Communication and Culture in the Matirx relaoded essays

Communication and Culture in the Matirx relaoded essays The Matrix Reloaded is a film within the science fiction genre which leaves the audience skeptical of our world and surroundings. It places an emphasis upon what is reality. The Matrix Reloaded is the second installment of the Matrix trilogy which follows the struggles of humans who are fighting for their freedom from a machine dominated society. One of the many promotional posters from the movie Matrix Reloaded is the image that has been chosen to conduct a commutation test. The syntagm within the poster which is the main promotional poster for the movie, has three main characters they are positioned centrally and are facing forward creating a natural focal point for the poster. The hazy smudge around the main characters emphasizes this focal point once again drawing the eye to the main characters. The green computer code running down the poster creates the illusion of being within the Matrix and considering Matrix Reloaded is the second film in the trilogy it can be assumed that the audience will relate to the meaning behind the code. The three main characters body language reflects a strong unified front that is ready to take on anything that gets in its way. This is reflected by the expressions on their faces and through their stance which is slightly off centre. This stance is a typical base fighting position with one foot slightly behind the other suggesting that the characters must be ready to fight at all times. The paradigm colour is used heavily in this poster, green is throughout the entirety of the poster as it is the colour that all matrix code is written in. The other dominant colour in the poster is black which the main characters are wearing. The use of black as the major colour in the characters clothing reflects the current themes in fashion as well as a reversal from the typical white is good black is bad theme that appears on a regular basis within film. ...

5 Qualities to Consider During Character Development

5 Qualities to Consider During Character Development 5 Qualities to Consider During Character Development 5 Qualities to Consider During Character Development By Mark Nichol Descriptions of or references to your characters, their belongings, and their immediate surroundings say much about the people. Here are five aspects of personality that deserve some thought as you develop characters before and during the completion of your novel or short story. 1. Appearance Writers are naturally inclined to make their main characters especially attractive unless they believe there is a very good reason to do otherwise: The character wishes to avoid attention, the story has an ugly duckling theme, or the character is reprehensible (in which case they might nevertheless be, for contrast, extremely good looking). Don’t introduce your character with an extensive physical appraisal, but do sprinkle hints about their appearance (or don’t many great works of literature don’t describe main characters’ looks at all). Make sure that physical features are consistent with that person’s ethnic origins, unless there’s a good reason for exceptions. If you do want readers to visualize your conception of the character, consider not just physical characteristics but also carriage and comportment. How does the person move? Fast, or slow? Purposefully, or uncertainly? Gracefully, or awkwardly? Self-consciously, or without regard for how they are perceived? 2. Attire How do your characters dress? The period and locale will determine the general costume, but personality is still easily conveyed within these parameters. What does what the people wear say about their social status and about their character? Is their clothing austere, or ostentatious? Prim, or provocative? What kind of accessories, if any, do they wear, and why? 3. Business I refer here not to business as a synonym for commerce but in the theatrical sense of the character’s physical actions. What facial expressions do they employ? Are they self-conscious about them, or are they natural, or does it depend? If the character is physically demonstrative, how is this characteristic conveyed? Do they use their hands a lot, or is the person’s entire body an instrument of expression? Do they often handle or caress objects? Does their business convey calm, or are they fidgety? Do they make physical contact with other people? Do they observe conventions of social distance (the space people leave between each other according to their social status and relationship)? Do they establish and maintain eye contact and is this a sign of forthrightness, or an effort to discomfit or dominate others or are they evasive about it? What implements do they carry and use? Are these objects practical, like tools, or are they talismans? Does this person rely on instruments, or on thoughts and ideas, or on both? 4. Speech What is the tone of the character’s voice? Smooth, or harsh? Quiet, or loud? Do they mumble, or do they enunciate carefully? With a high pitch, or a low one? Are they taciturn, or voluble? How else is their personality conveyed in the way they speak or how talk or think to themselves? Are they kind, or cruel, in their speech? Respectful, or insolent or condescending? Do they have an unusual accent, or do they try to suppress it, and are they successful all the time, or does the accent prevail when they are emotional or unguarded? Is their general mode of speech an effort to hide or overcome their origins? If they must speak a foreign language, are they fluent, or merely competent, or not even that? 5. Environment How does a character relate to their surroundings, and how does the person manipulate the environment? What is the person’s dwelling like, and what do the characteristics of that place convey personality? How does their workplace do the same? Is the personal environment functional and practical, or is it expressive of the character? Do their possessions convey a simple lifestyle, or one devoted to acquisition of goods? A fascinating book called Snoop: What Your Stuff Says About You, by psychology professor Sam Gosling, concludes that the way personal items are displayed in one’s home or workplace reveals much about the person, and that there are three general categories: things displayed ostentatiously (certificates, trophies, autographs), things displayed unselfconsciously for both the person and for visitors to see (vacation photos, knickknacks), and things displayed solely for the benefit of the space’s occupant, not its visitors (mementos, notes from loved ones). Think about how you can apply this information to establishing settings for your characters, and bring what else you know or may soon learn about human behavior to bear when creating characters and telling stories. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Excited ABOUT, not "for" List of Prefixes and Suffixes and their Meanings

Practicum Journal 1 Term Paper Example | Topics and Well Written Essays - 250 words

Practicum Journal 1 - Term Paper Example Be sure to delete any blank pages that appear between the weekly entries. Note: This document will serve as a cumulative journal. For each submission, you will add to the document so it contains all of your journal entries. Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points) Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points) There was a situation during my practicum experience where a day shift nurse was running over at 7.30 pm consequent to a patient experiencing a seizure 30 minutes prior. The day shift nurse could therefore not hand off all her patients as she was behind schedule. When the nurse supervisor was called, the night nurse stated that the situation would cause her to start her shift late and that it was unfair to her. According to Berkenstadt et al. (2008, p.159), the outgoing nurse must inform incoming nurse in regards to "Patient status and care, treatment and service, and any recent or anticipated changes in the condition of the patient". Conversely, bedside shift reports have become the conventional technique of handing off as it increases levels of patient satisfaction (Wakefield, Ragan, Brandt, and Tregnago, 2012). The fact that the night shift complained of unfairness is proof that she was not inclined towards bedside report hand off as an option as dictated by scholarly literature. A research aimed at establishing effective ways for hand offs cited by Philibert (2009, p.261) showed that "Frequent and time-constrained hand offs may frustrate the aims of the duty hour limits". This finding validates the night shift nurses concern that her shift would be affected. In terms of

Professional engineers Assignment Example | Topics and Well Written Essays - 3500 words

Professional engineers - Assignment Example The modern day Engineer has the obligation to conduct their operations in an ethical manner. Several accidents result from negligence on the part of the Engineer or from not following the standards set out for conducting these activities. One such accident was the 1986 Space Shuttle Challenger disaster in which the vehicle burst into flames shortly after taking off killing all the crew. The president of the United States set up a commission to investigate the cause of the accident that found that the accident was as a result of the failure of the O-ring seals and that the seals had been cited as a potential hazard years before the accident. The commissions report to the president indicated that since managers and engineers had prior knowledge of the O-ring danger, lack of proper communication between management and the engineers and poor management practices were the principle causes of the disaster. This interpretation is however insufficient if the history of how NASA and contracto r’s engineers had detected and dealt with the defects on the O-rings before the launch. According to Andrew Dunar and Stephen Waring in Power To Explore-History of Marshall Space Flight Center 1960-1990, ‘Allowing Marshall engineers and managers to offer their side of their story, based on documents before and after the accident testimony and interviews leads to a more realistic account of the events leading up to the accident than that found in the previous studies.’ It is therefore important that I highlight some of the ethical issues raised in order to understand the obligations of professional engineers as a way of preventing the occurrence of such disasters. While engineering ethics principles are easy to formulate, they are sometimes hard to apply and decisions made by professional engineers must be considered on the context of the technical details of the design. It should be seen that ethical principles are not violated to avoid the probability of acciden ts due to such considerations as of finance. The NASA space Shuttle Challenger burst into flames about 73 minutes after liftoff killing seven people on board. The crew team included: Francis R. Scobee as the commander, Michael John Smith ( who was the pilot), Ellison Onizuka ( the missions 1st Specialist ), Judith Resnik (Mission 2nd Specialist), Ronald McNair (Mission third Specialist ), Christa McAuliffe (Payload 1st Specialist ), and Gregory B. Jarvis (Payload 2 nd Specialist ). The commission realized that on the evening prior to the launch Morton Thiokol, the contractor supplying the seals had recommended during a teleconference that the launch be delayed due to concerns about the performance of the seals. This recommendation was however reversed during the teleconference leading to the disaster. In trying to understand, the probable causes of the accident during investigations care take care not to such as the myth of perfect engineering practice and that of retrospective fall acy. There is no such thing as perfect engineering practice and simply identifying what standard steps were not followed during the design is not enough in assigning the cause of accident. Moreover, looking back in retrospect at what important decisions should/could have been made is sometimes misleading, as investigators will always try to assign blame. In order to underst

Characteristics of Macbeth and Lady Macbeth Essay Example for Free

Characteristics of Macbeth and Lady Macbeth Essay I am writing about the play called Macbeth. Macbeth is a play written by Shakespeare based on the lines of a true story, about Macbeth changing his whole personality throughout the play. He has many obstacles on his way up, from being king. Lady Macbeth, started in the play, very brave cunning and immoral, and felt that Macbeth was too moral and good-willed. She forced him to do many things in order for him to gain the title in the throne. As she helped him however, she became very self-conscious and ended up killing herself through guilt. At the beginning of the play, Macbeth was brave and loyal to king Duncan, and Duncan thought greatly of him. Duncan quoted Brave Macbeth- well he deserves that name in; act 1 scene 2. He also quoted The service and the loyalty I owe, / in doing it, pays itself. In act 1 scene 3. In these quotations, it shows that Macbeth is known as brave- even others think he is. He does not expect to be paid; he only does things for loyalty. This shows that he is moral, and is polite to everyone and is popular and liked by pretty much everyone around him. However, Lady Macbeth feels he is too nice for his own good. Macbeth had strong moral values, and never agreed to murder someone in order to get himself a claim in the throne. Lady Macbeth quoted do I fear thy nature, it is too full othmilk of human kindness, in act 1 scene 5. This is showing that Macbeths own wife thinks he is too kind to do anything evil- the milk represents that he is natural and pure of heart, whereas Lady Macbeth is not, she is evil. At the end of the play, Macbeth seems brave, but too brave, almost insanely brave. Lady Macbeth does end up persuading Macbeth to kill Duncan, which turns Macbeth evil, and makes his own plans on killing other people, in order to make him self the highest and the place on the throne. Macbeth says I have almost forgotten the taste of fears in act 5 scene 5. This shows him to be over confident and does not fear anything. The witches predictions, which appeared at the beginning of the play, and gave, correct predictions every time, said that Macbeth cannot be killed by any man born of woman and when Burnham wood comes to his castle. This makes him feel that he cannot be defeated. His wife, Lady Macbeth, commits suicide as she became so full of guilt, but when he found out, he seemed that he doesnt seem to care much about lady Macbeth as he says She should have died hereafterlifes but a walking shadow, a poor player/ That struts and frets his hour upon the stage in act 5 scene 5. This seems to indicate that he does not care about anyone besides himself, and that he is selfish. He compares life to being in a theatre, he doesnt think he is going to die, hes like the actor, and thinks he knows exactly what is going to happen next. However, Macbeth is very wrong, as he comes face to face with reality, as Macduff and his army come to Macbeths castle, and Macbeth is told that Macduff is not born from woman, but he was a caesarean. Macbeth then becomes slightly worried. Macbeth still puts on a strong hard battle, but Macduff defeats him. Lady Macbeth At the beginning of the play, Lady Macbeth was a lot stronger and evil than Macbeth. She was more like the man of them both, and she always tried to make Macbeth stronger. She said to Macbeth Unsex me here/ and fill me from the crown to the toe top full/ of direst cruelty. Here, she I trying to say, make me more manly- she is asking to be filled with cruelty, so she can make Macbeth to have the title of the throne. She is trying to show that she will do anything bad in order to fill her ambitions. She is not maternal. Lady Macbeth was very good at being misleading, as she acted innocent in front of Duncan, but behind his back, she was plotting to get Macbeth to murder him. She says to Macbeth, look like thinnocent flower, but be the serpent udert. She is saying to be like a deadly flower, looks innocent but will snap at any unpredictable and unexpected moment. The serpent represents evil and temptation; in which, Macbeth has to have. After Macbeth and herself finally murdered Duncan, she begins to feel very guilty and insecure. She had many nightmares of when she murdered Duncan. One night when she started sleep walking, in act 5 scene 1 she said what will the hands neer be clean?, she is still left with the stains of her actions. This shows her feminine side breaking through. She was being constantly reminded of when her hands were covered in blood; her dreams are showing her that she does not have a clean conscience. Lady Macbeth becomes very ill, and emotionally mental. She has many more nightmares, which shows a shadow of her old self. She quoted in one of her nightmares, Old damned spotHell is murky. Fie, my lord, fie, a soldier and afeared. She is here, cursing the blood; she now has anxiety over everything. She spoke in short sentences, showing her being not at all confident, creating a tense atmosphere. The use of repetition in questions to her husband when she slept talked showed her anxiety. Throughout the whole of this play, the two characters seemed to have almost switched placed. Macbeth grew courageous and confident after killing Duncan and felt he was undefeatable, while Lady Macbeth became disillusioned and emotionally mental, after her first murder encounter. Macbeth became too full of him self and felt he was immortal. The play created very tense and frightening atmospheres and had a strong storyline, which became clearer further on through the play.

Honour and Fidelity Varies for Men and Women in the play Much Ado about

The theme for honour and fidelity apply for both men and women in Shakespeare’s play ‘much ado about nothing’. Honour and fidelity is represented very differently for men and women as it would have been for the people in Elizabethan times. In this first section of the essay, I will be exploring double standards and Shakespeare’s awareness of the double standards between sexes and his feminist approach, the differences of honour and fidelity for men and women and upper class and lower class comparisons. In order for men to be honourable, they should do great deeds in war which gives them good recognition. From the very beginning of the play we see evidence of this when Leonato says in act 1, scene 1. Leonato: ‘I find here that †¦bestowed much honour on†¦.Claudio’. Deeds in war of course come hand in hand with reputation and a good name which plays an important role in the play. Another quotation showing the importance of a good name is where Hero talks to Ursula about Benedick in the garden scene in Act 3 Scene 1. Hero: ‘Indeed, he hath an excellent good name’. Another important aspect of honour and fidelity for men are friendship or comradeship. The men’s loyalty to their friends was very important as it showed that they were trustworthy and could bestow that trust upon each other. In 1:1:64 Beatrice says ‘He hath every month a new sworn brother,’ at this point Beatrice and Benedick aren’t getting on so well she states this as to mock him and later says that ‘He wears faith as the fashion of his hat.’ For women, honour and fidelity meant very different things to what it did for a man. In order for them to gain honour and fidelity, they had to do very things in order for it to be achieved. Women do not expect fidelity from men... ...s many times as he likes ‘the more the better’ in a man’s world however if a women was to sleep around then she would be considered a ‘whore’ and would be slated for it. This shows that although women have a lot more rights in the modern world, the rules in sexuality and honour have not changed a great deal since Shakespearean times. In conclusion, Shakespeare has used the concept of honour and fidelity throughout the play. He shows many different aspects of honour and fidelity through his characters, the contrasting differences between men and women. He shows us what how important these traits are to Elizabethan society and if honour was ever lost in the upper classes the consequences were never too pleasant. Shakespeare even shows us the true loyalty between Benedick and Beatrice which gives and insight to his feminist views which were quite modern for the time.

Metamorphosis – Paper

There can also be a positive side effect to being exiled â€Å"exile can become a potent, even enriching experience†. In the Metamorphosis, Gregory experiences a form of exile not in the way of not being able to go to his country but to his family and people. Franz Kafka wrote the metamorphosis that had a normal man named Gregory wake up one day and realize that he had been morphed or transformed into a sort of bug. Kafka describes even in the beginning of the story the setting of Gorge's room that only has a bed, blanket, and table.It shows how Gregory in a way was exiled from the world by only have an empty basic room which can show a negative effect on him because of his lack of creativity to fix his room. Because of his transformation Into the bug, which exiled him from humanity, gave him an effect of feeling hopeless about life for example â€Å"unfortunately there was little confident cheer to be had from a glance at the morning mist†¦. After the family figuring ou t about his transformation into a bug, they had exiled him not because of what he did but because they were afraid. They had locked him in his room and being exiled and locked in the room made him feel almost as if he was unwanted or even unbearable to look at â€Å"door were opened Just a tiny crack and quickly closed again†¦Ã¢â‚¬ ¦ Gregory waited in vain†¦Ã¢â‚¬ ¦ Keys were stuck in the locks on the outside. His emotions were running wild with him being exiled in his room â€Å"partly in a state of worry and murky hopes. † After being away from the human world he refers the world as â€Å"featureless wasteland†¦.. Indistinguishable. † Even though Kafka wrote the story s Gregory feeling exiled, he showed how the way he was treated was affecting him In a very negative way but was still able to Incorporate a positive effect from the whole experience of feeling exiled.After figuring out that he was transformed and even though he was scared he still tried t o embrace it â€Å"Gregory that it might be far more reasonable to leave him in peace at the moment†, gave him a sense to recollect himself. Before being exiled he was working as a salesman to help out his parents who had apparently a debt, but after being exiled he felt a sense of pride for helping is parents â€Å"he felt a great pride that he had been able to provide such a life. Another positive effect that came out to him being exiled would have to be him and his sister having a stronger closer relationship. He saw how much his sister had cared for him by even though he looked like a monstrous bug she still saw her brother inside of the being and took care of him. For example in the scene of when Gregory Is already locked up In his room, his sister still came In even though freaked out she still gave him food to eat and water to drink.This made Gregory feel better ND not be so Influenced by the situation at hand â€Å"so that Gregory would now know that he could make h imself as comfortable as he wished. † Since his parents had put affect him and his sister but as well as his father. It created a positive effect where even though the father was going through a tough time he still was able to bring something good out of it by stop drinking â€Å"sister often asked his father whether he wanted a beer†¦.. His father said a resounding â€Å"No†Ã¢â‚¬ ¦ † Kafka was very unique in the way that he wrote the Metamorphosis and showed his talent.You could say that he tried to prove Edward Sad's comments on how â€Å"exile can be terrible to experience and it can sometimes be an enriching experience. † We can also take from this stories example that it Just doesn't affect one person but it can also affect the people around the person in this case, Gorge's father and sister. We can pull out many meanings from the story and Gorge's experience but we see more of how alienating someone can become a positive or negative action but w ill no matter what have some sort of effect.

Religion 111: Introduction to the Old Testament Essay

Course: Religion 111: Introduction to the Old Testament Instructor: Email: Department Chair: Division Chair: Dean of the School of Arts and Sciences: Credit Hours: 3sh Course Expectations: Outside of class- 20 hours per week REL 111 Introduction to the Old Testament: This course is an examination of the writings of the Old Testament, using an historical and interpretive approach to these writings. GER REL and Humanities Student Learning Outcomes Student Learning Outcomes Upon successful completion of this course, students should be able to: Means of Assessment This outcome will be indicated by successful: –Trace the chronology of Israel’s history from the patriarchal period through the end of the prophetic era emphasizing its significant events, personalities, and cultural settings. –Performance on graded exams/quizzes. — Study questions — Questions of the Week –Identify the various literary genres present in the Old Testament. –Performance on graded exams/quizzes. — Study questions –Identify aspects of the different moral, ethical, and theological messages of the Old Testament. –Completion of research project. –Performance on graded exams/quizzes. — Study Questions — Questions of the Week –Develop an interpretive framework through the use of scholarly research tools and methods. –Completion of research project. Textbooks Meeks, Wayne A. Gen. ed. The HarperCollins Study Bible New Revised Standard Version. New York: HarperOne Inc., 1996. Coogan, Michael D. A Brief Introduction to the Old Testament: The Hebrew Bible in its Context. New York: Oxford University Press, 2009. The book can be purchased online through the MOC Bookstore at: http://moc.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=53551&catalogId=10001&langId=-1 Course Requirements 1. Careful study of each unit in the textbook, along with parallel reading in the Old Testament itself, is expected. The ability to respond to questions concerning the content of each chapter in the textbook as well as content material in the Old Testament which is related to it is essential. 2. The student is to submit written responses to four sets of study questions found at the end of each chapter in the Coogan text. A list of questions to answer for each week can be found under the assignments for each week on Moodle and in the Course Outline and Assignments at the end of the syllabus. These must be submitted via Moodle by 8:00 p.m. (EST) on the following dates: [Fridays: Oct. 4; Oct. 11; Oct. 18; Oct. 25]. Each assignment is worth up to 10 points. Late assignments (i.e., assignments turned in after 8:00 p.m. on the day due, even if one minute late) will be penalized 1 point per day for the first three days late. Assignments more than three days late (i.e., after Wednesday following the original due date at 8:00 p.m.) will receive a grade  of zero. Please note: 1 point is a big penalty; it roughly equals one and a half letter grades. All assignments must be formatted as follows: 12-point Times New Roman Font, 1-inch margins, single-spaced. In addition, you must type out each question along with its corresponding number, with your answer to the question below. You must use complete sentences and proper grammar and syntax in your answers. Failure to do so will result in grade deductions. When answering these questions keep these guidelines in mind: â€Å"Essay† means at least 300 words; â€Å"Discuss† means 125-200 words; â€Å"Identify† means two or three sentences; â€Å"List† means simply list the things asked for. All assignments must be saved in MS-Word format as a .doc or .docx file and uploaded as an attachment each week in Moodle. This is the only acceptable method to submit assignments. The file name on each assignment should follow this format: studentname-assignment#.doc (e.g., phelps-questionsweek1.doc). Failure to follow these guidelines may result in a reduced grade for the assignment. If you are unable to save and send your file as a .doc file, then you can do so as an .rtf or .txt file. Please note, however, that if you choose this latter option, you may be unable to view my comments, since I use the editing function in MS-Word to grade your assignments. It is the student’s responsibility to make sure that all sent files are in a readable format. Answers to all questions can be found in your textbook or in the Bible. There is absolutely no reason to consult other sources for the answers to the questions. Answers from the Internet or other sources will not be accepted. In addition, all answers must be written in your own words. Direct copying or cutting and pasting from the Coogan text or from any other source constitutes plagiarism and will result in a grade of zero. Be sure to cite your text and notes properly when you use them to answer questions; if you do not you are plagiarizing and will receive a zero. 3. Old Testament Research Project — in 3 parts. You will need to go into a  college or university library for research. (Your local public library will probably not have these sources.) DO NOT RELY UPON INTERNET RESOURCES FOR THIS PROJECT. A GREAT DEAL OF ONLINE CONTENT RELATED TO BIBLICAL STUDIES IS NEITHER SCHOLARLY NOR CORRECT (ESPECIALLY USER-GENERATED SITES SUCH AS WIKIPEDIA). The research project is due on Saturday November 2nd at 11:55pm, Week 5. For seated classes, they are due four days after the last day the class meets. The purpose of this project is to familiarize the student with resources that will enable them to study the Bible from a scholarly perspective. Your assignment will be graded for each section listed in this syllabus. You must use sources that are on this approved list. Please do not email me requesting to use sources not listed in each of the following sections. The sources listed represent the highest levels of scholarship and as such you will need to use one approved source from each section. Finding them will require visiting a college or university library. â€Å"I live hours from a college or university library† only means you will have to plan ahead so you can travel to one. You will need to plan, over the next 5 weeks, to go to a college or university library to find these sources. The MOC library has plenty of these sources on the shelf and they are ready to be used. Any other college- or university-level library will have some of them as well. If the college is religiously affiliated, the better chance you will have finding an increased number of approved sources. Public libraries are not the same as college- or university-level libraries. You do not need to buy these sources, which are often expensive, since you can find them in college libraries. Please note that many of these resources are reference works, and are not available for use outside the library. In other words, you cannot check out many of them. A. Scholarly Journals – Go to NCLive and access one full-text article from one of the religion journals listed below. Do not use a book review for your article. If you do not have the required password for NCLive, contact  the library. It is your responsibility to contact the library in a timely manner and understand how to access NCLive so that you can complete this portion of the assignment. Do not wait until the weekend before it is due. You need to plan ahead in order to have time to properly complete this part of the assignment. Remember you will need to have the current password for NCLive. In 2 – 3 pages: 1. Summarize the article. 2. Provide a brief biography of the author/s (one paragraph). 3. Identify three (3) things you learned about the OT or OT study from reading the article. Approved Journals available at NCLive are: Interpretation, Journal for the Study of the Old Testament, Journal of Biblical Literature, Near Eastern Archeology, and Commentary. B. Bible Dictionary – Familiarize yourself with the dictionary. In a 2 – 3 page paper: 1. Describe the contents of the dictionary (how it is organized, what kind of articles are included, who is the author/editor, whether each article is authored by a different person, etc.). 2. Choose three (3) entries related to the study of the OT. Entries should be at least one column in length. a. Summarize the entry. b. Identify the author with a brief biography (1-2 sentences). c. Share at least one thing you learned from the article. Approved Bible Dictionaries: The Dictionary of Bible and Religion, William H. Gentz, ed. Dictionary of the Bible, James Hastings, ed Mercer Dictionary of the Bible, Waston E. Mills, gen. ed. Eerdmans Dictionary of the Bible, David Noel Freedman, ed. The Westminster Dictionary of the Bible, John David The Zondervan Pictoral Bible Dictionary, Merrill C. Tenny, gen. ed. Harper’s Bible Dictionary, Madeleine S. Miller and J. Lane Miller The Interpreter’s Dictionary of the Bible, Keith Crim, gen. ed. The International Standard Bible Encyclopedia, Geoffrey W. Bromiley, gen. ed. Anchor Bible Dictionary, David Noel Freedman, ed. C. Commentary–Choose one volume from a multi-volume Bible Commentary series. Do not use a one-volume commentary. The volume chosen should be on one of the books of the Old Testament. Familiarize yourself with the Commentary. In a 2 – 3 page paper: 1. Describe the contents of the commentary (how it is organized, what kind of information is included about each book, who is the editor of the series, what translation(s) the commentary uses, who is the author of the commentary on the book of the Bible in the volume you chose, etc.). 2. Choose a scripture passage and read what the commentary says about that passage (e.g. Genesis 1:1-2:4a; 2 Samuel 18:8-18; Psalm 1; Joel 2:28-29, etc.). Summarize what the commentary says about the passage and share at least two things you learned from reading about the passage in the commentary. Approved Commentaries: The Anchor Bible Series, The Old Testament Library, Smyth & Helwys Bible Commentary, Interpretation: A Bible Commentary for Teaching and Preaching, The Cambridge Bible Commentary, Interpreter’s Bible, The New Interpreter’s Bible (note this is an updated version from The Interpreter’s Bible), Broadman Bible Commentary, Interpretation Note: The New Interpreter’s Study Bible is not an acceptable source, since it is not a multi-volume commentary. Please do not confuse this book with The New Interpreter’s Bible, which is acceptable, mentioned above. The research project must be formatted as follows: 12-point Times New Roman Font, 1-inch margins, double-spaced. All sources must be documented using proper documentation (MLA, APA, Chicago/Turabian). Note: If you use APA, you  must still provide the page number in your documentation. In addition, although each part of this research project is self-contained, a short paper in its own right, the final product should be one document (i.e., do not send three separate documents). Each section of the final project should be delineated clearly with the start of a new page; there is no need to include a separate title page for each section, however. There is also no need to provide a bibliography after each section; simply include one bibliography at the end of the paper as a whole, which should include all sources used in each of the three sections of the project. Failure to follow these guidelines may result in a grade deduction. It is very important that you include every section as explained. Failure to use approved sources or to include each specified section will result in points that are available NOT being earned. The project is due on Saturday _Nov. 2 @ midnight_ via attachment in MS-Word in Moodle. Again, the file name on the assignment should follow this format: studentname-assignment.doc (e.g., williams-finalproject.doc) No late assignments will be accepted. This project is worth up to 20 points. 4. Learning Forum Discussion Board. There is a â€Å"question of the week† to provide opportunity for critical thinking and response to the thinking of others in your class. Each student must enter a response to the question of the week in the Course Forum for that week by Thursday at 8:00 p.m. of weeks one through four (starting right now!). The initial response must be a minimum of 400 words. The student must also respond to the comments of at least two fellow students by Sunday at 8:00 p.m. of each week. There will be no points for late work. Each week’s responses are worth up to 5 points. To receive full credit, responses must show evidence of critical analysis and that you have read the course materials. Your response to other students must be more than â€Å"I really like your idea.† Instead, tell why you liked or did not like what the other student stated? These questions are not asking for your opinion. You must interact with the textbook, Biblical readings, and other course materials as well as your  classmates. Be sure to substantiate your thoughts with cited scholarly proof. This is not the place to pronounce judgment on other religious perspectives or the perspectives of your classmates. If you disagree with something you read, then support your position with scholarly proof (e.g. â€Å"Sunday School† answers will not be accepted). Any comment deemed out-of-bounds will be flagged and no points will be rewarded. In addition to your responses, you may post any thoughts, questions, new ideas, challenges to what you have always thought that you have gained from your reading and class discussion. Be sure to check the Forum throughout the week. I may post responses to your posts from time to time. I will indicate if you did not receive credit for a post so that you may make sure you have enough posts for that week. Sometimes I may ask you to elaborate on a comment. In order to receive full credit for that post, you will need to do so. It is recommended that you read all posts by the instructor and be familiar with all material raised during the discussion. Please note that posting all responses in one day or in a short period of time is equivalent to showing up to a seated class for a brief period. If you do not actively participate in the Forum, then by definition you are not meeting the minimum requirements and you will be graded accordingly. Actively participating means checking the Forum often and responding with in-depth answers which show mastery of course material. Minimum participation will yield minimum grades (that means a â€Å"C†). In order to fully discuss your topic, you will want to state what your thoughts were before doing your reading, what you learned from your reading (being sure to cite with proper citation course material in your response) and most importantly how your reading has affected your understanding of the topic. The questions for each week are as follows: Remember, answer using a minimum of 400 words: Week One: Initial post Sept. 26 by 8:00 p.m. Responses due by Sun. Sept. 29 at 8:00 p.m. Prior to taking this course, had you ever noticed that Genesis has two creation stories (1:1-2:4a and 2:4b- 2:25)? Based on your current study, what is the purpose of these stories? What are the major themes in these stories? Compare and contrast what they reveal about God. Compare and contrast what they reveal about what it means to be human. Compare and contrast the order of creation in each story. Week Two: Initial post Oct. 3 by 8:00 p.m. Responses due by Sun. Oct. 6 at 8:00 p.m. â€Å"The Ten Commandments† are found in the Old Testament in Exodus 20 and Deuteronomy 5. Compare and contrast the versions of the Ten Commandments found in these two scripture passages. How do scholars account for their differences? What does the relationship between the Ten Commandments and Hammurabi’s Code reveal about the role of apodictic law in the Ancient Near East? Week Three: Initial post Oct. 10 by 8:00 p.m. Responses due by Sun. Oct. 13 at 8:00 p.m. Discuss the differences you have found in your studies between how judges were selected and their method of ruling, and how Kings David and Solomon were selected and how they ruled. How did the change from tribal confederacy under the judges to the monarchial society under a king impact the lives of the people? Week Four: Initial post Oct. 17 by 8:00 p.m. Responses due by Sun. Oct. 20 at 8:00 p.m. How does Coogan define Old Testament prophecy? Based on Coogan’s definition, how is the term prophecy often misunderstood today? Based on your readings in Coogan, to whom were the prophecies addressed and when were they expected to be fulfilled? What were several themes or concerns of the prophets of the Old Testament? Pay particular attention to Amos, Ezekiel, and Deutero-Isaiah (Isaiah 40-66)? 5. There will be a final exam which must be taken before 11:55 p.m. on Thursday, ___Nov. 7____. The final exam will be available beginning Saturday, _Nov. 2__. You may take the exam at your convenience during the last week of class. It is a timed exam and you will have 2 hours to complete  it. The exam may only be taken once, so once you begin the exam you must finish it. Once your time has expired, the exam is officially over. The best way to prepare for this exam is to review the text, your responses to the study questions, and your instructor’s feedback to your study question response. Please note: the student is responsible for having a reliable internet connection and a browser that are compatible with the format for the online test. Please Take Note of the Following Concerning All Assignments: If you are in an Online course: By signing up to take an online course, the student accepts all responsibility for having properly functioning computer equipment and for understanding how to navigate the online course—including but not limited to complete understanding of Moodle, the MOC email system, and how to submit assignments. In addition, students are responsible for turning all assignments in on time. In the event of an emergency that may hinder the ability to turn something in on time, students should contact the instructor before the assignment is due. If you do not contact the professor before the deadline, it is too late—not contacting me ahead of time means that you have chosen to miss the due date. Determining what constitutes an emergency and whether to accept late assignments is left solely to the instructor’s discretion. Grading System The student’s performance in this course will be evaluated as follows: Study Questions40 points (10 points per week) Discussion Board/Question of the Week responses20 points (5 points per week) Research Project20 points Final examination20 points Total Points100 points Grades will be awarded as follows (please note that the Department of Religion uses a 7-point scale): A=93-100 ptsExcellent, well above minimum requirements, superior work and subject mastery (In papers, little to no grammatical, spelling or formatting errors. Work contains clear evidence of superior levels of scholarly analysis, synthesis, and relevant application. In discussion board posts there is evidence of superior critical thinking and analysis of course material.) B=85-92 ptsAbove Average, above minimum requirements, excellent work and subject mastery (In papers, little to no grammatical, spelling or formatting errors. Work contains clear evidence of excellent levels of scholarly analysis, synthesis, and relevant application. In discussion board posts there is evidence of strong critical thinking and analysis of course material.) C=77-84 ptsAverage, minimum requirements completed, satisfactory understanding of subject (In papers, some grammatical, spelling or formatting errors. Work contains little to no evidence of scholarly analysis, synthesis and relevant application. Majority of work consists of recalling facts, making general summary statements and restating the thoughts of others. In discussion board posts there is evidence of understanding course material but little to no critical thinking or analysis.) D=70-76 ptsPoor, minimum requirements not met, poor work and understanding of subject (In papers, unsatisfactory amount of grammatical, spelling and formatting errors. No evidence of scholarly analysis, synthesis and relevant application. In discussion board posts there is no evidence of understanding, critical thinking or analysis of course material.) F=below 70 pts Failing, minimum requirements not met, failing work and understanding of subject. (In papers, below poor amount of grammatical, spelling and formatting error. No evidence of scholarly analysis, synthesis and relevant application.) Please note: I only give out the grade that you have earned. You are responsible for your grade. Communication The only acceptable form of e-mail communication for students is the MOC email account. Students may expect messages from me on this account. Failure to check your MOC e-mail account is not an acceptable excuse for missing messages. You are responsible for checking your e-mail on a regular basis (i.e., daily) for messages concerning this course. Failing to check your email on a regular basis is not an excuse for missing important information. If you have difficulties accessing Moodle or your e-mail account, contact Information Technology at pcsupport@moc.edu or call 919.658.2502 ext. 3022. Academic Questions, Comments or Complaints All academic issues must be first brought to your instructor. Your instructor’s contact information is at the top of this syllabus. In the event that you and your instructor cannot resolve an issue, the next step is to contact the Division Chair. The Division Chair’s contact information is also at the top of this syllabus. To access the Honor Policy and information about Student Success Center Resources and Moye library, please refer to Moodle or the following website: http://www.moc.edu/index.php/academic-honor-policy-and-info-resource Course Outline and Assignments Week One: 1. Email me to introduce yourself and to indicate that you have understood the syllabus. Note: this is the time to ask questions if you have them. If you do not have any questions at this time, I will assume that you understand the syllabus. Saying later on in the course that you have misunderstood something is not an excuse. Include the following statement: I have fully read the course syllabus and understand the assignments and  method of grading. I also fully understand what plagiarism is in relation to each assignment, study questions, forum, and project. You must type your name at the end of the email. If you do not fully understand the syllabus or the honor policy, make sure to ask any questions you may have before sending this email. 2.Read Coogan, Chapters 1-5. 3.Read related passages in the Old Testament. 4. Answer the following study questions, submitting your answers by [Friday __Oct. 4_____ ] at 8:00 p.m. (EST): Chapter 3: 1, 2, 3, 4, 5 Chapter 4: 1, 2, 3, 4 Chapter 5: 1, 2, 3, 4, 5, 6 5.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week One Initial post due Thursday Sept. 26 by 8:00 p.m. Follow up responses by Sun. Sept. 29 at 8:00 p.m. 6. Begin working on research project. Week Two: 1.Read Coogan, Chapters 6-10 2.Read related passages in the Old Testament. 3.Answer the following study questions, submitting your answers by [Friday __Oct. 11_____] at 8:00 p.m. (EST): Chapter 6: 1, 3, 4, 5, 6 Chapter 7: 1, 2, 3 Chapter 8: 1, 2, 3, 4, 5, 6, 7 Chapter 9: 1, 2 Chapter 10: 1, 2, 3 4.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Two initial posts due by Thursday Oct. 3 at 8:00 p.m. Follow up responses by Sun. Oct. 6 at 8:00 p.m. 5.Continue working on research projects. Week Three: 1.Read Coogan, Chapters 11-15 2.Read related passages in the Old Testament. 3.Answer the following study questions, submitting your answers by [Friday __Oct. 18____] at 8:00 p.m. (EST): Chapter 11: 2, 4, 5, 6, 7 Chapter 12: 1, 2, 3 Chapter 13: 1, 2, 3, 4, 5 Chapter 14: 1, 2, 3, 4 Chapter 15: 1, 2, 3 4.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Three initial posts due by Thursday Oct. 10 by 8:00 p.m. Follow up responses by Sun. Oct 13 at 8:00 p.m. 5. Continue working on research projects. Week Four: 1.Read Coogan, Chapters 16-22 2. Answer the following study questions, submitting your answers by [Friday __Oct. 25____] at 8:00 p.m. (EST): Chapter 16: 1, 2, 3 Chapter 17: 1, 2, 3, 4 Chapter 18: 1, 2, 3 Chapter 19: 1, 2, 3, 4, 5 Chapter 20: 1, 2, 3 Chapter 21: 1, 2, 3, 4 Chapter 22: 2, 4 3.Read related passages in the Old Testament. 4. Continue working on your research projects. 5. Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Four initial posts due by Thursday Oct. 17 at 8:00 p.m. Follow up responses by Sun. Oct. 20 at 8:00 p.m. Week Five 1. Read Coogan, Chapters 23-24 and Appendix 2.Research Project must be submitted by Saturday, [__Nov. 2____] at 11:55 p.m. (EST). 2.Take the Final Exam by Thursday, [__Nov. 7____] at 11:55 p.m. (EST). NOTE: Late week 5 work will not be accepted. Non-negotiable.

Elizabeth The Virgin Queen Essays - British Films, Free Essays

Elizabeth The Virgin Queen Essays - British Films, Free Essays Elizabeth The Virgin Queen Elizabeth the Virgin Queen The movie Elizabeth, the tale of Britains Virgin Queen, is an enthralling movie with intriguing effects, magnificent scenery and spectacular acting. With astonishing assets such as the deep storyline of a heroine, splendid cinematography, talented actors , and masterful director techniques aid the movie to become an outstanding peace of work that can not be missed. Elizabeth transports the viewer into the realm of the Monarchy and has them holding their breath. This epic drama is portrayed as a powerful and meaningful story. The film shows the rigorous rise of Queen Elizabeth from her rotten beginnings as Queen Marys hated half-sister to her reign as one of Englands most successful Monarchs. Elizabeth details a specific political process as much as anything else, a process that enables the determined young queen to assert herself over male domination and to consolidate her rule. This throws the viewer into the compelling world of Englands Monarchy during the middle ages. And simultaneously portrays Elizabeth as A role model to striving young women everywhere. This wonderful and powerful production is aided immeasurably by the photogenic quality of the twelve gothic churches and castles in North England that were used for filming locations. These locations perfectly complemented the chiaroscuro lighting effects. The engulfing soundtrack and the fluid cinematography allows the film to encompass the viewer into the depths of the middle ages. Darkly and effectively lit by cinematographer Remi Aderfarasin and lushly illustrated by production designer John Myhre and costume designer Alexandra Byrne, Elizabeth is a magnificent artwork. Cate Blanchet gives a riveting performance in the film. Blanched not only looks like Elizabeth, but she interprets the part of a determined young lady riddled by the uncertainty of a precarious position, with great precision. Her time on the screen is a performance of worth, from the energetic, naive young girl, to the hellcat virgin queen, she literally melts white steel in the hysterical, complex spectacle. She breathes life into the revered historical figure, transforming her from an old picture on an encyclopedia page to a flesh-and-blood individual whom an audience can root for and care about. The film's flowing simplicity and powerfully engaging momentum makes Elizabeth a majestic ode to a unique woman who shaped an era. The supporting cast in this feature is also extremely talented. With Geoffrey Rush as the crucial role of Walsingham he brings sinisterly to the plot and is down right evil. The hellasious Mendel played by Christopher Eccleston brings out antagonism and mutiny. Also Sir Richard Attenboroughs ,a methodical conniver who helps Elizabeth consolidate her power, performance complements Blanchetts tremendous performance with equally impressive acting. Other actors such as John Gielgud as the Pope and Fanny Ardent as Mary of Guise also give a wonderful performance in this feature. Directed by Shekhar Kapur, Elizabeth is a master piece of film that often combines the poetic rolling hills of England with demented and dark pictures of battle and imprisonment. Kapurs accent on visceral and textured lighting is wonderful. His camera is always imaginative as well, for example until she shines forth at the glorious end of the film in all her frontal iconicity, Elizabeth is continuously seen through distorting glass and flowing veils. The best visual effects of all are the dynamic close-ups and always moving camera that are continuous throughout the running time. Overall this film making con not be put aside. It is a top-notch movie highly recommended not just for the beautiful scenes and impressionable costuming but for the powerful story it represents and portrays. Anyone from teenagers on can learn and appreciate this film. It is a must see that will keep you on your toes and educate you at the same time.

European Lion Facts and Figures

European Lion Facts and Figures Panthera leo, the modern lion, included a bewildering array of subspecies in early historical times. At least three of these- Panthera leo europaea, Panthera leo tartarica and Panthera leo fossilis- are referred to collectively as the European Lion; these big cats inhabited a broad swath of western, central and eastern Europe, ranging from the Iberian peninsula to as far east as Greece and the Caucasus. The European Lion probably descended from the same common ancestor as the Asiatic Lion, Panthera leo persica, the still-extant remnants of which can still be found in modern India. Cultural References Tantalizingly, the European Lion is referenced numerous times in classical literature; the Persian king Xerxes reportedly encountered some specimens when he invaded Macedonia in the 5th century B.C.E, and this big cat was almost certainly used by the Romans in gladiatorial combat or to dispose of unfortunate Christians in the first and second centuries A.D. Like other Panthera leo subspecies, the European Lion was hunted to extinction by humans, either for sport or to protect villages and farmland, and disappeared off the face of the earth about 1,000 years ago. The European Lion should not be confused with the Cave Lion, Panthera leo spelaea, which survived in Europe and Asia up to the cusp of the last Ice Age. Facts Historical Epoch Late Pleistocene-Modern (one million-1,000 years ago) Size and Weight Up to four feet high at the shoulder and 400 pounds Distinguishing Characteristics Large size; lack of manes in females

Using Quality Methods to Ensure Consistency of Care Assignment

Using Quality Methods to Ensure Consistency of Care - Assignment Example Mostly, the health professionals in the emergency department of any health care are not in a position to diagnose the disease the patient is suffering from. In the case study, the paramedics respond fast enough and give prompt treatment after a quality assessment of the patient’s condition. The paramedics in this study demonstrate professionalism in that they treat the patient on site before admitting him to the hospital for further diagnosis. It is also evident that it takes a lot of time before the patient could receive relevant medical care due to lack of facilities at the local community hospital. Once again, the paramedics show commitment by frequently assessing the patient at every level of treatment (Dlugazc, 2006). Most surprisingly, the paramedics use radio to send messages to the tertiary center which demonstrates poor communication. The recruitment of highly trained professionals requiring high remuneration is relevant for attaining quality performance evaluation. Additionally, organizations require relevant equipment and vehicles for ambulance services which require a huge sum of capital. The establishment of a better communication system such as the global positioning system in EMS requires allocation of hefty resources. The establishment of a quality management department is costly and the development of strategies to monitor improvement is important for achieving the defined goals (Dlugazc, 2006). A well trained emergency team is relevant for the realization of improved health care services. As highlighted before, the paramedics in the case are well trained and discharge their duties diligently. Reliable and accurate data for performance evaluation will heavily rely on the skills from these professionals and therefore the need for skilled practitioners. The various systems developed to offer services to the patients should have the capacity to collect relevant data for measuring performance. Training should be offered to the staff on

Purple hibiscus Term Paper Example | Topics and Well Written Essays - 250 words

Purple hibiscus - Term Paper Example Life at Aunty Ifeoma’s house in Nsukka was relatively peaceful for Kambili and Jaja when compared to the experience they had with their father, Eugene in Enugu. This is due to the fact that their father was a violent figure that was treating them harshly and beating them at any slight provocation. Aunty Ifeoma on the other hand, was a peaceful woman that was more accommodating than their father and so she treated the children very well during their stay with her in Nsukka. In Nsukka, Kambili and Jaja did not have to worry themselves over scenarios that had a violent husband striking his wife over trivial matters. While staying with their father in Enugu, Kambili and Jaja had to cope with the matrimonial quarrel that took place between their father and their mother as their father always beat their mother, Beatrice and treats her cruelly. While at Nsukka with Aunty Ifeoma, Kambili and Jaja were free to speak their minds as this privilege was not given to them during their daily life in Enugu with their father. They were far happier in Nsukka than they were in Enugu and were more open to air their views. It could then be argued that Kambili and Jaja lived in bondage during their daily life with their father in Enugu, while they lived like people just freed from the shackles of their bondage during their stay with Aunty Ifeoma in