Free Essays on Classifications Of Foods

According to Jelliffe, the world’s foods fall into five main classifications. First are the ‘Cultural super foods’. These foods supply the major caloric load for a peoples. Some excellent examples of these types of foods include rice as a staple food in India and a good portion of Asia. The importance of such foods is highlighted by taking on a symbolism, as rice symbolizes fertility in India. (Kittler and Sucher, p. 374). The next category of foods is the ‘social-prestige’ foods. These are the foods reserved for important people or occasions. Chickens were one of these social-prestige foods for Africans. It was afforded this status in West Africa, and when they were brought to the United States as slaves (p. 186). Following, are the foods that fall into the ‘sympathetic-magic’ category. One finds the physical qualities about these foods tell one about its effects. The opening of coconuts by Hindu worshipers on temple grounds represents what this group of foods is all about. The human ego is represented by the hard shell. Then, opened, the sweet, soft meat is open to becoming one with the Supreme Being, and this represents the inner self. (p. 82). Then one would find the ‘body-image foods’. These are the health foods, most simply put. The Puerto Rican custom of drinking eggnog or malt-type beverages to improve vitality is an outstanding example in our own backyard, of this classification of foods. (.p 289) Finally, Jelliffe categorized the ‘physiological group’. These foods are beneficial for a certain physical group. The use of herbs most clearly illustrated this. Cottonwood, in its effective use to ease childbirth in the Polynesian culture amply illustrated the point of physiological groups. (p. 329) The division of foods into these five groups allows us to get a broader, cross-cultural understanding of foods and their uses and meaning. Although Jelliffe simplified this categorizat... Free Essays on Classifications Of Foods Free Essays on Classifications Of Foods According to Jelliffe, the world’s foods fall into five main classifications. First are the ‘Cultural super foods’. These foods supply the major caloric load for a peoples. Some excellent examples of these types of foods include rice as a staple food in India and a good portion of Asia. The importance of such foods is highlighted by taking on a symbolism, as rice symbolizes fertility in India. (Kittler and Sucher, p. 374). The next category of foods is the ‘social-prestige’ foods. These are the foods reserved for important people or occasions. Chickens were one of these social-prestige foods for Africans. It was afforded this status in West Africa, and when they were brought to the United States as slaves (p. 186). Following, are the foods that fall into the ‘sympathetic-magic’ category. One finds the physical qualities about these foods tell one about its effects. The opening of coconuts by Hindu worshipers on temple grounds represents what this group of foods is all about. The human ego is represented by the hard shell. Then, opened, the sweet, soft meat is open to becoming one with the Supreme Being, and this represents the inner self. (p. 82). Then one would find the ‘body-image foods’. These are the health foods, most simply put. The Puerto Rican custom of drinking eggnog or malt-type beverages to improve vitality is an outstanding example in our own backyard, of this classification of foods. (.p 289) Finally, Jelliffe categorized the ‘physiological group’. These foods are beneficial for a certain physical group. The use of herbs most clearly illustrated this. Cottonwood, in its effective use to ease childbirth in the Polynesian culture amply illustrated the point of physiological groups. (p. 329) The division of foods into these five groups allows us to get a broader, cross-cultural understanding of foods and their uses and meaning. Although Jelliffe simplified this categorizat...

Story Writing 101

Story Writing 101 Story Writing 101 Story Writing 101 By Ali Hale Since prehistoric times, when tales were told around fires and painted on cave walls, stories have been an essential part of our human experience. But what exactly is a story – and how can you write a great one? A story is simply a tale of events that are linked by cause and effect. It can be true or it can be a work of fiction. We expect stories to have a beginning, middle and end; they involve at least two characters, and some events take place. In this article, I’ll take you through three major contemporary types of written story: The short story The novel The life story (biography or autobiography) For each, I’ll explain what it is, and how to write it successfully. I’ll end with tips about story writing which will help you improve your writing, whether you’re a beginner or a published author. Three Types of Story 1. Short Stories A short story is a piece of fiction under 20,000 words. More typically, a short story will be 1,000 – 5,000 words. (Pieces under 1,000 words are â€Å"short short stories† or â€Å"flash fiction†, over 20,000 and they’re novellas.) Short stories are published in magazines, newspapers and book anthologies. Short stories need: A small cast of characters, with one main character A compact time frame, with the story taking place over the course of a few days or weeks A single plot without subplots, though longer short stories may have a subplot The majority of writing competitions are for complete short stories, rather than novels or novel excerpts. If you do enter competitions, don’t be put off writing if you don’t win – judges have different likes and dislikes. How to Write a Great Short Story Like any story, your short story needs to have a beginning, middle and end: The beginning is where we’re introduced to the characters, especially the main character and his/her problem The middle is where the action and plot develops. The main character will face difficulties such as opposition from other people or a challenging environment. The end is where the main character triumphs over his/her biggest challenge (or fails, in the case of a tragedy). The resolution should be satisfying and conclusive for the reader. Even in literary and experimental short stories, it’s important that something should happen. Much of the action might take place inside the characters’ heads, but there should be a real change as a result. By the end of your short story, your main character should have experienced an internal change. This means that they’ve grown and developed as a person – perhaps overcoming a fear, or recognizing an unacknowledged truth about himself or herself. 2. Novels A novel is a piece of fiction that’s 60,000 words or longer (shorter books are novellas). The typical novel is around 80,000 – 150,000 words, depending on genre. Novels and short stories share similar structural features, but novels give the author a much wider scope. A novel might have: More than one main character (though attempt this with caution!) A large cast of characters A long time frame – potentially covering several centuries and several generations Multiple subplots Novels tend to be much more popular than short stories with the reading public, and almost all full-time authors are novelists rather than short story writers. How To Write A Novel A novel is a much bigger undertaking than a short story. Even if you are able to write short stories without much planning, you’ll need to plan out your novel in advance. There are a number of ways to do this, but whichever you choose, ensure: You have enough plot to meet your word count target Your main character (protagonist) is sympathetic – readers of short stories will put up with a dull or unlikeable character, but novel readers are stuck with the character’s viewpoint for much longer. As the writer, you’ll need to be able to become your characters. You have an escalation of events throughout the plot. Things need to get worse and worse for your characters, until they finally overcome their problems or enemies. 3. Life Stories A life story is a true story – though it shares features with fictional stories. Life stories are either â€Å"biography† (when you write about someone else) or â€Å"autobiography† (when you write about yourself). Most biographies and autobiographies are book length, similar to a novel. Many writers draw on their own life experiences for newspaper columns and magazine articles, though. There is also a market for â€Å"true life† stories in magazines, which are told in a story-like way: writing about your own life is a simple way to write about what you know. How To Write A Life Story A life story needs to be engaging and interesting for the reader. Don’t include boring details just because they’re â€Å"true† – the reader doesn’t need to know everything that happened. In many cases, details of childhood or dull years can be summarized – or told through a few vividly-drawn incidents. You will need to be careful when writing a biography or autobiography to: Structure your piece as a story, focusing on interesting events and incidents. Show the personality of the subject (yourself or the person you’re writing about), and making sure the reader will find them at least partly likeable. Be conscious of the other people involved – try to be sensitive to how they might feel (and avoid getting sued for libel – make sure you’re certain of your facts). There is often a fine line between life writing and fiction. If you are writing the story of your life, you will need to make decisions about whether you will alter or make up lines of dialogue, for instance. General Story Writing Tips Whatever type of story or stories you’re writing, and however experienced you are, there’s always room for improvement Share Your Story Writing Efforts It’s hard to write in isolation, and sharing your work with other writers is a great way to get feedback and suggestions. Look for a local writers’ circle, or join an online forum. You want to find somewhere that’s supportive but where people aren’t afraid to offer advice about things that aren’t working in your story. Keep Learning Writing is a craft that you can learn, like any other. There are hundreds of books on all aspects of writing, from the nuts and bolts of grammar and punctuation to writing in specific genres. You can also find free advice on the Internet (on blogs like this one). You can even take a degree or post-graduate course in creative writing. Keep Practicing As well as learning about writing, you need to practice. That means writing regularly – ideally daily. As you write more, your stories will get better – your characters are more â€Å"real†, your plots are convincing, and your endings are deeply satisfying to readers. You’ll also find that writing itself becomes easier: you’ll spend less time struggling to find the right words, and more time enjoying seeing the story spill from your fingers. Always Revise All authors need to revise their work. Your first draft might have a lot of problems – inconsistent characterization, scenes which don’t really fit, holes in the plot, incorrect pacing or tension. Don’t worry if this is the case: most published authors have to extensively rewrite their first drafts too. Always allow time to revise your story, and if possible, do several rewrites. Most authors recommend letting your story sit unread for a few days or weeks when you complete a draft, so that you can come to it with fresh eyes. Good luck with your story writing! Check Out Other Articles from The Writing 101 Series: The Writing Process Creative Writing 101 Story Writing 101 Letter Writing 101 Business Writing 101 Freelance Writing 101 Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point ArcWork of Art TitlesSentence Adverbs

Federalism and the Exercise of National Power Coursework

Federalism and the Exercise of National Power - Coursework Example Similarly, regulating the use of marijuana is not spelled under the commerce clause. Taking away homegrown marijuana is a way of controlling its consumption. There is no law in the US constitution, which gives federal government powers to invoke cultivation of marijuana without explanation (Pierre, 2011). Therefore, Commerce Clause or other clauses do not grant the federal powers to regulate the use of marijuana. The federal system overstepped its mandate to ban marijuana. This is so because the 10th Amendments state that the people have a say on powers that the constitution does not delegate to the United States (Pierre, 2011). Thus, the cultivation of marijuana is not spelled in the constitution leaving the decision to lie with the individuals and the state. Similarly, growing marijuana for medical purposes is allowed as long as it is not for commercial purpose under Commerce Clause. Moreover, the federal government has powers to regulate interstate commerce under Article 1, Section 8 of US constitution (Pierre, 2011). However, this does not mean they have powers to control anything associated with interstate commerce. The woman who grew marijuana was an exception because there was no evidence of participation in interstate

Criminal Justice Authority Evaluation Essay Example | Topics and Well Written Essays - 1000 words

Criminal Justice Authority Evaluation - Essay Example Discretionary authority refers to the power to act in accordance with one judgment or discretion. Before a judge or any other person in power in the criminal justice, he or she ought to apply values and principles to facts. Exercise of discretion occurs in different ways, depending on each criminal justice system. Discretionary authority is practiced and exercised in various fields of criminal justice. For instance, discretion occurs when reporting crimes. Some criminal justice systems do not respond to little crimes, like the theft of an item that is of little or no value. The victim of such a minor crime has the discretion to report or not report such a crime to the authority. If there was no witness, when such a crime was committed, then, it would be futile reporting such a crime; hence, most of such crimes go unreported. Police use discretion, in response to reported crimes or cases. Police officers have some discretion, even though they are required to act according to the law a nd professional ethics. For instance, in youth justice such police officers have the authority to hold a youth justice conference, proceed by administering a caution, or proceed by charge in the Children’s Court. Discretion is again practiced in investigation, arrest and charge; police officers may either investigate or fail to investigate an officially reported crime. For example, some criminal justice systems do not require investigation of fraud allegations, unless such frauds are immensely high.... Police officers have some discretion, even though they are required to act according to the law and professional ethics. For instance, in youth justice such police officers have the authority to hold a youth justice conference, proceed by administering a caution, or proceed by charge in the Children’s Court. Discretion is again practiced in investigation, arrest and charge; police officers may either investigate or fail to investigate an officially reported crime. For example, some criminal justice systems do not require investigation of fraud (below $10, 000) allegations, unless such frauds are immensely high (Raines, 2011). However, not all people, in such criminal justice systems, agree to the lack of investigation of such fraud, even though police officers have the discretion to act in such a manner. This is a clear indication of controversial exercise of discretion by some criminal justice systems. When an investigation is carried out, police officers have the power to de cide where such an investigation should be carried out, and the people to be contacted. Police officers have the obligation to make the right decision in approaching a suspect. They may decide to arrest or issue a Court Attendance Notice to such a suspect. Such decision affects both the offender and the community at large; the community may be exposed to further offending, and the offender’s liberty may be put at a risk. Discretionary considerations are exercised when police officers seek advice from prosecutor to establish criminal charges. The community exercise its discretion since some people, in the community, act as witness during a court proceeding. The offender exercise judgment at some stages, during the case proceeding; for instance, he or she may apply for bail.

Analyse the Strengths and Weaknesses of Spain by 1516 Essay Example for Free

Analyse the Strengths and Weaknesses of Spain by 1516 Essay There were considerable differences between the Hispanic kingdoms within the Iberian peninsula. It was divided by language and religion, governed by different political institutions and ruled by monarchs with conflicting foreign interests. Both Aragon and Castile had very little in common. The economies varied in strength in different parts of Spain, for example Catalonia was in decline whilst Valencia was in the recovery stage. The marriage of Isabella and Ferdinand in 1469 dramatically changed the course of Spain. The Queen was a determined and quick-witted woman, with a street-fighters instinct for survival. She guaranteed privileges to nobles and town authorities, promised to restore law and order and was the only claimant with an undisputed right to the throne. Ferdinand played a role in leading Isabellas troops against the Portuguese and French invasions and recaptured rebellious towns, all helping to stabilise the crown. His brother also aided Isabella by commanding the Hermandad meaning that although his father died, no Aragonese nobles contested the crown. Royal authority had declined during the weak rule of Henry IV and it needed to be asserted and there was also the problem of law and order (lots of disorder in Castile due to the 5 years civil war). There were still supporters of Joanna; a minority of the nobility had fought against Isabella e.g Marquis of Vienna. The Hermandad at least brought some justice to the countryside, which benefited Castilian towns as well as law-abiding landowners. Hermandades had never been controlled so extensively by the Crown, it significantly contributed to the improvements in local administration. Corregidores were also having an impact (administrators of cities and districts with both administrative and judicial powers). They were used by the Catholic Monarchs to strengthen royal authority rather than revive local responsibility Ferdinand and Isabella travelled extensively in Castile. They spent relatively little time in Aragon in his 37-year reign (7 years). This was a very important means of asserting royal authority by showing themselves to their subjects and establishing an effective working relationship with their nobility and to discipline any troublemakers. Ferdinand and Isabella visited every Castilian town at least once. Ferdinand tried to increase royal authority over Aragonese towns by trying to introduce new procedures for the election of municipal offices. His idea of sending royal governors to towns was rejected preventing royal authority encroaching. Isabella was able to have a greater effect on improving local administration than her husband. She tried to protect, by intervention, town people from impressive nobles and nominated jurados to sit on town councils. She persisted with the idea of Corregidores in towns, despite opposition, and the number of towns with them increased (Toledo for instance enjoyed a long period of peace largely due to Gomez Manrique, its Corregidore.). Their authority varied, some governed entire regions, and others had a limited impact. However, overtime they became more corrupt lowering the standards of local administration. The civil war left deep scars and required close supervision to work effectively. Both Isabella and Ferdinand dispersed justice personally. The Hermandad was unpopular and it demanded taxation on local people for its maintenance. It was officially dissolved in 1498 as nobles increasingly disliked it (didnt want too much crown influence). The crowns political strength lay into relationship with the nobility. Ferdinand and Isabella however, due to incompatible promises in the 1470s, were in a different situation as some families expected rewards for their role in the civil war. This often contradicted what Isabella had said about protecting the rights of the towns. Isabella decided to harness the power of the nobility and tried to regain land given out by Henry IV. Isabella and Ferdinand on a smaller scale in Aragon gave the nobles rights to collect sales tax and confirmed their exemption from direct tax. This guaranteed their social and economic position. Also nobles who had fought against Isabella in the civil war were given fair agreements such as the Marquis of Vienna in order to preserve social stability. Those on her side were awarded with for example dukedoms guaranteeing their continuing support. Although some nobles maintained control of regional politics, which was a big threat to the crown as they had no standing army, whereas most nobles kept retainers. An example of when the crown and nobility worked together to ensure the stability of the country was the Granada between 1482 and 1492. Some of the nobility actually served in the war and fought on behalf of the crown against the Muslims. The war helped to enhance royal prestige. However, outbreaks of civil disorder and violence in Castile in the early years of the sixteenth century suggest that royal administration was beginning to break down. Nobles became better educated and there was an emergence of letrados (lawyers). Most Castilian and Aragonese peasants enjoyed a period of relative prosperity, with wage rises, stable prices and plenty of employment in the countryside. Town life was changing rapidly, Castilian merchants experienced a dramatic increase in trade and commerce, which led to a growth in business and rising prosperity for those in work. However, due to an increase in population town authorities were faced with the problem of vagrancy where people wonder from place to place and dont usually have a home. The Catholic Monarchs intended to enhance the welfare of their subjects. They maintained the Mestas monopoly and continued wool trade, which was high in demand in the Low Countries. Taxes on wool and sheep and the establishment of trade links with America (gold bullion), proved extremely beneficial. Maintaining the quality of Castiles coinage and establishing a currency common to both kingdoms, monetary if not economic unity was achieved. Overseas trade was strengthened with Venice as a base, and the financial status and prosperity of Barcelona recovered from the effects of the civil war in the 1460s. However the Spanish economy had a number of weaknesses, poor communications (bad roads, mountainous), a network of internal customs duties and inland tolls and resistance to state intervention in effecting changes in agriculture, guilds and industry. Regionalism was a very powerful force and applied to the economy. There was no significant attempt to integrate the two economies, for example, trade with Americas was a Castilian monopoly (intensified hostility between two kingdoms, threat of inflation and decline in currency). The only measure that was taken was the standardisation of the currency in 1497. The Spanish Crown failed to protect and promote its native industries and focused too much on exportation of wool than developing its textile industry. Also, the persecution of the Conversos and Jews (many of them were skilled craftsmen) damaged wool trade, while the silk trade was damaged with war in Granada (mudejars were main producers of silk, many were killed while others emigrated). Spanish wealth and commercial gains from the New World could potentially fall through due to its lack of incorporation.

Beowulf Attacks the Dragon Essay -- English Literature Essays

Beowulf Attacks the Dragon. Beowulf makes his final boast. He says that, even though he is old, he shall â€Å"still seek battle, perform a deed of fame† by killing the dragon. (Norton59) He doesn't know how to grapple with the dragon, like he did with Grendel, so he will use a sword and shield. He tells his men that the outcome will be â€Å"with us at the wall as fate allots, the ruler of every man.† (59) He tells them to let him fight the monster alone, â€Å"By my courage I will get gold, or war will take your king, dire life-evil.† (60) *These three quotations indicate pagan elements of glory, not Christian.* eowulf approaches the barrow. From the stone arch, he feels the dragon’s fire emanating from within. He shouts at the dragon. The dragon knows he is there and breathes fire. Beowulf hits the dragon with his shield and draws his sword, â€Å"the old heirloom.† (60) The dragon comes forward, â€Å"hastening to his fate,† (60) and breathes fire, but Beowulf is protected by his iron shield. But, â€Å"for the first time, the first day in his life, he might not prevail, since fate did not assign him such glory in battle.† (60) Beowulf strikes the dragon so hard with his sword, that the â€Å"edge failed.† (60) The â€Å"war blade had failed, naked at need, as it ought not to have done, iron good from old times.† (60) *The sword is given living qualities* The poet reminds the reader that â€Å"every man must give up the days that are lent him† (60), an elegaic theme that runs throughout the poem. Beowulf and the dragon come together again. The dragon breathes fire again and, for the first time in the poem, â€Å"he who before had ruled a folk felt harsh pain.† (60) Meanwhile his men flee to the woods, except for one. Wiglaf, s... ... writes; a draughtsman; a writer for another; especially, an offical or public writer; an amanuensis or secretary; a notary; a copyist. 2. (Jewish Hist.) A writer and doctor of the law; one skilled in the law and traditions; one who read and explained the law to the people. The most famous Old English scribe was a monk named Bede Scylfing: 1: the member of a Swedish Links: British Library Board: www.bl.uk Pace University Grendel Site: csis.pace.edu/grendel Beowulf Site: www.lone-star.net/literature/beowulf/index.html Beowulf Book: www.alcyone.com/max/lit/beowulf Bibliography: Dictionary: Webster's Revised Unabridged Dictionary1913, C. & G. Merriam Co. Internet: http://www.dictionary.com Text Source: "Beowulf" The Norton Anthology of English Literature. Sixth Edition. Vol. 1. Ed. M.H. Abrams. New York: Norton 1993

Brand Management of Cadbury

Cadbury: The Brand The Cadbury brand enjoys a high level of brand equity in Ireland. Research shows 96% of consumers recognise the brand, while 74% state that when it comes to chocolate, only Cadbury’s will do! There are three main brand name strategies: Family brand names: The parent brand is also known as an â€Å"umbrella† brand. This term is given to product ranges where the family brand name is used for all products. The advantage of this approach is that positive associations with the parent brand will transfer to all sub-brands.The risk however, is that if one brand is unsuccessful or falls into disrepute, the reputation of the complete family of brands can be tarnished. Cadbury is a family brand. ? Individual brand names (or multibrands): In this case each brand is created and named separately and has a separate identity. Using a family brand may not be suitable as the brand values may be too far apart. ?Combination brand names: This approach allows for the opti mal use of the corporate (family) brand name, while allowing an individual brand to be identified, e. . Cadbury Dairy Milk. Developing brand identity BRAND PYRAMID A brand pyramid can help managers plan and analyse a brand’s identity. The top tier of the pyramid consists of the brand core. Brand core values are the genetic code of the brand and remain the same over time. Closely related to these values is the brand proposition: the promise the brand makes to consumers. This proposition should be easy to understand and appeal to the target market.The middle tier represents the brand style; or elements of the brand’s identity that represent the self image of the brand and need to be relatively stable over time. The base of the pyramid is formed by the brand themes which are concerned with how the brand currently communicates through its advertising, packaging, physical appearance etc. Brand themes are flexible and change with fashion, technological developments and chang ing consumer tastes.The brand pyramid helps managers understand the strengths of the brand and ensure consistency of its message. This also helps to identify opportunities for brand stretching and brand extensions. A brand extension is the use of a well known brand name on a new product within the same broad market or product category. We will discuss this in relation to the Dairy Milk brand. Brand stretching is the use of an established brand name in unrelated markets or product categories. Brand Extensions and Elements Cadbury India Cadbury is mainly into three segments Chocolates – Cadbury India is the market leader in the chocolate confectionery market in India with over 70 per cent market share. The leading brands in this category are Cadbury’s Dairy Milk, Fruit & Nut, Crackle, Temptations, 5 Star, Perk & Celebrations Gift boxes. †¢ Sugar Confectionery – Cadbury Dairy Milk Eclairs is one of the leading brands in this category. It is amongst the largest eclair brands in the market in terms of value share. Cadbury also owns Halls (which was acquired as a part of the global acquisition of the Adams business from Pfizer in 2003).Halls is amongst the largest brands in its segment of Minty/ Breath freshness brands in India. †¢ Food Drinks – Cadbury’s Bournvita is a leading brand in the brown drinks segment of milk/ malted food products. Cadbury’s other products include Drinking Chocolate and Cocoa powder. Overall share in the malted food drinks market is estimated to be around 19 per cent. The company has recently made a foray into snacking category with Cadbury Bytes, its sweet snacking brand. The company has been performing well in India.

Portrayal of society in Oedipus the king Essay

People and society have been significant principles in every civilization. We gain power through it, stay on top because of it and are a part of it. In Sophocles’ time people were of great importance for the Greeks, it was the time of the establishment of democracy, the country was governed for and by the people. Antigone was written in France during the German occupation and contains political messages to the people. This essay tends to investigate how society is portrayed in Sophocles’ Oedipus the King and Jean Anouilh’s Antigone, and briefly how and for what purpose this is done. The portrayal of society depicts the society in the play, and how that reflects the contemporary society of the author. One way of portraying society in Oedipus the King is through the chorus. In this play the chorus is a group of Theban people who express their ideas and thoughts, and pray to the Gods. By doing this they show how the Theban people react to what happens during the play. In the chorus’ first appearance we see them praying to the gods describing the horrors of the plague. The people of Thebes are suffering and they turn to Zeus, Apollo, Athena and Artemis for deliverance. This shows their strong faith in and devotion to the deities. The second time the chorus appears it is confused about Tiresias’ accusations. In spite of their conviction of the omniscience of the Gods, they decide to stay loyal to their king and not believe the prophecy until they see proof. This shows great loyalty to the king as does the finishing sentence â€Å"Never will I convict my king, never in my heart.†(l. 572) At the end of the ode the chorus is open to both possibilites, that of the deities being wrong and of Oedipus having killed his father. This is although they believe in them and respect them deeply. This demonstrates their open-mindedness and openness to new ideas. Sophocles’ contemporaneous Athenian society is also twined into the story. Oedipus’ character reflects that of the Athenian people. Bernard MacGregor Walke Knox writes1 â€Å"The poet’s language presents him to the audience not as a figure of the mystical past but as one fully contemporary; in fact he is easily recognizable as an epitome of the Athenian character as they themselves conceived it and as their enemies saw it too. One trait after another in the character of Sophocles’ Oedipus corresponds to Athenian qualities praised by Pericles in his Funeral Speech or denounced by the Corinthians in their attack on Athenian imperialism at the progress in Sparta before the war.† He goes on to explain that these characteristics are: being a man of swift and vigorous action, having experience as a result of constant action especially in naval warfare, courage, swiftness and rationality in action and decision, intelligence, adaptability to circumstances, and his dedication to the interests and needs of the city. Knox concludes with â€Å"Oedipus the King is a dramatic embodiment of the creative vigor and intellectual daring of the fifth-century Athenian spirit.† The preoccupations of the Athenians are also reflected in the play. During the fifth century B.C. when Sophocles wrote the play great changes were taking place in Athens. The old respect and attention given to the deities were eroding as the result of the intellectual, social and scientific progress of the time. About this Knox writes â€Å"The figure1 of Oedipus represents not only the techniques of the transition from savagery to civilization and the political achievements of the newly settled society but also the temper and methods of the fifth-century intellectual revolution. His speeches are full of words, phrases and attitudes that link him with the â€Å"enlightenment† of Sophocles’ own Athens.† This change in society is reflected when Oedipus ridicules and offends Tiresias who represents prophecy and spiritual power. In fact Sophocles expresses his conservative ideas by setting up the double irony of the blind man who can see the truth and the future and the seeing man who is blind to his past, present and even to his own identity. As the story goes on we see the proud man who rejected the prophetic power descend to total humiliation and destruction. Knox puts it this way: † The catastrophe of the tragic hero thus becomes the catastrophe of fifth-century man; all his furious energy and intellectual daring drive him on to this terrible discovery of his fundamental ignorance – he is not the measure of all things†¦Ã¢â‚¬  Anouilh wrote a new version of Antigone during World War II. His writing therefore contained political messages against the Vichy government. Most of the depiction of society happens through Creon and not the chorus. They are not Anouilh’s opinions but rather what he thought the Germans and the Vichy government’s view of people. By conveying this to the people he could motivate them to join the resistance. As opposed to Oedipus who loves and cares for his people, Creon does not respect or care about the people he governs. He refers to them as â€Å"the featherheaded rabble I govern† and says that if they â€Å"are to understand what’s what, that stench has got to fill the town for a month!† Clearly he doesn’t think much of their intelligence. He has only taken the position because he thought it would be cowardly not to and he thinks the country is on the brink of destruction. As he himself explains to Antigone he thought â€Å"Someone had to agree to captain the ship. She had sprung a hundred leaks; she was loaded to the water-line with crime, ignorance, poverty. The wheel was swinging with the wind. The crew refused to work and were looting the cargo. The officers were building a raft, ready to slip overboard and desert the ship. The mast was splitting, the wind was howling, the sails were beginning to rip. Every man-jack on board was about to drown – and only because the only thing they thought of was their own skins and their cheap little day-to-day traffic.† In these few lines Creon has called people criminal, ignorant, poor, thieves, lazy, quitters and egocentric. He is also giving a very dark picture of the country when he came in charge. He is implying that the government before him, be it Oedipus causing a plague and Eteocles and Polynices’ civil war or France’s third republic’s failure to deal with the depression, has destroyed the country and he is the one making amendments and restoring order. He describes people as hypocritical and makes them look stupid when describing Eteocles’ funeral. He sarchastically explains how â€Å"schoolchildren emptied their savings-boxes to buy wreathes for him. Old men, orating in quavering, hypocritical voices †¦and every temple priest was present with an appropriate show of sorrow and solemnity in his stupid face.† This also shows that he has no respect for religion or people’s beliefs, earlier he also uses phrases like â€Å"flummery about religious burial†, â€Å"priestly abracadabra†, â€Å"jibber-jabber† and â€Å"dreary bureaucrats†. At one point Antigone exclaims † Animals, eh, Creon! What a king you could be if only men were animals†. This can be Anouilh using Antigone’s voice to say that not all people are animals, but docile and obedient people are. In general one can say that society is portrayed as better in Oedipus the King than in Antigone. Sophocles describes society as loyal, pious, open-minded and Oedipus and the Athenians as active, rational, courageous, intelligent, experienced, good at adapting to new circumstances and compassionate. The only portrayal of society in Antigone, which is through Creon, describes it as criminal, hypocritical, stupid, lazy, self-centred and ignorant. That does not necessarily say anything about the people, but more about the ruler himself. The writers describe two successive generations of the Theban people, but through them write to and about people more than 2000 years apart. 1 Introduction to Oedipus the King in The Three Theban plays, Penguin Classics. Notes by Bernard MacGregor Walke Knox.

Gullivers Travels1 essays

Gullivers Travels1 essays At first Gullivers travels comes off as a fantasy/adventure, but in actuality its a satirical commentary on society in Johnathan Swift. It starts off with Gulliver talking about himself. Later he gets shipwrecked and ends up in Lilliput, where the people are 6 inches tall. At first they think Gulliver is an enemy, but then realize he is no threat. He is taken to the palace and housed in a cursed temple. Gulliver is amazed at how silly the governments rules are, for example to gain entry to the court the candidates must petition to the emperor. After the emperor gets 5 or 6 petitions he sets up a competition in which the candidates must do the Dance on the Rope, whoever jumps the highest without falling gets the job. The Lilliputians employ Gulliver to help in their war against Blefuscudians, but he refuses and that is the beginning of his downfall. He then gets transported to Brobdingnag, where the people are 60 ft. tall. At first they think Gulliver is an animal of some sort, but when they realize he can communicate they house him with a farmer. This place is very different than Lilliput, the king is appalled when Gulliver tells him about England, and asks why the people are so vicious and mean. However Gulliver feels like a freak there, and one day while he was out with the king and queen, an eagle swoops down and carries him off to drop him in the sea. Some sailors then rescue him. But yet again there is a shipwreck, and he finds himself in a world inhabited by Houyhnhnms, a creature that looks like a horse, yet has an amazing intellect. The Houyhnhnms are amazed that Gulliver is intelligent and take him in. Later Gulliver realizes why they are amazed; the only humans in Swifts writing style reflects what he thinks of the characters or actions, without telling the reader outright. Also keep in mind that this is a social c ...

How to Write a Strong Recommendation Letter for Your Students Scholarship

How to Write a Strong Recommendation Letter for Your Student's Scholarship SAT / ACT Prep Online Guides and Tips There are numerous scholarships out there for students entering college, and each has its own special set of guidelines. A recommendation letter for scholarship from teachers, counselors, and other important people in a student's life can serve as powerful testaments to a student's past and future achievements. As an English teacher and college counselor, I put a lot of time into crafting personalized letters of recommendation for students applying to scholarships. In this article, I discuss what exactly should go into an effective scholarship recommendation letter, along with the importance of tailoring your letter to the scholarship at hand. So how exactly should recommenders frame their letters to best help their students win a scholarship? And what purpose do reference letters serve as scholarship committees sift through applications? // Purpose of Recommendation Letters in Scholarship Applications A letter of recommendation for scholarship can accomplish a number of things within a student's scholarship application. First, they can act as strong endorsements of a student, praising her academic and personal qualities and expressing confidence in her future success. The best letters allow a student to transcend her resume and come alive, so to speak, as a multi-dimensional person to a scholarship committee. They also show that she has people in her life motivated to speak on her behalf. While illuminating a student's impressive qualities (her compassion, energy, or leadership skills, for instance), a recommendation letter provides further evidence that the student is qualified to receive the scholarship. Most scholarships are awarded for students with specific commitments or goals. They might be awarded to students pursuing engineering, math, science, computer science, or literary studies. Recommendations should be customized to each scholarship. They can attest that a student is both eligible for and deserves the scholarship based on her merit and/or need. For those scholarships geared toward students that have financial need, a recommendation letter may discuss a student's ability to succeed despite limited resources. A recommendation letter for scholarship can complement and add to the story a student tells in her application about who she is and why she deserves it. In order to do this successfully and accurately, you, as the recommender, should first gather essential information and brainstorm ideas before beginning to write. Want to build the best possible college application, with the strongest recommendations? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Even before the chicken and the egg came the brainstorming stage. Before Writing YourScholarship Recommendation Letter... Since letters of recommendation carry such weight, first you should ask yourself if you can write a genuine and meaningful letter of support for the student. If you feel you don't know her well or have little to share on her behalf, then your letter could come off as lukewarm or uninformed, both of which would add little, or could even hurt, her chances. Assuming you're motivated to recommend the student, you should make sure to find out exactly what the scholarship is for. Is it looking to award students who have overcome significant challenges? Is it helping girls who want to study computer science? Minority students entering technology fields? High academic achievers that contribute to their communities? By being aware of the guidelines and expectations of the scholarship, you can make sure to validate your student's qualifications to receive it. If it's a scholarship for future engineers, talk about your student's fascination with physics. If it has to do with community involvement, talk about her volunteer work at the Boys and Girls Club. Your recommendee should provide you with information about the scholarship, along with her resume, "brag sheet," and any other relevant information. If you still have unanswered questions, it could help your letter writing to sit down with the student and talk about her high school experiences and post-secondary goals. Once you have a clear sense of the scholarship and themes within the student's application, you can think about the story you want to tell in your recommendation letter for scholarship. Think about the student's outstanding strengths, along with significant experiences that have shaped her or obstacles she's overcome. // Finally, consider what anecdotes or observations you can share to demonstrate those strengths. If she's applying to a computer science scholarship, you can highlight her year-long project designing an app to track water use and promote conservation. If she's applying for a literary scholarship, talk about her publications in the town's local magazine. All of these components are important to include in the scholarship recommendation letter. Read on to learn more about key content in recommendation letters for scholarships. Include meaningful stories to support your recommendation. WhatAre the Main Parts of a Recommendation Letter? Each recommendation letter you write will be personalized to the specific student you're writing about, but many of these letters follow a similar template. Here's everything that you should include in your recommendation letter: A salutation An introduction that explains your relationship to the student The body of the letter where you explain the reason(s) for why you believe the student deserves the scholarship A summary where you reiterate your main points Your contact information and signature What to Include in Your Recommendation Letter Once you've brainstormed a list of the student's strengths, meaningful anecdotes, and qualifications to win the scholarship, you can start to draft your letter. Introduction As with recommendations for college, you should begin by stating who you're recommending, how you know her and in what contexts, and what makes you qualified to give your assessment. If you've known the student in different contexts, like as both her teacher and club advisor or coach, then you should say so. This further shows that you know her well and have seen how she interacts and performs in different roles and environments. It's my great pleasure to recommend Janet for the X Scholarship, who I got to know as her 11th grade AP Calculus teacher. Throughout the three years I've known Brian as his baseball coach and 11th grade English teacher, he's impressed me with his intense focus and commitment. // Body of the Letter: Why the Student Deserves the Scholarship Once your introduction incorporates these elements - a strong statement of support and an explanation of who you are and how you know the student - then you can move into your assessment. You should highlight the student's primary strengths, again, making sure to tailor your evaluation to the specific scholarship. If the scholarship is focusing on academic achievement, then a statement of high ranking from an established teacher could go a long way. Stating that the student is one of the top three you've taught in twenty years or the best student in her class suggests that she's an outstanding applicant who will likely continue to excel in college. Since most scholarships are awarded for students going into certain fields, you should speak about your vision of the student at college. If the scholarship is awarded to someone going into mechanical engineering, then you can corroborate the student's academic and professional goals and paint a picture of what you see her accomplishing in the field. Talk about her aptitude for the subject, involvement in Robotics Club, and excitement to study with renowned engineer Professor Smith at college. Ultimately, you want to make the student stand out as a motivated individual that the scholarship donors would want to invest in. You may emphasize her unique commitment, talent, drive, and passion, and show them how her contributions in high school predict her continued pursuits in college. Show them that she deserves the scholarship and that you have no doubt she will put it to good use. Your Contact Information In the end of your letter, you can give your contact information and invite the scholarship committee to get in touch with any further questions. If you've provided a complete, glowing picture of the student, then they should have all the information they need. On the other hand, your letter may fall short if it includes some of the following elements. Neither your coffee nor your recommendation letter should be lukewarm. What Not to Include in Your Scholarship Recommendation Letter It's unlikely that any recommendation letter will be explicitly bad. If you didn't get along with a student for some reason, then presumably she wouldn't ask you to recommend her. Even if she mysteriously did, you'd most likely decline or suggest someone who would be a better choice for recommender. However, recommendation letters can still end up being mediocre and not very helpful compared to others that rave about a student. Lukewarm Praise Letters that come off as lukewarm stand in stark contrast to enthusiastic ones. To avoid this, make sure to be intentional with your word choice and to avoid cliches. Talking about how a student is hard-working and a good student might not stack up well beside descriptors like diligent, insightful, intellectually curious, or compassionate, to name a few. Try not to use vague or overused adjectives that sound generic and lack impact. Additionally, a mediocre ranking like "above average" doesn't do much to help a student, especially if the scholarship is looking for exceptional academic merit. You also want to avoid covering every grade, club, or activity associated with the student, as this lacks focus. It wouldn't zero in on the specific qualifications the scholarship committee is looking for, and thus wouldn't help prove that the student deserves their time and money. Non-Descriptive Reasons Why the Student Deserves the Scholarship You also want to avoid simply listing adjectives in your recommendation without having the stories to back them up. Just as a picture is worth a thousand words, a story about your student is more memorable and telling than using an adjective with no example. In addition to calling Roger a caring, sensitive, and proactive leader, talk about how he developed a week of programming at school to raise awareness of mental health issues. Simply put, avoid abstract language if you can't support it with real examples. Generic Writing Finally, to reiterate the point, the least effective recommendation letter is one not tailored to the scholarship itself. While you may use the same letter of recommendation for more than one college a student is applying to, you should make sure to customize your letter for scholarships. They tend to be both competitive and specific. Therefore a student needs a strong, customized letter that talks about why she's the perfect person to win that money. Sample Recommendation Letter for a Scholarship Now that you know all the partsyour letter should include, here's an sample scholarship recommendation letter so you can see how it looks all tied together. Notice how, in this letter, the writer clearly explains how he knows the student, gives specific examples of why the student is exceptional,discusses how the scholarship would benefit the student, and overall presents a strong and passionate case as to why this student deserves the scholarship. Dear Scholarship Selection Committee, I'm thrilled torecommend Nathan Daniels for the Aspiring Entrepreneur Scholarship. I taught Nathan's Introductory Economics and AP Macroeconomics classes, and I also am the advisor for the high school Business Club, which Nathan is Vice President of. I've known Nathan for three years, and I've seen him use intelligence, business savvy, hard work, and people skills to accomplish more than almost any high school student I know.I highly recommend him for this scholarship. I first met Nathan when he was a sophomore in my Introductory Economics class. Right away he stood out by being able to quickly grasp economic concepts and engage in thoughtful discussion. He's very skilled at being able to apply even abstract business and economics concepts to real world examples and understand how they impact everyday life. In both classes I have taught him in, Nathan has been an active participant and one of the highest-scoring students in the class, but he always takes time to help his classmates. By the time he was in my AP Economics class, I could put him in a group with students struggling to understand certain concepts and trust him to competently answer any questions they had while I was working with other groups. Despite being an excellent student and considerate peer, Nathan's most impressive achievement is the business he started on his own and continues to run. At the end of his sophomore year, Nathan came to me with a business plan he had for a tutoring business he wanted to run. It was extremely detailed, well thought-out, and based on solid business principles, so I recommended giving it a shot. I've seen numerous students come up with great ideas but not follow through, so I didn't expect much of it. However, Nathan not only got his business up and running, he has managed to keep it going and even expand it so that he now has three tutors working under him. He has shown incredible drive and business skills, and I truly believe this is only the beginning for him. Nathan has discussed with me how he would use this scholarship to help expand his current tutoring business as well as begin a new business to help college students resell their textbooks. I've looked over the plan for this new business, and it appears as well planned as his first. I have no doubt Nathan has both the motivation and the business sense to continue growing as an entrepreneur. I believe Nathan would be an extremely deserving recipient of this award and that you can be certain he'd make the most of it, the way he has made the most of all opportunities he has had. Sincerely, Terrance IvesSocial Science and BusinessTeacher Key Takeaways: Recommendation Letter for Scholarship To review, let's go over the key points to remember when writing your letters of recommendation for scholarships. When writing a letter of recommendation for scholarship, remember to Tailor your letter to the specific scholarship and its guidelines and expectations. Customize your letter to each individual student. Speak enthusiastically about a student's merit and why the scholarship committee should invest in her academic and professional future. In other words, emphasize your confidence in her future success. Highlight the student's primary strengths, particularly as they relate to the scholarship. Don't feel like you have to cover everything on a student's resume. Give stories, examples, and observations to back up your praise. In a phrase, "show, don't tell." Be intentional with your phrasing and flow of ideas. Choose words that are powerful and have impact, while avoiding generic language and cliches. Whether your student is applying to a scholarship for academic achievement, financial need, or a specific field of study, her application can receive a serious boost from a strong, thoughtful, and supportive recommendation letter. While her mission is to win the scholarship, yours can be to present the scholarship committee with an exceptional letter of recommendation about a student they won't soon forget. What's Next? Are you also writing letters of recommendation for colleges? Check out our full guide for teachers on how to write reference letters and help your students get accepted. Along with understanding the key content that should go into a recommendation letter, it's helpful to read these examples of great and bad references.Here you can read 4 great teacher recommendation letters, plus 3 examples of bad teacher recs. Are you a counselor writing a letter of recommendation?Check out our guide that includes three excellent examples of counselor letters of recto give you some ideas. Want to improve your SAT score by160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Differentiated Instruction Essay Example | Topics and Well Written Essays - 1250 words

Differentiated Instruction - Essay Example This ensures that all students who are placed in an education system can be provided with training materials in ways that are considerate of the different situations of the environment. Through this way, there is no single student who can fail to acquire ideas because of the limitations posed by their environment, gender, ability or disability, language spoken, personal interests as well as the socioeconomic issues surrounding the area. In education, there are different methods of teaching that are implemented and which can be implemented to ensure that all the people who seek education get the ideal kind without restriction (Etscheidt, 2006). This kind of education, which factors in the requirements of all students in terms of their ability and improvising the environment to make it bearable for learner, is known as differentiated instruction and it takes place in different forms. Differentiated instruction does not characterize the area of acquisition of knowledge only but also the environment of acquisition, modes of assessment of ideas, the amount of support that is given to different students as well as manipulating the contents in the study. Differentiated education is a method of instruction whose main purpose is to ensure easy accommodation different students in program, which has students who have different styles of learning and varying instruction preferences. This kind of instruction involves teaching one subject to different students in varying ways to make sure that the differences are represented by the people. In order to understand differentiated instruction, a person can consider the elaborating the different methods of differentiation which lead to improvement of the situation of individual learner when they are exposed to classes. There are four main ways through which teachers accommodate students with different education needs to ensure that they do not only get the ideas but also are able to apply them in their day to day life after they are subjected them. The four areas that are addressed by the differentiated instruction include the factors of environment of learning, the mode of assessment, the support accorded to learners as well as the modification of the content of learning (Landrum & McDuffie, 2010). In passing of ideas, there are students that are generally slow to learn while others are quick to grasp and use ideas, which are passed by a teacher to them. Those with slow learning abilities require more support from their teachers than those that are quick learners and can get ideas by their own. There are students who can get ideas by their exposure to books on their own without necessarily getting the teachers to help them in elaborating the content of the book. These students can be taught in very easy ways because the amount of time the teacher accords them is minimal so that they do not have to spend a lot of time and energy to teach. These students are able to get and apply ideas that are contained in different books without necessarily getting much assistance from their teachers. This means that exposure to book books can be the only tasking support that a teacher can engage in to facilitate the learning of such a student. On the other hand, there are those students