the speaker or narrator.Eulogy:  A formal expression of praise for someone who has recently died.Euphemism:  The substitution of an inoffensive term for one considered offensively explicit.Exposition:  A statement or type of composition intended to give information about (or an explanation of) an issue, subject, method, or idea.Extended Metaphor:  A comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines in a poem.Fallacy:  An error in reasoning that renders an argument invalid.False Dilemma:  A fallacy of oversimplification that offers a limited number of options (usually two) when, in fact, more options are available.Figurative Language:  Language in which figures of speech (such as metaphors, similes, and hyperbole) freely occur.Figures of Speech:  The various uses of language that depart from customary construction, order, or significance.Flashbac k:  A shift in a narrative to an earlier event that interrupts the normal chronological development of a story. Genre:  A category of artistic composition, as in film or literature, marked by a distinctive style, form, or content.Hasty Generalization:  A fallacy in which a conclusion is not logically justified by sufficient or unbiased evidence.Hyperbole:  A figure of speech in which exaggeration is used for emphasis or effect; an extravagant statement.Imagery:  Vivid descriptive language that appeals to one or more of the senses.Induction:  A method of reasoning by which a rhetor collects a number of instances and forms a generalization that is meant to apply to all instances.Invective:  Denunciatory or abusive language;  discourse  that casts blame on somebody or something.Irony:  The use of words to convey the opposite of their literal meaning. A statement or situation where the meaning is directly contradicted by the appearance or presentation of the idea.Isocolon:  A succession of phrases of approximately equal length and corresponding structure.Jargon:  The speciali zed language of a professional, occupational, or other group, often meaningless to outsiders. Litotes:  A figure of speech consisting of an understatement in which an affirmative is expressed by negating its opposite.Loose Sentence:  A sentence structure in which a main clause is followed by subordinate phrases and clauses. Contrast with  periodic  sentence.Metaphor:  A figure of speech in which an implied comparison is made between  two  unlike things that actually have something important in common.Metonymy:  A figure of speech in which one word or phrase is substituted for another with which it is closely associated (such as crown for royalty).Mode of Discourse:  The way in which information is presented in a text. The four traditional modes are narration, description, exposition, and argument.Mood:  (1) The quality of a verb that conveys the writers attitude toward a subject. (2) The emotion evoked by a text.Narrative:  A rhetorical strategy that recounts a sequence of events, usually in chronological order.Noun:  The part of speech (or word class) that is used to name a person, place, thing, quality, or action. Onomatopoeia:  The formation or use of words that imitate the sounds associated with the objects or actions they refer to.Oxymoron:  A figure of speech in which incongruous or contradictory terms appear side by side.Paradox:  A statement that appears to contradict itself.Parallelism:  The similarity of structure in a pair or series of related words, phrases, or clauses.Parody:  A literary or artistic work that imitates the characteristic style of an author or a work for comic effect or ridicule.Pathos:  The means of persuasion that appeals to the audiences emotions.Periodic Sentence:  A long and frequently involved sentence, marked by suspended syntax, in which the sense is not completed until the final wordusually with an emphatic climax.Personification:  A figure of speech in which an inanimate object or abstraction is endowed with human qualities or abilities.Point of View:  The perspective from which a speaker or writer tells a story or presents information.Pred icate:  One of the two main parts of a sentence or clause, modifying the subject and including the verb, objects, or phrases governed by the verb. Pronoun:  A word (a part of speech or word class) that takes the place of a noun.Prose:  Ordinary writing (both fiction and nonfiction) as distinguished from  verse.Refutation:  The part of an argument wherein a speaker or writer anticipates and counters opposing points of view.Repetition:  An instance of using a word, phrase, or clause more than once in a short passagedwelling on a point.Rhetoric:  The study and practice of effective communication.Rhetorical Question:  A question asked merely for effect with no answer expected.Running Style:  Sentence style that appears to follow the mind as it worries a problem through, mimicking the rambling, associative syntax of conversation- the opposite of periodic sentence style.Sarcasm:  A mocking, often ironic or satirical remark.Satire:  A text or performance that uses irony, derision, or wit to expose or attack human vice, foolishness, or stupidity.Simile:  A figure of speech in which two fundamentally unlike things are explicitly compared, usually in a phrase introduced by like or as Style:  Narrowly interpreted as those figures that ornament speech or writing; broadly, as representing a manifestation of the person speaking or writing.Subject:  The part of a sentence or clause that indicates what it is about.Syllogism:  A form of deductive reasoning consisting of a major premise, a minor premise, and a conclusion.Subordination:  Words, phrases, and clauses that make one element of a sentence dependent on (or  subordinate  to) another. Contrast with coordination.Symbol:  A person, place, action, or thing that (by association, resemblance, or convention) represents something other than itself.Synecdoche:  A figure of speech in which a part is used to represent the whole or the whole for a part.Syntax:  (1) The study of the rules that govern the way words combine to form phrases, clauses, and sentences. (2) The arrangement of words in a sentence.Thesis:  The main idea of an essay or report, often written as a single declarative sentence.Tone:   A writers attitude toward the subject and audience. Tone is primarily conveyed through diction,  point  of view, syntax, and level of formality. Transition:  The connection between two parts of a piece of writing, contributing to coherence.Understatement:  A figure of speech in which a writer deliberately makes a situation seem less important or serious than it is.Verb:  The part of speech (or word class) that describes an action or occurrence or indicates a state of being.Voice:  (1) The quality of a verb that indicates whether its subject acts (active voice) or is acted upon (passive voice). (2) The distinctive style or manner of expression of an author or narrator.Zeugma:  The use of a word to modify or govern two or more words, although its use may be grammatically or logically correct with only one.

ACT Test Dates 2017-2018

ACT Test Dates 2017-2018 SAT / ACT Prep Online Guides and Tips At PrepScholar, we are committed to keeping you informed about future test dates. Knowing the registration and test dates well in advance can help you create your study plan and keep you organized so that you can minimize your stress and reach your target score. In this article, I’ll give you the ACT test dates for 2017-2018 and explain the factors to think about when selecting your test date. ACT Test Dates for 2017-2018 These are the official test dates and registration deadlines for 2017-2018, as well as our estimated score release dates. Test Date Deadline Late Deadline Score Release* Sept 9, 2017 Aug 4, 2017 Aug 18, 2017 Sept 10; Oct 3, 2017 Oct 28, 2017 Sept 22, 2017 Oct 6, 2017 Nov 7; Nov 21, 2017 Dec 9, 2017 Nov 3, 2017 Nov 17, 2017 Dec 19; Jan 2, 2018 Feb 10, 2018 Jan 12, 2018 Jan 19, 2018 Feb 2; Mar 6, 2018 Apr 14, 2018 Mar 9, 2018 Mar 23, 2018 Apr 24; May 8, 2018 June 9, 2018 May 4, 2018 May 18, 2018 June 19; July 3, 2018 July 14, 2018 June 15, 2018 June 22, 2018 July 24; Aug 7, 2018 *= Refers to online score release. The first date is when multiple-choice scores come out, and the second one is when complete scores are available. How Accurate Is the Table Above? The dates above have been confirmed by the ACT, and it's highly unlikely that they'll be changed.The score release dates are estimates, but they should be within a week of the projected dates. Keep in mind that there's some variance when multiple-choice scores come out and not everyone receives them at the same time. How to Choose Your Test Date Below are some of the major factors to consider when selecting your ACT test date. #1: What Deadlines Do You Need to Make? Remember to take your ACT before any deadlines. If you apply regular decision, the December test in your senior year will be the last test you can take for most colleges. If you apply early, the last test you can take may be in October or November of your senior year. Also, if you want to obtain any scholarships that consider your ACT score, you’ll need to have your test score before the scholarship deadlines. #2: How Many Times Do You Want to Take the ACT? Most students raise their scores when they retake the ACT; give yourself an opportunity to take the test multiple times. Generally, we suggest first taking the ACT in the fall of your junior year. Then you can retake it in the spring of your junior year and the fall of your senior year if necessary. #3: How Long Do You Plan to Study? When choosing your test date, give yourself ample time to prepare. Figure out how long you’ll need to study and make sure you’ll be able to adequately prepare before you take the test. If you take both the September and October tests without doing any studying in between, your score probably won’t improve much. #4: Do You Have Conflicts With Any Test Dates? Check to see if you have any potential conflicts on or around any of the ACT test dates. Perhaps the December date is on the same day as your science fair. Maybe you want to avoid the April test date because you’ll be in the middle of baseball season. Even if it's challenging to find a time when you can fully dedicate yourself to the ACT, you should try to pick the best test dates for you. What's Next? Check out this article for everything you need to know about ACT prep. To help you with your ACT studying, find out the best ACT prep books. Finally, figure out if you should take the ACT with or without Writing. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Solar Energy Essay Example | Topics and Well Written Essays - 1750 words

Solar Energy - Essay Example Solar energy is energy that is obtained from the sun. The sun is known as a big ball of heat and light that results from the nuclear fusion at is core. This process releases energy that travels in an outward direction to the surface of the sun. A long distance is covered to the surface as the energy transforms and is released as its primarily light energy, sunlight. The two forms of solar energy that make it to the earth are light and heat. Solar energy is often termed as alternative energy to the fossil fuel energy sources like oil and coal Every hour the sun beams on the earth’s surface a lot of energy that can sustain it for a long period. On the surface of the earths orbit, the solar radiation is at a rate of about 1,333 per meter Squared. This is known as the solar constant. Solar energy is a technology that is used with the goal of harnessing sun energy and making it useable. Currently, the technology produces energy that can cater for a major portion of the global energ y demand. The various types of solar power include solar photovoltaic power, solar thermal energy and passive solar energy. Solar photovoltaic power is harnessed when the sun rays are converted to electricity. The quantity produced is reliant of the intensity of sun rays. Solar thermal energy uses the sun rays to heat water and the inside of homes. Passive solar energy is the heating of a building or home depending on the architectural design. The design of the window placement and the sunroom structure helps to keep the house warm. Since non renewable energy like oil and gas continue to become limited resources, people are now seeking to explore the alternative sources of energy that are available. Among the available sources energy, solar energy comes highly recommended. As oil continues to become depleted, the majority of people believe that solar energy systems will be the next source of energy in the future. An advantage of solar energy systems is that it offers people the oppo rtunity of being of self sufficient (Foster 38). People can take advantage of the energy that is produced by the sun as heat from the sun is guaranteed. This energy is converted instantly and can be used for a myriad of purposes. The fact of the matter is the this type of energy is under utilized as we continue to over utilized fossil fuels and risk the danger of it being depleted. On the other hand, solar energy is renewable and is environmentally friendly but we fail to capitalize on it. Solar energy has been confirmed as being efficient in industrial and resident setting and is used for cooking, lighting, space technology, cooling and communication among other uses. It is also deemed that fossil fuel is a form of solar energy that has been stored in organic form. However, since fossil fuels have been deduced to make a major negative impact on the environment and has raised concerns of global warming and pollution, solar energy is steadily increasing its importance in homes and in dustries. As opposed to the restrictions placed on the fossil fuels, there is no limitations place on solar energy availability as the sun produces heat on a daily basis that can be tapped and converted to other forms of energy. There has been a major improvement in solar energy technology and it is making solar energy more affordable (Hough 48). Once the solar panel has been set up, there are no additional costs that are incurred. It is resonated that in the near future, people will be fully dependent on renewable energy, more specifically, solar energy. Background of solar energy Many people have the assumption that solar power is a relatively new form of energy but, this is far the truth. The sun has been a source of energy since the ancient times. The Native American and the ancient Greek were the first to explore solar energy back in 400 BC. They build their houses on the hill sides to take advantage of the heat that was released by the Sun during the day to cool their houses d uring the cold nights. The

Alcohol Consumption and Smoking During Pregnancy Essay

Alcohol Consumption and Smoking During Pregnancy - Essay Example In the interview, I verified that all the three women have limited knowledge of the effects of smoking and alcohol consumption on their unborn children. They had often ignored these facts. They further explained that drinking or smoking in small amounts would have no effect on the unborn child. Furthermore, Mary also was not aware of inhaling cigarette smoke from another person. She also did not tell her health care provider of smoking during the pregnancy for fear of intimidation. Betty was a recovering alcoholic addict. She quit drinking after she realized that she was three months pregnant. She joined numerous online women groups campaigning for sobriety during pregnancy. She also joined communal activities. The most interesting observation was that the three women were unaware of the effects of smoking on the physical and psychological well-being of their children in the future. The women also did not know that smoking might trigger sudden infant death syndrome while alcohol cons umption triggers the fetal alcohol syndrome. It was interesting that the women did not have such information that we had studied in class. However, the US government has invested heavily in ensuring that health care providers educate pregnant women during prenatal care visits. The women also informed me of the role of heredity, poor parenting and lack of social support services as key driving factors for smoking and drinking. Age also plays a significant role in determining tobacco use/drinking preference and cessation of the habit.