Structures of Resisitance essays

Structures of Resisitance essays The nature of interaction between traditional agrarian society and the modern world has remained a controversial debate amongst anthropologists, sociologists and political theorists. It remains contentious as to whether the dominance of modern values over traditional is desirable; whether the arrival of the market and modern commerce betters or worsens the conditions of rural society and its relationship with the metropol; whether such change is received with apprehension or optimism by the members of rural society. Joel Migdal, for example, puts forth certain arguments proposing the concept of culture contact- that exposure and contact are the causes of change. Migdal identifies three reasons suggesting why such change would be likely to occur: (1) The benefits of the modern far outweigh the benefits of the traditional. (2) The individual is free from severe institutional restraints which would prevent him from making an unimpeded decision. (3) Those individuals who select the new are rational and are optimisers, and those individuals who do not accept the modern fail to do so because of wrong or nonrational values. Most theorists, however, tend to agree that modern society, for good or bad, is clearly encroaching on traditional agrarian society and gradually moulding its values, economic systems and sociopolitical institutions into variants of the modern equivalent. However, this consensus fails to account for one extremely significant fact: that despite the overwhelming economic, political and cultural dominance of the modern world, traditional agrarian structures continue to persist in various forms: the feudal estates of Third World countries, plantations and latifundismos in Southern Italy and much of Latin America, and so on. The questions thus arise: why do such traditional social relations persist in spite of the modern impulse? Why do customs and rituals and so...

Icai Essays

Icai Essays Icai Essay Icai Essay Reserve Bank of India has reviewed the prudential guidelines on restructuring of advances by banks/ financial institutions vide circular DOBB. No. BP. BC. 63/21. 04. 048/2012-13 applicable for all scheduled commercial banks excluding Orbs dated November 26, 2012 and has decided: I) To enhance the provisioning requirement for restructured accounts classified as standard advances from the existing 2. 0 per cent to 2. 75 per cent in the first two years from the date of restructuring. In cases of moratorium on payment of interest/ principal after restructuring, such advances will attract a provision of 2. 75 per cent for the period covering moratorium and two years thereafter; and that Restructured accounts classified as non-performing advances, when upgraded to standard category will attract a provision of 2. 5 per cent in the first year from the date of upgrading instead of the existing 2. 00 per cent. In accordance with the above, loans to projects under implementation, when restructu red due to change in the date of commencement of commercial operations (DOC) beyond he original DOC as envisaged at the time of financial closure and classified as standard advances would attract higher provisioning at 2. 75 per cent as against the present requirement of 2. 0 per cent as per the details given below: Infrastructure projects Particulars Provisioning Requirement If the revised DOC is within two years from the 0. 40 per cent original DOC prescribed at the time of financial closure If the DOC is extended beyond two years and Upton four years or three years from the original DOC, as the case (Ref. : DOBB. NO. BP. BC. 85121. 04. 048/2009-10 dated March 31, 2010) 2. 5 per cent From the date of such restructuring till the revised DOC or 2 years from the date of restructuring, whichever is later. Non-infrastructure projects If the revised DOC is within six months from the original DOC prescribed at the time of financial closure If the DOC is extended beyond six months and Upton one year from the original DOC prescribed at the time of financial closure (Ref. : DOBB. NO. BP. BC. 85121. 04. 048/2009-10 dated 0. 40 per cent 2. 75 per cent From the date of such restructuring for 2 years. All other extant guidelines on Income Recognition, Asset Classification and Provisioning pertaining to advances will remain unchanged. Note: (Common for Intermediate (PC) Paper 1 and Paper 5) Non-Applicability of Mind ASS for November, 2013 Examination The MAC has hosted on its website 35 converged Indian Accounting Standards (Mind AS) without announcing the applicability date. These are the standards which are being converged by eliminating the differences of the Indian Accounting Standards visit-Â ¤-visit FIRS. (Students may note that Mind ASS are not applicable in November, 2013 Examination. However, Accounting Standards as specified in the syllabus are applicable for them in November, 2013 examination. Paper 4: Taxation Applicability of Finance Act, Assessment Year etc. For November, 2013 examination (1) The amendments made by the Finance Act, 2012 in income-tax and service tax; The provisions of income-tax law as applicable for the assessment year 2013-14; The significant notifications and circulars issued Upton 30th April, 2013 (mincemeat and service tax) (The Study Materials relevant for May, 2013 and November, 2013 examinations are updated based on the provisions of law as amended by the Finance Act, 2012 and significant circulars and notifications issued up to 30. 6. 2012. The amendments made y the Finance Act, 2012 in income-tax and service-tax and notifications and circulars issued between 1. 5. 2011 and 30. 4. 2012 in income-tax are also separately discussed in the publication Supplementary Study Paper-2012. ) Paper 6: Auditing and Assurance S. NO Standards on Auditing (As) AS Title of Standard on Auditing Effective Date AS 200 Overall Objectives of the Independent Auditor and the April 1, 2010 Conduct of an Audit in Accordance with Standards on Auditing 2 AS 210 Agreeing the Terms of Audit Engagements April 1, 2010 3 AS 220 Quality Control for Audit of Financial Statements 4 AS 230 Audit Documentation April 1, 2009 5 AS 240 The Auditors responsibilities Relating to Fraud in an April 1, 2009 Audit of Financial Statements 6 AS 250 Consideration of Laws and Regulations in An Audit of April 1, 2009 Financial 7 AS 260 Communication with Those Charged with Governance 8 AS 265 Communicating Deficiencies in Internal Control to Those April 1, 2010 Charged with Governance and Management 9 AS 299 Responsibility of Joint Auditors April 1, 1996 AS 300 Planning an Audit of Financial Statements April 1, 2008 11 AS 315 Identifying and Assessing the Risks of Material April 1, 2008 Misstatement through Understanding the Entity and its Environment 12 AS 320 Materiality in Planning and Performing an Audit 13 AS 330 The Auditors Responses to Assessed Risks 14 AS 402 Audit Considerations Relating to an Entity Using a April 1, 2010 Service Organization 15 AS 450 16 AS 500 Audit Evidence 17 AS 501 18 AS 505 Specific Considerations for Selected April 1, 2010 Items External Confirmations 19 AS 510 Initial Audit Engagements-opening Balances 20 AS 520 Analytical Procedures 21 AS 530 AS 540 Auditing Accounting Estimates, Including Fair Value April 1, 2009 Accounting Estimates, and Related Disclosures AS 550 Related Parties 24 AS 560 Subsequent Events 25 AS 570 Going Concern 26 AS 580 Written Representations 27 Using the Work of Another Auditor April 1, 2002 28 AS 610 Using the Work of Internal Auditors 29 AS 620 Using the Work of an Auditors Expert April, 2010 AS 700 Forming an Opinion and Reporting on Financial April 1, 2012 31 AS 705 Modifications to the Opinion in the Independent Auditors April 1, 2012 Report 32 AS 706 Emphasis of Matter Paragraphs and Other Matter April 1, 2012 Paragraphs in the Independent Auditors Report

Translational methods from basal instruction to a differentiated Essay

Translational methods from basal instruction to a differentiated pedagogical system - Essay Example There is a movement underway in many school systems to complete the transition away from basal reading programs and more towards systems of instruction that facilitate an organic growth of reading-comprehension based on texts written to be read. Most purely basal texts are written for the purpose of teaching reading, which creates a separation from the reality of what people read, why they read it, and the natural flow of literature. Basal and purely literature-based reading instruction programs assume that acquiring reading fluency depends upon the comprehension and and exercising of individual, component skills that combine mechanistically to create an understanding of written language.This technological perspective can be challenged by more recent, reliable theoretical models of literacy holistic education that denies the validity of skill components. The purpose of reading and the context of the passage must be included in the education process. Dissatisfaction with basal program s has mounted in recent years, in part due to this consideration for the purposes behind reading. Basal stories sections may in some cases contain unrealistic linguistic characters to demonstrate various aspects of the component education process. (CELT, 1998) In response to these concerns from parents and educators, curriculum publishers, state departments of education, and school districts themselves have begun the institution of sweeping reforms in reading/literacy teaching programs. A principle objective is the development of literature-based systems that rely on texts written with the intent of reading; which could easily be found outside a classroom; rather than basals that exist only for reading classroom use. Further investigation is required to determine to what extent this new concept truly alters the face of literacy education, towards a determination of the best way to transition away from basal. Newer theories that question the basis of basal instruction dispense with t he grade-level restrictions that actively prevent some teachers from using texts designated for higher grades. Literature-based programs permit texts as long as they contribute to the interests of readers or are relevant to a particular academic topic. The goal is a new kind of literature program that draws on a the classroom as a community. Teachers and students using literature-based programs choose from a greater selection of actual, unadapted texts as they would appear outside a classroom. A purely basal approach, based on a mechanistic theory may not allow for the leaps of intuition that are necessary for true, fluent comprehension, should the students be subjected to a laundry list of abstractions. Some researchers make the argument that the basal texts themselves should never have been utilized as the entire reading program. In essence, they have always been - since the earliest days of the McGuffey Readers, a workbook/textbook for reading. The dominance of basal-trained read ers has prompted much of the investigation into the efficacy of such programs, and ways to transition beyond them. (Shannon & Goodman, 1994) DIFFERENTIATED INSTRUCTION It is apparent to most all educators that not all students think alike. From this knowledge, differentiated instruction strategies facilitate an approach to teaching and learning that opens multiple options for students in the acquisition of information and a thorough comprehension of ideas. Differentiated instruction is a pedagogical theory resulting from the premise of varied instructional approaches incorporated into the classroom to meet the needs of diverse students; both in terms of communal/cultural origin and neurobiological aptitudes. (Tomlinson, 2001). These ideas become a viable alternative to meta-literary classroom-only texts typified under Basal Instruction. This is the method that seeks to verify that the learning the student receives is an individual match for that students level of achievement, in ter ms of readiness levels, progress,

Explain the true-justified-belief theory of knowledge. Then make up Essay

Explain the true-justified-belief theory of knowledge. Then make up your own Gettier case and explain why it is counter-example to the analysis - Essay Example It is the efforts that would be needed for people to have knowledge. Knowledge and belief are used differently in philosophical terms. The connection between knowledge and belief is that belief is a belief is considered to be knowledge if the belief held is true and if the believer has a reasonable justification to believe it is true. According to the famous scholar Plato, knowledge can, therefore, be defined to mean Justified True Belief (JTB) also known as knowledge theory. There are three terms â€Å"truth†, â€Å"belief†, and â€Å"justification† which are very pronounced in the knowledge theory. In epistemology, belief denotes faith. It is concerned with what we believe such as traditional held believes. This includes the truth and everything we believe to be right from our cognitive point of view. What a person belief of something as true or not is not a necessity for a belief. One my belief something which is wrong but that will not disregard the belief from being true. The belief held by such a person was a mistaken belief but not that the belief was wrong. This brings the concept of truth. These conditions of truth, belief and justification must be taken together to be sufficient for JTB. The justified True Belief was strongly held in the world of philosophy but not until Gettier came in and questioned the knowledge that was held for thousands of years. In his argument, Gettier claimed that the knowledge held by someone may be justified and true, yet fail to count as knowledge. This was known as Gettier problem. Suppose I stumble on Mary, a class mate driving license which is written that she comes from Chicago. Having seen that legal document, I’m justified to belief that Mary comes from Chicago. Suppose I infer from the above case and say that someone in my class comes from Chicago. Now, Mary driving license turns to be a fake one. It seems that what I believed was wrong which even makes my second belief to be wrong. Unknown to me, I may have

Narrative Feeling Essay Example for Free

Narrative Feeling Essay 1. Identify three quotes from the dialogue that show how Bryce progressed in ethically identifying his emotions. The first quote from the dialogue shows how Bryce progressed in ethically identifying his emotions is â€Å"After a year of applying, interviewing, jumping through all the hoops, I finally realized nothing I did mattered. I just couldn’t take another rejection. The bottom line is, no one wants me.† The second quote that shows how Bryce progressed in ethically identifying his emotions is â€Å"I don’t know. I think they might leave me. We’ve run through our savings. We’re behind on the mortgage. I’m going to lose everything. I feel bad, but I can’t do anything about it.† The third quote that shows how Bryce progressed in ethically identifying his emotions is â€Å"Really? What did you do? I mean, I know you moved away.† See more: how to start a narrative essay 2. Identify and explain, using concepts from the text, at least one example of an obstacle to communicating emotions in the situation.  One example of an obstacle to communicating emotions in the situation is self-protection. Bryce stated that he hasn’t want to talk to anyone in a while which can be an indication that he may not want to express his feelings, in fear of others having information that could affect how they perceive or act towards him. (Wood, 178) 3. Identify and explain at least two examples of irrational beliefs that Bryce holds. Two examples of irrational beliefs that Bryce holds from the dialogue would be when he states â€Å"The bottom line is, no one wants me.† And â€Å"I feel bad, but I can’t do anything about it.† I feel that these beliefs are irrational because they are not true, though Bryce believes they are. He feels that no one wants him, but the case may be that someone else may have been a better fit for the position instead of him. This does not mean that he was not just as qualified as the next applicant. Bryce stated that he stopped looking for jobs about 6 months ago, but if he would have remained dedicated, he may have run into a job by then. He stated that he can’t do anything about this but truthfully, he could have still continued to search for jobs instead of sitting back and doing nothing. 4. Explain, using concepts from the text, how Bryce could use surface acting and deep acting to better align his emotions and behavior with the needs of his job search. Even though Bryce feels that finding employment is hopeless, his body language and facial  expressions will definitely show that. Bryce needs to learn how to effectively control his outward appearance because it will benefit his job search. A positive attitude always helps gain desired results. Showing an outward appearance of drive and determination to gain employment will be more beneficial than his defeated attitude. Bryce could also align his emotions and behavior with the needs of his job search by controlling his feelings of hopelessness and defeat. He should learn that by possessing these feelings, he is already lessening his chances to produce the desired results that he is looking for. 5. Based on the textbook’s guidelines for communicating emotions effectively (p.182– 187), identify and explain at least three ethical strategies Bryce could use to improve his interpersonal communication in this situation. One strategy that Bryce could use to improve his interpersonal communication in this situation is identifying his emotions. The text states that â€Å"recognizing the existence of both feelings allows you to tune in to yourself and to communicate accurately to others what you are experiencing.† (Wood, 182) Bryce needs to separate his feelings of hopelessness and the fact that he feels that no one wants him. Another strategy that he can use is choosing whether or how to express emotions. Bryce seems to be very erratic when it comes to his feelings toward finding a job. Once he can actually determine where his frustration lies and not let it consume and discourage him, he can then decide to or not to communicate his emotions in order to keep them private. Lastly, he can also use the strategy of monitoring self-talk. This would be very helpful to Bryce because he can talk himself into having a more positive outlook regarding his job search, He won’t feel so low when he is turned down for a job opportunity because he will have coached himself to keep searching and continue his drive. Wood, J. (2012). Interpersonal communication: Everyday encounters. Boston, MA: Wadsworth.

Dyslexia :: essays research papers

Dyslexia For Children Jimmy’s Story: Jimmy was a 10 year old boy who had done well in school through the third grade. Once he got the fourth grade he was having trouble following the readings as fast as the other children could. He was mixing up words and confusing letters. He was very upset so he told his mom and she decided to check out what was happening. She took Jimmy to the doctor and the doctor had Jimmy take some tests and the doctor discovered that Jimmy had dyslexia. This didn’t mean that Jimmy was stupid, it just meant that he had trouble reading certain words. Jimmy would have to see a special teacher to fix his problem. Facts about dyslexia: 1.Children who are dyslexic are not stupid 2. Dyslexic is a word used to describe children who have trouble putting words together or spelling 3. Although many people may think so, dyslexic people do not see things backwards. 4. Many dyslexic children seem to have good creative skills like drawing, painting or playing a musical instrument. 5. Dyslexia can have more of an affect on one person than it does another or it may have less of an affect on one person or the other. 6. Experts think that 10% of all children have some degree of dyslexia and only 4% have a really bad case of dyslexia. This means that if you have dyslexia, you are not the only one. There are many other children who work with dyslexia everyday. 7. No two dyslexic children are alike. Children who have dyslexia are just like everyone else except they have to work through their reading and writing a little harder. 8. Many famous people have worked through dyslexia for example: Thomas Edison, the inventor of the light bulb; Winston Churchill, Prime Minister of Great Britain and Woodrow Wilson, President of the United States of America.(1) Causes of dyslexia: There is no real answer for the cause of dyslexia. Dyslexia is not contagious so you can’t get it from someone else, it is not in something that you eat and it is not a cough or the flu so it won’t hurt you if you have it. Doctors think that dyslexia runs in families, so it might get passed down from your mom or dad when you are born.(1) Solving dyslexia: The best known solution to dyslexia is working with a special teacher and working hard. There are some medicines that are available (ritalin and adirol) that will help you concentrate better but the way to getting past dyslexia is all in the hard work.

Safeguarding Children and Young People

1.1 Explain the policies, procedures and practices for safe working with children and young people.The 2nd Joint Chief Inspectors Report defined safeguarding children and young people as the act of taking reasonable measures to ensure that the threats of harm to children & young people’s welfare are diminished by all those who work with children. The document expressed that all agencies involve with the provision of services to children and young people should take appropriate actions to raise and address issues of concerns whilst working to agreed local policies and procedures established by Local Safeguarding Children Board, and in partnership with other local agencies to safeguard a child or young person. (CQC archive (2005)).SAFEGUARDING CHILDRENThe second joint Chief Inspectors’ Report on Arrangements to Safeguard Children. In short all those that work with children & young people have a duty of care to safeguard and promote their wellbeing.Children & Young Peopleà ¢â‚¬â„¢s Safeguarding Guidelines and LegislationsThe Children Act 1989This act was introduced to make child protection a paramount issue whereby parents are responsible for ensuring the safety of their children and local authorities are charged with the duties of identify children at risk of harm and to safeguard and promote their welfare. This act places responsibility on all agencies including those providing services for adult to protect children and young people.The Children Act 2004This act saw the creation of the Local Safeguarding Children’s Board, for local government to enforce children’s safeguarding and to investigate alleged cases of abuse. The Act stipulates that though a service might cater to the needs of adults, its staff has the duty of care to safeguard all the children and young people they come in contact with. The act places a burden  on all agencies that works with children to work collaboratively in raising concerns and addressing allegations o f abuse.The Every Child Matters Green Paper. This guidance was introduced to improve outcomes for children and young people in the following 5 areas as a result of the serious case review into the death of Victoria Climbie Being healthy Staying safe. Enjoying and achieving. Making a positive contribution. Achieving economic well-being.Working Together to Safeguard Children (2010)This act emphasis on the need for individuals and inter-agency to work jointly to safeguard and promote the welfare of children & young people as stipulated by the Children’s Act 2004. The act stresses the importance for practitioners working with children & young people to be aware of their responsibility and be competent in their duties.Safeguarding Disable Children (2009)Due to the vulnerability of disable children as they are dependent on others for their personal care and are perhaps prone to being isolated socially through bullying, the act ensures that there are robust complaints and representa tions measures in place that are accessible to disabled children and their families across all agencies. The act seeks to ensure that all staff working with disable children are adequately trained to safeguard and guarantee the well-being of their service users. (Department for children schools & family (2009) Safeguarding disabled children Practice guidancehttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190544/00374-2009DOM-EN.pdf (accessed 22/08/13).The Protection of Children Act 1999This act introduces the concept of pre-employment screening to prevent those who are unsuitable to work with children from being employed through the following checks. verifying identity: verifying the right to work in the United Kingdom (UK). confirming employment history and qualifications. verifying criminal record.Safeguarding Vulnerable Groups Act 2006This act reinforces the need for employers to screen potential employees to ensure that they do not pose a threat to the safety and welfare of children & young people along with vulnerable adults. An essential aspect of this act is that it stipulates employers duty to conduct on going suitability checks instead of one-offs checks to identify those who commit an abuse during their employment.The Children and Young Person Act 2008Though children under the age of 16 are assume to lack capacity to consent, young people 16 and over are able to give consent. This act ensures that children and young people’s voice are heard in relation to all decisions patting to the provision of their services. It certifies transparency in the quality of care given by agencies, the act safeguards the stability of children by ensuring that they are placed in suitable accommodations that promotes their safety and welfare. The act provides supports to young adults leaving care and to ensure that they are not forced out of state funded care facilities before they are ready. (National archive (2013) Children & Young Perso n’s Act 2008 http://webarchive.nationalarchives.gov.uk/20100202100450/dcsf.gov.uk/everychildmatters/publications/childrenyoungpersonsact2008/ (accessed 22/08/13).2.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguardingAccording to information published by the NSPCC there are four types of child abuse which are described in the below table (NSPCC (2010) Child Protection Fact Sheet http://www.nspcc.org.uk/inform/trainingandconsultancy/consultancy/helpandadvice/definitions_and_signs_of_child_abuse_pdf_wdf65412.pdf (accessed 22/08/13).Type of Abuse Physical sign Behavioural Indicator PHYSICAL ABUSE Unexplained bruising, marks or injuries on body Bruises which reflect hand marks or fingertips (from slapping or pinching) Cigarette burns Bite marks Broken bones Scalds Fear of parents being approached for explanation Aggressive behaviour or severe temper outbursts Flinching when approached or touched Reluctance to get changed, for example wearing long sleeves in hot weather Depression Withdrawn behaviour Running away from home EMOTIONAL ABUSE A failure to thrive or grow Sudden speech disorders Developmental delay, either in terms of physical or emotional progress Neurotic behaviour, e.g. hair twisting, rocking Being unable to play Fear of making mistakes Self harm Fear of parent being approached regarding their behaviour SEXUAL ABUSE Pain or itching in the genital/anal areas Bruising or bleeding near genital/anal areas Sexually transmitted disease Vaginal discharge or infection Stomach pains Discomfort when walking or sitting down Pregnancy Arrange marriage Sudden or unexplained changes in behaviour, e.g. becoming aggressive or withdrawn Fear of being left with a specific person or group of people Having nightmares Running away from home Sexual knowledge which is beyond their age or development age Sexual drawings or language Bedwetting Saying they have secrets they cannot tell anyone about Self- harm or mutilation, sometimes leading to suicide attempts Eating problems such as overeating or anorexia NEGLECT Constant hunger, sometimes stealing food from others Constantly dirty or ‘smelly’ Loss of weight, or being constantly underweight Inappropriate dress for the conditions Complaining of being tired all the time Not requesting medical assistance and/or failing to attend appointments Having few friends Mentioning their being left alone or unsupervised2.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own settingIn situations where I am Concerned about a child’s safety I will Take the following actions Listen to the child’s allegation & respect his/her point of view reassure the victim clarify information without over questioning; make a written statement of their allegation or support them with writing it down Explain my duty of care to ensure their safety and if the information shared suggested that they are being abuse I have to share it with the relevant people (only those that needs to know) Explain the safeguarding process  consult with manager immediately Record all relevant steps taken. The below chart is a flow chart for refereeing allegations of abuse to the local safeguarding board2.3 Explain the rights that children, young people and their families have in situations where harm or abuse is suspected or allegedUnder the Children’s Act 1989 and the Human right Act 1998, children and young people have the right to be protected from significant harm. In cases of alleged abuse the initial step should be protecting the children by removing them from the environment where the abuse occurred, and taking actions to investigate the allegation so the perpetrator could be prosecuted. The storing and processing of personal information about children and young people is governed by the Data Protection Act 1998, which states an individual has the right to privacy and for their personal sensitive details to be held confidentially.The European Convention for the Protection of Human Rights and Fundamental Freedoms also declare that children & young people have a right to privacy. The data protection act provides guidelines on the safe processing and sharing of confidential details. An aspect of the data protection act is to seek the consent of the individual for their information to be used, as children & young people under the age of 16 are presumed to lack the capacity to give consent, their advocate will have to consent on their behalf. There are various legislative guidelines and best practice tools promoting joint delivery of service in safeguarding adults, it is inevitable that information recorded by one agency will be shared with other professionals.In such situation the guidelines issued by the data protection act should be adhered to, not only to maintain the rights of the vulnerable child but to also maintain the privacy of the family (siblings parents etc). The protection of children which is public interests out-weighs the family’s right to privacy, and as such information about the family might be shared amongst agencies when investigating allegations of abuse.

Fashion Icon

Blake Lively, amazes everyone with her versatility in fashion. Day after day, week after week she just can't go wrong! On Gossip Girl, she couldn't get much credit because the whole cast has a fashion stylist. But, Lively manages to look fashionable off set as well. It's all about taking risk in fashion and Lively definitely does the job especially with her choice of colors. On top of the most beautiful dresses she puts on, she manages to have the right makeup and hair for every outfit.Confident, poised, stylish, glamorous. These are the kinds of words typically used to describe Blake Lively, who has become the self-proclaimed fashionista of her generation. Not only is she now the face of Chanel but also she is constantly in the spotlight for her fearless approach to fashion as well as her obvious true passion and love for it. After attending countless designer shows and taking her views of the runway to the real world there is no doubt that she has become a fashion icon to those who follow her.In fact, being chosen to be on the cover of Vogue twice in a single year is almost a right of passage to prove she is officially a top player in the fashion industry. She is a designer dream because she stays true to her vision. Teens are full of youthful energy, life and vitality, they have love and passion for fashion, drawing inspiration from celebrities. Blake Lively stands as a fashion icon for teens, as my target customer like being perceived older and like imitating the style of older people to feel more mature.All American golden girl, blake lively is known to be pretty, sweet who doesn’t get into any scandals or controversies, whatever she wears is widely accepted by my target customer, Maddy. These days there is an increasing trend that teens want to dress older than their age and Blake lively serves a good model to copy. Unlike many other celebrities she doesn’t like to have a personal stylist. She isn’t afraid to take the runway to the re d carpet, and no matter the look or designer, she always makes the outfit look effortless.Her uniqueness and individualism inspired maddy to imitate her style. Blake lively’s enthusiasum in styling herself inspired maddy to take that up as a hobby and learn to be creative and talented. Blake lively always like to change her looks and be new each time she steps out, she had a more sweeter style when she was younger now she is more lady like and sophisticated. Maddy draws inspiration from her fast fashion style and trys to look new when she goes shopping with her friends.Maddy’s preference to fast fashion products that are more in trend and are constantly changing is inspired by blake’s trendy way of changing her looks constantly and reinventing herself. Maddy follows blake’s style on tweete, facebook and keeps posters of her style trends in her room. Bold, confident and daring are the words used to describe blake, her personality is similar to who maddy wa nts to be. As blake never has a backgroung in show business and made it so big in the fashion industry, maddy plans to follow her foot steps and get in to show business when she grows up.

Directing the Engagement Party of Sheila and Gerald Essay Example

Directing the Engagement Party of Sheila and Gerald Essay Example Directing the Engagement Party of Sheila and Gerald Essay Directing the Engagement Party of Sheila and Gerald Essay In this essay I am going to direct act 1 the engagement party of Sheila and Gerald At the beginning its a engagement party of Sheila and Gerald. They are very posh people. I would send to every one and an engagement card to invite the people for the party and I would make big hall for the party night and I would put some balloon and staff on the walls. I would a big light at the middle of the ceiling and some small lights at the wall and I would make two lights on Sheila and Gerald. I would make a big cake and a lot of small candles on the top of the cake and I would make up the bride nicely and the dress I would make it white I would make a black suit for Gerald. I would order two gold rings of the engagement. I would make the hall big enough for the all people and I would make enough chair and tables for the all people. I would tell every men to wear a black suit and women to wear anything they wants would put champion and drinks and food in each table. I would make Sheila a bit nervous because she saw Gerald after a long time. I would make Gerald a bit young man about age of 25 and Sheila would be at age of 23 thats the best age for the engagement. And I would make the party until late night. Now I would tell Sheila and Gerald to bush the candles on which are on the top of cake and when the inspector calls every one get scared and the party become horrible I would put some horrible music on every would be looking at each other at the end of party I will tell Gerald and Mr birling to stay out side of the house speaking with each other about inspector and its a dark place because no one can hear them. At the ending I would tell all the guest to leave and I would let the family to stay alone for inspector to come and their would be scared and I will slowly slowly turn all the lights off and the first part act one will be finished.

Reverse and Invert

Reverse and Invert Reverse and Invert Reverse and Invert By Maeve Maddox Watching an episode of The Good Wife the other evening, I was puzzled by a lawyer characters use of the word invert. A witness had been murdered. The lawyer was trying to prove that the witness list had been leaked because the last two letters of the witness’s name were â€Å"inverted† on the official list and were also â€Å"inverted† on a note written by the killer. I completely lost track of the story as I tried to figure out how the letters in what was presumably a typed word could have been turned upside down. Then the camera showed the list and I saw that the last two letters, e-r, had been reversed to r-e. Ah, I thought, reversed! I could turn my attention back to the story. The experience got me thinking about the two words. invert: 1533, from M.Fr. invertir, from L. invertere turn upside down, turn about, from in in, on + vertere to turn reverse: c.1300, from O.Fr. revers reverse, cross, from L. reversus, pp. of revertere turn back In some contexts â€Å"inverted† does mean â€Å"reversed.†For example, an† inverted sentence† is one in which the verb changes its usual place and comes before the subject: Before me lay the ruined sword. An â€Å"inverted syllogism† is one in which the statement â€Å"All A are B† invites the conclusion â€Å"All B are A.† On the other hand, â€Å"inverted commas,† another term for â€Å"quotation marks,† is so termed because opening quotation marks (in some fonts anyway) are upside-down commas. Depending on the typeface, opening and closing quotation marks may be identical in form (called vertical, straight, or typewriter quotation marks), or they may be distinctly left-handed and right-handed (typographic or, colloquially, curly quotation marks). The closing single quotation mark is identical or similar in form to the apostrophe, and similar to the prime symbol. Wikipedia The OED lists 13 definitions with numerous sub-definitions for reverse, including â€Å"invert.† It gives 10 for invert, including â€Å"reverse.† I’m sure that not every viewer boggled at the lawyer’s use of the word inverted in the Good Wife episode, but I doubt that I was the only one who did. It’s probably a good idea to think about possible ambiguity when using these words. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Does "Mr" Take a Period?â€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

Chapter Analysis Theistic Realism Essay Example | Topics and Well Written Essays - 500 words

Chapter Analysis Theistic Realism - Essay Example The term ‘theistic realism’ was defined by Gutek to describe this kind of approach (Hart, 2006: 56). Man is perceived as a rational being with free will exercised through choice and capable of acquiring knowledge of reality. Human conduct is thus guided by objective truth and values. Reality though is accepted as both material and spiritual. Having free will and conscience also means people are responsible for their own behaviour (Young et al., 2007: 84). Under theological realism, the teacher would likely employ a range of methods with an emphasis on helping to develop skills of observation and critical reasoning. The teacher would also provide copious facts and guide the student to becoming knowledgeable about the world around them as a route to self-realisation. The lecture method would therefore be common with skilful use of audio-visual aids, and teachers would encourage discussion among students. The teacher is very much sympathetic towards her students, and students in turn would be given choice in the activities they can engage in. As John Locke advocated, the children would not be pushed beyond their ability or natural inclinations. To assist students in their learning, the use of objects features prominently, which includes pictures and illustrations. This practice was promoted by the theologian and educator Comenius who also stressed on learning by doing (Gordon & Browne, 2010: 10). The overall objective is to perfect students’ natural abilities through training their senses. Also, rather than stressing on memorisation, students learn by understanding and applying knowledge. As Thorndike in the empiricist tradition believed, this higher level thinking ability in students develops from the aforementioned basic habits (Cox et al., 2009). The curriculum emphasis under theological realism is on subjects that are deemed practical and useful. In particular, the study of nature would be considered as very important,

United States vs Burke case Essay Example | Topics and Well Written Essays - 1750 words

United States vs Burke case - Essay Example While walking a foot patrol, PO Charles Brown and his partner, PO Schroeder are approached by a woman, named Peppermint Patty, who tells them that her boyfriend, Linus Van Pelt, just beat her up and threatened to kill her.She then tells the police that he has drugs and guns in the apartment. The police asked her where her boyfriend was and she told them, "He's home, come with me." Patty takes the officers to a building three blocks away and brings them to an apartment. The police officers knock on the door and another woman answer the door. The police ask if Linus is home and the woman says that he just went to the store to get a pack of cigarettes. The police ask if they can come in and the woman says yes. While they are in, Patty tells the police officers that the woman is Linus's sister. Lucy. PO Brown asks Lucy if Linus keeps drugs and guns in the house. Lucy says, "I never saw any guns or drugs." PO Schroeder says, "So if I looked around I wouldn't find anything illegal here" Lu cy tells him that would be true. The police officers then remove the cushions from the couch and find two .38 caliber revolvers. They open a hallway closet and find three bags of cocaine hidden under some sheets and towels. Linus returns home and he and his sister are arrested. The defendants make a motion to suppress the evidence recovered from the apartment. Discuss the search and seizure issues involved and decide the motion. In United States v Burke (1963, DC Mass) 215 F Supp 508, affd (CA1 Mass) 328 F2d 399, cert den 379 US 849, 13 L Ed 2d 52, 85 S Ct 91, reh den 380 US 927, 13 L Ed 2d 815, 85 S Ct 902, a prosecution for mail robbery and conspiracy to rob the mails, it was held that the consent of the accused's landlady did not justify the warrantless search of the accused's apartment. The evidence disclosed that in response to persistent ringing of the doorbell of the accused's apartment, the landlady opened her door, advised the officers that the accused was not at home, and offered to let the officers inspect his room. The evidence further disclosed that the officers searched the room, ascertained that the accused was not present, and observed a postal uniform jacket, but left the room without seizing it. The court held that the search was illegal since the officers had neither a search warrant nor probable cause to arrest the accused. Denying the accused's motion to suppress various items of evidenc e, however, the court stated that since the officers at the time of the search already knew that the accused had recently acquired a letter carrier's uniform, no new evidence was discovered during this illegal search, so that the "fruit of the poison tree" doctrine had no application to the search. In United States v Paroutian (1962, CA2 NY) 299 F2d 486, the warrantless search of the accused's apartment was held to be invalid, and a subsequent seizure of narcotics and a letter based upon information discovered in the search, were held to be inadmissible against the accused, where the only authority the officers had for conducting the search was the apparent consent of the agent of the owner of the apartment building. The evidence disclosed that the agent accompanied the officers while they conducted the search, and that the accused was not in the residence at the time. Noting that it was unclear whether the accused had paid the rent for the month in which the search was conducted, the court stated that at the time of the search there was no indication that the accused did not intend to return to the apartment. Noting that the landlord made no efforts to evict the accused until several weeks after the search, the court stated that the accused was legitimately on the premises and was entitled to invoke the right of privacy guaranteed by the Fourth Amendment. Here, neither Peppermint Patty nor Lucy had the authority (at least on these facts) to allow the police into Linus' apartment to search the premises. Any evidence found as a result of the illegal search in the apartment must be suppressed.