Self Esteem, Self Confidence and Self Motivation with Respect to Goals Essay

Self Esteem, Self Confidence and Self Motivation with Respect to Goals and Objectives - Essay Example It is a sort of competent feeling that a person contains within himself as he tries to overcome the hurdles that life throws his way with a matter of confidence. Self confidence again is a dependent factor on a person having a certain amount of esteem for himself. It is the characteristic by which a person is able to regain and perceive the environment around him in a way better than others; in other words having confidence helps a person to come out of the fear of doing something or trying something new. Confidence helps to take initiatives and take control of situations. It thus goes hand in hand with self esteem greatly because unless a person contains a certain amount of belief in his own self with respect to any task that he might want to carry out, he will not be able to do so unless he possesses an ounce of zeal and esteem. Self motivation is yet another characteristic that every person has within himself but only few are able to tap and exploit as mentioned above. Motivation is the power by which one can induce himself or someone else to carry out a task or an activity with utmost confidence. Self motivation is when a person has the power and belief in his own self to do something and thus becomes his own personal driving factor towards the chalet of desire. In order to understand the same, one can easily witness how self esteem and self confidence are again required in order for a person to be motivated by his own self. If one does not possess enough courage or confidence, he will not be able to motivate himself in the long run. All these qualities take some time for people to tap into and bring out. They all require certain factors from the outside environment of a human being as well in order to be touched upon. For example, self esteem is an aspect that rises and increases every time a person is praised by others for doing a certain something. People usually tend to think higher of them once others begin to respect them, listen to them and take their advice. When people get attention and achieve success in copious amounts, their levels of self esteem automatically increase. (Dubrin, A) Much the same way, in the same process, a person also tends to increase his personal amounts of confidence once others begin to praise or compliment h im on something. For example, taking any business enterprise into account, an entrepreneur would only be able to increase his sales and take his venture to a higher level if he was praised from the outside world. Only when he receives adulation from society will he become aware of whatever he is worth. One must try and tap this confidence and esteem on his own self, however, too much of the same, on the lines of an overdose can become a problem as people usually think that they are too good for anybody else and thus end up hurting and harming the environment around them. This usually leads to them losing out on their friends and family and they turn out to be aggressive and far too overconfident. Thus, these qualities must be tapped in proper balanced

Plato and Gettier on Knowledge Essay Example for Free

Plato and Gettier on Knowledge Essay Plato in one of his most famous earliest dialogue Meno tried to provide a new way of explaining how we humans acquire knowledge. The common notion of the ancient Greeks and even to our times on how we acquire knowledge is the characteristic of knowledge to be taught and learned. Knowledge in a sense is an outside entity that resides outside ourselves. We learn outside of ourselves through our environment or other people that try to teach us. However, the events and flow of discussion in Meno had convinced Plato to provide a new framework that will be able to discuss how we acquire knowledge. Platos basic discussion says that knowledge acquisition is more in fact a matter of recollection rather than learning. We acquire knowledge and ideas from the inside of ourselves and not through the lessons outside ours. Plato rooted this from the belief of the priest and diviners and even philosophers to the immortality of the soul. The soul had existed since time immemorial making it able to know everything it needs to know. Whatever knowledge and ideas had already been embedded on the soul because of immortal existence. However, as the soul transfer from one body to another body because of the mortality of the human body, Plato argued that as the body withers and dies, all the knowledge are forgotten and put into background. From here, Plato would argue for the knowledge acquisition to be a matter of recollection and remembering of the knowledge and ideas already possessed by the soul. Plato believed that whatever we know is a recollected and remembered idea of the souls former existence. This concept was explained by Socrates to Meno with the help of Menos slave. Socrates called the slave and asked some questions regarding geometry and the measurement of some shapes. Socrates tried to ask some questions that direct the slave to answer them rightfully. It is important to note the slave is uneducated in the classical sense. However, through Socrates questions, he managed to enable to direct the slave towards right answers. This had help to prove to Meno that the soul already possessed the knowledge and opinions about everything. For Plato, this knowledge can be accessed by examining ourselves and with yourself or someone asking the right questions that will redirect you to the knowledge and ideas inside your soul. Knowledge is defined in its justification, truth and being a belief. After discussing the nature of knowledge and how we can acquire it, Socrates and Meno moved on to discuss to define opinion and its relevance on the affairs of man. The task is simple, to define opinion (true opinion) and to contrast it to knowledge. Primarily, Socrates acknowledged the role of a good opinion in the human affairs. He did not disregard it completely but rather understand its use in some cases. In fact, he acknowledges the inclination of virtuous men to rely on their true opinion to do good things. However, Socrates clearly undermines opinion; even they are good when it is contrasted to knowledge. For Plato, an opinion does not last long and easily withers in contrast to knowledge that has the capability to last eternally. The main difference lies on the presence of a rationality and grounds on knowledge and its absence of an n opinion. He used the example of a statue. He stated that the statue with that is tied in a good foundation will be able to last longer compare to a statue that is not tied. For Socrates, though an opinion can produce the same awe to an observer, it is a natural tendency for humans to ask the question of why and how. These questions cannot be answered by an opinion because of its absence of ground. In this sense, knowledge exceeds an opinion. This definition of knowledge that is characterized by Plato which is defined as a justified true belief had dominated from the ancient Greeks up to the mid-late 20th century. The general belief that knowledge for it to be referred as knowledge must be able to satisfy three basic characteristics, which is (1) justification (2) truth (3) belief was questioned by Edmund Gettiers paper entitled â€Å"Is Justified True Belief Knowledge? †. This short paper that had managed to provide a doubt to the long tradition in epistemology that considers knowledge to be a justified true belief. Edmund Gettier provided to two cases or examples will put in to question the long era of this ancient belief. He presented a case in which the three conditions are present namely justification, truth, belief yet unable to be count as knowledge because of the play of other factors. In Gettiers examples which were referred as Gettiers cases, the three criteria were only made possible by some elements of luck and chance which clearly invalidate it to be knowledge. This put an end to a long tradition of considering knowledge by the virtue of three elements of justification, truth and belief. Though the paper of Gettier did not provide an alternative view or solution to his problem, responses on his paper can be summarized to the attempts of many philosophers to look or find out for the fourth criteria that will make the definition of knowledge. Works Cited Plato. Grube G. M. A. (trans) Cooper, John (rev) Five dialogues. 2002. Hacket Publishing Company Inc. IN. Print Gettier. Edmund. Is Justified True Belief Knowledge? Web.

Mars and the Earth Essay -- Astronomy Space Essays

Mars and the Earth Geologists study the surface of both Mars and Earth by using interplanetary comparative analysis to further their understanding of the two planets. In some ways, Mars resembles Earth. Features on Mars such as an atmosphere, a wind-modified surface, near-surface water, volcanism, seasons, ice caps, dust storms, and channels can be found on Earth as well, albeit slightly different in origination or intensity. Despite their similarities, their differences are profound. Their acute differences in their tectonic framework and their quantities of liquid water affect the geological theories behind the formation of the surface of Earth and Mars. By investigating these similarities and differences, geologists can grasp and acquire a better understanding of the evolution of these two planets. Mars, named after the Roman war god, is known as the Red Planet due to its’ red or pink appearance as it glows in the night sky. Galileo first saw Mars around the year 1610, since then numerous others have viewed the mysterious planet. Just to name a few, Michael Carr in The Surface of Mars (1) describes the trail of Mars’ historical observations; starting with Huyghens in 1659 who verified that Mars, like Earth, had a north-south rotation in a 24-hour period, Cassini who observed polar caps on Mars in 1666, and Herschel who, in the late 1700’s, determined that Mars had seasons much like Earth. According to Cross and Moore, Mars is much smaller and less massive than Earth (8). They also argue that Mars and the Earth move around the Sun in different periods, making observation of geological features extremely difficult since sightings are limited to a few months every other year (12). As difficult as Mars is to obse... ... Editors of Life. The Earth. New York, NY: Time Inc. Book Division, 1962. Carr. Michael H. Images of Mars. Washington, DC: National Aeronautics and Space Administration, 1980. Carr, Michael H. The Surface of Mars. Westford, Mass: The Murray Printing Co., 1981. Gornitz, Vivien. Geology of the Planet Mars. Stroudsburg, PA: Dowden, Hutchinson & Ross, Inc., 1979. Guest, John. The Earth and Its Satellite. New York, NY: David McKay Company, Inc., 1971. Michaux, C. M. Handbook of the Physical Properties of the Planet Mars. Washington, D. C.: National Aeronautics and Space Administration, 1967. Mutch, Thomas A. The Geology of Mars. Princeton, NJ: Princeton University Press, 1976. Moore, Patrick, & Charles A. Cross. Mars. New York, NY: Crown Publishers Inc., 1973. â€Å"Poles Apart: North and South on Mars.† Valley News [Hanover] 6 May 2002, first ed:

Planning in Early Childhood Essay

The observation of children is performed by teachers and educators, to help understand each child, and their characteristics. Along with assessment and evaluation, educators are able to understand each child’s development, and make decisions about appropriate activities and experience to offer each child, to help foster their individual development. (Veale, A. and Piscitelli, B. 1988) This essay will discuss the Value of the Observation Process in Planning for early childhood settings, and the role of each teacher in facilitating children’s individual learning and development. Observation is a very valuable and important part of the planning process as each child is different. Observation and Record Keeping in Early Childhood Programs (Veale, A. and Piscitelli, B. 1988,) Suggests that in order for educators to provide proper learning experience for children, they must know each child’s strengths, weaknesses, interests, fears, joys, ideas and individual interests to plan stimulating and appropriate learning experiences. Through observation, Educators can gather this information on what each child is capable of, how each child behaves under a range of different circumstances and how the child interacts with other children, and adults. The information collected from observation helps educators to develop objectives and plans to â€Å"enhance children’s learning and development† (Planning and Learning, NZTC pg. 5). Effective Planning and developing of learning outcomes for children is a collaborated effort between colleagues, children, Parents/Whanau and the community. DOP 6 outlines that importance of collaboration between colleagues when it comes to forming an effective plan in the early childhood environment. Open relationships and free discussions amongst each other empowers educators to become reflective practitioners and to understand different perspectives (MoE, 1998) By collaborating with parents/ Whanau educators can increase their understanding of the child’s â€Å"thinking and learning, parents and carers become wiser about the child† (Stonehouse, cited in Hanna, 2006, p.73) and planning becomes more effective and purposeful for the child. Te Whariki states under the principle of Family and Community, â€Å"The wellbeing of children is interdependent with the well-being and culture of local communities and neighborhoods. Children’s learning and development are fostered it the well-being of their family and community is supported. †(MoE, 1996, p. 42) Society is constantly changing, and children grow and change with the community, so educators need to plan for the growth and change. And most importantly the children need to be considered while planning. Children are individuals and their voice needs to be heard. Educators need to be aware of the child’s capabilities, interests and learning needs to provide efficient learning activities that will be effective and enjoyable for the child. â€Å"The purpose of assessment is to give useful information about children’s learning and development to the adults providing the program and to children and their families. † (MoE, 1996 pg.29) Assessment of the effectiveness of the program and keeping track of the child’s development helps educators to make decisions so effective changes can be made as needed to help the child’s personal progress and learning objectives. Likewise with planning, assessment needs to consider the changes in the community, consider the needs of the child and the parents/whanau to be the most effective for the child’s learning. Evaluation is the final step in the on-going planning of children’s learning. â€Å"The purpose of evaluation is to make informed judgments about the quality and effectiveness of the program. † (MoE, 1996 Pg. 29) Evaluation is a crucial part of the planning process as it gives educators a chance to assess and evaluate the effectiveness of their program planning and to be better informed for future planning. Educators need to use a range of methods to evaluate the program. This can be done by reflections, regularly updating what works well and monitoring effectiveness, consulting with patents/whanau, and most importantly making appropriate changes. Educators hold the important role of supporting and facilitating each child’s development, one method of facilitating for the child is by recognizing and providing an optimal learning environment. An optimal learning environment is a safe environment specifically designed to facilitate a child’s learning and developmental needs. Educators need to provide time and opportunity for children to respond and experience the world creatively, it also needs to offer exposure to a variety of experience, to be secure and offer stimulating experiences so children can take risks and investigate the world around them safely. Olds (2001) suggests that children need to feel comfortable in their environment for them to explore. Educators need to be vigilant in making sure that each individuals needs are met so the child feels safe and comfortable in the learning environment. Creating an optimal learning environment means educators need to consider the aspects that create this environment. Harris Helm suggests that the overall effectiveness of an early childhood program is dependant on quality of staff, suitable environment, consistent schedules and parent involvement. Another aspect educators need to consider while facilitating learning is the importance of the interpersonal environment. â€Å"Interpersonal environment refers to the relationships established in the environment. † (Planning and Learning, NZTC, 2009, pg 49. ) Educators need to provide an environment that will allow children to learn through responsive and reciprocal relationships with people (MoE, 1996). Children must feel comfortable safe and secure in order to engage in efficient and meaningful learning. Fu (2004) believes that establishing supportive, responsive relationships with children and parents/whanau helps with the development of knowledge, social skills and attitudes and reinforces learning. Building a relationship with the child and their family will help educators to have a clear understanding of the child’s development and the holistic needs of the child. Educators need to engage in constant interactions with parents to gain proper insight into the child’s individual beliefs, rituals, preference and values, so to build a personal and meaningful relationship with the child. Relationships are the heart of learning. By Building a close relationship with the child allows educators to respond sensitively to each child’s needs. By building this Positive and sensitive relationships, research has shown that it enhance a child’s development and is the base of early childhood education. Vygotsky social constructive theory of the Zone of Proximal Development can effectively help educators with providing the best support and to develop strategies to assist the learning and development of the children. The Zone of Proximal Development is described by Vygotsky as â€Å"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peer† (L. S. Vygotsky, p. 86) Vygotsky observed that when an individual was tested on tasks alone, they rarely did as well as when they were working in collaboration with an adult. The process of involvement by the adult enabled them to refine their thinking or their performance to make it more effective. (James Atherton, 2009) by observing a child, educators can observe what a child needs individually, find out what is changeling for the child and work collaboratively alongside with the child and develop strategies to help further the child’s learning. From this theory the teaching strategy of Co-construction was developed. Con-construction is described as a â€Å"collaborative process from which new understanding and concepts emerge. (Planning and Learning NZTC, 2009, Pg. 39)By collaborating together to find new understanding and concepts between the child, peers, and adults can develop strategies to offer new ideas and concepts to activities. Educators have the important role of providing a co-constructive environment by listening to the child, playing with the child, and have an active participation in their learning, to help develop a child’s interests in learning further. Educators also need to encourage children â€Å"to share what they think and know† (Planning and Learning, NZTC, 2009, pg. 39) . â€Å"Planning the curriculum should be a continuing process, involving careful observation, identification of needs and capabilities, provision of resources, assessment and evaluation† (MoE, 1996, p.28). Observation, planning, assessment, and evaluation is an ongoing process that must be part of a daily routine. Every educator will be different in how they plan, but thru collaboration with colleagues, parents/whanau, the child, and consideration of the community will help educators to plan as effectively as they can for each individual and help them to grow and improve, and learn how to provide children with the best possible environment to learn and develop in.

A Study On Dialogue And Learning Education Essay

Dialogue has been recognized as the most noteworthy illustration of Western literature by Plato since 428/427 BC – 348/347 BC ; . In Grecian and Indian literature, peculiarly the ancient art of rhetoric, it is historically beginnings as narrative, philosophical or educational device. The duologue has been used to learn a scope of topics, including doctrine, logic, rhetoric, and mathematics. Dialogue ( the Greek DIA for through and logos for word ) can be defined to include legion communicative Acts of the Apostless includes conversation, talk, communicating, interchange, discourse, statement, chat, chitchat, colloquy, every bit good as treatment, argument, exchange of positions, tete-a-tete, audience, conference, meeting, interview, inquiry and reply session, and dialogues ( New Oxford Thesaurus of English 2000 ) . Dialogic acquisition can happen in any educational state of affairs and contains an of import potency for societal transmutation.[ 2 ]Assorted parts to Dialogic acquisition has been developed on many positions and subjects such as, P. Freire, 1970 on the theory of Dialogic action, G. Wells, 1999 looking for the Dialogic enquiry attack, J. Habermas, 1984 with the theory of communicative action, M. Bakhtin, 1981, the impression of Dialogic imaginativeness, and Soler, 2004, the dialogical ego. Among those, there are many more modern-day writers on Dialogic constructs, J. Mezirow, 1990, 1991, 2000 transformative larning theory, M. Fielding 2001, pupils as extremist agents of alteration, T. Koschmann, 1999 emphasizes the possible advantages of following dialogicality as the footing of instruction, Anne C. Hargrave, 2000 shows that kids in Dialogic-learning in vocabulary. Specifically, the construct of Dialogic acquisition ( Flecha, 2000 )[ 3 ]evolved from the probe and observation of how people learn both outside and interior of schools, when moving and larning freely is allowed.The theoryThe construct of Dialogic acquisition is non new. In the book Mind and Society, 1962, Vygotsky argued that kids larn how to utilize be aftering map of their linguistic communication efficaciously and their psychological field alterations basically. He argued that a kid begins to get the hang his milieus with the aid of address prior to get the hanging his ain behaviour. He claimed that the creative activity of these alone homo signifiers of behaviour which finally produced the rational productive work with the usage of tools. This was described in his observations of kids in an experimental state of affairs showed that kids non merely move in trying to accomplish a end but besides speak. This address arose spontaneously and continued about without break throughout the experiment. He claimed that it seems that both natural and necessary for kids to talk while they act. Respectively, Vygotsky drew the same sort of differentiation between the ‘spontaneous ‘ construct of mundane acquisition and the ‘scientific ‘ construct of the schoolroom.[ 4 ]Vygotsky, 1962 argues that the origin of a self-generated construct can normally be traced to a face-to-face meeting with a concrete state of affairs, while a scientific construct involves from the first a ‘mediated ‘ attitude towards it object. Paulo Reglus Neves Freire ( 1921-1997 ) , 1970 theory of Dialogic action 1921 -1997 was a Brazilian pedagogue and influential theoretician of critical teaching method.[ 5 ]He was an educationalist known for developing popular instruction ; he puts duologue as a type of teaching method.[ 6 ]Freire argued that duologue as a agency of democratising instruction ( Freire 1972, 1999 ) . Dialogue communicating allowed pupils and instructors to larn from one another in an environment characterized by regard and equality. He advocates himself to back up suppressed people with their public presentation or application of accomplishments that is informed and linked to their values, by executing and using their accomplishments in order to do teaching method for a more thickening apprehension and doing positive alterations to them. He states that human nature is Dialogic, and he believes that communicating has a prima function in people ‘s life. Dialogue is a claim in favour of the democrati c pick of pedagogues and scholars. The end of the Dialogic action is ever to uncover the truth interacting with others and the universe. He claimed that we are continually in duologue with others and it is in that procedure that we create and recreate ourselves. Besides, in order to advance free and critical acquisition, he insists that we should make the conditions for duologue that encourages the epistemic wonder of the scholar. The Russian philosopher, literary critic, semiotician and bookman who worked on literary theory, moralss, and the doctrine of linguistic communication, Mikhail M. Bakhtin, 1981, distinguishes the impression of Dialogic imaginativeness. He has theorized duologue in stressing the power of discourse to increase apprehension of multiple positions and make countless possibilities.[ 7 ]Bakhtin argued that duologue creates a new apprehension of a state of affairs that demands alteration as relationships and connexions exist among all living existences.[ 8 ]His construct of dialogism states a relation between linguistic communication, interaction, and societal transmutation. Holquist, 1990 described Bakhtin ‘s Hagiographas on dialogicality are profound and stand for a substantial displacement from predominating positions on the nature of linguistic communication and cognition[ 9 ]. Bakhtin established that there is a demand of making significances in a Dialogic manner with other people .[ 10 ]He believed that person does non be outside duologue. The construct of duologue itself establishes the being of the â€Å" other † individual. It is through duologue that the â€Å" other † can non be silenced or excluded. Bakhtin claimed that significances are created in the procedures of contemplation between people. He describes, we use the same significances subsequently in conversations with others, where those significances get better and even change as we obtain new significances. Therefore, when we talk, we learn something. In this sense, every clip that we talk about something that we have read about, seen or felt ; we are really reflecting the duologues we have had with others, demoing the significances that we have created in the old duologues with others. That said, duologue can non be separated from the positions of others: larning derives from here with the single address and the corporate 1 is profoundly related to one ‘s life. Bakhtin asser ts that negotiations is a concatenation of duologues, he points that every duologue consequences from a old one and, at the same clip, every new duologue are traveling to be presented in future 1s. Fitz Simons, G. ( 1994 )[ 11 ]the â€Å" learning communities † , an educational undertaking which seeks societal and cultural transmutation of educational centres and their milieus through Dialogic acquisition, stressing classless duologue among all community members, including learning staff, pupils, households, entities, and voluntaries. Fitz Simons points out: â€Å" The demand to set up an ambiance of common regard and a feeling of community in which grownup scholars are encouraged to be independent scholars and to portion their expertness † ( p. 24-25, 1994 )Dialogic LearningFletcher, 2000 looks at the construct of Dialogic larning evolved from the probe and observation of how people learn both outside and interior of schools, when larning and moving freely is allowed. She describes unfastened duologue which derived from the position of Freire, 1997 engagement of all members of the community the acquisition communities as research shows that larning procedure take topographic point in different infinites of the scholars ‘ life regardless of the scholars ‘ age, and including the instruction staff, depend more on the coordination among all the interactions and activities. The acknowledgment and regard of different types of cognition raise the consciousness that each individual has something to portion, something different and every bit of import. Therefore, the wider the diverseness of voices engaged in unfastened duologue, the better the cognition that can be dialogically constructed. Fletcha puts as†¦ â€Å" [ Dialogic larning ] lead to the transmutation of instruction centres into larning communities where all the people and groups involved enter into relationships with each other. In this manner, the environment is transformed, making new cognitive development and greater societal and educational equality. † ( p. 24 ) Edward and Mercer, 1987 emphasize that the ‘dialogue ‘ construct is ‘ground regulations of conversation ‘ because it operates as inexplicit sets of regulations for acting in peculiar sorts of state of affairs which participants normally take for granted[ 12 ]. ( Edward and Mercer, 1987 ) In 2007, Mercer and Littleton ‘s argues that ‘talk ‘ is non merely the mediating means for back uping single development, but instead that ways of thought are embedded in ways of utilizing linguistic communication. This ‘talk ‘ is more emphatic on as a valuable, societal manner of thought, non merely larning. They argue that scholars engage and interact with others may hold a profound and digesting impact on their accomplishment and rational development.[ 13 ]They further argue that ‘learning ‘ and ‘development ‘ are two footings that related and have both been used in a great trade. Learning is frequently in the company of ‘teaching ‘ . These two words are required to name upon the sorts of cognitive and rational alterations in kids ‘s acquisition. He asserts that ‘learning ‘ is usually associated with the gaining of cognition and the acquisition of some fact or accomplishment. It invokes thoughts of some kind of growing, the outgrowth of a new entity and the reaching of a new province of personal businesss. A subscriber to Mercer and Littleton, Chris Watkins, 2003 ( A bookman in instruction and acquisition ) has distinguished three influential constructs of acquisition: Learning is being taught, larning is the single sense devising, acquisition is constructing cognition with others.[ 14 ] Harry Daniel 2001 claims that schoolroom talk or duologue mediates non merely learning and larning but besides the wider civilization.[ 15 ]He claims that worlds are seen as animals who have a alone capacity for communicating and whose lives are usually led within groups, communities and societies based on shared ways of utilizing linguistic communication, ways of thought, societal patterns and tools for acquiring things done. Daniels emphasizes that such talk, must non be regarded as simple ‘interaction ‘ , but narrowly regarded and bounded by the immediateness of the larning undertaking in manus. Similarly, the Dialogic enquiry attack by Gordon Wells, 1999[ 16 ], Wells argues that schoolroom duologue has been proposed as a method of presenting critical instruction ( Wells 1999, Alro & A ; Skovsmose 2002 ) â€Å" Dialogic enquiry † is an educational attack that acknowledges the dialectic relationship between the person and the society, and an attitude for geting cognition through communicative interactions. Wells points out that the sensitivity for â€Å" Dialogic enquiry † depends on the features of the acquisition environments, and that is why it is of import to reorganise them into contexts for collaborative action and interaction. Wells defines â€Å" enquiry † non as a method but as a sensitivity for oppugning, seeking to understand state of affairss join forcesing with others with the aim of happening replies. Wells farther argues that Dialogic enquiry non merely enriches persons ‘ cognition but besides transforms it, guaranting the endurance o f different civilizations and their capacity to transform themselves harmonizing to the demands of every societal minute. Wells claims that Dialogic enquiry non merely enriches persons ‘ cognition but besides transforms it, guaranting the endurance of different civilizations and their capacity to transform themselves harmonizing to the demands of every societal minute. Education is seen as a Dialogic procedure, with pupils and instructors working together within scenes that reflect the values and societal patterns of schools as cultural establishments. Alro & A ; Skovsmose, 2002 relate duologue to the larning procedure by property three indispensable belongingss to the impression of duologue ; doing an enquiry, running a hazard and keeping equality.[ 17 ]These indispensable belongingss must be characteristic of the scene of interaction in order for a â€Å" acquisition † duologue to happen. Making an enquiry means learner researching what he does non yet cognize and sharing the desire to derive new experiences. For an enquiry to be Dialogic it must be unfastened to participants conveying their ain positions rooted in their backgrounds into the enquiry. Learners must besides be willing to suspend their ain positions in order to see the positions of others and in jointing these positions new and more insightful positions might come into positi on. For that ground, Dialogic is running a hazard in the ambiguity and uncertainness of the duologue procedure. Learners to a duologue propose other people ‘s positions, nevertheless voyaging in a landscape of probe means that there are no pre-established replies to energetic inquiries. Therefore â€Å" duologue includes risk-taking both in an epistemic and an emotional sense † . In other words scholars to a duologue will be challenged on their cognition every bit good as their emotions. In order for participants to stay in the Dialogic procedure it must be ensured that the uncertainness ne'er appears excessively uncomfortable. They claim that duologue could so keep equality by proposing that scholars are engaged at a degree of para. Parity in this sense does non equal sameness but instead equity. Learners may come in the duologue in different capacities and being equal therefore comes to depend on the ability of scholars to encompass and accept diverseness ( Alro & A ; Skovsmose, 2002 ) . After old ages of research conducted in several states ; India, USA, France, Italy and England with a squad of research workers, Robin Alexander 2004[ 18 ]has put talk as the outstanding component for effectual thought and learning demand for kids. He has distinguished talk for a typical pedagogical attack called ‘Dialogic learning ‘ . He argues that linguistic communication and idea are closely related, and the extent and mode of kids ‘s cognitive development depend to a considerable grade on the signifiers and contexts of linguistic communication which they have encountered and used. This new attack demands both pupil battle and instructor intercession by which students actively prosecute and instructors constructively intervene is through talk.Dialogue and Higher degree of EducationFor higher educational degree, Diana Laurillard, 2002 puts a Dialogic acquisition model as ‘Conversational Framework ‘ . This model supports assorted media signifiers such as narrative, synergistic, adaptative, communicative and productive. The thought of a colloquial model, is used to specify the acquisition procedure for higher instruction and so to construe the extent to which new engineering can back up and heighten high degree conceptual acquisition. She describes that larning must be dianoetic and the instructor should be tie ining learning and larning procedure with the universe. Laurillard asserts that larning engineerings must accomplish their full potency for transforming larning experience. Laurillard argues that the faculty members ; Universities, Institutions, colleges, schools etc. Should get down with an apprehension of how pupils learn, and they should plan and utilize the Conversational Framework and the acquisition engineerings from this point of view to familiarise a better acquisition scheme for university instruction. Laurillard ‘s thought is barely new as she quoted Paul Ramsden ‘s statement that instruction is a kind of conversation. Respectively, Kolb ‘s ‘learning rhythm ‘ ( Kolb, 1984 ) states that larning occurs through an iterative rhythm of experience followed by feedback, so reflected on to be used as revised action[ 19 ]. Gordon Pask, 1976 formalized the thought of larning as a conversation in conversation theory. This theory lays out the separation of ‘description ‘ and ‘model-building behaviours, and the definition of understanding as ‘determined by two degrees of understanding ‘ ( Ibid. 22 )[ 20 ]. This describes the feature of the learning – acquisition procedure is iterative ‘conversation ‘ . Besides schoolroom instruction, dialogue instruction is described as an attack to adult instruction by pedagogue, Jane Vella in the 1980 ‘s. This attack to education draws on assorted grownup larning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom ( Global Learning Partners, 2006b ; Vella, 2004 ) . It is a synthesis of these abstract theories into rules and patterns that can be applied in a concrete manner to larning design and facilitation. Dialogue instruction is a signifier of Constructivism and can be a agency for Transformative acquisition, ( Vella, 2004 ) . Dialogue instruction shifts the focal point of instruction from what the instructor says to what the scholar does, from learner passiveness to scholars as active participants in the duologue that leads to larning ( Global Learning Partners, 2006c ) . A duologue attack to education positions scholars as topics in their ain acquisition and awards cardinal rules such as common reg ard and unfastened communicating ( Vella, 2002 ) . Learners are invited to actively prosecute with the content being learned instead than being dependent on the pedagogue for larning. Ideas are presented to scholars as unfastened inquiries to be reflected on and integrated into the scholar ‘s ain context ( Vella, 2004 ) . The purpose is that this will ensue in more meaningful acquisition.DecisionSignificantly duologue and larning are two footings that ca n't stand by its ain without the other ‘s presence. It is now that the duty of this survey to analyze duologue and acquisition to a farther class of current new media nomadic engineering. How does kids doing usage of nomadic devices in the universe of nomadic engineering in this transmutation age of environment? How does larning so develop from these engineerings? Why does a kid today communicate so much with engineering? That said my hypothesis that the new media nomadic engineering has potential in easing the procedure of kids ‘s acquisition development. Do these engineerings provide acquisition tools which are able to supply important cognition development? Besides, Vygotsky and Vygotskian theory claimed that the acquisition tools are some sort of kids ‘s higher psychological maps of doing his or her interactions to their societal and moral development. As we all knew, these duologues are being created, learned and used by our kids enormously without our consciousness twenty-four hours to twenty-four hours in their universe of communications in synergistic nomadic engineerings. These duologues and larning are integrated with their hand-held appliances, computing machines and package, larning stuffs, playing the games in the practical universe. With the being of other characteristics ; design, sound and picture, picture taking, colourss, founts, information, and programming linguistic communication voyaging them throughout the lessons and plans. Our kids or scholars and members jointl y produce Dialogic cognition and take part in the definition of actions that lead to societal and educational alteration. Therefore, this research sees duologue and larning associates to the impression of Bakhtin dialogicality as duologue represents this senses where it mediates the new media that our kids to listen and watch. These duologues can take legion other signifiers such as: lupus erythematosus structured, more informal and more participatory than interviews or treatment groups, e.g. By promoting participants to put the docket for treatment and for the research worker to take an active function in the treatment instead than merely the function as a hearer. This attack will allow participants to the duologue a sense of equality and the freedom to convey into the duologue whichever subject they deem relevant. Inviting research participants in the reading procedure at the same time embrace a Dialogic epistemology acknowledging the value of negociating, reflecting and construing with the end of common apprehension and relationship edifice. Therefore, in this survey we need to contract our apprehension of duologue and turn to the inquiry of the part of duologue in the synergistic Mobile engineerings in the kids ‘s psychological acquisition development. In the acquisition communities, it is basica lly the engagement of all members of the community because, as research shows, larning procedures, irrespective of the scholars ‘ age, and including the instruction staff, depend more on the coordination among all the interactions and activities that take topographic point in different infinites of the scholars ‘ life, like school, place, and workplace, so merely on interactions and activities developed in infinites of formal acquisition, such as schoolrooms. Along these lines, the â€Å" learning communities † undertaking aims at multiplying larning contexts and interactions with the aim of all participants making higher degrees of development ( Vygotsky, 1978 )[ 21 ].

The Appearance of Identity in Much Ado About Nothing Essays

The Appearance of Identity in Much Ado About Nothing Essays The Appearance of Identity in Much Ado About Nothing Paper The Appearance of Identity in Much Ado About Nothing Paper Essay Topic: Kindred Much Ado about Nothing An individual is often identified by his or her appearance, but what happens when an appearance can change so much so that it changes identity? William Shakespeare, above anyone, realized the connection between appearance and identity. As someone who went from being the son of a rural glover to frequenting the courts of Queen Elizabeth, and as someone whose career revolved around convincing others that actors on a stage could becomes kings and queens with a change in costume or shift in language, the world of his plays were the world of Renaissance England: a world in which the individual realized that his or her identity was dependent upon his or her appearance. In Much Ado About Nothing, Shakespeare applies the world of Renaissance England to Messina, Italy and with it the ability to defy social conventions as well as alter appearances to allow for the emergence of a new identity.Elizabethan England was a time and place in which people challenged social conventions to provide the o pportunity to assert their emerging individualism and Shakespeare applied this to his plays as well. In Much Ado About Nothing, the Prince’s bastard brother, Don John, proudly defies the traditional conventions of the court and develops an antisocial behavior and identity. He claims â€Å"I cannot hide what I am: I must be sad when I have cause and smile at no mans jests, eat when I have stomach and wait for no mans leisure, sleep when I am drowsy and tend on no mans business, laugh when I am merry and claw no man in his humour† (I.iii.10-14). Don John refuses to play the political games that his brother the Prince is adept in, and identifies himself as a self-sufficient man who will â€Å"wait for no man’s leisure† and â€Å"tend on no man’s business.† He further develops his independent identity and individualism through defying conventions by admitting that â€Å"though I cannot be said to be a flattering honest man, it must not be denie d but I am a plain-dealing villain† (I.iii.23-25). His admission of being a â€Å"plain-dealing villain† simultaneously defies the social standards of morality and asserts his identity as he adds, â€Å"in the meantime let me be that I am and seek not to alter me† (I.iii.28-29). Don John knows what he is and is comfortable establishing his identity as a villain. Like Don John, Beatrice is another character who defies convention and asserts her identity and individualism. When discussing with Leonato her vehement opposition to marriage, she exclaims, â€Å"No, uncle, Ill none: Adams sons are my brethren; and, truly, I hold it a sin to match in my kindred† (II.i.53-54). Beatrice not only denies a suggestion of marriage, a denial of convention in itself, she considers men her â€Å"brethren,† defying the social conventions of women in society and establishing an independent identity.In addition to asserting oneself through defying conventions, characte rs in Much Ado About Nothing are able to change their appearances, and thus change their identities in the process. Like the emergence of the individual in Renaissance England, Shakespeare’s Messina also allows people to be more than they appear. Before the return of the soldiers to Messina, a messenger tells Leonato about Claudio who â€Å"hath borne himself beyond the promise of his age, doing, in the figure of a lamb, the feats of a lion† (I.i.11-12). Claudio’s ability to exceed expectations and more importantly, exceed the expectations of his appearance, helps to establish the play’s theme of the ability to appear one way and act another. For Hero however, appearance is the cause of the fall and subsequent rise of a new identity. At Claudio and Hero’s wedding, Claudio accuses her of infidelity crying out, â€Å"Out on thee, seeming! I will write against it. / You seem to me as Dian in her orb, / As chaste as is the bud ere it be blown. / But y ou are more intemperate in your blood / Than Venus, or those pampered animals / That rage in savage sensuality† (IV.i.54-59). All of his accusations are based on her â€Å"seeming† appearance and it is this new appearance that causes her identity to change from a virtuous and chaste maid to a now â€Å"intemperate† â€Å"animal.† Taking a cue from this case of mistaken identity, the Friar suggests that Hero willingly change her identity and says, â€Å"Let her a while be secretly kept in, / And publish it that she is dead indeed.† (IV.i.202-203). Hero’s identity is transformed from a living person to a dead body solely based on appearance. In true Renaissance fashion, however, a rebirth takes place when she is married a second time, and she herself claims, â€Å"Nothing certainer. / One Hero died defiled, but I do live, / And surely as I live, I am a maid† (V.iv.62-64). She admits that her former identity has died and she is now before them, reinvented with a new identity based on appearance.The strength of the ability for appearance to define identity is reinforced by the willingness of others to believe what they see. When Don Pedro offers to help Claudio woo Hero, he states, â€Å"I will assume thy part in some disguise, / And tell fair Hero I am Claudio† (I.i.269-270). Don Pedro helps to establish the theme that people can change appearances and in the process, change their identities knowing that others will trust them. The strongest evidence of this inherent trustworthiness in appearance occurs when Benedick is tricked into loving Beatrice based solely on what he sees and hears. The trust Benedick has in appearance is strongly established by his statement that â€Å"I should think this a gull, but that the white-bearded fellow speaks it. Knavery cannot, sure, hide himself in such reverence† (III.ii.110-112). The fact that Benedick relies on the appearance of Leonato’s â€Å"reverenceâ €  demonstrates his ability to allow outward appearance to hide Leonato’s true identity and Benedick falls for it, despite his own feeling that it is a trick. While this trustworthiness in appearances allows for the harmless tricking of Benedick, it takes a tragic turn in the tricking of Claudio. After he believes he sees Hero with another man, he asks, â€Å"Would you not swear, / All you that see her, that she were a maid, / By these exterior shows? But she is none. / She knows the heat of a luxurious bed. / Her blush is guiltiness, not modesty† (IV.i.36-40). Claudio’s trust in appearances is complete. Not only does he believe what he sees the night before, but now he is able to interpret her blushes as â€Å"guiltiness, not modesty.† Claudio is manipulated by the emergence of the individual through appearance as he is unable to see the blushes for what they are.At the end of Much Ado About Nothing, the trick involving the slander of Hero is revealed and Leonato asks, â€Å"Which is the villain? let me see his eyes, / That, when I note another man like him / I may avoid him: which of these is he? (V.i.243-245). Of course the irony is that if Leonato can’t tell which man is the villain, then how will he be able to tell when he sees another one? This is the inherent problem in Much Ado About Nothing and, consequently, in Shakespeare’s England. With the ability to change identities through appearance comes the problem of identifying when that change has occurred, which is exactly what Shakespeare was counting on.

Experimenting with compound pendulums and moment of inertia Essays

Experimenting with compound pendulums and moment of inertia Essays Experimenting with compound pendulums and moment of inertia Paper Experimenting with compound pendulums and moment of inertia Paper Two compound pendulums with different weight distributions were used to experimentally determine if the laws of simple harmonic motion would apply to them as well. The moments of inertia were determined experimentally, based on the periods of the pendulums, and compared to theoretical calculations. The average percent error for the pendulum with the shorter R (distance from pivot point to cm of the weights) was 2. 67%, and for the longer R was 6. 15%. Introduction The laws of simple harmonic motion are based on the periodic displacement, acceleration, and velocity of an object. A period is the time taken between peaks of maximum amplitude. When this type of motion is free of nonconservative forces, and the force needed to displace the object is proportional to the displacement, it is called simple harmonic motion. A simple pendulum is one in which a point mass is suspended from a string of negligible mass. It swings with a period of: T = 2 (L/g) where L is equal to the length of the pendulum. In a compound pendulum, the mass of the pendulum arm provides torque and must be described using Newtons second law for rotation: ? = Iarm? , and the torque is ? = -mgLcmsin ?. This leads to the equation for the period of a compound pendulum: T = 2 (Iarm/mgLcm) which is similar in form to the simple pendulum equation, adding the compensation for the moment of inertia inherent in the arm of the pendulum. A pendulum is suitable for experiments in simple harmonic motion, because it provides a motion similar to a vertical spring oscillating up and down (or back and forth for a horizontal spring). This is because gravity provides the force to move the pendulum initially from its point of all potential energy to its point of all kinetic energy. In the absence of friction and air resistance, a pendulum would oscillate forever in simple harmonic motion, much the way an ideal spring would. In this experiment, a compound pendulum was constructed out of two weights that could be screwed together through a series of holes in a flat steel bar. The weights were attached near one end, and the center of mass of the system was determined by balancing. A hole toward the other end of the bar was chosen as the pivot point, and measurements were taken for the length of the bar, the width of the bar, the center of mass of the bar to the pivot point, the center of mass of the pendulum to the pivot point, the center of mass of the weight to the pivot point, and the radius of the weight. A scale was used to measure the weights of the bar and the weight. The pivot hole was placed over a knife-edge support, and the pendulum was pulled to the side and released to start it oscillating. One oscillation is the motion for one complete trip to and fro. The swing needed to be less than ten degrees from vertical, so that sin? ? ?. A stopwatch was used to measure the time for ten complete oscillations. Five trials were performed, and the experimental moment of inertia was calculated from the resulting period. The weight was moved on the bar, and a different pivot point was chosen for a second set of trials. The resulting moments of inertia were then compared to theoretical calculations for the moment of inertia. Purpose To demonstrate that the laws of simple harmonic motion apply to a compound pendulum. Procedures 1. Take measurements of the mass of the bar, the mass of the weights, the length and width of the bar, the radius of the weight, and distances from the pivot point to the centers of mass of the bar, the weight, and the bar and weight combined. 2. Select a pivot hole. Hang the bar from the knife edge support through the pivot hole and swing the pendulum with an angle of less than ten degrees. 3. Start timer at the beginning of an oscillation and stop it after ten complete oscillations. 4. Record the time. 5. Repeat for five trials. 6. Change conditions, i. e. the location of the weight on the bar and the pivot hole used, and repeat the above. Sources Wozniewski, L. (2000). Physics Laboratory Manual: Coefficient of Static and Kinetic Friction. Retrieved October 19, 2003, from Indiana University Northwest, Department of Chemistry, Physics, and Astronomy Web site: iun. edu/~cpalw/pweb/pendulum/pendulum. htm Cutnell, John and Johnson, Kenneth. Physics Sixth Edition. Hoboken, NJ: Wiley and Sons, 2004. Tables of Experimental Data set/triaConclusion The motion of a compound pendulum was similar to the motion of simple harmonic motion. The oscillations of the pendulum were similar in velocity, acceleration, and period to that of an ideal spring oscillating back and forth in harmonic motion. Therefore, the laws of simple harmonic motion could be applied to a compound pendulum also, because the experimental moment of inertia was comparable to the theoretical moment of inertia. It should be noted that moving the center of mass of the weights further from the pivot point increased the moment of inertia, and thus slowed down the rotation of the pendulum about the pivot point. Bringing the weight in closer to the pivot point provided less torque, which allowed faster times for the period. The average percent error for the shorter R was 2. 67%, and for the longer R was 6. 15%. This may be due to the greater time involved in the swing, which allowed friction and air resistance more time to act on the pendulum, as well as the larger swing area that front to back movement of the pendulum could have been introduced. Also, the theoretical calculation was based on ideal conditions, without friction or air resistance, which could not be obtained in the lab setting. Human error could have played a role in the error of the experiment, also. Measurements were taken by yardsticks, and the angle that the pendulum was started at may have been greater than ten percent, which could have skewed the results on one or both of the pendulums.

How to Start Writing a Novel 3 Key Elements a Novel Needs to Succeed

How to Start Writing a Novel 3 Key Elements a Novel Needs to Succeed How to Start Writing a Novel: 3 Key Elements a Novel Needs to Succeed Want to write a compelling, dramatic story?One that draws readers in, takes them on a roller-coaster ride of emotions and thrills,  then leaves them hungry for you to publish your next book, and your next, and your next?If so, then I have good news:With the right understanding of story structure, I believe anyone is capable of writing an amazing story.Yes, that includes you.And the key to making this process as easy and natural as possible is to start every novel with a good story foundation.This is where most new writers struggle. Either they have trouble getting their story off the ground, or they can get it off the ground, but it nosedives partway through the book.Either way, the cause is the same: they didn’t start their book from a good story foundation.In other words, they were missing one or more of thethree critical elements that every novel needs to succeed. I call these foundational elements, â€Å"The Story Foundation Trifecta.†Let’s talk about itNOT E: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Fiction Self-Publishing Program. Learn more about it hereHow to Start Writing a Novel for BeginnersIf youre new to the world of writing, its really easy to get overwhelmed. Its normal to feel that way. Youve never done this before and its a major task to learn how to write a book.What advice do you listen to?How will you even sift through all of the ideas you have?What steps do you actually need to take to start writing a novel?The best part about being a beginner is that you  can  only  make  progress. Theres really nowhere else for you to go but up.The tricky thing, however, is knowing how to get started. After all, that step is the most important, but also the most difficult.These are among the first things you have to do in order to start writing a book as a beginner:#1 Choose a book idea to write aboutIf youre ready to write a book, chances are you hav e more than a single idea in mind thats just how the minds of creatives like yourself work.But how do you choose which to write and which to save for later?The good news is that any and all of your book ideas can get written, its just a matter of choosing which goes first.These are a few questions I like to ask myself when it comes to deciding which idea to start next:Which do you find yourself thinking about most often?Which has a theme/message that means the most to you?Which do you have the most content developed for?Which will be the fastest to write?Once you have an idea in mind that fulfills these questions, youll know that that is the one to write about.Essentailly, in order to choose a book idea, think about which one youre most passionate and excited about. #2 Start your mindmap and outlineOutlining is necessary no matter what type of book youre reading. Even if you think youre the type to write by the seat of your pants, an outline of some sort will come in handy.Even St ephen King has the end of his stories in mind and a few plot points along the way, and he self-identifies as a pantzer, or someone who writes by the seat of ones pants.Now this does NOT mean you have to go through every single part of your story and create a step-by-step outline of everything that will happen.You can do that, but you don’t have to.Generally speaking, there are two kinds of writers out there:Plotters (like James Patterson)Pantzers (like Stephen King)Plotters are people who like to plot their stories in advance, while pantzers are people who don’t- they â€Å"fly by the seat of their pants,† coming up with their story ideas on the fly.You might think that outlining is only important for plottersbut actually, that’s not the case. EVERY writer needs to come up with at least a basic outline before they start writing.Even Stephen King, the most well-known pantzer out there, has admitted that he writes his stories with an end in mind.Knowing whe re your story is going can help you develop the plot to be more complex, exciting, and allow you to hide foreshadowing within the book.This will help you craft your twists to be even harder to see coming something all bookworms love.We have complete guides for learning how to fill out a mindmap and then complete an outline based on it. Check those out before moving on to the nexts steps because its essential to have those details done first.#3 Consider how long you want your book to beThis is also the stage in which you figure out if youll be writing a standalone (a single book) or a series (2 + novels of the same storyline).But first, how long do you want this book to be? Some authors will tell you to just write as much as is needed, but its often a good idea to know your baseline so you can stay on track.This is a table of the average word count for different types of novels to help you get an idea for what to shoot for:Type of WritingWord CountPages in a Typical BookExampleShor t story100 - 15,0001 - 24 pages"The Gift of the Magi" by O. HenryNovella30,000 - 60,000100 - 200 pages"A Clockwork Orange" by Anthony BurgessNovel60,000 - 100,000200 - 350 pages"Harry Potter and the Sorcerer's Stone": by JK RowlingEpic Novel120,00 - 220,000+400 - 750+ pages"Game of Thrones" by George R.R. MartinOnce you have an idea as to how long you want your book to be, you can better plan out each chapters length and formulate a writing schedule that will allow you to make real progress.How to Start Writing a Novel with the Story Foundation TrifectaFirst off, what IS the Story Foundation Trifecta?It’s a combination of  three things:An interesting premiseA sympathetic heroA clear compelling â€Å"A-story†As you’re about to learn, these are the most critical and fundamental pieces to any successful story. As long as you have these three things in place, your story is bound to be engaging and entertaining.In the rest of this post, I’ll explain what th ese things are and how you can improve these elements in your story idea. And to help you understand, I’ll be using examples from well-known stories such as The Hunger Games, The Matrix, and my own series GoneGod World.Foundation #1: An Interesting PremiseYour premise is the foundation of your plot. The collection of situations or presuppositions that make up your story world.That sounds complicated, so let’s put it in simpler terms:Your premise consists of 2-3 seemingly unconnected ideas that have been meshed together to make something truly unique.If you analyze really popular stories like The Hunger Games and The Matrix, you’ll realize they have great premises. And that’s a big part of the reason why they were so successful.So how do you come up with an awesome premise of your own?One common method is to use the â€Å"What If† technique. Here’s how that might look using The Hunger Games as an example:The Hunger Games: What if, sometime in the future, there is a society which demands children must fight to the death once a year?Immediately, the premise opens up a hundred other questions that your story may or may not answer. What happened to create this world and contest? Why children? What happens to the victors? Your story may not answer all of these questions, and certainly Suzanne Collins – the author of The Hunger Games – doesn’t answer all of them.See how that works? You take a few different ideas and combine them. See how they might fit together.In this case the premise is using the familiar idea of a gladiator storybut it’s mish-mashing that concept by having the gladiators be children.Then when you throw in a couple extra elements, likeSetting the story in the futureIncluding a love-triangle with the main characterHaving a power struggle behind the scenes only the audience knows aboutyou end up with a really great premise for a story.Here’s another example:The Matrix: What if reality isn’t what we think it is, and in fact we’re all connected to computers as human batteries for the robot world?Here we’re taking the idea â€Å"reality isn’t what you think it is† and mashing it together with â€Å"we’re human batteries connected to computers.†These are cool ideas on their own. But when you put them together, they become something really fascinating. With a premise like this, is it any wonder why The Matrix was so successful?And here’s one more example, from my series of books:GoneGod World: What if all the gods are gone, and when they leave they force all their denizens to go to earth?Here I’ve combined the ideas of â€Å"divine creatures† and â€Å"refugees† to create a unique story premise out oftwo familiar ideas.In this story, every sort of magical creature you can think of- dragons, faeries, etc.- is forced to become a refugee on earth. As you can imagine, this opens up all kinds of possibilities for interesting storylines and conflicts.So that’s foundation #1 of the Story Foundation Trifecta: create an interesting premise. Now it’s your turn:How to Start Writing a Book Action Step:Take a look at your favorite stories and identify their premise. Turn those premises into â€Å"What if† statements.Bonus: Among the premises that you have identified, see if you can alter them slightly to turn them into something completely unique.Challenge: Create 3 to 5 premise statements of your own, statements that ultimately create world, you’d love to write in.You’ll be surprised at how quickly you start cranking out really unique story premises.Foundation #2: A Sympathetic HeroFoundation #1 focuses on your plot. It’s a big-picture statement of what happens in your story.But remember, stories don’t just happen by themselves. They happen to characters- to people. To human beings. (And sometimes, to elves and aliens.)At the heart of every story is a hero who strives to meet an important goal. And the more your audience can understand and identify with that hero, the more likely they are to become engrossed by your story.Now when you’re creating your hero, the  three  most important things to figure out are your hero’s:Key traitsOuter journeyInner journeyâ€Å"Key traits† refer to your character’s distinguishing features. Is your hero:Brave?Intelligent?Beautiful?Charming?Underhanded?Strong as an ox?Your character’s journey refers to the challenges they will be forced to overcome throughout the story. And we break that journey up into inner and outer journeys.A few examples:The Hunger Games: Katniss’s outer journey is to survive the games. Her inner journey is to mature as an individual, to let other people in, and to learn to accept help from others.The Matrix: Neo’s outer journey is to defeat Agent Smith and the robot forces enslaving humanity in side the Matrix. His inner journey is to believe in himself and accept that he’s the only one capable of saving the human race.Make sense? Great. Now go figure out who your hero is, give them a few key traits, and most importantly decide on their inner and outer journey. Then when you’ve completed that, you’re ready to move forFoundation #3: A Clear Compelling â€Å"A-Story†Once you know your story’s premise and have identified your hero, your next step is to use those 2 elements to create your â€Å"A-story.†Loosely defined, your A-story is the main storyline in your novel. It’s the one story we need to see resolved in order for us to put down your book and feel satisfied at the end.Your book can have multiple storylines- maybe you have a romance subplot, for example- but your A-story is the main story. The big problem that gets resolved at the end. The big problem that gets resolved at the end.In most cases, your A-story is going t o be the same as your hero’s outer journey. In The Hunger Games, for example, the A-story is Katniss’ trial to survive the games.But your A-story can also tie into your hero’s inner journey. In The Matrix, the A-story deals in part with Neo’s struggle to believe in himself and become â€Å"the one.†Here are some common A-stories for different genres to think about when you start writing a book:Sci-fi: Repel the alien invasionAction: Get revenge on the bad guysRomance: Finally succumb to the love of your lifeIt’s important to know your A-story. This is the storyline that you need to focus on, to keep coming back to. This is the major conflict of your story, so don’t lose sight of it.Exercise: Identifytwo or three unique A-stories that fit could each premise. Spend a few minutes contemplating how the premise and the A-story work together. (And also relish is how your A-story is better than the original 😊.)Bonus: Could you alter o ne of the premises to fit with your own unique A-story? If so, you very well may have the a kickass story on your hands!Challenge: Now that you have defined your premise in step one, identify 2-3A-stories that could work within that premise statement.How to Start Writing a Book Action Step:Identify two or three unique A-stories that fit could each premise. Spend a few minutes contemplating how the premise and the A-story work together. (And also relish is how your A-story is better than the original)Bonus: Could you alter one of the premises to fit with your own unique A-story? If so, you very well may have the a kickass story on your hands!Challenge: Now that you have defined your premise in step one, identify 2-3 A-stories that could work within that premise statement.You Know Your A-StoryNow, What’s Next?OK, so you’ve gone through the Story Foundation Trifecta and figured out your premise, hero, and A-story. What should you do next?Sign up for your free training to guide you through this process with more detailIts not enough to just read about it. What you need is someone whos done it before to take you through this process step by step.When it comes to fiction, those with experience are those who thrive and we should all learn from someone who know what theyre doing because if we can bypass all the mess of starting to write a book, we should.

Ethics Law and Change Management Case Study Example | Topics and Well Written Essays - 3250 words

Ethics Law and Change Management - Case Study Example On the average these companies create a product without knowing for sure what the product is going to be for, with no more than a vision. So far, they have not had a failure and have created millions of software jobs. France has a totally different kind of legal system. It is not like any other legal system in the world. Their courts as well as their judicial system can be confusing and difficult to use. Fortunately France understands this though and provides advocates to help maneuver the system correctly. Corporations may find, however, that France is a difficult country to get started in though if popular, the reception is like no other. Apple is a change company that stands up well to globalization. They are very popular throughout the world and are extremely popular in France. They will meet their problems but chances are pretty good that they will continue their climb in profitability and popularity, that is unless they let their ethics get in the way. Kotter (1996) says it better than anyone, "major change is never successful unless the complacency level is low. Complacency must be virtually absent and there must be a do it now attitude." This is what the winning team looks like. This is the country that will have all of the things that it needs including excellent business relations. This is the description of both Apple and France. There are ups and downs for both the corporation and the country and not everything has been perfect but in neither case can we say they were complacent. They have teams who have a "do it now" attitude. Like so many things there is also good and bad here. Apple has been in more than one bought with legal trouble and Apple and France have been advisories so since both have this culture there will probably be more. This paper will discuss both Apple and France and how they function within their culture and the world around them. Apple Incorporated Large corporations today have many ethical responsibilities. Apple is no exception. High ethical standards are one of the major things that help guarantee a corporations success. They determine how the company relates to their shareholders, customers, employees, and vendors. Ethical standards will determine whether or not these people believe they are dealing with a fair and forthright company. These ethical standards include principles of trust, honesty, respect, integrity, and commitment. A company's code of ethics covers many but not all of the practices that are involved in that business. This paper will discuss the ethics involved in Apple Inc. business as well as the legal system in France and the change often related to the globalization of a company. History Apple started its life

Customer Inserts Research Paper Example | Topics and Well Written Essays - 2250 words

Customer Inserts - Research Paper Example The extensive use of this therapy is also a subject of focus within this paper. The paper also tries to categorize this therapy in terms of set models of classifications for treatment of mental illnesses. The various aspects of the therapy which require improvements are covered within the context of the paper. Introduction Schizophrenia can be identified as a chronic mental illness which is characterized by the inability to process thoughts. Individuals suffering from this condition experience various symptoms. These symptoms may include paranoia as a result of mental instability (American Psychiatric Association, 2000 ). The individual gets the impression that others are conspiring against him/her and thus paranoia begins. Other symptoms may include hallucinations, disorganized speech and delusions. Hallucinations come as a result of the individual hearing voices which do not exist. This condition has been associated with a number of factors. Though there exists a small percentage l inked to genetic factors, the condition is immensely associated with substance abuse. The most common drugs associated with this condition include are cannabis and cocaine. Environmental factors like social groups can also be linked to the development of the condition to a small extent. Most of the environmental factors associated though, seem to lead to substance abuse. It is therefore not clear whether there is a direct connection between the environmental factors and schizophrenia. There exist numerous medications which have been used to treat schizophrenia. Being a mental condition, the treatment targets the developed symptoms as there are no viruses or infectious pathogens. The most effective, known methods have been application of first and second generation antipsychotic. These are aimed at getting the individual away from the causative agent. There exist numerous interventions employed commonly in the treatment of this condition. These include cognitive behavioral therapy, s ubstance abuse treatment, family member education, assertive community treatment, training in social skills among others. All these interventions aim at reducing the symptoms displayed by an individual. The intervention Cognitive behavioral therapy is a reality based intervention employed to help people with schizophrenia. It has been extensively used in many cases where symptoms associated with schizophrenia become evident. The king’s college in London developed this intervention. Numerous studies and researches have been undertaken in different parts of the world aiming at providing more information concerning the application of this reality based intervention (Berrios, 1994). This therapy aims at improving cognitive abilities which become drastically reduced by schizophrenia. It targets at restoring the cognitive abilities of an individual suffering from schizophrenia. Supported employment has been profoundly used in the treatment of individuals showing severe symptoms of schizophrenia. Supported employment is part of the cognitive behavioral therapy administered for the treatment of severe mental conditions. Through the use of supported employment, the people with mental illnesses like schizophrenia have been able to maintain competitive employment. The method employed in this study for collecting information was to use individuals with a severe mental condition. Some of the individuals chosen also had to have a history of job failures. They were

Operation Managment Report Essay Example | Topics and Well Written Essays - 3250 words

Operation Managment Report - Essay Example The Board of executives remains as the head officials followed by the branch supervisors who are appointed over the different operational activities of the said technological group. Through the assistance of the said system of authorization, the different activities of the organization becomes more and more progressive suggesting the fact that the officers indeed put their efforts forward for the sake of organizational success procedures. It could be noted that the strategy of management that the said organization deals with certainly portrays the fact that the officials put their best in assisting the whole team in becoming effective performers in their own responsibilities in the operations of the organization. Holding full control of their human resources has also been the key factor that brought the said organization the success that they particularly needed from operating in business. The management divisions see to it that they are able to provide their people with the satisfaction and the motivation that they ought to receive from the higher management of the organization. The people then in return perform at their best to be able to return the favor to the organization. The two major branches of the organization primarily deal with the best procedures of dealing with their human resources through the utilization of reasonable policies and effective procedures of helping the people force reach their goals through the reasonable efforts that they devote for the completion of their appointed jobs. The groups is obviously hoping for a better future which they primarily sourced out from believing that the governance of their organization would be effective enough to handle the said advancements in the future. Through this, the members of the group believe that they are capable of facing the future with much confidence that they would be the main organization who would help the human

Gaining a foot ahead in the athletic industry Assignment

Gaining a foot ahead in the athletic industry - Assignment Example is program expands on the available training opportunities because it allows trainers to be able to understand how to train adults and their learning patterns. However, the trainers might have the desire to learn so as to be able to train others, but the resources provided by the district might not be adequate enough to support this program. This might be a challenge, but it does not necessarily mean that it is unachievable as it is a necessity if the district is to create a professional learning environment. In order to cut on the cost of Training the trainer, it is important for schools to do this internally rather than having to implore the services of outside staff to conduct the training because outsourcing can be an expensive venture. External consultants can offer the same training, but do so at exorbitant rates, meaning that training internally can be the preferable way because it will be able to cut on the costs. Internal training can also provide ongoing support when the trainers are implementing the training program as this can help the educators to make the necessary changes as per the advice the trainers may receive from their trainers. Internal training is also the best way to go because the trainers are more familiar with the school curricular used meaning that they may not find it hard to apply the program as compared to external trainers that may have to understand the curricular before they can commence work (261f). Therefore, internal trainers are able to align professional training with the cultural attributes, policies and curriculum so as to ensure that the program applied becomes a success. Additionally, professional learning also requires that a teacher combines it with instructions so as to be able to support the learning needs of the students and also gauge what they should be taught. In summary, involving external trainers for the Training the trainer program can be expensive and might force a school to increase their school fees,

Construction development in China Lab Report Example | Topics and Well Written Essays - 3750 words

Construction development in China - Lab Report Example ith luxurious boutiques that appear to be housed in a traditional lane house is a re-imagination of Shanghai’s old streetscape and customer experience. It reminisces and elicits nostalgia in the historical preservation. Ever growing labyrinth of skyscrapers is the new face of Shanghai. The skyscrapers stretch further than the eye can see from an observation deck in Pudong, a relatively rural district from across the river from Shanghai’s original settlement. The area was just a farmland twenty years back. It has now experienced a viral growth of skyscrapers and symbolizes the urban future of China. Architectural development in Shanghai is so fast that it is estimated that five more satellite towns will be set up from scratch to house the growing population of the city. Pudong is part of the strategic places for development to support humanity in Shanghai. Close to 18 million people live in the greater Shanghai. The figure is expected to inflate by more than one third by the year 2020. The construction of the satellite towns is urgent. Experts are more impatient that policy implementers and they have the urge to build an entire town from scratch in two or three years. Shanghai is re-inventing itself as an urban megalopolis. Shanghai is a city with a long history. In the long-term development, it has formed its own unique city scene and varied cultures and arts. Up to now, a lot of cultural relics beginning in the Tang (618-917) and Song (960-1279) Dynasties, many museums and contemporary memorial halls are well preserved. There are a lot of tourist centers in urban districts and suburbs of Shanghai, which form many tourist areas, tourist lines and special-interest tourist items. (Shanghai National Information, 2013). Throughout the past century, Shanghai has had numerous name tags attached to it; like "Paris of the Orient" and "Pearl of China". Images of Shanghai more than any other Chinese city, are bountiful in the west. A visit here therefore, is naturally

The state removing children from their parents and taking them into Essay

The state removing children from their parents and taking them into protective custody - Essay Example For some parents, drugs are more important than their kids. Such people may make their children use these drugs (compelling children to use drugs). Children are nuisances for another group of parents. All these results in severe child abuse issues. There were cases when children had to undergo heavy physical tortures also. When parents get divorced, children have to stay with one of the parents or with relatives or other caretakers. They may have to undergo physical and mental abuse and even big assaults also. Such children will be deprived of parent’s love and care and will lose a good family environment. Relatives and caretakers will be least bothered about their welfare and will torture them to maximum. These abused and neglected children will suffer from various mental and physical problems that can lead them to wrong paths. Some children are exposed to drugs in their childhood itself since they their parents use drugs. Children, who are brought up in families where there are frequent fights, will naturally have fighting mood or other bad characteristics. Also if parents are having criminal background and other unlawful practices, children who are brought up in that environment also will have criminal characters and behaviors. Children are abused in different ways and are made deprived of all their childhood happiness and privileges. They are troubled and exploited and are subjected to mental and physical exploitations. There were incidents in which children were beaten, burnt and killed even. In a particular case, a petition was filed in Waukesha County Juvenile Court in order to keep 3 girl children in protective custody as their drug-addicted father troubled them making them accompany him during a crack cocaine binge. In another incident in 2004, a 9-month-old boy died accidentally and later doctor’s testified that the child’s injuries were

Construction development in China Lab Report Example | Topics and Well Written Essays - 3750 words

Construction development in China - Lab Report Example ith luxurious boutiques that appear to be housed in a traditional lane house is a re-imagination of Shanghai’s old streetscape and customer experience. It reminisces and elicits nostalgia in the historical preservation. Ever growing labyrinth of skyscrapers is the new face of Shanghai. The skyscrapers stretch further than the eye can see from an observation deck in Pudong, a relatively rural district from across the river from Shanghai’s original settlement. The area was just a farmland twenty years back. It has now experienced a viral growth of skyscrapers and symbolizes the urban future of China. Architectural development in Shanghai is so fast that it is estimated that five more satellite towns will be set up from scratch to house the growing population of the city. Pudong is part of the strategic places for development to support humanity in Shanghai. Close to 18 million people live in the greater Shanghai. The figure is expected to inflate by more than one third by the year 2020. The construction of the satellite towns is urgent. Experts are more impatient that policy implementers and they have the urge to build an entire town from scratch in two or three years. Shanghai is re-inventing itself as an urban megalopolis. Shanghai is a city with a long history. In the long-term development, it has formed its own unique city scene and varied cultures and arts. Up to now, a lot of cultural relics beginning in the Tang (618-917) and Song (960-1279) Dynasties, many museums and contemporary memorial halls are well preserved. There are a lot of tourist centers in urban districts and suburbs of Shanghai, which form many tourist areas, tourist lines and special-interest tourist items. (Shanghai National Information, 2013). Throughout the past century, Shanghai has had numerous name tags attached to it; like "Paris of the Orient" and "Pearl of China". Images of Shanghai more than any other Chinese city, are bountiful in the west. A visit here therefore, is naturally

Aids Essay Example | Topics and Well Written Essays - 250 words - 1

Aids - Essay Example Sharing the information often comes with more advantages than keeping quiet about it since it helps the partners to decide about the future of their relationships and the additional safety measures they should adopt. One major shortcoming that comes with telling a partner about one’s HIV status is that there is increased risk that the relationship may enter a rocky face as a result of mistrust, embarrassment or shock towards such revelation. Reactions towards such disclosures vary, but the fact the partners have always utilized protection means that the risk of such infections being transmitted is minimal. Disclosure of one’s HIV/AIDS status may be tough, but it can help minimize the stress that comes along with living with such infections as well as improve the overall health of the infected person. As much as it is a personal choice, there are laws in some countries that require one to share such information with specific people (AIDS, 2014). Sharing ones HIV status may go as far as preventing possible prosecution in case an individual knowingly puts his partner at risk of getting infected. Knowing about the status and sharing the information while time utilizing it, is more adva ntageous than not telling at all. This is because it gives the partners a chance to tolerate and accept each as well as lead a healthy life where the risk of the uninfected partner contracting the disease from the uninfected partner is completely eliminated (Aidsmap,

Going to College Essay Example for Free

Going to College Essay Going to college really does open a new chapter in everyone life, the beginning of new friendships, opportunities and growth. As a college student, a new student will be introduced to new areas of interest, broaden his vision of possibilities, establish and accomplish goals, develop lifelong friendships and define him or her in ways that he can imagine. Anyone on Earth already asked, or will ask himself where he would be in 10, 20 or even 30 years down the road. It is hard enough imagining what his life is going to be like in a year or two. Questions like â€Å"Where do you want to be today, tomorrow and in the future?† might be hard ones for young teenagers, who just graduated from high school. Attending college will help anyone answer those questions, develop a realistic plan for accomplishing his goals, and equip him with the knowledge and skills he will needs to see his goals through to the end. We usually assume that a college degree is necessary when it is not actually. We can also noticed that, because we place so much emphasis on degrees, people who have not attended college think of themselves badly, and this lack of self-confidence can really impede their success. There are some people for whom the college is actually not the best way to learn. However, a college education is an opportunity for everyone to learn what he loves. A new student can actually take the time to enjoy learning what he is truly passionate about. If he is interested in a variety of things and he is not sure where to focus, he can take his time to try them all. Nobody should look at college as a long-term contract that he is not going to be able to get out of once he starts. Anyone should feel like he needs to decide on a major area of study before starting college. College is a time for everyone to test himself, explore his interests, see what the possibilities are, and to see what he can achieve. Most other students attending college are going to be in the exact same boat . There are also a variety of resources, provided by most universities, to help anyone through college, including academic advisors, professors accessible on campus, tutoring academic support, full-time counseling staff and more. While the prospect of attending college may seem a bit daunting and even suffocating, a graduated high school teenager should not forget that he will still get to live his life. He will be able to participate in a variety of extracurricular activities, social groups, maintain a job, or even pursue a career while completing his studies. He may even find that college ends up being much more enjoyable and fulfilling than he ever expected. There are additional reasons as to why it is important to go to college. When students experience a post-secondary education, they have the opportunity to read books and listen to the lectures of top experts in their fields. This stimulation encourages students to think, ask questions, and explore new ideas. So, â€Å"why should you go to college?† The reasoning does not begin and end with the job aspect. A good education is beneficial from many different viewpoints. If any teenager is still asking himself why he should go to college, it is important to remember the significant amount of opportunity available for college graduates. The global economy is becoming increasingly more competitive, and in order to give him the best chance for a well-paying job, he must first understand the importance of college education. Attending college provides students with the knowledge and experience they are unable to receive from a secondary education, and finding a way to fund a higher education now can pay off in a huge way in the years to come.

The Morality of Managed Care Essay -- Health Care Medical Medicine Ess

The Morality of Managed Care "The preservation of health is a duty" according to Herbert Spencer, an English philosopher (Andrews, 1993). Managed care conglomerates provide health coverage for increasing numbers of Americans. Many critics question whether these businesses provide care dutifully. At the very least, the present managed care system requires health care providers and recipients to reexamine established principles underling physician-patient interaction. Although health maintenance organizations are commonly misunderstood, Americans hope these institutions will dampen runaway health care expenditures. Since HMO's are increasing in number, health care recipients need to examine how established, ethical principles in America are changing. These subtle alterations create conflicts between physicians, HMO's, and patients. Ultimately, patients are regarded as consumers, and understandably, quality care may be more difficult to obtain. Definition Of Managed Care Although numerous health care plans presently exist, managed care plans have dominated the marketplace since the early 1980's. Preferred provider organizations (PPO's) and health maintenance organizations (HMO's) are the most common, and they continue to grow in number. Since managed care has become commonplace, the differences between PPO's, HMO's and fee-for-service reimbursement arrangements must be critically evaluated. Without understanding their general organizational and payment structures, moral judgments pertaining to varying plans cannot be ascertained easily. PPO's contract with a limited number of physicians and hospitals who agree to care for patients on a discounted fee for service basis. On the other hand, HMO's amass insurers and providers... ...ew York Times, July 15, 1996, pp. A13. Kassirer, Jerome P. "Managed Care and the Morality of the Marketplace" The New England Journal of Medicine, July 6, 1995, pp. 50-52. King, Cheryl S. "Managed Care: Is It Moral." Advanced Practical Nursing, 1995, pp. 7-11. Larson, Erik. "The Soul of an HMO." Time, January 22, 1996, pp. 44-52. Light, Donald W. "The Practice and Ethics of Risk-rated Health Insurance." The Journal of the American Medical Association, 1992, pp. 2503-2508. Peliegrino, Edmund D. "Ethics." The Journal of the American Medical Association, June 1, 1994, pp. 1668-1670. Relman, Arnold S. "What Market Values Are Doing to Medicine." The Atlantic Monthly, March 1992, pp. 99-106. Shenkin, Budd N. "The Independent Practice Association in Theory and Practice." The Journal of the American Medical Association, June 28, 1995, pp. 1937-1942. The Morality of Managed Care Essay -- Health Care Medical Medicine Ess The Morality of Managed Care "The preservation of health is a duty" according to Herbert Spencer, an English philosopher (Andrews, 1993). Managed care conglomerates provide health coverage for increasing numbers of Americans. Many critics question whether these businesses provide care dutifully. At the very least, the present managed care system requires health care providers and recipients to reexamine established principles underling physician-patient interaction. Although health maintenance organizations are commonly misunderstood, Americans hope these institutions will dampen runaway health care expenditures. Since HMO's are increasing in number, health care recipients need to examine how established, ethical principles in America are changing. These subtle alterations create conflicts between physicians, HMO's, and patients. Ultimately, patients are regarded as consumers, and understandably, quality care may be more difficult to obtain. Definition Of Managed Care Although numerous health care plans presently exist, managed care plans have dominated the marketplace since the early 1980's. Preferred provider organizations (PPO's) and health maintenance organizations (HMO's) are the most common, and they continue to grow in number. Since managed care has become commonplace, the differences between PPO's, HMO's and fee-for-service reimbursement arrangements must be critically evaluated. Without understanding their general organizational and payment structures, moral judgments pertaining to varying plans cannot be ascertained easily. PPO's contract with a limited number of physicians and hospitals who agree to care for patients on a discounted fee for service basis. On the other hand, HMO's amass insurers and providers... ...ew York Times, July 15, 1996, pp. A13. Kassirer, Jerome P. "Managed Care and the Morality of the Marketplace" The New England Journal of Medicine, July 6, 1995, pp. 50-52. King, Cheryl S. "Managed Care: Is It Moral." Advanced Practical Nursing, 1995, pp. 7-11. Larson, Erik. "The Soul of an HMO." Time, January 22, 1996, pp. 44-52. Light, Donald W. "The Practice and Ethics of Risk-rated Health Insurance." The Journal of the American Medical Association, 1992, pp. 2503-2508. Peliegrino, Edmund D. "Ethics." The Journal of the American Medical Association, June 1, 1994, pp. 1668-1670. Relman, Arnold S. "What Market Values Are Doing to Medicine." The Atlantic Monthly, March 1992, pp. 99-106. Shenkin, Budd N. "The Independent Practice Association in Theory and Practice." The Journal of the American Medical Association, June 28, 1995, pp. 1937-1942.

Katharina and Petruchio from The Taming of the Shrew by William Shakesp

Katharina and Petruchio from The Taming of the Shrew by William Shakespeare My two favourite characters from the play, The Taming of the Shrew, which was written by William Shakespeare, are Katharina and Petruchio. I find them extremely interesting, not just because they are the main characters, but because of their contrast, chemistry and similarity between them. They go from hating each other at the beginning of the book and by the end, Katharina is obedient, the taming is complete and they are married living happily together. Petruchio has one of the main parts to play in the book as 'the tamer' while Katahrina is alongside him as 'the shrew', which in turn makes up the title of the story. Katharina is very argumentative, disagreeable and violent with all her suitors and indeed Bianca, for example the stage directions say that, "Katharina with a whip stands over Bianca, who crouches by the wall, her hands tied behind her." (Act 2, Scene 1, Stage Directions) This shows that she is extremely violent and willing to beat a confession out of anyone. Because Katharina is this way, no man wishes to marry her, although many of tried. But Petruchio comes along and he finds a challenge and, of course, a fair amount of money to profit from the venture. He is interested in the money from the dowry in particular because he enquires, "Then tell me - if I got your daughter's love, what dowry shall I have with her to wife?" (Act 2, Scene 1, Lines 119 - 120) This shows he is probably more interested in the dowry than in Katharina. Now we know that Petruchio is greedy as well as rich! A good scene to show as an example of both Petruchio and Katharina in conversation is Act 2, Scene 1. While Petruchio is in... ... none shall eat; Last night she slept not, nor tonight she shall not." (Act 4, Scene 1, Lines 182 - 183) This shows us that Petruchio is starving Katharina of her food and also depriving her of sleep. Hopefully this will turn her into a good person! Petruchio mentions one last thing near to the end of his second soliloquy, which tells us exactly why he is doing this: "This is a way to kill a wife with kindness." (Act 4, Scene 1, Line 193) In conclusion I think the two make an entertaining pair, which make the story thoroughly enjoyable for many people. The 'tamer' and 'the shrew' are amazingly similar in different ways and in the end Petruchio and Katharina bonded. Katharina becomes extremely well behaved and obedient even more so than Bianca, the total opposite to what she used to be. The taming of the shrew is complete and thus, the story ends. Katharina and Petruchio from The Taming of the Shrew by William Shakesp Katharina and Petruchio from The Taming of the Shrew by William Shakespeare My two favourite characters from the play, The Taming of the Shrew, which was written by William Shakespeare, are Katharina and Petruchio. I find them extremely interesting, not just because they are the main characters, but because of their contrast, chemistry and similarity between them. They go from hating each other at the beginning of the book and by the end, Katharina is obedient, the taming is complete and they are married living happily together. Petruchio has one of the main parts to play in the book as 'the tamer' while Katahrina is alongside him as 'the shrew', which in turn makes up the title of the story. Katharina is very argumentative, disagreeable and violent with all her suitors and indeed Bianca, for example the stage directions say that, "Katharina with a whip stands over Bianca, who crouches by the wall, her hands tied behind her." (Act 2, Scene 1, Stage Directions) This shows that she is extremely violent and willing to beat a confession out of anyone. Because Katharina is this way, no man wishes to marry her, although many of tried. But Petruchio comes along and he finds a challenge and, of course, a fair amount of money to profit from the venture. He is interested in the money from the dowry in particular because he enquires, "Then tell me - if I got your daughter's love, what dowry shall I have with her to wife?" (Act 2, Scene 1, Lines 119 - 120) This shows he is probably more interested in the dowry than in Katharina. Now we know that Petruchio is greedy as well as rich! A good scene to show as an example of both Petruchio and Katharina in conversation is Act 2, Scene 1. While Petruchio is in... ... none shall eat; Last night she slept not, nor tonight she shall not." (Act 4, Scene 1, Lines 182 - 183) This shows us that Petruchio is starving Katharina of her food and also depriving her of sleep. Hopefully this will turn her into a good person! Petruchio mentions one last thing near to the end of his second soliloquy, which tells us exactly why he is doing this: "This is a way to kill a wife with kindness." (Act 4, Scene 1, Line 193) In conclusion I think the two make an entertaining pair, which make the story thoroughly enjoyable for many people. The 'tamer' and 'the shrew' are amazingly similar in different ways and in the end Petruchio and Katharina bonded. Katharina becomes extremely well behaved and obedient even more so than Bianca, the total opposite to what she used to be. The taming of the shrew is complete and thus, the story ends.