Deprivation causes creation (minimalism in art forms) essays

Deprivation causes creation (minimalism in art forms) essays In todays society reaching new and diverse heights is what differentiates one from the other. Creating an idea or style that an audience or market has never been introduced to can begin a new and ever-changing revolution. Ever since minimalism was discovered, ones views on certain aspects of society have dramatically changed. During the 1960s, minimalism was first introduced in the United States (Berne). Since this idea was extremely foreign to Americans, the curiosity caused the economy to boom. Most art, music, and literature of the earlier days was complex and confusing for the spectators. Minimalism, on the other hand, was simple and reached a broader audience, precisely why the discovery was so successful (Berne). The lack or absence of some idea or meaning became the prime definition of minimalism. Today, one of the most popular intellectual achievements that can attain minimalist features is visual art. Being minimal in art can cause a viewer to focus on the true meaning of the work. When this idea of a new and refreshing style of art was introduced, it was like no other. Art has never before been so uncomplicated. This unique design has an absence of decoration and clutter (Hubbard). Unlike prior art, this is a return to bare essentials such as pyramids, cubes and other geometric volumes (Hubbard). Painting in general explores subtle gradations of single hues on a monochrome canvas (Struble 321). One would think some of the designs were created by a child because of the playful figures. This is somewhat the artists goal, which is to create a piece that is simple and easy to comprehend. Also, color plays its own role in minimalist works of art. Most often the artists choose primary colors, such as black, white, red and green. Occasionally, artists will also use bright and pa stel colors to add a touch of spunk to the piece (Hubbard). Other names in which th...

Convicted Murderer Sharee Miller to Wed

Convicted Murderer Sharee Miller to Wed Sharee Miller is a Michigan woman who is serving a life sentence for murder for her role in convincing an ex-cop she met online to kill her third husband. Now, Miller has plans to marry husband number four, Michael Denoyer. Conviction Miller, 36, was convicted in 2000 of conspiracy to commit first-degree murder and second-degree murder for the November 1999 shooting death of her husband, Bruce. Evidence revealed that Miller met ex-policeman Jerry L. Cassaday on the internet, had an affair with him, and convinced him to kill her husband, who was allegedly abusing her. However, the abuse allegations were found to be untrue. Prosecutors said when Cassaday discovered he had killed an innocent man, he committed suicide. Cassaday left behind enough information to convict Sharee Miller at trial. The case has been the topic of a best-selling book and a television movie. It has also been the subject for several real-crime television shows, including the one Denoyer saw. New Romance Michael Denoyer, 56, first saw Miller on an episode of Snapped on the Oxygen Channel and was smitten. It was something about her eyes, Denoyer said. However, the new couple has some hurdles in their way. Miller will not be eligible for parole until the year 2055, when he would be 103 and she would be 83.

How to grade a research paper Essay Example | Topics and Well Written Essays - 500 words

How to grade a research paper - Essay Example Moreover, formatting and citations form another key aspect of consideration while grading a written paper. In all the above, grading would be dependent on the extent of understanding and how expectations are met. Marks would be awarded as regards to the following analysis; does the written work meet expectations, fail to meet expectations or does it exceed the expectations. Logic would have low grades awarded if the paper fails to meet the expectations. Average awarding would be for the paper that meets expectations while higher grades would go for the papers that are extemporary and exceeds expectations. The capacity to logically organize ideas in paragraphs that are coherent and easy to understand is a basic evaluation aspect. Language competence is tested by evaluating word choice, word formation and sentence structure and the adequacy to convey basic meaning. Spelling and proper command of syntax is equally important as bad spelling would distort the intended meanings. Written work should also employ the proper style of writing as regard the discipline’s expectation. Qualitative analysis and general formatting play vital role in the overall understanding of a written research paper and thus must be regarded highly. Moreover, the introduction and conclusion work as executive summary of expectation or findings respectively and as such are key components of a properly done research paper. Finally, all works of literature sighted must be properly referenced in order to give certainty to originality of a written work. In my case as a professor, grading is not just awarding grades to the written work of students. It’s true that students interpret awarded marks in various manners. It becomes emotional to some and the interpretation may work to boost or lower the self worth of an individual student. Nevertheless, the variety of considerations

Assignment of Managing Organisation Essay Example | Topics and Well Written Essays - 5000 words

Assignment of Managing Organisation - Essay Example A series of facts can contribute to above outcome: a) the plan attempted has not been appropriately designed – in terms of the resources available for its realization, b) the reaction of employees – internal organizational environment – towards the specific plan has not been the one expected; the resistance developed has led to the cancellation of the plan or to the delay in the completion of one or more of its phases, c) the conditions in the organizational environment have changed at such level – referring to the period between the beginning of the planning process and the beginning of the implementation process – that the development of the plan became non-feasible or the value of the plan for the increase of the organizational performance has been eliminated. Current paper focuses on a particular aspect of the strategic management: the cross-cultural management; reference is made especially to the multi-national firms of the tourism and hospital ity industry. The cross-cultural management practices initiated by the managers of these firms are presented and evaluated. It is concluded that even if a range of such practices are available to the managers of these firms, still problems exist in the successful implementation of the relevant projects across these organizations. It has been proved that the above problem is mostly related with the lack of consistency of these strategies across the various departments of these organizations; moreover, failures have been identified in the service delivery to customers from different cultural backgrounds. These issues are analytically discussed below by referring to appropriate literature; the findings of empirical studies, where available, have been also employed in order to highlight the challenges of cross – cultural management in the tourism and hospitality industry worldwide. 2. Cross-cultural management in modern organizations 2.1. Cross-cultural management – descri ption, framework Culture may have different forms within different frameworks or using different criteria: for instance the national culture is differentiated from organizational culture; however, it has been proved that the former can influence the latter (Browaeys et al 2008, 20). The above view can be verified by referring to the study of Hofstede who emphasized on the fact that ‘management can be affected by differences between cultural groupings’ (Browaeys et al 2008, 21); the above researchers studied the performance of the strategies of IBM in markets worldwide – the performance of the firm in 64 countries was reviewed. It was proved that differences existed in the behaviour/ performance of employees in various organizational activities under the influence of the national culture - involved in each case (Browaeys et al 2008, 21). From a different point of view, Adler et al. (2008) noted that, in the context of international market, the understanding by glo bal firms of the national culture is important because of the following reason: being aware of the culture of a foreign country multi-nationals are able to make the necessary adjustments to their existing strategies so that the latter are implemented successfully in the firm’s branch in the particular country (Adler et al. 2008, 13). In this way, the culture of a country is closely related to the strategies used by the organizations operating across the specific country. In order to understand the challenges for the cross-cultural mana

Nursing and Health Care Essay Example for Free

Nursing and Health Care Essay 1. In 1200 B.C., the ill were treated with a mixture of physical, prayer, and magic spells. Temples were health centers. From the 1st-10th century initial care was at the local bishop’s house. They had deacons and deaconesses. In the 19th century, nurses cared for patients while at the risk of exposure to disease. Nursing in hospitals expanded in the 19th century, but nursing the communities did not increase significantly until 1893 when the Henry Street Settlement opened and focused on the health needs of poor people who lived in tenements in New York City. 2. 3. Nursing is the protection, promotion, and optimization of health and abilities; prevention of illness and injury; alleviation of suffering through the diagnosis and treatment of human response; and advocacy in the care of individuals, families, communities, and populations. 4. She saw the role of nursing as having â€Å"charge of somebody’s health† based on the knowledge of â€Å"how to put the body in such a state to be free of disease or to recover from disease.† She was the first nurse epidemiologist who connected poor sanitation with cholera and dysentery. 5. There were no standards to help control disease. Nursing was not a distinct profession. 6. Florence Nightingale-implemented methods to improve battlefield sanitation, which ultimately reduced illness, infection, and mortality. Clara Barton- 1st woman to gain employment in the federal government and is the founder of the American Red Cross and tended to soldiers on the battlefield, cleansing their wounds, meeting their basic needs and comforting them in death. Dorothea Lynde Dix-School teacher, founded schools, advocate for the mentally ill, formed an army nursing corps, and organized hospitals and ambulatory services. Mary Eliza Mahoney- 1st African-American RN in the USA, concerned with relationships between cultures and races, Cofounder of The National Association of Colored People. Isabel Hampton Robb- founder of modern ANA and American nursing theory, established nursing standards, develop a grading policy, author of nursing textbooks. Lillian Wald and Mary Brewster opened the Henry Street Settlement. 7. Theories are designed to explain a phenomenon such as self-care or caring. A nursing theory is a conceptualization of some aspect of nursing that describes, explains, predicts, or prescribes nursing. It helps to identify the focus, means, and goals of practice. Theories give us perspective for assessing our patients’ situations and organizing data and methods for analyzing and interpreting information. Integration of theory into practice is the basis for professional nursing. PROFESSIONALISM 1. Caring, Competence, Collaboration, Critical thinking, Commitment to Holistic care, Integrity, Responsibility, and Accountability. 2. A profession requires a basic liberal foundation and an extended education of its members, it has a theoretical body of knowledge leading to defined skills, abilities, and norms, it provides a specific service, members of a profession have autonomy in decision making and practice, and the profession as a whole has a code of ethics for practice. 3. LPN Associate Degree in Nursing (ADN)- 2 year program that focuses on the basic sciences and theoretical and clinical courses related to the practice of nursing. Bachelor of Science in Nursing (BSN)- 4 year programs that focuses on the basic sciences; theoretical and clinical courses; and courses in the social sciences, arts, and humanities to support the nursing theory Master’s Degree- is important for the roles of a nurse educator and nurse administrator, and it is required for an advanced practice registered nurse Doctoral * Doctor of Philosophy (PhD)- Emphasize more basic research and theory and research-oriented * Doctor of Nursing Practice (DNP)- practice-focused and provides skills in obtaining expanded knowledge through the formulation and interpretations of evidence-based practice 4. Caregiver- help patients maintain and regain health, manage disease and symptoms, and attain a maximal level function and independence through the healing process. Advocate- protect your patient’s human and legal rights and provide assistance in asserting these rights if the need arises. Educator- explain concepts and facts about health, describe the reason for routine care activities, demonstrate procedures such as self-care activities, reinforce learning or patient behavior, and evaluate the patient’s progress in learning. Communicator- it allows you to know your patients’ strengths, weaknesses, and their needs. Without it you cannot give comfort and emotional support, make decisions with patients and families, give care effectively, protect patients from threats to well-being, coordinate and manage patient care, assist in patient rehabilitation, or provide patient education. Manager- uses appropriate leadership styles to create a nursing environment for the patients and staff that reflect the mission and values of the health care organization. 5. Licensure- Must pass NCLEX to receive license. This provides a standard minimized knowledge base for nurses. 6. Certified by national nursing organizations in about 20 specific areas of nursing practice. After passing an exam, maintain certification by completing CEU’s. 7. According to Benner, an expert nurse passes through five levels of proficiency when acquiring and developing generalist or specialized nursing skills. Novice-beginning nursing student learns via a specific set of rules or procedures. Advanced Beginner-Nurse has had some level of experience, may be observational, but is able to identify meaningful aspects or principles of nursing care. Competent- establish long-range goals, and has been in the same position for 2-3 years with an understanding of organization and specific care required by the type of patient. Proficient- Same clinical position for 2-3 years, focuses on managing care, and is able to assess an entire situation and can readily transfer knowledge gained from multiple previous experiences to a situation. Expert-can focus on multiple dimensions of a situation and has an intuitive grasp of an existing or potential clinical problem. Skilled at identifying patient-centered problems and problems related to the health care sys tem. 8. 9. Advanced Practice Nurse-most independent nurse, has master’s degree in nursing; advanced education in pathophysiology, pharmacology, and physical assessment; and certification and expertise in a specialized area of practice-clinical nurse specialist, certified nurse practitioner, certified nurse midwife, and certified RN anesthetist. Nurse Educator-works primarily in schools of nursing, staff development department of health care agencies, and patient education departments. Must have experience in clinical practice to provide them with practical skills and theoretical knowledge. Nurse Administrator- manages patient care and the delivery of specific nursing services within a health care agency. Examples: assistant nurse manager, nurse manager, house supervisor, director of nursing, and chief nurse executive or vice president. Nurse Researcher- investigates problems to improve nursing care and further define and expand the scope of nursing practice. 10. National League for Nursing-advances excellence in nursing education to prepare nurses to meet the needs of a diverse population in a changing health care environment. American Nurses Association- improves standards of health and availability of health care, to foster high standards for nursing, and to promote the professional development and general and economic welfare of nurses. International Council of Nursing- promote national associations of nurses, improving standards of nursing practice, seeking higher status for nurses, and providing an international power base for nurses. National Student Nurses Association/ Student Nurse Association of PA- consider issues of importance to nursing students such as career development and preparation for licensing. Specialty Organizations- seek to improve the standards of practice, expand nursing roles, and foster the welfare of nurses within specialty areas. Publish journals and present educational programs. 11. 12. Problem-solving approach to clinical practice that involves the conscientious use of current best evidence, along with clinical expertise and patient preferences and values in making decisions about patient care. 13. Ask a clinical question that is problem focused. Collect the most relevant and best evidence. Critically appraise the evidence you gather. Integrate all evidence with one’s clinical expertise and patient preferences and values in making a practice decision or change. Evaluate the practice decision or change. Share knowledge. LEGAL ISSUES IN NURSING PRACTICE 1. Statutory Law- written by state legislature and U.S. Congress-may be a civil or criminal offense. Civil laws protect the rights of individuals within our society and provide for fair and equitable treatment when civil wrongs or violations occur. Fines or community service and examples are malpractice or negligence. Criminal laws protect society as a whole and provide punishment for crimes, which are defined as municipal, state, and federal legislation-felony or misdemeanor. Administrative Law (Regulatory Law)-reflects decisions made by administrative bodies such as State Boards of Nursing when they pass rules and regulations. Common Law-results from judicial decision made in courts when individual legal cases are decided-informed consent, patients right to refuse treatment, negligence, and malpractice. 2. Federal laws- body of laws that were created by the federal government of the country. Emergency Medical Treatment and Active Labor Law (EMTALA)- when patient comes to emergency department an appropriate medical screening occurs within the capacity of the hospital- cannot discharge or transfer patient until they are stable. The Health Care Quality Improvement Act of 1986. Patient Bill of Right- became patient care partnership given out to patients. The Americans with Disabilities Act (ADA)- prohibits discrimination and ensures for persons with disabilities equal opportunities in employment, state and local government services, public accommodations, commercial facilities, and transportation. People with HIV do not have to disclose their disability. Patient Self-Determination Act (PSDA)-requires health care institutions to provide written information to patients concerning their right under state law to make decisions including the right to refuse treatment and formulate advance directives. Patients records need to document whether or not the patient has signed an advance directive. For living wills or durable powers of attorney for health care to be enforceable, the patient must be legally incompetent or lack to the capacity to make decisions regarding health care treatment. Health Insurance Portability and Accountability Act (HIPAA)-protects individu als from losing their health care insurance when changing jobs by providing portability. These rules create patient rights to consent to the use and disclosure of their protected health information, to inspect and copy one’s medical record, and to amend mistaken or incomplete information. State Laws-Mandatory Reporting Laws-communicable diseases, school immunizations, suspected neglect and abuse, legal immunity provided to the reporter, may face civil or criminal action if nor reported. Good Samaritan Laws-limit liability and offer legal immunity if a nurse helps at the scene of an accident. Nurse Practice Act- describe and define the legal boundaries of nursing practice within each state. Scope of Practice-perform a procedure in which you have training for, distinguishes between nursing and malpractice. 3. RN-licensed and educated in nursing process and critical thinking; responsible for who you delegate to. LPN- licensed but does not cover assessment of patient. Can collect data but must give to nurse. NA/PCT- not licensed 4. Standards of care are set by ANA and are the legal requirements for nursing practice that describe the minimum acceptable nursing care. Nurse practice act defines scope of nursing practice, distinguishing between nursing and medical practice and establishing education and licensure requirements for nurses. Internal-Standards defined within hospital. External- developed by ANA and TJC-accredited body of the hospital-health department. 5. Established to help accredited organizations address specific areas of concern in regards to patient safety. Identify patients correctly. Improve staff communication. Use medicines safely. Prevent infection. Identify patient safety risks. Prevent mistakes in surgery. 6. Advance directive include living wills, health care proxies, and durable powers of attorney for health care. They are based on values of informed consent, patient autonomy over end-of-life decisions, truth telling, and control over the dying process. 7. Living wills represent written documents that direct treatment in accordance with a patient’s wishes in the event of a terminal illness or condition. The patient is able to declare which medical procedures he or she wants or does not want when terminally ill or in a vegetative state. Durable Power of Attorney for health care is a legal document that designates a person or persons of one’s choosing to make health care decisions when the patient is no lo nger able to make decisions on his or her own behalf. 8. 9. 10. Negligence is conduct that falls below a standard of care. Courts define negligence cases as the degree of care that an ordinarily careful and prudent person would use under the same or similar circumstances. 11. Malpractice is a type of negligence and is often referred to as professional negligence. When nursing care falls below a standard of care, nursing malpractice occurs. 12. Assault- any action that places a person in apprehension of a harmful or offensive contact without consent. Battery-any intentional touching without consent. False Imprisonment-unjustified restraint of a person without legal warrant and requires the patient be aware of confinement. Defamation of Character- publication of false statements that result in damage to a persons’ reputation. Invasion of Privacy- the release of a patient’s medical information to an unauthorized person such as a member of the press, the patient’s employer, or the patient’s family. Breach of Confidenti ality-

Contact :: essays research papers

The movie Contact, based on the novel by Carl Sagan, is a fascinating journey through the human mind that attempts to answer the questions that humans have been asking since the dawn of time, “Are we alone in the Universe?'; Ellie Arroway (portrayed by Jodie Foster), the main character of the movie refers to the historic event upon which the movie is based, contact with an alien civilization, as one of the most significant events in human history, and rightly so. This film explores the religious implications of such an event as well as the faith that one has to have afterwards.   Ã‚  Ã‚  Ã‚  Ã‚  Arroway’s journey indeed resembles that of the “hero’s quest.'; Of course Ellie being the hero, is faced with something the world has yet to encounter: contact from aliens. She then voluntarily sacrifices herself for what seems to be ‘a greater good’.....to be the first human to converse with an extra-terrestrial existence, only to be disregarded because of her beliefs. That was one hurdle she had to overcome. The religious extremist was a ‘demonic adversary’ that, for a moment in the movie, appeared to have terminally halted the entire project. Then ‘the wise counselor,’ the man with cancer, emerged with his purpose: to lead Arroway on the right path. Faced again with taking the journey that could only be taken alone, she of course had to find a reason that would make it harder to leave, the ‘companion’ (Matthew McConaughtey’s character). This was another hurdle she had to overcome. She takes the journey to come out a changed person, for the better, as the movie evidently is implying. And in the end, the hero is reunited with the one she loves, her ‘companion.’   Ã‚  Ã‚  Ã‚  Ã‚  This movie bridges the gap between science and religion. How else can you explain the moving ending of an agnostic scientist trying to explain what just happened to her without the benefit of one shred of proof?

Cognitive Linguistic Approach to Language Study

It has its origins in the sass as a conscious reaction to Chomsky linguistics, tit its emphasis on formalistic syntactic analysis and its underlying assumption that language is independent from other forms of cognition. Increasingly, evidence was beginning to show that language is learned and processed much in the same way as other types of Information about the world, and that the same cognitive processes are Involved In language as are Involved In other forms of thinking.For example, In our everyday lives, we look at things from deferent angles, we get up close to them or further away and see them from different vantage points and with efferent levels of granularity; we assess the relative features of our environment and decide which are important and need to be attended to and which are less important and need to be backgrounder; we lump information together, perceive and create patterns in our environment, and look for these patterns in new environments when we encounter them.As we will see in this volume, all of these processes are at work in language too. The two key figures who are associated with the inception of Cognitive Linguistics are George Alaska and Ronald Linebacker. Both, t should be remembered, started their careers as members of a group of young scholars associated with the radical new approach spearheaded by NOAA Chomsky. By the sass, however, both Alaska and Linebacker were becoming increasingly disaffected with the formalistic approach to syntax associated with the Chomsky school.Both scholars turned their attention, Instead, to semantic Issues, which had been relatively neglected within the Chomsky framework. Alaska raised fundamental questions with regard to ‘objectivism' SE antics that is, theories which maintained that entente meaning maps onto objectively verifiable states of affairs in the world. He argued, instead, that semantic content is mediated by how speakers construe and conceptualize the world. An important aspect of co nstrual is how we categorize the things in our environment.Taking up the notion of prototype category developed by cognitive psychologist Eleanor Roach, Alaska argued that words do not name classically defined categories, that Is, categories constituted by a set of necessary and sufficient conditions. Rather, entitles can be good, or less good, members of a category. In a crucial and highly influential move, Alaska then proposed that the a syntactic construction, might also be analyses in terms of a central, prototypical member, and a number of extended, or more peripheral senses.A noteworthy milestone here is the dissertation by one of Alaska s students, Claudia Bergman, on the polymers of the preposition (Bergman, 1981). Bergman argued that t he ‘central', ‘prototypical' sense combines the meanings of ‘above' and ‘across', as in The bird flew over the yard . Extended senses, related in virtue of some common shared features, include the ‘above' sense , as in the electric is hovering over the hill, the ‘across' sense, as in Sam drove over the bridge , the ‘covering' sense She spread the tablecloth over the table, the dispersal sense, as in The guards were posted all over the hill , and several more.Bargeman's thesis (presented in Alaska 1987: Case Study 2) not only inspired a plethora of -studies, it also provided a template for polymers studies more generally. La Coffs second main contribution was to id entity a number of ‘conceptual metaphors' that underlie our abstract concepts and the way we think about the world and ourselves (Alaska and Johnson 1980, 1999).For example, one of the most important conceptual metaphors is the idea that ‘good' or ‘active' things are ‘up' whereas ‘bad' or ‘static' things are ‘down', which allows us to say that we're feeling IoW or having ‘down time', that things are or that that they are ‘up and going' . This metaphor was taken to r eflect our basic experience with the world that we have as children; when we fall over we feel bad; when we lie down we are stationary, when we get up we are active, and when we are feeling good, we literally ‘stand tall'.As discussed in a later chapter, conceptual metaphor theory has come in for a good agree of criticism in recent years and the theory has been refined to take account of empirical psycholinguistic findings as well as more socio-cultural approaches to language, but the basic tenets remain the same: language tends to reflect our physical interactions with the world and abstract concepts are linked to physical experiences through metaphor. Linebacker's contribution is perhaps more fundamental than Lassoes .His Cognitive Grammar (Linebacker 1987, 1991, 2008) offers a radical re-think of basic issues concerning the nature of linguistic meaning and its relation to the surface form of utterances. He proposed a ‘minimalist' approach, whereby the only elements in linguistic description are (a) phonological representations, concerning the overt form of an expression (whether spoken, written, or signed), (b) semantic representations, roughly, meanings, broadly understood to include pragmatic, situational, and encyclopedic aspects, and (c) symbolic relations between elements of (a) and elements of (b).On this basis, a language comes to be characterized, quite simply, as an inventory of phonological, semantic, and symbolic units, and language acquisition is a matter of a speaker's increasing command of these units. Importantly, the units differ along a number of dimensions. Thus some units are internally complex, while others are schematic to some degree or other.For example, the expression can-opener is internally complex, while the component unit can is an instance of the more schematic unit Noun, the whole expression being an instance of the complex schematic unit [N V- ere] and its associated semantics (roughly: ‘ a device that can be used for V- ins Ins'). The schematic unit can sanction an open-ended set of instantiations; in this way, Cognitive Grammar is bled to handle syntactic and morphological generalizations.It should also be noted that the unit has other semantic values (think of examples such as dog-lover , which denotes a person, not a thing, and , where the initial noun designates the place where a person dwells); in other words, the unit is polygamous, Just like the words of a language. The mechanics of Cognitive Grammar are discussed in more detail elsewhere in this volume. Three aspects, however, may be singled out for special mention here: The first concerns the way in which ‘grammaticality (or ‘acceptability- cognitive insists see little reason to distinguish the two concepts) is to be understood.Grammaticality, namely, has to do with the extent to which an expression is sanctioned, or legitimated, by an already existing schematic unit, or possibly by several such units, in the langu age; the fit, needless to say, need not be perfect, neither will different speakers of the language always assess the matter in the same way. * The second observation concerns the idea that syntactic organization is inherently symbolic and therefore meaningful, and that syntactic structures – Just like individual words ND morphemes associate a form and meaning.An early indicative study concerned the passive construction in English (Linebacker, 1982). Rather than being seen as the result of syntactic transformations, the construction and its various components, such as the verb be the verbal participle, and the by phrase, were argued to have semantic content, which contribute cumulatively to the semantic and pragmatic value of the passive construction. Thirdly, the Cognitive Grammar approach is sympathetic to the notion that linguistic knowledge, rather than residing in a small number of very road, high-level abstractions, may actually be rather low-level and ‘surface or iented', consisting in multiple memories of already encountered usage and relatively shallow generalizations over these remembered instances.In practical terms, this means that linguistic knowledge will tend to be centered on individual lexical items and their idiosyncratic properties, concerning the syntactic environments in which they occur and their stylistic or pragmatic values. Similarly, the representation of syntactic and word-formation constructions will incorporate knowledge of the lexical items which typically occur in hem, in addition, once again, to information about the kinds of situations in which they are likely to be used.Although it represents a radical departure in some ways from many established ideas in linguistics (such as the formerly widely held view that syntax, semantics and pragmatics were largely independent of one another), the principles underlying Cognitive Linguistics resonated with many traditional concerns one thinks of classics such as Gustavo Steer 's Meaning and Change of Meaning (1931), C. S. Lewdest Studies in Words (1960), and various works by Stephan Almsman (e. G. , Almsman, 1964)

Technicalities of Dance

Tonya Sok English 1304 Dr. Beaven 27 March 2013 Technicalities of Dance Dance is a universal language that involves exaggerated movements of the arms, legs, and body. With the sound of music, dance is more than just a form of expression. It is a moving portrait embraced by the curtain frame. It is a masterpiece assembled by artfully maneuvered strokes. The strokes don’t belong to that of the painter, but rather the educator who supervised the integration of music and dance. There it hangs on a stage like any other painting on a wall; a moving portrait.However, the many stereotypes formed among the dancers have altered the way some view the performances of dance. Especially in the modern and ballet genres, while the dancers pour their heart and soul into the movements, why does the audiences’ perspective change with a shift from female to male leads? What if the movements just did not meet our standards of liking or fit our taste? Do we enjoy the performance as a whole i f there is one odd flaw standing out? I explore the reasons as to why society judges the attributes of dance in such cases as mixed genders, their styles, and the unwillingness to accept it as a sport.The issues pertaining to gender should not matter in art. Men and women are free to express thoughts and ideas through paintings, and therefore both should be equally free to express themselves through dancing. In Negotiating the Gay Male Stereotype, Katherine M. Polasek believes cultures construct â€Å"gender, the body, and movement, restricting both males and females from using and exploring their bodies in ways not deemed gender-appropriate† (Page # and fix how the quote flows with sentence). Some people ridicule males in ballet for wearing tights because it is too â€Å"feminine†.On the other hand, when comparing ballet to wrestling, swimming, or football the use of tight pants or Speedos are considered as an attire requirement. Tights enable one to possess ease of m ovement and less drag friction. However, this does not correspond with sexual stereotypes targeting ballet because many other sports make use of similar tight-fit clothing. The gay stereotype in dance originates from the fact that men who take part in the form of art do not often present competition with other men in fields of sturdy speed and strength.Unlike sports such as basketball, football, soccer, or wrestling, men in ballet are not often looked upon as masculine for their light leaps and smooth swaying movements. Another reason why gay stereotypes exist within ballet would be because gay men actually do ballet alongside women, and ballet still remains more popular among women than men during the 21st century. Due to the amount of stereotypical comments made about the male dancers, â€Å"claims for athleticism and technique have been used to downplay the perceived risk and denigration of being identified as homosexual, as well as to justify dancers’ virility and value. Do I need to include this? ->Male dancers in school may use playing sports to camouflage homosexuality† (Hanna 223). Even though a male dancer is not gay, observers may sometimes perceive otherwise through movement analysis. For this reason, Polasek’s literature (

Free Essays on Kozma And Clark Via Driscoll

Does Driscoll’s description of these learning environments lend support to Kozma’s viewpoint or does it support the views of Clark. Explain why you feel this way. Before settling down to compose my thoughts on this question, I reviewed a significant amount of information including what I had previously written on Clark and Kozma. I also visited the CSILE site and â€Å"The Adventures of Jasper Woodbury†. I also found Marcy Driscoll to be interesting but somewhat confusing in her theory. It certainly seemed that she reviewed the finer points of the Clark/Kozma debate and assumed the best of both to develop her theory. Thus, I found more comparison than contrast. I started out thinking that she was going to totally align with Kozma, but then, found that her press for â€Å"information processing† was also on the side of Clark who would have viewed the PC with â€Å"media† or a vehicle by which to deliver instruction. Kozma, however, had discounted Clark’s belief that instructional media are mere vehicles that deliver instruction. Kozma showed that media are an integral part of the instructional design process. I believe Driscoll, in this sense, concurs with Kozma. He focused on effective technologies that could be used to reach students, to help them â€Å"learn† and gain new knowledge. Driscoll would agree since she stated â€Å"the birth of computers after WW II provided a concrete way of thinking about learning and a consistent framework for interpreting early work on memory, perception and learning. Stimuli became inputs; behavior become outputs. And what happened in between was conceived of as information processing†. (Driscoll, 2000, p 75-76). Kozma and Driscoll both felt that technology could be an important and useful tool implemented in a proper, supportive learning environment. I thought the only points of reference Driscoll had with Clark, in my opinion, were that, since technology is not the most e... Free Essays on Kozma And Clark Via Driscoll Free Essays on Kozma And Clark Via Driscoll Does Driscoll’s description of these learning environments lend support to Kozma’s viewpoint or does it support the views of Clark. Explain why you feel this way. Before settling down to compose my thoughts on this question, I reviewed a significant amount of information including what I had previously written on Clark and Kozma. I also visited the CSILE site and â€Å"The Adventures of Jasper Woodbury†. I also found Marcy Driscoll to be interesting but somewhat confusing in her theory. It certainly seemed that she reviewed the finer points of the Clark/Kozma debate and assumed the best of both to develop her theory. Thus, I found more comparison than contrast. I started out thinking that she was going to totally align with Kozma, but then, found that her press for â€Å"information processing† was also on the side of Clark who would have viewed the PC with â€Å"media† or a vehicle by which to deliver instruction. Kozma, however, had discounted Clark’s belief that instructional media are mere vehicles that deliver instruction. Kozma showed that media are an integral part of the instructional design process. I believe Driscoll, in this sense, concurs with Kozma. He focused on effective technologies that could be used to reach students, to help them â€Å"learn† and gain new knowledge. Driscoll would agree since she stated â€Å"the birth of computers after WW II provided a concrete way of thinking about learning and a consistent framework for interpreting early work on memory, perception and learning. Stimuli became inputs; behavior become outputs. And what happened in between was conceived of as information processing†. (Driscoll, 2000, p 75-76). Kozma and Driscoll both felt that technology could be an important and useful tool implemented in a proper, supportive learning environment. I thought the only points of reference Driscoll had with Clark, in my opinion, were that, since technology is not the most e...

Experts Guide to the AP Literature Exam

Expert's Guide to the AP Literature Exam SAT / ACT Prep Online Guides and Tips If you're planning to take theAP English Literature and Composition exam, you'll need to get familiar with what to expect from the test. Whether the 2019 test date ofWednesday, May 8 is near or far,I’m here to help you get serious about preparing for the exam. In this guide I’ll go over the test's format and question types, howit's graded, best practices for preparation, and test day tips. You’ll be on your way to AP English Lit success in no time! AP English Literature: Exam Format and Question Types The AP Literature Exam is a three-hour exam that contains two sections. First is an hour-long, 55-question multiple choice section, and then a two hour, three question free-response section. The exam tests your ability to analyze works and excerpts of literature and also cogently communicate that analysis in essay form. Read on for a breakdown of the two different sections and their question types. Multiple Choice Section The multiple-choice section, or Section I of the exam, is 60 minutes long and has 55 questions. You can expect to see 4-5 excerpts of prose and poetry. You will, in general, not be given an author, date, or title for these works, although occasionally the title of a poem is given. Unusual words are also sometimes defined for you. The date ranges of works could fall from the 16th to the 21st century. Most works will be originally written in English, although you may occasionally see a passage in translation. There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition test. I’ll break each of themdown here and give you tips on how to identify and approach them. "Tiny books carried by ladies" is not one of the question types. The 8 Multiple-Choice Question Types on the AP Literature Exam Without further ado, here are the eight question types you can expect to see on the AP lit exam. All questions are taken from the sample questions on the â€Å"AP Course and Exam Description.† Reading Comprehension These are questions that test your ability to understand what the passage is saying on a pretty basic level. They don’t require you to do a lot of interpretation- you just need to know what is actually going on. You can identify these from words and phrases like â€Å"according to,† â€Å"asserting,† â€Å"mentioned,† and so on. Basically, words that point to a fairly concrete register of meaning. You can succeed on these questions by careful reading of the text. You may have to go back and re-read parts to make sure you understand what the passage is saying. Example: Inference These questions ask you to infer something- a character or narrator’s opinion, an author’s intention, and so forth- based on what is said in the passage. It will be something that isn’t stated directly or concretely, but that you can assume based on what is stated clearly in the passage. You can identify these questions from words like â€Å"infer,† and â€Å"imply.† The key to these questions is to not be tripped up by the fact that you are making an inference- there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage. In many ways, inference questions are like second-level reading comprehension questions- you need to know not just what a passage says, but what it means. Example: Identifying and Interpreting Figurative Language These are questions in which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase. You can identify these as they will either explicitly mention figurative language (or a figurative device like simile or metaphor) or will include a figurative language phrase in the question itself. The meaning of figurative language phrases can normally be determined by the phrase’s context in the passage- what is said around it? What is the phrase referring to? Example 1: Identifying Example 2: Interpreting Literary Technique These questions involve identifying why an author does what they do: from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem and to what effect? You can identify these questions bywordslike â€Å"serves chiefly to,† â€Å"effect,† â€Å"evoke,† and â€Å"in order to.† A good way to approach these questions is to ask yourself, so what? Why did the author use these particular words or this particular structure? Example: Character Analysis These questions will ask you to describe something about a character. You can spot them because they will refer directly to characters’ attitudes, opinions, beliefs, or relationships with other characters. This is, in many ways, a special kind of inference question since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than poetry ones. Example: Overall Passage Questions Some questions will ask you to identify or describe something about the passage/poem as a whole: its purpose, tone, genre, etc. You can identify these byphrases like â€Å"in the passage,† and â€Å"as a whole.† To answer these questions, you need to think about the excerpt with a bird’s-eye view. What is the overall picture created by all the tiny details? Example: Structure Some questions will ask you about specific structural elements of the passage- a shift in tone, a digression, the specific form of a poem, etc.Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing. Being able to identify and understand the significance of any shifts- structural, tonal, in genre, etc- will be of key importance for these questions. Example: Grammar/Nuts Bolts Very occasionally you will be asked a specific grammar question, such as what word an adjective is modifying. I would also include in this category very specific questions like the meter of a poem (i.e. iambic pentameter). These questions are less about the literary artistry and more about the fairly dry technique involved in having a fluent command of the English language. Example: That covers the 8 question types! Keep track of these. The AP Literature Free-Response Section Section II of the exam is two hours long and involves three free-response essay questions- so you'll have roughly 40 minutes per essay. Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time how you want (but be sure to leave enough time for each essay). The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt- and the final is an analysis of a given theme in a work selected by you, the student. Essays One and Two - Literary Passage Analysis For the first two essays, you’ll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development.One of the passages will be poetry, and one will be prose.You will be provided with the author of the work, the approximate date, and some orienting information (i.e. the plot context of an excerpt fromanovel). Sample Questions (from 20 Free Response Questions) Poetry: Prose: Essay Three - Thematic Analysis For the third and final essay, you’ll be asked to discuss a particular theme in a work that you select.You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any â€Å"work of literary merit.† So you DO have the power to choose which work you wish to write an essay about, but the key word here is â€Å"literary merit.† So no genre fiction! Stick to safe bets like authors in the list on pages 10- of the Course and Exam Description. (I know, I know- lots of ‘genre’ fiction works DO have literary merit, and Shakespeare actually began as low culture, and so on and so forth. You may well find academic designations of â€Å"literary merit† elitist and problematic, but the time to rage against the literary establishment is not your AP lit test.) Here’s a sample question (from 20): As you can see, the list of works provided spans many different time periods and countries:there are ancient Greek plays (Antigone), modern literary works (like Margaret Atwood’s The Blind Assassin or Barbara Kingsolver’s The Poisonwood Bible), Shakespeare plays (The Merchant of Venice), 19th-century Russian lit (Crime and Punishment), and so on. You might even see something by this guy. How Is the AP Literature Test Graded? The multiple-choice section of the exam comprises 45% of your exam score. The three essays comprise the other 55%. Each essay, then, is worth about 18%. As on other AP exams, your raw score will be converted to a score from 1-5. You don’t have to get every point possible to get a 5 by any means- but the AP English Literature test does have one of the lowest 5 rates of all APs, with only 5.6% of students receiving 5s in 2018. But how do you get raw scores at all? Multiple-Choice Scoring For the multiple-choice section, you receive a point for each question you answer correctly. There is no guessing penalty, so you should answer every question- but guess only after eliminating any answer that you know is wrong to up your chances of choosingthe correct one. Free-Response Scoring Scoring for multiple choice is pretty straightforward. However, essay scoring is a little more complicated. Each of your essays will receive a score from 0-9 based on the College Board rubric. You can actually find question-specific rubrics for all of the released free-response questions for AP English lit (see â€Å"scoring guidelines†). While all of the rubrics are broadly similar, there are some minor differences between each of them. I’ll go over the rubrics now- both what they say and what they mean for you. Poetry Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays offer a range of interpretations; they provide a convincing reading and analysis of the poem. They demonstrate consistent and effective control over the elements of composition appropriate to the analysis of poetry. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a 9 essay, especially persuasive. Your argument is convincing and it addresses all elements of the prompt. You interpret the language of the poem in a variety of ways (i.e. your analysis of the poem is thorough). Your essay is particularly well-written and well-organized. You appropriately reference specific moments in the poem to support your argument. A 9 essay is particularly persuasive. 7-6 These essays reasonably address the assigned task. They are less thorough or less precise in the way they address the task, and their analysis is less convincing. These essays demonstrate an ability to express ideas clearly, making references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt, but your analysis is not as complete or convincing as a 9-8 essay. You do make specific references to the poem and your writing is clear and effective, but not necessarily masterful. 5 These essays respond plausibly to the assigned task, but they tend to be superficial in their analysis. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis may be vague, formulaic, or minimally supported by references to the text. There may be minor misinterpretations of the poem. These essays demonstrate some control of language, but they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7-6 essays. You answer the prompt in a way that is not implausible or unreasonable, but your analysis of the poem is surface-level. You may paraphrase the poem instead of making specific references to its language. You may not adequately support your analysis of the poem, or you may misinterpret it slightly. Your essay is not a total mess, but not necessarily particularly well-organized or argued. 4-3 These lower-half essays fail to offer an adequate analysis of the poem. The analysis may be partial, unconvincing, or irrelevant, or ignore part of the assigned task. Evidence from the poem may be slight or misconstrued, or the essays may rely on paraphrase only. The essays often demonstrate a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt. Your analysis of the poem is incomplete or incorrect, or you do not reference any specific language of the poem. Your essay is undeveloped, unclear, or poorly organized. A 3 essay either significantly misinterprets the poem or is particularly poorly written. 2-1 These essays compound the weaknesses of the papers in the 4–3 range. Although some attempt has been made to respond to the prompt, the student’s assertions are presented with little clarity, organization, or support from the poem. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little coherent discussion of the poem. Only minimal attempt is made to respond to the prompt. Essay is disorganized or not supported by evidence from the poem. May contain numerous grammar and mechanics errors. May completely misinterpret the poem or be too short. A 1 essay barely mentions the poem. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Prose Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays make a strong case for the student’s interpretation. They may consider a variety of literary devices, and they engage the text through apt and specific references. Although these essays may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. Your argument is convincing and addresses all parts of the prompt. You discuss a number of literary devices in your analysis and use specific and appropriate excerpts from the text as evidence in your argument. Your writing is clear, focused, and well-organized. A 9 essay has a particularly well-developed interpretation of the text and is better-written than an 8. 7-6 These essays reasonably address the task at hand. The writers provide a sustained, competent reading of the passage, with attention to a variety of literary devices. Although these essays may not be error-free and are less perceptive or less convincing than 9–8 essays, they present ideas with clarity and control and refer to the text for support. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt. Your interpretation is coherent and you reference multiple literary devices in your analysis. You do reference specific moments in the text for support. Your essay is adequately organized and focused. However, your argument may be less convincing or insightful (i.e. more obvious) than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading of the passage but tend to be superficial or thin. While containing some analysis of the passage, implicit or explicit, the way the assigned task is addressed may be slight, and support from the passage may tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. You address the prompt, but your argument may be surface-level. You rely too much on summary or paraphrase of the text in your argument instead of using specific moments in the text. Your essay does have some elements of organization and focus but has some distracting errors. 4-3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; the writers may ignore part of the assigned task. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt, whether because your argument is partly unrelated to the task at hand or simply ignores elements of the prompt. Your essay is poorly focused and/or repetitive and has little textual support. A 3 essay significantly misinterprets the passage and/or is very poorly written. 2-1 These essays compound the weaknesses of the essays in the 4–3 score range. They may feature persistent misreading of the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the student’s ideas are presented with little clarity, organization, or support from the passage. Essays scored a 1 contain little coherent discussion of the passage. Essay does not adequately address the assigned task. It may be very short or repeatedly misinterpret the passage. May be poorly written enough that it is hard to understand. These essays may be unfocused, unclear, or disorganized. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Student Choice Rubric Score What the College Board Says What it Means 9-8 These essays offer a well-focused and persuasive analysis of the assigned theme and how it relates to the work as a whole. Using apt and specific textual support, these essays address all parts of the prompt. Although these essays may not be error-free, they make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored 8. Your essay convincingly addresses the task in a way that is clear and focused. You reference many specific moments in the text in support of your argument. You build a strong case- with lots of evidence- in support of your interpretation of the text. Your argument shows a deep understanding of the text. A 9 essay has more complex analysis and is better-written than an 8. 7-6 These essays offer a reasonable analysis of the work of the assigned theme and how it relates to the work as a whole. These essays address all parts of the prompt. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. Your essay addresses the task adequately. Your interpretation of the text is apt and shows that you generally understood it, although your analysis may be more conventional or include less specific textual evidence than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although these essays display an attempt to address the prompt, they may demonstrate a rather simplistic understanding and support from the text may be too general. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. Your essay addresses the prompt, but your argument may be very basic and/or rely too much on plot summary instead of true analysis of the text. Your essay may reveal that you do not thoroughly understand the text. Your essay may have some grammar/linguistic errors. Your essay is not especially well-organized or focused. 4-3 These lower-half essays fail to adequately address the assigned task. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplified understanding of how a given theme functions in the text, or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors; they may lack control over the elements of college-level composition. Essays scored a 3 may contain significant misreading and/or demonstrate inept writing. Your essay does not address the prompt. Your analysis shows that you either do not understand how to address the prompt, cannot build support for your interpretation, or do not understand the text. Your essay may be poorly organized, poorly written and/or repetitive. A 3 essay significantly misinterprets the chosen work and/or is very poorly written. 2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. Remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a 1 contain little coherent discussion of the text. Your essay does not address the prompt. It may be too short or make little sense. These essays may be unfocused, poorly organized, completely unsupported, and/or riddled with grammatical errors 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! As you can see, the rubric for the poetry essay is focused more on poetic devices, and the rubric for the prose essay is focused more on literary devices and techniques. Both of those essays are very specifically focused on the analysis of the poem/prose excerpt. By contrast, the student choice essay is focused onhow your analysis fits into the work as a whole. To get a high-scoring essay in the 9-8 range, you need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, your essay needs to be focused, organized, clear, and well-written. And all in 40 minutes peressay! If getting a high score sounds like a tall order, that’s because it is. The mean scores on each of the essays last year was around a 4 out of 9. That means, most essays were scored lower than a 5. So even getting a 7 on these essays is an accomplishment. If you write it down, it must be true! Skill-Building for Success on the AP Literature Exam There are several things you can do to hone your skills and best prepare for the AP Litexam. Read Some Books, Maybe More Than Once One of the most important things you can do to prepare yourself for the AP Literature and Composition exam is to read a lot, and read well. You’ll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills. You might check out the College Board’s list of â€Å"notable authors† on pages 10- of the â€Å"Course and Exam Description.† In addition to reading broadly, you’ll want to become especially familiar with the details of 4-5 books with different themes so that you’ll be sure to be prepared to write a strong student choice essay. You should know the plot, themes, characters, and structural details of these 4-5 books inside and out. See my AP English Literature Reading List for more guidance. Read (and Interpret) Poetry One thing students may not do very much on their own time, but that will help a lot with exam prep, is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language. When you think you have a grip on basic comprehension, move on to close-reading (see below). Hone Your Close Reading and Analysis Skills Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won’t hurt you. Close-reading is the ability to identify which techniques the author is using and why they are using them. You’ll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions. Here are some helpful close-reading resources for prose: The University of Wisconsin-Madison’s writing center has a guide to close-reading. You can also check out this close-reading guide from the Harvard College Writing Center. The Purdue OWL has an article on steering clear of close-reading â€Å"pitfalls.† And here are some for poetry: The University of Wisconsin-Madison also has a poetry-reading guide. There’s also an excellent guide to reading poetry at Poets.org, complete with two poetry close-readings. Learn Literary and Poetic Devices You’ll want to be familiar with literary terms so that any questions that ask about them will make sense to you. Again, you’ll probably learn most of these in class, but it doesn’t hurt to brush up on them. Here are some comprehensive lists of literary terms with definitions: About.com Literary Glossary Literary-Devices.Com list, which even has examples! Practice Writing Essays The majority of your grade on the AP English Lit exam comes from essays, so it’s critical that you practice your timed essay-writing skills. You of course should use the College Board’s released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well-supported with textual evidence. Take Practice Tests Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and experience. You can get sample questions from the Course and Exam Description, there are released College Board exams here, and we have a complete article on AP English Lit practice test resources. Be aware that the released exams don’t have complete slates of free-response questions, so you may need to supplement with released free-response questions (see link in above section). Since there are two complete released exams, you can take one towards the beginning of your prep time to get familiar with the exam and set a benchmark, and one towards the end to make sure the experience is fresh in your mind and to check your progress. Don't wander like a lonely cloud through your AP lit prep. AP Literature Test Day Tips Here are my top six tips for taking the exam: #1: On the multiple-choice section, it’s to your advantage to answer every question. If you eliminate all of the answers you know are wrong before guessing, you’ll up your chances of guessing the correct one. #2: Don’t rely on your memory of the passage when answering multiple-choice questions (or for writing essays, for that matter). Look back at the passage! #3: Interact with the text- circle, mark, underline, make notes, whatever floats your boat. This will help you retain information and actively engage with the passage. #4: This was mentioned above, but it’s critical that you know 4-5 books well for the student choice essay. You’ll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout. #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to answer. This way you’ll be able to get through it while thinking about the other essays. And don't forget to eat breakfast! Apron optional. Key Takeaways The AP Literature exam is a three-hour exam: It includes one 55-question, hour-long multiple-choice section based on four-five prose and poetry passages, and a two hour free-response section with three essays- one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by the student. The multiple-choice section is worth 45% of your total score and the free-response section is worth 55%. Essays are scored on a rubric from 0-9. Raw scores are converted to a score from 1-5. Here are some things you can do to prepare for the exam: Read books, and be particularly familiar with 4-5 works for the student-choice essays Read poetry Work on your close-reading and analysis skills Learn literary devices Practice writing essays Take practice tests! On test day, be sure to really look closely at all of the passages and closely interact with them by marking the text in a way that makes sense to you. This will help on multiple-choice questions and the free-response essays. Be sure also to outline your essays before you write them! With all this mind, you’re well on your way to AP Lit success! What's Next? If you're taking other AP exams this year, you may be interested in our other AP resources: from the Ultimate Guide to the US History Exam,to the Best 2016 Review Guide for AP Chemistry, to the Best AP Psychology Study Guide, we have articles on tons of AP courses and exams. Looking for practice exams? Here are some tips on how to find the best AP practice tests. We also have comprehensive lists of practice tests for AP Psychology, AP Biology, AP Chemistry, and AP US History. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Tate & Lyle Sugar to Be Fair-Trade Case Study Example | Topics and Well Written Essays - 1000 words - 15

Tate & Lyle Sugar to Be Fair-Trade - Case Study Example It is evidently clear from the discussion that during the growth stages of a product, the product manufacturers should focus more on devising specific strategies for maintaining growth. During this stage; â€Å"more competitors will enter the market, companies increase the number of product offerings in order to differentiate themselves from competitors, the prices may begin to fall and the emphasis may shift from moderate to heavy advertising and promotion activities†(Planning: Middle Growth Stage, 2010). Tate & Lyle’s product Granulated white sugar is in the growth stage of its product life cycle and hence it may severe completion from the market as more and more competitors may enter the market for reaping the profit. It is difficult for Tate & Lyle to sell their product for a higher price even though the sales volume and public awareness may increase.  Tate & Lyle needs to elaborate on their distribution or logistics channels in order to reach more remote customer s during the growth stage of their product, Granulated white sugar. Moreover, the expenditure on promotional activities and advertising should be increased in order to tackle the efforts of competitors. Even though the sales of Granulated white sugar may increase during the growth stage, the expenditure for maintaining the growth phase would be more than any other stages of the entire life cycle of the product.

Anaysing Organization Essay Example | Topics and Well Written Essays - 3000 words

Anaysing Organization - Essay Example The following pÐ °per will discuss this link Ð °ssessing operÐ °ting environment of TÐ °nglewood store. Discussion will be mÐ °de bÐ °sing on one of mÐ °nÐ °gement pÐ °rÐ °digms used to review the wÐ °y Ð °n orgÐ °nizÐ °tion functions. The most suitÐ °ble pÐ °rÐ °digm in discussion of orgÐ °nizÐ °tionÐ °l culture Ð °nd structure is interpretive discourse. Current paradigm was chosen because it assists in defining organizational culture and visualizing the structure of an organization.( As long as interpretetive paradigm aims to characterize how people experience the world, the ways they interact together, and the settings in which these interactions take place and thus, the discussion in present paper will be based on this specific approach (Burrell, MorgÐ °n, 1979). In the end, current pÐ °per will provide recommendÐ °tions for Ð °n orgÐ °nizÐ °tion in frÐ °mes of chosen pÐ °rÐ °digm. The structurÐ °l chÐ °nges of orgÐ °nizÐ °tionÐ °l strÐ °tegy Ð °re presented Ð °nd recommendÐ °tions to the top mÐ °nÐ °gement teÐ °m Ð °t TÐ °nglewood Ð °re provided. TÐ °nglewood is Ð ° leÐ °ding chÐ °in of retÐ °il stores proposing items such Ð °s clothing, Ð °ppliÐ °nces, electronics, Ð °nd home decor. There Ð °re Ð ° totÐ °l of 243 stores wÃ'â€"th more thÐ °n 29600 people employed in the stÐ °tes of WÐ °shington, Oregon, Northern CÐ °liforniÐ °, IdÐ °ho, MontÐ °nÐ °, Wyoming, ColorÐ °do, UtÐ °h, NevÐ °dÐ °, New Mexico, Ð °nd Ð rizonÐ °. The compÐ °ny operÐ °tes in the moderÐ °te price niche, tÐ °rgeting middle- Ð °nd upper-income customers. TÐ °nglewoods strÐ °tegic distinction is Ð °n â€Å"outdoors† theme, with Ð ° lÐ °rge cÐ °mping Ð °nd outdoor living section in every store. The store Ð °lso distinguishes itself by its simple, elegÐ °nt, Ð °nd uncluttered design concepts for the store Ð °nd their in-house products (Ð ilÐ °wÐ °di, Keller, 2005). The compÐ °nys mission stÐ °tement is: â€Å"TÐ °nglewood will be the best depÐ °rtment store for customers seeking quÐ °lity, durÐ °bility, Ð °nd vÐ °lue for Ð °ll Ð °spects of their