Free Essays on Comparison With Iago And Cassio

In the play â€Å"Othello,† one of William Shakespeare’s six catastrophes, characters Iago and Cassio are comparative and diverse from multiple points of view. One of the ways Iago and Cassio are comparable is through Othello himself. Both Iago and Cassio need to be on the acceptable side of companion Othello, however both don’t have similar reasons. In Iago’s case with Othello, Iago needs to be on Othello’s acceptable side so Othello wouldn’t be dubious of what he was doing despite his good faith, such things as getting Cassio and Desdemona closer together so Othello would presume something. Presently in Cassio’s case, he simply needs to be on Othello’s acceptable side since he needs to be there. Cassio is Othello’s Lieutenant and he likes to remain as such, so after Cassio jumps on Othello’s terrible side, he attempts his hardest to attempt to get back on his great side to keep Othello’s regard for him and the Lieutenant position. The two men needed to be on Othello’s acceptable side. Iago and Cassio both feel that they can confide in each other. In the play, Iago trusts Cassio in his activities to do what he suggests Cassio what to do, for example, when Iago discloses to Cassio that he should converse with Desdemona to attempt to get in great terms with Othello. Iago additionally trusted Cassio’s activities when Othello caught the discussion among Cassio and Iago. Iago realized that Cassio would discuss something different, and realized that Othello would interoperate it in an unexpected way. Presently Cassio is an alternate story. Cassio trusts Iago’s counsel in attempting to get himself on Othello’s great side. Cassio trusted Iago’s counsel when Iago advised him to proceed to continue conversing with Desdemona about attempting to get himself in great terms with Othello. It was an awful move in confiding in Iago, yet that’s what he did. Those two both confided in one another however in various ways which makes them two some wha t comparative. The distinction between these two is both have totally different characters. Iago’s character is beguiling yet in an unrefined manner. He knows ... Free Essays on Comparison With Iago And Cassio Free Essays on Comparison With Iago And Cassio In the play â€Å"Othello,† one of William Shakespeare’s six disasters, characters Iago and Cassio are comparative and distinctive from multiple points of view. One of the ways Iago and Cassio are comparable is through Othello himself. Both Iago and Cassio need to be on the acceptable side of companion Othello, however both don’t have similar reasons. In Iago’s case with Othello, Iago needs to be on Othello’s acceptable side so Othello wouldn’t be dubious of what he was doing despite his good faith, such things as getting Cassio and Desdemona closer together so Othello would speculate something. Presently in Cassio’s case, he simply needs to be on Othello’s acceptable side since he needs to be there. Cassio is Othello’s Lieutenant and he likes to remain as such, so after Cassio jumps on Othello’s terrible side, he attempts his hardest to attempt to get back on his great side to keep Othello’s regard for him and the Lieutenant position. The two men needed to be on Othello’s acceptable side. Iago and Cassio both feel that they can confide in each other. In the play, Iago trusts Cassio in his activities to do what he suggests Cassio what to do, for example, when Iago reveals to Cassio that he should converse with Desdemona to attempt to get in great terms with Othello. Iago additionally trusted Cassio’s activities when Othello caught the discussion among Cassio and Iago. Iago realized that Cassio would discuss something different, and realized that Othello would interoperate it in an unexpected way. Presently Cassio is an alternate story. Cassio trusts Iago’s guidance in attempting to get himself on Othello’s great side. Cassio trusted Iago’s counsel when Iago instructed him to proceed to continue conversing with Desdemona about attempting to get himself in great terms with Othello. It was a terrible move in confiding in Iago, yet that’s what he did. Those two both confided in one another however in various ways which makes them two some what comparative. The contrast between these two is both have altogether different characters. Iago’s character is enchanting yet in a rough manner. He knows ...

A Mesophilic Origin of Life Essay -- Biology Essays Research Papers

A Mesophilic Origin of Life About all researchers concur that life on Earth started billions of years back. Most will likewise concur that RNA showed up first and figured out how to reproduce itself, a basic advance in the beginning periods of life. Without this capacity of RNA, just short bits of DNA could be replicated and no compounds could be made to duplicate longer strands which would be essential for the arrangement of enzymes[1]. Past that, there is next to no understanding about the birthplace of life, including what the first precursor of all life resembled. This has prompted a lot of bantering with not very many answers. Researchers are as yet discussing how life begun: was it a progression of progressive advances or an unconstrained assembling of the essential materials? The issue with the subsequent hypothesis is that the chances of this event are about equivalent to a tornado collecting a 747 airplane in a junkyard.[2] Starting at now, we despite everything need to consider whether the precursor of all life, or LUCA, was a solitary being or a network of creatures sharing qualities. Another inquiry involves whether the last widespread normal predecessor (LUCA) abided in a high temp water condition or a cooler spot, perhaps close to the outside of the sea. The specialists are part equally on this inquiry and the two sides present persuading proof for their side of the contention, however we will concentrate fundamentally as an afterthought that accepts that LUCA was not thermophilic, and, indeed, lived in a cooler encompassing. This cooler encompassing would have likely been close to the outside of the sea instead of in the region of a warm vent close the ocean’s floor. The opposite side contends that Earth was hotter 3.5 billion years back, when life is accepted to have been brought forth. This, c... ...more proof, particularly in RNA successions, until an answer can be built up. 1] Smith, Szathmary 1999 [2] DeDuve, 1991 [3] Whitfield, 2004 [4] Levy, Miller, 1998 [5] Vogel, 1999 [6] Brochier, Phillippe, 2002 Works Cited Brochier, C., and H. Philippe. 2002. A non-hyperthermophilic precursor for Bacteria. Nature 417:244. DeDuve, Christian. 1991. Plan for a Cell: The Nature and Origin of Life 100-105. Toll, M., and S.L. Mill operator. 1999. The prebiotic combination of altered purines and their potential job the RNA world. Diary of Molecular Evolution 48:631-637. Smith, John Maynard., and Szathmary, Eros. 1999. The Origins of Life: From Birth to the Origins of Language 1-14. Vogel, G. 1999. RNA study recommends cool support of life. Science 283: 155-156. Whitfield, J. 2004. Conceived in a watery collective. Nature 427:674-676.

Illustrations Improve Retention and Understanding

Illustrations Improve Retention and Understanding Its as easy as falling off a log, he was faster than greased lightning, she was slower than molasses.All of these statements have something in common. They are all ways to illustrate a quality of someone or something.Its been said that a picture is worth a thousand words. If youve ever tried to assemble something that you purchased in pieces, such as a bookcase or other piece of furniture, you can appreciate the truthfulness of that statement. Even if the directions are in Japanese, seeing a picture or simple drawing can make the necessary steps clear (or at least clearer). In the same way, pictures make a valuable addition to practically any form of writing. However, in many cases, pictures are just not an option. At these times youll have to rely on another resource, your skill as a writer. Can you paint a picture with your words? Can you make your reader feel the blizzard? Smell the freshly baked bread? Or see the sunlight sparkling on the icy gurgling water of a mountain stream? In your non-fiction writing, can you help your audience understand and appreciate the significance of the point you are trying to convey? Word illustrations are an important tool to help you accomplish these goals.Illustrations are figures of speech, real-life experiences, or stories that help your reader visualize what you are trying to say. They not only make your writing more interesting, but they can also aid in retention and understanding. For example, think of The Boy Who Cried Wolf or The Tortoise and the Hare, both part of Aesops Fables. Each of these stories teaches a lesson or contains a moral. The stories illustrate the principles being taught in a way that makes them obvious and easy to remember. In fact, the expression crying wolf has become an English idiom.Real-life experiences, or true stories, can be even more effective at illustrating a point. For example, to illustrate the idea of never giving up, you could point to Thomas Edison. His teachers thought he was too s tupid to learn anything and he was fired from his first two jobs for being non-productive. Although he is famous for inventing the light bulb, did you know that he failed in his first 1,000 attempts? For a simpler example, you could mention that Henry Ford failed and went broke five times before he succeeded.Of course, in many forms of writing, there is no room for a long story, whether true or not. This type of illustration would be out of place. It would be like seeing a gold nose ring in the snout of a pig, or about as welcome as ants at a picnic. But dont worry! The simplest, and sometimes most effective, way of painting a picture with words is to use a figure of speech. The simplest of these is the simile. As you might guess, the word simile comes from the same Latin word as similar, a word that means like. When you use a simile you are saying that one thing is like another, or as another (see the two similes at the beginning of the paragraph). Most of us use similes all the ti me in ordinary conversation, perhaps without even thinking about it. If youve ever said that someone was as big as a house, as fat as a pig, or as dumb as a stump, youre not very nice. But congratulations! You know how to use similes.Metaphors are similar to similes, but metaphors make a stronger comparison. Instead of saying that one thing is like another, a metaphor says that they are the same. When Shakespeare said that all the worlds a stage and all the men and women merely players (As You Like It Act 2 Scene VII), he was using a powerful metaphor. You too can use metaphors to give a powerful impression or make a strong point, perhaps changing a good simile into a better metaphor. For example, you might say that someone is as courageous as a lion. This is using a simile to pay them a nice compliment. You could make it a nicer compliment by saying that the person has the heart of a lion.However, with both similes and metaphors, you have to be careful that your readers dont get th e wrong meaning. For example, if you state the above metaphor in a different way, the meaning changes. If you just say that the person is a lion, are you still paying them a compliment? Or are you saying that they are fierce, or prey on the weak, or scare small children? In the same way, to be as cautious as a snake is good; to be a snake may not be so good. So then, metaphors can be used to make strong points, but to be effective you have to make sure that they are unambiguous so that your readers clearly understand what you mean.You might also use hyperboles in your writing. These are deliberate exaggerations. For instance, if you said that your wifes coffee was so strong that you could float a horseshoe in it, you would be using hyperbole or exaggeration (hopefully). Like metaphors, hyperboles are very effective at making strong points but can be easily misunderstood.This brings us to our final point. Whatever word picture we paint, whether through the use of a story, simile, met aphor, or hyperbole, its valueless if not understood. In fact, it may be worse than valueless; it may detract from your story or confuse your reader. How do you make sure that this doesnt happen? First, consider your audience. Using a humorous story based on quantum mechanics (I know its tempting) as an illustration may be perfectly acceptable when writing for a group of theoretical physicists; for others, it may be less effective. As with many areas of life, its usually best to keep it simple. Try to find figures of speech or stories that the majority of people can readily understand and identify with. Generally, this means using comparisons that involve ordinary things that affect peoples daily lives, such as the weather, family life, the work environment, common foods, etc.Like pictures, diagrams, or charts, word illustrations can be used to add color and variety to your writing. Yet they also do much more. Used properly in a fictional story, they can add richness, depth, and tex ture to the picture youre painting in the readers mind. In other forms of writing, they can improve your readers retention and understanding of the points you are trying to convey.

Markthal Rotterdam And Port City Urban Design - 1749 Words

Markthal Rotterdam and Port City Urban Design Rotterdam is known as the Netherlands number one city for architecture (Groenendijk, 2015, p. 114). It is easy to see why when one considers the overwhelming number of iconic buildings in the city, and how those individual buildings, while creating a cohesive city, have managed to and continue to transform Rotterdam. Markthal Rotterdam, one of the iconic buildings, is an award winning combination of open-air market, department store, shopping centre and residential building. It won the 2016 Rotterdam Architecture Award and the German Council of Shopping Centres award for European Innovation (Rotterdamer architekturpreis fà ¼r die Markthal, 2016, 126). Markthal Rotterdam was designed by†¦show more content†¦8). The idea of completely reconstructing the historical city centre to its previous splendor was discarded by van Traa and a new spatial layout designed to separate functions and accommodate traffic was developed (Groenendij k, 2015, p. 8). Nonetheless, the fire line of the German bombing is still visible due to the difference between the old, nineteenth-century buildings and the new, post-war construction (Groenendijk, 2015, p. 18). The Basic Plan for Reconstruction implemented an efficient traffic plan on an orthogonal grid and the separation of functions was influenced by modernist urban planning ides. However, the Basic Plan only governed urban planning in Rotterdam until the 1970s when criticism of the emptiness, lack of housing, and lack of warmth was overwhelming (Groenendijk, 2015, p. 19). For example, in the book De binnenstadsbeleving en Rotterdam (The Inner City Experience and Rotterdam), R. Wenholt criticized the reconstruction of Rotterdam in the late 1960s stating that the inner city failed at providing a vibrant, varied, convivial, pleasant, intimate city (Meyer, 1999, p.328). The Markthal Rotterdam addresses the criticism of the Basic Plan, although the outdated Basic Plan didn t directl y influence its design, by creating a vibrant welcoming public square

The Road From Versailles Louis Xvi, And The Fall Of The...

Author- Munro Price Title- The road from Versailles: Louis XVI, Marie Antoinette, and the fall of the French Monarchy Citation- Price, Munro. The Road from Versailles: Louis XVI, Marie Antoinette, and the Fall of the French Monarchy. New York: St. Martin s Press, 2003. Author’s Identity- Modern European Historian at the University of Bradford Date and Place of Document: France, 1792 Intended Purpose: Follow Louis XVI on his escape to Versailles and the monarchy he left behind. Intended Audience- Students and Historians Brief Summary- Dr. Munro Price, Modern European Historian at the University of Bradford, wanted to find out the truth of what the true actions and feelings of the King Louis XVI and Queen Marie Antoinette were in those years before the collapse. After being dragged back to Paris from Versailles, they were then held prisoner in the capital. Concerned for their own safety, the King and Queen forced to agree with the revolution and its agenda. However, in secret, they both began devising a strategy and took the utmost precautions to hide their real policy. The Road from Versailles reconstructs much of what had been speculated until now as to the King and Queen’s clandestine diplomacy from 1789 until their executions. Dr. Price focuses on a small portion of history that has generally been unknown to the public, but could hold the key to the final days of the Old Regime and the mindset of the King. This book could give insight into the economic and social statusShow MoreRelatedThe French Revolution Essay1630 Words   |  7 PagesThe French Revolution Why was there a French Revolution? This is a question of continual interests not only to professors and philosophers, but to everybody who takes an interests in the history of the world. Genuinely, therefore, it is also a subject of much contention. The statement citing the fundamental cause of the French Revolution as the collision between a powerful rising Bourgeoisie and an ingrained aristocracy, defending its privileges it had for centuries, has great relevanceRead MoreToward the Terror1257 Words   |  6 PagesThe French Revolution began in 1789 aiming to transform France into a more liberal, equal society ruled by a constitutional monarchy. Yet by 1793 it had generated something else entirely— a system of repression and violence referred to as the Terror. While some insist that the Revolution’s culmination at this point was inevitable, others assert that key events between 1789 and 1793 set the Revolution on this particular trajectory. Siding with the latter, I argue that King Louis XVI’s attempted flightRead MoreEssay on The French Revolution2121 Words   |  9 Pagesthe French Revolution, France was ruled and governed by the king, his Grand Council of ministers, and 13 courts called parliaments. King Louis XVI ruled by â€Å"divine right,† believing that he had been put on the throne by the grace of God. France then was one of the most powerful and wealt hiest countries, and had a strong army, and even stronger cultural influence. (Plain, 5) Louis XVI and his wife Marie-Antoinette were shielded from the daily lives of the ordinary people in France. When Louis XVIRead MoreThe Rise and Rule of Single-Party States7795 Words   |  32 PagesMussolini Mussolini was born into a socialist house. He remained a socialist until he returned from WW1 with a new perspective. He then started the fascist party. He and his fascist black shirt marched on Rome and claimed to have forced the government to allow Mussolini to be prime minister. Yet, the truth is the president of Italy feared Mussolini and gave him the position of minister without conflict. From this point, Mussolini gained support until he became leader of Italy. Paragraph: Italian EconomicRead MoreOrganisational Theory230255 Words   |  922 Pagesdilemmas. The book engages in an imaginative way with a wealth of organizational concepts and theories as well as provides insightful examples from the practical world of organizations. The authors’ sound scholarship and transparent style of writing set the book apart, making it an ingenious read which invites reflexivity, criticalness and plurality of opinion from the audience. This is a book that will become a classic in organization studies. Mihaela L. Kelemen, Professor of Management Studies, Keele

Do Rules Contribute to a persons happiness Free Essays

Do Rules Contribute to a Persons Happiness? Rules and regulations. The two words which every child and even many adults hate to hear. When thinking of ‘rules’ we think of something which stands in the way of our doing something we may want to. We will write a custom essay sample on Do Rules Contribute to a persons happiness or any similar topic only for you Order Now We immediately curse the rule, not thinking in what way it may be helping us. We fervently wish that it never existed, without really being able to comprehend what the world would be like without that rule. What we, as humans, fail to understand, is that rules are made primarily to help us. We may find them annoying, aggravating, and even completely pointless, but they generally help us feel safe and so, happy. Think of everything in our day to day life which we take for granted. Driving in a car, we expect people to stop for us at some point when at an intersection, that’s because someone made traffic lights. Speed limits are another important rule which many people find extremely annoying. Think about this, f there were no road regulations, would you feel comfortable driving? To all the people who see driving as the ultimate freedom, would you feel the same way if you were in constant fear of being killed? Of course not! The same goes for rules against murder, thievery, drugs, sexual abuse, the list never ends. It is because of all these rules that we are free to feel comfortable and happy in our lives. All the rules so far have been rules on an international scale, but even If we look at rules in our own souses they serve the same purpose. Personally, I would always get annoyed when my parents didn’t let me have as much ‘Junk food’ as I wanted. I would through tantrums and say that ‘now is the best time for me to eat Junk, while I’m still young! ‘ Now, when I think about It, I am extremely glad that my parents controlled me. If I had eaten too much, I could have had severe health Issues, which would have stopped me from doing so many things which I love doing today, Like playing sports, eating out and Just generally enjoying life. Today I am thankful for the rules set down by my parents, because they are a major reason for my happiness. Overall, I truly believe that rules and regulations are extremely Important to a persons happiness. They may not all help you out (though more often than not you may not see how they are helping you), but without them your life would not be nearly as enjoyable as It Is. As Sheldon Cooper (from The Big Bang Theory) says, Without rules, our entire world would descend Into Anarchy, and who wants that! How to cite Do Rules Contribute to a persons happiness, Papers

Non-restrictive elements & parallel structure Essays - Literature

Non-restrictive elements parallel structure Read the sentence. Nia, my best friend, scored the winning goal. Which is the best revision of the sentence? Nia my best friend scored the winning goal. Nia, my best friend scored the winning goal. Nia my best friend, scored the winning goal. no change Top of Form Which sentence is written correctly? I wrote a letter (to the mayor) asking for increased funding for our schools. Earning a spot on the football team (which has won the championship the last two years) is quite an accomplishment. Martin a safe driver was able to pass his driving test on the first attempt. A new bakery, and coffee shop, will open on campus next fall in time for the start of the new fall semester. Bottom of Form Top of Form Which sentence contains parallel structure? Jalen folded the application, placing it in the envelope. Jalen folded the application and placed it in the envelope. Jalen, folding the application, placed it in the envelope. Jalen folded the application and placing it in the envelope. Bottom of Form Top of Form Read the sentence. Jalen picked up his camera and began taking pictures of the majestic mountains and the magnificent sunset. Which elements of this sentence are parallel? "mountains" and "magnificent" "camera" and "taking pictures" "picked up" and "taking" "majestic mountains" and "magnificent sunset" Bottom of Form Top of Form Read the sentence. The lawyer presented a clear argument to the jury it was unbelievable how influenced they were by his case in the hopes of winning the trial. Which is the best revision of the sentence? The lawyer presented a clear argument to the jury (it was unbelievable how influenced they were by his case) in hope of winning the trial. The lawyer presented a clear argument to the juryit was unbelievable how influenced they were by his casein hope of winning the trial. The lawyer presented a clear argument to the jury, it was unbelievable how influenced they were by his case, in hope of winning the trial. no change Bottom of Form Top of Form Which sentence contains parallel structure? Jonah has two ultimate goals: becoming a published columnist and writing a book. Jonah has two ultimate goals: becoming a published columnist and to write a book. Jonah's two ultimate goals are to become a published columnist and writing a book. Jonah's two ultimate goals are becoming a published columnist and to write a book. Bottom of Form Top of Form Which sentence is written correctly? Karina, the new student body president, was previously the class treasurer. Karina the new student body president, was previously the class treasurer. Karina, the new student body president was previously the class treasurer. Karina the new student body president was previously the class treasurer. Bottom of Form Top of Form Which sentence is written correctly? Maggie broke her leg, while jumping into the pool, and has to wear a cast for eight weeks. Snow cones, a tasty treat, can be found in many delicious flavors. The musicians, performed their hit songs, at the weekend concert. Mike, has lost 40 pounds, because he started eating healthy and running each day. Bottom of Form Top of Form Which sentence is written correctly? The, local market, has the freshest produce and meats in town. Takeko , a painting student offered to help with a sculpting demonstration. The store offers, many products, which can be personalized with your initials. Sarah, Matt's wife, works as a business software developer. Bottom of Form Top of Form Which sentence is written correctly? Kellenwho graduated with honors, will study microorganisms, sensory neurons, and potential energy. Kellen who graduated with honorswill study microorganisms, sensory neurons, and potential energy. Kellen, who graduated with honors, will study microorganisms, sensory neurons, and potential energy. Kellen, who graduated with honors will study microorganismssensory neurons, and potential energy. Bottom of Form Research Workshop: Generating research ? evaluation Look at the MLA citation for an online source. "Let's Eat for the Health of It." USDA . The U.S. Departments of Agriculture and Health and Human Services, June 2011. Web. http://www.cnpp.usda.gov/Publications/MyPlate/DG2010Brochure.pdf. What is missing from this citation? the name of the author the title of

Free Essays on The Sky At Night

The sky is the most beautiful & immortal possessions of nature. The panoply of stars, galaxies & constellations ornate the sky with their dazzling shapes & structural patterns. As the dusk starts folding into the night, the clouds wearing different shapes & patterns serve as a curtain raiser to the natures organized beauty pageant. When the sun settles down, the sky prepares for another invasion over the heart of its audience. Their sublime beauty captivates the eyes of millions of people on earth. Most of them spend hours per week admiring the remarkable piece of work rendered by nature. They either pensively retrospect & introspect their deeds ,or spend that moment with their beloved, and some of them even carry out the daunting task of counting all the visible stars. Although the sky is at peace, its quiescence extravaganza is accorded by the applaud of ocean waves who feast their eyes over the solemn pomp. The sky unveils the pile of jewels to flatter its patrons. Moonlight is one of the captivating assets from the treasure house of sky. Its fraught with beatitude & inveigles the heart of mankind. This mesmerizing light is acknowledged to enthuse a romantic aura on the cynosure. The amount of light or more appropriately felicity, slacks & withers with the versatile nature of moon. The moon by itself is a quintessence & measures up as a perpetual rival to the angelic beauties of earth. Wondering on massive population of stars in the sky is a moot point. Speculations conclude that this number is uncertain. The whole sky can be personified as an amalgamation of optimistic values. Each star is associated with some moral ethics namely, love, affection, caring & sharing, harmony, fellow-feeling, tranquility,serenity and the whole spectrum of sanguine conscience. These morals are directly affiliated to their counterparts on earth. When any of the ethos dwindles and starts falling below the threshold limits, the stars renounce themse... Free Essays on The Sky At Night Free Essays on The Sky At Night The sky is the most beautiful & immortal possessions of nature. The panoply of stars, galaxies & constellations ornate the sky with their dazzling shapes & structural patterns. As the dusk starts folding into the night, the clouds wearing different shapes & patterns serve as a curtain raiser to the natures organized beauty pageant. When the sun settles down, the sky prepares for another invasion over the heart of its audience. Their sublime beauty captivates the eyes of millions of people on earth. Most of them spend hours per week admiring the remarkable piece of work rendered by nature. They either pensively retrospect & introspect their deeds ,or spend that moment with their beloved, and some of them even carry out the daunting task of counting all the visible stars. Although the sky is at peace, its quiescence extravaganza is accorded by the applaud of ocean waves who feast their eyes over the solemn pomp. The sky unveils the pile of jewels to flatter its patrons. Moonlight is one of the captivating assets from the treasure house of sky. Its fraught with beatitude & inveigles the heart of mankind. This mesmerizing light is acknowledged to enthuse a romantic aura on the cynosure. The amount of light or more appropriately felicity, slacks & withers with the versatile nature of moon. The moon by itself is a quintessence & measures up as a perpetual rival to the angelic beauties of earth. Wondering on massive population of stars in the sky is a moot point. Speculations conclude that this number is uncertain. The whole sky can be personified as an amalgamation of optimistic values. Each star is associated with some moral ethics namely, love, affection, caring & sharing, harmony, fellow-feeling, tranquility,serenity and the whole spectrum of sanguine conscience. These morals are directly affiliated to their counterparts on earth. When any of the ethos dwindles and starts falling below the threshold limits, the stars renounce themse...

Definition and Examples of Vocabulary

Definition and Examples of Vocabulary Vocabulary refers to all the words of a language, or to the words used by a particular person or group. Also called  wordstock,  lexicon, and lexis. English has a stunningly bastard vocabulary, says linguist John McWhorter. Out of all of the words in the Oxford English Dictionary,...no less than ninetys and Observations below. Also see: Active Vocabulary and Passive VocabularyCommon Word RootsIntroduction to EtymologyLexical CompetenceLexicalizationLexicogrammar Vocabulary-Building Exercises and Quizzes Vocabulary Quiz #1: Defining Words in ContextVocabulary Quiz on the I Have a Dream Speech by Martin Luther King, Jr. EtymologyFrom the Latin, name Examples and Observations How many words are there in the English language?No easy answer is possible. In order to reach a credible total, there must be agreement about what to count as an item of vocabulary and also something physical to count or to serve as the basis for an estimate . . ..In effect, the overall vocabulary is beyond strict statistical assessment. Nonetheless, limited counts take place and serve useful ends, and some rough indications can be given about the overall vocabulary. The Oxford English Dictionary (1989) defines over 500,000 items described as words in a promotional press release. The average college, desk, or family dictionary defines over 100,000 such items. Specialist dictionaries contain vast lists of words and word-like items . . .. When printed material of this kind is taken into account, along with lists of geographical, zoological, botanical, and other usages, the crude but credible total for words and word-like forms in present-day English is somewhere over a billion items.( Tom McArthur, The Oxford Companion to the English Language. Oxford University Press, 1992) Vocabulary AcquisitionBy age two, spoken vocabulary usually exceeds 200 words. . . . Three-year-olds have an active vocabulary of at least 2,000 words, and some have far more. By five, the figure is well over 4,000. The suggestion is that they are learning, on average, three or four new words a day.(David Crystal, How Language Works. Overlook, 2005)A Bastard VocabularyEnglish, probably more so than any language on earth, has a stunningly bastard vocabulary. Somewhere between 80 and 90 percent of all the words in the OED [Oxford English Dictionary] were born from other languages. Old English, lest we forget, was already an amalgam of Germanic tongues, Celtic, and Latin, with pinches of Scandinavian and Old French influence as well.(David Wolman, Righting the Mother Tongue: From Olde English to Email, the Tangled Story of English Spelling. Harper, 2010)The vocabulary of English is currently 70 to 80 percent composed of words of Greek and Latin origin, but it is certainly not a Romance language, it is a Germanic one. Evidence of this may be found in the fact that it is quite easy to create a sentence without words of Latin origin, but pretty much impossible to make one that has no words from Old English.(Ammon Shea, Bad English: A History of Linguistic Aggravation. Pergee, 2014) Canadian English VocabularyTo summarize the comparative status of the vocabulary of Canadian English, it may be said that, where British and American English differ, Canadian English inclines usually toward American forms; that the language brought by American and British settlers was transferred to Canada largely intact, without a significant degree of differentiation caused by contact with Canadian Aboriginal languages (or with French); and that the number of true Canadianisms, which is to say Canadian words for things that have other names in other dialects, is small, but nonetheless adequate for asserting the status of Canadian English as an identifiable dialect at the lexical levela distinct type of North American English.(Charles Boberg, The English Language in Canada: Status, History and Comparative Analysis. Cambridge University Press, 2010)British English and American English[T]here is a much greater number of American words and expressions in British English than vice versa . The much stronger flow of borrowing seems to go from American to British. Moreover, in general speakers of British English appear to know more Americanisms than speakers of American English know British words and expressions.(Zoltn Kà ¶vecses, American English: An Introduction. Broadview Press, 2000) Scottish EnglishThe official and usual literary language of Scotland has for three centuries been Standard Englishpronounced, though, with a Scottish accent and retaining a few Scotticisms in vocabulary. This Scottish English co-exists with Scots in an accent and traditional-dialect set-up comparable with that found in the north of England . . ..(John Christopher Wells, Accents of English: The British Isles. Cambridge University Press, 1986)Australian EnglishAustralian English is particularly interesting for its rich store of highly colloquial words and expressions. Australian colloquialisms often involve shortening a word. Sometimes the ending -ie or -o is then added, e.g. a truckie is a truck or lorry-driver and a milko delivers the milk; beaut, short for beautiful means great and biggie is a big one. Oz is short for Australia and Aussie is an Australian.(Michael McCarthy and Felicity ODell, English Vocabulary in Use: Upper-Intermediate, 2nd ed. Cambridge University Press, 2001) The Lighter Side of VocabularyEd Miller: I was with a girl once. Wasnt a squaw, but she was purty. She had yellow hair, like, uh . . . oh, like something.Dick Liddil: Like hair bobbed from a ray of sunlight?Ed Miller: Yeah, yeah. Like that. Boy, you talk good.Dick Liddil: You can hide things in vocabulary.(Garret Dillahunt and Paul Schneider in The Assassination of Jesse James by the Coward Robert Ford, 2007) Pronunciation: vo-KAB-ye-lar-ee

Alexis de Tocquevilles Democracy in America (1835, 1840) and John Essay

Alexis de Tocquevilles Democracy in America (1835, 1840) and John Stuart Mill On Liberty (1859) - Essay Example The system of democracy has arisen as a result of oppression by aristocracy and monarchy. Aristocrats and monarchs pledged allegiance to Catholicism and often suppressed certain liberties. As the world’s first modern democracy, America stands as a beacon to the world. Marked disparities lie in both narratives of De Tocqueville and Mill. Both De Tocqueville and Mill carry onerous burdens about the tyranny of the majority in their theses; however they both attack the same topic, justifying their fears about the majority rule using different premises. On one hand, De Tocqueville takes note of American democracy as it implements the majority as its government its distinguishing traits and also downfalls; on the other, Mill is more predisposed to liberty considerations, detailing the distinctive qualities of liberty – both tackling the pitfalls of governing the individual, threats to individuality and by extension the nation under the rule of the majority. The combination of all these causes forms so great a mass of influences hostile to Individuality, that it is not easy to see how it can stand its ground. It will do so with increasing difficulty, unless the public can be made to feel its value—to see that it is good there should be differences, even though not for the better, even though, as it may appear to them, some should be for the worse. If the claims of Individuality are ever to be asserted, the time is now, while much is still lacking to complete the enforced assimilation.   De Tocqueville’s â€Å"Democracy in America† and John Stuart Mill’s â€Å"On Liberty,’ are similar because they both have numerous legitimate concerns about the right and plight of the minority and individual in the face of a system of politics ruled by the majority. Both thinkers delve into these pertinent subjects to substantiate their points. The narratives of both political thinkers also concur because they continue to dissect all forms of government and trace the effects of certain governmental structures and distributions of power, concentrating power into the hands of the public. De Tocqueville’s main preoccupation is the definition and sovereignty of the American people, whereas Mill’s is the supremacy of the general will. These differences exist because De Tocqueville’s argument centers on the system of democracy – a brand of government for the people, of the people and by the people. De Tocqueville reasons that for government, one party must be lesser, while the next must be greater. Following this logic, he realizes that even democracy has its inequalities. He refers to the origins of democracy – a system of government put into effect by the people, for the people and of the people. However, he is quick to underscore that there are some weighty implications with the rule of the people. Collective government is evidently encapsulated in the U.S. Constitution, â€Å"W e, the people.† The elections, the democratic process, is actually glaring evidence of the rule of the majority in which the people elect a government based on a majority count. Since minorities are not given enough say or authority, American democracy ultimately tyrannizes the minority, empowered with the ability to ignore conveniently, prosecute and persecute dissidents. By elucidating on the repressive origin and character of democracy, De Tocqueville informs that American democracy is ruled by a majority, suppresses the minority, conforming to the general will. Likewise, John Stuart Mill critiques the power of the general wil

Chronic illness Essay Example | Topics and Well Written Essays - 1750 words

Chronic illness - Essay Example As a continuum, palliative care addresses the physical, psychological, social and spiritual needs of the patient and family which cannot be handled by one single agency lest it would cause fragmentation of care. It therefore follows multidisciplinary/interdisciplinary (integrative) care is the backbone of palliative care. With the integration of inputs from various disciplines in accordance with stage of the disease progression, pain and other symptoms, psychological state of patient and family, social and practical requirements and available resources, palliative care becomes a multifaceted care with the involvement of primary care and specialist doctors, nursing staff, social worker and many others in a coordinated manner ensuring continuity of care (Mitra & Vadivelu, 2013, p. 17). Thus, palliative care has been defined as the patient and family-centered one seeking to optimize their quality of life by treating their suffering which includes anticipation and prevention of the suffe ring by addressing their â€Å"physical, intellectual, emotional, social, and spiritual needs† (NCP, 2013, p. 12) throughout the continuum of illness â€Å"ensuring patient autonomy, access to information and choice† (NCP, 2013, p. ... e, its physical aspects, psychological and psychiatric aspects, social aspects, spiritual, religious and existential aspects, cultural aspects, care at the end of life and ethical and legal aspects. The Patient Protection and Affordable Care Act 2010 (PPACA) also has mandatory provisions for both hospice and curative care under Medicaid or Children’s Health Insurance Program (CHIP). It emerges therefore that philosophy and delivery of palliative care has the following characteristics. 1. Provision of care through coordination by an interdisciplinary team. 2. Care needs are determined by collaboration and communication among the patients, families, palliative and non-palliative care providers. 3. Concurrent availability of services along with curative or life-prolonging care. 4. Provision of support to patient and family throughout the period of illness, dying process, and after death (NCP, 2013) The NCP guidelines were revised in 2009 and 2013. The ten year working of the NCP has witnessed 47 % increase in the number of hospice programs and 148 % increase in non-hospice palliative care programs. It has been reported that in the United States about 1,059,000 deaths out of 2,513,000 deaths occurred under the care one of over 5,000 hospices in the year 2011. That is, 46 % of deaths have been under the care of the hospices. It is also claimed that hospices help reduce Medicare program expenditures. One study reveals that cost for the terminal year of life was reduced by an average $ 2309 per patient under the care of hospice. (NCP, 2013). Integrative care Authors interchangeably use the terms â€Å"interdisciplinary† and â€Å"multidisciplinary† but they do not mean the same though they represent contributions from variety of disciplines for individual patient care.

Technological Advancement in Faust, Accident, Life of Galileo, Oppenheimer, and The Physicists :: Faust Essays

The Cost of Technological Advancement Exposed in Faust, Accident, Life of Galileo, Oppenheimer, and The Physicists  Ã‚  Ã‚     Ã‚  Ã‚   Since the beginning of time, man has taken every step possible to advance technology.   Advancements in medicine, aviation, science, and other areas, have made our world a better place to live.   But there have also been technological developments that perhaps have hurt mankind far greater than any benefit that they have provided. Through their works, five German authors present readers with a very difficult question: Is the technology really worth it?   These authors present many common themes.   In this essay I will discuss these themes and how they relate to the social cost of advancing technology.   Ã‚  Ã‚  Ã‚   The first play that I read this past semester was Goethe’s â€Å"Faust.†Ã‚   This play is centered around the life of the scientist and doctor, Faust.   Faust is a very intelligent man who has excelled in life as a scientist and a doctor.   Though everyone looks up to him and thinks he is a great man, he still thinks that he does not know enough.   He believes that every bit of knowledge that there is to be attained must be attained.   This belief coupled with the unhappiness he possesses with life leads him to make the ultimate decision which, in turn, ruins both his life and the life of others, all because he was selfish, and wanted to know it all and couldn’t do it on his own.   Faust made a bet with Mephistopheles, the devil.   This bargaining with the devil is something that the mind should never know about.   Two people ended up dying because of the involvement Faust played in their lives because of this little bet that he mad e with Mephisto.   And the only question that can be asked is â€Å"was it really worth watching others die just so he could be happy?†Ã‚   And the answer is no.   He saw the woman he loved and her brother die before him because of his selfishness, his desire to milk life and knowledge for all that they were worth.   And what did Faust gain?   In my opinion, nothing.   He only lost.   Some things in the world are worth knowing.   Some things are even worth going to extremely great ordeals to know them.   But in Faust’s case, he was childish, immature, and selfish.   He became so depressed and had to know more, even though most people would have killed to be as fortunate as he was.

Original Writing – Snowdrops

I will never forget the day when Miss Webster was going to show us the snowdrops growing in the little three- cornered garden outside the school keeper's house, where we weren't allowed to go. All through that winter, I remember Miss Webster saying, that the snowdrops had been asleep under the ground, but then they were up, and growing in the garden. I remember a frank speaking with Garath. He was telling me how he had imagined the snowdrops, but all he could imagine was one flake of the falling snow, bitterly frail and white, and nothing like a flower. I recall that morning being very cold. I remember leaning against the kitchen table, I remember because I had put my brother, Geraint, who was three at the time, in the armchair in front of the fireplace. That morning my mum realised the time and began to shout, â€Å"Hurry up or you'll never get to school.† God rest her soul, she only past away a year ago. I remember I replied â€Å"Miss Webster is going to show is the snowdrops today!† I was so excited. My mum just looked at me and smiled, the rest is a bit fuzzy. But I do remember my mother wondering where my father was, and suddenly he entered the room. My father was a big man; every time he entered the room he filled the room with bigness. He stood in front of the fire because it was cold in the yard, and all I could see was a faint light each side of my father's wide body. I remember this next moment vividly, my father said, â€Å"it's a cold wind, I can't remember a colder march. My father turned around and faced my mum and I, smiling because I think he had just realised that he was much warmer and the cold March wind was trapped outside the house. â€Å"You're a big boy for six,† he said to me, â€Å"and it's all because you eat your breakfast up.† This was a joke my father always said, and part of it was for me to just look and smile, all the time all I could think about were the snowdrops. Then, I remember thinking that it might be too cold to go and see them. Or perhaps Miss Webster would only take the boys, I confirmed to myself, because we were stronger, and the girls could stay in school out of the cold. â€Å"The Meredith boy is being buried this afternoon† I overheard my father saying to my mother. I don't remember exactly what my father said but I remember my father saying that he couldn't go. And my mother replying, â€Å"How old was he?† â€Å"Twenty,† my father answered. â€Å"Twenty last January, silly little fool. That bike was too powerful for him- well, to go at that speed on wet, dark night.† I'll never forget the anger yet sadness on my fathers face, as he continued to talk to my mother. â€Å"Over seventy, the police said, straight into the back of a stationary truck, a terrible mess.† â€Å"He was a nice looking boy too.† My mother added. â€Å"All the Meredith's' are,† replied my father. â€Å"This one was very friendly with the young teacher up at the school, Webber is it? Something like that.† I remember turning around in shock thinking that it couldn't be Miss Webster or could it? But at that age I didn't really understand, all I could think was if my father was talking about Miss Webster, what did that mean? Then suddenly my mother coughed and looked at me sharply. â€Å"Oh?† said my father, â€Å"of course I should have remembered. Come on, David, or you'll be late.† The next moment is a bit hazy, but all I recall is it being much warmer when I got to school, and Edmund telling me a joke about Europe. I recall not seeing Miss Webster for some time of the morning, so we had to go into Miss Lewis's class. My memory fails me on what happened next, but I do reminisce to Edmund playing a trick on Gerald Davis by tying his shoelaces together. I can recall asking Edmund â€Å"Do you wish that Miss Webster will take us to see the flowers when play is over?† Edmund responded â€Å"I don't care, because I've seen some already growing in my aunt's garden.† The rest of the morning is a blur, except for when I drew a robin. After that I just remember asking Miss Webster â€Å"shall we be going to see the snowdrops this afternoon?† â€Å"Yes†, she replied, â€Å"if Miss Lewis will allow us, we'll go and see them this afternoon.† I bring to mind eating my lunch quietly, while thinking in my head of a story about a wizard who could change himself into anything at all. It was a good story, but something always seemed to happen before I got to the end of it. Sometimes I began it at night in bed, only to fall asleep long before the really exciting part. Now my mother was talking to me. â€Å"Was Miss Webster in school this morning?† she asked me, â€Å"Yes, but she came late. She didn't arrive until playtime.† â€Å"Poor girl,† my mother said as she shook her head. I thought about this for a long time, and then recalled back to earlier that morning. I continued â€Å"She's got a bad hand,† I said. â€Å"She caught her finger in the cupboard door and her hand was bleeding. She's got a bandage on it today, she'll never be able to bend her finger again, and that's what Edmund Jenkins said.† I remember her looking at me and shaking her head while saying â€Å"Oh, you and Edmund Jenkins.† As many of my memories, I only recall a few moments of me running back to school to see the snowdrops. However when I got back there was nobody about, except some girls skipping and giggling just inside the school yard, as I made my way inside the building. Everybody was sitting very quietly inside the classroom. We were allowed to go in early because it was very cold. Normally we would have stayed outside however wet and cold it was, but today it seemed that they all wanted to sit quietly with Miss Webster, close to the cast- iron shove that had the figure of the tortoise on top. At two o'clock Miss Webster marked her register and then began to tell us a story. It was a good story, about a dragon who guarded a hoard of treasure in his den underground, where the snowdrops slept all through the winter. But as time went on, I noticed Miss Webster continually turned around to look at the big clock in the hall. I realised she could see it through the top half of the classroom door, which I distinctly remember having four panes of glass in it. Also her voice seemed to be hoarser than usual, at the time I assumed she had a cold, which was fine when she read the dragon bits, but not good for the knight nor the princess. Unexpectedly, she shut the book with a sharp and stood up; she hadn't even finished the story. And till this day I always wonder how the story ended, but I could never remember the title. She then announced, â€Å"Now we'll go to see the snowdrops† she said. â€Å"I want the girls to go quietly to the cloakroom and put on their coats. When they are ready, I'll come along with the boys, everybody must wear a coat. If you have difficulty with buttons, please stand in front and I'll fasten them for you.† I stood up with a sudden lightning of heart. I had known all the time that Miss Webster would not forget, and at last she was taking me to see the miraculous flowers, pale and fragile as the falling snow. I looked at Miss Webster with pure gratitude. I remember her eyes being as bright as frost, and she was making sure the girls walked nicely through the door. Just as we were about to leave, Edmund Jenkins waved at me and that was funny, because Edmund had his black gloves on with a hole in a place he could push his finger through. Edmund waved his finger like a fat white worm in the middle of his dark hand. We all walked through the playground, in two rows holding hands, and I hold Edmund's hand as we gave a little ship together every three steps. It didn't take long to get to the garden. We all bent down, four at a time, to look at the little clump of snowdrops as Miss Webster told us what to look at. I and Edmund would be last to look. When the other children had finished, the other children went down to the garden gate which opened onto the road. I remember it being a big gate, with iron bars and your head could almost poke through. Somewhere a long way off I could hear men singing. They sang softly, mournfully, the words carried gently on the air over the school wall, but I could not hear what they were singing. â€Å"It's a funeral,† Edmund assured me. â€Å"My father's there and my uncle Jim. It's a boy who was killed on a motorbike.† I nodded. Funerals often passed the school on their way to the cemetery at the top of the valley. All the men wore black suits and they walked slowly. Sometimes they sang. I squatted down to look at the snowdrops. I felt a slow, sad disappointment. I looked around for Miss Webster to explain these simple flowers to me, but she had gone down to the gate and was staring through, looking up the road. Her back was as hard as stone. I turned again to the snowdrops, concentrating, willing them to turn marvellous in front of my eyes. They hung down their four petalled heads in front of me, the white tinged with a minute green, the little green ball sturdily holding the petals, the greyish leaves standing up like miniature spears. I began to see their fragility. I saw them blow in a sudden gust of the cold March wind, shake, and straighten gallantly. I imagined them standing all night in the dark garden, holding bravely to their specks of whiteness. I put out a finger to touch the nearest flower, knowing now what snowdrops were. I lifted my face to tell Miss Webster, but she was standing right at the gate, holding the iron bars with her hands. I could see her shoulders shaking, at that time I didn't realise that Miss Webster wasn't shaking because of the cold, she was shaking because she was scared. *Mor ddedwydd yw y rhai trwy ffydd s'yn mynd o blith y byw†¦* Sang the men as they filed solemnly past the school. I knew it was welsh because of my grandmother, and it was sad and beautiful, at the same time. After a while we couldn't hear the singing anymore, but Miss Webster continued to cry aloud in the midst of the cold March wind. As in her own personal way, she said goodbye to her sweetheart.

William Shakespeare s The Tragedy Of Macbeth - 2482 Words

With the glory of the Elizabethan Era, the theme of the Renaissance period develops more individually by relating with personal emotions and desire. During the Renaissance period of English literature history, one of the most celebrated writers of the world and the brightest star in the history of literature, William Shakespeare, utilizes his ink to portray the complicity on of human through his works, with numerous of comedies and tragic dramas, using various story backgrounds, Shakespeare is able to catch the most unique gist of human beings. For example, In his drama The Tragedy of Macbeth, his love towards the beauty of humanity expressed through the multidimensional characters of Macbeth. By illustrating the transformation of Macbeth s change in mind, from a loyal servant of the King Ducan, changes to a pathetic suspicious usurper, and finally fell as a betrayer with no fame or power, Shakespeare reflects directly to the truth of humanity: beautifully diverse, unsteadily controv ersial, and fatally dangerous. First of all, Macbeth indicates his unsteady skeptical attitudes towards the witches prediction. According to the three witches, Macbeth shall one day be King hereafter, and Banquo shall get King, though he wouldbe none [king](I. iii. 50, 66). After hearing this astonishing prophecy, Banquo manifests with neither ecstasy nor fear, but with rational cautiousness. He exhorts Macbeth that sometimes the instruments of darkness tell truthsand [w]inShow MoreRelatedWilliam Shakespeare s The Tragedy Of Macbeth1304 Words   |  6 PagesMadman In The Tragedy of Macbeth, William Shakespeare obsesses over the ideal of a good man becoming an evil tyrant. The play of Macbeth is based on Macbeth a man who had everything including a wife, home, power, and friends. Until he heard a prophecy that would change his life forever and disrupt his sanity and virtue. Logically speaking you think, how could one man lose everything including himself from one prophecy? We have to remember that the author is none other than Shakespeare and with himRead MoreWilliam Shakespeare s Macbeth - The Five Tragedies1293 Words   |  6 PagesOne of the most astounding themes William Shakespeare incorporates in his widely prominent story of, Macbeth, is the utterly sheer shift in Macbeth s personality throughout the piece. It is commonly debated that the rapidly altering deposition of Macbeth had since served as the underlying facets and influences behind his ultimate collapse. 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Gender, and the behavior expected from each, is a constant motif that reappears throughout the play. The instances that appear in the play reveal that the characters are expected to act according to their gender and limit their emotions and the wayRead MoreWilliam Shakespeare s Play For King James I, The Tragedy Of Macbeth1200 Words   |  5 Pages In 1606, William Shakespeare wrote a play for King James I, the tragedy of Macbeth. For the last five-hundred years, this highly regarded piece of literature has been studied by countless students and intellectuals. One of the many methods scholars use to interpret a piece of literature is through the feminist perspective. Feminism is defined as the doctrine advocating social, political, and all other rights of women equal to those of men (â€Å"Feminism†). Although one can use a feminist lens to interpretRead MoreWilliam Shakespeare s Macbeth : The Tragedy Of Fate Or Free Will1335 Words   |  6 Pagesthis tragic play by Shakespeare, Macbeth is faced with the question of fate or free will. While fate is a force or power that predetermines events, free will is the ability to decide actions according to oneself (Merriam-Webster Dictionary). Throughout the play, Macbeth’s choices were influenced by many other characters which in turn alter his future. In the opening of the play, there were the 3 witches who sparked his initial interest to become King. Then came Lady Macbeth who, by telling him herRead MoreThe Tragic Hero Of Macbeth By William Shakespeare1724 Words   |  7 PagesA Greek philosopher named Aristotle once said, Tragedy is an imitation not of men but of a life, and action†¦. Aristotle is famous for his theory of tragedy. His definition of tragedy applies to William Shakespeare s play Macbeth. The play is about a hero who reaches a high position in the play and then falls because of his choices. Macbeth is a tragic hero according to Aristotle s aspects that make a tragedy. Macbeth is neither a villain nor a perfect character, he appears in the play in a high