The Armed Forces Essay Example | Topics and Well Written Essays - 750 words

The Armed Forces - Essay Example It was a professional field where individuals had the opportunity to save the lives of others without considering the effects that their actions may have on their personal life. Despite of my liking for the armed forces personnel, I never wanted to opt for this career. This was because of my own confused feelings with regard to this profession. Though I did believe that it was a position of authority and dignity to fight for your country in difficult times, I could not analyze the fact that how people could actually consider the lives of others to be more precious than their own lives. But I have understood now that it is with maturity and greater understanding of the world that a person understands the true meaning and essence of many important things in this world. My maternal uncle was working for the army of the United States and had been on the rank of sergeant major. I really looked forward to visiting him and asking him about his experiences. He had gone to many places across the world and his knowledge and experiences were very different from the other people I had ever met. He was not like the other members of my family. There was an air of authority and dignity when he was around. We respected him a lot and I used to enjoy asking him questions about the various occurrences in his life. I always wished to ask him about why he had opted for this profession as he was not home for most of the year. He missed important family events and occasions. I wanted to ask him that was his profession worth all the losses that he was facing. I wanted to know if it was worth the fact that he had not been present on the occasion of the birth of his first child. Despite of my desire, I could never raise these questions in front of him owing to his poise and his love for his profession. Time went by and even if my uncle was not home, they had a happy family. Everyone was really happy when he visited and brought with him gifts and shared his experiences with everyone. Eve ryone looked forward to his arrival and eagerly waited for him. Life is very unpredictable and these happy moments were not meant to last for long. The war in Afghanistan started in 2001 and my uncle was deployed in the country to participate in the war. It was a very sad farewell as the consequences of this war were not known. I had expected my uncle to be sad and reluctant but I was surprised to see that he was very happy and was confident as he always was. When he was about to leave, his daughter asked him if it was necessary to leave. He replied by telling her that he was going to fight for her and for their family. He told her that he was going to fight to make her future secure so that she could lead a happy life and that no one could harm their country and their family. His words had a very deep meaning and I was highly touched. He left to never return again as he lost his life in a suicide attack carried out on the armed forces by the militants in Afghanistan. Though he did not return, but his words left a great impact on me and my life. I realized the reason for his dignity and his confidence at all times. I also understood that he seemed to be different from others because he was not like the other people and his priority was the benefit of others. I did not opt for a career in the military but my thoughts with regard to the armed forces changed. All the questions in my mind were answered. If I would be capable enough, I would

Street Scene Essay Example for Free

Street Scene Essay In the painting Street Scene, Pink Sky, Paris, there are several elements that make the painting a unique piece of art reflecting the contemporary feeling of the expressionistic and post impressionistic movements of the early twentieth century. James Wilson Morrice expresses these movements completely in this painting, which is a masterwork of form, color and balance. In this painting, the first thing the eye goes to s the upper right hand part of the painting. Here there is a series of four buildings that are well lit and in shades of yellow and gold. The roofs are in shades of charcoal and burnt umber. One notices that the buildings grow progressively smaller as thy move down the street. Next, you notice the people. There appear to be three women and a man. The man appears all in black, black overcoat and black hat. Next to him, facing him is a woman in a red dress and hat in brown and umber. She is wearing gloves. One’s eyes then drift to the front left of the painting where the other two women are walking by the cafe. One appears to have brown hair and be wearing a white dress with a matching white hat. The hat has a pink flower on it. The woman next to her, to her left, is wearing a dress of yellow-brown, and a black hat. She also has brown hair. To the extreme left, there is another building that appears to be a series of shops. This building has a dilapidated feel to it and is not as brightly lit as the buildings across the street. It presents a very stark contrast. The eyes then drift to the sky. It is a cacophony of steely blues and pinky mauves. It looks like an evening storm sky, but it is just the settling dusk. One can feel the hurry of the people to get home after a day of social gatherings or work. Finally, one gets to the bottom of the painting. Here one sees the edge of tables and chairs as one sits and contemplates as the world goes by. It is at if the viewer is at a cross street. Looking down one street as they watch people pass by on another. That brings the viewer to another element of the painting—mainly, the street. It is vacant save for the people. There is not a carriage, horse, car, or anything on the street. Everyone is on foot. Though they are walking, there is no sense of urgency in their movements. It is as if everyone is out for a Sunday stroll and the viewer is there watching as they drink their coffee and eat their croissant. This feels like a fairly typical street scene. The final element of the painting is just to the left of center. It is a cluster of trees and shrubbery. It ties the light and dark elements of the painting together, as the trees have dark greens and blacks combine with light greens and yellow-greens to make a unifying element that brings all the elements together. The elements are arranged as if one is looking on a street and down a street at the same time. It is almost like a â€Å"T† intersection. The paining has a balance to it that takes the shape of a triangle. The lighter shaded elements are on the right side, and the darker shaded elements are on the left side. The browns, creams, umbers, and ocher colors confine themselves to the left. The golds reds, and blacks confine themselves to the right. The trees tie the light and dark elements together and blend them into a coherent style and picture of everyday life on a Paris street. The trees also provide a much needed balance. If it were not for the trees, there would be a harshness to the painting that would make it unbalanced and off-center. Morrice picks mostly muted shades for his painting, even the ocres and golds have a slightly muted quality about them. The colors blend one into another, giving the painting a much needed fluidity. Morrice also arranges his larger elements to the back of the painting, forcing your eyes into the aforementioned triangle of the sky and the people. These are his main elements, and the ones your eyes go to after the brightness of the building. He wants the viewer to see the sky and the people and see both as time stopped, a moment that is captured forever. As mentioned before, the people are unhurried, and the sky is unhurried, which are the two elements that are the most important in this picture. Stylistically, the painting is a wonderful example of twentieth century post-impressionism. While it lacks the subtlety of Monet, it generates the same feelings that the impressionists do—that is the sense that you are there, leaving you to interpret the details. That is the very nature of impressionism. The viewer is given an idea, and they have to fill in the details. Post-impressionism at its soul is a revamping of the style without the subtle colors. Where Monet used pales and shades to make his point, Morrice uses muted bolds to bring the viewer to the scene. There is more a sense of making the impression more realistic instead of making it stylistic. This generates the move to the more bold moves of Picasso and his followers. Morrice’s work is in the vein of Cezanne. The use of color and element is similar in form and function, and the overall sense of the move to realism is there. Cezanne and Morrice both fit into the same mold, simply because they are both scene painters that use people as a focal point. The main difference is that Cezanne tends to use darker colors while Morrice uses brighter tones. They both tend to mute their tones, though Cezanne tends to do it more effectively than Morrice. Morrice borrows heavily from Cezanne. He uses blocks of color and focuses on sky, and the traditional views of the plane of the painting become obsolete. Additionally, the conventions between foreground and background begin to become ambiguous. There is also a spatial ambiguity to the painting, as the sky becomes a patchwork of color, flowing seamlessly one into another. Even in the two women walking down the street seem to blend into each other, the only differences seem to be in the distinction of their faces. The woman in brown seems to almost blend into the shops in the background. The woman in white appears to blend seamlessly into the scene. Faces are the only distinctions between people and background. There is only a bit of street and the black hat and face that even distinguishes her as an individual. The blocks of yellow are the only things that distinguish that there are four buildings. This is very much in the style of Cezanne. Even the trees and shrubbery seem to be in a block of color. Though the greens, blacks, and yellow-greens seem to blend, the eye can easily pick out the distinct shades and can see the summer look of the trees against the dusky sky. Looking at the style of both Morrice and Cezanne, one sees incredible talent and gracious style. The overall impressionistic feel that we get from both painters is evident. As both move towards the twentieth century, there is a shift from the previous impressionistic movement to the post impressionistic movement. The movement also shifts to the use of color in blocks to give movement and a sense of fluidity to the painting. Additionally, the focus on sky and people shows a movement away from the still lives and landscapes of the past to a movement of expressing people as the object and main idea of the painting. Thought the movement was not a long-lasting one, it left an impression on the art world that has affected painters and artists for years. The use of texture and color and form and function blend together flawlessly to create a new and exciting use of elements that added to the art world and still give us much to talk about today. The fact that we are able to draw comparisons to the present and the past shows us the relevance of the new art forms and how they still relate to today’s art world. We as art historians cannot forget the contributions of the past as they will and do affect our futures. References Adams, L (1997). A history of western art. Madison, WI: Brown and Benchmark. Art Gallery of Ontario, (2009). James Wilson Morrice, Street Scene, Pink Sky, Paris. Retrieved March 15, 2009, from Art Gallery of Ontario Web site: http://www. ago. net/ago103760 University of North Carolina at Chapel Hill, (2009). Art History. Retrieved March 15, 2009, from Art History Web site: http://www. unc. edu/depts/wcwebs/handouts/arthistory. html

Human Error Essays -- Miscommunication, Shift Work

To err is human. Throughout everyday life, human error is around every corner. Human error is defined as, â€Å"a mistake made by a person rather than being caused by a poorly designed process or the malfunctioning of a machine such as a computer.† (Encarta, 2009) To simplify this definition, people make mistakes. Human error may become apparent in the form of human behavior or conduct that can be categorized as undesirable, unacceptable, careless, inattentive, forgetful, reckless, harmful, a miscommunication, human performance that is extreme in variability or beyond the limits of that expected, or an inappropriate form of risk taking behavior. An error may be harmless, it may be detectable and correctable, or it may serve to predict future problems (Peters, 2006). Many references to human error are associated with high-profile catastrophes. The publics concern over these high-profile catastrophes puts human error in the spotlight. Some examples of human error catastrophes include: the Tenerife runway collision in 1977, Three Mile Island in 1979, the Bhopal methyl isocyanate tragedy in 1984, the Challenger and Chernobyl disasters of 1986, and the Piper Alpha oil platform explosion in 1988. While these catastrophes put human error concerns in the spotlight, the human error impact on manufacturing operations can be just as detrimental. All of the catastrophes that were described above happened on a night shift period of shift work. Shift work involves the alternation of teams of worker each working a certain â€Å"shift†, and who usually perform the same work duties so that operations can be continued for longer than allowed by any single worker. Shift work schedules necessarily require some workers to work for periods of ti... ...ng questionnaires to the convenience sample was the basis of the study. This data was collected for a three-week period. The questionnaires were evaluated and descriptive statistics via means and standard deviations were used to describe the effect on work performance. This study shows that all age groups are subject to exposure to physiological and psychological hazards brought about by night shift as indicated in their subjective response. It also shows that shift work is related to workplace fatigue and accident injury rates (Hayajneh, 2008). Throughout literature review it seems that most research and studies support the fact that accident rates and shift work are related. The studies that were examined as part of this literature review compare and contrast various sides of business functions with similar results in accident rates and shift work data.

Theories and Practices of Teacher Education

Lecturer: Dr. Carol Hordatt Gentles Course: Theories and Practices of Teacher Education COURSE CODE: EDTE 6003 ASSIGNMENT TWO University of the West Indies, Mona Campus Huntley Anderson 620040068 â€Å"The responsibility for Jamaican teachers’ professional development lies with teachers themselves. The fact that they do not understand this is because the quality of people we are recruiting into the profession is poor. † Teacher autonomy in professional development is both a right and a responsibility of the individual teacher.This can be furthered by the collaborative development of capacity within school communities working together to support professional development through joint planning and execution of professional development activities and events. It is the responsibility of the school to provide mechanisms and resources to ensure both individual teachers and groups of teachers have equitable access to professional development. It is sad to say that many colleag ues view professional development as a work procedure but not as a continuous development of competencies to deliver ones roles and responsibilities.Teacher Cadet EssayThe fact that they the majority of the teaching profession do not understand this is not because of a poor quality of teachers being recruited but because there are no implemented structures on how professional development is executed within the schools or delivered from the Ministry of Education. Until it is viewed as pertinent to ones’ personal development and is conducted in a meaningful way, this requirement to continue in the profession may lose the general objective for providing continuous training to develop individual competencies.Quality professional development has the power to increase educators’ knowledge of academic content and teaching skills, while changing the norm of what may Jamaican teachers believe about student learning and how they interact with students. Not all Jamaican teachersà ¢â‚¬â„¢ have bought into how powerful professional development transforming schools into places in which all adults and students are deeply engaged in learning and making meaning of their lives. Continuing Education The Jamaican experience should be encourage teachers to pursue further studies in teaching pedagogy.Working towards advanced degrees can be both financially and professional rewards such as working towards a graduate degree while there is a disconnect between teacher recruitment into the profession from personal development continuity, these organizations which is affiliate to teachers cannot only encourage teachers to take charge of their own development. There are a number of groups or associations with which the teacher are affiliates and they should help to develop programs to keep in touch with developments in the field, effective teaching practices, and changes in resources.Thus active a membership fees does not mean active participation but it will develop a sense of continuity and meaning to our profession like that of the legal or medical profession where professional development lies with the attorney or medical personnel to be upgraded frequently. Teachers’ views on professional Development will significantly influence their motivation to attend Professional Development and will influence its implementation, sustainability and success in integrating the curriculum and accompanying strategies into teachers’ regular classroom practices.When the quality of people that are recuited into the profession is poor they have no interest in profession development as they are not dedicated teachers. This teaching job for them might just be a means of surviving until a better job that interest comes along. These teachers are normally just qualified in the content area but lack teaching methods, so they just impart knowledge from book and does not provide innovative ways for teaching students. Some of these tea her have no passion for te aching the profession is just a stepping-stone for them.Jamaica Teaching Council believes that professional development should be required throughout the career of teachers. Poor quality teachers are not interested in the professional development programmes as they do not want to be provided with equal opportunities to gain and improve their knowledge and skills, which is important to their positions and job performance, as other dedicated employees in the profession. A lot of people who are being hired as teachers are basically not component. One view is that taxpayers contribute to a ystem, which should be a quality education system, employing quality educators and that poor quality teachers considered ineffective. The Jamaican education system currently has a stronghold power base of mediocrity located in a strong bureaucratic system that is always resisting changes in the teaching profession, so they show no interest in professional development as they are not interested in chan ges. They do not look for any form of opportunity as they are safe remaining in the same classroom, teaching the same subject to the same groups of students within the same programme.According to Spence (2008) great leaders and great teachers equal great student's. It therefore follows that poor quality teachers are choking the overall quality of teaching. Poor quality teachers fabricate excuses, take no responsibility for their actions, and are not very responsible to their students. They show very little or no interest in professional development as they rely soley on textbooks for content and activities and do not always link learning to student’s knowledge base. Once a poor quality teacher is recuited and moves up to permanent position it becomes very difficult to remove them from the system.These teachers continue to resist change and may even actively contribute to the removing of quality and innovated teachers from the system. Spence and Sawchuk shared a similar view t hat the classifications of poor performance are consistent average across the workplaces; at least twenty-five percent of teachers are of poor quality. With that percentage of poor quality in the education system, that is showing little or no interest in professional development, one can see that they not only sponsor poor performance of students, but they affect leadership and quality of teaching within the school.Research carried out on professional development (Sawchuk, Nov. 10, 2010) shows that professional development is a challenging one to study. Hard data which equates professional development and better quality teachers are difficult to come by. Professional development relies on a two-part transfer of knowledge, which indicate that teachers behaviour change in accordance with the new knowledge and skills and those changes must subsequently result in improved student mastery of subject matter.These complex matters relating to those transactions make professional development a challenging one, so one still does not have enough evidence to say that the quality of people that are being recruited into the teaching profession is poor because they do not feel that the responsibility for professional development lies with the teachers themselves but as a teacher of information technology I believe that it is pertinent to participate in professional development as it allows me to keep abreast with the rapid changes in technology and be able to use and impart this new and updated knowledge to my students.I am sure professional development for teachers who view it as ongoing learning opportunities believe it is vital to school success and teacher satisfaction. Reference Spence, Earline (2008) NAE (National Education Association) Great Public Schools for every student- Professional Development Harris, D. N. Sass, T. R. , â€Å"Teacher Training, Teacher Quality and Student Achievement† Journal of Public Economics,95, 2011. Sawchuk, S. , â€Å"EWA Research Brief: What Studies Say About Teacher Effectiveness,† 2011. Sawchuk, S. â€Å"Studies Link Classroom Observations to Student Achievement,† Education Week, April 26, 2011. Sawchuk, S. â€Å"New Teacher-Evaluation Systems Face Obstacles,† Education Week, Dec. 16, 2009. Sawchuk, S. , â€Å"TAP: More Than Performance Pay,† Education Week, April 1, 2009. ——————————————– [ 1 ]. I believe that I have a responsibility for on-going professional development. Autonomy is determine my professional development needs based on my professional practice. Thus engaging in reflective practice to determine my professional development needs. Theories and Practices of Teacher Education Lecturer: Dr. Carol Hordatt Gentles Course: Theories and Practices of Teacher Education COURSE CODE: EDTE 6003 ASSIGNMENT TWO University of the West Indies, Mona Campus Huntley Anderson 620040068 â€Å"The responsibility for Jamaican teachers’ professional development lies with teachers themselves. The fact that they do not understand this is because the quality of people we are recruiting into the profession is poor. † Teacher autonomy in professional development is both a right and a responsibility of the individual teacher.This can be furthered by the collaborative development of capacity within school communities working together to support professional development through joint planning and execution of professional development activities and events. It is the responsibility of the school to provide mechanisms and resources to ensure both individual teachers and groups of teachers have equitable access to professional development. It is sad to say that many colleag ues view professional development as a work procedure but not as a continuous development of competencies to deliver ones roles and responsibilities.Teacher Cadet EssayThe fact that they the majority of the teaching profession do not understand this is not because of a poor quality of teachers being recruited but because there are no implemented structures on how professional development is executed within the schools or delivered from the Ministry of Education. Until it is viewed as pertinent to ones’ personal development and is conducted in a meaningful way, this requirement to continue in the profession may lose the general objective for providing continuous training to develop individual competencies.Quality professional development has the power to increase educators’ knowledge of academic content and teaching skills, while changing the norm of what may Jamaican teachers believe about student learning and how they interact with students. Not all Jamaican teachersà ¢â‚¬â„¢ have bought into how powerful professional development transforming schools into places in which all adults and students are deeply engaged in learning and making meaning of their lives. Continuing Education The Jamaican experience should be encourage teachers to pursue further studies in teaching pedagogy.Working towards advanced degrees can be both financially and professional rewards such as working towards a graduate degree while there is a disconnect between teacher recruitment into the profession from personal development continuity, these organizations which is affiliate to teachers cannot only encourage teachers to take charge of their own development. There are a number of groups or associations with which the teacher are affiliates and they should help to develop programs to keep in touch with developments in the field, effective teaching practices, and changes in resources.Thus active a membership fees does not mean active participation but it will develop a sense of continuity and meaning to our profession like that of the legal or medical profession where professional development lies with the attorney or medical personnel to be upgraded frequently. Teachers’ views on professional Development will significantly influence their motivation to attend Professional Development and will influence its implementation, sustainability and success in integrating the curriculum and accompanying strategies into teachers’ regular classroom practices.When the quality of people that are recuited into the profession is poor they have no interest in profession development as they are not dedicated teachers. This teaching job for them might just be a means of surviving until a better job that interest comes along. These teachers are normally just qualified in the content area but lack teaching methods, so they just impart knowledge from book and does not provide innovative ways for teaching students. Some of these tea her have no passion for te aching the profession is just a stepping-stone for them.Jamaica Teaching Council believes that professional development should be required throughout the career of teachers. Poor quality teachers are not interested in the professional development programmes as they do not want to be provided with equal opportunities to gain and improve their knowledge and skills, which is important to their positions and job performance, as other dedicated employees in the profession. A lot of people who are being hired as teachers are basically not component. One view is that taxpayers contribute to a ystem, which should be a quality education system, employing quality educators and that poor quality teachers considered ineffective. The Jamaican education system currently has a stronghold power base of mediocrity located in a strong bureaucratic system that is always resisting changes in the teaching profession, so they show no interest in professional development as they are not interested in chan ges. They do not look for any form of opportunity as they are safe remaining in the same classroom, teaching the same subject to the same groups of students within the same programme.According to Spence (2008) great leaders and great teachers equal great student's. It therefore follows that poor quality teachers are choking the overall quality of teaching. Poor quality teachers fabricate excuses, take no responsibility for their actions, and are not very responsible to their students. They show very little or no interest in professional development as they rely soley on textbooks for content and activities and do not always link learning to student’s knowledge base. Once a poor quality teacher is recuited and moves up to permanent position it becomes very difficult to remove them from the system.These teachers continue to resist change and may even actively contribute to the removing of quality and innovated teachers from the system. Spence and Sawchuk shared a similar view t hat the classifications of poor performance are consistent average across the workplaces; at least twenty-five percent of teachers are of poor quality. With that percentage of poor quality in the education system, that is showing little or no interest in professional development, one can see that they not only sponsor poor performance of students, but they affect leadership and quality of teaching within the school.Research carried out on professional development (Sawchuk, Nov. 10, 2010) shows that professional development is a challenging one to study. Hard data which equates professional development and better quality teachers are difficult to come by. Professional development relies on a two-part transfer of knowledge, which indicate that teachers behaviour change in accordance with the new knowledge and skills and those changes must subsequently result in improved student mastery of subject matter.These complex matters relating to those transactions make professional development a challenging one, so one still does not have enough evidence to say that the quality of people that are being recruited into the teaching profession is poor because they do not feel that the responsibility for professional development lies with the teachers themselves but as a teacher of information technology I believe that it is pertinent to participate in professional development as it allows me to keep abreast with the rapid changes in technology and be able to use and impart this new and updated knowledge to my students.I am sure professional development for teachers who view it as ongoing learning opportunities believe it is vital to school success and teacher satisfaction. Reference Spence, Earline (2008) NAE (National Education Association) Great Public Schools for every student- Professional Development Harris, D. N. Sass, T. R. , â€Å"Teacher Training, Teacher Quality and Student Achievement† Journal of Public Economics,95, 2011. Sawchuk, S. , â€Å"EWA Research Brief: What Studies Say About Teacher Effectiveness,† 2011. Sawchuk, S. â€Å"Studies Link Classroom Observations to Student Achievement,† Education Week, April 26, 2011. Sawchuk, S. â€Å"New Teacher-Evaluation Systems Face Obstacles,† Education Week, Dec. 16, 2009. Sawchuk, S. , â€Å"TAP: More Than Performance Pay,† Education Week, April 1, 2009. ——————————————– [ 1 ]. I believe that I have a responsibility for on-going professional development. Autonomy is determine my professional development needs based on my professional practice. Thus engaging in reflective practice to determine my professional development needs.

To what extent is Chapter 1 of Sense and Sensibility a fitting introduction for the novel to come?

In this novel, Austen is setting out rules of conduct for women in a time when England was moving from a period a long stability to sudden and total change. Unless people knew how to behave, she thought, chaos would ensue. England was entering the Industrial Revolution, having just seen the French Revolution and the American War of Independence. A new literary style was sweeping the nation, one to which Austen was much opposed: Romanticism. A dichotomy had arisen from the popularity of Romanticism within the literary groups of the time. It is possible to label these two groups as ‘Sense' and ‘Sensibility'. (The Gothic style also came about at this time, championed by those who had suddenly discovered freedom [both literary and, in some cases, physical] with the fall of oppressive governments surrounding England – Austen also wrote anti-Gothic novels, like Northanger Abbey. ) Austen was definitely in support of ‘Sense', which this novel shows so clearly. Austen argues her case for sense over sensibility by polarising the main protagonists on the subject. Marianne represents sensibility in all its dramatic, baroque and over-the-top glory, whilst Elinor represents sense (not cold, emotionless logic, but a tactful reason about situations). Although Austen shows the reader the downsides of both poles, sensibility is harshly and heavily punished and in the end sense wins out when Elinor gets to marry the man she wants and Marianne gives up sensibility and accepts an unconvincing happy ending with a socially respectable result. Austen, then, is writing not a novel, but a book of behaviour for women in this tumultuous time, much in keeping with little girls' conduct books of the time. The first chapter so brilliantly allows for these developments later in the book by not mentioning them at all, or at least not until the closing paragraphs in which the reader is introduced to Elinor and Marianne. This first chapter is primarily concerned in setting up Austen's character in the book, that of satirical social commentator and moral guide. And this character is set up within the opening paragraph. Austen's behaviour as author in this chapter almost contradicts Elinor later on. The way the aristocratic Dashwood family interact with each other on human terms is mocked and pulled apart by Austen's scathing irony; these first paragraphs could almost be in defence of sensibility! Relationships are described in contractual terms: no longer is your son family, he is clientele; no longer do you love, you esteem. Family isn't about affection, its about affectation. Appearance and finance are all that matter on the Norland estate, respectability and wealth. People are spoken of in terms of utility and actions are taken for the sole purpose of acquiring wealth. Any affection shown with that is an added bonus, purely accidental and by no means essential to the relationship. There is one sentence at the end of the first paragraph in which are contained almost all of the social morays with which Austen holds qualm, and she makes her qualms clear with her irony and diction: â€Å"The constant attention of Mr. And Mrs. Henry Dashwood to his wishes, which proceeded, not merely from interest, but from goodness of heart, gave him every degree of solid comfort his heart could receive†. â€Å"The constant attention†, not constant affection, or even constant love, no, â€Å"constant attention†. They waited on him, served him as best they could to ensure a large chunk of inheritance, but not to worry, they did not do this â€Å"merely from interest, but from goodness of heart†. This sentence does not redeem their greed, but rather reinforces it, that â€Å"merely† adds dimensions to this sentence which implies that even if they were good of heart, they were still selfish and out for all the could get. Finally, the comfort they offer the old man is only â€Å"solid†, no more than materialistic. They do not enrich him spiritually or intellectually, only materially. Austen has now set out the rules for the following novel, without even bringing her protagonists to light. Austen is by far the most important character in the book, and her characterisation, therefore, is the most important. It is essential for the reader to know Austen before the reader knows Elinor or Marianne, or else the aim of this book to teach people how to behave would be lost. The fact that Austen seems to be pulling apart the social order whilst Elinor is in whole-hearted support for retaining the social order may seem perplexing, but I think a solution comes if one understands Austen as a person of moderation. She punishes Elinor also (though less harshly than Marianne) for being too restrained. In so many passages in the book there is an awful feeling of imprisonment on the part of Elinor as she is unable to do anything socially unacceptable. Therefore, there is contradiction between Austen and Elinor, but that is because Elinor is not Austen, she is not perfect or correct or a paragon of what Austen believes correct behaviour for a woman. Sense is supported, but room for emotion must be allowed or one is not human, says Austen, but cold and dead.

Noëls Vocabulary, Traditions and Decorations

Noà «ls Vocabulary, Traditions and Decorations Whether you are religious or not, Christmas, Noà «l (pronounced â€Å"no el†) is an important holiday in France. Since the French don’t celebrate Thanksgiving, Noà «l is really the traditional family gathering. Now, many things have been said about Christmas in France, and its particular traditions such as the thirteen desserts, but many of these traditions are regional, and unfortunately tend to disappear with time.   Right now, across France, here are seven traditions you could be expecting: 1. Le Sapin de Noà «l - The Christmas Tree For Christmas, traditions asks that you go get a Christmas Tree â€Å"un sapin de Noà «l†, decorate it and set it in your house. Some people would plant theirs back in their yard. Most will just get a cut tree and throw it away when it is dry. Nowadays, many people prefer to have a synthetic tree you can fold and reuse every year. â€Å"Les dà ©corations (f), les ornements (m)† are more or less precious but it is mostly in the US that I’ve heard the traditions of passing on ornements through generations. It is not a very common thing in France. Its not really clear when to set up the sapin de Noà «l. Some set it on Saint Nicks day (December 6th) and remove it on the 3 King Day (lEpiphanie, January 6th). Le sapin de Noà «l - Christmas treeLes aiguilles de pin - pine needlesUne branche - a brancheUne dà ©coration - a decorationUn ornement - an ornamentUne boule - a ball / an ornamentUne guirlande - a garlandUne guirlande à ©lectrique - an electrical garlandL’à ©toile - the star 2. La Couronne de Noà «l - Christmas Wreath Another Christmas Tradition is to use wreaths on your doors, or sometimes as a table centrepiece. This wreath may be done of twigs, or of a fir branch, may have glitter, feature fir cones and if placed on a table, often surrounds a candle. Un centre de table - a centrepieceUne couronne - a wreathUne brindille - a twigUne branche de sapin - a fir branchUne pomme de pin - a fir coneUne bougie - a candleUne paillette - a glitterDe la neige artificielle - artificial snow 3. Le Calendrier de l’Avent - Advent Calendar This is a special calendar for kids, to help them count the days before Christmas. Behind each number is a door, which reveals a drawing, or a nook with a treat or a little toy. This calendar is usually hung in a communal room as to remind everybody of the countdown before Christmas (and keep an eye on the â€Å"door† openings so that the kids won’t just eat all the chocolate before Christmas...) Un calendrier - a calendarL’Avent - AdventUne porte - a doorUne cachette - a hiding spotUne surprise - a surpriseUn bonbon - a candyUn chocolat - a chocolate 4. La Crà ¨che de Noà «l - The Christmas Manger Nativity Another important Christmas tradition in France is the nativity: a little house with Mary and Joseph, an ox and a donkey, the star and an angel, and eventually baby Jesus. The nativity set can be larger, with the 3 kings, many shepherds and sheep and other animals and village people. Some are very old and in the South of France, the little figurines are called â€Å"santons† and can be worth quite a lot of money. Some family make a paper crà ¨che as a project for Christmas, others have a tiny little one somewhere in their house, and some churches would have a live nativity scene during the Christmas mass. Traditionally, baby Jesus is added on December 25th in the morning, often by the youngest child of the household. La crà ¨che - the manger/ nativityLe petit Jà ©sus - baby JesusMarie - MaryJoseph - JosephUn ange - an angelUn boeuf - an oxUn à ¢ne - a donkeyUne mangeoire - a mangerLes rois mages - the 3 kings, the 3 wise menL’à ©toile du berger - the star of BethlehemUn mouton - a sheepUn berger - a shepherdUn santon - manger figurines made in the South of France 5. About Santa, Shoes, Stockings, Cookies and Milk In the old days, children would place their shoes next to the fireplace and hope to get a little present from Santa, such as an orange, a wooden toy, a little doll. Stockings are used instead in the Anglo-saxon countries.   In France, most new houses do not have a fireplace, and the tradition of placing your shoes by it has totally disappeared. Although he does bring the presents on his sleigh, in France what Santa does is not that clear: some think he comes down the chimney himself, some believe he sends a helper or just magically places the gifts on the shoes (if he is an old-fashioned Santa) or under the Christmas tree. In any case, there is no clear tradition of leaving cookies and milk for him†¦ Maybe a bottle of Bordeaux and a toast of foie gras? Just kidding†¦ Le Pà ¨re Noà «l - Santa (or Saint Nicolas in the North-East of France)Le traineau - the sleighLes rennes - reindeersLes elfes - elvesLe Pà ´le Nord - North Pole 6. Christmas Cards and Greetings It’s customary in France to send out Christmas/ Happy New Year cards to your friends and family, although this tradition is disappearing over time. If its better to send them before Christmas, you have until January 31st to do it. Popular Christmas greetings are: Joyeux Noà «l - Merry ChristmasJoyeuses fà ªtes de Noà «l - Merry ChristmasJoyeuses fà ªtes - Happy Holidays (more Politically Correct since not Religious) 7. Les Marchà ©s de Noà «l - Christmas Markets in France Christmas Markets are little villages made up of wooden stalls (called chà ¢lets) which pop up in the center of towns in December. They typically sell decorations, local products and vin chaud (mulled wine), cakes, biscuits and gingerbreads as well as many handcrafted items. Originally common in the North-East of France, they are now popular throughout France - there is a huge one on les Champs Elysà ©es in Paris.

Adverbs of Frequency Sentence Placement

Adverbs of Frequency Sentence Placement Adverbs of frequency tell us how often something happens/is the case, happened/was the case, will happen/will be the case, etc. There are lots of them. Here are some examples: always - Peter is always getting into trouble.usually - They usually get their work done on time.frequently - My sister frequently goes shopping in Seattle.rarely - They rarely ask questions about the homework. Most Common Adverbs of Frequency The most common adverbs of frequency in English in order from most often to least often: always - He always does his homework.usually - They usually complete the work on time.often - I often watch movies online.sometimes - Jack sometimes comes over for dinner.  occasionally - She occasionally asks a question.rarely - They rarely have any homework.never - I never complain at work.   Where Do They Appear in the Sentence? Word order can be confusing with adverbs of frequency. Here are different rules for placement in sentences. 1. In a Sentence With One Verb If the sentence has one verb in it (e.g. no auxiliary verb) we usually put the adverb in the middle of the sentence, i.e. after the subject and before the verb: subject / adverb / verb / predicate Tom usually goes to work by car.Mary often asks me for help.   2.  Usually After the Verb Be The adverb usually comes after the verb be: subject / verb / adverb / predicate Tom is often late.Anne isnt usually sick.Peter isnt always right. This is not the case if we put the adverb at the beginning or end of the sentence for emphasis. This rule also does not apply to short answers: Is she usually on time?Tell her not to be late.Yes, she usually is.She never is. The rule is broken in other cases too, e.g. Conversation 1 Speaker A: What are you doing here? Shouldnt you be at school?Speaker B: I normally am at school at this time, but my teacher is ill.   Conversation 2 Speaker A: Youre late again!Speaker B: usually am late on Mondays because the traffic is so bad. Conversation 3 Speaker A: Tom is late again!Speaker B: Tom usually is late.   3. In a Sentence With More Than One Verb If the sentence has more than one verb in it (e.g. auxiliary verb) we usually put the adverb after the first part of the verb: subject / helping verb or modal / adverb / main verb / predicate I can never remember his name.Anne doesnt usually smoke.The children have often complained about the playground facilities. Exception: In sentences with have to the adverb is in position A: subject / adverb / have to / main verb / predicate We often have to wait for the bus.She never has to do any housework.They sometimes have to stay after class.   4. When Using for Emphasis For emphasis, we can put the adverb at the beginning or end of the sentence. At the end is unusual - we usually only put it there when we have forgotten to put it in earlier. adverb / subject / main verb / predicate Sometimes we go to school by bus.Often he waits for her after class.Usually, Peter arrives early for work. or subject / main verb / predicate / adverb We go to school by bus sometimes.They like to watch TV often.Jennifer buys a new car rarely. Exceptions: Always cant go at the beginning or end of the sentence. Never, seldom, rarely cant go at the end of a sentence. They only go at the beginning of a sentence in polemic statements. Then they have to be followed by the word order for questions: Never has there been a better time to overcome our differences.Rarely do we have an opportunity like this.Seldom had the orchestra given a worse performance.   5. In Question Form When using adverbs of frequency in the question form, put the adverb before the main verb. auxiliary verb / subject / adverb / main verb / predicate Do you often go to the cinema?Did he sometimes leave the classroom?Do they usually come late to class? Exceptions: Never, seldom, rarely and other adverbs of frequency with a negative sense are not usually used in the question form. 6. In the Negative Form When using adverbs of frequency in the negative form, put the adverb before the main verb. subject / helping verb / adverb / main verb / predicate They dont often go to the cinema.She doesnt usually wait for an answer.Peter doesnt normally want to come with us.   Exceptions: Never, seldom, rarely and other adverbs of frequency with a negative sense are not usually used in the negative form.