Explain The Need For Lesson Pacing English Language Essay

Explain The Need For Lesson Pacing English Language Essay Explain how pacing differs for a class that includes English language learner students from a class that does not include ELL students. Instructional pacing will vary from classroom to classroom based on any special needs of the students that occur in each classroom. A classroom that contains English Language Learners (ELL) needs to maintain a pacing  that is slower than a classroom that does not contain ELL students. ELL students need a pace that is much slower than non-ELL students. They need opportunities to ask questions during and after instruction, extended time requirements for activities, and longer wait times when being asked a question. Teachers need to provide students with a pace that is slower than non-ELL students; however, teachers should take care that the pace is not so slow that the natural rhythm of the English language is completely lost. ELL students need concepts to be broken down into less complex, easy steps that are offered at a more gradual pace. It is also necessary for teachers to check for student comprehension more often in an ELL classroom than it is for a teacher in a non-ELL classro om. It is essential for ELL students to receive instructional pacing that is according to their language and academic abilities. Teachers may need to make accommodations in their lesson plans to provide students with instruction that is paced according to their language abilities, but it is necessary for the ELL student to achieve academic and language success that the pace is adapted according to his/her needs.When a lesson is particularly complex, the teacher needs to provide students with a pacing that coincides with their ability levels. This is essentially the case in a classroom that contains ELL students. While a moderate pace could be adapted for a classroom that does not contain ELL students, a complex lesson may need to have a slower pace in a classroom with ELL students. ELLs need complex concepts broke down into simple and easy components, and sometimes need additional instruction in their first language, in order to gain appropriate comprehension of the subject. Because ELL students need more complex materials to be broken down into more easier, manageable steps, the instructional pacing that the teacher has established of planned for could be directly affected. Pacing would become much slower when concepts need more extensive instruction than what would normally be required. However, it is essential to remember that pacing must always take a backseat to the student being able to gain mastery of the content. Pacing does not govern the classroom-student learning does and with ELL students, that pace could become much slower at times and cause teachers to pick the essential content that must be taught and maybe foregoing extensive instruction on easier to grasp subjects. (I did not write thisà ¢Ã¢â€š ¬Ã‚ ¦copied from a website. It looked pretty good.) http://www.associatedcontent.com/article/1820697/instructional_pacing_in_the_classroom_pg2.html?cat=4 Providing content clarity for ELL students requires a significantly slower pace of instruction in the classroom than teaching students who possess a fluent understanding of the English language at there age/grade level. Although preparation for a classroom with or without ELL students requires similar planning procedures, such as defining objectives and providing activities that reinforce what the students are learning, executing the lesson and reaching those objectives differs. Because ELL students do not possess the level of proficiency that non ELL students at a similar age possess, the teacher must speak more slowly and articulate the language on a level that students can understand, never assuming that they know what he/she is talking about. The teacher must also provide visual assistance more often in the form of words, pictures, graphic organizers, etc. The teacher must also provide more opportunities with ELL students to interact with one another in the classroom. This can be done by utilizing group work with partners, groups of three or more students, or teams that vary in language development so as to reinforce and encourage further language development. This gives children an opportunity to practice new language concepts that have been taught. Teaching ELL students also requires a special knack for providing lessons that incorporate a well rounded task set. Students that learn lessons that allow them to hear, speak, read and write words experience more effective reinforcement than students who only have one or two of those concepts provided in a lesson. Teach and Assessà ¢Ã¢â€š ¬Ã‚ ¦.teach and assessà ¢Ã¢â€š ¬Ã‚ ¦teach and assessà ¢Ã¢â€š ¬Ã‚ ¦must be a constant and consistent technique. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL studentsà ¢Ã¢â€š ¬Ã‚ ¦ Referring to the above paragraphà ¢Ã¢â€š ¬Ã‚ ¦see key concepts and build on different ways in order to present them in the classroom. Each concept requires a framework that engages the students in using multi-sensory activities. If they seeà ¢Ã¢â€š ¬Ã‚ ¦written letters that make words that make sentences that make paragraphs that actually communicate somethingà ¢Ã¢â€š ¬Ã‚ ¦word walls, word study books, etcà ¢Ã¢â€š ¬Ã‚ ¦, hear words spoken as vocabulary with definition and spoken in contextà ¢Ã¢â€š ¬Ã‚ ¦word usage, touchà ¢Ã¢â€š ¬Ã‚ ¦using manipulatives in the classroom. Where words are concerned, writing them is key concept. Writing words and sentences that make sense. Speakà ¢Ã¢â€š ¬Ã‚ ¦ talking to the teacher and one another makes a huge difference. Interaction, interaction, interactionà ¢Ã¢â€š ¬Ã‚ ¦immersion in the language!!!

A Meteor will Strike the Earth and Destroy All Life Forms Essay

A Meteor will Strike the Earth and Destroy All Life Forms â€Å"With millions and millions of meteors hurtling around in our solar system, there’s always a chance that one could hit Earth at any moment. But what would be the consequences and how would the Earth be affected if one does happen to hit? If an object from space hit the sea, a huge tidal wave would be formed, hundreds of meters high, which would leave most of the world under water for a period of time, destroying and killing everything in it’s way. This would have a catastrophic effect on the Earth, as most people would be killed, and leaving countries powerless, unable to do anything. Crops would also be destroyed, starvation would kill all of the survivors, homes would be washed away leaving no shelters, and without hospitals or medication disease would spread quickly killing even more people. As it can be seen, the effects of a meteorite hitting the sea would only cause a temporary, yet catastrophic flooding. Though a direct impact on the ice caps could cause a larger scale of destruction. The caps would melt, increasing the sea level a few hundred meters high. On the other hand, if an object from space hit land, it would cause a huge amount of dust and dirt to be thrown into the atmosphere. This dust would stay in the atmosphere for many years and would block out the sun, causing the Earth to fall into a darkness, as well as leaving many consequences on the planet. Crops would fail due to the lack of light, which would cause massive starvation and death. It would be difficult to breathe without special masks to filter out the dust. With no sunlight or heat, being able to penetrate the atmosphere, the overall world temperature would fall dramatically, causing a possible ice age to occur.† - â€Å"Death in June† (Discover; page 16). With all the facts and governmental resource, there is a good chance that a meteor could hit the earth at any moment causing the world to end!   Ã‚  Ã‚  Ã‚  Ã‚  Over the millions of years that Earth has existed, there have been billions of meteors that hit, but of all the ones that hit, scientists concluded that they were not Earth threatening. The most recent meteor that struck Earth, that caused serious damage, was on the morning on June 30, 1908 in Siberia. When it hit, it had the force of a 20-megaton nuclear bomb. The collision caused nearly a t... ...ll 100 or more people. They also feel that 1,000 people or more would get killed once in every 1,000,000 years due to a meteor. Just to warn you, there hasn’t been a major strike that killed that many people or left serious damage to Earth in a few million years. The last time a meteor caused great damage was in prehistoric time when a meteor weighting about 132,000 pounds landed in Southwest Africa. That meteor is the biggest one that scientists ever found on Earth. Sadly for us though, there are millions of meteors that are hundreds of times bigger then the one that hit in Southwest Africa. Just imagine the damage that could occur if one does hit!   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, a meteor will hit the Earth in the near future destroying the human race and every other form of life on Earth. It probably won’t happen in the next ten years, but maybe somewhere between the next hundred to thousand years. There have been many meteors that have struck the Earth’s surface, and there’s still millions of huge ones out there. Probably the only good news regarding a meteor hitting the Earth, is that both the Government and NASA are working on many ideas to prevent it from happening.

Inclusion of Students with Disabilities into Regular Education Classrooms

The American Community Survey (ACS), which is conducted by the Census Bureau, estimated that about 6. 3% of the children between the age of 5 and 15 years had some form of disability in 2007. 1 The Individuals with Disabilities Education Act (IDEA), which was legislated in 1975, requires all public schools in the U. S. to provide ‘all eligible children with disabilities a free public education in the least restrictive environment appropriate for their needs. ‘According to the National Center for Educational Statistics, about 6. 7 million children  and youth, between the ages of 3 and 21, received services under IDEA in 2006 – 2007. 2 The issue of inclusion and mainstreaming of children with disabilities has always been controversial. While it is wrong to differentiate and isolate children based on their abilities, most regular schools are ill equipped to take care of children with certain disabilities and that can be disadvantageous to the disabled child as well as the regular children in the class. So, although every eligible child should have a right to go to any educational institution that he  or she wants to, it is important to make individualized decisions about inclusion.Teachers, doctors, therapists, parents and students should work together and decide what is best for all the children in the classroom. The National Dissemination Center for children with disabilities has defined inclusion as the philosophy, process, and practice of educating students with disabilities in general education classrooms in neighborhood schools with the supports and accommodations needed by those students.However, different researchers and educators have different opinions about what ‘inclusion' can actually mean. Some researchers like Lewis and Doorlang consider a child with disabilities ‘included' if he spends any part of the school day with general class peers in â€Å"common instructional or social activities with additional instructio n and support from a special educator† while Friend & Bursuck believed that inclusion generally occurs when a student with disabilities can meet â€Å"traditional academic expectations with minimal assistance.†Until the late 1960s, there was no help for children with disabilities at public schools. In fact, most schools had the right to refuse admission if the child was severely disabled while children with mild problems had struggle by themselves to cope with the school curriculum. All of that changed in 1969, with the passage of the Children with Specific Learning Disabilities Act, when it became mandatory for public schools to provide support services for students with learning disabilities.The Congress enacted the Education for All Handicapped Children Act in 1975 which intended to support states and localities in meeting the individual needs of children and youths with disabilities. This law was later renamed as the Individuals with Disabilities Education Act or ID EA. 2 As more and more kids started receiving special education, it was observed that such children were not taught the general curriculum at the schools. This led to the reauthorization of IDEA in 1997 and access to the general curriculum  was added to the statute.Ever since its formation, IDEA and the concept of inclusion were contentious. The supporters of the act believed that since disabled children have to live in the same society as the general population when they grow up, it is better to start early. This will help the general children also to develop into more understanding and compassionate individuals. The opponents of inclusion, on the other hand, believe that if the handicapped children are sent to  regular classrooms, they would be denied the ‘small-group, multi-sensory, carefully sequenced instruction, integrated with their various physical therapies, now provided by skilled certified teachers' while the non-handicapped children may miss their regular lesso ns.Some critics of inclusion believe that mainstreaming is a better option. Mainstreaming refers to selective placement of special education students in one or more â€Å"regular† education classes. The students are introduced to few regular classes based on each student's individual potential  and they follow a Individualized Education Plan (IEP) under the guidance of a specialist. The students are thus, exposed to the outside world but at a slower pace. The purpose of mainstreaming is specialized academic learning while the purpose of inclusion is to prepare for an independent life as an adult. Inclusion is less restrictive and allows a child with disabilities to be a part of a regular classroom and follow the regular curriculum with assistance of a specialist.Full inclusion, on the other hand, refers to elimination of special education  altogether and instructing all students in the same classroom with same curriculum. The proponents of full inclusion believe that all children are equally worth and hence, should be treated equally. Several models have been proposed to implement inclusion in classrooms across the United States. Some of these models include the Consultant model, the Teaming model and the Collaborative or Co-teaching model. In the Consultant model a special education teacher is made available to the students and will help to reteach a difficult concept or skillThis non- intrusive approach is effective in case of low incidence of special needs students and overall low student population. In the Teaming model special education teacher is assigned to a team and the teacher provides student several strategies to deal with assignments and tests. The team meets on a regular basis, establishing consistent communication among the team members. All team members work together and broaden their knowledge in various areas, whether they are from general education or special education.On the other hand, the Collaborative model involves general ed ucation and special education teachers working together to teach students with or without disabilities in a shared classroom. Students receive age-appropriate academics, support services, and possible modified instruction. Collaborative teaching can be organized in a number of ways like one teacher and one support, parallel teaching design, team teaching, alternative teaching design etc.The kind of model that a classroom might adopt depends on a variety of factors like the  requirements of the students and the number of resources that the teachers have at their disposal. Whichever model it adopts, an inclusive classroom is student-centered and students have a major role to play in deciding the academic and social activities of the day. There is a lot of social interaction with each student doing their own individualized curriculum under the guidance of a special education teacher. The classroom may have different centers that focus on different skills like language, math etc.Child ren are allowed to use many different kind of learning tools like books, computers, taped stories and music. One of the major advantages of a inclusion classroom for regular students is that it helps them develop compassion and sensitivity at a young age. Children get an opportunity to experience diversity in a small classroom setting and it also boosts their self-confidence as they develop an ability to make a difference and to help others. All students have the benefit of having two teachers in the class.Also, inclusion classrooms focus on peer learning and that can have immense impact on most children. Inclusion classrooms can also be beneficial to the teachers as it gives them an opportunity to be a part of a multi-disciplinary team that faces new challenges everyday. The teachers also learn to appreciate the fact that each child has his own strengths and weaknesses and get an opportunity to understand the benefits of direct individualized instruction. Children with special need s can benefit immensely by going to regular schools.It gives them a sense of belongingness in the community. It enhances their self-respect and enables them to develop friendships with same-age peers. A regular school exposes the child to a more stimulating environment and may make it easier for them adjust to the outside world. Thus, the supporters of inclusion believe that all students will benefit from being in an inclusion classrooms in the long run. In spite of all these advantages, inclusion classrooms are controversial and that is because  these classrooms can often be disruptive and under productive. In practice, children pursuing individualized curricula with aides, under the supervision of the teacher who is attempting to teach the whole class may lead to commotion and confusion.The critics also believe that there is no scientific basis for the belief that handicapped children benefit by being placed with non-handicapped children. In fact, some research shows that handic apped children feel more isolated in the regular class, as it imposes greater psychological pressure on them and  they become more aware of what their peers can do and what they cannot. Some research has shown that in Texas, Missouri and Minnesota, special-education students are suspended at roughly twice the rate of regular students, state reports indicate.Also, for children with disabilities in a regular environment, socialization becomes more important than academics and hence, can be detrimental to student's education. Some school districts have reported higher teacher turnover and classroom commotion due to mainstreaming.Many teachers are often uncomfortable with an unorganized classroom. Most teachers lack special training and support to deal with inclusion and can lead to frustration. Inclusion can also be viewed unfavorably by regular students. They may find it disruptive to their own education. Also, if not implemented properly, it can lead to resentment among regular stu dents towards their disabled peers and can lead to unpleasant atmosphere in the classrooms. Even the proponents of inclusion have to agree that it is not for everyone.â€Å"Inclusion without resources, without support, without teacher preparation time, without commitment, without a vision statement, without restructuring, without staff development, won't work. † says Mara Sapon-Shevin, professor of inclusive education at Syracuse University. So, before starting any new inclusion program, it is important to analyze the situation and check for all the available resources. Every body involved in the education system including students, teachers, special  education teachers and parents should be involved in the decision.It is also important to make a smooth transition in a gradual step by step manner that is not overwhelming to the handicapped children as well as their non-handicapped peers. Also, good communication between the teachers, students and the parents is key to the s uccess of inclusion education and thus, schools should have clear strategies and plans before introducing inclusive classrooms to their system.Inclusion is a disputable issue and proponents on both sides of the theory are equally passionate about their cause. It a great concept of education that is based upon the principle of compassion and equality for all. If implemented properly, the inclusion classrooms can be great models for an ideal society. However, it is a difficult concept to implement. Most teachers lack the appropriate training and resources to manage an inclusion classroom and that can be overwhelming to all the individuals involved.

The Disappearance of Miranda Gaddis

The Disappearance of Miranda Gaddis Miranda was born November 18, 1988, in Oregon City. She attended Gardner Middle School  and dreamed of becoming a model one day. Miranda belonged to a dance team and was described by friends as being outgoing, funny, and very loving. In 1995, Miranda’s natural father was found guilty of abuse and sent to prison. A boyfriend of her mother later abused Miranda and was convicted and sent to prison. She spent a short time in a foster home because of the abuse. Despite her troubles, Miranda seemed well balanced and enjoyed her family, which included her older sister Maryssa, younger sister Miriah, and younger brother Jason. It is not surprising that Ashley Hope and Miranda Gaddis were friends. They were on the same dance team at school, lived in the same apartment building, and even resembled each other. They also shared similar pasts of having been sexually abused as young children. The apartment complex that Ashley and Miranda lived in was built in the late 1990s. It provided affordable housing for single mothers and lower-income working families, as well as the mentally ill. It had a high occupancy rate and was filled with children. Families would come and go, and children learned to make friends quickly with the new residents that moved in. It was near the edge of the complex, where Ward Weaver and his family, decided to rent a home. The Weavers had a young daughter close to Ashley and Miranda’s age, and it was not long before the three became friends. Ashley and Miranda spent time at their new friends house, sometimes staying overnight at slumber parties. Miranda, unlike Ashley, did not stay at the Weaver house for extended periods of time. She had other interest and friends that kept her busy in other activities. On Jan. 9, 2002, Ashley disappeared on her way to school. The police interviewed Miranda  and other friends of Ashley’s. As information filtered in, the authorities began to suspect that Ward Weaver was involved in her disappearance, but no arrest was made. Miranda was very involved in her friends investigation, offering the police personal information that Ashley had shared with her. Miranda knew the trouble that Ashley had experienced during her extended stays at the Weaver home. Ashley confided in her that Ward Weaver was violent and raped her while on a vacation in California. Miranda, who was not timid with her opinions, warned friends to stay away from the Weaver’s home because she felt Ward Weaver was dangerous. Some theorize that Weaver blamed Miranda for his daughter being ostracized at school, and in the neighborhood where they lived. Two months went by, and Ashley Pond was still missing. Life for Miranda was beginning to return to normal. On March 8, 2002, the day started out like most school days at Miranda’s house. Her mother, Michelle, left at around 7:30 a.m., for work. It is assumed that Miranda left to go to her bus stop at her normal time, around 8 a.m. She walked the same path that Ashley did on the day she disappeared – right near the door of Will Weaver’s house. Around 1:20 p.m., Michelle Gaddis received a call from her oldest daughter, informing her that Miranda was not at school and that none of her friends had seen her all day. The school confirmed her fears, reporting that she was absent in all her classes. Michelle immediately went to the police to report that her daughter was missing. Now haunted by two disappearances, the police and the FBI went on a round-the-clock investigation in hopes of locating Miranda Gaddis. The residents of Oregon City feared that a child abductor was busy deciding who his next victim would be. The missing girls mothers were convinced that the person responsible, knew both girls. The police focused on this theory as well  and returned to question many of the same people they interviewed just two months before  when Ashley disappeared. Some of the information they received, pointed to Ward Weaver, just as in the case with Ashley Pond, but still, no arrest was made. A Break in the Case A cry of rape by Ward Weavers sons girlfriend  brought an end to the police search of Ashley Pond and Miranda Gaddis. The woman, half nude, ran from the Weaver home, screaming that Ward Weaver had tried to rape her. Weavers  son followed up with calls to the police, saying his father admitted that he killed Ashley Pond. These accusations allowed the police to search Ward Weavers property. On the weekend of August 24-25, the bodies of Ashley Pond and Miranda Gaddis  were found on the property of Ward Weavers rental home. Ashleys body was discovered inside a barrel, in a hole, under a concrete slab that had been poured soon after she was reported missing. Mirandas remains were found in a shed on the same property. An autopsy confirmed the identity of both girls. Ward Weaver Is Arrested On October 4, 2002, Ward Weaver was indicted for the murder of Ashley Pond, 12, and Miranda Gaddis, 13, as well as other counts in an unrelated case, which including sex abuse, attempted rape, aggravated murder and abuse of a corpse, all of which he plead not guilty. On September 22, 2004, ​Ward Weaver plead guilty to killing two of his daughters friends then hiding their bodies on his property. He received two life sentences for the deaths of Ashley Pond and Miranda Gaddis. See Also:Ward Weaver lll: A Life of BrutalityProfile of Ashley Pond

The Quest for Universal Plot Types

The Quest for Universal Plot Types The Quest for Universal Plot Types The Quest for Universal Plot Types By Michael For centuries, writers and critics have tried to put stories into basic categories. Novelist Kurt Vonnegut described eight of them: Man in Hole, Boy Meets Girl, From Bad to Worse, Which Way is Up?, Creation Story, Old Testament, New Testament, and Cinderella. He argued that stories have beautiful shapes which can be drawn on graph paper or fed into computers, rising and falling emotionally over time on a horizontal B-E axis (Beginning/End) and a vertical G-I axis (Good Fortune/Ill Fortune). Vonnegut explained his theory many times and you can watch his explanations online, both the short version and the long version. Six Basic Story Shapes Inspired by Vonneguts ideas, researchers at the the University of Vermonts Computational Story Laboratory and others used various tools, including one they call the Hedonometer. Based on what Vonnegut called emotional arc, this online tool compares each part of a story by tracking what kind of words dominate it: either words such as awful punishment poor blame afraid cried hate or else happy father garden faith home great laugh. Graphing the shapes of 1,327 books from Project Gutenberg, they found six basic plots. Rags to Riches (rise): A poor boy owns nothing but a cat, but it eventually makes him a rich man and Lord Mayor of London (Dick Whittington). SV1 or Mode 1, core emotional arc 1 Examples: The Importance of Being Earnest, The Jungle Book, The Call of the Wild, The Tragical History of Doctor Faustus Tragedy, or Riches to Rags (fall): The kings advisor hopes to gain power by having his rival executed, but his conspiracy fails and he himself is executed by the king (Haman). -SV1 or Mode 1 negative, core emotional arc 2 Examples: The Picture of Dorian Gray, Beowulf, Dr. Jekyll and Mr. Hyde, Heart of Darkness, The Time Machine, Pygmalion Man in a Hole (fall then rise): Targeted by more powerful gangsters, members of an organized crime family are shot, assassinated, and exiled, but in the end, they make an offer that the other gangsters cant refuse (The Godfather). SV2, core emotional arc 3 Examples: The Wonderful Wizard of Oz, Through the Looking-Glass, The Prince and the Pauper, The Secret Garden Icarus (rise then fall): An inventor makes wings of wax and feathers and learns to fly with them, but his son rises too close to the sun and then falls. -SV2, core emotional arc 4 Examples: A Christmas Carol, Paradise Lost, Three Men in a Boat, Childe Harold’s Pilgrimage, The Pilgrim’s Progress (though some of those have happy endings) Cinderella (rise then fall then rise): A poor girl meets the prince at a ball, but she loses her slipper when fleeing at the stroke of midnight. Back home, serving her wicked stepmother again, a royal messenger asks her to try on the lost slipper, and when it fits, the prince marries her. SV3, core emotional arc 5 Examples: Treasure Island, King Solomon’s Mines, Love and Freindship (Jane Austen), The Merchant of Venice Oedipus (fall then rise then fall): An infant prince is found by shepherds on a mountainside, becomes a king, but ends his life as a blind wanderer. (I wont give away the whole story of Oedipus its complex). -SV3, core emotional arc 6 Examples: Frankenstein, A Study in Scarlet (Sherlock Holmes), The Mysterious Affair at Styles (Agatha Christie), The War of the Worlds, The Turn of the Screw, The Red Badge of Courage Lessons from Story Research Arcs have curves, not jagged lines. Events, circumstances, and cardboard people can change quickly, but real people change gradually. If a character changes suddenly and inexplicably, it isnt believable and it isnt satisfying. When a character is rescued by outside forces, we want him or her to be ready for it, if not to deserve it. We dont want it to happen too quickly or too lightly. We all have problems, so we relate to characters with problems like our own. Even ancient Greeks criticized the overuse of the deus ex machina effect, where just when we are dying to know how they are going to solve their problems, a god is lowered onto the stage with a crane to solve them all for them. The most successful plots may not be the most likable. Professor Ganna Pogrebna from the University of Birmingham determined that the most profitable films, such as The Godfather, have the man in a hole shape. But the most profitable films are not necessarily the most liked (most people dont like bloody murders), but rather the most discussed (as Michael Corleones family rises out a professional hole, he falls into a moral hole). More arcs may be more interesting. The Computational Story Laboratory researchers examined the number of downloads of each book to see which type of story was most popular. The winners included Icarus, â€Å"Cinderella,† and â€Å"Oedipus,† but one of the most downloaded types didnt even have a name: two sequential Man in a hole arcs (SV 4). Thats fall rise fall rise, a pattern that fits fewer books but more popular ones, such as The Adventures of Tom Sawyer, Peter Pan, and Jane Austens Northanger Abbey. But successful books can be more complex than that: Jane Austens Persuasion has the shape of rise fall rise fall rise fall rise (SV7), as does Spenser’s The Faerie Queene. And when I look at Mark Twains The Adventures of Huckleberry Finn on the Hedonometer, I see rise fall rise fall rise fall rise fall rise. In Jane Eyre by Charlotte Brontà «, I see rise fall rise fall rise fall rise fall rise fall rise. It never rains all the time. Its called an emotional arc for a reason: sometimes its up, sometimes its down. The emotional tone gets pretty low near the end of Christopher Marlowes The Tragical History of Doctor Faustus, when Faustus is dragged off to Hell. (I suspect the Hedonometers rise at the end is a false positive.) Yet the play includes comic scenes. Critics used to think they couldnt have been written by Marlowe, but now they think otherwise. Marlowe knew that no audience can stand unabated gloom. 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 Fiction Writing category, check our popular posts, or choose a related post below:50 Incorrect Pronunciations That You Should AvoidWhenever vs. When EverPeople vs. Persons

HEALTH LAW AND ETHICS Essay Example | Topics and Well Written Essays - 250 words - 7

HEALTH LAW AND ETHICS - Essay Example Another purpose of the Act was to ensure that the elderly of US did not need to leave their home and move in facilities that assist elderly. The purpose of enabling services to make sure that the patients with US that belong to the minority groups are well served (Shuttlesworth 359). People suffering from deadly diseases along with people who are recognized as drug abusers can obtain high quality care due to improvement in case management. Patients from the minority groups do not have proficiency over English language, they gain support through services provided by interpretation service providers. With the aid of education related to health care, people from the minority groups can learn how to manage their activities in order to secure healthy lifestyles. Eligibility services for these minority groups aid in enrolling individuals in health care facilities and decreasing their concerns about their finances. Transportation services aid minority groups in gaining timely access to health care

INFORMATIVE REPORT ASSIGNMENT Example | Topics and Well Written Essays - 1000 words

INFORMATIVE REPORT - Assignment Example From the surveys administered to the customers, the weaknesses in services include cleanliness, where customers said that the on-site centers were not clean. The food served at the on-site centers was often poor, and the services offered by the service attendants were not up to standard. The limitation of the study was that the managers did not offer any explanation into why the services delivered were not up to standard, although they reported plans of holding a staff meeting to look into the issue. From the reports, there is also the need to inquire into other problem areas, through a meeting with the employees, to review performance areas. After realizing the complaints from the company’s customers, my office carried out a survey study to gather facts on the areas of inefficiencies and poor service. Towards realizing this, surveys reached 450 customers from the different movie production company operation centers. The survey saw an 89% return rate, thereby offering a representative picture of the issue. From the information collected, the problem areas identified covered cleanliness, the food supplied, and the services offered to the clients. In the area of cleanliness, 96% of the customers gave feedback that the on-site food service centers were not administered in a clean manner. The complaint areas include that silverware were commonly found with crusted food, food debris had dried on the tables, and the floors had litter. Also, it was reported that glasses had dirt spots, and that the customer service personnel often wore dirty aprons. Other concern areas under cleanliness were that service personnel did not wear plastic gloves, and that flies were buzzing around the service counter – which showed that the area was generally dirty. In the area of food supply, 85% of the customers offered the information that the quality of the food supplied was in many cases poor. Complaints include that fried