Tuesday, March 17, 2020

The Crucible Essays (351 words) - Salem Witch Trials, The Crucible

The Crucible Essays (351 words) - Salem Witch Trials, The Crucible Orianna Regan The Crucible Act One Questions 5-6 Ms. Getzen 5. At one point, Tituba tells the group that the devil bid her to kill Mr. Parris. Tituba is Reverend Parris's slave. Tituba says that the devil can to her and said "You work for me Tituba, and I make you free!" (47) What is probably going on here is that in the back of Tituba's mind she wants to be free, so she blames the devil for her thoughts. Tituba also says "And then he come one stormy night to me, and he say, Look! I have white people belong to me.' And I lookand there was Goody Good."(47) Tituba is referring to Sarah Good. Tituba also says that she saw Goody Osburn with the devil. Tituba probably did not see anything but Goody Good and Goody Osburn were the first to be brought up by Reverend Parris. 6.When Goody Osburn is accused of witchcraft, Mrs. Putnam immediately says, "I knew it! Goody Osburn were midwife to me three times. I begged you, Thomas, did I not? I begged him not to call Osburn because I feared her. My babies always shriveled in her hands!" (47) This shows that Mrs. Putnam never really liked Goody Osburn, and had no doubt that she was involved in witchcraft. 7.Abigail first denies that she was involved in witchcraft but then later reveals that she "danced for the devil" (48) Abigail then says she say Sarah Good with the devil and Goody Osburn with the devil and Bridget Bishop with the devil. Abigail is probably saying this to prove a point that other people in the village are involved with the devil not just her. Then later Abigail says she saw other girls with the devil. Abigail is most likely just saying these things to rile everybody up. 8.At the end it is clear that there are those who believe that witchcraft is going on and responsible for the girls' behavior, and those you don't.

Saturday, February 29, 2020

Application for Qualified Teacher Status Nationals of European Economic Area

Please indicate the eligibility condition you satisfy: i) You have successfully completed a course of post-secondary higher education of at least three years’ duration, as well as the professional training which may e required in addition to that postsecondary course. ii) In a member state where post-secondary higher education of at least three years is the normal requirement, you are recognised and permitted to practise as a qualified school teacher, having undertaken some lesser education and training in such a State (acquired rights). iii) You are recognised in an EEA state by virtue of qualifications obtained outside of the EEA and have three years’ certified professional experience in that state. 3 Teacher qualifications If you are not sure whether you consider yourself disabled as defined by the Act, or need information, please contact the Equality and Human Rights Commission on 0845 604 6610 (phone), 0845 604 6630 (fax), 0845 604 6620 (textphone), or visit www. equalityhumanrights. com Ethnicity: Please put a cross in one box to indicate your cultural background. This information will be used to estimate the number of teachers from different ethnic groups to enable the TA to track and help monitor equal opportunities for all teachers. Qualified teacher status Qualified Teacher Status (QTS) is an accreditation made to those teachers who meet the professional standards required to be able to teach in maintained schools, non-maintained special schools or pupil referral units in England. Without QTS a teacher cannot be employed as a qualified teacher in state schools. The European Council Directive 2005/36/EC allows EEA nationals who are recognised as qualified school teachers in an EEA state to be recognised as qualified school teachers in England. The Teaching Agency (TA) is the ompetent authority in England for recognising EEA teachers for the award of QTS under this directive. This application form is designed for teachers who are qualified to teach the compulsory age-range in England (5-16). Are you eligible for QTS? To be eligible for recognition as a qualified school teacher in England under the directive, you must be able to satisfy one of the following three conditions: 1. You have successfully completed a course of post-secondary higher education of at least three years’ duration, as well as the professional training which may be required in addition to that post-secondary course. . In a member state where post-secondary higher education of at least three years is the normal requirement, you are recognised and permitted to practice as a qualified school teacher, having undertaken some lesser education and training in such a state (acquired rights). 3. You are recognised in an EEA state by virtue of qualifications obtained outside of the EEA and have three years’ certified professional experience in that state. Recognition for school teachers is covered by Article 13 under Directive 2005/36/EC. The directive can be found online at http://eur-lex. uropa. eu/(directive) How to apply Please complete all parts of the form in full and attach any additional information on separate sheets. 1. Personal details Please ensure the contact address you supply is the address you wish all TA correspondence to be sent to. If you do not have a UK national insurance number, please leave this box blank. You need to send in evidence of your EEA nationality e. g. photocopy of passport, ID card etc. If your name is different to that on your qualifications you will need to send in evidence of your change of name e. g. hotocopy of marriage certificate etc. 2. Eligibility Please tick which criteria you meet. Please note that if you are applying under Part 2 b iii you will need to provide a letter of attestation from the EEA state that recognised you that confirms you are a recognised teacher and that you have three years’ professional experience in that EEA State after being recognised by them. 3. Teacher qualifications Please detail your initial teacher training qualifications. Please send in a copy of your teaching qualification along with a certified translation. If your qualification does not clearly state your status as a teacher along with the age-range and subjects you are qualified to teach, please send in a copy of your diploma supplement or transcript to support this. If you needed to complete an induction or probation period to become a fully qualified teacher in the EEA state in which you qualified, please send in evidence of this also. 4. Higher education qualification Please complete this section if your initial teacher training was a postgraduate course. You will need to send in a copy of your higher education qualification along with a certified translation. 5. Particulars of employment as a school teacher undertaken in the last ten years. Please detail employment you have undertaken in the last ten years after you qualified as a teacher. 6. Diversity This information will be used to estimate the number of teachers from different ethnic groups to enable the TA to track and help monitor equal opportunities for all teachers. 7. Declaration Please sign and date this section of the form. All applications must be signed and dated before they can begin to be processed. Translations For your qualifications listed in parts 3 and 4, you need to send in certified English translations of these documents. A certified translation must be undertaken by an independent competent translator. The Association of Translation Companies can tell you about translation companies: www. atc. org. uk Please note we do not accept UK NARIC comparability statements in lieu of certified translations. UK NARIC provides a service whereby qualifications from outside the UK are compared to the UK’s qualification frameworks. These can be useful in demonstrating your level of education to potential employers or educational institutions. You will need to send photocopies of your proof of nationality and additional supporting document if your name is different to those on your qualifications. We do not require certified translations of your evidence of nationality or change of name; you may however wish to accompany them with a translation you have completed yourself. Where to send your documents: Once the application form is completed, please send it to us at the following address: QTS and Induction Division Teaching Agency 7th Floor, 53-55 Butts Road Earlsdon Park Coventry CV1 3BH United Kingdom Please remember to send photocopies of your supporting documents and translations. The TA does not accept responsibility for original documents. What happens next When we receive your application form we will send you a letter acknowledging receipt of your application. If there are any documents missing from your application we will contact you within one calendar month from the date of receipt. Once we receive a complete application the TA has four months in which to assess and make a decision on whether to award you QTS under the terms of Directive 2005/36/EC. If you are successful you will be regarded as a qualified teacher in England and you will be sent: †¢ your QTS certificate; and †¢ your teacher reference number (if you do not already have one). If you are unsuccessful in your application we will write to you stating why. Applicants wishing to appeal must do so within four months of the notification of the decision. Getting a job Most teachers look for work through advertisements in national and local newspapers.

Thursday, February 13, 2020

Do you think that theories of authorship are incompatible with the Essay

Do you think that theories of authorship are incompatible with the industrial context of film production - Essay Example The auteur theory is one of the most important theories of authorship. The term, politque des auteurs was coined by Francois Truffaut, who realized that American Directors often worked within strictly circumscribed parameters in reference to the kinds of films and the scripts they could direct, since these were often predetermined and allowed the directors little room to experiment with their own ideas (Keller 1930). The notion of the Director being the true author of a film first emerged through the views of Andrew Sarris on the distinctive nature of a particular director’s work. According to Sarris, Hitchcock was â€Å"great† and Welles was classed as â€Å"brilliant†, based on the view that over the course of preparation of several films, a director may reveal certain recurring characteristics of styles or themes, which are like his or her personal signature or stamp upon the film, identifying it unmistakably as their product (Sarris, 1979:650-665), irrespective of the collective nature of film production. It may be argued that American cinema in earlier decades was circumscribed by the industrial context of production and the concentration of power in the hands of studio top executives. The power wielded by the writers and directors of the film was considerably less than that wielded by studio heads and their creative control over the film much lower. Yet, despite these restrictions, some directors such as Hitchcock were able to achieve a personal style that was uniquely their own. In particular, where some directors such as Orson Welles and Jean Luc Godard are concerned, some recurring themes may occur in all their works, or their work may demonstrate a particular worldview or personal vision that becomes evident through their work. They bear the unmistakable personal imprint of the author, despite the plethora of external market and commodity pressures that may fashion the final products. For example, in the works of Godard, the

Saturday, February 1, 2020

North Africa Essay Example | Topics and Well Written Essays - 1500 words

North Africa - Essay Example It is a common misconception that the clusters of nations that make up the continent of Africa are just that, and nothing more. The lack of familiarity, and hence appreciation for these uniquely diverse groups of peoples and cultures perpetuates a stigma of uniformity that belies the truth. What many fail to realize is that, approximately one billion people, made up of nearly 3000 ethnic groups speaking in 2000-3000 different languages (Kaiser 15 January 2013), inhabit this majestic continent. All general notions of uniformity dealt and disposed with, I would like to take a closer look at the specific region of North Africa in order to discuss the larger historical, cultural and social influences, and the effect that they have impressed upon the music in this subcontinent.North Africa has a very influential historical background which is distinctively composed of many civilizations, empires and kingdoms; for instance, the Nok Civilization which remained in power from 500BCE to 200CE (approximate figures) similarly the Kingdom of Ghana which maintained its authority over the continent from 830 to 1235. The African continent is inhabited by emigrants belonging to different parts of the world who until the 20th century did not even consider themselves as Africans (Kaiser, Africa and Ethnomusicology). The word ‘Africa’ is derived from Arabic term Ifriqiye which was an expression for the coastal areas of North Africa. Slavery carried diverse groups of people to the African land who were then recognized as one, which ultimately developed the basic thought of Africa among the residents of many countries. The extremely brutal form of slavery led the scholars of the black population; particularly those who had left their ancestral land and migrated to North Africa to conduct anti-slave campaigns. By the end of the 19th century the term ‘Africa’ was familiar among traders and intellectuals surrounding the coastal towns as the ‘rich diversi ty’. Due to this the modern day Africans are known to be the descendants of aboriginal Berber and Egyptian populace, in addition to the people of Greek, Phoenician and Roman civilizations, Moor as of Iberian Peninsula along with Arabs and Jewish. Also Sub-Saharan African who came and settled in North Africa due to distant trading and slavery. People from France, Corsica, Malta, etc. are also found in the present day North Africa (Kaiser, CD Problems?). Africans because of their rich historical background and affluent diversity among inhabitants have different religious beliefs and practices in addition to integrated music, art, drama and dance. As a result of diverse Diaspora the music of North America is influenced by their religious beliefs, spirituality, and nature; it characterizes the groups and individuals as per their prior conditions and musical abilities (Kaiser, Africa and Ethnomusicology). Material cultural Africans have their own distinctive music style which comp els Westerners to recognize their special music as the ‘African Sound’. The basic idea behind their unique music style is concealed under racial unity, geographic harmony, communal politics/history/economy and above all the cultural concord. African maintain their own cultural attitude which is closely associated with the folklore and actual life events, incorporated in to routine life, active participation in music, drama, dance or visual arts. Ultimately all of these are related to their religious beliefs and nature (Kaiser, Africa and Ethnomusicology). The concept of music does not only encompass the typical music style rather it also includes education, sports and work in addition to visual art, playing instruments, poetry, singing and dancing. Furthermore it includes sounds of humans, animals and instruments as voices, there is a call and response relationship, strong link between motion and rhyme, sound, shape and feeling in the music (Kaiser, Africa a

Friday, January 24, 2020

MBA Admissions Essays - Beyond the Curve -- MBA College Admissions Ess

MBA Admissions Essays - Beyond the Curve    Having worked in a constantly evolving sector of the economy, I realize the value of an MBA weighs heavily on a program's commitment to staying ahead of the curve.   Although the classic lecture format has undeniable value, I believe for an MBA program to truly further my career, it must have something more. My career path has exposed me to many different aspects of the business world and I believe an MBA program should likewise consist of a myriad of course work and experiences. Since an MBA program will provide the building blocks for my career, I view an innovative and modern approach to learning as a necessity. Looking at traditional MBA programs that consist of marketing/finance/accounting fundamentals, I find the approach at your program to be much more expansive. Supplementing these essential classes with core courses in communications, organizational processes, and strategic management, makes your program broader than any other MBA program.      Ã‚  Ã‚  Ã‚  Ã‚   Innovation at Sloan doesn't stop with the core courses, since managerial...

Thursday, January 16, 2020

Equality and Diversity Pttls

and Discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners. To fully understand the above we really need to understand the terms. Equality means to be equal before law and without any discrimination. This is particularly important to minorities and to the poor. Through equality every one has the right to fair choices. Diversity is used to describe political entities who have identifiable differences in their background and lifestyles including ethnic minorities. Inclusion means to meet your learners needs, which some may have more than others. These needs should be appropriately met to enable full participation in the classroom. The main issue related to equality and diversity would be exclusion. If the tutor does not meet the needs for those with a different background then it can often end with the student feeling not only left out but to feel neglected and can lead to missed lessons and also feeling that they don’t belong their. The tutor should be committed to providing equal opportunities for each of his/her students. You should demonstrate your commitment to equal opportunities through everything you say and do in your work with adult students. †Ã‚   (1993:13). Promotion of equality within the classroom is not only an expectation but a requirement by law. ‘All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they, and the groups to which they belong (e. g. ender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work’. Petty (1998:69) To promote inclusion within your classroom you will need to respond positively to the diverse needs of your learners. How you communicate with your learners is essential ensuring learners can understand what you are saying. Ensuring body language and comments are appropriate and are no offensive. Teaching methods are also important and you will need to make sure that your methods are varied and support all learning styles. Ensuring your learners can all participate is also important, therefore not excluding any of them. Allowing your learners to establish working relationships effectively, ensuring everyone is included and that the room is accessible and safe for people with sensory disabilities or lack of mobility. Additional support may be required to enable you to support equality and diversity this could be in the form of a learning support assistant, adapted resources, peer support, varied presentation. Although inclusion is about supporting your learners needs, it may not always be possible to do this without support for yourself. You should be aware of your limits of responsibility and know when and where to access support for both you and your learners. If you have a line manager then they should be your first point of contact. Your colleagues may be another point as they may have experienced something similar. It is your responsibility to find out what support is available for you. Supporting Equality and Diversity is extremely important and is also a legal requirement. When planning your lessons you should be taking this into account and structuring your lessons appropriately. If you are unsure you should be aware of your limits and seek advice from your line manager. If you don’t have a line manager you will need to get advice on who you should be asking for help and support. Petty G (1998), Teaching Today, United Kingdom: Nelson Thornes. Daines, Daines and Graham (1993) Adult learning, adult teaching United Kingdom:Dept. of Adult Education, University of Nottingham

Tuesday, January 7, 2020

The Five Principles Of Finance As Applied By E A Credit...

Introduction Credit unions are unique as unlike most financial institutions, credit unions do not issue stock and do not pay dividends to outside stockholders. Credit Unions are not-for-profit institutions. Earnings are returned to members in the form of lower loan rates and higher returns on members’ deposits (Goddard, McKillop, Wilson, 2008). Many times credit unions performance is measured in terms of asset growth and membership growth. Many other key ratios are reviewed to paint the picture of how the organization is performing. E A Credit Union’s financial statements and key ratios will be analyzed and we will determine if sound financial practices applying the five principles of finance have been used efficiently. Literature Review The purpose of this research is to review the application of the five principles of finance as applied by E A Credit Union. The five principles of finance are outlined as: Principle 1- Money Has a Time Value Principle 2 – There is a Risk-Return Tradeoff Principle 3 – Cash Flows Are the Source of Value Principle 4 – Market Prices Reflect Information Principle 5 – Individuals Respond to Incentives (Titman, Keown, Martin, 2014, p. 11-13). Credit unions make decisions regularly based on all five principles. Credit unions primary business is making loans to their members. The key components of a credit union’s income statement in terms of income are loan income, investment income and other income. Other incomeShow MoreRelatedInternational Business Competing in the Global Marketplace 8th Edition Charles W. L. 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