Young Goodman Brown And Faith Essays - Young Goodman Brown

Young Goodman Brown And Faith Perceptions of Faith in ?Young Goodman Brown? Throughout ones journey in life, our individual perceptions of faith in God, in mankind, and in ourselves, guide us along our path. In the absence of clarity of our faith, one is led to believe the norm is what proves to be popular within a society. Nathaniel Hawthorne's, ?Young Goodman Brown?, demonstrates to the reader, man's inherent attraction to evil, the intertwined depths of evil, and that a lack of understanding of faith; can not only destroy ones life, but also steal from the beliefs which binds us together in commonality. Even with a clear understanding of the Puritan attitude, the reader is left with the dilemma that seems to impose the idea, that faith in God alone is but a dogma in the absence of faith in and an understanding of humanity. Therefore, we resolve that it is not good enough to choose between good and evil; we must be all embracing of the doctrine of faith and forgiveness, so that we can function in a contributory way within our community. Is Young Goodman Brown's encountering with the Devil merely a test of his own faith? Or perhaps, is he simply intrigued by the mystique of evil forces that lie outside the realm of what he considers acceptable behavior in his Puritan times? ?With this excellent resolve for the future, Goodman Brown felt himself justified in making more haste on his present evil purpose? (634). Through his writing Nathaniel Hawthorne is able to develop a distinct set of doctrine that existed within the mind of Goodman Brown. Thus, the reader can assume that one trait of Puritan Society is a lack of tolerance for forgiveness. It is no wonder that Puritanism is known for a somber outlook on life, and a tendency to be immovable. A Puritan Society might find it difficult to see perfection in it's own members, especially if they do not recognize their own tendency toward hypocrisy. Young Goodman Brown's perception of his faith abandons him because he lacks a clear understanding of his experience in the woods. So in his ignorance he simply continues to criticize others due to the events that have taken place in his misguided life. He resolves that those he had previously viewed as pious, are now hypocrites in his eyes. ?Men of dissolute lives and women of spotted fame, wretches given over to all mean and filthy vice and suspected of horrid crimes? (640). It is clear that in the absence of the understanding of the freewill of mankind, Goodman Brown sees only immoral, sanctimonious, mischief-makers all around him. Thus, throughout the course of his life, Brown is overwhelmed with the burden of judging those around him. ?A stern, a sad, a darkly meditative, a distrustful, if not a desperate man did he become? (642). Unfortunately, even though Goodman Brown's ability to withstand the allure of evil sustained him through his own perceptions of faith, he lost something he can never regain; his belief in the goodness of mankind. When faith is shaken, or lost, whether in religion as an institution, or in ourselves for not being as constant as we think others are being, we change somehow. Like losing one's virginity, when the mystery of the church is questioned, or made more real to us, like it was to Goodman Brown in the forest that night, we are never the same. With a loss of blind faith comes the realization of a world filled with the horrors we pray to rectify, only to realize that we ourselves are as guilty as anyone. Our salvation comes with a clear understanding of forgiveness and the communion of saints which enables each of us to pick up the pieces of our unsuccessful attempts at perfection and forge ahead in acceptance of a less idealistic coexistence.

Student High School Essay

Student High School Essay Student High School Essay Document A: Molly Elliot Seawell (ORIGINAL) It has often been pointed out that women could not, with justice, ask to legislate upon matters of war and peace, as no woman can do military duty; but this point may be extended much further. No woman can have any practical knowledge of shipping and navigation, of the work of trainmen on railways, of mining, or of many other subjects of the highest importance. Their legislation, therefore, would not probably be intelligent, and the laws they devised for the betterment of sailors, trainmen, miners, etc., might be highly objectionable to the very persons they sought to benefit. If obedience should be refused to these laws, who is to enforce them? The men? Is it likely they will? And if the effort should be made, what stupendous disorders would occur! The entire execution of the law would be in the hands of men, backed up by an irresponsible electorate which could not lift a finger to apprehend or punish a criminal. And if all the dangers and difficulties of executing the law lay upon men, what right have women to make the law? (pp. 31-32) But that woman suffrage tends to divorce, is plain to all who know anything of men and women. Political differences in families, between brothers, for example, who vote on differing sides, do not promote harmony. How much more inharmonious must be political differences between a husband and wife, each of whom has a vote which may be used as a weapon against the other? What is likely to be the state of that family, when the husband votes one ticket, and the wife votes another? (p. 113) Source: Excerpt from Molly Elliot Seawell, an anti-suffragist from Virginia who published the anti-suffrage book, The Ladies’ Battle, in 1911. Document B: Anti-Suffrage Newspaper in New York (ORIGINAL) It is the Suffragists whose ideal is the kitchenless house fed from a mechanical institutional centre. The main proportion of Suffragist writing and speaking is on this pots and pans pattern, simply a denunciation of housekeeping as degrading. It is the Suffragist theory that the woman's sphere in life should be the same as the man's that has condemned her to share with him what is so hideous a misfit in the miscalled education of our industrial classes, whose girls are all taught as if destined for literary rather than manual occupations, as if the National funds were collected to compel the training of a surplus of cheap short-hand typists for the office, and to compel a lack of expert housewives in the home. It is the Suffragists who are destroying the wholesome personal element in female life, by their doctrine of degradation in the washing of pots and pans for husband, father and son, while they demand the vote, and opportunity to serve the State, the husbands, fathers, and so ns of other people, with what? What service? An abstract service of legislation and administration, they reply: in fact all that barren "social service" which can be performed without the sweating of the brow, the soiling of a finger! Is it not clear how this hideous feminism is sapping our vitality as a nation? Is it too much to say that it is at the root of half the unhealth and disease of which to-day's unrest is symptomatic? There are many wealthy women who have espoused Suffragisim, and who, to promote it, do daily a very dangerous thing in preaching to working women that housework is degrading. And dangerous as is that direct denunciation of housework universal among Suffragists, of which the Woman's Labor League president's pots and pans speech is typical, there is

Woodrow Wilson 28th President of the United States

Woodrow Wilson 28th President of the United States Woodrow Wilsons Childhood and Education: Born on December 28, 1856 in Staunton, Virginia, Thomas Woodrow Wilson soon moved to Augusta, Georgia. He was taught at home. In 1873, he went to Davidson College but soon dropped out due to health issues. He entered the College of New Jersey which is now called Princeton in 1875. He graduated in 1879. Wilson studied law and was admitted to the bar in 1882. He soon decided to go back to school and become an educator. He earned a Ph.D. in Political Science from Johns Hopkins University. Family Ties: Wilson was the son of Joseph Ruggles Wilson, a Presbyterian Minister, and Janet Jessie Woodrow Wilson. He had two sisters and one brother. On June 23, 1885, Wilson married Ellen Louis Axson, the daughter of a Presbyterian minister. She died in the White House while Wilson was president on August 6, 1914. On December 18, 1915, Wilson would remarry Edith Bolling Galt  at her home while he was still president. Wilson had three daughters by his first marriage: Margaret Woodrow Wilson, Jessie Woodrow Wilson, and Eleanor Randolph Wilson. Woodrow Wilsons Career Before the Presidency: Wilson served as a professor at Bryn Mawr College from 1885-88 and then as professor of history at Wesleyan University from 1888-90. He then became a professor of political economy at Princeton. In 1902, he was appointed President of Princeton University serving until 1910. Then in 1911, Wilson was elected as the Governor of New Jersey. He served until 1913 when he became president. Becoming the President - 1912: Wilson desired to be nominated for the presidency and campaigned for the nomination. He was nominated by the Democratic Party with Thomas Marshall as his vice president. He was opposed not only by incumbent President William Taft but also by Bull Moose candidate Theodore Roosevelt. The Republican Party was divided between Taft and Roosevelt which meant that Wilson easily won the presidency with 42% of the vote. Roosevelt had received 27% and Taft and won 23%. Election of 1916: Wilson was renominated to run for the presidency in 1916 on the first ballot along with Marshall as his Vice President. He was opposed by Republican Charles Evans Hughes. At the time of the election, Europe was at war. The Democrats used the slogan, He kept us out of war, as they campaigned for Wilson. There was much support, however, for his opponent and Wilson won in a close election with 277 out of 534 electoral votes. Events and Accomplishments of Woodrow Wilson’s Presidency: One of the first events of Wilsons presidency was the passage of the Underwood Tariff. This reduced tariff rates from 41 to 27%. It also created the first federal income tax after the passage of the 16th Amendment. In 1913, the Federal Reserve Act created the Federal Reserve system to help deal with economic highs and lows. It provided banks with loans and helped smooth out business cycles. In 1914, the Clayton Anti-Trust Act was passed to help labor have more rights. It allowed important labor tools like strikes, pickets, and boycotts. During this time, a revolution was occurring in Mexico. In 1914, Venustiano Carranza took over the Mexican government. However, Pancho Villa held much of northern Mexico. When Villa crossed into America in 1916 and killed 17 Americans, Wilson sent 6,000 troops under General John Pershing to the area. Pershing pursued Villa into Mexico upsetting the Mexican government and Carranza. World War I began in 1914 when Archduke Francis Ferdinand was assassinated by a Serbian nationalist. Due to agreements made among  the European nations, many eventually joined the war. The Central Powers: Germany, Austria-Hungary, Turkey, and Bulgaria fought against the Allies: Britain, France, Russia, Italy, Japan, Portugal, China, and Greece. America remained neutral at first but eventually entered the war in 1917 on the side of the allies. Two reasons were the sinking of the British ship Lusitania which killed 120 Americans and the Zimmerman telegram which revealed that Germany was trying to get an agreement with Mexico to form an alliance if the U.S. entered the war. America officially entered the war on April 6, 1917. Pershing led American troops into battle helping to defeat the Central Powers. An armistice was signed on November 11, 1918. The Treaty of Versailles signed in 1919 blamed the war on Germany and demanded huge reparations. It also created a League of Nations. In the end, the Senate would not ratify the treaty and would never join the League. Post-Presidential Period: In 1921, Wilson retired in Washington, D.C. He was very sickly. On February 3, 1924, he died of complications from a stroke. Historical Significance: Woodrow Wilson played a huge role in determining if and when America would get involved in World War I. He was an isolationist at heart who attempted to keep America out of war. However, with the Lusitania, the continued harassment of American ships by German submarines, and the release of the Zimmerman Telegram, America would not be held back. Wilson fought for the League of Nations to help avert another World War which won him the 1919 Nobel Peace Prize.

Wal-Mart Capital Structure and Financial Analysis Essay

Wal-Mart Capital Structure and Financial Analysis - Essay Example Total Assets (Fixed + Current) = $27,638_ x 100 $120,223 = 22.9% Debt to Equity Ratio The debt to equity ratio measures the relationship between a company's debt capital and equity capital. It shows the percentage of a company's equity that has been financed by external debts. The debt-to-equity ratio for Wal-Mart has been calculated as: Debt-to-Equity Ratio = Total Debt Capital x 100 Total Equity Capital = $27,638 x 100 $49,396 = 55.95% CALCULATION OF WEIGHTED AVERAGE COST OF CAPITAL In the Weighted Average Cost of Capital (WACC) involves the calculation of separate items in the capital employed and then weighting the cost of each element by its proportion of the total capital employed. There are following factors in the Wal-Mart's total capital: Equity (Common Stock) Debt (Long-term Debts) $ % Of Total 4,311 Common Stock of $0.10 (par) 423m 1.75% Long-term Debt 23,669m 98.24% Total Capital Employed 24,092m 100% Cost of Equity The cost of equity estimates the cost of common and preferred stock. But for Wal-Mart, this calculation will not include preference stock because the company has not issued any preference shares. The analysis of Wal-Mart's annual report reveals that the company is expecting to pay $0.150 dividend per share to its common shareholders. For dividend growth, we assume it to be 10% annually. The cost of common share capital has been estimated with the help of following formula: Cost of Common Share Capital = (Next annual dividend / current market price) + annual dividend growth = ($0.150 per share / $50.49 per share) + 10% = 10.29% per annum. Cost of Debt The calculation of cost of debt will encompass all the interest bearing long-term debts of the company. According to the Wal-Mart's...There are following factors in the Wal-Mart's total capital: The cost of equity estimates the cost of common and preferred stock. But for Wal-Mart, this calculation will not include preference stock because the company has not issued any preference shares. The analysis of Wal-Mart's annual report reveals that the company is expecting to pay $0.150 dividend per share to its common shareholders. For dividend growth, we assume it to be 10% annually. The cost of common share capital has been estimated with the help of following formula: The calculation of cost of debt will encompass all the interest bearing long-term debts of the company. According to the Wal-Mart's annual report, the company's weighted average effective interest rate on long-term debt is 4.08% in 2005. The tax rate applicable to the company for the year is 34.7%. The cost of long-term debt has been estimated as: As analysed from the company's financial statements and the calculation of financial ratios, the capital structure of Wal-Mart has become evident. Wal-Mart has structured its capital funding in a way its external debts or borrowings do not exceed its total equity to a greater extent.

Corporate finance Essay Example | Topics and Well Written Essays - 1500 words

Corporate finance - Essay Example As per Grossman and Hart, takeover and mergers can create synergies or savings to the companies involved. For instance, in 2006, Arcelor of Luxemburg was taken over Mittal Steel of Netherland thereby making Arcelor Mittal, the world’s largest steel company. Some of the compelling reasons for takeover or merger is to expand the market due to the threat from competitors or to penetrate into new markets, to achieve cost synergies like eliminating duplicate functions, to attain higher productivity and to attain increased efficiency from acquired assets or to attain increased revenues and to achieve a higher return on investments for shareholders. Revenue synergy can result in access to the new distribution system, attaining extensions of brand and opening up new geographic markets. A takeover or merger strategy should be employed only when the acquiring company is able to enhance its networth through the positive employment of assets of the acquired company. It was established by previous empirical studies that above-average return is earned by the shareholders of acquired companies whereas the share prices of acquiring company is likely to fall immediately after the acquisition or merger. For instance, when Myogen, a pharmaceutical company is taken over by another pharmaceutical giant Gilead Sciences, there was a decline of 10 percent in Gilead’s stock whereas there was about 50 percent appreciation in Myogen’s stock. (Hoskisson 2008, p. 244). In the majority of the cases, mergers and takeovers had negative results like cost overruns, desertion of key employees, and even may leave black holes in the restructured balance sheet. (Greenblat 2011). Theory Though the merger and the takeover are often employed synonymously, there exists a variance in their economic impact between a takeover and a merger. In takeover, the acquiring company is trying to acquire control over the targeted company by acquiring more than 50% of its shares. In contrast, in merger, as per Hampton (1989), there is a merger of two companies to form a new company. Takeover or merger theories can be explained as below: Agency Theory This theory states that when the share price of a company is low, and then it forces the managers to initiate action either to enhance the share price in the market by performing well or to be taken over by a leader in the industry (DePamphills 2010, p. 41). Efficiency Theory It is divided into two – differential efficient theory which tries to improve the efficiency of a company in the same industry by a dominant company and inefficient theory. As per Copeland and Weston (1988), differential efficiency theory offers an academic base for horizontal takeovers whereas inefficiency theory offers insight on conglomerate takeovers (Lee &Lee 2006, p. 543). Market Power Hypothesis This theory explains that companies combine together to enhance their monopoly authority to quote the prices of the product which is not sustainable at a cutthroat competitive market. However, there is very little empirical support is available for this hypothesis (DePamphills 2010, p. 12). Free Cash Flow Hypothesis It is identical to that of agency theory and as per Jensen (1986), if the cash flow is in excess of that need to finance all takeovers or mergers which have net present values if discounted with the specific cost of capital (Lee &Lee 2006, p

Monopolistic vs Oligopolistic Essay Example for Free

Monopolistic vs Oligopolistic Essay Monopolistic and Oligopolistic are pretty much the same except for the size of the manufacturing companies. In simple terms, a monopoly is where there is a single seller in the marketing industry and an oligopoly is where there is small group of sellers in the same field in marketing industries. When it comes to a monopolistic competition, this is where a market structure has a large number of sellers, each of which is relatively small and posse a very small market share. An oligopoly market is where there are fewer large producers who are present in the industry world and account for most of the output in the industry, there are many small firms but these few large firms dominate and have concentrated market shares. Oligopoly also has more barriers to entry than a monopolistic. I would say that Comcast the cable company is a Monopolistic competition in the market right now. The reason I say this, is because there is not much options for entertainment when it comes to cable. Comcast has made their name around the country, providing what other companies are not. Making them a monopoly amounts other companies. I would consider breakfast cereal companies an oligopoly because there are four breakfast cereal manufactures that I know of, Kellogg, Post, Quaker and General Mills. Because there are only four companies competing to make breakfast cereal, they are called an oligopoly. Whereas, only one company competing to provide cable TV to the customers, they are called monopoly.

Bush Gore :: essays research papers

 · ASHINGTON -- The storm over his campaign finance practices has thrust Al Gore into what his advisers concede is by far the most perilous moment of his political career, leaving his aides scrambling to contain the damage. The growing nervousness results from the announcement last week that Janet Reno, the attorney general, is reviewing whether the vice president's fund-raising activities may have been improper for such a high-ranking official. The inquiry could lead to the appointment of a special prosecutor. His troubles were only compounded this week by fresh disclosures that Gore may have been more immersed in fund raising than he has acknowledged, as well as the disclosure of memorandums suggesting that Gore could have known and should have known that some of his solicitations from the White House were not permitted on federal property. Mounting a drive to keep the fallout to a minimum, Gore's top aides and closest advisers around the country have begun holding conference calls every morning to plot strategy for reacting to the disclosures and, as one participant put it, "get information from outside the bunker" of the White House. While the 15- to 20-minute calls were described as businesslike, another person who takes part observed that some people on the line are always "jittery and over-reactive." The vice president's aides are so sensitive about the political consequences of the current allegations that they have made special efforts to try to root out anti-Gore leakers to the press in the White House. The controversy has also led to some finger-pointing among Gore's advisers over whether his office had been too slow at first to make public the details of his fund-raising practices and then had gone to the other extreme by releasing too many documents at a briefing last week. "Nothing like this has ever happened to the vice president during his career," said Roy Neel, an adviser to Gore for nearly two decades and his first chief of staff in the White House. "He hasn't had damage control to deal with anything of this order." A handful of recent surveys found that Gore's reputation has been tarnished by the controversy. In a Los Angeles Times poll published Friday, only 34 percent of the American public reported a favorable impression of the vice president, compared with 59 percent for President Clinton. Several of Gore's advisers said that while they had thought they could put the hearings behind them, they now believed that there was a strong possibility that Ms.

Analysis on Personal Philosophy

As defined by Webster†s Dictionary, a teacher is â€Å"one who instructs, directs, and disciplines other individuals.† This definition is correct, however, teaching encompasses much more. A teacher is an integral part of the learning process of a child. A teacher also aids the child in personal growth and life development. Teaching has always been my lifetime desire. I look forward with great anticipation to the day when I teach my own class. This will give me the opportunity to instill in the children a thirst for knowledge. This is also a chance for me to make the children realize their unique potential for greatness and open their eyes to the beautiful world around them. Before getting involved in my formal education classes and field experiences in Elementary Education at Pennsylvania State University, I thought being an educator involved teaching the students basic skills, assigning homework, and testing their knowledge. I soon found out that this monotonous routine does not maximize student interest and learning. Through my valuable student teaching experience, I have come to identify with a teaching paradigm known as Inquiry learning. In this particular paradigm, knowledge is viewed as functional and pleasurable. Children learn from the questions they pose. Key skills are learned in context and focus on child interest rather than artificial and made-up. This type of education concentrates on student interest. Children are focused and on-task because they are directly involved in their own learning. The Inquiry Paradigm also allows for numerous hands-on learning experiences. Another aspect of Inquiry learning is that the teacher is viewed as a â€Å"partner along the journey† instead of â€Å"Supreme Being†. I firmly believe that a teacher should treat her students as partners on a journey. This allows students to feel independent and responsible for their own learning.

Bald Soprano Research Paper

A Cycle, A Cycle, A Cycle No one is bald, nor is there a singing soprano. So what is going on in Ionesco’s The Bald Soprano? Ionesco slowly strips his characters of all things that define them: religion, roots, the way in which they communicate and at times, even the functioning of their brains. Thus creating blank humans with no individual character who are useless and absurd. Now these people with no concrete definition to their being are to live in this gigantic world to the best of their ability. Their lives aren’t normal ones.Ionesco brings out the absurdity in his characters by excluding any solid foundation or motivation for living on earth. One very important form of guidance on life’s journey is Time. If there was no concept of time then all chaos would ensue and no one would know when anything is to be done. It is also a key factor to know how to live and work alongside time: to work with it, not against it. Will they be able to live in some sense of no rmality or will they be off on their own supernova to be absurd for evermore.Through the use of symbolism, irony and dialogue, Eugene Ionesco’s, The Bald Soprano conveys the idea that life is a never-ending cycle to express the absurdity of the human condition. The cycle of life is symbolized through the clock to reveal that the characters are stuck in an endless loop of time. The clock seems to take on a life all its own. It seems to decide when it wants to ring and how many times. The clock rings in a way that is quite shocking to the audience. This is because in the real world a clock does not normally ring 17 times. Nor is it normal for it to shoot out random times that don’t even go in order.In only one moment â€Å" The clock strikes seven times. Silence. The clock strikes three times. Silence† (The Bald Soprano 2). There seems to be no set regimen for time to follow. Time in the play is unorganized and almost absent in its common purpose. In no possible w ay could these characters even have the smallest possible chance of some normal routine when they have no constant to guide them through. Yes, Time is present but it is not the way in which we calculate it. There is no repeating pattern in this aspect and yet it still proceeds on which causes an endless loop of lunacy from which they cannot escape.The peculiar thing about it is the characters are not even finding it odd, as this is their notion of normalcy. In the play â€Å"the abnormal is treated as if it were thoroughly normal† (knowlson). And its funny because they don’t even realize that it never rings the same way or goes in a repeating pattern. The clock is random. It intrudes illogically. There is no logic in the Smith’s lives. The concept of reality is being distorted and no ounce of sense remains. The characters are flat, broad and general, which clearly emphasizes the absurdity of the human condition: trying to find a meaning and purpose to life.Even the primary characters last name, which is Smith, is so plain and typical. The plays cyclical structure accentuates repetition of the illogical happenings in the incompatible world in which the Smiths, Martins, the Maid and the Fire Chief live in. The play includes a â€Å"circular trajectory that ends where it began† (Kraus), thus causing the whole disordered cycle to start over and where the characters are involuntarily perplexed for all eternity. The characters live in a world of irony. They are lost in a continuum of memory loss without even realizing that they are losing their minds.Considering they don’t realize, they have no recollection of what has been going on around them and therefore not knowing what their purpose is in being where they are. This constant back and forth concept is for one, ironic because they have no memory of no longer having memory, but it is also mind-boggling. Mrs. Smith says, â€Å"We were expecting them. And we were hungry. Since the y didn't put in an appearance, we were going to start dinner without them. We've had nothing to eat all day† (The Bald Soprano 4). Mrs. Smith said she and Mr. Smith were going to eat but they didn’t.The characters can’t even remember what decisions they made and can’t remember to follow them. There is no stable element to guide them along a steady path. In the real world our memories our like our personal book of stories that hold the events that have happened in our lives. It defines us as a person of who we are in the past as well as who we are now. We as humans also interpret things we experience differently and remember things in different ways. Though we rely on our memory and mind quite heavily, who says it is a reliable resource to begin with?Ionesco is pointing towards the idea that our minds can’t possibly do everything for us as well as remember anything and everything we want it to. Unreliability of the memory is a concept that Ionesco wa nts us to take a look at, and that is a natural human failure that is part of our absurdity. As seen in The Bald Soprano the mind isn’t always a dependable tool that is conducive to everyday living. Our experiences make up our life’s journey and define our being. Ionesco’s characters do not know who they are and their purpose for living. At the end of the play the two couples switch places.The Smiths become the Martins and the Martins the Smiths. This results â€Å"in a da capo conclusion [with] the words that had been spoken by the Smiths at the beginning of the play [are now being spoken by the Martins]† (Knowlson). It’s ironic how they repeat the story but as different people but with the same name, because what is the purpose of having a name and being somebody if anyone can be anyone? Ionesco brings out inconsistency, which is a major factor in the play and possibly a factor in our lives. Without consistency the lives in which we lead would la ck substance and meaning.Ionesco suggests the idea of a normal daily schedule in which a human being can follow and keep order is a necessity. The human condition may seem absurd at times because what really is the point in doing the same thing everyday for as long as we live? The answer is, the consistency in the constant never ending cycle is life, which is why we are living. There may be nonsense in the play but somehow it leads to sense. The ironic statements due to memory loss show the absurdity in which humans possess. Mr. Smith is one who can be categorized as so.Without his memory he puts out ironic phrases without even putting thought to it and this leads to a lack of sentence structure. The play is made up of dialogue that sometimes seems to lack a sense of logic. The language in the play decreases in substance as the play progresses. The â€Å"language flows independently from meaning† (Feal). The words are not communicating what they seem to say but rather the und erlying meaning, which is found in the way the language is used or how really how it is informally used. Language and meaning march to the beat of a different drum.The words are separate entities that work independently yet together to convey Ionesco’s view on language, which is that it is made out to be more than what it is really worth. Language is used as a communicator and the order, or lack of it, in which words are placed, conveys a message of pure insanity. The characters â€Å"actions contradict words, and [their] words contradict [their] actions. Even the title is misleading, since there is no bald soprano in the play† (Esteban). Ionesco writes where there is meaning in no meaning, so he probably intended on writing with meaning all along.The characters talk just to talk and they really have nothing of importance to say. As the play drags on while the structure becomes less and less until dialogue has lost all value and â€Å"made into mere exchange† (K nowlson). The words on the page are out of content and have become particles of matter that are floating in the air. The more they talk, the less they are actually communicating and this is causing the precious tool of language to no longer articulate. Like when Mr. Smith states â€Å"The pope elopes! The pope's got no horoscope.The horoscope's bespoke† (The Bald Soprano 17). The play starts out with sentences that make no sense at all then it breaks down to just words without meaning until finally all that is left is a bunch of frenzied sounds. The characters have gotten quite angry that they lost all ability to communicate that their chatter swells up into mushy sound. They live in a never-ending cycle of insignificant discourse. This is Ionesco pointing out the absurdity of how humans converse. The Bald Soprano is a piece under the genre of the Absurd. It is very easy to see why.In this genre a common aspect is that the characters are rapt in an endlessly repeating cycle. This cycle usually leads nowhere as it is a cycle with no beginning and no end. Ionesco uses this cycle to emulate life. Life is filled with a bunch of meaningless things that fill our everyday lives. Banana. When something is of meaning we know because we have experienced the everyday typical life of a human. Broadway. Dreams. Goals. That’s what we are. Well that’s what we should be. Life is pretty much repeating. Repeating. Repeating. Repeating. We have a set way of doing things and we follow it.We repeat these actions to fill up our lives with substance so that there is at least something there to start with and so that we have the ability to move forward and continue. Think of it as muscles. Muscles give our body substance to stand up and it is what allows us to move as well as other necessary functions. In our world we use a clock to stay in touch with time. Time. Timing. Bad timing. Time is a fundamental concept that guides humans through life, gives structure, a s well as ages and heals. We also say funny things sometimes and we do use a language to communicate. It is how we use all these things that matters.

The eNotes Blog Tips for Encouraging Collaborative Learning in theClassroom

Tips for Encouraging Collaborative Learning in theClassroom How do we invite collaboration and teamwork into the classroom? It can seem easy on paper, but actually getting our students to be open minded about working together often proves more challenging. Collaborative learning gets students working together to solve problems and complete tasks- unlike the more traditional, isolated approach many of us have experienced. Collaborative learning helps students solve problems, ask more questions, and dive deeper into topics than they might on their own. In studying literature, these actions are imperative in getting to know a text. Let’s examine four tips on how to encourage students to share ideas and make the classroom a welcoming, open space for all. 1) Encourage Expression of Individual Perspectives Picture a socratic seminar, that discussion style many students dread. One student builds up the nerve to make an observation to the rest of the class and is immediately shot down. Maybe her peers disagree with the observation or aren’t used to interacting with ideas that don’t come straight from the text or the teacher. Next, imagine a student who takes a chance on an assigned essay and offers an unconventional view. However, her grade suffers because either the teacher found it too perplexing or the student did not have an opportunity to express her ideas earlier. In order to foster individual perspectives and avoid these situations, it’s important to establish our classrooms as safe spaces for expressing thoughts and ideas- no matter what. This is especially important when discussing subjective questions, which, as we need to emphasize, have no clear answer.   Let’s take this further. If we create the right environment to encourage students to express themselves, they’ll feel more comfortable with ambiguity. This will encourage them to think creatively as opposed to attempting to find the conventional answer. As physicist Albert Einstein said, â€Å"If at first the idea is not absurd, then there is no hope for it.† 2) Allow All Voices- Even the Quiet Ones- to Be Heard Some students consider class discussions their worst-nightmares. While others have no problem speaking up and sharing ideas, these students may suffer from some serious stage fright. We have to keep this in mind when planning discussions. Make sure all students have the chance to be heard, but include different kinds of participation activities that may be more encouraging for your most timid students. One solution is to simply break up classroom-wide discussions into smaller ones of 3-4 students. We really enjoy activities that allow students time to reflect, discuss with a partner, and then share with a small group or the class. Scaffolding discussions in this way allows all students the opportunity to contribute at multiple levels. 3) Encourage the Sharing of Ideas When asked to analyze a text, most of us have felt the pressure to discover the hidden meanings and wisdom of the author- often alone and without resources. This pressure on all of us to come up with unique, original ideas on our own is damaging because it inhibits creativity and can harm learning. The reality is that collaboration helps us come up with better, more functional ideas because it gives us multiple starting points and perspectives to learn from. By using annotation tools like Google Docs  or Hypothes.is, students can â€Å"piggyback† off one others’ annotations and thoughts with their own. This allows them to build off of one another’s ideas, creating a productive environment for discussing texts. 4) Emphasize That There Are Many Correct Answers Since our classrooms should be open-minded spaces for discussion and idea-sharing, we also need to make it clear that in discussing literature, there are few wrong answers- in fact, there are often many correct answers when analyzing a text. If teachers and students alike have a mutual understanding of this, students will feel more comfortable sharing new ideas. This understanding helps clarify how important it is to emphasize that each student’s ideas are valid. This is not to say that students cannot disagree with one another; disagreement can spark rich discussions, as well. However, consider pointing out that some answers can be insufficient. For example, if an argument lacks evidence in the text, that’s something to discuss. Focus on demonstrating how a student can improve her work rather than telling her she’s outright wrong; this damages student-teacher relationships and hurts students’ inclination to share in discussions in the future.

What Does it Take to Get Into North Carolina State Universityâ€Raleigh?

North Carolina State University’s acceptance rate is 46%. What does it take to get in? North Carolina State University, located in Raleigh, is a large public research university known for its value and programs dedicated to the state’s key industries, such as natural resources and textiles. With an enrollment of 35,000 students, NC State is one of the largest schools in the country. It is home to 12 colleges offering programs across all disciplines, with more than 100 undergraduate majors. It also offers more than 100 master’s degrees and over 60 doctoral degrees. NC State is respected for the value of its education; it currently holds a top 10 ranking from U.S. News and World Report for Best Value Among U.S. Public Universities. In-state students currently pay just over $9,000 for tuition and fees. It is ranked 32nd for Top Public Schools and lands in the top 15 for its programs in both industry and agriculture. To learn more about how your high schooler can earn acceptance to NC State, don’t miss this post. NC State accepts the Common Application or the Coalition Application . Your student only need to fill out one of the two. If they’re applying to other schools on one of the platforms, it’s usually easiest to continue using that one. There are several different application deadlines that potential applicants should be aware of. Early Action applications are due October 15. In addition, some majors and scholarships have application deadlines of October 15. Most notably, this includes all studio majors. Regular Decision applications are due January 15. For a complete overview, see the NC State Dates and Deadlines page . For a complete application, your high schooler also must submit: Teacher recommendations are neither required or recommended for admissions to NC State. Alternatively, students may choose to submit one counselor recommendation, which will be reviewed as supplemental material by the admissions committee. NC State is considered a moderately selective college. In 2018, NC State received over 29,000 applications for 4,500 seats. However, because only a fraction of accepted students ultimately enroll, far more students are offered a placed in the incoming class.   In 2018, the acceptance rate at NC State was 46%. The students accepted to NC State represent a diverse body hailing from all across the country. In 2018, accepted students came from all 100 of North Carolina’s counties, all 50 states and the District of Columbia, Puerto Rico and the U.S. Virgin Islands. First of all, to even be considered for admission to NC State, students must fulfill some basic requirements in high school. All applicants must complete at least 15 credit units. These must include four units of English and math, three units of science (at least one of which must be a lab class), two units of a foreign language, and one unit each of social studies and history. Beyond the basic requirements, applicants to NC State must present a strong academic record and solid standardized test scores. In fact, the factors considered most important by the admissions committee are the rigor of your secondary school classes, your class rank, your GPA, and your test scores. Many other factors are also considered, including essays, recommendation, extracurriculars, and personal characteristics. While these factors are weighed in the big picture, they aren’t nearly as important as your child’s academic record and test scores.   Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. Score a 1390 or higher on your SAT, or a 31 or higher on your ACT. Test scores are very important to the admissions committee at NC State. By hitting these out of the park, your student will really shine. In 2018, the average SAT score of accepted students was 1344 and the average ACT score was 29. Average won’t be enough, however, if your high schooler wants to rise above the crowd. To do that, they should aim to achieve a score in the top 25%. For the SAT, the magic number is 1390, and for the ACT, it’s 31. For help preparing for your SAT, consider the benefits of ’s customized SAT Tutoring Program , where the brightest tutors in the industry guide students to an average score increase of 250 points. Maintain a strong GPA. Again, we can’t stress enough how important academics are to your teen’s chances. 59% of students admitted to NC State in 2018 achieved an unweighted GPA of 3.75 or above. Weighted GPAs were well over 4.0, as NC State applicants usually take a heavy course load. Of students admitted in 2018, nearly a third took dual enrollment classes and 70% took AP classes. Your student should keep their grades up and take challenging classes if they want a shot at NC State. Apply Early Action. NC State is one of the schools that does admit students at a slightly higher rate when they apply through the early action program. If your student wants to maximize their chances in every way possible, have them apply through early action. The acceptance rate last year through early action was 50%, compared to the overall acceptance rate of 46%.    On the one hand, NC State accepts nearly half of all applicants. On the other hand, slightly more than half of all applicants are ultimately rejected. If your high schooler gets rejected, they’re actually among the majority. The bad news is that NC State doesn’t really use its waitlist very actively. In 2018, over 4000 students accepted spots on the waitlist, but only 20 were ultimately accepted. That means less than 1% of students on the waitlist were ultimately accepted. NC State does accept transfer applicants, but the standards for admissions are similar to the standards for first-year students. This means that if a student is rejected during first-year admissions, they’ll need to up their game to be accepted as a transfer. If they can achieve great grades and prove their academic abilities at another college, they might just have a shot at transferring later. That being said, a student’s first priority should be finding another great school to attend where they’re just as likely to thrive. With thousands of options, there is a good fit out there for everyone. For help adjusting to a different school, they can read our post, Envisioning a New Future: Preparing for Life at Your Second-Choice (or Third, or Fourth) School . For more assistance on your teen’s college application to North Carolina State University at Raleigh or anywhere else, consider enlisting the help of ’s Applications Guidance service. Here, your high schooler will be paired with a personal admissions specialist from a top college who can provide step-by-step guidance through the entire application process.  

Project governance structures and leadership Essay

Project governance structures and leadership - Essay Example Rio Tinto shares were listed in the ‘Australian Securities Exchange’, ‘London Stock Exchange’ and ‘New York Stock Exchange’. Headquarter of the company is situated in the UK and it was operating in 40 countries with around 71,000 employees. The main objective of the business is undergo the operation of ‘finding’, ‘mining’, and ‘processing mineral’ of the global resources. Furthermore, the company is engaged in the production of ‘metals’ as well as ‘minerals’ that includes ‘copper’, ‘gold’, ‘diamonds’, ‘uranium’, ‘aluminium’, ‘coal’ and other industrial minerals (1Rio Tinto, 2014). The aim of the essay is to analyse the current business model in terms of the project governance structures and leadership approaches of Rio Tinto Group. In this regard, an assessment is conducted with the aim of having a better understanding about the procedure based on which the company businesses approach in the global context. . The organisational structure of Rio Tinto Group is based on the hierarchical pattern i.e. top-down structure and the overall job role of the group is sub divided into separate departments. These departments are centrally accountable for the functional management linkage with the corporate management that consist of board level. The corporate management of the company includes the chairman, two executive directors and eight independent non-executive directors and presidents (2Rio Tinto, 2013). The company board regulates and evaluates the opportunities that need to put forward and strive to keep a balance between expenses and income of the business. The 2013 strategic report of the company reveals that board evaluates the planning reports and plays a supportive role to approve such plans. Sam Walsh is the chief executive of the company decision during the year 2013 is highly supported by the board level of implementing