Romeo And Juliet With West Side Story Essays (1590 words)

Romeo And Juliet With West Side Story Andy Warhol once said, "They say that time changes things, but actually you have to change them yourself." Two hundred fifty years passed between the original Romeo and Juliet and the premiere of West Side Story on Broadway in 1957. However, time did not change the message of the story, simply the creators' unique visions evolved. Shakespeare's delivery of the timeless tale of desperate love in his classic Romeo and Juliet proves to only intensify through retelling and modern interpretation. Audiences cherish Romeo and Juliet as one of the most beloved plays of all time from the Elizabethan Age to the present. Romeo and Juliet have attained the role as the quintessential lovers, and the noun, "a Romeo," is synonymous with " lover." Shakespeare's Romeo and Juliet is closely based on Arthur Brooke's tale, The Tragicall History of Romeus and Juliet. The language, attitudes, and customs detailed in the play are generally English, in spite of Brooke's original Italian setting. In 1949, choreographer Jerome Robbins decided to retell Brooke and Shakespeare's romantic tragedy using song and dance, elements of racism and nationalism, and a modern vernacular. Robbins called upon the musical talents of composer Leonard Bernstein and the words of Arthur Laurents for the script and book. The love story proved to have universal appeal throughout all artistic forms, as it had already been adjusted for opera and ballet. The contemporary adaptation of this timeless classic alters details and deepens the message of hatred, but maintains Brooke and Shakespeare's vision. The relationships between the characters, plot sequence, and theme of hatred in West Side Story and Romeo and Juliet intertwine resulting in two similar, yet varying versions of the most famous love story of all time. The relationships between the characters of West Side Story and Shakespeare's Romeo and Juliet are reflective of their respective time periods and the original story. Maria and Juliet represent a slightly practical counterpart to both Tony's and Romeo's idealistic nature. Maria's brother Bernardo and Juliet's cousin Tybalt portray impulsively stubborn and violent characters who both die from wounds inflicted by the male lead. Lieutenant Schrank is similar to Prince Escalus, although Schrank is unfair in his treatment and attitude towards one gang- the Sharks. Anita and Nurse both take on the role as Juliet's confidant and trusted friend, often tampering with their roles as messengers. The mischievously tomboyish Anybodys, who desperately wants to be a Jet, would best fit into the role of Balthasar, since it was she who aided Tony in escaping after the rumble, as well as later informing the other Jets that Tony was being hunted. Finally, the character of Doc appears to fulfill the role of Friar Laurence because both possess somewhat of a peacekeeping nature. Doc attempts to get through to Tony by dramatically pleading, "Why do you live like there's a war on? Why do you kill?" (2.5). All of the characters are consistent to the heart and soul of the story as well as the slightly differing plots. West Side Story maintains Romeo and Juliet's intricate and exciting plot using appropriate adaptations to accommodate mid-twentieth-century pop culture. For instance, both artistic forms portray mutual disrespect between the parties. At the dawn of Romeo and Juliet, Capulet's cohorts harass Montague's. "I will bite my thumb at them; which is a disgrace to them, if they bear it," boasts Sampson (1.1.42-43). In the opening scene of West Side Story, several members of a Puerto Rican gang insult A-rab, a member of the opposing gang. It is here where Lieutenant Schrank becomes aware of the potential rumble. In Romeo and Juliet Escalus, Prince of Verona, threatens, "If ever you disturb our streets again, your lives shall pay the forfeit of the peace" (1.1.103-104). In West Side Story, Schrank mediates in his own way when he declares, "I got a hot surprise for you: you hoodlums don't own the streets"(1.1). Later, another similarity takes place. Riff convinces Tony to attend the dance at the gym just as Benvolio persuades Romeo to attend the Capulets' masquerade. Tony confesses to Riff that he's "reachin' out for something"(1.2), just what, he doesn't know. Riff encourages Tony by proposing, "Maybe what you're waitin' for'll be twitchin' at the dance!" (1.2). Shakespeare and director Jerome Robbins choose to draw the audience's attention to the dramatic lovers by giving them unique and eminent qualities. At the Capulet ball in Shakespeare's Romeo and Juliet, all of the characters speak in blank verse, but when Romeo and Juliet converse, they speak in sonnet form. Throughout the

The Case for Beta Readers

The Case for Beta Readers More authors are beta-ing their books than ever before. But many writers are asking the question, Why should I use beta readers? This question is usually followed To answer those questions, Id like to share some examples of how authors are utilizing betas as a key component of their authorial career. Market Feedback When you run a beta read, you receive the story feedback you need to help you spot problems and polish your story to fit your target market. Authors who have a beta-ready manuscript, give clear instructions, and engage with their readers, end up getting great feedback that they can incorporate into their edits, branding, and career development. Its the same idea as the test-screenings that are common in Hollywood, getting reactions from readers before you publish gives you a better chance of producing a bestseller. Building Your Brand   Beta readers in your target audience know what that audience wants and likes. Learning what your beta readers do and dont enjoy in your work gives you valuable insight into how to promote your books, target your ads, and develop your brand in a way that best speaks to your potential fans. Building Community A key part of building a fan base is making your readers feel like they are part of a community beyond themselves. The process of inviting a group of your most dedicated fans to give early feedback on a book ties them to you, but more importantly ties them to each other and lets them know their love of your work is something they share with other people. Building Buzz Thousands of books are published a month. Hundreds of reviews are written. Dozens of launch ads flash before readers eyes. The thing that reliably cuts through all that noise is personal recommendation. People talk about projects they helped with. Your beta readers are a part of your launch story, and they will share that story, building excitement for and awareness of your book. Selling Copies Smart authors not only develop strong groups of beta readers who make substantive comments on their book and help them produce better work, they thank them in their books. Those readers are often the first people in line when those books go on sale. They want to see what they helped create. Many leave reviews, especially if you encourage it. Who doesnt want an eager audience who has already read the book bumping your numbers on launch day and leaving honest reviews? My partner Andrew and I built BetaBooks, the first reader management software for professional authors. Since our launch in summer 2016, we have helped more than one thousand authors beta their books. BetaBooks lets authors privately share their book with their trusted readers, track their progress, collect feedback, and collate and sort that feedback for easy editorial passes. This saves authors time, making what used to be an organizational headache easy and fun. If you are looking for a better way to organize your betas, visit  BetaBooks.co  to try out our free demo tier and use the coupon code hopeclark to get 10 percent off when you upgrade to one of our paid plans. If you have any questions or want to tell us about your betas, get in touch at  hello@betabooks.co

The History of the Taxi

The History of the Taxi A taxicab or taxi or cab is a car and driver that can be hired to carry passengers to a requested destination. What Did We Hail Pre-Taxi? Before the invention of the car, the practice of vehicles for public hire was in place. In 1640, in Paris, Nicolas Sauvage offered horse-drawn carriages and drivers for hire. In 1635, the Hackney Carriage Act was the first legislation passed that controlled horse-drawn carriages for hire in England. Taximeter The name taxicab was taken from the word taximeter. The taximeter is the instrument which measures the distance or time a vehicle travels and allows an accurate fare to be determined. The taximeter was invented by the German inventor, Wilhelm Bruhn in 1891. Daimler Victoria Gottlieb Daimler built the worlds first dedicated taxi in 1897 called the Daimler Victoria. The taxi came equipped with the newly invented taxi meter. On 16 June 1897, the Daimler Victoria taxi was delivered to Friedrich Greiner, a Stuttgart entrepreneur who started the worlds first motorized taxi company. First Taxi Accident On September 13, 1899, the first American died in a car accident. That car was a Taxi, there were about one hundred taxis operating on New Yorks streets that year. Sixty-eight-year-old Henry Bliss was helping a friend from a street car when a taxi driver lost control and fatally hit Bliss. Yellow Taxi Historical Facts Taxi company owner, Harry Allen was the first person to have yellow taxis. Allen painted his taxis yellow to stand out. Taxi Dreams: By the end of the 19th century, automobiles began to appear on city streets throughout the country. It was not long before a number of these cars were hiring themselves out in competition with horse-drawn carriages.Vance Thompsons Cab Drivers: Vance Thompson (1863-1925) published five articles on horse cab drivers in Paris, London, Dublin and New York and on gondoliers in Venice.Taxi! A brief history of the London Taxi: The first motorized London taxi, the 1897 Bersey, was electrically powered and was called the Hummingbird because of its sound.In 1922, the Checker Cab Manufacturing Company was founded in Joliet, IL, and production was set for three taxis a day

OCA2 Gene - Hair Color Essay Example | Topics and Well Written Essays - 750 words

OCA2 Gene - Hair Color - Essay Example I will analyze the Oculocutaneous Albinism gene type 2 (OCA2) and its effect on color change of the hair and how different individuals of diverse ethnic backgrounds are affected. Oculocutaneous Albinism Type II and Hair Color Changes Identification of OCA2 may have the following implications on a child or individual: A change in the color of the hair or an elevated color levels in hair, the iris is normally translucent, dancing eyes that may lead to impaired vision, or a general eye complication that makes it difficult to have a normal vision. OCA is normally diagnosed in a child or an adult with poor vision or reduced visual contact. In addition, these individuals often have a change in skin complexion and a different hair color that is considered not normal. In dark skinned affected individuals, it is easier to identify OCA2 because the skin may lighten and the color of the hair changed. In light-skinned individuals however, it may be more difficult; hence, there is need to conside r the other symptoms like a change in iris color. Albinism does not discriminate and affects all races. Our case type 2 is mostly evident in individuals in African and African American population. It however affects both male and female sexes with it being more evident in male persons female because albinism is sex linked. Albinism is often more evident in individuals during childhood stage where the characteristics mostly witnessed are a change in skin pigments and a change in hair color (Peracha). Individuals having Oculocutaneous albinism because of mutation in the OCA2 gene often depict traits of blond, light brown or light yellow hair. There is often reduced coloring in the skin, hair and the eyes sometimes impaired vision. The key cause of these traits is always a reduction in the production of melanin that is responsible for the normalcy in the color of these components. Several mutations exist in individuals with OCA2, some of which I have listed above. The commonly found mu tation is the complete absence of the gene responsible for normal coloring. This is usually evident among occupants in sub- Saharan Africa where extreme cases of albinism are witnessed, among African Americans and in Native Americans. These genes are inherited from our parents and mostly are not noticeable in the carrier parents until passed on to the children where they are now more evident. In OCA2, individuals from European Ethnic origin often experience a light yellow color change often evident during birth. In some cases, the hair may have white pigments and may darken with time. This group of Oculocutaneous albinism normally shows much lighter symptoms as compared to the first group. Caucasians with OCA2 have red hair in place of blonde while in most Africans and African Americans, the hair color is light brown complemented by light skin. In another instance, individuals from Asian and northern European origins are found to have a normal skin and hair complexion and only stand out when they are compared to their family members. Their skin complexion is normally lighter when compared to that of individual members of their family who are unaffected. It is evident that the skin color in OCA2 is not as affected as the one in Oculocutaneous albino group one that has a very sharp distinction in pigment alteration. This is evidence that the melanocytes in this

Blended learning Essay Example | Topics and Well Written Essays - 2000 words

Blended learning - Essay Example This process enables students and their course facilitators to engage in learning activities that are convenient and effective which would otherwise not be possible under normal classroom environment (Bersin 2004 pg74). In many cases in learning experience, blending brings in more student experience and output, it also facilitates efficient teaching and better management of course contents. The development in technology has provided opportunities for lecturers to design and deliver their course content in a Chunnel that enhances effectiveness of a teacher’s role to his students. Blended learning has enabled broadening of space and opportunities for learning, effective supports course management, it can deliver information and recourses to students promptly and effectively, through collaboration and interactive learning students are able to motivate each other. Blended learning is not just about technology, it is about being creative in finding better ways of supporting learners in achieving their goals. It should also aim as far as possible to provide students with the best learning experience while in school. Blended learning should also address fully support of teachers role to students these includes management and administration of learning materials and resources. The blended learning module will vary with student characteristic, level of study, discipline, needs, academics approach to learning, course learning objectives as well as experience in using technology. Blended learning spans a range of activities between face-to-face interaction and those that are completely online. This learning strategy has three modes of operation to demonstrate the level of use of technology in learning and teaching environment. The first mode indicates that technology is used to improve course management and learning materials for learners support. For

Industrial Relations Case Essay Example for Free

Industrial Relations Case Essay Of all the case studies and ethical dilemmas that students are asked to consider, this weeks is the most relevant to current challenges facing the manufacturing sector. The Oz Clothing case relates to clothing and textile but is could equally relate to automotive, white goods and even construction sectors. This weeks case asks that you consider the role of a number of key stakeholders in Industrial Relations and importantly the role of Fair Work Australia (FWA) does or could play in industrial relationships and strategic directions for companies OC to Oz clothing Question 5 To discuss the effect of FWA on industrial relations at Oz Clothing can entry with the element of IR. Firstly industrial relations have covered several aspects of industrial life as trade unionism, collective bargaining, workers’ participation in management, discipline and interpretation of labor rules and code of conduct (Christopher 2012). As the globalization, economic downturn and legislative change raised all these contributors have shaped the IR outlook with a re-examination of way it placed. Fair Work Australia is the national workplace relations tribunal that was established under the Fair Work Act 2009 which carries out a range of functions relating to norm of wage and employment conditions, enterprise bargaining, industrial action, termination of employment and other workplace matters. From one side it set out series of legislation and regulations transition about dismissal applications. Once the employee was dismissed for the reason of draining payroll accounting which was harsh and unjust, if there was no case of genuine redundancy the FWA may get involved to deal with that for general protection (Scott 2009). This mean the strategic direction for Oz is tough to make over its manufacturing sectors and dismiss the rest of workers. Also in the case study Oz Clothing intend to shut down the low-skilled, labor-intensive manufacturing industry. This would hard to implement as forced by FWA function of facilitating collective bargaining and enforcing good faith bargaining (Stone 2010). Federal government agreement as prescribed by international trade treaties and free trade protection is going to slash the advantage of local textile industry that there is no rely  on any assistance such as tariff protection (Nelson 1997). So the manager had to handle the higher company tax and maintain operation of manufacture by their own force. On the other hand according to Roberts (2005) stated the Rudd labor government arrangements with a greater priority provided for trade union interests. For the Clothing Worker Union against the risk of employment turn-off that will prevent agreements ending and Transport Workers Union can stop Oz form business sell off to the other trading nation. The remuneration politics is difficult to handle and would influence organizational strategy Meanwhile in terms of awards and award modernization program, the FAW has the authority to adjust minimum wages and award condition with Fair Work Ombudsman. By making and varying awards in workplace relations system, this function would impact Oz Clothing on their cutting operation of Australian manufacturing because the massive remuneration package cannot been covered by executive decision. Reference Christopher C, Steven R 2012 ‘Industrial Relations a Journal of Economy and Society’, Regent of the University of California, vol 51. Issue 4 Nelson, L.G 1997 ‘Managers and enterprise bargaining’ Asia pacific journal of Human Resources, 35 p.54 Roberts, C. 2005 ‘Me Inc’s challenge’, BRW, 20-25 oct, pp.16 Scott, S 2009 ‘Gillard gets tough with states on IR’, Australian Financial Review, 29 January, p.7 Stone, R J 2010, Managing Human Resources, 3rd edn, John Wiley Sons Australia Ltd, Milton QLD

Communication Accomodation Theory Essay -- Communication

The Communication Accommodation Theory states when people interact they alter their speech to fit in or accommodate for other. CAT describes the psychological, social, and linguistic behaviors that people exhibit when communicating with each other (Coupland, Coupland, Giles, Henwood, 1988). Each individual has his or her own personality and motivation when involved in a conversation, this attribute are reflected in how the individual speaks, listens and then responds to the other person involved in the conversation. According to this theory, communication between two people can at any time be adjusted by either party in response to actual, perceived, or stereotyped expectations of the other person (Coupland, et al., 1988). This means that either party can change their communication style based on what they feel or pick up on during the conversation. The CAT theory can help understand how humans interact with one another while communicating. CAT is based on the premise that speakers and listeners unconsciously and mutually modify their linguistic (e.g., language choice, vocabulary) and/or paralinguistic (e.g., dialect, tone of voice, speech rate) behaviors to become more similar to (convergence) or different from (divergence) their interactional partners (Giles, Mulac, Bradac, & Johnson, 1987). Convergence strategies signal interactants' positive attitudes toward each other, such as increasing attractiveness and approval or showing solidarity, whereas divergence strategies accentuate differences between interactants (Giles et al., 1987). CAT is based on the idea that people with unknowingly modify their language to become more similar or from the person they are communicating with. Convergence usually occurs when the sp... ....), Language and social psychology. (pp.45-65) Hordila - Vatamanescu, E., & Pana, A. (2010). The Application of the Communication Accommodation Theory to Virtual Communities: A Preliminary Research on the Online Identities. International Journal Of Interdisciplinary Social Sciences, 5(4), 279-290. Jones, E., Gallois, C., Callan, V., & Barker, M. (1999). Strategies of accommodation: development of a coding system for conversational interaction. Journal of Language and Social Psychology, 18(2), 123-152. Krippendorff, Klaus (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage. Myers, P., Giles, H., Reid, S. A., & Nabi, R. L. (2008). Law Enforcement Encounters: The Effects of Officer Accommodativeness and Crime Severity on Interpersonal Attributions are mediated by Intergroup Sensitivity. Communication Studies, 59(4), 291-305.

Literary Context Essay

1. What happens if you carefully consider the surrounding context of a passage, but ignore its literary genre? When you are reading the Bible, understanding and interpreting the true meaning is one of the most crucial things we must do. In the text, Hays and Duvall say that â€Å"we would go so far as to say that the most important principle of biblical interpretation is that context determines meaning.† If we make the mistake of ignoring the context, it often leads to misinterpretation and confusion of what the scriptures are really trying to say. It is important to know the historical-cultural context as well as the literary context in order to properly understand what is being said. 2. Besides those examples cited in this chapter, what are some instances of interpreting a biblical passage apart from its immediate context? I think it is always important to really understand what you are reading in the Bible; because sometimes when we are reading the Bible, in hopes of finding an answer to a question, it could be easy to twist the text to make it fit your situation. I think a lot of times this happens in very unfortunate ways, like when people are trying to use the word against one another. I have personally seen people use Bible verses against a person or a group of people to bring them down, or to make themselves seem superior to another group of people. I do not believe the Bible should be used to harm one another, or to persecute people. One of my favorite quotes from Hays & Duvall is â€Å"misreading the Bible ultimately hurts people by enslaving them, rather than setting them free with truth.† 3. When is topical preaching contextually valid? When does it disregard and violate context? Topical preaching can be vaild when the various passages are understood in context and the overall message doesn’t violate those individual contexts (Duvall & Hays, 2008). However, often topical preaching distorts the meaning of Scripture because it disregards the literary context. Topical preaching often disregards and violates context because it jumps from one passage to another, when this happens unrelated thoughts are strung together. It is like picking thoughts at random in order to shape your own conclusion, this is a violation of the context. References: Duvall, J., & Hays, J. (2008). Journey into God’s Word. Grand Rapids, MI: Zondervan.

Hkcee Past Paper

hk FOR TEACHERS’ USE ONLY HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION PRACTICE PAPER MATHEMATICS COMPULSORY PART PAPER 1 ( ) PROVISIONAL MARKING SCHEME This marking scheme has been prepared by the Hong Kong Examinations and Assessment Authority for teachers’ reference. Teachers should remind their students NOT to regard this marking scheme as a set of model answers. Our examinations emphasise the testing of understanding, the practical application of knowledge and the use of processing skills.Hence the use of model answers, or anything else which encourages rote memorisation, will not help students to improve their learning nor develop their abilities in addressing and solving problems. The Authority is counting on the co-operation of teachers in this regard. Hong Kong Examinations and Assessment Authority All Rights Reserved 2012 PP-DSE-MATH-CP 1? 1 Â © , , , , , ,? , , , FOR TEACHERS’ USE ONLY , , ? ? ? ? ? , ? ? ? ? ? ? ? ? ? ? ? ? ? , ? ? ? ? ? ? ? ? ? ? ? ? ? ?, ? ? ? ? ? ? , ? ? ? ? ? ? ? ? , ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? , ? ? ? ? ? ? ? ? ?, ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? : , , , , , , , , ? ) ? ? ? ? ? ? ( ? ? ? ? ? ? ? ? ? ? , ? ? ? ? ? ? ? ? ? ? ? , , , , ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ; ? ; ? , ? ? ? ? ? ? ? ? ? ? ) ? ? ? ? ? ? ? ? ? ? ? ? ( ? ? ? ? ? ? ? ? ? , , , , , , , ;? , , , , a. M A (u) 1 PP-DSE-MATH-CP 1? 2 8. 1. 3. 4. 7. 5. 2. 6. c. d. b. u-1 pp-1 M (1) 1 A (pp) M (2) u FOR TEACHERS’ USE ONLY FOR TEACHERS’ USE ONLY pp 1 1 1 (1) (1) A (2) (2) (m 5 n ? 2 ) 6 m 4 n ? 3 m 30 n ? 2 FOR TEACHERS’ USE ONLY 1. = = m 4 n ? 3 m30 ? 4 n12 ? 3 1M 1M 1A ———-(3) m 26 = n9 2. 1M 1M 1A 3ab = 2b ? 5 2b ? 5 a= 3b 1M 1M 1A ———-(3) 3. (a) 9 x 2 ? 42 xy + 49 y 2 1A (b) 9 x 2 ? 42 xy + 49 y 2 ? 6 x + 14 y 1M 1A ———-(3) PP-DSE-MATH-CP 1? 3 FOR TEACHERS’ USE ONLY = (3x ? 7 y ) 2 ? 2(3x ? 7 y ) = (3x ? 7 y )(3 x ? 7 y ? 2) = (3x ? 7 y ) 2 ? 6 x + 14 y = (3x ? 7 y ) 2 5+b 3b 3b ? (5 + b) a= 3b 2b ? 5 a= 3b a = 1? ? 5+b = 3b 1? a 5 + b = 3b(1 ? a) ? 5+b = 3b 1? a 5 + b = 3b(1 ? a) 5 + b = 3b ? 3ab 3b(1 ? a) a 3b(1 ? a) a (a) ? ap = a p ? q a ? (ab) p = a pb p (a p )q = a pq ap 1 = q? p q a a ? ? ? ? 4. $x x (80%) = 360 (1 + 30%) 360(1. 3) x= 0. 8 x = 585 FOR TEACHERS’ USE ONLY pp? 1 1M + 1M 1M+1M+1A 1A u? 1 = 1M+1M+1A 1M + 1M 1A u? 1 ———-(4) 5. x y pp? 1 ?x 4 ? = ? y 3 ? 7 x + 9 y = 11 ? 1A+1A 1A u? 1 x pp? 1 1A+1M+1A 1A y= u? 1 ———-(4) PP-DSE-MATH-CP 1? 4 FOR TEACHERS’ USE ONLY , ? , x= 4 5 1A 0. 8 4 5 ? ? ? 3x ? 7 x + 9 ? ? = 11 ? 4 ? 4 5 ? ? ? ? 3x ? 7 x + 9 ? ? = 11 ? 4 ? 4 x= 5 1M 0. 8 ? ? 360 (1 + 30%) 80% = $ 585 ? ? $ 585 x (80%) 360 (1 + 30%) 360 (1 + 30%) 80% ? ? ? ? , ? , , , ? x y 3x + 1M 4 7 x + 9 y = 11 6. (a) ? AOC = 337Â ° ? 157Â ° = 180Â ° A O FOR TEACHERS’ USE ONLY 1M C 1A (b) BO ? AC ? ABC = 1 (13 + 15)(14) 2 = 196 1M 1A ———-(4) 7. 180Â ° ? 36Â ° 2 ? ABC = 72Â ° ? ABC = 1A u? 1 180Â ° ? 36Â ° 2 ? ACB = 72Â ° ? BCD = 90Â ° ? ACB = ?ACD = 90Â ° ? 72Â ° = 18Â ° ? ABD = ? ACD = 18Â ° 1A u? 1 ———-(4) PP-DSE-MATH-CP 1? 5 FOR TEACHERS’ USE ONLY ? ? BAC = ? BDC = 36Â ° AB = AC ? ACB = ? ABC 1M 1M 1A ?ABD = ? ABC ? CBD = 72Â ° ? 54Â ° = 18Â ° ? ? ?BCD = 90Â ° ? CBD = 180Â ° ? 90Â ° ? 36Â ° = 54Â ° ? BAC = ? BDC = 36Â ° AB = AC ? ACB = ? ABC 1A 1M 1M ? AOC ? ? ? , ? , , ? , ? , , ? ? ? ? , ? ? ? 8. (a) FOR TEACHERS’ USE ONLY 1A pp–1 1A P pp–1 (b) ( x , y) ( x ? 3) 2 + ( y ? 4) 2 = ( x ? 5) 2 + ( y ? (? 2)) 2 1M+1A 1A A? B ? ? 3 + 5 4 + (? 2) ? =? , ? 2 ? 2 ? = (4 , 1) 1M A? B? 4 ? (? 2) = 3? 5 = ? 3 1A 1A ———-(5) 9. (a) =5? 5 =0 2? 2 1M 1A = 5? 2 =3 (b) 1A 1A ———-(5) PP-DSE-MATH-CP 1? 6 FOR TEACHERS’ USE ONLY ? , ? ? ? , ? , ? , r =9 9 + 8 > 12 + s s 12 1A ———-(2) PP-DSE-MATH-CP 1? 8 FOR TEACHERS’ USE ONLY ? , , ? , , ? 16 ? 2 2 = 7 km/h 7>6 = 12 2 = 6 km/h x 12 = 78 120 x = 7 . 8 78 : 120 = 63 ? 32 = 31 1M 1A u? 1 ———-(2) ? ? , ? ? 13. (a) FOR TEACHERS’ USE ONLY pp? 1 n 6 3 = n 20 n = 40 1M k = 40 ? 6 ? 11 ? 5 ? 10 =8 (b) (i) 1M 1A ———-(3) 1M 1A u? 1 = (ii) m pp? 1 1M 1A ———-(4) PP-DSE-MATH-CP 1? 9 FOR TEACHERS’ USE ONLY , 5 + m (45)(2) = 40 + m 360 20 + 4m = 40 + m 3m = 20 20 3 5 (360Â °) 40 = 45Â ° 5+m n+m ? ? ? ? 14. (a) ? BCD ~ ? OA D FOR TEACHERS’ USE ONLY 2A ———-(2) 1M 1M (b) (i) (b) 1M AD CD ( 0 , 4) pp–1 1M 1M (ii) AC OABC (3 , 2 ) OABC OABC k1 k2 ?0 + 0 + k1 (0) + k 2 (0) + k3 = 0 ? ? 2 2 ? 6 + 0 + k1 (6) + k 2 (0) + k3 = 0 ? 2 2 ? 0 + 4 + k1 (0) + k 2 (4) + k 3 = 0 ? 2 2 1M 1A ———-(7) OABC x + y ? 6x ? 4 y = 0 PP-DSE-MATH-CP 1? 10 FOR TEACHERS’ USE ONLY 2 2 k1 = ? 6 k 2 = ? 4 k3 = 0 ? ? ? ? , x + y + k1 x + k 2 y + k3 = 0 k3 2 2 ? ( x ? 3) 2 + ( y ? 2) 2 = 13 ? (3 ? 0) + (4 ? 2) 2 = 13 2 1A x 2 + y 2 ? 6x ? 4 y = 0 1M ? ? ? ? ? ? ? , , ? , ? ? , ? ? , ? , ) ( h 2 ? 24h + 80 = 0 h=4 h = 20 C 1A ( ) ? ? ? 12 ? h ? ? 2 2 ? 6 + 12 ? ? = 16 ? 45 ? 2 ? , ? ? ? C (0 , h) 16 ? CD ? ? ? = 45 ? AD ? 2 ? ? 15. (a) FOR TEACHERS’ USE ONLY s 36 ? 48 = ? 2 s s=6 1M 66 ? 48 6 =3 = 1A ———-(2) (b) 1 ———-(2) PP-DSE-MATH-CP 1? 11 FOR TEACHERS’ USE ONLY 1M 1A ? , , , ? ? , , ? ? 16. (a) FOR TEACHERS’ USE ONLY = 1M 1A = 1A ———-(2) 0. 112 (b) 1M 1A = = = 30 C4 1M 1A 1M 1A 1M 1A ———-(2) = 530 609 PP-DSE-MATH-CP 1? 12 FO R TEACHERS’ USE ONLY ? 18 12 11 10 ? ? 18 17 12 11 ? ? 18 ? ? 17 16 ? ? 12 ? = 4 ? ? + 6 ? ? + 4 ? ? ? ? ? ? ? 30 29 28 27 ? ? 30 29 28 27 ? ? 30 ? ? 29 28 ? ? 27 ? ? 68 ? 2 11 10 9 ? ? ? ? 609 ? 30 29 28 27 ? 530 = 609 = 1? 530 609 18 12 18 12 18 12 C1 C3 + C 2 C2 + C3 C1 530 609 ? = 1? 12 68 C4 ? 30 609 C 4 1 – (a) – p1 0. 870 3 0. 870 1 – (a) – p2 0. 870 14 0. 870 , ? ? 18 17 16 15 ? = ? ? ? 30 29 28 27 ? 68 = 609 1M 68 609 0. 112 ? r r ? 1 r ? 2 r ? 3 ? ? ? n n ? 1 n ? 2 n ? 3 ? ? ? ? 18 C4 30 C4 r 9 000 000 1 ? 0 . 8 (0. 8) n < 0. 1 n log 0. 8 < log 0. 1 n> log 0. 1 log 0. 8 n > 10. 31885116 11 n 1M 1A (ii) 1A (iii) = ( ( ) 1M )( ) 1M 1A ———(10) PP-DSE-MATH-CP 1? 16 FOR TEACHERS’ USE ONLY ? 2 000 000 (1 ? (0. 8) m ) 4 000 000 (1 ? (0. 64) m ) ? 0 m (0. 8) ? 1 < 0 m ? 2 000 000(1 ? (0. 8) m ) 4 000 000(1 ? (0. 64) m ) ? 1 ? 0 . 8 1 ? 0. 64 10 ? ? = 10 000 000 ? (1 ? (0. 8) m ) ? (1 ? (0. 64) m ) ? 9 ? ? 10 ? ? = 10 000 000 ? (1 ? (0. 8) m ) ? (1 ? (0. 8) 2m ) ? 9 ? ? 10 000 000 m 2 m = 10 ((0. 8) ) ? 9(0. 8) ? 1 9 10 000 000 = 10 (0. 8) m + 1 (0. 8) m ? 1 9 m (0. 8) m > 0 (0. 8) m < 1 1M < 2 000000 + 2 000000(1 ? 20%) + 2 000000(1 ? 20%)2 + L 2 000 000 = 1 ? 0. = 10 000 000 $ 10 000 000 1M 2 000000 + 2 000000(1 ? 20%) + L + 2 000000(1 ? 20%)n? 1 > 9 000000 $ 9 000 000 ? ? ? , , , ? , , ? , ? ? FOR TEACHERS’ USE ONLY 1. 2. 3. 4. 5. A C A D D 31. 32. 33. 34. 35. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. C B D A B D A A B C D C A D C C B C D B D B A B C 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. FOR TEACHERS’ USE ONLY D B C D A B A C A C B A B D C

Free Essays on Winter Dreams

The Dream and the Reality Lavish parties, twirling dresses, dapper men, and illegal alcohol fill the roaring times of the 1920s. F. Scott Fitzgerald’s story â€Å"Winter Dreams† reflects on this overzealous period. The tale tells how sometimes even with great motivation dreams cannot turn into reality. Fitzgerald does this by showcasing the life of Dexter Green. The story begins with fourteen-year-old Dexter caddying at the Sherry Island Golf Club, where he meets Judy Jones, the owner of the club’s daughter. Judy makes such an impact on Dexter that he quits his job that day. She continues to influence him for the rest of his life. He has many dreams that keep him from doing some things and force him to do others, even if they are irrational. Within a few years, Dexter acquires great wealth and gets involved as one of Judy Jones’ many affairs. Years later Dexter calls off his engagement to a woman named Irene Scheerer because of his obsession of Judy Jones. In the end, Dex ter, alone, finds out that Judy, married with children, has moved on with her life. In addition, a man tells him her beauty has faded. This news crushes Dexter’s dream, and he does not know how to get back what he had had. In â€Å"Winter Dreams† Fitzgerald creates a complicated character, uses paradoxes to describe the relationships present in the story, and produces a person who molds his life around his dreams. F. Scott Fitzgerald creates a complicated and manipulative character named Judy Jones, the daughter of Mortimer Jones, the wealthy owner of Sherry Island Golf Club, who always gets her way. Even as a ten-year-old little girl she has superiority over the staff. One day at the golf course she has a tantrum. Fitzgerald describes the scene by writing, â€Å"Miss Jones and her retinue†¦became involved in a heated conversation, which was concluded by Miss Jones taking one of the clubs and hitting it on the ground with violence† (Fitzgerald,... Free Essays on Winter Dreams Free Essays on Winter Dreams Lavish parties, twirling dresses, dapper men, and illegal alcohol fill the roaring times of the 1920s. F. Scott Fitzgerald’s story â€Å"Winter Dreams† reflects on this overzealous period. The tale tells how sometimes even with great motivation dreams cannot turn into reality. Fitzgerald does this by showcasing the life of Dexter Green. The story begins with fourteen-year-old Dexter caddying at the Sherry Island Golf Club, where he meets Judy Jones, the owner of the club’s daughter. Judy makes such an impact on Dexter that he quits his job that day. She continues to influence him for the rest of his life. He has many dreams that keep him from doing some things and force him to do others, even if they are irrational. Within a few years, Dexter acquires great wealth and gets involved as one of Judy Jones’ many affairs. Years later Dexter calls off his engagement to a woman named Irene Scheerer because of his obsession of Judy Jones. In the end, Dex ter, alone, finds out that Judy, married with children, has moved on with her life. In addition, a man tells him her beauty has faded. This news crushes Dexter’s dream, and he does not know how to get back what he had had. In â€Å"Winter Dreams† Fitzgerald creates a complicated character, uses paradoxes to describe the relationships present in the story, and produces a person who molds his life around his dreams. F. Scott Fitzgerald creates a complicated and manipulative character named Judy Jones, the daughter of Mortimer Jones, the wealthy owner of Sherry Island Golf Club, who always gets her way. Even as a ten-year-old little girl she has superiority over the staff. One day at the golf course she has a tantrum. Fitzgerald describes the scene by writing, â€Å"Miss Jones and her retinue†¦became involved in a heated conversation, which was concluded by Miss Jones taking one of the clubs and hitting it on the ground with violence† (Fitzgerald, F. Scott, â€Å"Winter Dreams,ï ¿ ½... Free Essays on Winter Dreams â€Å"Winter Dreams† – Dexter Green and the American Dream Dexter Green, the main character of the short story â€Å"Winter Dreams†, is striving for the American Dream. His goal to achieve this dream affects the way he lives his life, and the consequences that come with the choices his makes. Dexter’s desire for the American Dream- which includes status, wealth, and ability- is what ultimately leads to the demise of his winter dreams. One’s status is almost essential to make one feel important and loved. Those are exactly the feelings that Dexter is searching for in trying to gain a healthy status. He feels that if he stepped â€Å"from a Pierce-Arrow automobile, like Mr. Mortimer Jones, he [would be able to] stroll frigidly into the lounge† (p. 1026) of a popular club. One of the ways Dexter tries to strive for an admired status is through Judy Jones. Judy is the epitome of the success that Dexter is trying to gain, and status comes along with success. The fling he had with Judy, at the moment, made him feel like he was living in a dream, but without Judy, he was greatly unhappy. â€Å"Succeeding Dexter’s first exhilaration came restlessness and dissatisfaction.† (p. 1035) Dexter’s relationship with Judy made him feel like he was just one of her many flings- and indeed he was! Realizing this, he decides to join the army, and â€Å"he†¦ [became]†¦ one of those young thousands who greeted the war with a certain amount of relief, welcoming the liberation from webs of tangled emotion.† (p. 1040) An American Dream without wealth is just not an American Dream. Dexter’s dream of wealth comes from his observations of the rich at the golf club of which he worked. Dexter’s quest for wealth serves for the purpose of showing it, which makes him feel like he is superior. â€Å"He wanted not association with glittering things and glittering people- he wanted the glittering things themselves.† (p. 1029) He took the ... Free Essays on Winter Dreams The Dream and the Reality Lavish parties, twirling dresses, dapper men, and illegal alcohol fill the roaring times of the 1920s. F. Scott Fitzgerald’s story â€Å"Winter Dreams† reflects on this overzealous period. The tale tells how sometimes even with great motivation dreams cannot turn into reality. Fitzgerald does this by showcasing the life of Dexter Green. The story begins with fourteen-year-old Dexter caddying at the Sherry Island Golf Club, where he meets Judy Jones, the owner of the club’s daughter. Judy makes such an impact on Dexter that he quits his job that day. She continues to influence him for the rest of his life. He has many dreams that keep him from doing some things and force him to do others, even if they are irrational. Within a few years, Dexter acquires great wealth and gets involved as one of Judy Jones’ many affairs. Years later Dexter calls off his engagement to a woman named Irene Scheerer because of his obsession of Judy Jones. In the end, Dex ter, alone, finds out that Judy, married with children, has moved on with her life. In addition, a man tells him her beauty has faded. This news crushes Dexter’s dream, and he does not know how to get back what he had had. In â€Å"Winter Dreams† Fitzgerald creates a complicated character, uses paradoxes to describe the relationships present in the story, and produces a person who molds his life around his dreams. F. Scott Fitzgerald creates a complicated and manipulative character named Judy Jones, the daughter of Mortimer Jones, the wealthy owner of Sherry Island Golf Club, who always gets her way. Even as a ten-year-old little girl she has superiority over the staff. One day at the golf course she has a tantrum. Fitzgerald describes the scene by writing, â€Å"Miss Jones and her retinue†¦became involved in a heated conversation, which was concluded by Miss Jones taking one of the clubs and hitting it on the ground with violence† (Fitzgerald,... Free Essays on Winter Dreams Winter Dreams The story Winter Dreams is the epitome of the saying â€Å"opposites attract†. Just take a look at two of the main characters of the story; Dexter Green and Judy Jones. Judy who was born into wealth has had everything hand fed to her, for her entire life. And on the other hand you have Dexter, a boy from black bear, Minnesota with a dad that owns the second most successful grocery store in area. Dexter is a boy that comes from an upper class family, yet still knows the importance of working for riches and is fully prepared to do so. Two different people that are still drawn together by two things, Judy’s loveliness and Dexter’s gullable personality. First, let’s look at Judy’s personality. She is snobby yet refined, with an innocent demeanor that can be down right evil. She is also with out a care in the world. This personality of hers is best potrayed at the golf course when the gentlemen are playing a round of golf and all of th e sudden here â€Å"fore†. Mr. Hedrick is struck in the stomach with a golf ball that was hit by Judy. As she approaches the men Mr. Hedrick blurts out that her wild shot had hit him in the stomach, and Judy merely replies â€Å"Did I?† â€Å"I’m sorry. I yelled ‘fore!’ â€Å" (p 673) as nothing that had just occurred was out of the ordinary. Then she continued to look for her ball as she carelessly walks by the gentlemen, and after all that had just occurred she asked if they had seen where it went after striking Hedrick. Dexter on the other hand is completely different than Judy. He is a hard working boy, that is known and respected as one of the top caddies of the golf course in Black Bear. Dexter is a confident yet modest boy that has been schooled by the finest schools of the east. Meaning an ivy league school. He is smart and savvy yet extremely gullible to beauty, thus the reason for his obsession with Judy. His personality is best portraye d when he does not like the idea of the s...

How to get the best severance package

How to get the best severance package So†¦it happened. You’ve gotten the bad news that you’re fired, or laid off. It may feel like the world is ending- or you may just feel shock. Whatever you’re feeling, the fact remains the same: you’re leaving your job, and not by your own choice. While you do need to embrace that reality, you don’t necessarily have to take the severance package that was initially offered to you. When the worst happens, take these considerations into account to see if you can improve your severance.Talk to a lawyer.An employment attorney can help you navigate the waters after you’ve been terminated, particularly if you feel like you weren’t fired for proper cause or you were marched out of the office quickly without the chance to take stock of the situation. This doesn’t mean â€Å"sue the bastards,† but it does mean you should get a professional’s advice on whether you do have grounds for a potential suit. An attorney can also help you figure out if you have any wiggle room for negotiation.Negotiate yourself.Even if you do have an attorney, it’s usually the best course to do the negotiating yourself (unless you are likely to file a lawsuit- then it’s best to have your attorney either present or speaking on your behalf). Having someone negotiate for you can escalate the tension, so be careful to keep the tone civil if you’re hoping to get a better deal.Ask for more.At this point, you have little to lose, so you should request a higher severance payment. You should definitely be realistic- the payment is unlikely to double or triple from an initial offer, but you may be able to negotiate a lump sum payment vs. continued salary or an increase in the total payment.Nail down insurance information.One of the trickiest parts of unemployment can be insurance coverage, especially if you’re used to having solid coverage through your job. The Consolidated Omnibus Budget Reconciliation Ac t of 1995 (a.k.a. COBRA) means you can likely continue your insurance coverage for up to 18 months, but at your own expense. If coverage is a concern, this is a point to raise with the company. You may be able to get the company to keep paying for your insurance for a period of time after you leave.Ask about unused benefits.Some companies may offer a check in exchange for unused vacation or personal time, so be sure to see what’s on the table and fully understand what your company’s policies are on that front.Be clear on what’s in the severance agreement.Always, always, always read the fine print. Some severance agreements contain â€Å"non-compete† language, which limits your ability to go work for a competitive company. Others contain a non-disparagement clause, which means you may have to forfeit your total severance package if you’re busted saying anything negative about the company after you leave (even if it’s true). Make sure you unde rstand what the conditions are if you accept the severance package.Once you get the bad news, the important thing is†¦don’t panic. Or if you do panic, try to get it out of your system and then settle in for the next phase of talking through the logistics of your leaving. Just like negotiating a salary, you may have the chance to improve your package- if you ask for it.

Lying v. Misleading Essay Example | Topics and Well Written Essays - 1750 words

Lying v. Misleading - Essay Example Philosophers have not only tried to characterize the difference between lies and misleading statements, but also have debated over the moral significance of each kind of utterance. Therefore, the two main question s are what speech act is required for lying, as opposed to being misleading; and what is the moral difference between the two acts of speech. One theory, from a linguistic point of view, according to Stokke (2), is that there are different ways of conveying information, which means, in turn, that there is a difference in the speech acts involved in both misleading and lying. When one is lying, the mode of communication is saying. This means that lying requires saying something, and being misleading is conveying information without coming right out and saying it. The example that Stokke (1) gave was a person who is looking forward to going to a party that evening after work. Another person, a co-worker, comes up and says that she doesn't want to go to the party unless person A is going. To which, person A simply says â€Å"I have to work.† But person A is actually going to be going to the party. This is misleading, because A implies that she wouldn't be going to the party by her statement. But she wasn't lying – she did have to work that day. Lying would mean that person A would come right out and say â€Å"no, I am not going to go the party tonight,† when she really is. As it was, the scenario was an example of merely misleading person B. Green (160) makes the distinction between lying and misleading by stating that lying is telling a false statement, while misleading involves stating something that is true, but is calculated to draw the inference of a lie. Stokke (348) further makes distinctions between lying and misleading, and the ethical implications of each. Someone might lie without the intent to deceive. This is because there are reasons for lying that do not have to do with deception. For instance, a person can lie on the witness stand because he fears reprisals, not that he wants to deceive everybody. This is especially true when it is clear that he did see the murder, or whatever it is that he is lying about on the witness stand. He knows that he isn't deceiving anybody, and that was never his intent. Rather, his intent was to simply secure his own safety or the safety of others who he might be protecting as well. Therefore, some philosophers have attempted to craft categories of lying where there is not an intent to deceive, such as the case above. In this definition, a lie is a lie even if there is not an attempt to deceive, as long as there is a warrant for the truth (Stokke, 349). Since one can warrant for the truth, while knowing that the statement is false, even if that person did not intend to deceive, then this would still be considered to be a lie. Therefore, there does not necessarily have to be an intent to deceive for the statement to be considered to be a lie (Stokke, 349). This would contradict the basic formula which is put in place by Stokke (348), which is that a person lies a person A makes a knowing false statement to person B, and there is also an intention to deceive person B. This somewhat complicates the ethical consequences of a lie, according to Stokke (350). this is because there is one traditional school of thought that lying is morally wrong when one intends to deceive. But, if there is not an attempt at deception, is this lie morally wrong? Stokke (350) states that it still is morally wrong, even if the person does not intend to deceive, and, in fact, deceives nobody (such as the witness to the murder, when that witness was caught on tape actually witnessing the murder. He doesn't intend to deceive