Free Essays on The Influence Of Elizabethan Values On Shakespeares “The Taming Of The Shrew“

The reign or Queen Elizabeth I was one of the most fruitful and prosperous times in European history. The legacy of all that was achieved during her time still lives on today. Some of the greatest examples of these achievements are William Shakespeare’s many works of literature. The clothing, relationships between men and women, and the music of the Elizabethan times are portrayed several times throughout William Shakespeare’s â€Å"The Taming of the Shrew†. One of the most influential times in European history was when Queen Elizabeth I was ruling. Elizabeth reigned for about forty-four years, ending in 1603 (Olsen 74). Elizabeth came into the crown when her father, King Henry, decided to break away from the Roman Catholic Church, and named himself the head of the new Protestant Church of England. He was succeeded first be his son Edward, and then by his elder daughter Mary. Both claimed the crown, but met early s. Elizabeth inherited the crown after â€Å"Bloody Mary† passed away (75). Elizabeth’s court was one marked by constant growth and achievement, principally in the areas of music, literature, and the arts. Queen Elizabeth was considered to be a large â€Å"consumer† of the arts, undoubtedly acting as a catalyst to the ever-growing air of artistic renaissance (74). She believed that music should not only be secular, but enjoyed by the masses as a leisure activity as well (Editors 73). Among oth er changes during her reign, Elizabeth’s court valued clothing very highly, as the Queen herself proved to spend an innumerable amount of money on clothing and jewels. The Queen was also an enthusiast of theatre, and a large aficionada of William Shakespeare. William Shakespeare is one of the most famous play writes of all time. His works are known all over the world, and are used in English curriculums of the greater part of schools. William Shakespeare wrote such classics as â€Å"Romeo and Juliet†, â€Å"Love’... Free Essays on The Influence Of Elizabethan Values On Shakespeares â€Å"The Taming Of The Shrewâ€Å" Free Essays on The Influence Of Elizabethan Values On Shakespeares â€Å"The Taming Of The Shrewâ€Å" The reign or Queen Elizabeth I was one of the most fruitful and prosperous times in European history. The legacy of all that was achieved during her time still lives on today. Some of the greatest examples of these achievements are William Shakespeare’s many works of literature. The clothing, relationships between men and women, and the music of the Elizabethan times are portrayed several times throughout William Shakespeare’s â€Å"The Taming of the Shrew†. One of the most influential times in European history was when Queen Elizabeth I was ruling. Elizabeth reigned for about forty-four years, ending in 1603 (Olsen 74). Elizabeth came into the crown when her father, King Henry, decided to break away from the Roman Catholic Church, and named himself the head of the new Protestant Church of England. He was succeeded first be his son Edward, and then by his elder daughter Mary. Both claimed the crown, but met early s. Elizabeth inherited the crown after â€Å"Bloody Mary† passed away (75). Elizabeth’s court was one marked by constant growth and achievement, principally in the areas of music, literature, and the arts. Queen Elizabeth was considered to be a large â€Å"consumer† of the arts, undoubtedly acting as a catalyst to the ever-growing air of artistic renaissance (74). She believed that music should not only be secular, but enjoyed by the masses as a leisure activity as well (Editors 73). Among oth er changes during her reign, Elizabeth’s court valued clothing very highly, as the Queen herself proved to spend an innumerable amount of money on clothing and jewels. The Queen was also an enthusiast of theatre, and a large aficionada of William Shakespeare. William Shakespeare is one of the most famous play writes of all time. His works are known all over the world, and are used in English curriculums of the greater part of schools. William Shakespeare wrote such classics as â€Å"Romeo and Juliet†, â€Å"Love’...

Using the Spanish Verb Pasar

Using the Spanish Verb Pasar Like its English cognate to pass, the Spanish verb pasar has a variety of meanings that often vaguely relate to movement in space or time. The key to translating the verb, more so than with most words, is understanding the context. Pasar is regularly conjugated, using the pattern of verbs such as hablar. Pasar as a Verb of Happening Although the English pass is sometimes a synonym for to happen, such usage is extremely common in Spanish. Another possible translations for this usage is to occur or to take place. Dime quà © te pasà ³. (Tell me what happened to you.)Nadie sabà ­a decirnos lo que pasaba, habà ­a mucha confusià ³n. (Nobody knew to tell us what happened, there was so much confusion.)Mira lo que pasa cuando les dices a las personas que son bellas. (Look at what happens to people when you say they are beautiful.) Other Common Meanings of Pasar Here are the other meanings of pasar you are most likely to come across: To happen, to occur:  ¿Quà © ha pasado aquà ­? (What happened here?) Pase lo que pase estoy a tu lado. (Whatever happens, Im at your side.) Creo que ya pasà ³. (I think it has already happened.) To spend (time): Pasà ³ todo el dà ­a con la familia de Juan. (She spent all day with Juans family.) Pasaba los fines de semana tocando su guitarra. (He would spend weekends playing his guitar.) To move or travel: No pasa el tren por la ciudad. (The train doesnt go through the city.) To enter a room or area:  ¡Bienvenida a mi casa!  ¡Pasa! (Welcome to my house! Come in!) To cross (a line of some sort): Pasamos la frontera y entramos en Portugal. (We crossed the border and entered Portugal.) El general Torrejà ³n pasà ³ el rà ­o con la caballerà ­a. (General Torrejon crossed the river with the cavalry.) To go past: Siga derecho y pase 5 semforos. (Go straight ahead and pass five traffic lights.) Cervantes pasà ³ por aquà ­. (Cervantes came by here.) To hand over an object: Psame la salsa, por favor. (Pass the sauce, please.) No me pasà ³ nada. (He didnt give me anything.) To endure, to suffer, to put up with: Nunca pasaron hambre gracias a que sus ancestros gallegos trabajaron como animales. (They never suffered from hunger because their ancestors worked like animals.) Dios no nos abandona cuando pasamos por el fuego de la prueba. (God does not abandon us when we go through the fiery ordeal.) To experience: No puedes pasar sin Internet. (I cant get by without the Internet.) No tenà ­a amigos ni amigas, por eso me lo pasaba mal. (I didnt have male friends nor female friends, and because of this I had a rough time.) To pass (a test): La nià ±a no pasà ³ el examen de audicià ³n. (The girl didnt pass the audition.) To exceed: Pasamos de los 150 kilà ³metros por hora. (We went faster than 150 kilometers per hour.) To overlook (in the phrase pasar por alto): Pasarà © por alto tus errores. (Ill overlook your mistakes.) To show (a motion picture): Disney Channel pasà ³ la pelà ­cula con escenas nuevas. (The Disney Channel showed the movie with new scenes.) To forget: No entiendo como  se me pasà ³ estudiar  lo ms importante. (I dont now how I forgot to study the most important thing.) Reflexive Usage of Pasarse The reflexive form pasarse is often used with little or no change in meaning, although it sometimes suggests that the action was surprising, sudden, or unwanted:  ¿Nadie se pasà ³ por aquà ­? (Nobody passed through here?)Muchos jà ³venes se pasaron por la puerta de acceso para adultos mayores. (Many young people passed through the access door for older adults.)En una torre de enfriamiento, el agua se pasa por el condensa. (In a cooling tower, the water passes through the condenser.) Key Takeaways Pasar is a common Spanish verb that is often used to mean to happen.Other meanings of pasar coincide with many of the meanings of its English cognate, to pass.The reflexive form pasarse usually has little or no difference in meaning from the normal form.

Rewrite Essay Example | Topics and Well Written Essays - 500 words - 4

Rewrite - Essay Example There are different pricing policies of Foodmart, which can be explained by the company’s convenience of retailing and potential profits gained from sale. Therefore, Internet prices differ from prices in the shops of the Company. Under conditions of agreements for online operations, Todd had to pay retail price, which is not indicated in the Internet. Henry Cheeseman states in his book, The Legal Environment of Business and Online Commerce: Business CurrEthics, E-Commerce, Regulatory, and International Issues, (2010) that to enforce a contract, there is a need to follow these requirements: to consider agreement, consideration, contractual capacity, and a lawful object. Todd was ready for agreement, when he agreed upon terms and conditions of online transaction. Todd was also considered about the sum of money, which he had to pay for the sauce. The object of the contract, chocolate sauce, can be considered a legal element. Thus, it is possible to claim that this contract is enf orceable. Todd wanted to buy chocolate sauce at a lower price, which existed in real environment only and was unavailable in online world. The store has a right to sell goods and products in accordance with its real pricing policy. In case a customer is dissatisfied or wants to change any issues of this policy, his claims are irrelevant. Thus, in this case a contract specifies that advertised prices are not applicable for online purchasing, which means that the contract is enforceable and Foodmart wins. Nevertheless, in case Todd did not sign in the contract and he did not mark â€Å"I agree† option online, this contract cannot be enforceable. The clients of online purchasing should agree upon the terms of agreements and contracts, otherwise there is no enforceable power in online purchasing. From another perspective, purchasing in the real world requires that customer

Self Evaluation and learning action plan Essay Example | Topics and Well Written Essays - 1250 words

Self Evaluation and learning action plan - Essay Example On the other hand, through providing handsome compensation plans modern organizations are trapping youngsters into a fallacy of job therefore, turning their talents into increasing profitability for their stakeholders. However, it is relieving to note, that job turnover is increasing throughout the world because of organizations’ growing tendency to commit psychological contract breach, which is actively contributing towards increasing entrepreneurial expeditions around the world (Jafri, 2011). This paper will be designed in such a way that it will assist me in attaining my objectives in life, through integrating knowledge of various concepts such as thinking practitioner, action planning and skill analysis. I consider myself as a creative individual, who can artistically perform business activity in any part of the world. However, my financial management skills are weak, but I am confidently attempting to overcome my professional deficiency in finance. I also believe in my teachers’ ability to help me during my struggle to become a competent financial analyst in the future. First, this document will focus on explaining thinking practitioner. This type of individual analyzes his or her each professional and personal action, in the light of successfulness. Along with this, he or she keeps on evaluating him or herself in order, to indentify personal strengths and weaknesses (Smith, 2011). Remember, the competitive advantage of a person lies with his or her strength, because it is simple to achieve excellence in the field, in which an individual is interested. However, in other areas an individual may have to work very hard, but may not be able to develop expertise. At the same time, it is important to seek out others’ opinion, but we do not have to impose it on ourselves because, people will always deem something impossible, which they cannot achieve (Vries, et al, 2006). On the other hand, it

Basic Computer Memory Types Essay Example for Free

Basic Computer Memory Types Essay Random Access Memory (RAM) RAM is a location within the computer system which is responsible for stacking away data on a temporary basis, so that it can be promptly accessed by the processor. The information stored in RAM is typically loaded from the computers hard disk, and includes data related to the operating system and certain applications. When the system is switched off, RAM loses all the stored information. The data remains stored and can be retained only when the system is running. When the RAM gets full, the computer system is more likely to operate at a slow peed. The data can be retrieved in any random order. Generally, there are two types of RAM; namely Static RAM (SRAM) and Dynamic RAM (DRAM). When many programs are running on the computer simultaneously, the virtual memory allows the computer to search in RAM for memory portions which havent been utilized lately and copy them onto the hard drive. This action frees up RAM space and enables the system to load different programs. Read Only Memory (ROM) This type of memory is active, regardless of whether the system is turned on or is switched off. It is a kind of permanent non-volatile storage memory. As the name read only suggests, the contents in it cannot be changed or modified. It is an integrated circuit which is pre-programmed with important data that should necessarily be present for the computer to carry out its normal functionalities. Cache Cache is a kind of RAM which a computer system can access more responsively than it can in regular RAM. The central processing unit looks up in the cache memory before searching in the central memory storage area to determine the information it requires. This rules out the need for the system to search for information in larger and bigger memory storage areas, which in turn leads to a faster extraction of data. Computer Hard Drive These devices are important data storage components that are installed in the CPL]. Their memory ranges widely, and a user may choose the memory depending on the data needed to be stored and accessed. Nowadays, hard drives having a memory capacity of 120 gigabytes to 500 gigabytes are normally used. Flash Memory This is a non-volatile kind of memory which is intended to contribute to portable torage and a convenient transfer of data from one computer to another. The data in it can be erased and re-programmed as per the users requirements. It only has a specific number of erase and write cycles that it can withstand, after which it creates a tendency to lose out on the stored information. Memory cards and USB flash drives These are Just the common and main computer memory types which facilitate memory and data storage. However, there are many subtypes which are sorted out according to the memory-related functionalities they perform and the requirements they serve.

The Black Death Plague :: essays research papers

The Black Death Plague   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The Black Death plague, also known as the Bubonic plague, attacked Europe in 1347. The Bubonic plague was one of the many pestilences that would attack almost the entire Eastern Hemisphere. The last plague attacked a European city, Marseilles in 1722. On 1347, the name ÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€šÃ…“Black DeathÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€š?, or the ÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€šÃ…“Bubonic PlagueÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€š? was not used. During that time, they called the plague the Pestilence, or the Great Mortality. As we can see, the Black Death Plague has been in existence for about 650 years, and many are still unsure of the origin of this deadly plague.   Ã‚  Ã‚  Ã‚  Ã‚  There are several explanations on the origins of the Black Death Plague. The first is from medieval writers who believe that it began in China because they considered China to be a land of magical events. Others thought that it originated from earthquakes and fire. However we all know that these explanations are just myths. But many historians agree that the deadly disease originated from infected rodents that migrated from the Middle East to the area between the Black and Caspian seas. The plague was then spread onto merchants traveling the west trade routes (the approximate date given is about 1347). Then the disease passed from the merchants to Italian towns along the Black Sea. The ÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€šÃ…“Black DeathÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€š? plague moved quickly along other trade routes. However, through quarantine, parts of Europe were saved from the disease.   Ã‚  Ã‚  Ã‚  Ã‚  During the 14th and 15th centuries, the Black Death plague was not as bad as the first time it appeared. Doctors and investigators began to notice patterns on when the plague was the most active and when it was ÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€šÃ…“dormantÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€š?. They found out that the plague was strongest in the summer, absent in the winter. Investigators also noticed that the plague was most popular among the poorest, crowded cities. Therefore the governments set up a system of quarantining and treating people that were infected.   Ã‚  Ã‚  Ã‚  Ã‚  By the 16 century quarantines were a part of life. Towns began investigating anything suspicious. Travelers were expected to carry certificates of health proving that they have not been exposed to the deadly disease. Toward the end of the 16 century it was impossible to move out of quarantined areas.   Ã‚  Ã‚  Ã‚  Ã‚  Starting in the late17th century, the countries of Europe created a boundary between Europe and the lands where the Black Death plague came from. Anyone who tried to cross the boundary without permission, were shot.

Ten Characteristics of a Good Teacher

From time to time during the 15 years I have been working in the field of English language teaching and training, I have put myself in the position of language learner rather than teacher. In addition to enjoying language study and  finding the process fascinating, I find it beneficial to view the process through the eyes of a student. Even though I have felt at odds with some teachers and their methods, I have learned something from every teacher I have ever had ­ even the worst ,  of them.There is a line in Saint-Exupery’s The Little Prince that applies to any endeavor, but especially teaching. It reads: â€Å"That which is essential cannot be seen with the eye. Only with the heart can one know it rightly. † The essence of teaching is difficult to qualify, but that line leads directly into my most essential criterion. 1. I want a teacher who has a contagious en ­ husiasm for his t teaching—one who, as Rich ­ rd Via says, loves his students and his wor k. Mr. Via is an educational specialist in using drama techniques to teach EFL at the East-West Center in Hawaii.I was fortunate enough to attend his teacher-training seminar in Korea in 1976. It was a pleasure to be in his audience. His enjoyment in transmitting knowledge and participating in the seminar was apparent and infectious. His passion for teaching instilled a passion for learning in all the participants. For me, the most crucial factors in effective teaching are who the teacher is and how he acts in the classroom. This influences the way the stu ­dents react d toward the target language and, therefore, their success in learning it.2. I want a teacher who is creative. Teaching must be more  than simply opening a book, doing exercises, and following an outline written by someone else. In the tedium of repetition, the student can go through the motions of doing the exercises without his mind being engaged. What can a teacher do to engage the student’s mind? There are a myriad of techniques that the creative teach r can employ—information-gap exercises, e games, songs, jazz chants, problem solving, and other techniques that allow the student to utilize the skills he has already developed in his first language. 3. I want a teacher who can add pace and humor to the class.The humor of one of my teachers had the effect of alleviating my nervousness—of reducing my effective filter. There was a rapport among the students and the teacher because we were all laughing together. We had a good time learning, and we made a lot of progress because we were not afraid to make mistakes; we could take chances. As Krashen would say, the effective filters of the students were low, facilitating acquisition. Another teacher that I had maintained an excellent pace in the class. She never lost an instant consulting a list or thinking about what to do next; she had prepared—that was evident—and she was going  to capitalize on every seco nd.I was somewhat nervous in her class, but I didn’t have time to worry about it because events moved so quickly. I was literally sitting on the edge of my seat so that I wouldn’t miss anything, and my adrenalin was a positive force. I should add that humor is a double-edged sword: it can backfire, for what is funny to one person may not be funny to another. Humor across cultures can add a layer of difficulty to communication. 4. I want a teacher who challenges me. I had several teachers who always spoke to me in Spanish, both in and out of class.I felt they were showing confidence in me and chal ­lenging me to speak Spanish. The student’s passive l knowledge of the target language is always greater than his active knowledge. There is no reason why a teacher should use any language other than the target language except possibly for purposes of expediency. When a teacher reverts to the native language, he is showing a lack of patience with the students’ struggles in the target language. In addition, switching codes is confusing. I was given a test in which all the in ­ tructions were read to me in English, so that I would be sure to understand every ­ thing.Then I had to answer in Spanish. But the test had three parts and I had to continue switching codes back and forth from English to Spanish; I found this very confusing. It is like going off a diet—once you cheat a i little, then you want to cheat a little more. If someone speaks to me in English, this activates my English channel and I am prepared to think in English. Speaking in the target language to the learner prepares and challenges him to speak in that language. In addition, I want a teacher who can maintain a  level of difficulty high enough to challenge me, but not so high as to discourage me.5. I want a teacher who is encouraging and patient, and who will not give up on me. Some of the teachers that I have had demonstrated incredible patience with all of th eir students, never allowing even a shadow of displeasure to cross their faces in reaction to continued incorrect speaking after endless correction (which may say something about the policy of correction). When the teacher is positive—encouraging initial and repeated attempts—the students will apply themselves more diligently.Motivation thrives on success. One teacher I had appeared on several occasions c to give up on me. She would struggle to have the other g members of the class repeat the combination of an indirect object pronoun followed by a direct object pronoun—the nemesis of the Spanish-language student. They would have numerous chances to supply the correct combination in various tenses, but I often was given only one opportunity. For the life of me, I do not know why the teacher gave me only one chance.Was it because I was struggling and she wanted to spare me any unpleasantness? Or was it because in her mind I  didn’t need the practice? I fe lt that I needed the practice and wanted at least a chance to try. I felt that the teacher was discouraged and had lost confidence in my ability to progress. As a result, I lost my incentive and became unsure of myself. 6. I want a teacher who will take an interest in me as a person—one who will try to discover discussion topics that interest me. When I was teaching, one of the first things I did was to try to find out what my students’ interests were: hobbies, past employment, family, travel, etc. The easiest, most accessible area of conversation is oneself.The initial and intermediate stages of development for the language student do not abound with opportunities for coherent self-expression. Most of the time, we language students feel fairly incompetent because we cannot express ourselves adequately, as we are accustomed to doing in our native language. Thus, if we can discuss some little accomplishment we’ve had, or something that we take pleasure in or are proud of, so much the better. 7. I want a teacher who knows grammar well and who can explain something on the spot if necessary.I also want a teacher who is realistic and has the simple courage to admit that he doesn’t know an answer if indeed he doesn’t. I have had some teachers who, probably as the result of the de-emphasis on grammar explanation in the structuralist tradition, did not provide enough explanations. It seems to me that a more eclectic approach would take into consideration the needs of the adult learner, who should be given some insight into the intricacies of grammar. 8. I want a teacher who will take a minute or two to answer a question after class, or who will take five minutes to  correct something that I have done on my own.I had several teachers who did this willingly and who encouraged the students to do extra work on their own. I also had a teacher who made some corrections for me at my request, but somehow I felt as if I had encroached on he r time. Is teaching to be exactly 50 minutes of the hour and no more? First, we as teachers need to encourage students not only to study what is required, but to pursue on their own areas in which they are interested. Acquisition is facilitated when it concerns information that we need or are interested in.And second, we need to appreciate our students’ efforts. 9. I want a teacher who will treat me as a per ­ on, on an equal s basis with all the members of the class, regardless of sex, marital status, race, or my future need for the language. In some of my classes women were given discussion topics relating only to the home and family, and men were rarely asked to talk about their families. Men were also given more â€Å"talk† time than the women. This can be discouraging to the student, and that is not conducive to progress. As teachers, we must look  carefully at our classes to be certain that we are including everyone equally.I know that I have probably been gu ilty of bias toward the brighter and more energetic students—they’re more challenging for the teacher and more interesting for the class. But now 1. Editor’s Note: on the spot = without further consideration; at once; immdeiately. 2012 37 that I have been a victim of bias my ­ elf, I will cers tainly be more aware of treating my students equally. 10. Finally, I want a teacher who will leave his emotional baggage outside the classroom. The classroom is a stage,  and to be effective the teacher must in some cases be an actor.I do not want to interrupt my concentration by worrying about what might be bothering the teacher. Nor do I want a teacher who sustains himself through ridicule or sarcasm, playing havoc with the emotions of his students and thereby blocking any learning/acquisition that might take place. Conclusion The qualities that I have discussed can be separated into four areas—(1) affective characteristics, (2) skills, (3) classroom managemen t techniques, and (4) academic knowledge: Affective characteristics enthusiasm  encouragement humor interest in the student availability mental healt Skills creativity challenge Classroom Management pace fairness Academic Knowledge grammar A teacher’s effectiveness depends on his demonstration of the affective characteristics. These are inborn in some of us, but they are also within the grasp of most teachers. Most of us want to be encouraging, enthusiastic, and available, but we just have to be reminded once in a while. The classroom management techniques of peace and fairness are often overlooked, but they can be crucial to effective teaching.These are not techniques that require training, but again, simply awareness. The specific teaching skills of creativity and challenge are associated more with the types of materials and activities, and their level and appropriateness. Ease and facility in these two areas come with experience and familiarity with the syllabus and mate rials. Lastly, a teacher who knows his grammar gives himself credibility and stature in the eyes of his students. With a little training in how to explain grammar and how to teach it, teachers have an indispensable tool.