The Influence of Brunonianism essays

The Influence of Brunonianism essays In Europe at the end of the eighteenth century and the beginning of the nineteenth a significant change was taking place in the perception, description, definition, and ordering of medical knowledge. It is during this time that John Brown (1735-1788) founded the Brunonian system or theory of medicine. According to which, physical life consists in a peculiar excitability, the normal excitement produced by all the agents which affect the body constituting the healthy condition, while all diseases arise either from deficiency or from excess of excitement, and must be treated with stimulants or sedatives. Basically, John Brown developed a new school of therapy, which, simplified matters for the modern physicians, and allowed medicine to be practiced on a whole new level. Two of the most important sources for the life of John Brown are the accounts by Thomas Beddoes (a Bristol physician), and that by Browns son, William Cullen Brown. John Brown was born in 1735 (or 36) in the town of Buncle in the county of Berwick in Scotland (note: Browns early biographers give conflicting accounts of the date and village of his birth.) Born to poor parents, Brown did not have too many options, and was apprenticed to a weaver. He soon left his employment, however, and went to a nearby grammar school because, as his son put it, to one so highly cultivated; it may be readily conceived how truly disgusting the sordid life of one of the lowest mechanical businesses must have proved. Brown is credited with a reputation for great physical and mental strength. Soon after, he went to Edinburgh and entered the divinity classes at the university, supporting himself by private tuition. In 1759 he seems to have discontinued his theological studies, and to have begun t he study of medicine. He soon attracted the notice of William Cullen, who engaged him as private tutor to his fami...

Role Plays to Practice Compromising

Role Plays to Practice Compromising The art of compromise is essential to any negotiation. Use the following role plays to help your students learn how to make compromises and negotiate with tact. This lesson can be used in a wide variety of situations such as business English role plays or other advanced skills classes. Its important to check students use of standard phrases to improve their negotiating and compromising skills in English. Lesson Outline Give students a few examples of situations which call for negotiation and compromise.Elicit phrases you might use when making compromises and write them on the board.Ask students to first write out a few sentences using each of the forms you have written on the board (see further suggestions below to help get the discussion started).Break students up into pairs. Ask students to read through the situations and choose at least three situations they would like to practice.Ask students to choose the situation they felt they negotiated the most successfully with fair compromises.Students write up a dialogue on the role play they have chosen.Students act out their negotiations in front of the class. Encourage acting skills! Useful Phrases for Compromising Negotiating a Compromise I see your point, however, dont you think that ...Im afraid thats not true. Remember that ...Try to see it from my point of view.I understand what youre saying, but ...Imagine for a moment that you are ... Asking for Compromise How flexible can you be on that?I’m ready to agree if you can ...If I agree, would you be willing to ...?We would be willing to ..., provided, of course, that ...Would you be willing to accept a compromise? Negotiating a Compromise Role Play Choose a role play from one of the following scenarios. Write it up with your partner, and perform it for your classmates. Writing will be checked for grammar, punctuation, spelling, etc., as will your participation, pronunciation,  and interaction in the role play. The role play should last at least 2 minutes. You are a student at an English school in the US or the UK.  You’d like your parents to send you some more spending money. Telephone your father (your partner in the role play) and ask for more money. Your father feels that you are spending too much money. Come to a compromise.You are visiting your cousin (your partner) whom you haven’t seen in a long time. Catch up on all the news from your two families, as well as from your own lives.You are a student who has improved at school, but your mother/father (your partner) doesn’t feel that you have done enough. Discuss together what you can do to improve your grades, but also recognize your increased efforts.You are the aunt / uncle of your partner. Your partner wants to ask you about what life was like with your brother (your partner’s father) when you were both teenagers. Have a discussion about the old times. Compromise on how the present and the past have certain advantages and disadvantages.You would li ke to get married to a man / woman your parents do not approve of. Have a discussion with your mother / father (your partner) about your plans. Try to break the news gently, while still maintaining your desire to get married. You are having a discussion with your husband / wife (your partner) about your son who is having problems at school. Accuse each other of not being a good parent, but try to come to a conclusion that will help your child.You are a technological wizard and have a new idea for a great start-up on the internet. Try to convince your father to fund your business with a $100,000 loan. Your partner will be your father who is very skeptical about your idea because he thinks you should be a doctor.

Case study (12 Questions)_Chronic Obstructive pulmonary disease Essay

Case study (12 Questions)_Chronic Obstructive pulmonary disease - Essay Example Antibiotic therapy is directed at the most common pathogens, including Streptococcus pneumoniae, Haemophilus influenzae and Moraxella catarrhalis. Mild to moderate exacerbations of COPD are usually treated with older broad-spectrum antibiotics such as doxycycline, trimethoprim-sulfamethoxazole and amoxicillin-clavulanate potassium. While doing the abovementioned management for the patient, detailed history should be done, if not obtained from the patient, from the companion. Risk factors, medications,measures done should be detailed. The vital signs of the patient should be checked constantly making sure that values are within normal. In-depth physical examination, not only of the respiratory system, but also of other systems should be done. The patient should be hooked on pulse oximeter to check for oxygenation status. Angela is also extremely distressed on arrival and asks "She is going to be all right isnt she? I know this is my fault - I wanted her to do everything – spend time with me when I knew she was busy!" Chronic pulmonary obstructive diseases is characterized by the inflammation of the lungs especially the small airways as a reaction of the body to inhaled toxins, cigarette smoke, dust and other particles due to air pollution or indoor cooking. Chronic productive cough, sputum and bronchoconstriction also result due to chronic bronchitis but ciliary dysfunctions may cause difficulties in expectorating (Devereux, 2006). The inflammation triggers a series of reactions that can lead to destruction of tissues, defense and repair mechanisms. Overworked proteases and antioxidants that fight off oxidative stress created by lung inflammation causes imbalance of these molecules in the lungs. Metalloproteases and other proteases increase due to increased number of macrophages, neutrophils, and T lymphocytes which are also involved in the pathogenesis of emphysema due to injuries in

Produce a report analysing past 3years financial performance of Essay

Produce a report analysing past 3years financial performance of Stanley Leisure plc - Essay Example hows the ability of the firm to meet its short term obligations from the most liquid assets, the trend is the same except in 2006 where there is a slight improvement. Reasons: The reason for the decline of the liquidity position is due to a poor working capital management policy embraces by the firm. Implications The firm's ability to meet its short - term inducing financial obligations is declining over time. 2. Profitability Profitability of the firm can be measured using the gross profit margin ratio, operating profit margin ratio and the net profit margin ratio. Observation Profitability of the firm declined in 2005 compared to the 2004 results before shooting up again in 2006. This is shown by the gross profit/ margin ratio declining from 4% in 2004 to 3.2% in 2005 before shooting to 10.4%. And lastly, the net profit margin ratio has also followed the same trend - 1.34% - 1.29% - 5.25% Implications The implications of the above observations can be adequately analysed on a ratio by ratio basis. (a) Gross Profit Margin Ratio This ratio shows the ability of the firm to control the cost of goods sold expenses. It means that for every 100% of sales 9Turnover) the gross profit was 4%, 3.2% and 17.3% for the years 2004, 2005 and 2006 respectively. The cost of sales comprised of 96% (100% - 4%), 86.8% (100% - 3.2%) and 82.7% (100% - 17.3%) for the years 2004, 2005, and 2006 respectively. This shows that the firm is not able to control its cost of goods sold expenses. (b) Operating Profit Margin Ratio This ratio shows/ indicates the ability of the firm to control its operating expenses such as telephone insurance premiums, salaries & wages distribution expenses etc. It shows that 95.77% (100% - 4.23%); 96.6% (100% - 3.4%) and 89.6% (100% - 10.4%) of sales revenue was... This ratio shows the ability of the firm to control the cost of goods sold expenses. It means that for every 100% of sales 9Turnover) the gross profit was 4%, 3.2% and 17.3% for the years 2004, 2005 and 2006 respectively. The cost of sales comprised of 96% (100% - 4%), 86.8% (100% - 3.2%) and 82.7% (100% - 17.3%) for the years 2004, 2005, and 2006 respectively. This shows that the firm is not able to control its cost of goods sold expenses. This ratio shows/ indicates the ability of the firm to control its operating expenses such as telephone insurance premiums, salaries & wages distribution expenses etc. It shows that 95.77% (100% - 4.23%); 96.6% (100% - 3.4%) and 89.6% (100% - 10.4%) of sales revenue was incurred to meet a) Cost of goods sold expenses and b) Operating expenses. Even though there was an improvement in 2006, the rates are still low and the firm must look for means and ways of further curbing the operating expenses. This ratio shows how the firm is able to control its financing expenses (interest charges), operating expenses and cost of goods sold expenses. For XXXX co, it means that for ever 100 of sales revenue only 1.34, 1.29 and 5.25 remained as profit after tax and 98.66; 98.71 and 94.75 relate to the amount incurred in paying off expenses including tax and interest charges. Investments are simply total assets.

Competence in the Work Environment Essay Example for Free

Competence in the Work Environment Essay 2.1Compare the strengths and weaknesses of assessment methods. Assessment can take place in a variety of settings, such as classrooms, lecture rooms, workplaces (or in a simulation of workplace conditions), community and training establishments or examination halls. No matter where it takes place or what form it takes, assessment always involves observation, evaluation, or questioning or a combination of some or all of the three. There are many different methods of assessment, a few regularly used are:-observation, evaluation or questioning. Whether they are used formatively or summatively, the most important issue is whether the assessment is appropriate for the intended outcome. Each learner is initially given a learning styles questionnaire to complete. From this questionnaire the assessor can establish which from assessment may suit the learner best. Observation The assessor observes the learners as they carry out tasks defined in the standards for the qualification. This observation often takes place in the workplace, or the conditions of the workplace, but it can also be carried out in any other place where the learner is undertaking practical activities which is a positive. Assessors should ideally plan observations to take advantage of any skills or activities that occur naturally in the learning environment, and to make the best use of the available resources. There are times however when an assessor may spontaneously observe a learner carry out a task which can be written up as an observation. One of the weaknesses of observations is that some learners amy beome self –concious or shy/embarresed and feel they are ‘being watched and graded’. The residents or clients may also act differently if they are aware that an observation is taking place and can lead to a distorted picture of the true nature of the learners role . Evaluation In some areas, as learners work towards achieving their qualifications they will generate evidence in the form of products of their work. This is the case in qualifications in Health and Social care for instance which is primarily a work-based or practical qualification. Learners may produce CVs, diet plans, weight charts, reflective accounts which can all be used to assess their knowledge in a chosen subject area. These can be incredibly posistive and allow the learner to reflect and be proud of his/her practices and positives. The weakness with evalution is that it has to be done correctly, with enough time to explore areas that may need extra work and encourage the learner in a positive way. Questioning and discussions with the learner Questioning can be used whenever an assessor wants to assess knowledge and understanding and the various different applications of knowledge such as reasoning, planning, analysing and evaluating. Questioning can be used to: * confirm knowledge and understanding where it is not apparent from performance * Address gaps in knowledge and understanding in performance based units * Authenticate evidence by asking learners to explain part of the evidence and/or describe the process of producing it * Assess contingencies where it would not be practical or safe to wait until the skill or activity can be observed * You can use oral or written questions, depending on the requirements of the outcomes of units being assessed and the circumstances of the assessment. Your choice of method should reflect any special assessment requirements your learners may have. For example, some learners do not respond well to written questions — in any case, you should always ensure that the appropriate reading level is used Discussions give the assessor the opportunity to gauge the learner’s knowledge and highlight areas lacking which can be taught at a later date. A weakness in discussions and questioning is that the assessor has to be careful not to lead or prompt or give the answer to the learner as it may not be valid. Outcome 3Understand how to plan assessment 3.1Key factors when planning assessment When planning an assessment there are a number of factors to be considered. Who are you assessing? What do you want them to achieve? Where will the assessment take place? How long do you have? Once you have answered these you then need to look at applying a holistic approach. Using a holistic approach means that many areas of work and outcomes can be covered at the same time. The assessment process isn’t just about watching a learner complete a task it is about, discussion, planning, implementing and reflection. Areas of risk that may be involved when I assess a learner in the care setting are minimal but may still arise. An example of this would be assessing a learner carrying out a manual handling task. Has the learner had the appropriate training to carry out the task? Is there a piece of equipment involved and has it been tested for use. Is the learner competent and confident to carry out the task? Do I feel that I have assessed any risk involved and am I happy for my learner to proceed? If I am not happy at anytime then the assessment will be stopped and a further risk assessment carried out. During the initial meeting the learner will have completed a Learning Styles Questionnaire, this should have highlighted any areas such as advanced learning needs or dyslexia and the planning of an assessment should take this into consideration. 3.2 Benefits of using holistic assessment Using a holistic assessment enables the assessor to cover a large range of outcomes in a number of diploma units with one piece of evidence. Holistic assessment may for example cover infection control and manual handling. By referencing outcomes well the learner will see that good progress is being made and opportunities area taken. It saves time from both the learners and the assessor’s point of view. 3.3 How to apply holistic assessment when planning assessment As the assessor meets with the learner and plans each technical certificate or unit of work they should be thinking about how best a holistic assessment would fit into the plan and how it can be cross referenced. The learner must then be in agreement and sign the plan. 3.4Summarise the types of risk that may be involved in assessment When talking about ‘risk’ there are a number of different kinds. There is physical/environmental risk to learner, client and assessor and there is emotional/psychological risk. Environmental issues in care setting such as fire, health and safety, trip hazards, the clients themselves. Emotionally learners could feel they are being pushed if too much work is given at once or they may not feel they are being challenged enough. This creates unrealistic and unnecessary risk stress on the learner and is far from beneficial and conducive to good work being produced. 3.5.1 How to minimise risks through the planning process. Plan number one that is produced with the learner will have ensured that the learner is working in safe conditions and if needed any risk assessments have been done, i.e. if the learner is under 18 years old. The plan will also check that the employer’s insurance liability is up to date. The assessor will discuss with the learner how best to handle their work load to cause minimum stress. Some learners prefer large assignments whilst others prefer small chunks at a time. By knowing your learner you will know whether their work is authentic and justifiable, it is important that they are told about not copying and pasting articles as their own work and explain to them what plagiarism is. Outcome 4Understand how to involve learners and others in assessment 4.1 Explain the importance of involving the learner and others in the assessment process There are a large number of reasons why it’s so important to involve the learner in assessment. The diploma is for the candidate, it’s their work, and there goals and they need to feel as if they own it. By clear involvement the learner will know what is expected from them and clearly understand the standards and criteria. By involving others in the planning such as senior colleagues and managers then witness statements can be provided, time allocated for learning and support. 4.2 Types of information available to learners. In order for a learner to complete their diploma they should be given any necessary teaching and resources. This may include handouts, oral teaching sessions and websites to look at. Other types of information are items such as standards and the criteria they need to meet. The learner will be told how the evidence is gathered an in what format such as written accounts, reflective accounts, observations. 4.3 How can peer and self-assessment be used to promote learner involvement and responsibility? 4.4How can assessment arrangements be adapted to meet the needs of the individual learner? Each candidate’s assessment needs must be considered in relation to the assessment being undertaken. Most candidates will require more than one assessment arrangement. For example, candidates who have a visual impairment, hearing imparient or advanced learning needs . Outcome 5Understand how to make assessment decisions 5.1 When judging evidence we use the following terms:- Valid, authentic, current and sufficient. When assessing a learner’s evidence as an assessor I have to be satisfied that the work submitted is the learners own work and not plagiarised from a book or the internet. It is often easy to tell when this happens as the terms used and flow of the writing changes. Within the realms of health and social care the standards, policies and procedures are continually updated to ensure national standards are met, with this in mind it is important that the learners work is current and up to date with knowledge that his relevant and not historical. I also have to consider whether the work submitted is sufficient, has it covered the entire outcome required and does it show an understanding of the subject. 5.2 In order for assessment decisions to be reliable and fair between learners there are a set of learning outcomes and criteria that have to be achieved. Each learner is made aware of these outcomes and criteria and their work should demonstrate this. Each learner is assessed against the criteria and outcomes. Outcome 6Understand how your assessments contribute to the quality assurance of assessment 6.1 6.2 6.3 There is great importance of quality assurance in the assessment process as it shows whether the performance targets are being met against national standards that are in place. Within my workplace all work is quality assured by an Internal Verifier (IV). The IV is qualified and occupationally competent in the subject that they verify. The role of the IV is to provide support, advice and guidance to the assessing team. The IV holds regular standardisation meetings with the assessors and also gives one-to-one support and feedback on learner’s portfolios. When the portfolios of learners have been assessed and internally verified, and all the assessment criteria have been met, the IV should arrange for the centre to apply for certification for those learners. This will prompt a visit from the External Verifier to confirm the assessment and verification decisions made at the centre. The IV is responsible for ensuring that the details of the learners applying for certification, the assessor(s) involved, and the IV activity in relation to those assessors. The EV will visit the centre to verify the assessment and internal verification decisions made by centre staff. Where there are large numbers of learners this is normally done on a sampling basis. The sample is selected by the EV, to allow them to verify the work of all assessors across a range of evidence types and performance criteria and is based on the IV’s sampling plan. It may be necessary for the EV to sample more portfolios than was originally planned, or all the portfolio s in the group, so all portfolios should be available on the day of the EV’s visit. If a learner feels †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Outcome 7Understand how to manage information relating to assessment of occupational competence 7.1 7.2 It is important to follow procedures for the management of information relating to assessment for a number of reasons. The assessor should regularly update learning records to provide accurate information on the learner’s achievement. At my place of work we use a computer system called ‘Zylab’ which tracks each learner’s progress through a colour chart system. The up to date information contributes to evidence of quality assurance and standardisation, pointing out learners that need extra help or who are falling behind. I use the Zylab forms to show my learners how they are progressing, to see a visual representation of progress and can be extremely rewarding and increases willingness to learn and achieve. The use of feedback and questioning during the assessment process allows me as an assessor to clarify and judge the learners understanding and knowledge in certain areas. Giving critical feedback to someone is a delicate process. It is very important to assure that you approach the task with sensitivity to the persons feelings to avoid the common problem of a very defensive reaction. An example of giving positive, negative and positive feedback is:- You really did an excellent job with that Communication essay everybody has been very impressed! In the future, it would be better to avoid naming people that havent accepted all the methods you outline. Its great that you put so much thought into this and a lot of people are going to benefit from it! This is often referred to as a feedback sandwich. Outcome 8Understand the legal and good practice requirements in relation to assessment 8.1 The organisation that I work for has legal requirements, polices and procedures in relation to assessment. Each visit to see a learner I ask whether there have been any incidents that have occurred, either emotionally or from a health and safety perspective. If there has been then I check an incident form has been completed (if appropriate), what measures have been put in place to ensure it doesn’t happen again and I take time to listen to the learner express themselves. All work undertaken is dealt with in a confidential manner. No names of places, clients, service users or staff are used in portfolio evidence and the learner knows that they can talk to me in a confidential manner. Clear records of learning are kept for all learners as mentioned before we use Zylab sheets which must be updated every Friday. The organisation has a responsibility to ensure that all learners are given equal opportunity to develop and learn and the organisation recognises the diversity in each on e. 8.2 The use of technology can make in the assessment process is invaluable. I have a learner with advanced learning needs who really struggles with writing and spelling. To overcome this we use a Dictaphone and use the recording as oral evidence. The organisation now offers on line training which for many learners is ideal as the use of computers within day to day lives and workplaces becomes far more common. It has to be remembered though that there are older learners that we assess that don’t have the computer skills and would rather use a paper portfolio. Each learner needs to be assessed as an individual. 8.3 There are legal and best practice requirements that have to be met in relation to assessment with regards to gender, disability, race/culture/religion and language. Each learner that enrols on a course is initially assessed as to any factors which could lead to advanced learning needs. These needs may be due to language barriers, religion or culture. For every learning need identified the organisation has a duty to ensure each one is recognised and the appropriate support is given.

Discuss the theme of the Dream in Of Mice and Men. Essay -- English Li

Discuss the theme of the Dream in Of Mice and Men. â€Å"Everyone in the world has a dream he knows can’t Come off but he spends his life hoping it may. This is at once The sadness and greatness and the triumph of our species† John Steinbeck ============== Discuss the theme of the Dream in ‘Of Mice and Men’. Steinbeck’s quote above portrays an important aspect of ‘Of Mice and Men’. Steinbeck remarks on how people can create a dream and how they can have positive and negative effects from them. A dream is human nature, where a person can get away from the outside world by thinking or imagining what their life would be like if the dream came true. Throughout the book there are four main dreams, which the characters have in ‘Of Mice and Men’. Firstly George and Lennie’s dream about owning their own land. This progresses when Candy makes the dream more realistic. Curley’s dream was about wanting himself to be physically bigger and to gain peoples respect. Curley’s wife’s dream was to go to Hollywood and be a big time actress. Crook’s dream was to have freedom like he had when he was a child. George and Lennie’s dreams were very similar in their own way. Georges dream was about getting a piece of land of his own and Lennie’s dream was to tend to the rabbits on their own piece of land. George and Lennie’s dream was the main dream throughout the book where they thought of owning a ranch of their own. Lennie’s concern in the dream was about tending the rabbits, which is emphasised in the number of times he mentions it during the book, â€Å"tendin ´ the rabbits†. George has a complete different view on the same dream. He wants the land so he can be dependant on himself, so he doesn’t have to work for other pe... ...o give good advice and listen to people. Slim had the most respect out of all the ‘ranch hands’. It is unusual the way Steinbeck has showed this character, as he owns such a big part of the story yet doesn’t have a dream. Whit also shows that he wants to do something with his life as he read his friend’s letter printed on the magazine, he felt slightly jealous. John Steinbeck has portrayed the theme ‘dream’ very well in the book. The way he has made nearly all the characters have a dream where they display high hopes. In George and Lennie’s case, being their own bosses. This dream can be metaphorically described as the Great American Dream, which shows anything you have in your mind you can achieve it, if you try your best and work hard for it. Unfortunately in ‘Of Mice and Men’ neither of the characters achieve their dream due to certain circumstances.

The Wife of Bath

Madison Roan English 2332-CO1 Professor Heaslip Nov 18, 2012 Week 12 Alyson undoubtedly was a self-assured woman in the pilgrim expedition and her numerous marriages and declaring how she dealt with her husbands through sexual influence and trickery. However, I believe that Alyson perhaps was a realistic character of metropolitan woman with certain prosperity in the medieval England. I consider that Chaucer was justly attempting to define Alyson realistically and founded her on what he saw of actual women with her qualities in the London during his time.Alyson is what woman truly wants to be, however; don’t convey their true feelings. The Wife of Bath contradicts with everything a woman was back then. I believe that similar the additional characters in the Canterbury Tales, The Wife of Bath was intended to display how culture actually was through irony and drama. The Wife of Bath's Tale is voiced from a woman's position. She demonstrates in her story that the entity women most yearn is whole control over their husbands.It is said how she had the greater influence in all of her marriages. The Wife of Bath tells a tale of love, passion and enchantment. The Knight's Tale flawlessly portrays the character of a Knight: That is, he chooses love, righteousness, chivalry, and exploration. His story spoke of two cousins and brothers, who were embodied by the desire of one woman, Emily. They are both different when it comes to the women of the tales over the overall point of the stories are the same; love, passion and magic. Read also: â€Å"My Ideal Wife†

Sequence Analysis of the Third Man

10/7/12 The Third Man Sequence Analysis In Carol Reed’s The Third Man, the sequence in which the police and their bait, Holly, anxiously wait for the arrival of their target, Harry, is full of suspense and displayed through over 25 shots in less than 3 minutes. The sequence captures the anxiousness and suspense experienced by all the characters through its quick cuts of empty streets, destroyed buildings, and dark shadows. The score of this sequence heavily influences the mood and different thematic elements of the scene.Through this nearly silent (almost no dialogue) segment, Reed brings the viewers into the scene through the perspectives of different characters surveying the empty, quiet and dark city of Vienna for the man they are trying to capture, Harry Lime. The first shot of this sequence is a fade-in of the cafe in which Holly is settling down while waiting for Harry. The signature zither music picks up again to indicate the suspense of patiently waiting to complete a set-up that will allow the police to arrest a criminal.It then cuts to inside the cafe where Holly anxiously sits and begins to look outside the window examining the ominous, empty streets of Vienna. This shot is a prime example of the unique askew camera placement used throughout the entire film. In this shot, like several others, the frame is angled quite awkwardly. This technique embodies the creation of a dark, odd and intense world in which noir films took place. The next shot takes us outside with a long pan from left to right. This shot puts us in the perspective of Holly as he slowly scopes out an empty street.This zoomed in pan accurately conveys Holly’s anxiety of Harry’s arrival, as he attentively searches the street for any signs of Harry. This cuts back to Holly who is moving closer to the window in order to get a better look down the streets. Then a quick cut puts us back to Holly’s perspective of the street and yet again we see a vacant, dark stre et. However this shot is still and focuses on the Vienna statuary. The next cut is of a policeman hiding among these statues. The juxtaposition of these two shots is a prime example of Carol Reed’s montage and genius editing choices.Holly closely looks at this landmark, which happens to be the police’s hideout. This allows the viewer to see the elaborate plan the police have created and be placed right in the middle of it. We are unable to see the police from the viewpoint of the meetings location but once zoomed in we can see them hidden in the depths off the shadows created by these large statues and columns. The shot of the policeman hidden along the statue cuts quickly to a shot of a still, dark street. The perspective then switches to that of the policeman.The next cut shows another policeman, this time zoomed in on his face. This shot has much more light on the policeman’s face. It is a close up shot from a lower viewpoint. This allows us to understand the different placements and hiding spots of these police officers that are waiting to capture their target. This then cuts again to this policeman’s view of the street. This rapid crosscutting of straight shots juxtaposed with angled shots of the policemen and their vantage points, alongside the portentous strumming of the zither creates a very ominous and suspenseful setting and mood.It places the viewer inside the set-up as if we too are silently and anxiously surveying the war-torn streets of Vienna for Harry Lime. This cuts to a shot that display’s Reed’s undeniable element of lighting. A police officer is placed in the center of the frame in profile. As he exhales, the low-key lighting picks up the fog created by his warm breath. This cuts again to the policeman’s vantage point down a dim alley. This cuts to another shot of a policeman with unique lighting. The lighting only allows the viewer to see the policeman’s nose and below.His eyes and fo rehead are hidden by the shadow of his hat, until he moves his eyes. The lighting allows us to see the whites of his eyes as they move from right to left across the frame. Only seeing his eyes as they move force us to follow his eyes and look into his vantage point that is seen in the next shot of another empty road. This cuts to a close up of another policeman’s face, where again the lighting picks up and reflects off of the fog. This quickly cuts to another empty street view, which then quickly cuts back to Holly.This shot of Holly is still angled awkwardly, only now we see Holly impatiently playing with his cup. The shot is important because it again shows us Holly’s fickle feelings towards the situation he is in. Throughout the film he has had difficulty deciding on whether or not to help the police bring in his friend Harry. This shot of Holly shows the internal debate he is experiencing in the mere three seconds it is seen. We then cut back to the first police of ficer in the statuary. His shadow is beautifully cast on the column next to him and our eyes are drawn to it.We see his shadow move as he notices something. This cuts to his vantage point of a street that is finally no longer empty. A giant shadow is emerging alongside a building. The menacing shadow stands two stories high. This creates a strong feeling of suspicion and fear, yielding an expectation by viewers and the police that the shadow will be Harry. The sight of a humongous shadow approaching sufficiently increases the suspense of the sequence. This cuts back to the policeman in what proves to be one of the most significant and well-filmed shots of the movie.It cuts to the same police officer who makes the first sound of the sequence; a simple â€Å"pssst†. This is to signal that Lime is approaching to someone below. The camera pans down below the officer, and zooms into a dark corner of the statuary covered by shadows. The lighting of this shot is incredible. As the s hot zooms in to its closest point, the lighting reveals the hiding Calloway and Paine as they merge from the shadowy depths of the statuary. Not only is this shot brilliantly lit, but it also displays the film’s mise-en-scene of corruption.The two unscrupulous officers are standing underneath what was once beautiful religious statuary. Post-war Vienna is nothing like what it was and is now a depressing, crumbling, and corrupt city. Before the war, these officers would have been standing in beautiful religious architecture. Their emergence from the murky shadows represents the post-war ruin and corruption of the once beautiful city of Vienna. This then cuts back to the approaching giant shadow, as it closes in on the intersection, signifying the end of anticipation. The next shot is of a policeman leaning in to catch a view of to whom this shadow belongs.This quickly cuts to a short shot of Holly also leaning in to try and get a glimpse. The shot reinforces the suspense and an xiety, and moral dilemma Holly is experiencing while waiting to set up his friend. As the shadow makes the final steps before being revealed, the zither tone changes from the usual haunting strumming to a comical, upbeat, high-pitched progression. It is then revealed that this shadow is a simple balloon salesman. The sudden change in music completely rids all previous tension as the balloon vender makes his way around the corner.This shot symbolizes Reed’s fantastic visual language. All of the shots leading up to this leave the viewer with nothing but certainty that this approaching shadow will be Lime. We have chased him down before through his shadows so there is no reason to believe that the camera is playing a hoax on us. The viewer undoubtedly trusts the visual storytelling, due to Reed’s fantastic imagery and shots. Carol Reed’s rapid crosscuts are a unique tactic that delays the plot of the film, solely to shift all focus to the increase in tension.The qu ick, oddly angled shots bring the viewer into the elaborate set-up, following each police officer and Holly, along with their respective vantage points of the streets of Vienna as if we too are searching for Lime. This sequence proves to be powerful and suspenseful, as well as a direct reflection of Carol Reed’s brilliance. He is able to intensify the suspense of the film significantly through his elaborate camera work, montage, lighting, mise en scene and sound. This short sequence proves to be a noteworthy piece in the cinematic world, and embodies the genre of film noir in just two minutes.

The Metamorphosis Essay Example

The Metamorphosis Essay Example The Metamorphosis Essay The Metamorphosis Essay Essay Topic: The Metamorphosis heir dreams, while doing this he have lost his self and control of his life. Gregor has been trying to fulfill his fathers wishes by paying Mr. Samoas debt, working and trying to meet the familys needs so Mr. Samsa would not have to work. Gregor cares for his sister to a great extent and she also expects him to work and fulfill her dreams. Grete has an easy life until Gregor worked and which indicates that Grete had used Gregor. Gregor also had an obligation to send Grete to conservatory, which was one of many social expectations of him.Gregors obligation to his mother was to obey her and she expected him to take care of everyone, and bring a paycheck home, which is why she was always telling him when to wake up what to do. Gregors unwavering devotion to his family signifies his character as a victim of Social expectations to family which he is compelled to finish. Gregor is a victim of his fathers social expectations. Gregor comes from a bourgeoisie family which is why Mr.Samsa expects Gregor to work while he stays home and spends rest of his day at home and read news paper (133), where it states Gregors father; and he would draw it out for hours on end by reading various newspapers. Since they lived in society where parents beat their children so they would behave properly, this is clearly shown(138), where Mr. Samsa ran after Gregor to beat him and when he finally succeeded in delivering a blow he slammed the door as if Gregor was a little boy and he should stay in his premises. Mr.Samsa also expected Gregor to pay his debt, because Gregor was his son(150), Furthermore, since the money that Gregor had brought home every month and never been fully spent Actually, he could apply it toward settling his fathers debt. Paying the debt is only one of the obligations to his father. Since Gregor was no longer able to work his father had to take up job at a bank, to keep his family running. Mr. Samsa was now hostile towards Gregor, because his expectations from Gregor were not fulfilledled, just like a little boy misbehaves and does not fulfill his fathers wishes.For this Gregor was punished (164), his bombarded him with apples, and one of them had been lodged into Gregors back. Kafkas irony is clearly seen here, that as long as Gregor worked and brought home a paycheck his father was happy and that he was a good boy, but as soon as Gregor turned into a bug he was a bad boy and did not bring his paycheck home his father decided to beat him and that way punish him, but this time there was no way for Gregor to redeem himself, and be a good boy again except take control of his life even if it means loosing his life.Mr. Samsa expected Gregor to be his good little boy and fulfill his expectations by giving him easy days for rest of his life, paying his debt, this Cleary indicates Gregor as a victim of his fathers expectations.

How to Get Into UC Berkeley 4 Steps to a Stellar Application

How to Get Into UC Berkeley 4 Steps to a Stellar Application SAT / ACT Prep Online Guides and Tips Wondering how to get into UC Berkeley? Getting accepted to Berkeley can be tough.How hard is it to get into Berkeley? In 2018, UC Berkeley received 85,615 applications, and it admitted 13,558 of those applicants, for an acceptance rate of 15.1%. This makes UC Berkeley a â€Å"strongly competitive school†: it’s not quite as competitive as Ivy League schools, but you’ll need to have a strong application across the board in order to get accepted.In the rest of this guide, we’ll explain the UC Berkeley admissions requirements, when and how you should apply, exactly what Berkeley looks at when they review your application and how you can create the strongest application to maximize your chances of getting into Berkeley. How Does UC Berkeley Evaluate Applications? Compared to many other schools, Berkeley is pretty transparent about what they’re looking for in applicants and how they evaluate applications. They first make sure you meet the minimum UC Berkeley admissions requirements, then they assess your academic history, and then they do a holistic review where they take other areas into account, such as your extracurriculars and responses to essay questions. UC Berkeley states that they use a â€Å"broad concept† of merit, which means no one part of the holistic review is automatically worth more than the others. Below are the factors UC Berkeley evaluates for the minimum requirements, academic assessment, and holistic review. Minimum Requirements Meet the A-G subject course requirements: History: 2 years English: 4 years Mathematics: 3 years Laboratory science: 2 years Language other than English: 2 years Visual and performing arts: 1 year College-preparatory elective: 1 year Have a 3.0 GPA in A-G courses taken in the 10th and th grade years. (3.4 GPA for non-California residents) Take either the SAT plus Essay or the ACT exam plus Writing Academic Assessment Your weighted and unweighted UC grade point average (calculated using 10th and th grade UC-approved courses only) Your planned 12th grade courses Your pattern of grades over time The number of college preparatory, Advanced Placement (AP), International Baccalaureate (IB), honors and transferable college courses you have completed Your grades in those courses relative to other UC applicants at your school Your scores on AP or IB exams Your scores on the ACT or SAT Holistic Review Number and rigor of high school courses taken and grades earned in those courses Personal qualities of the applicant, including leadership ability, character, motivation, insight, tenacity, initiative, originality, intellectual independence, responsibility, maturity, and demonstrated concern for others and for the community are considered Likely contributions to the intellectual and cultural vitality of the campus. In addition to a broad range of intellectual interests and achievements, admission readers seek diversity in personal background and experience Performance on standardized tests Achievement in academic enrichment programs, including but not limited to those sponsored by the University of California. This criterion is measured by time and depth of participation, by the academic progress made by the applicant during that participation, and by the intellectual rigor of the particular program Other evidence of achievement. This criterion recognizes exemplary, sustained achievement in any field of intellectual or creative endeavor; accomplishments in extracurricular activities such as the performing arts or athletics; leadership in school or community organizations; employment; and volunteer service So what does it take to get into Berkeley? Basically, you need to have good grades in difficult classes, strong standardized test scores, and show that you’ll have a positive impact on campus. In the rest of this article we’ll explain exactly what you can do to meet each of the expectations Berkeley wants to see in applicants. UC Berkeley Application Deadlines If you want to know how to get into UC Berkeley, you first need to know all the major application deadlines. Berkeley states right on their website that they almost never accept late applications, so don’t miss any deadlines!UC Berkeley doesn’t offer early action or early decision options, so everyone applying has the same deadlines. Deadline Action August 1 UC Berkeley application opens November 1-30 Period application can be submitted online December Self-report December test scores January-February Submit official December test score results February-March Admissions decisions are sent out March 2 Financial aid applications due May 1 Reply date for all accepted first year students July 1 Admitted students must submit their final high school transcript The most important deadline you need to be aware of is November 30th. This is the last day you can submit your Berkeley application. However, as long as you have your application submitted by November 30th, you can still take the SAT/ACT in December. If you decide to do this, you’ll self-report your scores in December, then send your official scores once you get them in January or February. We don’t recommend waiting until December to take the SAT or ACT because if you’re unhappy with your score you won’t have any other chances to retake it. However, if you’ve taken the exam several times and want one more shot, a December test date is an option. You’ll learn if you’ve been accepted to UC Berkeley in March (occasionally as early as February), and you’ll have until May 1st to decide which school to attend. How to Apply to UC Berkeley There are four main steps to applying to Berkeley. The earlier you begin your application (as early as August 1st) the more time you’ll have to complete all the steps and the less pressure you’ll be under to meet the deadline. The steps are the same regardless of which UC school(s) you’re applying to since all UC schools use the same application (and you only need to submit one application, even if you apply to other UC schools in addition to Berkeley. Below is an overview of how to apply to Berkeley. For more in-depth information, check out our complete guide to applying to UC schools. Step 1: Create an Account First you need to create an applicant account. This step will only take about a few minutes since you just need to fill out basic information. Step 2: Complete the UC Application After creating your account, you’ll be immediately sent to the beginning of the application. Some of the key parts of the application include: Entering information about which UC school(s) you’re applying to (you’d choose UC Berkeley, but you can also apply to other UC schools with the same application) and what you plan on majoring in Filling out your eligibility for scholarships Answering demographic questions Filling out your academic history (what classes you took, the grades you got in them, if they were honors or AP, etc.) Filling out information on your extracurriculars and any awards you’ve won Self-reporting your standardized test scores Answering the personal insight questions There are eight personal statement questions, and you’ll need to answer four of them. Each response needs to be 350 words or less.The prompts are listed on the UC admissions website Step 3: Pay Admission Fees and Submit Your Application Once you’ve finished each section your application, you can submit it, as long as it’s between November 1-30. You’ll also need to pay the $70 application fee ($80 if you’re an international student). Then you’ll click submit, and your application will officially be sent to Berkeley! Step 4: Submit Your Standardized Test Scores You’ll self submit your test scores when you fill out your application, but you also need to send official score reports to Berkeley.You’ll need to take either the ACT with Writing or the SAT with Essay. You aren’t required to take AP exams or SAT Subject Tests, but Berkeley does recommend taking at least a few and submitting those scores as well. We have guides specifically on sending ACT scores and SAT scores to colleges if you need more information. What You Need to Get Into Berkeley Berkeley wants top students so you need to make sure your application is strong across the board. Below are the five most important categories Berkeley evaluates when they look at applications. If you stand out in most or all of these areas you’ll have a great shot at getting into UC Berkeley! Classes The classes you took in high school are often the most important part of your college application. When UC Berkeley admissions officers look at your classes, they’re looking at two things: the actual courses you took and how difficult they were.For the first category, they want to make sure you’ve taken the classes you need to succeed as a college student at one of their schools. This means taking the A-G courses that we mentioned above. Remember that the A-G courses are the minimum UC Berkeley admissions requirements; most applicants will have gone well beyond these requirements. Some majors, especially those in math or science, recommend or require additional classes before you start college. For example, if you want to major in chemistry, Berkeley requires you to have taken one year of chemistry, one year of physics, four years of math, and two to three years of a foreign language. Research your intended major on Berkeley’s website to check the specific requirements you need to meet. In general, it’s best to take more classes in the fields you plan on majoring in. Berkeley also looks at the difficulty of the classes you took. They’re specifically looking for honors, AP, or IB courses since these are more difficult than regular-level classes. If your school offers these classes, you should take as many as you can without overloading yourself and still maintaining a high GPA.Taking difficult classes shows them that you’re focused on your studies and can handle the challenge and workload of college classes. Also, Berkeley specifically mentions that they look at the â€Å"quality of your senior-year program,†, so don’t be tempted to slack off senior year with a bunch of easy classes! Grades It’s not enough just to take the classes Berkeley want; you also need to do well in them. Your grades and overall GPA are another critical component of your Berkeley application.For Berkeley, as well as all UC schools, you need to have at least a 3.0 GPA in your A-G classes if you’re a California resident, or a 3.4 GPA if you’re a non-resident. Additionally, you can’t have gotten below a â€Å"C† in any of the A-G classes. However, you should aim higher than this. The middle 50% range for weighted GPA of accepted students in 2018 at Berkeley is 4.16-4.30. That means 25% of admitted students had a GPA lower than 4.16, and 25% of admitted students had a GPA higher than 4.30. To give yourself the best chance of getting into UC Berkeley, you should aim to have a weighted GPA of 4.30 or higher. This means you’ll have a higher GPA than the majority of accepted students which gives you a great chance at getting in.To get a weighted GPA of 4.30, you’ll need to get A’s in most of your classes, and you’ll also need to take advanced classes like honors or AP that’ll further raise your GPA. Test Scores There is no minimum SAT or ACT score you need to get into Berkeley, but you’ll want to aim high to give yourself the best chance of getting accepted.The middle 50% SAT score range for accepted Berkeley students in 2018 is 1340-1530, and for the ACT it’s 30-35. Again, you want to aim for the higher end of this range, so your goal should be either a 1530 on the SAT or a 35 on the ACT. Remember, it’s completely possible to get into Berkeley with scores lower than these (most admitted students will have scores lower than these), but setting that as your goal gives you a good score to aim for so you can maximize your chances of getting into UC Berkeley.Also, don’t forget that Berkeley also requires the essay/writing section of the SAT and ACT. While Berkeley doesn’t require any SAT Subject Test scores or AP scores, having at least a few of these will further strengthen your application by showing you can score well on tests that cover different topics. Your goal should be to submit three Subject Test or AP scores, with at least one related to the area you want to major in (so a math/science score if you want to be a biology major, a social science score if you want to major in history, etc.).For these exams, you should aim to get at least a 700 on the Subject Tests and a 4 on the AP tests. Essays You’ll need to answer four of the UC personal insight prompts, and your responses should show: Who you are What you'd contribute to the Berkeley community What causes/topics/hobbies are important to you What your intellectual interests are Maybe you’ve always been fascinated by space and want to attend UC Berkeley and major in aeronautical engineering, or maybe you dream of being a writer and want to major in English or Creative Writing. Whatever your story is, this is the place for Berkeley to hear it, and it’s the best place in your application to show them who you really are as a person. This is the part of your application where you can really show Berkeley who you are, so be sure to put time and thought into your responses. Berkeley also specifically mentions that the personal insight section is one of the parts of the application they look at most closely.For a more in-depth look at how to stand out with your responses, read our guide on how to write outstanding UC essays. Extracurriculars Your extracurriculars are another important part of your Berkeley application. The best extracurriculars show your leadership skills and passion for whatever the extracurricular focuses on. Exactly which extracurriculars you choose, whether they are related to sports, academics, arts, volunteering, etc., isn’t that important. What will make your extracurriculars stand out is if you can show that you’re passionate about them, have dedicated significant time to them, and have taken on a leadership role or important responsibilities. Some factors Berkeley states they’re specifically looking for in extracurriculars include: Special talents, awards, or achievements Leadership experience Significant experiences or achievements that demonstrate the student's promise for contributing to the intellectual vitality of a campus They list the following examples of strong extracurriculars: Special talent in visual and performing arts, communication or sports Intensive study and exploration of other cultures Significant community service Significant participation in student government Don’t feel like you need to have all or even any of these experiences; they’re just given so you can get an idea of what Berkeley is looking for. Pretty much any extracurricular that you’re passionate about, skilled in, and have shown some leadership potential for is a great extracurricular to include on your application. Note that, even if you send in additional materials, such as an art portfolio, Berkeley won’t take these into consideration when evaluating your application, so be sure to do a good job describing your talents and accomplishments within the application. You can also use the Additional Comments box in the Personal Insights section (see the next section for more info on this). What If You Have a Weak Area in Your Berkeley Application? Not sure how to get into Berkeley if you got a lower SAT score than expected, flunked math freshman year, couldn’t participate in extracurriculars for an extended period because you had mono, or something similar? If there’s a weak area on your Berkeley application, don’t think it automatically means you won’t get in. The majority of Berkeley applicants will have at least one part of their application that isn’t as strong as the others, and very few candidates have a stellar application across all areas. One way you can reduce the impact of these weak areas is to discuss them in the Additional Comments boxes. There are two Additional Comments boxes in the UC Berkeley application, one under Academic History and one under the Personal Insight section.It’s in these boxes that you can explain any information you’d like the application readers to know. For the academic history box, you could, for example, explain why some of your grades are lower than what you wanted (and what you did to raise your grades in future classes), or explain you didn’t get to take as many advanced classes as you wanted to because your school didn’t offer many. For the personal insight box, you should include any relevant information about your extracurriculars there wasn’t a spot for in the application, such as a time you showed exceptional leadership, took initiative, solved a serious problem, etc. Strong extracurriculars can help reduce the impact of a low grade or test score. If you have a weak area of your application, do your best to explain what you’ve learned from it and how you’ve improved since that. Your maturity and self-awareness will impress the people reading your application. Conclusion: How to Get Into UC Berkeley How hard is it to get into Berkeley? Each year, Berkeley admits only about 15% of the students who apply, but you can increase your chances of getting in by understanding how to apply and knowing what the admissions officers are looking for.You can begin the Berkeley application in August, and you have until November 30th to submit your application. Berkeley wants students who are intelligent, leaders, passionate about what they’re studying, and will have a positive impact on campus.To show Berkeley that you’re the type of student they want to admit, you should aim to take difficult classes and get good grades in them (aim for an unweighted GPA of about 4.30). You should also have high scores on the SAT or ACT (aim for a 1530 on the SAT or a 35 on the ACT). For getting into UC Berkeley, you should also have strong extracurriculars and answer the Personal Insight questions thoughtfully. If you’re not sure how to get into Berkeley, Berkeley admissions may seem overwhelming, but if you plan ahead and work to make your application as strong as it can be, you’ll give yourself the best chance of getting into UC Berkeley. What's Next? Applying to other UC Schools?Read our guide on how to apply to UC schools for everything you need to know about the UC application. Want to learn more about the University of California schools?We have an in-depth guide to the UC schoolsto make it easy for you to compare the schools and see which is best for you. Working on your UC essays?Check out our guide onhow to answer every UC essay promptto get great writing ideas. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Creative process Essay Example | Topics and Well Written Essays - 750 words

Creative process - Essay Example tion to such an extent that the ideas can be expressed, selecting an idea or group of ideas from those generated and then producing a possible solution to these concepts. These are often labeled in more scientific fields with such terms as preparation, incubation, illumination and verification. The first two of these processes occur entirely within my mind, almost completely without outside assistance while the second two often include interaction with others as I work to communicate and refine my ideas sufficiently enough to communicate both the idea as well as my solution. Each phase presents its own challenges and approaches. For example, the initial phase is characterized by my interest in solving a problem that I see around me or answering a question I might have about the universe. It can even be something as simply profound as â€Å"why do the whorls in that knot of the tree take on that particular shape?† As I become more and more obsessed with the issue at hand, I begin to gather as much available information about the topic as possible, often allowing myself to freely associate ideas from a number of sources. â€Å"During the initial, intuitive phase, each thought activates, and potentially retrieves information from, a large region containing many memory locations† (Gabora, 2002). Thus, my ideas are generated from the things I see around me as well as my memories of things from the past and images I see as I continue to kick an idea around in my head. This is different from the second stage of my process because it is mostly conscious as I actively seek new ideas for new work. The t hinking taking place is done primarily in the conscious range as I attempt to find answers to any gaps in the ideas that are coming forward and to find ways of connecting them in a unique way. In the second phase of creation, and the one I allow myself the greatest emphasis, I allow the information that has been gathered to freely associate in the subconscious mind,