In The Orchard Essay examples - 1238 Words

An Interpretation of â€Å"In the Orchard† nbsp;nbsp;nbsp;nbsp;nbsp;For any educator that is searching for a poem to arouse the interest of students enlisted in upper level literature classes, the poem â€Å"In the Orchard† by Muriel Stuart, written in the early twentieth century, conveys the ageless theme of unrequited love. The poem has all the elements of making students understand how far back the feeling of unrequited love has been around. We can understand these elements better through the rhetorical strategies. nbsp;nbsp;nbsp;nbsp;nbsp;A rhetorical strategy that this poem has is dialogue. The whole poem contains dialogue between the boy and girl who plan to meet each other in the orchard to be alone.†¦show more content†¦The girl says, â€Å"I thought you loved me.† The boy answers her by saying, â€Å"No, it was only fun.† She tries to find someway to see this boy again. Maybe she wants to see him again to find out if he does have feeling for her. When they are getting ready to part ways she quickly tries to find something to say to him to see if she will get any reaction of any kind of feeling from him. She half asks, half states that she will see him at the dance next week: nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Yes, it’s late. There’s thunder about, a drop of rain nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Fell on my hand in the dark. I’ll see you again nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;At the dance next week. You’re sure that everything’s right? The boy simply replies that he will see her there. They then go their separate ways. nbsp;nbsp;nbsp;nbsp;nbsp;Good news and bad news is another rhetorical strategy used throughout the entire poem. The poem starts out with bad news. The girl first realizes that the boy may not have the same feelings that she has: nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;â€Å"I loved you. I thought you knew nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;I wouldn’t have danced like that with any but you.† nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;â€Å"I didn’t know.Show MoreRelatedThe Cherry Orchard2124 Words   |  9 PagesThe Cherry Orchard: Critical Analysis The Cherry Orchard by Anton Chekhov is about a Russian family that is unable to prevent its beloved estate from being sold in an auction due to financial problems. The play has been dubbed a tragedy by many of its latter producers. However, Chekhov labeled his play a farce, or more of a comedy. Although this play has a very tragic backdrop of Russia#8217;s casualty-ridden involvement in both World Wars and the Communist Revolution, the characters andRead MoreTheme Of The Cherry Orchard And The Cherry Orchard748 Words   |  3 Pagesrelationships, wars, and art to try to gain some kind of small understanding of time. This is especially true in the Winter’s Tale by William Shakespeare and The Cherry Orchard by Anton Chekov. In the Winter’s Tale, Time is personified as jaunty, powerful narrator whilst Chekov’s the Cherry Orchard utilizes the symbolism of the cherry orchard itself and the character Fiers to signify time as an inevitable force that changes socie ties, families, nature, and individuals. The diverse attitudes towards timeRead MoreThe Lemon Orchard1054 Words   |  5 PagesThe Lemon Orchard character analysis The Lemon Orchard by La Guma expresses the clashes of the characters personalities throughout the short story. The main characters that are shown within the story are the African man, the leader, the man who was carrying the lantern, and two other men that followed. The leader of the group is presented to be the most dominant compared to the other men. He was a big man and wore khaki trousers and laced-up riding boots, and an old shooting jacket with leatherRead MoreStreetcar and Orchard1477 Words   |  6 Pagesthemselves to the events, but, this does not mean that these actions are ineffective or unimportant. In fact, it is just the opposite. ‘The Cherry Orchard’ by Anton Chekhov and ‘A Streetcar Named Desire’ by Tennessee Williams are two plays in which the main actions occur offstage, but the impact on the audience created by them is immense. In ‘The Cherry Orchard’, the offstage actions include Madame Ranevsky’s past where she lost her husband and her son drowned as a child. Madame Ranevsky is of an upperRead MoreCherry Orchard Analysis1685 Words   |  7 Pagesobject, place, or memory. In The Cherry Orchard, by Anton Chekov, Madame Ranevsky owns an estate with a cherry orchard. However, foll owing the death of her son and husband, she fled to Paris and abandoned the orchard for over five years. Eventually, she found her way back to the estate, but with a major problem; she cannot afford the mortgage and is at great risk of losing the estate for good. She is racing against the clock to find a solution to keep the orchard. By having Lopakhin be a character foilRead More The Cherry Orchard Essay852 Words   |  4 Pages The Cherry Orchard The Misunderstood Comedy When the first production of The Cherry Orchard was performed on stage in Moscow, there was a significant difference of opinion between the author and directors. Chekhov strongly faulted the directors interpretation that the play should be preformed as a tragedy and insisted that what he had written was a comedy. The famous philosopher Aristotle defined a comedy as quot;an imitation of characters of a lower type who are not bad in Read MoreThe Cherry Orchard Essay751 Words   |  4 Pagesusing language that is poetic, the language used in modernist literature is explicit. Anton Chekhov’s â€Å"The Cherry Orchard† is an example of Modern literature because it tosses aside traditional structures and theatrical conventions. The play’s four act structure and the symbolism of the setting both exemplify examples of modernism in literature. The four act structure of â€Å"The Cherry Orchard† is an example of modernism because it rejects the traditional five act structure used in romanticism. ChekhovRead MoreThe Day Of A Peach Orchard2192 Words   |  9 Pagesnumbers were showing the combination 1-8-6-3, I pressed another button. Suddenly, the color white flashed all around me, blinding me for several seconds. I fell down onto the ground, dirt. I looked around, panicked, I was in the middle of a peach orchard. A tall, thin man started walking towards me, he was in a blue uniform. Should I run, confront him? â€Å"Ms. What are you doing out here? You should be moving, a battle’s bout to start around here.† the man said in a loud, booming voice. â€Å"Um, who areRead MoreThe Cherry Orchard By Anton Chekhov903 Words   |  4 Pagesâ€Å"The Cherry Orchard† is a drama which contains a hint of comedy that originates from the country of Russia, by way of the author Anton Chekhov. The drama is centered around Russia’s popular form of slavery, which is the acquisition of a serf. Contrary to theatrical or modern conceptions of slavery, the contract between a serf and their owner could be dismissed on the grounds of buying your freedom. In correspondence with the history of Russia, Chekhov expands on the meaning of freedom by interpretingRead MoreThe Cherry Orchard By Anton Chekov1101 Words   |  5 Pagesâ€Å"The Cherry Orchard,† a play written by Anton Chekov, describes changing times for the aristocracy in Russia in the late 19th Century. Chekov describe the changing times from the perspective of a wealthy family forced to sell their beloved cherry orchard. â€Å"The Cherry Orchard† serves as a exa mple for the exchange of power between the old Russia and the new Russia. Chekov’s main character in the play, Madame Ranevsky, is a complicated woman that has no capacity to deal with the changing society that

Sleep Deprived Athletes The Lack Of Sleep Essay

Sleep Deprived Athletes Do you feel sluggish while playing your favorite sport? The lack of sleep can negatively impact an athlete’s performance. Athletes that are fatigued can experience negative; mental, emotional and physical conditions. These negative conditions become noticeable on the field, either during a game or throughout practice. They can impact the team in a way that wouldn’t benefit the other players. This could be a crucial way to determine if the team will win or lose that particular game. Most student-athletes do not get the proper amount of sleep at night, causing them to be sleep deprived. Student-athletes need eight or more hours of sleep to function properly in daily activities. Sleep is the most important part of a student-athlete’s life. â€Å"Getting your zzz’s may be just as important as fitting in training sessions†(â€Å"Find out Why Snoozing†). The fact that sleep is just as important as sports, or maybe even more important really tells something. In order for a person to live a healthy lifestyle, they first need to start out by getting a good night’s sleep. People that receive less than six hours of sleep are in risk of disease, as well as other medical issues. Also a lack of sleep can increase stress levels, which can drive people into depression. â€Å"Researchers have also found that newly learned information and skills are reinforced by a good night’s sleep --- meaning that children are becoming better at their soccer footwork, their piano playing, orShow MoreRelatedSleep Deprivation And Its Effects On Children Essay1511 Words   |  7 Pagesthe Sleepless in America (American Academy of Sleep Medicine, 2014), the documentary which co-produced by the National Geographic Channel, almost forty percent of Americans get less than five hours of sleep per night. Sleep deprivation often results in depression-like symptoms. Thus we heard suggestions that we should have at least eight hours of sleep a night. In fact, the duration of sleep affected by multiple factors, such as human has different sleep needs at the different age, and according toRead MoreImportance Of Healthy Diet Essay1419 Words   |  6 Pages The importance of sleep, diet, and strength and conditioning. Introduction To keep the body in good health is a duty, otherwise we shall not be able to keep our mind strong and clear.† –Buddha Being a student athlete for the majority of my life, i have learned how to balance my studies and my sport. Basketball and high school are both very demanding, but when you put them both together you make for a very difficult schedule. Though the lifestyle i live is somewhat grueling, i have adapted andRead MoreEssay on Running and Over Training1428 Words   |  6 Pages Even though some experts believe that excessive running is detrimental to the human body, and others believe any amount of running is one of the key components in most athletes, Still others believe that moderation between both extremes can benefit your sport. Running may have a heavier toll on the body than any other sport, literally. With each stride, force of two to three times the bodies weight is hammered on the joint, muscles, and tendons. How much running is â€Å"too much† running? isRead More Adolescents and Sleep-Deprivation: Should High School Classes Start Later?1223 Words   |  5 Pagesboard was considering moving the start of the school day 30 minutes earlier (Hoffman 2). Jilly became a sleep activist because she knew that, biologically, adolescents go to bed and wake up later. Mary Carskadon, considered to be an expert on sleep and circadian rhythms of adolescents, claims that adolescents should receive about 9 hours of sleep a night (Onyper). Many students suffer from sleep-deprivation due to alterations in the peak times of melatonin production, a hormone directly involvedRead MoreAn Institution For Educating Children1308 Words   |  6 Pagessociety many factors can block students from achieving this goal. The first of which is the lack of well rested and energized students with the motivation to grow. Sleep becomes harder to achieve as one ages, since school and work are the causes of sleep deprivation. Therefore, teens all over the U.S. are demanding a more appropriate start time given their developmental needs. Over 66% of teens have sleep problems mostly due to school and stress. A later start time means more time to get readyRead MoreThe Era of Sleep Is Over Essay1416 Words   |  6 PagesI have found a problem that should not be over looke d. For many years students and teachers have had precious hours of sleep seized from them by schools all across the great United States of America. I am no attorney, but I do know seizure of property without a proper warrant is against the Fourth Amendment; one of the twenty seven amendments our very nation has been built upon today. I am not proposing we go to court with our school systems, but I am suggesting we can all comprise and find a fewRead MoreSleep And Gpa Comparison At Culver Stockton College Essay1913 Words   |  8 Pages Sleep and GPA Comparison Earl W. McPike Jr. October 13, 2016 INTRODUCTION: Sleep coincides with a college student because the amount of sleep one gets should determine how one functions throughout the day and most importantly how well a person does in school. The more sleep that a person gets at night should make a person more energized causing them to perform better in sports, at work and in school. If a person is going off of only a small amount of sleep, they shouldRead MoreQuestions On Health And Wellness1389 Words   |  6 Pagespossible solutions for shrinking testes. Get more sleep Most understand the importance of a good night’s rest for overall health. But if your testicles are shrinking it could be due to a lack of sleep. A study from the University of Southern Denmark found a link between quality of sleep and testicle size. Researchers conducted a cross-sectional study that included 953 young Danish men from the general population. Sleep schedule, interruptions in sleep, and sleep habits were studied. The men s testiclesRead MoreSleep Deprivation Can Alter Mental Process Essay1969 Words   |  8 Pages Sleep Deprivation Can Alter Mental Process Jake Snitofsky Jason Piccone Nova Southeastern University Abstract Sleep is one of the main components to have a fresh start in the morning. Everyone needs their good sleep so they can stay focused, interactive, and productive while at work or school. In this study, we wanted to see if sleep patterns influence the subject’s social interactions. Many college students and adults working need to have a decent amount of sleep for the next dayRead MoreCorrelation Essay1402 Words   |  6 Pagesbetween body max index (BMI) and average hours of sleep amongst the students in the class. I was interested in the relation between these two variables because I have previously researched an article on WebMd that claimed those who are sleep deprived are more prone to live unhealthy lifestyles. As college students, we typically sleep less than the average adult would due to academic and social responsibilities that can push those to neglect a healthy sleep schedule in exchange for more time to accomplish

Should Smoking Be Illegal Free Essays

Introduction/Thesis Statement: People who smoke should have the right to smoke if that is their desire. The Bill of Rights states that as an American we have the right to life, liberty, and the pursuit of happiness. For some people, smoking makes them happy and calms them down in stressful situations. We will write a custom essay sample on Should Smoking Be Illegal or any similar topic only for you Order Now As an American it should be your choice as to whether or not you smoke. Our forefathers based our constitution on our basic human rights. Increasingly vocal â€Å"smokers’-rights† groups, allied with some civil libertarians, have decried the work of governmental â€Å"nannies† that â€Å"refuse to treat smokers as adults. † Clark, C. S. (1992, December 4). Crackdown on smoking. CQ Researcher, 2, 1049-1072. Retrieved November 3, 2010, from CQ Researcher Online,http://library. cqpress. com/cqresearcher/cqresrre1992120400. Jefferson City, Missouri just recently passed its own smoking ban, which is city wide. This means that any citizen that might want to smoke will have to hide somewhere to do it. Apparently the smokers, were absent during this election. Making smoking illegal will only have even more far reaching consequences. Small businesses, particularly restaurants, hotels and transit providers, have warned us that smoking bans will cost them the clientele that sustains their livelihoods. Due to current city ordinances in Columbia, Missouri that have banned smoking, there have been at least fifteen local businesses that have gone out of business. News Tribune (2010), Smoking Ban Passes Anti- smoking groups have also been accused of feathering their own nests, spending more on salaries and fund raising than on research. It has been accused of being an industry that provides â€Å"employment for an army of smoker-bashers, and for many, the opportunity to amass personal fortunes,† writes Fred Phillis, a Trumbull, Conn. , public relations consultant and smokers’-rights activist. There is no denying the health risks that are involved when someone smokes. There are over 400,000 deaths per year that have been directly linked to smoking. This should still be our choice to make, just as it is our choice about whether to watch TV or not. While there have been health issues related to second hand smoke, we cannot lose sight of the fact that, they can always go somewhere else to sit. Non-smokers do not have to sit by smokers. There is much to be said about not smoking, my own grandchildren are allergic to cigarette smoke. Also the University of North Carolina researchers reported that children of smokers showed a 38 percent higher chance of ear infections Clark, C. S. (1992, December 4). Crackdown on smoking. CQ Researcher, 2, 1049-1072. Retrieved November 3, 2010, from CQ Researcher Online,http://library. cqpress. com/cqresearcher/cqresrre1992120400. It is still our choice to not smoke around our grandchildren, someone didn’t tell us not to. In the classic mold of social scapegoating, smokers have been stigmatized, ghettoized and threatened with cultural annihilation. â€Å"Smokers are being made to feel like social pariahs,† declares John F. Banzhaf III, a George Washington University law professor who founded the anti-smoking group Action on Smoking and Health (ASH). Conclusion/Closing: â€Å"What we are also losing in this whole debate is science, which has become political,† says Walker Merryman, a vice president of The Tobacco Institute. Those are the business people who hav e to try to operate when their economic life is threatened? † In conclusion I have but one thought â€Å"Give me a place, even if it’s outside. But you just can’t legislate it out of my life. † How to cite Should Smoking Be Illegal, Papers

Employee Training and Development Professionals for Developing

Question: Discuss about the Employee Training and Development of Professionals for Developing. Answer: Employee Training and Development The first website is on The Coaching Triangle that consists of coaches who are certified professionals for developing the skills of employees in business. It was applied for the first time in 2002 at Terasen Gas Inc. as it would help employees to develop leadership skills through coaches by incorporating into practice (Payne and Hagge, 2006). They have attended sessions and workshops for the course as it was established by Debbie Payne that is used by 21st century organization. This triangle is a group of three people by forming a learning partnership that includes self leading and manage by learning how, when and why about the practice. The second website is about science of training that focus on the concept of practice that states that organization design training practices but does not concentrate on science. When training is designed its effectiveness should be judged by learning how the training is delivered. When the training is completed it should be seen that how it is incor porated in business. Before a training event takes place job analysis needs to be performed so that employees could access it by performing their jobs in a better manner (Hrvoice, 2014). The skills learnt from the training have to be implemented and after the training is over feedback is required. When incorporating it obstacles may arise that would be solved by supervisors. In third website it is provided with professional development for the employee to sustain in workplace. The sustainability comes from educating oneself through experience with EQ used in the learning section personally and professionally. It helps in improving productivity, efficiency and relationships between clients. The five steps that transform education interpersonal skills into learning are: In order to develop interpersonal skills programs have to be used at different levels and at different position as per the requirement of the individual The teamwork has to be fostered so that members engaged and learn by sharing that helps in professional growth The goals have to set by the team that should be clear (Cullingworth, 2015). The employee has to assess oneself individually and whole working as a team member Learning interpersonal skills should be the priority of the individual. Evaluation of Job Positing in Human Resource with Training and Development The job posting chosen is of HR manager at Amazon as the role is to provide support in human resource and flexibility to centres. As a manager it is important to provide internal support to customers by delegating the work and implementing HR functions for driving change. Training and development of employees in workplace enhances their skill (Payne and Hagge, 2006). It leads to increase in performance by being more productive as from the first website it is gained that it can be used for oneself. When a training program is designed it should be kept in mind that the employees could develop the skills in which they are lacking. The coaches should be effective in providing training that can be judged from their certifications. Similarly, the second website states that it is important to analyze the science behind developing training programs. It should be delivered to the staffs when job analysis is completed and hence, could incorporate it in workplace. Lastly, from the third website it can be said that focus is on team and training with the use of interpersonal skills. It establishes the fact that learning by sharing work is effective with the team could set a common goal. The position and designation vary as per the level of the employee as the training has to be provided as per desired level (Laird et al., 2003) References Cullingworth, R. (2015). Five Steps to Sustain Professional Development : HRVoice.org. [online] Hrvoice.org. Available at: https://www.hrvoice.org/five-steps-to-sustain-professional-development/ [Accessed 15 Jul. 2016]. Hrvoice.org. (2014). The Science of Training Practice What Matters Most : HRVoice.org. [online] Available at: https://www.hrvoice.org/the-science-of-training-practice-what-matters-most/ [Accessed 15 Jul. 2016]. Laird, D., Naquin, S. and Holton, E. (2003). Approaches to training and development. Cambridge, Mass.: Perseus Books Group. Payne, D. and Hagge, E. (2006). The Coaching Triangle System : HRVoice.org. [online] Hrvoice.org. Available at: https://www.hrvoice.org/the-coaching-triangle-system/ [Accessed 15 Jul. 2016]. Piskurich, G. (2009). Rapid training development. San Francisco: Pfeiffer.

Battle of Ridgefield in the American Revolution

Battle of Ridgefield in the American Revolution Battle of Ridgefield - Conflict Date: The Battle of Ridgefield was fought April 27, 1777, during the American Revolution (1775-1783). Armies Commanders Americans Major General David WoosterBrigadier General Benedict Arnold700 rising to 1,000 menBritishMajor General William Tryon1,800 men Battle of Ridgefield - Background: In 1777, General Sir William Howe, commanding British forces in North America, commenced planning operations designed to capture the American capital at Philadelphia.   These called for him to embark the bulk of his army in New York City and sail to  the Chesapeake Bay  where he would strike his target from the south.   In preparing for his absence, he  provided the  Royal  Governor of New York, William Tryon, with a local commission as a major general and directed him  to harass American forces in the Hudson Valley and Connecticut.   Early that spring, Howe learned through his intelligence network of the existence of a large Continental Army depot at Danbury, CT.   An inviting target, he instructed Tryon to  put together a  raid to  destroy it. Battle of Ridgefield - Tryon Prepares: To accomplish this objective, Tryon assembled a fleet of twelve transports, a hospital ship, and several smaller vessels.   Overseen by Captain Henry Duncan, the fleet was to transport the 1,800 men of the landing force up the coast to Compo Point (in present-day Westport).  Ã‚  This command drew troops from 4th, 15th, 23rd, 27th, 44th, and 64th Regiments of Foot as well as contained a group of 300 Loyalists  taken from  the Prince of Wales American Regiment.   Departing on April 22, Tyron and Duncan  spent three days working their way up the coast.   Anchoring in the  Saugatuck River,  the British advanced eight miles inland before making camp. Battle of Ridgefield - Striking Danbury: Pushing north the next day, Tryons men reached Danbury and  found Colonel Joseph P. Cookes small garrison attempting to remove the supplies to safety.   Attacking, the British drove off Cookes men after a brief skirmish.   Securing the depot, Tryon directed  its contents, largely foodstuffs, uniforms, and equipment, to be burned.   Remaining in Danbury through the day, the British continued the destruction of the depot.  Ã‚  Around 1:00 AM on the night April 27, Tryon received word that American forces were approaching the town.   Rather than risk being cut off from the coast, he ordered the houses of Patriot supporters burned and made preparations to depart. Battle of Ridgefield - The Americans Respond: On April 26, as Duncans ships passed Norwalk, word  of the enemys approach reached  Major General David Wooster of the Connecticut militia and Continental Brigadier General Benedict Arnold at New Haven.   Raising the local militia, Wooster ordered it to proceed to Fairfield.   Following, he and Arnold arrived to find that the commander of the Fairfield County militia, Brigadier General Gold Silliman, had raised his men and moved north to Redding leaving orders that newly-arrived troops should join him there.   Uniting with Silliman,  the combined American force numbered 500 militia and 100 Continental regulars.   Advancing towards Danbury, the column was slowed by heavy rain and around 11:00 PM halted at nearby Bethel to rest and dry their powder.   To the west, word of Tryons  presence reached Brigadier General Alexander McDougall who began assembling Continental troops around Peekskill. Battle of Ridgefield - A Running Fight: Around dawn, Tryon departed Danbury and moved south with the intention of reaching the coast via Ridgefield.   In an effort to slow the British and allow additional American forces to arrive, Wooster and Arnold split their force with the latter taking 400 men directly to Ridgefield while the former harassed the enemys rear.   Unaware of Woosters pursuit, Tryon paused for breakfast approximately three miles north of Ridgefield.   A veteran of the 1745 Siege of Louisbourg, the French Indian War, and the American Revolutions Canadian  Campaign, the experienced Wooster struck and successfully surprised the British rearguard, killing two and capturing forty.   Quickly withdrawing, Wooster  attacked again an hour later.  Ã‚  Better prepared for action,  British artillery repelled the Americans and Wooster fell mortally wounded. As fighting commenced north of Ridgefield, Arnold and his men worked to build barricades in the town and blockaded the streets.   Around noon, Tryon advanced on the town and commenced an artillery bombardment of the American positions.   Hoping to flank the barricades, he then sent forward troops on either side of the town.   Having anticipated this, Silliman had deployed his men in blocking positions.   With his initial efforts halted, Tryon made use of his numerical advantage and attacked on both flanks as well as pushed 600 men  directly against the barricade.   Supported by artillery fire, the British succeeded in turning Arnolds flank and  running battle ensued as  the Americans withdrew  down Town Street.   In the course of the fighting, Arnold was nearly captured when his horse was killed, briefly pinning  him between the lines. Battle of Ridgefield - Back to the Coast: Having driven off the defenders, Tyrons column camped for the night south of town.   During this time, Arnold and Silliman regrouped their men and received reinforcements in the form of additional New York and Connecticut militia as well as a company of Continental artillery under Colonel John Lamb.   The next day, while Arnold established a blocking position on Compo Hill that overlooked the roads leading to the landing beach, militia forces conducted an intense harassment of the British column similar to that faced during the British withdraw from Concord in 1775.   Moving south, Tryon crossed the Saugatuck above Arnolds position forcing the American commander to join the militia in  pursuit. Reaching the coast, Tryon was met by reinforcements from the fleet.   Arnold attempted an attack with the support of Lambs guns, but was pushed back by a British bayonet charge.   Losing another horse, he was unable to rally and reform his men to make another assault.   Having held, Tryon  re-embarked his men and departed for New York City. Battle of Ridgefield - Aftermath: The fighting at the Battle of Ridgefield and supporting actions saw the Americans lose 20 killed and  40 to 80 wounded, while Tryons command reported casualties of 26 killed, 117 wounded, and 29 missing.   Though the raid on Danbury achieved its objectives, the resistance faced during the return to the coast caused concern.   As a result, future raiding operations in Connecticut were limited to the coast including an attack by Tryon in 1779 and one by Arnold after his betrayal that resulted in the 1781 Battle of Groton Heights.  Ã‚  In addition, Tryons actions led to an increase in support for the Patriot cause in Connecticut including an upswing in enlistments.   Newly-raised troops from the  colony would aid Major General Horatio Gates later that year in the victory at Saratoga.   In recognition  for his contributions  during the Battle of Ridgefield, Arnold received  his much-delayed promotion to major general  as well as a new horse. Selected Sources: Town of Ridgefield: Battle of RidgefieldKeeler Tavern Museum: Battle of Ridgefield Ridgefield Historical Society

How to Write Compelling Dialogue

How to Write Compelling Dialogue Skillfully used, dialogue can pull a reader into a book and mesmerize that person. It also provides easy reading and quickly moves the reader along as opposed to pages upon pages of descriptive wordings and phrases. Nobody has to learn about speech, it’s an integral part of our society. We engage in dialogue everyday whether it’s with another individual, over the phone, to our pets or even to ourselves. Dialogue is the most natural way society has of conveying information to one another. There is a trick however, to creating natural sounding dialogue in a book. When you listen to people talk, their sentences are fragmented, disjointed and typically peppered with slang, cuss words and fillers such as â€Å"uh, well, like, um†¦Ã¢â‚¬  Their facial and body expressions fill in the rest. It wouldn’t make much sense if you were to write dialogue exactly as you hear it. When writing dialogue, one must be able to convey conversation between characters in a natural , skillful way that doesn’t seem contrived. An adroit writer will use dialogue to convey the history, personality or description of a character, to create a mood or setting. Instead of droning on and on in a paragraph describing the setting, how a person looks or the mood and risk putting your reader to sleep, use dialogue to convey that information. Show the personality of your character by the way you have them speak. If you’re portraying a gangster then pepper their dialogue with slang and name calling. Convey the fact that they’re in a gang by making references to it in conversation. Portray a professional, perhaps a lawyer, by having him speak in a very eloquent manner using intellectual words. There would be no need to describe that he was a highly intelligent man who spoke well or even dressed well. Those can be shown through dialogue. You can even adopt a masculine or feminine way of speech to fit the gender of your character. What you want to do is create a picture of that character in the reader’s mind. Show the reader with your words and allow the reader to develop the picture in their minds. Make references to the past in conversations. This gives the readers an insight into what drives the character in the story. Create pictures for them using dialogue. Make it so that the reader can read and say â€Å"Aha, so that’s where he got his murderous tendencies†, after reading a dialogue showing how his father beat him senseless as a boy. Set the mood by using dialogue. Show the reader what a romantic night your characters are experiencing by having them reference the setting in their conversation. Instead of saying she got the matches out and lit the candles on the table. Use dialogue, such as â€Å"Hey babe, would you light the candles for me?† Using dialogue to show candles on a table is much more interesting than describing the action of getting the matches and lighting them. Describe someone by having two characters talk about them rather than going into an actual play by play of a physical description. For instance, if a woman had spiky red hair, you could show two other people commenting on how she must have spent a fortune getting her hair cut and dyed. Plus the fact that now she’s going to have to spend extra time every morning gelling and shaping her hair into spikes. Properly used in dialogue the reader can get a sense of resentment from the two who are having the conversation about the woman. Remember to read the dialogue out loud to yourself so you can get a sense of how it sounds to your ears. If it doesn’t flow or sound natural, then the reader isn’t going to identify with it. This is an extremely important part in creating compelling dialogue; getting the conversation to sound as if it could actually be taking place. If you find yourself hitting an awkward spot in the dialogue, then your readers most likely will too. Don’t get too carried away with dialects and slang. If it gets too complicated to read and follow, the reader most likely will put your book down. Another important thing to remember is not to get too carried away with the length of their responses. Most people speak in shorter spurts back and forth. The only time you’ll find someone going on and on would most likely be someone giving a speech or telling a story. Use dialogue to convey emotion. A simple one word response such as a curt â€Å"No† can indicate someone†™s impatience with another. Don’t insult a reader’s intelligence by telling him exactly how everything looked, felt or was. Readers have vivid imaginations and a big part of the lure of reading is to be able to figure out and visualize the spoken words into the bigger picture of the story.

The Proof of Euler that Captures the Soul of Mathematics Research Paper

The Proof of Euler that Captures the Soul of Mathematics - Research Paper Example The biggest credit to the Homo sapiens is their invention of mathematics; the invention has revolutionized every aspect of learning. Would it be possible for the code to a human gene without mathematics? Or send Neil Armstrong to the Moon? Mathematics has indeed provided clues to phenomenon hidden to human eyes for centuries. Mathematics can give absolute and divine pleasure to a mathematician. This is not only because it is beautiful and capable of artistic divination as any other art but because unlike poetry, music etc it provides complete and absolute satisfaction, purity and above all freedom. It is capable of unrivaled perfection compared to any other art form. A mathematician does not do indulge in mathematics not only because it is useful but because it gives a reason for being. The insignificant human existence can find purpose and greatness beyond its boundaries. To understand this beauty we should take it as an expression of structure and pattern like a painter paints a picture. Just like different colors combine to create a unique masters piece, similar numbers and notations integrating to produce beauty. Just look at the Rubik’s for instance, no human being without the help of mathematics can imagine solving it. It has more solution than many times the stars of this galaxy but with mathematical algorithms, we have accomplished to solves it in as less as 7.9 seconds.

Process Improvement Application Assignment Example | Topics and Well Written Essays - 500 words

Process Improvement Application - Assignment Example a) What is a QI story? A quality improvement story is a seven-step procedure whose main purpose is to improve business processes.  b) Discuss several reasons for using a QI story.  i) It enables the company to clearly define the problems that may be wrong with their products and to open ways for other areas to be exploitedii) The QI story also enables the company to analyze, with a considerable level of confidence, the extent to which their goods and/or services satisfies their customers and the cost effectiveness of their operations.   c) List the basic steps of a QI story. A QI story comprises of the following basic steps:i) Developing theme – the definition of the problem that is to be solvedii) Scheduling – a time plan on how these ten steps will be completediii) Accessing of current conditions -   involves the determination of the current process effectiveness and efficiency based on available factsiv) Performing cost-effective analysis – involves se eking the factors that must be changed to improve the situation.v) Verifying cause – this is designed to prove that the factors identified are indeed the causes of the present conditions.vi) Formulating countermeasures – this step involves formulation of changes that will act on the factors to improve the processvii) Assessing countermeasure effectiveness – this is a test of the countermeasures to with the aim of ensuring that the expected improvements does happen as planned

National music of China, Indonesia and Brazil Essay

National music of China, Indonesia and Brazil - Essay Example This "National music of China, Indonesia and Brazil" essay outlines the historical reasons for the national music's uprising. The idea of nationalism was first based on divisions between the German, Italian or French style, most which was seen in the image of the nation. However, this became more prevalent in the 1800s and 1900s, specifically because of the national agenda and political approach. Many leaders were searching for an identity which closed the doors to trade and other aspects of country interference, specifically to gain power over those within the country. Others were trying to shape the image of the nation, specifically so it would produce pride among those in the nation and increase the cultural and production. This led to the main aspects of national pride which were reflected in the music. The concept of patriotism which was pushed by the political leaders and society was followed by several composers experimenting with music and trying to find different ways of exp ressing what was occurring within the society. Composers such as Bartok were renowned for going into the fields and moving into the early fields of ethnomusicology. Folk songs from villages would be recorded then transferred into the classical styles within the nation. Other regions of the world followed this format, specifically with the folk music, combined with the contemporary idioms that were within each of the countries. Countries were able to keep their identity and heritage while associating the different concepts to modern and contemporary styles. This was followed with the continuous nationalism that experimented with modern sounds but announced that the movement of technique was specifically for a region. For instance, the concept of Impression, led by Ravel, was based on the French contemporary aspects in society. These several movements then redefined the approach to nationalism and the way in which it was associated with culture and society (Grosby, Leoussi, 55: 2007). Defining Contemporary Nationalism There are several elements which create a sense of nationalism in society and the contemporary approach which is a part of the music created. This is not only based on the idea of folk music and the presentation of one type of music presenting a country. The definition of nationalism has transcended into defining a country by the sounds which belong to a specific country and create an understanding of the artists which are in this region. This began with the contemporary approach to the modern compositions, which included the French Impressionism. While this wasn’t French, different techniques and theories led several to the belief that it belonged to this region. The ideal wasn’t only associated with the definitions of what it meant to be national through folk music, but also included the several techniques used. Instrumentation, distinct sounds, approaches to the culture and creating a sense of diversity within a given region

An Exploratory Study On Student Engagement Education Essay

An Exploratory Study On Student Engagement Education Essay Research on higher education studies places emphasis on quality educational practices. This is especially true in a country such as Lebanon, which has experienced rapid growth in the number of institutes of higher education, and, in parallel, the number of university students. Engaging undergraduate students has been one major area of focus since research has shown engaging educational activities enhance the educational process and setting. Engaged students learn more material and learn it more effectively. Benchmarks and techniques have been established in order to engage the disengaged members of a student body. Training academic faculty and staff in the area of engagement, and the application of engaging techniques presents institutes of higher education with new possibilities for enhancing the quality of education. 116 Lebanese students completed an engagement survey in a preliminary study on variables which may correspond to levels of engagement. The study found that gender and years at university were significantly related to higher levels of engagement. 1 Introduction According to Hu and Kuh [1] student engagement is the most important factor of higher education in terms of learning and development. They define engagement as the quality of student effort devoted to educationally purposeful activities. Their research has revealed that academic performance improves as a result of challenging goals in the classroom environment. They also found that students want to both find and master challenges in and out of the classroom environment. However, a great number of students do not believe they are being adequately challenged to meet their academic needs. Many students also report they are not participating in activities that are known to be engaging. 1.1 Student Disengagement Research conducted at the University of California at Santa Barbara [2] showed an emerging culture of disengagement. This is due to several societal factors. Flacks and Thomas[2] believe that, in an effort to accommodate higher numbers of students, scholastic quality has been compromised. The amount of time students spend studying and participating in on-campus activities has decreased as they spend more time working and socializing off campus. Students seemed to be less prepared academically when they start college courses; therefore they are unable to avail themselves of all the university experience has to offer. Consequently, they are less engaged [3]. Boyer [4] believed that higher education is increasingly a part of the problem of student disengagement as opposed to being a part of the solution. Some institutes of higher education have become places students are credentialed rather then fostered to address the problems of their societies. In order to facilitate the scholarship of engagement, academia must connect the rich resource of our students to the responsibility thereof and address the social, civic, and ethical problems of civilization. In doing so, the scholarship of engagement will show its worth and service to a worldwide audience [4]. 1.2 Engagement Current research and literature show student demographics, habits and interests have changed over time [5, 6, 7]. This new campus culture has led to changing student expectations as well. Students want to be challenged and they want to know that their instructor is available to them both in and out the classroom. Students prefer instructors that motivate them to engage with classroom content [8, 9]. Creating activities related to student habits would better engage students in classroom content. For example, Kuh [9] found that surfing the internet was the leisure activity which demonstrated the greatest increase from 1996 until 2001. Students also spent more time listening to music, and watching movies than in previous years. Institutes of Higher Education should accommodate the needs and expectations of these new students. Emerging technology has necessitated the inclusion of interactivity, more involvement with the teacher as facilitator, and a greater emphasis on technology as a learning tool into traditional models of learning and course design. Educationally purposeful activities using information technology, such as emailing faculty or students about assignments, encouraged collaboration and increased contact with other students and faculty. Using information technology had a strong positive relationship with students overall measure of engagement. [9] An engaging classroom results in students engaged with classmates, instructor, and subject content. Additionally, faculty and student interaction seems to be a significant factor of quality student engagement and satisfaction. Studies have shown a positive correlation exists between engagement scores and faculty availability and access outside of class. [7, 6] Hu and Kuh [1] found student engagement to be a function of the interaction of students and various institutional characteristics. Students who had more positive views of their college or university campus were more likely to have higher engagement scores [10]. Kuh and Hu [11] used data from the College Student Experiences Questionnaire (CSEQ) database to compare undergraduate student experiences at research institutions and their counterparts in other college classifications. This study suggests that student engagement is varied among the different types of institutions. They found liberal arts colleges tended to score better in student engagement than other classifications of colleges. The variance of engaging institutions is related to the institutions mission rather than classification. The belief that small, private liberal arts colleges are more engaging institutions was not supported by the study[11]. However, liberal arts colleges consistently excel in the benchmarking for faculty-student interaction. It is presumed that since classes are smaller there is greater opportunity for faculty-student contact [7]. Defining institutional excellence is only successful in terms of the institutions effective educational practices or processes. The most important indicators of excellence, in the university setting, include quality and focus of instruction, faculty and peer interaction, writing experiences, and active involvement in course work. In an engaged university, the student is highly involved in the culture of the institute both in and out of the classroom. Increased engagement leads to increased acquisition of knowledge, skill development, and higher student graduation (retention) rates [12]. Pike and Kuh [13] compared first- and second-generation college students in levels of engagement and intelligence development. On average, first-generation college students were less engaged, and do not engage in activities associated with success in college, such as living on campus and participating in extra-curricular activities. Low levels of engagement are not related to intelligence but rather to being the first family member to attend college, financial hardships, or living at home. The groups found to be more engaged overall included students living on campus, females, minority students, and students planning to pursue advanced degrees. These students also reported greater perceived gains in their intellectual development and learning performance [13]. Engagement literature suggests that an engaging institutional environment positively affect learning productivity. These institutions not only attempt to engage students in class, but in college life, via social and civic organizations, intramural activities, sports events, and living in the campus community. The commitment to engaging students should be apparent in the institutions mission, vision, and philosophy. The members of the university faculty, staff, and administration must create an environment that engages students on campus and in the classroom [14]. 1.3 Teaching in the classroom If engagement is to be fostered and encouraged in the university setting, it is important to examine the learning environment instructors create. A study by Kuh [8] found that engaged students want prompt feedback. Teacher-student relationships of respect, as opposed to friendship, were also more conducive to learning [6, 7, 8]. One standard of teaching in institutes of higher education is lecturing. Few students possess this type of intelligence and therefore this method is not conducive to an engaging classroom environment. According to The National Survey of Student Engagement (NSSE) annual reports students find methods, such as lecturing and note taking, to be less than engaging [6, 7]. Active learning is student learning via reading, writing, and participating in activities which apply learned concepts in an engaging manner [6, 7]. Engaging activities include class discussions, faculty and peer interactions, socialization in the college context, and interactive assignments [5, 6, 7]. Student affect, a mental and emotional reaction toward learning, demonstrates engagement. Cues, such as student questioning or cognitive or emotional excitement of learning concepts, are examples of positive student affect. Kuh [9] found students with higher levels of affect, displayed more engaging learning behaviors. Teachers who make eye contact, use gestures and humor, and personalize examples in class stimulate higher levels of student affect. Equally important were instructors who develop engaging, active learning while communicating high standards of expected academic performance. [15] Research[14] shows teachers who are successful, as measured by student engagement in the classroom, create an interesting and engaging learning environment. Research also revealed that outstanding teachers employ many types of strategies and methodologies. No single technique or specific delivery methodology yielded a greater number or percentage of engaged students. [14] Henning [16] reported improvement in engagement when there were open classroom discussions, creative questioning, and important and relevant material. One methodology to make course content interesting and relevant is called rhetoric skill. The instructor begins with a narrative open to discussion. The instructor then elicits a more conceptual understanding of the topic as student participation increases. Students are encouraged to actively participate in debate and inquiry until they control the discussion. [16] Similarly, Socratic questioning and responding deepens understanding of concepts that encourage student engagement. Effective teachers create a natural learning environment where students feel safe to express their opinions in a nonjudgmental, unbiased atmosphere. Engagement also increases when students work collaboratively to solve problems. Finally, teachers who create diverse learning experiences will have more engaged and interested students overall [10]. Regardless of methodology, it is important for teachers to emphasize clarity and important points, use relevant examples, and speak intelligibly. To create highly engaged students, teachers must be aware of, and use, many teaching strategies. They should teach from within and become equal participants in the learning process. [17] 2 The case of Lebanon Opportunities for higher education in Lebanon today have reached levels unparalleled in Lebanese history. The first institutes of higher education in Lebanon were the American University of Beirut (formerly the Syrian Protestant College), founded in 1866 and Saint Joseph University, founded in 1875. It wasnt until 1953 that the public university, Lebanese University, was opened. [18] A private university education at that time was only for the elite. After the Lebanese civil war came to an end, and the country began to stabilize, the demand for higher education began to grow. In 1996 the Ministry of Higher Education [18] set new licensing regulations for institutes of higher education. By 2000, 23 institutions (referred to as new universities) had been established. Lebanon currently boasts 41 institutes of higher education [19]. These are divided into 1 public university, 26 private universities, 7 university institutes, 3 university institutes of technology and 4 university institutes for religious studies. [18] The UNESCO Institute for Statistics [20] released a set of gross enrollment ratios on education in Lebanon from in 2008. This shows that more and more females are continuing into higher education. By 2008, 52% of tertiary age students were in tertiary education (46-male: 57-females) [20]. Quantity was not the equivalent of quality, and only 7 of Lebanons universities were labeled as excellent [21]. Lebanon is currently facing a restructuring in the area of higher education. In order to maintain its role as a leader of excellence in education in the Middle East, institutes of higher education must focus on the quality of their students as opposed to the quantity[21]. Quality assurance programs have become critical to Lebanese academics and educational institutes. The Trans-European Mobility Scheme for University Studies (TEMPUS) project, Quality Assurance for Higher Education in Lebanon (QAHEL) is one example. This project is to raise awareness of European models of quality in higher education among Lebanese higher education institutions. [19] 3 The Study The questionnaire was established by Ahlfeldt, Mehta and Sellnow [17] in their research studies of classroom engagement. The questionnaire was proven in their research as both a valid and reliable measure of engagement with an alpha reliability of 0.84. Therefore the researchers felt that this was an appropriate tool of measure for levels of engagement in MUBS classrooms. 3.1Research Questions Are females more engaged than males? Are students who self reported higher GPAs more engaged than those with lower GPAs? Does age play a role in level of engagement? Does the level of student engagement differ according to the number of years at university? 3.2 Sample The researchers administered the questionnaire to 116 English communication skills students at The Modern University for Business and Science (MUBS). MUBS, a new university, was established in 2000 and strives to maintain a quality oriented institute of higher education, in a highly competitive market. In order to establish equal representation in the sample, in terms of the variables tested (gender, GPA, age and years at university), and the majors available at the university, the questionnaire was administered during English communication skills classes during the 1st week of the spring 2010 semester. MUBS doesnt offer a English as a major of study at the university. English communication skills courses are general requirements for all M.U.B.S students, regardless of major, when their language of instruction is English. 4. Results Correlations were run on the variables which were supposed to affect student levels of engagement. These variables were gender, self reported GPA scores, age and years at university. The relationship between gender and engagement was assessed using a paired-samples T-test. A significant relationship was found in the relationship between gender and student perceptions of engagement. On average females showed significantly greater levels of engagement, (F = 79.029, SE 1.428), than males (M= 70.407, SE 1.502), t (116) = -66.162, p In order to assess the relationship between age and engagement, a bivariate correlation was used. There was no significant relationship between the age of students and engagement, r = -.069, p (one-tailed) >.05. In order to assess the relationship between self reported GPAs and engagement, a bivariate correlation was used. There was no significant relationship between the self reported GPAs of students and engagement, r = -.072, p (one-tailed) >.05. In order to assess the relationship between years at university and engagement, a bivariate correlation was used. There was a significant relationship between years spent at the university and engagement, r = .243, p (one-tailed) 5. Conclusions: The research on MUBS students coincided with the literature on student engagement. Female and senior students were found to be more engaged than their peers. Age and GPA showed no significant correlations to levels of student engagement. This could be true for a number of factors. First of all women in Lebanon are slowly working to close the gender gap. Yet they may still feel they have to work twice as hard as men to succeed. The other factor which may explain higher engagement among women is directly related to stressors of society. In general there is the notion that girls cant go out as often or stay out as late as boys. Boys are allowed to be bad while girls must be angelic in behavior. These ideas may transfer over into the academic arena. With boys who dont mind achieving less since they are not held accountable. A boys will be boys mentality. In terms of senior student engagement levels, these students are not older and wiser, but rather have more university experience. They know what their teachers expect and meet those expectations readily. Seniors take part in more major courses, are assigned a senior project, and are closer to completing their education and entering the real world. As they race towards graduation they are pushing harder to ensure they graduate on time. This includes a stipulation at the university of a minimum Accumulative GPA of 2.0 in order to graduate. Such factors may account for higher levels of engagement in senior students. One interesting factor was noted on 3 separate questionnaires from the Damour branch. 3 students added notes to their questionnaires. These notes stated that the only time they completed these activities (activities of engagement) was during English sessions. This might be beneficial to future MUBS engagement research. 5. Limitations of the Study and Implications for Future Research The questionnaire was administered in order to complete a preliminary study on student engagement at MUBS. In order for a total quality initiative to take place the class room questionnaire should perhaps be replaced with an NSSE questionnaire. A larger sample size should be tested. Also, Damour students take classes before 2 p.m, in the Hamra branch many courses begin after 2 and some classes continue until 7 or 8 p.m. This study does not take this into consideration. Previous studies on students have shown that the proportion of different religions at MUBS is not representative of a Lebanese sample. This is another limitation to the study. Another factor not tested for, but which may have affected the outcomes, is the idea of urban vs. rural student. Many of the students at MUBS live in villages and travel to university in the city and then back up to their villages in the mountains. They are country folk. This may also have skewed the results. There are also key variables the literature focuses on, and institutional characteristics which may be relevant to the MUBS study. Some of these are number of credits, branch of university, am-pm classes, first generation college student, socio-economic status, religion, choice of major and transfer students.

Loss of Innocence in Truman Capotes In Cold Blood Essay -- In Cold Bl

"All things truly wicked start from an innocence,† states Ernest Hemingway on his view of innocence. Innocence, what every youth possesses, is more accurately described as a state of unknowing but not ignorance- which connotation suggests a blissfully positive view of the world. Most youth are protected from the harsh realities of the adult world. Therefore they are able to maintain their state of innocence. While innocence normally wanes over time, sometimes innocence can be abruptly taken away. Some of the characters in Truman Capotes In Cold Blood lost their innocence due to the traumatic events they experienced in childhood and adulthood while some had none to begin with. Innocence can be stolen but the desire to return to the innocent state cannot. A traumatic event changes the nature of a small town, yet leaves some residents with a fervent desire to return to normalcy. An isolated city such as Holcomb is thought to be safe from the corruption and crime of city life. In 1959, the town of Holcomb was devastated by the brutal killings of a beloved family, the Clutters. This event completely changed the attitudes of most of the town’s population, which one resident, Mryt Clare, stated had turned them into â€Å"snakes†. While the once blamelessness that had been evident in most of the towns folk had disappeared, Clare had hoped the town would stop â€Å"scaring each other to death†. Clare wanted the usual kindness and innocence that drew her to the town to be restored. The deaths of the Clutter family had taken away the towns trust in one another, but the deaths of the killers and re established some of the innocence they had lost. While no one can completely recover from a traumatic event, the town of Holcomb desired to return to a st... ... become the victims. In the case there was never any innocence present in an individual, the choices they make will shape how corrupt they become. The town of Holcomb was traumatized by the unexpected murder of a respected family, which turned the community into distrusting gossipers. This event can take place in childhood, as it did for Perry Smith, who grew up with no protection from corruption by his parents and killed an entire family. Dick Hickock, impulsive and shallow, formulated a plan to rob and kill any witnesses present at the Clutter household. He was corrupt enough to go ahead with the plan and persuade Perry to kill the witnesses. Innocence must be protected to ensure that others may be kept innocent. The virtuous quality that most people have is connected to their innocence, but if their innocence is lost, their future may be condemned to sinfulness.