Wednesday, October 30, 2019
Health assessment of newborn paper Essay Example | Topics and Well Written Essays - 250 words
Health assessment of newborn paper - Essay Example In addition, a child that is not breastfed is 15times more likely to die than breastfed children (Jones 2013). In later life, it is perceived that adults who were effectively breast fed have a high IQ than adults who were provided with formula. The IQ is more advanced if the adult was breastfed for a long period. Jones (2013) is of the assumption that children who are breastfed for a long period have a less probability of obesity in adulthood. The information should be provided to the mother during the child’s clinical visits. In addition, the health practitioner should also highlight the benefits of breast feeding to the mother. To enhance the understanding of the mother, the practitioner should provide the American Academy of Pediatrics and the American Dietetic Association as recommendation sites. From the sites, the mother will effectively understand the benefits of breastfeeding. Ssemukasa, E. & Kearney, J. (2014). Six months of exclusive breastfeeding recommendation: how applicable is the universal exclusive breastfeeding recommendation policy? African Journal of Food, Agriculture, Nutrition & Development, 14 (4):
Monday, October 28, 2019
Track And Field training Essay Example for Free
Track And Field training Essay Introduction            Track and field sport is a contest in running, hurdling, walking, jumping, vaulting, and throwing. The track events (running, hurdling, and walking contests) are held on an oval track. The field events (jumping, vaulting, and throwing contests) are held at various areas nearby. The season begins indoors in winter and extends throughout the summer. A related sport, conducted in the autumn, is cross-country running. A track and field normally includes 10 to 30 of the more than 50 events. Most meets are held outdoors in spring and summer. Some are held in indoor arenas during the winter months. A meet may be for males only, or for females only, or for both sexes (see â€Å"Track and Field†. Grolier encyclopedia of knowledge, pp. 308-311 vol. 18). Men and women do not compete against each other. Most events are contests between individual athletes who represent different teams. Each person earns points for his team if he finishes an event in first, second, or third (and sometimes fourth, fifth, or sixth) place. The team with the highest score wins the meet. In the Olympic Games, however, only individual winners are recognized except in team sports. Moreover, the Track and field, or athletics as it is called in many countries. Track events are conducted over distances measured in metres or, in some American meets, in yards. Older American tracks are 440 yards in circumference, but most built since the late 1970s are 400 metres in circumference. The older tracks can easily be converted to metric distances). An indoor track is usually between 160 and 220 yards (or 150 and 200 meters) in circumstance. A lap is one time around the track (see â€Å"Track and Field†. Grolier encyclopedia of knowledge, pp. 308-311 vol. 18).            Running contests include dashes, or sprints (55 to 400 metres; 60 to 440 yards); middle-distance races; and long distance races (3,000 metres or 2 miles or more). Hurdling is a race over hurdles (barriers) that are spaced an equal distance apart on the track. Hurdles vary in height according to the age and sex of the competitors. The steeplechase is a 3,000-metre or 2-mile race over hurdles, hedges, and pools of water. In relay races, four-runner teams compete, each athlete running part of the distance. Walking events are races in which the contestants walk for a distance of 800 metres to 50,000 metres (31 miles) (see â€Å"Track and Field†. Grolier encyclopedia of knowledge, pp. 308-311 vol. 18).            The intents of this paper are to: (1) know the history of track and field and its rules and scoring; (2) be aware of the current information on track and field training and; (3) figure out the conditioning program/s of track and field training. Background History of track and field            Track and field is one of the oldest of sports. Athletic contests were often held in conjunction with religious festivals, as with the Olympic games of ancient Greece. For 11 centuries, starting in 776 BC, these affairs for men onlyâ€â€were enormously popular and prestigious events. The Romans continued the Olympic tradition until the time of the Christian emperor Theodosius, who banned the Games in AD 394. During the middle Ages except for a short-lived revival in 12th-centruy England, organized track and field as a modern sport impetus through their interclass meets, or meetings as they are still called in Britain and in 1849 the Royal Military Academy held the first organized track and field meet of modern times(see â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17). Not until the 1860s, however, did the sport flourish. In 1866 the first English championships were held by the newly formed Amateur Athletic Club. The Amateur Athletic Club gave way to the Amateur Athletic Association in 1880, which has conducted the annual national championships since that date. Although meets were held on the North American continent as early as 1839, track and field first gained popularity in the late 1860s, after the formation of the New York Athletic Club in 1868. The Amateur Athletic Union of the United States, an association of track and field clubs, was formed in 1887 and has governed the sport in the United States since then (see â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17). Rules and scoring            All races are started by the firing gun by an official at the starting line. For races up to and including one lap of an outdoor track, the runners must stay for the entire distance lanes marked on the track. There may be six to eight lanes, with each lane usually measuring 1.2 m (4 ft.) in width. The winner in each race is the runner whose torso first breaks the vertical plane of the finish line. Races are timed either by mechanical watches or by more sophisticated, electronic photo-timers that can measure finishes to the hundredth of a second. Sometimes, owing to the number of contestants in a competition, qualifying rounds, or heats, are held to narrow the contestants down to the fastest runners (see â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17). Athletes in the field also have qualifying rounds. In the horizontal jumps and throws, athletes are allowed three preliminary attempts in the field numbers more than eight participants. Then the best performers are allowed three more attempts. In the vertical jumpsâ€â€the high jump and pole vaultâ€â€the participants are allowed to continue until they have three successive failures. If two or more contestants tie, the competitor with the fewest failures at the last height cleared it’s the winner; if still tied, the total number of failures is the deciding factor; if a tie remains, the total number of jumps is considered. Scoring systems differ according to the meet. Many national competitions are scored on the basis of 10 points for first place, 8 for second, on down to 1 point for sixth. In international meets, the scoring is 5 for first place, 3 for second, 2 for third, and 1 for fourth. The team with the highest total wins. For road races, cross-country meets, and walking competitions, the winner is given 1 point, the second-place finisher 2 points, and so on; the finish positions are totaled, and the team with the lowest score is the winner (see â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17). III. Discussion Current information on track and field training            There are three vital cycles in a track and field training program and these are the pre-season (happens in September throughout mid November), an indoor season (happens from December through early March, and the outdoor seasonâ€â€later part of March through early June (see â€Å"Track and Field Training†).            The pre-season normally includes of â€Å"getting into shape†for the upcoming seasons. This program will include of â€Å"weight room, cardiovascular work, sprint mechanics, and core strength for the abdominals, hips and lower back†(see â€Å"Track and Field Training†). The training program must not be severe to keep away from burnout toward the end of the season. In each season, the recovery periods are essential. During the track and field training program, lifting like â€Å"cleans, squats and dead lifts†may be included three times a week. Another exercise that can be included in the training is the arm work like â€Å"bench, military, lat pull, and pull ups†(see â€Å"Track and Field Training†). Moreover, the coach needs to identify that in pre-season conditioning, there are four main areas that require to be enhanced for any track and field athlete. Various exercises are part of the track and field training and if the exercises for a specific body part have been recognized, circuits may be made so that the specific aspect will be managed properly. The circuits need to be timed instead of indicating an exact quantity of exercise in which every athlete is given a chance to work on with his/her own ability and abdomen circuit is of the examples. This circuit is timed by 30 recommended to be â€Å"30 seconds on 30 seconds off for every exercise†(see Hackett, Brad. â€Å"Pre-Season Conditioning).  ØAbdomen Circuit 30 on 30 off  ª Crunches  ª V-Sits  ª Opposite Knee (Chinnies)  ª Double Leg Eagles  ª Toe Touches  ª Leg Toss  ª Back Hypers with a twist  ª Side Ups Conditioning program/s of track and field training.            In the general training season, circuit training is significant. If the circuit training for the pre-season conditioning is done earlier, the coach still has the chance to enhance the fitness level of the team without endangering the individual. In general preparation and conditioning, there are things to be followed and these are in place jumps, bounding, box jumps, hurdle hops, abdomen circuit, multi shot throws, general strength circuit, weight room, and track workouts (see Hackett, Brad. â€Å"Pre-Season Conditioning).  Conclusion            Track and field, or athletics as it is called in many countries, is the designation given to contests for men and women that involve running, jumping for height and distance, and throwing for distance using implements of standardized design. Competitions in Track and Field are called meets and are usually held outdoors. Track and field training involves conditioning programs that make the athletes more competitive during the season. References â€Å"Track and Field Training†. http://www.athletesacceleration.com/track-and-field-training.html Hackett, Brad. â€Å"Pre-Season Conditioning†. http://www.everythingtrackandfield.com/catalog/matriarch/OnePiecePage.asp_Q_PageID_E_151_A_PageName_E_ArticlePreSeasonConditioning â€Å"Track and Field†. Grolier encyclopedia of knowledge, pp. 308-311 vol. 18 â€Å"Track and Field†. New Standard Encyclopedia, pp. T-341-T-345 vol. 17
Saturday, October 26, 2019
A Comparison of Greek and Norse Mythology Essay -- essays research pap
Hundreds of years ago people did not have the technology to explain different forces of nature. They created gods, each with separate powers, to rule their domains. Some of the gods were merciful, some were wicked, and others were merely servants of more powerful gods. Looking at the gods, it is easy to tell what the civilization most valued. I am going to look at the Greek and the Norse gods to compare what was most important to their societies. Â Â Â Â Â Both cultures had a king of the gods. In Greek mythology there is no god who is more powerful than Zeus. He is the youngest son of Cronus and Rhea, ruler of the Titans. Cronus was told that one of his children would overthrow him, taking control of his kingdom. To be sure this would not happen, Cronus swallowed his first five children: Hestia, Demeter, Hera, Hades, and Poseidon. Rhea could not bear to see another one of her children, devoured so she replaced Zeus with a rock wrapped in swaddling. Cronus, thinking he ate Zeus, left Rhea time to leave Zeus in a cave where he was raised by a divine goat, Amaltheia (pantheon/odin). After Zeus was grown he went back to Cronus with the help of Gaia and Metis, who made an elixir to cause Cronus to vomit his brothers and sisters. Zeus then led the fights against the Titan dynasty. Afterwards they banished the Titans to Tartarus, the lowest place on earth, even lower than the underworld. Zeus and his brothers then drew str aws to find who would rule where. Zeus gained rule of the sky, Poseidon ruled the seas, and Hades ruled the underworld (pantheon/odin). Â Â Â Â Â Zeus is the god of law, justice, morals, thunder, lightning, and rain. It was his job to oversee and make sure laws were being kept. He was worshipped originally as a weather god. He was depicted as a middle-aged man with a youthful appearance; he was regale and was almost always shown ready to throw a lightning bolt (pantheon/zeus). Â Â Â Â Â Odin is the ruler of the gods in Norse mythology. He was stuck by his own spear pinned to the World Tree. There he learned nine songs and eighteen runes. Odin lives in Asgard; from his throne he observes everything that happens in the nine worlds. Valhalla is a hall in Asgard where the dead warriors are taken; Odin is also known to reside there (pantheon/odin). Â Â Â Â Â Odin is the... ...sions of the mythology, it is easy to tell what the cultures held in high regard. The Greeks were a civil people; their chief deity was a god of law, justice, and morals. The Norse, on the other hand, were a people of war. Their chief god was a god of war and death, and the only way to Valhalla was to die honorably in battle. Examining these mythologies is an excellent way to show the similarities and differences of the two cultures. References http://edweb.sdsu/people/bdodge/scffold/GG/titans.html 3 pages, accessed April 10, 2004 http://encyclopdia.thefreedictionary.com/Norse%20Giants 1 page, accessed April 7, 2004 http://www.infoplease.com/ce6/ent/A0823459.html 3 pages, accessed April 10, 2004 http://www.messagenet.com/myths/bios/hades.html 3 pages, accessed April 10, 2004 http://www.pentheon.com/articles/o/odin.html 1 page, accessed April 7, 2004. Created on March 3 1997, Modified Feb. 12, 2004. Encyclopedia Mythica 1995-2004 http://www.pentheon.com/articles/z/zeus.html 2 page, accessed April 7, 2004. Created on March 3 1997, Modified March 19. 12, 2004. Encyclopedia Mythica 1995-2004 Long, Gareth, http://webhome.indirect.com/~delong 3 pages Accessed April 12, 2004
Thursday, October 24, 2019
In what ways does Shakespeare make the opening scenes of Macbeth dramatic? Essay
The play Macbeth written by William Shakespeare is skilfully structured to engage an audience’s interest through effective techniques in the opening scenes. These are the use of setting, characterisation, language and the structure of the play. The setting is cleverly used to create the appropriate atmosphere to the scene and plays on the 17th century expectations and assumptions of weather. The characters introduced in the opening scenes are captivating, Shakespeare’s use of rhyme, rhythm, repetition and dialogue help establish this. The play’s structure in the scenes and character’s dialogue create an engaging and inquiring effect, helping to make the opening scenes of Macbeth captivate the audience’s interest. The setting in the opening scenes is crafted to create a dramatic effect through the place its set in and the weather used. In act one, scene one, the stage directions are given as â€Å"An open place†¦Thunder and lightening. Enter three witches.†This is quite significant, especially in the 17th century, as in those superstitious times it was believed that storms were representative of and released forces of evil. The audience is already informed that it’s a spooky and eerie atmosphere and are then intrigued as to what frightening or supernatural event might follow. A stormy setting is used prior to the witches’ entrance in both scene one and three, which acts as an effective prelude to a sinister and immoral mood. Act one, scene three’s stage description â€Å"A heath†¦thunder†¦Ã¢â‚¬ is not only using pathetic fallacy to set the evil and unsettled tone, but also landscape. A heath can be described as wasteland overgrown with shrubs, uncultivated. This uncared for and abandoned environment reflects that the witches are socially unacceptable and rejected, emphasising and reminding the audience how ill-favoured and god-awful these witches are. This provokes the audience’s curiosity as they’re ‘sheltered’ or not used to seeing this kind of living, and shows the dramatic impact Shakespeare crafts through setting. Another technique used to maintain interest and stimulate inquisitiveness is the structure of the opening scenes. Shakespeare purposely organises the order in which the characters are introduced and limits the storyline revealed to the audience to captivate them. The first scene with the witches mentions their plans involving Macbeth. â€Å"There to meet with Macbeth†¦Ã¢â‚¬ and as the character of Macbeth hasn’t yet made an entrance, the audience indecisively creates an image of doom around him, as his name is associated with the witches. However, scene two sets up a more assuring perception of Macbeth. The Captain praises his name and noble actions to King Duncan, â€Å"For brave Macbeth†¦disdaining fortune, with his brandished steel†, this follow through scene leaves the audience assured, but having the preceding thought of Macbeth being doomed creates curiosity in the audience. Having been introduced to two completely contrasting personas of Macbeth, the audience wants to know whether he will turn out to continue being noble or change to being evil. In scene three Macbeth meets with the witches, as they’d predicted at the beginning of the play. They then foretell Macbeth’s destiny as becoming Thane of Glamis, Thane of Cawdor and then King, â€Å"All hail Macbeth, hail to thee, Thane of Glamis!†¦Thane of Cawdor!†¦that shalt be King hereafter!†In sequence, Macbeth is informed that he’s now Thane of Cawdor. â€Å"And for an earnest of a greater honour†¦call thee Thane of Cawdor.†The audience is now aware that the witches’ predictions have been proven correct. Macbeth is also now aware of this, and a curious seed of greed has been planted into his mind. This is where he then starts brooding on thoughts of becoming King, and what he might have to do to achieve this, â€Å"†¦My thought, whose murder yet is but fantastical†¦Ã¢â‚¬ Aside to the audience, Macbeth is explaining his thoughts of killing Duncan, in order to be King. This creates a lot of interest amongst the audience as Macbeth was described as being a noble, respectable and courageous man prior to his soliloquy, yet now after the witches’ prediction has come true, Macbeth is falling into the witches hands- favouring their other prediction of him becoming King. This order of events is effective in the way that intrigue is raised as to whether Macbeth will become King or not. Structure is not only used in the scenes, but also in the dialogue to build up an alluring and tense effect. In scene two the Captain has been delivering victorious news about a battle Macbeth had led to triumph. In sequel he begins â€Å"†¦whence comfort seemed to come, discomfort swells.†The Captain raises Duncan’s expectations of defeat by using ‘comfort’ and ‘discomfort’ as contrasting words. Duncan now assumes an unsuccessful loss, as well as the audience, â€Å"Dismayed not this our captains, Macbeth and Banquo?†However the Captain continues to announce Macbeth’s second victory, â€Å"†¦As cannons overcharged†¦strokes upon the foe.†His order of dialogue, by preparing Duncan for loss, effectively emphasises the victorious event of Macbeth’s second triumph in battle. So Shakespeare’s use of structure in scenes and dialogue contribute to making the opening scenes of Macbeth dramatic. Setting and structure in the opening scenes are used effectively to engage the audience’s interest. Furthermore the characters and language Shakespeare constructs are the utmost intriguing, completing the dramatic tone in the opening scenes of Macbeth. In act one, scene one the witches’ dialogue is in rhyme and rhythm, â€Å"When shall we three meet again In thunder, lightening, or in rain?†This gives it a sense of chanting and makes it spell-like, emphasising the supernatural characterisation of them. Another example of the witches speaking in rhyming couplets is in scene 3, â€Å"But in a sieve I’ll thither sail, and like a rat without a tail†¦Ã¢â‚¬ This habit is not only spell-like, but it also separates the witches from the other characters in the play, accentuating the fact that they’re evil and opposing to the natural ways of humanity. The three witches also take it in turns to speak, completing and answering each other’s speech. This pattern and unity suggests that they act together like one, almost as if they’re representing an inverse of the holy trinity. This underlying image of them is significant in the way of reversing the ‘natural order’ that God had originally set up- again opposing to the natural ways of humanity. This is also shown through a spell they chant together in scene one, â€Å"Fair is foul, and foul is fair†. They believe everything evil is good, contradicting what the society they live in believes- that everything evil is bad and sinful. Another habit of the witches’ speech is repetition of threes. In scene three witch 1 is discussing taking revenge on a woman’s husband, as she’d not given her chestnuts, â€Å"†¦and munched, and munched, and munched†¦Ã¢â‚¬â„¢Aroint thee witch,’†¦I’ll do, I’ll do, and I’ll do.†The woman tells the witch to get lost, ‘aroint’, and this angers the witch to take revenge, ‘I’ll do’. To speak words or phrases in triplets really states how powerful or magical they are as in Shakespeare’s time the number 3, and multiples of 3, were regarded as magic numbers. The witches cite triplets and magic numbers a number of times in the opening scenes, â€Å"†¦nine times nine†¦thrice to thine, and thrice to mine, and thrice again, to make up nine.†So in addition to speaking in rhyming couplets and rhythm, Shakespeare uses society’s superstition to enhance the witches’ dark and forbidden characterisation. In addition to these unusual ways of speaking, the witches are portrayed to be physically unappealing. Banquo’s first impression was dismayed and confused, â€Å"What are these, so withered, and so wild in their attire†¦Ã¢â‚¬ He describes how unattractive and degraded they appear, â€Å"†¦look not like th’ inhabitants o’ th’ earth†¦Live you, or are you aught that man may question?†Banquo is suggesting that they look nothing like humans, and is hesitant to ask if they are as he fears they’re evil spirits. This really exemplifies the witches’ characteristics to be spooky, eerie and devious. This would be more so appealing to an Elizabethan audience as they’d been sheltered and kept away from anything dark and sinful. Being able to witness these strange characters on stage would be extremely interesting. By constructing the witches to be physically unattractive enhances the intrigue, as they’re even more u nfamiliar and ‘different’. This helps to capture the audience’s intrigue and make the opening scenes dramatic. As well as the witches, Macbeth is set up to be a very interesting character successfully captivating the audience in the opening scenes. As discussed in the structure of the play, Macbeth is portrayed to be a very loyal, courageous and noble man. To depict these qualities, Shakespeare uses descriptive language which is very effective, especially when the Captain compares Macbeth to Macdonwald, â€Å"†¦multiplying villainies of nature do swarm upon him [Macdonwald]†¦like a rebel’s whore†Using a harsh and sinful tone about Macdonwald sets up a great contrast against Macbeth, â€Å"For brave Macbeth†¦ with his brandished steel, which smoked with bloody execution, like valour’s minion carved out his passage†¦Ã¢â‚¬ The Captain’s description of Macbeth not only seems incredibly worthy compared to Macdonwald, but also mighty and potent due to using bold words such as ‘brandished’, ‘smoked’ and ‘carved’. The Captain also glorifies Macbeth through the use of irony. As in the discussion on the play’s structure, the Captain had prepared Duncan for bad news only to praise Macbeth’s second victory. He says the second attack dismayed Macbeth and Banquo as much â€Å"As sparrows [dismayed] eagles, or the hare [dismayed] the lion.†Macbeth is being described as an eagle or lion that prey upon the sparrows and the hare, which represent the King of Norway- the second opposition. Eagles and lions are very majestic animals in the animal kingdom, giving Macbeth a high authority and status. The dialogue is kept very enthralling through different techniques. Assonance keeps the pace quick and poetic to listen to, â€Å"†¦doubly redoubled strokes upon†¦Ã¢â‚¬ Some of the similes used are very effective â€Å"As cannons overcharged with double cracks†¦Ã¢â‚¬ The Captain is describing the power and conquest Macbeth has over the King of Norway, ‘overcharged with double cracks’ creates a very powerful image as it’s described to be immoderate- more than enough. Another technique common in the character’s dialogue is the use of metaphors. Again when the Captain is lauding Macbeth, he refers to him as â€Å"Bellona’s bridegroom†. This trope instantly gives Macbeth a high status and supremacy as it’s referring to him as Mars, the god of war, who was wedded to Bellona. All these high praises have set up the audience’s perception of Macbeth to be very valiant, and this makes his developing characterisation to be intriguing because the audience wants to see if he can be both n oble and associated with the witches. Even though Macbeth’s persona is portrayed to be noble, his righteous ways are uncertain when the audience meets him which hooks the audience. His first words in his first entrance mimic the witches’ in scene one, â€Å"So foul and fair a day†¦Ã¢â‚¬ Although Macbeth is presumably referring to the bad weather yet satisfying victories, this echo of ‘foul and fair’ suggests that Macbeth is sub-consciously crossing over to the evil ways and beliefs of the witches. It could also be suggesting that even though Macbeth isn’t aware, the witches are already in control of him. Either way, the echo of ‘foul and fair’ underlies a connection to the witches and their evil characteristics. This possibility of Macbeth being villainous only increases after the witches’ prediction of him becoming thane of Cawdor comes true. Macbeth then obsesses with the idea of becoming King and tries to evaluate this occurrence, questioning whether the wi tches only let this come true to gain his trust so they can betray him. â€Å"If ill, why hath it given me earnest of success, Commencing in a truth? I am Thane of Cawdor.†Macbeth questions why these predictions might be bad if it has made him successful as a Thane. â€Å"If good, why do I yield to that suggestion†¦Ã¢â‚¬ By suggestion, Macbeth means the thought of him killing Duncan to be King, â€Å"†¦my thought, whose murder yet is but fantastical†¦Ã¢â‚¬ As he’s in this state of confusion, it intrigues the audience to think whether Macbeth will turn evil or stay true to his virtues. In the end of his deliberation, he decides to let destiny take its place without his interference, â€Å"†¦chance will have me King†¦without my stir†This lessens the tension of the audience until noble Macbeth hears that Duncan is naming his son future King. â€Å"We will establish our estate upon our eldest, Malcolm†¦Ã¢â‚¬ Despite Macbeth originally deciding to let destiny take place, he instantly sees Malcolm as an obstacle to becoming King, â€Å"The Prince of Cumberland-that is a step, On which I must fall down, or else o’erleap, For in my way it lies.†His obsessing ambition now makes him consciously think evil deeds. â€Å"†¦Stars hide your fires, Let not light see my black and deep desires.†By referring to his thoughts as ‘desires’, it’s evidently showing that Macbeth is crossing over to the witches ‘side’- believing in what they believe. The other characters are unaware of this; it’s only Macbeth and the audience who know. This makes the development of the play enthralling to the audience, as they want to know how the other characters fall into Macbeth’s other persona, his dark side. He continues his obsession, describing how awful his thoughts are. â€Å"The eye wink at the hand; yet let that be, Which the eye fears when it is done to see.†Macbeth’s saying ‘the eye’, any witnesses, should be blind to what he’s about to do (in thought) as, if anyone’s exposed to what he’s done they’ll be in fear. Alternatively, Macbeth could be suggesting that his eyes should be blind to what his hands are doing (his actions) as if he let’s both his personas clash (his noble side and evil side), he’ll regret what he’s done. Macbeth’s character is so episodic, changing his beliefs and qualities from scene to scene. The language in the dialogue is so varied and interesting through assonance, irony, similes and metaphors, that the audience are immediately absorbed and inquiring. The opening scenes of Macbeth are made dramatic through a series of techniques including setting, structure, characters and language. Shakespeare effectively uses weather and landscape to create and enhance an eerie and immoral mood, mostly prior to the witches’ entrance. Intrigue is also stimulated through the play’s structure, in both Shakespeare’s order of scenes and use of dialogue. Limiting the storyline revealed and purposely organising the order in which characters are introduced develop anticipation and inquisitiveness amongst the audience. Overall the characters and language introduced in the opening scenes are the utmost captivating. Their characterisations are constructed through language compiling of techniques such as similes, assonance, metaphors, rhythm, rhyme and irony. All of these effectively help to make the opening scenes of Macbeth extremely enthralling, interesting and dramatic.
Wednesday, October 23, 2019
Conclusion and recommendation Essay
Based on the results of the focus group discussion and the interview, Web 2. 0 applications being utilized for educational purposes are seen to have a very good potential in being integrated into educational processes for teaching and learning. Reflective of the first objective, it has been seen that there is a positive outlook with regards to Web 2. 0 applications from students and how the communicate. In addition, it is seen that educational processes would from time to time inculcate particular. Web 2. 0 applications and replacing conventional educational tools with newer and more technologically adept Web 2.0 applications in order for educators to be more effective in communicating with students. With respect to the sixth objective of this study, educators are keen to note that Web 2. 0 applications have the potential for being used as a tool for educational purposes. Educators on one hand furthered this conclusion because of their openness to the concept of including Web 2. 0 applications in their curriculum, utilizing its capabilities in effectively transferring knowledge to their students and more importantly communicating with them. In answering objectives two and three, educators themselves indicated that they are able to already utilize Web 2. 0 applications for providing administrative information to their students and they have indicated that Web 2. 0 applications being used as educational tools already exists and is being utilized by other educators. They are able to go with the flow of innovation as students are getting more and more adept with the use of such internet tools that they are able to identify with this and use this to the teacher’s advantage. The educators have identified that Web 2. 0 applications such as Blogs, Wikis, and other social networking tools have the potential to be used as teaching tools. Being able to use such a tool would not only make their teaching efforts easier but more importantly more effective in bringing information to their students. Coming from the aim of the study particularly to identify how Web 2. 0 technologies can be applied to Higher education, it is apparent that due to the inputs coming from both the student body and educators and because of extant literature there is an apparent improvement in the use of Information Technology in higher education. With the current use of Web 2. 0 technologies such as that of Flickr, Wikis and Myspace by both students and educators in communicating and teaching learning, Web 2. 0 technologies in the future will most certainly be integrated into higher education. This is due to the cultural changes that are observed within educators and students as how they perceive Web 2. 0 technologies and their effect on higher education. This is already evident as students currently utilize such Web 2. 0 applications in communicating with their peers for educational purposes. The next phase would be to utilize such tools more effectively and efficiently by the educators themselves in communicating with their students. On the other hand, because of such an increase in utilization, it would be constructive for this area of educational research if there are additional in-depth studies pertaining to Web 2. 0 technologies and how they affect higher education. In order to further explain and expound on this body of knowledge, it is recommended that a considerable number of focus groups be added into the study. This would yield a more accurate and diverse collation of answers. This would then be used in acquiring more information and validating the results of this study. In addition to the methodology, there should be an inclusion of several interviews to be conducted on other areas particularly other educational classes and universities so as to identify the relationship of geography with Web learning. In addition to this, it would be useful to identify if there is a relationship between racial background and web learning, is there a trait that controls the preferences of various races utilize web 2. 0 applications and if there is a relationship with race. Lastly, In addition to what was mentioned above, it would prove crucial if there is further study with regards to other countries and how they are able to utilize Web 2. 0 applications in their pursuit for better education. This would be able to provide the research with a better comparison particular to the effects of countries with respect to Web 2. 0 applications and Web learning.
Tuesday, October 22, 2019
Environmental Issues in North America and the World Essay Example
Environmental Issues in North America and the World Essay Example Environmental Issues in North America and the World Paper Environmental Issues in North America and the World Paper Essay Topic: Renewable energy Unfortunately, it is not only North America that needs to change it is many other countries and regions Of the world. Prevention and preservation is up to every citizen, business, and government organization by changing the way they all reduce, reuse, and recycle products to change the bad habits humans have been illogically doing in the past century. Taking care of our most precious resources and preserving them for our future generations to come should be one of the top priorities of our time. Preserving water and air, and using smart growth plans are the key to sustaining the needs of the human ace. The high economic growth of the United States depends on fast-paced industrialization and manufacturing. This contradicts with scientists who imply that the whole worlds actions and plans need to change in order to save most of the species living on the earth today. Overpopulation and Deforestation Overpopulation is an issue that not only affects the United States, but the whole world. The more people there are, the more space and resources are used and taken up. This obviously causes shortages in food and water supplies. It also, leaves less room for agricultural production and growth. In the past, the United States and many other countries went overboard on cutting down forests and developing urban communities over wildlife habitats and open land. Due to high economic growth in the United States, the average citizen lives recklessly and carelessly when it comes to pollution prevention. In most areas of the United States there is one person per car driving to work and other leisure activities. This contributes to releasing high amounts of carbon dioxide emissions into the atmosphere. There have also, been breakthroughs in technology and planning that would help regulate and pep track of the development plans in large cities where, because of overpopulation, pollution is a significant problem. According to Inhale (2003-2006): Due to the opening out of human settings, 16 million hectares of forest are chopped down each year. The accelerated growth of the human populations has propitiated the destruction of natural habitats Of many species. People are invading the habitats of those species, replacing them to inhospitable places and condemning the native species to the extinction. The speed of extinction of plants and animals attributable to human activities is 10,000 times faster than the natural quotient. About 5 million people die every year from illnesses associated to organic wastes. Too dense human communities produce tons of solid wastes (organic and inorganic waste) daily, consume large quantities of energy and emit more pollutants to the environment. Water necessities will increase to by 2025. Approximately, one half of wetlands around the world have been lost since 1900. In LISA, consumption of materials (wood, metals, synthetics, etc. Has grown 18-fold since 1 900 (Current Effects of Overpopulation, 1 1-7). These facts show strong evidence that the United States of America is not only using too many sources because of overpopulation, but also overproducing and taking over far too much land causing deforestation. Deforestation comes from urban and business development which gives development and construction companies high profits in the short-term, but has far worse effects and may actually cost more to fix or clean up in the long-term; exactly like mining companies who are not always environmentally cautious by practicing good pollution prevention techniques. Deforestation effects biodiversity which is essential for stabilizing the Earths environment and atmosphere. There re a couple solutions to these environmental issues of deforestation and overpopulation. Smart growth is a new technological plan that is incorporated and regulated by both local and state government to manage using land more efficiently. The smart growth plan is consisted of processes such as land acquisition, comprehensive planning, annexation, development caps, and rate allocation. Highly developed architecture can accommodate more people in a smaller amount of space. If the human race continues to over exceed its average population growth each decade we need to utilize smart growth in every area of highly developed countries. Smart growth can help the economy and protect the environment. The other solution that sounds cruel, but IS most likely necessary in the near future is regulation of birth control. There should be a limit to the amount of children per household in developed countries. This can be regulated and could be very beneficial in the future. China has already implemented its own plans to prevent overpopulation. Chinas struggle with overpopulation made them set up plans which have in turn helped to significantly slow the rate of population compared to before and soon will not be the most overpopulated country. Many people of the western mainstream culture may feel that this is cruel. However, if we do not make these changes, the drastically changed atmosphere will have its own revenge on all biodiversity through natural disasters and extreme climate changes. Air Pollution and Global Warming The biggest cause Of air pollution in North America comes from carbon dioxide emissions. Fossil fuel, electricity, and vehicle technology has been an enormous contribution to the emission of greenhouse gases. Greenhouse gases are gases that attract radiation from the sun into the earths exterior and its environment. Producing an overabundance of greenhouse gases at a time may dramatically change the atmosphere as we know it today. The ozone layer that protects human beings and many other species of plants and animals from the suns excruciating rays may deplete or be damaged due to too much pollution. The United States heavy demand of fossil fuels for transportation is causing extreme confliction and competitiveness with many other countries. Japan became so concerned with these issues that they devised a plan that could bring countries together to compromise this extremely difficult issue. The Kyoto Protocol is a negotiation put together by he United Nations Framework Convention on Climate Change (UNFROCK). The treaty was compromised in Kyoto, Japan in 1997. Countries that formally approve this protocol devote to decrease the amount of released greenhouse gases, or trade the number of emissions allowed from sustaining or raising the emissions of greenhouse gases. The United States of America was not among these countries that signed the agreement. According to President Bush (2001 ): This is a challenge that requires a 100% effort; ours, and the rest of the worlds. The worlds second-largest emitter of greenhouse gases is the Peoples Republic of China. Yet, China was entirely exempted from the requirements of the Kyoto Protocol. India and Germany are among the top emitters. Yet, India was also exempt from Kyoto C] Americas unwillingness to embrace a flawed treaty should not be read by our friends and allies as any abdication of responsibility. To the contrary, my administration is committed to a leadership role on the issue of climate change C Our approach must be consistent with the long-term goal of stabilizing green house gas concentrations in the atmosphere. This is an administration that will make commitments we can keep, and keep the commitments that we make President Bush discusses global climate change, 14-33). The United States of America is the highest polluting country in the world; next China, Russia, Japan, India, Germany, United Kingdom, Canada, Italy, and South Korea. One hundred of the largest US electrical plants contribute a huge amount of carbon dioxide, sulfur dioxide, nitrogen oxides, and mercury (New York: Business and Environment, 2006). Also, according to New York: Business and Environment (2006, 2), These pollutants are blamed for acid deposition, smog formation, visibility impairment, global warming, and arioso health and environmental effects, such as lung irritation and neurological damage. The IIS electricity emissions report found that CO emissions rose 27% between 1990 and 2004 and predicts an even bigger increase in the years ahead (New York: Business and Environment, 2006, l 3-4). This information points out the need for the world, especially North America to accelerate the research, testing, and production of a fuel alternative for vehicles and other forms of transportation. The government and its administration have the ability and are capable of coming up with the accessory plans to take action on these sensitive environmental issues. Every citizen can make efforts towards reducing their own personal uses of electricity and gas. There are many ways that American citizens can save energy. Drive with a vehicle that has been well maintained and wastes little gas. Contact the utility provider and ask about renewable energy solutions. Buy new compact fluorescent light bulbs after all the old light bulbs in the house burn out. Compact fluorescent bulbs use only one fourth of the energy that a regular light bulb uses and lasts much longer. Wear warmer clothing ND reduce the heat in the home. Use water wisely by taking baths instead of showers. Turn the temperature of the water heater down to 1 OFF. Switch to more economical appliances all over the house. Plant more trees and recycle. Avoid buying plastic products as much as possible; wash and reuse plastic water bottles. Conclusion In conclusion of all these very complicated environmental issues of North America and the whole world, the survival of many species of plants and animals throughout the earth is challenged to the point of little hope. NO matter how much human beings want to escape the reality of these factors ND many other factors it will eventually catch up to every species on planet earth.
Monday, October 21, 2019
cultural slavery essays
cultural slavery essays Slave Culture Slavery in America thrived and continued to grow because there was a scarcity of labor. Cultivation of crops on plantations could be supervised while slaves used simple routines to harvest them, the low price at which slaves could be bought, and earning profits as a bonus for not having to pay hired work. But in the beginning half of the 19th century a strong push for slavery's final straw was coming. The people of the South tended to be more genteel, and seemed not quite adjusted to hard work, but more to giving orders. The idea of telling people how to do their work just seemed to fit all too well into this scenario. Slaves lived under virtually unsuitable conditions. Douglass' account of a slave's life told of the trying times on the plantation. An allowance was given to the workers. A monthly allowance consisted of mostly of pork and corn meal but also some money. Yearly slaves were given clothes, a couple shirts, and two pairs of pants-one pair of pants for winter and one pair for the other times of the year. They were not given beds to sleep on but rather a blanket for the floor. On top of lack of basic necessities slaves were forced to work around the clock. If they were not at their total output for the minute their owners they would be forced by the whip and "encouraged" to work harder, as an owner might feel. They were always subject to profanity from their masters and treated more like horses. Just like horses they were bred to be strong, in the mindset of outputSlave owners would also sexually take ...
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