Shakespeares Comedy Vs. Tragedy Essays - , Term Papers

Shakespeare's Comedy vs. Tragedy Certain parallels can be drawn between William Shakespeare's plays, "A Midsummer Night's Dream", and "Romeo and Juliet". These parallels concern themes and prototypical Shakespearian character types. Both plays have a distinct pair of ?lovers', Hermia and Lysander, and Romeo and Juliet, respectively. Both plays could have also easily been tragedy or comedy with a few simple changes. A tragic play is a play in which one or more characters is has a moral flaw that leads to his/her downfall. A comedic play has at least one humorous character, and a successful or happy ending. Comparing these two plays is useful to find how Shakespeare uses similar character types in a variety of plays, and the versatility of the themes which he uses. In "Romeo and Juliet", Juliet is young, "not yet fourteen", and she is beautiful, and Romeo's reaction after he sees her is, "O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night As a rich jewel in an Ethiop's ear Beauty to rich for use, for the earth too dear!" Juliet is also prudent, "Although I joy in thee, I have no joy in this contract tonight. It is too rash, too unadvised, too sudden." She feels that because they have just met, they should abstain from sexual intercourse. Hermia is also young, and prudent. When Lysander suggests that "One turf shall serve as a pillow for both of us, One heart, one bed, two bosoms, and one troth," Hermia replies "Nay, good Lysander. For my sake, my dear, Lie further off yet; do not lie so near." Although this couple has known each other for a while (Romeo and Juliet knew each other for one night when the above quote was spoken), Hermia also abstains from even sleeping near Lysander even though she believes he does not have impure intentions. Romeo's and Juliet's families are feuding. Because of these feuds, their own parents will not allow the lovers to see each other. In the a differnet way Hermia is not allowed to marry Lysander. Hermia's father Egeus says to Theseus, Duke of Athens, "Full of vexation come I, with complaint Against my child, my daughter Hermia. Stand fourth, Demetrius. My noble lord, This man hath my consent to marry her. Stand forth, Lysander. And, my gracious Duke, This man hath bewitched the bosom of my child." Egeus tells the Duke that his daughter can marry Demetrius, not Lysander. Hermia replies ". . . If I refuse to wed Demetrius," Egeus replies "Either to die the death, or to abjure for ever the society of men." If Hermia does go against her father's wishes, and weds Lysander, she will either be put to death, or be forced to become a nun. Both pairs of lovers also seek help from another. Juliet and Romeo seek Friar Lawrence, and Lysander and Hermia seek Lysander's aunt, who lives in the woods near Athens. Both sets of youths have the same character type. They are young, their love is prohibited, both women are prudent, and both seek the help of an adult. Yet they have their subtle differences. For example, Lysander, never mentioned a love before Hermia. Romeo loved Rosaline, before he loved Juliet. Hermia's family and Lysander's family were not feuding, whereas the Montagues' and Capulets' feude was central to the plot of the play. The stories of "Romeo and Juliet" and "A Midsummer Night's Dream" are very different however. "A Midsummer Night's Dream" is a comedy. Oberon, king of the fairies, sends a mischievous imp named, Puck, to play a trick on the queen of the fairies, Titania, and on a pair of Athenian youth. Puck turns Nick Bottom's head into that of an ass (Nick Bottom is the man in the play production within "A Midsummer Night's Dream"; he tried to play every part), and places an herb on Titania that causes her to fall in love with him. This is quite humorous. However, at the end of the play all the couples are back together, with the ones they love. Thus Lysander and Hermia do get married. If Egeus had showed up at the wedding, he could have killed

SAT Trigonometry SOHCAHTOA and Radians

SAT Trigonometry SOHCAHTOA and Radians SAT / ACT Prep Online Guides and Tips Trigonometry and radians are new additions to the SAT Math section! Do you love SOHCAHTOA and ${Ï€}$ angle measurements? Do you hate trigonometry and radians and don’t know what SOHCAHTOA or ${Ï€}/{2}$ means? No matter how you feel about SAT trigonometry, there is no need to stress. In this guide, I’ll let you know everything you need to know about trigonometry and radians for the SAT Math test and guide you through some practice problems. Trigonometric Formulas: Sine, Cosine, Tangent Although trigonometry makes up less than 5% of all math questions, you still want to get those questions right, and you won't be able to answer any trigonometry questions correctly without knowing the following formulas: Find the sine of an angle given the measures of the sides of the triangle. $$\sin(x)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}$$ In the figure above, the sine of the labeled angle would be ${a}/{h}$. Find the cosine of an angle given the measures of the sides of the triangle. $$\cos(x)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}$$ In the figure above, the cosine of the labeled angle would be ${b}/{h}$. Find the tangent of an angle given the measures of the sides of the triangle. $$\tan(x)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}$$ In the figure above, the tangent of the labeled angle would be ${a}/{b}$. A helpful memory trick is an acronym: SOHCAHTOA. Sine equals Opposite over Hypotenuse Cosine equals Adjacent over Hypotenuse Tangent equals Opposite over Adjacent You should also know the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$. How to Apply Trigonometry Skills on SAT Math There are two main trigonometry questions types you'll see on the test. I'll teach you how to address each. Question type 1 will ask you to find the sine, cosine, or tangent and using the measures of the sides of the triangle. In order to answer these questions, you will need to use a diagram (that means drawing one if it's not given to you).Let's walk through this example: Triangle ABC is a right triangle where angle B measures 90 °; the hypotenuse is 5 and side AB is 4. What is cosine A? First, set up this triangle using the given information: Then, identify the information you need. In this case, the question asked for the cosine A. We know, based on the previous formulas that $\cos(A)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}$. Identify the pieces you need: the angle, the adjacent side to the angle, and the hypotenuse: We have all the information we need, so we just need to put it into the formula: $\cos(A)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={4}/{5}$. ${4}/{5}$ is the answer. A slightly harder version of this question might ask you for sine A instead of cosine A. If you look back at the diagram, you'll notice we don't know what the measure of the opposite side to angle A is (which is what we need to find sine A). In that case, we need to use the Pythagorean theorem (or our knowledge of 3-4-5 right triangles) to find the measure of the opposite side to angle A (BC). $$BC=√{(5^2)-(4^2)}=√{(25)-(16)}=√{9}=3$$ Know that we know that side BC is 3,we just need to put it into the formula: $$\sin(A)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={3}/{5}$$ Question type 2will ask you to find the sine, cosine, or tangent of an angle using a different given sine, cosine, or tangent of an angle. Similarly to question type one,to answer these questions, you'll need to use a diagram (that means drawing one if it's not given to you). Check outthis example: In a right ABC triangle, where B is the right angle, $\cos(A)={4}/{5}$. What is the sin(C)? You want to attack these problems by drawing a diagram, but first you need to figure out what should go where. Use the cosine formula to figure out how to draw the diagram. $$\cos(A)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={4}/{5}$$ Meaure of adjacent side (AB) = 4 Measure of the hypotenuse (AC) = 5 You may notice it's the same triangle from the previous example. In this case, we want to find cosine C. We know, based on the previous formulas that $\sin(C)={Measure\: of\: the\: opposite\: side\: to\: the\: angle}/{Measure\: of\: the\: hypotenuse}$. Identify the pieces you need: the angle, the adjacent side to the angle, and the hypotenuse. $$\sin(C)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={4}/{5}$$ ${4}/{5}$ is the answer. A slightly harder version of this question might ask you for tangent C instead of sine C. If you look back at the diagram, you'll notice we don't know what the measure of the adjacent side to angle C is (which is what we need to find tan A). In that case, we need to use the Pythagorean theorem (or our knowledge of 3-4-5 right triangles) to find the measure of the adjacentside to angle C (BC). $$BC=√{(5^2)-(4^2)}=√{(25)-(16)}=√{9}=3$$ Know that we know that side BC is 3,we just need to put it into the formula: $$\tan(C)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}={4}/{3}$$ Now that we know how to apply the necessary formulas to tackle trig questions, let’s try to apply them to some real SAT practice problems. SAT Trigonometry Practice Problems Example #1 Answer Explanation: Triangle ABC is a right triangle with its right angle at B. Therefore,AC is the hypotenuse of right triangle ABC, and AB andBC are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB=√(202)−(162)=√(400)−(256)=√144=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of angle F equals the measure of angle C. Therefore, $\sinâ€Å'F=\sinâ€Å'C$. From the side lengths of triangle ABC, $\sin C={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={\AB}/{\AC}={12}/{20}={3}/{5}$. Therefore, $\sinâ€Å'F={3}/{5}$. The final answer is ${3}/{5}$ or .6. Example #2 Answer Explanation: There are two ways to solve this. The quicker way is if you know the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$. Therefore, $\cos(90 °Ã¢Ë†â€™x °)={4}/{5}$ or 0.8. However, you can also solve this problem by constructing a diagram using the given information.It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is ${4}/{5}$ if $\sine={\(opposite\: side)}/{\hypotenuse}$ then the opposite side is 4 long, and the hypotenuse is 5 long: Since two of the angles of the triangle are of measure x ° and 90 °, the third angle must have the measure $180 °Ã¢Ë†â€™90 °Ã¢Ë†â€™x °=90 °Ã¢Ë†â€™x °$. From the figure, $\cos(90 °Ã¢Ë†â€™x °)$, which is equal the ${adjacent\: side}/{the\: hypotenuse}$, is also ${4}/{5}$ or 0.8. Example #3 Answer Explanation: Similarly to the other trigonometry problem, there are two ways to solve this problem. The quicker way is to realize that x and y are complementary angles (add up to 90 °). Then, using the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$, you realize that $\cos(y °)=0.6$. However, you can also solve this problem by constructing a diagram using the given information. It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is 0.6. Therefore, the ratio of the side opposite the x ° angle to the hypotenuse is .6. The side opposite the x ° angle is the side adjacent to the y ° angle. $\cos(y °)={\(the\: side\: adjacent\: to\: the\: y °\: angle)}/{\(the\: hypotenuse)}={6}/{10}$, is equal to .6. The answer is 0.6. Radians Radians will only account for a small portion (around 5%) of SAT math questions, but you still want to get those questions right! Radians are one of the trickier concepts. What do you need to know about radian measure? Definition of Radian Measure The bare bones definition: Radian is a measure of an angle (just as degree is a measure of angle). The in-depth/conceptual version: Radian is a measure of an angle that is based on the length of the arc that the angle intercepts on the unit circle. That sounds like gibberish I know. Let me break it down. A unit circle is a circle with a radius of 1 unit. See picture: Gustavb/Wikimedia The circumference (or length around) this unit circle is ${2Ï€}$, since ${C=2Ï€r}$, and r=1. If the measure of an angle were 360 °, the radian measure would be ${2Ï€}$ since the length of the arc that the 360 ° angle intercepts on the unit circle would be the whole circumference of the circle (which we already established was ${2Ï€}$).Here are some good basic radian measures to have memorized: Degrees Radians (exact) 30 ° ${Ï€}/{6}$ 45 ° ${Ï€}/{4}$ 60 ° ${Ï€}/{3}$ 90 ° ${Ï€}/{2}$ How to Convert Between Angle Measure in Degrees and Radians To go from degrees to radians, you need to multiply by ${Ï€}$, divide by 180 °.Here is how to convert 90 ° to radians: $${90 °Ãâ‚¬}/{180 °}$$ $$={Ï€}/{2}$$ To go from radians to degrees, you need to multiply by 180 °, divide by ${Ï€}$.Here is how to convert ${Ï€}/{4}$ to degrees: $${({Ï€}/{4})(180 °)}/{Ï€}$$ $$={({180 °Ãâ‚¬}/{4})/{Ï€}$$ $$=45 °$$ How to Evaluate Trigonometric Functions at Benchmark Angle Measures The benchmark angle measures (as defined by the College Board) are 0, ${Ï€}/{6}$, ${Ï€}/{4}$, ${Ï€}/{3}$, ${Ï€}/{2}$ radians which are equal to the angle measures 0 °, 30 °, 45 °, 60 °, and 90 °, respectively. You need to be able to use these with the trigonometric functions described in the above trigonometry section (sine, cosine, and tangent).You will not be asked for values of trigonometric functions that require a calculator. Remember, the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$ will be $\sin(x)=\cos({Ï€}/{2}−x)$ when converted into radians. SAT Radians Practice Problems Example #1 Answer Explanation: The correct answer is 6. By the distance formula, the length of radius OA is $√{((√3)^2)+(1^2)}=√{3+1}=√{4}=2$. Thus, $\sin(∠ AOB)={1}/{2}$. Therefore ∠ AOB is 30 °, which is equal to $30({Ï€}/{180})={Ï€}/{6}$ radians. Hence, the value of a is 6. Example #2 Answer Explanation: A complete rotation around a point is 360 ° or ${2Ï€}$ radians. Since the central angle AOB has measure ${5Ï€}/{4}$radians, it represents$/{2Ï€}={5}/{8}$of a complete rotation around point O. Therefore, the sector formed by central angle AOB has area equal to ${5}/{8}$the area of the entire circle. The answer is ${5}/{8}$ or in decimal form .625. Example #3 Which of the following is equivalent to $\cos({3Ï€}/{10})$? A) $\-cos ({Ï€}/{5})$B) $\sin ({7Ï€}/{10})$C)$\-sin ({Ï€}/{5})$D)$\sin ({Ï€}/{5})$ Answer Explanation: To answer this question correctly, you need to both understand trigonometry and radians. Sine and cosine are related by the equation $\sin(x)=\cos({Ï€}/{2}-x)$. In order to find out what the equivalent to $\cos({3Ï€}/{10})$is, you need to change ${3Ï€}/{10}$ into the form ${Ï€}/{2}-x$. To do that, you need to set up an equation: $${3Ï€}/{10}= {Ï€}/{2}-x$$ Then, solve for x. $${3Ï€}/{10}-{Ï€}/{2}=-x$$ $${3Ï€}/{10}-{5Ï€}/{10}=-x$$ $$-{2Ï€}/{10}=-x$$ $${2Ï€}/{10}=x$$ $${Ï€}/{5}=x$$ Therefore, $\cos({3Ï€}/{10})=\cos({Ï€}/{2}-{Ï€}/{5})=\sin({Ï€}/{5})$. D is the correct answer. Test Yourself on SAT Trigonometry Questions! Practice #1 In triangle DCE, the measure of angle C is90 °, $\DC=5$ and $\CE=12$. What is the value of $\sin(D)$? Practice #2 In a right triangle, $\cos({Ï€}/{2}-x)={6}/{8}$. What is $\sin(x)$? Practice #3 In circle O, central angle AOB has a measure of ${3Ï€}/{4}$ radians. The area of the sector formed by central angle AOB is what fraction of the area of the circle? Answers: #1: ${12}/{13}$, #2: ${6}/{8}$, 3) ${3}/{8}$ What’s Next? Now that you know how to handle trigonometry and radians, make sure you’re prepared for all of the other math topics you'll see on the SAT. All of our math guides will take you through strategies and practice problems for all the topics covered on the math section, from integersto ratios, circles to polygons (and more!). Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Running out of time on the SAT math section? Look no further than our guide to help you beat the clock and maximize your SAT math score. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

La Venta Olmec Archaeology site La Venta

La Venta Olmec Archaeology site La Venta The La Venta is an archaeological site in the Mexican State of Tabasco. At the site are the partially excavated ruins of an Olmec city which thrived from approximately 900-400 B.C. before being abandoned and reclaimed by the jungle. La Venta is a very important Olmec site and many interesting and significant artifacts have been found there, including four of the famous Olmec colossal heads. The Olmec Civilization The Ancient Olmec were the first major civilization in Mesoamerica, and as such are considered the parent culture of other societies that came later, including the Maya and Aztec. They were gifted artists and sculptors who are best remembered today for their massive colossal heads. They were also talented engineers and traders. They had a well-developed religion and interpretation of the cosmos, complete with gods and mythology. Their first great city was San Lorenzo, but the city declined and around 900 A.D. the center of Olmec civilization became La Venta. For centuries, La Venta spread Olmec culture and influence throughout Mesoamerica. When La Ventas glory faded and the city declined around 400 B.C., Olmec culture died with it, although a post-Olmec culture thrived at the site of Tres Zapotes. Even once the Olmec were gone, their gods, beliefs and artistic styles survived in other Mesoamerican cultures whose turn for greatness was yet to come. La Venta at its Peak From about 900 to 400 A.D., La Venta was the greatest city in Mesoamerica, far greater than any of its contemporaries. A man-made mountain towered over the ridge at the heart of the city where priests and rulers carried out elaborate ceremonies. Thousands of common Olmec citizens labored tending crops in the fields, catching fish in the rivers or moving great blocks of stone to the Olmec workshops for carving. Skilled sculptors produced colossal heads and thrones weighing many tons as well as finely polished jadeite celts, axe heads, beads and other pretty things. Olmec traders crossed Mesoamerica from Central America to the Valley of Mexico, returning with bright feathers, jadeite from Guatemala, cacao from the Pacific coast and obsidian for weapons, tools and adornments. The city itself covered an area of 200 hectares and its influence spread much further. The Royal Compound La Venta was built on a ridge alongside the Palma River. At the top of the ridge are a series of complexes collectively referred to as the Royal Compound because it is believed that the ruler of La Venta lived there with his family. The royal compound is the most important part of the site and many important objects have been unearthed there. The royal compound - and the city itself - is dominated by Complex C, a man-made mountain built of many tons of earth. It was once pyramidal in shape, but the centuries - and some unwelcome interference from nearby oil operations in the 1960s - have turned Complex C into a shapeless hill. On the northern side is Complex A, a burial ground and important religious area (see below). On the other side, Complex B is a large area where thousands of common Olmecs could gather to witness ceremonies taking place on Complex C. The royal compound is completed by the Stirling Acropolis, a raised platform with two mounds: it is believed that the royal reside nce was once located here. Complex A Complex A is bordered on the south by Complex C and on the north by three massive colossal heads, clearly setting this area aside as a privileged zone for the most important citizens of La Venta. Complex A is the most complete ceremonial center to have survived from Olmec times and the discoveries made there redefined modern knowledge of the Olmec. Complex A was evidently a sacred place where burials took place (five tombs have been found) and people gave gifts to the gods. There are five massive offerings here: deep pits filled with serpentine stones and colored clay before being topped with serpentine mosaics and earthen mounds. Numerous smaller offerings have been found, including a set of figurines known as small dedicatory offering four. Numerous statues and stonecarvings were located here. Scuplture and Art at La Venta La Venta is a treasure trove of Olmec art and sculpture. At least 90 stone monuments have been discovered there including some of the most important pieces of Olmec art. Four colossal heads – out of a total of seventeen known to exist – were discovered here. There are several massive thrones at La Venta: huge blocks of stone brought from many miles away, carved on the sides and meant to be sat or stood upon by rulers or priests. Some of the more important pieces include Monument 13, nicknamed â€Å"the Ambassador,† which may contain some of the earliest glyphs recorded in Mesoamerica and Monument 19, a skillful depiction of a warrior and a feathered serpent. Stela 3 shows two rulers facing one another while 6 figures – spirits? – swirl overhead. Decline of La Venta Ultimately La Ventas influence petered out and the city went into decline around 400 B.C. Eventually the site was abandoned altogether and reclaimed by the jungle: it would remain lost for centuries. Fortunately, the Olmecs covered up much of Complex A with clay and earth before the city was abandoned: this would preserve important objects for discovery in the twentieth century. With the fall of La Venta, Olmec civilization faded as well. It survived somewhat in a post-Olmec phase referred to as the Epi-Olmec: the center of this age was the city of Tres Zapotes. The Olmec people did not all die out: their descendants would return to greatness in the Classic Veracruz culture. Importance La Venta The Olmec culture is very mysterious yet very important for archaeologists and modern-day researchers. It is mysterious because, having disappeared over 2,000 years ago, much information about them has been irrevocably lost. It is important because as the parent culture of Mesoamerica, its influence on the later development of the region is immeasurable. La Venta, along with San Lorenzo, Tres Zapotes and El Manatà ­, is one of the four most important Olmec sites known to exist. The information gleaned from Complex A alone is priceless. Although the site isnt particularly spectacular for tourists and visitors - if you want breathtaking temples and buildings, go to Tikal or Teotihuacn - any archaeologist will tell you its just as important. Sources: Coe, Michael D and Rex Koontz. Mexico: From the Olmecs to the Aztecs. 6th Edition. New York: Thames and Hudson, 2008 Diehl, Richard A. The Olmecs: Americas First Civilization. London: Thames and Hudson, 2004. Gonzalez Tauck, Rebecca B. El Complejo A: La Venta, Tabasco Arqueologà ­a Mexicana Vol XV - Num. 87 (Sept-Oct 2007). p. 49-54.

1968 in U.S. History Essay Example | Topics and Well Written Essays - 1000 words

1968 in U.S. History - Essay Example The period is characterized by the entrenching of the U.S in an unpopular war in Vietnam, while violence, experimentation, unrest, and outspokenness spread throughout the nation. Leaders were assassinated on an outwardly regular basis, the Civil Rights Movement got more powers, and psychedelic music and social experimentation were rampant in most parts of the country. Many scholars view this year as shameful, divisive, or sometimes as a year that galvanized change in America. 1968 was an apex of the gradual upheaval of the 1960s. Tension that had been accumulating for the past years ultimately came to head, across a whole year of violence, revolution and grief. Dr. Martin Luther King Jr. and Robert Kennedy were assassinated; unrest was rampant in Democratic National Convention, as the media covered the Tet Offensive to expose the horrible account of the Vietnam War. The fighting in the Saigon streets during the Tet Offensive or New Year made the Vietnam too real. According to one UPI reporter, the Vietnam in this year meant a first look at death. Photographers scampered from building to building gathering photos on the fighting in the outcasts of Saigon. The North Vietnamese communist groups’ launch of the Tet Offensive in January and its success against South Vietnamese and U.S troops caused discontent and shock across the home front and marked the most intense times of anti-war disputes to date. Apart from being the most difficult and saddest year in America, 1968 was also a presidential election year. President Lyndon Johnson was on the forefront in promoting civil rights legislation but he had also greatly increased American possibility in involving in the Vietnam War. It was therefore not easy for him to leave the White House without protesters being involved; he no longer had majority support and thus announced that he would not contest for the presidency. Eugene McCarthy, a senator from Minnesota engaged in these elections and succeeded in the pri maries. Following his success, New York’s Senator Robert Kennedy decided to enter the campaign too. For a long time then, Kennedy had served in one of the highest legal offices in the nation as Attorney General in the administration of his late brother, John Kennedy. Upon his announcement to run for presidency, most citizens were very pleased with his massage, where he promised to end the Vietnam war, and to reduce racism and poverty both in America and in the whole world. Another serious event was noted in April fourth, the same year; Martin Luther King, America’s top civil rights leader was shot to death in Tennessee. He was helping to negotiate a strike between the management and sanitation employees. This made Kennedy to deliver a speech to black citizens, convincing them that what had happened was against the wishes of Americans, since they disliked hatred, lawlessness, and violence, but embraced wisdom, love, and justice. However, these words did not calm down th e black community. Their leader, Luther had peacefully led civil rights movement, yet his death cultivated violence in more than one hundred cities nationally. Soldiers were called upon to settle the riots, and hundreds of citizens lost their lives or were injured. As the primary elections went on, Robert Kennedy and Eugene McCarthy tried to show how their ideologies differed, but voters could not notice the differences. They both opposed the Vietnam War; sought enhancements in civil rights; and both promoted social reforms. Kennedy led in primaries in Nebraska and Indiana, while McCarthy led in Oregon. California had the next big primaries, and Kennedy stated that he would withdraw if he was defeated in this significant contest. He won the elections and

M &S annual report Essay Example | Topics and Well Written Essays - 1000 words

M &S annual report - Essay Example ng term sustainable business values, generate a continuous profit growth to the shareholders and make customers extremely satisfy their growing wants and thus to achieve long term goals of the company. The directors, according to Companies Act that came in to effect on October 2007, have the central duty to act in good faith and in such a way that it should promote the company in its success. Executive Chairman Lord Burns was influential in preparing rules and he has been considered to be independent under The Combined Code. Lord Burns had met an independence criterion that was set out in The Combined Code on his appointment on July 2006. â€Å"The Code states that ‘if exceptionally a Board decides that a Chief Executive should become Chairman, the Board should consult major shareholders in advance and should set out its reasons to shareholders at the time of the appointment and in the next annual report†(M&S, 2008). On April 2008, Lord Burns wrote a letter to the shareholders stating the reasons behind board’s decision to appoint new chairman. Men’s socks at stores are considered to be inventories and are valued at the lower of cost and net realizable value using the retail method. It is computed on the basis of selling price less the appropriate trading margin. Earning per share is calculated on the basis of earnings after tax and the weighted average number of ordinary shares. The adjusted earnings per share are calculated on the basis of earnings excluding the effects of property disposals and exceptional

Investing in Low Income Housing Tax Credits Essay Example for Free

Investing in Low Income Housing Tax Credits Essay Overview of the LIHTC The Low Income Housing Tax Credit (LIHTC) provides incentives for corporations and individuals to invest in the acquisition, development and rehabilitation of affordable housing. The program offers federal tax credits to private equity investors that work with profit or non-profit developers in constructing or renovating rental properties for low-income tenants, those who earn 60 percent or less of the median family income for their county. As of 2010, the program has sparked the construction of over 1.7 million housing units throughout the country. The IRS allocates federal tax credits to Housing Credit Agencies (HCAs) in each state based on its population. HCAs award credits to housing developers based on their Qualified Allocation Plan (QAP), a rigorous and competitive application used to determine which developers will receive the credits. Once credits are acquired, equity investors purchase an interest in the business entity generating the tax credits, namely a limited partnership or limited liability company. The equity generated from the investor’s purchase is used to fund the property development. The tax credits are redeemed annually by investors over a ten-year period following the date that the property becomes operational, or â€Å"placed in service.† The number of tax credits, and subsequently the amount of equity raised, is calculated by computing the eligible basis, or the dollar amount of all depreciable costs of the project (which excludes the cost of land acquisition and operating reserves) minus ineligible sources of funding like grants or federal subsidies. The eligible basis is then multiplied by the percentage of eligible tax credit units in the project (at least 20 percent and up to 100 percent of all units in the building) to calculate the â€Å"qualified basis.† The investor may later claim either 9 percent or 4 percent of the qualified basis amount in tax credits per year, depending on whether the project is a new construction or rehabilitation of an existing structure.. As of March 2012, the average price for a credit is around $.94. Price fluctuates depending on the geography of the deal, the size of the project, the perceived risk of failure, and whether the project is a new construction or rehabilitation. In order to redeem the credits, the property must rent either 20 percent or more of the units to tenants whose incomes are at or below 50 percent or less of the area median gross income, or 40 percent or more of the units to tenants whose incomes are at or below 60 percent or less of the area median gross income. The property must fulfill these and other operational requirements for a 15-year compliance period. Failure to meet these requirements during the compliance period results in an IRS recapture of tax credits plus interest and penalties. Many states offer their own affordable housing tax credits to provide further incentives by increasing potential returns. Projects in certain areas (Difficult Development Areas) receive a 30 percent increase in qualified basis as well. Options for Investment in LIHTC LIHTC transactions are structured such that the developer manages the day-to-day operation of the property while the investor takes a passive role in management and collects virtually all the tax credits. The parties create a limited partnership or limited liability company where the investor is typically a 99.99% limited partner or non-managing member and the developer is a 0.01% general partner or managing member. This method shields investors from liability beyond their capital contributions and allows the developer to maintain control over management affairs. There are two methods of investing in LIHTCs. The first is a direct investment or private placement, where the investor purchases the rights to future tax credits from a single developer in return for an equity contribution. The developer and investor form a limited partnership where the investor retains a 99.99% ownership interest and claims use of 99.99% of the tax credits and other benefits. Large banks and blue-chip corporations are the typical direct investors, mainly because they possess vast amounts of financial and administrative resources. Private placements are adequate namely for single entities that manage their own investment affairs and desire complete transparency throughout the project. These investors generate more net equity since they save costs otherwise incurred by hiring syndicated funds to choose and underwrite the affordable housing development project. Another avenue through which to invest in tax credits is with a syndicator, a financial intermediary that raises funding from many investors, usually on an annual basis, and makes equity capital contributions to multiple affordable housing projects. Indirect Investment through syndicated funds provides a means by which individual investors, small community banks, and small corporations without the resources of large banks can invest in LIHTCs. A syndicator will attract investors and form a limited partnership agreement where the syndicator typically holds a .01% interest as general partner and various investors will comprise the other 99.99% ownership interest as limited partners. This limited partnership syndicate fund will then become the 99.99% limited partner in several LIHTC projects to allow tax credits to pass through to investors. The syndicator investigates the market for affordable housing development and chooses a number of projects in which to invest. The syndicator then directs private equity capital from the limited partners of the syndicate fund to multiple affordable housing developments and returns tax credits back to each investor in proportion to their capital contribution. A few syndicate funds have missions that are aligned with non-profit developers. A syndicator’s experience with affordable housing development is invaluable to investors as it minimizes risk and increases investor confidence. The syndicator does all due diligence and underwriting for the project, so investors can take a passive role. Syndicate funds are ideal for investors that cannot afford to hire relationship managers, compliance specialists, and underwriters to oversee development. A Worthwhile Investment Alternative A tax credit provides a dollar-for-dollar reduction in tax liability, unlike deductions that simply reduce the amount of taxable income for a particular taxable year. Even though investors contribute capital based on the amount paid per tax credit, other tax benefits are transferred to the investor in the form of passive losses and deductions available to any holder of rental real estate property. These include property depreciation deductions, interest expenses, business and maintenance costs, and others. Savings from tax-deductible expenses may not have the financial impact of a tax credit, but it provides a quantifiable saving to the investor that helps add measurable value to tax credits beyond the amount of proportional tax liability they reduce. A qualifying tax credit investment results in a decrease of tax liability. The economic return on the investment, therefore, is not subject to state or federal taxation, unlike dividends or interest income from stocks or bonds. A dollar amount of taxable income is thus inherently less valuable than an identical amount of tax credits. Certain passive loss restrictions and the Alternative Minimum Tax render tax credits less useful for the large majority of individual investors. Nonetheless, LIHTC projects were giving investors returns as high as 25%-30% during the early stages of the program. After growing competition increased pricing in the market for tax credits, yields have consistently shown 4%+ annual returns in recent years. LIHTC projects provide excellent returns for the risk involved, considering other investment alternatives available. While the stock market has historically given investors long-term returns of approximately 10% per year on average, there are sharp fluctuations from year to year. The stock market is also considered a more risky investment in comparison to U.S. treasury bonds or other corporate notes. The yields on these safer bonds are much less than that of the stock market. Investments in tax credits provide an interesting combination of risk mitigation potential and impressive earning yields. Unfortunately, the average investor has no control over the valuation of a certain corporate security, much less the performance of a mutual or index fund. However, private placement investors and syndicate fund managers can and do provide for stringent oversight requirements through contractual obligations imposed on the developer, which in turn helps mitigate risk of project failure. A rise in the valuation of a corporate security usually requires an indicator of increased earnings in the future, whether it is the introduction of a more efficient manufacturing technique, the release or upgrade of a new or existing product, or a similar corporate action. Any increase in the value of a security may be short-lived. An investor only realizes gain after a sale; that gain is taxed. LIHTC projects, on the other hand, do not require entire securities markets to move in order to obtain a profit. Aside from rigorous paperwork and professional fees, the tax credits will eventually fall in the hands of the investors so long as the developer does not fail to meet the various compliance requirements for the specified period. With continuous oversight, investors and fund managers can establish timelines for performance that may readily identify any setbacks or obstacles to completion. This may afford time to expedite construction or development and perhaps cure any potential defects in the plan. On the downside, securities markets provide instant liquidity; LIHTC projects require at least 11 years to harvest all profits. Timelines provide further protection when equity contributions are made in response to the developer meeting certain milestones that render project completion more likely. By disbursing equity in stages, investors exert more control over the project’s development and may elect to alter the course of the project. For instance, the investor may attempt to remove the developer if confidence is undermined. The 15-year compliance period provides an identifiable date of exit, after which all profits (in the form of tax credit use) have been harvested. If investors decide to exit the venture, a secondary market has emerged where an investor may be able to sell the credits to third parties. Legislation passed in 2008 allows limited partners to sell their ownership interests in affordable housing properties without facing recapture so long as the properties continue to operate as affordable housing. This allows a shortened holding period of up to 11 years as long as the property meets the 15-year compliance requirements. These advantages are largely unavailable to stock market investors and make tax credits a safe, viable and profitable investment alternative. These benefits apply uniformly to any tax credit investor. Large Banks, Larger Benefits Large banks and financial institutions are provided with a number of benefits that are generally inapplicable to individual and corporate investors, which in turn make credits more valuable and increases their market price. Banks subject to the Community Reinvestment Act (CRA) are required to engage in certain activities that improve community development. Direct investments and loans made to LIHTC projects, or syndicated funds that invest therein, are considered qualified activities under the CRA. Banks receive positive CRA consideration not only for these loans and investments to community projects, but also when equity is transferred to LIHTC projects that serve broader statewide or regional areas that include a particular bank’s assessment area. An unsatisfactory CRA rating can cause banks to be denied or delayed in undertaking certain business activities like mergers, acquisitions, or the expansion of services. Thus, banks have strong incentives to invest in affordable housing development. LIHTCs are often a top choice for banks, who are obliged to make community development contributions, because not all CRA qualified activities provide similar returns. Financial institutions also benefit from establishing banking relationships with real estate developers. This allows banks to expand their revenues by providing new services to the project like pre-development loans, construction loans, mortgage financing, and credit lines. Bridge loans are especially enticing, where banks loan large amounts of capital to syndicated funds or other Private Placement investors without the cash reserves to make the up-front equity contributions required by developers before any tax credits can be redeemed. Moreover, banks have the financial capacity to create long-lasting resources to assist in affordable housing investment. The underwriting and due diligence for a LIHTC project requires a number of services and incurs various costs. While syndicated funds spread these costs over a number of investors, banks are in a position to pay for these costs themselves. By establishing separate departments to oversee tax credit financing, banks make a one-time investment in an oversight apparatus that will operate over an indefinite number of LIHTC projects. These in-house professionals will increase in value as their experience expands and efficiency improves. Any bank with the capacity to conduct private placement investing in LIHTCs probably does so. Syndicated Funds: Investment Mechanisms for the Unsophisticated Tax Credit Investor A multi-investor syndicated fund provides a number of additional benefits to potential tax credit investors. It is helpful to analogize syndicated funds to mutual funds for the purpose of identifying their advantages. Just like mutual funds, where fund managers collect funding from many investors and create a diversified portfolio that is professionally managed, syndicated funds act in a similar fashion. Syndicated funds invest in multiple affordable housing developments, often in various geographic regions and with different housing developers. This allows investors to spread risk amongst different LIHTC projects so that if one project fails, their entire equity commitment is not lost. Investing with multiple investors allocates risk of loss more evenly and makes LIHTC investments a safe investment alternative. Furthermore, reputable syndicated funds are professionally managed by experienced, sophisticated tax credit professionals that probably have more knowledge about tax credit investing than any prospective investor. Few institutions and entities have enough capital reserves to fund an entire project single-handedly; syndicated funds combine investor contributions, allowing small entities like community banks and mid-size companies to have the flexibility of choosing how much capital to contribute to tax credit investment. The end result is an excellent mechanism through which unconventional tax credit investors can participate in the competitive market for tax credits. Even though funds collect a percentage fee, diversified portfolios will likely contain projects in DDAs to provide marginal increases in tax benefits. Corporations and Tax Credits: A Good[will] Investment. LIHTC are beneficial to corporations because annual tax credits have a positive impact on earnings per share, since credits reduce tax liability without diluting earnings. Tax credits are usually a profitable investment because most companies sustain consistent tax liability for years on end. Tax credit investment declined during the 2008 market downturn, but has steadily increased with general economic improvement. Companies like Google, Verizon, Liberty Mutual, and others have invested in affordable housing developments across the country. An additional and measurable economic benefit to corporations is the increased value of a trademark or goodwill associated with a company that invests in community development. This type of investment may also attract positive publicity and media coverage, which in turn may increase corporate securities valuation. Large corporations are also in a coveted position to undertake direct investment and avoid paying fees to syndicated funds. Safe, but Not That Safe. While LIHTC investments may be safer than comparable investment with similar yields, the risks must be identified for informed decision-making. Potential tax credit recapture and loss is the greatest risk—the project must maintain specific requirements over a period of 15 years and strict deadlines must be met. The investor must assume the risk of any impediment to completion of construction, no matter how farfetched, and recapture liability remains with the initial investor even if the credits are sold on the secondary market. Risk of failure extends for a prolonged period of 15 years where strict operational requirements must be met. Due to the speculation involved in predicting construction costs, securing subsequent financing, and meeting compliance deadlines in light of potentially unforeseen adverse events, a project must be very precisely calculated to increase the chance of success. Entities and individuals that invest in syndicated funds are in a better position to identify risks due to stringent government-imposed requirements for prospectuses and offering memoranda to be distributed to all potential investors. Inexperienced syndicators might overlook a key responsibility that can cause the project to fail. Repurchase obligations arguably provide a false sense of security to investors because most developers have small balance sheets and cannot afford to match the investor’s contributions. The risks involved in LIHTC investment can be mitigated with proper planning, continuous oversight, and an experienced syndicator. Banks with in-house asset management units can oversee property maintenance. Although investors cede lien priority to the primary mortgage holder, foreclosure rates are relatively low and occupancy rates relatively high. Tax credit projects are viable investment alternatives. [ 1 ]. Catherine Such, Low Income Housing Tax Credits. Federal Reserve Bank of San Francisco Community Investments (Mar. 2002), http://www.frbsf.org/community/investments/lihtc.html. [ 2 ]. Michael J. Novogradac, Investing in Low-Income Housing Tax Credits, OCC Community Developments. (Mar. 2010), http://www.occ.gov/static/community-affairs/community-developments-investments/spring06/ investinginlowincome.htm. [ 3 ]. Id., See Understanding Low Income Housing Tax Credits: How to Secure Equity Investments and Evaluate Syndication Options. Corporation for Supportive Housing (Mar. 2006), http://documents.csh.org/documents/ ResourceCenter/DevOpsToolkit/UnderstandingLIHTCspdf.pdf. [ 4 ]. Sherrie L. Rhine, Low-Income Housing Tax Credits: Affordable Housing Investment Opportunities for Banks. Community Affairs Development (Feb. 2008), Found in Real Estate Law Clinic Course Reader, at p. 75. [ 5 ]. Lance Bocarsly, Real Estate Law Clinic Lecture. (Thursday September 6, 2012, 4:30pm.) [ 6 ]. Understanding Low Income Housing Tax Credits: How to Secure Equity Investments and Evaluate Syndication Options, supra, Corporation for Supportive Housing (Mar. 2006.) [ 7 ]. In actuality, the percentage of qualified basis that determines the amount of tax credits is not exactly 9 or 4 percent. The rate for the 4 percent credit floats in accordance with the Applicable Federal Rate and may fluctuate above or below 4 percent. The 9 percent credit will float beginning in 2013, although current legislation has been proposed to extend the 9 percent credit floor. House of Representatives Bill 3661 is making its way through Congress. See Mark Anderson, Tax Credit at Risk for Low Income Housing. Finance and Commerce (April 26, 2012, 4:35 pm). Available at http://finance-commerce.com/2012/04/tax-credit-at-risk-for-low-income-housing/. [ 8 ]. Low-Income Housing Tax Credit: Facts Figures, Novogradac Affordable Housing Resource Center. http://www.novoco.com/low_income_housing/facts_figures/index.php. [ 9 ]. Tim Iglesias and Rochelle E. Lento, The Legal Guide to Affordable Housing Development. Found in Real Estate Law Clinic Course Reader, at p. 28. [ 10 ]. Rhine, supra, Low-Income Housing Tax Credits: Affordable Housing Investment Opportunities for Banks.† Found in Real Estate Law Clinic Course Reader, at p. 87. [ 11 ]. Understanding Low Income Housing Tax Credits: How to Secure Equity Investments and Evaluate Syndication Options, supra, at p. 4. [ 12 ]. Id. [ 13 ]. Id. [ 14 ]. Novogradac, supra, Investing in Low-Income Housing Tax Credits. [ 15 ]. James L. Logue III, How LIHTC Funds Can Help Banks Invest in Affordable Housing. OCC: Community Developments (Spring 2006). http://www.occ.gov/static/community-affairs/community-developments-investments/ spring06/howlihtcfunds.htm. [ 16 ]. Id.

Should Racist Speech Enjoy Protection under the First Amendment?

Persuasive Speech - Should Racist Speech Enjoy Protection under the First Amendment? Prejudice and racial stereotyping are two of this country's greatest problems today. Many people in our society have tried to find ways to eliminate or at least limit these types of behavior, but have met with very limited, if any, success. Because of the complex nature of racism and racist acts, coupled with the fact the first amendment prohibits the government from limiting the publics' right to free expression and speech, the Federal government has been ineffective in eliminating racist actions that pervade our society. State governments and institutions have attempted to set up their own laws condemning such actions, but have been wholly unsuccessful. Some of those waging a war on racism have established anti-discrimination policies, and have had these policies challenged as a result. Central Michigan University, for example, had instituted a discriminatory harassment policy, only to have it shot down by the Supreme Court in 1995 on grounds that the policy "necessarily requires [the] university to assess racial or ethnic content of speech." Since Central Michigan University is a State school, the First Amendment prohibits it from enacting regulations that would limit an individual's right to free speech unless the regulations, according to a 1986 ruling by the Supreme Court, are "narrowly and precisely designed." As you can imagine, precisely tailoring any statute in order to prohibit racist speech is nearly impossible - and as many other speakers have already said, banning the current racial slurs will only create new ones. Additionally, an outright ban on racist speech and ideas could likely lead to a higher level of violence in our society. A number of other supreme court rulings have come out in favor of protecting all speech, including racist speech, such as: A 1941 ruling on the case of Sullens v State, stating that the "Freedom of speech includes freedom to speak unwisdom or even heresy." A 1949 ruling on the case of Terminillo v Chicago, stating that "Attacks on racial and religious groups are protected by right of free speech in absence of showing of serious substantive evil that rises far above public inconvenience, annoyance, or unrest†¦" A 1952 ruling on the case of Joseph Burstyn, Inc. v Wilson, stating that: ... ...ks and racial slurs in the workplace, we can somewhat satisfy those who clamor for an outright ban on racism. By not allowing this type of speech to be criminalized, we stand by our First Amendment rights and continue to allow freedom of expression. By offering each side this compromised solution we can not only help to phase racism out of our society, but also protect our unalienable rights. The Freedom to speak one's mind is one of this country's citizens' most venerably held rights, and any discussion which deals with government imposed limitations on this right should not be taken lightly. Completely banning speech that is deemed by some to be racist only serves to bury the problem of racism itself, and is not an acceptable solution. Thus, the First Amendment should continue to protect racial slurs as well as all other speech in order to preserve and ensure the freedoms we have today. In conclusion, I'd like to quote one last ruling from the 8th circuit Federal court from 1946: "[The] First Amendment is intended to assure privilege that in itself must be so actual and certain that fear and doubt are absent from [an] individual's mind, or freedom is but abstraction."

Moby Dick: The Brit Essay

It is in human nature to hold in contempt and fear things unknown to them, on the other hand many people hold the pursuit of knowledge as the one true path to fulfillment in life. The dangers of the pursuit of knowledge are an underlying topic in Ishmael’s discussion of brit. Ishmael describes the sea as enigmatic and immensely more dangerous than the land; in doing so reveals how attempting to study the unknown in the pursuit of knowledge is far more dangerous than remaining ignorant. In Ishmael’s discussion about brit he quickly drifts off the subject of the actual brit and begins to make comparisons between the land and the sea. He states that even â€Å"though some old naturalists have maintained that all creatures if the land are of kind in the sea†(Melville 272), he has yet to see any creatures of the sea that have the same charm and kindness as domesticated pets. He reveals the inherent lack of kindness or hospitability in oceanic creatures by making this statement. He goes on to say that,†however baby man may brag if his science and skill, and however much in a fluttering future that science and skill may augment; yet forever and ever to the crack of dawn, the sea will continue to insult and murder him†¦ man has lost that sense of the awfulness of the sea which aboriginally belongs to it.†(Melville 273). This passage illustrates the core of what Ishmael is trying to describe in his argument. It reveals the horror and indomitable terror of the sea, which according to Ishmael people seem to have forgotten about and take for granted. He also belittles human’s in the passage calling them â€Å"baby man† showing how powerless he believes people are compared to the sea and how no matter how much people advance they cannot compare to the sea’s power. He goes on to expand on this idea stating the many ways in which the ocean’s horrors hold supremacy over all others such as the sea’s lack of mercy and control as well as its deceiving beauty and how â€Å"its most dreaded creatures glide under water unapparent for the most part and treacherously hidden beneath the loveliest azure†(Melville 274) Underlying this description of the terror of the ocean is a warning; Ishmael attempts to show how trying to study the unknown in pursuit of knowledge is far more dangerous than remaining in a state of ignorance. Ishmael uses detailed description to over emphasize how terrifying the ocean is. This shows the use of storytelling and redefinition in order to get the audience picture the terrors of the ocean and in doing so empathize with Ishmael’s beliefs. This indicates Ishmael’s use of pathos in his argument. Ishmael besides describing the ocean as a perilous place he describes it as â€Å"an everlasting terra incognita† (Melville 273), this declaration of the incapableness of man to unravel the mysteries of the ocean shows the, almost fearful, reverence he holds towards the ocean and its mysteries. A reverence he attempts to impart upon the audience through the aforementioned use of hyperbole and redefinition, showing a use of pathos to make the audience sympathize with these feelings. It seems that Ishmael would rather people not attempt to learn about the unknown rather than expose themselves to its dangers. This is apparent when this extract, â€Å"For as thy appalling ocean surrounds the verdant land, so in the soul of a man there lies one insular Tahiti, full of peace and joy, but encompassed by the horrors of the half known life. God keep thee push not off from that isle, thou canst never return!†(Melville 274). This is the conclusion to Ishmael’s discussion and reveals the reasoning for his statements. The â€Å"horrors of the half known life† encompassing the â€Å"insular Tahiti† are the things people attempt to learn about the world and themselves. Ishmael believes that by venturing out into the sea of one’s soul man exposes himself to all the dangers of the world. This shows how he believes that it is better to remain on a peninsula of ignorance and comfort than venture out into the sea of knowledge. Ishmael urges people to remain in their small insular world threatened by what lies beyond. He believes that one will find less comfort in discoveries than in ignorance and as such people should stay clear of the mysteries of the world.

Dance Appreciation

Introduction Sergei Pavlovich Diaghilev commonly known as Serge outside Russia, was a Russian promoter, ballet impresario and art critic. He was the founder and patron of the Ballets Russes, which is credited with producing many famous dancers and choreographers. Sergei is remembered all over the world as one of the greatest ballet personalities that have ever lived. He was born on March 31, 1872 in Russia in an affluent family with a history in music. He initially studied law at the University of St.Petersburg but would later take singing lessons. However, he never was a big success as a singer as his voice was unpleasant. Though he neither composed nor choreographed, he was extremely able to pick those who had the talent. He died on August 19, 1929 having left an indelible imprint in the world of music and dance. Contributions Sergei cofounded and edited the World of Art, an art magazine, which became extremely popular to the lovers of art in his day.He also edited the Annals of th e Imperial Theatre and transformed it, taking it a notch higher in terms of graphic design and typography though he is criticized for overrunning his budget. However, these two magazines remained very popular in the world of art during his tenure as the editor. His greatest brainchild, Ballets Russes, became instrumental in popularizing ballet throughout Europe. It is through this group’s productions that ballet became a fundamentals part of the European culture.Apart from popularizing the dance, the group brought into recognition some of the greatest choreographers the world has ever seen- Fokine, Nijinsky, Massine, Nijinska, and Balanchine. The composer Stravinsky was also virtually unknown and has Sergei to thank for making his genius known to the world. Conclusion Though Sergei was equally successful in collecting and exhibiting art and his ability to recognize talent in a painter was no less than in recognizing a talent in ballet, his greatest achievements will no doubt remain in revolutionizing ballet.His eye for detail and success in recognize talent will make him remain immortalized through the compositions of the Ballet Russes. The group’s effect is still felt today with former members such as George Balanchine causing ripples in the United States and Serge Lifar being as effective in Paris. Source Citation â€Å"Sergei Diaghilev. † Gay & Lesbian Biography. Ed. Michael J. Tyrkus and Michael Bronski. Detroit: St. James Press, 1997. Biography In Context. Web. 20 Feb. 2013.

Condolence Quotes to Express Sorrow

Condolence Quotes to Express Sorrow How do you express your condolence when someone you love is going through a traumatic period? What do you say, and how do you say it? The Loss Some time ago, a close friend lost her five-year-old son in a tragic accident. The bereaved mother was beside herself with grief. No words could comfort her. Its tough to comfort someone grieving about death. What can you say to comfort a mother who has just lost her child? Do you  express grief or provide words of strength, or will your words seem empty? Etiquette of Courtesy Social norms emphasize on etiquettes of greeting people on happy occasions, such as birthdays, engagement, weddings, marriage anniversaries, or other personal and professional milestones. Gift shops abound with greeting cards and gifts that express joy and celebration. Our culture falls short of expressions that teach people how to express sadness during times of grief. Tragedy and Loneliness Go Hand in Hand Funerals and prayer meetings are social platforms for people to offer condolences. After the initial flurry of activity, everyone goes back to their lives, leaving the grieving family to face loneliness and despair. Few turn back to see how the grieving family is coping with the loss. How to Help Others Overcome Grief Grief is a difficult burden to bear. Initially, your friend may shun your companionship or words of solace, because he is  hurting too much. To overcome grief, one has to come to terms with it. Your sympathy can help your loved ones. However great the tragedy, inspirational words can redeem the grieving soul. Quotes to Offer Condolences These condolence quotes will soothe the heartbroken. Help your loved ones pick themselves up, and move on. Share these condolence quotes at funerals, church services, or make a solemn toast in honor of the departed soul. Your words can give a glimmer of hope to the heartbroken. William WordsworthThat though the radiance, which was once so bright, be now forever taken from my sight. Though nothing can bring back the hour of splendor in the grass, glory in the flower. We will grieve not, rather find strength in what remains behind.Bible, Matthew 5:4Blessed are those who mourn; for they shall be comforted.Beth Mende ConnyIf the future seems overwhelming, remember that it comes one moment at a time.Pierre CorneilleOne often calms ones grief by recounting it.Harriet Beecher StoweAny mind that is capable of real sorrow is capable of good.Anne GrantGrief is a normal and natural response to loss. It is originally an unlearned feeling process. Keeping grief inside increases your pain.AeschylusThere is no pain so great as the memory of joy in present grief.Queen Elizabeth IIGrief is the price we pay for love.Jerome K. JeromeIt is in our faults and failings, not in our virtues, that we touch each other, and find sympathy. It is in our follies that we are one. Nigella LawsonYou dont go around grieving all the time, but the grief is still there and always will be.Benjamin FranklinIt is the will of God and Nature that these mortal bodies be laid aside, when the soul is to enter into real life; tis rather an embryo state, a preparation for living; a man is not completely born until he be dead: Why then should we grieve that a new child is born among the immortals?Dirk BenedictIf we wait until our lives are free from sorrow or difficulty, then we wait forever. And miss the entire point.Robert IngersollIn the night of death, hope sees a star, and listening love can hear the rustle of a wing.Rossiter Worthington RaymondLife is eternal; and love is immortal; and death is only a horizon; and a horizon is nothing save the limit of our sight.Khalil GibranWhen you are sorrowful look again in your heart, and you shall see that in truth you are weeping for that which has been your delight.OvidBear and endure: This sorrow will one day prove to be for yo ur good. Anne Morrow LindberghGrief cant be shared. Everyone carries it alone. His own burden in his own way.ConfuciusWe should feel sorrow, but not sink under its oppression.Henry Wadsworth LongfellowGood-night! good-night! as we so oft have saidBeneath this roof at midnight, in the daysThat are no more, and shall no more return.Thou hast but taken up thy lamp and gone to bed;I stay a little longer, as one staysTo cover up the embers that still burn.Arthur SchopenhauerAlmost all of our sorrows spring out of our relations with other people.Washington IrvingThe natural effect of sorrow over the dead is to refine and elevate the mind.John TaylorWhile we are mourning the loss of our friend, others are rejoicing to meet him behind the veil.Dante AlighieriThere is no greater sorrow than to recall happiness in times of misery.

What is the PARCC Test? Everything You Need to Know

Standardized testing has long been a hot-button topic, and with good reason. While proponents say these tests are crucial for measuring both student and teacher performance, critics argue that they take valuable time away from learning. In recent years, a great deal of the conversation has focused on the PARCC test, or Partnership for Assessment of Readiness for College and Careers. Whether you’re a student taking the PARCC for the first time, a teacher administering the exam, or a parent with school-age children, it pays to know what this process entails. Read on for everything you need to know about PARCC. PARCC refers to a collection of exams administered to public school students on a yearly basis. Developed by experts from multiple states, PARCC exams are designed to measure student progress while establishing Common Core standards for grades 3-11. Not only do states examine student performance by school, identifying problem areas, but schools assess individual student performance to determine where extra help may be required. The tests serve as replacements for older forms of standardized testing. However, that doesn’t mean the majority of educators are on board. As of 2018, only New Mexico, New Jersey, and the District of Columbia were still administering the full exam , while states like Colorado and Louisiana were incorporating just some PARCC questions into their own assessments. Administered at the end of the school year, the tests are designed to assess both problem solving and critical thinking. Their goal is to ensure students are prepared for college and their professional lives. Additionally, the PARCC test ensures students are learning based on the Common Core standards . Because students take the PARCC test on a computer, numerous accommodations are available for those with learning challenges and disabilities. The PARCC exams consist of two components: English/language arts and math. For the English/language arts portion of the exam, students read fiction and nonfiction passages, watch videos, and listen to audio recordings. Then they answer multiple choice questions and write responses based on what they learned. For the math component, students solve problems requiring multi-step solutions. Because the math questions involve real-life situations, students must utilize reasoning and logic rather than rote memorization and procedure. Additionally, the revised PARCC exams require students to show their work. So, teachers have an enhanced ability to evaluate and identify gaps in understanding and tailor instruction accordingly. PARCC scores are assigned based on performance levels. Students receive marks between Level 1 and Level 5 , with Levels 4 and 5 indicating that students are performing well. Scoring Level 3 means students need a little more help to meet expectations. A score of Level 1 or Level 2 suggests that students require significant intervention. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. Proponents of the PARCC system say that it offers numerous benefits for both students and administrators. One advantage of PARCC over other standardized tests is that it doesn’t just use multiple-choice questions that assess what a student has memorized. Instead, the tests require students to employ logic and reasoning to answer questions and justify their responses. In this way, the test is evaluating a student’s ability to think critically. Because PARCC focuses on applying skills rather than regurgitating information, some advocates argue that schools don’t have to â€Å"teach to the test† the way they do with other exams. Instead, educators can simply encourage students to think critically about all lessons. Of course, not everyone is a proponent of PARCC tests. In fact, many administrators argue that teachers do spend a great deal of time preparing students for the test—time that could be better spent on classroom instruction. Because many students have not encountered a standardized test like PARCC before, educators need to prepare them to answer the certain type and style of questions. And younger students in particular may need help learning to manage their time on a test like PARCC. Additionally, critics say that PARCC results in a great deal of stress for test takers. It’s no secret that many students suffer anxiety during testing. Because scoring at the lower levels on PARCC can have serious consequences, including being held back, students may feel even more worried about taking the exam. The strict testing environment, which limits student movement and behavior, can also be stressful for students. Finally, some PARCC critics believe that the test has an unfair impact on diverse and underprivileged students and their teachers. Because test scores tend to be lower in impoverished regions, critics fear that these results will be used to justify holding students back, firing teachers, and even closing underperforming schools. Have questions about PARCC or another form of standardized testing? At , we’re passionate about helping prepare students to get into the schools of their dreams. For more information on our services, call today or contact us for a free consultation.

Alegent Health intervention Essay Example | Topics and Well Written Essays - 250 words

Alegent Health intervention - Essay Example The assessment was however subjective and this could limit ability to verify information. The subjective scope could also facilitate bias (Cummings and Worley, 2009). One of the ways fo improving the assessment is implementing an experimental design instead of a survey design. This would involve identification of two groups and subjecting one group to the intervention while leaving the other group. The two groups would then the evaluated on their ability to develop and implement innovative strategies and the approach would offer a clear basis for evaluating effectiveness of the decision accelerators. Increasing the level of objectivity through pre-developed scales is another way in which the assessment could be improved and this would ensure validity and reliability (Cummings and Worley, 2009). Even though the subjective approach undermines validity and reliability of generated data and conclusions of the assessment, the in-depth scope of the developed information and the ability of the researchers to verify offered information establish a high level of confidence on the developed lessons for the organization (Cummings and Worley,