Style and Citation Guides Whats the Big Deal

Style and Citation Guides What’s the Big Deal Style and Citation Guides: What’s the Big Deal? Style and Citation Guides: What’s the Big Deal? Using a citation and writing style guide can be tedious and time consuming. Any university student can tell you how frustrating it is to spend an extra hour (at least) on each essay to make sure that it meets all of the tiny, meticulous rules of the required style. MLA, APA, Chicago: they all seem to have such precise, yet completely different rules. So why is using a style guide or citation style so important to quality writing anyway? Well, the simplest explanation is that it ensures consistency. A Business 2 Community article noted that the three most important reasons for using a style guide (in school and in business) are to streamline the writing process and to save time, to enhance professionalism, and to serve as a training tool. But you’re probably wondering, how does this apply to me? Well, as much as you might cringe when your professor asks for ten sources, all cited in MLA style and referenced in a Works Cited page, there are plenty of reasons why it’s important. Reference: You might think that it’s tedious to put these sources together, but having everything consistently organized in one place makes everything easier, for everyone. When studying at the end of term, you’ll be able to look back on the work you completed and the research you did, without scrambling through your search history. Your professor will be able to quantify your sources much easier, and therefore they’ll be able to mark your paper faster (and you’ll get a better mark!). Consistency: Consistency is the key to academic and professional writing. If you write USA in one place and U.S.A in another, your reader will notice and you will lose credibility. Style and citation guides ensure that your usage is the same across the board. Future Applicability: Learning style guides like MLA, APA, and Chicago will give you an edge as you move into your career. If your intention is to work in a professional setting, there will be guidelines set for you in terms of your workflow and daily routine. Style guides are notoriously complex, so if you can master a style manual, the corporate world will be a breeze! Concrete rules for citation and usage styles are not set down as torture devices for your professors to use at will. They are tools that, if used correctly, can increase the professionalism and quality of your writing exponentially. Consider a writing style guide as a map to success: learning to follow it correctly will surely get you there faster. But hey, if you’re still having a tough time understanding why APA style asks for a title page and MLA does not, we’re here to help. One of our experienced writers can help you with academic writing help and custom essay writing. Reach out to us to find out more! We’re passionate writers who know the ins and outs of academic writing, and we’re happy to help! References: Yuille, Brigitte (2011, July 16) Three Reasons for A Writing Style Guide at Work Business 2 Community. Retrieved August 24th, 2015 from three-reasons-for-a-writing-style-guide-at-work-044226 Style and Citation Guides What’s the Big Deal Style and Citation Guides: What’s the Big Deal? Style and Citation Guides: What’s the Big Deal? Using a citation and writing style guide can be tedious and time consuming. Any university student can tell you how frustrating it is to spend an extra hour (at least) on each essay to make sure that it meets all of the tiny, meticulous rules of the required style. MLA, APA, Chicago: they all seem to have such precise, yet completely different rules. So why is using a style guide or citation style so important to quality writing anyway? Well, the simplest explanation is that it ensures consistency. A Business 2 Community article noted that the three most important reasons for using a style guide (in school and in business) are to streamline the writing process and to save time, to enhance professionalism, and to serve as a training tool. But you’re probably wondering, how does this apply to me? Well, as much as you might cringe when your professor asks for ten sources, all cited in MLA style and referenced in a Works Cited page, there are plenty of reasons why it’s important. Reference: You might think that it’s tedious to put these sources together, but having everything consistently organized in one place makes everything easier, for everyone. When studying at the end of term, you’ll be able to look back on the work you completed and the research you did, without scrambling through your search history. Your professor will be able to quantify your sources much easier, and therefore they’ll be able to mark your paper faster (and you’ll get a better mark!). Consistency: Consistency is the key to academic and professional writing. If you write USA in one place and U.S.A in another, your reader will notice and you will lose credibility. Style and citation guides ensure that your usage is the same across the board. Future Applicability: Learning style guides like MLA, APA, and Chicago will give you an edge as you move into your career. If your intention is to work in a professional setting, there will be guidelines set for you in terms of your workflow and daily routine. Style guides are notoriously complex, so if you can master a style manual, the corporate world will be a breeze! Concrete rules for citation and usage styles are not set down as torture devices for your professors to use at will. They are tools that, if used correctly, can increase the professionalism and quality of your writing exponentially. Consider a writing style guide as a map to success: learning to follow it correctly will surely get you there faster. But hey, if you’re still having a tough time understanding why APA style asks for a title page and MLA does not, we’re here to help. One of our experienced writers can help you with academic writing help and custom essay writing. Reach out to us to find out more! We’re passionate writers who know the ins and outs of academic writing, and we’re happy to help! References: Yuille, Brigitte (2011, July 16) Three Reasons for A Writing Style Guide at Work Business 2 Community. Retrieved August 24th, 2015 from three-reasons-for-a-writing-style-guide-at-work-044226 Style and Citation Guides What’s the Big Deal Style and Citation Guides: What’s the Big Deal?

How Can Teachers Have Inclusive Language - 988 Words

How can teachers have inclusive language in the classroom? The Department of Education defines inclusive language as, â€Å" language that is free from words, phrases or tones that reflect prejudiced, stereotyped or discriminatory views of particular people or groups. It is also language that doesn t deliberately or inadvertently exclude people from being seen as part of a group.†Inclusive language in the classroom must consist of accepting terminology for all situations including students with special needs, students who are emergent bilinguals, and students from diverse cultures. Inclusive language regarding with students with special needs has had a huge spark in recent years. It is very common to hear people using person first language regarding students with special needs. By using person- first language, it is recognizing that the person comes first as a human and their disability is second. For example, instead of saying, ‘that special needs kid, Johnny’ it would be more inclusive to say, ‘ Johnny who has special needs’. Especially with more classes vering to inclusion settings, it is important to see the students first and their disabilities second. â€Å"Though the definition of the word varies, inclusion, as used by educators, generally means making a child with a disability a full part of the class† (Belkin, 42). To make every child comfortable whether they have disabilities or not, teachers need to have inclusive language and tactics. In the article about a New YorkShow MoreRelatedDtlls Unit 4 - Inclusive Practice132 8 Words   |  6 Pagesof learners Inclusive learning can be described as an integrated form of learning where learners with special needs are thought with those without special needs. According to Nind et al: â€Å"Education and educational provision is shared by both normal’ pupils and those with a disability, at the expense of differences in the specific nature of each child or young person and her/his particular strengths and areas of weakness, and consequences that these differences have in terms of educationalRead MoreWhat Does Inclusive Education Means? Essay1626 Words   |  7 Pages â€Å"What does inclusive education mean for me as a teacher in 2014 and beyond? â€Å" In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classificationsRead MoreSpecial Education vs Inclusive Education887 Words   |  4 Pagesthe integration and inclusion of students with special educational needs can be beneficial to not only the student, but also to the parents, teachers and peers of the student (Stainback, Stainback Jackson, 1992). It is also suggested that integration and inclusion is also beneficial to students in areas of learning other than academic, including that of emotional and social development. Wagner is in support of inclusive education, but believes that â€Å"Placement in regular education alone does notRead MoreDtlls Unit 3 Delivering Lifelong Learning – Level 3 Essay1538 Words   |  7 Pagesyour current learning and teaching environment in relation to it for – a) Inclusive learning good practice b) Opportunities for learners to practise Literacy, Numeracy and ICT skills. Inclusive Learning Inclusive learning is as Wilson (2009) states is â€Å"about creating interesting, varied and inspiring learning opportunities for all learners; ensuring all learners contribute and are never disadvantaged by methods, language or resources† This is a comprehensive statement and I fully appreciateRead MoreInclusive Classrooms For Students With Disabilities875 Words   |  4 PagesInclusive classrooms attempt to recognize and respond to the numerous sorts of differences that children take to the classroom. In conventional classrooms, these distinctions may prompt children being demoted to varied reading or math groups, or being distinguished as learning disabled or gifted. In the current educational atmosphere, educators need support as they attempt to meet all children s individual needs while as yet keeping up elevated expectations and an interconnected classroom groupRead MoreEducation: Inside the Classroom Inclusion835 Words   |  3 Pagescommunication skills. Within inclusive classrooms, students have the opportunity to learn how to communicate with students who communicate in a non-traditional way. Whether it is through brail, sign language, computers, or writing, individuals learn how to understand one anoth er. In addition, individuals are given the opportunity to express themselves in the way they feel comfortable. The peers in the class without disabilities, in essence, are learning a second language because they too need to beRead MoreStudent s Social Background And Their Connections Within Society1531 Words   |  7 Pagesculture, values, beliefs, knowledge and skills (2013,p166). Social insights into learner’s backgrounds can expose how and why student’s act and think in a particular way. Developmentally the sociology of education has provided numerous theories, the functionalist perspective, the conflict perspective, Forms of Capital and the Virtual Backpack Theory, which contributes to and underpin the skills teachers can employ into their learning environments and practice. Theorist Matthews believes that effective pedagogyRead MoreConcepts of Inclusion1517 Words   |  7 PagesConcept of Inclusion Sylvia Leggett ESC: 315 Survey of Exceptional Students Instructor: Karree Fah September 26, 2011 In order to be effective utilizing inclusion we must have an idea of what that concept implies. Inclusion has been called many things down through the years in the educational realm. It has gone from being called the least restrictive environment to mainstreaming, to integration and now inclusion. Inclusion â€Å"is used to refer to the commitment to educate each child, to theRead MoreHow Language Is The Key Element For Teaching Language And Literacy1310 Words   |  6 PagesLanguage is a human phenomenon, and the course of human evolution then transformed into varieties of cultures where different dialects and languages were established all over the world. Language provides opportunities for learning new concepts and new ways for understanding the world. Culture is an integrated pattern of human knowledge, beliefs, moral goals, values, and behaviour. Social-Cultural inclusivity is the crucial element for teaching language and literacy in the classroom. Discussing languageRead MorePlanning and Enabling Learning/ Dtlls Unit 1 Essay1417 Words   |  6 Pagesand enabling learning unit. It will define the different sections of the module from negotiating with the Learner, inclusive learning, functional skills and concluding with communication. It will show that through res earch, I have been able to demonstrate that I have an understanding of how planning and enabling learning relates to the practical and theoretical side of teaching. How I am able to cater for the individual needs and to continually improve the educational development of the learners

Movie Analysis The Movie Parenthood - 856 Words

Those Blinded by the Limelight As a youthful child, I was prone to think that my family had to be the only one with obstacles, although, this changed dramatically after I watched the movie Parenthood. Because they are amazing at withholding his or her family problems, or at least they think they are, people put up a barrier to the outside world trying to show everyone how they are impeccable. The movie Parenthood really opens up our minds and proves to the frauds that faking perfection in life is not necessary. Besides, you cannot pick your family. They are your personal burden, and different personalities handle this responsibility individually. One of the terrific ways I became linked with this story is by seeing the similarities between Larry and my dad’s brother, Alan. By being adored by his father, Larry, in the movie Parenthood, dodged many self-destructive issues. He was the families pride and joy; always helping them shine in the limelight and proving over and over that Frank and his wife did a wonderful job raising him. This invoked them to be blinded by the truth. Larry was not who they thought he was. Similarly, my uncle was raised in the spotlight. As the star football player, the All-State singer, the student council president, and homecoming king, Alan had managed to accomplish it all. On the surface the average person would be in awe; confused and amazed by the fact that one man could be so talented and popular. As he matured, he had a revelation:Show MoreRelatedAnalysis of the Movie Parenthood705 Words   |  3 PagesThe movie Parenthood cover’s many of the topics we have discussed this s emester in class. But it obviously focused very strongly on parenting and marriage. During the course of the movie we see the four Buckman children’s very different style of parenting. Although all four were raised by the same parents the culture of their individual families are all look very different. Gil Buckman felt abandoned and ignored by his father and therefore responded, with his wife Karen, by being a very active andRead MoreMovie Analysis : Parenthood 861 Words   |  4 PagesIn the movie Parenthood it is about just what you may think, family. In every one there are complications to maintaining a stable, happy home. There are times where you may think that you have lost control of your relationship and your own life. In this film, that is what it showcases. Reality. Life. Not everything is going to go the way you planned, thus causing you to think your whole world is coming down on you. The main points the director emphasized that caught my attention in this movi e wereRead MoreUnderstanding Anxiety: Critical Analysis of a Central Character in the Movie, Parenthood1746 Words   |  7 Pagesindividuals experience a more chronic, constant state of anxiety in response to a wide variety of stimuli, whereas others have more infrequent bouts that tend to vary in both frequency and length. Utilizing the character of Kevin Buckman in the film Parenthood, the author examines the young boy’s pervasive sense of anxiety and the ways in which it manifests. Throughout the essay, the author highlights critical factors contributing to Kevin’s anxiety in order to more fully understand the behavior andRead MoreIpad623 Words   |  3 PagesMovie Analysis Journal Entry Parenthood the movie is filled with interpersonal communication in many different ways, from relationships, to labels, internal obstacles, and even direct definition. The movie showed many ways of interpersonal communication because of all the different people with in the family. Because of how many people where in the family, they’re where many different situations between different characters that related to the book. Gill and Patty’s son Kevin seemed a littleRead MoreParenthood Film Family Analysis Paper Essay1257 Words   |  6 PagesParenthood Film Family Analysis Paper Introduction The Parenthood film depicts average family that are changing life course which is the building block of many families. We have the father and mother with marital disfigurations of attachments, and lack of attachment between themselves and the relationships involving their four adult children and grandchildren. Furthermore, in this paper a description of accepting the shift generational roles and Structural Theory is analyzed and discussed in anRead MoreFilm Review Of Twilight 988 Words   |  4 PagesFilm Analysis of Twilight This report is a presentation of an evaluation of the first Twilight film, Twilight, which came out in 2008. This film depicts many family concepts, values, and relationships that were covered in the textbook, Public and Private Families: An Introduction, seventh edition, written by Andrew J. Cherlin. The main purpose of this film analysis is to address the different types of relationships, family values, and family concepts in this film. In this film there are multipleRead MoreSex, Young Adults, and The Media Essay616 Words   |  3 Pagesjust entertains us for hours on end. The media rarely has a positive influence, as it does not put sexual health messages in it’s television shows, movies, music lyrics, and magazines. The article Boys Will Be Boys and Girls Better Be Prepared: An Analysis of the Rare Sexual Health Messages in Young Adolescents’ Media examines and critiques four different vehicles of media. The study, that took place in the year 2000, chose to look at television shows, movies, magazines, and music as the four differentRead MoreAliens Gender Roles : Enchaned By Cyborgs1587 Words   |  7 Pagesthe mother figure of Newt. Newt actually refers to ripley (ellen) as mommy for the first time. There can be absolutely no plagiarism in this. This will be submitted to Safe Assign. This paper is mostly your close reading or film scene analysis interpretation.For example evidence in a particular scene you analyze relates to Cameron s reverse gender roles in the film. You can use an outside source but it should mostly be your interpretation and citing specific film scenes. A range (90-100):Read MoreKnocked Up Textual Analysis1885 Words   |  8 PagesAurora O’Bryan Prof. Kaufman 11/6/2007 Textual Analysis Knocked Up Intended for the enjoyment of the present-day youth generation, the 2007 comedy film Knocked Up deals with more than just comedic issues. Technically introduced as a romantic comedy, this film serves more to its comedic orientation. With awkward romance and stoner mannerisms, the laughs are plentiful for the intentional audience of Knocked Up. However, as the audience is served its fill of laughter, issues are presented that rarelyRead MoreAutism Spectrum Disorders And Its Effects3072 Words   |  13 Pagesshow Parenthood and the well-renowned film Rain Man. Because ASDs are becoming a more central issue in today’s society, I would like to explore the ways in which such media representations contribute to the layperson s understanding of these disorders within a social and cultural context. I will analyze the extent to which media representations contribute to a divide between society’s perception of these disorders and the reality of various types of ASDs. Using both Rain Man and Parenthood, I will

Counseling Religious Clients Free Essays

Different populations require different approaches in counseling. Counseling is a mean of attending to a person’s situation or condition using techniques, systems and approaches that differ among the groups of individuals. For instance, a raped teenager should be counsel in a different way as a homeless teenager. We will write a custom essay sample on Counseling Religious Clients or any similar topic only for you Order Now Conversely, African-American clients should be treated in a unique way as the Asian clients (cited in Miller, Leukefeld Jefferson, 1994; Cook 1993). Nevertheless, just like the other populations, religious clients have unique characteristics and experiences that need a unique counseling approach. Likewise, religious clients have also unique needs for their mental health care. However, unlike the common people being counseled, religious people have sets of belief systems and values that, for a number of conditions, may interfere to the counseling program being implemented to them (Carpenter, 2003). In order to practice professionalism and ethics, counselors behave legally, morally and ethically. They are aware that they can only win the client’s trust and secure client’s protection by practicing high level of professional conduct (APA Ethics Code, 1992, 18). Principle D, Respect for People’s Right and Dignity, as stated in the Ethical principles of Psychologists and Code of Conduct highlights: Psychologists are aware of cultural, individual, and role differences, including those due to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status. Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone unfair discriminatory practices (1992). Counselors take into consideration the client’s personal and cultural background before deciding on the assessment instrument that he will be using in the counseling process (APA Ethics Code, 1992, 11). One of the characteristic-factors that should be checked is religion. There are no religion restrictions in the counseling activity. Nonetheless, from among the mentioned factors or clients’ considerable backgrounds, religion—the foundation of people’s moral and faith—is the most controversial. The Code of Ethics of 2005 by the Governing Council of the American Counseling Association gives light to the five overlapping ethical principles that guide the counseling practices with religious clients. The principles that can be applied focus on the counseling relationship, freedom of choice, confidentiality and privacy in counseling process, professional responsibility, and evaluation, assessment and interpretation. Counseling Relationship In counseling, clients may have diverse cultural backgrounds. In order for the counselor to practice good counseling, he must need first to understand the cultural identity that each of his clients possesses. Section A. 2. c of the Code of ethics states that â€Å"counselors communicate information in ways that are both developmentally and culturally appropriate. † Counselors must deal with clients in the most culturally appropriate way. The counselor’s approach to a religious client depends highly on the knowledge he or she has about the culture and religion of the client. People restrict their thinking on the concepts of races and ethnic groups when dealing with culture—yet this broad concept also includes the religious groups. As cited by Gardner, in the 1992 edition of Counselor Education and Supervision authored by Pate and Bondi, â€Å"the term culture includes religious beliefs and practices and that religion is understood to be intimately tied to ethnic identity† (1996). From this, in understanding the values of the religious clients, the counselor takes into consideration an approach that is culturally motivated. Freedom of Choice In the macro-perspective of culture, one reason for the disagreement, difference or dissonance between the counselor and the religious client, is the values and belief systems of the client which for the counselor, are inappropriate. There are set of beliefs that the religious clients have, that may intervene in the counseling process. â€Å"Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor† (Section A. 2. a, 2005). Part of this principle is the right of the client to know the counselor’s values and beliefs, especially if these values may result to the restriction of the counselor’s range and ability to conduct the counseling process due to the conflicting views and beliefs between the religious client and the counselor. If this is so, clients should be given freedom to look and choose another counselor that has similar or directly related values with that of his (client). Confidentiality and Privacy in Counseling Process Getting the clients’ trust is one of the goals of the counselors. To achieve this, establishing and upholding boundaries, and maintaining confidentiality are given high considerations. Section B. 1. a states that â€Å"counselors maintain awareness and sensitivity regarding cultural meanings of confidentiality and privacy; counselors respect differing views toward disclosure of information† (2005). It is very crucial for the counselors to give respect and show sensitivity to the culture of the religious persons they counsel. Inquiry is important before the counselor acts on whether or not to disclose the information derived from counseling the religious client. Professional Responsibility â€Å"Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience† (Section C. 2. a, 2005). Understanding religious client means having an adequate learning and understanding of their cultural beliefs, attitudes, and behavioral patterns. If the counselor can achieve this, then, it will be easier for him to understand the condition of his client. Moreover, for the success of the counseling process, the counselors should gain appropriate knowledge, awareness, sense of sensitivity, and skills relevant to the activity of working with the population of diverse backgrounds. Without good milieu and specialized training, the counselors who treat religious clients may neglect their condition and situation. With better understanding of the set of beliefs of the client, the counselor will be sensitive and intelligent enough to know what approach is to give the religious client. Evaluation, Assessment and Interpretation As summarized in Section E. 3. a of the Code, for the achievement of the goals, the counselors consider the client’s background in terms of his personal and/or cultural identity, his ability to understand the results based on his beliefs, and his possible reaction or the impact of the results to him. Moreover, â€Å"counselors recognize the effects of age, color, culture, disability, ethnic group, gender, race, spirituality, sexual orientation, and socio-economic status on test administration and interpretation, and place test results in proper perspective with other relevant factors† (Section E. 8, 2005). This is a process—first; the counselor needs to consider what counseling program is applicable to the client given sets of standards. Second, the counselor weighs all contributing factors to the possible outcome before considering results. Third, the results will be interpreted depending on the accuracy of the outcomes. Furthermore, Section A. 5. a says that â€Å"counselors avoid actions that seek to meet their personal needs at the expense of clients. † This concept, when applied to religious clients, means that the counselor must be aware of his or her personal opinion about the religious issues that may lead to certain reactions and overreactions—causing emotional harm to the client. Working with Religious Clients On his article, Gardner enumerated some ethical guidelines on how to work with religious clients. First, therapy in the context of evangelistic activities that promotes particular political and spiritual ideology and worldview must be avoided. Second, in the attempt to change some of the beliefs of the client that have direct effect on his or her disorder, the counselor must try to narrow down the approach and inform the client on the program he wants to implement. Third, a help from other professionals is better if dealing with the religious issue of the client is quite difficult to comprehend and accept. Fourth, counselors must try to include and integrate the religious beliefs of the client with the treatment she or he is undertaking. References American Counseling Association. (2005). ACA Code of Ethics. Retrieved June 19, 2008, from http://www. counseling. org Carpenter, D. (2002). Ethical Considerations in Working with Religious Clients. Retrieved June 19, 2008, from Gestatalt-Global Corporation website: http://www. g-gej. org/1-2/religious_clients. html Gardner, J. N. (1996). Ethical Issues in Counseling Religious Clients. Retrieved June 19, 2008, from http://www. g-gej. org/1-2/religious_clients. html How to cite Counseling Religious Clients, Papers

Womens Roles In Aeschylus And Euripides Essay Example For Students

Womens Roles In Aeschylus And Euripides Essay Womens Roles in Aeschylus and EuripidesDue to the fact of similarities between authors writing in the same place and time, we often make the mistake of presuming their viewpoints are identical on the given subject. It would be a mistake to expect Aeschylus Agamemnon and Euripides Medea to express identical views on the subject; each author had a unique way. The opinions of these two writers on this subject are actually different. Aeschylus plays revolved around ethics, and commonly he presented as objectively as possible, by asking the audience to judge the ethical questions for themselves. Agamemnon is not really about Agamemnon as much as is about Clytemnestra, his wife. Clytemnestra tells us early on that she has suffered terribly in her life, and mentions the loss of her daughter Iphigenia. Aeschylus has making us sympathize with Clytemnestra. After Agamemnon arrives, Clytemnestra treats him almost like a god, insisting on wrapping him in a huge royal robe as he descends from his chariot. Agamemnon protests that this kind of welcome is unnecessary, but Clytemnestra is insistent, and he finally gives in. Clytemnestra, however, has an another motive; she uses the huge robe to make it difficult for him to fight against her; as Clytemnestra later confesses, Our never-ending, all embracing net, I cast it/ wide for the royal haul, I coil him round and round/ in the wealth, the robes of doom (Norton, 559). Once trapped, she stabs him three times. We will write a custom essay on Womens Roles In Aeschylus And Euripides specifically for you for only $16.38 $13.9/page Order now Killing a king is a very public act, and Clytemnestra makes no effort to hide what she has done. Rather, she comes out into the public square outside the palace, bearing the bloodstained robe, and tells the Chorus that she has killed their king, and why. Agamemnon had sacrificed his own child. Despite the fact that Agamemnon looked upon his deed as a public necessity, Clytemnestra saw her daughters death as a private loss, and consequently could not forgive it. The point is that Aeschylus has created a woman with whom his audience could sympathize, and whose pain felt real to them. This was no small effort, considering the fact that in ancient Greece women were looked same as slaves. Euripides, in writing Medea, presents women in a much different way. There is a similarity between Euripides story and Aeschylus; both Clytemnestra and Medea is strong, passionate woman who commit a horrendous crime. But then the similarity stops. In Agamemnon, we understand why Agamemnon did what he did , but somehow we feel that Clytemnestra was completely justified in planning ten years worth of bitterness against the man who killed her child. And under her circumstances, we completely sympathize with her desire to kill the man who separated her of the daughter she loved. Part of the reason we have so much sympathy for Clytemnestra is that Aeschylus presented her as a tragic character. We feel her pain, she does not seem insane to us. In the other hand, with Euripides Medea is the opposite. In the opening speech the Nurse warns us that Medea is dangerous; she is not presented like a suffering creature as much as the wrong woman to mess with. Later, the Nurse cautions Medeas children to stay clear of their mother for a while: What did I said, my dear children? Your motherFrets her hart and frets her anger. Run away quickly into the house,And well out of her sight. Dont go anywhere near, but be carefulOf the wildness and bitter natureOf that proud mind. Go now run quickly indoors. (Norton, 644)In the very next speech Medea curses her children, she is not a nice woman. .u0aaf0499b9951fe62fa9cae324a57d9c , .u0aaf0499b9951fe62fa9cae324a57d9c .postImageUrl , .u0aaf0499b9951fe62fa9cae324a57d9c .centered-text-area { min-height: 80px; position: relative; } .u0aaf0499b9951fe62fa9cae324a57d9c , .u0aaf0499b9951fe62fa9cae324a57d9c:hover , .u0aaf0499b9951fe62fa9cae324a57d9c:visited , .u0aaf0499b9951fe62fa9cae324a57d9c:active { border:0!important; } .u0aaf0499b9951fe62fa9cae324a57d9c .clearfix:after { content: ""; display: table; clear: both; } .u0aaf0499b9951fe62fa9cae324a57d9c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0aaf0499b9951fe62fa9cae324a57d9c:active , .u0aaf0499b9951fe62fa9cae324a57d9c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0aaf0499b9951fe62fa9cae324a57d9c .centered-text-area { width: 100%; position: relative ; } .u0aaf0499b9951fe62fa9cae324a57d9c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0aaf0499b9951fe62fa9cae324a57d9c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0aaf0499b9951fe62fa9cae324a57d9c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0aaf0499b9951fe62fa9cae324a57d9c:hover .ctaButton { background-color: #34495E!important; } .u0aaf0499b9951fe62fa9cae324a57d9c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0aaf0499b9951fe62fa9cae324a57d9c .u0aaf0499b9951fe62fa9cae324a57d9c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0aaf0499b9951fe62fa9cae324a57d9c:after { content: ""; display: block; clear: both; } READ: British Columbia EssayThe reason why we can forgive Clytemnestra but not Medea is based in the innocence or guilt of their victims. Medea has killed her brother; she kills her husbands new bride; and later she kills her children. One cannot sympathize with these acts; they are all out of proportion to Medeas reasons for doing them; and they clearly show Medea to be out of her mind. But what does it say about Aeschylus and Euripides views on the role of women? Aeschylus would seem to have a much more open view of women, he gives Clytemnestra some credit. Moreover, he makes her sympathetic enough that even his audience would have understood Clytemnestras view, and excused her one-time intrusion into an area normally reserved for men seeking vengeance. On the other hand, Euripides seems to fear women, if his characterization of Medea is any indication. Medea is not the least human being; she is portrayed as if she were from another planet. She is barbarian, and what we would now call a cold-blooded killer. Euripides knows that most of the women of his people are not like that, but he is clearly responding to what he senses is the other. Because women are not exactly like men, he seems to be saying, they could be capable of doing something like these. Unfortunately, in Athenian society Age, there would seem to have been many people who agreed with Euripides than with Aeschylus. Women had no legal rights; their function, aside from motherhood, was to see that the home ran smoothly and the lives of their men were secure and comfortable. From this point, what is truly remarkable is that Aeschylus managed to make Clytemnestra sympathetic at all. BibliographyMaynard Mack, and Editors. The Norton Anthology of World Masterpieces. Vol. 1. New York: Norton and Company, 1998. Aeschylus (translated by Robert Eagles). The Orestia. Agamemnon The Norton Anthology of World Masterpieces. Vol. 1. Ed. Maynard Mack, and editors. New York: Norton and Company, 1998.

Oldboy Analysis Essay Example

Oldboy Analysis Essay Example Oldboy Analysis Essay Oldboy Analysis Essay This close-up makes the audience believe, at first, that its only a few guys that he has to beat up. This is a good example of how the director has used the cinematography to withhold Information. We then see a hard cut to a medium close-up shot of the protagonists reaction to the group of guys as he delivers his line. This medium close-up give the audience a detailed view of his straight face, unchanged by the scenario indicating that he is prepared for whatever these bat-wielding thugs can throw at him. Also, this shot shows the audience the only weapon he has to defend himself, a tiny hammer which makes the audience think that there is not much he can do with that tiny hammer against these thugs. The director has chosen the camera angle to be at eye-level for the audience because the protagonist is definitely not in any powerful position against these guys but the director also wanted to subtly Indicate that he Is not In any weak position either because ultimately he will come out on top. It then hard cuts to a crane shot from behind the protagonist, the camera tilts upwards with a deep depth of field to focus the audience on the group of bat-wielding thugs. This shot is to show Just how many guys the protagonist will actually have to go through and Its not a Just a few. This plays with the audiences feeling of will he or wont he make It through the fight, It also shows how narrow the hallway is which gives a sense of claustrophobia and confines us to this little space where the action will take place. The camera is slightly angled downwards as the director wanted to emphasis on the feeling that the protagonist might Just end up coming out on top. After this, we see a hard cut too close-up of the protagonist dropping his knife with the dietetic sound-effect of it landing on the floor; this close-up gives the audience a detailed view of the irritations action and shows the audience his change of character In this scene from the beginning of the film. The fact that he has a lethal weapon but would rather prefer to use a tiny hammer and his fists than a knife to take care of these thugs tells us that 15 years of random imprisonment has changed him completely, from being almost a coward to this insane character seeking answers and driven by revenge. Also, the fact that the director chose for the camera not to track the knife to the floor and let it drop out of the frame as the camera stays still shows us that the knife will lay no further part in the film. In a way, the knife dropping out of frame signifies that it is also leaving the film. The whole of the fight is one long continuous take as the camera tracks them along from left to right. The reason for the long take Is that It shows the protagonists perseverance through-out the fight which adds a sense of realism to the scene. If there were cuts to a bunch of half second close ups this effect 1 OFF wouldnt De pulled or stressfully as It would Electroplates ten alliance. I Nils means that they wouldnt be able to focus on everything that is going on in the scene. Another reason is that it would look too Hollywood-like and make him seem like a typical Hollywood protagonist who predictably gets out of this situation. The long take plays with the feeling that he might not make it through this and highlights the impossibility of the task ahead of him. Also throughout the whole take the camera angle is positioned at eye-level which emphasizes on the feeling that the audience doesnt know whether the protagonist or the antagonists will come out on top. I believe that the fact that the camera tracks from left to right instead of the other way round is because its more comfortable for the audience as that is the way we read a book for example, it helps them to focus on the scene, even through all the violence that is going on. Also the director has choreographed the fight to coincide with the golden triangle. The audiences eyes are naturally drawn to the middle of the screen so the fact that the director has made the camera and the actors move towards the centre of the screen always keeps the audiences eyes dragged towards the fight. After the fight has finished we see a close up shot of the protagonist looking tired. The frame is composed in a way to mainly focus the audience on the protagonist but there is also a shallow depth of field so the audience can see the damage he has done to the guys on the floor. Miss-en Scene: The big fight scene is set in a hallway which serves to compress space and to emphasis on the idea that he might not escape. The fact that the hallway is so narrow confines the audience to focus on what is happening inside the frame which is the fight. If the shot was anymore wider or zoomed out it would distract the audience slightly. The hallway is lit slightly from inside the frame, on the walls and ailing, and lowly lit outside the frame from above them at a slight angle. This is to give the characters shadows to make the scene look dark and menacing. The character actions during the fight are significant to the audience as the fight is choreographed in a way to make it look as realistic as possible. The missed punches from the characters, the bats breaking after missing the protagonist and smashing into the wall, the antagonists falling all over the place and the way the antagonists take off their shirts might look like mistakes from the actors because of the long mutinous take but I believe the fight was choreographed that way to emphasis on the sense of realism during this scene. It makes the fight much more believable and grabs the audiences attention, taking them with the protagonist through the fight. As you can see from the corrections above one of the thugs throws the bat at the wall attempting to hit the protagonist but goes no-where near him. This small character action shows the audience that the antagonists are trying anything and everything to knock the protagonist down but they Just cant, hes almost undetectable and the fact hat the bat goes no-where near him shows that nothing can touch him. Sound: The non-dietetic score played over the fight scene is contrapuntal sound. It is an odd and unusual Juxtaposition, the score doesnt go together with the fighting. Its not what the audience would expect, they would expect an upbeat, pulse-raising score. This makes the scene unpredictable and again makes it look less Hollywood like. The score almost calms the audience through all the violence, usually the audience would expect the soundtrack to make their heart race but the director wanted to make their earth race tongue ten cinematography Ana males-en scene, nothing else. I Nils also emphasizes on the feeling again that he might not make it through this. As well as the non-dietetic sound during this scene, there are also dietetic sound effects throughout the fights. Theres the sound effects of multiple punches and kicks, as well as the breaking of bats, the smashing of the tiny hammer and stabbing of the knife into the back of the protagonist. This makes the scene all the more violent and realistic. Theres a dietetic sound effect of an elevator bell, the music stops and we see a smile on the protagonists face. The sound effect of the elevator bell is to let the audience know that someone is in the elevator whilst keeping the focus on the protagonist and capturing his reaction to the elevator. It also keeps the audience guessing as to who is in the elevator. The music stops to indicate to the audience that the next part of the scene will not last very long. The facial expressions of the actor show hes tired and worn out, blood runs down the side of his face and neck, but after the bell rings and we hear the elevator doors open, theres a smile on his face as he sees the group of guys in the elevator. This smile from the protagonist shows the audience that hes still willing to preservers. The fact that he has blood running down his face and hes still smiling shows that he will stop at nothing to try and make it through this even if it kills him. It also shows how hes a changed character from the beginning of the film when he was a coward to now where hes this almost insane character. We then see a mid-shot of more guys with bats in the elevator. At first glance the audience would think that the protagonist is going to get beaten up now but the fact that theyve already seen him go through 18 guys makes them realize hat another 7 guys doesnt seem like a problem for him, which was also evident when he smiled. For a few seconds the audience is made to wait to see what happens, it then cuts to what is probably the ground floor, the camera moves again from left to right in a fast motion past the barrier and the audience then sees what has happened as the elevator doors open. The antagonists drop to the floor and the protagonist is the last man standing. When he walks out the elevator this is when the audience realism that hes almost invincible, nothing can stop him now on his Journey for answers which sets up the next few scenes perfectly.

Differentiation in Special Education Classrooms

Differentiation in Special Education Classrooms Differentiation is the way a teacher prepares instruction to meet the needs of all the children in an inclusive classroom, from the most challenged to the most gifted. Differentiating instruction is not only going to help your special education students fully participate, it will also enrich and improve the experience of the general education students. Everybody wins. A well designed differentiated lesson will include some of the following: A strong visual component, collaborative activities, peer coaching, a multi-sensory approach to presenting information and differentiated assessment based on strengths. A Strong Visual Component Arent digital cameras and online image searches wonderful resources? Children with reading problems have a great deal less difficulty dealing with pictures than symbols. You might even have teams of children work together to gather pictures for instruction, or you might ask Mom to email you  some favorite vacation pictures. Autistic students can benefit from the use of cards to learn sight vocabulary, attributes, safety signs and to evaluate new vocabulary. Collaborative Activities Collaboration will be the mark of a successful leader and employee in the future, so this is a skill all students will need. We also know that children learn best from peers. One of the strongest reasons for inclusion is the fact that working across ability groups pulls up the lower functioning group. You need to take time to teach collaboration, using a fishbowl approach. Have a group of students model the process of collaboration, and then evaluate their performance as a group. As you are teaching a lesson using collaborative teams, spend time evaluating them as a group: Did everyone get a chance to talk? Did everyone participate? If you observe that groups are not functioning well, you may need to move in, stop, and do some coaching. Peer Coaching Its a good idea to create several partners for every child in the class. One method involves 4 pairings in each class a clock face to illustrate: a 12 oclock partner, with a student most like each student in ability (assigned by the teacher,) a 6 oclock partner, who is the opposite level of ability, and 3 and 9 oclock partners of their choosing. Spend time early in the year training your students to work in partnerships. You might try trust walks with your partners, having each child take turns walking their blindfolded partner around the classroom with only spoken directions. Be sure to debrief with your class, and talk about the importance of listening to each other and understanding each others strengths and weaknesses. Be sure you model the kind of positive interpersonal interactions you want to see from kids. Peer coaches can help each other with flashcards, with written assignments, and with collaborative activities. A Multi-Sensory Approach We are way too dependent on print as a way to introduce new information. Some of the children with IEPs may have strengths in unexpected areas: they may be great illustrators, creative builders, and very capable at gathering information visually on the internet. The more sensory avenues you engage as you are introducing new material, the more likely all your students will retain it. Do some tasting with a social studies lesson: How about coconut for a unit on the Pacific, or trying some salsa when you are learning about Mexico? How about movement? You can use a molecule game to teach children what happened when you heat elements. When you turned up the heat (orally, and raising my hand to raise the temperature) they would rush around the room as far apart as possible. When you drop the temperature (and my hand) the students would gather together and move just a little bit, slowly. You can bet every one of those kids remembered what happened when you heat a liquid or gas! Assessment that Builds on Strengths ​ There are lots of ways to assess mastery other than a multiple choice test. Rubrics are one great way to create clear ways for students to show they have mastered the materials. A portfolio may be another way. Rather than asking a student to write, you may ask a student to sort or group pictures according to criteria you have learned, name pictures, or have the students answer questions that help them display knowledge of new materials.