Witchcraze essays

Witchcraze essays Being accused of being a witch was a major crime in the sixteenth and seventeenth centuries because of misogyny (hatred of women). Witch hunts occurred in the British Isles, New England, Russia, Scandinavia, Hungary, the Balkan Islands, the Netherlands, Italy, and Spain. Also, during this time Catholic Germans felt Satan intended to destroy Christians by using witches. Witch hunts resulted in the trial, torture, and execution of tens of thousands of victims, about three quarters of whom were women. The reasons that witches were accused were complex and no doubt different for different people involved. There are many different theories for the persecution of witches. The figures show that in fact women wre overwhelmingly victimized: on average, 80 percent of those accused and 85 percent of those killed were female. (Barstow P.23) Although women were the main victims, men were also accused. Having a female body was the factor most likely to render one vulnerable to being called a witch. (Barstow P. 16) The reason that women were more apt to be accused, most were related to current attitudes to women and their places and roles they held within society. Women were suspected because they were believed to be morally weaker than men, and therefore more inclined to surrender to the temptations of the Devil. Also, women were thought to be more sexually indulgent than men. Women charged with witchcraft were often thought to have made a pact with the Devil as a result of sexual temptation and they often took part in sexual activity with the Devil as part of the pact. Also, women, unable by law to give legal testimony, did not traditionally know how to use the courts, either for initial defense or for appeal. (Barstow P. 25) There are various reasons that many witches tender to be old. Witches tended to be persecuted after many years of suspicion. Also, witches tended to be wise w...

Defining a Good SAT Score

Defining a Good SAT Score SAT / ACT Prep Online Guides and Tips While the definition of a â€Å"Good SAT Score† is can seem subjective, in fact, there are valid and objective ways to quantify it. In this article, I’ll go through four different methods you can use to decide what a good SAT score means for you. Having the wrong definition can be catastrophic to your college future, and having the right definition can be a strong motivator to achieve your SAT goals. What’s a Good Score Compared to the US Population? First, to understand what a good SAT score is, you must have a rough feeling for what the SAT scores of the US population of high school students look like overall. If you're not applying to the same colleges as the "average American," you might lack this broader perspective. The SAT in January 2016 and before is scored on a 2400 scale. The top score is 2400, and the bottom score is 600. The new SAT, which starts in March, will be scored on a 1600 point scale, so the maximum and minimum scores will change to 1600 and 400. The SAT gives students percentile rankings that show them how high their score is relative to other students across the country who took the test. I'll give you the scores defined by these percentiles for the current SAT and provide predicted scores for the new SAT. According to the most recent data: Ten percent of students score below an 00, so below an 00 is verylow score nationally. This should translate to around a 730 on the new SAT. The 25th percentile is around a 1300, so a score below 1300 isslightly low. This should translate to around an 870 on the new SAT. The 50th percentile mark is around a 1500; anything within 50-100 points of 1500 is an average score. This should translate to around a 1000 on the new SAT. The 75th percentile score is around a 1700, so anything above this isa great score. This should translate to around an 30 on the new SAT. The 90th percentile cutoff is around a 1900.Above this, you're in reach of the elite range of scores.This score should translate to around a 1270 on the new SAT. Read this article for more information on national score percentiles. Keep in mind that the predictions for the new SAT are very tentative since we only have data from the old version of the test. The scores that correspond to each percentile may change depending on how well students adapt to the new test. What’s a Good Score Compared to Your Peers? Unless you are exactly the average American, comparing yourself against the US national average may not be appropriate. You should care about what a good SAT score is for *you* personally, and a reasonable proxy is your peer group. After all, your peer group may have grown up in the same environment and have similar expectations for SAT scores. If you're a football star at an athletics-heavy high school, your varsity football team is a better comparison pool than a class of math geniusesin a selective private high school (and vice versa). In this case, the best method for determining where you stand is to ask at least four people in your peer group what their SAT scores are. This way you can get a sense of how you're doing. If you're way below all four, then you're doing poorly. If you're scoring better than two, then you're doing well. And if you're doing better than all four, you're doing spectacularly. The gold standard for comparison is the SAT score range of people in your peer group. Fortunately, you don't have to doallthe hard work! We did some heavily lifting for you and compiled data from two peer groups of competitive students. Honors students in the top third of their class: If you're in the top third of your class, to be in the 75th percentile on the SAT, you'll need to score 1928 or better. Thus, honor students should considerabout 1900 or more(around 1250-1300 on the new SAT)to be a good SAT score. Students in the top 10% of their class, or students in top 10% school districts. For this group, the 75th percentile score is as high as 2100. A stellar student should shoot for 2100 (around 1400 on the new SAT) as an SAT score goal. Students in National Honors Society may have a higher SAT target score. What Is aGood SAT Score for College? Even better than comparing against your peers is comparing against the scores of admitted students at a college that interests you. After all, most people take the SAT for college. It makes the most sense to start with figuring out what a good college is for you and then work backward to determine a target SAT score. The best way to figure outwhat score you should shootforis to look up the average test scores at the college of your choice and see where you fall.Most schools will give a range from the 25th percentile score to the 75th percentile score.If you’re hoping for a solid chance of admission, you should be aiming for the 75th percentile score at colleges that interest you.Consult this article on finding your target score for more details on how to find and interpret these numbers. If you look up the average scores at a college of your choice and find that your scores are much higher, you might consider aiming for a more competitive school.Doing socould give you a much more fulfilling learning experience. Selectivecolleges will have a driven student community and offer intellectually challenging classes.You’re likely to learn more at these schools, have access to greater opportunities, and be looked upon favorably in the future when you’re trying to find a job or apply to grad school. If you’re aiming for Ivy League or other highly competitive schools like Stanford and MIT, you’ll find that the 75th percentile score is sometimes close or equivalent to a perfect 2400.Obviously, you’re not going to be able to score any higher than this.In general, for these schools, you’ll need to have a 2200 or higher to end up with a reasonable chance of admission (most likely in the 1450-1500 range on the new SAT).College admissions have become extremely competitive lately, so these schools have had to adopt higher and higher standards to weed out students from the vast numbers of applications they receive. You may also choose to attend one of the Poison Ivy League schools I'm planning on founding. Coursework consists solely of going on hikes and learning how to recognize and treat poison ivy while playing poison ivy-related pranks on real Ivy League schools. What’s a Good Score for You? One of the best definitions of a good SAT score is based on your own potential. After all, if the best you can do is a 1300, and you get a 1280, then that's an excellent score. Conversely, if your potential is a 2300, then even a 2000 is a bad score for you personally. In considering what a â€Å"good score† means, it’s important to take stock of your starting point and limitations.In other words, you should be competing with yourself first and foremost to try and improve from your baseline score.Try studying for ten hours or so, and take a practice test.Treat this score as your baseline score. Students usually can improve on this score by 250 points or more with dedicated studying (this should translate to around a 170-point improvement on the new SAT). Many students find that they hit the upper limit of SAT studying toleration after 40-80 hours of studying.If you manage to do this amount of focused studying, the score you end up with should be a good one based on your own standards.If you ended up with a low score on the baseline test and didn’t improve much after a lot of studying, you might need to reassess your study habits and make sure that you really understand your mistakes.For a student who scores low initially, any score that indicates an improvement of more than 200 points (or more than 130 points on the new SAT) should be considered a good score. You after a long shift in the SAT factory. What's Next? Aiming high for college? Read our articles on how to get a 2400 on the SAT and what it takes to get into the most selective schools. If you're working on raising your score to reach your goals, check out my article that lists 15 quick tips for improving your SAT score. Worried about the discrepancy between your high GPA and low SAT score? Find out how to deal with this dilemma. Disappointed with your scores? Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Samantha Lindsay About the Author Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.7c90a984-6459-4973-ad5a-6f68a0bb0ec3'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Companys letterhead Assignment Example | Topics and Well Written Essays - 1000 words

Companys letterhead - Assignment Example I have gone through each of the applications as they have come in and picked out the best candidates to be passed into the second round of consideration. You are an amazing candidate, so I am really excited to learn more about you. If soon you will be informed that you are passed into the second round of consideration, you will be hearing from us soon, if you haven't been contacted by us already. If you don't hear anything more from us it means that you got passed over. It may be that you are a strong writer though you just aren't a great fit for what we are trying to do (you don't have enough experience in clean technology and green media). So in case if you want to break into environmental writing without enough of the right experience I would advise you to start a personal blog and write about the things you want to get paid to cover. You are welcome to get back in touch with us in the future after you've built a more focused portfolio. I was helped by the fact that we are hiring writers; that is why I paid particular attention on how you were crafting an email applying for a writing job. It turns to be that you are unlikely the kind of writer we are looking to hire, if you didn’t succeed in doing this task. So if you don’t pass into the second round of consideration, pay attention on your job hunting email skills. A lot of people out there looking for work right now and you need every advantage that you can get if you want to beat them to a good job. If you are interested in my suggestions of how to improve your writing skills, please just subscribe on our mailing and you will get a list of 42 writing job application dos and don'ts.

Watch the movie, The Color Purple, and write a one-page paper Movie Review

Watch the , The Color Purple, and write a one-page paper analyzing the historical accuracy of the film - Movie Review Example The setting shows a point in time when the black women faced oppression their black husbands. The reason behind the oppression is the frustration caused to their husbands by the whites who discriminated against them. Walker who is the writer of the script builds the woman character in the movie from a physical and psychologically abused perspective to an independent and strong person. Walker represents a period in which she was a victim of oppression and she became a feminist fighting for the rights of women at this time though his writings of novels and poems. In conclusion, the movie accurately represents a period during which the oppression of the women more especially the black Americans was on the rise. During the time of the movies, the women were in slavery and this is shown through the effort of all the female characters to find liberation. The women are inferior to men and they have are prone to sexual, physical and psychological

National General Certificate syllabus Essay Example for Free

National General Certificate syllabus Essay Syllabus summary – National General Certificate in Occupational Health and Safety January 2013 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Structure The syllabus is divided into 3 units. Unit NGC1 is further divided into five elements and Unit GC2 into eight elements. Unit NGC1: Management of health and safety Element Number Element Title Recommended hours Page 1 Foundations in health and safety 6 4 2 Health and safety management systems Policy 4 4 3 Health and safety management systems Organising 6 5 4 Health and safety management systems – Planning 11 5 5 Health and safety management systems Measuring, audit and review 9 6 Minimum unit tuition time 36 Recommended private study time 23  © NEBOSH 2013 1 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit GC2: Control of workplace hazards Element Number Element Title Recommended hours Page 1 Workplace hazards and risk control 8 7 2 Transport hazards and risk control 4 7 3 Musculoskeletal hazards and risk control 6 8 4 Work equipment hazards and risk control 6 8 5 Electrical safety 3 9 6 Fire safety 6 9 7 Chemical and biological health hazards and risk control 6 10 8 Physical and psychological health hazards and risk control 3 10 Minimum unit tuition time 42 Recommended private study time 26  © NEBOSH 2013 2 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit GC3: Health and safety practical application Recommended Hours Page Health and safety practical application 2 11 Minimum unit tuition time 2 Recommended private study time 4 Minimum total tuition time 80 Recommended total private study time 53 Total overall hours 133 Element Number 1 Element Title  © NEBOSH 2013 3 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit NGC1: Management of health and safety Element 1: Foundations in health and safety Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the scope and nature of occupational health and safety ï‚ · Explain the moral, social and economic reasons for maintaining and promoting good standards of health and safety in the workplace ï‚ · Explain the role of national governments and international bodies in formulating a framework for the regulation of health and safety. Recommended tuition time not less than 6 hours Element 2: Health and safety management systems 1 Policy Learning Outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the key elements of a health and safety management system ï‚ · Explain the purpose and importance of setting policy for health and safety ï‚ · Describe the key features and appropriate content of an effective health and safety policy. Recommended tuition time not less than 4 hours  © NEBOSH 2013 4 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 3: Health and safety management systems 2 Organising Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the health and safety roles and responsibilities of employers, managers, supervisors, workers and other relevant parties ï‚ · Explain the concept of health and safety culture and its significance in the management of health and safety in an organisation ï‚ · Outline the human factors which influence behaviour at work in a way that can affect health and safety ï‚ · Explain how health and safety behaviour at work can be improved ï‚ · Outline the need for emergency procedures and the arrangements for contacting emergency services. Recommended tuition time not less than 6 hours Element 4: Health and safety management systems 3 Planning Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Explain the importance of planning in the context of health and safety management systems ï‚ · Explain the principles and practice of risk assessment ï‚ · Explain the general principles of control and a basic hierarchy of risk reduction measures ï‚ · Identify the key sources of health and safety information ï‚ · Explain what factors should be considered when developing and implementing a safe system of work for general activities ï‚ · Explain the role and function of a permit-to-work system. Recommended tuition time not less than 11 hours  © NEBOSH 2013 5 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 5: Health and safety management systems 4 Measuring, audit and review Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the principles, purpose and role of active and reactive monitoring ï‚ · Explain the purpose of, and procedures, for health and safety auditing ï‚ · Explain the purpose of, and procedures for, investigating incidents (accidents, cases of work-related ill-health and other occurrences) ï‚ · Describe the legal and organisational requirements for recording and reporting incidents ï‚ · Explain the purpose of, and procedures for, regular reviews of health and safety performance. Recommended tuition time not less than 9 hours  © NEBOSH 2013 6 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit GC2: Element 1: Control of international workplace risks Workplace hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline common health, welfare and work environment requirements in the workplace ï‚ · Explain the risk factors and appropriate controls for violence at work ï‚ · Explain the effects of substance misuse on health and safety at work and control measures to reduce such risks ï‚ · Explain the hazards and control measures for the safe movement of people in the workplace ï‚ · Explain the hazards and control measures for safe working at height ï‚ · Outline the hazards and control measures for temporary works. Recommended tuition time not less than 8 hours Element 2: Transport hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Explain the hazards and control measures for the safe movement of vehicles in the workplace ï‚ · Outline the factors associated with driving at work that increases the risk of an incident and the control measures to reduce work-related driving risks. Recommended tuition time not less than 4 hours  © NEBOSH 2013 7 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 3: Musculoskeletal hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Explain work processes and practices that may give rise to work-related upper limb disorders and appropriate control measures ï‚ · Explain the hazards and control measures which should be considered when assessing risks from manual handling activities ï‚ · Explain the hazards and controls to reduce the risk in the use of lifting and moving equipment with specific reference to manually-operated load moving equipment ï‚ · Explain the hazards and the precautions and procedures to reduce the risk in the use of lifting and moving equipment with specific reference to powered load handling equipment. Recommended tuition time not less than 6 hours Element 4: Work equipment hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline general requirements for work equipment ï‚ · Explain the hazards and controls for hand-held tools ï‚ · Describe the main mechanical and non-mechanical hazards of machinery ï‚ · Explain the main control methods for reducing risk from machinery hazards. Recommended tuition time not less than 6 hours  © NEBOSH 2013 8 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 5: Electrical hazards and control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the principles, hazards and risks associated with the use of electricity in the workplace ï‚ · Outline the control measures that should be taken when working with electrical systems or using electrical equipment in all normal workplace conditions. Recommended tuition time not less than 3 hours Element 6: Fire hazards and control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Describe the principles of fire initiation, classification and spread ï‚ · Outline the principles of fire risk assessment ï‚ · Describe the basic principles of fire prevention and the prevention of fire spread in buildings ï‚ · Outline the appropriate fire alarm system and fire-fighting arrangements for a simple workplace ï‚ · Outline the factors which should be considered when implementing a successful evacuation of a workplace in the event of a fire. Recommended tuition time not less than 6 hours  © NEBOSH 2013 9 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 7: Chemical and biological health hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the forms of, the classification of, and health risks from exposure to hazardous substances ï‚ · Explain the factors to be considered when undertaking an assessment of the health risks from substances commonly encountered in the workplace ï‚ · Describe the use and limitations of occupational exposure limits including the purpose of long term and short term exposure limits ï‚ · Outline control measures that should be used to reduce the risk of ill-health from exposure to hazardous substances ï‚ · Outline the hazards, risks and controls associated with specific agents ï‚ · Outline the basic requirements related to the safe handling and storage of waste. Recommended tuition time not less than 6 hours Element 8: Physical and psychological health hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the health effects associated with exposure to noise and appropriate control measures ï‚ · Outline the health effects associated with exposure to vibration and appropriate control measures ï‚ · Outline the principal health effects associated with ionising and non-ionising radiation and basic protection techniques ï‚ · Outline the meaning, causes and effects of work-related stress and appropriate control actions. Recommended tuition time not less than 3 hours  © NEBOSH 2013 10 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit GC3: Health and safety practical application Learning outcomes ï‚ · Demonstrate the ability to apply knowledge of the unit NGC1 and GC2 syllabus, by successful completion of a health and safety inspection of a workplace ï‚ · Complete a report to management regarding the inspection with recommendations. Content This unit contains no additional syllabus content. However, completion of study for unit NGC1 and GC2 is recommended in order to undertake the practical application unit GC3. Link to examination unit(s) Unit GC3 is not normally offered independently of the taught elements. Students will normally be required to complete the GC3 assessment within 10 working days (before or after) of sitting the examination for Units NGC1 and/or GC2.  © NEBOSH 2013 11 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit Assessment Units NGC1 and GC2 are taught units each assessed by one two-hour written examination. Each examination consists of ten ‘short-answer’ questions and one ‘long-answer’ question. All questions are compulsory. Candidate scripts are marked by external examiners appointed by NEBOSH. Unit GC3 is assessed by a practical assessment; the time to complete the assessment is not restricted but candidates should aim to complete the inspection and the report within two hours. This is held on a date set by the course provider and must be taken within 10 working days of a written examination. The practical assessment is internally assessed by the course provider and externally moderated by NEBOSH. Further details The full syllabus and further information regarding the practical unit is available in the NEBOSH Guide to the qualification available for purchase via the NEBOSH website (www.nebosh.org.uk). NEBOSH National General Certificate in Occupational Health and Safety Version: 1 Specification date: January 2013 Syllabus summary publication date: September 2013 The National Examination Board in Occupational Safety and Health (NEBOSH), Dominus Way, Meridian Business Park, Leicester LE19 1QW. Registered Charity Number: 1010444 Telephone: Fax: Email: Website: +44 (0) 116 263 4700 +44 (0) 116 282 4000 [emailprotected] www.nebosh.org.uk NGC SS180913  © NEBOSH 2013 12

Comparing and Contrasting the Sublime Essay -- Williams Shelley Trave

Comparing and Contrasting the Sublime What can be said about the sublime? Class discussion led to the definition of sublime as the element found in travel literature that is unexplainable. It is that part of travel literature where the writer is in awe of his or her surroundings, where nature can be dangerous or where nature reminds a human being of their mortality. The term "sublime" has been applied to travel texts studied in class and it is hard not to compare the sublime from texts earlier in the term to the texts in the later part of the term. Two texts that can be compared in terms of the sublime are A Tour in Switzerland by Helen Williams and History of a Six Weeks' Tour by Mary Shelley and Percy Bysshe Shelley. There are similarities and differences found in both texts concerning individual perspectives of travel and the sublime. The main focus of this commentary will be comparing and contrasting the perspectives of Williams and Shelley within their respective texts, the language of the sublime and the descriptio ns of the sublime. Both Shelley and Williams write from a personal perspective. Both travel to and make observations on the area that interests them. Williams travels to Switzerland while Shelley travels through Geneva to Chamonix. In the introduction of Williams's text she immediately reveals the reason why she wishes to visit Switzerland while Shelley assumes that the reader recognizes that he is a traveler who wants to go from point A to point B. Williams's introduction reveals that she has already dreamed about what it would be like to visit Switzerland and she shares with her readers that 'I am going to gaze upon images of nature; images of which the idea has so often swelled my imagination, but whic... ...ering more leeway to understanding the sublime. On a more personal note, comparing how Williams and Shelley write about the sublime has made the idea more clear in my mind on how to approach readings that contain the sublime, it is much easier to understand and furthermore, it offers more than one way of looking for and at the sublime. Works cited Extracts from: "The Shelleys at Chamonix:1816." Mary Shelley and P. B. Shelley History of a Six Weeks' Tour. London: T. Hookham, 1817. Romanticism: The CD-ROM. Ed. By David Miall and Duncan Wu. Blackwell Publishers Ltd., 1997. Williams, Helen Maria. A Tour in Switzerland; or, A view of the present state of the Government and Manners of those Cantons: with comparative sketches of the present state of Paris. 2 Vols. London: G. G. and J. Robinson, 1798. http://www.ualberta.ca/~dmiall/Travel/Coxe-Williams.htm.

A Character Analysis of the Book “A Painted House”

How do unpleasant realities of life are presented and experienced by a seven-year-old boy? As the child travels from being an innocent into becoming an experienced person, both the good and bad facets of life will eventually shape his emotions, perspectives and dealings with other people.In doing so, the breaking of the child’s innocence turns into a learning experience which he and even the people around him may use as an instrument to continue living in accordance with the norms of the society. While it is expected that life realities, when witnessed from a boy’s point of view, may be rather unclear or incomplete, this does not necessarily mean that the child is totally unaware and unmoved of its accompanying and eventual implications.This is because a child may be physically small but he is able to grasp what the society is presenting to him and ultimately identifies the good and bad things which he needs to keep and disregard, respectively. Manifestations of such ab ilities are evident among almost all children because they are naà ¯ve by nature.Such innate and youthful characteristics open a child to many opportunities and possibilities. When guided properly, a child may use life realities, however harsh they are, to work to his or her advantage and even to the benefit of other people and the society in general.One book which ideally depicts the said quality of a child in John Grisham’s 2001 book titled â€Å"A Painted House.† Aside from its notable plot, which is about the story-telling of a seven-year-old boy of the struggles facing his family’s cotton-picking business in rural Arkansas in 1952, the Grisham novel is most worth-reading because of the character of the young protagonist – Luke Chandler (Grisham, 2001).In fact, it is the said struggles which brought out the best in Luke because of the fact that even at a young age, he is determined to help out in their business and in his little way, solve the proble ms even if his mother always tells him: â€Å"Don’t worry.The men will find something to worry about† (Grisham 1). The ways how Luke dealt with his growing-up miseries through his exposure to the cruel realities of life, Grisham succeeded in imparting to the public a touching novel about a child’s journey from being an innocent child into becoming a knowledgeable person (Grisham, 2001).Manifestations of above awakening are evident with the power of Luke to overcome the cruelties in his life which he personally witnessed. These include a murder, a rape incident which has resulted into pregnancy and an illegitimate child, the poverty of the Mexicans and hill people and other adult-related obstacles.The novel, as seen from the view of Luke, told of the unwavering determination of the Chandler family to make their business survive and show to the people of Arkansas that despite living in an unpainted house, their cotton-picking trade will pick up. While the author s tands out in his law-related books because of their plots, Grisham’s A Painted House novel definitely shines because of the character of Luke.Using the first-person point of perspective of Luke, the author effectively provided the public with a view of the hardships which then challenged the people of Arkansas (Grisham, 2001).Through the eyes of Luke, A Painted House serves as a blank paper where the author excellently writes the details which happened in the United States after World War II. The character of the protagonist is one which is filled with many real incidents and people albeit presented through Luke’s youthful point of view. In fact, Luke’s life is very simple and his world is small with the family’s business of cotton-picking being his concentration.The child in Luke is presented in the book many times with the Chandler family trips to town on Saturdays, church activities on Sundays, special treats at carnivals and the boy’s ultimate dream to play baseball as attested by his statement that he will not be a farmer but a baseball player (Grisham 5).However, as Luke takes on his journey, becomes exposed to the characters in his life such as his family and the workers composed of the hill people and Mexicans as well as harsh realities of life, the boy unwittingly somehow grows as an experienced person even at a young age.Hence, it is worthy to consider how Luke, in his simple yet uplifting manner, is able to address and cope with cruel issues which confronted his young life. The life realities which are too enormous and difficult for Luke to realize but triumphantly handled include the ethical conflicts about a murder case, a child born out of wedlock and even the financial destruction that hit the area.Despite these cruelties which Luke’s innocence may be unable to understands, it is remarkable to consider that the boy’s naà ¯ve personality managed the said dilemmas. Beyond Luke’s notable trai ts and abilities in his original innocence as manifested by his child-like faith when he believes that God has control over anything just like there is reason when rains sweep away their harvests.It is during the boy’s journey, where he is faced with the true events of life, that Luke is able to attain his experience and realizes that indeed there is reason for every thing that happens. This is evident when he said â€Å"I was certain there was a reason the Cardinals lost the pennant, but I couldn’t understand why God was behind it† (Grisham 251).

IOP on Glass, Eyes, and Doll’s Essay

Imagery; vivid descriptive language that appeals to one or more of the senses (sight, hearing, touch, smell, and taste). The first impression of a person that someone gets will always color the image of the person. Everything about how someone looks and acts creates how that person is viewed by others. But when this image is controlled by others or the person just isn’t strong enough to show their true self, their identity is twisted into something almost unrecognizable. Henrik Ibsen, Zora Neale Hurston, and Tennessee Williams use the imagery connected with their lead female characters to show how society tries to put individuals down with false generalizations to hide women’s identities. The authors use the imagery of clothing to address how family members try to mold the women below them in power to their image of their character. For the Sternberg’s fancy dress ball Torvald want’s his wife Nora to dress up, â€Å"†¦ and Torvald wants me to go as a Neapolitan fisher-girl,†¦Ã¢â‚¬  (Ibsen 37). The Neapolitan fisher girls are girls from Naples, Italy often thought of as possessing a very classic Grecian beauty. These fisher girls have been subjects of many works of art such as paintings and statues. With Torvald making Nora dress up as a Neapolitan fisher girl he is making her into something beautiful and to be appraised like a piece of art. This image of Nora being beautiful like a painting is Torvald’s way of putting Nora beneath him. He dresses her up and parade’s her among their friends while all the while taking ownership of her beauty. Nora doesn’t get to choose what she wears to this ball and she is not recorded say ing a word to anyone at the party. Torvald even commands Nora to leave the party after she has finished her dance as he doesn’t want anyone being near her. Nora’s identity is lost in the imagery of her Neapolitan fisher-girl costume and Torvald’s control of her dress. By the same token Janie in Their Eyes Were Watching God is forced to wear head rags by her husband Joe. â€Å"The business of the head-rag irked her endlessly. But Jody was set on it. Her hair was NOT going to show in the store,† (Hurston 55). The imagery of Janie’s head-rags suggests that she is Joe’s property. Janie’s hair is her personal symbol of power,strength, and identity. Joe by making Janie cover her hair up in head-rags is symbolically stifling Janie’s power and identity. Without her individuality Janie is nothing but what Joe makes out of her, which is his wife. And society too will only see Janie’s image as Joe makes her image to be . Laura from The Glass Menagerie is also suffered to a similar fate as Nora and Janie as her mother forces her to wear chest enhancements. â€Å"‘Now take a look at yourself. No, wait! Wait just a moment- I have an idea!’ Amanda produces two powder puffs which she wraps in handkerchiefs and stuffs in Laura’s bosom. ‘Mother, what are you doing? They’re called gay deceivers! †¦ I won’t wear them!’ â€Å" (Williams 120). Similarly the imagery of the powder puffs implies that Laura is the perfect young woman that Amanda invisions of her. With Amanda putting the powder puffs down Laura’s dress she is trying to envision Laura as a perfect young woman. But Laura just is not this perfect girl who everyone loves and adores like Amanda wants to see Laura as. The imagery of Laura’s deceivingly good figure signifies that people will perceive her as a perfect young woman. Nora and Janie’s imagery of the past and their memories is used against them to paint false images of their identities. Near the end of the play, Torvald has just found out of what Nora had done in the past to save him and utters this simple and resonant statement, â€Å"And I must sink to such miserable depths because of a thoughtless woman!† (72). With this sentence Torvald is making Nora seem like a terrible woman who is mindless to any thought of her husband. Even though much earlier in the play Nora tells Mrs.Linde that she only borrowed money so that her husband wouldn’t die from his illness. Torvald just judges Nora’s image by her actions, not the motives behind her actions. And this paints an entirely false image of Nora as being thoughtless and uncaring about her husband. When in any case Nora was just looking out for her husband, being anything but thoughtless and uncaring. The Victorian society Nora lives in is also as cruel to someone in her position. It goes without saying that the man is always the one to handle the money and the well being of the family. And by Nora borrowing money by herself she is breaking the rigid gender roles that their society has set in place for women. So society will also look down on Nora as a disgraceful woman because of her past actions. Janie is in a similar situation when coming home from the Everglades is judged by her neighbors. â€Å"They passed nations through their mouths. They sat in judgement. Seeing the woman as she was made them remember the envy they had stored up from other times. So they chewed up the back parts of their minds and swallowed with relish,† (1-2). The people of Eatonville, especially the women had always been jealous of the attention Janie had gotten from men for her looks. And with the knowledge that Janie had ran off with a younger man in the past the people think of Janie as a absurd fool. But they don’t know that Janie with all her suffering and joy that she lived through is incredibly wise. The imagery of Janie’s actions or more so the memory of her actions, has the people of her community believing that Janie is nothing more than a lost old woman, falling for the false love of a young man. Janie’s individuality as a woman who is wise and has lived through many tough times is taken away from her as Eatonville reduces her to just a love sick woman. Hurston, Williams, and Ibsen use the imagery of objects to display how people on the outsides of the characters lives perceive them and their individuality. When Jim is over at the Wingfields apartment Laura is telling of how much she loves the unicorn from her glass menagerie. â€Å" You see how the light shines through him? †¦ I shouldn’t be partial but he is my favorite one†¦ Haven’t you noticed the single horn on his forehead? †¦Ã¢â‚¬  (143-144). The imagery of Laura’s favorite glass ornament, the unicorn, represents how people in society see Laura. Like the unicorn which light shines through, Laura’s disposition and identity is completely see through. Every facet of her personality is easy to see as she is but a incredibly shy and timid girl. Laura’s love for the unicorn is because of it’s peculiarity of the horn that separates him from the other glass horses in her collection. The imagery of this unique glass unicorn represents Laura’s own individual separation from other girls. Everyone notices that Laura is uniquely different, like her glass unicorn she loves so much.In the same way as the unicorn describes Laura, the Christmas tree in the Helmer’s home describes Nora. â€Å"Hide the Christmas tree carefully Helen. Be sure the children do not see it till this evening, when it is dressed †¦ And what is in this parcel? No no! you mustn’t see that until this evening,† (5 & 7). The image of the splendid and elusive Christmas tree in A Doll’s House expresses how Nora’s identity is seen by the society around her. The Christmas tree serves the function as an ornament in the household and Nora just like the tree is ornamental in the home. She doesn’t take care of the children, or have a job, she just decorates and dresses up for the people of the house as well as the visitors. And as a decoration Nora isn’t able to voice her own opinion or let her identity shine through the pretty things that accessorize her. Nora’s identity is hidden away throughout the play and as the Christmas tree is hid from the children, Nora’s dress is hidden from Torvald so he will not see her. Nora’s identity is hidden from not only the people she knows but also the one’s she is closest to. She is not able to be herself as society shuns Nora’s true identity, as the loving wife she is that would do anything for her husband, such as borrow money without his consent so he can live. Janie is also in Laura and Nora’s situation as the people in her community judge her actions and therefore her identity because of her hair. â€Å"What dat ole forty year ole ‘oman doin’ wid her hair swingin’ down her back lak some young gal?† (2). Just like the two women in the other pieces of literature, the image of Janie’s long hair is utilized by Hurston to show how Janie’s community in Eatonville doesn’t recognize Janie’s true identity. The women on the porch mention that Janie looks like a foolish old woman with her hair all the way down her back like some young woman. The women of Eatonville think Janie is trying to be like a young woman as she has run off with a young man and is now coming back with her hair no longer tied up. This is not the true image of Janie as she is not trying to be a young woman. After all the life that Janie has experienced she keeps her hair down to show that she no longer cares what people in society think of her. But the image of her loose hair to the rest of her society is of a very rebellious and foolish old woman. They want to see her as a married woman being under the thumb of her husband and not as herself. Even though now Janie is trying to show her true identity the community won’t accept that and is blinding themselves by only focusing on her hair to critique Janie in the way they want to think of her. The three authors use the imagery of speech to the character to shape their false identity in the eyes of their family. One day in the store Joe get’s frustrated with Janie’s poor job at cutting some tobacco and insults her about her age. â€Å"A woman stay round uh store till she get old as Methusalem and still can’t cut a little thing like a plug of tobacco!† (78). The image of Methuselah that Joe says to describe Janie is used to show how Joe and Eatonville see Janie when she is in the store. Methuselah is a man from the Bible that is known to be the oldest person to ever live. The allusion to this character is said by Joe to make Janie feel like she is so old that she is ancient. It insults Janie and her character, making her seem old and inefficient for not being able to cut a plug of tobacco after all the time she spends in the store. Eatonville after hearing what Joe has spoken of Janie can see her as an elderly woman who still can’t do simpl e chores around the store. In a likewise manner Amanda says some harsh words to Laura for dropping out of business college and hiding it from her. â€Å"You did all this to deceive me, just for deception? †¦ We won’t have a business career- we’ve given that up because it gave us nervous indigestion! †¦ barely tolerated spinsters living upon the grudging patronage of sister’s husband or brothers wife!† (93-94). In the same way Amanda’s image placed on Laura when she learns she dropped out of business college in secret is used by Williams to show that Amanda see’s Laura as a weak girl with no identity to her. The image of Laura is that she is a fragile girl with little to no way to support herself having left the one opportunity she had to make a future for herself. The imagery of Amanda’s words that Williams writes twists the picture of Laura into a thoughtless and selfish girl, not thinking about anything but her own personal desires. But her identity is not as a thoughtless girl but as a shy and caring young woman. She is seen as continually concerned for her brother, but still throughout most of the play Amanda see’s Laura as being just self involved. The false image of Laura as being self absorbed is enforced by the imagery of Amanda’s harsh words about dropping out of business college. In opposition to Janie and Laura, the pet names Torvald uses for Nora as terms of endearment are actually very insulting terms to her. â€Å"Is my little squirrel come home? †¦ The same little featherhead! †¦ Come come my little skylark, †¦Ã¢â‚¬  (6-7). Comparably Torvald’s words to Nora are suppose to be endearing but with the knowledge of what the animals are is used to paint an unflattering picture of Nora. Squirrels are animals with very small brains and that are generalized as being unintelligent. A featherhead isn’t an animal, but it is implying that Nora’s head isn’t filled with a brain, but is instead filled with feathers. Nothing substantial t hat she can actually make her own thoughts with. Torvald with this term of endearment is suggesting that Nora doesn’t have a brain but just feathers in her head. Furthermore a skylark is a bird that nests on the ground, then being easily destroyed and that are not very distinctive in coloring. This name makes Nora seem plain and foolish. With these pet names of animals that are ordinary Torvald through the imagery of his words is insinuating that Nora is plain and not very bright. Torvald is also putting himself above Nora with his words. He is making it seem like he is the all important person of the house and that he is better than Nora because he is intelligent. Nora’s individuality is taken away from her with Torvald putting above himself and putting her in the background. Nora has no identity when she is with Torvald as he puts her so below himself that he doesn’t believe she can be herself. Tennessee Williams, Henrik Ibsen, and Zora Neale Hurston use the imagery in their works associated with their lead females to portray how society’s views of people is usually false and undermines their individuality. How people are viewed by what they wear, what they own, their past, and what people say to them is a simple way to miss a person’s true identity. These generalized views are easily broken apart when evidence of people’s character is put forward, and this is what get’s society into trouble. These three authors aren’t just writing literature, they are making a statement on how society works. Including how society is wrong and how generalizations about types of people need to be broken in the collective minds of the people so every person is seen as themselves and not as a stereotype. To give everyone their own voice without being prejudged by society’s absurd expectations.

A Biography of John Dunstable

A Biography of John Dunstable John Dunstable, (or better known as John Dunstaple), was an English composer estimated to have been born in 1390. His birth date is a conjecture based on his earliest surviving works, which date from around 1410-1420 (Bonds 2006, 112). Based on these works, musicologists are able to make a very educated guess as to his birth date being sometime in 1390. He was born in Dunstable, Bedfordshire during the Late Middle Ages- Early Renaissance era.John Dunstable died on December 24 (Christmas Eve), 1453. This is known due to the fact that it was recorded in his epitaph, which was in the church of St. Stephen Walbrook in London, until it was destroyed in the Great Fire of 1666. As recorded in the early 17th century, his epitaph was recorded to have stated that he had "secret knowledge of the stars". The church of St. Stephen Walbrook was also his burial place (Burkholder 1996, 134).New Grove Theatre Dunstable. I took this. (Nat War...The spelling Dunstaple is generally preferred over Dunsta ble due to the fact that it occurs twice as much in musical attributions of his than that of Dunstable. The few English musical sources are equally divided between "b" and "p"; however, the contemporary non-musical sources, including those with a claim to a direct association to Dunstable, always spelled his name with a "p".Dunstable was believed to be a highly educated, married man, however, nothing is known about his music background/training or early childhood. However, Dunstable was also accredited as an astronomer and mathematician as well as a composer of polyphonic music. In fact, some of his astrological works have even survived in manuscript, possibly in his own hand. Dunstable was known to have been widely connected to that of the royal service, having been in the service of John, Duke of Bedford, the fourth...

Biography of Willem de Kooning, Abstract Expressionist

Biography of Willem de Kooning, Abstract Expressionist Willem de Kooning (April 24, 1904 - March 19, 1997) was a Dutch-American artist known as a leader of the Abstract Expressionist movement of the 1950s. He was noted for combining the influences of Cubism, Expressionism, and Surrealism into an idiosyncratic style. Fast Facts: Willem de Kooning Born: April 24, 1904, in Rotterdam, NetherlandsDied: March 19, 1997, in East Hampton, New YorkSpouse: Elaine Fried (m. 1943)Artistic Movement: Abstract ExpressionismSelected Works: Woman III (1953), July 4th (1957), Clamdigger (1976)Key Accomplishment: Presidential Medal of Freedom (1964)Interesting Fact: He became a U.S. citizen in 1962Notable Quote: I dont paint to live. I live to paint. Early Life and Career Willem de Kooning was born and raised in Rotterdam, the Netherlands. His parents divorced when he was 3 years old. He left school at age 12 and became an apprentice to commercial artists. For the next eight years, he enrolled in evening classes at the Academy of Fine Arts and Applied Sciences of Rotterdam, which has since been renamed the Willem de Kooning Academie. Henry Bowden / Getty Images When he was 21 years old, de Kooning traveled to America as a stowaway on the British freighter Shelley. Its destination was Buenos Aires, Argentina, but de Kooning left the ship when it docked in Newport News, Virginia. He found his way north toward New York City and temporarily lived at the Dutch Seamens Home in Hoboken, New Jersey. A short time later, in 1927, Willem de Kooning opened his first studio in Manhattan and supported his art with outside employment in commercial art such as store window designs and advertising. In 1928, he joined an artists colony in Woodstock, New York, and met some of the top modernist painters of the era, including Arshile Gorky. Leader of Abstract Expressionism In the mid-1940s, Willem de Kooning began working on a series of black and white abstract paintings because he could not afford the expensive pigments needed for working in color. They were the majority of his first solo show at the Charles Egan Gallery in 1948. By the end of the decade, considered one of Manhattans top rising artists, de Kooning began adding color to his work. Willem De Koonings Untitled XXI (est $25-35m) from the collection of A. Alfred Taubman is displayed as part of the Frieze week exhibition at Sothebys on October 10, 2015 in London, England. Tristan Fewings / Getty Images The painting Woman I, which de Kooning began in 1950, completed in 1952, and exhibited at the Sidney Janis Gallery in 1953, became his breakthrough work. New Yorks Museum of Modern Art purchased the piece which confirmed his reputation. As de Kooning became considered a leader of the abstract expressionist movement, his style was distinctive through the fact that he never wholly abandoned representation by making women one of his most common subjects. A member of staff poses next to paintings by Dutch American artist Willem de Kooning entitled Woman (L), Woman II (C) and Woman as Landscape (R) at the Royal Academy of Arts on September 20, 2016 in London, England. Carl Court / Getty Images Woman III (1953) is celebrated for its depiction of a woman as aggressive and highly erotic. Willem de Kooning painted her as a response to idealized portraits of women in the past. Later observers complained that de Koonings paintings sometimes crossed the border into misogyny. De Kooning had a close personal and professional relationship with Franz Kline. The influence of Klines bold strokes can be seen in much of Willem de Koonings work. Late in the 1950s, de Kooning began work on a series of landscapes executed in his idiosyncratic style. Noted pieces like July 4th (1957) clearly show Klines impact. The influence was not a one-way transaction. During the late 1950s, Kline began adding color to his work perhaps as part of his relationship with de Kooning. Employees pose with Untitled XIX 1982 by Willem De Kooning (estimate $6M - 8M) during a photocall for the Peggy and David Rockefeller art collection at Christies auction house on February 20, 2018 in London, England. Jack Taylor / Getty Images Marriage and Personal Life Willem de Kooning met the young artist Elaine Fried in 1938 and soon took her on as an apprentice. They married in 1943. She became an accomplished abstract expressionist artist in her own right, but her work was often overshadowed by her efforts to promote the work of her husband. They had a stormy marriage with each of them open about having affairs with others. They separated in the late 1950s but never divorced and reunited in 1976, remaining together until Willem de Koonings death in 1997. De Kooning had one child, Lisa, through an affair with Joan Ward after his separation from Elaine. Willem de Kooning with daughter, Lisa. Images Press / Getty Images Later Life and Legacy De Kooning applied his style to the creation of sculptures in the 1970s. Among the most prominent of those is Clamdigger (1976). His late period painting was characterized by bold, brightly-colored abstract work. The designs are simpler than his earlier work. A revelation in the 1990s that de Kooning had suffered from Alzheimers disease for multiple years led some to question his role in the creation of the late-career paintings. Willem de Kooning is remembered for his bold fusion of Cubism, Expressionism, and Surrealism. His work is a bridge between the formal subject concerns of the experiments in abstraction by artists such as Pablo Picasso, and the complete abstraction of an artist like Jackson Pollock. Sources Stevens, Mark, and Annalynn Swan. de Kooning: An American Master. Alfred A. Knopf, 2006.

Impact of Racism in the School Environment Research Paper

Impact of Racism in the School Environment - Research Paper Example Academically, a student that suffers from bullying will have low self-esteem and lack the push he or she requires to perform well in school. They may be shy in presenting themselves in the school and have no morale to continue with learning. It is common to see students that suffer from bullying want transfers to other schools. It means that the victim hates the school and would not concentrate on any activity. Their grades in the class drop as they slow or even stop studying in the fear of attack. As a part of the parents protecting their children, they opt to take them to other schools. If the school does not find a solution to bullying, the parent must protect the child (Burgis, 2012). As a measure to curb the harsh results of racism, schools have launch zero tolerance to racism policies. It ensures that students get the appropriate education as expected and do not suffer from any negative forces. The victims of racism are in three groups; students, teachers, and the schools itsel f. While we appreciate cultural diversity, racists take these differences and use them to intimidate others. It is not only students that suffer from racism. A teacher whose culture does not conform to that of the environment of operation may face racism and suffer its effects. The schools' atmosphere is equally affected when bullying and racism are in progress.   Students that face racism may be afraid to go to school. When they remember the embarrassing moments, they resist any attempts to have them go back to the same place.  Ã‚  

Marketing Strategy Degree Essay Example | Topics and Well Written Essays - 3000 words

Marketing Strategy Degree - Essay Example Coca-cola, Kellogg's, McDonald's, Kodak, Marlboro, IBM, American Express, Sony, Mercedes-Benz and Nescafe are generally in the world's top ten brand in the market , and they have reached and retained in such position mainly because of the efforts of marketing and advertising departments ( Stanley, 2003). So exactly what is an advertisement or what can we understand by the term advertisement. Their have been different views regarding the concept of advertisement. According to John Burnett, "Advertisement is a non-personal communication of marketing related information to a target audience, usually paid by the advertiser and delivered through mass media in order to reach specific objective of sponsor". However according to the critic of advertising, Judith Williamson (1978, p.57) states that it's "the most ubiquitous form in which we encounter commercial photography" which means advertising is the 'official art' of the advanced industrial nation of the west. It occupies the newspapers and is covered all over with urban environment, it is highly systematize organization involving many artist, writer and film directors, and consist of a large amount of output of the mass media. Advertisements promote and affect the idea and value which are crucial to a particular economy system. Thus a good advertisement is that, which we should not lose interest in their ideological functions, which is connected to their economic functions (Dyer, 1995 p.2). Another definition by (Longman, 1971) 'Advertising attempts to inform and persuade a large number of people with a single communication'. Therefore in its simple sense the word 'advertising' means capturing the attention to something or telling or advising somebody of something. (Dyer, 1995 p.2). Thus advertising can be seen as a medium for communicating or