Kents most notable characteristics are his loyalty and bluntness Essays

Kents most notable characteristics are his loyalty and bluntness Essays Kents most notable characteristics are his loyalty and bluntness Essay Kents most notable characteristics are his loyalty and bluntness Essay Essay Topic: Literature The character of King Lears Kent is a formidable one. Whether it is the extent of his service to the King, the harshness and imagination with which he fights to defend the King or his character progression throughout the play. His most notable characteristics are definitely his incessant loyalty and his use of blunt language when his respectful interjections are ignored. It is his loyalty that motivates him and his bluntness that lands him in trouble. He speaks up to the King and warns him about his hideous rashness in the treatment of Cordelia and is blunt and to the point What wouldst thou do, old man? Act 1 Scene 1; but only uses this language when he is not being taken into consideration. We normally hear Kent referring to the King in a respectful and loyal manner my lord and my leige. His bluntness and forwardness towards the King leads to his banishment, which Kent accepts but not without a final word of advice See better Lear, and let me still remain the true blank of thine eye. Act 1 Scene 1 We notice that his advice and speeches are justified by the subsequent events of the play. His reference towards the Kings daughters prior to leaving the court is a sign of what is still to come . the gods to their dear shelter take thee, maid, that justly thinkst and hast most rightly said;(to Cordelia) And your large speeches may your deeds approve, that good effects may spring from words of love. (To Goneril Regan) Act 1 Scene 1 The extent of his loyalty is shown when he assumes the disguise as Caius and presents himself to the King, in order to remain close to him. If but as well I other accents borrow that can my speech diffuse, my good intent May carry through itself to that full issue for which I razed my likeness. Now, banishment Kent, if thou canst serve where thou dost stand condemned So may it come thy master whom thou lovst shall find thee full of labours. He offers his services to the King, and relates how he thinks a servant, counsel or aid should serve the King, which is the same way he had served the King in the past I can keep honest counsel, ride, run, mar a curious tale in telling it and deliver a plain message bluntly. That which ordinary men are fit for I am qualified in, and the best of me is diligence. Act 1 Scene 4 This is ironic though as the same reasons Lear banished Kent are the same reasons he is employing Caius! He proves his loyalty by defending Lear against Oswald, he trips him. Lear begins to trust Caius and gives him a letter to be delivered to Regan. Kent pledges his loyalty and obedience; I will not sleep, my lord, till I have delivered your letter. When Lear arrives at Gloucesters castle and is confronted with Oswald, we see the light heartedness and imagery used to portray the emotions and situation within the play; this was Shakespeares way of interjecting a bit of Comic Relief into this stressful play. Again we see the modesty of Kents character and loyalty towards the King when he bluntly insults Regan, Cornwall and Edgar in Act 2 Scene 2 I have seen better faces in my time than stands on any shoulder that I see before me at this instant. His speech once again leads him to trouble and he ends up in the stocks. Kent keeps us informed on the plot development of the play and on Cordelias movements and plans. He is very concerned about the King out in the storm, the Kings comfort and well-being are of utmost importance to him. Gracious my lord, hard by here is a hovel:.. Kent tries to reason with Lear when he starts to compare himself to Poor Tom (Edgar), he tries to assist him; he hath no daughters, sir. (Act 3 Scene 4) When Kent meets Gloucester, he informs him of Lears state of mind and shows his concern for the well-being of the King; Here sir, but trouble him not; his wits are gone. He never stops protecting the King and assisting him. As the play progresses we notice that the role of Kent slowly reduces, initially he has great speeches and is ready to endure all, but only till his master needs him! Its like he loses all his purpose in life with the death of King Lear, and fades away; I have a journey, sir, shortly to go; My master calls me, I must not say no. He follows Lear even in death. Loyal to the end!

CTY ACT Score Requirements

CTY ACT Score Requirements SAT / ACT Prep Online Guides and Tips You’ve decided that you want to take part in the Center for Talented Youth at Johns Hopkins University. Good for you! Having made this decision, however, you probably have some questions about test score requirements - do you have to take the ACT in order to apply for CTY or its programs? What does taking the ACT qualify you for, and how well do you have to do on it? I'll answer all of these questions for you in this article. Now, read on... feature image credit: checklist by Jurgan Appelo, used under CC BY 2.0. Do I have to take the ACT to take part in CTY at JHU? Short answer: no. You should not take the ACT if you are under grade 7; CTY has different tests for younger students, like the School and College Abilities Test. If you’re in 7th grade or above, you can take the ACT; even so, however, it is not your only option if you want to participate CTY. Other tests used to qualify you for various CTY programs include the Spatial Test Battery, PSAT, and SAT. A word of warning: if you are younger than 13 years, 10 months and wish to participate in the Study of Exceptional Talent (SET), the ACT will NOT qualify you for it - the only way to qualify for the SET is by taking the SAT. What does the ACT qualify me for at CTY? So if you do take the ACT, what is your score relevant for? The Center for Talented Youth was considerate enough to create an eligibility assesment tool for prospective students; plug in which test you took, your grade when you took it, and your score, and the website will calculate which CTY programs you would be eligible for. This tool is great if you have already taken the ACT and have your score, but it's a little harder to use if you haven't yet taken the ACT; plus, it doesn't tell you what award ceremonies your score qualifies you for. To address these issues, I will discuss the specific ACT score requirements for each of the programs and award ceremonies at CTY. If you only want to know about a specific program's score requirements, go ahead and click on the name below to jump to it. Academic Explorations Intensive Studies CTYOnline courses Award Ceremonies Grand Ceremony Otherwise, keep reading for more information about what part of the ACT matters for CTY when it comes to score requirements (hint: not every section counts). So what are the ACT score requirements? Despite what you might expect, CTY does not care about your English or Science ACT scores, or about your Writing subscore. All that matter for ACT score requirements are your Math and Reading scores. I do not know why that is - best guess is that CTY wants to make sure ACT requirements are equivalent to the SAT requirements, which also only involve Math and Critical Reading subscores. I’ve made up five different tables of score requirements for your perusal. The first three contain the score requirements for CTY programs (Academic Explorations, Intensive Studies, and CTYOnline), while the last two contain information about qualifying for CTY's year-end Award Ceremonies. CTY Summer Programs: Academic Explorations Academic Explorations courses are held at sites all over the US as well as in Hong Kong. If you're a10th-12th grade student and meet Academic Explorations score requirements, your score also qualifies you for CTY's Princeton: Global Issues in the 21st Century program. The scores needed for CTY's Academic Explorations program are relatively low, compared to some of the other CTY programs. As with CTYOnline, high Reading scores qualify you to take courses in Humanities and Writing, while high Math scores qualify you to take courses in Math and Science. So are you eligible for Academic Explorations courses? If you took the ACT in†¦ And scored†¦ You are eligible for courses in†¦ 7th grade ≠¥ 15 on Reading Humanities and Writing ≠¥ 16 on Math Math and Science 8th grade ≠¥ 18 on Reading Humanities and Writing ≠¥ 18 on Math Math and Science 9th grade ≠¥ 21 on Reading Humanities and Writing ≠¥ 20 on Math Math and Science 10th-12th grade ≠¥ 24 on Reading Humanities and Writing ≠¥ 23 on Math Math and Science Go back to the list of programs with score requirements. CTY Summer Programs: Intensive Studies Similar to the Academic Explorations Program, CTY's Intensive Studies program also takes place across multiple locations, including Hong Kong. Caution: while there are some sites where both Academic Explorations and Intensive Studies courses are offered, this is not true for all CTY Summer sites, so pay close attention when scouting out potential summer study locations. The Intensive Studies programs have higher ACT score requirements, but they also allow a little more leeway when it comes to Math and Science courses. What do I mean by this? Take a look at the table below. If you took the ACT in†¦ And scored†¦ You are eligible for courses in†¦ 7th grade ≠¥ 21 on Reading Humanities and Writing ≠¥ 23 on Math OR Math and Science ≠¥ 41 on M + R 8th grade ≠¥ 24 on Reading Humanities and Writing ≠¥ 26 on Math OR Math and Science ≠¥ 47 on M + R 9th grade ≠¥ 27 on Reading Humanities and Writing ≠¥ 28 on Math OR Math and Science ≠¥ 53 on M + R 10th-12th grade ≠¥ 29 on Reading Humanities and Writing ≠¥ 31 on Math OR Math and Science ≠¥ 57 on M + R While the eligibility standards for Humanities and Writing courses are fairly straightforward (your Reading score determines if you qualify), Intensive Studies does something I've never seen before for Math and Science course eligibility. If your ACT Math score does not meet CTY's specifications, you may still be eligible for Math and Science courses if your Math and Reading scores combined meet Intensive Studies Standards. For instance, according to the above table (using data from CTY), if I took the ACT in 9th grade and scored a 27 on Reading and 26 on Math, I would be eligible to take both Humanities and Writing courses (since my Reading score is ≠¥ 27) and Math and Science courses (since while my Math score is not ≠¥ 28, my 26 Math score + my 27 Reading score is ≠¥ 53). Moving on†¦onLINE, that is! Enthusiasm Uncurbed by David Goehring, used under CC BY 2.0/Cropped from original. Ah? onLINE, since I'm talking about online classes next? Get it? Get it? (Regrets I have for this segue: ZERO). Go back to the list of programs with score requirements. CTYOnline Courses The ACT score requirements for CTYOnline courses are very similar to the requirements for the Academic Exploration Courses; the main difference is that there are more specific requirements for older (10th-12th grade) students who wish to take CTYOnline courses. See the below table for more details. If you took the ACT in†¦ And scored†¦ You are eligible for courses in†¦ 7th grade ≠¥ 15 Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 16 on Math Math, Computer Science, Science, World Language 8th grade ≠¥ 18 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 18 on Math Math, Computer Science, Science, World Language 9th grade ≠¥ 21 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 20 on Math Math, Computer Science, Science, World Language 10th grade ≠¥ 24 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 23 on Math Math, Computer Science, Science, World Language th grade ≠¥ 27 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 25 in Math Math, Computer Science, Science, World Language 12th grade ≠¥ 30 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 28 in Math Math, Computer Science, Science, World Language Go back to the list of programs with score requirements. Award Ceremonies Eligibility The top 30% of CTY students who participated in the Talent Search are honored at regional Award Ceremonies in multiple locations in the US and China. How do you know if you qualify? If you took the ACT in†¦ 7th Grade 8th Grade And EITHER in Math scored†¦ ≠¥ 21 ≠¥ 24 OR in Critical Reading scored†¦ ≠¥ 22 †¦then you will be honored at an Award Ceremony with a medal and recognition of your achievement. Go back to the list of programs with score requirements. Grand Ceremony Eligibility CTY's Grand Ceremony is an international award ceremony, held once a year in Johns Hopkins University's Shriver Hall. The students honored at the ceremony are a selective subset of all students who qualify for the regional Award Ceremonies. So how do you know if you qualify for the Grand Ceremony? If you took the ACT in†¦ 7th Grade 8th Grade And EITHER in Math scored†¦ ≠¥ 28 ≠¥ 32 OR in Critical Reading scored†¦ ≠¥ 31 ≠¥ 33 †¦then you will be honored at the Grand Ceremony with a medal and recognition. LuMaxArt Golden Guy Trophy Winner! by Scott Maxwell, used under CC BY-SA 2.0. Go back to the list of programs with score requirements. CTY ACT Requirements: Some Logistics If you’re taking the ACT as part of the Talent Search, you need to register for the ACT with very specific information. Use CTY's "Before The Test" information to make sure that your scores will be sent to the right place. What if you took the ACT on your own, without being part of the Talent Search, and now want to apply to one of CTY's summer programs, or take a CTYOnline course? Don't worry - you can still apply to summer programs and CTYOnline - you just need to make sure that you submit a copy of an official score report with your summer program or CTYOnline application. How Do I Meet The Requirements? 5 Points To Keep In Mind 1. Spend time prepping. Yes, the test is being used as a sorting tool by CTY, and when you're taking the ACT as a 7th or 8th grader you don't have to worry about getting the score that will get you into college. But let's be realistic: you'll need at least SOME test prep. This in no way means that you should invest in any kind of ACT prep course - just that, at the BARE minimum, you'll want to familiarize yourself with the ACT's structure and timing. You should take a practice test to gauge where you are, then use this information to determine the amount you have to improve to meet the qualifications for your desired program. Know how much time you have to study so you can plan your prep accordingly. If you only have a few weeks before the ACT, you'll want to study more hours per week than if you have several months left. For more advice, read our articles about taking the ACT in 7th and 8th grade. 2. Take the ACT as early as you can and still feel prepared. If you take the ACT earlier on, you have a lower score threshold to meet (compare the 7th grade vs 8th -10th grade requirements for Academy Explorations and Intensive Studies courses). In general, older students know more than younger students (stop rolling your eyes, younger siblings), but if you've spent time prepping, it's worth it to take it sooner rather than later. 3. Building off of the above point, make sure you take the ACT early enough during the school year to qualify for CTY programs. If you're at all interested in CTY's summer programs, you should try to test by early January of that year at the latest; otherwise, you may have difficulty getting into the programs. If you want to be honored in the Spring Award Ceremonies, you must have tested by the end of February. Otherwise, you will get rolled over into the next year's Award Ceremonies. Of course, in either case, you can retake the ACT if your score is too low to qualify you for the program or the award ceremony you want, since CTY will only consider your highest score; in fact, this makes it even more important to take the ACT earlier in the school year, so that you have a chance to retest if necessary and still be eligible for summer courses and spring award ceremonies. 4. If you have a standout test section, focus on it. CTY is unlike most colleges and universities in that you can get in to its programs even if you only do well on one section of the ACT. If you find that you're getting in practice scores of around 16 on Math but 25 for Reading, own it. In the above example, you're better off putting in the time to make sure you can consistently get above the score threshold for Reading than you are trying to bring up all of your section scores. And for Intensive Studies courses, a really stellar Reading score can make up for an abysmal Math score - check out the Intensive Studies score requirements discussion above if you don't believe me! 5. Know the ACT strategies that are appropriate for your level. Advice for getting a 36 on a section will not necessarily be relevant if you only need to get above a 23. One example of this is that if you’re aiming for a 26, you can skip the hardest 20% of questions entirely and just focus on answering as many of the easier questions correctly as possible (although since the ACT does not penalize for wrong answers, make sure to leave no space blank, even if you end up choosing â€Å"B† every time). We have more useful information like this in our articles on how to guess correctly on the ACT and how to prepare for ACT English, Math, Reading, and Science. What’s Next? Curious about the SAT requirements for CTY? Read my comprehensive article on the different SAT requirements for various CTY programs. Want to know more about CTY at JHU? I go into more detail on the CTY Talent Search and what programs and resources you gain by participating in CTY in this guide. What are some other programs for gifted/talented students? Find out more about Duke TIP, the Summer Institute for the Gifted, and Stanford EPGY. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Respiratory failure Case Study Example | Topics and Well Written Essays - 1750 words

Respiratory failure - Case Study Example A fall arterial oxygen tension (Pa, O2) of 6.0 kPa (45 mmHg) or both, is indicative of respiratory failure (Roussos and Koutsoukou, 2003). Respiratory failure may be acute or chronic. In case of Wilson, the respiratory failure is acute and this is indicated by the drastic change in the acid-base status (pH= 7.3). The cause of respiratory failure in him is the right lower lobe collapse-consolidation secondary to pneumonia. Lower respiratory tract infection is known as pneumonia. The pathology lies in the parenchyma of the lungs which consist of alveolar sacs. There are several causes of pneumonia, the most common of which is bacterial (Stephen, 2009). Bacterial pneumonia can be community acquired or hospital-acquired. In case of Wilson, the pneumonia is hospital acquired. Â  Decreased oxygen saturation: Acute respiratory failure occurs when the body is unable to maintain gas exchange at a rate on par with the demands of the body like in pneumonia. The damage to lung parenchyma in pneumonia results in the release of inflammatory mediators and fluids because of which intrapulmonary shunting, ventilation-perfusion mismatching, hypoventilation and diffusion defects occur (Stephen, 2009). All these eventually lead to hypoxemia which is evident in the blood gas analysis of Wilson (Ranjit, 2001). In ventilation-perfusion mismatch, areas which have lower ventilation as against perfusion contribute to hypoxemia.

Role of Set Design Essay Example | Topics and Well Written Essays - 500 words

Role of Set Design - Essay Example that the design has the ability to suggest the style and tone of the entire production, create the mood and atmosphere of the action, give an idea of the specific time and place that the action occurs and offer creative possibilities for the movement and grouping of the actors. This paper will therefore discuss the role of set design in the Le Jour se Leve film production basing on the remarks made by Bazin. In this film, Bazin identifies different components of set design that were used in Le Jour se Leve. Bazin identifies that film is impeccable in that its representation of symbolism does not take precedence over its realism, instead the one complements the other. Carnà © uses set design appropriately to analyze various specific items and materials that comprise the architecture and furniture that were used. Bazin also brings out a considerate analysis of the relationship between imagery and pragmatism. However, the constructed sets that Bazin prefers rather than the definite locations controverts his remarks concerning complementary balance. Consequently, Bazin points out that since it is often used in close ups, role of glass was apparent. He argues that the glass had three main qualities. The principles are its transparency which develops faith in the audience, its deceptiveness that separates the audience from the actor and its drama that is brought up by the ignorance of the transparent glass by the audience. This is so since ignoring the glass would lead to its breakage and disaster. The balance created between transparency and deceit denotes not only the connection between the different characters in the play but also between the structure of the plot of the film and the audience. For example, Valentin controls Francois at various instances, she even tells him that he is the father of the child after all the other men had been involved with her. Bazin identifies that the film uses flashbacks and manipulates the viewers. This film thus generates a proper

Effects of Pollution on World Economy Essay Example for Free

Effects of Pollution on World Economy Essay Today, the increase in the world population and the fact that improved lives leads to life in the cities could only mean more pollution and a concern for every one. The daily requirements of the humans have created an unrelenting world where human enterprise would not be ignored. The direct or indirect involvement such has been created by the necessity to survive largely as the major reason. Although, at times the basic force behind that, is the human nature to live comfortable lives by making work easier. Human activities on the face of the earth have affected the natural settings leading to major environmental impacts. Damage to the environment through pollution has always been the overriding result rather than improvement and development. In the recent increase in green house gas emissions have been rampant therefore warranting research, analyses and survey. The green house gases include carbon dioxide, nitrogen oxides, hydrocarbons that cause air pollution chemicals responsible for water pollution water and other metals that cause pollution to land and water (Hill, 2004). The analysis of pollution The graph below illustrates the yearly carbon emissions from different regions from 1800 up to 2000 in Million metric tons of carbon per year. From, this graph it is clear that the most leading countries in carbon emissions rank among the most developed countries. Developing countries and the less developed countries like Africa rank the lowest from this graph. It has been explained that less developed and developing countries is that economic costs of environmental regulation and compliance are small in respect to factors of production inclining more to those that influence comparative advantage (Gallagher, 2004) Source: Carbon Dioxide Information Analysis Center, Online, n. d. There is evidence that increase in economic growth leads to an increase in pollution has been authenticated by the research in Mexico by the use of Kuznet curve. What Gallagher in his paper says is that pollution surpasses the economic growth thus the industries must come with strong environment strategies to ensure hat the growth of both are at per. Otherwise pollution leads to loss of profits made by an industry. This means that pollution eats back to what has lead to the accumulation of wealth (Gallagher, 2004). Pollution effects from a negative outlook What do we mean by the term environment? The environment is composed of the natural situations that form the human living space. This means that these are the inputs for nature that man has to turn to at one point of his life for survival or to aid in acquisition of an otherwise important need in his or her life. In economic terms the environment is seen as a scarce good that has its own special attributes (Siebert, 2007). The argument is that environment has two conflicting functions, one being a public consumption good and the other a home for deposition of waste from the consumption and production processes. The transformation of the environment on the other hand has affected the humans and the enterprise leading to a cyclic system; a system that works by triggering form one end and the process comes back trough and from another end. One of the major environmental impacts has been pollution thus this research paper will concern on how pollution affects the world economy from all perspectives. Pollution in the world has seen the increase in carbon dioxide and fixation of nitrogen present in air since the start of industrial revolution. The major reason for this increase is due to human activities changing and recoursing the natural law order of making and degeneration of organic and inorganic substances. Fresh water available sources have been put into human use and millions of birds have gone to extinction due to human activities. It is very clear that the rate of degeneration caused by man is much faster than the way natural order would take to replace back or deal with the amount of excretion. This therefore, means we have a cause to worry because in the quest for dominion of the earth and to improve our lives the other side of the balance is getting heavier. The process of natural replacement requires one to a hundred years to be effective therefore if pollution goes on with the same kind of alarming rate then man has to use his own means to replace the depleted materials to their original levels. This is very costly and affects the world’s economy negatively (Ash Scholes, 2005). It is thus crucial to harmonize the different views on pollution to achieve pragmatism and success in the fight against man’s environment eventual extinction due to his own activities. This statement stems from the fact that pollution rates are different form the position of the country or region in that developing countries have the highest rates of pollution. This is a result of inadequate and many times lack of planning policies for the management of the waste form industries. On the other hand the rampant corruption harbored in these countries contributes immensely to the mismanagement of funds meant for the environment conservation and measures taken to avert the consequences of industrial effluents. However this does not mean that the developed countries are an exempt from this blame. Some of the most developed countries like America have large number of pollution from industries leading to mass destruction of animals especially in rivers lakes. At times these pollutant ranges to national border effects transported by agents like water and wind. Most of the large world economies since 1980’s have adopted the liberalized economy. This involves the right to engage in free trade using the available means of production. This thus, raises the concern of economy from the effect of pollution as a result of different countries applying all their resources to beat their inadequacy. This has translated to pollution taking two major turns. The first is the pollution from production and the second is pollution arising from consumption. In the quest to sustain energy production and sufficient supply of power major economies like China have resulted to using nuclear energy. This source of energy is renewable but has high dangers of leaking emission s to the atmosphere which can be lethal. The fact is that if it is lethal then it upsets the supply of labor if death occurs due to its results (Ash and Scholes, 2005). Labor is a very important factor of production which when terminated can lead to closure of factories besides causing negative growth. A very good example is the Bhopal accident in India that lead to the closure of the pesticide company due to death of 2000 to 8000 workers hours after the accident. Therefore the increased concern in the world environmental management has lead to United Nations concern of a fast fading natural setting world. This can be explained by the Kyoto protocol of 1997 which sought to achieve stabilization of green house gas concentrations in the atmosphere from dangerous levels that cause anthropogenic interference with the climate of the world. Many less developed and developing countries find themselves in situations of lack of enough capital to invest in the business equipment. It is therefore to assign a mammoth task to ask these business firms or industries to assign capital for purposes of preventing pollution. The implication from such kind of scenarios is that the externalities of pollution end up being passed to the society and to the governments indirectly. It is common in these economies to find that strategic industries are exempted from policies that are meant to curb the externalities because governments are not in position to make policies of internalization due to the importance attached (Stellman Bureau, 1998). Pollution has proved to be very costly to countries in terms of health and safety, waste, and clean up costs. Of most crucial point to be noted is the reduced life expectancy especially in developing nations. When pollution either air, water, land, noise or any other has adverse effects to the humans it becomes a major concern to check and rationalize the existence of such a firm or industry. Human life should be first be respected from any angle of perspective. The United Nations millennium goals state that life is a right that is inalienable. Therefore, the slightest notion that life human life is at risk should not be taken lightly. Gravity lies at the core of issues pertaining pollution and disturbance of human life. The greatest damage to the economy would be to destroy human life emanating from pollution. First it is not easy to diagnose the various signs and symptoms resulting from instances of pollution in the environment. This requires specialized personnel, equipments and a variety of high demanding technology to sort out the problem. Nonetheless, some of the effects to human health are life lasting thus the issues of compensation cannot be avoided. The point here is that a long and time exposure to pollution is an expense to the economy of a country. The expenditure in treating and maintaining health of humans caused by pollution is a major drawback to achieving success in the global development especially if the magnitude of such pollution is very prolonged over a long period of time (Limited, 2001). The other way of looking at the effect of pollution to the economy is the customer relation to pollution. From the point of any organization, firm, or business the ultimate final goal is to make profit. This means that form the management of business affairs all means must be employed to remain in the market for a long time and outdo other rival business or firms. This from the business point of view is very encouraging but to look at the other side of the face it has an ugly look. Pollution being a costly project requires planning for efficiency to balance internalities and externalities of a business. The damage that is done to the economy is that this cost is passed to the consumer. Such an economy where the consumer is robbed of the power to buy is a weak economy that is not driven by the market forces. It results to exploitation of the employer to the employee sine he has the means. The employee only works to achieve the basic needs. There is no pleasure derived from work thus the value of work in such an economy is downtrodden (Driesen, 2003). Pollution had had a myriad of problems and affects the economy of the world in a myriad ways. It is therefore, pertinent to mention that it might not be possible to tackle al of them. However, one major effect of pollution to the economy is international trade. The concept of international trade operates form the point of multinational companies moving to transnational border and trade relations between states. The fact that most of the products are transported from their place of manufacture to heir places of consumption means that they offer employment, so when such goods are found to be below standards or then they might be rejected. This means that the number of people who were working from these firms is laid off. This increases the rate of unemployment of such places in such countries. In this context, if such firms are closed the chances to improve are thwarted thus no chance is given to the possibility of innovation (Driesen, 2003). Conclusion In the light of this research paper it is worth to note that the effects of pollution have also a positive side. Already discussed above are the negative effects thus, the following part will try to look at the positive aspect of pollution. It might sound rather unconvincing but the approach will try to authenticate the concern correctly. Pollution being seen from the international trade of states lens can lead to effective prevention. This is possible from the fact that if a certain state identifies a certain product to be a pollutant then measures to control the production of such a product are put in place. This means that the regulations will apply to other state trading with this nation. This means that the overall economies are focused to have products that are acceptable to them and to other member states. This at he same time means that if pollution prevention measures are put in place the firms and manufacturing companies seek the alternative of innovating other methods to produce better goods that are in lime with the regulations on pollution prevention. This means that the products that arise as a result for this new invention are better placed thus they penetrate markets to leap heavily at the expense of the earlier polluting products. This raises the firm’s reputation as well as the market advantage (Driesen, 2003). At the same time, this new invention lead to offer of new employment thus the once aversive pollution firm now becomes the centre of interest by complete change of ideology and repackaging. If a manufacturing firm changes its products from the polluting ones to the zero or less polluting ones there is an increase in the requirement from the market due to the increase in population. This means that industrialization takes human life and aspects to another level of civilization. Thus, if there is no pollution we might be stagnating with obsolete technology that does not help mankind. Tabb argues that an economy grows from the pollution that emanates from the industries. If workers must die from pollution and in the response economy grows, then pollution is might be justified (Tabb, 1992).

Jean-Baptiste Lully Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Giovanni Battista Lulli was born on November 28, 1632. His father, Lorenzo di Maldo, was a miller and his mother, Caterina del Sera, was a miller’s daughter. Lully was born in Florence, Italy and lived there until age 11. While in Italy he studied dance and music; he played violin and guitar. In March of 1646 he moved to France to tutor Mlle de Montpensier in Italian. There he studied composition and harpsichord. Lully was able to hear the King’s grande bande perform, witness balls where the best French dance music was played. When Mlle de Montpensier was exiled from Paris, Lully was released from her service and gained the attention of King Louis XIV. In February 1653 he danced in â€Å"Ballet de la nuit† with the King and less than a month later was appointed the King’s â€Å"composituer de la musique instrumentale de Roi.† Over the next ten years Lully gained control over all the royal family’s court music. This is when he began experimenting with performance practices and changing the basic stylistic features of orchestral music. Lully’s â€Å"petits violons† brought him international fame. At this point Lully focused his career on ballets. They brought together Lully’s two favorite expressions of art: dance and music. The dances he composed shaped what is now known as â€Å"French music.† Between 1658 and 1671 Lully wrote thirty ballets. During this ballet frenzy he received his French citizenship and changed his name from Lulli to Lully. He also elevated his father’s status to â€Å"gentilhomme Florentin.† Also in 1661 Lully was appointed the composer of chamber music for the King. In 1664 Lully collaborated with Jean-Baptiste Molià ¨re and started composing comà ©dies-ballets. He didn’t thing the French language was appropriate for large works but was good for ballets. Perrin, a French composer, introduced opera around this time and Lully thought it was absurd. However, when Perrin’s â€Å"Promone† succeeded, Lully changed his mind. Perrin ended up in prison over a money dispute and Lully bought the opera patent from him. This gave him complete control of French operatic performances. Then in 1673 Molià ¨re died and the King granted the patent for the Royal Theater to Lylly also. Lully’s new operatic style grew out of his popular ballets. He kept the overture, entry music for the dancers, atmosphere and action symphonies, and some of the dances themselv... ...ed. Instrumentalists would only be used in scenes where an instrumentalist would normally be found in life: weddings, festivals, etc. Lully’s influence on the orchestra cannot be overstressed. He dramatically affected its style and importance. His orchestra was emulated all over Europe. Many of the characteristics that Lully developed are still in use today. Bibliography Anthony, James R., â€Å"Lully.† The New Groves Dictionary of Music and Musicians. 1980 ed., vol. 14, p. 315-326. Anthony, James R., H. Wiley Hitchcock, Edward Higginbottom, Graham Sadler, Albert Cohen. â€Å"French Baroque Masters.† The New Groves Dictionary of Music and Musicians. W.W. Norton and Company, 1986. p. 1-63 Buelow, George J., â€Å"Music and Society in the Late Baroque Era.† Music and Society in the Late Baroque Era. Englewood Cliffs: Prentice-Hall, 1994. p. 1-38 Harman, Alec and Anthony Milner. Late Renaissance and Baroque Music. Fairlawn: Essential Books, 1957. Heyer, John Hadju. Lully Studies. Cambridge Universal Press, 2000. Lewis, W. H., The Splendid Century: Life in the France of Louis XIV. Waveland Press, 1997 Newman, Joyce. Jean-Baptiste de Lully and His Tragà ©dies Lyrique. UMI Research Press, 1979.

Roles, Responsibilities and Relationships in Lifelong Learning

Roles, Responsibilities and Relationships in Lifelong Learning The purpose of this assignment is to understand a teacher’s role and responsibilities in Lifelong Learning by summarising key aspects of legislation and codes of practise relating to the role of a teacher. Also by promoting equality, diversity and evaluating a teacher’s responsibility by identifying and meeting the needs of learners. It aims to understand the relationships between teachers and other professionals by analysing barriers, boundaries and reviewing points of referral to meet the needs of learners.Finally to understand a teacher’s responsibility for establishing and maintaining a safe and supportive learning environment and to explain how to promote appropriate behaviour and respect for others. I wish to teach multimedia design in a FE college or sixth form and my assignment will †¦Ã¢â‚¬ ¦ A teacher needs to be aware of current legislation and codes of practise within their place of em ployment. Legislation must be adhered to by law whereas codes of practise are set by professional organisations, such as the Institute Of Learning (IOL) and can be often more specific to the industry. Related article: PTLLS Level 3 Assignments ExamplesThe Equality Act 2010 protects against discrimination and â€Å"bans unfair treatment of people because of protected characteristics they have. † (Home Office, 2012) The nine protected characteristics include: age, sex, disability, sexual orientation, gender re-assignment, marriage & civil partnership, pregnancy & maternity, race and religion or belief. Part 6 Chapter 2 of the act specifically defines legislation in further or higher education. The Equality Act sets out the different ways in which it is unlawful to treat someone, such as direct and indirect discrimination, harassment, victimisation and failing to make a reasonable adjustment for a disabled person. † Disability can be both physically and mentally. â€Å"Approximately 2% of the global population†¦ have intellectual disabilities, making it one of the largest disability populations in the world. † (wear the laces REF) They are amongst the most vu lnerable people in the world as they are â€Å"less likely to become employed, more likely to be victims of abuse and more likely to have poorer health & have trouble finding care. (ibib) In a learning environment, a teacher can ensure students with difficulties are provided with the correct support. A deaf student may require a carer who can use sign language to communicate between teacher and student. They could be positioned at the front of class so they can see visual presentations clearly or to focus and lip-read on the teacher. It is important to maintain a safe working environment in the classroom. Health and safety is the responsibility of both the teacher and the organisation.The Health and Safety at work act 1974 â€Å"is the primary piece of legislation covering occupational health and safety in the United Kingdom. † (hse. gov. uk) In most schools and colleges in the UK, all electrical equipment is subject to an annual Portable Appliance Test (PAT) which ensures t he appliance is safe to use. Teachers may advice students of correct posture when sitting at a computer for long periods and to take a 15 minute break every 2 hours. In art or scientific subjects, the teacher and students might need protective clothing and some students may be allergic to specific substances.Risk assessments must be completed by the teacher. There are limits to what a teacher can do in their position, known as professional boundaries, and it’s important not to cross these limits. A teacher, who may also be a qualified first aider, may feel it’s appropriate to administer first aid to an injured student. However if the teacher is not the designated first aider at the institution they would not be responsible. An exception to this would be if the student requires urgent medical attention, the teacher should use reasonable care until the designated first aider is present.Similarly a teacher may wish to offer counselling advice to a student. A teacher may n ot be qualified to provide this and counselling is not part of a teacher’s remit. The teacher should then refer the student to the designated councillor – the internal point of referral – or provide a contact number for an advice help line, known as an external point of referral. Boundaries are about knowing where a teacher’s role stops to ensure an equal learning experience to all learners. It is important to establish a safe and supportive learning environment.A teacher can achieve this by being a positive role model to their students and to be enthusiastic about their teaching. This should reflect in the student’s attitude and work. A casual approach to lessons will cause students to not pay attention, become disruptive and not turn up to lessons. Gravells suggests that â€Å"learners like routine and will expect you to be organised and professional. † (Gravells, 2008 p. 7) Setting ground rules will help learners know their limits and pro mote appropriate behaviour. Ground rules may include arriving on time, switching off mobile phones and not eating or drinking in class.Drinks in an IT room may spill over electrical equipment posing a health and safety risk. Ground rules give the learner added responsibility. â€Å"Often, if a rule is broken, it is the other learners that reprimand the offender. † (ibib p. 8) Ice-breakers are light-hearted exercises at the beginning of a course to introduce learners to each other, reduce anxiety and helps learners to relax into the course. Team exercises can be used throughout the course to energise learners, maintain focus, motivation and encourage teamwork. They also encourage learners who are more introverted to take an active part of the class. Roles, Responsibilities and Relationships in Lifelong Learning Cleo Peries 17/04/2013 Unit 008 Roles, responsibilities and relationships in lifelong learning. 1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. As an IT teacher, it is my duty to research and learn about Theories and Principles of Learning. I need to have a full understanding of the psychology of learning. The three main schools are Behaviourist, Cognitivist and Humanist. Current Legislative RequirementsEquality Act 2010 (this includes): †¢ Sex Discrimination Act 1976 †¢ Race Relations Act 1976 †¢ Disability Discrimination Act 1995 †¢ Employment Equality (Religion and Belief) Regulations 2003 †¢ Employment Equality (Sexual Orientation) Regulations 2003 †¢ Employment Equality (Age) Regulations 2006 As a teacher I have to abide by certain legal requirements – one being the Equality Act – this means I need to ensure that all the students in my class feel comfor table to be able to express themselves in a place of safety where their views and beliefs are respected by all students.I need to ensure that all the students are treated as individuals whilst being given a fair and equal opportunity to learn.Health and Safety Act at Work Regulations 1999 It is important to ensure Health and Safety Regulations are met – I teach in a class with computers and consequently, to name a few, I need to ensure that there are no leads lying around to cause accidents, chairs can be adjusted to the correct height for desks, sockets are not overloaded, classroom lights are fully operational, and ensure that every hour or so the students look away from the computer screen for at least 5 minutes, taking a break whilst we discuss the exercise at hand.Data Protection Act 1998 I have a duty to respect the Data Protection Act ensuring a student’s rights are kept intact. I cannot pass any information from an individual to a third party without their prio r written consent ensuring confidentiality is protected. 1|P a g e Cleo Peries 17/04/2013 The copyright designs and patents Acts 1998 and 2003 ‘The law gives the creators of literary, dramatic, musical, artistic works, sound recordings, broadcasts, films and typographical arrangement of published editions, rights to control the ways in which their material may be used. UKCCS Fact Sheet Issued April 2000; Last Updated 2009) http://www. copyrightservice. co. uk/copyright/p01_uk_copyright_law (viewed 17/04/2013) I need to ensure that the exercises I set are all my own work – the Copyright Act applies more to me than my students. Children’s Act 2004 (Every Child Matters) The Children’s Act aims to create boundaries to ensure that children feel supported in the learning process.The Act also proves useful in the Adult Learning Sector as some adults may have learning difficulties, dyslexia, or even language barriers that may not be obvious from the start, so in g eneral I need to be more creative in including them without isolating them – I like to teach by example as it has been proven students that struggle find it easier to understand an exercise if I do it first and then watch them as they do it.Students tend to learn quicker from practice than theory, and adults that may be a little more challenged feel included and happier they can contribute at the same level as the rest of the students giving them the confidence to be more receptive in the class. Codes of Practice The Code of Practice was developed by the profession for the profession and it outlines the behaviours expected when any group of people are gathered together – some are listed below: †¢ †¢ †¢ †¢ †¢ †¢ Integrity Respect Care Practice Disclosure ResponsibilityAs a practice, ensuring the basics are met promotes teamwork as well as professionalism, if I treat others as I would like to be treated the courtesy is generally returned and the more cohesive the team the more can be accomplished in tighter time scales and in a happier environment. 2|P a g e