Taking a Look at GSM Module SIM300 - 967 Words

GSM MODULE: SIM300 Sim300 is a quad-band Gsm/gprs motor that chips away at frequencies like EGSM 900 Mhz, DCS 1800 Mhz and PCS 1900 Mhz. With a minor setup of 40mm x 33mm x 2.85mm, Sim300 fits very nearly all the space necessities in provisions, for example, Smartphone, PDA telephones and other cell phones. Sim300 is incorporated with Tcp/ip convention. The physical interface between Sim300 and the portable requisition is through a 60 pin board-to-board connector, which gives all fittings interfaces from module to clients sheets with the exception of the RF recieving wire interface. Sim300 furnishes RF radio wire interface with two elective recieving wires, i.e., reception apparatus connector and recieving wire cushion. Sim300 is utilized to serially exchange information or send message utilizing AT (Attention Terminal) charges. These AT summons checks correspondence between different gadgets and SIM module. Consumed (Attention Terminal Echo) charge in Sim300 is utilized to turn the reverberation ON or OFF. When Ate=1 then ECHO ON and when Ate=0 then ECHO OFF. At+cmgf is utilized to focus the content mode or PDU mode. When At+cmgf=1 then it is TEXT MODE and when At+cmgf=0 then it is PDU mode. Sim300 key characteristics: Features implementation Power supply single supply voltage 3.4-4.5v Power saving typical force utilization in SLEEP MODE upto 2.5ma Recurrence bands †¢ sim300 Tri band: Egsm900, Dcs1800, Pcs1900. The band could be set by AT summon and

School Dress Code Standards Free Essays

Most schools impose regulations on how students should dress. The sole intent is to keep students safe and get focused on academics. A well centered dress code couple with other appropriate interventions can have a position impacts on the fraternity of the school’s social environment (Hanks, 2004). We will write a custom essay sample on School Dress Code Standards or any similar topic only for you Order Now School Dress Code Standards The supporters of the dress codes have come up with a list of advantages of standardized dress code in school. First, a sincere concern about safety is an overriding impetus towards the implementation of dress code policies. If everyone in school dresses alike there will be less violence in schools. There is a definite connection between clothing style and violence in schools. This is because many students will associate an image or sometimes a stigma to certain styles mostly gang-style clothing (Hanks, 2004) In many cases students have become targets of unintentional violence simply because of wearing a certain color combination which can be afflicted to a certain gang. An example is a popular style where boys wear baggy pants and oversized shirts. This image is closely associated with inner-city gang members who wear such loose fitting clothes so as to better hide weapons or drugs, which can also be carried to schools (Hanks, 2004). The students hunger to be fashionable is another dimension connecting clothing style and school violence. In this case students may envy other children’s clothes due to the lack of financial resources to purchase similar clothes and get abreast with style. Subsequently students’ have been injured or even get killed for their designers’ clothes or the professional sport-team paraphernalia. When students feel safe and secure they tend to perform better academically. Hence, enhancing academic performance is another argument that favours dress code policies (Feiler, 2004). Dress code in general helps children to follow on their school work instead of paying attention to what they and others are wearing. Imposing a dress code will prohibit wearing of clothing that can be disruptive. The other benefits attached t uniforms that can help enhance performance, includes; enhanced displine, respect for teachers, fewer distractions and improved classroom behavior. The other point to make on dress code in schools is the peer pressure. Middle school students’ can sometimes become cruel. In this case, if a child does not wear the right brand or style of clothing other student can make life a difficult for that student (Feiler, 2004). By removing the status depicted by clothing labels uniform becomes a great equalizer. The income of the child’s family is also concealed by the uniform which can thus eliminate a mark of distinction or shame. If the school uniform is attractive it promotes school spirit and self image the same way an athletic team uniform promotes spirit and unity (Feiler, 2004). If a dress code is instituted, many families will realize the great benefit of not having to buy so many expensive clothes for their children who maybe fashion conscious. With some comparisons the cost of uniform is significantly less compared to the cost of the latest fashions. Parents will also welcome uniforms because they have an added peace to the home. This means that if the school imposes what to the students should wear to school it will become one less battle to fight in the morning (Feiler, 2004). Dressing seductively poses a great distraction to the opposite sex. This makes sense why it’s important to put restrictions to what can worn in school. Sexual thoughts are frequent in middle school and in high school and hence most students do not need visual aids because their imagination is active enough. Uniform makes school not to be the appropriate avenue to express oneself especially in terms of clothing. The student should use his mind and voice so as to appropriately express his thoughts opinions and questions. Uniform and dress codes should be used as a part of life. Most of jobs have certain kind of restrictions that pertains to dress. Children and students should be made to adhere to simple roles such as those of dress codes while in school (Craik, 2005). Attendance is improved by imposing school uniform because the student will always have something acceptable to wear. Sometimes students may miss school just because they do not have something cool to wear or because their shirt that was cool was wet to wear to school. How we dress matters a lot as even for the entrepreneurs that work out of their home tend to feel that their working is more productive if they dress appropriately other than working in pajamas (Craik, 2005) Conclusion Students should dress respectively when in school. They can be allowed to wear what they want but only to a certain extent. They should not be allowed to wear their pants around their knees or miniskirts. This is sloppy and does not show self respect or self confidence. Also there is no business that wants to hire a man with pants down her knees. If one wants a good job, then one needs too wear properly, as this shows respect. There are many reasons to why schools should impose dress codes its not for the hindrance of individuality but to promote a better life and one’s self-confidence. If you want to have a good education and a well paying job you have to dress for it (Craik, 2005) How to cite School Dress Code Standards, Papers

Of unity and religion Essay Example For Students

Of unity and religion Essay RELIGION being the chief band of human society, is a happy thing, when itself is well contained within the true band of unity. The quarrels, and divisions about religion, were evils unknown to the heathen. The reason was, because the religion of the heathen, consisted rather in rites and ceremonies, than in any constant belief. For you may imagine, what kind of faith theirs was, when the chief doctors, and fathers of their church, were the poets. But the true God hath this attribute, that he is a jealous God; and therefore, his worship and religion, will endure no mixture, nor partner. We shall therefore speak a few words, concerning the unity of the church; what are the fruits thereof; what the bounds; and what the means. The fruits of unity next unto the well pleasing of God, which is all in all are two: the one, towards those that are without the church, the other, towards those that are within. For the former; it is certain, that heresies, and schisms, are of all others the greatest scandals; yea, more than corruption of manners. For as in the natural body, a wound, or solution of continuity, is worse than a corrupt humor; so in the spiritual. So that nothing, doth so much keep men out of the church and drive men out of the church, as breach of unity. And therefore, whensoever it cometh to that pass, that one saith, Ecce in deserto, another saith, Ecce in penetralibus; that is, when some men seek Christ in the conventicles of heretics, and others, in an outward face of a church, that voice had need continually to sound in mens ears, Nolite exire, Go not out. The doctor of the Gentiles the propriety of whose vocation, drew him to have a special care of those without saith, If an heathen come in, and hear you speak with several tongues, will he not say that you are mad? And certainly it is little better, when atheists, and profane persons, do hear of so many discordant, and contrary opinions in religion; it doth avert them from the church, and maketh them, to sit down in the chair of the scorners. It is but a light thing, to be vouched in so serious a matter, but yet it expresseth well the deformity. There is a master of scoffing, that in his catalogue of books of a feigned library, sets down this title of a book, The morris-dance of heretics. For indeed, every sect of them, hath a diverse posture, or cringe by themselves, which cannot but move derision in worldlings, and depraved politics, who are apt to contemn holy things. As for the fruit towards those that are within; it is peace; which containeth infinite blessings. It establisheth faith; it kindleth charity; the outward peace of the church, distilleth into peace of conscience; and it turneth the labors of writing, and reading of controversies, into treaties of mortification and devotion. Concerning the bounds of unity; the true placing of them, importeth exceedingly. There appear to be two extremes. For to certain zealants, all speech of pacification is odious. Is it peace, Jehu? What hast thou to do with peace? turn thee behind me. Peace is not the matter, but following, and party. Contrariwise, certain Laodiceans, and lukewarm persons, think they may accommodate points of religion, by middle way, and taking part of both, and witty reconcilements; as if they would make an arbitrament between God and man. Both these extremes are to be avoided; which will be done, if the league of Christians, penned by our Savior himself, were in two cross clauses thereof, soundly and plainly expounded: He that is not with us, is against us; and again, He that is not against us, is with us; that is, if the points fundamental and of substance in religion, were truly discerned and distinguished, from points not merely of faith, but of opinion, order, or good intention. This is a thing may seem to many a matter trivial, and done already. But if it were done less partially, it would be embraced more generally. .udae3ddbdc370d7fdef8228d72da86fb6 , .udae3ddbdc370d7fdef8228d72da86fb6 .postImageUrl , .udae3ddbdc370d7fdef8228d72da86fb6 .centered-text-area { min-height: 80px; position: relative; } .udae3ddbdc370d7fdef8228d72da86fb6 , .udae3ddbdc370d7fdef8228d72da86fb6:hover , .udae3ddbdc370d7fdef8228d72da86fb6:visited , .udae3ddbdc370d7fdef8228d72da86fb6:active { border:0!important; } .udae3ddbdc370d7fdef8228d72da86fb6 .clearfix:after { content: ""; display: table; clear: both; } .udae3ddbdc370d7fdef8228d72da86fb6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udae3ddbdc370d7fdef8228d72da86fb6:active , .udae3ddbdc370d7fdef8228d72da86fb6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udae3ddbdc370d7fdef8228d72da86fb6 .centered-text-area { width: 100%; position: relative ; } .udae3ddbdc370d7fdef8228d72da86fb6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udae3ddbdc370d7fdef8228d72da86fb6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udae3ddbdc370d7fdef8228d72da86fb6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udae3ddbdc370d7fdef8228d72da86fb6:hover .ctaButton { background-color: #34495E!important; } .udae3ddbdc370d7fdef8228d72da86fb6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udae3ddbdc370d7fdef8228d72da86fb6 .udae3ddbdc370d7fdef8228d72da86fb6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udae3ddbdc370d7fdef8228d72da86fb6:after { content: ""; display: block; clear: both; } READ: Timothy Zahn is one of Science Fiction's most reno EssayOf this I may give only this advice, according to my small model. Men ought to take heed, of rending Gods church, by two kinds of controversies. The one is, when the matter of the point controverted, is too small and light, not worth the heat and strife about it, kindled only by contradiction. For, as it is noted, by one of the fathers, Christs coat indeed had no seam, but the churchs vesture was of divers colors; whereupon he saith, In veste varietas sit, scissura non sit: they be two things, unity and uniformity. The other is, when the matter of the point controverted, is great, but it is driven to an over-great subtilty, and obscurity; so that it becometh a thing rather ingenious, than substantial. A man that is of judgment and understanding, shall sometimes hear ignorant men differ, and know well within himself, that those which so differ, mean one thing, and yet they themselves would never agree. And if it come so to pass, in that distance of judgment, which is between man and man, shall we not think that God above, that knows the heart, doth not discern that frail men, in some of their contradictions, intend the same thing; and accepteth of both? The nature of such controversies is excellently expressed, by St. Paul, in the warning and precept, that he giveth concerning the same, Devita profanas vocum novitates, et oppositiones falsi nominis scientiÃÆ'ƒÂ ¦. Men create oppositions, which are not; and put them into new terms, so fixed, as whereas the meaning ought to govern the term, the term in effect governeth the meaning. There be also two false peaces, or unities: the one, when the peace is grounded, but upon an implicit ignorance; for all colors will agree in the dark: the other, when it is pieced up, upon a direct admission of contraries, in fundamental points. For truth and falsehood, in such things, are like the iron and clay, in the toes of Nebuchadnezzars image; they may cleave, but they will not incorporate. Concerning the means of procuring unity; men must beware, that in the procuring, or muniting, of religious unity, they do not dissolve and deface the laws of charity, and of human society. There be two swords amongst Christians, the spiritual and temporal; and both have their due office and place, in the maintenance of religion. But we may not take up the third sword, which is Mahomets sword, or like unto it; that is, to propagate religion by wars, or by sanguinary persecutions to force consciences; except it be in cases of overt scandal, blasphemy, or intermixture of practice against the state; much less to nourish seditions; to authorize conspiracies and rebellions; to put the sword into the peoples hands; and the like; tending to the subversion of all government, which is the ordinance of God. For this is but to dash the first table against the second; and so to consider men as Christians, as we forget that they are men. Lucretius the poet, when he beheld the act of Agamemnon, that could endure the sacrificing of his own daughter, exclaimed: Tantum religio potuit suadere malorum. What would he have said, if he had known of the massacre in France, or the powder treason of England? He would have been seven times more Epicure, and atheist, than he was. For as the temporal sword is to be drawn with great circumspection in cases of religion; so it is a thing monstrous, to put it into the hands of the common people. Let that be left unto the Anabaptists, and other furies. It was great blasphemy, when the devil said, I will ascend and be like the Highest; but it is greater blasphemy, to personate God, and bring him in saying, I will descend, and be like the prince of darkness; and what is it better, to make the cause of religion to descend, to the cruel and execrable actions of murthering princes, butchery of people, and subversion of states and governments? Surely this is to bring down the Holy Ghost, instead of the likeness of a dove, in the shape of a vulture or raven; and set, out of the bark of a Christian church, a flag of a bark of pirates, and assassins. .uc0b41582c32f504495b4aec7e24dc641 , .uc0b41582c32f504495b4aec7e24dc641 .postImageUrl , .uc0b41582c32f504495b4aec7e24dc641 .centered-text-area { min-height: 80px; position: relative; } .uc0b41582c32f504495b4aec7e24dc641 , .uc0b41582c32f504495b4aec7e24dc641:hover , .uc0b41582c32f504495b4aec7e24dc641:visited , .uc0b41582c32f504495b4aec7e24dc641:active { border:0!important; } .uc0b41582c32f504495b4aec7e24dc641 .clearfix:after { content: ""; display: table; clear: both; } .uc0b41582c32f504495b4aec7e24dc641 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc0b41582c32f504495b4aec7e24dc641:active , .uc0b41582c32f504495b4aec7e24dc641:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc0b41582c32f504495b4aec7e24dc641 .centered-text-area { width: 100%; position: relative ; } .uc0b41582c32f504495b4aec7e24dc641 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc0b41582c32f504495b4aec7e24dc641 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc0b41582c32f504495b4aec7e24dc641 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc0b41582c32f504495b4aec7e24dc641:hover .ctaButton { background-color: #34495E!important; } .uc0b41582c32f504495b4aec7e24dc641 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc0b41582c32f504495b4aec7e24dc641 .uc0b41582c32f504495b4aec7e24dc641-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc0b41582c32f504495b4aec7e24dc641:after { content: ""; display: block; clear: both; } READ: The Detroit Institute of Arts EssayTherefore it is most necessary, that the church, by doctrine and decree, princes by their sword, and all learnings, both Christian and moral, as by their Mercury rod, do damn and send to hell for ever, those facts and opinions tending to the support of the same; as hath been already in good part done. Surely in counsels concerning religion, that counsel of the apostle would be prefixed, Ira hominis non implet justitiam Dei. And it was a notable observation of a wise father, and no less ingenuously confessed: That those which held and persuaded pressure of consciences, were commonly interessed therein themselves for their own ends.

The play of Romeo and Juliet Essay Example For Students

The play of Romeo and Juliet Essay The play of Romeo and Juliet is still very popular today. The themes of love, feud and tragedy are very interesting which makes it have a lot of suspense; furthermore, it makes the play very exciting, as it has universal themes. The position of women in society was very different to men. Women were supposed to be obedient, quiet and done whatever a man wants them to. There was a lack of womens rights, for example, women were not allowed to make their own choices, about who they could marry. Despite the fact that at that time, England was ruled by a female monarch, women had very little control over the direction of their life. Families during this time centred on the traditional patriarchal paradigm that of domination and submission. The father was the head of the household and rule over his wife and children. This also meant that the father would choose his daughters future husband; this means the father would arrange the marriage. In those days marriage was a way of inheriting money and land, shall you this night inherit at my house. Women were merely a tool for whatever a use a man wanted them for. The focus of my work will be on Juliet and how she interacts with the other characters to make the play dramatic for the audience. We will write a custom essay on The play of Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now Juliet is a young, 14 year old, who is the daughter of Capulet and Lady Capulet. She is an only child of Capulet, since all of the other children have passed away, earth hath swallowed all my hopes but she. Her social situation means she should behave in a certain way. She should be quiet and do exactly what her father expects her to. She is supposed to marry according to her social status, whoever the father finds and only if he thinks the man is appropriate. In this case, the father Capulet has chosen Paris to marry Juliet, We have wrought so worthy a gentleman to be her bride? In act 1 scene 3, she learns that her father has found a husband for her, think of marriage now so how she behaves in act 2 scene 2, is really shocking for the audience. In act 2 scene 2, is when Juliet first sees Romeo, it is love at first sight, in this scene she behaves very differently. They are at a party, at the Capulets mansion. Romeo loves Juliet from the first moment he sees her, she falls instantly in love with him. Lines 92-105, when the lovers first meet, are written like a sonnet. Sonnet writing was a popular and highly esteemed activity at Queen Elizabeths court. Furthermore, Romeo compares Juliet to a shrine or saint. Religious imagery runs through their conversation, profane, faith. Romeo uses religious imagery; he is trying really hard to show Juliet that it is not lust that he is feeling but love. He is trying to say that he worships the ground that Juliet treads on. He uses his words very carefully so that he does not disrespect or profane her. Romeos language is d ifferent from how he spoke earlier in the play. He is more passionate, romantic and caring, my lips two blushing pilgrims ready stand, rather than upset and angry, which he had been in previous acts because he was upset over the rejection of Rosalines love, sad hours seem long. After this scene, Juliet starts to question her thoughts. She has found out by the nurse that Romeo is a Montague, my only love sprung from my only hate, and then she later questions herself about her feelings she has for Romeo and whether she should tell him, whether he will think she behaves like this around all men, or if thou thinkst I am too quickly won, even though he is a Montague. Juliet questions why a name should matter, whats in a name? That which we call a rose by any other word would smell as sweet and it is after this that Romeo also expresses his love for her. This is also linked with another of the main characters, Friar Lawrence. He plays a major part in what happens to Romeo and Juliet. Act 2 scene 3 is where we first meet him. In this scene, Friar Lawrence agrees to marry Romeo and Juliet because he believes their marriage will end the feuding of the Montagues and the Capulets. However, would changing someones and somethings name make a huge impact? This is not likely. Although if Juliet was found out, this would have caused a lot of uproar, confusion and sadness, as a Capulet would become a Montague, which would make the family very unhappy. Juliet is very polite towards her mother, I am here madam, what is your will? however in act 1 scene 3, she shows she can be very diplomatic if she ever needed to reject anything, it is an honour I dream not of. On the other hand, Capulet is certain that Juliet will obey him, I think she will be ruled in all aspects by me, nay more, I doubt it not, but in act 3 scene 5 this is not the case. .uc30279d6e50fce99e1074985299272c0 , .uc30279d6e50fce99e1074985299272c0 .postImageUrl , .uc30279d6e50fce99e1074985299272c0 .centered-text-area { min-height: 80px; position: relative; } .uc30279d6e50fce99e1074985299272c0 , .uc30279d6e50fce99e1074985299272c0:hover , .uc30279d6e50fce99e1074985299272c0:visited , .uc30279d6e50fce99e1074985299272c0:active { border:0!important; } .uc30279d6e50fce99e1074985299272c0 .clearfix:after { content: ""; display: table; clear: both; } .uc30279d6e50fce99e1074985299272c0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc30279d6e50fce99e1074985299272c0:active , .uc30279d6e50fce99e1074985299272c0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc30279d6e50fce99e1074985299272c0 .centered-text-area { width: 100%; position: relative ; } .uc30279d6e50fce99e1074985299272c0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc30279d6e50fce99e1074985299272c0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc30279d6e50fce99e1074985299272c0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc30279d6e50fce99e1074985299272c0:hover .ctaButton { background-color: #34495E!important; } .uc30279d6e50fce99e1074985299272c0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc30279d6e50fce99e1074985299272c0 .uc30279d6e50fce99e1074985299272c0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc30279d6e50fce99e1074985299272c0:after { content: ""; display: block; clear: both; } READ: Romeo and Juliet - Romeos' diary EssayForeshadowing is a dramatic technique used by Shakespeare, I would the fool were married to her grave, ironically, this is spoken by her mother about Juliet; as the audience already knows her fate is death, it is a way of startling, and reminding, them. Moreover, Juliet makes the play very dramatic, for example act 3 scene 4 is full of dramatic irony, eg even as Capulet plans Juliets marriage, she is eagerly awaiting her husband in her bedroom. This makes the audience feel a lot of suspension as to what will happen next. It makes them use their judgement on what the characters should do, to question if Romeo and Juliet are right to do what they are doing, if they are in love or whether it is wrong, as family honour should come first. Act 3 scene 5 begins the morning after their wedding. Juliet tries to persuade Romeo that it is not yet dawn, and not time to leave her. At first he says he must go, but then resolves to say to stay and face capture and death, Juliet then reluctantly accepts this and they say their good byes. Then the nurse warns the lovers that lady Capulet is coming. As Romeo leaves, Juliets words are filled with foreboding. When lady Capulet arrives, she instantly mistakes Juliets tears for Romeo, as grief for Tybalts death. Juliets replies strengthen her mothers mistaken belief, and she threatens vengeance, promising to have Romeo poisoned in Mantua. Lady Capulet tells Juliet she must marry Paris on Thursday. Juliet appalled, refuses to do so. Capulet then comes in and mistakes Juliets tears for sorrow for Tybalts death as well. Capulet flies into a towering rage on hearing the refusal to marry Paris. He then insults her and threatens her. This scene is very important. Shakespeare uses a lot of d ramatic effects, the way the characters act and the language is also very important. Just before act 3 scene 5, Capulet is organising the marriage of Juliet and Paris, not knowing that Romeo and Juliet are upstairs in her bedroom. At this point, Shakespeare is using dramatic irony, to build up the suspense in the audience, which makes the next scene even more dramatic. Also the position of this scene is very important, because after this scene Juliet turns to Friar Lawrence for advice on what to do. But if act 3 scene 5 hadnt have existed, then she wouldnt have gone to see Friar Lawrence and therefore the story wouldnt end the way it does. In act 3 scene 5, Romeo and Juliet laugh about death, let me taken, let me be put to death. Shakespeare makes the play dramatic by putting words into characters mouths, which then later on happen. When the scene begins, the two characters talk about birds. It was the nightingale; it was the lark. The birds could be use to symbolise the situation that they are in, for instance, the lark is said to divide people, so in this case it would be dividing Romeo and Juliet. The lark is described as making straining harsh discords and unpleasing sharps, which could be symbolising what is going to happen, which is that is upsetting to hear, and which could potentially divide the family. The nightingale is described as being good; even though Juliet wants the bird that she hears to be a nightingale, as this represents sweetness, Romeo realises the reality of the situation, which is not sweet at all. There is such an overwhelming amount of secrets and lies that in act 3 scene 5, it becomes breaking point, so anger and rage flares, even though the characters are oblivious to what is actually happening. It is in this scene, Capulet finds out that Juliet refuses to marry Paris, which is the cause of the massive argument between the characters. In the arguments we can see the social statuses of the characters, for example it is Capulet that said the most, it is him that is allowed to insult whom ever he wants, he calls Juliet names; tallow face, young baggage, this is the mildest insult. The reason for this could be that Capulet feels disappointed or embarrassed that his plans have now been spoilt; it could also be the acting as the patriarch, Capulet is the ruler of the family, and he is demanding his daughter to marry Paris but she does not want to. He wants complete obedience, silence and consent. So when she does not comply he humiliates Juliet, hurdle and threatens her, An you b e mine. Capulets language is exaggerated a lot; this is to show how upset he is feeling. Shakespeare wants the audience to be very shocked by this; it was certainly unheard of for a daughter to behave like this. It would have made all the fathers in the play very angry with her. During the argument we see that lady Capulet doesnt say very much. This is because women were not allowed to because of the patriarchal society they lived in. She does however; try to calm down Capulet, you are too hot, but she has very little effect in the argument. After the argument, Juliet asks her mother for sympathy is there no pity. She also asks her will she delay the marriage, which then Shakespeare uses dramatic irony, or if not, make the bridal bed in that dim monument where Tybalt lies. But Lady Capulet is not willing to contradict Capulet, and therefore said, Talk to me not, for Ill not speak a word. After this Lady Capulet exists, leaving the nurse and Juliet alone. Juliet then tries to get sympathy and advice from the nurse, oh nurse, how shall this be prevented. .u0fe67840693e4983b12376ec5887da43 , .u0fe67840693e4983b12376ec5887da43 .postImageUrl , .u0fe67840693e4983b12376ec5887da43 .centered-text-area { min-height: 80px; position: relative; } .u0fe67840693e4983b12376ec5887da43 , .u0fe67840693e4983b12376ec5887da43:hover , .u0fe67840693e4983b12376ec5887da43:visited , .u0fe67840693e4983b12376ec5887da43:active { border:0!important; } .u0fe67840693e4983b12376ec5887da43 .clearfix:after { content: ""; display: table; clear: both; } .u0fe67840693e4983b12376ec5887da43 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0fe67840693e4983b12376ec5887da43:active , .u0fe67840693e4983b12376ec5887da43:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0fe67840693e4983b12376ec5887da43 .centered-text-area { width: 100%; position: relative ; } .u0fe67840693e4983b12376ec5887da43 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0fe67840693e4983b12376ec5887da43 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0fe67840693e4983b12376ec5887da43 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0fe67840693e4983b12376ec5887da43:hover .ctaButton { background-color: #34495E!important; } .u0fe67840693e4983b12376ec5887da43 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0fe67840693e4983b12376ec5887da43 .u0fe67840693e4983b12376ec5887da43-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0fe67840693e4983b12376ec5887da43:after { content: ""; display: block; clear: both; } READ: It is the love between Romeo and Juliet that makes the play so enduringly popular To what extent do you agree with this statement? EssayShe then gets very annoyed with the nurse, as the nurse said she should marry Paris, I think it best you marry with the county. Juliet then becomes rude and demanding, like she is taking her place in the paradigm society because of her social status. She then tells the nurse to tell lady Capulet that she is going to Friar Lawrence for advice. In the end of act 3 scene 5, Juliet is left on her own, she is angry and wants to blame God for what has happened and what is happening, but she doesnt and instead she goes to see Friar Lawrence. She is deliberately isolated away from the other characters. This is done by Shakespeare, to ensure that Juliet goes to Friar Lawrence, who plays a major part in their fate. As Juliet pleads the Friar Lawrence for advice, he devises a plan to prevent Juliets marriage to Paris. Juliet declares she will do anything to escape the wedding. Friar Lawrence explains that he will give Juliet a potion to make her seem dead. She will then be placed in the Capulet vault, where Romeo will be with her when she awakens to take her to Mantua. However, Romeo hears that Juliet is dead, so he buys poison from the apothecary, and said he will kill himself that night in the tomb with Juliet. Paris comes to the tomb to lay flowers and mourn. But his page whistles to warn him someone is coming. Romeo, determined to force open the tomb, dismisses Balthasar on pain of death. Balthasar then plans to stay and watch. As Romeo begins to force entry, Paris steps forward to challenge him. Paris tries to arrest Romeo, but is slain by him instead. Romeo is dismayed to find whom he has killed, decides to grant Pariss dying wish, and lays his body beside Juliets. Romeo drinks the poison. Entering the vault, the Friar finds the dead Romeo and Paris, whilst Juliet begins to awaken. Friar Lawrence, fearful of the discovery, leaves the tomb, begging Juliet to go with him. She refuses, and stabs herself because she prefers to join Romeo in death. This shows the audience that this isnt a simple love story; and raises the question about the way love works when everything is decided by men struggling for possession of women. Also, how can a woman, like Juliet, ever get what she really wanted in a patriarchal society, where they arent supposed to speak. Juliet dies by her own hand, after she discovers Romeo dead. An important difference in their deaths, Is that Juliet dies, knowing the truth. This puts her in a heroic light. To conclude, Shakespeare makes Juliets characters very dramatic by using a lot of dramatic affects. The most commonly used effect is dramatic irony. Juliet has a big impact on the audience; because even though she had previously shocked the audience before with her rebellious behaviour, the audiences final impression of her is someone of has had a problematic and helpless life, who has had an inevitable tragic fate of that of death. On the other hand, Juliets character is interpreted in various ways. For instance, in Romeo and Juliet (1996), this is a contemporary view of the play, and Romeo and Juliet (1968), this is an old fashioned view of the play, so therefore the character of Juliet comes across differently. She is presented like a spoilt little girl in Romeo and Juliet (1968). On the other hand she seems to be a genuinely nice person in Romeo and Juliet (1996). The way she was presented was effective as even though in act 3 scene 5 she was presented as being disobedient and rebellious, in the end she showed that maybe what somebody wants for someone else is just not meant to be. That trying to control everything can have traumatic affects, a cause a lot of trouble and in this case death. In fact this still happens today.

Every AP World History Practice Test Available

Every AP World History Practice Test Available SAT / ACT Prep Online Guides and Tips Need some free resources to help you prepare for the AP World History exam? This complete collection of AP World History practice testshas links to free multiple-choice questions designed for the complete AP World History curriculum, as well as real AP free-response questions and a full-lengthpractice test. Read on to learn how to use these resources and to get links to hundreds of AP World History practice questions. Important Note on the Recent AP World History Revision Unfortunatelyfor the state of AP World History practice exam resources,the AP World History Test was just revised for 2016-2017(and underwent some minor changes during the 2017-2018 school year.)This means that there are very few resources available- official or unofficial- that are up-to-date andreflect the recent changes tothe test. This primarily affects the practice resources available for the free-response section, which has been substantially revised. Previously, the free-response section had three essay questions: a document-based question, a "continuity and change over time," essay, and a "comparative essay." Now there are only two essay questions: the DBQ, which has a new, substantially revised rubric, and the Long Essay Question (LEQ). For the LEQ you will be presented with two question optionsand write about one. With these changes, the free-response section now mirrors those of AP US History and AP European History, which were also recently revised. We've flagged everything you need to know about using practice resources in light of the revisions to the test in this article. How to Use These Resources On the most basic level, you'll use these resources to get familiar with the format and feel of the AP test and to make sure you know the content necessary to succeed on the test. It's important to note, however, that there aretwo main categories of practice resources available: official College Board practice resources and unofficial resources. Official College Board resources are the most similar to the actual AP test.(Which makes sense, because they are the ones who write the test!) You'll use these to make sure you're comfortable with the test format and question style. Unofficial resources, however, are much more plentiful.The multiple-choice questions we link to come from two main places- textbook websites and study websites. While these resources are high quality, they won’t be exactly like the AP test. Some questions are easier; some are much harder. Some sections have true/false questions mixed in with multiple-choice while the AP test has only multiple-choice questions. Unofficial resources can be very helpful for studying, particularly for learning content, butofficial resources will give you the most accurate feel for what the AP test will actually be like. Next we'll go over official, College-Board created resources and how to use them best. Then we'll present the unofficial resources out there. Official Resources There are two kinds of official College Board resources: sample multiple-choice questions, and free response questions (both current and in the old format). There isno official released practice test for AP World History.However, you could cobble one together by supplementing the practice questions from the current AP Course and Exam Descriptionwith additional multiple-choice questions from the 20 AP Course and Exam Description (you'll need to use 26 of 30 to make it to the requisite 55).If you decide to do that to get the full exam experience, follow the section timing as laid out here(105 minutes for section I, and 90 minutes for section II). Otherwise, here are your options: Official Multiple-Choice and Short Answer Questions There are two places to get official multiple-choice questions: The new AP Course and Exam Description (29 multiple-choice questions, 4 short answer) The 20 AP Course and Exam Description (30 multiple-choice questions, 4 short answer) You can use these to get a feel for the multiple choice and short answer portions of the test, or you can Macguyver a practice test as suggested above. If you do go with the practice test option, wait until at least March so that you know enough material to avoid being totally frustrated by the amount of material you don't know. Official Free-Response Questions The new AP Course and Exam Description has an up-to-date practice DBQ and practice Long Essay. Even if you don't do a makeshift practice test with new and old course descriptions as suggested above, I strongly advise that youtake a timed essay sectionusing these questions by the beginning of April at the latest. This will give you enough time to see if you are really missing any essential skill areas you need to patch up before exam day. Otherwise, there are tons and tons of old free-response questions available at the College Board website. However,they are all in the old format.This means that the only questions that will really be useful to you are the old DBQs- the new LEQ is too different from the other old essays for those to be very helpful. If you do use old DBQs, be sure to write your essay with the new rubric in mindas the requirements for a top score have changed. A major change, for example, is that you are no longer required to make document "groups." I advise also using the new rubric to grade your own essays as best you can- or, even better, get someone else to grade them! While official resources are essential for getting a feel for the experience of taking the test, there aren't that many- so you'll need to supplement your studying with unofficial resources. Unofficial Resources The unofficial resourceswe found are from two broad categories: study websites and textbook websites. Many of the quizzes from study websites are organized by AP theme and time period and contain mixed geographic areas, so these would be good unit review resources throughout the year and will also be helpful as you ramp up your studying for the exam in the spring. Most of the quizzes from textbooks are organized by time period, so they can be used to check your mastery of certain historical eras (broken down by geographical area) as you learn about them in class. But don’t, for example, take every single test on ancient Greece when you first learn about it in August or September – save some for when you study in March and April so you can review (we have tendifferent quiz sources so you should have more than enough to practice with!). For all multiple-choice questions, remember to practice process of elimination (eliminating answers you know are definitely wrong). Especially if you use the textbook websites, the questions could have a high level of specificity, and you’ll have to break them down by eliminating wrong answers.This is a key skill to build for the actual AP exam since the test questions will be slightly different than your teacher’s tests and your textbook’s quizzes, soyou’ll need to be prepared to break them down using your existing knowledge base. Often the wrong way is much easier to spot than the right way. Quizzes from Study Websites Without further ado, here are the links to the various free study resources for AP World History. First up: quizzes from study websites! Soft Schools These quizzes are super handy because they are focused by AP theme and time period (e.g. â€Å"Technological and Environmental Transformations, to 600 BCE†), and aren’t limited to one geographic area. This is a great resource for preparing for the AP multiple-choice section, which will jump between geographic areas and time periods. Albert.io Like Soft Schools, Albert.io is a collection of quizzes by AP theme and time period. It also rates questions as â€Å"easy,† â€Å"moderate,† and â€Å"difficult,† to give you a sense of how deeply you understand the World History curriculum (if you’re getting a lot of the â€Å"difficults† correct, you’re definitely paying attention!). Global Studies Review Page This has detailed multiple-choice quizzes organized by geographic area. Since this is not designed with the AP World History test in mind, this should be used as a resource to build your overall knowledge of specific regions (which will be necessary to do well on AP World History multiple-choice). I especially recommend checking this page out if there is a specific geographic area or time period you’re struggling with. My Max Score Practice Test Here's a full, unofficial practice test in the old format. Not much help for the free-response section, but a great multiple-choice question resource. The answer key even has explanations! Textbook Chapter Quizzes Before we get into the links to textbook quizzes, a quick word of advice: if your class’s textbook is not on here, your book might have online quizzes behind a paywall, so definitely check that possibility out! But if your textbook is here and your teacher uses these textbook quizzes for class, use the other websites so you don’t step on his or hertoes. (You wouldn’t want to be accused of cheating, even if the quizzes are readily available online.) For all of these links, navigate to the chapter of the textbook with the content you want to study (whether that’s Ancient China or the Cold War). For some of the websites this is pretty straightforward, for others, it's a bit more complicated. For example, this is how to find the quizzes from Voyages in World History: This is where you'll land after clicking on the link. In the drop-down menu, choose the chapter you want to focus on. In this particular menu, the chapters are just labeled by number and not title, so you need to click on them to see their content. For example, when I click on "Chapter 7" I see the focus of the chapter is the Roman Empire and rise of Christianity. Click on "ACE the Test" in the blue side-bar to get to the chapter quiz. Now just click on "ACE Practice Tests" to launch the quiz. The quiz will open in a new window (so you may need to disable your pop-up blocker if you have one!). Answer away! The six textbooks listed below each contain between 25 and 30 chapters with very detailed multiple-choice quizzes, so there is tons of study material here. Again, these quizzes will be your go-to study resource as you cover different subjects in classand can also be used for more fine-tuned studying in the spring. The Earth and Its Peoples Traditions and Encounters Voyages in World History Societies, Networks, and Transitions A History of World Societies Patterns of World History Key Takeaways Because AP World History was just revised, there aren't that many up-to-date resources available. This primarily affects the practice questions available for the free-response section, since that's changed the most. There are both official College Board resources available to help you become familiar with the test format and feel, and unofficial resources to help you learn test content. You'll need to use a mix of both to succeed on the exam! But save most of the official resources for sometime in March or April when you know most of the material so you don't waste your limited official resources! What’s Next? Want to learn more about studying for AP World History? We have a detailed guide right here to plan out your studying over the whole school year. AP World History is pretty challenging, but is it the hardest AP class you can take? Get our lists of the hardest and easiest AP classes to see where it stacks up. Will you be taking the SAT or ACT soon? Not sure when to take the test? Learn the optimal time to take the SAT/ACT. Need to study fast? Learn how to cram for the SAT/ACT in just 10 days. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Small Business Success Essay Example | Topics and Well Written Essays - 1000 words - 1

Small Business Success - Essay Example are believed to be driving forces to the success of small businesses and what business starters ought to do to increase likelihood of their businesses success. Most successful small businesses takes adequate time to set goals that give them clarity on the direction to take and how they need to carry out their activities in order to succeed. They are driven by their goals and objective despite the challenges encountered along the way such as stiff competition and lack of adequate finance (Bider and Johannesson 2005, p.627). Success can therefore be elusive especially if a small enterprise does not have a clear goal. Successful enterprises always provide room for alternative process and ideas if the initial one fails to deliver desired results. This ensures that activities are carried on as usual after occurrence of setbacks because alternative solutions complement the initial approach (Olivo 2001, p.45). For example, when workers in a small business resist changes, management can decide to bargain with them until they reach at a neutral position on how to embrace the new changes. They can also decide to abandon introducing new changes especially if they are likely to adversely affect workers morale which, possibly could results to poor performance. Setbacks are almost common in a business set up and they may require skilful approach to handle them. A business should acknowledge challenges and formulate various policies to help bouncing back to the initial position before occurrence of a certain challenge. A firm with determination on what it expects to achieve will always bounce back to the right track even after suffering huge losses because their aim is to hit their target. This is a very important trait among small businesses as it ensures that a business handle their own issues without much ado. The ability of making independent decision puts a business at a higher competitive notch since they do not have to consult others thus enhancing quick decision

Strategic Human Resource Management Essay Example | Topics and Well Written Essays - 1500 words

Strategic Human Resource Management - Essay Example Recently, the strategic role of the HR field and linkages between business and Hr strategy have been the subject of extensive discussion. Jim walker (1980), with his classic book on Human resource planning, was the first writer to suggest considering the corporate business strategy while developing and executing HR plans. Since then, in just over a greater of a century, a plethora of research, theory and cases examining research on aligning HR policies and practices with business strategies has become the focus of management studies (Wright et al 2005). Strategic HRM: The field of HRM has under gone significant changes in scope, functions and activities over the years, with the rise in professional maturity in the field; Personnel management has become HRM, which in recent years has become strategic HRM. Strategic HRM is the explicit link HRM has with the strategic management process of the organization. Strategic HRM is viewed as strategic as it involves the managerial personnel of the organization and regards: People as the single most important asset of the organization" (Poole & Jenkins, 1990). It is proactive in its approach to people. It seeks to enhance organizational performance, employee needs and societal well being. The key difference therefore between traditional and strategic concepts with extent to which management of HR is integrated into the strategic decision making processes that direct organizational efforts towards coping with the environment (Guest, 1990). Strategic HRM practitioners are now considering human r esources to be a major source of competitive advantage and a growing body of research supports this view (Arthur 1994; Guest, 1997; Tyson, 1997; Wright et al. 2005; Youndt et al. 1996). SHRM theory is based upon the recognition that organizations can become more effective, if their human resources are managed with HR policies and practices, which can help the right number of people, acquire the appropriate behaviors, the needed HR competencies and the feasible levels of work motivation. The relevant external and internal environment or components of the organizations and the relevant stakeholders are thus important to the practice of strategic HRM (Schuler & Jackson 1999). The 1980's and the 1990's have witnessed a great deal of emphasis being placed on a strategic implementation of the HRM policies and practices all over the world. Shift in strategic HRM perspective have changes the orientation of HR managers world over. The last two decades saw major shift in people management approaches and practices as SHRM becomes more proactive in approach, people oriented, and people as investment, key player in competitive advantage and integrated role in company's goals and planning. The fields of HRM, HRD and organizational development (OD) have converged into the new strategic HRM. As Ruona and Gibson (2004) remarked "Twenty-first-century strategic HRM lay more emphasis on increased centrality of people for organizational success, importance of whole systems and integrated solutions in strategic alignment and impact and lastly, has a tremendous capacity for change". The concept of HRM has generated a lot of attention from researchers since it first emerged in the 1980's. The