DJ vs Roadman essays

DJ vs Roadman essays Trance is usually achieved at communal rituals, with plenty of loud music and dancing. The specifics-the costumes, music, and dance-vary from culture to culture, but the pattern underneath is identical: loud music and vigorous dancing lead to a state of over stimulation that can produce a form of egolessness that is the ground for any sacred exploration. Mickey Hart (Hart, 119) Two types of music cultures today use community, music, and drugs to achieve a state of trance that aids them in spiritual exploration. These two groups are the newly formed electronic music rave scene of Europe and the United States and the 7000 year-old tradition of peyote ceremonies still practiced by members of the Native American Church. Each culture has very different music and settings for this exploration, but they have similar ideologies for a better life and planet. Raves are all night parties where people dance to electronic music. The main ingredients are loud music, light shows, selected narcotics, and people (called Ravers). Ravers have an ideology about Peace, Love, Unity and Respect (PLUR), for the raver, that all night party is an escape from what her society wants her to be; material-oriented, financially successful, a consumer, an a work-aholic. Ravers feel deeply connected to all the people dancing around them and revert to a time when play was the most important thing in their lives. In essence, ravers feel that they are living rather than merely surviving (Estiens). Raves began appearing in Manchester, England and Ibiza (popular English vacation spots) in 1987 and 1988. At the same time, the same type of parties appeared in Germany, specifically Berlin. Soon thereafter, the rave phenomenon was attracting thousands of kids, aged between 16 and late twenties. It also attracted the attention of DJs from the United States. The energy that fueled these parties was so great that American DJs wanted to introduce it to the US, an...

Richard Nixons Role in the Watergate Cover-Up

Richard Nixons Role in the Watergate Cover-Up While it is not known if  President Nixon  knew about or was involved in ordering the break-in at the Watergate Hotel, it is known that he and White House Chief of Staff H. R. Bob Haldeman were recorded on June 23, 1972, discussing using the CIA to obstruct the FBIs investigation of the Watergate break-ins. He even asked the CIA to slow the FBIs investigation, claiming national-security risks. These revelations led to Nixons resignation when it became apparent that he would probably be impeached. Denial When burglars were caught on June 17, 1972, breaking in to the Democratic National Committee headquarters at the Watergate Hotel- attempting to place wiretaps and steal secret DNC papers- it didn’t help their case that one of them had the phone number of the White House office of the Committee to Re-Elect the President. Nevertheless, the White House denied any involvement or knowledge of the break-in. Nixon did so, personally, as well. Addressing the nation two months later, he said not only that he was not involved, but that his staff wasn’t either. Three months after that, Nixon was re-elected in a landslide. Impeding the Investigation What Nixon did not tell the nation during his speech was that as early as two months before, less than a week after the burglars were caught, he was secretly discussing how to get the FBI to back off of their investigation. Haldeman, can be heard on White House tapes specifically telling Nixon that the FBI investigation was going â€Å"in some directions we don’t want it to go.† As a result, Nixon decided to have the CIA approach the FBI to take the investigation off their hands. The sentiment Haldeman shared with Nixon was that the CIA’s investigation could be controlled in ways that the FBI’s could not. Hush Money As the investigations went on, Nixon’s fear mounted that the burglars would start cooperating- and would tell everything they knew. On March 21, 1973, it was later revealed, the secret White House recording system taped Nixon discussing with White House Counsel John Dean how to raise $120,000 to pay off one of the burglars, who was demanding cash for his continued silence. Nixon went on to explore how they could secretly raise as much as a million dollars to distribute to the burglars- without the money being traced back to the White House. Some cash was, in fact, distributed to the conspirators as early as just 12 hours after that meeting. The Nixon Tapes After investigators learned of the existence of the tapes, Nixon refused to release them. When the independent counsel investigating Watergate refused to relent in his demands for the tapes, Nixon had the Department of Justice replace him. Only after the Supreme Court intervened to order the tapes released did Nixon comply. And even then, there was what has now become famous as the 18-1/2 minute gap. The tapes proved conclusively Nixon’s knowledge of and involvement in the cover-up and, with the Senate preparing to impeach him, he resigned just three days after the tapes were released. The new president- Gerald Ford- quickly turned around and pardoned Nixon. Listen Thanks to  Watergate.info, you can actually hear whats referred to the smoking-gun.

Business Essay Example | Topics and Well Written Essays - 250 words - 8

Business - Essay Example The amount of problems with this agreement are staggering, but a few should suffice. First: Its not a â€Å"free trade† agreement. There is certainly an argument to be made for the idea of more liberal international markets that allow economies to start converging towards a global price and wage. But this is not what is happening. â€Å" Certainly, today, so-called "free trade" is in fact very much managed trade. I urge people to read, as I have, so-called "free trade" deals--they are densely-packed huge volumes of text that set out protections for capital and investment (particularly, intellectual property and patents). And no one I know opposing these disastrous, middle-class killing trade deals is against trade. They are not "protectionists"--they are people who want trade based not on corporate rights but on trade that creates a floor for wages around the world and boosts community standards, not tries to make a buck on the undercutting of standards† (Tasini, 2010). The enforcement of the agreement is also a joke in bad taste. Just like NAFTA ended up undermining OSHA standards in America and harming Mexican workers, the enforcement regime of the CLC failing entirely, so too will the South Korean FTA fail to protect the law. Bybee, Roger. â€Å"Obama’s India Trip Aimed at CEOs, Not U.S. Workers†. In These Times. November 9, 2010. Retrieved 2/15/2011 from http://dissentingdemocrat.wordpress.com/2010/11/09/obama’s- india-trip-aimed-at-ceos-not-u-s-workers/ Tasini, Jonathan. February 10, 2010. â€Å"Free Trade": The Capitulation Continues, Middle Class Weeps†. Working Life. Retrieved 2/15/2011 from

Is Mind Indepent of Body Essay Example | Topics and Well Written Essays - 750 words

Is Mind Indepent of Body - Essay Example Thus, the mind or brain may interact with the body in a way that it needs it to remain alive and to direct other parts of the body that would make it a coherent body. It is independent however in a way that it is capable of thought and consciousness that other parts of the body does not have. 2. If you consider the mind to be strictly physical (material), then how do thoughts arise out of simple matter? (Or instead: What special "something" do we have that allows for consciousness that other things like chairs do not have?)Â   The brain is not strictly an organic body part that is placed inside the human being’s head whose mere function is limited to physical activity. It is the repository of consciousness that makes us human beings that is separate from the rest of the animals. It is capable of thought, imagination and thinking. Consciousness just resides in the organic life form which is the brain because it is the body that is capable of thought similar to consciousness. Consciousness or electro-magnetic activity in the brain has already been recorded by technology afforded by modern science. Science has already determined that consciousness is made up of energy and energy do not die unlike organic beings such as human body. Thus, when the body dies and along with it is the repository of the consciousness which is the brain, it does not necessarily mean that the consciousness will also perish or cease the consciousness. It will just instead leave the body. This departure of energy from the body when a person dies has already been captured by modern imaging technology. So as to where the consciousness or energy goes after death, is the subject of many religions in the world depending on what religion a person is affiliated or believes with. Others will say that such energy will just be reborn depending on one’s karma while others will say that it will be reunited with its creator in Heaven or Paradise. But what is

Netball study - P.E coursework Essay Example for Free

Netball study P.E coursework Essay Netball is a fast skilful team game based on running, jumping, throwing and catching. Teams may consist of up to 12 players but only seven players may be on the court at one time, the extra players will be used if one of the players on court are injured or to tired. The aim of the game is to get the ball in the opposing goal ting as many times as possible throughout a match. The court is split by two lines that divide the court into thirds. At both ends of the court there is a shooting semicircle and a 10ft goal post with no back board. Each player has a playing position determined by the areas of the court where they may move. The playing positions are; Goal shooter (GS), Goal Attack (GA), Wing Attack (WA), Centre (C), Wing defence (WD), Goal Defence (GD), Goal Keeper (GK) Position responsibilities  GS  Her main job is to score goals and to work in and around the circle with the GA. She must be able to react quickly to things such as rebounds of the ring and quick passes into the circle.  GA  She is also allowed to shoot and must work closely with the GS to feed balls into the shooting area.  WA  Her job is to create as many shooting opportunities as possible. She has to have solid passing with a range of passes into the shooting area.  C  To take the Centre Pass and support the defence and attack. She must be swift and have sharp, quick movements. One of her main roles is to get the ball from the defending area through to the attacking area. She must be quick and have a good range of passing. WD  Her responsibility is to stop the ball getting to the oppositions shooting area. She must be good at intercepting passes. A good WD should be good at controlling the ball. She should be good at marking to prevent the WA feeding it to her shooters.  GD  Her job is to win the ball, and stop it going into the defending area as much as possible to prevent the opposition from scoring goals. She must be a good marker and stay close to the GA. She must be alert so she can collect rebounds and intercept passes so that she can get the ball back down the court into her attacking area. GK  She must guard the shooting area and closely mark the GS to stop her from scoring. Goal keepers are usually among the tallest on the team as it is a good advantage when marking the shooters. She must be alert so she can collect rebounds and intercet passes. She will also be responsible for taking throw-ins from the backline.  A bit about the rules  Centre passes Centre passes are taken alternately by the C, after a goal has been scored.  All players must start in the goal thirds in their starting positions, except for the two Cs who stay in the centre third. The Centre with the ball starts with either one or both feet in the Centre Circle. The opposing Centre stands anywhere within the Centre Third and is free to move and mark players form within. After the whistle is blown the footwork rule applies to the centre. Both feet should be in the circle, but if a player has only one foot in the circle, the other mustnt be touching ground outside the circle. The players outside the centre third must run into the centre to receive the ball. A Centre pass must be caught or touched by a player in or landing in the Centre third, if this does not happen then it is considered over a third and a free pass is awarded to the opposing team.  After receiving a pass  When a player receives a pass they are not allowed to run/dribble the ball. However they may only bounce or bat the ball once to gain control. Players have to be standing before they throw the ball.  Players have three seconds to make a pass or shot after catching the ball.  Balls may not be thrown over two third lines without being touched by at least one player; this will result in a free pass from the second third line the ball crossed.  Throw in  The ball is considered out of court when it hits anything outside the court area. The ball is returned into play by a Throw-In, this is taken by the opposite team to the one which touched the ball last before going out of play. It is taken from a point outside the line where the ball left the court. The player taking the throw in must have their feet up to but not over the line. The 3 second rule applies when the player is in position and holding the ball. Obstruction  If a player has the ball the defenders foot must be 0.9m (3ft) feet from the landing foot of the player with the ball. The defender can jump and spread their arms, as long as they do not move in towards the attacking player. The defenders are not aloud to deliberately block the attackers view by placing their hands in front of their face or eyes.  If a player does not have the ball the defender may be as close as they want, but not touching. The defender must have her arms in a natural position. They cant be outstretched.

Narwhals :: science

Narwhals Introduction Narwhals, the unicorns of the sea, are very mysterious creatures that are not widely known. They are whales with many fascinating features and historical value. This research paper is answering the question, â€Å"What are Narwhals?†. General Description Monodon Monoceros, Latin for â€Å"one tooth, one horn†#; or Narhval, Norwegian for â€Å"corpse whale† , because of it mottled coloration suggests a bloated corpse#.Narwhals are in the white whale family, along with the beluga, but are actually covered with spots of black, white, gray-green, and cream. Newborns are dappled gray-brown, white spots come with age#. At birth the calves are about 5 feet long and 180 pounds. Male Narwhals can reach 16 feet long, not including the horn which is 8 to 9 feet long, and weigh around 3000 pounds. Females are around 13 ft. long, do not have tusks, and weight around 2000 pounds. Adult males and females are usually dark in the area of the head, especially top of the head and upper and lower jaws#. Unlike most other whales, Narwhals have no dorsal fin, instead they have a low bumpy ridge that begins at about the midpoint of the back and continues to the fluke#. Tusks The tusks, giving Narwhals the name â€Å" Sea Unicorn†, is actually a tooth that can reach up to nine feet long and can weigh up to 20 pounds. Males and females are born with two teeth pointing forward in the upper jaw#. The left tooth of the male grows long and spirals counter clockwise toward the tip. On rare occasions there have been Narwhals with twin tusks. Research on Narwhals supports the idea that the tusk is both a weapon and a symbol of dominance in ritual displays#. Some other ideas about what the tusk is used for include the following: ice breaker or and instrument to poke breathing holes in ice#; rake to stir up the sea bottom for food#; skewer to impale prey species#. One hundred out of three hundred and four males tusks are broken, this might be a result of fighting#. Narwhal tusk can heal itself. Newman, a whale expert, suggests,â€Å"If the tusk breaks, it is possible that infection is avoided because of dentine deposits which fill the broken end. This repar ative function could explain descriptions by old whalers of Narwhals with broken tusks exhibiting a ‘plug’ in the broken end†# .Tusks sold for $1.25 a pound in 1962, in 1974 it went up to $25 a pound, and in 1976 it was $35#.

Bilingual programs and language interventions: the challenges

INTRODUCTION: A large problem with bilingual education programs is they simply do not work. Most do not take into account the social and cultural factors the weigh heavily on being able to learn a second language (Berry and Williams, 2004). There is too much variability in the programs to be effective. The earlier the intervention takes place the more likely, the program will work. The goal is to develop a more uniform early grade intervention. Children are more likely to learn more languages as their cognitive functions are still in their primitive development stages and are therefore able to pick more information than an adult mind. The capacity to learn new words is higher in a child than in an adult (Franquiz, 1998). Therefore, any linguistic programs that are introduced in the early ages are more likely to succeed. Why Problem Exists There is a large discrepancy in the number and quality of English acquisition programs in the United States. Many teachers in these areas are not properly qualified and there are little resources available to them in this area. Teacher and peer interaction is vital in the development of English for both native and non-native English learners (Haworth et al, 2006). The lack of knowledge of English language is not only present in the foreign students or children with different mother tongue, but has also been seen in children of English speaking families. The lack of vocabulary is the single determinant cause of poor language development that can take place in any child. The lack of vocabulary may make it difficult for these children in language or knowledge acquisition.(Silverman, 2007) Children who are not used to story reading, read alouds, and good instructions on use of words are likely to suffer from poor language skills. Experiments have shown that good vocabularies improve language with almost equal speed in English speakers and non speakers alike. (Silverman, 2007) The role of teachers and their characteristics seem to have an important bearing on the quality of teaching that they possess. Many studies now prove the positive outcomes of a good teacher on a child. These positive outcomes are independent of the social or the home background the child may have(Franquiz, 1998). While in the past these studies were limited to other subjects, there are researches that have shown a somewhat similar outcome in language teachers as well. A good teacher is seen to improve the outcomes of children regarding the different language tasks such as phonation, letter and word use, grammar and composition etc. (Cirino et al, 2007) Many countries in the world look towards English speaking countries as the best places for education. Along side studies in these countries help in improving the proficiency of English language among these people, which in turn can help them advance in their professions. While this dream may be the best intentions of a parent, they are not ideal in nature. There seems to be a stigma placed on bilingualism and biculturalism. Children of different cultures when exposed to an English speaking environment may feel out of place to their social and cultural norms.   This can directly effect how a student performs in the classroom. The research carried out by Barry and Williams was aimed to identify the problems that many Hong Kong children face when they are exposed to international English speaking environments. The students surveyed outlined many issues that cause problems in the language learning. These included linguistic problems such as listening, speaking, writing, vocabulary and reading. Such children were in the listening end to understand what others were saying. (Berry and Williams, 2004) Many teachers need to know the benefits of having a bilingual classroom and the how to better support their students (Macrory, 2006). This lack of quality programs, ill prepared informed teachers, and high variability between programs produces very poor results by the students. Some studies show that almost a quarter of students in bilingual education do not become bilingual (Pearson, 2006). The goal of this intervention is to provide a more effective program for bilingual students. More so, interventions require teachers who are proficient in teaching children English and other languages properly (Ng, E.,1999). Language acquisition is an innate quality of an individual, and is an individual capacity of each human mind to learn it. There are many factors that govern the ability to learn a language. Apart from the innate ability of an individual to do so, metalinguistics, consciousness, teaching methods at school and acquisition of written system of language are also important deciding factors in the language learning.(Collier, 1995) Also of help in this area are issues such as phonology, vocabulary, the grammar, meaning and discourse etc. The acquisition of a second language is therefore a high thought process that requires a positive and continued quality feedback in order to be successfully learned. (Collier, 1995) The concept of provision of meaningful education among the children is an important concern for the educational boards. Yet the proper education teaching practices remain unknown. There are many reasons why these policies have been unsuccessful (Tencer Garrity, T. L. 2003). The first and the foremost problem was failing to identify language as part of the social context and social issues and that English may not be the mother tongue of many children.(Collier, 1995) Intervention The intervention will focus on trying to improve English ability at a young age. The goal is to try to increase the English ability of the students quickly and effectively. Research has shown that students learn faster in single language classrooms (Pà ¡ez, Tabors, and Lopez, 2007). For the purpose of this intervention, the classrooms will then be monolingual. The students will be taught all week in almost all Spanish. The intervention will be a daily English vocabulary lesson. They will lean the pronunciation, spelling, and meaning a few new English words every day. Since they will have a frame of reference since knowing the vocabulary in Spanish, they will be better able to process this information. A study by Silverman showed that English learner children can learn English at a similar if not faster rate than native English speakers. This intervention should be effective(Franquiz, 1998). Testing †¢ The intervention will tested on if the English ability of the students improved after the intervention. †¢ To do this the students will be given an English vocabulary pre and posttest. †¢ This will take part in three classroom at three schools †¢ The SES of each class and school will be roughly the same †¢ There will be two English learner groups and one Native speaker group †¢ Quasi experimental since you cannot control for a some variables such as some children being more familiar with English than other. †¢ The measure will test how much vocabulary the children in the program were able to learn. †¢ To be effective the English learner children should have learned the vocabulary at a similar rate as the native English speakers. DISCUSSION: These interventions in many ways depict the conceptual models that were introduced in the past, which comprised of essentially four components. Language in the past was not recognized as part of the cultural and social practices (Ng, E.,1999). This misidentification has led to the apparent failure of the language acquisition and language teaching procedures. According to Collier (1995), the acquisition and learning of a second knowledge is based on socio-cultural, linguistic, academic and cognitive processes, which in turn may be different for different children. These factors are so interdependent that examining one with out the influence of the other is impossible. (Collier, 1995) The sociocultural facet of language acquisition is in many ways similar yet dissimilar to the social factors of the society. Each individual has exposure to different societal influences, and thereby may have variable exposure to a certain language (Berry and Williams, 2004). In a class room environment, these exposures can lead to increase in confidence or increase in anxiety in the language development (Tencer Garrity, T. L. 2003). While those exposed to a certain language may feel at home with their own language studies and may perform well, others may feel anxiety and may not respond to it at all. The society’s pretext and manner towards the minority also causes many effects on the individual’s performance, for discrimination and prejudice may cause negative outcomes within an individual about his or her identity. It is in this context hypothesized that the introduction of positive environments may help in achieving results sooner, and thereby improves outcomes in language acquisition. (Collier, 1995) Language learning can also lead to affective problems in learning. These affective problems include lingual affective problems and social cultural affective problems as mentioned above. The confidence levels may not be very high in such cases, and this can affect their progress in their studies.(Berry and Williams, 2004) The role of a teacher under such circumstances becomes impirical, as it is them who will help build up the confidence of the children from different social and cultural backgrounds. (Berry and Williams, 2004) Language learning therefore is the method where proper learning also requires understanding and â€Å"learning† the culture of the language. If a person is to achieve bilingual competency, he or she must be able to carry out three processes. He or she must first learn the controls of linguistic rules of both languages. He or she must be able to encompass new cognitive dimensions associated with language. Finally he or she must be able to achieve the mental functions that are necessary for language acquisition. (Haworth et al, 2006) Yet simply labeling the mental faculties and predisposition towards learning languages and not considering the conscious efforts in learning it is not possible. It is through this manner that a teacher is able to confer this knowledge to his or her students. The teacher systematically helps a child in learning new methods of vocabulary and sentence learning, and thereby helps him or her in creating the foundations of the new language (Wright, S. C., & Bougie, É., 2007). Interventions such as those mentioned above can help in creating better bilingual students who are at ease in their social and cultural environments. The teachers play an important role in helping foreign students get over their anxiety of discrimination and difficulty in fitting in to a new society (Wright, S. C., & Bougie, É., 2007). Interventions at an early stage provide better results than those that are carried out at later stages. Understanding that culture and society are important factors in the acquisition of new language can help in improving the outcomes in students. References Berry, R. S. Y., & Williams, M. (2004). In at the deep end: Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom. Journal of Language and Social Psychology, 23(1), 118-134. Paul T Cirino, Sharolyn D Pollard-Durodola, Barbara R. Foorman, Coleen D Carlson and David J Francis, 2007. Teacher Characteristics, Class Room Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners. The Elementary School Journal, VOl 107 No. 4, 2007 Virginia P Collier, 1995. Acquiring a Second Language for School. Directions in Language and Education. National Clearinghouse for Bilingual Education. Vol 1 No. 4 fall 1995 Haworth, P., Cullen, J., Simmons, H., Schimanski, L., McGarva, P., & Woodhead, E. (2006). The role of acquisition and learning in young children’s bilingual development: A sociocultural interpretation. International Journal of Bilingual Education and Bilingualism, 9(3), 295-309. Macrory, G. (2006). Bilingual language development: What do early years practitioners need to know? Early Years An International Journal of Research and Development, 26(2), 159-169. Pà ¡ez, M. M., Tabors, P. O., & Là ³pez, L. M. (2007). Dual language and literacy development of Spanish-speaking preschool children. Journal of Applied Developmental Psychology, 28(2), 85-102. Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3), 399-410. Silverman, R. D. (2007). Vocabulary development of English-language and English-only learners in kindergarten. The Elementary School Journal, 107(4), 365-383 Franquiz, M. I. (1998). The effects of bilingual education on academic achievement, language development, and self-esteem of hispanic children. US: ProQuest Information & Learning. Ng, E. (1999). The impact of heritage education on self-esteem and ethnic identity. US: ProQuest Information & Learning. Tencer Garrity, T. L. (2003). An investigation of the relationship between acculturation and academic performance, self-esteem, and ethnic identity with mexican-american children. US: ProQuest Information & Learning. Wright, S. C., & Bougie, É. (2007). Intergroup contact and minority-language education: Reducing language-based discrimination and its negative impact. Journal of Language and Social Psychology, 26(2), 157-181.   

English A Language And Literature Essay

These notes to examiners are intended only as guidelines to assist marking. They are not offered as an exhaustive and fixed set of responses or approaches to which all answers must rigidly adhere. Good ideas or angles not offered here should be acknowledged and rewarded as appropriate.  Similarly, answers which do not include all the ideas or approaches suggested here should be rewarded appropriately. SECTION A Candidates are required to compare a letter from John Steinbeck to his eldest son Thom with an â€Å"advice† comic strip by Ken Cursoe, both of which explore the virtues (or not) of being in love. An adequate to good analysis will: †¢ note the commonalities of the two texts, such as Thom and Luke both seeking advice about love, the â€Å"expert’s† opinion about love, male/female distinctions, etc †¢ note some of the differences between the two texts, such as father / Tiny Sepuku, sincerity / humor, letter / advice column/cartoon, etc †¢ comment on the different text types, noting some characteristics of each. (For example, the letter observes the conventions of the form and responds to a letter on a personal level and addresses the issues it raises in a clear and logical fashion. The cartoon, posing as an advice column, opens with a brief letter of two questions answered by Tiny in a â€Å"tongue-in-cheek† fashion through seven vignettes of the â€Å"super powers† that love gives to either the male or female in the relationship) †¢ comment on the differences of context as deduced from the times and situations in which the texts were generated and from issues and references made within the texts themselves, such as the vignettes of the cartoon, the implications of the gestures and language of the cartoon characters, as well as the relationships revealed in the letter and the attitudes expressed by Steinbeck †¢ comment on the differences of audience and purpose as deduced from the two text types. A good to excellent analysis may also: †¢ consider further the differences in the attitudes to â€Å"love† †¢ consider more closely the purposes of the writers as viewed through their choice of text types, considering closely the differences between seriousness and humour †¢ offer a more in-depth analysis of both the letter and the cartoon, looking  closely at the stylistic features and showing some familiarity with terms appropriate to each †¢ offer a more careful consideration of audience and purpose, for example, the original recipient of the letter and, now, the wider audience interested in the life and writings of John Steinbeck, and, for the cartoon, those who follow the comic strip (and write in) or the general public who are amused by the cartoonist’s treatment of the subject. –4– N13/1/AYENG/HP1/ENG/TZ0/XX/M SECTION B Candidates are required to compare the poem Eyepiece by Judith Beveridge with a message from the Yahoo forum Microscope – Microscopy as a hobby or profession, which present, respectively, figurative and literal views of the world seen through a microscope. An adequate to good analysis will: †¢ note the commonalities of the two texts: the viewing of the world through a microscope, the identification of what is being looked at in each case †¢ comment on the two text types exploring some characteristics of each (the blend of personal and scientific comments in the message, as well as the nature of observation, both general and specific, the use of scientific language, the global nature of the â€Å"group,† etc as opposed to the more refined qualities of the poem: stanzas, lines, enjambment, simile, extended metaphor, alliteration, etc) †¢ comment on the â€Å"view of the world† that is offered by these writers and how distinctions between their purposes, contexts and audience shape their use of language, style and technique †¢ offer a recognition of the distinction between literal and figurative. A good to excellent analysis may also: †¢ offer a more in-depth analysis of both text types, showing how choice of text type influences both the structure and style of the content †¢ offer a careful consideration of the world view that is presented in each text: looking at the distinctions between describing an evening as though it  were a vision seen through a microscope compared with the reality of looking at water through a microscope and the impact (such as â€Å"fascinating†, â€Å"shocked and horrified†) on the observer †¢ consider more closely the two speaking voices (the scientist and the persona of the poem), how they are characterized and to what effect †¢ offer a cogent comparison of the two text types that offers a clear understanding of purpose, context, content and audience.

How to be yourself at work

How to be yourself at work If you’re like most people, you’ve encountered at least one situation at work in which you’ve wondered, â€Å"How should I behave?† â€Å"Can I be myself in this situation or do I need to act a certain way?† These situations can be challenging to navigate and can make an already stressful job experience harder than it is- or needs to be. The truth is, for most people, the subject of workplace behavior can be a tricky balancing act. On one hand, you want to approach your job- whatever level or industry you’re currently in- as a rung on a ladder. At the top sit your ultimate professional and career goals, and you want to align your on-the-job behavior in a way that will best help you climb gracefully and easily. On the other hand, you don’t want to create an artificial or disingenuous work persona that’s so far removed from who you really are that you make yourself miserable.Your main goal is to strike a positive and productive ba lance, using your well-honed workplace instincts and your true sense of self to become an effective and genuine employee that your coworkers appreciate having around. The following are some proven strategies to help you stay on track.Be situation smart.Truly successful employees make it a point to learn the unique â€Å"ins and outs† of their specific work environments. On top of doing their jobs effectively, they study their colleagues and their particular work styles- how they like to collaborate, their preferred communication tools, the tone and topics they typically respond best to.Once you get a good handle on your work environment, you can best understand when and where you can be your true self. Are you a lighthearted employee who prefers face-to-face conversations and a casual tone when discussing work-related issues? If so, be sure to figure out which of your colleagues this style works best with and feel confident that you can be your â€Å"true self† when de aling with them.And what about those more serious coworkers who prefer everything to be handled over email with a minimum of witty banter? It can really be in your best interest to modulate your approach to best suit their needs and preferences- not only will this increase your chances of handling work issues effectively, it should also score you some points with these folks, which is never a bad thing.Pay attention to clues.The most effective employees are truly self-reflective workers- they make it a habit to analyze their behaviors across situations in an effort to discover what works best. This gives them a tremendous advantage when encountering any type of work issue. From what to wear on any given day or event to how aggressive or laid back to be in a meeting and how freely you should share constructive criticism or new ideas, they truly make an effort to analyze a situation and tailor their approach accordingly. There’s a time and a place for most things at work- the t rick is to learn the crucial when, where, and with whom.Learn from mistakes.Let’s be honest- no one is perfect, and we all have done things that we’d love to take back or erase, given the chance. But those who tend to be most successful in their work environments are those who learn from mistakes- both theirs as well as the mistakes of others. It stands to reason that the best measure of what works and what doesn’t is history, and this holds true for the world of work as well. Did you or a colleague deliver a presentation that fell flat? Do you know someone at work who coworkers tend to avoid whenever possible- or perhaps you’re this person?If so, analyze the situation and take an honest look at things in an effort to figure out what’s wrong and where you can get back on the right track moving forward. Strong employees don’t approach this as a moment to declare, â€Å"I just can’t be myself when I’m at work!† or, â€Å" I’m stuck in a hopeless situation!† Instead, they take it as a helpful inflection point, a time to address challenges head on and make improvements in an effort to get further up that career ladder. Oftentimes, the truest way to discover the right approach is by learning which ones are wrong. Trial and error are great guides in life.The Bottom LineIt’s been said that effective employees are like chameleons. They have an uncanny ability to adapt and blend into all sorts of situations. While this may or may not mean that you can completely and totally be â€Å"yourself† in every situation you’ll encounter at work, the truth is that most of us have a wide range of behaviors that comprise who we are- at various times, we’re serious or playful, focused or multitasking, talkative or quiet- the trick to being your â€Å"true self† at work is to know which aspect of your personality is appropriate given the situation. Follow the strategies out lined here and before long you should find yourself climbing higher and higher up that ladder to career success.

Biography of Tiberius, 1st Century Roman Emperor

Biography of Tiberius, 1st Century Roman Emperor The Roman emperor Tiberius (November 16, 42 BCE–March 16, 37 CE) was a very capable military leader and a sensible civic leader who tried to restrain Romes out-of-control budget. But he was also dour and unpopular. He is known primarily for his trial for treason, sexual perversion, and eventually shirking his responsibility by going into seclusion. Fast Facts: Tiberius Known For: Roman Emperor in the first century CEBorn: November 16, 42 BCE on the Palatine Hill, RomeParents: Tiberius Claudius Nero (85–33 BC) and Livia DrusillaDied: March 16, 37 CE in RomeEducation: Studied with Theodous of Gadara and Nestor the AcademicSpouse(s): Vipsania Agrippina (m. 19 BCE), Livia Julia the Elder, (m. 11 BCE)Children: Drusus Julius Caesar (with Vipsania), Julia, Ti Gemellus, Germanicus (all with Julia) Early Life Tiberius was born on November 16, 42 BCE on the Palatine Hill or at Fundi; he was the son of the Roman quaestor Tiberius Claudius Nero (85–33 BC) and  his wife Livia Drusilla. In 38 BCE, Livia was forced to divorce Tiberius Nero to become the wife of the first Roman emperor Augustus. Tiberius Nero died when Tiberius was 9 years old. Tiberius studied rhetoric with Theodorus of Gadara, with Nestor the Academic and perhaps with Athaneaus the Peripatetic. He became fluent in Greek and meticulous in Latin. In his early civic career, Tiberius defended and prosecuted at court and before the Senate. His successes at court included the securing of a charge of high treason against Fannius Caepio and Varro Murena. He reorganized the grain supply and investigated irregularities in slave barracks where free people were detained improperly and where draft dodgers pretended to be slaves. Tiberius political career soared: he became quaestor, praetor, and consul at a young age, and  received the power of a tribune for five years. Marriage and Family In 19 BCE, he married Vipsania Agrippina, the daughter of the renowned general Marcus Vipsanius Agrippa (Agrippa); and they had a son, Drusus Julius Caesar. In 11 BCE, Augustus forced Tiberius to divorce Vipsania and marry his daughter Livia Julia the Elder, who was also the widow of Agrippa. Julia had three children with Tiberius: Julia, Ti Gemellus, and Germanicus. Early Military Accomplishments Tiberiuss first military campaign was against the Cantabrians. He then went to Armenia where he restored Tigranes to the throne. He collected missing Roman standards from the Parthian court. Tiberius was sent to govern the long-haired Gauls and fought in the Alps, Pannonia, and Germany. He subjugated various Germanic peoples and took 40,000 of them  as prisoners. He then settled them in homes in Gaul. Tiberius received an ovation and a triumph in 9 and 7 BCE. In 6 BCE, he was ready to accept command of the eastern Roman forces, but instead, at what would seem to be a height of power, he abruptly retired to the island of Rhodes. Julia and Exile By 6 BCE, Tiberius marriage to Julia had gone sour: by all accounts, he regretted leaving Vipsania. When he retired from public life, Julia was banished by her father for her immoral behavior. His stay on Rhodes lasted at least eight years, between 6 BCE and 2 CE, during which time he wore a Greek cloak and slippers, spoke Greek to the townspeople, and attended philosophical lectures. Tiberius tried earlier to return to Rome when his tribunician power ended, but his petition was denied: thenceforth he was referred to as The Exile. After Lucius Caesar died in 2 CE, Tiberius mother Livia arranged for his recall, but to do that, Tiberius had to renounce all political aspirations. However, in 4 CE after all other likely successors had died, Augustus adopted his step-son Tiberius, who in turn had to adopt his nephew Germanicus. For this, Tiberius received tribunician power and a share of Augustuss power and then came home to Rome. Later Military Accomplishments and Ascension to Emperor Tiberius was given tribunician power for three years, during which time his responsibilities would be to pacify Germany and suppress the Illyrian revolt. The German pacification ended in disaster in the Battle of the Teutoburg Forest (9 CE), when an alliance of Germanic tribes destroyed three Roman legions and their auxiliaries, led by Publius Quinctilius Varus. Tiberius did achieve complete submission of the Illyrians, for which he was voted a triumph. He postponed the triumph celebration out of deference to Varus disaster in Germany: but after two years more in Germany, he settled things and put on a triumphal banquet with 1,000 tables. With the sale of his spoils, he restored the temples of Concord and Castor and Pollux. As a result, in 12 CE, the consuls awarded Tiberius joint control of the provinces (co-princeps) with Augustus. When Augustus died, Tiberius, as tribune, convened the Senate where a freedman read Augustus will naming Tiberius as successor. Tiberius called on the praetorians to provide him a bodyguard  but didnt take the title of emperor immediately nor even his inherited title of Augustus. Tiberius as Emperor At first, Tiberius despised sycophants, intervened in matters of state to check abuses and excesses, abolished Egyptian and Jewish cults in Rome, and banished astrologers. He consolidated the Praetorians for efficiency, crushed city riots, and abolished the right of sanctuary. However, his reign turned sour when informers accused Roman men and women of many, even silly crimes that led to capital punishment and confiscation of their estates. In 26 CE, Tiberius exiled himself to Capri, leaving the empire in control of his Socius Laborum (partner of my labors), Lucius Aelius Sejanus. In Capri, Tiberius stopped fulfilling his civic obligations  but instead engaged in licentious acts. Most notorious is his training of little boys to act as nipping minnows or tiddlers, to chase him when he went swimming in the imperial pool, nibbling between his legs. Tiberius mean and vengeful streak caught his erstwhile confidant, Sejanus, accused of conspiracy against the emperor. Sejanus was executed for treason in 31 CE. Until Sejanus was destroyed, people had blamed him for the excesses of the emperor, but with his death, the blame rested solely on Tiberius. The empire continued to run on without the direct input of the emperor, who remained in Capri. During Tiberius exile in Capri, Gaius (Caligula) came to live with Tiberius, who was his adopted grandfather. Tiberius included Caligula as joint heir in his will. The other heir was Tiberius brother Drusus child, still a teenager. Death Tiberius died on March 16, 37 CE, at age 77. He had ruled for nearly 23 years. According to Tacitus, when it looked as though Tiberius would die naturally, Caligula tried to take sole control of the empire. Tiberius, however, recovered. At the request of Caligula, the head of the Praetorian Guard, Macro, stepped in and had the old emperor smothered. Caligula was named emperor. Sources Balmaceda, Catalina. The Virtues of Tiberius in Velleius Histories. Historia: Zeitschrift fà ¼r Alte Geschichte 63.3 (2014): 340–63.Rutledge, Steven H. Tiberius Philhellenism. The Classical World 101.4 (2008): 453–67.Seager, Robin. Tiberius. 2nd edition. Malden, Massachusetts: Blackwell, 1972, 2005.  Syme, Ronald. History or Biography. The Case of Tiberius Caesar. Historia: Zeitschrift fà ¼r Alte Geschichte 23.4 (1974): 481–96.

One-Tailed Test or a Two-Tailed Test Assignment Example | Topics and Well Written Essays - 500 words

One-Tailed Test or a Two-Tailed Test - Assignment Example If there were foreknowledge that there was no expected difference, it would be absurd to collect the data and do the analysis. In this case scenario, the comparison is between two groups of people in which one has received oxygenation medication whereas the other one has not.   Jackson (2011) asserts that the use of one tailed analysis is predicated upon a high certainty prior to the data collection that either there is no difference or a difference exists in a certain area of the entire population. In the event that the data analysis ends in showing the existence of a difference in the incorrect region, it then becomes automatic that the difference is attributable to random sampling. This consideration or assumption is done without giving due thought to the possibility that true difference might be a reflection of the measured or calculated difference (Urdan, 2005). The Probability That Group I Is Different from Group 2 and the Significance Against the Benchmark of P < .05   Acc ording to Rasch, Kubinger, and Moder (2011), the null hypothesis can only be rejected when the t-static from tables is less or greater than t critical two-tail value gotten after computation. Therefore, if the test statistic is less than -2.12 or greater than 2.12, the null hypothesis will be rejected and the alternative hypothesis adopted instead.   The test statistic is 0.899, which falls into the rejection region, so the null hypothesis is not rejected, which states that there is no difference between the means from the two samples.