Civil Disobeiance essays

Civil Disobeiance essays Civil Disobedience Civil disobedience is the refusal to obey civil laws. This refusal is in the form of nonviolence. People who use civil disobedience are usually protesting a law that they think is unjust. Usually, they are also willing to accept any penalty Henry David Thoreau was born in 1817 at Concord, Massachusetts. He was Educated at Harvard University. During his early years Henry spent most of his time walking in the wilderness or talking with his mentor and friend Ralph In July of 1846, Henry needed his shoes which had holes in them repaired. After the cobbler repaired the shoes Henry exited the store and was approached by Sam Staples, the town constable. Sam asked Henry to pay his poll tax. Henry intentionally did not pay his taxes because the revenues were used to help finance the United States war with Mexico and supported the enforcement of slavery Since Henry refused to pay, Sam Staples was required to take Henry to jail. Henry spent the night in jail. During that evening someone heard of Henry`s problem and paid his taxes. Most people think that Henry`s Aunt paid the taxes but no one knows for sure. When Henry found out that his tax had been paid, he was outraged . Henry argued that since he was not the one who paid the taxes he still deserved to be The night he spent in jail prompted Henry to write one of the most Famous essays in American history, On the duty of Civil Disobedience. ...

Beware these Dangerous E-Z Pass Scams

Beware these Dangerous E-Z Pass Scams Want to jump on the fast lane to becoming an identity theft victim? Simple! Just fall for the dangerous and tricky E-Z Pass email phishing scam. The E-Z Pass system  automatic toll collection system  allows subscribers to avoid having to stop at crowded highway toll plazas. Once the driver has set up an E-Z Pass prepaid account, they receive a small electronic transponder that attaches to the inside of the windshield of their vehicle. When they travel thru a toll facility where E-Z Pass is accepted, an antenna at the toll plaza reads their transponder and automatically debits their account the appropriate amount for the toll. E-Z Pass is currently available in 17 states, with over 35 million E‑Z Pass devices in circulation.   According to the Federal Trade Commission, potential victims targeted by this scam get an email appearing to be from their state E-Z Pass toll road agency. The email will have a realistic E-Z Pass logo and will use pretty threatening language to informing you that you owe money for driving on a toll road without paying or using E-Z Pass. The email also contains the â€Å"hook† in the form of a link to a website where you can view your supposed invoice and take care of your supposed fine without fear of further legal action against you. The scam email is not from the real E-Z Pass Group, an association of toll agencies in 17 states that manages the popular E-Z Pass program. While the E-Z Pass system  operates in only 17  states, and your state may not even have any toll roads, you may still be targeted by the E-Z Pass scam, because  the scam emails are being sent to consumers nationwide. The Worst That Can Happen If you click on the link given in the email, the scumbags running the scam will try to put malware on your computer. And if you give the fake E-Z Pass website any of your personal information, they will almost certainly use it to steal your identity. Goodbye money, credit rating, and personal security. How to Protect Yourself from the Scam The FTC recommends that if you get the E-Z Pass email, do not click on any links in the message or try to reply to it. If you think the email may really be from E-Z Pass or if you think you might actually owe a toll road payment, contact E-Z Pass customer service to confirm that it is really from them. The E-Z Pass email is only one of a seemingly endless list of similar phishing scams, in which scammers pose as legitimate businesses in an attempt to steal consumers’ personal information. To help stay safe from these dangerous scams, the FTC advises: Never click on any links in emails unless you are certain you know or do business with the sender.Never reply to any emails that ask for personal or financial information. Even if the sender is legitimate, email is not a secure way to send such information. In fact, it is never a good idea to include things like your Social Security number or bank account information in any email message, including those you send.Always keep your computer security software current and active. How to Turn the Scammers In If you think you might have gotten a phishing scam email or be a victim of one, you can: Forward the suspect email to spamuce.gov and to the company impersonated in the email.File an official complaint with the Federal Trade Commission’s online FTC Complain Assistant. The E-Z Pass Transponder Theft Scam Another dangerous E-Z Pass scam has nothing to do with email. In this simple act of costly mayhem, thieves find cars and trucks that have been left unlocked so they do not have to break in. Once inside the vehicle, the thief simply steals the victim’s E-Z Pass device and replaces it with a non-operating fake one. In a matter of seconds, the crime that can cost the victim for months, or at least until they figure it out. In 2016, one stolen EZ Pass transponder in Pennsylvania racked up more than $11,000 in fraudulent charges before its real owner discovered the crime. As police advise, avoiding the E-Z Pass transponder theft scam is simple: Lock your car or truck.

How Might Different Types of Offenders Best Be Deterred From Crime Essay

How Might Different Types of Offenders Best Be Deterred From Crime - Essay Example Therefore with the use of rational theory, criminologists often assume that those who commit criminal acts had the option of rationalizing their decision against those of the basic social norms. For one reason or another they chose to commit a crime but again, this theory depicts the fact that it was their choice, they were not forced to do so (Blossfield & Prein 1998, p.5). Of course, rational theory is neither a sociological nor a criminological theory that can be used to analyze all offenders because there are relative differences between individuals, even those who commit crime. Let's take for instance criminals who engage in white collar crime. This form of crime is concisely opposite crimes that include acts of brutal murder, rape, and kidnapping, etc. The reason this is stated is this form of crime takes initiative on the criminals' part and in fact they rationalize their choices before they ever break the law. Therefore, because these types of offender's are generally rational in their though processes and in their actions to engage in criminal activity, law enforcement would have to use a varied deterrence technique to try and sway and deter this types of offenders from repeating their criminal intentions and also to prosecute them correctly through the judicial system (Uggen & Piliavin 1998). It has been found that because these types of offen ders think logically and weigh the consequences of their actions the more traditional forms of law enforcement work well to keep them and others from becoming repetitive in their criminal attitudes. Law enforcement officials have learned that when a white collar criminal is prosecuted and punished severely for their actions it often acts as a deterrent in society, such as with the Martha Stewart case and the issue with falsifying documents on the stock market, etc. Once one white collar crime is prosecuted correctly it minimizes how many more there would be to follow, there is no doubt about this. In cases of criminal violence and murder, the use of deterrents would of course not be the same as the one's used for white collar crime, simply because of the variations to the types of crime in particular. For example, prosecution of someone who commits murder is definitely not enough of a legal influence to prevent other violent offenders from committing this same form of crime. What it can do however is prevent that one individual from going out and committing the same type of violent act, but again it won't persuade other offenders who have not been caught and faced punishment themselves (Uggen & Piliavin 1998). However, for those criminals who don't seem to be able to rationalize their own actions it has been found that the best way to deter them from being repeat offenders is by incarceration because releasing them back into society has shown that there is a great risk of them repeating their actions. This is all in how they view their behavior and don't think logically such a s how an offender of white collar crime analyzes their own actions. White collar offenders weigh the pro's and cons of their actions that are going to take place. If they find that the consequences will be harsher than any benefit that they could gleam out of breaking the law then they simply won't do it. Violent offenders do not rationalize in this manner. They are more

Physical and Chemical Structure of Penamecillin Essay

Physical and Chemical Structure of Penamecillin - Essay Example CAS name for penamecillin is (2s, 5r, 6r)-3, hydroxymethyl (2s,5r,6r)-3,3-dimethyl-7-oxo-6-(2-phenylacetamido)-4-thia-1-azabicyclo(3.2.0)heptane-2-carboxylate , 3-dimethyl-7-oxo-6-[(phenylacetyl) amino]-4-thia-1-azabicyclo [3.2.0] heptane-2-carboxylic acid (acetyloxy) methyl ester. Furthermore, the CAS registry number for penamecillin is 983-85-7, and the compound InChIKey, is NLOOMWLTUVBWAW-UHFFFAOYSA-N (PubMed, ch 1). Â  Penamecillin has a molecular weight of 406.45278 g/mol with a molecular formula of C19H22N2O6. It is a monoclinic crystalline compound (PubChem, ch 4). The compound has a density of 1.376g/cm3, a boiling point of 648.774Â °c at 760 mmHg, with a melting point range of 105.5 Â °c to 111 Â °c, and a refractive index of 1.609 (Gibaldi And Schwartz, 362 ). It is moderately soluble in water but insoluble in petroleum ether. However, penamecillin is very soluble in methanol, ethanol, ethyl acetate, and benzene. It is also readily soluble in dimethylsulfoxide, chloroform, acetone, trichloromethane, and ether. Furthermore, it is an unstructured crystalline white powder with the precise optical rotation of +269 deg, at 20 deg C/D methanol. It also possesses a flash point of 346.2Â °C, with an inflammable limit of 364Â °C when it is a settled powder, and 442Â °C when it is in form of spun powder. Furthermore, it has a slight characteristic odor, and its decomposition temperature is > 105 Â °C. In terms of stability and reactivity, penamecillin is stable at ambient temperatures and should be kept away from heat or ignition sources. It is also a readily biodegradable compound even though it is not a bioaccumulation or eco-toxicity compound (PubChem, ch 4). Â  

Guidelines for Short Term Certificate Courses Essay Example for Free

Guidelines for Short Term Certificate Courses Essay Short Term Vocational Certificate Courses of Three months, Six months and One year duration are being introduced in the disciplines of Agriculture, Engineering Technology, Computer Science, Business Commerce, Home Science and Humanities, with the objective of providing training to SSC failed/passed students or candidates who are interested in acquiring job oriented skills and wish to join the world of work, to enable them to earn their livelihood. (Course details at AnnexureI . These courses are being introduced as self-financing courses. HOW TO APPLY 1. Any Private Institution / NGO having good track record in the field of providing training and having required infrastructure can start these Short Term Vocational Courses with the approval from the State Institute of Vocational Education, after they satisfy the norms prescribed herein. 2. Application forms can be obtained from the concerned District Vocational Educational Officers or from the office of the Director of Intermediate Education, Andhra Pradesh, Hyderabad by paying Rs. 100/- through Demand Draft in favour of Secretary, Board of Intermediate Education, Andhra Pradesh, Nampally, Hyderabad or can be down loaded from BIE website at: www. bieap. gov. in under â€Å"vocational courses† pages 3. At the time of filing application the institute should provide information on class room infrastructure, On the Job Training linkage, faculty, Society registration or Certificate of incorporation, track record in the field of training opted for and tie up for placements of trained candidates. 4. Maximum number of sections permitted for any institution will be 9 only, of different durations. A minimum of two courses should be offered from different disciplines. 5. The filled in application along with all enclosures should be submitted to the concerned District Vocational Educational Officer before the prescribed date. An Inspection Fee of Rs. 500/= in case of Rural area and Rs. 1000/= in case of an Urban area, in the form of a demand Draft in favour of the 3 Secretary, BIE in any Nationalized Bank, payable at Hyderabad is to be enclosed. SANCTION PROCEDURE 6. A three men inspection committee consisting of 1] DVEO, 2] Principal of GJC and 3] Subject expert will inspect the Institutions and submit the feasibility report with recommendations to State Institute of Vocational Education [SIVE]. 7. Permission will be granted by the State Institute of Vocational Education [SIVE] on receipt of feasibility report from District Vocational Educational Officers concerned, on the available infrastructure and On the Job Training facilities with MOU tie up for placements. 8. At the time of applying for Short Term Vocational Courses the Institute should indicate the Industry / Workshops / Service Organisations in which On the Job Training will be provided. They should furnish the MOU with the training establishment along with the application. FEE PARTICULARS: 9. The Private Institution / NGO should pay Rs. 500/- per section per module as recognition fee through Demand Draft in favour of the Secretary, Board of Intermediate Education, Andhra Pradesh, Nampally, Hyderabad after approval from the State Institute of Vocational Education. (Three months course; one module; Rs/ 500, six months course; two modules; Rs/ 1,000, One year course; three modules; Rs 1,500) 10. The maximum tuition fee to be collected from the student is Rs. 300/- Per Month. ADMISSION PROCEDURE: 11. The Head of the Institution / Correspondent / Principal of the concerned institute shall take up the admission process only after obtaining permission from the State Institute of Vocational Education [SIVE]. 12. The maximum intake shall be 40 [forty] students per section. 13. No age limit is prescribed for admission to these courses. 14. Selection Criteria: 4 Minimum qualifications for admission into these courses shall be as mentioned in Annexure – I. Candidates having higher qualification with an aptitude to learn the skills in the relevant field are also eligible for admission. SCHEME AND SYLLABUS: 15. The short-term courses are organized in to modules of three months duration each. The Institutions taking up Short Term Vocational Courses have to strictly follow the academic schedule, syllabus and On the Job Training pattern prescribed by the State Institute of Vocational Education [SIVE] including guidelines for conducting classes/ training, examination, evaluation etc from time to time. Copy of the syllabus can be obtained from DVEO. or can be down loaded from BIE website at: www. bieap. gov. in under â€Å"vocational courses† pages The Scheme of instruction prepared by the State Institute of Vocational Education as mentioned below has to be strictly followed. SCHEME OF INSTRUCTION FOR EACH MODULE Subject Theory Hours 72 Total 72 Weightage 30 30 Hours 216 216 On the Job Training [OJT] Weightage 70 70 Hours 288 288 Total Weightage 100 100 SCHEME OF INSTRUCTION/WEEK Subject Theory 6 On the Job Training [OJT] 18 Total 24 16. In order to provide job-oriented skills to students, greater emphasis shall be placed on, On the Job Training. The entire work relating to practicals / on the job training shall be conducted in workshops / Organisations / industries. On the Job Training to be provided in the workshops etc. shall be directly under the supervision of Master Trainer of the workshops / industries / Service Establishments. 5 SOME OF THE POSSIBLE ESTABLISHMENTS FOR PROVIDING ON THE JOB TRAINING ARE INDICATED BELOW. 1. Agriculture State Government Centres Private Reeling Centres/ ANGRAU, Hyderabad/Dairy Cattle farms/Fish farm/Government/University farms. 2. Business Commerce Banks / Commercial Establishments / Super Markets / Chartered Accountants / Tax Consultants / Commercial Institutes. NIIT/ CMC / APTECH / Locatiya Computers / Setwin / ITI /Polytechnic Colleges / only recognized Computer Labs / private computer labs Setwin/ITI Training Centres/ Polytechnics/ Tribal Welfare work centre/Automobile workshops Small medium Bakeries/Food Craft Institutions/Home science Colleges /Food catering Institution/Beauty parlors Hotels/ Garment Units/CMC ATC/Setwin. Star Hotels / Tourist Centres / Travel Agencies. 3. Computer Science 4. Engineering Technology. 5. Home Science 6. Humanities 17) There should be a Continuous check on the conduct of classes and attendance of students in the class and On the Job Training by the Principal and Master Trainer regularly. Minimum 90% attendance is essential for passing the module. The concerned District Vocational Education Officer would regularly inspect the teaching and training establishments 6 EXAMINATION AND CERTIFICATION: 18) In order to facilitate continuous evaluation for each module Theory and On the Job Training examination should be conducted at the end of first, second and third module. The Instructor associated with the course should assess the students in terms of their competency achieved. The Master Trainer/ Supervisor in the Industry / Business establishment/Organisation will also test and assess the student based on the Technical Skills acquired. At the end of the module examination will be conducted at institution level under the supervision and control of the District Examination Committee headed by DVEO as per the guidelines prescribed by the SIVE. The following system of grades has to be adopted for the purpose of performance appraisal of the students at the end of each module based on continuous evaluation duly giving 30% Weightage on performance in theory and 70% Weightage on performance in On the Job Training [OJT]. Award of Grades and entitled grade points Marks Range 90-100 70-89 Grades A B Sub Ranges 95-100 90-94 85-89 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 0-24 Grade Points 10 9 8. 5 8 7. 5 7 6. 5 6 5. 5 5 4. 5 4 3. 5 3 2. 5 2 19) 20) 21) 50-69 C 40-49 30-39 0-29 D E F. 7 22) Grade card will be issued for each module after clearing the Theory and On the Job Training [OJT] with ‘D’ or higher grade in the module. Those getting less than ‘D’ grade will not be considered as pass in the module and they will have to repeat the module after taking fresh admission and only those passing in initial module will be eligible to join the next module. DVEO will issue a module completion certificate. After successful completion of entire course, a competency-based certificate will be given by the State Institute of Vocational Education [SIVE] through the DVEO concerned. 23) PLACEMENTS: 24) The Institute taking up Short Term Vocational Courses should take every measure to provide placement to the students by liaison with Business establishments /Industries / other establishments. Institutions should play a major role in placement of the passouts. Placement cell has to be created in the Institution. APPOINTMENT OF FACULTY: 25) The Principal / Correspondent is authorized to engage the teaching faculty. Qualifications for the Teaching Faculty course wise shall be as mentioned in the Annexure II. Sd/- SHASHANK GOEL DIRECTOR OF INTERMEIDATE EDUCATION. 8 ANNEXURE I MINIMUM EDUCATIONAL QUALIFICATION FOR 3 MONTHS [One Module], 6 MONTHS [Two Modules] ONE YEAR COURSES [Three Modules]. Sl. Course No. I. 1 2 3 4 5 6 7 II. 8 9 10 11 12 III. 13 14 15 16 17 18 19 20 21 22 AGRICULTURE: Bee-Keeping [Apiculture] Mushroom Culture Veterinary Compounder Sericulture Assistant Farm Assistant Fisheries Assistant Gardener Training Course BUSINESS COMMERCE: Accountancy Taxation Salesmanship Typewriting English Shorthand COMPUTER SCIENCE COURSES: Web Designing Internet Computer Maintenance M. S. Office Unix C C++ V. B. Oracle VB ASP Oracle with D2K Oracle with DBA DTP Auto CAD One One One One One One One One One One Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months SSC Failed SSC Failed Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Three Three Three Three Three One year One year One year One year One Year Intermediate Intermediate SSC SSC Failed SSC One One Three Three Three Three Two Three Months Three Months One Year One Year One Year One Year Six Months SSC. Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed Module Duration Qualification 9 23 24 25 26 27 28 29 Accounting Package Computer Application Information Technology Hardware Technology Data Entry Multimedia, Graphic Animation Advanced Certificate Course in Computer Application Advanced Certificate Course in Information Technology ENGINEERING TECHNOLOGY: Motor Driving Plastic Technology Auto Electrician Electrician Plumbing Welding Carpentry Building Construction Automobile Engg. Technology Air-Condition Refrigeration Radio TV Technician HOME SCIENCE COURSES: Apparel construction Tie Die, Block, Batik, Screen-printing Computer based fashion designing One One One Three Months Three Months Three Months SSC Failed SSC Failed SSC Failed One Two Two Two Two Two Two Three Three Three Three Three Months Six Months Six Months Six Months. Six Months Six Months Six Months One Year One Year One Year One Year SSC Failed SSC failed SSC failed SSC failed SSC failed SSC failed SSC failed SSC Failed SSC Failed SSC Failed SSC Failed One Two Two Two Two Two Three Three Months Six Months Six Months Six Months Six Months Six Months One Year Intermediate SSC failed SSC failed SSC failed SSC failed SSC failed SSC Failed 30 Three One Year SSC Failed IV. 31 32 33 34 35 36 37 38 39 40 41 V. 42 43 44 10 45 46 47 48 49 50 51 52 53 54 55 VI. 56 57 Soft Toys Flower Making Beautician course Embroidery Zig – Zag Cookery Bakery confectionery Hotel Management Food Preservation Processing Fashion Designing Textile Designing Interior Designing HUMANITIES COURSES: Receptionist Tourism Management Three Three One Year One Year SSC SSC One One One One Two Three Three Three Three Three Three Months Three Months Three Months Three Months Six Months One Year One Year One Year One Year One Year One Year SSC Failed SSC Failed SSC Failed SSC Failed SSC failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Preprimary Teacher Training Three 11 ANNEXURE II QUALIFICATIONS FOR TEACHING FACULTY- COURSE WISE. I. AGRICULTURE 1. Mushroom culture QUALIFICATION. B. Sc. (Agriculture), B. Sc. (Horticulture) with background of plant pathology/ any diploma in concerned course / Certificate Course. M. Sc. (Entomology) / B. Sc. [Agriculture] any diploma in concerned course / Certificate Course. B. V. sc. , /B. Sc (Dairying)/Diploma in concerned course 4. Sericulture Assistant M. Sc. [Sericulture] / M. Sc. [Zoology] / B. Sc. , with Entomology / Diploma in concerned course / Certificate Course. B. Sc [Horticulture]/ B. Sc [Agriculture]/ Diploma in concerned course / Certificate Course. M. Sc (Zoology) with Fisheries and Aquaculture Specialisation/B. FSc / B. Sc with Fisheries. B. Sc Horticulture/M. Sc Agriculture with Two Years experience, B. Sc Horticulture/ Diploma in concerned course /Certificate Course. 2. Bee-Keeping [Apiculture] 3. Veterinary Compounder 5. Farm Assistant 6. Fisheries Assistant 7. Gardener Training Course 12 II. BUSINESS COMMERCE QUALIFICATION M. Com / B. Com. M. Com / B. Com. , with Specialisation in Income Tax M. Com / B. Com. , with P. G. Diploma in Marketing / Salesmanship. Graduation with Type Higher/ Intermediate Office Assistantship Vocational Course. Graduation with Shorthand 8. Accountancy 9. Taxation 10. Salesmanship 11. Typewriting 12. Shorthand III. COMPUTER SCIENCE COURSES 13. Web Designing and Internet QUALIFICATION BCA/MCA/B. Tech/M. Sc Computer Science Any Advanced diploma in concerned subject BCA/MCA/B. Tech/M. Sc Computer Science Any Advanced diploma in concerned subject M. CA/BCA/M. Sc/B. TEC/M. Sc Home Science Any Advanced diploma in concerned subject M. CA/BCA/M. Sc Computer Science/ B. TEC/ Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject 14. Computer Maintenance 15. M. S. Office 16. Unix C and C++ 17. VB and Oracle 13 18. VB and ASP BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. BCA/MCA/M. Sc computer Science / B. Tech. 19. Oracle with DBA 20. Oracle with D2K 21. DTP 22. Auto CAD 23. Accounting package 24. Computer Application 25. Information Technology 26. Hardware Technology 27. Data Entry 14 28. Multimedia Graphic Animation BCA/MCA/M. Sc Computer Science / B. Tech. 29. Advanced Certificate Course in Computer Application Advanced CertficateCourse in Information Technology M. CA/BCA/M. Sc computer Science/B. Tech/AMIE in CS/BOL C level of DOEA Examation/any advanced diploma in concerned subject. IV. ENGINEERING TECHNOLOGY 31. Motor Driving QUALIFICATION. Diploma in Automobile Engineering, ITI Certificate in motor driving with 3 years experience. Diploma in Mechanical Engineering/ any Certificate in Plastic Technology with 3 years experience in the concerned course. Diploma in Automobile Engineering/ITI Certificate in Auto Electrician Trade with 2 years experience. Diploma in Electrical Engineering/ITI Certificate in Electrician Trade. Diploma in Civil Engineering/ITI Certificate in plumbing with experience. Diploma in Mechanical Engineering/ITI Certificate in welding with 2 years experience. Diploma in Mechanical Engineering/ITI Certificate in carpentry with 3 years experience. 32. Plastic Technology 33. Auto Electrician 34. 35. 36. Electrician Plumbing Welding 37. Carpentry 15 38. Building Construction B. E (Civil)/Diploma in civil Eng. /ITI certificate in the field of Civil Engg. Work/An experienced (10 Years) Mason with experience in Civil Constructions Work. B. E (Mechanical)/ Diploma in Automobile EngITI certificate in the field of Automobile Engg. Work/A 2 Wheeler/ 4 Wheeler Mechanic with 5 years experience. B. E (Mechanical) /Diploma in Mechanical Engg. / A Mechanic in Refrigeration and Air conditioning field with 5 Years experience. B. E (Electronics)/ Diploma in Electronics and Communication/A Radio and TV Mechanic with 5 years experience. QUALIFICATION Any related certificate holders from Setwin/ Women welfare department/ Janasikshana Samsthan/ Intermediate (Voc) with Commercial Garment Design Making. B. Sc. , (Home Science) Textiles and Clothing/ Any related certificate holders from Setwin / Women welfare department/ Janasikshana Samsthan / Vocational lecturer of the concerned subjects. Any D. C. A with degree/ B. C. A / Intermediate (Voc) with Fashion Garment Making Any related certificate holders from Setwin/ Women welfare department/ Janasikshana Samsthan. 39. Automobile Engineering Technology 40. Air-condition Refrigeration 41. Radio TV Technician V. HOME SCEINCE COURSE 42. Apparel constructions 43. Tie Die Block, Batik screen-printing 44. Computer based fashion designing 16 45. Soft toys Flower making. Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan/ Intermediate (Voc) with Creche and Pre School Management course. Any graduate preferable Home Science / any graduate with Diploma certificate in Beauty culture. B. Sc. (Home Science)/Graduate of Hotel Management course/ Senior Cook of reputed hotels Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. 46. Beautician Course 47. Cookery 48. Bakery and Confectionery B. Sc. with Bakery as one of the subject/ Certificate in Catering Technology/ Diploma in Bakery and Confectionery Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. 49. Embroidery Zig – Zag B. Sc. [H. Sc] with Diploma in Embroidery / Diploma in Fashion Design or Inter Vocational CGDM Fashion Garment Making with Diploma in Embroidery Fashion Design, Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc (Home Science) in Home Management/ Diploma in House keeping/ two years experience in house keeping in any Institution. B. Sc Home Science in Nutrition/ Diploma in Dietics Nutrition . B. Sc Home Science / Degree with P. G. Diploma, Inter Vocational CGDM Fashion Garment Making. 50. Diploma in Hotel Management 51. Food Preservation Processing 52. Fashion Designing 17 53. Textile Designing B. Sc in textile and clothing /Diploma in Textile Designing with knowledge of computer, Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc in resource Management Consumer Science/Family Resource Management/B. Arch (Interior Design)/ P. G (Interior Design) B. Sc (Interior Design), Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc with child development Family relations/ B. Ed. Candidates / P. G diploma in Early child hood care Education, Intermediate (Voc) with Creche and Pre School Management course. 54. Interior Designing 55. Preprimary Teacher Training VI. 56. 57. HUMANITIES COURSES: Tourism Management Receptionist QUALIFICATION PG in Tourism / PG in Social Science with PG Diploma in Tourism and Travel Any degree with Front Office or Diploma in Hotel Management Or Degree in Hotel Management.

How to Give a Lecture Essay -- essays papers

How to Give a Lecture Lecturing is not simply a matter of standing in front of a class and reciting what you know The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your students' attentiveness and learning. Use the following suggestions, based on teaching practices of faculty and on research studies in speech communication, to help you capture and hold students' interest and increase their retention. General Strategies Watch yourself on videotape. Often we must actually see our good behaviors in order to exploit them and see our undesirable behaviors in order to correct them. If you want to improve your public speaking skills, viewing a videotape of yourself can be an invaluable way to do so. See "Watching Yourself on Videotape." Learn how not to read your lectures. At its best, lecturing resembles a natural, spontaneous conversation between instructor and student, with each student feeling as though the instructor is speaking to an audience of one. If you read your lectures, however, there will be no dialogue and the lecture will seem formal, stilted, and distant. Even if you are a dynamic reader, when you stick to a script you forfeit the expressiveness, animation, and give-and-take spontaneity of plain talking. Reading from notes also reduces your opportunities to engage your class in conversation and prevents you from maintaining eye contact. On this point all skilled speakers agree: don't read your presentation. See "Preparing to Teach the Large Lecture Course" for advice on preparing lecture notes. Prepare yourself emotionally for class. Some faculty play rousing music before lecturing. Others set aside fifteen or thirty minutes of solitude to review their notes. Still others walk through an empty classroom gathering their thoughts. Try to identify for yourself an activity that gives you the energy and focus you need to speak enthusiastically and confidently. (Source: Lowman, 1984) Opening a Lecture Avoid a "cold start." Go to class a little early and talk informally with students. Or walk in the door with students and engage them in conversation. Using your voice informally before you begin to lecture helps ke... ...he level of relaxation and fluency in the voice, patterns of breathing, pitch and pace, emphasis and articulation. †¢ The next day replay the recording of the lecture and make a set of notes on it. †¢ Review your notes to identify the differences between the two recorded segments. Consider style, use of language, pacing, volume, fluency, expressiveness, and soon. Any differences you note will help you decide how to improve Use a video recorder. When reviewing a videotape of yourself lecturing, you can watch the entire tape, watch the tape with the sound turned off, or listen to the tape without watching it. Adopt the procedures outlined above for reviewing and analyzing your videotape. Most of the time you will be pleasantly surprised: you may have felt nervous during the lecture, but the videotape will show you that your nervousness was not apparent to your class. Seeing yourself on tape can be a good confidence builder. See "Watching Yourself on Videotape." Work with a speech consultant. Speech consultants can help you develop effective delivery skills. Ask your campus faculty development office for names of consultants or a schedule of workshops on lecturing.

Good and Evil (a Wrinkle in Time, and Frankenstein Review) Essay

â€Å"Life is neither good or evil, but only a place for good and evil. † – Marcus Aurelius. A Wrinkle in Time is a book about the journey through the war of good versus evil and the ultimate triumph of love. Every character is clearly distinguished with either good or evil: the â€Å"good† characters include Meg, her family, Calvin, the Mrs. W’s, Aunt Beast, and the Happy Medium; the â€Å"evil† characters include IT, The Dark Thing, and the Man with the Red Eyes. Frankenstein, on the other hand, is a story told in a series of letters, as Robert Walton, the captain of a ship bound for the North Pole, recounts to his sister back in England the progress of his dangerous mission. Successful early on, the mission is soon to be disturbed by seas full of impassable ice. Trapped, Walton encounters Victor Frankenstein, who had been travelling by dog-drawn sledge across the ice and is weakened by the cold. Walton take him abroad the ship, helps nurse him back to health, and hears the fantastic tale of the monster the Frankenstein created. This tale that Frankenstein is reciting reveals the two sides that a person, or a living creature can portray: good and evil. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent†, while A Wrinkle in Time was banned for having a fantasy-related genre throughout the plot, including witches and demons. Themes are the fundamental and often universal ideas explored in a literary work. â€Å"Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master; — obey! † (Shelley 149). In Frankenstein, the monster represents evil, as it comes to life, and terrorizes its creator. Dangerous knowledge is an ideal theme in Frankenstein. The pursuit of knowledge is right in the middle of Frankenstein, as Victor attempts to go beyond accepted human limits and find out the secret of life. Likewise, Robert Walton attempts to pass the past human explorations by being determined to reach the North Pole. In A Wrinkle In Time, comfort and individuality is a major theme that I saw throughout the plot. The main character, Meg, is caught between the desire for conformity and the expression of her own creative nature. At the beginning of the novel Meg feels embittered towards other students at her school that make fun of her and tease her for being different, as well as those who see her little brother as being weird or odd. She desperately wants to be more like her twin brothers who have little problem fitting in. The theme that the two stories share, and that I have mentioned before, is the theme titled good and evil: â€Å"Suddenly there was a great burst of light through the Darkness. The light spread out and where it touched the Darkness the Darkness disappeared. The light spread until the patch of Dark Thing had vanished, and there was only a gentle shining, and through the shining came the stars, clear and pure. Then, slowly, the shining dwindled until it, too, was gone, and there was nothing but stars and starlight. No shadows. No fear. Only the stars and the clear darkness of space, quite different from the fearful darkness of the Thing† (L’Engle 102). It’s interesting that the defeat of the Black Thing doesn’t lead to the universe being lit up like a baseball stadium, but rather to an absence of unnatural darkness. It’s almost like the battle isn’t so much between evil and good as between evil and the normal. Characters are â€Å"Plot is no more than footprints left in the snow after your characters have run by on their way to incredible destinations† – Ray Bradbury. In Frankenstein, the main character or the creator of the monster. Victor becomes obsessed with the idea of creating an artificial human form and eventually attempts to make it. Immediately after creating the monster, he falls into a depression and starts to fear. He leaves the school and returns home to his family, where he finds only tragedy. Not fully aware of the consequences of his creating a new human, he ends up really spending his entire life trying to destroy the same creation he was working to make for so long. In a Wrinkle In Time however, the protagonist is portrayed a bit differently: Meg Murry, The book’s hero, an awkward, but loving high school student who is sent on an adventure through time and space with her brother Charles Wallace and friend Calvin to rescue her father from the evil force that is attempting to take over the universe. Meg’s greatest faults are her anger, impatience, and lack of self-confidence, but she changes and overcomes them, and in the end is victorious, as the story ends with a stereotypical kid’s-story ending. A happy ending for the protagonist. The main differences that I saw between the two are the two protagonists: Meg Murry (A Wrinkle In Time), and Victor Frankenstein (Frankenstein), are to begin with, set in different times. A Wrinkle In Time could be set anywhere in the recent past. Frankenstein however, is set in the late 18th century. The whole concept of Frankenstein is much darker, and in fact I would say it could be classified as gothic science fiction, as the characters are much darker, and seem more serious and cold-hearted by the way Shelley describes them compared to the other book. A Wrinkle In Time is much lighter, as the characters, their actions, and abilities are all easier, and always give the advantage to the â€Å"good guys†. Also the whole concept of the book, and the idea of it, is more for a child’s imagination to handle and comprehend compared to Frankenstein, and I would classify it as plain science and fantasy fiction. Although these differences shape the stories in totally different directions, there are some similarities: The similarities between the characters and their traits are that they both have solid downsides to them. As I mentioned before, Meg’s (A Wrinkle In Time) faults are her temper, impatience, and lack of confidence in herself, and Victor’s (Frankenstein) faults are that he is in a depression and great fear throughout the plot after the Monster is created and is woken. Another trait I can compare between the two protagonists, are their determination to reach their final goal. Although I cannot see it in either book, but both books were officially banned in one place or another for ridiculous reasons. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent† in 1955. Maybe 57 years ago there were different rules and traits a person had to portray to be defined as â€Å"good†, but to make this specific book banned for being â€Å"obscene† (which means that it is offensive or the opposite of accepted manner). A Wrinkle In Time is banned for having witches, crystal balls and demons. Also, because Jesus is listed among the names of great artists, philosophers and teachers, and it is banned in the U. S. â€Å"Thus strangely are our souls constructed, and by such slight ligaments are we bound to prosperity or ruin† (Shelley 37). All in all, these books have more differences than similarities in my opinion. Although both are really good, one is dark while the other is light compared. The similarities that I saw in the characters, the themes, and the reason they were censored are mostly because of the relationship between good and evil throughout it. Studying these two books and the reason for them being banned has surprisingly changed my life in a minor way, as I learned how people from different cultures and education they grew up with react to different things, and I learned to compare and contrast, not only the books, but real life situations such as the South Africans who banned Frankenstein versus my lifestyle and way-of-thinking. â€Å"Life is neither good or evil, but only a place for good and evil. † – Marcus Aurelius. A Wrinkle in Time is a book about the journey through the war of good versus evil and the ultimate triumph of love. Every character is clearly distinguished with either good or evil: the â€Å"good† characters include Meg, her family, Calvin, the Mrs. W’s, Aunt Beast, and the Happy Medium; the â€Å"evil† characters include IT, The Dark Thing, and the Man with the Red Eyes. Frankenstein, on the other hand, is a story told in a series of letters, as Robert Walton, the captain of a ship bound for the North Pole, recounts to his sister back in England the progress of his dangerous mission. Successful early on, the mission is soon to be disturbed by seas full of impassable ice. Trapped, Walton encounters Victor Frankenstein, who had been travelling by dog-drawn sledge across the ice and is weakened by the cold. Walton take him abroad the ship, helps nurse him back to health, and hears the fantastic tale of the monster the Frankenstein created. This tale that Frankenstein is reciting reveals the two sides that a person, or a living creature can portray: good and evil. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent†, while A Wrinkle in Time was banned for having a fantasy-related genre throughout the plot, including witches and demons. Themes are the fundamental and often universal ideas explored in a literary work. â€Å"Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master; — obey! † (Shelley 149). In Frankenstein, the monster represents evil, as it comes to life, and terrorizes its creator. Dangerous knowledge is an ideal theme in Frankenstein. The pursuit of knowledge is right in the middle of Frankenstein, as Victor attempts to go beyond accepted human limits and find out the secret of life. Likewise, Robert Walton attempts to pass the past human explorations by being determined to reach the North Pole. In A Wrinkle In Time, comfort and individuality is a major theme that I saw throughout the plot. The main character, Meg, is caught between the desire for conformity and the expression of her own creative nature. At the beginning of the novel Meg feels embittered towards other students at her school that make fun of her and tease her for being different, as well as those who see her little brother as being weird or odd. She desperately wants to be more like her twin brothers who have little problem fitting in. The theme that the two stories share, and that I have mentioned before, is the theme titled good and evil: â€Å"Suddenly there was a great burst of light through the Darkness. The light spread out and where it touched the Darkness the Darkness disappeared. The light spread until the patch of Dark Thing had vanished, and there was only a gentle shining, and through the shining came the stars, clear and pure. Then, slowly, the shining dwindled until it, too, was gone, and there was nothing but stars and starlight. No shadows. No fear. Only the stars and the clear darkness of space, quite different from the fearful darkness of the Thing† (L’Engle 102). It’s interesting that the defeat of the Black Thing doesn’t lead to the universe being lit up like a baseball stadium, but rather to an absence of unnatural darkness. It’s almost like the battle isn’t so much between evil and good as between evil and the normal. Characters are â€Å"Plot is no more than footprints left in the snow after your characters have run by on their way to incredible destinations† – Ray Bradbury. In Frankenstein, the main character or the creator of the monster. Victor becomes obsessed with the idea of creating an artificial human form and eventually attempts to make it. Immediately after creating the monster, he falls into a depression and starts to fear. He leaves the school and returns home to his family, where he finds only tragedy. Not fully aware of the consequences of his creating a new human, he ends up really spending his entire life trying to destroy the same creation he was working to make for so long. In a Wrinkle In Time however, the protagonist is portrayed a bit differently: Meg Murry, The book’s hero, an awkward, but loving high school student who is sent on an adventure through time and space with her brother Charles Wallace and friend Calvin to rescue her father from the evil force that is attempting to take over the universe. Meg’s greatest faults are her anger, impatience, and lack of self-confidence, but she changes and overcomes them, and in the end is victorious, as the story ends with a stereotypical kid’s-story ending. A happy ending for the protagonist. The main differences that I saw between the two are the two protagonists: Meg Murry (A Wrinkle In Time), and Victor Frankenstein (Frankenstein), are to begin with, set in different times. A Wrinkle In Time could be set anywhere in the recent past. Frankenstein however, is set in the late 18th century. The whole concept of Frankenstein is much darker, and in fact I would say it could be classified as gothic science fiction, as the characters are much darker, and seem more serious and cold-hearted by the way Shelley describes them compared to the other book. A Wrinkle In Time is much lighter, as the characters, their actions, and abilities are all easier, and always give the advantage to the â€Å"good guys†. Also the whole concept of the book, and the idea of it, is more for a child’s imagination to handle and comprehend compared to Frankenstein, and I would classify it as plain science and fantasy fiction. Although these differences shape the stories in totally different directions, there are some similarities: The similarities between the characters and their traits are that they both have solid downsides to them. As I mentioned before, Meg’s (A Wrinkle In Time) faults are her temper, impatience, and lack of confidence in herself, and Victor’s (Frankenstein) faults are that he is in a depression and great fear throughout the plot after the Monster is created and is woken. Another trait I can compare between the two protagonists, are their determination to reach their final goal. Although I cannot see it in either book, but both books were officially banned in one place or another for ridiculous reasons. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent† in 1955. Maybe 57 years ago there were different rules and traits a person had to portray to be defined as â€Å"good†, but to make this specific book banned for being â€Å"obscene† (which means that it is offensive or the opposite of accepted manner). A Wrinkle In Time is banned for having witches, crystal balls and demons. Also, because Jesus is listed among the names of great artists, philosophers and teachers, and it is banned in the U. S. â€Å"Thus strangely are our souls constructed, and by such slight ligaments are we bound to prosperity or ruin† (Shelley 37). All in all, these books have more differences than similarities in my opinion. Although both are really good, one is dark while the other is light compared. The similarities that I saw in the characters, the themes, and the reason they were censored are mostly because of the relationship between good and evil throughout it. Studying these two books and the reason for them being banned has surprisingly changed my life in a minor way, as I learned how people from different cultures and education they grew up with react to different things, and I learned to compare and contrast, not only the books, but real life situations such as the South Africans who banned Frankenstein versus my lifestyle and way-of-thinking.

Edward Scissor Hands Essay

Edward Scissor Hands (1990) by Tim Burton, is a romantic fantasy film centred upon a character, Edward (Johnny Depp), an uncommonly gentleman who is in fact an unfinished creation equipped with scissors for hands. Edward is taken in a by a suburban family (the Boggs) and quickly falls in love with the daughter Kim (Winona Ryder). To begin with Edward’s love for Kim is unrequited however as the film progresses we see Kim slowly fall for Edward and their love becomes mutual. Regrettably with Edward being a slightly different and more unusual character, it makes it hard for the two to love each other in solace. A sequence in the film that accurately communicates the difficult relationship between the two is when Edward and Kim share an intimate moment alone while the Boggs family is out searching for Edward. This scenario we witness is different from the typical romance depicted in today’s society and we, as the audience are able to see the awkward love shared between the two characters. I will analyse this sequence through its mise-en-scene, cinematography, narrative, sound, and music and discuss how these concepts help reveal the key ideas of appearance vs. reality as well as Edwards wish to conform to society, focusing particularly on Edward and Kim’s problematic love for one another. This sequence begins just after Kim’s boyfriend Jim (Anthony Michael Hall) verbally attacks Edward calling him a freak and telling him to leave. Edward leaves the Boggs house angrily wandering the neighbourhood until he finds himself sitting alone on the side of the street. A combination of mise-en-scene concepts, lighting and costume are used to portray the director’s intentions. It is late at night and the lighting of this scene is dark and brooding, creating an atmosphere that works well with the feelings of despair and loneliness that Edward is experiencing. Edwards’s costume, which comprises of a full black attire fits well with the setting also as it exactly reflects his mood, this is because we can associate the colour black with sadness and solitude. It seems natural for Edward to be alone as at the beginning of the film we are shown his home, a decrepit gothic castle, situated on the top of the hill far from the rest of the town. Edwards home is cold, dark and uninviting and he lives by himself alluding to the fact that he fits comfortably into this environment where he sits on the pavement also alone. A wide-angle camera shot is used to emphasise Edwards’s loneliness, as we are able to see his surroundings, which reveals only him against the background of an American suburban house, it’s not long before a dog comes and sits next to Edward. Seeing that his fur has over grown his eyes, Edward snips it away so the dog is able to see. Having hands as scissors makes it hard for Edward to do everyday activities such as dressing and using eating utensils. He is constantly impaired and he himself considers his hands as a defect or abnormality. (Sampson). In this scene where he is reflected in a lonely and gloomy space, he easily fits with the setting, making his scissor hands appear less of a physical disability. His actions towards the dog come across as a normal habit for him and we can understand this because he is by himself and not being compared to the other people of the suburban town who are depicted as normal. This brings about the idea of conformity to society, which is a powerful idea uncovered in the film. The townsfolk who although adored Edward at the beginning of the film now somewhat resent him, and this shot that shows Edward alone, simply emphasises his obvious unfitting place in the suburban society. Edward smiles at his work; happy he is able to be in some way useful. However his happiness is cut short when two bright white lights are seen coming round the corner. A swift and quick succession of music begins to play, a repetition, which mimics close to that of a heart beat as the police car approaches round the corner. The sound accurately communicates a certain amount of fear, which we know Edward is experiencing since the police are searching for him and the viewer is able to empathise with Edward. Seeing the vehicle and recognising its significance Edward quickly rises and briskly leaves the pavement and the dog. This shot quickly transitions to Edward arriving outside the Boggs’s house, and we see him looking into the window. The inside of the house is displayed as warm and inviting, with soft lighting. It reflects the life of the Boggs, which is happy, warm and full of love. It contrasts greatly with the outside environment, which is dark, low-spirited and similar to that of Edwards’s life. With him being on the outside of the house we can understand that this mirrors his exact position in society. He constantly feels out of place in this new suburban civilisation that the Boggs family has brought him into. He looks into the house through the window, he puts a hand against the wall. We as the viewers can read this as almost a longing grasp at the life he wishes he could permanently belong to. This again hints at the idea of conforming to society as it portrays Edwards’s desperation to be accepted. Edward unlocks the door with his scissors and walks into what he thinks is an empty house before Kim comes from behind him and puts a hand on his shoulder. Repetitive over the shoulder shots are used to illustrate the two talking to one another and shows where they are in relation to each other. Kim is exposed in a long white dress and illuminated against the background of small brightly lit lanterns and Christmas lights. Her attire suggests innocence and purity, depicting that of an angel. This is how Edward sees Kim in comparison to himself. This image of Kim as an angel is further emphasised when we think back to the ice sculpture that Edward created on the night of the Christmas party, which too was also an angel. The warm lighting behind Kim further explains her as someone with a happy life full of love. Edward in contrast is presented against a dark background, alluding to his difficult and lonely life, which brings many struggles. Still in his black attire, when contrasted with Kim’s white dress, simply emphasises how different their two worlds are and the difficulty of combining the two. This is further made obvious when Kim asks Edward to hold her. Her voice is full of longing and we straightaway can see the obvious love that she holds for Edward. The fact that she at first asks Edward rather than taking her own initiation suggests she is aware of the danger Edwards hands pose but she is not afraid of him. To begin with he tries, bringing his scissor hands up around her head, the desperation for him to hold her is obvious as his scissors twitch around Kim trying to find a way to embrace her. At the same time we see that as Kim gets closer, Edward has a paralysing fear in his eyes. This same fear is reciprocated in his eyes when Peg (Dianne Wiest), Kim’s mother, first applies makeup to his face after she brings Edward back to their family home. It is here that we are able to identify with the idea of appearance vs. reality. Edward is revealed as a monster simply by the costume he wears and having scissors as hands. His appearance shows a lack of humanity however the reality of Edward is in fact that he posses many characteristics associated with any normal human being. Although Edward wants to accept Pegg’s warmth and affection, he is afraid because it is not something he has grown up with. He has lived alone basically his whole life and the thought of being appreciated by someone is something he fears although at the same time craves. His scissors actively impair him from being close to a person romantically, which is why it is hard not to assume Edward is a monster. We can understand that Edward is afraid of adult emotions such as love, due to his solitary upbringing, and so finds it hard to demonstrate these feelings. This is perhaps lessened when we think back to the ice sculptures Edward creates as mentioned earlier, and can understand that these are perhaps an attempt to show his unfathomable fondness for Kim. Although he cannot connect with Kim on an emotional level, he can still make his affection known to her through an outward display of it. In turn because Edward cannot touch Kim directly without hurting her but he can â€Å"touch† her through the snow that falls upon her. (Sampson) This just shows how Edward does not and never will fit into normal society, no mater how hard he try’s they will not accept him. The audience can sympathise with the fact that his appearance communicates the opposite of his true compassionate nature. Although he is not fully human he does posses most characteristics. In saying this, Edwards exclusion from society means that Edward and Kim’s worlds are just to opposite to unify. Seeing the evident danger and impossibility of him safely embracing Kim in his arms Edward eventually replies, â€Å"I cant.† Edward walks away from Kim, obviously dis heartened at the impossibility of the two ever being able to love one another like a normal couple. He stands at the window and looks out into the darkness. It is obvious that Edward is milling over the fact that there love will never work and by his looking out the window into the familiar darkness, he knows that their worlds are too separate and out there is where he belongs. A melodic and gradual ascending piece of music plays in the background; it has a sad tone to it allowing the viewer to empathise with the impeded love the two share. The ascent of the piece comes to a climax when Kim makes her way over to Edward, unfolds his arms and lays herself upon his chest. It is this moment here that the viewer builds hope for the possibility of the two working out. By Kim finding a way for Edward to hold her we can appreciate that they have found a way to love. This scene just emphasises the reality of Edwards’s character and his ability to love. The music piece climaxes with a tone that produces a sense of liberation and joy. A zoom is used to move into a close up of Edwards face as his head rests on top of Kim’s and we can see that finally he feels some sort of peace. The two hold one another and the viewer is able to feel a sense of optimism that they will be able to be together. Not only this but the close up allows us to see the many scars on Edwards face. We can understand that this scarring could represent the emotional scarring of Edwards several failed attempts to meet the expectations of the social society. (Sampson) Because he is such an outcast it is a lot more difficult to manipulate social situations, meaning he struggles to conform and this is the crux of why Kim and him are unable to work as we hoped. Through the collaboration of mise-en-scene and all the film conventions I have described that were used in this sequence, the viewer is easily able to understand the difficult yet reciprocated love between Edward and Kim. From the start of the sequence where we see Edward sitting alone on the pavement we can sympathise with his guiltless nature explored as he only wishes to be a normal human. We see him help the dog out by trimming his hair and this further shows that Edward means no harm by anyone. Edwards return to Kim’s house demonstrates the infatuation he holds for Kim and his desperate attempt to see her. We witness Kim ask Edward to hold her and see his difficult yet extremely desired attempt to express his love to her through embracing. He fails to do this and the sequence ends with Kim taking it upon herself to fold herself into Edwards’s arms. From this very short yet significantly important sequence the viewer is able to see the difficult love shared between the two characters. The sequence exposes the obvious social barriers that prevent the two from loving in peace and the viewers find themselves empathising for Edwards’s desperate attempts to fit into society and be with his true love Kim Boggs. We witness Edwards’s compassionate and caring side that lies behind his gothic appearance, allowing the viewer to read into the idea of a ppearance vs. reality. Bibliography: Sampson, Cory. Tim Burton Collective. 12 September 2013 . Filmography: Edward Scissorhands. Dir. Tim Burton. 20th Century Fox, 1990.

The Ins

The Ins "The Black Tower"‚  is a classic example of crime, detective and espionage literature is a thrilling and exciting read. In most books classed into these catagories the writer will always try to out smart the reader, somewhere beneath the novel he, tries to puzzle you and make you confused. They hate us thinking that we are on top of this book, us thinking that we know where and why they did that. Etc. by them, the writer, playing these little games with us, the reader, it creates an effect that will almost always make us adictted or hooked in some way. The idea in hooking us to this book is to enable us to continue reading on without and worries or qualms."The Black Tower"‚  portrays, in an extenvive manner, the different ways in which the writer varies his ways of denying gratification and steering their expectations in a direction so he or she doesn't know how to get back.A calling card of Reverend Edward Wheeler Hall was...

Walker Percy Essays Way to Make Them Effective and Great

Walker Percy Essays Way to Make Them Effective and Great Walker Percy essays are papers written about the essay works of â€Å"Walker Percy†. This novelist has given wonderful essay collections including â€Å"The Loss of the Creature†. In order to write such kind of essays confidently, students need some skills. Students can give a glimpse to the following tip and suggestions in order to write Walker Percy essays of effectual quality. Walker Percy essays can come out successfully when students put their dedication with care. When students attempt to make such essays, they can refer sample essays related to the topic under consideration. Walker Percy essays: Useful guidelines to make it effective Students can bring out great Walker Percy essay when they peep through these useful guidelines: Scrupulous discussion with essay instructor can make a great difference while writing such essays. Topic selection plays a vital role in bringing out the essay successfully. There are numerous effective topics related to diet and nutrition subject. Dedicated research plays the second vital role next to topic selection. Writing the essay as per given requirement is also vital for bringing out successful essays. Walker Percy essays: Tips to make it great Students can write awesome Walker Percy essay when they consider the below tips: It is necessary to present the essay using simple and uncomplicated language. It is necessary to conform to the essay restrictions with certainty. It is necessary to produce the essay as per instructor’s instruction. Walker Percy essays are the means that can be used by students to understand and express the significance of Walker Percy’s essay works. The tips given in this essay can be of great help for students.

Journal (Answer All questions) Essay Example | Topics and Well Written Essays - 1000 words - 1

Journal (Answer All questions) - Essay Example Additionally, strategies may be considered as an art or craft tool owing to the fact that it is a tool applied at various managerial facets and it involves the formulation, instrumentation and the examination of various processes geared towards achieving certain goals (Johnson et al, 2011). Intended strategy applies to myriad organizational dimensions; it involves undertaking deliberate planning and execution of the planned courses of actions. In some occasions it may also be referred as deliberate strategy for instance humanitarian organization may formulate tools that will enable them deliver specific forms of assistance to victims of a disaster or industries may develop tools that will enable them fit in a competitive market. Tools used in intended strategy may include; objectives, visions as well as the application of a SWOT analysis process to enhance the achievement of a desired goal (Cooper, 2007). On the other hand, emergent strategies encompass a framework of actions that are formulated over time in the process of implementing organizational plans without intended missions, objectives as well as visions. According to Mintzberg, it is described as ‘a realized pattern that was not intended’. For instance; an organization may realize certain imperative actions that may develop in the process of their operation which may also facilitate the achievement of their goals. The learning school strategy is among the ten schools of strategy; it is based on the idea that strategy is a tool that develops in the process of acquiring new ideas and skills concerning various organizational facets. For instance; an organization may be faced by various challenges in the process of its operation however, new ideas may emerge in the process that may assist in creating a solution to the problem (Bhatt, 2005). The other school of strategy is the position strategy that was developed by