Applying the Multimedia, Contiguity, and Modality Principles Essays

Applying the Multimedia, Contiguity, and Modality Principles Essays Applying the Multimedia, Contiguity, and Modality Principles Paper Applying the Multimedia, Contiguity, and Modality Principles Paper Applying the Multimedia, Contiguity, and Modality Principles Name: Course: Date: Applying the Multimedia, Contiguity, and Modality Principles Extraneous processing refers to the difficulty in grasping an aspect of learning due to the style in which the information is offered that affects the effectiveness of the learning and memory process (Mayer, 2009). a large amount of verification have documented that when material is taught in a mixed fashion having both auditory and visual aspects, it becomes more helpful than when delivered using one mode. A common example of the modality principle is the visual presentation of a diagram accompanied by commentaries as an effective case. The presentation of the diagram alongside the text creates a split-attention effect. Extraneous processing overload occurs when the tutorial possesses attention getting extraneous aspects or when the class is delivered in a puzzling manner. Extraneous processing is cognitive in nature and is brought about by the teaching material that lacks proper instructional objectives and does not entail any learning process. The major effects of excessive extran eous processing include fundamental attribution errors. A just-in-time (JIT) model contributes toward a decrease in extraneous cognitive loads as the temporal split attention is averted. Limiting the temporal split of attention in teaching by JIT information presentation will also decrease the extraneous cognitive load. Similar to incorporating graphics and words, information separated is then integrated resulting in a lesser extraneous burden because the students need not to â€Å"search-and-match† and intellectually put together the information given. Mayer performed several experiments that illustrated the temporal split attention effect (Mayer, 2009). JIT learning solutions have the objective of solving issues within education when they happen. When JIT is applied, it lets loose the cognitive ability for grasping the unique aspects of a multifaceted cognitive skill and therefore, improves the transfer process. Strategies to Reduce Extraneous Processing The removal of coherence aids is an efficient method of reducing and even eliminating extraneous processing. The instructor can remove any extraneous images, words or sounds that may distract or confuse the learner. Although the instructor may want to make the lesson interesting by using background music or other elements, students need all these extraneous material removed as it fills their retention and working memory with irrelevant items. A typical example would be to remove screeching sounds from a class on vehicle braking (Mayer, 2009). Signaling principles dictate that people learn easily when what is important is highlighted. The instructor can also include signals that stress the important parts of the lesson. This can be done by highlighting significant images or sounds and leaving the others intact. The instructor can also insert cues that direct the learner toward crucial material (Plass et al, 2010). Lastly, the redundancy issue within extraneous processing can also be solved by removing any redundant items within the lesson. Redundancy has the same effect as inconsistency in that it gives the learner more material to process in their brains. These three strategies will ensure that extraneous processing is lowered (Koning et al, 2010). There are certain areas that have presented instances of extraneous processing within this course. Most of the examples and illustrations that I have encountered in websites on this topic have a lot of redundant material. They all contained a specific set of information that was repeated in diagrams and side notes. Analyzing the content of one website was tiring and effective. The textbooks also issued several illustrations that were not necessary for my study.

Plan Your Entire Marketing Strategy With Marketing Projects [Live Demo] - CoSchedule Blog

Plan Your Entire Marketing Strategy With Marketing Projects [Live Demo] Blog Managing multiple marketing campaigns all at once, especially with a dozen moving pieces is tough. Juggling tasks, looming headlines, making sure your team is staying on task, and when you repeat this seemingly never-ending cycle repeatedly it can get kind of tiring. With Marketing Projects, you can help fight this frustration by organizing your marketing campaign all  in one place. Watch This:  Plan Your Entire #MarketingStrategy with Marketing Projects In Get your entire marketing campaign organized in one place, so you can move projects forward (not tirelessly track them down)! Consolidate everything into a single marketing project, so you can focus on executing on those pieces, NOT continuously tracking them down. Maximize your team’s resources from one centralized location. Ramp up on projects faster with all your moving pieces in one project, accurately gauge timelines, and know who’s working on what –– at any given moment. Proactively plan your ENTIRE roadmap. Get a visual timeline of every project on the calendar, so you can effectively plan out days, weeks, and months in advance (without overbooking your team). Monitor your team’s progress + make adjustments faster. Quickly view your teams overall progress and make adjustments faster, so you never miss a deadline. Plan Your Entire Marketing Strategy With Marketing Projects [Live Demo] Blog Managing multiple marketing campaigns all at once, especially with a dozen moving pieces is tough. Juggling tasks, looming headlines, making sure your team is staying on task, and when you repeat this seemingly never-ending cycle repeatedly it can get kind of tiring. With Marketing Projects, you can help fight this frustration by organizing your marketing campaign all  in one place. Watch This:  Plan Your Entire #MarketingStrategy with Marketing Projects In Get your entire marketing campaign organized in one place, so you can move projects forward (not tirelessly track them down)! Consolidate everything into a single marketing project, so you can focus on executing on those pieces, NOT continuously tracking them down. Maximize your team’s resources from one centralized location. Ramp up on projects faster with all your moving pieces in one project, accurately gauge timelines, and know who’s working on what –– at any given moment. Proactively plan your ENTIRE roadmap. Get a visual timeline of every project on the calendar, so you can effectively plan out days, weeks, and months in advance (without overbooking your team). Monitor your team’s progress + make adjustments faster. Quickly view your teams overall progress and make adjustments faster, so you never miss a deadline.

Drugs among youth Essay Example | Topics and Well Written Essays - 1000 words

Drugs among youth - Essay Example This research will explore the factors responsible for driving young people into the habit of drug consumption and their perceptions about drugs’ effects on their life and their association with drugs. Identification of these factors is the first and the foremost step in the process of eradication of drugs from the society and discouraging the young people from consuming drugs. Research Questions Some of the research questions would be: When did you start taking drugs? Please tell me about your family structure and your relationship with family members? Does someone in your family take these drugs? What environmental factors encourage you to take drugs? What is the most common factor that drives young people into the habit of taking drugs? Do you contemplate leaving drugs in the future? If so, how soon? Do you think drugs are dangerous for your health? Has your attitude toward drugs changed since you have started consuming them? Have you faced any resistance from somewhere for drug consumption? Parties Involved in the Research Project This research project would be executed with team effort. The team would comprise me, my advisor, one of my peers to facilitate me with the data collection, and another peer with good writing and editing skills. I would do the literature review, design research methodology, and analyze the data. The fundamental aim of the research is to identify the most important and common factors that are responsible for the rise of drug consumption among the young people. Knowledge created by this research would be very useful to the drug-control agencies, the society in general, and the parents and relatives of the vulnerable youth in particular. Research Theory The consumption of drugs among youth can be prevented on the basis of a technique structured around the cognitive dissonance theory that tends to establish attitudes and beliefs by proposing verbal inoculations. This prevention technique can be used to help youth abstain from d rug consumption that might be in conflict with a goal that is more desirable. Adolescence in the concept of development is a period in which people may be confused about their roles while their identities are emerging. The prevention efforts based on this approach assist young people with the development of positive identities through achievement in their community roles, as athletes or as students. Possible Research Methods The research methods that can be utilized for this research primarily include survey and interviews. Since the reasons for drug consumption vary from one person to another, it is better to provide the research respondents with full opportunity to express themselves with the use of interviews and use them as primary sources (Booth, Colomb and Williams 81). Besides, since this topic is integrally related to sociology, use of interviews is also recommendable for this research because qualitative research remains very effective convenient and useful while studying s ociological issues. Research Participants The respondents will be high school students on drugs of any kind. The students would be given a questionnaire to find out their gender, age, how many of them use drugs, what kinds of drugs they take, and how long have they been taking them. Questionnaires with responses showing drug users would be sorted out and the respondents would be approached for

Strategic Situation Analysis of ARM Holdings Coursework

Strategic Situation Analysis of ARM Holdings - Coursework Example Instead of their own cost associated manufacturing of semiconductor business, they licence their own designed technology to other semiconductor manufacturers across the world and they utilise the designs to make innovative low energy chips for modern hi-tech electronic devices (ARM Ltd, 2012). This business report contains an in-depth analysis of some important areas like the current strategic situation of ARM Holdings which includes analysis of the industry or sector which has the key findings of current scenario, opportunities, challenges, future growth etc. Analysis of the organization’s current business strategies like SWOT analysis, value chain analysis, market positioning, product differentiation etc; critical appraisal of these strategies which results the key findings of the important business characteristics like sustainability, competitive advantages and extent of outcome of these strategies with respect current industry scenario will also be discussed in this report. Industry or Business Environment Analysis Companies in the microprocessor industry make hi-tech chips which are the core or heart of many digital electronic products which include but are not limited to computers, mobile phones, calculators, digital cameras, video game consolers and PDAs. First microprocessor which was invented for commercial use was Intel 4004 (Roony, 2012). Some of the top blue chip companies can be found in this industry and they have been continuously producing innovative chips which have brought remarkable results in today’s advanced digital electronics world. ... Effective implementation of extended business model ARM can is innovating additional types of advanced technology, generating strong royalties to the brand from a single multipurpose hi-tech microprocessor. The company’s financial policies and objectives can balance the essential need for continuous investment inflow to generate long term sustainable growth for the company. The value to per consumer is increasing day by day with the spread of digital embedded of devices across the world.

Focusing, Positioning and calculating the size of cells Essay Example for Free

Focusing, Positioning and calculating the size of cells Essay Exercise 1: Focusing, Positioning and calculating the size of cells Under the ‘Try This’ tab, complete the puzzles (P1- P6) presented to bring the items into focus. Use the check lists to make sure you have completed all steps Under the ‘Try This’ tab, complete the measurement puzzles (M1-M3) and write the answers here: M1 = __150___ micrometers at __10x__Objective Power (scale is 1 unit = __10_micrometers) M2 = __8.0____ micrometers at _100x_____Objective Power (scale is 1 unit = _1. 0__micrometers) M3 = ___2.0__ micrometers at __100x____Objective Power (scale is 1 unit = _1.0__micrometers) Exercise 2: Viewing a typed letter ‘e’ with your scope. Obtain the slide with an ‘e’ on it from the slide selections. Place the ‘e’ slide right side up on the stage with the letter ‘e’ over the hole in the stage. Using the techniques described in the ‘getting started tour’, focus on the letter on the lowest objective power. What do you notice about the orientation of the letter as you look through the microscope? In other words, how does the ‘e’ position compare to how it looks on the slide when looking at the microscope? Upside down At the lowest power, what is the total magnification of the image? 16x Adjust the position of the slide so that a portion of the letter is in the center of the viewing field. Now, rotate the next higher objective in place. If the image is not clear, use only the fine tuning knob to adjust. At 10x, what is the total magnification of the image now? 40x At 40x, what is the total magnification of the image now?160x At 100x, what is the total magnifi cation of the image now?400x Exercise 3: Human cheek cells. Your cheeks are lined with very thin cells that can easily be removed for viewing under a microscope. These cells are called epithelial cells and they line the outside and inside of your body. Cells are small, but large enough to be viewed with a light microscope. The following procedure shows how you would obtain these cells. However, since this is a virtual lab, the cheek cells have already been collected and stained. They are stained with methylene blue to view some sub-cellular parts. This is the actual procedure, but please proceed to placing the cheek smear slide on your ‘virtual’ microscope and bringing into focus. 1. Gently scrape the inside of your cheek with a toothpick. 2. Using a circular pattern, spread some saliva in the middle of a slide. 3. Place a small drop of stain on the saliva smear. The less stain you use, the better the results will be! 4. Place a cover slip on the stained smear. Knowing the objective scale in Exercise 2, estimate and record the diameter of a single cheek cell in micrometers. Diameter = ___4__________ micrometers What power of objective lens did you use? 100 What was the total magnification?400

Growing up in The Outsiders and That Was Then by S. E. Hinton and Lord of the Flies by Golding :: essays research papers

Growing up is a current issue nowadays with children and teenagers seeming to enter the adult world at an earlier age thus having to take on the responsibilities of adults. When does a child become an adult? For many the right answer is that it has nothing to do with age, it is determined by the behavior. In this essay I will not go into the issue of when a child turns into an adult but rather think about how the issue is treated in ?The Outsiders?, and ?That Was Then, This Is Now? by S.E Hinton, and ?Lord of the Flies? by William Golding. From the point of view of growing up, the first two novels are quite similar. In ?The Outsiders? growing up is an issue throughout the novel and it is largely focused on the stages of teenage years to surviving adulthood. While in the novel ?That Was Then, This Is Now? the boys encounter what they are capable of and what they can do to change their future. As I read ?The Outsiders? the behavior of the boys have are not shown in a regular teen aged boy. For example the group of boys enjoy fighting and causing violence because that is how they were raised. The author let the readers have an idea of what it is like to have no discipline and authority. Hinton came up with ideas that nearly got the readers to grasp what was going on in her novel, she showed the readers that a life without authority only results with bad behavior. Ponyboy a character from ?The Outsiders? and his older brothers including the rest of the boys all did what they wanted. Because the boys grew up without any parents or idols they didn?t feel that they needed to listen or follow any rules. In the result of their behavior and choices they have to deal with bad consequences that they have to grow up with. In the novel ?That Was Then, This Is Now? I noticed that the characters almost have the same traits of the teens in the book ?The Outsiders? because the two main character Mark, and Bryon grew up without any parents. These boys also enjoyed fighting and partying all the time because they never had

Bloodlines Chapter Ten

MY PHONE RANG JUST THEN, saving me from the awkwardness of figuring out what to do about Jill. I answered without bothering to check the caller ID. â€Å"Miss Melbourne? Your services are needed immediately.† â€Å"Ma'am?† I asked in surprise. Ms. Terwilliger's frantic voice was not what I'd been expecting. â€Å"What's wrong?† â€Å"I need you to get me a caramel sauce cappuccino from Spencer's. There is absolutely no way I can finish translating this document if you don't.† There were a million responses I could make to that, none of which were very polite, so I went with the obvious point of logic. â€Å"I don't think I can,† I said. â€Å"You have off-campus privileges, don't you?† â€Å"Well, yes, ma'am, but it's almost campus curfew. I don't know where Spencer's is, but I don't think I can make it back in time.† â€Å"Nonsense. Who's running your dorm? That Weathers woman? I'll call down and get you an exception. I'm working in one of the library offices. Meet me there.† Despite my personal devotion to coffee, getting an â€Å"exception† to the school's curfew seemed kind of excessive for an errand like this. I didn't like to bend the rules. On the other hand, I was Ms. Terwilliger's assistant. Wasn't this part of my job description? All the old Alchemist instincts to follow orders kicked in. â€Å"Well, yes, ma'am, I suppose I – â€Å" She disconnected, and I stared at the phone in astonishment. â€Å"I have to go,† I told Jill. â€Å"Hopefully I'll be back soon. Maybe very soon since I'll be surprised if she remembers to call Mrs. Weathers.† She didn't look up. With a shrug, I packed my laptop and some homework, just in case Ms. Terwilliger thought of something else for me to do. With coffee on the line, my teacher's memory was good, and I found I did indeed have clearance to leave when I went downstairs. Mrs. Weathers even gave me directions to Spencer's, a coffee shop that was a few miles away. I got the cappuccino, wondering if I'd be reimbursed, and picked up something for myself as well. The library staff at Amberwood gave me a hard time about carrying in beverages when I returned, but when I explained my errand, they waved me on through to the back offices. Apparently, Ms. Terwilliger's addiction was well known. The library was surprisingly busy, and I quickly deduced why. After a certain point each night, guys and girls were banned from each other's dorms. The library was open later, so this was the place to go to hang out with the opposite sex. Lots of people were just there to study too, including Julia and Kristin. â€Å"Sydney! Over here!† called Kristin in a stage whisper. â€Å"Break free of Terwilliger,† added Julia. â€Å"You can do it.† I held up the coffee as I passed them. â€Å"Are you kidding? If she doesn't get her caffeine soon, there'll be no escaping her. I'll come back if I can.† As I continued walking through, I saw a small cluster of students gathered around someone – and heard a familiar and annoying voice. Greg Slade's. Curious in spite of myself, I walked over to the edge of the crowd. Slade was showing off something on his upper arm: a tattoo. The design itself was nothing special. It was an eagle in flight, the kind of generic art all tattoo shops had in stock and copied en masse. What caught my attention was the color. It was all done in a rich, metallic silver. Metallics like that weren't easy to pull off, not with that sheen and intensity. I knew the chemicals that went into my own gold tattoo, and the formula was complex and composed of several rare ingredients. Slade made a halfhearted effort to keep his voice low – tattoos were forbidden around here, after all – but it was clear he was enjoying the attention. I observed quietly, glad others were asking some of my questions for me. Of course, those questions only left me with more questions. â€Å"That's brighter than the ones they used to do,† one of his friends noted. Slade tilted his arm so the light caught it. â€Å"Something new. They say these are better than the ones from last year. Not sure if that's true, but it wasn't cheap, I can tell you that.† The friend who'd spoken grinned. â€Å"You'll find out at tryouts.† Laurel – the red-haired girl who'd been interested in Micah – stretched out her leg beside Slade, revealing a slim ankle adorned with a faded butterfly tattoo. No metallics there. â€Å"I might get mine touched up, maybe for homecoming if I can get the money from my parents. Do you know if the celestial ones are better this year too?† She tossed back her hair as she spoke. From what I'd observed in my brief time at Amberwood, Laurel was very vain about her hair and made sure to throw it around at least every ten minutes. Slade shrugged. â€Å"Didn't ask.† Laurel noticed me watching. â€Å"Oh, hey. Aren't you vampire girl's sister?† My heart stopped. â€Å"Vampire?† â€Å"Vampire?† echoed Slade. How did she find out? What am I going to do? I had just begun making a list of the Alchemists I had to call when one of Laurel's friends snickered. Laurel looked at them and laughed haughtily, then turned back to me. â€Å"That's what we've decided to call her. No one human could possibly have skin that pale.† I nearly sagged in relief. It was a joke – one that hit painfully close to the truth, but a joke nonetheless. Still, Laurel didn't seem like someone to cross, and it'd be better for all of us if it was a joke soon forgotten. I admittedly blurted out the first distracting comment that came to mind. â€Å"Hey, stranger things have happened. When I first saw you, I didn't think anyone could have hair that long or that red. But you don't hear me talking about extensions or dye.† Slade nearly doubled over with laugher. â€Å"I knew it! I knew it was fake!† Laurel flushed nearly as red as her hair. â€Å"It is not! It's real!† â€Å"Miss Melbourne?† I jumped at the voice behind me and found Ms. Terwilliger there, watching me with bemusement. â€Å"You aren't getting credit for chatting, especially when my coffee's on the line. Come on.† I skulked away, though hardly anyone noticed. Laurel's friends were having too much fun teasing her. I hoped I had diffused the vampire jokes. Meanwhile, I couldn't get the image of Greg's tattoo out of my mind. I let my thoughts wander to the mystery of what components would be needed for that silver color. I almost had it figured out – at least, I had one possibility figured out – and wished I had access to Alchemist ingredients to do some experiments. Ms. Terwilliger took the coffee gratefully when we reached a small workroom. â€Å"Thank God,† she said, after taking a long sip. She nodded at mine. â€Å"Is that a backup one? Excellent thinking.† â€Å"No, ma'am,† I said. â€Å"It's mine. Do you want me to start in on those?† A familiar stack of books sat on the table, ones I'd seen in her classroom. They were core parts of her research, and she'd told me I'd eventually need to outline and document them for her. I reached for the top one, but she stopped me. â€Å"No,† she said, moving toward a large briefcase. She rifled through papers and assorted office supplies, finally digging out an old leather book. â€Å"Do this one instead.† I took the book. â€Å"Can I work out there?† I was hoping if I went back to the main study area, I could talk to Kristin and Julia. Ms. Terwilliger considered. â€Å"The library won't let you have the coffee. You should probably leave it in here.† I waffled, debating whether my desire to talk to Kristin and Julia outweighed the likelihood that Ms. Terwilliger would drink my coffee before I got back. I decided to take the risk and bid my coffee a painful farewell as I hauled my books and gear back out to the library. Julia eyed Ms. Terwilliger's beat-up book with disdain. â€Å"Isn't that just on the internet somewhere?† â€Å"Probably not. I'm guessing no one's even looked at this since before the internet was invented.† I opened the cover. Dust fluttered out. â€Å"Way before.† Kristin had math homework open in front of her but didn't look particularly interested in it. She tapped a pen absentmindedly against the textbook's cover. â€Å"So you saw Slade's tattoo?† â€Å"Hard not to,† I said, getting out my laptop. I glanced across the screen. â€Å"He's still showing it off.† â€Å"He's wanted one for a while but never had the money,† explained Julia. â€Å"Last year, all the big athletes had them. Well, except for Trey Juarez.† â€Å"Trey almost doesn't need one,† pointed out Kristin. â€Å"He's that good.† â€Å"He will now – if he wants to keep up with Slade,† said Julia. Kristin shook her head. â€Å"He still won't do it. He's against them. He tried reporting them to Mr. Green last year, but no one believed him.† I looked back and forth between them, more lost than ever. â€Å"Are we still talking about tattoos? About Trey ‘needing' one or not?† â€Å"You really haven't found out yet?† asked Julia. â€Å"It's my second day,† I pointed out with frustration. Remembering I was in a library, I spoke more softly. â€Å"The only people who have really talked about them are Trey and you guys – and you haven't said much of anything.† They had the grace to look embarrassed by that, at least. Kristin opened her mouth, paused, and then seemed to change what she was going to say. â€Å"You're sure yours doesn't do anything?† â€Å"Positive,† I lied. â€Å"How is that even possible?† Julia cast a glance around the library and twisted in her chair. She rolled her shirt up a little, exposing her lower back – and a faded tattoo of a swallow in flight. Satisfied that I'd seen it, she turned back around. â€Å"I got this last spring break – and it was the best spring break ever.† â€Å"Because of the tattoo?† I asked skeptically. â€Å"When I got it, it didn't look like this. It was metallic†¦ not like yours. Or Slade's. More like†¦Ã¢â‚¬  â€Å"Copper,† provided Kristin. Julia thought about it and nodded. â€Å"Yeah, like reddish-goldish. The color only lasted a week, and while it did, it was amazing. Like, I have never felt that good. It was inhumanly good. The best high ever.† â€Å"I swear, there's some kind of drug in those celestials,† said Kristin. She was trying to sound disapproving, but I thought I detected a note of envy. â€Å"If you had one, you'd understand,† Julia told her. â€Å"Celestials†¦ I heard that girl over there talk about them,† I said. â€Å"Laurel?† asked Julia. â€Å"Yeah, that's what they call the copper ones. Because they make you feel out of this world.† She looked almost embarrassed about her enthusiasm. â€Å"Stupid name, huh?† â€Å"Is that what Slade's does?† I asked, stunned at what was unfolding before me. â€Å"No, he's got a steel one,† said Kristin. â€Å"Those give you a big athletic boost. Like, you're stronger, faster. Stuff like that. They last longer than the celestials – more like two weeks. Sometimes three, but the effect fades. They call them steel because they're tough, I guess. And maybe because there's steel in them.† Not steel, I thought. A silver compound. The art of using metal to bind certain properties in skin was one the Alchemists had perfected a long time ago. Gold was the absolute best, which was why we used it. Other metals – when formulated in the proper ways – achieved similar effects, but neither silver nor copper would bind the way gold could. The copper tattoo was easy to understand. Any number of feel-good substances or drugs could be combined with that for a short-term effect. The silver one was more difficult for me to understand – or rather, the effects of the silver one. What they were describing sounded like some kind of athletic steroid. Would silver hold that? I'd have to check. â€Å"How many people have these?† I asked them, awestruck. I couldn't believe that such complicated tattoos were so popular here. It was also beginning to sink in just how wealthy the student body here really was. The materials alone would cost a fortune, let alone any of the alleged side effects. â€Å"Everyone,† said Julia. Kristin scowled. â€Å"Not everyone. I've almost got enough saved up, though.† â€Å"I'd say half the school's at least tried a celestial,† said Julia, flashing her friend a comforting look. â€Å"You can get them touched up again later – but it still costs money.† â€Å"Half the school?† I repeated incredulously. I looked around, wondering how many shirts and pants concealed tattoos. â€Å"This is crazy. I can't believe a tattoo can do any of that.† I hoped I was doing an okay job of hiding how much I really knew. â€Å"Get a celestial,† said Julia with a grin. â€Å"Then you'll believe.† â€Å"Where do you get them?† â€Å"It's a place called Nevermore,† said Kristin. â€Å"They're selective, though, and don't give them out easily.† Not that selective, I thought, if half the school had them. â€Å"They got a lot more cautious after Trey tried to turn them in.† There was Trey's name again. It now made sense that he'd been so disdainful of my tattoo when we met. But I wondered why he cared so much – enough to try to get them shut down. That wasn't just a casual disagreement. â€Å"I guess he thinks it's unfair?† I offered diplomatically. â€Å"I think he's just jealous that he can't afford one,† said Julia. â€Å"He's got a tattoo, you know. It's a sun on his back. But it's just a regular black one – not gold like yours. I've never seen anything like yours.† â€Å"So that's why you thought mine made me smart,† I said. â€Å"That could've been really useful during finals,† said Julia wistfully. â€Å"You're sure that's not why you know so much?† I smiled, despite how appalled I was by what I'd just learned. â€Å"I wish. It might make getting through this book easier. Which,† I added, glancing at the clock. â€Å"I should get to.† It was on Greco-Roman priests and magicians, a kind of grimoire detailing the kinds of spells and rituals they'd worked with. It wasn't terrible reading material, but it was long. I'd thought Ms. Terwilliger's research was more focused on mainstream religions in that era, so the book seemed like a weird choice. Maybe she was hoping to include a section on alternative magical practices. Regardless, who was I to question? If she asked, I'd do it. I outlasted both Kristin and Julia in the library, since I had to stay as long as Ms. Terwilliger stayed, which was until the library closed. She seemed pleased that I'd gotten so far with the notes and told me she'd like the whole book completed in three days. â€Å"Yes, ma'am,† I said automatically, as if I didn't have any other classes at this school. Why did I always agree without thinking? I returned to East Campus, bleary-eyed from all the work I'd done and exhausted over the thought of the homework remaining. Jill was fast asleep, which I took as a small blessing. I wouldn't have to face her accusing stare or figure out how to handle the awkward silence. I got ready for bed quickly and quietly and fell asleep almost as soon as I hit the pillow. I woke at around three to the sound of crying. Shaking off my sleepy haze, I was able to make out Jill sitting up in her bed, her face buried in her hands. Great, shaking sobs racked her body. â€Å"Jill?† I asked uncertainly. â€Å"What's wrong?† In the faint light coming in from outside, I saw Jill raise her head and look at me. Unable to answer, she shook her head and began crying once more, this time more loudly. I got up and came to sit on the edge of her bed. I couldn't quite bring myself to hug or touch her for comfort. Nonetheless, I felt terrible. I knew this had to be my fault. â€Å"Jill, I'm so sorry. I never should have gone to see Adrian. When Lee mentioned you, I should've just stopped it there and told him to talk to you if he was interested. I should've just talked to you in the first place†¦Ã¢â‚¬  The words came out in a jumble. When I looked at her, all I could think of was Zoe and her horrible accusations on the night I'd left. Somehow, my help always backfired. Jill sniffled and managed to get out a few words before breaking down again. â€Å"It's not†¦ it's not that†¦Ã¢â‚¬  I stared helplessly at her tears, frustrated at myself. Kristin and Julia thought I was superhumanly smart. Yet I guaranteed one of them would've been able to comfort Jill a hundred times better than I could. I reached out my hand and nearly patted her arm – but pulled back at the last moment. No, I couldn't do that. That Alchemist voice in me, the voice that always warned me to keep my distance from vampires, wouldn't let me touch one in a way that was so personal. â€Å"Then what is it?† I asked at last. She shook her head. â€Å"It's not†¦ I can't tell†¦ you wouldn't understand.† With Jill, I thought, any number of things could be wrong. The uncertainty of her royal status. The threats against her. Being sent away from all her family and friends, trapped among humans in the perpetual sun. I really didn't know where to start. Last night, there had been a chilling, desperate terror in her eyes when she woke up. But this was different. This was sorrow. This was from the heart. â€Å"What can I do to help?† I asked at last. It took her a few moments to pull herself together. â€Å"You're already doing plenty,† she managed. â€Å"We all appreciate it – really. Especially after what Keith said to you.† Was there nothing Adrian hadn't told her? â€Å"And I'm sorry – I'm sorry I was so bitchy to you earlier. You didn't deserve that. You were just trying to help.† â€Å"No†¦ don't apologize. I messed up.† â€Å"You don't have to worry, you know,† she added. â€Å"About Micah. I understand. I only want to be his friend.† I was pretty sure that I still wasn't doing a great job at making her feel better. But I had to admit, apologizing to me at least seemed to be distracting her from whatever had woken her to so much pain. â€Å"I know,† I said. â€Å"I should never have worried about you.† She assured me again that she was fine, with no more explanation about why she'd woken up crying. I felt like I should have done more to help, but instead, I made my way back to my own bed. I didn't hear any more sobs for the rest of the night, but once, when I woke up a couple hours later, I stole a glance at her. Her features were just barely discernible in the early light. She lay there, eyes wide open and staring off into nothingness, a haunted look on her face.

French and Indian War Essay

The French colonies were situated in Canada and their trade and influence reached as far as the Mississippi River. The English colonies were located on the east coast of the Americas. The Appalachian Mountains separated both types of European colonies so there was elbow room for both. Flames began to ignite when war between the mother countries of England and France broke out. Tensions increased when trading and rivalry between two colonies increased. Soon war broke out and it became known as the French and Indian War. Both sides had advantages and disadvantages and there were many lasting effects. The British colonies began to lose in the beginning for many reasons. The colonies were disorganized and many jealousies and disputes arose among them. In addition the colonies’ governors quarreled with their assemblies. The colonies saw themselves, at the time, as trading economic colonies, not an empire or nation. There was no need or want for a military and military organization. The British colonies were unfit to carry out an offensive war. Victory was meek for the colonies but courageous, fearless and heroic generals like Pitt, Amherst, and Wolf helped turn the tide for the British. In addition they began to attack cities instead of forts. The British colonies soon won the war with the Treaty of Paris. The French were incredible and favored victors at the beginning of the war in the Americas. They had a centralized military organization, skillful leaders who ruled with absolute authority, and soldiers inured to war. Of 10 major battles, France won a majority of them. Their location was good. Canada was fortified with vast outworks of defense in the forests, marshes and mountains. They had the help of the Indians who knew the land far better than any European. In Europe, the tide turned for France and soon so did too in the Americas. The Treaty of Paris ended the French and Indian War. The details of the treaty provide lasting effects. French power was completely thrown off the continent. However, the French were allowed to retain several islands in the West Indies. France gave Britain all lands east of the Mississippi River allowing the number of frontiers to increase. Spain gave Britain Florida. With all these territorial gains, it paved the road for the British colonies to expand. They soon declared independence from Britain and became America. Americans soon followed â€Å"Manifest Destiny† and America is now what we see as today.

Causes of the Peloponnesian War

Causes of the Peloponnesian War Free Online Research Papers According to Thucydides, the cause of the Peloponnesian war was the fear of the growth of the power of Athens throughout the middle of the 5th century BC. The Peloponnesian war was long awaited by Thucydides; in fact there were many reasons and events leading up to the start of military aggression. Resentment and tension between Sparta and Athens began after the Spartans chose not to continue in siege against the Persians but to return home. Nonetheless, the Athenians continued to fight and began to show that they had a strong military and could stand without the Spartans. Because of this many of the smaller city-states on the islands in the Aegean Sea and in northern Greece became Athens allies; thus, they became known as the Delian league. The Athenians were collecting taxes from the other city-states in the Delian league therefore their fleet had become by far the largest and most fearsome navy in the region in conjunction with their infantry advancement. This tax was in exchange for the protection that the Athenian fleet and army provided. One of the Athenian leaders, Pericles, used some of the tax money to rebuild the Athens walls, for defensive purposes, and to offensive military growth. This show of Athenian power frightened the Spartans, and Corinthians as well, who now saw the Athenian growth of power as a threat. Causing tension with the Spartans and Corinthians the Athenian navy came to the aid of the Corcyraeans against the Corinthians. The threatening Athenian strength became more apparent to the Spartans. This happened because Epidamnus became involved in a political struggle where the Democratic Party had taken control of the colony’s government and forced the aristocrats out of power. The aristocrats joined with a cruel, ruthless group and attacked the city and its surrounding areas seeking revenge from the democrats for their actions. Epidamnus began looking for help and sent a request to Corcyra for military involvement. Corcyra refused to help the Epidamnians in their political struggle and consequently they sought for the assistant of Corinth. Nonetheless, the Corinthians sent ships to stop the violence. The Corcyraeans saw the Corinthians interference as disrespectful so they decided to send their own ships to stop the Corinthians. Adding more fuel to the fire, the Corc yraeans made an alliance with Athens who already has their own feud with Corinth for many years. The Corinthian fleet engaged the Corcyraeans and consequently the Corinthians lost the battle. This defeat fueled the Corinthians passion against the Athenians even more. The final event that caused tension leading up to the outbreak of violence in the Peloponnesian War was when Potidaea, a member of the Delian league, rebelled against Athenian control. The city-state built barricades to resist Athenian army occupation which incited rebellion all over in the region in Chalcidice and Bottiaea. The Athenians sent troops into the region by ship, but they were also fighting the Macedonians in the same region and had difficult time suppressing that revolt. When Athens ultimately made a treaty with Perdiccas, the Macedonian leader, they were then turned-on by the Macedonians as they began fighting side-by-side with the Corinthians, who had come to the defense of the Potidaeans. Despite their recent setbacks, the Athenians were able to gain control of most of the region upon the arrival of reinforcements. Corinth called a meeting of the Peloponnesian assembly at Sparta because they saw that their own citizens were now trapped in Potidaea. Almost immediately following this meeting the Peloponnesian decision was to declare war because the complaints against the Athenian Empire were deemed irreconcilable. The Spartan and Peloponnesian demanded that the Athenians withdraw from Potidaea and that all the city-states in northern Greece be given their freedom. Despite the declaration of war, three ambassadors were sent to Athens over the course of winter in attempts to declare peace; however, neither side could come to a resolution. Nonetheless in the summer of 431 BC the Thebans, a member of the Peloponnesian League, attacked Plataea, Athens oldest ally. This drew Athens to Plataea’s defense, which in turn brought the Spartans and Corinthians to the side of their ally which marked the beginning of the Peloponnesian War. Research Papers on Causes of the Peloponnesian WarComparison: Letter from Birmingham and CritoAppeasement Policy Towards the Outbreak of World War 2Quebec and Canada19 Century Society: A Deeply Divided EraEffects of Television Violence on ChildrenCanaanite Influence on the Early Israelite ReligionAssess the importance of Nationalism 1815-1850 EuropeCapital PunishmentOpen Architechture a white paperThe Effects of Illegal Immigration

How to Conjugate Protéger (to Protect) in French

How to Conjugate Protà ©ger (to Protect) in French You will use the French verb  protà ©ger  when you want to say to protect. A verb conjugation is required if you want to use it for the past tense protected or the future tense will protect. This word has a couple tricks to it, but a lesson in its simplest conjugations will explain everything you need to know. The Basic Conjugations of  Protà ©ger Protà ©ger is both a stem-changing  and  spelling change verb. While that may seem scary at first, both issues have a purpose and are relatively easy to handle. The stem change occurs with the accented  Ãƒ ©Ã‚  in  protà ©ger. You will notice that in some forms- the present tense, in particular- the accent changes to an  Ãƒ ¨.  You will also notice that the future tense gives you the option between the stem changes.  Pay attention to this while studying so you can spell it correctly when needed.   The stem change pops up in the regular -er  conjugations where the ending begins with an  a  or  o.  For these, the  e  is retained to ensure the  g  has a soft pronunciation as it does in gel. Without the  e, the vowels would make it a hard sound as in gold. The indicative mood and the basic present, future, and imperfect past tenses are covered in this first chart. These should be your top priority to memorize because youll use them most often. All you need to do is pair the subject pronoun with the corresponding tense to learn which endings to use. For example, je protà ©ge means I am protecting and nous protà ©gions means we protected. Present Future Imperfect je protà ¨ge protà ©geraiprotà ¨gerai protà ©geais tu protà ¨ges protà ©gerasprotà ¨geras protà ©geais il protà ¨ge protà ©geraprotà ¨gera protà ©geait nous protà ©geons protà ©geronsprotà ¨gerons protà ©gions vous protà ©gez protà ©gerezprotà ¨gerez protà ©giez ils protà ¨gent protà ©gerontprotà ¨geront protà ©geaient The Present Participle of  Protà ©ger The spelling change is also required in the  present participle  of  protà ©ger because of the -ant  ending. The result is the word  protà ©geant. Protà ©ger  in the Compound Past Tense Another way to express the past tense in French is with the  passà © composà ©. This requires both the  past participle  protà ©gà ©Ã‚  and the present tense conjugate of the auxiliary verb  avoir. For example, I protected is  jai protà ©ge  and we protected is  nous avons protà ©gà ©. More Simple Conjugations of  Protà ©ger Once again, youll find some spelling and stem changes in the following conjugations. Also, the conditional- used for if...then situations- offers the option between the accented es. However, if you pay careful attention to those things, these forms of  protà ©ger  can be quite useful. The subjunctive, for instance, allows you to call the act of protecting into question. When reading or writing French, youll likely encounter  the passà © simple  or  the imperfect subjunctive  because these are literary tenses. Subjunctive Conditional Passà © Simple Imperfect Subjunctive je protà ¨ge protà ©geraisprotà ¨gerais protà ©geai protà ©geasse tu protà ¨ges protà ©geraisprotà ¨gerais protà ©geas protà ©geasses il protà ¨ge protà ©geraitprotà ¨gerait protà ©gea protà ©geà ¢t nous protà ©gions protà ©gerionsprotà ¨gerions protà ©geà ¢mes protà ©geassions vous protà ©giez protà ©geriezprotà ¨geriez protà ©geà ¢tes protà ©geassiez ils protà ¨gent protà ©geraientprotà ¨geraient protà ©gà ¨rent protà ©geassent The French imperative  may be useful for a verb like  protà ©ger. Its used for short and assertive statements, and when you use it, theres no need to include the subject pronoun.   Imperative (tu) protà ¨ge (nous) protà ©geons (vous) protà ©gez

Short Answer Questions Essay Example | Topics and Well Written Essays - 1500 words

Short Answer Questions - Essay Example I feel like this is a reliable and valid assessment because it was an assessment carried out in a non-threatening and informal manner. Under this setting, there is a greater chance for the learner to open up and be honest about her feelings, thoughts, difficulties, and learning needs. I also believe this to be a reliable and valid assessment because it makes use of open-ended questions and these questions help the learners be less restricted by set questions and choices. They can even make their own reflection and self-assessment based on the questions posed and provide a heart-felt and thoughtful response to the questions. Q-1c. Think of another method of assessment used by you or your colleague to assess your learner relating to the same area of learning. Compare the two assessment methods and outcomes, and describe how these methods complemented and/or contradicted each other. Explain how you resolved any contradictions. Structured interviews were also used by me and my colleague in assessing the learner in the same area of learning. In comparing these two assessment methods, there is significant contrast seen. One uses open-ended questions, and structured interviews uses close-ended questions. ... carried out in a more casual setting and manner, without any expectation of their results being used as a method of assessment on the part of the learner. In the structured interviews, it is carried out in a less casual manner with the learner most likely seated on a table answering structured questions. The learner is also aware in this case that he or she is being interviewed for an assessment of his learning needs. For the most part, these two methods complemented each other. The informal interview provided a basis for the assessment of the learning needs, and the structured interview helped to fill in the blanks and gaps seen in the informal interview. Both methods of assessment provided means of confirming the learner’s patient needs. In effect, what may not have been revealed in one interview has been revealed in the other type of assessment. Assessment-2. Feedback:-Think about sessions when you gave positive and more critical feedback to your learner(s). Q-2a. Compare a nd contrast your experience of giving positive feedback to learner(s) (i) formally, in one-to-one sessions; and (ii) informally, when working together. Use examples to illustrate the advantages and disadvantages of each method. In giving positive feedback formally, the learner was wary at first because she thought that she was going to be reprimanded. However, when she received the positive feedback, she was very much pleased. She also was pleased about being singled out for the positive feedback. She was also eager to talk about the good work that she was able to do and was eager to receive more feedback on how she could improve her work further. In the informal setting, any positive feedback I gave the learner was also well received, especially when I complemented her in front of the other

Compare Two Types of Music Eras Essay Example | Topics and Well Written Essays - 1500 words

Compare Two Types of Music Eras - Essay Example This esssay stresses that the popular forms of music have taken over Western Culture, with the more artistic forms of music losing their niche in the world. Orchestra attendance is dropping all around the world due to this widening gap between what people listen to in the world. Also, modern composers have created some very interesting and complex music however the modern audience wants nothing to do with these complex and intricate forms of musical art. This article makes a conculusion that the advancements of music recording and the recording industry have also been great. Musical recording is able to do things with the composition and recording of music that would make past generations quake, and the vast possibilities that are possible with this new technology is amazing; even to someone like me who is not a fan of the modern music age. Despite what else the modern age has done, it’s contributions to music recording and technology have really increased the myriad of possibilities for anybody who wants to go into electronic music or the recording or music. Despite the advancements we have seen in the Modern Age, it has done nothing to compete with the huge musical development of other ages, such as the Middle Age. The rift that has developed has left the art forms of music in the dust, and I cannot advocate this by any means. Hopefully we will see a return to the artier forms of music one day.