Hidden Meaning of Shakespeares Othello :: GCSE English Literature Coursework

The play Othello is a tale of jealousy, revenge, and deception. Iago, a disgruntled military officer, in a quest for revenge against Othello, lies, cheats, and bullys everyone around in order to get what he wants. He uses Roderigo, Brabantio, and just about every other character in the play to attain his goal of ruining Othello. This summary is what the play might seem like to the unseeing eye, but to the indepth and trained reader there is more to the story then first appears. To truly understand Othello, or any play for that matter, you have to think about what happened before the play that brought about the situations you read. You have to think about the relationships that existed betweeen all the characters. You have to imagine Roderigos passion for Desdemona, picture Brabantios contempt for Othello, envision the jealousy and distrust that existed between Desdemona and Othello before Iago arrived on the scene. All of those factors were there before Iago put his scheme into action, he didnÕt create the natural tension between all the players. He merely made all of those already dangerous relationships fatal. IÕm not saying that Iago was not at fault in Othello, IÕm just saying that he didnÕt create the scenario, he just ignited it. One of the main factors in Othello is Roderigo, Iagos half witted right hand man. Roderigo is the person who supplies Iago with money, and is also the person who at the end of the book tries to murder Cassio. The reason that he tries to murder Cassio is because Iago convinces him that Cassio is Desdemonas adulterous lover. The reason this angers Roderigo to the point of murder is because he is in love with Desdemona. His desperate and imagined passion for Othellos wife is what ultimately drives him to kill another human being. It may seem at first that Iago made him act how he acted, but his motivation was actually his love for Desdemona. Iago did not ceate Roderigos love for Desdemona, he merely channeled it. You learn of Roderigos love for Desdemona in the first act of the first scene, when Brabantio(Desdemonas father) sees Roderigo outside of his window. The worser welcome. I have charged thee not to haunt about my doors. In honest plainness thou hast heard me say My daughter is not for thee.

Michael Kordas defining Success :: essays research papers

Michael Korda's "Defining Success" From reading " Defining Success " by Michael Korda, I agree and also disagree with Michael on his way of defining success. The first indicator of success comes when one is making more than one is spending. There are few things that he has left out on how to becoming a success. The things are if you are from a rich family, how well you are educated and who you know. Of course, if you aim at a dream that is so far beyond your reach then you would bound to fail. I agree with this but it also depends on a person. If that person has a low income then their dreams should not be so far of their reach. But, if that person's dream is so far then sometimes it could inspire them to go for it. If they only have a small dream then it could lead to laziness and they wouldn't want to stress out because of a small outcome on success. Another thing is that if that person is from a rich family then their dreams is most likely beyond their reach. This is because they have capitol and capitol can almost buy dreams. Why have a small dream. Education also plays an important role in success. Not unless they got lucky on becoming a movie star or on a cover of a magazine because they were noticed or spotted by some important person. Without education then you wouldn't have any ideas where to start on how to become successful. Also, you wouldn't have any confidence because you would be afraid and wouldn't know how to face obstacles that might be in the way of your dream. Education would at least give you ideas on where to start and how to prosper. Education makes you a more excellent person. It helps you to socialize better with other people. It takes more than just a common sense. Last thing is that the person you know could make you become successful. It's like connection. If you know an important person such as a movie director, actor, actress or even managers, this person could help in a big way. An important person will know another important person if they can't help. If you become successful by these people then you got the easy way out. It is actually the best way because you got the most support. No matter how big your dream is you can still reach it even though it is Michael Kordas "defining Success" :: essays research papers Michael Korda's "Defining Success" From reading " Defining Success " by Michael Korda, I agree and also disagree with Michael on his way of defining success. The first indicator of success comes when one is making more than one is spending. There are few things that he has left out on how to becoming a success. The things are if you are from a rich family, how well you are educated and who you know. Of course, if you aim at a dream that is so far beyond your reach then you would bound to fail. I agree with this but it also depends on a person. If that person has a low income then their dreams should not be so far of their reach. But, if that person's dream is so far then sometimes it could inspire them to go for it. If they only have a small dream then it could lead to laziness and they wouldn't want to stress out because of a small outcome on success. Another thing is that if that person is from a rich family then their dreams is most likely beyond their reach. This is because they have capitol and capitol can almost buy dreams. Why have a small dream. Education also plays an important role in success. Not unless they got lucky on becoming a movie star or on a cover of a magazine because they were noticed or spotted by some important person. Without education then you wouldn't have any ideas where to start on how to become successful. Also, you wouldn't have any confidence because you would be afraid and wouldn't know how to face obstacles that might be in the way of your dream. Education would at least give you ideas on where to start and how to prosper. Education makes you a more excellent person. It helps you to socialize better with other people. It takes more than just a common sense. Last thing is that the person you know could make you become successful. It's like connection. If you know an important person such as a movie director, actor, actress or even managers, this person could help in a big way. An important person will know another important person if they can't help. If you become successful by these people then you got the easy way out. It is actually the best way because you got the most support. No matter how big your dream is you can still reach it even though it is

Keys to success

There are three key foundations to successful online learning: organization, time management and communication. All three of these elements play a role in both my career field and for my online learning. After reading through articles based on these topics, the same underlying theme is apparent and I will discuss how this is used in my career. First, it is highly beneficial to be organized when starting any task or sequence of events for my day.I get to work and read through important e-mails that I may have missed before leaving work the day prior. Then I gather all the information that I need to pass on to my leadership. In my Job, aircraft maintenance, leadership will ask for timeliness, or causes of events. Being organized is crucial to being able to relay information back in a timely manner. Organization also displays professionalism. If you go into a meeting shuffling through papers it won't go as well, as going with all your information on one direct sheet.I also stay organize d by keeping a calendar on my outlook that shows my schedule for the day and any upcoming assignments. Second, there are only 24 hours In a day and work comes with deadlines. On top of deadlines, in my career I attend many different meetings throughout the day. In between these meetings It Is Important to also take care of my people. I use time management to set myself up for success for the day, week, and even month. By having a strict schedule, I know exactly how much free time I have to complete assignments and where I need to be at certain times.Lastly, communication ties organization and time management together with staying engaged with leadership. This adds the extra confidence they have In me and my ability of getting the Job done. I make sure to follow-up to any questions I ay have not been able to answer at the time. I Immediately reply back to e-mails, even If I haven't been able to complete an assignment. Also, If I do need more Information, or more help I am not afraid to ask the right people to get the Information.In conclusion organization, time management, and communication equally play Important roles In my career. They have been preached over and over again by teachers I have had growing up, and have made big Impacts In the way I do business. I will continue to use these as keys to success In my career. Keys to success By Jeannine Second, there are only 24 hours in a day and work comes with deadlines. On top between these meetings it is important to also take care of my people. I use time staying engaged with leadership.This adds the extra confidence they have in me may have not been able to answer at the time. I immediately reply back to e-mails, even if I haven't been able to complete an assignment. Also, if I do need more information, or more help I am not afraid to ask the right people to get the information. Important roles in my career. They have been preached over and over again by teachers I have had growing up, and have made big impa cts in the way I do business. I will continue to use these as keys to success in my career.

Child Sexual Abuse: A Review of the Literature Essay

Abstract Child sexual abuse (CSA) is a hidden epidemic of child abuse and neglect. Approximately there are 3 million reports of CSA in the United States every year involving nearly 6 million children. CSA take place across ethnic and cultural lines, in all socioeconomic levels, all levels of education and within all religions. Numerous adverse effects correlate with CSA some examples include, anxiety, avoidance depression, low self-esteem, post-traumatic stress disorder (PTSD), and promiscuity. In the present paper, research in the role of psychological distress in women with history of CSA reviewed to gain a understanding depression , high risk sexual activity nature of the trauma , obstacles in relationships, possessing negative beliefs and attitudes towards others, psychological effects, psychopathology. The following literature review attempts to establish and support CSA association with psychological, emotional and physical behaviors in adulthood. Continuous studies of sexually abused c hildren and treatment outcomes are essential. Keywords: Child sexual abuse, anxiety, avoidance depression, low self-esteem, post-traumatic stress disorder, promiscuity Child Sexual Abuse Survivors of CSA often suffer from adverse psychological distress from CSA, long after the abuse has ended. Adult survivors are at increased risk of having of having one or more long-term negative consequences (Bremner et al., 1999; Colangelo and Keefe-Cooperman, 2012; Gladstone, Parker, Wilhelm, Mitchell, & Austin, 1999; Goodyear-Brown, 2012; Rosenthal, Rasmussen Hall, Palm, Batten, & Follette, 2005; Trowell, Kolvin, Weeramanthri, Sadowski, Berelowitz, Glasser, & Leitch, 2002). A history of CSA is not uncommonly reported by survivors with depressive disorders (Gladstone et al., 1999). They seek out a mental health professional for numerous reasons. Rosenthal et al. (2005) found shame, guilt and the social stigma with CSA of such experiences; it is likely that survivors would attempt to avoid memories and feelings through various means including psychological distress, depression, anxiety, substance abuse, suicidal behavior and borderline personality disorders. Defining the Problem Bremner et al. (1999) affirmed child sexual abuse is extremely common in today’s society; 16% of women are the victim of rape, attempted or molestation at some time before their 18th birthday. However, CSA prevalence rates varied substantially making comparisons difficult (Colangelo & Keefe-Cooperman , 2012 as cited in Butcher, Mineka, & Hooley, 2010). In addition, the main definitional difference was whether the abuse was physical or also involved noncontact behaviors. Goodyear-Brown, 2012 (as cited in Berliner, 2011; Berliner & Elliott, 2002; Finkelhor, 1979) defined CSA as any sexual activity involving a child in whom the child is unable or unwilling to give consent. In addition, reported CSA is a problem of epidemic symmetry affecting children of all ages, socioeconomic levels and cultural backgrounds. Therefore, all states have legal procedures against child sexual abuse, literal meanings dissent from state to state, and sexual abuse is not always clearly addressed as distinct from physical abuse (Goodyear-Brown, 2012). CSA impacts all people from a wide variety of backgrounds. Researchers have documented CSA has no boundaries of race, class, culture, ethnicity, gender, and sexuality. As a result it affects the whole community including, children, adolescents, and adults. While victims including offenders are without doubt, most undeviatingly impacted, households and communities in which the abuse occurred are also strongly impacted if there is no satisfactory response to the issue. Personality Disorders The ability to develop relationships and get along with others is essential to healthy wellbeing. Maintaining positive, reciprocal social connections includes comprehending social cues, speaking up for oneself, and finding people who will not exploit and hurt others. Consequently, the ability to develop and maintain relationships becomes affected. Low Self-Esteem Sexual abuse survivors, in one study, expressed more internalizing behaviors than did their non-abused counter parts. In fact, women with history of CSA were more likely to use negative terms to describe themselves and less likely to attribute positive meaning to sexual behavior (Colangelo & Keefe-Cooperman, 2012, as cited in Meston and Heiman, 2000). Also, women with a history of CSA perceived their bodies as less sexually attractive than nonabused and reported feeling angry and distant from, their own bodies during sexual activity (Colangelo & Keefe-Cooperman, 2012, as cited in Wenniinger and Heiman, 1998). In addition, patients who report CSA, 93% self-reported helplessness, sinfulness, guilt, worthlessness and self-image (Gladstone et al., 1999). Avoidance Rosenthal et al., (2005) established that women victimized during childhood, were likely to have avoidance of experiences. Survivors with the avoidant style have few interpersonal bonds and few friends. They are not as imaginable to be linked in relations with others and less likely to be married. The invasive style is overly burdensome and controlling. However, the invasive style has exceptional needs for closeness. There is extreme self-disclosure, and relationships are excessively smothering. Equally the avoidant and invasive styles are dysfunctional and are possibly to result in loneliness. Sexual Disorders The impact of CSA on a woman’s sexual functions relates to high risk sexual activities. Risky sexual behavior is the most thoroughly documentation of destructive behavior in abuse survivors. Also, significantly impacts the quality of sexual and romantic relationships of the victims. Promiscuity Researchers found 20% of women worldwide reported sexual contact with an adult during their childhood (Colangelo & Keefe-Cooperman, 2012 as cited in Freyd et al., 2005). Women reported performing a sexual act against their will, before age 15 (Colangelo & Keefe-Cooperman, 2012 as cited in Fanslow, Crengle, Perese and Robinson, 2007). Also, women with a sexual abuse history reported more negative feelings about sex and experience less satisfaction than do nonabused women (Colangelo & Keefe-Cooperman, 2012 as cited in Leonard et al., 2008; Meston et al., 2006). Findings, for women whose abuse experience included earlier onset of consensual sexual activity, higher rates of teen pregnancy, multiple sexual partners, unprotected intercourse (Colangelo & Keefe-Cooperman, 2012, as cited in Ferguson et al., 1997; Raj, Silverman & Amaro, 2000; Walker et al., 1999). Furthermore, increased rates of abortion and anal sex (Colangelo & Keefe-Cooperman, 2012 as cited in Windgood & DiClemente, 1997). Anxiety Disorders A plethora of literature has developed over the past 20 years demonstrating the potentially life-threatening magnitude of negative emotions. Depression is one of the most frequently occurring sequelae of past abuse. Depression Gladstone et al., (1999) linked behavioral problems in adulthood to CSA and found that more patients with exposure to CSA, than patients with no exposure, had evidence of significant personality disturbances before their current depressive episode. In addition, patients with history of CSA reported higher levels of depression (Gladstone et al., 1999). Significantly, patients with exposure of CSA reported having an alcoholic father than did those who had not. To emphasize researchers also found other over represented characteristics to feel unsafe, a dysfunctional father, verbal abuse and exposure to an unstable relationship between parents (Gladstone et al., 1999). Post Traumatic Stress Disorder (PTSD) Bremner et al., (1999) identified CSA is the most common cause of PTSD, which affects 10% of individuals in this country. In spite of the high prevalence rates of CSA and PTSD, there is little on the long-term effects of abuse on the brain. Trowell et al. (2002) examined the relationship between PTSD and symptoms the led victims to seek treatment. They found that a significant number of victims in their sample manifest symptoms of PTSD, including flashbacks and intrusive memories. However, despite the fact that most CSA victims did not meet full diagnostic criteria for PTSD, many reported having some post-traumatic symptoms. These symptoms included hyper vigilance, intrusive thoughts, and rapid intrusive flashbacks of the abuse Researchers monitored the relative efficacy of focused individual or group psychotherapy for sexually abused girls and psychopathological outcome findings and patterns of change. Both treatment groups showed substantial psychopathological improvements, but with no evident difference between individual and group therapy. Therefore, individual therapy led to a greater improvement in manifestations of PTSD (Trowell et al., 2002). References Bremner, J. D., Narayan, M., Staib, L. H., Southwick, S. M., McGlashan, T., & Charney, D.S. (1999). Neural correlates of memories of childhood sexual abuse in women with and without posttraumatic stress disorder. The American Journal of Psychiatry, 156(11), 1787-1795. Colangelo, J.J., & Keefe-Cooperman, K. (2012). Understanding the impact of childhood sexual abuse on women’s sexuality. Journal of Mental Health Counseling, 34(1), 1-5. Gladstone, G., Parker, G., Wilhelm, K., Mitchell, P., & Austin, M. (1999). Characteristics of depressed patients who report childhood sexual abuse. The American Journal of Psychiatry, 156(3), 431-437. Goodyear-Brown, P. (2012).The scope of the problem. In P. Goodyear-Brown (Eds.), Handbook of child sexual abuse: Identification, assessment, and treatment (pp. 1-28). Hoboken, New Jersey: John Wiley & Sons, Inc. Rosenthal, Z.M., Rasmussen Hall, M. L., Palm, K.M, Batten, S.V., & Follette, V.M. (2005). Chronic avoidance helps explain the relationship b etween severity of childhood sexual abuse and psychological distress in adulthood. Journal of Child Sexual Abuse, 14(4), 25-41. Trowell, J., Kolvin, I., T. Weeramanthri, T., Sadowski, H., Berelowitz, M., Glasser, D., & Leitch, I. (2002). Psychotherapy for sexually abused girls: psychopathological outcome findings and patterns of change. British Journal of Psychiatry, 180, 234-247.

Which learning style the teachers should use to teach language

Knowing pupils manner is really of import. That because it helps pupils to be active scholars. This survey purpose is to hold a deep expression in pupils ‘ manner in ADU and which manner they prefer much. Besides, which larning manner the instructors should utilize to learn linguistic communication and is at that place a different between the three manners of larning. Study was conducted in 20 respondents from Abu Dhabi University. The perusing of consequences indicated that pupils prefer to utilize ocular manner much more than others manner.IntroductionLearners have different manners, attitudes, behaviours, ideas, and positions. Everyone acts harmonizing to his ain character. Besides, every scholar has his ain manner to stand for or derive information. There are three manners that scholars use to derive information ; they are ocular, audile and tactile. Learners have different ways to derive information, some scholars prefer to analyze entirely and others prefer to analyze in groups. Otherwise, instructors need to be familiar with pupils ‘ manners because cognizing pupils ‘ manners will do occupation of the instructor more comfy. Besides, it will raise the pupils ‘ public presentation inside the category room.Statement of jobWhich manner is the best 1 for ADU pupils?Statement of intentDetermine pupils ‘ manners and happen suited ways to do pupils derive information easy and profit from their teachers.2Leaning manners definitionEveryone has his ain manner to show or get informations. Learning manners can be defined as several attacks or ways of acquisition. Besides, it can be described as an single behaviour, activities and qualities that appear on the scholar character when procedure of acquisition is happening. Actually, it is a sort of techniques that enables the scholar to larn in a best manner. ( Wikipedi a, 2009 ) Peoples have different manners of thought and different ways of stand foring information. The word manner is used in linguistic communication to depict differences between people. Style can be described as single qualities, activities and behaviour that appear on the scholar character during larning procedure. Style has a major influence in different parts on human character such as personality, behaviour, knowledge, perceptual experience, larning and motive. I think that the scholar himself can determine his ain manner. For illustration, if the scholar has a weak personality ; he will non pull off to show his thoughts and take part with the other scholars. However, if the scholar has a strong personality ; he will be successful in his acquisition trip. Students with strong personality show high attending to linguistic communication. ( Robert, 2000 ) When I move to the college, I see different sorts of pupils ; they are from India, Egypt, Sudan, Syria, Oman etc. Each one has his ain manners ; some of them like to analyze in groups and other like to analyze entirely. Otherwise ; larning manners can be different from individual to individual.Types of acquisition mannersIn this life, there are a batch of differences ; people have different attitudes, behaviour, intelligence and different manners. In larning, we have different types of acquisition manners. There are three types of acquisition manners, ocular, audile, and tactile or kinaesthetic.Ocular mannerLearners who use this sort of manner ; they normally learn information or information through seeing things. They prefer teacher who uses the chalkboard or the projector to3present the chief points or the one who gives an lineation about the talk. Besides, they prefer to analyze entirely by themselves in a quite room. These scholars frequently see information in their heads when they are seeking to retrieve something. Besides, they need to see the organic structure linguistic communication of the instructor and follow facial looks. In add-on, they prefer to put at the forepart of the category and avoid obstructors ( e.g. pupils head ) . Al thought, these scholars tend to utilize images more and depend on ocular show such as diagrams, picture, chart, and press release. Besides, these scholars use their ain imaginativeness to show their feeling like picture and other humanistic disciplines. In add-on, to be able to get information ; they draw symbols and images on cards to remember information when they need it. Besides, they use colour pens to foreground chief thoughts. Furthermore, ocular scholars use diagrams and graphs to ease callback. ( Suzanne, 2000 )Auditory mannerLearners who use this type of manner ; they normally depe nd on hearing to get information. They learn best through listening to others, treatment, and verbal talks. Auditory scholars realize or gain significance of address through listening to tone of voice, pitch and velocity of the talker. Sometimes written information may hold small intending if they hear it. Besides, these scholars may get or profit from reading texts aloud and utilizing tape recording equipment. In add-on, audile scholars prefer to take part and interact with other scholars ; they normally pay more attending for the talker whether the instructor or a spouse. When analyzing, seek to happen for yourself an stray room where you wo n't trouble oneselfing anyone and read your notes or text edition aloud. Besides, you can utilize tape recording equipment to enter your talks. Al though, holding talks on a tape record enable you to fix for tests in a nice and easy manner. ( Shannon, 2006-2010 )Tactile or kinaesthetic mannerTactile scholars learn information or information if they are physically engaged. These scholars learn best by following the teacher motion inside the schoolroom. Tactile learners seem more active to follow the instructor organic structure linguistic communication. Besides, these scholars seem more active in they classroom, they set at the forepart seats and they take note4without taking attention to grammatical errors. When analyzing, set at the forepart seats and take notes without taking attention of grammatical errors or composing uncomplete sentences. Besides you can pull images or charts to assist you retrieve information. ( corina,1999-2010 )Taxonomy of acquisition mannersLearners use different ways to larn about any topic. Harmonizing to several psychologists, there are seven specific types of acquisition manners. In instruction, instructors should find type of scholars that they have and select the best manner which suite their scholars demands. Linguistic: in this type, the scholars prefer to read, compose and state narratives. They show a high degree of memorising topographic points, informations, and names, and are ever surprising you in their ways of happening the information. Besides, they have a strong ability to remember information you have told them, word by word. These pupils learn best through visual perception, stating and hearing. Otherwise teacher should courage them to be more originative by assisting them to compose down words, phrases and promoting them to portion their thoughts with other spouses. ( Stacy, 2001 ) Logical: scholars are obsessed of mathematical jobs. They like to work out jobs particularly if they are related to math. These pupils develop logical thought. Their chief issues are how things work, why things relate to one another and why things are here. This type of pupils learn best by analysing, differentiate and happening relationships between things. ( Stacy, 2001 ) Teacher should courage and assist them by demoing them how to happen relationships between things. For illustration, what is the consequence of pollution? Some pupils may happen that it has a negative consequence on human being wellness and other may state it has a negative consequence on animate beings etc. By demoing them how to happen relationships between things ; they will catch linguistic communication and they will be originative. Spatial: these are the imaginers. They spend their clip in woolgathering, watching others and remaining off from existent life. This type of pupils likes to work with colourss, images and usage head oculus.5If you feel that they are less motivated, you can inquire them to pull a image and so inquire them to speak about it. You will recognize that they are more take parting with you, because image for them is everything. Teacher should courage their artistic abilities and allows them to show their feels, ideas, and thoughts by demoing them how to make that. ( Stacy, 2001 ) Musical: if you notice that you have a pupil, who likes to sing all the clip, so this pupil is a musical scholar. This type of scholar love everything relates to music, they prefer to hear music while walking, analyzing and eating etc†¦ Besides, this type of scholars is good in detecting pitches, beat, and inside informations. ( Stacy, 2001 ) As I said before, they like to larn best through beat so teacher should accommodate his method of learning with their manner. For illustration, while reading any transition, he can set a vocal for them. This type of pupils needs the instructor to utilize techniques which are related to music. For illustration, to trip their memories, he can inquire them to compose a vocal about the lesson. However, music should non be devouring clip talk or that will convey bad effects. Bodily: this type of scholars depends on organic structure to catch the linguistic communication. They like to walk around the category, analyze everything and they use body linguistic communication to show their thoughts, ideas and feelings. They prefer to play any sort of athletics instead than sit down and read a book. ( Stacy, 2001 ) Teacher should maintain them active all the clip by playing with them word games, have spelling lesson during football. Besides, he can take them to nature to larn about geographics. Interpersonal: we can depict these scholars as a group of custodies that work together to finish a given undertaking. These scholars have ability to run in any societal state of affairs. They are more tended to hold a batch of friends and conveying them place. Besides, they prefer to work in group inside the category room and have unlimited patient for the others. ( Stacy, 2001 ) Teachers should courage their love for people and assist them to be with different types of people. However, parents should follow them carefully because they may6face people that have different civilizations, attitudes, behaviours and thoughts. And conflict civilizations may do some jobs for these scholars. Intrapersonal: are those pupils who prefer to work entirely and like rather topographic points to analyze in. They prefer to work on their ain involvement and normally they have a deeper apprehension for themselves. Besides, intrapersonal scholars tend to remain a manner from groups and wish do their best entirely. Teachers should follow them and support because they may perpetrate errors in any clip. ( Stacy, 2001 )Kolb acquisition mannerKolb divided procedure of tilting into four stairss ; the first procedure is cyclical procedure. It begins with concrete experience ; the whole procedure is based on experience. The 2nd measure is brooding observation, seeing experience from different positions. The 3rd measure is abstract conceptualisation, planing generalisations that submergence observations into sound theories. The concluding 1 is active experimentation where scholar uses these generalisations as theories to prove new state of affairss. Kolb believes that larning procedure is ba sed through experiment. He says that the whole acquisition procedure consist of four phases: experiencing, reflecting, believing and moving. The scholar receives information and attempts to prove every individual portion. Then, think about the information and eventually seek to move on the information. ( scott,2000 )Literature reappraisalSeveral surveies have been conducted on groups of kids. These kids groups include Native American, Alaskan Eskimo and Mexican- American kids. Surveies showed that certain groups have strong ocular perceptual experience in comparing to auditory, tactile or kinaesthetic manners. ( Swanson, 1995 ) Another survey was conducted on kids from different civilizations to find their acquisition manners ; these kids are from African- American, Mexican- American and Greek- American. Study showed that Grecian American kids like to utilize audile manner and both African American and Mexican- American kids like to utilize haptic manner. ( Swanson, 1995 )7Methodology:In this undertaking I made questionnaire, in order to cognize sentiments ‘ of pupils and about my inquiries or jobs. Then, I distributed those inquiries on 20 pupils from Abu Dhabi University ; they are taking different classs such as Muslim civilization, professional moralss and others. Their ages are from 18 to twenty six. After that, I collected them and started to analyse them. Finally, I compare between informations which I found in articles and informations in inquiries.Finding consequencesAs you know my research negotiations about the three types of acquisition manners which are ocular, audile and haptic. I am certain that now you are known about these three types and what are the significances of these types. Some pupils have their ain manners to larn. They may concentrate on ocular instead than auditory which I observed on my study. Other pupils have abilities to larn by audile manner instead than ocular manner when they learn. Some pupils get these types and they use ocular, audile and haptic to larn better. They normally like to alter their manners of larning. They use all these three types to larn better and do learning procedure more utile and apprehensible. I distributed study for 15 male and 5 female pupils in ADU. This study includes 15 inquiries that let me cognize their acquisition manners. These inquiries have four picks and each pupils select one or two. Before I collected their replies to analysis, I noticed that most of pupils in ADU use ocular manners of acquisition. This chart clarifies the consequence that I collected from my study8From this chart, you can see that larning manners of pupils at ADU divide into three types of larning manners as followers: Ocular manner: Auditory manner: Haptic manner: First, most of pupils at ADU use ocular manners of larning. I collected 181 points that 16 pupils selected from the different picks. In ocular manner, when pupils spell the word, they try to see it. When they talk, they dislike listening for long clip because they feel board. So they like to see images, waies, postings, diagrams etc to cognize thoughts, topographic points, etc. Besides, when they meet person once more, they merely retrieve faces instead than names. I found most of pupils at ADU like to larn through visual perception, pulling, utilizing graphs, and reading written direction that came with the plan. In add-on, they like to larn from books that has real-life narratives, experiences and illustrations. Besides, these pupils like to seek in web sites that have interesting written descriptions, lists, accounts, design and ocular characteristics. When they do something new at work, they like to see presentations, slides, or postings. Second, some pupils use audile manner to larn at ADU. I collected 86 points that 4 pupils selected. These pupils like to hold feedback from person who talks it through with them if they have finished a competition or trial and would wish some feedback. Besides, they would speak about, or set up a talk for them about for illustration,9Parkss or wildlife militias, when a group of tourers want to larn about the Parkss in their countries. In add-on, if the pupils want to larn a new plan, accomplishment or game on a computing machine, they would speak with people who know about the plan. These pupils prefer a instructor or a presenter who uses inquiry and reply, talk, group treatment, or guest talkers. Besides, if they are utilizing a book, Cadmium or web site to larn how to take exposures with your new digital camera, they would wish to hold a opportunity to inquire inquiries and speak about the camera and its characteristics. In add-on, they like web sites that have audio channels where I can hear music, wireless plans or interviews. When pupils do something new, they prefer verbal instructions or speaking about it with person else. Third, the survey shows that most pupils do non utilize haptic manner to larn at ADU. I did non roll up any point for this manner ; this shows that pupils do non like to seek or touch things that would assist them to larn. These pupils do non like to utilize the controls or keyboard when they want to larn a new plan, accomplishment or game on a computing machine. Besides, if they find person who want to travel to airport, town centre or railroad station ; they do non wish to travel with him. In add-on, if they have a job with their articulatio genus ; they would non prefer that the physician usage a fictile theoretical account of a articulatio genus to demo what was incorrect. In add-on, the ground of disfavor tactile manner is non known. There are several grounds that show why pupils do non like haptic manner in ADU ; one of the chief grounds is their ages. Adults do non like to play or touch things because they show a polite character. Besides, clip can deter pupils to utilize tactile ; as we know grownups do non hold clip for these little issues. Table of the consequences:Types of acquisition manners.ocularAuditoryTactileNumber of pupils16 4 0Percentage84.2 % 15.8 % 0 % 10DiscussionThe pervious surveies showed that pupils prefer to utilize ocular manner. Otherwise, do we hold to concentrate on ocular manner more? Each manner has its ain features ; we can non divide the three manners. Other surveies showed that larning manners are different from one civilization to another. Otherwise, these differences are natural but we can give some tips to raise pupils ‘ public presentation. I think we have to do a balance between the three manners. We should do the pupils love to utilize the other two manners by demoing them tips and bids.DecisionLearning manner is the manner of thought of a individual to derive information from environing. Each scholar has its ain manner to derive information. There are three types of larning manner ocular, audile and haptic. In ocular acquisition manner a scholar learns through sing the graph, notes, diagram, and image to derive information. In audile learning manner a scholar learns through listening to other people. Las t in haptic larning manner a scholar learns through touching things. The survey shows that most of the scholars use ocular acquisition manner to derive information, nevertheless we can non divide the other two acquisition manners because the three acquisition manners are related to each other. In decision, I would wish to state that all the three acquisition manner are of import for larning procedure, instructor or teacher should cognize every single scholar manner.RecommendationsTeachersProvide online study for the pupils, in order to cognize pupils larning manners Design activities to promote the usage of auditory and tactile manners Supply one talk at least in every class for pupils to give them tips for analyzing11Course of study interior decoratorsDesign course of studies with more focal point to images, graphs, diagrams etc†¦ Design course of studies that focus on ocular, audile and haptic mannersStudentsDesign box suggestions Design postings which show the importance of larning manners. Corporate with teachers to find acquisition manners12

Rhodes Personal Statement Essay

Soaked in sweat, I sat deep in thought on the small mound of sand and broken rocks in northern Kenya, where 1.7 million years ago a desperately ill Homo erectus woman had died. Her death had entranced me for years. KNM-ER 1808 had died of Hypervitaminosis A, wherein an overdose of Vitamin A causes extensive hemorrhaging throughout the skeleton and excruciating pain. Yet a thick rind of diseased bone all over her skeleton—ossified blood clots—tells that 1808 lived for weeks, even months, immobilized by pain and in the middle of the African bush. As noted in The Wisdom of the Bones, by Walker and Shipman, that means that someone had cared for her, brought her water, food, and kept away predators. At 1.7 million years of age, 1808’s mere pile of bones is a breathtaking, poignant glimpse of how people have struggled with disease over the ages. Since that moment two summers ago, I’ve been fascinated by humans’ relationship with disease. I want to research paleopathology, the study of ancient diseases, in relation to human culture, specifically sex and gender. At first glance my education doesn’t quite reflect my passion for paleopathology. I am often asked how bachelor’s degrees in Women’s Studies and Anthropology coadunate. Women’s Studies and my related community service have honed my analytical skills, led me to the idea of studying sex and gender in relation to disease, and given my life and work a social conscience. I had participated in activism before college, yet my undergraduate experiences radically altered how I viewed the world and its potential for social change. Travel, conversation partnering, activism, and classes in Anthropology, African American, and Women’s Studies taught me to think critically about human culture and behavior. Meanwhile, gender-equity organizing and assaults in the local community showed me the need for activism against sexual assault. I’ve focused on prevention, fueled by a strong personal need to make the world a less painful place. Most inspiring was organizing the â€Å"Outrage Rally against Sexual Assault,† which attempted to raise awareness about and de-stigmatize assault in response to a series of assaults on the Mythic University campus. This rally had a positive impact in empowering survivors, evidenced by subsequent increased reporting of assault rates. Organizing has also taught me successful leadership and teamwork skills, applicable to academic and social settings.  I’ve learned the subtleties of integrating multiple perspectives into a shared vision and a success through networking with University administrators, Police Departments, nationally recognized activists, Congress persons, fellow students, and the general public. As head organizer for Mythic University’s 20xx â€Å"Take Back the Night,† attended by more than 500 people, I headed a seven-committee, twenty-person organizing team. In addition to recognition, as with the 20xx Service Award—Mythic University’s highest undergraduate award for good citizenry and academics—organizing has honed my critical thinking skills and prepared me for performing innovative and multidisciplinary graduate research. I want to study the relationship between human pathology and culture, looking specifically at disease in the context of sex and gender in non-modern European These pages were downloaded from Writing Personal Statements Online, available at https://www.e-education.psu.edu/writingpersonalstatementsonline/ populations. My field of interest is new in paleopathology, so I will integrate paleoepidemiology and paleodemography—the studies of ancient disease processes and population dynamics—with gender and cultural studies and European history, contextualizing disease historically and culturally. My goal is to look at what health and disease can tell us macrocosmically and individually about social and sexual inequity, socioeconomic class, and gender-related quality of life. Research experiences, such as working as a research assistant in a craniofacial morphometrics lab, studying skulls, and doing field work in Pennsylvania, Kenya, the Orkney Islands, West Virginia, and South Dakota, have prepared me well for graduate school. I’ve conducted ethnographic, paleontological, demographic, archaeological, cultural, and osteological research. I am currently co-authoring an article on the implications of Forager’s mating and marriage practices for sociobiological theory, while working on a research paper on craniofacial morphology in Medieval Denmark. I also completed a senior thesis on Amerindian women’s culturally influenced reproductive health issues. With confidence, I want to proceed with graduate work at Oxford to gain a higher degree and greater research opportunities in the midst of British culture. My work this year at the Smithsonian  Institute’s National Museum of Natural History has galvanized and confirmed my devotion to paleopathology. An anthropological fantasy realized: I am surrounded by invaluable research opportunities and constant, stimulating dialogue with future colleagues, and vast and exotic collections including cave bear skulls, dinosaurs, and the renowned Terry skeletal Collection. Volunteer work cataloguing the Bab edh-Dra skeletal collection and independent research exploring metabolic diseases’ effects on the skull using CT imaging technology have taught me the reality of professional research. Concurrently, this year has allowed me to further realize my personal interests. I practice fine arts, read extensively, love to travel, and have a whirlwind tour of Western Europe planned for December. I am hiking and backpacking on the Appalachian Trail, playing rugby, running, and I am training my four-year-old horse for jumping and cross-country riding and competitions. I believe that my personal interests, experiences, and social conscience would contribute as much as my research skills to Oxford’s social and intellectual culture. Oxford offers me an opportunity to pursue a Master’s in European Archaeology while taking supplementary courses in pathology, anatomy, modern European History, and social and cultural anthropology. Equally, I could have research guidance from staff in Biological Anthropology and the Human Sciences program, where human culture, biology, and behavior in response to disease are being actively studied. At Oxford, I could nurture and share a unique set of social experiences, nurture and explore my research interests, and contribute an innovative, informative, and multidisciplinary new approach to my field. Ensconcing myself in British culture, intellectual environment, and vigorous research at Oxford is the chance of a lifetime. I hope to be able to seize it. These pages were downloaded from Writing Personal Statements Online, available at https://www.e-education.psu.edu/writingpersonalstatementsonline/ Sample Rhodes Scholarship Personal Statement—Student #2 Personal Statement by Janet Lerner for the Rhodes Scholarship I have found my mentor, and I’d like to tell you who it is and how this has come about. I have not yet met him face-to-face, but he has already taught me how to begin  this essay with his words. Professor Anthony D. Nuttall, writing in his book Openings, tells us, â€Å"†¦All good openings are somehow naturally rooted, more or less remote, of an original creative act: in medias res, as against ‘In the beginning’.† Nuttall describes the importance of an opening by demonstrating the difference between the actual opening lines and the first sense of action, which will become the plot. The â€Å"original creative act† to which he refers applies as well to young scholars. I recognize now that I am in the process of becoming the scholar I will always be becoming. This process currently involves research that is the basis for my senior honors thesis: investigating two British poets’ incorporation of classical Greek and Roman mythology into their poetry. I have begun studying Geoffrey Chaucer and Alfred Lord Tennyson, both of whom make active use of myth in their works. The philosophy of intertextuality, a specific interest of Professor Nuttall’s, is apparent in his research on the influence of Roman and Greek classics on British poets, the very topic I have chosen for my honors thesis. While I am learning from reading Professor Nuttall’s books, specifically his A Common Sky: Philosophy and the Literary Imagination, the opportunity to work with him would inspire me to pursue further research in this field and enrich my understanding of literature and its critical theories. My interest in British poets and their use of classical literature evolves from a paper I presented at the 20xx Novus Et Antiquus Conference. I had the privilege of being selected as one of five undergraduates to attend this faculty conference, where I presented my work on classical mythology’s influence on the medieval author Geoffrey Chaucer’s poems The Knight’s Tale and The Parliament of Fowls. There Chaucer uses the Roman gods and goddesses to orchestrate the fates of the two female characters. Through the intervention of these deities, Chaucer shows compassion for women and grants mercy to both females. My experience as a college junior presenting a paper at a faculty conference proved gratifying on another level as well: I was pleased to receive guidance from the professors, and also to be complimented on my pronunciation of Middle English quotations. I came to Chaucer only after reading Chrà ©tien de Troyes’ Lancelot. In this  Arthurian romance, Chrà ©tien represents Lancelot as conflicted—the kind of chivalrous knight whom one expects to find only in myth, yet, in violation of the code of honor, desirous of his lord’s queen. I began thinking of the tales of the Arthurian knights as more than legendary—as potentially credible historical accounts. I wrote a paper on Gawain’s rhetoric as a means to elicit specific responses in Sir Gawain and the Green Knight. Gawain’s rhetorical strategies and their manipulations ultimately led him to a These pages were downloaded from Writing Personal Statements Online, available at https://www.e-education.psu.edu/writingpersonalstatementsonline/  deeper personal recognition and self-acceptance. This early exercise alerted me to strategies of language in the Middle Ages.  A post-graduate education at Oxford based on personal tutorials and independent research is precisely the type of program I now need to pursue. Through several independent study courses in my undergraduate curriculum, I have become even more self-motivated and have been gratified to discover that discussion between teacher and student has helped me develop my best work. Professor Nuttall is a Fellow of Oxford’s New College, the ideal place to continue my studies in medieval literature because it was built at the height of the medieval period, the era on which I plan to focus in my graduate study. I was pleased to discover that New College is also one of only four colleges that participate in the Oxford Access Scheme, a program that reaches out to inner-city students and encourages them to seek a higher education. This program provides all students with an equal opportunity to apply to a university as prestigious as Oxford. In participating in this program, New College seeks qualified students who may not have the socio-economic ability or confidence to apply to and attend Oxford. I would like to become involved in this program because I have worked with students in similar situations from the Boys and Girls Club near my hometown, and have found supporting these students to be very rewarding. My reasons for applying for a Rhodes Scholarship to work with Professor Nuttall have roots in a study I undertook in 20xx. While reading Shakespeare’s The Tempest, I found a single line in which the allegorical unicorn becomes a link between  the medieval era and the Renaissance. I became interested in the villain Sebastian’s professed disbelief in the unicorn, that imaginary animal symbolic of Jesus Christ in medieval bestiaries. My research on the historical symbolism of the unicorn in medieval literature led me to conclude that in rejecting the unicorn, Sebastian implies that he also rejects Christianity. An interesting aspect of The Tempest that I have not yet pursued is the masque, in which the Roman goddesses Iris, Ceres, and Juno descend upon the island in preparation for Miranda and Ferdinand’s wedding. My earlier interest in Shakespeare’s use of the allegorical unicorn will create a focus for study when combined with the masque of the Roman goddesses in The Tempest. Shakespeare’s integration of Christianity and classical mythology is yet another area I would like to explore with Professor Nuttall, for not only has he published on philosophy; he has also written Two Concepts of Allegory: A Study of Shakespeare’s The Tempest and the Logic of Allegorical Expression. The adventure of Sir Gawain—which leads him to a deeper understanding of self—is not unlike the journey I have undertaken, a journey I hope will lead me to Oxford University, its Bodleian Library, and study with Anthony Nuttall and other mentors. Oxford will provide me the opportunity to learn directly from authorities in my field who will help guide me in my quest to become a scholar. Like Gawain, I am striving to realize my potential through my own adventure. These pages were downloaded from Writing Personal Statements Online, available at https://www.e-education.psu.edu/writingpersonalstatementsonline/

Military strategist and conflict

Roman versus Medieval Armies Comparing Roman and Medieval Anglo-Saxon armies posit certain novel challenges due to evolutionary changes in military techniques and strategy and the huge time gap of around two thousand years that separated them. For the purpose of study here, we will take into account the military strategy and style deployed by Roman armies of 200 BC, at a time when they constituted most overwhelming military force in the contemporary world and compare them with strategy, styles, techniques used by 13th century Medieval armies of England, France and Saxony. The Roman military strategies of warfare were based on traditions and experience that ran since more than 500 years, evolved through countless campaigns and wars. Their beginning was humble, in form of a local armed tribe set to protect its geographical entity. However, over next centuries they acquired as they acquired skills and experience, they molded themselves in a massive invincible army that was reputed even among its enemies for its technical superiority and tenacity. Army layout: Roman army presented a fully hierarchical structure, like a modern day military, composed of various units and sub-units. Legions marked the largest and fundamental mass units of army with their strength totaling around 6000 men. Each legion was divided in cohorts   that were further subdivided in smaller units of maniples and centuries that comprised 100 soldiers on average. The legions stationed at front contained exclusively heavy infantry, comprising best and most skilled soldiers of the army. On any campaign the army moved through its legions and each of them were responsible for marching, encampment, logistics, and vigilance according to set standards of the army. Warfare strategy: Romans used numerous innovative and unique models within the scope of their traditional model of conducting warfare in triple lines. Hastati formed the first rank, placed closest to enemy lines, principes formed second line and triarii was the last rank that was typically kept as specialist reserved force. The army structure at battlefields was remarkably ordered, with frontline and rear units regularly placed in a way so as to leave no gap in the ranks. The three line system of Roman army provided it crucial maneuvering space, gave it depth and allowed it to bear initial losses to overcome them in later phase of battle. Warfare tactics: The actual combat involved hand to hand battles, shock battles and use of war machinery that threw arrows, stones and fireballs as missiles to enemy army lines. Usually the attack was initiated by Roman war machines where they barraged d opposing army with arrows, spears, and heavy stones. Subsequent to this, heavy infantry was first unit to enter main battle foray and engaged opposition soldiers through hand to hand combat. As fighting units were progressively injured and worn out, they withdrew back into the cushion of three tier structure and they were replaced by fresh units to continue battle. Cavalry was largely used for ornamental warfare, were limited in number and did not take extensive partake in warfare. Logistics: Supplying the army with food and other needs was a major challenge for Roman generals, specially on their long campaigns and given the fact that food production and methods of supplies were very nominal in ancient times. Therefore Roman troops carried most of equipment, including their lodging, clothing on animal carts. Their efficient network meanwhile ensured continued supplies of food and fuel to keep army moving. Compared to ancient Roman military system, the medieval warfare presents significant contrasts, especially in terms of military deployment, strategy and battle tactics. Use of gunpowder and missile technology identified the greatest departure from conventional and largely manual methods of conducting war. The rise of pillage warfare, where armies of one state looted and pillaged other states for purpose of supplies led rise to fortification and siege warfare Army Layout: Medieval army layout deployed long range heavy and light canons in the front line, supported by archers and heavy cavalry that formed main mass of army. Cavalry formed the main fighting force of the army, that comprised men mounted on horses, ready to give charge to enemy flanks. Knights, mounted soldiers with special military training formed an important part of cavalry ranks. Warfare Tactics: Medieval warfare tactics employed extensive use of canons and, towards later age, use of guns to start the first volley of assault. This was followed by charge of cavalry units. Use of horses had given lightening striking potentials to European armies and they used this advantage to launch rapid waves of attacks. In the medieval warfare, role of infantry had been relatively marginalized and their prime purpose was to act as support units at times of large scale siege and inundation of enemy fortification Battle of Cannae Battle of Cannae is considered one of most important ancient military events that is still widely studied and taught in military schools. The battle was part of second Punic war, and it was fought under Carthaginian Hannibal against the might of Roman Empire in 216 century BC. The Roman army was numerically much more superior and had better terrain than army of Hannibal and had enough time to prepare for the oncoming battle. Yet, Hannibal successfully overwhelmed the opposition and handed one of most comprehensive defeat to Roman army in its heydays. The combined Roman and Carthaginian forces combating in battle exceeded 1,40,000: Romans at near 850000, and Carthaginian forces totaling 55000. On the day of battle, Roman generals arranged their army in traditional three rank structure, with infantry placed in center and cavalry placed at side flanks to provide cover. The arrangement displayed traditional Roman affinity for depth, and they planned to use their deployment to cut through center of Hannibal’s forces.   However, the fact that Roman generals had opted for depth, rather than width meant that both armies same frontal appearance, negating the visual aspect of Roman numerical strength. The armies of Hannibal were also at apparent disadvantage with Aufidus River cutting off their chances of Retreat. The entire strategy of Roman generals was based on their previous experience of skirmishes and combats with Hannibal, whom they knew to be a resourceful, and cunning tactician. Hannibal was also ware of weaknesses of his army and the fact that both armies were meeting in open battlefield did not provide him to plan for any possible ambush or surprise maneuver. But Hannibal was also well aware of strengths and weaknesses of his different units and he deployed them strategically at flanks to make their best use. The Roman army moved forward en masse while Hannibal extended his army in line formation providing greater flexibility and inner movement within army flanks.Hannibal used his superior cavalry to defeat and push behind inferior Roman cavalry and then outflank them to attack Roman rear. The pincer movement created panic in Roman flanks and their front lines started to fall on back lines where Carthaginian cavaliers eliminated them. This caused the rear lines to push towards center, creating massive confusion among Roman soldiers. The combined Roman push towards their own center allowed created a situation where they got extremely densely packed, not even leaving them sufficient them to reform, regroup or maneuver their weapons. Meanwhile Carthaginian army had completely encircled Roman forces, and started cutting them down to virtually last man. The battle is still recounted as one with highest number of causalities in a single day. A number of factors contributed to victory of Hannibal, including his superior analysis of situation and his clever use of cavalry and infantry. Hannibal converted the disadvantage of having a river at back to advantage in pushing ahead his forces with full knowledge that Romans could not at least outflank his infantry. Meanwhile, Roman army could retreat through only its left flank, its other retreating chances cut off by Mountains at one side and River at other. Ultimately Romans were left with no chance to escape and Hannibal accomplished one of the greatest military feat in history. Reference Richard A. Gabriel. Donald W. Boose Jr.1994.   The Great Battles of Antiquity: A Strategic and Tactical Guide to Great Battles That Shaped the Development of War. Greenwood Press. Westport, CT. John France. 1999. Western Warfare in the Age of the Crusades, 1000-1300.   . UCL Press. London. Richard A. Preston, Sydney F. Wise, Herman O. Werner. 1956. History of Warfare and Its Interrelationships with Western Society. Frederick A. Praeger.: New York. Roger Beaumont . 1994. War, Chaos and History. Praeger. Place of Publication: Westport, CT.