Diversifying Teaching Styles to Meet the Needs of All...

Diversifying Teaching Styles to Meet the Needs of All Learners When researching about education, one often finds a great deal of literature and information about learning styles. Educators spend countless hours studying their students in order to find out how they learn best. All students have needs when it comes to how they learn and educators must be able to meet those needs in order to promote successful learning in their classrooms. This (paper/article) will focus on teaching strategies and how to vary them so that each learning style preference is addressed, therefore increasing the level of achievement of each student and making learning a successful outcome in the classroom. Strategies, or methods of instruction,†¦show more content†¦These suggestions will increase the amount of learning for students in your classroom. There have been several publications written on the topic of teaching styles and sifting through all the information can be tedious. The first, and most obvious, place to start would be to discuss a little about how learning occurs. The brain is a complex organ that scientists are still studying. Much has been learned about the brain, but much more needs to be researched. One thing that has been studied a great deal is memory and how it works. All human beings use their memory to learn. Information that has been learned was processed in the short-term memory and stored in the long-term memory. We retrieve the information through recall, recognition, and encoding specificity. Recall is a simple retrieval of information. Recognition involves a set of pre-generated stimuli presented to learners for a decision or judgment (Driscoll, 2000). For example, when one hears the words Oh say can you see... one automatically recognizes it as the opening line to the national anthem. 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One author states that diversity equalsRead MoreEducation response Essay example43180 Words   |  173 PagesIndependent Reviewer on Social Mobility and Child Poverty October 2012 University Challenge: How Higher Education Can Advance Social Mobility Contents Foreword and summary 1 Chapter 1 Introduction 11 Chapter 2 Access all areas 19 Chapter 3 Making the grade 27 Chapter 4 Getting ready – reaching out to potential applicants 33 Chapter 5 Getting in – university admissions 45 Chapter 6 Staying in – student retention 59 Read MoreStrategy Safari by Mintzberg71628 Words   |  287 Pagesfrmiu/i  «...* „.;i†¢Ã¢â‚¬ ¢/ . †¢ . . †¢. »Ã¢â‚¬ ¢.. . .. †¢..†¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢.-.†¢Ã¢â‚¬ ¢a/itiktSii^i THE FREE PRESS A Division of Simon Schuster Inc. 1230 Avenue of the Americas New York, NY 10020 Copyright  © 1998 by Henry Mintzberg, Ltd., Bruce Ahlstrand, and Joseph Lampel All rights reserved, including the right of reproduction in whole or in part in any form. THE FREE PRESS and colophon are trademarks of Simon Schuster Inc. Designed by Carla Bolte Manufactured in the United States of America 10 9 8 7 6 5 4 PermissionsRead MoreCase Studies67624 Words   |  271 PagesIntroduction Preparing an effective case analysis In most strategic management courses, cases are used extensively as a teaching tool.1 A key reason is that cases provide active learners with opportunities to use the strategic management process to identify and solve organisational problems. Thus, by analysing situations that are described in cases and presenting the results, active learners (that is, students) become skilled at effectively using the tools, techniques and concepts that combine to form theRead MoreHuman Resources Management150900 Words   |  604 Pagestest of the change is in the results. GE Fanuc’s revenue is up women employees, who composed about three-fourths of the bank’s workers. 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Self Destruction In Dr Faustus And Macbeth English Literature Essay Free Essays

string(212) " Christianity classified the Devil as the great adversary of God, alongside hosts of devils and enchantresss who worked jointly for ‘the self same generall ende, of scoring mankinde ‘ \( 2 Cosin \) \." In the unsafe kingdoms of Renaissance supernatural belief, ‘He who walketh in darkness knoweth non whither he goeth ‘ ( 4 Cosin ) . During the sixteenth and 17th centuries, Europe was possessed by an intense, unfortunate fright of malcifium, the menace of enchantresss, devils and the Devil himself. Infiltrating every country of life, no minute was free from possible contact with these awful animals, which were accepted as non merely endangering but a existent phenomenon. We will write a custom essay sample on Self Destruction In Dr Faustus And Macbeth English Literature Essay or any similar topic only for you Order Now The demand to derive control over this devilish, apparently unstoppable force, led to the publication of plants such as The Malleus Maleficarum ( 1487 ) and Daemonologie ( 1597 ) , which non merely catalogued the supernatural menace, but besides questioned the relationship between worlds and the Devil. Beneath the absolute belief of the being of these malicious existences, these plants speak strongly about our ain destructiveness, leting a relation between the fright of the paranormal and the fright of the unknown, potentially destructive possibilities the Renaissance ushered into Europe. Given the societal centrality of the supernatural, it is unsurprising that when such animals debuted upon the phase, the play they haunted became cardinal in the commotion of horror, craze and machination. The Tragic History of Dr Faustus and The Tragedy of Macbeth, written by Christopher Marlowe and William Shakespeare severally, present two supporters who embody the powerful self-government of Men exposed to the luring possibilities of the Renaissance. Marlowe and Shakespeare were consciously cognizant of the province of panic environing the supernatural, but besides the ‘burgeoning enthusiasm of the period about humanity and its powers ‘ ( 3 Mebane ) . However, due to the heavy haze of superstitious notion that bewitched the common modern-day head, the supernatural elements in these dramas overshadowed the psychological geographic expedition of the vague parts of adult male. It is hence necessary to follow the form between the subjective every bit good as the nonsubjec tive immorality within the dramas to find the nature of Macbeth and Faustus ‘ self-construed devastation. Clark argues that because ordinary work forces and adult females interpreted misfortune as being caused by witchery, they were distracted from ‘the existent significance of their affliction ‘ ( 450 ) which was ‘the duty for events ‘ ( 450 ) . Therefore this essay will seek to find Faustus ‘ and Macbeth ‘s personal duty for their ain ruin, admiting both modern-day and modern positions. The ageless commotion of supernatural beliefs, brushs and frights kept societies of the Renaissance period suspended on the border of the boundary line between world and the occult. After digesting monarchal turbulency and the destructive effects of the Reformation, the 1580s to the 1600s in England were characterised by warring spiritual and political cabals, economic adversity and menace of foreign invasions, apparent in events such as the executing of Mary Queen of Scots in 1587 and the subsequent launch of the Spanish Armada in 1588. King James I, who experienced the reverberations of these events foremost manus, attributed his bad luck to the intercession of the Devil and witchery. Following his engagement in the North Berwick Witch Trials of 1590, he wrote the Daemonologie ( 1597 ) which reinforced the resoluteness of The Malleus Maleficarum ( 1487 ) that the fallibility of adult male was mostly to fault for the presence of evil due to God ‘s determination to let worlds s elf-determination, indicating to the duty of adult male. The innovation and rapid development of the publishing imperativeness from 1440 onwards meant that the circulation of thoughts and theories around Europe expanded vastly, opening up a new sphere of cognition to be explored. Maxwell-Stuart argues that the character of the Reformation was in many ways destructive, due to the crashing of spiritual ideals ( 115 ) . When using this expression to the Renaissance character, there is a similar destructive result. The ardent pursuit of cognition that enticed ungratified work forces beyond the ‘lawfull artes of scientific disciplines ‘ ( 10 James VI ) , meant that they succumbed to ‘the slipperie and uncertaine graduated table of curiousitie ‘ ( 10 James VI ) , taking them, in modern-day eyes, to the Devil. The Faust fable, in which a work forces sells his psyche to the Satan to capture this infinite cognition and power, is hence the perfect frame in which to capture the self-construed ruin of an ambitious character. Sh akespeare, on the other manus, drew inspiration from the Scots fable of King Macbeth. As the Scots monarchal line had ne’er been broken by foreign invasion, unlike England, the Crown was the prototype of power in Scotland. Apparently written to blandish James I, who was rumoured to be a descendent of Banquo, Shakespeare draws on the history of Scots male monarchs in order to underscore the magnitude of the power that tempts Macbeth. The gradual soaking up of Scotland into England with the combined monarchy of James I resonated with already bing frights of the unknown that society contributed to the Devil and his work. Before we can look at Dr Faustus, we must admit the disparity between the 1604 and 1616 publications. The bulk of grounds points to 1588 as the day of the month of the first production ( 282 Summers ) , but the drama was non published until more than a decennary subsequently. Nicholas Brooke argues that ‘The 1616 text is the nearer to what Marlowe wrote, and it retains more to the full the Morality drama characteristics which distinguish Faustus ‘ ( 94 ) . This statement is relevant to the subject of self devastation as it links to the thought of self-government. In the A text, a cardinal line reads: ‘never excessively tardily, if Faustus can atone ‘ , whereas in the B text it is changed to: ‘never excessively tardily, if Faustus will atone ‘ . The early version suggests Faustus is subjective to the outside forces, while the ulterior version suggests it is Faustus ‘ pick if he will atone. However this dissension is utile as it echoes the conf licting positions of modern-day audiences with modern twenty-four hours critics, and is something this essay will turn to. -Maybe travel this paragraph to earlier in the essay? Renaissance Christianity classified the Devil as the great adversary of God, alongside hosts of devils and enchantresss who worked jointly for ‘the self same generall ende, of scoring mankinde ‘ ( 2 Cosin ) . You read "Self Destruction In Dr Faustus And Macbeth English Literature Essay" in category "Essay examples" He is besides ‘the incarnation of an excessive pride, which led to his noncompliance and autumn ‘ ( 43 Maxwell-Stuart ) . The Devil is, hence, an of import figure, as his ‘overweening pride ‘ and fall relates to this destructive character, and is therefore an interesting psychological symbol to compare with Faustus and Macbeth. Yet, inquiries refering the echt power that the Devil had over human existences perplexed modern-day theologists: ‘were such visual aspects simply semblance, and if so, was the semblance created by him ‘ ( 68 Maxwell-Stuart ) . The portraiture of the Devil ‘s work upon the phase addresses this in quiry – the theater demands that we believe things that are non existent, yet the violent belief in the world and the ocular devastation of these work forces speaks strongly to our ain, built-in destructiveness. In Dr Faustus, it is the treaty that binds Faustus to Mephastophilis, nevertheless all the needed elements to seal the treaty must be completed by Faustus. ( sentence needs a spot of tweaking ) Mephistopheles repetitively assures Faustus of the importance of his engagement: ‘But Faustus, 1000 must will it solemnly, / And compose a title of gift with thine ain blood ‘ ( 34-35: 5 ) . The accent on ‘thou must ‘ and ‘thine ain blood ‘ underscores Faustus ‘ lone duty, while the ‘deed of gift ‘ explicitly implicates Faustus in the act of giving his psyche, instead than it being taken by Mephistopheles. It is possible that Mephistopheles is pull stringsing Faustus, nevertheless Faustus ‘ chesty attitude surpasses any effort of Mephistopheles: ‘Faustus: What God can ache thee, Faustus? ‘ ( 25 ) Yet beliefs at the clip would hold suggested otherwise. Kramer and Sprenger, writers of The Malleus Maleficarum, determined that the Satan could non impact ‘natural actions, such as feeding, walking and standing ‘ ( 127 ) , nevertheless he could ‘affect the interior illusion, and darken the apprehension ‘ ( 123 ) , proposing Faustus ‘ desires may hold been heightened, as is seeable through the evil angel ‘s reminders of the wealth and power that awaits Faustus. This is evocative of the nature of the prognostications in Macbeth. Many readings of the prognostication were go arounding Europe at the clip, nevertheless the Daemonologie stated that the ‘Prophecie proceedeth onelie of GOD: and the Devill hath no cognition of things to come ‘ ( 3 James VI ) . One supposed power of the Satan was to engraft ideas by manner of seduction. If we consider the pretension of prognostication may hold been used in order to impact Macbeth ‘s ‘inner illusion ‘ , so we can see how the prognostication may hold been used non as a anticipation but as an evil tool. Furthermore, while the prognostications are spoken with supernatural presence, when they come to go through it is in non-supernatural fortunes. For illustration, Macbeth believes that he shall ne’er be threatened until ‘Great Birnam Wood to high Dunsinane Hill/Shall come against him ‘ ( 92-93: Act 4 Scene 2 ) . However the wood does travel but merely as th e soldiers of Macduff use the subdivisions from the trees as camouflage. One the other manus, the Devil ‘s presence is ever alluded to: ‘Banquo: What, can the devil speak true? ‘ ( 108: Act I Scene III ) . Therefore, if the audience believes the Devil is at that place, so he will be, as demonstrated in the reported visual aspect of excess Satans upon the phase in public presentations of Dr Faustus. The metaphysical universe of immorality is merely seeable when the audience are removed from the haze of craze and fright that ruled them in modern-day times. Nicholas Brooke argued that: ‘On the one manus, supernatural manifestations are external to adult male ; on the other they are partially suggested as nonsubjective realisations of psychological struggle ‘ ( 93 ) . While this complicates affairs, it acknowledges both the beliefs of the modern-day audience and alerts us to Shakespeare ‘s appreciation of psychological projection. We must see so, the personality and scruples of Macbeth and Faustus. The thought that the bad lucks allegedly brought by witchery were chiefly a affair for the scruples was dominant among the Protestant curates of early modern Europe ( 445 Clark ) . Machiavelli held pessimistic positions about the nature of adult male, claiming that all work forces were inherently evil, and this claim has survived until modern times, with Eliot asseverating that ‘we are all, of course, impure ‘ ( 103 ) . It is difficult to state if Macbeth would hold committed the slaying had the thought non been implanted, yet the fact he goes on to slay Banquo and Macduff ‘s household demonstrates an evil run that would non be present in a moral adult male. Furthermore, the legion mentions to Macbeth ‘s aspiration demo his duty: ‘I have no spur/ To prick the sides of my purpose, but only/ Vaulting aspiration ‘ ( 25-27: Act I Scene 7 ) . He has nil to halt him from his homicidal p urposes, once more underscoring his deficiency of ethical motives, and has merely his aspiration to drive him on. However, his scruples is profoundly affected by his slayings, as evident in the visual aspect of Banquo: ‘Thy castanetss are marrowlesse, thy blood is cold: / Thou hast no guess in those eyes/ Which thou dost blaze with ‘ ( REFERENCE ) . Again frequently considered to be an objectification of Macbeth ‘s guilt, the deficiency of ‘speculation ‘ in Banquo ‘s eyes to the full hold Macbeth responsible for his slaying. Furthermore, the perturbation of Macbeth ‘s mental province emphasises the extent of guilt he feels, proposing he besides realises the entireness of his duty in his eventual destruction.- This all seems to suit in truly good with the paragraph stoping ‘ambition to drive him on’- Maybe intergrate them or at least set this one heterosexual after? Modern critics mostly take the position that the enchantresss are: ‘nothing more than the objectification upon the phase of Macbeth ‘s evil passions and desires ‘ ( 397 W. Curry ) . Macbeth observes them vanishing and exclaims: ‘Into the air ; and what seemed corporal/ melted, / As breath into the air current. Would they had stayed! ‘ ( 81-83: Act I Scene III ) . Their unsubstantial signifier and the simile ‘as breath into the air current ‘ represent the fleeting ideas within Macbeth ‘s head, the deep whirl of possibility that has struck him at this precise minute. On modern-day phases, the disappearing of the Witches may hold been hard to show in this manner, nevertheless in the book we can see the imitation of idea. The repeat of ‘All hail, Macbeth ‘ ( 54 -58: Act I, Scene III ) echoes the resonance of the possibility within Macbeth ‘s head. Montague Summers provinces: ‘They are non agents of immorality, they a re evil ‘ ( 287 ) , hence if the Witches are contemplations of Macbeth ‘s head, we must assume his personality is besides evil. Similarly to Macbeth and the enchantresss, we could reason that the Good and Evil angels are merely objectifications of Faustus ‘ scruples and personality. The incarnation of his scruples upon the phase would expose to a modern-day audience a conflict between adult male and immorality, to modern audiences it shows a battle with the ego, one which Faustus rapidly looses. He states that it is non merely the words of Valdes and Cornelius that have persuaded him to rehearse the dark humanistic disciplines, but ‘mine ain phantasy ‘ ( 103: 1 ) . Eliot argued for the ‘alarming importance ‘ ( 96 ) of personality. He surmises that ‘strong passion is merely interesting or important in strong work forces ; those who abandon themselves without opposition to exhilarations which tend to strip them of ground, go merely instruments of feeling and free their humanity ‘ ( 97 ) . This is the instance with Faustus and Macbeth, who separately abandon all oppositi on to their desires, non because of the Devil, but because of their ‘strong passion ‘ . Contemporary histories of Marlowe ‘s decease vary greatly yet are all belittling. Thomas Beard remarked that Marlowe died as a consequence of his profane furies, stating ‘He even cursed and blasphemed to his last gaspe ‘ ( 11 ) . Marlowe was besides likened to the Satan, with his decease being described as him holding ‘yielded up his stinking breath ‘ ( 12 Meres ) , about as though he had been exorcised. However, as the supernatural belief that grasped England began to loosen, the superstitious notion was stripped back from his individual and he was appreciated as a complex and misunderstood author. Faustus was besides studied as an person instead than an agent of immorality. Faustus besides began to have the same intervention. Later critics began to look at Faustus as an person, instead than a despicable misbeliever. William Hazlitt radius of ‘the freshness of the imaginativeness ‘ ( 17 ) , and while his lecherousness for power is still ackn owledged, it is understood in the context of a adult male whose ‘unhallowed wonder ‘ ( 16 Drake ) spurred him to the border of the huge abysm of the unknown that the Renaissance civilization of cognition ushered in. We can understand hence understand Faustus suicide as a merchandise of the race to get rid of the unknown. Macbeth has non been given the same intervention, as his homicidal workss mark a disturbed character instead than one of despairing wonder. Yet, like Faustus, he does embody †Everyman ‘ ( 24 Ellis-Fermour ) , as he is driven by the destructive forces of the pandemonium that marred Shakespeare ‘s clip, that potentially could impact anyone with a desire for power. 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An introduction to R C Sherriff and to World War 1 and what life was really like in the trenches Essay Example

An introduction to R C Sherriff and to World War 1 and what life was really like in the trenches Paper The First World War was a time of trauma and devastation. Many lives were lost, and in his play, Journeys End, R.C.Sherriff tries to effectively portray the havoc that World War I wreaked. R.C.Sherriff Robert Cedric Sherriff was born in 1896 and was educated at Kingston Grammar School primarily, until he moved to New College, Oxford. After completing his education, R.C.Sherriff entered his fathers insurance business. Shortly after the outbreak of the war, R.C.Sherriff joined the British army as a captain in the East Surrey regiment. To be a captain, you must attend a public school. The first time R.C.Sherriff applied for enlistment in the army as a captain, he was refused, for his school was not on the list of acceptable public schools, however, when people started to die, and captains were becoming scarce, R.C.Sherriff was accepted into the role of captain. We will write a custom essay sample on An introduction to R C Sherriff and to World War 1 and what life was really like in the trenches specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on An introduction to R C Sherriff and to World War 1 and what life was really like in the trenches specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on An introduction to R C Sherriff and to World War 1 and what life was really like in the trenches specifically for you FOR ONLY $16.38 $13.9/page Hire Writer During the war, R.C.Sherriff made himself a book of memoirs about his life in the trenches. These memoirs eventually (about eight years later) became the basis for R.C.Sherriffs first play, Journeys End. After the war, R.C.Sherriff continued working for his fathers business for several years as a claims adjuster. It was because of an interest in amateur theatricals amongst other reasons that R.C.Sherriff decided to try his hand at writing. After many rejections, Journeys End was given a single Sunday evening performance by The Incorporated Stage Society, an amateur theatre company, in 1928. In Journeys End debut performance, Laurence Olivier played Stanhope. The performance went so well; that G.B.Shaw was adamant that Journeys End should be performed at the Savoy Theatre, London. The play was such a success that from being given a single Sunday evening performance, it went to become an International success and gave over 600 performances over the period of two years, and tickets had to be booked months in advance. The success of Journeys End enabled R.C.Sherriff to become a full time writer where he wrote other hits, such as: Badgers Green, Windfall, St. Helena, Miss Mabel, Home at Seven, The White Carnation, and The Long Sunset. R.C.Sherriff also wrote screenplays such as The Invisible Man, Goodbye Mr. Chips, The Four Feathers, Lady Hamilton, Odd Man Out, Quartet, No Highway and The Dam Busters. An autobiography was published in 1968, called No Leading Lady After many years of writing, R.C.Sherriff finally passed away in 1975 at the age of 79. World War I The First World War was triggered on June 28th, 1914, when Serb, Gavrilo Princip, assassinated the heir to the throne of Austria-hungary, Archduke Franz Ferdinand. Austria-hungary blamed Serbia and declared war, Russia said they would defend Serbia, while Germans told Russia not to defend Serbia, but Russia refused Germany, so the Germans declared war on Russia. Germany started moving its army towards France, so France put out a warning that Germany may invade. Germany then declares war on France, and invades Belgium. Britain orders Germany to retreat from Belgium, but the Germans refused, so Britain declared war on the Germans. Austria-hungary then declares war on Russia. Britain and Germany had other, non European, countries in their empires, which were also brought into the war, which turned the war into a bitter battle where people of all nations were killed. To start off with, people believe that they would be fighting the glorious war, which would last no longer than Christmas 1914. When recruiting stations opened in Britain, men came flooding in to join the army because they believed they were fighting for King and country, and that the war would be over so quickly that if they did not join up straight away, they would miss their chance to be part of the glorious cause. Christmas 1914 came and the war was still being fought ferociously with no sign of it coming to an end. Many people had died and many others had been wounded. Volunteers were becoming fewer and fewer as more about the war began to leak out. Finally, in 1916, conscription was introduced, so every healthy man between 18 and 41 had to fight. The war had become even more ferocious and bloody. More people were dying every day, and on one day, the 1st July 1916, over one million people died at the battle of the Somme. After the Somme, the Germans never really recovered, which led to them surrendering in 1918. Millions of people died during World War 1, but others, including R.C.Sherriff lived to tell people what really happened. After the end of the war, and well into the mid 1920s people did not talk about the war, they were just glad that it was over. After many years people did eventually start talking about the war again, but in terms of reality, not the terms of propaganda. R.C.Sherriff decided to use his journal that he had made in the trenches to write a play of the reality of the life of the officers in the war. He based the characters on people from his own life as a captain in the British army. His truth about life in the war was what made the play such a great success, because people, who had finally come to terms with the loss of family and friends, wanted to know what the life in the war was really like, not the luxury that it was when being advertised as by the government. The play went well, and G. B. Shaw was adamant that it should be performed at the Savoy Theatre. Just over a month after the original performance took place, a showing was put on at the Savoy on the 21st January 1929, produced by Maurice Browne. The Savoy Theatres production of Journeys End was so successful that it made over 600 performances in two years and tickets were sold out months in advance. What is the setting of Journeys End? R.C.Sherriff used war for the theme of his play, because the members of his rowing club were male, and there were no females in the war. Sherriff set his play in a trench dugout, near St. Quentins. The play is about the few days leading up to the Kaiserschlact, the Germans final large offensive. The characters know that dying is inevitable so instead of complaining, they do not mention death; they avoid talking about any issue to do with the war. An example of this is on page 70 just before Osborne and Raleigh make the raid on the German trenches. Raleigh is a relatively new officer and is rather excited about being picked to make the raid, so talks about nothing but the raid. Osborne is a more experienced officer and is trying to avoid talking about the raid as we can see when he goes off on a different subject at every available opportunity. In the end he starts reciting Lewis Carrolls poem The Walrus said. On the line of: and whether pigs have wings, Osborne says were off, lets talk about pigs. This shows how much he wants to avoid talking about the war. The officers also talk about their homes, and what they would do if they were there. When talking about their homes, the officers never talk about them in a bad way, because they would much prefer to be at home, than fighting the war, however they are unable to be at home with loved ones, so the men talk about their homes and pretend and wish that they were there. Another subject that the men tried to avoid was death. This was so they were not afraid of seeing people killed, knowing that their turn would come soon enough. When someone had died, instead of confronting the issue, the officers would tell the men that the dead person had gone west. The reason that the officers said this was so the men were not too scared to go over the parapet of the trench into no-mans land, when it was time for them to make an attack. The trenches were not the cleanest places for the men or officers to be. This is portrayed when Trotter says, have your revolver to shoot rats, showing that the dugout and trenches have rats in them, and rats like to live in dirty places. It would have been difficult for R. C. Sherriff to show this on stage, because the director could not have had live rats running about on stage, but he may have had squeaking and scuffling on a soundtrack in the background. This would create an image in the audiences mind, even though they would not be able to see the rats, or any other creatures inhabiting the trenches and dugouts. Differences between the original Journeys End and the 1995 BBC production: In the original Journeys End, the director would not have been able to show certain scenes on the stage, such as it would not be possible to have live lice or rats running around on stage, so this would have had to been shown through the characters speech, and through a soundtrack that would be played in the background. The play is completely staged in the dugout, and although the characters go up into the trench, the audience never get to see it. In this way the audience do not see the raid, where Osborne dies, or any of the other characters dying at the end of the play, although we do see the dugout collapse on an already dead Raleigh. It is probably a good thing that Journeys End was shown only in the dugout, for it would be impossible to show the dead bodies and mud, that was sometimes knee deep, on the stage. Although there were drawbacks of having Journeys End produced on stage, such as not being able to have rats running about, or not being able to show much detail of the dugout, there were also many advantages such as dim and flashing light effects which would create the idea of having shells, grenades, and other explosive items blowing the trench to bits. A soundtrack would also play to create different sound effects including rats scuffling about and squeaking, explosives blowing up and shots being fired, all of which would have been very common in World War 1.

SUNY College at Oswego Admissions and Acceptance Rate

SUNY College at Oswego Admissions and Acceptance Rate SUNY College at Oswego has an acceptance rate of 55 percent. Students with good grades and test scores within or above the ranges listed below have a good shot at being admitted to the school. Check out Oswegos website for information about applying and making a visit to the campus. Applicants will need to submit high school transcripts and scores from the SAT or ACT in order to apply. If you have any additional questions about applying, feel free to get in touch with an admissions counselor. Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) SUNY Oswego Acceptance Rate: 55  percentGPA, SAT and ACT Graph for Oswego AdmissionTest Scores: 25th / 75th PercentileSAT Critical Reading: 500 / 590SAT Math: 510 / 590(what these SAT numbers mean)(SUNY SAT comparison chart)ACT Composite: 22 / 27(what these ACT numbers mean)(SUNY ACT comparison chart) SUNY College at Oswego Description Located on an attractive 690-acre campus on the shore of Lake Ontario in Western New York, SUNY Oswego is not for the student who hates snow. The colleges admissions are selective. High achieving high school students may qualify for full-tuition Presidential Scholarships, and they should also look into Oswegos interdisciplinary Honors Program. SUNY Oswego has an extensive study abroad program. The colleges campus center was recently expanded  and renovated to provide space for supporting the roughly 150 student clubs and organizations. Popular sports at SUNY Oswego include basketball, swimming, cross country, soccer, and track and field. Enrollment (2016) Total Enrollment: 8,004  (7,150 undergraduates)Gender Breakdown: 50 percent male / 50 percent female96  percent full-time Costs (2016-17) Tuition and Fees: $7,961 (in-state); $17,811 (out-of-state)Books: $800Room and Board: $13,390Other Expenses: $1,400Total Cost: $23,551 (in-state); $33,401 (out-of-state) SUNY Oswego Financial Aid (2015-16) Percentage of New Students Receiving Aid: 99 percentPercentage of New Students Receiving Types of AidGrants: 92  percentLoans: 74 percentAverage Amount of AidGrants: $6,616Loans: $7,044 Academic Programs Most Popular Majors:  Accounting, Business Administration, Criminal Justice, Elementary Education, Marketing, Psychology, Radio and TelevisionWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation, Retention and Transfer Rates First Year Student Retention (full-time students): 81  percentTransfer Out Rate: 28 percent4-Year Graduation Rate: 49 percent6-Year Graduation Rate: 66 percent Intercollegiate Athletic Programs Mens Sports:  Cross Country, Basketball, Baseball, Golf, Lacrosse, Hockey, SoccerWomens Sports:  Lacrosse, Soccer, Field Hockey, Lacrosse, Basketball, Swimming Learn About Other SUNY Campuses Albany  |  Alfred State  |  Binghamton  |  Brockport  |  Buffalo  |  Buffalo State  |  Cobleskill  |  Cortland  |  Env. Science/Forestry  |  Farmingdale  |  FIT  |  Fredonia  |  Geneseo  |  Maritime  |  Morrisville  |  New Paltz  |  Old Westbury  |  Oneonta  |  Oswego  |  Plattsburgh  |  Polytechnic  |  Potsdam  |  Purchase  |  Stony Brook If You Like SUNY Oswego, You May Also Like These Schools Syracuse University: Profile | GPA-SAT-ACT GraphIthaca College: Profile | GPA-SAT-ACT GraphAlfred University: Profile | GPA-SAT-ACT GraphHobart and William Smith Colleges: Profile | GPA-SAT-ACT GraphCornell University: Profile | GPA-SAT-ACT GraphCazenovia College: Profile  Hofstra University: Profile | GPA-SAT-ACT GraphMarist College: Profile | GPA-SAT-ACT Graph Data Source: National Center for Educational Statistics

Facts About the Japanese Attack on Pearl Harbor

Facts About the Japanese Attack on Pearl Harbor In the early morning of Dec. 7, 1941, the U.S. naval base at Pearl Harbor, Hawaii, was attacked by the Japanese military. At the time, Japans military leaders thought the attack would neutralize American forces, allowing Japan to dominate the Asia Pacific region. Instead, the deadly strike drew the U.S. into World War II, making it a truly global conflict. These are the most important facts that should be recalled about this historical event. What Is Pearl Harbor? Pearl Harbor is a natural deepwater naval port on the Hawaiian island of Oahu, located just west of Honolulu. At the time of the attack, Hawaii was an American territory, and the military base at Pearl Harbor was home to the U.S. Navys Pacific Fleet.   U.S.-Japan Relations Japan had embarked on an aggressive campaign of military expansion in Asia, beginning with its invasion of Manchuria (modern-day Korea) in 1931. As the decade progressed, the Japanese military pushed into China and French Indochina (Vietnam) and rapidly built up its armed forces. By the summer of 1941, the U.S. had cut off most trade with Japan to protest that nations belligerence, and diplomatic relations between the two nations were very tense. Negotiations that November between the U.S. and Japan went nowhere. Lead-Up to the Attack The Japanese military began laying plans to attack Pearl Harbor as early as January 1941. Although it was Japanese  Admiral Isoroku Yamamoto  who initiated the plans for the attack  on  Pearl Harbor, Commander Minoru Genda was the plans chief architect. The Japanese used the  code name  Operation Hawaii for the attack. This later changed to Operation Z. Six aircraft carriers left Japan for Hawaii on Nov. 26, carrying a total of 408 fighter craft, joining five midget submarines that had departed a day earlier. Japans military planners specifically chose to attack on a Sunday because they believed Americans would be more relaxed and thus less alert on a weekend. In the hours before the attack, the Japanese attack force stationed itself approximately 230 miles north of Oahu. The Japanese Strike At 7:55 a.m. on Sunday, Dec. 7, the first wave of Japanese fighter planes struck; the second wave of attackers would come 45 minutes later. In a little under two hours, 2,335 U.S. servicemen were killed and 1,143 were wounded. Sixty-eight civilians were also killed and 35 were wounded. The Japanese lost 65 men, with an additional soldier being captured. The Japanese had two major objectives: Sink Americas aircraft carriers and destroy its fleet of fighter planes. By chance, all three U.S. aircraft carriers were out to sea. Instead, the Japanese focused on the Navys eight battleships at Pearl Harbor, all of which were named after American states: Arizona, California, Maryland, Nevada, Oklahoma, Pennsylvania, Tennessee, and West Virginia. Japan also targeted nearby Army airfields at Hickam Field, Wheeler Field, Bellows Field, Ewa Field, Schoefield Barracks, and Kaneohe Naval Air Station. Many of the U.S. airplanes were lined up outside,  along with the airstrips, wingtip to wingtip, in order to avoid sabotage. Unfortunately, that made them easy targets for the Japanese attackers. Caught unawares, U.S. troops and commanders scrambled to get planes in the air and ships out of the harbor, but they were able to muster only a feeble defense, largely from the ground. The Aftermath All eight U.S. battleships were either sunk or damaged during the attack. Amazingly, all but two (the USS Arizona  and the USS Oklahoma) were eventually able to return to active duty. The USS Arizona  exploded when a bomb breached its forward magazine (the ammunition room). Approximately 1,100 U.S. servicemen died on board. After being torpedoed, the  USS Oklahoma  listed so badly that it turned upside down. During the attack, the  USS Nevada  left its berth in Battleship Row and tried to make it to the harbor entrance. After being repeatedly attacked on its way, the  USS Nevada  beached itself. To aid their airplanes, the Japanese sent in five midget subs to help target the battleships. The Americans sunk four of the midget subs and captured the fifth. In all, nearly 20 American naval vessels and about 300 aircraft were damaged or destroyed in the attack. The U.S. Declares War The day following the attack on Pearl Harbor, U.S. President Franklin D. Roosevelt addressed a joint session of Congress, seeking a declaration of war against Japan. In what would become one of his most memorable speeches, Roosevelt declared that Dec. 7, 1941, would be a date that will live in infamy.  Only one legislator, Rep. Jeanette Rankin of Montana, voted against the declaration of war. On Dec. 8, Japan officially declared war against the U.S., and three days later, Germany followed suit. World War II had begun.

Qualitative methods assignment Essay Example | Topics and Well Written Essays - 1000 words

Qualitative methods assignment - Essay Example Findings presented or conceptualised in a way that offers new insights/alternative ways of thinking Discussion of limitations of evidence and what remains unknown/unclear or what further information/research is needed The authors has exhibit a deeper knowledge and understanding on the topic that they are studying with. They were able to mapped out evidences and supported by literatures of previous studies and theories. The main goal of the study is to have a clear comparison between the content and the quantity competitive and organizational stressors in elite athletes. The limit of the discussions was clearly stated that the validated statements shall focus on the stress relating to sports, personal and other matters were not considered. FINDINGS a) Appraisal Questions b) Quality indicators (possible features for consideration) c) Notes on study being appraised 3 How well does the evaluation address its original aims and purpose Clear statement of study aims and objectives; reasons for any changes in objectives Findings clearly linked to the purposes of the study - and to the initiative or policy being studied Summary or conclusions directed towards aims of study Discussion of limitations of study in meeting aims (e.g. are there limitations because of restricted access to study settings or participants, gaps in the sample coverage, missed or unresolved areas of questioning; incomplete analysis; time constraints) The aims of the study were consistent and there were no reasons to alter it at the end. Findings were clearly based on the aims of the study and it clearly nailed down the very core purpose of the study. The concluding statements were clearly cited from the introduction, where aims and purpose... Furthermore, the strong statements in the results were based from previous studies and related literature, which was the cornerstone in their superb conclusions. Although evidence were not fully utilized and presented, the literatures made it credible. Credible/clear discussion of how findings have contributed to knowledge and understanding (e.g. of the policy, programme or theory being reviewed); might be applied to new policy developments, practice or theory The authors has exhibit a deeper knowledge and understanding on the topic that they are studying with. They were able to mapped out evidences and supported by literatures of previous studies and theories. Discussion of limitations of study in meeting aims (e.g. are there limitations because of restricted access to study settings or participants, gaps in the sample coverage, missed or unresolved areas of questioning; incomplete analysis; time constraints) The aims of the study were consistent and there were no reasons to alter it at the end. Findings were clearly based on the aims of the study and it clearly nailed down the very core purpose of the study. The concluding statements were clearly cited from the introduction, where aims and purpose of the study was introduced. Thus, the questions and uncertainties on the preliminaries were clearly answered and re-stated in the conclusions. The samples were taken from

Conflict Resolution Essay Example | Topics and Well Written Essays - 1250 words

Conflict Resolution - Essay Example blems faced by its employees with regard to dissatisfaction at work, conflicts among employees or between employees and managers; etc., which may have a strong impact on their morale. According to research, there is a strong and direct relationship between leadership and communication whereby effective leadership is known to result in better communication among the staff members and hence result in effective conflict resolution at work, thus ultimately influencing employees trust in the leader (Kasper-Feuhrer & Ashkanasy, 2001). Increased trust in the management is further associated with improved employee morale and performance, higher job satisfaction, and greater commitment to work (Costa 2003; Dirks and Ferrin, 2002; Cornell et al., 2003; Corbitt and Martz, 2003). This paper on Conflict resolution in workplace focuses on various issues such as policies and strategies implemented by management in order to improve employee / staff morale; address concerns with regard to internal conflict resolution; and resolve issues related to management of cultural diversity, and various forms of discrimination experienced by staff members. The Toyota Motor Sales Inc., has successfully implemented a unique dispute resolution policy whereby the grievances faced by the employees are resolved to the best of their abilities by the management. The company has developed a special forum which serves as a common platform for its employees to share their problems and issues faced by them with regard to disputes at workplace; in a bid to ensure that the same does not negatively affect their overall productivity. The company believes in quickly resolving conflicts at workplace through effective and prompt communication strategies and providing a healthy working environment whereby the employees are free to share and speak up regarding issues and matters most important for them. This is done through a unique communication policy developed and put into practice by the company, referred