Trickery and Deception in Much Ado about Nothing :: essays research papers

Incomplete An exploration of Shakespeare’s presentation of trickery and deception in his play ‘Much Ado about Nothing.’ In William Shakespeare’s play ‘Much Ado about Nothing’, there are many instances of trickery and deception, which seem to surround the whole of the play. These instances are as follows: Don Pedro wooing hero for Claudio, Don Pedro wooing hero for himself, Claudio pretending to be Benedick to find out information from Don John and Borachio, Don John and Borachio both know that Claudio is not Benedick but trick Claudio into thinking that they believe that Claudio is in fact Benedick, Benedick pretending to be somebody else whilst talking to Beatrice, Beatrice pretending to believe that she is in fact talking to Benedick, Beatrice having romantic feelings for Benedick, Benedick having romantic feelings for Beatrice, Beatrice not having romantic feelings for Benedick, Benedick not having romantic feelings for Beatrice, Hero is unfaithful with Borachio, Hero is dead, and Antonio having another daughter. Don John plays an essential role for nearly all of the trickery and deception in this play. He acts like a catalyst and an instigator for trouble, whose sole aim is to marmalize the love and happiness between Claudio and Hero. Shakespeare uses foreshadowing of Don John’s villainy to display the trickery and deception: ’It better fits my blood to be distained of all than to fashion a carriage to rob love from any, in this, though I cannot be said to be a flattering honest man, it must not be denied but I am a plain-dealing villain. I am trusted with a muzzle and enfranchized with a clog: therefore I have decreed not to sing in my cage. If I had my mouth, I would bite, if I had my liberty, I would do my liking. In the meantime, let me be that I am, and seek not to alter me.’ - Don John. o (Act I, Scene III: Lines: 22-30). The first instance of trickery and deception is when Don Pedro tells Claudio that he will woo Hero for Claudio to marry her in Act I Scene I. Tricking her to believe that Don Pedro himself has feelings for Hero: ‘I will assume thy part in disguise, and tell fair Hero that I am Claudio, and in her bosom I’ll unclasp my heart, and take her hearing prisoner with the force and strong encounter of my amorous tale. Then after, to her father will I break: and the conclusion is, she shall be thine.’ - Don Pedro. o (Act I, Scene I: Lines 276 - 282). It is reported to Don John by Borachio that â€Å"†¦The Prince should woo Hero for himself, and having obtained her, give her to Count Claudio.

How to Be a Football Player

How to be a Football Player Football has always been America’s natural past time. Many fans love watching football but do not realize how hard it is to prepare for a football season. Most fans think the players just show up on the one day and perform. This belief is completely false. Preparing for a football season requires much preparation. The preparation for most football players usually includes working on strength, conditioning, and fundamentals of the game. These steps are necessary for football players to have a successful season.These steps have proven to be a valuable aid in helping players such as myself prepare for the season. I believe these steps are the basic steps to becoming a great Football player. The first step to becoming a great football player is working to improve your conditioning. Conditioning is basically a way of improving your body’s endurance resistance and overall athleticism. To improve your conditioning you start off running for multiple times daily. Every second of the day you spend running your increasing your athleticism and the condition your body is in which is a very valuable concept in any sport.The more u condition the more your body will be able to endure and endurance is a big part in football if you plan to stay on the field. By increasing the condition your body is you will have set your self up in improve your physicality, endurance, and mentality. Next, you should start working out using weights to improve your chances for success in the upcoming season. I believe that this step puts you ahead of the other athletes. A strict weight training schedule has allowed many athletes to stay in top shape throughout the years.This second step is imperative to becoming a successful football player is by increasing your strength. Strength is just important as conditioning because football is game of physicality. To improve your strength you can start off with push ups dips and sits to get your body toned up. After toning your body that’s when you start lifting weights to build lean muscle instead of toning up your muscles. Weights lifting include exercises such bench press, squats, and leg presses etc. Every work out in the weight room improves different parts of the body like you chest, calves, triceps, biceps, forearms etc.By working on all these body parts different days of the week such as Mondays, Wednesday, and Fridays you will continue to develop strength and your body mass. The final step in preparing for the upcoming season and being successful in football is being prepared mentally. Being mentally prepared consists of four things concentration, confidence, control and commitment. Football requires concentration because you have to be able to focus on the task that is at hand. Football requires confidence because you have to believe you achieve a certain goal then go achieve it.Control is also a part of the mental process because an athlete's ability to maintain control of th eir emotions in the face of adversity and remain positive is essential to successful performance. The fourth and final asset of the mental process is commitment, there is an insurmountable amount of things you have to remember in football and a football players performance depends on the athlete being fully committed to the game and his team if the player plans on being successful at the game. As much emphasis as athletes put on the physical aspect of the game the mental part is just as important.Football Consist of plays, assignments, coverage’s and a thousand other things that you have to be cognizant of. In conclusion, I feel that preparing to be a great football player requires much preparation. It’s not enough to just play the game you have to understand the game and how much dedication and preparation goes into the game. You have to have a great amount of endurance, strength, speed and commitment to play this sport. Once you connect all of the pieces to the puzzl e you will be a football player.

Alberto Ginastera

Alberto Ginastera was an Argentinean music composer born in 1916 to an Italian mother and Catalian father in Buenos Aires and died in 1983. He is a legendary classical music composer in the Latin America whose artistic skills cannot be matched with that of other artists of his time.He is known for setting up a dance and music conservatory at Buenos Aires and forming an organization, the International Society for Contemporary music where he became its secretary general. He is also credited for his ability to integrate current music composing techniques into the old Argentinean folk music. This research paper is going to specifically focus on the life of Ginastera and will in-depth discuss about his career achievements and why he is popular.Ginastera developed his interest in music at quite a tender age and achieved much while he was still a child for example, he entered the conservatory when he was twelve but this was not without some influence from other artists such as Schoenberg, B artok and Stravinsky (Sadie 231).He made significant artistic work that was capable of making him a winner of various awards such as the Argentine School Song Award, three municipal prizes, National Fund for the Arts Annual Award, Bicentennial Cinzano Award and the three municipal prizes. He composed all genres of music be it operas, orchestra, violin concerto, piano work, choir works among others something that made him a true representative of Argentinean musical nationalism.In 1941, Ginastera was able to secure himself a job in Buenos Aires at the National Conservatory and the Liceo Militar. In 1942 he received funds to go to the United States from Guggenheim fellowship but his plan was impeded by the Second World War but nevertheless, he was able to produce a lot of great works like the Twelve American Preludes which was played in 1944 and another one which was a dedication to all those who perished in the fight for freedom called Elegiac Symphony that was played in 1944 (Way, J oseph).In 1945, he entered into politics and together with other Argentine intellectuals signed a manifesto aimed at protecting human rights and democratic principles but because of his involvement in anti fascism politics, he was fired as the conservatory’s director in 1952.After Peron regime was overthrown in 1955, he was reinstated as the director but resigned in 1958 to become a director of the Catholic University’s Facultad de Ciencias y Artes Musicale something that helped him to revisit the United States where he performed his second quartet in 1958 (Sadie 228)One of his works to come to the public domain was known as the score for the ballet Panambi which was conducted by Juan Jose Castro and was a five movement orchestral suite that was first introduced in Buenos Aires on 27th November 1937. The second widely recognized and an award prize winning (Association Wagneriana) piece of work was the ballet with choreography produced in 1940s (Sadie 228).In this piece of work, Ginastera tried to harmonize his primitive rhythm with modern technology something that skyrocketed his prominence long before he would graduate but the one that gave him an international recognition was the first Quartet which was played in Frankfurt’s International Society for Contemporary Music and the 1958’s outstanding work as a German critic termed it entitled the Second String Quartet that was performed in Washington DC by Juilliard Quartet (Sadie 227-229).According to Elena Dabul, he classified his classical music into three categories that were determined by the use of the music he composed. The three categories were; Objective nationalism which was a period between 1934 and 1948 where he dealt with music concerning Argentinean cultures and produced works like the 1941’s wheat dance, the land workers and ballet Estancia which was all about Cattle ranch’s life. In making Estancia dances, Gisele Ben-Dor preferred the second thoughts expre ssed in Ginastera’s Panambi suites to Andrei Borejko’s Largo Label.Her performances were different fro that of other artiste as they would last a minute longer. The other category was Subjective nationalism which started from 1948 to1958 where he detached himself from traditional popular elements and took no revolutionary moves or position. It is during this period that he produced his masterpiece, the first String Quartet where he would use rhythms to create folk-like songs.The third and last category is the Neo-expressionism that is from 1958 all the way to1983 where he performed works like the second String Quartet which was done in 1958, the 1961’s Concerto for Piano and Orchestra, operas, Don Rodrigo and Bomarzo operas of 1967 (Compositores and Interpretes).Ginastera in an interview in 1962 referred himself as a slow composer because he would take quite some time to think about his music before he would compose it, a period he referred to as gestation and t he one according to him the moment which was the most trying is when it came to translate the intellectual ideas into something tangible which he likened to a child birth. Unfortunately, not all music that he composed was released to the public for example the Duke of Bormazo because of its provocative nature was banned.The Argentinean president banned the opera on grounds that it portrayed sexual obsession however, the opera was reproduced in 1968 in New York. Contrary to the expectations of many, the same work would make him an international figure for example the opera Bormarzo (Sadie 229).Alberto Ginastera an Argentinean music composer was a prominent figure in his days and was able to make music with a difference something that made him to be known internationally. He composed music of all genres thereby becoming a representative of Argentinean music nationalism. Though his music moved with times, not all of his recordings were made public as some were considered extreme and un fit for the public. Some of his work of art includes the Bomarzo operas, the Piano concertos and the First and the second string quartet.Works cited:Elena Dabul. Alberto Ginastero. Accessed at   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://members.tripod.com/~ostinato/ginas.htmlCompositores and Interpretes. Alberto Ginastero. 2004. Accessed from http://www.ciweb.com.ar/Ginastera/index2.phpSadie, Stanley Ed. The New Grove Dictionary of Music and Musicians. 7th Edition,    Macmillan Publishers Limited.1980.Way, Joseph. Alberto Ginastero (1916-1983). Sierra Chamber Society Program Notes. 2000. Available at http://www.fuguemasters.com/ginaster.html  

Why Women Are Paid Less Than Men

Sample Teacher Interview Questions Teacher Relationships With Students 1. What kind of students do you like to work with? What type of students could you teach most effectively? 2. You give an assignment. A student ridicules the assignment, saying it doesn’t make sense. What would you do? 3. How do you help students experience success? 4. How would you individualize instruction for students? 5. What procedures do you use to evaluate student progress besides using tests? 6. How would you challenge the slow learner and the advanced learner within the same class? 7. What would your students say about you?Teacher Relationships With Colleagues 9. Tell us about yourself, and specifically what brought you to want to be an English, math, science teacher? 10. What is your philosophy about teaching English, math, science? 1. What kind of teachers would you prefer to work with? Why? 2. What activities would you like to work with in our school? 3. What quality or qualities do you have tha t would enhance our teaching staff? 4. What are some personality characteristics you find undesirable in people? 5. Who should be responsible for discipline in a school? Why? 6. What needs and/or expectations do you have of the school administration? . How do you collaborate with your colleagues? Teacher Relationships With Parents 1. What do you feel is the most effective way to communicate with parents? Describe how you have used this/these technique(s). 2. Describe the reasons why you would contact parents. 3. What would you include in your Open House presentations to parents? 4. What community activities would you like to be associated with? Why? Instructional Techniques 1. Describe any school experience you have had, particularly in student teaching (or in another teaching position) that has prepared you for a full-time position at our school. . How would you integrate technology into the curriculum you would teach? 3. Describe any innovative projects you have been involved in d eveloping. 4. Give an example of how you have used cooperative learning in your classroom. 5. What four words would students use to describe your teaching strategies? 6. What rules do you have for your classroom . Describe your teaching style and how you accommodate the different learning styles of the students in your classes. 8. What do you consider to be your strengths and how will you use them in your teaching? 9.In what ways do you keep students on task and well behaved during collaborative group activities? A Potpourri of Topics and Background Information 1. Why did you choose to become a teacher? 2. What are your hobbies and interests? 3. What are your plans for continuing your professional growth? 4. Tell me about an interesting article you have read recently in a professional journal. 5. What contributions can you make to our school? 6. What current trends in public education please you? Displease you? 7. Tell me about the three people who have most influenced your own educ ation and educational career. . Tell us about a golden teaching moment? Questions for Management Expertise1. Describe the management strategies and techniques you use to maintain an effective classroom environment2. In what ways do you keep students on task and well behaved during collaborative group activities? 3. Describe your expectations for student behavior? In other words, if I were to enter your class on an average day, what should I expect to see with regard to student behavior? 4. Keith is your busy seventh-grader. He is constantly moving in your class and always ready to throw spitballs.Although his behavior is not seriously disruptive, it is annoying. He is especially active when he believes that you cannot see him. How would you deal with this situation? 5. Describe the management strategies and techniques you use to maintain an effective classroom environment6. Describe your expectations for student behavior? In other words, if I were to enter your class on an average d ay, what should I expect to see with regard to student behavior? 7. Keith is your busy seventh-grader. He is constantly moving in your class and always ready to throw spitballs.Although his behavior is not seriously disruptive, it is annoying. He is especially active when he believes that you cannot see him. How would you deal with this situation? Personal Characteristics Questions1. How would a colleague describe you? 2. What are your strengths and weaknesses as a teacher? 3. As a teacher, how do you relate to students, colleagues, and parents? 4. What do you consider to be a major issue in public education today? Questions for Content Area Expertise:1. Describe your knowledge and experience with the California content standards applicable to your content area. . Describe any specific areas of strength within your content area (e,g. , Physical Science, Writing Workshop, Algebra, etc. ). 3. If you could teach just one grade level and subject within your content area, what would you choose? Why? 4. What sorts of assessment, both formal and informal, do you view as being important indicators of successful performance for students learning your content area? 5. If you could teach any novel, what would it be and what would your students be doing? 6. How do you adjust for reading level differences within your classroom?Questions for English Learner Expertise:1. We have a large number of English learners in our district. What knowledge and experience do you have that is representative of your ability to teach English learners? 2. What knowledge and experience do you have regarding the California English Language Development Standards? 3. Imagine that you are teaching a â€Å"regular† mainstream class in your content area. A new student arrives in your class one day, and you soon find out that this student possesses only limited English fluency (that is, some oral fluency but very limited reading and writing fluency).You realize that this is probably not the c orrect placement for the student, so you approach the counselor in charge of scheduling students. You are told that there is no room in the other classrooms for the foreseeable future and that you will just have to do the best you can. What would you do to accommodate this student until a better placement comes up? 4. In what ways, both formal and informal, might you assess a student with limited English fluency to be sure the student is truly learning the content of your course curriculum? Short Interview Questions § How would a colleague describe you? What are your strengths and weaknesses as a teacher?  § As a teacher, how do you relate to students, colleagues, and parents?  § What do you consider to be a major issue in public education today?  § Describe your knowledge and experience with the California content standards applicable to your content area.  § Describe any specific areas of strength within your content area (e,g. , Physical Science, Writing Workshop, Algeb ra, etc. ).  § If you could teach just one grade level and subject within your content area, what would you choose? Why? What sorts of assessment, both formal and informal, do you view as being important indicators of successful performance for students learning your content area?  § We have a large number of English learners in our district. What knowledge and experience do you have that is representative of your ability to teach English learners?  § Imagine that you are teaching a â€Å"regular† mainstream class in your content area. A new student arrives in your class one day, and you soon find out that this student possesses only limited English fluency (that is, some oral fluency but very limited reading and writing fluency).You realize that this is probably not the correct placement for the student, so you approach the counselor in charge of scheduling students. You are told that there is no room in the other classrooms for the foreseeable future and that you will just have to do the best you can. What would you do to accommodate this student until a better placement comes up?  § In what ways, both formal and informal, might you assess a student with limited English fluency to be sure the student is truly learning the content of your course curriculum?  § Discuss a curriculum project you developed which generated high motivation and engagement among your students.Tell us what the project looked like and what resources you used to develop it.  § How do you feel about participating in an advisory period or other master-scheduled differences?  § What kinds of strategies do you use to challenge students to have an in-depth understanding of mathematics, science, English literature?  § What strategies do you use to make curriculum meaningful and relevant to students?  § Since we will be held accountable for standardized test results, what will you do in the area of curriculum development to e3nsure that students do well on the test wit hout teaching the test? Describe the evaluation instruments you use to assess student learning.  § Describe your ideas for ensuring that you have positive communication with parents and the larger community.  § What do you envision will be your biggest challenge this year?  § How do you excel in working with students from diverse populations?  § Why are you interested in working at this school?  § Share with us your philosophy of teaching and learning?  § What is the role/responsibility of a teacher in a classroom?  § Tell us about a time when a student really got what you were hoping they would. An â€Å"Ah HA† moment. Why do you think students from diverse cultural and educational backgrounds do not excel in school in comparison to more traditional students?  § What kinds of things can be done to compensate for inadequacies in English or prior knowledge?  § Tell us about your approach to classroom discipline – how do you ensure your students are on- task, and what steps do you take when they are not?  § What do you think was your most successful lesson you have taught and why?  § What was the most challenging lesson you have had to teach, and how did you overcome the obstacles?  § What would be the ideal teaching position be? |

Flannery O'Connor's A Good Man is Hard to Find Essay - 1

Flannery O'Connor's A Good Man is Hard to Find - Essay Example The Grandmother is very irritating woman. During the car ride, she lies about the dimensions of a house just to make it sound more interesting to the children. And when she realizes that the house she’s been bragging about is not even in that state, she panics and kicks the cage holding the cat. She doesn’t do that on purpose. She is annoying but she doesn’t deserve to be shot three times in the chest. In fact she tries to make a connection with the Misfit during the confrontation and when she feels sorry for Misfit and about the way he has been treated all his life, she tries to physically touch him and at that moment Misfit’s henchmen shoot the old woman. It is very true that many people only claim to be Christians but in the dealings of their lives, their behavior, their conduct and their daily conversations are devoid of the spirit of Christianity. The grandmother is blessed with a loving son but she is not thankful for it and doesn’t actually care about him. In fact she treats him as a tool and takes advantage of his obedience. In the book, after the car accident Misfit and his men seize the family and they take family members in the woods and shoot them. Seeing her fate very clear the grandmother suddenly remembers God and Jesus and turns soft. She asks Misfit to pray so that his soul may be spared for the sins he has committed all his life. A very religious and philosophical conversation takes place towards the end of the story between the Misfit and the Grandmother, where Misfit tries to mock Jesus by saying that he created a lot of confusion by raising dead people (in hidden words, he mocks the whole concept of heaven a nd hell and the day of judgment). To this, grandmother agrees somewhat by saying that probably he didn’t raise the dead after all but when she gets shot in the chest, she falls down with her legs crossed in to her grave, representing her faith in a dramatic and symbolic way. "Flannery

How the Sarbanes-Oxley Act has made an impact on business Essay

How the Sarbanes-Oxley Act has made an impact on business - Essay Example r example, the Canada’s long standing principles-based stock exchange was replaced with a hybrid rules and principles based corporate governance regime that was modeled in SOX and administered by security regulators (Sibold, 2009). Largely, as Sibold elaborates, the act aims to harmonize the global fiscal management polices by shifting these from the pervious rules based to principles based management, where a global platform on financial management can be achieved. The act largely bases on management through virtues and morals as compared to through rules. However, Sibold (2009) argues that there are possibilities of more executives and editors using the trust and moral trust enhanced by this act to act unethically as compared other previous management through rules. Family owned enterprises according to Sibold portray better performance of family influence that focuses the investments of the firm, and this lessens the moral hazards due to the minority equity claimants and in creasing form values. Therefore, as a profession in financial management or any other related field, the act requires that moral standing, virtues and business ethics have to be more pronounced in an individual to avoid conflict of interest in the workplace, where one is tempted to behave unethically. As a professional in financial management, it would be necessary to integrate both the rule based and principles based approach in financial management to ensure a wider approach to management problems in finances and reduce possible cases of unethical behaviors in managing

Philosophy Or Beliefs About Grammar Teaching Article

Philosophy Or Beliefs About Grammar Teaching - Article Example This report explores an in service English teacher teaching of grammar in a second language classroom at Forsyth Technical Community College in Winston Salem North Carolina. The main objective is to focus on the perspective of personal pedagogical system, beliefs, knowledge, theories, assumptions, and attitudes that plays a significant role in shaping a teachers’ way of teaching. It throws light on the teachers' actual practices in an adult high intermediate ESL classroom. Forsyth Technical Community College is a preparatory type of institution that prepares ESL students to easily engage in the community, and bring their language skills to the required standard usage of English within the community. Enrollment into Forsyth Technical Community College is non-selective with incoming students being enrolled into different levels ranging from beginner to high intermediate. Enrolment using an in-house placement test is a priority, implying that students advance to upper levels when they improve their English language skills at that specific level. The institution set speciï ¬ c learning objectives for each level which were assessed by in-house tests and which teachers were required to teach towards. One set of objectives related speciï ¬ cally to the teaching of grammar. The institution has two fully equipped writing labs and a small corner library at the main hall. The labs are equipped with fifteen computers with numerous software programs installed and the internet is accessible on each computer for the student use. Regular classrooms are arranged to accommodate 15-20 students and this ensures improved interaction between the teachers and students. The classrooms are carpeted and contain whiteboards, overhead projectors and a chair used by the teacher and students during presentations. All teachers working in the institution, including the participant of this report, teach full-time (20-25 hours per week). Students are mostly have Spanish as their first language. During the study, some students had recently arrived in the United States while others had been around for a period of time and they aged 25-35. The teaching context is a monolingual setting where all teachers are native speakers of English. The preparatory school does not have its own sy llabus and in-house textbooks and the teachers are encouraged to select textbooks and adapt to a syllabus that suits their students or teaching contexts to ensure the success of the teaching process. This is because a curriculum is often perceived by teachers as being fairly rigid. The participant teacher background Data on this report was collected through five non-participatory classroom observations. I refrain from naming the participant and restrict the following information to only assist readers in making sense of the specific features of the context to protect his anonymity. Prior to conducting this report I made a pre-observation interview with the instructor to see if he would be willing before formally requesting his participation as I felt that would provide an improved overall picture in order to determine the kinds of teaching beliefs he was mostly interested in and to what extent he put those beliefs into practice in L2 teaching. The Participant of this report was a 36 -year-old native English speaker with an overall experience of ESL of 7 to 10 years. He taught ESL classes at various levels from beginner to upper intermediate. He started his career at the elementary level for two years and then started teaching at the ESL adult-level for the last six years in programs which service adult refugee and continuing education populations. He had other teaching experiences prior to his present ESL positions. He held an ESL teaching certificate, as well as a bachelor’s degree in elementary education. Philosophy or beliefs about grammar teaching The perceptions the