'Human and Hazlitt Essay\r'

'Prompt: exhibit the following excerpt from William Hazlitt’s Lectures on the English Comic Writers (1819). Then make unnecessary a well-developed essay analyzing the author’s purpose by examining tone, story of view, and rhetorical whatchamacallums.\r\nWilliam Hazlitt’s purpose in makeup this passage was to enlighten the reasons of why with so much tragedy and despair roughly us we are still open to regain happiness or jest at a poorly told joke.\r\nHazlitt’s tone is a mixture of condescend and explanation. The passage is written to explain our faults and why we at times show or odour stronger emotions for typesetters cases, or actions that have virtually humor. However, at the same time, there is an event or action that is very woeful that the emotions produced should be greater, although, they are not. In set of something of great remorse, we will laugh at something insignificant before we would express remorse. Hazlitt patronizes stat e in general for laughing at nothing, and for not crying at something tragic. We as humans have the capacity to feel and express strong emotions, both dogmatic and negative, yet we only express the imperious emotions, or only allow ourselves to feel the positive emotions.\r\nWilliam Hazlitt writes from a neutral point of view, however it is an un-biased neutral point of view. Hazlitt writes as if he is excluded from the human race, as if he is just an observer. It sounds like he removed(p) him-self in edict to describe what he saw and observed how people express emotion. By writing the passage from this perspective, he gives the proofreader the impression that they may be able to achieve a plateau that would allow them to fully feel emotions in a pure manner.\r\nHazlitt’s rhetorical devices are clearly recognized and unique, passim the entire passage he uses overstatement and overstatement in order to underscore what he feels. Hazlitt’s purpose was to clearl y explain to the reader the oddity of human emotions. To achieve this Hazlitt uses repitition; he repeats the main ideas repeatedly to ensure that the reader will conceive his point. In addition to this, Hazlitt also uses a punctuation mark that is rarely seen in lectures today; the exclamation mark. In victimisation this mark he ads more alter to his writing, it increases the subject’s importance. He persuades the reader that this is a serious subject, and could be the hurriedness of morality in society.\r\nIn conclusion, to look at his point across Hazlitt uses many distinguishable rhetorical strategies in order. The stylistic device he uses makes the readers feel inferior, and in order for them to better themselves, they must recognize their stimulate faults. Hazlitt uses many techniques to inform the reader of the disorderly way in, which a person feels, and expresses emotions.\r\n'

'Compare/Contrast Greek and Roman Cultures Essay\r'

'Assignment:\r\n set forth 1: Fill in the down the stairs table with both(prenominal) similarities and variations of the Greek and roman type cultures. Indicate if you are describing a affinity or a difference. If you are describing a similarity then place your look for in strivingation under both the Greek and roman letters culture. If you are describing a difference list the difference between the cardinal cultures under each culture. Please submit in all 10 lines inside the table, each row will augment as you type in your information.\r\n relation/Difference\r\nGreek Culture\r\nroman type Culture\r\n1\r\n2\r\n3\r\n4\r\n5\r\n6\r\n7\r\n8\r\n9\r\n10\r\n fall in 2: For the following questions, provide your result in short-answer format (2-3 sentences each). Use this whole activities and resources to assist you in answering the questions.\r\n1) How did the Cycladic, Minoan, and Mycenaean cultures contribute to Greeks’ sense of themselves?\r\n2) What is a polis and how did polies devise Greek culture?\r\nThe rural areas of Greece disjointed from one another by mountains became to form a community this is known as polis or city-states. The city-states came together to honor the gods at sanctuaries.\r\n3) What was imperial capital of Italy?\r\nImperial Rome explored Rome during its reign as the prevailing political, economic and military power of the westbound civilized world. The exhibition took a coup doeil into life during the Roman Empire from 27 BC.\r\n4) What values were retained from the Etruscans and Roman state roots? Etruscan and republican roots?\r\nRoman Culture developed out of both Greek and in-\r\ndigenous Etruscan roots. The Etruscans also provided the\r\nRomans with one of their base myths, the legend of\r\nRomulus and Remus; Virgil’s Aeneid was the othe\r\n'

'Future of Educational Finance Essay\r'

'Gary Marx res universead â€Å"identifying, monitoring and considering the implications of tr lasts is adept of the most basic processes for creating the future” (Stevenson, 2010 p. 1). The realism of direction is for eer changing at a pace that gets to a greater tip(prenominal) fast as the categorys go on. The decisions turn all over in the past consider dictated the footing of reproduction today, as exit recent falsifys affect the future. political platforms such as choice grooming and No electric s openr left over(p) bottom of the inning pull up stakes encroachment drill accompaniment. Rulings such as the lemon tree Test and separation of church service service and kingdom depart restore decisions that can potenti solelyy result in litigation and move legal opinions dictating bringing upal decisions.\r\nIn his work regarding fosteringal trends, Kenneth Stevenson (2010) utter, â€Å"a continuing recession, escalating political polarizat ion, locomote racial/ethnic tensions, a developing national debt, and a widening carve up between the renders and the take away nons portend a future fraught with unprecedented ch bothenges to and clashes every over the form and substance of existence discipline in the farmings” (p.1). Analysis of the rat Test\r\nThe crumb Test was created by Chief Justice Warren Berger as a result of the flirt boil downicle Lemon v. Kurtzman (1971) and is establish on the principles kingdomd in Everson v. Board of Education. The case of Lemon v. Kurtzman (1971) centered on Rhode Island’s net Supplement scrap. This snatch approved a salary supplement of up to xv percent for get a lineers who taught secular crushs in c fall behind ghostlike domesticates or non- man elementary take aimdayss. The motor hotels ascertain that about xx-five percent of Rhode Island’s pupils adverted non- frequent tutors. Further to a greater extent(prenominal), nine ty-five percent of the parochial schools were Roman Catholic. protoactinium offered a quasi(prenominal) course of centering that reimbursed non-public schools for expenses related to secular instruction and take schools to account for the expenses separately.\r\nApproximately twenty percent of Pennsylvania’s pincerren pay heeded non-public schools and ninety-six percent of the schools had a apparitional affiliation. The high courts looked at its own precedents and firm that, in order for a jurisprudence to be in compliance with the constitution cla give it, â€Å" must(prenominal) gather in a secular legislative purpose; second base, its oral sex or primary effect must be one that neither advances nor inhibits morality; finally, the statute must non advance â€Å"an excessive political relation entanglement with godliness” (Barnes, 2010, p. 2-3). The Lemon sieve was created to, â€Å"determine when a police force has the effect of establis hing religion” (The Basics, 2014, p. 3). The court function the Lemon trial run to the Pennsylvania and Rhode Island supplemental nourishmenting schedules and deemed that the architectural projects in or so(prenominal) dry lands were un original (The Lemon Test, 2009). Both schedules met the depression requirement of the Lemon test as they had a secular purpose.\r\nHowever, the court set(p) that it was unclear if the programs met the second set of criteria as â€Å"while the incite was intended for secular use, it was not entirely secular in effect” (The Lemon Test, 2009, p. 1). The court stubborn that it did not get to establish if the programs met the second procedure of the Lemon test as they cracked to wreak the ordinal criterion as both programs â€Å"excessively entangling solid ground administrators with the trading operations of parochial schools” (The Lemon Test, 2009, p. 1). The Lemon test has â€Å"become an extremely influential well-grounded doctrine, governing not totally cases involving governance bread and butter of religious institutions but likewise cases in which the governance promoted religious messages. all over the familys, however, many an(prenominal) furtherices have criticized the test because the court has often applied it to require a strict separation between church and cite” (The Lemon Test, 2009, p. 1).\r\nThe test has been the put ination for many of the court’s legal opinion regarding the establishment clause since 1971. The â€Å"choice” The musical theme of verifiers for fostering was first introduced in primordial 1950 in a move to privatise culture. In that same year, as a result of Brown v. Board of Education, the southerly evinces put the first voucher program into action as a instruction to â€Å"enable white educatees of all income levels to attend the segregation academies and slip away receiving a publicly-funded, all white schoolin g” (Save our domesticates NJ, 2014). In 1989, Wisconsin’s more(prenominal) modern voucher programs, cerebrate on poor shaverren of all races. (Save our coachs NJ, 2014). disregard slight of the nature of the voucher program, the impact is the same- impose holder gold being turn from public school funding. In 2002, the Supreme Court ruling of the case of Zelman V. Simmons-Harris give tongue tod that it was not a violation of the Establishment article to set up scholarships for some students to attend cloistered or parochial schools.\r\nThis ruling had a succeeding impact on the development of S1872, withal know as the Opportunity light Act. This act allowed for vouchers to go to private or religious schools. Changes from S1872 resulted in an almost $1 billion dollar revenue red for school funding by the end of its fifth year (NJEA, 2011). In appendix to the government revenue mazed, a c% tax credit is stagen to companies who donate to these cash th us losing supernumerary revenue. The nipperren given these scholarship vouchers ar children from targeted failing school bailiwicks, which then result in that already failing rule to lose appurtenanceal w octeted funding for those children. â€Å"Shifting a kick inful of students from a public school into private schools give not belittle what the public school must pay for teachers and facilities, but funding for those costs run decrease as students leave” (NCSL, 2014). A study by the the Statesn confederacy of Teachers in 2011 looked at the revenue lost in several states as a result of money being diverted to voucher programs. In most cases, these programs obtained funding by either increasing taxes or by reducing state aid to local school districts. Both the Milwaukee maternal(p) Choice Program and the Cleveland Scholarship and Tutoring Program did just that.\r\nThe Milwaukee program, in 2009, cost taxpayers somewhat $130 million and the Cleveland program tri m linchpin Disadvantaged Pupil wallop attend to to the Cleveland public schools by $11,901,887 in 2007 (the Statesn compact of Teachers, 2011). One of the most significant issues with voucher programs is the fact that they do not have the same monitoring and regulations as public schools in order to obtain funding. â€Å" perchance the biggest critique of market-based reforms, such as school choice and performance based business is that they impart further exacerbate inequalities in education” (Fusargonlli and Young, 2011, p. 92). Not all program funding is distributed in the programs based on poverty. Parents of special education students are not guaranteed special education services. In addition, many programs are not monitored for the way they give up money. When a review of the Arizona tax credit programs was conducted, it was discovered that â€Å"almost devil-thirds of all voucher organizations kept more funds for overhead than allowed chthonic state law† (AFT, 2011, p. 7).\r\nPer student revenue that local districts lose to these programs is not guaranteed to be 100% applied to the students attending the private school. In 2011, the U.S. plane section of Education had a budget cut of $5 billion (The Education Trust, n.d.). In 2013-2014, over 35 states are providing less funding per students, more than 10% in fourteen of them. (Leachman & angstrom; Mai, 2014). With decreasing metrical composition such as these, voucher programs only abide to threaten to take circumscribed funding away from local districts. keep funding cuts go out have an impact on the economic future of our country. As stated by Brimley et al. â€Å"the more education provided, the more wealth developed; the more wealth created, the more funds addressable for investment; the more investment undertaken, the more wealth available for investment in physical and human capital: (Brimley et al., 2012, p. 3). The Impact of No barbarian Left cigaret (NCLB)\r\nT he No electric razor Left toilet Act of 2001 (NCLB) is the stupendousst national funding program in the history of the get together States. No tike Left stub is a, â€Å"reauthorization of the simple-minded and Secondary Education Act (ESEA), which originated in 1965 as part of the War on Poverty” (Braden and Schroeder, n.d., p. 1). sequence NCLB provides additional funding from the federal government it also imposes man take cares that states must survey. The supplementary funding provided under the No Child Left female genital organ Act is not necessarily enough for states to date the standards postulate by the act. The main decoct of NCLB is deed of conveyance I funding which the federal government allocates to states to help provide an education to economically disadvantaged students. No Child Left croup includes eight different forms of Title funding such as school safety, teacher quality, assessments, and the Statesn Indian education (Braden and Schroed er, n.d., p. 1).\r\nTitle I funds are the most important part of No Child Left Behind as the majority of the funds are earmarked for Title I purposes and Title I funding holds states accountable for student doing as evidenced on state assessments. The move towards holding states accountable for student achievement began prior to the No Child Left Behind Act of 2001. around states included accountability in their education reform acts during the 1990s (Ladd, 2001). By the year 2001, the same year as NCLB, more than forty states published a school report card, more than half had some type of school achievement rating, and numerous states offered assistance or sanctions to schools with low student performance (Meyer, Orlofsky, Skinner, & antiophthalmic factor; Spicer, 2002). In January of 2002, No Child Left Behind was sign(a) into law and for the first while in history the federal government was knotted in, â€Å"setting broad parameters, fulfillation timelines, and sanctions f or state accountability systems” (Duncombe, Lukemeyer, &Yinger, 2006, p. 1). States began to implement NCLB in 2002 during a time of monetary difficulties. This created concerns based on the cost involved in funding a program of its order of magnitude as well as questions regarding the extent to which the NCLB program was funded.\r\nMost estimates concerning the cost of implementing the program were far from accurate. This prompted states, such as computed axial tomography and Utah, to take economy which allowed them to either disregard the parts of NCLB that required funding from the state or sue the federal government for a lack of funding (Duncombe et al., 2006). While NCLB involves many federal education programs, the act’s requirements in regards to school overture, accountability, and testing are a priority. No Child Left Behind required states to test students in ranks cardinal through eight annually in math and development. Students in grades te n through twelve must be tested once. In addition students must be tested in science once in grades three through five, six through eight, and tenth-twelfth. In addition, states, school districts and individual schools are to â€Å"publicly report test results in the collect and for specific student subgroups, including low-income students, students with disabilities, English speech learners, and major racial and ethnic groups” (New America Foundation, 2014).\r\nAn early(a)(a) requirement of NCLB is that all teachers must be extremely qualified. Teachers must pass a licensure exam and be restricted by the state they teach in. Teachers who teach a specific subject area must demonstrate their subject familiarity by passing the subject intimacy portion of the licensure exam. NCLB specifies that states develop a plan â€Å"to ensure that low-income and minority students are not taught by teachers who are not extremely qualified at higher(prenominal) judge than are non-m inority and low-income students” (New America Foundation, 2014). In addition, NCLB give parents and guardians the right to know the qualification of their child’s teacher and if their child is receiving instruction from a paraprofessional and if so the qualifications of that individual. NCLB requires that school district’s notify parents in pen if their child impart become instruction from a teacher who is not highly qualified for longer than four weeks (New America Foundation, 2014). No Child Left Behind stated that all school districts in the coupled States were to guarantee that each child enrolled in their district would score proficient in the state’s reading and math assessments by 2014. Each state was given the freedom to define what grade level proficiency meant in regards to their state standards.\r\nNCLB required that schools make â€Å"adequate yearly bring forward” (AYP) towards achieving their goal. Proficiency rates increase year ly up to 2014 and individual states were allowed to recognise their rate of increase. In order for a state to make AYP they must learn their goal for student achievement in reading and math every year (New America Foundation, 2014). Forty-three states, Washington D.C., Puerto Rico, a group of California school districts as well as the Bureau of Indian Education applied for waivers exempting them from being required to meet their targets and other requirements of NCLB from the Department of Education. In kinsfolk of 2011, President Obama and Arne Duncan, Secretary of Education, proclaimed that the Obama administration, â€Å"would allow states to request flexibility in meeting some of the requirements under NCLB in the absence of the law’s reauthorization” (New America Foundation, 2014). For a state to qualify to arrive flexibility through a waiver, the state needs to show they have adoptive or will implement reforms to their, â€Å" faculty member standards, stud ent assessments, and accountability systems for schools and educators” (New America Foundation, 2014).\r\n harmonise to No Child Left Behind schools that do not make AYP for two consecutive days will be identified for school improvement, and will have to create a school improvement plan (SIP), and apply a nominal of ten percent of their federal Title I funds to professional development. rails that do not make AYP for a third year will be under corrective action, and will be required to apply interventions to improve school performance, â€Å" from a list specified in the legislation” (New America Foundation, 2014). If a school fails to make AYP for a fourth year they will be, â€Å"identified for restructuring which requires more significant interventions” (New America Foundation, 2014).\r\nIf a school fails to make AYP for a fifth year, â€Å"they must implement a restructuring plan that includes reconstituting school staff and/or leadership, changing the sc hool’s brass section arrangement, converting the school to a charter, turning it over to a private management company, or some other major change” (New America Foundation, 2014). Specific school districts that have a high percentage of schools that fail to make average yearly progress for multiple years could be, â€Å"identified for school improvement, corrective action, and restructuring” (New America Foundation, 2014).\r\nThe Future of Church-State dealing\r\nAs religion exserts to hold deflect on the American culture the U.S. juridic system remains the authority for translation the constitutionality of matters of religion. The separation of church and state comes as a result of America not having an established religion for all of the residents to make up; the people were given freedom of religion. concord to Thomas Jefferson, God is acknowledged as the creator of mankind and government is not a divine organization thusly it is the responsibility of the citizens to oversee the institution of government. In 1791 the government discontinued support or promotion of any religion. The decisions make so long ago continue to greatly impact organizations such as schools today. In the classroom teachers are held accountable to the state that they will remain neutral on the subject of religion while on school grounds (The Boisi Center, n.d.). Cases such as Committee for commonplace Education and ghostly Liberty v Nyquist (1973) and Mueller v Allen (1983) have kept the courts busy on the subject of funding religion in the educational system (Pew Research Center, 2008).\r\nThe Free maintain Clause permits students to practice their faith in private on campus as long as it does not cause disruptions to the academic day and students are not being persuaded to follow his/her beliefs. School vouchers and tax credits that were distributed from 1983-2002 were considered constitutional under the Establishment Clause as they approved a parent†™s choice to have their child attend a religious school. The courts accepted these practices because they did not show intent to persuade on the side of religion (The Boisi Center, n.d.). During this time all over the country courts were hearing cases to twin the allowance of vouchers to religious organizations as they felt up it went against the separation of church-state. In some states courts govern that vouchers could only be use for parents that valued to move their child to a higher performing public school so that private religious schools did not receive state education funds. Now and in the future the United States will continue to permit religious liberty to the people, the government will not be accountable nor will it dictate ones religious practices (The Boisi Center, n.d.).\r\nWith the change magnitude cases that continue to build against religion in schools and educational funding to religious private schools it is predicted that the future of church-state relat ions in educational funding will give more authority to the state education departments on the placement of funds. The state will compulsion more control of religious private schools, as the voucher program seems to be here to stay. The state is going to want more control of curriculum if they will be providing financial support (Pardini, 1999). task credit programs are also commonplace and seem to offer a agree of church-state relations. Tax credits provide financial support to families that choose to place their child in private schools. As time progresses state government will embolden for an increase in charter schools, this will allow for state funds in the form of vouchers and tax credits to support schools that do not have a religious focus (Pardini, 1999). This battle will continue until a decision is made by the U.S. Supreme Court on the constitutionality of the Blaine Amendments. These amendments were established in 1875 to disallow states to financially support priv ate schools that teach religion. At this time there are approximately thirty states that incorporate Blaine language in their constitution, which disrupts the success of vouchers being used by parents that wish to relocate their child to a higher performing and/or religious private school (DeForrest, 2003).\r\nFuture Trends in Court Decisions and Power over educational Financing The courts have had a hand in education dating back to the creation of the United States formation. Although there was no specific mention in the constitution as to who was responsible, who carried the power in ground of financial support education, education was valued in the early days, and many early settlers used the Bible to teach the young to read. As time went on people contendd the use of teaching the Bible in Public Schools. People used the First Amendment of the United States Constitution to argue about the intermingling of church and state and the use of direct government support for parochia l, and private schools (Brimley, Verstegen, & Garfield, 2012). The courts found themselves hearing cases of people challenging the use of government funds in schools other than public schools and, in the case of hurtle v. Society of Sisters (268 U.S. 510-1925), the courts ruled for using public funds for church-related schools. Because of this ruling financing public schools has seen some great changes, and will continue to see changes.\r\nThis court ruling could potentially change the makeup and the system of education in the United States. States will implement more stringent guidelines as to what they convey from schools in regards to performance standards since they are the ones providing the funds. These guidelines are the result of schools continuing to fail to meet state requirements, running low on funds due decreased income from post taxes, or the need for states take over more schools or shut them down, To date there has not been a be method that will solve the pro blems of educational financing. Politics have a large deflect in financing education. This was explicit during the shrub administration, when money went into funding Laura Bush’s library later other school programs were cut. For nearly forty years the constitutionality of the way schools are financed has been scrutinized.\r\nThere have been one hundred thirty-nine lawsuits in forty-five states promoting finance reform after the ruling of Serrano v. Priest (Education Next, 2010). The states are required by their individual state constitutions to provide an adequate education to all students. soon there is no solution to the challenges of financing public schools so that all individuals purport like they are being set equally. The debates and challenges have been going on for decades and will continue for years to come. Responsibility is position on the states to ensure that their State Constitution requirements are being met and to provide funding for local schools.\r\ nConclusion\r\nAs antecedently stated education as it is known today continues to change at a rapid rate and will continue to change forever as the world that we all reside in is ever changing. Technology has had a major influence on education, and the world in general. â€Å"If students are not being taught to use technology, and not being taught adequate math, science, and communication skills, the United States will continue to lose its transcendency to other countries” (A state of matter at Risk, 1983). In order for the United States to keep up with the competitive commerce, today’s students need to be pushed a little more to achieve more and not just be satisfied with mediocrity. There was a time when funding private and/or parochial schools was not even an issue, as it was clearly understood that government monies was allocated for public schools.\r\nAs time went on, needs changed, be it individual needs such as students with disabilities, or families of low in come. With these needs came reasons to challenge the norm. Attorneys were contracted, and the status quo was challenged. Nobody could have predicted the changes that would make it nor is it possible to predict the future from today. It is unthinkable to guess the future of financing education because no one knows what the needs will be in fifteen to twenty-five years from now. It is crucial that past rulings be thoroughly examined to assist with preparing for future financial direction, although that is not the magic solution.\r\nReferences\r\nA Nation At Risk: The Imperative For educational put right (1983). American Federation of Teachers (2011). School vouchers: The research track record. Retrieved phratry 29, 2014 from: http://www.aft.org/pdfs/teachers/vouchertrackrecord0211.pdfBarnes, M. (2010, folk 13). The Lemon Test and the Establishment Clause: A Proposal For Modification. Retrieved September 29, 2014. Barry, C., and Wysong, C. 2010. School-Finance Reform in Red and Bl ue. Where theMoney Goes Depends on Who’s Running the State. Retrieved Summer 2010 / Vol. 10, N0. 3 from:\r\neducationnext.org/school-finance-reform-in-red-and-blue/\r\nBraden, J., & Schroeder, J. (n.d.). High-Stakes Testing and No Child Left Behind: Information and strategies for Educators. Retrieved September 29, 2014, from http://www.nasponline.org/communications/spawareness/highstakes.pdfBrimley, Vera R., Verstegen, Deborah A., & Garfield, Rulon R. (2012). Financing education in a climate of change (11th ed.). capital of Massachusetts: Allyn and Bacon DeForrest, M. (2003). An Overview and Evaluation of State Blaine Amendments: Origins, Scope, and First Amendment Concerns. Harvard ledger Of Law & Public Policy, 26(2), 551.Duncombe, W., Lukemeyer, A., & Yinger, J. (2006, September). The No Child Left Behind Act: Have Federal bills Been Left Behind? Retrieved September 29, 2014, from http://cpr.maxwell.syr.edu/efap/Publications/costing_out.pdfFusarelli,\r\n mediocre and Young, Tamara (2011). Preserving the â€Å"public” in public education for the sake of democracy. daybook of Thought. 46(1) p. 85-96 Ladd, H. 2001. â€Å"School-Based Educational answerability Systems: The Promise and Pitfalls.” National Tax Journal 54 (2): 385-400.\r\nLeachman, Michael and Mai, Chris (2014). Most states funding school less than before the recession. Center on Budget and Policy Priorities. whitethorn 2014. Meyer, L., G. Orlofsky, R. Skinner, and S. Spicer. 2002. â€Å"The State of the States.” Quality Counts 2001. January 10.. National Conference of School Legislatures (2014). School Vouchers. Retrieved September 28, 2014 from: http://www.ncsl.org/research/education/school-choice-vouchers.aspxNew America Foundation. Background & Analysis. (2014). Retrieved September 28, 2014, from http://febp.newamerica.net/background-analysis/no-child-left-behind-overviewPardini, P. 1999. Church/state complexities. Retrieved from www.rethinkin gschools.orgSave our Schools NJ (2014) School Voucher Basics. Retrieved September 27, 2014 from: http://www.saveourschoolsnj.org/vouchers/The Basics of Separation. (2014). Retrieved September 29, 2014, from http://candst.tripod.com/tnppage/tnpidx.htmThe Boisi Center. Date Unknown. Separation of church and state. organized religion and American Public Life. Retrieved from www.bc.eduThe Lemon Test. (2009, May 14). Retrieved September 28, 2014.\r\n'

'Ariannadenyse A. Gagonia\r'

'Arianna Denyse A. Gasgonia III-Hosea Reaction report card in Filipino (Noli Me Tangere) When we watched the stage adjoin of Noli Me Tangere, I was excited but not until we knew that we were headed to the sensation domain, and not at the CCP dramatics as we expected. When we got aside of the bus, we brought or jackets with us because we expect it to be cold as the AFP household. But once we were inside, it was baking hot and flushtually, we had to fan ourselves with the hand-outs that we bought. When the play started, I was a small-arm disappointed because almost part of the scene were just played with a projector.We thought it was very boring and uninteresting because of the lack of props. The last 2 years, we watched Ibong Adarna and Florante at Laura at the AFP Theater and they gave us their full performance which is interesting teeming. bit at the Star Theater, I unfeignedly thought that it sucks compared to the AFP Theater. They lack in props (as I had already sai d) and even the ones that they con name are old and realises battered. Their costumes look cheap and I don’t find it entertaining. They have a projector telescope and we thought it was so uncool.At the AFP Theater, they have backgrounds and props colorful and pretty nice to be entertaining for us. At the Star Theater, they even lack characters. In some scenes, I find it odd because it was various from what I’ve read and I was tone for my favorite chapters and lines and I found out it was the ones that they’ve cut. I really thought that it was unwell directed, though the characters portray their roles well and I found no fault in them. They are good at acting but sometimes their mic would just construction on and off at their slightest movements. Overall, I think it was a tiny bit unpleasant (no offense! and I would take watching at the AFP Theater if given the chance. For me, every social occasion was almost always out-of-placed, extract for the chara cters. Well, at least(prenominal) they’re outlay watching. They are the only ones that I care at the play and I curiously enjoyed the last scenes where there we loud booms enough to prattle our bored minds. At least it was exciting even though it’s the only one I found interesting. It was the least of what we expected and I have intercourse its an awful lot of expecting. One thing I know is, though, is I would neer ever prefer Star Theater from the AFP Theater. Ever.\r\n'

'Biological Theory of Aging\r'

'Biological Theory of senescence Tick tock, tick tock, whats that sound? accord to this theory, its your biological era, ticking away at a predetermined rate. This theory says that DNA, the cadres hereditary material, holds the key to your planned demise from solar day wiz. While this aging theory appears fatalistic on the surface, remember that biology is not destiny. You cant change your genes, but you can decompress the march of time with better take in habits and regular exercise. Your be affirms hormones that help grade myriad functions, including growth and behavior, reproduction, and resistant function.In your youth, hormone production is high, but as you constrict older, hormone levels drop off, causing declines in the organic structures ability to repair itself and to keep functioning in top form. Working cells produce bollocks up. Over time, cells make more(prenominal) waste than they can possibly get unloose of, which whitethorn wreak havoc on their ab ility to function and slowly wizard to their death . Lipofuscion, or age pigment, is one of the waste products found primarily in some nerve and internality-muscle cells. Lipofuscin binds fat and proteins in concert in the cells.It accumulates over time and may interfere with cell function. The protein collagen is at the heart of this theory. Collagen, akin to the frames glue, is one of the most general proteins making up the skin, bones, ligaments, and tendons. When were young, collagen is pliable. But with age, collagen becomes more rigid, and it shrinks. Thats why your skin is less rubber band than before (Alston, 2008). Aesthetics aside, cross-linking may freeze out the transport of nutrients into cells as well as obstruct waste-product removal. poverty-stricken radicals atomic number 18 destructive marauders fluid your torso, ready to pounce on full-blooded cells. They are produced as part of the millions of chemic reactions your body performs to sustain behavior (Wa rd, 2012). Your body also makes them in response to environmental toxins much(prenominal)(prenominal) as excessive come ins of open sunlight and smoking. Free radicals oxidize your cells (think corrode metal). As unbalanced, volatile oxygen molecules, they yield way healthy cells to make themselves more stable. Free radicals destroy or alter DNA, the cells communicable blueprint, and disrupt many other cell functions.Free radicals may kill cells as a result of their marauding, or they may give rise to mutant cells that can result to chronic conditions including cancer and heart disease. Fortunately, the body maintains a sophisticated defense remains against free radicals. Unfortunately, our defenses wane with time, and cell malign ensues (Ward, 2012). This theory could also be called The uptake It and Lose It Theory. The idea is that use, and overuse, of your organs pushes them to the scepter of destruction.A poor diet, too much intoxicant and cigarette smoking are sce ne to accelerate natural offend and tear. With age, the body is less able to repair itself. How does wear and tear occur? Free radicals, which put down cellular damage, may be culpable. akin to the wear and tear idea, this theory says you are born with a certain amount of energy. If you live â€Å"fast,” you die young, because you use up your energy reserves sooner. â€Å"Laid-back people,” who mystify from less stress and take life easier, would live longer should this theory fold up correct (Ward 2012).A strong immune governing body is your bodys most important defense against germs and toxins. clear cells engulf and destroy potential pests such as bacteria and viruses. And they manufacture antibodies, the â€Å"soldiers” that police the bloodstream, attacking and disarming any content they dont recognize as the bodys own. Problem is, the immune system becomes less efficient with time, and fewer antibodies are produced, increasing your infection risk. Whats more, the body may turn on itself by producing antibodies that destroy its own tissue.When that happens, autoimmune disease, such as lupus and rheumatoid arthritis, is the result (Alston, 2008). Although we lock away do not completely hear the process of aging, we do know quite an a lot about it. sometimes it may be time for the clock to just get new batteries or perhaps the clock has stood the test time and became an antique. Bibliography Alston, Maude H. Basic Gerontology. Windows CD Version 3. 0 2008 Ward ,Liz. Discovery Fit and Health. What is causing Aging? Discovery Communications. 2012.\r\n'

'Facebook: Friend or Foe? Essay\r'

'On family 7, 2012, Amanda Todd stick on a 9-minute YouTube video entitled â€Å"My bilgewater: Struggling, Bullying, Suicide and Self Harm,” which showed her using tinny card game to reveal her experiences of being bullied. During the video, Amanda writes that when she was in s characterh grade, she formerly used video chat to meet radical people over the Internet and soon began receiving attentiveness on her looks. A stranger convinced Amanda to flash her breasts on camera. The stranger later blackmailed her with threats to expose the lidless photo to her friends unless she gave a â€Å"show”. She refused. She would never prepare that mistake again. Amanda Todd wrote that during the next Christmas break, police informed her at four am that the photo was circulating the Internet. Amanda wrote that she go through anxiety, depression, and panic distract because of this. Her family moved to a stark naked home, where she later stated that she began using drugs and alcohol.\r\nA yr later, the stranger had reappeared, creating a Facebook profile which used the bare-breasted photograph as the profile image, and contacting classmates at her brand-new school. Once again she was being bullied, eventually cause her to change schools for the second cartridge holder. With more than bullying and an demonstrable attack, she attempted self-annihilation by drinking bleach, tho was rushed to hospital to project her stomach pumped. afterward returning home, Amanda discovered abusive messages close her failed suicide attempt posted to Facebook.\r\nOnce again, her family moved to other city to start fresh, but Todd was unable to persist Facebook and her first unfortunate error. Six months later set ahead messages and abuse were still being posted to mixer networking sites. She started to take aim worse, and began cutting herself. disrespect taking anti-depressants and receiving counseling, she overdosed and washed-out two days in the ho spital. She was teased by other students at her school for her low grades, and the time she spent in the hospital to treat her grim depression. On October 10, 2012 at somewhat six PM, Amanda Todd hung herself at home. So is Facebook a friend or a resistance?\r\nTeens often don’t gain ground that bullying over the computer is the same as bullying in person. The harmless â€Å"joke” commode be taken much, much worse because of the broad audience and the unclear tone of Facebook posts. Although Facebook hindquarters be a good source for meeting friends, cattle ranch information, and changing peoples opinions, it can also be really harmful. Facebook can encourage cyber-bullying, make people plow anti- cordial, and distract people from finishing other tasks.\r\nOn the positive degree side, Facebook is both(prenominal) other(prenominal) way for people to fall in with new friends, old friends, and family. fit to the pro and cons website on social networking, sev enty pct of adult social networking users visit the site to connect with friends and family. Fifty-two percent of teens say that using social media has helped improve their relationships with friends and 88 percent believe that social media have helped them bewilder connected with friends they can not see regularly. Despite the fact that Facebook and social media sites have umpteen positive sides, it has its bad sides as well.\r\nFacebook users are starting to get more and more addicted each day. According to an article from WebMD, in a 2009 survey of 1,030 parents, Rosen and colleagues assemble out that children and teens had spent more time act in media (online and offline) had more anxiety, more stomachaches, and more noisome days from school. In teens, the time spent playacting video games also led to poorer health. In another ongoing survey of teens and adults, Rosen found that spending more time than average on Facebook was associated with signs of narcissism, anxiety, and bipolar disorder on a standard psychological test. In another 2011 study, 279 middle school, high school, and university students lost localize for an average of three minutes for every 15 minutes spent studying or doing another task. Checking Facebook just once during the fifteen minute occlusive was associated with begin grades. Not only does Facebook cause lower grades, it also can ruin someones self-esteem.\r\nFacebook users musical note as if they need to know if something important is happening, and by doing their work, they feel like they might miss out on something big. The New York Times released an article in April of 2011 that talked about FOMO, which stands for â€Å"the fear of missing out.” This mostly occurs when seeing Facebook statuses and photos posted by friends, questioning the event, wondering â€Å"Why wasn’t I there?” or â€Å"How come I didn’t know this was happening?” Sometimes it’s not just a specific event that throws us off, but just scrolling through a friends profile and noticing how much â€Å"better” his or her life-time appears. Facebook adds negative social comparisons and FOMO, which puts a sense of regret and a heavy weight on self-esteem.\r\nAs social networking sites become more and more popular, its users have expanded from teens to young adults, to even people over fifty. As you can see with Amanda Todd’s story, many people use social networking sites for the wrong reasons. nation can be whoever they want to be, but some do use it for the right reasons, as for subject connecting with family they haven’t seen in a while, or catching up with long-distance friends. Is Facebook a distinguish where people can connect and have conversations about things that truly matter to them? Is it a place where you can express yourself without fear of judgement? Or is it a place for status updates that aren’t true, photoshopped profile pictures, and cyber-b ullying conceal as humor? So what do you work out? Is Facebook a friend or a foe?\r\n'

'“Piano” by D.H Lawrence Poem Analysis Essay\r'

'Which aspects of relationships atomic number 18 presented in the three verse forms we studied? References to â€Å"Piano” by D.H Lawrence, â€Å"Do non go gentle into that skilful iniquity” by Dylan Thomas and â€Å"Hal-past 2 by U.A Fanthorpe\r\nIn the three poems we eat studied: praise 116 â€Å" Let me non to the marriage” by William Shakespe ar ; â€Å"My conk out Duchess” by Robert browning; â€Å"If” by Rudyard Kipling, divergent aspects of relationships and revel are explored in different forms: power, pride, eternity, fill out as a guiding hug and paternal care. These poets wasting disease language, images, and construction to fox their messages c unload love to a greater extent communicate and evident. The archetypical poem I am departure to analyze is â€Å"My Last Duchess”. It lay outs the tragic epilogue of a loveless(prenominal) marriage surrounded by the take master up, grim Duke of Ferrara, who ch ose â€Å"n perpetually to stoop”; and the sweet, outgoing, naive Duchess privileged by the noble honor of being break inn her conserve’s â€Å"nine-hundred-years-old” name. The poem investigates issues that freighter be manifold in relationships w here power and ego takes over. The Duke wields an exaggerated autocratic power, which contr brings with the fri floply attitude of the Duchess towards inferior classes’ people. This became the central compositors case problem in the relationship: he disapproved of the Duchess â€Å"smiles” and rosees which â€Å"went eitherwhere”.\r\nHe expected her to be lose with the same dire dignity as himself. The Duke wants to see his wife behaving in a way befitting her noble purport in society. Perhaps crim intelligence an obscure and sinister jealousy triggered by the Duchess’ constant kindness, which he did non expect from a character, who should have been entirely of his possessio n: â€Å"since n unmatched puts by the curtain I have drawn for you, just I”. The course credit illustrates how after her death he kept her smile and blush exclusively for himself- perhaps this was what he wanted season she was alive. The situation that she talked with hands and â€Å"thanked” them the same way she hardened the Duke himself obsessed him. His supremacy was tot wholey put at same level of a peasant’s: â€Å"somehow-I know not how- as if she ranked My hand of a nine-hundred-years-old name With any personify’s gift”. In fact, the duke is a individual who loves control, and who is perfectly conscious virtu all in ally the fact of his superior social class. He wants everything to be chthonian his possession- this abide be seen by the fact that he deals and admires a bronze sculpture of Neptune taming a sea-horse.\r\nHe enjoys anything involving control and power. A blame that tramp in like manner be connected to the t all( prenominal)er of â€Å"Half-past two” by U.A Fanthorpe trying to tower over the student. The structure of the poem is composed by a strict and elegant iambic pentameter, which help the reader know almost the terrific sense of control the Duke possesses. It is fit(p) in well-ordered system of riming coup allows, tho the poem is full of enjambments which help the poem accrue like a conversation. In fact, Robert Browning set the poem out as a hammy monologue- it was intended to be performed to an imagined listener. This creates a very suave tone, cap satisfactory to indicate immediately any interpolate of the speaker’s state of mind. For example, his growing irritation, raze rage, with his former wife be jazzs clear with the caesura to slow down the tone, when in the 43rd create verbally he states”\r\nAnd I choose Never to stoop. Oh sir…” The pa use of goods and services takes the poem into and hazardous edge. In fact when the Duke â€Å"gav e commands”, the threat was very potent. The verbalism instantly head ups the change of tone: a recurrent assonance of the letter â€Å"s” comes out as an angry, sinister hiss and provides a sibilant sound. This innovation with angry diction yet factual linguistic communication in addition gives an image of the Duke as if he have no guilt and transmitting and unemotional shock. Browning also uses a As a depart of this, as predicted, loveless marriages with no connection of ” full-strength minds” like in the Sonnet 116 of William Shakespeare would have never become the typical love story with a happy ending. The Duke juxtaposed a shiny tinge about her death with negotiation about marrying his conterminous â€Å"object”. Therefore it all ended when” [he] gave commands”; and â€Å"all smiles gag ruleped together”.\r\nThe twinkling poem I am going to analyze is â€Å"If” by Rudyard Kipling. It illustrates a solution to lifespan’s problems into one singular inspirational piece. This poem is a beautiful, in the flesh(predicate) polish for thoughtful readers who wish to be better people. It is an seek to give a lesson in how to live: from the point of view of a father guiding his dear(p) son to become a â€Å" valet”. Naturally, we laughingstock also look at it coming from the point of view of any older man to a younger man- an emotional or spiritual father-son relationship. We cigaret also deduce that the author wrote this poem presently to his children. Kipling was born in Bombay, India, in 1856. Although more than a hundred years passed since those wise phrases in â€Å"If” were penned, they usher out be applied even now and from a greater audience than the one originally intended. People, that nowadays, is less and less aware of their responsibilities and taken over by a society of greed and indifference.\r\nPeople that if could achieve to do even half of the t hings mentioned in the poem, would be far better people. â€Å"If” is a didactic poem, a change state meant to give instruction. It has a rigid and controlled structure. It is indite in iambic pentameter: an elegant construction of 11-syllable lines, with an extra, light syllable. All of this even up in quad stanzas of eight rhyming lines, according to the pattern abab, cdcd; each referring to several specific traits to possess in different circumstances. This makes it easy to read and facilities memorization. The first section is about self-integrity and developing the proper attitudes about things. Kipling tries to teach us not to look down on ourselves, unspoiled because the others do: â€Å"if you base trust yourself when all men doubt you”. One will always knock people who find differently from him, underestimate him or misjudge him. If millions of men are convinced about a foolish idea, it does not cease to be stupid. Therefore the quotation conveys one to have cartel and confidence in himself and do what he think is right and just. Imagine having the serenity of being national to criticism and stay calm and relaxed until the very end: â€Å"…being lied about, don’t hire in lies, or being hated, don’t give way to hating”.\r\nImagine one having to slope all the injustice that trying to overwhelm him, to lose control. Kipling, with this didactics reminds not to let others provoke us in doing something we know is wrong. Do not be easily influenced. Understand our value, but do not turn into arrogant. Pause and notice what Kipling does grammati countery here: from the start. He composes the poem from a single repeat of â€Å"if”. The natural pattern for English is to state a condition thus, â€Å"if A, then B”. But Kipling is stating, â€Å"if A, if B, if C”. He’s piling on the conditions piece delaying the consequence in a single vast sentence. He builds up tension deliberat ely. That may also be the reason he calls the poem â€Å"If”. The chip section is about overcoming the obstacles one encounters during his way. It is about by-line his dreams, fight for them, and extend to to reach his close. Whether he like it or not we are the cause of himself; he needs to move on, things are not going to get done by themselves- â€Å"if you cannister dream- and not make dreams your master”. The quotation also implies that we have to seize our opportunities when we have the chance, do not let it escape.\r\nDistinguish and understand the right balance between being a thinker and a â€Å"Man”. Here the author has a really vivid imagination. He utilizes personification to promote caution against â€Å"impostors” such as â€Å"Triumph and Disaster”- capitalizing both words. He associates them to people who engage in deception under an assumed identity, charlatans. Unconsciously, both of them convince one to stop trying far more often than he usually expect. Frequently defeats can discourage his hopes and victories make him conceited and he permits them to influence him. Kipling reminds us that the ground is not all a bed of roses. It is in fact, a miserable and despicable place and states that” if you can bear to hear the truth you’ve spoken misshapen… or watch the things you gave your life to, broken..”. If one respond the world to influence him, it will get him on his knees and leave him with nothing forever. It can hit harder than anyone else.\r\nHence, it is not a matter of how hard a person hits, but is a matter of how he can withstand adversities, resist and to have the strength to arising again after being beaten into the ground. It shows a hard subject field ethic. Consequently Kipling introduces us to the section, that could be retained the most valuable. He starts off by writing an extended metaphor, similar in characteristics, but different in meaning to the last qu otation:” If you can make one heap of all your winnings…” Substantially the counsel it brings is that life is to be enjoyed, whether money is to be spent. Take risks; make mistakes and break rules, the world is there to be experienced. Stay hungry; stay foolish as a reminiscence of Steve Jobs’ wise words. Afterwards, the main advice that is conveyed by the sequent verse:” if you can force your heart and nerve and vigor To serve your turn long after they are gone” is to never give up and strive to overcome your limits.\r\nKipling could have just indite â€Å"your body”, everybody know that it has a heart, nerves and muscles. However, by tilt each one, he gives us a clear image of its member as if they were all coupled as a team with a super acid objective. However the real message that the author wants us to conceive is to be determined. Something that when our physical strengths abandon us, give us the force to â€Å"Hold on” . It can be the â€Å"Will” to reach a goal; or the Desire to win; or even the contempt of losing. Something that prevents us from stopping, ignoring the consequences. By capitalizing the word will, he conveys the reader that about its strength and power . at long last each verse of the last stanza contributes to consolidate the long-awaited conclusion. It starts by speaking about being able to work with anyone: from â€Å"Kings” to â€Å"Crowds” and not changing who one is and what he stands for. being able to keep some distances and qualities that he except possesses; without being influenced by his surroundings. And â€Å"if neither foes nor loving friends can hurt you” underlines the lesson that often the people, who one loves most, are the one who can hurt him more deeply.\r\nMajor qualities as independence and self-supporting are advocated by the statement:” if all men count with you, but no(prenominal) too more than”. Kipling creat es a blueprint for personal integrity. It is about what a teenager might call â€Å"maturity”- acting like a grown-up and see the real value of things; without being dependent to anyone. conclusively the author uses the metaphor:”if you can fill the mordant minute with sixty seconds’ worth distance represent” to instruct the reader to fulfill every second of his life in as enthusiastic and dynamical way as possible.\r\nHe suggests making every seconds of one’s life memorable; having no regrets. This aspect can also be referred to â€Å"do not go gentle into that good night” of Dylan Thomas, where men strive to fulfill their remaining conviction with their very best. And finally, he comes to the long-awaited consequence and reveals that if all the aspects had been covered, â€Å"Yours is the populace and everything that’s in it, And-which is more- you’ll be a Man, my son!” â€Å"If” is also a poem of imaginat ion. Kipling tries to find the nonesuch in the human being, where nothing can detriment it. A stage where the one truly gains everything; and Kipling wishes that for his son.\r\nIn sonnet 116, William Shakespeare explores the align nature of love, trying to work out both what real love is and is not. He says that this feeling is eternal, not affected by time, variations and life’ troubles that couples need to combat. Sonnet 116 is presented with the ordinary fourteen lines make up of three quatrains and concluding with a contest couplet. It is written in iambic pentameter with a rhyme scheme of abab cdcd efef gg. William Shakespeare frames its discussions of the passion of love within a restrained and disciplined rhetorical structure. The tone of the poem is also very fluent and smooth, filled with heterogeneous enjambments. Moreover the simplicity of the language and poetic devices act as if wanting to draw the reader deeper into the basis. In the opening lines the sp eaker defines what the ideal love would be, by referring it as a â€Å"marriage of true minds”. It is a relationship based on trust and understanding, which has come to a stage where minds are entirely tied together. The writer absorbs it as being perfect and constant, even if it encounters changes in the love one.\r\nHe denies that love is true, when it â€Å" cooks when alteration finds” or â€Å"bends with the remover to remove”. In choosing to describe love as this kind of force Shakespeare is able to convince the reader that love is indeed beardown(prenominal) enough to fight the departure of a caramel brown or a simple alteration. Yet, in the second quatrain he positively defines what real love is, whether the first one was based on what it was not.. The metaphor: â€Å"it is an ever fixed mark that looks on tempests and is never jolted”, represents it as an unshakeable guiding light to its â€Å"wandering barks”. The tempests portray the life’s troubles and people will experience, much the â€Å"winter” of â€Å"Piano” by D.H Lawrance. Shakespeare compares it to a seamark that navigators use to conduct their course- The North Star- whose altitude, or â€Å"height” has been mensurable although its value in indefinite.\r\nIt is presented as an inestimable entity, whose force is tremendous and capable to give a post to the lost ones. In the third quatrain William Shakespeare again describes what love is not: it is not subject to time although â€Å" fortunate lips ad cheeks” have to face the â€Å"bending sickle” of time- which is also utilized as a synecdoche referring to death. moreover time is personified by referring it as â€Å"him” and compare also to Death. In fact the author wants to demonstrate that true love remains constant and does not alter â€Å"with brief hours and weeks” and survives â€Å"even to the edge of doom”- the Doomsday.\r\nTo re frain the poem, with absolute conviction William Shakespeare challenges the readers to disprove his interpretation of love. He insists that this is the ideal of â€Å"true” love- and if love was mortal, changing and, shipboard then â€Å"no man ever loved” or he would deny what he has written and the existence of it. By employing this paradox he strengthens the theme cleverly. What really gives Sonnet 116 its stimulating power is not its complexity; instead, it is his linguistic and emotional confidence.\r\n'