Wednesday, October 30, 2019

Summary Assignment Example | Topics and Well Written Essays - 500 words - 28

Summary - Assignment Example The government advocated socialist ideologies but which however could not be marketed on the global market since these did not appeal to the post modern types of films. It is for this reason that the Fifth Generation films took a radical approach in their development and could be viewed as rebellious. Though they were banned on the domestic market, they received significant appreciation on the global market. The fifth generation films specifically moved from a usual Chinese Kung fu movie towards depicting a disintegrating socialist background. This is illustrated in the film tilted (Platform 2000) which shows the successful troupe of cultural workers from Fenyang to the countryside. The other issue is that Jia’s films are primarily concerned with portraying a sociological perspective with regard to the social problems caused by the Chinese development. For instance, the films focused on issues such as destruction of the environment, neighborhood s as well as the destruction of families as some of the problems caused by contemporary Chinese development. Jia also incorporated pop music in his films as a form of entertainment given that his childhood was characterised by complete lack of entertainment. The arrival of Japanese pop music and Hollywood films had a liberating effect since these revolutionized the Chinese film. The other issue that characterized Jia’s films is tha t he was concerned about portraying reality through the camera. The sixth generation on the other hand not only rejected the metaphysical image of China but reflected a polarized society. However, the sixth generation film is of the view that a paradigm transformation about the way the camera portrays reality should be confronted and all the contradictions should be captured. For instance, xiancheng is is a true reflection of socialist industrialization failure. This has in fact led to cultural poverty as depicted in Jia’s films. The

Monday, October 28, 2019

White People and American Citizen Essay Example for Free

White People and American Citizen Essay The short story â€Å" How it Feels to be Colored Me† was written in year 1928 by Zora Neale Hurston who grew up in Eatonville, Florida. Zora grew up in an predominantly all black town. She had begun to realize the differences between blacks and whites at the beginning of her teens. Zora only had contact with the white people who passed through her town. These people who passed through Eatonville, Florida usually were going to Orlando or coming from Orlando, Florida. I believe the main reason why the story was written was to focus on the differences between black and white people. The short story â€Å" How it Feels to be Colored Me† was written in year 1928 by Zora Neale Hurston who grew up in Eatonville, Florida. Zora grew up in an predominantly all black town. She had begun to realize the differences between blacks and whites at the beginning of her teens. Zora only had contact with the white people who passed through her town. These people who passed through Eatonville, Florida usually were going to Orlando or coming from Orlando, Florida. I believe the main reason why the story was written was to focus on the differences between black and white people. When Zora Hurston states â€Å" I have no separate feeling about being an American citizen and colored. I am merely a fragment of the Great Soul that surges within the boundaries. My country, right or wrong. † I believe she’s describing her feelings of being an American citizen and being colored. She does not have separate feelings of either. Zora seems to accept her identity for being colored and an American citizen. I think Zora is trying to achieve dignity/pride in America as an American. Zora doesn’t want to harp on the past Nor does she want the actions of others to affect her. Zora believes that she is an American citizen whether she’s black or white and everyone has the same rights. How It Feels to Be Colored Me Analysis by Terissa7.    N. p. , n. d. Web. 15 June 2014. . â€Å"How it Feels to Be Colored† The short story â€Å" How it Feels to be Colored Me† was written in year 1928 by Zora Neale Hurston who grew up in Eatonville, Florida. Zora grew up in an predominantly all black town. She had begun to realize the differences between blacks and whites at the beginning of her teens. Zora only had contact with the white people who passed through her town. These people who passed through Eatonville, Florida usually were going to Orlando or coming from Orlando, Florida. I believe the main reason why the story was written was to focus on the differences between black and white people. When Zora Hurston states â€Å" I have no separate feeling about being an American citizen and colored. I am merely a fragment of the Great Soul that surges within the boundaries. My country, right or wrong. † I believe she’s describing her feelings of being an American citizen and being colored. She does not have separate feelings of either. Zora seems to accept her identity for being colored and an American citizen. I think Zora is trying to achieve dignity/pride in America as an American. Zora doesn’t want to harp on the past Nor does she want the actions of others to affect her. Zora believes that she is an American citizen whether she’s black or white and everyone has the same rights. How It Feels to Be Colored Me Analysis by Terissa7.

Saturday, October 26, 2019

Decline of the Muslim Empires: Safavid, Ottoman, and Mughal Essay

Decline of the Muslim Empires: Safavid, Ottoman, and Mughal Since the beginning, all empires have faced change in many ways, declining and rising in status. Many empires have collapsed, only to start again under a different name. Like all empires, the three Muslim Empires, the Ottomans, Safavids, and Mughals have faced this inevitable state. Although each individual empire is different, they each have similarities in their reasons for decline. Whether it is social, religious, economic, or political reasons, the empires, like many others, have fallen. The Ottoman Empire, founded by Osman, had started in the northwestern corner of the Anatolian Peninsula. The empire expanded rapidly, only to weaken again. The first visible decline was the loss of territory at the Battle of Carlowitz in 1699. Many of their reasons of success have deteriorated over the years and actually caused the decline as well. The Ottoman's military was very strong, especially the members of the Janissaries corps. Boys were recruited from the local Christian population to serve as guards but only the best ones became Janissaries. Soon, though, the position became hereditary, so there was no longer a need to be excellent to occupy a position. Also, the training of officials declined, and the elite formed a privileged group seeking wealth and power. Although the Ottoman system was religiously tolerant, non-Muslims were forced to pay a head tax because of their exemption from military service and were divided by religious faith into a number of "nations" that had i ts own leader and laws. Also, before the decline, the position of the sultan was hereditary and a son always succeeded his father. The heir to the throne gained experience by being assigned a... ...itish control. Although all three of the empires had reached their highest point and were considered to be three great Muslim empires, all of them had started the process of decline. Aurangzeb's actions can illustrate some of the reasons for decline. Without religious tolerance, the empire started having a number of revolts against the imperial authority. By forbidding customs of other religions and everything he considered evil, rebellious groups reasserted local authority, reducing the emperor's power. After causing the weakness of his empire, Delhi was reduced to ashes by the Persians. During and after his rule, everything started to fall apart. This comes to show that one lousy ruler can be the reason for decline in any empire because in order for the empire to be successful, it must have a good ruler, wealth, a strong military, and religious tolerance.

Thursday, October 24, 2019

How My Personal Values Influence My Way of Teaching

Relating philosophy to pedagogy – how my personal values influence my way of teaching Within any early childhood education (ECE) setting the pedagogy of the educators will have great impact on the programmes and philosophies which the children within that setting will be influenced by. Teachers have a responsibility to build and maintain authentic, open, reciprocal relationships with children, families and the community (Gailer, 2010).This is not only an integral part of the early childhood curriculum Te Whariki which has relationships as one of its four foundation principles (Ministry of Education [MoE], 1996) but also part of the teaching standards and ethics. As a teacher I relish in the chance to build relationships with many different children, all unique in their culture, strengths, ideas and way of being. The importance I place on relationships sits well with both Vygotsky’s and Bronfenbrenner’s sociocultural theories. Vygotsky emphasised the importance of the people surrounding a child, seeing them crucial for supporting and enhancing the child’s development.Bronfenbrenner extended this into a model of contextual factors, using ideas about five kinds of contexts surrounding the individual child including their micro- and meso-systems where the interactions of their day-to-day realities occur (Drewery & Bird, 2004). These theories have been vital in the development of New Zealand’s early childhood curriculum, Te Whariki, and so my understandings of these and with my personal philosophy I hope to have the skills to be able to build respectful reciprocal relationships with all learners. Building these relationships however is not as easy as people outside of the profession often assume.Appendix 2 shows Suzie Gailer’s (2010) article on being professional, the article discusses how professional integrity of practice is reliant on teachers having a particular set of values, respect, authenticity, empowerment and trans parency. The image of the child is culturally constructed and linked to our time and place in history, the image I have as a teacher today of children is very different to that of which I was viewed as a child. My image of the child has altered as I have gained both practical and theoretical teaching experience.In my first practicums I did not necessarily know what to expect about building initial relationships with children but as I have gained knowledge I now know that children can be trusted to build these relationships in timeframes which are right for them. Te Whariki (MoE, 1996) presents the image of children as competent learners and communicators and I now uphold this image in my teaching practice and as a parent (Appendices 3, 4 & 5), along with the values of respect which I have articulated through the following of Magda Gerber’s work.From my own relatively limited practical experience and theoretical knowledge I can relate to the notion of Edwards & Nuttall (2005) where â€Å"the pedagogy, or ‘the act of teaching’, is not only mediated by educators’ understandings about the children, learning, and the curriculum; their understandings about the social settings in which they work, their personal experiences beyond the workplace and their engagement with the centre’s wider community all have a role in determining the educator’s actions† (p. 36).My own underlying beliefs, values and philosophies all impact on my teaching style and, although often unconsciously, on the way I relate to individuals. Commitment to reflective practice, the personal philosophy I have articulated and the desire for professional development will aid me in holding true to a pedagogy which is responsive in time as well as to individuals. This pedagogy with its identified aspects of assessment, planning, implementation and evaluation is influenced by my values and experiences and I attempt to explain and reflect upon these in this es say.The main assessment process I use is ‘Learning Stories’, an approach developed by Dr. Margaret Carr. Learning stories show a snapshot of a learning experience which has been shared with the child or children involved and are a record of the interests and strengths of the child. Research shows that learning is more effective when it is derived from interests, encouraging motivation and the sense of confidence that comes from working within one’s own strengths.The learning story framework is based on the belief that developing good learning dispositions is the most important skill in early childhood and this fits well with my values of respect and having the Te Whariki image of the child, a confident, competent learner and communicator. The foundations of learning stories are the dispositions found in Te Whariki and in my own learning stories these are highlighted, showing fellow educators, parents and whanau how I work to support children’s learning in all aspects of the programme and curriculum (Appendices 4, 6 & 7).Upholding this image of children in practice is however met with challenges. Woodrow (1999) describes how there are resulting constructions of childhood based on how individuals experienced childhood, on cultural artefacts and on professional knowledge, Ellen Pifer (2000) also describes these conflicting images in her book Demon or Doll (Appendix 8) which has truly opened my mind to ways of seeing individuals. Other teaching professionals may hold different images of children such as the child as innocent or as an embryo adult and this will impact on the way they act around and towards children.Having a commitment towards reflective practice and regularly evaluating my personal pedagogy will allow me to deal with these challenges, giving me the skills to explain my viewpoint and understand that of others so that the best possible outcome is achieved. To undertake such assessment it is important to build a relationship with the children and these reciprocal relationships are another key part of my philosophy.This value has changed with my experience and theoretical knowledge, in my initial practicum I was unsure about how to go about building relationships that are both respectful and reciprocal (Appendices 9 & 10) but my confidence in this has, and will continue, to grow (Appendix 11). I believe that building a reciprocal relationship means sharing aspects of my life with children and not expecting them to reveal themselves without the favour being returned. I have a huge passion towards animals and I have shared this with the children on my last two practicums by taking along my guinea pigs (Appendix 12).The children feel aspects of empowerment and trust as I allow them to be intimately involved with a very important part of my personal life. Building such relationships prior to undertaking assessment highlights the spiral nature of teaching and the aspects of pedagogies. Taking the guinea pigs to the centre required planning and careful implementation, including discussion with staff and families to ensure cultural needs were met. Some cultures do not agree with the keeping of animals as pets and in order to uphold the respectful image of the child and relationships with the family and community I needed to accept and respect this belief.The centre policies and legislation also play a role in planning and implementation, health and hygiene regulations needed to be considered for this activity and for others many different policies will come into play. For further assessment and planning the involvement of colleagues and whanau in the learning stories and other documentation would play a vital role in the continuation of the interest but unfortunately the short nature of the practicum did not allow for this.Cultural needs and matches weight heavily in the planning and implementation stages of my pedagogy. This is linked to all the values in my philosophy; relationships, r espect and equity. These values mean that I believe in focussing on skills and talents rather than on deficiencies to create learning environments, for example respecting that crying is a valid attempt at communication and can be a qualified learning experience (Appendix 11). Nyland (2004) describes how the participation rights and contexts of infants’ knowledge can be overlooked in childcare settings.On-line discussions with fellow students regarding this reading give support to the idea that disrespectful environments adversely affect the identity and participation of children. What happens in an environment when an identity is missing altogether and children are faced with images of white middle class able bodied members of society? What message is that giving to these children and their families? You don’t belong? You are not a real member of our society? We don’t value you? The environments we plan for the children speak volumes about how we view society an d the people we respect and value (Ellis, R. , Fuamatu, P. Perry Smith, A. M. Moodle; September 2011). During planning I therefore need to think ahead about resources which reflect the cultures within the setting and the community. This can be achieved through communication with other educators in the setting, parents, and other members of the community such as kaumatua or the local priest. Planning for social occasions is also important to me as I feel they link the ECE setting with the wider community and social values. This includes events such as Mother’s and Father’s day (Appendix 13) as well as cultural occasions such as the Lantern Festival, Diwali and Pasifika events.Although during such planning I am mindful of the goals and learning outcomes which Te Whariki and the teaching standards present I also constantly remind myself of the holistic nature in which the learning will occur. Lawrence (2004) describes the shift in thinking and programme planning in ECE se ttings over the past two decades, from keeping children busy to planning cycles and then Te Whariki. Lawrence clarifies that although the word planning is still used; it is not in the traditional sense of the word but rather can be seen as â€Å"reflectively responding to children’s thinking (p. 16). † An example in her rticle shows how the learning experience of children can be very different to that pre-planned or expected by the teacher (Appendix 14). A challenge presents itself where teachers have been trained and had experience in times where different planning programmes were utilised, disagreeing views and beliefs can lead to conflict within teaching teams and a dedication to reflective practice is required by all parties if favourable outcomes are to be reached. This reflective practice is a vital part of the evaluation process of my pedagogy. What worked? What didn’t work? Where do I go from here?Schon (2002) described how the entire process of reflecti on-in-action, where our knowing is in our action, is central to the skill practitioners have in dealing with situations of uncertainty, instability and uniqueness as well as valuing conflict. Holding true to a value where children are respected as individuals and valued for their own unique set of skills, uncertain and unique situations are inevitable in the day-to-day practice of an ECE setting. With the set of reflective skills I now possess I hope to be able to turn these situations of uncertainty into ones of learning, for both myself and children involved.With continuing professional development and an ever increasing amount of practical experience I feel I am in good stead to continue my career as an early childhood educator and support the children within my influence to grow up in line with the aspirations of Te Whariki, â€Å"competent and confident learners and communicators †¦ a valued contribution to society† (MoE, 1996, p. 9). References Drewery, W. & Bird, L. (2004). Human Development in Aotearoa: A journey through life. (2nd ed. ). Sydney, Australia: McGraw-Hill. Edwards, S. & Nuttall, J. (2005).Getting beyond the ‘what’ and the ‘how’; Problematising pedagogy in early childhood education. Early Childhood Folio, 9, 34-38. Gailer, S. (2010). Being professional: First, do no harm! The First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 12(2), 19-24. Lawrence, R. (2004). Making sense of planning – A teacher’s story. Early Education, 36, 15-19. Ministry of Education. (1996). Te Whariki: Early Childhood Curriculum / He Whariki Matauranga mo nga Mokopuna o Aotearoa. Wellington, New Zealand: Learning Media. Nyland, B. (2004).Infants, context and participation rights: An Australian image. The First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 6(1), 19-22. Pifer, E. (2000). Demon or doll: Images of the child in contemporary writing and cultur e. Virginia, USA: University of Virginia Press. Schon, D. (2002). Reflection-in-action. In A. Pollard (Ed. ). Readings in reflective teaching (pp. 5-7). London, England: Continuum. Woodrow, C. (1999). Revisiting images of the child in early childhood education: Reflections and considerations. Australian Journal of Early Childhood, 24(4), 7-12.

Wednesday, October 23, 2019

Something Precious

I have earned recently that sometimes we lose something to gain something. I have experienced a hurt that was so deep that it was my belief that it would never end. I recently was blessed to have a brand new grandchild a girl. This little girl could not have come at a better time in my life. Brianna Scott was born on November 30. 2010 at 8:14 pm. This could not have been better timing. Three years ago one of my grandsons’s hung himself and now lives in a vegetative state. I lost all joy around the holidays, because this little boy always wanted to be with me during the holidays. I lost the holiday spirit after this tragedy happened I found myself in a deep depression state. There was days when I did not want to do anything but cry. I prayed to no end for a miracle to happen. I finally had to accept that here would be no miracle this time. I experienced so many different emotions on a daily basis and for the life of me I could not get a grip on any of my emotions. I begin to question whether or not I could have done something to prevent this tragedy. It took intense therapy to find my way out of this hole. There was nothing I could have done to prevent this tragedy. I was simply co-existing prior to Brianna being born. This little girl has no idea what her birth has brought into my life. I feel as if God has given me a new joy and a fresh breath into my life. I look at this little girl and my heart smiles again. When I talk to Brianna and tell her I love her she looks at me and smiles. I know that Brianna is only six weeks old but I truly believe she understands me when I tell her that I love her. I sometimes catch myself wondering if my grandson would be jealous of her. I believe that I knew this little boy better than his own parents. He would not have been jealous but instead embraced her. Chances are I would have had to ask him to move over and let me have some time with Brianna. I do indeed believe that Brianna is something precious sent to me by God to ease the pain that I have been forced to live with. If you could see this little girl you too would believe that she understands when you tell her that you love her. I always tell her how precious she is and that she has brought unspeakable joy to my life. I wish that I could put into words how much this little girl has done for me emotionally. I have joy once again and believe it or not I actually celebrated the holidays. I did not have a sad moment for a change and took the time to thank God for such a precious gift. This is the gift that keeps on giving. If someone had told me that when this little girl was born the pain I was enduring would ease up I would have called them a lie. I now can live with the pain and my heart doesn’t ache as much as it did prior to Brianna’s birth. I can get threw the day now without crying and feeling so empty. I look forward to keeping this bundle of joy now. Even though she has her day’s mixed up with her nights I would not change a thing about her. After all Brianna truly is something precious to my whole family.

Tuesday, October 22, 2019

Microsoft to improve buying experience at retail. (Thats shopping to you and me.) - Emphasis

Microsoft to improve buying experience at retail. (Thats shopping to you and me.) Microsoft to improve buying experience at retail. (Thats shopping to you and me.) Microsoft has announced its to open its own shops, in a clear bid to grab a slice of the Apple retail action. Apple trades on its image as the quintessence of cool: all innovative design and sleek lines. Microsoft may face an uphill battle in this respect, at least if its press release announcing the move is anything to go by. It quotes Kevin Turner, Microsofts chief operating officer, as saying: Were working hard to transform the PC and Microsoft buying experience at retail by improving the articulation and demonstration of the Microsoft innovation and value proposition so that its clear, simple and straightforward for consumers everywhere. What? you may ask. Good question. I was going to offer a translation, but Im afraid its stumped me. Some clear, simple and straightforward language might be a good start, Mr Turner.

Monday, October 21, 2019

Communism couldn essays

Communism couldn essays Communism assumes that humans do not have this primal instinct for survival, which, to paraphrase a line from Moo_Cow, is a bullshit mentality at its best and an insanely delusional one at its worst. Communism assumes that humans will not fight for resources, that the strong will not mind watching their strength be leeched off of by those unable or unwilling to produce for their family. Communism encourages laziness and does absolutely nothing to ecnourage productivity, because, there is no incentive to work. If someone who is weak is only going to get fed anyway, then what is the point of working? Likewise, why bother working if all of your hard-placed work is going to support someone else's family and not yours? Communism is a system that penalizes the talented, the strong, and the ambitious and rewards the lazy, the inept, and the lethargic. Further still, Communism assumes each person is inherently equal and that each job is of equal value. THIS IS CATEGORICALLY UNTRUE. All people are NOT equal; All people do NOT have the same intellectual and physical capacities. Some people are born with natural intellectual or physical advantages over the general populus, and these advantages are based on genetics. A highly-intelligent person retains that mental capacity for abstract thought and higher-thinking in no matter which class you place him. Likewise, someone born with metabolic genes that give him a brawny disposition has an advantage over someone who is not born with these genes. It is a harsh reality, but it is reality nonetheless: Some people are physically smarter than others; some people are physically stronger than others, in such ways that those not possessing the same advantages as these people find themselves at a definite and absolute DISADVANTAGE that is extremely difficult, if not impossible, for some to overco me. Someone who is born stupid or born with a mental deficiency CAN NEVER become as smart as Einstein. An averag...

Sunday, October 20, 2019

50 Pieces of Stephen Kings Greatest Writing Advice - Freewrite Store

50 Pieces of Stephen Kings Greatest Writing Advice - Freewrite Store Over his decades-spanning career, Stephen King has written an astounding 54 novels that have sold over 350 million copies. His work has been adapted into films, miniseries, television shows, comic books, video games, and more. It is no wonder Stephen King's writing advice is so frequently sought after. King has the unique ability to make readers feel every emotion on the spectrum: love, joy, rage, terror, disappointment, and sorrow. When he talks about writing, aspiring authors should sit up and pay attention. As writers, we want to make people cry, laugh, and wipe their sweaty palms on their shirts so they can better grip their books. Stephen King has mastered this. Though he’s an incredibly gifted writer, King shed blood, sweat, and tears to get where he is today, and was gracious enough to share his advice in his book,  On Writing- a must-read for aspiring and established authors - as well as multiple interviews and appearances throughout the years. His advice is the no-bullshit version of all those rejection letters writers receive, probably because King got a truckload himself.  As he put it, â€Å"By the time I was fourteen the nail in my wall would no longer support the weight of the rejection slips impaled upon it. I replaced the nail with a spike and went on writing.† In his own words, here is Stephen King's greatest writing advice: On Getting Started  1. The Scariest Moment  2. Starting Out in the Industry  3. Writing Short Stories On the Writing Process  4. The Best Advice He Ever Got  5. Avoiding Distractions  6. Starting the Day Writing  7. The Process  8. Write Like Yourself  9. Go Where the Story Leads You  10. Make Stories About People  11. Break Up Thoughts  12. Kill Your Darlings  13. Avoid Too Much Backstory  14. The Purpose of Symbolism On Grammar and Parts of Speech  15. Don’t Sweat the Grammar  16. Passive Sentences  17. Sentence Fragments  18. Avoid Adverbs  19. Grammar is Simple  20. Two Types of Verbs On Description  21. Don’t Over-Describe  22. Keep It Simple  23. A Learned Skill  24. Again, Don’t Over-Describe On Reading  25. Read A Lot  26. Duplicating the Effect of Good Writing  27. The Purpose of Book Genres  28. Technology and the ‘Death’ of Books  29. The Importance of Literacy  30. Good People On Inspiration  31. Amateurs Vs. Professionals  32. On New Ideas  33. Love it  34. Fulfillment  35. Perseverance  36. Take Risks!  37. Getting Happy  38. A Way Back to Life  30. Your Job is to Show Up  40. A Support System  41. Talent Renders Rehearsal Meaningless  42. Don’t Wait for the Muse On Editing  43. Rewrite  44. Finding Cultural and Thematic Implications  45. Reality in Fiction  46. Doors On Telling the Truth  47. Rudeness  48. Bad Writing  49. Don’t Let Others Shame You  50. The Most Important Things Are the Hardest to Say On Getting Started 1. The Scariest Moment "The scariest moment is always just before you start. After that, things can only get better." 2. Starting Out in the Industry "You don't always have to take the editor's advice. Sometimes the way you see it is the way it should be. I assume that every writer was a lot smarter and a lot craftier than I was. That turned out not to be the truth." 3. Writing Short Stories "The novel is a quagmire that a lot of younger writers stumble into before they’re ready to go there. I started with short stories when I was 18, sold my first one when I was about 20 and produced nothing much but – well I wrote a couple of novels but they were not accepted and a lot of them were so bad that I didn’t even bother to revise them, but the short stories were making money and I got very comfortable in that format. And I’ve never wanted to leave it completely behind." On The Writing Process 4. The Best Advice He Ever Got "It boils down to what Satchel Paige said: 'Don’t look back, something might be gaining on you.' There will be people who like what you do and people who don’t. But if they’re picking over the last thing and you’re working on the next thing, that’s all yours." 5. Avoiding Distractions "It's pure habit. I write from probably 7:30 till noon most days. I kind of fall into a trance. It's important to remember that it isn't the big thing in life. The big thing in life is being there if you're needed for family or if there's an emergency or something. But you have to cut out the unimportant background chatter. That means no Twitter. That means not going to  Huffington Post  to see what Kim Kardashian is up to. There's a time for that – for me, it's usually before I go to bed. I find myself sitting hypnotized and looking at videos of funny dogs, that kind of thing." 6. Starting the Day Writing "I wake up. I eat breakfast. I walk about three and a half miles. I come back, I go out to my little office, where I've got a manuscript, and the last page that I was happy with is on top. I read that, and it's like getting on a taxiway. I'm able to go through and revise it and put myself –  click  Ã¢â‚¬â€œ back into that world, whatever it is. I don't spend the day writing. I'll maybe write fresh copy for two hours, and then I'll go back and revise some of it and print what I like and then turn it off." 7. The Process "For me the fun of writing novels isn’t in the finished product, which I don’t care about. There’s a guy over there looking at all the books on my shelf and to me those are like dead skin. They’re things that are done, but I love the process." 8. Write Like Yourself "I love D.H. Lawrence. And James Dickey's poetry, Émile Zola, Steinbeck... Fitzgerald, not so much. Hemingway, not at all. Hemingway sucks, basically. If people like that, terrific. But if I set out to write that way, what would've come out would've been hollow and lifeless because it wasn't me." 9. Go Where the Story Leads You "When I started [Salem’s Lot] I thought to myself, 'Well, this will be the opposite of Dracula where the good guys win and in this book the good guys are gonna lose and everybody’s gonna become a vampire at the end of the book.' And that didn’t happen. Because you go where the book leads you." 10. Make Stories About People "I think the best stories always end up being about the people rather than the event, which is to say character-driven." 11. Break Up Thoughts "You might also notice how much simpler the thought is to understand when it's broken up into two thoughts. This makes matter easier for the reader, and the reader must always be your main concern; without Constant Reader, you are just a voice quacking in the void." 12. Kill Your Darlings "Kill your darlings, kill your darlings, even when it breaks your egocentric little scribbler’s heart, kill your darlings." 13. Avoid Too Much Backstory "The most important things to remember about backstory are that (a) everyone has a history and (b) most of it isn’t very interesting." 14. The Purpose of Symbolism "Symbolism exists to adorn and enrich, not to create an artificial sense of profundity." On Grammar and Parts of Speech 15. Don’t Sweat the Grammar "The object of fiction isn't grammatical correctness but to make the reader welcome and then tell a story." 16. Passive Sentences "Two pages of the passive voice- just about any business document ever written, in other words, not to mention reams of bad fiction- make me want to scream. It’s weak, it’s circuitous, and it’s frequently tortuous, as well. How about this: 'My first kiss will always be recalled by me as how my romance with Shayna was begun.' Oh, man- who farted, right? A simpler way to express this ideasweeter and more forceful, as wellmight be this: 'My romance with Shayna began with our first kiss. I'll never forget it.' I'm not in love with this because it uses with twice in four words, but at least we're out of that awful passive voice." 17. Sentence Fragments "Must  you write complete sentences each time, every time? Perish the thought. If your work consists only of fragments and floating clauses, the Grammar Police aren’t going to come and take you away. Even William Strunk, that Mussolini of rhetoric, recognized the delicious pliability of language. 'It is an old observation,' he writes, 'that the best writers sometimes disregard the rules of rhetoric.' Yet he goes on to add this thought, which I urge you to consider: 'Unless he is certain of doing well, [the writer] will probably do best to follow the rules.'" 18. Avoid Adverbs "The other piece of advice I want to give you before moving on to the next level of the toolbox is this:  The adverb is not your friend. Adverbs, like the passive voice, seem to have been created with the timid writer in mind. With the passive voice, the writer usually expresses fear of not being taken seriously; it is the voice of little boys wearing shoe polish mustaches and little girls clumping around in Mommy’s high heels. With adverbs, the writer usually tells us he or she is afraid he/she isn’t expressing himself/herself clearly, that he or she is not getting the point or the picture across." 19. Grammar is Simple "One who does grasp the rudiments of grammar find a comforting simplicity at its heart, where there need only be nouns, the words that name, and verbs, the words that act." 20. Two Types of Verbs "Verbs come in two types, active and passive. With an active verb, the subject of the sentence is doing something. With a passive verb, something is being done to the subject of the sentence. The subject is just letting it happen. You should avoid the passive voice." On Description 21. Don’t Over-Describe "In many cases when a reader puts a story aside because it 'got boring,' the boredom arose because the writer grew enchanted with his powers of description and lost sight of his priority, which is to keep the ball rolling." 22. Keep It Simple "One of the really bad things you can do to your writing is to dress up the vocabulary, looking for long words because you're maybe a little bit ashamed of your short ones." 23. A Learned Skill "Good description is a learned skill, one of the prime reasons why you cannot succeed unless you read a lot and write a lot. It’s not just a question of how-to, you see; it’s also a question of how much to. Reading will help you answer how much, and only reams of writing will help you with the how. You can learn only by doing." 24. Again, Don’t Over-Describe "I’m not particularly keen on writing which exhaustively describes the physical characteristics of the people in the story and what they’re wearing... I can always get a J. Crew catalogue... so spare me, if you please, the hero’s 'sharply intelligent blue eyes' and 'outthrust, determined chin.'" On Reading 25. Read A Lot "If you want to be a writer, you must do two things above all others: read a lot and write a lot. There's no way around these two things that I'm aware of, no shortcut." 26. Duplicating the Effect of Good Writing "You cannot hope to sweep someone else away by the force of your writing until it has been done to you." 27. The Purpose of Book Genres "As far as I’m concerned, genre was created by bookstores so that people who were casual readers could say, 'Well, I want to read romances.' 'Well, right over there, that’s where romances are.' The thing about genre is, so many people are like little kids who say, 'I can’t eat this food because it’s touching this other thing.'" 28. Technology and the ‘Death’ of Books "The book is not the important part. The book is the delivery system. The important part is the story and the talent." 29. The Importance of Literacy "Reading is more than a door opener to a better job. It’s cool, it’s a kick, it’s a buzz. Plain old fun. Non-readers live just one single life. It may be a good one, it may be a great one, but a reader can live thousands. Sometimes when the right book falls into the right pair of hands, it lights a fire that leads to others." 30. Good People "You know what I like? When I go into someone’s house and ask to use the bathroom and see a bunch of books beside the commode. When I see that, I know I’m with my peeps, you know what I’m sayin’? People who read on the toilet, as far as I’m concerned, good people." On Inspiration 31. Amateurs vs. Professionals "Amateurs sit and wait for inspiration, the rest of us just get up and go to work." 32. On New Ideas "Particularly in the Horror genre there are only three or four good ideas and we’ve all done them before. And it’s really – okay, I mean like, how many times in your life have you eaten eggs? But there’s always a new way to fix eggs and, you know, I look at it that way. You can always find a new way to do it. I think there are as many ideas as there are probing talented minds to explore those ideas." 33. Love it "I did it for the pure joy of the thing. And if you can do it for joy, you can do it forever." 34. Fulfillment "I’ve written because it fulfilled me. Maybe it paid off the mortgage on the house and got the kids through college, but those things were on the side – I did it for the buzz... You can approach the act of writing with nervousness, excitement, hopefulness, or even despair – the sense that you can never completely put on the page what’s in your mind and heart. You can come to the act with your fists clenched and your eyes narrowed, ready to kick ass and take down names. You can come to it because you want a girl to marry you or because you want to change the world. Come to it any way but lightly. Let me say it again: you must not come lightly to the blank page. " 35. Perseverance "Stopping a piece of work just because it's hard, either emotionally or imaginatively, is a bad idea. Optimism is a perfectly legitimate response to failure." 36. Take Risks! "Try any goddamn thing you like, no matter how boringly normal or outrageous. If it works, fine. If it doesn't, toss it." 37. Getting Happy "Writing isn't about making money, getting famous, getting dates, getting laid, or making friends. In the end, it's about enriching the lives of those who will read your work, and enriching your own life, as well. It's about getting up, getting well, and getting over. Getting happy, okay? Getting happy." 38. A Way Back to Life "Writing is not life, but I think that sometimes it can be a way back to life." 39. Your Job is to Show Up "Let's get one thing clear right now, shall we? There is no Idea Dump, no Story Central, no Island of the Buried Bestsellers; good story ideas seem to come quite literally from nowhere, sailing at you right out of the empty sky: two previously unrelated ideas come together and make something new under the sun. Your job isn't to find these ideas but to recognize them when they show up." 40. A Support System "It starts with this: put your desk in the corner, and every time you sit down there to write, remind yourself why it isn't in the middle of the room. Life isn't a support system for art. It's the other way around." 41. Talent Renders Rehearsal Meaningless "Talent renders the whole idea of rehearsal meaningless; when you find something at which you are talented, you do it (whatever it is) until your fingers bleed or your eyes are ready to fall out of your head. Even when no one is listening (or reading or watching), every outing is a bravura performance, because you as the creator are happy. Perhaps even ecstatic." 42. Don’t Wait for the Muse "Don't wait for the muse. As I've said, he's a hardheaded guy who's not susceptible to a lot of creative fluttering. This isn't the Ouija board or the spirit-world we're talking about here, but just another job like laying pipe or driving long-haul trucks. Your job is to make sure the muse knows where you're going to be every day from nine 'til noon. Or seven 'til three. If he does know, I assure you that sooner or later he'll start showing up." On Editing 43. Rewrite "I cannot emphasize the importance of rewriting." 44. Finding Cultural and Thematic Implications "In terms of work, once I sit down to write and I’m in the story, all that falls away. I’m not thinking about cultural implications, I’m not thinking about genre, I’m not thinking about any of those things that have to do with what critics would talk about when they analyze fiction - all those things go away. But they only go away in the first draft. And then you put stuff away. When you come back to it, you read it and you say, these are the important things, this is where lightning struck for me. Those are almost always things that are cultural and thematic, and I just try and highlight those." 45. Reality in Fiction "You can never bend reality to serve the fiction. You have to bend the fiction to serve reality when you find those things out." 46. Doors "Write with the door closed, rewrite with the door open." On Telling the Truth 47. Rudeness "If you expect to succeed as a writer, rudeness should be the second-to-least of your concerns. The least of all should be polite society and what it expects. If you intend to write as truthfully as you can, your days as a member of polite society are numbered, anyway." 48. Bad Writing "Bad writing is more than a matter of shit syntax and faulty observation; bad writing usually arises from a stubborn refusal to tell stories about what people actually do―to face the fact, let us say, that murderers sometimes help old ladies cross the street." 49. Don’t Let Others Shame You "I have spent a good many years since―too many, I think―being ashamed about what I write. I think I was forty before I realized that almost every writer of fiction or poetry who has ever published a line has been accused by someone of wasting his or her God-given talent. If you write (or paint or dance or sculpt or sing, I suppose), someone will try to make you feel lousy about it, that's all." 50. The Most Important Things Are the Hardest to Say "The most important things are the hardest things to say. They are the things you get ashamed of because words diminish your feelings – words shrink things that seem timeless when they are in your head to no more than living size when they are brought out." BONUS:          More Resources: "The Last Word: Stephen King on Trump, Writing, Why Selfies Are Evil" - Rolling Stone   "The Blue-Collar King: An Interview with Stephen King" - LA Review of Books "Stephen King, The Art of Fiction" - The Paris Review "Stephen King talks about his writing process" - Bangor Daily News And most importantly, On Writing by Stephen King.

Saturday, October 19, 2019

The various types of pollution, their causes, effects and solutions Essay

The various types of pollution, their causes, effects and solutions - Essay Example The paper tells that the modern world has witnessed an increasing rate of pollution touching all aspects of the environment; for instance, there is air pollution, water pollution, noise pollution, and land pollution. Pollution can be defined as the introduction of a contaminant into the environment, caused by human activities; however, pollution can yield disastrous results on vegetation, human beings, and animals (Degobert 21). All kinds of pollution have serious repercussions to the universe, health, and economy. According to the guardian, Kyoto Protocol plays a huge role in reducing pollutions by countries; here, the member countries agree to reduce gas emissions with an aim of protecting the environment. The guardian also adds that the United States has reduced its emission for the past 2 years, while India is ranked the third as the biggest emitter of carbon dioxide, and China continues to emit more carbon dioxide. In the United States, 3million tones of harmful chemicals are re leased in the air, land, and water; such waste leads to the loss of 15million acres of land annually. Health-wise, pollution interferes with the human respiratory system, causing complications. The lakes and rivers become too polluted and as a result, not benefiting human beings at all. However, industries are not solely responsible for pollution, instead, agricultural activities and other human activities such as driving contribute to pollution as well. This paper will discuss the various types of pollution, their causes, effects and solutions. Forms of Pollution The common types of pollution are air pollution, water pollution, land pollution and noise pollution. Air Pollution Causes Air pollution is mainly caused by carbon emissions from industrial activities, cars’ fumes, electric generation, domestic heating, and construction among others (Stankovic, Campbell, & Harries 19). Carbon dioxide emissions contribute to global warming, as it is one of the largest among the green house gasses. The process of

Independent African American Film Producers Research Paper

Independent African American Film Producers - Research Paper Example Independent African American Film Producers Independent film producers are professional producers who make feature films that are mostly produced outside the confines of the system of major studios (Levy 29). In addition to production, as well as distribution, through independent companies, these producers can also distribute and/or produce their films via major studio subsidiaries. These films are also characterized by marketing them as a limited release, although there are times when the marketing campaigns can be done through wide release (Reid 48). Prior to distributing the films, independent film producers will screen their movies at film festivals. This paper will seek to give the biography of three independent African American film producers; Tyler Perry, Spike Lee, and Ivan Dixon. Biography of Tyler Perry Born in New Orleans on 13 September 1969, Tyler Perry had a difficult childhood. He has had to forge his career in the entertainment industry, in which he has made various successful plays, films, and even written books that have ended up on the best-sellers list. According to him, his childhood was difficult in a family with three other siblings where his early life was punctuated by corporal punishment by his father (Uschan 30). He once attempted to kill himself to escape what he fathomed to be a difficult life. In an attempt to forge a life away from his father, the man born Emmitt Perry Jr. changed his name to Tyler and dropped out of high school, although he did go on to earn a GED general equivalent later on in his life. He only discovered his passion after trying his hand at several unfulfilling employment opportunities. Watching Oprah Winfrey on television, he was inspired by an independent filmmaker’s comments on the show about how personal breakthroughs could be brought about by difficult experiences (Uschan 31). Starting by writing a series of letters that he addressed to himself, Perry used his experiences to create his first musical I Know I Have Been Changed. While touching on the subject of his abuse as a child, Perry also touched on forgiveness, an aspect of his films that has been ever-present, reflecting the seriousness he takes his faith as a Christian (Uschan 31). His first showing of the musical in 1992 only drew an audience of 30 people. Perry was disappointed but determined and took odd jobs to fund h is reworking of the project. Although he staged his show in various American cities, he was still not successful and had to live in his car for a while. Perry finally got his breakthrough in 1998 with the musical I Know I Have Been Changed, for which rented the Atlanta franchise of House of Blues. Soon he began to draw sell out crowds, forcing the musical to be moved to a theater with more sitting space (Uschan 36). He followed up this musical with an adaptation of Woman Thou Art Loosed, a book by Televangelist T.D. Jakes, which also proved popular with audiences, particularly African Americans. However, it was his next project, I Can Do Bad All By Myself that brought him the success he had been craving and introduced Madea, his most famous character. He based the character of Madea on mature women in his life, including his mother, choosing to play the character by wearing a drag and changing his voice. Madea made her screen debut in Diary of a Mad Black Woman in 2001 and making su bsequent popular appearances in Madea’s Class Reunion and Madea’s Family Reunion, for which Perry toured extensively around the country in support of his films (Uschan 36). Diary of a Mad Black Woman proved a hit at the box office, starring Steve Harris and Kimberly Elise as an adulterous husband, and scorned wife respectively. Perry himself made an

Friday, October 18, 2019

Germany Essay Example | Topics and Well Written Essays - 500 words - 4

Germany - Essay Example So while in some ways he did not want to enter the war, being a pacifist at heart, Wilson knew that the outcome of the war could have drastic impacts on the way the world worked after it, and these impacts would be decided upon solely by the victors. Knowing all this, Wilson wanted to have a seat at the victor’s table, in order to be a part of determining the new world order. His championing of the League of Nations following the First World War shows what kind of world order he imagined, and he perhaps thought that, through going to war this one time, he could help prevent future conflicts from ever occurring again. He was sadly mistaken, obviously, both because of the harsh reparations demanded by the allies and because o the US government’s unwillingness to take part in the League, but his aspirations were high all the same. So while the Zimmerman telegram was certainly inflammatory, there are definitely ways in which would could argue that it was used more as a pretext to enter the war than being the sole cause of the US’s entrance – Wilson had a lot to gain in going to war for the Victorious side, and so probably would have taken much less inflammatory bait had it been presented. It is impossible to know for certain how the world would have turned out had the United States never entered the war: it is even hard to know which side would have won, or if victory ever would have happened in any kind of real way. I would argue that without US intervention, neither side would really have been able to win the war, and a much less harsh peace process would probably have had to occur, which would have led to better consequences. The defining feature of much of the First World War was a terrible stale-mate – lines of trenches were established, and because defensive technology was, for this brief time period, so

Ethical and moral dilemmas in regards Ebola Research Paper

Ethical and moral dilemmas in regards Ebola - Research Paper Example Here in this study ethical and moral dilemmas of the disease around the world will be analysed. The study will include research question or objective, methodology and findings and analysis. Research question is significantly important and an integral part of any research paper. Research question helps the researcher to build a whole research report. It poses lots of questions that other people care about. According to Bordage and Dawson, research question is one of the most important components of any research paper. It provides a clear picture about the research topic. Research question guides the research outcome. Without the help of research question a research paper cannot find the proper direction. Here in this case the research question is whether the world is facing ethical and moral dilemmas related with Ebola. According to Enemark & Selgelid, (2012), ethical and moral dilemmas are quite evident in the cases of various infectious diseases. They have stated that ethical and moral dilemmas are not new factors as far as the infectious diseases are concerned. It is an age old issue that the global fraternity is facing since long. The authors have categorically stated that nurses and doctors are also human being. They have the equal chances of being impacted by the infectious diseases. But on the other hand healing patients is the fundamental objective for the doctors and nurses. So there is a huge scope of ethical and moral dilemmas. According to them these kinds of ethical and moral dilemmas are common and automatic in nature. There is nothing astonishing into it. It is often being noticed that patients affected by the infectious diseases are generally being kept at the isolation chambers where entry and exists are restricted. The authors have stated that doctors and nurses take extra precaut ions before entering into those isolation chambers. But still there remains a sense of moral and ethical dilemma. Doctors and nurses feel

Thursday, October 17, 2019

Do Freshmen Students need RAs at Miami University Term Paper

Do Freshmen Students need RAs at Miami University - Term Paper Example The decision by Miami University to have RAs on campus is very important. A wide range of services provided by RAs help in creating a supportive environment for freshmen, many of whom are away from home for the first time Office of Residence Life ( Office of Residence Life, 2015). The RAs have been helpful in serving the residents as well as granting them a certain level of independence at the same time. It is evident that RAs have been great sources of advice and campus resources to new students that may otherwise be unable to acquire the same resources. RAs serve this purpose most importantly by being friendly and relatable as well as by serving as peer advisors for fellow students. They have organized and transformed halls of residence thereby eliminating confusion and surprise among new students, and instead increased comfort and satisfaction of campus life among residents. The effectiveness of RAs at the University is evident through their ability to deal with conflicting situat ions in halls of residence as well as helping green freshmen to understand university activities. Therefore, the decision of having RAs in halls of residence should be embraced across all higher learning institutions to promote smooth and friendly transition process among freshmen students. The following interviews with two freshmen at the university confirmed the role and importance of RAs in helping freshmen students attain smooth transition process to college life. Kayla: E-mail Address: Lawsonk2@miamioh.edu

Different styles of leadership have become evident through time Essay

Different styles of leadership have become evident through time between the two genders - Essay Example However, these differences also serve to create variations in the manner of leadership and management within the organization. Different styles of leadership have become evident through time between the two genders. Therefore, the question that begs to be answered is whether a relationship exists between gender and styles of leadership adopted by managers within formal organizations? If so, to what extent do the personality differences impact in the choice of a leadership style as well as sustaining its use through a finite period of time? This does not imply that there is a certain optimal leadership style that appeals most to a given gender. Certainly not; there lacks consensus that one leadership style is most effective although there is evidence through research that demonstrates a sharing of common characteristics and preferences by those in leadership positions, which tends to exerts pressure upon those who are different (Carpenter & Sanders, 2006). This proposal examines the l eadership characteristics and preferences in relation to gender. ... n for the firm, communicating this vision with both depth and clarity to other members of the organization and directing and sustaining their concerted efforts towards the attainment of this vision. During the early periods of the industrial revolution, leadership was focussed on primarily ensuring profitability for the organization. This approach favoured poor governance structures and often led to gross misconduct and abuse of managerial authority by those in managerial capacities. Modern leadership utilizes the wide berth of theoretical models that have been developed and tested through time. Management’s leadership function also takes cognisance of emergent concerns and issues such as ethics and corporate social responsibility, in addition to an emphasis of core principles of accountability, responsibility and fairness (Dyck & Neubert, 2008). Is there a better leader in men than women or vice versa? This has been a source of intense controversy and much interest of most th eorists and managers alike. There have been two approaches to this fundamental question in management: Firstly, that men and women fundamentally differ in the way they lead others within an organization (Carpenter & Sanders, 2006). Secondly, and which is the widely accepted position by most social scientists is that there are relatively no significant differences in how men and women lead given a controlled environment (Dubrin, 2009). Those who subscribe to the former school of thought, mostly attribute this difference to the â€Å"female voice†. This has, however, been overlooked by most mainstream researchers. Empirical research into these approaches has only served to further the controversy and confusion in this managerial area. Studies carried out between 1961 and 1987 have been cited by

Wednesday, October 16, 2019

Do Freshmen Students need RAs at Miami University Term Paper

Do Freshmen Students need RAs at Miami University - Term Paper Example The decision by Miami University to have RAs on campus is very important. A wide range of services provided by RAs help in creating a supportive environment for freshmen, many of whom are away from home for the first time Office of Residence Life ( Office of Residence Life, 2015). The RAs have been helpful in serving the residents as well as granting them a certain level of independence at the same time. It is evident that RAs have been great sources of advice and campus resources to new students that may otherwise be unable to acquire the same resources. RAs serve this purpose most importantly by being friendly and relatable as well as by serving as peer advisors for fellow students. They have organized and transformed halls of residence thereby eliminating confusion and surprise among new students, and instead increased comfort and satisfaction of campus life among residents. The effectiveness of RAs at the University is evident through their ability to deal with conflicting situat ions in halls of residence as well as helping green freshmen to understand university activities. Therefore, the decision of having RAs in halls of residence should be embraced across all higher learning institutions to promote smooth and friendly transition process among freshmen students. The following interviews with two freshmen at the university confirmed the role and importance of RAs in helping freshmen students attain smooth transition process to college life. Kayla: E-mail Address: Lawsonk2@miamioh.edu

Tuesday, October 15, 2019

Apply constructivist and Neo-Liberal theories Essay - 1

Apply constructivist and Neo-Liberal theories - Essay Example y Jean Piaget, but most of the work in relation to the application of the theory are attributed to Jerome Bruner, who noted that the theoretical framework of the theory was that learning could be perceived as an active and continuous process. As such, learners involved in the process would develop new ideas based on their past and present knowledge. The basic image of the constructivist theory is that learners are able to discover themselves based on this theory and select and transform information. Subsequently, the theory makes it possible for learners to construct hypotheses out of the contexts of the theory and make constructive decisions based on the cognitive structure of the provided information. The cognitive structure in this sense provides individuals with the experiences required to proceed with the precepts of information obtained (Kincheloe 268-273). The theory, from the basis of constructivists, is founded on the precepts of constructivism, which is concerned with the idea of constructing knowledge for personal gain. As such, its application may take on varied forms. For instance, some constructivists may perceive the theory from the perspective that it relates to knowledge that is not independent; hence, the construction of which will relate to the learner’s experience. This view has often been adopted by the constructivists founded on the argument that the acceptance of constructivist theory would imply the acceptance of the realistic and plutonic views. As such, the knower of a particular knowledge cannot be independent of the knowledge they claim to know. Subsequently, the application of this theory may be explained from the perspective that the understanding of the aspects of knowledge founded on the constructivist theory is based on the social and personal construction of meaning out of a sensation, and applying that knowledge in a manner that would determine the order for the fabrication of the knowledge. Therefore, this theory can be

Monday, October 14, 2019

Cycladic, Greek and Roman Collection Essay Example for Free

Cycladic, Greek and Roman Collection Essay Cycladic, Greek and Roman collection of various kinds of vases has played a great role in demonstration of their culture and belief. Greek philosophy of art is realistic and that images reflect the people’s custom and myth. Basically, designs and arts in vases served two purposes in the lives of these people: in terms of form and function and the mythology associated with their beliefs. These painting in vases according to an online article come in four classes, in which the first two are recognized as relating to ancient form of art, such as (1) relating to mythology and (2) relating to heroic age and ancient Greek traditions. However, in some instances, myth is not depicted in the art. Thus to view vases of this period is to understand the essential uses of these objects to Greek culture and traditions that are suggested in the figures. Amphora for instance is a two-handled vase commonly used for storing transporting foods; most images drawn here speak the activity associated with it. There are others that are used exclusively for mixing and cooling wine and for drinking water and wine; in the same way describe the perspective of the people who are using it. General Impressions: Attic Black-Figure Neck-Amphora of 525-500 BCE (myth/everyday life scene) This type of Greek pottery represents a culture and art that is mimicry of activity usual of these people of their period. As Robin Osborne puts it they â€Å"don’t just symbolize, they do things, and the things they do are of interest for their mental as well as their physical side† (p. 29). The figures on the vase could be interpreted as a celebration of young men in which the man at the center performs while the rest are expectants. The gestures are suggestive of what the celebration was all about; obviously, the activity has something to do with competition of physical strength. As the designs in this amphora are closely associated with activities done outside the home, it is presumed that designs represent the activity of the carriers. Red Figure Volute Krater of 330-320 BCE (large and with a sister-piece in the same gallery) This Apulian vase has a unique characteristic because it is highly mythical as reflected in the figures representing angelic beings, a bearded man and two women. The images portray the lighter side of life, in which men interact with the underworld. The figure on the neck is presumably a noble man because of the decorations around the image. The vase as Tom Rasmussen and Nigel Jonathan Spivey noted is â€Å"attributed to the Underworld Painter† (p. 181). The Krater is a kind of vase used for mixing wine and water. This scenario only depicts that wine had always been part of Greek celebrations and tradition, in which some of these celebrations were associated with religious festivities such as in Anthestiria, or a celebration of wine. The image of gods in the vase is only a representation that a religious activity is celebrated with the presence of wine. Greek Theatrical Masks Masks for ancient Greek Theater according to Graham Ley have been â€Å"significant elements of the worship of the god Dionysus† (p. 17), in which early vase paintings may have adopted. Early existence of theater was not to entertain; rather it was to celebrate Dionysus- the god of wine and fertility. As part of tradition, plays of that period dramatized man’s experience and relationship with gods. There are many reasons why early actors and actresses wore masks. Primarily, they help recreate or portray different characterization especially when there were few actors were available. Masks such as the one used to show tragedy may show exaggeration of facial expressions that is little bigger than the face enough to envelop the head. Masks in its primary function help create a powerful effect since one or more roles may be played by one actor. Red-Figure Chous, 400-350 BCE A wine jug or a chous dated 400 to 380 BCE with figures of a man and hounds slaying him to death, while the legs of a lady is shown turning away from the scene. The head of a man is at a distance looking at the man’s direction. The chous named Oinochoe is a red-figure vessel, which according to the description is Aktaion depicting his death (Museum of Fine Arts). The story of Aktaion is only a myth that was very popular in ancient Greece. The story which is also played in theaters during that period represents that the supernatural beings like Artemis mingled with ordinary people. Likewise, in the presentation of the story in a chous, it shows only that not only actual events are drawn on jags; myths are also painted because it tells about their beliefs. Libation Bowl (Phiale Mesomphalos) This vessel is really interesting because it is made of pure gold dated around 625 BC. It has no decoration except the inscriptions â€Å"The sons of Kypselos dedicated (this bowl) from Heraclea† (Museum of Fine Arts). Libation bowl mirrors an ancient Greek culture because by tradition, it is used in rituals when pouring something as an offering. Greek just like other civilization of the world was highly ritualistic in expression of their religious beliefs. Name three things you learned about ancient Greek and Roman life from this collection. I discovered and appreciated Greeks’ artistic ability, intelligence, and religiosity. People at that time in the absence of papers had recorded important aspects of their history through arts; that parts of their existence were expressed with their interaction with what they know as their gods as shown in arts; and lastly, I think myth is not myth in the perspective of these people; rather, the gods and their stories were real for these people. What impressed you personally about the museum collection and the opportunity to view actual artifacts from an era 2500 years ago? The opportunity to see various collections of artifacts has amazed me and gave an impression that Greek and Roman culture had shared tremendous impact in the present time. The ingenuity and intelligence of the people is so vast that the absence of formal education, people were able to leave a wonderful legacy for this generation and the generation to come. How can we today learn from this ancient civilization through its arts? Ancient Greek civilization as Kerri O’Donnell puts it is â€Å"the birthplace of western civilization† (p. 4). Around 2500 years BC when this civilization flourished, signs of developments have been noted such as the development of sports, religious beliefs and practices, literature, arts, and customs that have depicted in the figures drawn on vessels. Though many of those beliefs are considered highly mythical, yet what people should appreciate about Greek civilization is their ability to contribute knowledge that serve as foundation of many discoveries of the modern world. Work Cited â€Å"Collection Search Result. † Museum of Fine Arts, Boston. http://www. mfa. org/collections/search_art. asp? recview=trueid=154081coll_keywords=red+figure+chouscoll_accession=coll_name=coll_artist=coll_place=coll_medium=coll_culture=coll_classification=coll_credit=coll_provenance=coll_location=coll_has_images=coll_on_view=coll_sort=0coll_sort_order=0coll_view=0coll_package=0coll_start=1 Ley, Graham. A Short Introduction to the Ancient Greek Theater. USA: University of Chicago Press, 1991. O’Donnell, Kerri. The Ancient Civilizations of Greece and Rome: Solving Algebraic Expressions. USA: Rosen Classroom, 2005. â€Å"Origins of Greek Pottery. † http://www. 2020site. org/greece/vases. html Osborne, R. Archaic and Classical Greek Art. USA: Oxford University Press, 1998.

Sunday, October 13, 2019

Overview of Ethernet Technology

Overview of Ethernet Technology Ethernet Network2 Research Assignment Reem Alajmi Introduction Ethernet technology has evolved to meet new bandwidth and market requirements. In addition to computers, Ethernet is now used to interconnect appliances and other personal devices. It is used in industrial applications and is quickly replacing legacy data transmission systems in the worlds telecommunications networks. In this research, we shall discuss interface options for Ethernet and the optical transport network (OTN) beyond 100G. 100G Ethernet technologies give carriers the flexibility to phase in the implementation of thesehigher-speed rates to better align capacity increases with their specific growth and budget strategies. As we will see, 100G single wavelength channel is capable of significant cost reduction for the required component. Also we will have a look into HECTO project. Because of the increasing Ethernet traffic in networks, in this paper you will find some Ethernet services should be scaled by Ethernet infrastructure which will protects the traffic. 100G Ethernet With the reality of 100G ethernet, the community has recently started to increase its ambitions to look into technology beyond 100G. Nowadays, ethernet is keeping up with the plethora of data services that drive exponential network traffic growth between 40 and 90 percent per year. IEEE 802.3 has 10x bit rate scaling by incorporating 40G ethernet into the 100G standard. This way shows us the increasing technology gap between desired ethernet rates and cutting-edge serial transmission bit rate in 100 LAN technologies. For the 100G WAN technologies, they need to accommodate exponentional rising traffic demands increasing per-fiber WDM capacities. In the future, there might be 400G LAN technology. It will likely continue the parallel transmission approach by 100G Ethernet, but the degree of 400G Ethernet is higher comparing to the 100G Ethernet standard. For 400G WAN technology options it must be higher spectral efficiencies to allow increase WDM system capacities. Nowadays,1 Tb/s interface rates differ. 1 T Ethernet and OTN will almost certainly need significantly parallel transport interface in the LAN and in the WAN. High-speed components for 100G Ethernet transmission in one wave length only To transmit 100G b/s on multiple wave length is almost impossible because of the partitioning of the signal and the different speed at which the lower-rate signals propagate through the fiber. So, the transmission of signal at 100 G b/s data rate on one wave length seems to be simple and straight forward by using on-off-keying (OOK). There is also a way to make this transmission works. We can use quadrature phase shift keying with polarization multiplexing and coherent detection. This phase carries the information of 4bits instead of 1bit, but the transmission is very expensive because of the complexity of it. The utilization of four wave length and 25 G b/s for each sub signal is the result of comparing a low number of wave lengths and the low bit rate of the sub signal. HECTO HECTO is the name of a project done by European commission which is the short-term of: (High-speed Electro-optical Components for Integrated Transmitter and Receiver in optical Communications). The idea of this project is to develop the circuits for a rate of 112G b/s with error-free operation. The goal of HECTO is to make 100 Gb/s Ethernet cost efficient components for electrical to optical as well as optical to electrical conversion. These converters should be developed as integrated devices to achieve high-performance devices and cost-efficient technologies. Also the project tries to develop both components in tight cooperation. Dedicated system experiment were planned to investigate the proper interaction between the transmitter component ant the receiver component. The transmitter and the receiver for fiber optical communications should be able to be manufactured as products after completion of the project based on serial 100 GbE signals requiring about 100G b/s. The result achieved by the HECTO consortium would strongly impact the telecommunications industry and overall network-user community. Ethernet aggregation and transport infrastructure OAM Ethernet is now expanding to inter-metro virtual private network (VPN) services as a layer 2 alternative to multiprotocol label switching (MPLS) VPN services. It is poised to become the dominant backhand interface for mobile services with the deployment of fourth generation technology. Service provider Ethernet architectures have evolved because of the increasing volume of Ethernet traffic and broad ended of application for Ethernet. By using platforms that utilized Ethernet ports effectively and provide significant Ethernet aggregation back toward the service edge. Ethernet support OAM tools that enable providers to capitalize the simplicity and flexibility of Ethernet OAM protocol comprise four components: configuration and service provisioning, fault indication, diagnostic functions, and performance monitoring. These protocols operate at different layers within the Ethernet stack: Discovery layer that discover attributes of physical links on network elements Transport layer which is the physical or link layer. It is a link monitoring and remote failure indication. Network layer deals with the forwarding of Ethernet frames based on tunnel identifiers within the frame. It is used as the aggregation component for the services layer. Service layer deals with individual service instances. This layer uses 3 protocols: IFFF 802.1ag , MEF 16 E-LMI ( Ethernet- local Management interface), and 1TU-T Y.1731. it helps operators turn up services and support measurements of performance parameters at the service instance granularity. Ethernet aggregation and transport network must have protection. There are 2 ethernet forwarding mechanisms that provide Ethernet aggregation and transport infrastructure, first: Ethernet aggregation and transport over point-to-point VLAN(s), second: Ethernet-based packet aggregation and transport over IEEE 802.1 Qay(PBB-TE). These mechanisms meet all the functional and availability requirements for Ethernet-based packet aggregation and transport layer and create point-to-point Ethernet networks with no MAC learning and flooding functions enable. Conclusions 100G Ethernet and OTN are employing the highest serial bit rates. For 400G it seems to be available in both LAN and WAN. And for the components developed in HECTO potentially have set the stage for cheaper 100GBE by transmitting on one wave length only with one transceiver instead of using 4 wave lengths. Key Ethernet OAM and protection switching protocols are essential enhancement to evolve Ethernet beyond a simple switch metro enterprise service. References: From IEEE magazines: COMG_20100701_Jul_2010 COMG_20090201_Feb_2009

Saturday, October 12, 2019

case study :: essays research papers

Philosophy 324 Case 9   Ã‚  Ã‚  Ã‚  Ã‚  Is a good lawyer just considered good if they keep their confidences with their clients and win their cases? Or is their more to a good lawyer? I think there should be much more. Lawyers should be obligated to doing the morally right action even if it means losing the case. This is what the moral agent concept suggests. Considering this concept, we may no longer believe that a good lawyer is simply an effective legal advocate. Rather, a good attorney should be effective morally, as well as representing his client’s cause. It is because of this that one cannot conclude that a good attorney is one who just wins cases. A lawyer is not just a good legal advocate. An attorney must conduct himself in the behavior of a morally good person and practice desirable character traits.   Ã‚  Ã‚  Ã‚  Ã‚  I believe that the moral agent concept is the ethical way to conduct yourself as a lawyer. I will defend my thesis by offering reasons for my position, including moral theories, objections to my position using moral theories, and responses to the objections which are stated.   Ã‚  Ã‚  Ã‚  Ã‚  My first reason that the moral agent concept is ethical is there is a point when the moral agent will not worry about winning the case because to win the case would involve unethical actions. This reason is backed up by the moral theory deontology. The moral agent treats others as ends in themselves and not as mere means to winning cases. For example, a defendant in a murder trial confesses to his attorney that he is indeed guilty of the crime. The moral agent would not allow for this case to continue. The attorney would report to the authorities that his client is guilty. If the lawyer did not report this to the authorities and continued to represent his client, he would be treating the victim and the victim’s family as mere means to winning the case. Doing this would be unethical.   Ã‚  Ã‚  Ã‚  Ã‚  Someone might argue using deontology that in a circumstance where the lawyer reports his client after he admits to the murder, the lawyer is betraying his client’s trust and treating his client as means. A lawyer cannot swear to his client that everything, including unethical information, will remain confidential if he is going to end up telling on his client. Nobody would hire attorneys if they reported privileged information to the authorities.

Friday, October 11, 2019

Inquiry Based Science Instruction Using Science Fair Projects Essay

In order to fully develop critical thinking skills necessary to function in the world of science, and the world in general, science teachers must incorporate more robust authentic inquiry activities, as part of their overall science curriculum. However, in my experience as a science teacher (18 years) and a science program director (3 years) in inner-city high schools in Boston, students do not have the opportunity to engage in robust authentic inquiry activities. Using my years’ experience in the public education system, it is clear to me that factors, such as teachers’ inadequate content knowledge, lack of motivation to implement inquiry, pressure to teach to high stake standardized tests, lack of experience conducting scientific research, and belief systems, hamper their ability and willingness to implement robust inquiry activities as part of their teaching. As a result, students suffer by not only missing the opportunity to fully engage in authentic inquiry, but also become unmotivated to engage in scientific research and or pursue scientific careers. The most effective means by which to overcome this authentic inquiry deficit is through the implementation of science fair projects, which go beyond traditional â€Å"cookbook lab† teaching methodologies. And while I am fully cognizant of the fact that my experience in this matter is biased based upon the workings of the Boston inner-city school system only, academics, such as Thienhuong Hoang, agree that science fair allow students to conduct scientific experiments thereby engaging them in inquiry process, rather than only allowing them to learn concepts. 2010) Inquiry and the Science Fair Project For decades, inquiry has been the focus of science teaching. The National Research Council (NRC), for example, refers to inquiry as the central strategy for teaching science‚ (1996), and defines inquiry as â€Å"the diverse way in which scientists study the natural world and propose explanations based on evidence derived from their work. † (1996) In addition, NRC notes that inquiry seeks to create opportunities for learners to engage in science and to build an in-depth understanding based on their previous ideas and experiences. Further, NRC recommends that teachers engage students in inquiry asking scientific questions, using evidence in responding to questions, formulating explanations from evidence, connecting explanations to scientific knowledge, and communicating and justifying findings. (2000) I fully concur with the position of NRC regarding inquiry, and have, throughout both my prior teaching career and current position as a science program director, included and required teachers to include inquiry – and particularly science fair – as the foundation of their teaching. As a result, students have achieved deeper content knowledge and broader understanding of scientific processes. Inquiry through science fair projects, rather than traditional â€Å"cookbook lab† methods of science teaching and learning, in which students follow a predetermined protocol and the results of the experiment are known in advance, allow students to more fully engage in critical thinking and learning. Further, only inquiry – and specifically science fair – helps students better develop and understand the need to engage in probing questions to scientific problems. This, in turn, affords students increased opportunities to propose and develop their own methodologies, and increases their scientific literacy skills. Thus, science fair projects are a key link between science education and the work of scientists in real life. An aspect of scientists’ work that I believe is crucial for students to acquire is the significance of ethics and conclusions based on data collected through scientific research, due to the potential implication of the scientist’s work on society. For example, the racial classification in the early 18th century of the superiority and inferiority of races, which became part of the Western racial ideology, was the result of scientific research involving different human characteristics, which was later determined to be falsified. (Carlton, 2008) Similarly, western gender stereotypes have biased historical research of gender studies in the south (Fennell and Arnot, 2008); thereby rendering such research limited in its historical significance and material use. Thus, exposing students to authentic scientific inquiry via science fair projects is not only necessary to the student’s academic success, it is, in my opinion, a vital component of the development of critical thinking skills necessary to separate authentic scientific data and research results from potentially questionable results; like the superiority/inferiority of different races and other biases. Teacher Beliefs and Experience  Teachers’ actions in the classroom tend to reflect their own belief systems. This holds true both in my own experience working in the field of education, and other academics. For as Wallace and Kang note in their article â€Å"An Investigation of Experienced Secondary Science Teachers’ Beliefs About Inquiry: An Examination of Competing Beliefs Sets†, â€Å"what a teacher actually does in the classroom is representative of her beliefs. (2004) Additionally, in conducting research for their article â€Å"White Male Teachers on Differences: Narratives of Contact and Tensions†, Jupp and Slattery note the comments of one of the participants in the research project as stating â€Å"†¦teachers are certainly biased against certain children, especially if they don’t know them, and often are surprised at the amount of intelligence and cultural awareness of minority children who have been raised in quote-unquote the right way, you know, the middle class family type of situation†¦Ã¢â‚¬  (2010) A teacher holding this ideology, for example, is likely to engage students in an inferior level of inquiry because the teacher’s assumption is that such students are incapable of critical thinking. Jupp and Slattery also noted in the interview of participants (Ibid), â€Å"†¦you can see that people are going out of their way to be sure that students don’t feel divorced from the curriculum†¦Ã¢â‚¬  This translates to teachers’ beliefs that if the emphasis is placed on inquiry – and specifically science fair projects, which requires a great deal of time – it will be at the expense of teaching for high stake standardized tests. Finally, Wallace and Kang, (2004) in their article â€Å"An Investigation of Experienced Secondary Science Teachers’ Beliefs About Inquiry: An Examination of Competing Beliefs Sets†, note that the teacher’s knowledge, or lack thereof, dictates his or her actions in the classroom. 2004) Therefore, it is clear to me – both in my own experiences in the field of education and based upon the literature – the possession of strong content knowledge, as well as research and science teaching e xperience, is essential to the effective teaching of inquiry, since a teacher that possesses this necessary skill set is better equipped to help students develop their ideas through probing at a deeper level. The use of science fair projects, therefore, is a key bridge in this knowledge gap, since science fair allows students the ability to conduct their own scientific research and develop their own scientific hypotheses. Barriers to Inquiry Studies show that there exist many barriers affecting the implementation of inquiry. For example, Trautmann, MaKinster, and Avery, in their article â€Å"What Makes Inquiry so Hard (And Why is it Worth it? )†, cite that the main reason teachers are reluctant to implement inquiry stems from the need to be efficient. 2004) Teachers feel they have to choose between teaching facts which students later regurgitate on standardized tests, and teaching with a focus on in-depth learning, which is more effectively attained through inquiry – and specifically through science fair projects. Trautmann, MaKinster and Avery also noted that the pressure placed upon teachers and schools to prepare students for high stake standardized tests impedes the implementation of inquiry in science classes. (Ibid) As a result, science teachers feel the need to maintain control of their classroom, as a method of controlling the curriculum required for standardized tests, rather than allow students to work independently on science fair projects. Another obstacle hampering the implementation of authentic scientific inquiry teaching – and specifically the implementation of science fair projects – is that teachers have a tendency to employ the same teaching strategies as the ones they experienced as students. (Davis, 2003) As such, they resist change and miss the opportunity to be innovative in their teaching by incorporating inquiry into their curriculum – especially with respect to science fair projects. Further, teacher training, in general, does not offer an effective model for the practice of science instruction based on inquiry. As a consequence, teachers are limited in their ability to carry out authentic inquiry, in general, in their classrooms. This inability to teach via authentic inquiry prohibits them from adopting science fair projects as part of their curriculum.

Thursday, October 10, 2019

Philosophy Vocabulary Essay

Individual:? single separate.? ? Existentialism:? a? philosophical? theory? or? approach? that? emphasizes? the? existence? of? the? individual? person? as? a? free? and? responsible? agent? determining? their? own? development? through? acts? of? the? will.? ? Consequentialism:? the? doctrine? that? the? morality? of? an? action? is? to? be? judged? solely? by? its? consequences.? ? Nihilism:? the? rejection? of? all? religious? and? moral? principles,? often? in? the? belief? that? life? is? meaningless.? ? Absurdity:? the? quality? or? state? of? being? ridiculous? or? wildly? unreasonable.? ? Hedonism:? the? pursuit? of? pleasure sensual? self? indulgence.? ? Objectivism:? the? belief? that? certain? things,? especially? moral? truths,? exist? independently? of? human? knowledge? or? perception? of? them.? ? Individualism:? the? habit? or? principle? of? being? independent? and? self? reliant.? ? Determinism:? the? doctrine? that? all? events,? including? human? action,? are? ultimately? determined? by? causes? external? to? the? will.? Some? philosophers? have? taken? determinism? to? imply? that? individual? human? beings? have? no? free? will? and? cannot? be? held? morally? responsible? for? their? actions.? ? Society:? the? aggregate? of? people? living? together? in? a? more? or? less? ordered? community.? ? Oppression:? prolonged? cruel? or? unjust? treatment? or? control.? ? Altruism:? the? belief? in? or? practice? of? disinterested? and? selfless? concern? for? the? well? being? of? others.? ? Utilitarianism:? the? doctrine? that? actions? are? right? if? they? are? useful? or? for? the? benefit? of? a? majority.? ? Biopower:? is? a? term? coined? by? French? scholar,? historian,? and? social? theorist? Michel? Foucault.? It? relates? to? the? practice? of? modern? nation? states? and? their? regulation? of? their? subjects? through? â€Å"an? explosion? of? numerous? and? diverse? techniques? for? achieving? the? subjugations? of? bodies? and? the? control? of? populations†.? ? Totalitarianism:? state? is? a? concept? used? by? some? political? scientists? in? which? the? state? holds? total? authority? over? the? society? and? seeks? to? control? all? aspects? of? public? and? private? life? wherever? possible.? ? Reciprocity:? the? practice? of? exchanging? things? with? others? for? mutual? benefit,? especially? privileges? granted? by? one? country?or? organization? to? another.? ? Socialism:? a? political? and? economic? theory? of? social? organization? that? advocates? that? the? means? of? production,? distribution,? and? exchange? should? be? owned? or? regulated? by? the? community? as? a? whole.? ? Communism:? a? political? theory? derived? from? Karl? Marx,? advocating? class? war? and? leading? to? a? society? in? which? all? property? is? publicly? owned? and? each? person? works? and? is? paid? according? to? their? abilities? and? needs.? ? Capitalism:? an? economic? and? political? system? in? which? a? country’s? trade? and? industry? are? controlled? by? private? owners? for? profit,? rather? than? by? the? state? ? Neoliberalism:? the? resurgence? of? ideas? associated? with? laissez? faire? economic? liberalism? beginning? in? the? 1970s? and? 1980s,? whose? advocates? support? extensive? economic? liberalization,? free? trade,? and? reductions? in? government? spending? in? order? to? enhance? the? role? of? the? private? sector? in? the? economy.? ? Neoconservatism:? relating? to? or? denoting? a? return? to? a? modified? form? of? a? traditional? viewpoint,? in? particular? a? political? ideology? characterized?  by? an? emphasis? on? free? market? capitalism? and? an? interventionist? foreign? policy.? ? Anthropocentrism:? the? belief? that? human? beings? are? the? central? or? most? significant? species? on? the? planet,? or? the? assessment? of? reality? through? an? exclusively? human? perspective.? ? Utopianism:? an? imagined? place? or? state? of? things? in? which? everything? is? perfect.? The? word? was? first? used? in? the? book? Utopia? (1516)? by? Sir? Thomas? More.? ? Deontology:? the? study? of? the? nature? of? duty? and? obligation.? Ontology:? the? branch? of? metaphysics? dealing?with? the? nature? of? being.? ? Epistemology:? the? theory? of? knowledge,? especially? with? regard? to? its? methods,? validity,? and? scope.? Epistemology? is? the? investigation? of? what? distinguishes? justified? belief? from? opinion.? View as multi-pages TOPICS IN THIS DOCUMENT Epistemology, Philosophy, Truth, Capitalism, Karl Marx, Classical liberalism, Communism, Political philosophy RELATED DOCUMENTS A Closer Look on the Effects of Reading to the Vocabulary Range of Readers and Non-Readers †¦ words. These words are called vocabulary words. Reading helps people improve their word range. Readers tend to search for the meaning of an unfamiliar word which improves their vocabulary. Readers are also able to widen their vocabulary when they use context clues. Readers have different vocabulary range. Most of the people have the impression that a bookworm have a wide range of vocabulary. But, in reality, not all†¦ 580   Words | 7   Pages READ FULL DOCUMENT Powerful Ways of Widening Vocabulary †¦ TS: I have learned four simple ways on which we can expand our vocabulary. I. Exercise wide independent reading. A. Through books B. Through magazines C. Through newspapers II. Keep tools for learning vocabularies handy. A. 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