Elements of Rock Music Essay Example | Topics and Well Written Essays - 750 words

Elements of Rock Music - Essay Example Since that time, rock has been into existence and has formed strong influence in the society, especially amongst the youths. Rock gained its popularity following the appealing nature to the white youths or teenagers who considered it a new, fresh, interesting and exciting form of music as opposed to the music of old days that was enjoyed by their grandparents, as well as their parents (Kenny, 39). Relevant to the above, it is of crucial significance to note that there are several elements responsible for making rock music to be as appealing, exciting and interesting as it is today.  Ã‚  Sounds are one of the elements that make rock music as outstanding as it is today. Typical rock music is always associated with four sounds (Scarufi, 25). The first sound in any typical rock music is always the voice. In some situations, rock music always features solo voice. The voice of the singer or soloist who is always associated with rock music is always amplified. This is very important in ma king the voice to become loud. Such loud voice is critical in capturing the audience. The second sound in any typical rock music is always the guitar (Charlton, 29). Bass forms the third sound, and goes together with the guitar. Guitars are always stringed instruments used in producing certain rhythmic sounds. Guitars are always electric, similar to the bass. It is important to note that in rock music, the electric guitar can always assume two different forms. These include distorted forms as well as clean forms.

The Impact of An Engineering Innovation Essay Example | Topics and Well Written Essays - 750 words

The Impact of An Engineering Innovation - Essay Example Since the invention of the internal combustion engine and of the tools and machinery that rely on it the global scene has undergone much change from the 19th century. The impact in global society has been in various ways, but the main effect has been in the transportation industry. Early application of the combustion engine was the use of automobiles and trains and later on airplanes. The use and reliance on these modes of transport have made the combustion engine indispensable in the global society. From the late 19th century, there was easier worldwide travel as a result of the trains that now had combustion engines as opposed to the earlier steam engines. The early 20th century saw the invention of the airplane that made the world travel much easier and quick. This meant that people could move from Europe to America or Asia easily. Easy movement of people has impacted societies, cultures were exchanged and products from one place could be available in any part of the world. The co mbustion engine had an immense effect on the economies of countries and the world. Movement of goods and people had become easier and convenient than never before. The transportation industry grew tremendously, and this had a profound impact on the economy in the particular areas the engine was in operation. The air travel also observed in the second half of the 20th century created a new industry that was beneficial to the economies of the countries operating the airlines and also increased the tourism sector worldwide since people could move with ease.

The Extents Of Romeo And Juliets Love English Literature Essay

The Extents Of Romeo And Juliets Love English Literature Essay Although the prologue distinctly explains that Romeo and Juliet are A pair of star-crossd lovers, in opposition, both Romeo and Juliet maybe mediocre, average teenagers as we know today who are creating revolution against their parents wishes, on the other hand many traits and incidents question the validity of the fact that they maybe In love, although love is a big word metaphorically Juliet still continues to love Romeo despite her inevitable death, Perhaps the most overt aspect about Romeo and Juliet is how Romeo uses oxymorons to contradict his love for Rosaline, on the other hand Rosaline was Romeos perfect partner however she denied his love, whilst Romeo is with Juliet maybe he still sees Rosaline thus making the love between Romeo and Juliet debateable. Juliet maybe thirteen however, she may not even know what love is. Themes Love isnt the predominant theme within the play Romeo and Juliet, the themes that are going to be explored are: love, death, rivalry, light, darkness, destiny, chance, time, hatred and society. When Romeo enters the ball in Vienna he immediately perceives Juliet as the light of the ball: This symbolises that Romeo fallen in love, O, she doth teach the torches to burn bright! This quote tells us that Juliet emulates gracefulness and beauty light is only darkness without Juliets presence, It is the east and Juliet is the sun! Juliet is being compared with the sun in this particular quote, It can be said that Shakespeare uses light as a personification of how Romeo truly feels about Juliet at the ball due to the fact all of what Romeo expresses about his love for Juliet distinctly relates to light. Perhaps the most philosophical aspect about Romeo and Juliet is that love is very essence of the play altogether, however within the play the diversity of attitudes between characters seem to alter as the play progresses, Is love a tender thing? It is too rough, too rude, too boisterous, and it pricks like thorn. Romeo perceives love as an Achilles heel at the beginning of the play, however as the play progresses Romeo perceives love not as an Achilles heel but as an essence of brilliance, Did my heart love till now? Forswear it, sight! For I Neer saw true beauty till this night, although this quote distinctly explains what Romeo perceives Juliet as, this particular quote shoes that Romeo epitomizes love. The theme of society in general makes the reason why both Romeo and Juliet fallen in love straightforward, during the era Romeo and Juliet lived in their lack of morals and disregard of conformity simply wouldnt have been accepted if exposed, the simple fact that Juliet was practically forced to be in love to create revolution against the name of Capulet and a society held by the moral fibers of cynicism, within the play even religion is contradicted and ridiculed on regular basis even though diversity from Christianity to the rejection of religion is frequent Juliet perceives Romeo as a deity, the god of my idolatry, this quote puts emphasis on the fact that both Romeo and Juliet are in love in view of the fact blasphemy and lack of sympathy for Christianity is emphasized suggesting thatd they would reject conservative religious views purely for the purposes of love. Deny thy father and refuse thy name This quote as emphasized by Juliet informs us that she is able to persuade Romeo to reject his father and what the name Montague epitomizes just for the purpose of love, from a different point of view the quote could emphasize lust since both beings go to somewhat philosophical lengths aspects such as rebellion, death, unconformity and rivalry just for love this can only question the integrity of Romeo and Juliets love. The social and historical context Romeo and Juliet was originally written by William Shakespeare over four hundred years ago, during that time period society was a lot more conservative, The social and historical context of the play is beneficial for the audience in view of the fact the audiences understanding and perception of the play will help them analyze from many alternative points of view. The renascence era was a somewhat poignant era for Italy as traditionalism was the very foundation of Britain at the time. The renascence era perceived women with apathy women were at their fathers possession the stereotypical renascence family disapproved of liberalism and equality. The hierarchy of the traditional family was perceived as one of the most significant aspects of life; since men were dominant within the family they controlled all aspects of family life, at the time women were only used for the purposes of labour. Love within a marriage was futile at the time as marriage was built on the hierarchy of a particular family rather than a relationship with a groom or a bride. What makes social and historical so significant is the fact that Juliet decides to rebel ag ainst her families conservative ways, this gives the audience a philosophical sense of life within that era. What is so ironic about the liberalism that Juliet inherits from her disapproval of society is the fact that she actually conforms to the churches ways Romeos love for Rosaline To begin with Romeos believes that he is in love with Rosaline. Philosophically the uses of oxymorons to describe his love for Rosaline symbolises the fact that alternatively he wasnt truly in love with her he may have been infatuated with her. Feather of lead, bright smoke, cold fire, sick health. The oxymorons within the play are used to emphasize what Romeo naivety makes him believes is love for Rosaline, Oh brawling love! Oh loving hate. The oxymorons intention is to be somewhat contradictory; the philosophical significance of this oxymoron represents Romeos love for Rosaline however despite Rosalines constant rejection towards Romeo, Romeo still has feelings for her. From a different perspective Rosaline is a somewhat significant character within the development of the play; the reason being is that without Romeos dedication towards Rosaline he wouldnt have attended the Capulet ball. The initial impression of Romeo within the play is that he can be deemed as the paragon of child ishness, this idea is emphasized by the fact Rosaline wont except his loving gestures, From Loves weak childish bow she lives uncharmed. Romeo tells Benvolio that he feels melancholy due to Rosaline remaining chaste the reason why she is remaining chaste is the fact that she is going to become a nun due to her religious values she realizes as shes becoming a nun relationships are prohibited. Juliet As a character Juliet can be deemed as a paragon of diversity, what is somewhat significant about Juliets development as the play progresses is that she feels that love epitomizes futility to an extent were it can only be perceived as nothingness, this is emphasized due to the traditionalist views of marriage that ostensibly correlate with the daughter within a family, the pilgrims dialogue can essentially perceived as theoretical this is due to the fact that the pilgrims dialogue lets Juliet explore to a whole new world in an emotional sense. If I profane with my unworthiest hand this holy shrine, the gentle sin is this: My lips, two blushing pilgrims, ready stand to smooth that rough touch with a tender kiss. The irony within the quote itself is somewhat distinctive this is emphasized by the fact that Juliets perception of love used to be that she thought of the hypothesis that it was merely unrequited love. However her perceptions alter dramatically as Romeo communicates a sixty seven word sonnet that highlights Romeos true feelings towards her soon afterwards Romeo and Juliet passionately kiss twice. Within the first balcony scene Shakespeare displays to the readers that Romeos perception of Juliet is that she is the archetype of beauty; Romeo believes that Juliets beauty is the embodiment of sunlight, it can be said that the balcony scene in its entirety is momentous this is emphasized by the fact that Romeo suggests that the moon is, sick and pale with grief this effective use of personification suggests, that Romeo truly loves Juliet as he is contrasting her beauty to the moon and making the distinction that she is a lot more beautiful than the moon by itself. Juliets diversity from traditionalist views at the time and societies views on sexual advancements, leaves her on a the edge of a progressive adolescence and a womanhood. Juliets adolescent state at that time is highlighted by the nurses views of Juliet, the nurses views are juxtaposed by Juliets mothers views of Juliets womanhood, as an idealistic, controversial conversation about Juliets arranged marriage to Paris happens, Thou wilt fall backward when thou hast more wit. This quote by the nurse highlights the fact that Juliet adolescent thus concluding that the nurses true perception of Juliet is that shes quintessentially somebody who is feebleminded. However Lady Capulet is perceived as a tyrannical and sophisticated entity in Juliets life expecting the best of Juliet without taking into consideration the complexity of Juliets emotion and the seriousness of the situation thus expecting her to willingly except the arranged marriage to Paris however Juliet perceives the marriage in its entirety as the paragon of futility, it is an honor that I dreamt not of. Lady Capulet sees the arranged marriage were love is just a figment what this marriage provides whilst her true feelings are set on the progression of social hierarchy and a dramatic increase in wealth for the Capulet family, So shall you share all that he doth possess. This quote explains that if Juliet were to marry Paris shed be sharing all his possession and itd make the Capulet family a lot wealthier concluding that Juliets mother has apathetic views on the subject of love as a whole. Within a traditional family at the time the outcome of an arranged marriage can be perceived as inevitable, paradoxically the rejection of an arranged marriage by an individual wasnt as uncommon many people believe during that era. Juliets apathetic views on the subject of marriage at the time couldve been considered by the perfunctory, conformist society at the time could possibly be considered as somewhat liberalist highlighting on the idea that arranged marriages at that time were an essence within the life and development of a young adult during that era, Ill look to like, if looking liking move, but no more deep will I endart my eye. Whilst deciphering the quote liberalism is soon emphasized as it goes contradicts the conformist views within society at the time; Juliet perceives love as an essence within a marriage between two partners if they love each other however the conformist views of society see marriage as a chance for increased wealth and social status. Evidently Juliet is diverse in personality for instance Juliet quotes; I have no joy in this contract tonight, it is too rash, too unadvised, too sudden. This signals that Juliet has no intention of marrying Romeo; on the other hand Juliet also quotes; If that thy bent of love be honorable, Thy purpose marriage, send me word tomorrowà ¢Ã¢â€š ¬Ã‚ ¦ This quote is to some extent paradoxical this is due to Juliet explaining earlier she hadnt thought of marrying Romeo whatsoever however her new perception suggests that they should marry the next day thus completing altering her views on marriage. Alternatively this is rather major step in Juliets development for the reason that Juliet is able to change her perception and diversify from her own views solely for love, this puts emphasis on how solemn her perception of the bond between them truly is. Although Juliets soliloquy dedicates an aura of positivity for Romeo emphasizing the fact the relationship generally epitomizes optimism and euphoria however ; Juliets soliloquy within act 3 scene 2 contradicts the integrity of their love altogether, Gallop apace you fiery footed steeds' This quote puts emphasis on the fact she wanted time to travel faster for her waiting impatiently as though she was emulating an infatuated teenager thus putting emphasis on the fact that there love could only be an obsession between both individuals. Comparison between Rosaline and Juliet In comparing Juliet and Rosaline we can see that they are total opposites, Rosaline alters Romeos perception of love deeming it as ineffectual, Out of her favor where I am in love. As Rosaline doesnt consider the option of love towards Romeo it leaves Romeo confused, infatuated and cynical love stereotypically is meant to make you feel joyful and brilliant however when Romeo feels love emitted towards Rosaline it makes him feel depressive. Juliet is perceived as the opposite of Rosaline in comparison with each other what is so significant about Juliet is that she changes Romeos pessimism which progressed due to Rosaline turning it to optimism; with loves light wings this quote is idiosyncratic in relation to Romeos feeling towards Juliet the reason being is that Romeos optimism makes him feel as though the love dedicated to Juliet is distinctly natural in comparison with Rosalines imperfect love. Friar Lawrence views on Romeos unrequited love towards Rosaline as a progression of lust merely an infatuation, For doting, not for loving, This quote puts emphasis on the fact that the unrequited love shared by both Rosaline just generally left Romeo in a depressive, scornful mood and that love was truly out of the question it was only an obsession. Friar Lawrence later quotes, Not in a grave to lay one in, another out to have. This quote is momentous when reflecting upon the relationship shared between Romeo and Rosaline, the quote emphasizes the fact that Romeo should diversify and have a relationship with someone worthy. Juliet can be deemed as that someone who is worthy especially as she is able to alternate Romeos perception of love, Did my heart love till now? Forswear it, sight! This quote as emphasized by Romeo demonstrates that when Romeo loves Juliet he feels happiness; on the other hand Romeo also considers contemplating death for Juliet thus contradicting the true nature of their love. Linguistic and literary devices used to describe love at first sight The richness of the language used by Romeo and Juliet to describe their feelings convey the message that both beings share a moving bond of love, O, she doth teach the torches to burn bright! The quote expressed by Romeo describes Juliet as a personification of light; this informs the audience that Juliet seems to be the light in Romeos life, this describes Juliet as an individual of positivity within Romeos life the fact he is able to express himself so profoundly about her emphasizes the fact he is taking the relationship seriously. The pilgrims dialogue has an extreme philosophical significance, this is due to the blasphemous context surrounding it and how its able to convey the message that conservative, moral views at the time can be rejected purely for love, For saints have hands that pilgrims hands do touch, and palm to palm is holy palmers kiss. Shakespeares use of religion as a metaphor conveys the message that conservative values mean nothing when it comes to love, the impo rtance of blasphemy plays a key figure in are perception of love; this is due the message being conveyed that Romeo sees Juliet as a deity of sorts emphasizing the fact that this could only be an infatuation not even love at all, the perception of quotes of such blasphemy wouldve been viewed as immoral as religion at the time was a somewhat important essence of life of a traditional person within the era the true morality of Shakespeare of the time wouldve been questioned Shakespeares morality. The distinct message being conveyed is that both Romeo and Juliet are able to express love profusely for each other and that between both Romeo and Juliet love dominates over the traditional, conservative values of religion. The Idyllic use of the English language and metaphors within the play are somewhat idiosyncratic to both Romeo and Juliet there quick wittedness suggests that there exchanging in a game of world play, If I profane with my unworthiest hand  this holy shrine, the gentle s in is this:   My lips, two blushing pilgrims, ready stand.  To smooth that rough touch with a tender kiss. Juliet replies with, Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this; For saints have hands that pilgrims hands do touch,   Ã‚  And palm to palm is holy palmers kiss. The hypothesis that both Romeo and Juliet are exchanging in a game of word play is idiosyncratic, this is due to the quick wittedness of both individuals who express metaphors quickly, and consequently this emphasizes the fact that both beings intelligence overall and the fact that they truly love each other. Dramatic Techniques used in the balcony scene The first balcony scene creates a powerful sense of romance, this is predominantly due to Romeos soliloquy at the very beginning of the scene as Romeo enters the Capulet orchard, As daylight doth a lamp; her eyes in heaven, Would through the airy region stream so bright that birds would sing and think it were not night. The use of light as a motif emphasizes the fact that love is evident between them and that Romeo has diverted from Rosaline. The audience is given an insight in to the minds of both Romeo and Juliet the soliloquy implemented by Romeo conveys a true sense of emotion as the scene progresses, It is the east, and Juliet is the sun aside from contrasting day and night and the light motif, the quote is used to emphasize Juliets beauty by comparing her to the sun, as the sun is a lot brighter and superior then any individual it is idiosyncratic that the message conveyed by Shakespeare is that Juliets superiority is emphasized; another example were Juliets dominance of Romeo is the fact that the stage direction explains that Juliet appears aloft The word aloft simply means up in the air, this emphasizes that Juliet is of higher hierarchy then Romeo. The use of dramatic irony is conveyed by Shakespeare as the use of light as a motif is used to describe Juliet when the setting of the orchard is purely darkness, The brightness of her cheek would shame those stars. The use of contrasting day and night is philosophical as it describes how Romeo feels about Juliet the language evokes a sense of love, its as though Juliet is the only thing worth living for, its as though Juliet is an essence Romeo cant be deprived of. Discuss the emotions that R and J experience during the balcony scene In terms of the emotions that Romeo and Juliet experience during this scene there are a number of ambiguities, the balcony scene is a truly puts emphasis on the fact that Juliet is open to her feelings, Romeo says: I am no pilot; yet, wert thou as far as that vast shore washd with the farthest sea, I would adventure for such merchandise. Juliet responds later with: Dost thou love me? I know thou wilt say Ay; and I will take thy word. It can be said that Juliet is open about her feelings towards Romeo, the predominant reason that Juliet seems to express her feelings towards Romeo is simply because of the conservative views Juliets parents have. What is ironic about Juliet expressing her feelings to Romeo is that there both enemy families, traditionally the expression of feelings of personal things towards a nemesis is rare. Although it can be said that Juliet trusts Romeo with her life, from an alternative perspective it could simply be naivety this is emphasized by her age, from a st ereotypical point of view the understanding of love from a teenager girl is imperfect the true integrity of love shared between them can be questioned thoroughly. Romeo can be deemed as a somewhat persistent character, he steals his way into the Capulet orchard with the intent to see Juliet, He jests at scars that never felt a wound. It is distinctive that Romeo is a diverse character this is emphasized by the fact that he is able to take the risk of actually trespassing the Capulet orchard however Romeo trespasses as he expects Juliet to condone his risk taking and reward him with something emphasizing the fact that lust is the only feeling that they both feel, O wilt thou leave me so unsatisfied. This quote is contradictory in view of the fact that it questions Romeos true intention to visit Juliet; this puts emphasis on Romeos role as a character the stereotypical view of Romeo during the balcony scene is that he Is dedicating love for her however from another perspective Romeo c ould simply be leeching of Juliets beauty for lust and not love. Although during the balcony scene many attributes question the integrity of their love, love is a quality Romeo is going to stick by, O, speak again, bright angel! For thou art. As glorious to this night, being oer my head, as is a winged messenger of heaven. What is significant about this quote is that Romeo contrasts Juliet to a bright angel. This emphasizes that Romeo although he is young he is able to love even though his character in its entirety is diverse. It can be said that Juliet is convinced that his plea is of legitimacy this is emphasized by the powerful language that Romeo uses. Lines 155-157 within scene two acts two within the play are theoretical when discussing whether Romeo and Juliet are in love with each other this is due to the context surrounding the quote, Juliet says: Tomorrow will I send. Romeo replies with So thrive my soul. It can be said that this metaphor isnt effective for the reason that both beings barely even know each other yet Romeo is able to devote himself in such a way to Juliet whilst he was infatuated by Rosaline just a few days ago although Juliet and Rosaline both Juxtapose each other Romeo could possibly see Rosaline whilst looking at Juliet. Although both Romeo and Juliet throughout the play seem to think that there in love the emotion is greeted with fear, I have no joy of this contract tonight: It is too rash, too unadvised, too sudden; This quote highlights Juliets feelings, it emphasizes the fact that she thinks that the progression of their love is going too fast for her liking however what is also emphasized is the fact t hat she is still in possession of her time-honored perception of marriage. What is also emphasized is Juliets maturity as a character although shes young she is able to interpret that the situation is too fast for her liking. Romeo and Juliet defy the conventions of the time and their families Society at the time would look at both Romeo and Juliet with contempt this is due to the fact that they both dont uphold the conventions that wouldve been expected by their family and society at the time as they believed that there love was a lot more powerful then those conventions, Deny thy father and refuse thy name, Or if thou wilt not, be but sworn my love, And Ill no longer be a Capulet. This quote puts emphasis on the fact there perception of family honor is futile in comparison with their perception love, however it can be said that the quote is contradictory the reason being is that it highlights how serious they are about the love shared between them, however it also highlights that it could merely be rebellion as theyre willing to reject family conventions. What is significant about Romeo killing Tybalt is the fact that it shows that Romeo epitomized weakness by actually letting the homicide ensue, the essence of the killing itself was due to one of Romeos most valuable friends Mercutio perishing, My very friend, hath got this mortal hurt In my behalf; my reputation stained. The quote itself emphasizes the hypothesis that Romeo killed Tybalt for the sole purpose of avenging Mercutios death as Romeo couldnt live with his apparent guilt as he thought that Romeo himself in an emotional sense killed Mercutio. Society within the city of patriarchal was rather traditi onalist in the way they approached different subjects and made distinctions essentially on tyranny alone. Society was extremely perfunctory in that time to the extent that fathers epitomized tyrants, a prime example of this is Juliets father though he did love her and wanted what was truly best for her he can be seen as apathetic as he doesnt consider Juliets feelings for Romeo after Juliet explains that to him that shed rather not marry Paris, Proud can I never be of what I hate; But thankful even for hate, that is meant to love. After Juliet explains her feelings it is distinctive that Juliet has infuriated her father this is emphasized by the line Proud can I never be of what I hate; as she clarifies that if she were to be married she wouldnt be proud of herself Juliets father responds with, Hang thee, young baggage! Disobedient Wretch! My fingers itch. Wife, we scarce thought us blest. That God lent us but this only child; but now I see this one is one too much, and that we curs e in have her: Out on her, hilding! The quote by itself describes Juliet in a pejorative sense in the sense that hed rather see her hanged then to see her in not in matrimony and views Juliets feelings apathetically. Alternatively the quote itself emphasize the true extent of tyranny the father possesses as It highlights his true feelings for Juliet as hes been insulted by Juliet herself. Romeo and Juliets responses to their predicament The second balcony scene in its entirety differentiates significantly in contrast with the first balcony scene this is due to the fact both balcony scenes Juxtapose each other as the first balcony scene epitomizes optimism however the second balcony scene epitomizes pessimism, though art so low, as one dead in the bottom of a tomb. Either my eyesight fails, or thou lookst pale. Though the quote emphasizes Juliets cynicism alternatively it foreshadows the ending of the play itself whilst deciphering the quote the line as one dead in the bottom of a tomb. Is displayed as a prime example of foreshadowing and pessimism as it suggests that death is inevitable also the tomb itself is the Capulet family tomb this type of language is essentially significant and emotive as it suggests that one of the two star crossed lovers perishing is predestined and it also foreshadows the inevitable ending. It can be said that Friar Lawrence essentially acts a guardian for both Romeo and Juliet this is em phasized by the fact both characters are able to unravel there true feelings to him, Thou cutst my head off with a golden axe and smilest upon the stroke that murders me. This quote is effective in view of the fact it puts emphasis on the fact that Romeo is able to express his true feelings, alternatively it emphasizes how cynical Romeo can actually be as he wants Friar Lawrence to inflict the deadly act of homicide onto him Friar Lawrence responds with, O deadly sin! O rude unthankfulness! Thy fault our law calls death; but the kind Prince, Taking thy part, hath rushd aside the law, and turnd that black word death to banishment. This is dear mercy, and thou seest it not. Evidently Friar Lawrence is bemused that Romeo contemplated the idea altogether let alone ask the Friar to commit homicide. The Friar himself is trying to show mercy to the predicament itself however Romeo is too pessimistic to care about the Friar reaching out to him. Both of Juliets speeches differ In view of the fact they both contradict each other one speech talks about how Juliet wishes to die and the other talks about the morbidity of death itself, The horrible conceit of death and night, together with the terror of the place as in a vault, an ancient receptacle. The quote itself emphasizes Juliets hostile reaction towards death as she doesnt want to be lying perished in a vault for one thousand years next to other perished individuals from her family who died in many different ways. As mentioned before both speeches differ profoundly, this speech talks about how Juliet is willing to give perishing a chance, Give me some present counsel; or, behold, Twixt my extremes and me this bloody knife. Essentially Juliet is wants to commit suicide though whilst contrast both speeches there is a colossal distinction which leaves Juliet naturally undecided in whether not to go through with her suicidal actions. The dramatic portrayal of the suicide scene Shakespeare uses dramatic irony to convey a significant message, whilst Juliet is in the tomb contemplating her inevitable perishing she expresses one of the most profound quotes within the play which emphasizes her apathy, Death hath no power yet upon thy beauty. The use of dramatic irony shows to an extent how far Juliet is willing to go just for Romeo emphasizing infatuation, alternatively the readers of play themselves know that death has power upon beauty thus making Shakespeares use of dramatic irony effective as it emphasizes Juliets stupidity. Whilst Juliet is in the Capulet tomb she finds that Romeo didnt leave a drop of poison so Juliet wanted to die with him by her side, O churl, drunk all and left no friendly drop. The quote itself emphasizes the fact that Juliet actually wanted to die herself though Romeo didnt leave poison for her to actually commit the act of suicide the fact that she even contemplated suicide emphasizes her pessimism however in contrast with earlier scenes Juliet epitomized optimism and used quotes like, For saints have hands that pilgrims hands do touch, And palm to palm is holy palmers kiss. The quote emphasizes the love of both beings on religious terms and how Juliet used to be a very loving, optimistic individual when it came to Romeo in contrast with her current predicament which leaves her in an apathetic and pessimistic state. The importance of the prologues to Act I and Act II Both Prologues themselves are written in the form of a sonnet thus a sonnet back in Shakespeares time was the archetype of love, essentially prologues are used to emphasize what has happened within both scenes it also shows what Shakespeare specifically highlighted as certain parts are significant to the development and to help the readers decipher the play itself in a productive way. The first prologue distinctly informs us what actually happens in the play itself essentially its an overview of the play itself and it gives the reader relevant information about the play itself, It uses quotes such as; The fearful passage of their death-markd love. This quote displays the inevitable ending in the play itself which leaves the star-crossd lovers in a state of perishing the passage in this context is the journey leading up to the extreme point of death within the play death markd love in this context means suicidal love in a hypothetical sense it could alternatively mean infatuation sin ce dying for someone you know might not be considered as love however it could mean infatuation. The second prologue itself is the embodiment of foreshadowing as it predicts certain parts of the play in the form of a sonnet, Alike bewitched by the charm of looks; The quote itself means that the use of the physical appearance of both characters is a essentially a curse since there is so much conflict between other characters that correlate with the love between Romeo and Juliet that either results in wrath, sorrow or death. Conclusion In conclusion the perception of true love alters significantly though hypothetically it can be considered as infatuation since throughout the play conflict is commonly recognized in the play as it always ends up correlating with Romeo and Juliets love. Both beings themselves seem to be complex, extremely diverse individuals however cryptically there merely the embodiment of average teenagers as all teenagers fall in love with someone of either the same gender or a different gender. Liberalism and rebellion show that Romeo is able to risk his life just to see Juliet which can be considered as infatuation as risking death for an individual doesnt seem like traditional behavior for bot

Dr Spock :: Essays Papers

Dr Spock Benjamin Spock â€Å"Dr.Benjamin Spock, hailed as the grandfather of pediatrics, is known as the leading authority on child rearing.† (Gale 1997) Dr. Benjamin Spock was born on May 2 1903 in New Haven Connecticut, The oldest of six children of a lawyer. Spock attended Yale university, where he became a member of the Yale rowing crew that won the gold metal at the 1924 Olympic games in Paris. Spock planned to pursue a career in architecture, but changed his mind after spending a summer as a camp counselor. From that point on he decided to become a doctor so that he could devote his life to helping children. From there on , Dr. Spock has been know as the authority on how to raise achild. Spock has written over 12 books on the subjects pertaining to child development and care. His first book Baby and Child Care published in 1945, has since sold more than 40 million copies., making it second only to the bible sales worldwide. The book has also been translated into 39 different languages. Not only is Spock known for being a great pediatrician and author, but he is known as a political activist as well. Spock was a high-profile political activist in the 1960’s. Spock came under fire from critics like Vice president Spiro Agnew in the 1960’s who branded him â€Å"The father of permissiveness† responsible for a generation of hippies. Spock joined those youths in protests against nuclear technology and the Vietnam war and in 1967 led a march on the Pentagon. He was arrested numerous times for civil disobedience, and even ran for U.S. president as a candidate for the people’s party in 1972. Dr. Spock’s last contribution to this society came out in 1994 in the form of his last book. A Better World For Our Children, which contained recommendations for

Police Influence on Society Essay

Police Influence on Society CJA/344 Historically, this nation of the United States has proven many times over its dominance over those who are different to those in power. The United States has proven time and again that it can and will discriminate against others it considers less than equal. This is proven and demonstrated to all U. S citizens and those who are not, in our history books throughout school. Every year affording student’s new information of how the United States demonstrates its power over those that are different. From the demise of many Native American tribes; the internment of Japanese Americans after Pearl Harbor; the discrimination and segregation of African Americans; to the constant current discrimination to those people of different origins, whose language and customs differ from that of the status quo. The United States; although, has demonstrated preference to what is referred to as â€Å"White privilege† has consistently demonstrated countless efforts and successes against preju dice and discrimination that have led this country to focus continually on equality and justice for all. The dominant group is the group in power and so by definition is the group that establishes control. In order for a nation, such as the United States, to establish a dominance that will encourage all people to follow suit, the key lies in establishing a common ground. Control in itself is a trait that no one wants as a descriptor, but as a way to describe a united front it is more than acceptable. Having control over a population through laws and regulations that the people themselves agree to is control through the general consent. Laws and regulations meant to establish order and protection to its people also establish control within the government that governs over the people. Policing is a primary way for the government to serve and protect its people as well as its own interests. Policing serves many purposes but the primary purpose is to protect. But, who do the police protect? The wealthy have an economic position that frees them from the need to commit crimes such as theft, while the poor live in economic despair that tempts them to commit these crimes, or so it is believed. In reality, no one is exempt of crime; anyone is capable of committing crimes and need is not always the deciding factor. Those fortunate of economic wealth also enjoy the privilege of a high social status, and those of high social status do not need nor do they commit crimes. A myth, of course, but still believed by many. On the other hand, the less fortunate suffer discrimination based on their poor economic status among other factors. â€Å"Minorities experience unequal treatment and have less power over their lives than members of a dominant group† (Robert McNamara, 2009). To understand how discrimination has changed throughout the years, it is important to understand the gradual but never ending influx of people from different countries into American soil. The concept of discrimination is fairly odd considering all people within the United States with the exception of Native Americans are all immigrants to this great nation and yet generation after generation people continually do to new cultures that which was once experienced by them and is possibly still experienced by their race or ethnic group. People that have lived within the United States eventually gain a sense of â€Å"national identity† and â€Å"identify with being part of the larger society† (Robert McNamara, 2009). With so many different people coming in to the country they not only bring everything which is good about their culture but also that which is negative and affects the U.S as a whole. Discrimination is not based solely on a different culture; race, etc. but rather the negative aspects endured by the American public by a few anti-social individuals that bring disgrace upon a certain group. The events occurring on September 11th were not the actions of all Arabs or Muslims, but rather of a few and because of them all that resemble those who attacked have become the target of discrimination. Because of the actions of certain individuals, the groups that they belong to or are associated with tend to be at the receiving end of discrimination to the point that law enforcement finds it necessary to profile in order to perform their duties (Bass, 2001). Policing in the United States reflects discriminatory actions much like many other countries. The race or ethnic background in American history, when it refers to discrimination is not relative because discrimination is not limited to certain groups. Discrimination is an act that affects those that are different from the dominant population. Law enforcement discriminates not because someone is from a different race or because a race or ethnic group commits a certain amount or types of crime. Discrimination in its purest form is simply â€Å"White America† unwilling to accept difference and those with â€Å"national identity† forgetting their own history. References Bass, S. (2001). Policing space, policing race: Social control imperatives and police discretionary decisions. Social Justice, 28(1), 156-176. Retrieved from http://search.proquest.com/docview/231906243?accountid=458 Chan, J. (2011). Racial Profiling and Police Subculture. Canadian Journal Of Criminology & Criminal Justice, 53(1), 75-78. MacNamara, R. H., & Burns, R. (2009). Multiculturalism in the criminal justice system. New York, NY: McGraw-Hill. The Criminology and Criminal Justice Collective of Northern Arizona University. (2009). Investigating difference: Human and cultural relations in criminal justice (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Assessment and Students Essay

Journal assessment Conclusion Reccomendation III. INTRODUCTION: Why do Assessment? Are you asking too little of your class? Are your students approaching your course as hurdlers, barely clearing required levels of performance? Or are they approaching your course like high jumpers, pushing themselves under your guidance to increasingly more challenging heights? If your students aren’t high jumpers, maybe it’s because you aren’t asking them to high jump. By using appropriate assessment techniques, you can encourage your students to raise the height of the bar. There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments. Traditional testing methods have been limited measures of student learning, and equally importantly, of limited value for guiding student learning. These methods are often inconsistent with the increasing emphasis being placed on the ability of students to think analytically, to understand and communicate at both detailed and â€Å"big picture† levels, and to acquire lifelong skills that permit continuous adaptation to workplaces that are in constant flux. Moreover, because assessment is in many respects the glue that links the components of a course – its content, instructional methods, and skills development – changes in the structure of a course require coordinated changes in assessment. IV. RESEARCH (CONTENT) What is Assessment? Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning. Huba and Freed, 2000 Key Points Assessment is an ongoing process aimed at understanding and improving student learning Multiple methods Criteria and standards Evidence Students know, can do and understand It’s more than just collecting data Sequence in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning outcomes to be attained by students LEARNING TASK Specifies the particular set of learning task(s) to be assessed. ASSESSMENT Provides a procedure designed to measure a representative sample of the instructionally relevant learning tasks. Is there close agreement? What is the Assessment Process? AIMS ASSESSMENT ACTION ADJUSTMENT Importance of Assessment To find out what the students know (knowledge) To find out what the students can do, and how well they can do it (skill; performance) To find out how students go about the task of doing their work (process) To find out how students feel about their work (motivation, effort) What is Student Assessment for? *To help us design and modify programs to better promote learning and student success. To provide common definitions and benchmarks for student abilities that will enable us to act more coherently and effectively to promote student learning. *To provide feedback, guidance, and mentoring to students so as to help them better plan and execute their educational programs. *To provide improved feedback about student learning to support faculty in their work. Functions of Assessment Diagnostic: tell us what the student needs to learn Formative: tell us how well the student is doing as work progresses Summative: tell us how well the student did at the end of a unit/task What can be assessed? Student learning characteristics -Ability differences -Learning styles Student motivational characteristics -Interest -Self-efficacy -goal orientation Learning Content knowledge Ability to apply content knowledge Skills Dispositions and attitudes Performances Direct and Indirect Assessment Measures Direct methods ask students to demonstrate their learning while indirect methods ask them to reflect on their learning. Direct methods include objective tests, essays, case studies, problem solving exercises, presentations and classroom assignments. Indirect methods include surveys, interviews and student reflection and/or self-assessment essays. It is useful to include both direct and indirect assessment measures in your assessments. How should we assess? True –False Item Multiple Choice Completion Short Answer Essay Practical Exam Papers/Reports Projects Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews Criteria In Choosing an Assessment Method It should be reliable. It should be valid. It should be simple to operate, and should not be too costly. It should be seen by students and society in general. It should benefit all students. Who should be involved in assessment? The teacher The student The student’s peer Administrator Parents What should we do with the information from our assessment? Use it to improve the focus of our teaching (diagnosis) Use it to focus student attention of strengths and weaknesses (motivation) Use it to improve program planning (program assessment) Use it for reporting to parents Classroom Assessment Paper and pencil assessments: Ask students to respond in writing to questions or problem -Item level: Assessing lower vs. higher skills -Knowledge vs. application, analysis, synthesis, and evaluation -Authentic tasks e. . multiple choice, T/F, matching (recognition), short answer, essay (recall) Paper and Pencil Assessment Strengths -Can cover a lot of material reasonably well -Fair -Effective in assessing declarative knowledge of content – Easier to construct and administer than performance assessments Weaknesses -Require forethought and skill -Less effective in assessing procedural knowledge and creative think ing -Construction of good higher level recognition items is difficult -Recall items that do a good job of assessing higher level thinking (essay questions) are difficult to score. Performance Assessments – assessment that elicits and evaluates actual student performances Types of Performances: Products: drawings, science experiments, term papers, poems, solution to authentic problems Behavior: time trial for running a mile, reciting a poem, acting tryouts, dancing Performance assessments Strengths – Effective for assessing higher level thinking and authentic learning -Effective for assessing skill and procedural learning -Interesting and motivating for students Weaknesses -Emphasize depth at the expense of breadth Difficult to construct -Time consuming to administer -Hard to score fairly How can we assess student learning? Traditional assessment: assess student knowledge and skills in relative isolation from real world context. Traditional assessment practices reflect what students are able to recall from memory through various means, such as, multiple choice, true/false, fill in the blank, and matching questions. Authentic assessment: assess stu dents’ ability to use what they’ve learning in tasks similar to those in the outside world. Occurs when the authenticity of student learning has been observed. It requires information from a variety of source such as content work samples, observation during class activities, and conferences with students. Classroom Assessment Informal Assessment: teachers’ spontaneous, day to day observations of student performances. Examples Verbal -Asking questions -Listening to student discussions -Conducting student conferences Nonverbal -Observing -Task performances -On-and off-task behavior -student choices -student body language Informal Assessment Strengths -Facilitates responsive teaching -Can be done during teaching -Easy to individualize Weaknesses -Requires high level of teacher skill -Is vulnerable to -Bias -Inequities –Mistakes Classroom Assessment Formal assessment : assessment that is planned in advance and used to assess a predetermined content and/or skill domain. Strengths -allows the teacher to evaluate all students systematically on the important skills and concepts -helps teachers determine how well students are progressing over the entire year -provides useful information to parents and administrators. Portfolios A collection of student samples representing or demonstrating student academic growth. It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and other such items. Portfolios are systematic, purposeful, and meaningful collections of students’ work in one or more subject areas. Importance of Portfolios For Students Shows growth over time Displays student’s accomplishment Helps students make choices Encourages them to take responsibility for their work Demonstrates how students think Importance of Portfolios For Teachers Highlights performance-based activities over year Provides a framework for organizing student’s work Encourages collaboration with students, parents, and teachers Showcases an ongoing curriculum Facilitates student information for decision making Importance of Portfolios For Parents Offer insight into what their children do in school Facilitates communication between home and school Gives the parents an opportunity to react to what their child is doing in school and to their development Shows parents how to make a portfolio so they may do one at home at the same time Importance of Portfolios For Administrators Provides evidence that teacher/school goals are being met Shows growth of students and teachers Provides data from various sources What do portfolios contain? Three basic models: Showcase model, consisting of work samples chosen by the student. Descriptive model, consisting of representative work of the student, with no attempt at evaluation. Evaluative model, consisting of representative products that have been evaluated by criteria. Disadvantages of Portfolio Require more time for faculty to evaluate than test or simple-sample assessment. Require students to compile their own work, usually outside of class. Do not easily demonstrate lower-level thinking, such as recall of knowledge. May threaten students who limit their learning to cramming for doing it at the last minute. Rubric It is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score. It is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Rubrics are scoring criteria for Free-response Questions Scientific reports Oral or Power point presentations Reflections/Journals Essay Laboratory-based performance tests Article review or reactions Portfolios Many others Open-ended Question Concept Mapping It requires students to explore links between two or more related concepts. When making concept maps, they clarify in their minds the links they have made of the concepts and having visual representation of these links, they are better able to rearrange of form new links when new concepts are introduced. Laboratory Performance In this format students and teachers know the requirements in advance and prepare them. The teacher judges the student performance within a specific time frame and setting. Students are rated on appropriate and effective use of laboratory equipment, measuring tools, and safety laboratory procedures as well as a hands-on designing of an investigation. Inventories Diagnostic Inventories: Student responses to a series of questions or statements in any field, either verbally or in writing. These responses may indicate an ability or interest in a particular field. Interest Inventories: student responses to questions designed to find out past experience and or current interest in a topic, subject or activity. Classroom Assessment Presentation : a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Hyperstudio, Powerpoint or Corel presentations. Peer Evaluation : judgments by students about one another’s performance relative to stated criteria and program outcomes Journal Assessment This refer to student’s ongoing record of expressions experiences and reflections on a given topic. There are two types: one in which students write with minimal direction what he/she is thinking and or feeling and the other requires students to compete a specific written assignment and establishes restrictions and guidelines necessary to accurately accomplish the assignment. Journals can evolve different types of reflecting writing, drawing, painting, and role playing. REFLECTIVE JOURNAL What did I learn? How do I feel about it? What happened? SYNTHESIS JOURNAL How I can Use It? What I learned? What I Did? SPECULATION ABOUT EFFECTS JOURNAL What could happen because of this? What happened? V. CONCLUSION A fair assessment is one in which students are given equitable opportunities to demonstrate what they know and can do. Classroom assessment is not only for grading or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions. Assessment is integrated with student’s day-to-day learning experiences rather than a series of an end-of-course tests. Why link assessment with instruction? Better assessment means better teaching. Better teaching means better learning . Better learning means better students. Better students mean better opportunities for a better life. VI. RECCOMENDATION Specific assessment tools, listed below, are strongly recommended to faculty and department heads for their ability to provide useful information for accountability and, more importantly, to foster dialogue to improve student learning within courses. These three assessment tools are strongly recommended because they are concise and effective direct evaluations as opposed to indirect evaluations. Direct evaluations can be both formative (the gathering of information about student learning during the progression of a course or program, usually repeatedly, to improve the learning of those students) and summative (the gathering of information at the conclusion of the course, program or undergraduate career to improve learning or to meet accountability demands. ) 1. Rubrics:  These are the most flexible types of direct assessments and can be used to score any product or performance such as essays, portfolios, skill performances, oral exams, debates, project/product creation, oral presentations or a student’s body of work over the course of a semester. Since we are talking about assessing â€Å"official† course learning outcomes that are stated in course documents, all faculty teaching that course must agree on a detailed scoring system that delineates criteria used to discriminate among levels and is used for scoring a common assignment, product or performance or set of assignments, products or performances. Information can be obtained from the course document’s assignment and evaluation pages to help guide the creation of the rubric. Pros: †¢ Defines clear expectations. †¢ Can be used to score many kinds of assignments or exams †¢ Faculty define standards and criteria and how they will be applied Cons: †¢ Faculty must agree on how to define standards and criteria and how they will be applied 2. Common Final Exam or Common Capstone Project:  These direct assessment methods integrate knowledge, concepts and skills associated with an entire sequence of study in a course. Either use the same final exam for all sections offered in a course (commercially produced/standardized test or locally developed final exam) or require a culminating final project that is similar (using the same grading rubric to evaluate). Pros: †¢ Good method to measure growth over time with regard to a course †¢ Cumulative †¢ The data is more robust if all students complete the same assessment †¢ Provides an additional buffer between student learning performance and an individual instructor’s teaching performance Cons: Focus and breadth of assessment are important †¢ Understanding all of the variables to produce assessment results is also important †¢ May result in additional course requirements †¢ Requires coordination and agreement on standards 3. Embedded Test Questions:  Embed the same agreed upon questions that relate to the course’s student learning outcomes into the final exam for all sections of the course and analyze tho se results and/or embed the same agreed-upon requirements into the final project/assignment for all sections of the course and analyze those results. Pros: †¢ Good method to measure growth over time with regards to a course †¢ Cumulative †¢ The data is more robust if all students complete the same assessment †¢ Provides an additional buffer between student learning performance and an individual instructor’s teaching performance †¢ Embedded questions can be reported as an aggregate Cons: †¢ May result in additional course requirements †¢ Requires coordination and agreement on standards If some instructors embed and others do not, the data will be difficult to compare and analyze †¢ Separate analysis of embedded set of questions is required VII. REFERENCES https://www. google. com. ph/search? q=ASSESSMENT+TOOLS+PPT;rlz=2C1GTPM_enPH0537PH0537;aq=f;oq=assessment+tools+;aqs=chrome. 0. 59j57j61j60l2j0. 3437j0;sourceid=chrome;ie=UTF-8 http://www. slideshare. net/armovil/assessment-of-student-learning? from_search=2 Fulks, Janet, â€Å"Assessing Student Learning in Community Colleges†, Bakersfield College, 2004