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

Skills as a photographer

Skills as a photographer Annie Leibovitz was born in Connecticut on the 2nd of October, 1949. She was one of six children born to Sam and Marilyn Leibovitz, a dance instructor. In 1967, Leibovitz registered at the San Francisco Art Institute. She developed a love for photography while on a trip to Japan with her mother in the summer of her sophomore year. That autumn she started classes in photography [1]I was totally seduced by the wonderment of it all, she told a writer for Art News. To see something that afternoon and have it materialize before your eyes that same day. There was a real immediacy to it. I lived in the darkroom. A trip to Israel helped her to really develop her skills as a photographer. While she was still a student at the institute, Rolling Stone magazine gave Leibovitz her first commercial assignment after she approached Jann Wenner, in 1970, the founding editor of Rolling Stone magazine, which he had recently launched. The assignment was to take a picture of the Beatles musician John Lennon. The black and white image of the unkempt rock star was released on the cover of the 1971 issue on January 21st. In 1973 when she was only 23 years old she was given the job of being the magazines main photographer. She held this position for ten years. In 1974 Rolling Stone began printing the magazine in colour and Leibovitiz changed with it. [2]In school, I wasnt taught anything about lighting, and I was only taught black-and-white, she told ART news in 1992. So I had to learn colour myself. Using colour Leibovitz created her own signature style, the colours can be described as brilliant perhaps because it printed well. Some of the famous musicians she photographed include Bob Dylan, Bob Marley, and Patti Smith. At first her photographs of celebrities were like snapshots, where she tried to capture her subject in the moment. But she soon noticed her ability to put people at ease and help them to let down their guard. She encouraged her subjects to pose for her doing eccentric or silly things which revealed much more of their personalities than a straight portrait ever could. One of Leibovitzs secrets to her success is researching her subjects before she has he photo shoots with them. She reads or watches their works if possible sh e spends time observing their daily lives. However one of the shots that really created her standing as a top photographer is her photo of John Lennon hours before he died. In 1980 leibovitz was sent to take a photograph of John Lennon and Yoko Ono. Leibovitz had originally planned that the couple would pose together nude. Even though Lennon happily obliged, Ono refused to take off her clothes, much to the disappointment of Liebovitz. She decided to work with Yoko Ono clothed and Lennon naked I was thinking that they had never been embarrassed to take their clothes off, that they could do a nude embrace, says Leibovitz, who was photographing them for a Rolling Stone cover to mark the release of Double Fantasy, their first album in five years.[3] John took his clothes off in a few seconds, but Yoko was very reluctant. She said, Ill take my shirt off but not my pants. I was kinda disappointed, and I said, Just leave everything on. We took one Polaroid, and the three of us knew it was profound right away.. The final image shows John Lennon nude, curled around a fully dressed Yoko Ono. This shot was used for the cover of the commemorative issue of the Rolling Stone. Another project which helped push her to the top was her documentation of the Rolling Stones 1975 world tour. The photographs she created while she lived and travelled with the band have been described as being [4]some of the most eloquent images ever made of the world of Rock and Roll.. This project helped give Leibovitz a big name among the top photographers. However she unfortunately became involved with drugs, being part of the groups entourage and with the burden of her career pushed her towards the usage of cocaine. She has been quoted in Vanity Fair that [5]I went on that [Rolling Stones] tour to get to the heart of something, to see what it was like. People always talk about the soul of the sitter [in a photograph], but the photographer has a soul, too. And I almost lost it. It took Leibovitz almost five years to get over the tour, which she did and her career continued to take new heights. In one interview Leibovitz talks about the effect being on the Rolling Stones tour aff ected her [6] Ive been on many tour buses and at many concerts, but the best photographs Ive made of musicians at work were done during that Rolling Stones tour. I probably spent more time on it than on any other subject. For me, the story about the pictures is about almost losing myself, and coming back, and what it means to be deeply involved in a subject. You can get amazing work, but youve got to be careful. The thing that saved me was that I had my camera by my side. It was there to remind me who I was and what I did. It separated me from them. Over time she became known for her picture of celebrities, some of these photos include Whoopi Goldberg with only her face, arms, and legs peeking out of a bathtub full of milk and the artist Christo wrapped in fabric as if he was in one of his own pieces of art. Andy Grundberg a well known photography writer and critic has pointed out that Leibovitz exaggerates the distinctive characteristic of [the celebrities] public image in a way thats funny and deflating. One of her most controversial photographs was a 1992 Vanity Fair cover. It featured the actress Demy Moore who was nude and pregnant. http://www.answers.com/topic/annie-leibovitz , 12:15, 04-12-09 http://www.pbs.org/wnet/americanmasters/episodes/annie-leibovitz/life-through-a-lens/16/ , 12:30, 04-12-09 http://www.rollingstone.com/news/story/6478087/behind_the_photo_john_and_yoko, 12:40 04-12-09 http://www.novelguide.com/a/discover/ewb_09/ewb_09_03807.html, 12:45, 04-12-09 http://www.novelguide.com/a/discover/ewb_09/ewb_09_03807.html, 12:57,04-12-09 http://kottke.org/08/09/annie-leibovitz-on-photography 14:30, 04-12-09

Health Promotion among Diverse Populations Essay

In discussing health promotion among diverse populations, this author has selected the Hispanic population to show health status in regards to the national average. According to the U.S. Census Bureau, as of July 2013, their estimate is that there are around 54 million Hispanics that live in the United States. This represents 17% of the total U.S. population which makes them the largest ethnic minority. It is estimated that by 2060, they will grow to around 128.8 million (31%) of the U.S. population. According to the U.S. Census Bureau in 2012, the Hispanic population of which 23% were in either elementary or high school; and only 6.8% were in college. Also, only about 29.1% lacked health insurance. Hispanics were 43% more likely not to have health coverage than that of 13% of non-Hispanics who lacked health coverage. According to the CDC (Center of Disease Control), when evaluating the health status that this group perceived themselves by 10.3% of being in fair or poor health. Mortality rates were difficult to compare as the reporting on the ethnic group was not always put on the death certificate. However, the death rate from Diabetes is 40.5 per 100,000 for Blacks, which is double that for the white population which 19.9 is. The rate for Hispanics is 27.7. Health Disparities/ Barriers According to the CDC, health disparities are gaps in health outcomes or determinants between segments of the population. â€Å"Many health disparities are related to social determinants of health, the conditions in which people  are born, grow, live, work and age. Identification and awareness of differences among populations regarding health determinants and health outcomes are  essential steps toward reducing health disparities,† (CDC Health Disparities and Inequalities Report-U.S., 2013). We need to be aware of the disparities of our patient population in order to be able to provide the education and resources needed to improve health promotion and prevention for them. Some of the disparities among the Hispanic population are education, cost, language, and prevention. In regards to education, a larger percentage that of non-Hispanics did not complete high school and therefore many are unable to read and write adequately to get the information that they need. Also, a high percentage don’t speak English and they are unable to communicate with health givers, especially if there is no one to translate. Since a large percentage has not graduated from high school, they are in low income a job which puts them in less than the federal poverty level, and are more likely to be in high-risk positions. Also, Hispanics are more likely to be unemployed as compared to non-Hispanics. Due to their low-income, Hispanics are less likely to seek medical attention because of cost. They will provide medical care for their children first and themselves last. Many use home remedies handed down through the generations. With regards to blood pressure control, which could be regulated in a clinic visit, only a small percentage had blood pressure control as compared to non-Hispanics. Barriers to these disparities need to be assessed and interventions need to be developed and implemented to improve health for these populations. Some of the barriers noted were language, income, educational level and cultural beliefs. There are translation tools (phones, translators) available; we just need to utilize what is available. By utilizing these tools, individuals will be  more likely to go to the doctor, since they will be able to understand the information given. However, we as health providers need to be non-judgmental and accepting of these individuals. Financial concerns are a big part, most state that they cannot afford treatments, medications, supplies, and dietary changes. This is due in part that most are below poverty level. By assessing their needs, then researching what programs are available for them. There are medication assistance programs available, some from the hospitals and some from the pharmaceutical companies. Many pharmacies now have $5 and 10$ medications for 30 to 90 days. This can be a major assistance. Transportation can also be a barrier; if they don’t have a way to get to appointments then they don’t get the appropriate follow-up. Setting up clinics in the community is a way to increase patients making it to appointments. Also, in some communities, public transportation busses will go and pick up patients from their home and take them for appointments and bring them back home. Education is another barrier, with most not finishing high school, they are not able to read and write well or not at all, or not in English. When developing an educational program for these individuals, we need to take into account how they learn and what types of media do we need to use. Approaches to Health Promotion There are three approaches to health promotion/ prevention: primary, secondary and tertiary. Primary is considered health promotion and specific ways to prevent illness such as immunizations. Secondary is describes as early diagnosis and treatment. And tertiary is focused  on restoring health and rehabilitation if needed. While primary would be beneficial, this author believes that the focus should be on secondary prevention. Providing screening activities such as health fairs, for these individuals can and will lead to early diagnosis. We need to ensure that the Hispanic population are respected and provide them with the tools needed to promote wellness. Due to high cost of health care and with many not having  insurance, most wait till they need to go to the emergency room for care. This practice most likely leads to identifying illness at a later stage and thus requiring more intense therapy to obtain level of wellness. In conclusion, there needs to be trust established partnership in the care between patient, family and health care providers. Also, disparities need to be taken away or at least reduced to be able to provide the best preventable and early care as possible to all. References Centers for Disease Control and Prevention: Office of Minority Health and Health Equity, November 26, 2014.Retrieved from http;//www.cdc.gov/minorityhealth/index.html Centers for Disease Control/National Center for Health Statistics: July 14, 2014. Retrieved from http://www.cdc.gov/nchs/fastats/hispanic-health.htm Centers for Disease Control 24/7: Saving Lives, protecting people. October 28, 2014. Retrieved from http://www.cdc.gov/minorityhealth/populations/REMP/hhispanic.html Summary Health Statistics for the U.S. Population: National Health Interview Survey, 2012. Vital Health Statistics. Series 10, Number 259, December 2013 Center for Disease Control: Health Disparities and Inequalities Report- U.S. 2013. Retrieved from http://www.cdc.gov/minorityhealth/CHDIReport.html Edelman, Kudzman and Mandle; Health Promotion throughout the Life Span, edition 8, 2014. Chapter 1.

Television, a Waste of Time And Money Essay

Television has become progressively more popular through the old ages since it was foremost invented. In fact it is so popular that about every place in America has one or more telecasting sets. Television started when Edwin Belin. an English adult male. held the patent for the transmittal of exposure by wire every bit good as fibre optics and radio detection and ranging. which demonstrated a mechanical scanning device that was an early ascendant to modern telecasting. With Television sets about everyplace in sight. a job with non merely the young person of America but besides affecting teens and grownups has erupted. As the popularity of Television increased so did the hours watched and hence. the rate of force sky rocketed. If the hours of telecasting exceed three hours a twenty-four hours the rate of force both seen and committed additions dramatically. In 1993. the mean kid was watching 8. 000 slayings and 10. 000 Acts of the Apostless of force before go forthing simple school ( Hepburn 244-249 ) . With all the picks of premium overseas telegram. HBO and many others. it’s non surprising that Television is lifting in monetary value excessively. Television has caused legion Acts of the Apostless of force and the statistics are still lifting. If the hours of telecasting are slimmed to less than an hr a twenty-four hours the violent Acts of the Apostless. will diminish. Many people watch telecasting as a everyday and mundane at about the same clip they will watch their favourite show or shows. Blending telecasting into your day-to-day modus operandi is non merely bad for you but sets aside precedences that are more of import like school work. Television draws in Families every dark About every household in the USA tickers premier clip telecasting ( 5-9 o’clock ) on hebdomad darks and with 99 % of families that own at least one telecasting. there are non many households that don’t watch Television on hebdomad yearss ( â€Å"Television† ) . In fact. surveies show that 66 % of U. S. places have three or more Television sets ( â€Å"Mediascope† ) . It is really dearly-won non to advert if you are in hunt to purchase the newest or biggest telecastings out at that place. Televisions non merely can set a strain on a household financially but with some households that watch up to or more than three hours of Television it can side track a household from its aims. During the 90’s each household averaged approximately 50 hours of telecasting weekly ( â€Å"Teen-agers† ) . Now come ining the new decennary the statistics have grown with the new types of telecasting since the 90’s. Once households start watching Television. it becomes a everyday that is non easy to interrupt. Many households are drawn to competition shows. where the whole household can take part and play along. The Steady Increase of Violence on Television Shows Television shows have become more violent in clip and it targets the young person and manipulates the kids to believe it is acceptable to perpetrate Acts of the Apostless of force. 59 % of force is shown on basic overseas telegram which is what most kids watch ( â€Å"Mediascope† ) . Children are really easy swayed to happening person to look up to. Many childs are into the â€Å"bad guys† and the strongest or most evil Television characters out at that place. When kids idolize characters on telecasting they are more likely to move the manner they do. 67 % of plans depict force in a humourous manner ( â€Å"Mediascope† ) . Showing the Acts of the Apostless of force in a humourous manner makes it look harmless to the kids. Childs who have premium channels on their telecastings are even more prone to perpetrating a violent act. Shows like HBO’s Oz. averaged 76 violent Acts of the Apostless per episode ( Hepburn 244-249 ) . Cartoons frequently depict at that place secret plans in a violent manner. Cartoons are a perfect illustration that shows how the young person of America is targeted at an early age. The major Television webs like Fox. CBS. and ABC play a large function in the rise of force across the state. Television webs like these. feel that force brings in the viewing audiences and the more viewing audiences the more money that the web makes. When Television was merely turning in popularity. the shows so were a batch different. Of class. there was still some force but really limited and no swear words or realistic particular effects. For illustration â€Å"Leave it to Beaver† and â€Å"Dike Van Dyke† which started in the 50’s. was non-violent and still popular plenty to draw in the viewing audiences get downing whole new tendencies. Today on the other manus. realistic effects to do horror scenes seem about existent have corrupted the populace. Shows like â€Å"CSI† and â€Å"Space Troopers† have legion violent Acts of the Apostless that are really in writing particularly to childs. The alteration through the decennaries has been great and more become more violent than of all time. What is to come in the hereafter? Will the force become even more vi olent? Or will at that place be a halt to the up rise in violent Acts of the Apostless all together? Television Effectss In the long tally. telecasting will impact non merely kids but teens and grownups excessively. With all the violent Acts of the Apostless seen on about every Television show the kids become frightened of the universe around them. â€Å"Eventually after watching all these offenses and violent Acts of the Apostless. the kids will be less sensitive to trouble and agony of others† ( Zuckerman ) . As most parents know. kids will make what they see. Many kids. non cognizant of what’s incorrect and right yet. will â€Å"mimic what they hear and see on TV† ( Zuckerman ) . It’s a parents occupation to watch over his or hers child and make certain they are non witnessing an inordinate sum of refuse or telecasting. presuming the parents are stable and non already addicted to Television. Statisticss show that teens ticker more telecasting than anything else that includes listening to music and reading ( â€Å"Mediascope† ) . Teenss are now in the old ages of re bellion against their parents and want to watch more mature shows that they can associate to. â€Å"Most adolescent prefer grownup scheduling that trades with turning up. drugs. sex and alcohol† ( Zuckerman ) . Teens that are stressed out by mundane things like school. classs and parents are more likely to watch Television every free minute they get. Television gives them a opportunity to loosen up and bury about day-to-day jobs and problems. Adults are besides portion of the rebellion in violent Acts of the Apostless committed due to the effects of telecasting. 76 % of typical violent culprits are grownups ( â€Å"Mediascope† ) . As we look around the violent universe we live in. it’s non flooring that all kids turn out as a deranged felon or liquidator particularly when kids look up to grownups for counsel. With the offense rates steadily increasing and telecasting in the hot place for the incrimination possibly a forbiddance of telecastings is in order. TV’s influence on the population Television affects everybody including childs. teens and grownups when they watch inordinate sum of Television each twenty-four hours. Parents should restrict there childs while they are immature so it’s non difficult to draw them away when they’re in their adolescent old ages. Today shots and slayings are more common than 20 old ages ago and no happenstance that the mean hours of telecasting a twenty-four hours have been lifting of all time since. Television makes existent slayings seem like nil to childs because they don’t yet understand the world from their Television universe. If the childs watch inordinate sums of Television when they are truly immature. they will respond to what they saw on Television when they are in a crisis or job in there life. when they grow up. Television is one of the negative effects of engineering and detecting new things. â€Å"Our findings suggest that responsible parents should avoid allowing their kids to watch more than an hr of Television a twenty-four hours. † ( Hepburn 244-249 ) . Hepburn besides stated â€Å"I was surprised to see a five fold addition in aggressive behaviour from less than one hr to three or more hours† ( Hepburn 244-249 ) . The universe with telecasting does non travel manus in manus any more. With force quickly increasing. the offense rates rocketing. it’s lone clip before there’s no more Television or people left. Television. in the terminal These big doses of telecasting are shown by the offense rate of today. Children who watch more than three hours of Television a twenty-four hours are really likely to perpetrate a violent act with in their life. Television will likely be about for a really long clip and it is the parents that are responsible for how much clip their childs ticker. Parents are non to be blamed wholly but there is a good portion that does rely on them to steer their childs the right manner and restrict the hours of Television they watch mundane. Jennifer Zuckerman claims â€Å"parents are responsible on how much Television is allowed and what stairss should be taken† . If you watch your kids and bound there hours of Television a twenty-four hours there is a good opportunity that the child will be less likely to be involved in a violent act. Television is normally a consequence of ennui. a clip to loosen up and non make any physical work. 73. 5 % of people watch Television when they are non making any thing ( â€Å"Television† ) . Television is a major cause of the bulk of violent Acts of the Apostless committed in the last few old ages. The lone manner for a lessening in the nation’s force is to restrict the sum of telecasting we watch and to restrict the kids from big sums of telecasting. If the rise of force still increases at a steady velocity. the lone manner to halt it is to either travel to the manufacturers or convert the people to turn on telecastings and take them from their places. Plants Cited Hepburn. Mary A. â€Å"TV Violence! A Medium’s Effectss Under Scrutiny. † Social Education. Sept. 1997: 244-249. SIRS Researcher CD-ROM. CD-ROM. SIRS Mandarin. Fall 2002. â€Å"Mediascope. National Television Violence Study. † Executive Summary. 1994-1995: N. P. SIRS Researcher CD-ROM. CD-ROM. SIRS Mandarin. Fall 2002. â€Å"Teen-agers Who Watch More Television are Prone to Violence† . The Seattle Times. March 28. 2002: N. P. SIRS Researcher CD-ROM. CD-ROM. SIRS Mandarin. Fall 2002. â€Å"Television Violence: A Review of the Effectss on Children of Different Ages† . Science 1995 ; N. P. Zuckerman. D. â€Å"What is to Blame for Youth Violence? † 21. March. 2003. World Wide Web. surgeongeneral. gov/library/youthviolence