The House Of Bernarda Alba Essay Example For Students

The House Of Bernarda Alba Essay Explain the significance of the opening scene and as a director explain what impact you would like the scene to have on the audience and how you would achieve this.  The play The House of Bernarda Alba is written by Frederico Garcia Lorca. In the opening scene the playwright uses many different techniques to create a dramatic effect for the audience. I have been asked to explain the impact I would like to create as a director and how I would achieve this. As a director I would want to create an important image straight from the beginning of the play, which I feel Frederico Garcia Lorca achieved extremely well. He created a simple picture however a very memorable one. Almost like a clinic and too clean is the impression the audience first get as the curtains pull up with the very white room. This lets the audience know how obsessed Bernarda is with appearance and control. It also tells us how Bernarda feels the need to impress her neighbours constantly as she always wants to be the best and to control her daughters. The thick walls of the room the audience see gives the impression that the room is almost like a prison and caved in. Again, adding to the idea of Bernarda controlling and keeping her daughters inside away from any men. We will write a custom essay on The House Of Bernarda Alba specifically for you for only $16.38 $13.9/page Order now Another part of Bernarda, which I feel is important to emphasise to the audience, is her constant need to be above everyone else and how highly she thinks of herself. The audience may almost feel intimidated by the arched doorways as it shows how high class Bernarda is. At this point the audience would be under a great deal of tension and pressure due to the overall silence. This period of the play where no acting takes place gives the audience time to think about the image the playwright has created and almost feel the hot temperature of Spain. As a director, this is the exact effect I would want the audience to experience. The black on the jute curtains also adds to the overall negativity the audience already feel. So again, building and building the tension. The Maid enters. She is going mad with the sound of those tolling bells which gives the impression that this part of Spain is sacred and religious. The sound also adds to the tension as it is a loud, bold sound and the audience feel as if the must not make a single sound or movement. Poncia then enters eating bread and a sausage. I think she would enter with movement different than how she would walk if Bernarda was there. She entered freely and without a care because there was nobody to give her into trouble for slouching or scuffing her feet. Poncia and the Maid then speak about Magdelena fainting and speak about her like she is pathetic and going to be alone now because her father was the only one she had. Shes the one whos going to be the loneliest, the Maid says with a tone that suggests she doesnt care about Magdelena. The two cleaners then begin to steal food from the cupboards of Bernardas house. If Bernarda should see you tells us that they are forbidden to do this and are being sneaky as they know Bernarda will not be worrying about food, only the funeral. The tone used by the Maid suggests how shocked and disguisted she was at Poncia stealing. Frederico Garcia Lorca added humor to this part of the scene as they were stealing from a widow. The movement they would make would be quiet and sly however the tone the use in their voice suggests they dont feel bad about what they are doing, just scared to get caught. .ufb20b0cc81024e56ba20f4f04db371f1 , .ufb20b0cc81024e56ba20f4f04db371f1 .postImageUrl , .ufb20b0cc81024e56ba20f4f04db371f1 .centered-text-area { min-height: 80px; position: relative; } .ufb20b0cc81024e56ba20f4f04db371f1 , .ufb20b0cc81024e56ba20f4f04db371f1:hover , .ufb20b0cc81024e56ba20f4f04db371f1:visited , .ufb20b0cc81024e56ba20f4f04db371f1:active { border:0!important; } .ufb20b0cc81024e56ba20f4f04db371f1 .clearfix:after { content: ""; display: table; clear: both; } .ufb20b0cc81024e56ba20f4f04db371f1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufb20b0cc81024e56ba20f4f04db371f1:active , .ufb20b0cc81024e56ba20f4f04db371f1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufb20b0cc81024e56ba20f4f04db371f1 .centered-text-area { width: 100%; position: relative ; } .ufb20b0cc81024e56ba20f4f04db371f1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufb20b0cc81024e56ba20f4f04db371f1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufb20b0cc81024e56ba20f4f04db371f1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufb20b0cc81024e56ba20f4f04db371f1:hover .ctaButton { background-color: #34495E!important; } .ufb20b0cc81024e56ba20f4f04db371f1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufb20b0cc81024e56ba20f4f04db371f1 .ufb20b0cc81024e56ba20f4f04db371f1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufb20b0cc81024e56ba20f4f04db371f1:after { content: ""; display: block; clear: both; } READ: The following piece of literature EssayThe audience would feel a ease now, in contrast from the tension the felt at the beginning. We are then made aware of the feelings the Maid and Poncia have towards Bernarda. Shes coming! Scrub everything clean. If Bernarda doesnt see things shine, shell pull out the few hairs I have left! emphasises that Poncia thinks she is an evil woman and she is terrified of her. But Im a good dog tells us she knows her place and will do as she is told so she doesnt upset Bernarda. Fredrico Garcia Lorca has created quite a humorous scene as some of the things the cleaners say about Bernarda is funny. Spit at her for a whole year Poncia says to emp hasise her hatred towards the woman. Poncia would have a very spiteful tone here. When the mourners enter the room when they return from the funeral we meet Bernarda for the first time. Two hundred mourners enter, all woman. This suggests that all the ladies liked Bernardas husband. Bernarda enters, leaning on a cane and there is a silence which creates tension and intimidation. Bernardas posture suggested she was the boss as she stood tall and held her head high. Every single person is in black so there is a contrast between the white room. Black also carries the extremely negative connotations. The first thing she says is Silence! to the Maid. This reinforces the sense of authority and control as she spoke with loud volume and a patronising tone. Also as the maid was on the floor and Bernarda was standing, status was a clear image. She dominates the stage and then leads the prayers. Frederico Garcia Lorca created a contrast between the previous scene as is was slightly more laid back. The playwright caused the audience to be scared and worried about what Bernarda will so or say next. The next part of the scene which I consider to be important is when Bernarda asks Adela for a fan. Adela hands her Mother a coloured fan. This is the first mention of any colour so suggests Adelas character is bold and out there. Bernarda is appauled at this and says Give me a black one and learn to respect your Fathers memory!. At this moment the Playwright wanted the audience to feel tense and shocked about how horrible the character of Bernarda is. He achieved this extremely well.  To conclue, I feel that Frederico Garcia Lorca used techiniques to create tension in the audience. He achieved this well through good use of voice and movement. The audience were constantly thinking about what Bernarda will say and this is what he wanted to achieve.

Free Essays on The Odd Couple (female Version)

â€Å"The Odd Couple† (the Female Version) Marvin Neil Simon was born in the Bronx on July 4, 1927, and grew up near Manhattan. He attended New York University briefly (1944-45) and the University of Denver (1945-46) before joining the United States Army. Once in the Army, Simon began his writing career working for the Army camp newspaper. He later took a job in New York as a mailroom clerk for Warner Brother's East Coast office. Here he and his brother Danny began writing comedy revues and eventually found their way into radio and television where they worked with â€Å"stars† like Woody Allen, Mel Brooks and Larry Gelbart. They began writing for The Phil Silvers Show and Sid Caesar's Your Show of Shows. Simon received several Emmy Award nominations for his television writing and then decided to move on to the stage where he quickly established himself as America's most successful commercial playwright. He created a string of Broadway hits beginning with Come Blow Your Horn, Barefoot in the Park, The Odd Couple , Sweet Charity and The Star Spangled Girl. During the 1970-71 season, Broadway theatergoers had their choice of Plaza Suite, Last of the Red Hot Lovers, and Promises, Promises. Still, praise came slowly for Simon. Even having more smash hits than any other American playwright, critics continued to take pleasure in labeling him as a "writer of gags." In 1973, following the death of his wife, Simon reached a low point in his career with two failures The Good Doctor (1973) and God's Favorite (1976). A move to California, however, reinvigorated him and he produced a much more successful play later that year in California Suite. After marrying actress Marsha Mason, Simon went on to write Chapter Two (1977) which was considered by many to be his finest play at that point. His fourth musical, They're Playing Our Song, proved fairly successful in 1979, but his next three plays were all unsuccessful at the box office. Then, in ... Free Essays on The Odd Couple (female Version) Free Essays on The Odd Couple (female Version) â€Å"The Odd Couple† (the Female Version) Marvin Neil Simon was born in the Bronx on July 4, 1927, and grew up near Manhattan. He attended New York University briefly (1944-45) and the University of Denver (1945-46) before joining the United States Army. Once in the Army, Simon began his writing career working for the Army camp newspaper. He later took a job in New York as a mailroom clerk for Warner Brother's East Coast office. Here he and his brother Danny began writing comedy revues and eventually found their way into radio and television where they worked with â€Å"stars† like Woody Allen, Mel Brooks and Larry Gelbart. They began writing for The Phil Silvers Show and Sid Caesar's Your Show of Shows. Simon received several Emmy Award nominations for his television writing and then decided to move on to the stage where he quickly established himself as America's most successful commercial playwright. He created a string of Broadway hits beginning with Come Blow Your Horn, Barefoot in the Park, The Odd Couple , Sweet Charity and The Star Spangled Girl. During the 1970-71 season, Broadway theatergoers had their choice of Plaza Suite, Last of the Red Hot Lovers, and Promises, Promises. Still, praise came slowly for Simon. Even having more smash hits than any other American playwright, critics continued to take pleasure in labeling him as a "writer of gags." In 1973, following the death of his wife, Simon reached a low point in his career with two failures The Good Doctor (1973) and God's Favorite (1976). A move to California, however, reinvigorated him and he produced a much more successful play later that year in California Suite. After marrying actress Marsha Mason, Simon went on to write Chapter Two (1977) which was considered by many to be his finest play at that point. His fourth musical, They're Playing Our Song, proved fairly successful in 1979, but his next three plays were all unsuccessful at the box office. Then, in ...

5 Points to Take into Account While Looking for Writers to Help with Your Assignment

5 Points to Take into Account While Looking for Writers to Help with Your Assignment 5 Points to Take into Account While Looking for Writers to Help with Your Assignment When you are looking to hire a writer, you have to make sure that he/she is the best candidate for the task to handle. Unfortunately, many people do not know which qualities to pay attention to, when they are searching for writers. Luckily, this article will help you understand which factors you should consider before hiring the writer. There are five key points that determine if the person you are interviewing will provide you with the best writing. 1. Previous Feedback When you are looking for writers, pay attention to the previous customers’ feedback. Almost all professional writers have reviews that their clients have left. Look over them to make sure that the person you are going to hire is reliable and really good at writing. If the writer does not have any reviews, or is not willing to show you the clients’ feedback, this is the red flag that you have to omit such a person and find someone else to work with. 2. Writing Samples Good, readable writing is the most important skill of a truly professional writer. As such, you need to make sure that the person you are going to hire is well qualified for the job. The best way to do this is to ask him/her for the samples. You can look through these papers and determine whether the writers style fits your needs. 3. Communication Skills Can you easily contact the person you would like to hire? Good communication skills are very important. This ensures you that the writer is able to understand and meet your needs. Additionally, being able to contact the writer makes it easier to discuss any revisions or changes that might be required. 4. Ability to Meet Deadlines Your project needs to be completed within a finite amount of time before the due day. Otherwise, you will not have enough time to check the paper, and as a result will be punished for delaying or for submitting the poor piece. Because of this, you have to work with someone who will be able to meet the deadline. So, make sure that the writer knows exactly when the assignment has to be finished. 5. Does the Writer Works for an Agency? Are you looking for a freelance assignment writer, or someone who works for an agency? Some writers work for themselves, while others are employed by writing companies. While both options are great, writers, who work for the agencies, tend to be more reliable. They are part of the larger businesses, so they treat their crafts with professional seriousness. Good feedback, great writing samples, and being able to meet the deadline are the items to ensure you that you are on the right path. Consequently, such a writer will provide you with a worthy paper. So, when you want to find the most qualified writer possible, use these key points to make the right choice and to hire the best candidate for you piece.

Emergency Leave Assignment Example | Topics and Well Written Essays - 500 words

Emergency Leave - Assignment Example On the other hand, the HRD requires much formality through written documentations. Clarke will definitely feel bad because his request for leave was not granted. The HRD though, will feel that upper level manager is just following the policies of the hotel in denying the request of Clarke, through a memo addressed to him. Obviously, Clarke values family over work. More specifically, he is very much concerned with his grandmother’s health that he is willing to sacrifice his work just to take care of her. The HRD values the strict implementation of company policies. After reading this message, one wants Clarke to realize that it is important that he gives importance to his work. It is also essential that he realizes that written requests for leaves is part of the policy of the hotel. Clarke must recognize that the hotel does not tolerate frequent absences. The HRD must think that the denial of the request for emergency leave is justified. The information that must be included for the secondary audience is the problem of Clarke about his sick grandmother. The HRD should also be informed that Clarke is frequently absent because of this problem. The most appropriate medium for both audiences is a memo addressed to Clarke, copy furnished the HRD. This will effectively document and convey to Clarke the denial of his request for leave and it will communicate the current situation of Clarke to the HRD. I received your voice mail message last (state date of message) requesting for an emergency leave for the upcoming holiday weekend. I fully understand that your grandmother’s health is one of your priorities. Taking care of a loved one is a commendable virtue and I admire you for that. As you are fully aware of, there is a conference of electrical engineers this weekend at a nearby convention center and for the first time, our hotel will be host to its attendees. This is a welcome

Global Marketing Management Case Study Example | Topics and Well Written Essays - 2000 words

Global Marketing Management - Case Study Example Second, following the collapse of the Soviet Union, a premium and super-premium quality segment was virtually absent in the Russian vodka market; imported brands like Finland and Absolute were simply unaffordable (Grigorian). Consequentially, Russian Standard was positioned to occupy a market segment, which was mostly free of competitors but offered unlimited brand expansion opportunities. Eventually, Russian Standard vodka did not merely rely on its superior quality but sought to sustain a prestigious name and brand image: in this way, Russian Vodka brand would become appealing to both groups of customers – those who respected its quality and those, who were fascinated with its prestige (Grigorian). Unfortunately, brand positioning of Russian Standard vodka in Russia was not without controversy. The numerous attributes of the Russian Standard brand failed to create a complete and comprehensible picture of its most advantageous features. Simply stated, the brand message sent t o customers fell short of comprehensibility – customers could not understand what exactly Russian Standard vodka was and would become if they chose to drink it. Furthermore, with the emphasis on the historical traditions and orientation toward the future, the advertising and brand positioning campaign for Russian Standard failed to develop a sense of pride in Russian consumers (Grigorian). Many of them reported difficulties with understanding the Russian Standard brand and its underlying message. Many others felt that, instead of priding the legacy of vodka traditions in Russia, the Russian Standard campaign sacrificed historical traditions for the sake of progress (Grigorian). Finally, Russian Standard brand positioning campaigns failed to communicate a message of prestige; for this reason, most advertising campaigns were prematurely terminated. Nonetheless, Russian Standard vodka remains one of the most competitive brands in the Russian market. Russian Standard demonstrates a number of competitive advantages. First, the quality of its vodka is difficult to overestimate: the product is manufactured in accordance with the premium vodka recipe created by Mendeleev and approved by the Czar’s government in 1894 (Grigorian). Birch charcoal filters are used to distill vodka, whereas only â€Å"deluxe grain spirits from Central Russia† are being used in manufacturing (Grigorian). It goes without saying that quality is the main criterion of any brand’s success. The use of pure undistilled water from northern parts of Russia adds value to Russian Standard vodka products; it is because of its premium quality that Russian Standard managed to achieve Russian market excellence without extensive advertising (Grigorian). Second, after the collapse of the Soviet Union, the Russians have become particularly sensitive to their traditions and heritage. Years of communist pressures denied the Russians their right for self-actualization, self-expressio n, and historical memory. Russian Standard was one of the first to remind the Russian people of historical values and traditions, immediately creating a strong bond between consumers and the history of

Stat Project Essay Example for Free

Stat Project Essay In order to figure out how variables relates to each other and the connections among the variables, or one can predict the other. I will choose three quantitative variables or two quantitative variables and one categorical variable on each pairs. I will also use graphs of scatter plots; regression and correlation to understand that how one variable affect other two variables. There are six groups below: Group one: High School Percentile (HSP), Cumulative GPA (GPA), and ACT Composition Score (COMP) a) HSP vs GPA b) HSP vs COMP c) COMP vs GPA From graph a, we can find out that there is moderate positive liner relationship between HSP and GPA; the correlation is 0. 552; the equation of regression is GPA=0. 0163928*HSP+1. 84804; the slope is 0. 0163928 which is positive; when the predictor variable HSP increase, the response variable GPA also moderately increase; for instance, when HSP increase by 1, GPA will increase 0. 0163928. From graph b, there is also weak positive liner relationship between HSP and COMP scores; the correlation is 0. 357; the equation of regression is COMP=0. 069129*HSP+18. 3131; the slope is 0. 069129 which is positive; when the predictor variable HSP increase, the response variable COMP scores also weakly increase; for example, when HSP increase by 1, the COMP scores will increase 0. 069129. From graph c, there is another weak positive liner relationship between COMP scores and GPA; the correlation is 0. 342; the equation of regression is GPA=0. 0524047*COMP+1. 243; the slope is 0. 0524047 which is positive; when the predictor variable COMP increase, the response variable GPA also weakly increase; for example, COMP scores increase by 1, the GPA will increase 0. 0524047. Based on the graphs and data which I got, I think there are only a little relation among HSP, COMP scores and GPA. I can find out a student with high HSP, has high GPA and high COMP scores; the student with high COMP scores has high GPA. Group Two: ACT math score (MATH), ACT English score (ENGLISH) and Cumulative GPA (GPA) a) MATH vs GPA ) ENGLISH vs GPA c) ENGLISH vs MATH From graph a, we can see that there is weak positive liner relationship between MATH scores and GPA; the correlation is 0. 307; the equation of regression is GPA=0. 0395427*MATH+2. 12892; the slope is 0. 0395427 which is positive; when the predictor variable MATH scores increase, the response variable GPA also weakly increase; for instance, when MATH increase by 1, GPA will increase 0. 0395427. From graph b, there is also weak positive liner relationship between ENGLISH scores and GPA; the correlation is 0. 45; the equation of regression is GPA=0. 0411408*ENGLISH+2. 11295; the slope is 0. 0411408 which is positive; when the predictor variable ENGLISH scores increase, the response variable GPA also weakly increase; for example, when ENGLISH scores increase by 1, the GPA will increase 0. 0411408. From graph c, there is moderate positive liner relationship between ENGLISH scores and MATH scores; the correlation is 0. 475; the equation of regression is MATH=0. 440334*ENGLISH+13. 2567; the slope is 0. 40334 which is positive; when the predictor variable ENGLISH scores increase, the response variable MATH scores also weakly increase; for instance, when ENGLISH scores increase by 1, the MATH scores will increase 0. 440334. According to the graphs and data, I can find out a student who has high English score and Math score also has high GPA and the student with high English score has high Math score. Group Three: Cumulative GPA (GPA), age (AGE) and Total Credits Earned (CREDITS) a) AGE vs GPA b) CREDITS vs GPA c) AGE vs CREDITS From graph a, we can see that there is a weak negative liner relationship between AGE and GPA; the correlation is -0. 103; the equation of regression is GPA=-0. 0240245*AGE+3. 55195; the slope is -0. 0240245 which is negative; when the predictor variable AGE increase, the response variable GPA will weakly decrease; for instance, when AGE increase by 1, GPA will decrease 0. 0240245. From graph b, there is weak positive liner relationship between CREDITS and GPA; the correlation is 0. 106; the equation of regression is GPA=0. 00141886*CREDITS+2. 94831; the slope is 0. 0141886 which is positive; when the predictor variable CREDITS increase, the response variable GPA also weakly increase; for example, when CREDITS increase by 1, the GPA will increase 0. 00141886. From graph c, there is a strong positive liner association between AGE and CREDITS; the correlation is 0. 668; the equation of regression is CREDITS=11. 7475*AGE-174. 356; the slope is 11. 7475 which is positive; when the predic tor variable AGE increase, the response variable CREDITS also strongly increase; for instance, when AGE increase by 1, the CREDITS will increase 11. 7475. There are some outliers may affect the correlation. Based on the graphs and data above, we can find out a student who is older with a litter lower GPA, but has very higher credits; the student with higher credits also has high GPA. Group Four: ACT English Score (ENGLISH), ACT Composition Score (COMP) and Age (AGE) a) AGE vs ENGLISH b) AGE vs COMP c) ENGLISH vs COMP From graph a, we can see that there is a weak negative liner relationship between AGE and English scores; the correlation is -0. 042; the equation of regression is ENGLISH=-0. 0814809*AGE+24. 469; the slope is -0. 814809 which is negative; when the predictor variable AGE increase, the response variable English scores will weakly decrease; for instance, when AGE increase by 1, GPA will decrease 0. 0814809. From graph b, there is weak negative liner relationship between ENGLISH scores and COMP scores; the correlation is-0. 038; the equation of regression is COMP=-0. 0584814*AGE+24. 6029; the slope is -0. 0584814 which is neg ative; when the predictor variable CREDITS increase, the response variable GPA also weakly increase; for example, when AGE increase by 1, the COMP scores will decrease 0. 0584814. From graph c, there is a strong positive liner association between ENGLISH scores and COMP scores; the correlation is 0. 843; the equation of regression is COMP=0. 65656*ENGLISH+8. 43327; the slope is 0. 65656 which is positive; when the predictor variable ENGLISH scores increase, the response variable COMP scores also strongly increase; for instance, when ENGLISH scores increase by 1, the COMP scores will increase 0. 65656. According to the graphs and data above, we can find out a student who is older with a litter lower English and Comp scores; the student with higher English score has very high Comp score. Group Five: Quantitative variables High School Percentile (HSP), Age (AGE) and a categorical variable Sex (SEX) a) HSP vs GPA (both sex) b) HSP vs GPA (males) c) HSP vs GPA (females) From graph a, we can see that there is a moderate positive liner relationship between HSP and GPA; the correlation is 0. 552; the equation of regression is GPA=0. 0163928*HSP+1. 8408; the slope is 0. 0163928 which is positive; when the predictor variable HSP increase, the response variable GPA will moderate increase.

Book Report The Corona Project by Curtis Peebles :: essays research papers

THE CORONA PROJECT: AMERICA’S FIRST SPY SATELLITES Curtis Peebles is empowering readers with the newly declassified information on how the first American satellites were set into use for intelligence gathering. Through his book, â€Å"The Corona Project: America’s First Spy Satellites†, the author gives detailed information on the birth of the satellite program by watching the Corona project from its beginnings in the late 1940s to the declassification of the project and its exhibitions at the Smithsonian’s National Air and Space Museum.   Ã‚  Ã‚  Ã‚  Ã‚  The book begins with a look into World War II and how the event of Pearl Harbor pressed the need for aerial reconnaissance. The first chapter gives the different technological challenges that had to be faced in order to achieve aerospace superiority. This chapter takes a close look into the development of the WS-117L reconnaissance satellite and how the two projects are related.   Ã‚  Ã‚  Ã‚  Ã‚  The main thrust that the project received was from the launch of Sputnik I. With the Soviets now seemingly ahead, the author explains how the project was taken away from the Air Force who was failing with the WS-117L and passed the mission onto the CIA for the development of the Corona satellites. Peebles explains that the difference between the two programs is that the WS-117L promised almost real-time through radio-transmitted imagery while the Corona missions would drop the film from the nose cone for development.   Ã‚  Ã‚  Ã‚  Ã‚  The engineering team faced numerous challenges in the task of getting the satellites into orbit as explained in chapter three. The chapter covers blundering trial after trial and the success finally achieved by Discoverer 13 after delivering its payload (an empty capsule) undamaged to the earth’s surface.   Ã‚  Ã‚  Ã‚  Ã‚  Peebles goes into depth about the first sets of films that were recovered and developed in chapters four through six and then goes into depth about how this new satellite program revolutionized the capabilities that the Americans now had in aerial reconnaissance. Peebles covers the continuing evolution of the KH or â€Å"Key Hole† cameras used aboard the Corona satellites. The author talks extensively about the Kennedy administration and the Corona project, which lead to the increase of security as the project grew.   Ã‚  Ã‚  Ã‚  Ã‚  The bread and butter of the information provided in the text can be found in chapters seven through nine. In these chapters the author provides detailed information about how the satellite preformed operations. Furthermore, Peebles begins sharing new information about recently declassified photography of Soviet (and a few other countries) installations.

Middle East Women

Jay Sammelmann Dr. Holzhauer UI350-01 4/24/13 Women of the Middle East The women of the Middle East are very interesting to look in to. They are not just another person or treated by the same standards like they are treated here in the United States. There is a lot of controversy and fighting for women’s rights throughout the Middle East. They have an extreme lack of power there and they are fighting to change that. It is not right that women are such inferior people over there because they are no different than any other female in this world.Sexism plays a big role in the Middle East and the women are getting sick of putting up with this treatment. This is a big part of what I will be looking into in the research paper: â€Å"What kind of role do women play in a typical Middle Eastern society? † I will also analyze a typical Middle Eastern woman’s daily life and I will also look into their dress. There dress is unlike any other place in the world. When I see a v eil, I automatically think about a Middle Eastern woman, as the veil is kind of like the symbol of Middle Eastern women’s dress.The first issue I will address when examining women in the Middle East is their rights. I have always been under the impression that women couldn’t do certain things that are freedoms in the United States, like dressing however you may wish, because of their religion. Most women’s religion over there is Islam. Actually through research I have discovered that religion is not what holds back Middle Eastern women. The Quran actually has given Middle Eastern women many important rights that even women here in the United States and the West in general didn’t have until fairly recently when you look back through history.For example, Muslim women have always been able to retain their own assets, while the property of women in England was given to their husbands once they married all the way up until 1882 (Global Connections). Also, â₠¬Å"Muslim women in many countries kept their own last name,† which shows that the men do not just gain â€Å"property rights† over the woman when they marry (Global Connections). The Quran has a lot of proof that religion isn’t the reason that women are fighting for rights in their region. The Quran has listed many freedoms and rights that Muslim women deserve.For example, the Quran instructs Muslims to educate daughters as well as sons and it insists that women have the right to refuse a prospective husband (Global Connections). These are just a few on a long list of rights from the Quran that are overlooked when outsiders view the Middle East. Maybe the most important thing the Quran states is, that men and women are equal in the eyes of God (Global Connections). This proves that religion isn’t the reason women are mistreated, because the rights are listed in fine print inside of their holy book.The traditional culture of the Middle East is the bigger pr oblem with regard to women’s rights in this region, not religion. While women in the Middle East don’t have the fairest rights, they also have had more leadership positions than you may think as well. In particular there have been a fair amount of female political leaders in Muslim societies. Maybe the most important women were those who were the sisters of the Prophet Muhammad. They were extremely important to the early Muslim community because they knew his practice and teachings so well (Global Connections).Muhammad was the most influential person to ever come out of the Middle East, so it was crucial that his practice and teachings be passed on to further generations. Muhammad’s sisters weren’t the only powerful political figures over time in this region. Also, Aisha who is known as the favorite wife of Muhammad was also very influential. Something interesting about her was that she even participated in the Battle of Camel in 656 (Global Connections). Aisha wanted justice on the perpetrators of the assignation of the previous caliph, Uthman (Wise Muslim Women).A women leading in battle was never really seen before and isn’t seen very often today either. This demonstrates the importance of Aisha in Middle Eastern history. Another influential woman in the history of the Middle East was Shajarat al-Durr. She firmly established the Mamluk dynasty that would ultimately repulse the  Mongols, expel the  European  Crusaders  from the  Holy Land, and remain the most powerful political force in the  Middle East  until the coming of the  Ottomans (Wise Muslim Women).Some other female political figures over time in the Middle East are the Sultanate of Women in the Ottoman Empire during the seventeenth century was a period when several women had enormous power over affairs of the state (Global Connections). Today there is a small, but growing number of women in the parliaments of Turkey, Egypt, Jordan, and Lebanon (Glo bal Connections). In Morocco women have secured 60 out of 395 seats, which may not sound like much, but that is fifteen percent of Parliament (Basch-Harod).The women’s movement campaign’s goal was to secure thirty percent of Parliament, but fifteen percent is a respectable start (Basch-Harod). It is encouraging to see that women are making a difference today as well. Although their contributions may not be the greatest, it’s great to see they are at least getting their foot in the door. These are just a few political leaders throughout time. This shows that women have the ability to gain power in the Middle East if they are put in the right situation.Not only were there some influential political leaders that were women, but there are also some powerful religious leaders as well. One female religious leader that has made a big impact is Rabia. â€Å"She was a freed slave who became a prominent scholar in the eight century city of Bara in Iraq† (Global Con nections). Rabia was the person who first articulated the tenants of Sufism, which is a critical branch of Islam that emphasizes mysticism and a person’s personal relationship with God (Global Connections).She proved to be very influential as she never ended up marrying anyone citing that she didn’t want any distractions from her love for god. Rabia was looked up to by many people in the Islam community. A couple other important role models in the Islam community include Fatima, who was the prophet of Muhammad’s daughter and Zaynab who was the prophet’s granddaughter (Global Connections). This shows overall that women have been able to attain some power and have influence throughout time. I feel like the view of Americans is that women hardly even exist in the Middle East region.While they may not have the same rights and aren’t treated as well as they are here in the United States today, they have proven to have more influence throughout history t han many women. Many women in the United States didn’t have any influence until the 1800s. Women have made significant strides and impacts in the Middle East for many centuries now, which is something to consider before you label Middle Eastern women as virtually nonexistent. One of the first things one notices about a Middle Eastern woman is their choice of clothing.The veil is kind of a symbol of Middle Eastern women. When I see a woman in a veil around campus and all covered up from head to toe, I automatically think it is a Middle Eastern woman. The hijab is the most common type of veil worn by Middle Eastern women. This has either one or two scarves covers the head and neck of the woman (Civic Dilemmas). This is an example of Middle Eastern woman’s modest dress. A few more styles of dress are the niqab, the chador, and the burqa. The niqab covers the entire body, including the head and face, while just leaving an opening for the eyes to see.These niqabs are very p opular amongst the Muslim world in general (Civic Dilemmas). The chador is a full body length shawl that is held together at the neck by a pin and it leaves the face completely visible. This type of dress is most common in the Middle East, specifically in Iran, as compared to the rest of the world (Civic Dilemmas). The last style of dress I will explain is the burqa, which is a full body veil. The woman’s entire face and body is covered and she has to see through a mesh screen over the eyes (Civic Dilemmas).One will see this type of dress most commonly in Pakistan and Afghanistan. Actually for five years in the late 1990s and early 2000s the Taliban regime the use of a burqa was mandated by law (Civic Dilemmas). I don’t think that countries should force anybody to dress a certain way, but I am spoiled by the freedom that I have here in the United States. This just goes to show you how lucky we have it as Americans, that some people like in the Middle East are forced to wear certain clothes.

Interventions: Special Education Essay

Monitoring development through observations, making assessments and targeting interventions can help lessen the likelihood of delays for children who are already at risk and can also prevent children who are not at risk from becoming at risk. Early intervention services include a variety of different resources and programmes that provide support to enhance a child’s development. These services are specifically tailored to meet a child’s individual needs. Services include: ? Assistive technology (devices a child might need) ? Audiology or hearing services ? Counselling and training for a family  ? Educational programmes ? Medical services ? Nursing services ? Nutrition services ? Occupational therapy ? Physical therapy ? Psychological services ? Respite services ? Speech/language Identify and meet any additional educational needs The Education Acts and the SEN Code of Practice provide frameworks for settings to identify and meet any additional educational needs. The Education Act 1996 states that a child or young person has special educational needs if â€Å"he or she has a learning difficulty which calls for special educational provision to be made for him or her†. Children with special educational needs all have learning difficulties and/or disabilities that make it harder for them to learn than most other children of the same age. These children may need extra or different help from that given to other children of the same age. The extra or different help could be a different way of teaching certain things, some help from an extra adult, or the use of a particular piece of equipment like a computer or a desk with a sloping top. Children may require extra or different help because they suffer from one or more difficulties such as: ? Physical or sensory difficulties ? Emotional and behavioural problems ? Problems with thinking and understanding ? Difficulties with speech and language ? How they relate to and behave with other people These problems could mean that a child has difficulties with all of their school work or problems could arise in particular areas of their work such as: ? Understanding information ? Reading, writing and number work ? Expressing themselves or understanding what others are saying ? Behaving properly in school ? Organising themselves? Forming relationships with other children or with adults The law says that children do not have learning difficulties just because their first language is not English, but of course some of these children may have learning difficulties in addition. To help make an early identification of those children who may have special educational needs, schools must regularly measure children’s performance and progress. These assessments can be made by referring to: ? Ongoing observation and assessment monitored by the teacher ? Standardised screening or assessment tools ? The outcomes from baseline assessment results ? The objectives specified in the National Literacy and Numeracy Strategy Frameworks ? The level descriptions within the National Curriculum at the end of a key stage The aim of any intervention is to provide as much help as is required, but not to intervene more than is necessary. The three levels of support that are set out in the Code of Practice are: 1. School Action (or Early Years Action for younger children) 2. School Action Plus (or Early Years Action Plus for younger children) 3. Provision outlined in a statement of SEN School action Once practitioners have identified that a child has special educational needs, the setting should intervene through School Action (or Early Years Action for younger children). At this level of support the class teacher, the school’s special educational needs coordinating officer (SENCO), a Home Learning College. Learning Support Assistant (LSA) or another member of the school’s staff gives the child extra help. The child has an Individual Education Plan (IEP) which gives details of the targets the pupils must work towards and the action/support that is required to help them to achieve those targets. IEPs will usually be linked to the main areas of literacy, mathematics, behaviour and social skills. The parents must be consulted and involved so that they too can help their child at home, in line with what the school is doing. The aim of School Action is to make it possible for the child to progress to the point where they no longer need extra help. School action plus If the intervention made as a result of School Action is not helping the child to meet his/her targets, the SENCO may need to seek advice and support from external sources, such as teaching support services and other agencies. An Educational Psychologist might be consulted to plan what forms of intervention might best help the pupil achieve the targets set out in his/her Individual Education Plan (IEP). This kind of intervention is referred to as School Action Plus (or Early Years Action Plus for younger children). The aim of School Action Plus support is to enable a child to progress so that they move from School Action Plus to School Action, or no longer need any extra help at all. Individual Education Children who are recognised as having SEN are entitled to an Individual Education Plan (IEP) as part of the School Action or School Action Plus process. An IEP should record what is different from, or additional to, those arrangements that are in place for the rest of the group or class. An IEP is written by the class teacher to help the parents and the school identify the child’s needs and to target areas of particular difficulty. Typically they focus on three or four targets that match the child’s needs. This document records the strategies that are to be employed to enable the child to progress. It should also show the steps that are to be taken to support the child’s learning and set a date for reviewing their progress. It will normally include information about: ? Learning targets for the child to reach in a given time ? Who will support the child and how that support will be organised ? What materials and methods should be used It may not always be possible to set measurable targets for every area of the curriculum, nevertheless, where targets are used, they can help individual pupils to focus energy and resources on raising standards in critical areas of the child’s school life. A statutory assessment In a great many cases, the individual needs of a child with SEN can be met via access to specialist approaches and equipment or to alternative or adapted activities that are available through School Action or School Action Plus. But there are a few exceptional circumstances, where children require more support than these two processes can provide. If the child does not make the expected advancement despite these measures, the school can ask the local education authority (LEA) to carry out a Statutory Assessment of special educational needs. The Statutory Assessment is a formal process where the LEA seeks advice from a number of different sources, for example: ? Educational advice ? Parental advice ? Medical advice ? Psychological advice ? Social services advice ? Any other advice which is considered desirable  At the end of the process the LEA will decide whether or not to issue the child with a statement of special educational needs. This statement describes all the child’s needs and special help requirements. There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to strengthen their gross motor skills. The physiotherapist will co-ordinate with the SENCO as to the needs of the child and advise the school on what sort of support is needed in school to encourage development. Whist at school if a teacher becomes concerned about the development pattern of a child, they would inform the SENCO who is responsible for the identification of special needs. The SENCO would in turn speak to the child’s parents about their child’s development, and depending on the area of development concerned, suggest an assessment by an outside professional. The professional would in turn give the SENCO advice as to how the child should be supported in school in order to encourage development, this may involve the school providing support or it may involve the professional giving direct support. It is important that any needs are identified so that the correct support/intervention is given in order to prevent the development delay getting worse and spreading to other areas of the child’s development. Some of the interventions used are explained below. What is early intervention? Early intervention is a system of services that helps babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: ? physical (reaching, rolling, crawling, and walking); ?cognitive (thinking, learning, solving problems); ?communication (talking, listening, understanding); ?social/emotional (playing, feeling secure and happy); and ? self-help (eating, dressing). Examples of early intervention services | If an infant or toddler has a disability or a developmental delay in one or more of these developmental areas, that child will likely be eligible for early intervention services. Those services will be tailored to meet the child’s individual needs and may include: ? Assistive technology (devices a child might need) ?Audiology or hearing services ?Speech and language services ?Counseling and training for a family ?Medical services ?Nursing services ?Nutrition services ?Occupational therapy ?Physical therapy? Psychological services Services may also be provided to address the needs and priorities of the child’s family. Family-directed services are meant to help family members understand the special needs of their child and how to enhance his or her development. Who’s eligible for early intervention? Early intervention is intended for infants and toddlers who have a developmental delay or disability. Eligibility is determined by evaluating the child (with parents’ consent) to see if the little one does, in fact, have a delay in development or a disability. Eligible children can receive  early intervention services from birth through the third birthday (and sometimes beyond). For some children, from birth | Sometimes it is known from the moment a child is born that early intervention services will be essential in helping the child grow and develop. Often this is so for children who are diagnosed at birth with a specific condition or who experience significant prematurity, very low birth weight, illness, or surgery soon after being born. Even before heading home from the hospital, this child’s parents may be given a referral to their local early intervention office. For others, because of delays in development | Some children have a relatively routine entry into the world, but may develop more slowly than others, experience set backs, or develop in ways that seem very different from other children. For these children, a visit with a developmental pediatrician and a thorough evaluation may lead to an early intervention referral. Parents don’t have to wait for a referral to early intervention, however. If you’re concerned about your child’s development, you may contact your local program directly and ask to have your child evaluated. That evaluation is provided free of charge. If you’re not sure how to locate the early intervention program in your community—keep reading. We give that information a bit further down the page. However a child comes to be referred, evaluated, and determined eligible, early intervention services provide vital support so that children with developmental needs can thrive and grow. The Early Intervention Grant (EIG) replaced a number of centrally directed grants to support services for children, young people and families.

Emily Dickinson,Private Poet essays

Emily Dickinson,Private Poet essays Oftentimes, Emily Dickinsons poetry can be convoluted and multifaceted, leading many readers to dilute the true essence of her poems and misinterpret the meanings. Since Dickinson was such a diverse poet, this is a mistake that amateur readers tend to do. Perhaps this is why there are so many critical and linguistic studies done on Dickinson, and why there are many theories about her writing style. Though many critics examine the thematic and semantic undertones of Emily Dickinsons poetry, few dive deep into the message of this phenomenal poets meaning like Brita Lindberg-Seyersted. Within her chapter The Private Poet, she analyzes the poetic diction and usage of the linguistic system in Dickinsons work, and creates a profoundly thorough analysis of the unusual dialect. To briefly summarize, the article discusses many interesting concepts about Emily Dickinsons poetry, such as the use of a private diction created specifically by the poet. In order to claim Dickinson has developed a unique and original diction, the author incorporates many methods, such as studying the new words and expressions used by the poet, and evaluating those terms according to their roots. The Private Poet creates a forum that scrutinizes specific words and their English roots to gain a more in-depth insight to the proper significance of what Dickinson truly meant. Before one can analyze the use of private diction, however, one must establish a working meaning of privateness. The author creates the definition of the invention of new words and expressions, and of new forms and/or functions of already established words (p 109). With this done, it is easier to highlight and recognize words coined by Dickinson. The main purpose of Seyersteds chapter, after all, is to determine what linguistic principles and forums Dickinson is most inventive in. Seyer...

Translating So to Spanish

Translating So to Spanish So is one of those English words that has so many meanings that it can be translated to Spanish in dozens of ways. As such, it can be a confusing word for Spanish students - as a strategy when translating so, youre often better off thinking of a synonym for the way it is used and translating that instead. This lesson looks at a few of the ways so is used and suggests possible translations. In all cases, the translations used are not the only ones possible. Translating So as an Adverb Meaning Very Most of the time when so is used as an adverb meaning very it can be translated as tan. However, muy is sometimes acceptable as well. I was so happy that I jumped in the air. Yo era tan feliz que saltà © en aire.My love for you is so strong. Es tan fuerte mi amor por ti. (Alternative: Es muy fuerte my amor por ti.)He did it so poorly. Lo hizo tan mal. (Alternative: Lo hizo muy mal.)The city is so small that once you leave downtown theres nothing else. La ciudad es tan pequeà ±a que una vez que te sales del centro, ya no hay nada.Why is it so difficult for us to be happy?  ¿Por quà © es tan difà ­cil que seamos felices?The meat was so tasty that it needed only salt. La carne era tan rica que solo necesitaba sal.   Translating So in Approximations As the context requires, various ways of expressing approximations can be used when so is used for that purpose. I need to lose 20 pounds in two months or so. Necesito perder 20 libras en dos meses ms o menos.Im going to buy myself an aquarium holding 100 liters or so. Me voy a comprar un acuario de 100 litros aproximadamente.They stole about 20,000 pesos from her. Le robaron alrededor de 20 mil pesos. Translating So When It Indicates Causation A common use of so is to indicate why something is done. Various phrases of causation or purpose can be used. Often, such sentences cant be translated word for word - whats important is to get the proper connection between the different elements of the sentence. I will give you one so you dont forget me. Te darà © uno para que no me olvides.I was afraid, so I left. Me fui por miedo.I am innocent, so I am not going to go into hiding.  No me esconderà © porque soy inocente.Evil exists so we can appreciate what is good. El mal existe para que podamos apreciar lo que es bueno.There was violence, so many children were evacuated from the city. Muchos nià ±os fueron evacuados ciudad por causa de la violencia.  You can edit your digital photo so it seems like a painting. Podrs editar tu foto digital de modo que parezca una pintura. Translating So as a Transition or Filler Often, so can be left out of sentences without much of a change in meaning. In such cases, you can simply leave it out of the translation, or you can use a filler word such as pues or bueno if leaving out a word such as that would seem too abrupt. So, where are we going? Pues  ¿adà ³nde vamos?So now comes the best time of the year. Pues ahora llega la mejor à ©poca del aà ±o.So lets begin. Bueno, vamos a empezar.So what do you know?  ¿Quà © sabes? Translating So Meaning Also Usually, tambià ©n will work fine when translating so carrying meanings such as also or in addition: Youre from Texas? So am I!  ¿Eres de Tejas?  ¡Tambià ©n yo!I slept and so did they. Yo dormà ­ y tambià ©n ellos. Translating So in Set Phrases When so is used in various phrases or idioms, you can often translate the phrases as a whole for meaning, as in the following examples: The book has recipes for shakes of fruits such as apples, oranges, strawberries, kiwis and so on. El libro tiene recetas de batidos de frutas como las manzanas, naranjas, fresas, kiwis, etcà ©tera.Hes not a citizen. So what? No es ciudadano.  ¿Y quà ©?Every so often I imagine a good future. De cuando en cuando imagino un buen futuro.These are treated just so. Estos son tratados con sumo cuidado.I am going to buy raspberries, applies, blackberries, peras, strawberries, and so on. Voy a comprar frambuesas, manzanas, moras, peras, fresas, etcà ©tera.

Commercial speech Research Paper Example | Topics and Well Written Essays - 1250 words

Commercial speech - Research Paper Example In some instances, the promotion of such an idea takes the form of advertising. As Cutler & Muehling (1991) point out, regardless of the channel of communication taken by the agent in promoting the products of the organization, the fact that such mode of communication seeks at making a sale in it is a commercial speech. It is only until recently that this form of communication qualified as a form of speech in the American laws. After the implementation of the laws, various clauses sought to reduce the regulations of commercial speech as provided for in the first amendment. Commercial speech in the past forty years has occupied an awkward position in the theory of first amendment. It was not until recently when the government gave a free hand in advertising regulation. Despite the tremendous efforts in achieving a freely regulated free speech in 1976, commercial speech is still in fact short of qualifying as a form of free speech (Fort & Salbu, 2007). Because of the government’s unwillingness to let go of the stringent regulatory rules of advertising, commercial speech does not qualify into the rules free speech in the country. The reluctance of the Supreme Court to grant full measure of protection of commercial speech as it did to other forms of speech, insisting on the â€Å"common sense distinction† of the law from others disqualifies this as a form of free speech. The decision by the Supreme Court in 1942 to deny first amendment protection to the distribution of a commercial advertising handbill has become one of the major anomalies i n the first amendment bill (Cutler & Muehling, 1991). As such, this exception denies the precise definition of what constitutes the protection of commercial speech. The courts in the recent years have changed the treatment of the commercial speech as a non-protected form of speech in law in the first amendment to full protection (Petty, 1993). Such transformational changes in the law have seen an increase