The Ascetic Ideal and the Slave Revolt in Morality Essay Example

The Ascetic Ideal and the Slave Revolt in Morality Essay There are many aspects in sociology, as well as in psychology, which helps individuals better understand how the frameworks for what is now accepted behavior and moral guides were established and created by the past, and by whom. One of the important aspects of this discussion involves the ascetic ideals, ressentiment, the nobles and the slaves, the slave morality and the slave revolt in morality. In this aspect, one of the most respected individuals who provided important insight for the discussion of this topic is Friedrich Nietzsche. Nietzsche was a very popular German philosopher who devoted much of his professional time and career being involved in the discussion involving important aspects of morality and the noble and slave relationship, as well as the ascetic ideals and how it eventually affected the aforementioned aspects. There are those who criticized what Nietzsche has put forward, particularly the ideas he discussed involving the ideas of morality, how it is defined and how this controls humans through the close inspection of ones self and through the direction of the accusing finger from outwards to inwards. Nietzsches ideas on the topic of slave revolt in morality carefully analysed by some; while others merely dispose it as something that does not fit the agreeable and convenient and comfortable understanding of the modern individual about the important aspects of morality and how the individual in his social position should be ascribed with his own set of attributes for this particular aspect. Nietzsches unintended contributions to the moralization of the decadence are most obviously displayed in the Genealogy, a book in which he both documents and exemplifies the twisted psychology of the slave revolt in morality (Conway, 2002, p. 131). Nonetheless, what Nietzsche had said about this topic has earned its rightful significance. Because of that, the further discussion of this topic is a significant endeavor to further clarify the ideas presented in this aspect. What is the Ascetic Ideal? The ascetic ideal can be taken differently, depending on the persons outlook. It can be something grand that it can be life altering in the sense that ones outlook in life may seriously change and the ascetic ideal showing that it can be powerful enough to provide someone with a significant life goal worth pursuing. While, on the other hand, it can be as insignificant as being plainly nothing more than a tool used by individuals and groups who, like the group they are trying to usurp, merely wanted control over the people by creating something from which control of the people can be possible. We will write a custom essay sample on The Ascetic Ideal and the Slave Revolt in Morality specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Ascetic Ideal and the Slave Revolt in Morality specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Ascetic Ideal and the Slave Revolt in Morality specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Nietzsche provided an explanation on the meaning of the ascetic ideals and the differences of the meanings of the ascetic ideals, depending on the type of person the ascetic ideal will be applied to. He explained that the target individuals who will be affected by the ascetic ideals include artists, philosophers, priests and scholars, as well as women and those which Nietzsche described as someone who is physiologically failed. In common present term, physiologically failed is someone who is not physically capable to be superior against other people or against the ruling class, or someone who is not equipped physically with the power to fight against or even resist physically the attack on ones self by the members of the higher status quo or higher social echelon (Nietzsche, 1998, p. 67). For each one of them, ascetic ideal mean something different, but largely something that can make them feel better about themselves by allowing the ability to create a condition inside ones mind. Th e individual has the ability to fight the superior class or render victorious in its socio-political and socio-moral fight versus the ruling/noble class; often, the ascetic ideal falls to the idea that it is relegated to the mental or even spiritual state (Nietzsche, 1998, p. 67) of the individual where it resides and it is at its peak efficacy. What Role does it play in the Slave Revolt in Morality? The ascetic ideal plays an important role in the slave revolt morality because the ascetic ideal is the driving force behind the creation of the slave revolt in morality. Without the ascetic ideal to empower particular groups of people (particularly the leader in the form of the ascetic priests who was considered as responsible for reforming and re-evaluating morality and the definition of good and bad / good and evil in the society), the people, who follow these leaders (ascetic priests), would have not known the ideals, believes and set of behaviors that allowed for and at the same time a result of the slave revolt in morality. The ascetic ideal, as explained earlier in the paper, influences different kinds of individuals and as an ideal is appreciated, exercised and consumed differently by different types of people. Nonetheless, these differences do not make the individuals feel the impact of the ascetic ideals differently through its manifestation and role in the slave revolt in morality. Although it is evident that in the analysis of the slave revolt in morality, often, the target of discussion is zeroed in on the ascetic ideals of the priests. In turn, the important role of the ascetic ideal of priests in the slave revolt in morality above the other types of ascetic ideals and the other individuals are affected and involved in this socio-cultural psychological and emotional revolution impacting the morality, behavior and social senses of the self and the relationship with other people (Craig, 1998, p. 854). It is important to point out that in the battle for the creation of what should be the accepted morality by the people, the tug of war pitted the noble/soldiers versus the priests and the peaceful (Craig, 1998, p. 854). To explain the origin of the good/evil [the specifically moral] mode of valuation, Nietzsche postulates a slave revolt in morality, a revaluation inspired by ressentiment [or]grudge-laden resentment (Craig, 1998, p. 854). This happened because between the two lies what can be considered as irreconcilable differences in the idea of morality and is significant in the creation of what is known as slave revolt in morality (Schacht, 1994, p. 327). Even with the power in the society exercised by the nobles/soldier caste – the ressentiment constitutive of slave moralities [which] were initially provided by the nobles (Schacht, 1994, p. 327). The priests, at the onset of the rise of the socio-political power of religions like Judaism and Christianity, are, nonetheless, not fully rendered incapable and incapacitated by the noble/soldier caste. Brian Leiter (2002) noted about the fact that present then and now what is known as the cunning of the priestly caste even within noble societies (Leiter, 2002, p. 286). This is important because as what critics and analysts points out, the ideals of ascetics, despite the fact that it targets and hits different kinds of persons, its most prominent figure is the ascetic ideal upon the priest (now ascetic priest), to whom the movement of the ascetic ideals (and its role in the slave revolt in morality) is largely and significantly hinged (Conway, 2002, p. 131). Throughout his account of the genesis and ascendancy of the ascetic ideal, he unwittingly presents himself as a Doppelganger of the ascetic priest (Conway, 2002, p. 131). The ascetic ideals role in the slave revolt in morality is that it allowed slave revolt in morality to happen and to be more easily and/or conveniently embraced by a particular group of people (Conway, 2002, p. 131). To be able to truly identify the role of the ascetic ideal in the slave revolt in morality, it is important to point out the creation of ascetic ideal and how the ascetic ideal influenced or have had a role in the slave revolt in morality. There is first the feeling of ressentiment of the slaves which created the idea of morality the entry of asceticism ideals that helped explain the slave morality to the people and helped them understand the mental/spiritual and emotional aspects of the relationship of the noble/slaves in the society during that time and how the ascetic ideals, in the end, helped the different types of people to understand the angles on existentialism that they needed to embrace and understand for the slave revolt to be realized and be made possible in the first place (Leiter, 2002, p. 286). â€Å"The resentment of slaves and the internalized cruelty of civilized humans may have laid the foundation for morality, but it was the ability of asceticism to resolve the existential dilemma that ultimately accounted for the success of the slave revolt and the transformation of bad conscience into guilt (Leiter, 2002, p. 286).† More so, the role of ascetic ideal (and particularly, the ascetic priest), is highlighted in the slave revolt in morality because the role of the ascetic priests was very significant in the salve revolt in morality taking place in the first place. It was because of the ascetic ideals among priests, who believe that the power of the combative soldiers and power all in all (as they see it among the ruling class nobles and soldiers), should be something that should be abhorred, ergo resulting in the slave revolt in morality. In the end, it was the priests, who was powered by the ascetic ideals, that was believed to be the leader behind the movement of the slave revolt in morality, and not the slaves as the name may imply (Craig, 1998, p. 854). His postulated slave revolt was led not by slaves but by priests (Craig, 1998, p. 854). Conclusion Despite what Nietzsche had said about the idea of morality and the feeling of the ascetic priests and how this contributed to the shaping of modern day attitude directed towards the religious institutions and the aristocratic and/or ruling and influential echelon side by side one another, what is clear is that this aspect is something that is still very much debatable. There are still many corners in this topic that hasnt reached a full closure regarding the loose ends that came about after the problems springing up based from what Nietzsche postulated from his works. Our concepts need clarification precisely because they are products of a complicated historical development. Different strands have been tied together into such a tight unity that they seem inseparable and are no longer visible as strands (Craig, 1998, p. 854). Still, it will always be educational to constantly pry open this issue that will never close. More so, with the fact that just like in the past, the position of the ruling class, the position of the religious and the noble groups and the outlook of the society may still change. This change may still affect, how the ascetic ideals and the slave revolt in morality, is viewed in the future. What is clear is that in one way or another the ascetic ideal has gained foothold among many individuals and groups in the society; later on, it has managed to become a significant influence in the slave revolt in morality.

The History of Lighting and Lamps

The History of Lighting and Lamps The first lamp was invented around 70,000 BC. A hollow rock, shell or other natural found object was filled with moss or similar material that was soaked with animal fat and ignited. Humans began imitating the natural shapes with manmade pottery, alabaster, and metal lamps. Wicks were later added to control the rate of burning. Around the 7th century BC, the Greeks began making terracotta lamps to replace handheld torches. The word lamp is derived from the Greek word lampas, meaning torch. Oil Lamps In the 18th century, the central burner was invented, a major improvement in lamp design. The fuel source was now tightly enclosed in metal, and an adjustable metal tube was used to control the intensity of the fuel burning and intensity of the light. Around the same time, small glass chimneys were added to lamps to both protect the flame and control the flow of air to the flame. Ami Argand, a Swiss chemist is credited with first developing the principle of using an oil lamp with a hollow circular wick surrounded by a glass chimney in 1783. Lighting Fuels Early lighting fuels consisted of olive oil, beeswax, fish oil, whale oil, sesame oil, nut oil, and similar substances. These were the most commonly used fuels until the late 18th century. However, the ancient Chinese collected natural gas in skins that were used for illumination. In 1859, drilling for petroleum oil began and the kerosene (a petroleum derivative) lamp grew popular, first introduced in 1853 in Germany. Coal and natural gas lamps were also becoming wide-spread. Coal gas was first used as a lighting fuel as early as 1784. Gas Lights In 1792, the first commercial use of gas lighting began when William Murdoch used coal gas for lighting his house in Redruth, Cornwall. German inventor Freidrich Winzer (Winsor) was the first person to patent coal gas lighting in 1804 and a thermolampe using gas distilled from wood was patented in 1799. David Melville received the first U.S. gas light patent in 1810. Early in the 19th century, most cities in the United States and Europe had streets that were gaslight. Gas lighting for streets gave way to low-pressure sodium and high-pressure mercury lighting in the 1930s and the development of the electric lighting at the turn of the 19th century replaced gas lighting in homes. Electric Arc Lamps Sir Humphrey Davy  of England invented the first electric carbon arc lamp in 1801. A carbon arc lamp works by hooking two carbon rods to a source of  electricity. With the other ends of the rods spaced at the right distance, electrical current will flow through an arc of vaporizing carbon creating an intense white light. All arc lamps use current running through different kinds of gas plasma. A.E. Becquerel of France theorized about the fluorescent lamp in 1857. Low-pressure arc lights use a big tube of low-pressure gas plasma and include fluorescent lights and neon signs. First Electric Incandescent Lamps Sir Joseph Swann  of England and  Thomas Edison  both invented the first electric incandescent lamps during the 1870s. Incandescent light bulbs work in this way: electricity flows through the filament that is inside the bulb; the filament has resistance to the electricity; the resistance makes the filament heat to a high temperature; the heated filament then radiates light. All incandescent lamps work by using a physical filament. Thomas A. Edisons  lamp became the first commercially successful incandescent lamp (circa 1879). Edison received U.S. Patent 223,898 for his incandescent lamp in 1880. Incandescent lamps are still in regular use in our homes, today. Lightbulbs Contrary to popular belief, Thomas Alva Edison did not invent the first lightbulb, but rather he improved upon a 50-year-old idea. For example, two inventors that patented the incandescent light bulb before Thomas Edison did were Henry Woodward and Matthew Evan. According to the National Research Council of Canada: Henry Woodward of Toronto, who along with Matthew Evans patented a light bulb in 1875. Unfortunately, the two entrepreneurs could not raise the financing to commercialize their invention. The enterprising American Thomas Edison, who had been working on the same idea, bought the rights to their patent. Capital was not a problem for Edison: he had the backing of a syndicate of industrial interests with $50,000 to invest - a sizable sum at the time. Using lower current, a small carbonized filament, and an improved vacuum inside the globe, Edison successfully demonstrated the light bulb in 1879 and, as they say, the rest is history. Suffice it to say,  light bulbs  developed over a period of time. First Street Lamps Charles F. Brush  of the United States invented the carbon arc street lamp in 1879. Gas Discharge or Vapor Lamps American, Peter Cooper Hewitt patented the mercury vapor lamp in 1901. This was an arc lamp that used mercury vapor enclosed in a glass bulb. Mercury vapor lamps were the forerunners to  fluorescent lamps. High-pressure arc lights use a small bulb of high-pressure gas and include mercury vapor lamps, high-pressure sodium arc lamps, and metal halide arc lamps. Neon Signs Georges Claude of France invented the  neon lamp  in 1911. Tungsten Filaments Replace Carbon Filaments American,  Irving Langmuir  invented an electric gas-filled tungsten lamp in 1915. This was an incandescent lamp that used tungsten rather than carbon or other metals as a filament inside the lightbulb and became the standard. Earlier lamps with carbon filaments were both inefficient and fragile and were soon replaced by tungsten filament lamps after their invention. Fluorescent Lamps Friedrich Meyer, Hans Spanner, and Edmund Germer patented a  fluorescent lamp  in 1927. One difference between mercury vapor and fluorescent lamps is that fluorescent bulbs are coated on the inside to increase efficiency. At first, beryllium was used as a coating however, beryllium was too toxic and was replaced with safer florescent chemicals. Halogen Lights U.S. Patent 2,883,571 was granted to Elmer Fridrich and Emmett Wiley for a tungsten halogen lamp - an improved type of incandescent lamp - in 1959. A better halogen light lamp was invented in 1960 by General Electric engineer Fredrick Moby. Moby was granted U.S. Patent 3,243,634 for his tungsten halogen A-lamp that could fit into a standard light bulb socket. During the early 1970s, General Electric research engineers invented improved ways to manufacture tungsten halogen lamps. In 1962, General Electric patented an arc lamp called a Multi Vapor Metal Halide lamp.

Suffixes of Quality

Suffixes of Quality Suffixes of Quality Suffixes of Quality By Mark Nichol This post lists suffixess of nouns featuring a particular suffix are provided after the suffix. Suffixes attached to words to refer to a quality of being or a state or condition include the following: -acity: perspicacity, capacity -an: partisan, urban -ance: attendance, balance -ate: apostate, reprobate -cracy: democracy, theocracy -cy: residency, privacy -dom: kingdom, wisdom -ence: sentience, abscence -ern: western, cavern -ery: bravery, effrontery -escence: effervescence, adolescence -ese: legalese, Chinese -esque: burlesque, grotesque -ete: aesthete, athlete -ette: kitchenette, cigarette -ful: handful, earful -gamy: monogamy, polygamy -gon: pentagon, polygon -hood: brotherhood, neighborhood -ia: absentia, dementia -ial: editorial, colonial -ian: pediatrician, patrician -ine: canine, feline -ity: gravity, hilarity -ization: organization, fertilization -less: fearless, homeless -let: inlet, booklet -ling: underling, stripling -ness: kindness, darkness -ocity: velocity, ferocity -oid: spheroid, humanoid -phile: audiophile, bibliophile -ship: fellowship, governership -sion: discussion, dimension -th: length, strength -tion: station, attrition -tude: attitude, fortitude -ty: frailty, liberty -ure: failure, closure Words pertaining to medical or psychological conditions, or analogous states, often have one of the following suffixes: -algia: neuralgia, nostalgia -emia: anemia, hypogyclemia -iasis: psoriasis, elephantiasis -itis: appendicitis, tonsillitis -oma: carcinoma, hematoma -opia: myopia, hyperopia -osis: neurosis, psychosis -path: homeopath, sociopath -plegia: paraplegia, quadriplegia -pnea: apnea, orthopnea -trophy: atrophy, dystrophy Words denote a place where something specific occurs, or an entity with a certain responsibility, are augmented by the following suffixes: -ary: aviary, military -ium: auditorium, stadium -ory: laboratory, observatory Many words for types of ingredients or materials end with the following suffixes: -ing: clothing, writing -ings: seasonings, leavings An action or a process or procedure, or a belief, is expressed in words with these suffixes: -ade: blockade, promenade -age: storage, patronage -ism: racism, sexism -ment: measurement, movement -oscopy: arthroscopy, colonoscopy -ure: pedicure, closure Many words describing a person with a particular skill or vocation or who engages in a specific activity, or a person who or a thing that has a certain quality or purpose, end with this suffix: -ac: maniac, hemophiliac -ant: servant, applicant -ar: burglar, liar -ard: laggard, wizard -arian: disciplinarian -art: braggart, boggart -ative: preservative, derivative -crat: bureaucrat, aristocrat -eer: engineer, volunteer -ent: president, absorbent -er:hanger, teacher -ess: waitress, heiress -ian: guardian, Italian -ic: workaholic, alcoholic -ist: therapist, dentist -ite: parasite, dynamite -or: doctor, translator Note that -ess, which generally signifies a female practitioner (other examples are adventuress and poetess), is widely considered dated because it denotes an unnecessary distinction between genders. A female author, for example, is simply described as an author, not an authoress, and if her gender is pertinent, it may be referred to otherwise in written content. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Comma After i.e. and e.g.8 Types of Parenthetical PhrasesInspiring vs. Inspirational

Political ideologies Research Paper Example | Topics and Well Written Essays - 750 words

Political ideologies - Research Paper Example This essay explores the political ideologies. The word Conservatism has been used both in an ordinary way and also in technical usage. Ordinary idea is focused on conserving something or keeping something intact. While the technical use is a bit complicated. The followers of Conservatism belief that its human nature to be conservative at times, we all want to stick to our own old culture and traditions and don’t prefer a change usually. Conservative ideas, as proposed by its allies are prevalent everywhere in our life and not just politics. Liberalism is the most complicated and obscure of all ideologies. Liberalism is associated with many kinds of moral values. These values include liberty, progress, individualism, and tolerance which have been linked with liberalism since the pre-historic era. Liberalism has been linked to philosophical thoughts because of its generosity of spirit, openness, and tolerance. Political users of liberalism view it as a source of freedom of media and worldly constitution. This term was first used in Spain and then it was spread all across Europe. Socialism is derived from a Latin ‘sociare’ whose literal meaning is to share or combine. It further succeeded to fellowship or companionship. It is a consensual contract between freemen. Socialism believes in a society in which there are liberated contracting individuals and rule of law state. The idea of socialism is based upon populus (sovereignty of people). It beliefs that people have the right to decide the best for themselves and collectively they can form a well established social society. (Vincent, A. (2009) Marxism Marxism and Communism are both a mixture of theory and practice. Marxism is the theoretical approach, and Communism deals with practicing Marxism. Karl Marx was the founder of Marxism. The believers of Marxism have always linked it with sacred thoughts and sacred beliefs and with Bible. Marx formulates a sphere of life in which human beings should be aware of their activities. They should have a control over their life activities, what they do and how they do it. Human beings are so preoccupied with pity activities of their life such as endless rules and regulations and oppressive and deceitful economy that they forget the divinely attributes of life. Marxism refurbishes those concepts. (Eatwell, R., & Wright, A. (1993). Fascism The term Fascism is derived from the Latin word ‘fasces’ which means bundles of rods which are bonded together to show the unity and parity of a nation. This political concept deals with unity and how strength is derived from being united. It is taken from the Roman Empire as it used to be the custom of Roman consuls to take decisions based on harmony. Fascism has suffered bad reputation in Europe during the past decades and is not as popular as other political ideologies. (Vincent, A. (2009) Totalitarianism Totalitarian concept urges that societies and nations can be controlled via the u se of terror. They can be terrorized to follow the rules and regulations of the state. The Nazi Germany, Fascist Italy, Soviet Union and also the Taliban Afghanistan in recent times have used this concept to rule their countries. It is based upon dictatorship, tyranny, using political power arbitrarily, allowing the minimal

Truth and Context Essay Example | Topics and Well Written Essays - 1250 words

Truth and Context - Essay Example When context is all there is no validity for truth. The credibility of the concept of truth is in the acceptance of something that the popular belief teaches as existing. If everything in the world is subject to context, it would mean that there is no thing that may be termed "truth". The concept is philosophically weak, in spite of the long efforts to define and comprehend what "truth" really means. As Bacon in his 'Of Truth' tells, 'What is truth Said jesting Pilate, and would not stay for an answer." (Essays of Francis Bacon). The understanding of truth in relation to context is, therefore, essential especially in the modern world, where "lack of trust mirrors the absence of truth in public life." (Lee 1997). It is of great significance to comprehend what context and truth mean and their relation to one another. There are many definitions for the term "context" and according to the Dictionary of Terms, context "includes the political, social, historical, psychological, institutional, and aesthetic factors that shape the way we understand the performance event." (Dictionary of Terms. 2006). Another definition reads "The circumstances relevant to something under consideration." (CERN Engineering Data Management Service. 2001). There are many such varying definitions all of which means truth in a given circumstances. Context does not give truth in the wider sense of the word. Is it true that context determines and narrows down the scope of truth The various construal of the term truth, an opened ended word, gives the notion that if "context is all" truth is almost impossible. Chris Richards finds that the definition of truth is various and he is interested in the definitions "conformity with fact or reality" and "an obvious or accepted fact". As he points out, the former definition, as in the Correspondence theory, "ties truth with relationship between thoughts and words in one part, and things and objects in the other." (Richards 2007). He also makes clear, as the Constructive Theory teaches that truth is created by social progress. The latter definition seems to be more correct as it gives the notion that truth is understood in the context. We understand the concept truth when there is a mass recognition of the fact. Sociological interpretation of the concept also confirms the Consensus Theory that truth is a matter of conformity. Truth when deemed false is not regarded as true. In the modern life also truth, many a time, goes unrecognised when people around us do not understand the fact in context. Truth, most of the times, is made by the public acceptance, leaving the concept to the discretion of people. Truth is context-bound and relative in nature. Let us not forget that "a bare assertion is not necessarily the naked truth." (Prentice 2007). Therefore, a contextualized view of truth is not completely acceptable. Having said that, one cannot ignore the possibility of this narrow understanding of truth, especially in a modern materialistic world. People understand truth in many possible ways. The popular understanding of truth is relative and only relative truth exists in this modern world. Here, we find not truth but truths. The

Reading Fluency Essay Example for Free

Reading Fluency Essay Reading fluency is defined as the ability to read smoothly and accurately, while using proper phrasing and expression (Bengeny,etal. ,(2010). It is important that students add emphasis and make inferences while reading to process the meaning to the information being read. When practicing reading fluency it is important that students develop automacity. A professional ballet dancer no longer consciously has to think about her form or steps to a routine, a fluent reader should no longer remember to be aware of phonics or spelling rules while reading fluency. These skills will be embedded in the process of reading that it will just come natural to the student. In order for a student to read fluency without consciously thinking of the skill they must be taught systematically and explicitly, at the proper time and sequence. Word recognition, phonological awareness, decoding, and sight recognition are areas struggled readers need most help in (Bengeny,etal. ,(2010). Without this knowledge the reader’s fluency slows down and it will affects their comprehension to the information being read. These are skills that need to be taught to become automatic. Researchers indicate that phonemic awareness and letter knowledge are very important in learning to decode (Bengeny,etal. ,(2010). A student’s inability to identify the sounds in a word as well as blend them to form the words pronunciation may lead to multiple attempts to pronounce unknown words, decreasing the students speed and comprehension. Many students, from elementary school to high school struggle with reading fluency and comprehension. For years researches have studied and investigated elements of effective reading and why there are such a high number of struggled readers. Statistics have shown that 65 percent of eight graders in secondary school students with learning disabilities read below the 20th percentile and the numbers are even greater in urban school districts (National Center for Educational Statistics, 2007). Theorists argue that characteristics of proficient readers are to read reasonable and at an efficient rate (Spencer, S. A. , Manis, F. R. (2010). It is common for students who are struggled readers to have trouble achieving fluency in word and passage reading. Fluency is identified as a critical component to successful reading. Two reading theorist Laberge and Samuels made a direct link between reading fluency and comprehension as cited by (Spencer, Manis. 2010). Student must develop automatist in order to properly comprehend the text they are reading. If the student has not mastered fluency in reading, they will have difficulties learning new reading skills. LaBerge and Samuels (2010) state that as a reader’s fluency increases the cognitive resources are opened and the reader’s comprehension will increase. Many researchers suggest that early readers should develop fluency at an age appropriate level. Students between first and third grade should read connected text identified as the approximate time when most readers should develop this skill. In 2002 National Assessment of Educational Progress founded a strong correlation between fluency and comprehension, and oral reading fluency and students overall reading abilities. There are effective ways that help improve a student’s reading fluency when implementing specific methods of instruction (OShea, L.J. ,Sindelar,P. T. OShea,D. J (1985). There are several fluency- based strategies that a reported to improve the range of students reading abilities, when specific instructional component are combined. Therrien believed that the Repeated Reading strategy (RR) was the most effective strategy to help students who struggled in fluency and reading compression (as cited by Bengeny,etal. , 2010). The RR strategy required the student to reread a short passage for a set number of times or until a certain criterion was met. This strategy was effective with both students who were struggle readers and students without learning disabilities. Therrien believed that a certain protocols must be followed in order for this strategy to be affective (Bengeny,etal. , 2010).. RR is most affective when a first reads a passage aloud to an adult, is provided with a cue during instruction (for example to read with comprehension, fluency, or speed), repeat reading passage at least three or four times, receive corrective feedback as part of instruction, and read until a performance criterion is met (Spencer,S. A. , Manis,F. R. 2010). Morgan and Sideridis (2006) conducted a meta-analysis with students who were identified as at-risk students with learning disabilities. They found that affective fluency strategies integrate goal setting, feedback, reinforcement and instructional components, like RR and listening to more skilled readers read (as cited by Bengeny,etal. , 2010). When using strategies in reading fluency its important follow right components that are associated with benifical outcomes for students. The first component being model reading, allowing students listen to a more skilled reader, either a classmate or an adult. Having a systematic error- correction procedure is important because the student is aware of the errors being made and will learn the proper way to correct it and will be prepared to self-correct errors before made again. Goal setting gives the students a criterion and applies a practicing text until the predetermined performance is met. Performance feedback combined with graphical display of student’s progress; keep the student informed with their performance. Graphs can be shown as visual improvements or regression. Use of a systematic praise and structured reward system are used for students reading behaviors and accomplishments (Spencer, S. A. , Manis, and F. R. 2010). Use verbal cues for students to read with fluency, by promoting greater speed and accuracy. Verbal cues for students to read for comprehension are repeated reading of ability appropriate text out loud to an adult at least three times (OShea, L. J. , Sindelar,P. T. OShea,D. J. 1985). By combining fluency based instructional components; a fluency based instructional package has been created with ready to use materials for teachers to use ad a form of intervention. The foundation of these programs were developed to serve as a addition to a students core reading program; providing systematic guidelines for easy implementation; and allow for greater publication across schools, districts, and states (Spencer,S. A. , Manis,F. R. 2010). Great Leaps is a reading program that is used to help struggled readers. Great Leaps includes two primary sets of materials. Its has a K-2 program used as and addition to a students core reading program and a third through fifth grade program that is used to remediate low-performing students’ reading skills. Great Leaps Reading program is used throughout the United States, Canada and over 40 countries. Over 1,400 schools in New York City Department of Education have adopted Great Leaps reading program in elementary schools (Bengeny,etal. ,2010). Great Leaps is currently one of the most popular and most used reading programs that educator’s uses in addition to students core reading curriculum in pursuit to improve a students reading fluency and comprehension. Great Leaps primary emphasis is on fluency, with the assumption that comprehension will improve if the student becomes a more fluent reader. This program is easy to implement, teachers will administer the lesson in a one-to-one setting for approximately 10 minutes per session daily. The procedure includes three of the evidence- based components such as; modeled reading, goal setting, and performance feedback with graphical displays of student’s progress (Bengeny,etal. ,(2010). During the session student will be reading three timed readings. Each reading will be under the following three headings; phonics, sight phrases, and stories. Each reading is timed for about one minute. The goal for the student is to read each page with no more than two errors a page. Instructors are encouraged to use some form of error correction and to reward students for accomplishments, with praise and small tangible rewards. Error correction must be immediate and followed by modeling of the correct response. When the student successful masters the page, he/she will then progress â€Å"leap† on to the next page, which contains slightly more difficult material (Mercer Campbell. , 1998,p137). Great Leaps reading intervention allows students to frequently practice reading material that are to par with their reading capabilities; practice does not occur during the same session. Furthermore, fluency and comprehension are learning disabilities that are increasing overtime. There are numerous intervention programs available to assist students with their disability. Every district and school has their own techniques and programs they use to help struggle readers with fluency. When choosing the right intervention program for students, research must be done on the program being used. Educators need to be aware of the eight components that are associated with beneficial out comes in students who struggle in reading fluency. The program Great Leaps after being evaluated has been fundamental, due to the minimal research done on this intervention. One study stated that Great Leaps (K-2) program did not aim to evaluate the portion independent from another reading program that was being implemented concurrently (Trout, etal. , 2003). Through researcher Great Leaps is proven to be an effective strategy to improve reading fluency. Researchers have found that this program can be improved by integrating more of the instructional components, such as repeated reading and systematic errors correction. If these improvements are made to the program, the effectiveness of Great Leaps will increase in students (Bengeny, etal. , 2010).

Kimberley Jayne Fletcher :: English Literature

Kimberley Jayne Fletcher The links and connections between ‘Flight’-by Doris Lessing, ‘Your Shoes’-by Michele Roberts, ‘Chemistry’-by Graham Swift, ‘Superman and Paula Browns new snowsuit’-by Sylvia Plath, and ‘growing up’-by Joyce Carey. The main theme in all the pieces of prose is ‘family’. In ‘Flight’ the granddad and granddaughter growing up and having to let go because the granddaughter is getting married, and it’s hard for family to let people you love go. In ‘Your Shoes’ the mum is upset about her child running away and is telling the audience/reader how she is feeling and how certain she will come back because she hasn’t got her new shoes she bought her. In ‘Chemistry’ the relationships betweens the granddad, mum, son and new boyfriend and how their lives change when their close family die. In ‘Superman and Paula Browns new snowsuit’ the boys family and friends not believing him that he didn’t push Paula brown in oil slick and ruining her new snowsuit. In ‘Growing up’ the dad is too tied up with his work during the week and one weekend he decides to spend time with his two daughters and he realises how much they have grown up. Both ‘Chemistry’ and ‘Flight’ the children feel betrayed by their granddad. The boy in ‘Chemistry’ feels betrayed by his whole family but his granddad the most because he has just committed suicide to get away from his daughter who has changed because of her new boyfriend and the boy think that his granddad is the only one who understands him and now that he's gone he has no one like his granddad. The girl in ‘Flight’ is feeling betrayed by her granddad because she knows how much he loves his birds and he also loved her as much as his birds. So when he let go of his birds it was symbolical of him letting go of her, so she can have freedom in her life and not have him interfering in her life. But the irony is that she wants him in her life. All of the stories portray betrayed but by different people, ‘Flight’ and ‘Chemistry’ the boy and girl betrayed by their granddad. ‘Your Shoes’ the mother is betrayed by her daughter. In ‘Your Shoes’ the mother is talking about what her daughter is like and how she feels betrayed by her because her daughter had always liked her grandmother more than her and she had always hated her mother because of the way she treated her when she was young. ‘Superman and Paula Browns new snowsuit’ the child is betrayed by their family and friends. In ‘Superman and Paula Browns new snowsuit’ the writer doesn’t tell us

Age of the Common Man

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The Twilight Saga 2: New Moon Chapter 15 PRESSURE

IT WAS SPRING BREAK IN FORKS AGAIN. WHEN I WOKE UP on Monday morning, I lay in bed for a few seconds absorbing that. Last spring break, I'd been hunted by a vampire, too. I hoped this wasn't some kind of tradition forming. Already I was falling into the pattern of things in La Push. I'd spent Sunday mostly on the beach, while Charlie hung out with Billy at the Blacks' house. I was supposed to be with Jacob, but Jacob had other things to do, so I wandered alone, keeping the secret from Charlie. When Jacob dropped in to check on me, he apologized for ditching me so much. He told me his schedule wasn't always this crazy, but until Victoria was stopped, the wolves were on red alert. When we walked along the beach now, he always held my hand. This made me brood over what Jared had said, about Jacob involving his â€Å"girlfriend.† I supposed that that was exactly what it looked like from the outside. As long as Jake and I knew how it really was, I shouldn't let those kinds of assumptions bother me. And maybe they wouldn't, if I hadn't known that Jacob would have loved for things to be what they appeared. But his hand felt nice as it warmed mine, and I didn't protest. I worked Tuesday afternoonJacob followed me on his bike to make sure I arrived safelyand Mike noticed. â€Å"Are you dating that kid from La Push? The sophomore?† He asked, poorly disguising the resentment in his tone. I shrugged. â€Å"Not in the technical sense of the word. I do spent most of my time with Jacob, though. He's my best friend.† Mike's eyes narrowed shrewdly. â€Å"Don't kid yourself, Bella. The guy's head over heels for you.† â€Å"I know,† I sighed. â€Å"Life is complicated.† â€Å"And girls are cruel,† Mike said under his breath. I supposed that was an easy assumption to make, too. That night, Sam and Emily joined Charlie and me for dessert at Billy's house. Emily brought a cake that would have won over a harder man than Charlie. I could see, as the conversation flowed naturally through a range of casual subjects, that any worries Charlie might have harbored about gangs in La Push were being dissolved. Jake and I skipped out early, to get some privacy. We went out to his garage and sat in the Rabbit. Jacob leaned his head back, his face drawn with exhaustion. â€Å"You need some sleep, Jake.† â€Å"I'll get around to it.† He reached over and took my hand. His skin was blazing on mine. â€Å"Is that one of those wolf things?† I asked him. â€Å"The heat, I mean.† â€Å"Yeah. We run a little warmer than the normal people. About one-oh-eight, one-oh-nine. I never get cold anymore. I could stand like this†he gestured to his bare torso†in a snowstorm and it wouldn't bother me. The flakes would turn to rain where I stood.† â€Å"And you all heal fastthat's a wolf thing, too?† â€Å"Yeah, wanna see? It's pretty cool.† His eyes flipped open and he grinned. He reached around me to the glove compartment and dug around for a minute. His hand came out with a pocketknife. â€Å"No, I do not want to see!† I shouted as soon as I realized what he was thinking. â€Å"Put that away!† Jacob chuckled, but shoved the knife back where it belonged. â€Å"Fine. It's a good thing we heal, though. You can't go see just any doctor when you're running a temperature that should mean you're dead.† â€Å"No, I guess not.† I thought about that for a minute. â€Å" And being so bigthat's part of it? Is that why you're all worried about Quil?† â€Å"That and the fact that Quil's grandfather says the kid could fry an egg on his forehead.† Jacob's face turned hopeless. â€Å"It won't be long now. There's no exact age it just builds and builds and then suddenly† He broke off, and it was a moment before he could speak again. â€Å"Sometimes, if you get really upset or something, that can trigger it early. But I wasn't upset about anythingI was happy.† He laughed bitterly. â€Å"Because of you, mostly. That's why it didn't happen to me sooner. Instead it just kept on building up inside meI was like a time bomb. You know what set me off? I got back from that movie and Billy said I looked weird. That was all, but I just snapped. And then II exploded. I almost ripped his face offmy own father!† He shuddered, and his face paled. â€Å"Is it really bad, Jake?† I asked anxiously, wishing I had some way to help him. â€Å"Are you miserable?† â€Å"No, I'm not miserable,† he told me. â€Å"Not anymore. Not now that you know. That was hard, before.† He leaned over so that his cheek was resting on top of my head. He was quiet for a moment, and I wondered what he was thinking about. Maybe I didn't want to know. â€Å"What's the hardest part?† I whispered, still wishing I could help. â€Å"The hardest part is feeling out of control,† he said slowly. â€Å"Feeling like I can't be sure of myselflike maybe you shouldn't be around me, like maybe nobody should. Like I'm a monster who might hurt somebody. You've seen Emily. Sam lost control of his temper for just one second and she was standing too close. And now there's nothing he can ever do to put it right again. I hear his thoughtsI know what that feels like â€Å"Who wants to be a nightmare, a monster? â€Å"And then, the way it comes so easily to me, the way I'm better at it than the rest of themdoes that make me even less human than Enbry or Sam? Sometimes I'm afraid that I'm losing myself.† â€Å"Is it hard? To find yourself again?† â€Å"At first,† he said. â€Å"It takes some practice to phase back and forth. But it's easier tor me.† â€Å"Why?† I wondered. â€Å"Because Ephraim Black was my father's grandfather, and Quil Ateara was my mother's grandfather.† â€Å"Quil?† I asked in confusion. â€Å"His great-grandfather,† Jacob clarified. â€Å"The Quil you know is my second cousin.† â€Å"But why does it matter who your great-grandfathers are?† â€Å"Because Ephraim and Quil were in the last pack. Levi Uley was the third. It's in my blood on both sides. I never had a chance. Like Quil doesn't have a chance.† His expression was bleak. â€Å"What's the very best part?† I asked, hoping to cheer him up. â€Å"The best part,† he said, suddenly smiling again, â€Å"is the speed.† â€Å"Better than the motorcycles?† He nodded, enthusiastic. â€Å"There's no comparison.† â€Å"How fast can you ?† â€Å"Run?† he finished my question. â€Å"Fast enough. What can I measure it by? We caught what was his name? Laurent? I imagine that means more to you than it would to someone else.† It did mean something to me. I couldn't imagine thatthe wolves running faster than a vampire. When the Cullens ran, they all but turned invisible with speed. â€Å"So, tell me something I don't know,† he said. â€Å"Something about vampires. How did you stand it, being around them? Didn't it creep you out?† â€Å"No,† I said curtly. My tone made him thoughtful for a moment. â€Å"Say, why'd your bloodsucker kill that James, anyway?† he asked suddenly. â€Å"James was trying to kill meit was like a game for him. He lost. Do you remember last spring when I was in the hospital down in Phoenix?† Jacob sucked in a breath. â€Å"He got that close?† â€Å"He got very, very close.† I stroked my scar. Jacob noticed, because he held the hand I moved. â€Å"What's that?† He traded hands, examining my right. â€Å"This is your funny scar, the cold one.† He looked at it closer, with new eyes, and gasped. â€Å"Yes, it's what you think it is,† I said. â€Å"James bit me.† His eyes bulged, and his face turned a strange, sallow color under the russet surface. He looked like he was about to be sick. â€Å"But if he bit you ? Shouldn't you be ?† He choked. â€Å"Edward saved me twice,† I whispered. â€Å"He sucked the venom outyou know, like with a rattlesnake.† I twitched as the pain lashed around the edges of the hole. But I wasn't the only one twitching. I could feel Jacob's whole body trembling next to mine. Even the car shook. â€Å"Careful, Jake. Easy. Ca in down.† â€Å"Yeah,† he panted. â€Å"Calm.† He shook his head back and forth quickly. After a moment, only his hands were shaking. â€Å"You okay?† â€Å"Yeah, almost. Tell me something else. Give me something else to think about.† â€Å"What do you want to know?† â€Å"I don't know.† He had his eyes closed, concentrating. â€Å"The extra stuff I guess. Did any of the other Cullens have extra talents? Like the mind reading?† I hesitated a second. This felt like a question he would ask of his spy, not his friend. But what was the point of hiding what I knew? It didn't matter now, and it would help him control himself. So I spoke quickly, the image of Emily's ruined face in my mind, and the hair rising on my arms. I couldn't imagine how the russet wolf would fit inside the RabbitJacob would tear the whole garage apart if he changed now. â€Å"Jasper could sort of control the emotions of the people around him. Not in a bad way, just to calm someone down, that kind of thing. It would probably help Paul a lot,† I added, teasing weakly. â€Å"And then Alice could see things that were going to happen. The future, you know, but not absolutely. The things she saw would change when someone changed the path they were on† Like how she'd seen me dying and she'd seen me becoming one of them. Two things that had not happened. And one that never would. My head started to spinI couldn't seem to pull in enough oxygen from the air. No lungs. Jacob was entirely in control now, very still beside me. â€Å"Why do you do that?† he asked. He tugged lightly at one of my arms, which was bound around my chest, and then gave up when it wouldn't come loose easily. I hadn't even realized I'd moved them. â€Å"You do that when you're upset. Why?† â€Å"It hurts to think about them,† I whispered. â€Å"It's like I can't breathe like I'm breaking into pieces†It was bizarre how much I could tell Jacob now. We had no more secrets. He smoothed my hair. â€Å"It's okay, Bella, it's okay. I won't bring it up again. I'm sorry.† â€Å"I'm fine.† I gasped. â€Å"Happens all the time. Not your fault.† â€Å"We're a pretty messed-up pair, aren't we?† Jacob said. â€Å"Neither one of us can hold our shape together right.† â€Å"Pathetic,† I agreed, still breathless. â€Å"At least we have each other,† he said, clearly comforted by the thought. I was comforted, too. â€Å"At least there's that,† I agreed. And when we were together, it was fine. But Jacob had a horrible, dangerous job he felt compelled to do, and so I was often alone, stuck in La Push for safety, with nothing to do to keep my mind off any of my worries. I felt awkward, always taking up space at Billy's. I did some studying for another Calculus test that was coming up next week, but I could only look at math for so long. When I didn't have something obvious to do in my hands, I felt like I ought to be making conversation with Billythe pressure of normal societal rules. But Billy wasn't one for filling up the long silences, and so the awkwardness continued. I tried hanging out at Emily's place Wednesday afternoon, for a change. At first it was kind of nice. Emily was a cheerful person who never sat still. I drifted behind her while she flitted around her little house and yard, scrubbing at the spotless floor, pulling a tiny weed, fixing a broken hinge, tugging a string of wool through an ancient loom, and always cooking, too. She complained lightly about the increase in the boys' appetites from all their extra running, but it was easy to see she didn't mind taking care of them. It wasn't hard to be with herafter all, we were both wolf girls now. But Sam checked in after I'd been there for a few hours. I only stayed long enough to ascertain that Jacob was fine and there was no news, and then I had to escape. The aura of love and contentment that surrounded them was harder to take in concentrated doses, with no one else around to dilute it. So that left me wandering the beach, pacing the length of the rocky crescent back and forth, again and again. Alone time wasn't good for me. Thanks to the new honesty with Jacob, I'd been talking and thinking about the Cullens way too much. No matter how I tried to distract myselfand I had plenty to think of: I was honestly and desperately worried about Jacob and his wolf-brothers, I was terrified for Charlie and the others who thought they were hunting animals, I was getting in deeper and deeper with Jacob without ever having consciously decided to progress in that direction and I didn't know what to do about itnone of these very real, very deserving of thought, very pressing concerns could take my mind off the pain in my chest for long. Eventually, I couldn't even walk anymore, because I couldn't breathe. I sat down on a patch of semidry rocks and curled up in a ball. Jacob found me like that, and I could tell from his expression that he understood. â€Å"Sorry,† he said right away. He pulled me up from the ground and wrapped both arms around my shoulders. I hadn't realized that I was cold until then. His warmth made me shudder, but at least I could breathe with him there. â€Å"I'm ruining your spring break,† Jacob accused himself as we walked back up the beach. â€Å"No, you're not. I didn't have any plans. I don't think I like spring breaks, anyway.† â€Å"I'll take tomorrow morning off. The others can run without me. We'll do something fun.† The word seemed out of place in my life right now, barely comprehensible, bizarre. â€Å"Fun?† â€Å"Fun is exactly what you need. Hmm† he gazed out across the heaving gray waves, deliberating. As his eyes scanned the horizon, he had a flash of inspiration. â€Å"Got it!† he crowed. â€Å"Another promise to keep.† â€Å"What are you talking about?† He let go of my hand and pointed toward the southern edge of the beach, where the flat, rocky half-moon dead-ended against the sheer sea cliffs. I stared, uncomprehending. â€Å"Didn't I promise to take you cliff diving?† I shivered. â€Å"Yeah, it'll be pretty coldnot as cold as it is today. Can you feel the weather changing? The pressure? It will be warmer tomorrow. You up for it?† The dark water did not look inviting, and, from this angle, the cliffs looked even higher than before. But it had been days since I'd heard Edward's voice. That was probably part of the problem. I was addicted to the sound of my delusions. It made things worse if I went too long without them. Jumping off a cliff was certain to remedy that situation. â€Å"Sure, I'm up for it. Fun.† â€Å"It's a date,† he said, and draped his arm around my shoulders. â€Å"Okaynow let's go get you some sleep.† I didn't like the way the circles under his eyes were beginning to look permanently etched onto his skin. I woke early the next morning and snuck a change of clothes out to the truck. I had a feeling that Charlie would approve of today's plan just about as much as he would approve of the motorcycle. The idea of a distraction from all my worries had me almost excited. Maybe it would be fun. A date with Jacob, a date with Edward I laughed darkly to myself. Jake could say what he wanted about us being a messed-up pairI was the one who was truly messed up. I made the werewolf seem downright normal. I expected Jacob to meet me out front, the way he usually did when my noisy truck announced my arrival. When he didn't, I guessed that he might still be sleeping. I would waitlet him get as much rest as he could. He needed his sleep, and that would give the day time to warm a bit more. Jake had been right about the weather, though; it had changed in the night. A thick layer of clouds pressed heavily on the atmosphere now, making it almost sultry; it was warm and close under the gray blanket. I left my sweater in the truck. I knocked quietly on the door. â€Å"C'mon in, Bella,† Billy said. He was at the kitchen table, eating cold cereal. â€Å"Jake sleeping?† â€Å"Er, no.† He set his spoon down, and his eyebrows pulled together. â€Å"What happened?† I demanded. I could tell from his expression that something had. â€Å"Embry, Jared, and Paul crossed a fresh trail early this morning. Sam and Jake took off to help. Sam was hopefulshe's hedged herself in beside the mountains. He thinks they have a good chance to finish this.† â€Å"Oh, no, Billy,† I whispered. â€Å"Oh, no.† He chuckled, deep and low. â€Å"Do you really like La Push so well that you want to extend your sentence here?† â€Å"Don't make jokes, Billy. This is too scary for that.† â€Å"You're right,† he agreed, still complacent. His ancient eyes were impossible to read. â€Å"This one's tricky.† I bit my lip. â€Å"It's not as dangerous for them as you think it is. Sam knows what he's doing. You're the one that you should worry about. The vampire doesn't want to fight them. She's just trying to find a way around them to you.† â€Å"How does Sam know what he's doing?† I demanded, brushing aside his concern for me. â€Å"They've only killed just the one vampirethat could have been luck.† â€Å"We take what we do very seriously, Bella. Nothing's been forgotten. Everything they need to know has been passed down from father to son for generations.† That didn't comfort me the way he probably intended it to. The memory of Victoria, wild, catlike, lethal, was too strong in my head. If she couldn't get around the wolves, she would eventually try to go through them. Billy went back to his breakfast; I sat down on the sofa and flipped aimlessly though the TV channels. That didn't last long. I started to feel closed in by the small room, claustrophobic, upset by the fact that I couldn't see out the curtained windows. â€Å"I'll be at the beach,† I told Billy abruptly, and hurried out the door. Being outside didn't help as much as I'd hoped. The clouds pushed down with an invisible weight that kept the claustrophobia from easing. The forest seemed strangely vacant as I walked toward the beach. I didn't see any animalsno birds, no squirrels. I couldn't hear any birds, either. The silence was eerie; there wasn't even the sound of wind in the trees. I knew it was all just a product of the weather, but it still made me edgy. The heavy, warm pressure of the atmosphere was perceptible even to my weak human senses, and it hinted at something major in the storm department. A glance at the sky backed this up; the clouds were churning sluggishly despite the lack of breeze on the ground. The closest clouds were a smoky gray, but between the cracks I could see another layer that was a gruesome purple color. The skies had a ferocious plan in store for today. The animals must be bunkering down. As soon as I reached the beach, I wished I hadn't comeI'd already had enough of this place. I'd been here almost every day, wandering alone. Was it so much different from my nightmares? But where else to go? I trudged down to the driftwood tree, and sat at the end so that I could lean against the tangled roots. I stared up at the angry sky broodingly, waiting for the first drops to break the stillness. I tried not to think about the danger Jacob and his friends were in. Because nothing could happen to Jacob. The thought was unendurable. I'd lost too much alreadywould fate take the last few shreds of peace left behind? That seemed unfair, out of balance. But maybe I'd violated some unknown rule, crossed some line that had condemned me. Maybe it was wrong to be so involved with myths and legends, to turn my back on the human world. Maybe No. Nothing would happen to Jacob. I had to believe that or I wouldn't be able to function. â€Å"Argh!† I groaned, and jumped off the log. I couldn't sit still; it was worse than pacing. I'd really been counting on hearing Edward this morning. It seemed like that was the one thing that might make it bearable to live through this day. The hole had been festering lately, like it was getting revenge for the times that Jacob's presence had tamed it. The edges burned. The waves picked up as I paced, beginning to crash against the rocks, but there was still no wind. I felt pinned down by the pressure of the storm. Everything swirled around me, but it was perfectly still where I stood. The air had a faint electric chargeI could feel the static in my hair. Farther out, the waves were angrier than they were along the shore. I could see them battering against the line of the cliffs, spraying big white clouds of sea foam into the sky. There was still no movement in the air, though the clouds roiled more quickly now. It was eerie lookinglike the clouds were moving by their own will. I shivered, though I knew it was just a trick of the pressure. The cliffs were a black knife edge against the livid sky. Staring at them, I remembered the day Jacob had told me about Sam and his â€Å"gang.† I thought of the boysthe werewolvesthrowing themselves into the empty air. The image of the falling, spiraling figures was still vivid in my mind. I imagined the utter freedom of the fall I imagined the way Edward's voice would have sounded in my headfurious, velvet, perfect The burning in my chest flared agonizingly. There had to be some way to quench it. The pain was growing more and more intolerable by the second. I glared at the cliffs and the crashing waves. Well, why not? Why not quench it right now? Jacob had promised me cliff diving, hadn't he? Just because he was unavailable, should I have to give up the distraction I needed so badlyneeded even worse because Jacob was out risking his life? Risking it, in essence, for me. If it weren't for me, Victoria would not be killing people here just somewhere else, far away. If anything happened to Jacob, it would be my fault. That realization stabbed deep and had me jogging back up to the road toward Billy's house, where my truck waited. I knew my way to the lane that passed closest to the cliffs, but I had to hunt for the little path that would take me out to the ledge. As I followed it, I looked for turns or forks, knowing that Jake had planned to take me off the lower outcropping rather than the top, but the path wound in a thin single line toward the brink with no options. I didn't have time to find another way downthe storm was moving in quickly now. The wind was finally beginning to touch me, the clouds pressing closer to the ground. Just as I reached the place where the dirt path fanned out into the stone precipice, the first drops broke through and splattered on my face. It was not hard to convince myself that I didn't have time to search for another wayI wanted to jump from the top. This was the image that had lingered in my head. I wanted the long fall that would feel like flying. I knew that this was the stupidest, most reckless thing I had done yet. The thought made me smile. The pain was already easing, as if my body knew that Edward's voice was just seconds away The ocean sounded very far away, somehow farther than before, when I was on the path in the trees. I grimaced when I thought of the probable temperature of the water. But I wasn't going to let that stop me. The wind blew stronger now, whipping the rain into eddies around me. I stepped out to the edge, keeping my eyes on the empty space in front of me. My toes felt ahead blindly, caressing the edge of the rock when they encountered it. I drew in a deep breath and held it . . waiting. â€Å"Bella.† I smiled and exhaled. Yes? I didn't answer out loud, for fear that the sound of my voice would shatter the beautiful illusion. He sounded so real, so close. It was only when lie was disapproving like this that I could hear the true memory of his voicethe velvet texture and the musical intonation that made up the most perfect of all voices. â€Å"Don't do this,† he pleaded. You wanted me to be human, I reminded him. Well, watch me. â€Å"Please. For me.† But you won't stay with me any other way. â€Å"Please.† It was just a whisper in the blowing rain that tossed my hair and drenched my clothesmaking me as wet as if this were my second jump of the day. I rolled up onto the balls of my feet. â€Å"No, Bella!† He was angry now, and the anger was so lovely. I smiled and raised my arms straight out, as if I were going to dive, lifting my face into the rain. But it was too ingrained from years of swimming at the public poolfeet first, first time. I leaned forward, crouching to get more spring And I flung myself off the cliff. I screamed as I dropped through the open air like a meteor, but it was a scream of exhilaration and not fear. The wind resisted, trying vainly to fight the unconquerable gravity, pushing against me and twirling me in spirals like a rocket crashing to the earth. Yes! The word echoed through my head as I sliced through the surface of the water. It was icy, colder than I'd feared, and yet the chill only added to the high. I was proud of myself as I plunged deeper into the freezing black water. I hadn't had one moment of terrorjust pure adrenaline. Really, the fall wasn't scary at all. Where was the challenge? That was when the current caught me. I'd been so preoccupied by the size of the cliffs, by the obvious danger of their high, sheer faces, that I hadn't worried at all about the dark water waiting. I never dreamed that the true menace was lurking far below me, under the heaving surf. It felt like the waves were fighting over me, jerking me back and forth between them as if determined to share by pulling me into halves. I knew the right way to avoid a riptide: swim parallel to the beach rather than struggling for the shore. But the knowledge did me little good when I didn't know which way the shore was. I couldn't even tell which way the surface was. The angry water was black in every direction; there was no brightness to direct me upward. Gravity was all-powerful when it competed with the air, but it had nothing on the wavesI couldn't feel a downward pull, a sinking in any direction. Just the battering of the current that flung me round and round like a rag doll. I fought to keep my breath in, to keep my lips locked around my last store of oxygen. It didn't surprise me that my delusion of Edward was there. He owed me that much, considering that I was dying. I was surprised by how sure that knowledge was. I was going to drown. I was drowning. â€Å"Keep swimming!† Edward begged urgently in my head. Where? There was nothing but the darkness. There was no place to swim to. â€Å"Stop that!† he ordered. â€Å"Don't you dare give up!† The cold of the water was numbing my arms and legs. I didn't feel the buffeting so much as before. It was more of just a dizziness now, a helpless spinning in the water. But I listened to him. I forced my arms to continue reaching, my legs to kick harder, though every second I was facing a new direction. It couldn't be doing any good. What was the point? â€Å"Fight!† he yelled. â€Å"Damn it, Bella, keep fighting.† Why? I didn't want to fight anymore. And it wasn't the light-headedness, or the cold, or the failure of my arms as the muscles gave out in exhaustion, that made me content to stay where I was. I was almost happy that it was over. This was an easier death than others I'd faced. Oddly peaceful. I thought briefly of the clichs, about how you were suppose to see your life flash before your eyes. I was so much luckier. Who wanted to see a rerun, anyway? I saw him, and I had no will to fight. It was so clear, so much more defined than any memory. My subconscious had stored Edward away in flawless detail, saving him for this final moment. I could see his perfect face as if he were really there; the exact shade of his icy skin, the shape of his lips, the line of his jaw, the gold glinting in his furious eyes. He was angry, naturally, that I was giving up. His teeth were clenched and his nostrils flared with rage. â€Å"No! Bella, no!† My ears were flooded with the freezing water, but his voice was clearer than ever. I ignored his words and concentrated on the sound of his voice. Why would I fight when I was so happy where I was? Even as my lungs burned for more air and my legs cramped in the icy cold, I was content. I'd forgotten what real happiness felt like. Happiness. It made the whole dying thing pretty bearable. The current won at that moment, shoving me abruptly against something hard, a rock invisible in the gloom. It hit me solidly across the chest, slamming into me like an iron bar, and the breath whooshed out of my lungs, escaping in a thick cloud of silver bubbles. Water flooded down my throat, choking and burning. The iron bar seemed to be dragging me, pulling me away from Edward, deeper into the dark, to the ocean floor. Goodbye, I love you, was my last thought.

Conflicto ArabeIsraeli essays

Conflicto ArabeIsraeli essays La tercera delas guerras Arabes-israelitas se llevo a cabo del 5 al 10 de Junio, 1967 y debido a eso el origen de su nombre. La guerra fue peleada por Israel en contra de Siria, Jordania y Egipto. A comienzos de 1967, el 18 de Mayo, 1967, Egipto ordeno a la ONU que quitara sus fuerzas, las cuales estaban apostadas en la frontera con Israel, por lo que comenzaba de nuevo la recuperacin de sus territorios. Siria bombarde pueblos israelitas en las alturas de Golan. En Abril aviones con bandera israelita derribaron seis aviones de la fuerza de Siria. El là ­der egipcio Gamal Abdel Nasser moviliz sus fuerzas hasta la Penà ­nsula del Sinaà ­ Cuando la guerra comenz el 5 de Junio, Israel estaba combatiendo con tres frentes. Cuando parecà ­a que Israel no iba poder contra los tres frentes de ataque vecinos, fue que Israel nunca se dio por vencido y destruyo casi por completo las fuerzas areas enemigas. Israelitas adelantaron sus fuerzas y las llevaron hasta la Penà ­nsula, donde destruyeron la resistencia egipcia aà ºn existente el 7 de Junio. El 9 de Junio los israelitas atacaron, por medio de la Fuerza Area, para mantener de nuevo sus territorios ya ocupados como lo eran las Alturas de Golan, con tal xito que para el siguiente dà ­a ya estaban tomadas de nuevo. El poderà ­o de la Fuerza Area israelita y la maestrà ­a con que manejaron las tropas hicieron o llevaron la pronta ventaja y definitiva victoria. El 11 de Junio la ONU ambas partes acataron el Cese del Fuego o Tregua. Israel declaro a Jerusalem una ciudad administrativamente unida el 28 de Junio. Debido a la resolucin tomada por el Consejo de Seguridad de la ONU, Noviembre 22, ambos adoptaron la resolucin 242, permitiendo a Israel ma ntener los territorios ocupados durante la guerra, por lo que los Arabes protestaron. Esta guerra comprobaba una vez m ...

Charles Dickens Essay Example for Free (#3)

Charles Dickens Essay Essay Topic: Literature , Charles Dickens In the first chapter he uses many cold, harsh adjectives to reinforce his description of Scrooge, â€Å"wrenching, grasping, clutching†, and this helps to give the reader a very negative attitude towards him. This way of writing, using words which associate to the mood Dickens wants to put across, is very unusual and I think that people reading the book find this stimulating and exciting. We can vividly see the blissful festivities of Fezziwig’s party because Dickens uses the idea that lots of people can enjoy themselves dancing together, â€Å"all the young men and women†. Readers are able to apply this to their own memories of gatherings with family or friends, which makes it a piquant read. The happiness and togetherness of this party also allows us to compare jovial Fezziwig with unpleasant Scrooge because there is such a big difference in their characters. Dickens uses very inventive language to allow the reader to understand exactly the ideas he is trying to portray, â€Å"Choked up with too much burying† and this enables the reader to almost feel the atmosphere written in the book. He uses a simile to describe the way in which the Cratchit children react to Tiny Tim’s death, â€Å"as still as statues† and we can fully sense their shocking grief. We can see this is very different behaviour compared with their usual happiness, such as their excitement at Christmas, â€Å"God bless us†. The way he writes that the children were all â€Å"in one corner† gives the image of contraction and trying to find security by closing in together, which helps us to see these saddening representations. A Christmas Carol is very emotive. We have compassion for the Cratchit family and we are upset about Tiny Tim’s illness, but fear is also evoked from the reader because the spirits are so unnatural and powerful. We become very angry with Scrooge for being so parsimonious with his money, but we then gain sympathetic affections towards Scrooge as we see how he was badly treated in the earlier parts of his life. Using these contrasts, Dickens creates different moods throughout the book and the reader feels happiness and companionship as well as distaste and anger. As more emotions are aroused, the reader becomes more involved and begins to enjoy the book with more fascination. As well as these many advantages of the book, giving it the popularity it has acquired, there are also aspects which could reduce the popularity of the book. To modern people, the language may seem bizarre because it is a Victorian style of writing when people had more time to read the book and analyse it properly, because they were not watching television etc. People may find the descriptions and language Dickens uses in the book too complex, â€Å"courses will foreshadow certain end†, which makes it difficult to read and sometimes confusing. It seems almost impossible that the Cratchits can be so happy just because of the closeness between the family, even though they have so many problems with money. Again it is infeasible that Scrooge’s character and attitude to life could change completely overnight, but we accept this because we want him to change for the benefit of others. Charles Dickens shows that Scrooge was once a genuine and moral person, as a young man, when the first spirit recalls Scrooge’s earlier life, â€Å"passion†. We also see the reasons in Scrooge’s adolescence that could have made him such a bitter old man. This is because he is so deprived of love and we know this because Dickens gives evidence that the Father used to be cruel, â€Å"kinder than he used to be†. This gives us reasons to sympathise with him, and helps to believe he could have a good inner heart. He also has a very kind and loving nephew, â€Å"Dine with us†, which shows that there could be righteousness in Scrooge’s blood. These reasons all help us to believe that Scrooge can become a good man again, and support our acceptance of the joy and warmth at the end. A Christmas Carol is a book which contains many hidden meanings and the more it is read, the more interesting ideas we see in it. This is why people continue to create plays and films on the book, so people will understand the whole story fully and the main universal message, that we should be more charitable. There is also a lot of dramatic suspense in the book, because we ask ourselves so many questions. We want to know which aspects the spirits are going to show and how this will influence Scrooge. We hope that Tiny Tim will be able to gain strength to stay alive and we also want to know who the person in the graveyard is. All these confusing questions make the reader anticipate the ending of the book and this gives another reason for it’s continuing popularity. I like the way that there are many subtle details, which highlight the main idea and further encourage me to want to change my way of life, â€Å"altered life†. I enjoy the way he uses symbols and his own ideas to create an impact on the reader. For example the deprived children are a symbol showing the reader what will happen if Scrooge does not change his actions, â€Å"Where angels might have sat enthroned, devils lurked†. The â€Å"angel† and the â€Å"devil† are opposite symbols, which gives emphasis to the degraded children. I can also see that the book is very popular because Scrooge has now become a vernacular part of speech, when we say that someone may have a ‘Scrooge like character’. Charles Dickens. (2017, Sep 26). We have essays on the following topics that may be of interest to you

Celebrities Endorsement to a Brand Promotion Dissertation

Celebrities Endorsement to a Brand Promotion - Dissertation Example Celebrities acted as the spokesperson to promote and advertise the product, services and sometimes ideas. Those celebrities usually came from the movie, sports, modelling and art scene industry. British actor Lillie Langtry was the first celebrity endorser appeared on the package of Pears soap in the year 1893. In that era, advertisers used celebrities in order to dictate the market trend. According to Belch’s research (2009), endorsers can be divided into three different groups that are experts, celebrities, and lay endorsers (Belch and Belch, 2009). An expert can be defined as having some specific knowledge in particular area that can be promoted. Usually experts are chosen because of their thorough knowledge. When a dentist is used in toothpaste commercial then the dentist can be defined as an expert. Lay endorsers are those who are initially unknown to their audience. It has been seen that these individuals are selected according to the target segment so that, target segme nt can relate themselves with the endorser and the message. Audio advertisement and the voice-over in video advertisements are usually that of a lay endorser. According to Kambitsis et al, uses of celebrities are becoming more sophisticated as well as more complicated. Popularity of using celebrities in USA increased from around 15% to 25 % and it has been seen that more than 20% of the Television commercials feature celebrities. It can be proved that the use of celebrities in advertising generates lot of attention and publicity from public.