The Life and Music of Gustav Holst Essay -- Art

The Life and Music of Gustav HolstGustav Holst, born in Cheltenham in September 1847, is still today considered to be one of the greatest music composers of all time. He was not really fond of music when he was younger, but he enjoyed the piano. He was sent to Cheltenham Grammar School and forced to take long music lessons, blush though he had neuritis in his hands. His first railway line was an organist and Choirmaster at the Choral Society, Bourbon on the Water. Impressed at his good ear for music, his father borrowed round money to send him to the Royal College of Music, which he had previously failed to enter. As he got older, the neuritis in his hands got worse, and it was almost impossible for him to play the piano, so he took up the trombone. It allowed him to play in orchestras, and earn a right on income. Being hard up for money, he used to play his trombone on the pier for cash at Brighton during the summer holidays. During this period, Holst wrote his first opera, it was called The Revoke, found on a card game in Beau Brummel. Later on, Holst conducted the Hammersmith Socialist Choir, and fell in love with his youngest blonde-haired, fair-haired(a) soprano, whose name was Isobel Harrison. In 1989, Holst began to work on his Opera, Sita, based on the Hindu fable of Ramayana. He worked on it until 1906, but it was never performed in his lifetime. Gustav married Isobel in 1901 and their first home was in Shepherds Bush. He was very upset when his father died, so... The Life and Music of Gustav Holst Essay -- ArtThe Life and Music of Gustav HolstGustav Holst, born in Cheltenham in September 1847, is still today considered to be one of the greatest music composers of all time. He was not very fond of music when he was younger, but he enjoyed the piano. He was sent to Cheltenham Grammar School and forced to take long music lessons, even though he had neuritis in his hands. His first job was an organist and Choirmaster at the Choral Society, Bourbon on the Water. Impressed at his good ear for music, his father borrowed some money to send him to the Royal College of Music, which he had previously failed to enter. As he got older, the neuritis in his hands got worse, and it was almost impossible for him to play the piano, so he took up the trombone. It allowed him to play in orchestras, and earn a decent income. Being hard up for money, he used to play his trombone on the pier for cash at Brighton during the summer holidays. During this period, Holst wrote his first opera, it was called The Revoke, based on a card game in Beau Brummel. Later on, Holst conducted the Hammersmith Socialist Choir, and fell in love with his youngest blonde-haired, blue-eyed soprano, whose name was Isobel Harrison. In 1989, Holst began to work on his Opera, Sita, based on the Hindu fable of Ramayana. He worked on it until 1906, but it was never performed in his lifetime. Gustav married Isobel in 1901 and their first home was in Shepher ds Bush. He was very upset when his father died, so...

Effective Meetings - Essential to Any Organization Essay -- Business M

While effective meetings are essential to any organizationand to getting work done, most of the meetings I attendleave me facial expression for a decision. These meetings also leaveme tired and somewhat disillusioned on the vision of thecompany. I think a good meeting is not unalike to afootball teams huddle. It should bring people together,facilitate decision making, assist people in takingresponsibility, energize the participants, and contribute tobuilding team essay within the organization. From attending and running more than my share ofmeetings I feel successful meetings are ones where attentionis paid to three areas substance, design and process. Selection of content is crucial. At a meeting I recentlyattended we discussed issue...

Genetic Defects in Cystic Fibrosis Transmembrane Conductance Regulator

Abstract The main goal of this paper is to explain what Cystic Fibrosis is and also to explain whatthe causes of Cystic Fibrosis are. Cystic Fibrosis is caused by a mutation in a gene called CysticFibrosis Transmembrane Conductance Regulator (CFTR). Cystic Fibrosis is known as hotshot of the mostcommon life-shortening disease. More that 1,000 mutations in the CFTR gene check been found inpeople with Cystic Fibrosis. Most of these mutations change single protein amino acids in the CFTRprotein and it deletes a small amount of DNA from the CFTR gene. I am going to explain whathappens when the CFTR proteins is functioning normally and when it is diseased.Introduction What is Cystic Fibrosis? Cystic Fibrosis is a inherited disorder that affects theexocrine gland of the lungs, liver, pancreas, and intestines, causing progressive disability due tomultisystem failure. Thick mucus and less competent immune system are the results for lunginfection. slight secretion of the pancreatic enzym es is the main cause of fatty diarrhea, poorgrowth, and the lack in fat-soluble vitamins 1. So far there is no cure for cystic fibrosis. In theUnited States 1 in 3,900 children are born with Cystic Fibrosis. Most of the people who have CFdie at young age, many of them in their 20s and 30s due to lung failure, but with the introductionof new treatments the life of persons with CF is increasing to ages as high as 40 or 501.Results Cystic Fibrosis is caused by a defect in the gene called Cystic Fibrosis TransmembraneConductance Regulator (CFTR) 2. The gene makes a protein that controls the water and salt thatcome in and out of cells. When the protein is working normally the carcass produces mucus, sweat,saliva, tears, and dig... ...inhaling antibioticsthat are used to treat chronic and acute affections. 1.Lung transplantation has become increasingly common for people wit Cystic Fibrosis. Livertransplant have also been successfully with patient with end of liver disease. Scientist are tryingto find a way to keep the ion channel open longer in order to allow more time for ion exchange. Afew attempts of gene therapy were successful, but failed to produce a long term result 6.Literature Citedwww.Wikipedia.org 1www.Chronicillness.suite101.com/article.cfm/what_causes_cystic_fibrosis2www.ghr.nml.nih.gov/ instruct=congenitalbilateralabsenceofthevasdefiniton3www.ionchannels.org 4www.google.com/images 5www.respiratory-lung.health-cares.net/cystic-fibrosis-complications.php 6http//www.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/cftr.shtml 7

Hoboes and Tramps :: Unemployment Poor Essays

Hoboes and Tramps Hoboes and tramps represented significant figures in Americas history. The phenomenon of Hobohemia, the world of hoboes that was bailiwick to its own indoctrinations, tells us much about the social and cultural climate of the late-nineteenth and early-twentieth century. Moreover, in examining the others of society, we gain a far better perspective of what circumstances modernist writers were works under. A hobo is defined as a migratory worker who is usually unskilled. Although a tramp is basically defined in the same manner, a certain distinction exists. It is often said that the difference lies in the fact that a hobo wandered and worked, a tramp wandered and didnt work, while a bum, some other similar term, neither wandered nor worked. Becoming widespread in the depression of the 1890s, the term hobo may have come from the slogan for farmhand, hoe-boy, or the phrase for keen man, homo bonus, or from simply yelling Ho Boy while on the road.1 The most important aspect of the rise of hoboes and tramps was the advent of railroads and the ability to bm to different parts of the country. After the Civil War, umteen veterans were out of work, restless, and displaced thus, they set out to travel and find new means for a better life. describe as a tramp army, these early vagrants were not viewed positively by the general public. Many Americans were unfamiliar with the problems associated with wage labor, mainly unemployment. Therefore, the tramps were not regarded as quite a little who were simply out of work and looking for a new job, but at times as savages and symbols of evil.2 As the nineteenth century came to a close, many of the tramps had already been on the road for close to twenty years. Their endless pursuit for a better life became in itself a way of life cognise as Hobohemia. Another distinction between tramps and hoboes is seen at the turn of the century. Tramps represente d the earlier migrants in the post-Civil War times, while hoboes were tramps who had lived a large part of their lives as vagrants, thus interacting with other hoboes and forming a type of sub-culture that was independent, organized and at times political.

A Modern Synthesis of Science with Eastern Christianity Essay -- Philo

IntroductionSince the dawn of consciousness, humans have strived to understand the world around them and their place in it. From the first naturalistic surveys of the works and fauna of the earth painted on the rocky walls of fire-lit caves millennia ago to the enormously complex investigations into quantum physics ventured at todays particle accelerators, human distinctiveness has known no bounds. By way of organizing the countless questions posed and answers sought, broad conceptions of science, reason, philosophy, and religion have been created and debated by humankind for centuries. Beginning in earnest during the senesce of Reason following the Renaissance, cardinal distinct ways of understanding the world seemed to form. On whizz hand, understanding could be realized by rational thought, reason, and the applications of science. On the other, understanding could be achieved by credence in some divine presence, the application of religion. A philosophical conflict quickly d eveloped between the two camps what should reign supreme in human understanding of the worldscience or religion? The debate had no clear-cut answer, and only tautological methods of prioritizing one over the other.Various ways of relating science and religion have been proposed and adopted in the past century or two. As summarized by Ian Barbour in his religion and Science, philosophers concerned with the interaction (or lack thereof) of science and religion have been left with four broad options Conflict, Independence, Dialogue, and Integration. The divisions proceed from fundamental ideas about how science and religion, in very(prenominal) general terms, operate and work in the world. Conceptions separating science and religion philosophically, arguing that they serve... ...otheses, models, experience, intuition, hypotheses, models) . That the priorities of science and religion, and the pathways that each entity uses to progress, are so similar, and yet the entities themselves so separate, leads quite nicely into the dialogue position. Any consideration (investigations into the character of some object or an answer to some question) can involve both types of inquiry Nothing excludes the co-existence of faith and science when faith is not imaginary and science does not falsify its positive character with the use of metaphysics. Though full and harmonious integration may not be possible, a very useful, satisfying, complete dialogue between the right religious tradition and most scientific philosophies may easily micturate a harmonious, complementary, synthesis to grant a better understanding of humanity and its place in the world.

NAFTA and the Labor Debate Essay -- Economy Trade Essays

NAFTA and the Labor Debate The DebateSince the end of the eighties and the beginning of the nineties, there has been a rush in the creation of sell agreements every over the world. The one encompassing the largest argona and affecting the greatest number of people is the North American Free Trade arrangement (Text of the NAFTA, Organization of American States). The three major countries of North America signed this regional trade agreement in 1993 Mexico, the United States, and Canada. The North American Free Trade Agreement or the NAFTA, as it became popularly called, was an effort that was initiated by the United States. At first, there existed the CFTA agreement between the United States and Canada. Later the U.S. Administration saw it as beneficial if the country of Mexico entered the free trade agreement. In August of 1990, then Mexican President Carlos Salinas de Gortari formally applied to enter a free trade arrangement with the United States. Six months later, Canada an nounced that it too would join the negotiations for a tri-national trade agreement (Coote, p. 7). The agreement was signed and approved by the governments of the three countries and the NAFTA came into rear on January 1, 1994.Interdependence and Free Trade, These are the two most fashionable words spoken by economists and world leaders today. The majority of the nations of the world are involved one type of trade agreement or another and nearly all of the countries in the world are members of the World Trade Organization. With this surge in interdependence and trade agreements however, there have surged many problems and issues that cause much controversy and discordance. One of the main issues that has caused controversy, especially in th... ...TA in Alan Rugman, 1994. outside Investment in NAFTA. Columbia SC. University of South Carolina PressSmith, Adam. 1976. An Inquiery into the Nature and Causes of the Wealth of Nations.Oxford, UK Oxford University PressDepartment Of Labor. Bureau of Labor Statistics. www.stats.bls.gov Table A-4, Selective Employment IndicatorsSecretaria de Trabajo y Prevision Social. Estadisticas Laborales. Trabajadores Asegurados Permanentes Por Gran Division de Actividad Economica Registrados en el IMSS. www.stps.gob.mxUnited States Mexico Chamber of Commerce. The North American Free Trade Agreement at Five historic period What It Means for the U.S. and Mexico www.usmcoc.org /naftafor.htmlUnited States Mexico Chamber of Commerce. The North American Free Trade Agreement Five Years Linking U.S. and Mexican Markets http//www.usmcoc.org/nafta5_eng.html

NAFTA and the Labor Debate Essay -- Economy Trade Essays

NAFTA and the Labor Debate The DebateSince the end of the eighties and the beginning of the nineties, there has been a spate in the creation of divvy up agreements every last(predicate) over the world. The one encompassing the largest ara and affecting the greatest number of people is the North American Free Trade understanding (Text of the NAFTA, Organization of American States). The three major countries of North America signed this regional trade agreement in 1993 Mexico, the United States, and Canada. The North American Free Trade Agreement or the NAFTA, as it became popularly called, was an effort that was initiated by the United States. At first, there existed the CFTA agreement between the United States and Canada. Later the U.S. Administration saw it as beneficial if the country of Mexico entered the free trade agreement. In August of 1990, then Mexican President Carlos Salinas de Gortari formally applied to enter a free trade arrangement with the United States. Six mo nths later, Canada announced that it too would join the negotiations for a tri-national trade agreement (Coote, p. 7). The agreement was signed and approved by the governments of the three countries and the NAFTA came into lay out on January 1, 1994.Interdependence and Free Trade, These are the two most fashionable words spoken by economists and world leaders today. The majority of the nations of the world are involved one type of trade agreement or another and nearly all of the countries in the world are members of the World Trade Organization. With this surge in interdependence and trade agreements however, there have surged many problems and issues that cause much controversy and discordance. One of the main issues that has caused controversy, especially in th... ...TA in Alan Rugman, 1994. outside(prenominal) Investment in NAFTA. Columbia SC. University of South Carolina PressSmith, Adam. 1976. An Inquiery into the Nature and Causes of the Wealth of Nations.Oxford, UK Oxford University PressDepartment Of Labor. Bureau of Labor Statistics. www.stats.bls.gov Table A-4, Selective Employment IndicatorsSecretaria de Trabajo y Prevision Social. Estadisticas Laborales. Trabajadores Asegurados Permanentes Por Gran Division de Actividad Economica Registrados en el IMSS. www.stps.gob.mxUnited States Mexico Chamber of Commerce. The North American Free Trade Agreement at Five geezerhood What It Means for the U.S. and Mexico www.usmcoc.org /naftafor.htmlUnited States Mexico Chamber of Commerce. The North American Free Trade Agreement Five Years Linking U.S. and Mexican Markets http//www.usmcoc.org/nafta5_eng.html

Philippine Literature Essay

Consisted of early Philippine belles-lettres passed down literally oral pieces have a communal authorship it was difficult to spook the original author of the piece since oral literature did not focus on ownership or copyright, rather on the act of storytelling itself Many oral pieces became lost in the wave of the new literary influence brought about by the Spanish colonization however, according to the Philippine Literature A record & Anthology, English Edition (Lumbera, B. & Lumbera C. ), the pre-colonial period of Philippine literature is considered the longest in the countrys history Literature in this period is based on tradition, reflecting daily life activities such as housework, farming, fishing, hunting, and taking care of the children as well Oral pieces told stories which explained heroes and their adventures they attempted to explain certain natural phenomena, and, at the akin time, served as entertainment purposes Pre-colonial literature showed certain elements that linked the Filipino culture to other Southeast Asian countries (e. g. oral pieces which were perform through a tribal bounce have certain similarities to the Malay dance) This period in Philippine literature history represented the ethos of the people before the arrival of a huge ethnic influence literature as a cultural tradition, than a form of art that had a particular set of decorum. Early Forms of Philippine Literatureo Bugtong (riddles a bugtong contains a metaphor called,Talinghaga), Salawikain (proverb) o Pre-colonial poetry Tanaga (expresses a view or a value of the world), Ambahan (songs about childhood, human relationships, hospitality sung by the Mangyan), Duplo (verbal jousts/games), Bayok (thoughts about love), Balagtasan (performed on stage) o Epic poetry romantic heroes and heroines that are a reflection of the world as perceived by the early Filipinos. notable Works of the Pre-colonial Period o Tuwaang, Lam-ang, Hinilawod, BantuganII. Spanish Colonial Period (Mid-16th late 19th century) The Spanish culture, as reflected in the works of this literature period, showed a collapse with the pre-colonial Filipino literature in the beginning. However, due to the length of stay of the colonizers, the Spanish culture was eventually imbued in the Filipino literature of the period Religion became an pregnant theme that had influenced the early Filipino writings which had the presence of paganism Christian Folk-Tale In addition, the influence of religion, besides on the daily life of the natives, was lead by the friar/missionary/parish priest who were appointed by the Spanish government Despite the goal of the Spanish government to turn the country into a full-fledged European colony, the Spanish influence ironically inspired a reformation from the natives, which eventually turned into a revolution Yet regardless of the conflicts that plagued the relationship among the Spaniards and the Filipinos, a sense of nationalism was formed among the oppressed, and had caused them to rise up to a nationalistic cause The essay genre was recognized amidst the scene of editorial kick Jose Rizal and Plaridel (Marcelo H. Del Pilar) were among those who opt in using the pen in voicing out the peoples cry instead of the sword Introduction of the roman first rudiment that gradually replaced the alibata The Filipino literature of this period became the predecessor of many more literary works to come in the ages, wherein the theme of nationalism and freedom of quarrel would be evident. Philippine Literature and Art during the Spanish Periodo Pasyon and Sinakulo (religious dramas performed during the Holy Week) o Narrative Poems Awit Corrido o Komedya a theatrical performance which captured the ideal European lifestyle as portrayed by medieval characters Notable Works of the Spanish Period o Doctrina Christiana (1593) the first book ever publish in the Philippines printed by the Dominican Press o May Bagyo Mat May R ilim according to literary historian, Bienvenido Lumbera, is the first printed literary work in Tagalog o Ang Mahal na Passion ni Jesu Christong P.Natin na Tola (1704) eventually referred to as Pasyon, was written by Gaspar Aquino de Belen an example of Christian folk epic in which the passion of delivery boy Christ was written in relation with the plight of the Filipino people who were oppressed by the colonizers, as well as the values of a Filipino o Ninay (1885) first Filipino novel written Pedro Paterno o Florante at Laura Francisco Balagtas Baltazar though there are symbols and themes which dictate the protest of the Filipino against the Spanish regime, it is changeable as to whether or not Balagtas had intended the issue which was subtly derived from his work since he left no notes or additional pieces that may affirm the final stage o Noli Me Tangere (1887) and El Filibusterismo (1891) Jose Rizal works which created an impact on the national consciousness and love fo r ones country against the abusive government of the Spaniards o La Solidaridad Propagandist newspaper.III. American Colonial Period (Late 19th Mid-20th century) The gradual decline of the Philippine literature written in Spanish The English language eventually became the medium of writing and instruction in schools As the Spanish colonizers left the country in accordance with the Treaty of Paris, the spirit of nationalism and the desire to be acknowledged of independence did not disappear just yet. Instead, these uniting forces geared into revolting against the new colonizers During the American colonization period, Philippine literature reflected the ethos of its people nether a new role.However, these day-to-day experiences under a new foreign influence, as well as sentiments, were expressed through the English language The Spanish sarsuwela was eventually replaced by the drama One major influence of the American occupation on the Filipino literature is its refining in th e context of the heart and soul and the form. Furthermore, because of this broadened knowledge on the field of literature through the education provided by the American government, Philippine literature has become more than a tradition formed by culture.It has become an art which succeeding poets, fictionists, and playwrights continue to build upon and enrich in every generation Beginning with Rizals use of social pragmatism as one of the major themes for his two major novels, the literature during the American colonization also became an involvement, not just reflecting the Filipino experience a built sense of nationalism deeply rooted in the Filipino pride and culture Unlike in the Spanish colonization period wherein female writers (e. g. Gregoria de Jesus) were overshadowed by their more dominant, male contemporaries as a result of the education only being provided to a selected and privileged few during the American occupation, women have had their luck to enhance their talent by being educated on the craft. In addition, the growing popularity of works written by Filipina writers is the result of the growing audience appreciating literature by females. Philippine Literature and Art during the American Period o Short Story o Poetry in English o relax Verse in Poetry o Drama Notable Works of the American Period o Mga Agos sa Disyerto (1964) Efren R. Abueg, Edgardo M. Reyes, Eduardo Bautista Reyes, Rogelio L. Ordonez and Rogelio R. Sikat this short story anthology brought fiction into the age of contemporaneousness o Ako ang Daigdig (1940) Alejandro G. Abadilla free verse poem o Sa Dakong Silangan Jose Corazon de Jesus a poem written in the vernacular http//lourdesbraceros. weebly. com/a-brief-history-of-philippine-literature-in-english. html

Is Thomas Hardy Obsessed with the Past? Essay

Many of Thomas braws verse forms are centered on the feelings summoned up when reminiscing about the previous(prenominal). On the sur manifestation, it seems as though unfearing is obsessed with the other(prenominal) as many poems are laced with memories which conjure up feelings of nostalgia. It is important to consider, how constantly, that this doesnt necessarily mean that he is inconclusive with bygones. It may alike be the case that courageouss poetry is a means for him to comprehend and come to terms with the present. brazen tries to reclaim the past in his poem, Under the Waterfall. Fundamentally, the narrator thought to be Emma experiences a Proustian moment as she plunges her arm into a basin of water. This stimulation brings on an avalanche of memories, which are fetched back from its thickening shroud of gray symbolizing intrepid trying to rescue memories from the shroud of time. Emma feels anew the romantic feelings she felt on the day she dropped a drinking g lass into the water, when she and her lover where having a picnic by a waterfall. Hardy utilizes a metaphor effectively, by referring to the day as being fugitive, which suggests that it is ephemeral and smoke be lost any moment. This particular store of the past is a seemingly pleasant one as is suggested by the use of sibilance (ll 13-16).The repetition of the soft hissing sounds in scoop of the self-same block, ceases and peaces suggests a dreamy and idealistic setting. Hardy refers to the drinking-glass as being opalized in one case much indicating to how long it has been since this even took place. He gives this drinking-glass almost religious significance by sanctifying it and calling it a chalice. The chalice symbolized unity between Hardy and Emma, which still lies under the waterfall and its presence adds to the rhyme of love persistently sung by the fall above. Hardy uses rhyming couplets which give the poem a childish and youthful feel. This rhyming alludes to his yout h being the prime or best time of his life, and by summoning the past he can bring back the feelings of youth.Revival of the past is a recurring theme in many of Hardys poems. Similarly to Under the Waterfall, At Castle Boterel in like manner involves Hardy remembering a specific incident that took place between him and Emma. Emma is now dead, but in Hardys retrospection her phantom figure remains on the hillside. The poem is a powerful effort in certainness to defeat the processes of time by reclaiming the past, as is shown in Under the Waterfall also. On the other hand, the two settings have a stark contrast. Hardy drives to the junction of a line and highway with drizzle bedrenching this suggests the solemn and unhappy quality of the present. He looks behind at the byway, which is fading.This suggests increasing distance and decreasing significance of present reality as he delves into his past with Emma. There is use of enjambment in the between the first two stanzas, providi ng a sentiency of transition between Hardys present and past, and also his two states of mind. He speaks of how they walked along the road and creates a warm atmosphere in dry March weather. It is evident that the happy moments of the poem gleam Hardys love and what it used to be in the past. The last stanza consists of sharp words, completely unlike the melodious ones in Under the Waterfall. My spine is sinking, is a euphemism of Hardys approaching death. The sand conjures up the imagery of an hour-glass, once again referring to time passing relentlessly.In many of his poems, Hardy finds solace in the timelessness of many landscapes and tales. This suggests that Hardy has an inclination towards the past, because of the invariable constancy that it provides, regardless of passing time. For example, in the fifth stanza of At Castle Boterel, Hardy refers to the Primaeval rocks in order to emphasise the great age and permanence of the hill by reflecting of how much transition they m ust have observed. Hardy asks if ever there was a time of such(prenominal) quality in that hills story and states that he believes there never were. This is, in a sense a defiance of time, as even time cannot alter the value of that one moment. The defiance of time is continued in the sixth stanza, as Hardys memory allows him to see one phantom figure Emma even though times unflinching rigour has killed the actual person.The idea of memory being eternal is once again portrayed in the poem I Found Her Out There. Hardy remembers Emma in Cornwall, and how she would sigh at the tale of sunk Lyonnesse, her hair beating against her face in the wind while she would listen to the murmuring miles. Hardy uses a technical aspect synesthesia in order to combine two senses this has a very powerful effect on the audience, giving the scene a sense of agelessness. The Arthurian tales also offer a link As the myths of Lyonnesse belong to a fabled past, so too does the love story of Emma and Thom as Hardy.Additionally, this theme also echoes in Under the Waterfall, as Hardy refers to the purl of a runlet that never ceases be it in wars, in peaces. Onomatopoeic diction in these lines is sounds like a flowing waterfall and represents the fact that it remains unchanged for a long period, unaffected by time.Hardy often uses the past objectively, in order to pouf him and assist him in dealing with his grief. I Found Her Out There is a poem in which Hardy begins to dissociate himself from the anguish and guilt that consumed him after Emmas death. This dissociation can be seen as he refers to Emmas shade as it instead of her. He is beginning to come to acceptance of her death, as is shown by the controlled form of the poem. There are five uniform octaves, all following the rhyme scheme of ABBACDCD.Hardy ends the first stanza with the line, The solid land. This brings everything to a sudden, thumping halt and there is no mellifluous poetic beauty, as one would find in the poem, Und er the Waterfall. Hardy is also conscious enough to effectively use contrasts of time in I Found Her Out There. He describes Emma in her youth, with the setting sun illuminating her face fire-red against Emma as a corpse, never to be stirred in her loamy cell. This poem is less of a lament over the lost past, and more about capturing the essence of Emma.This is not always the case, however. In Under the Waterfall, Hardy finds it difficult to emotionally detach himself from the memory of the past. This is reflected in the structure, which can be jarring. The length of lines is not uniform, and this may suggest that Hardys mind wasnt in a neutral state. He also asks many questions, such as And why does plunging your arm in a bowl full of spring water, bring throbs to your soul? This portrays his internal turmoil.In conclusion, I believe that although Hardy had an inclination with the past, one cannot so far as to say that he was obsessed with it.

Eugene Nida

Eugene A. Nida(November 11, 1914 August 25, 2011) was alinguistwho developed the self-propelling- comparabilityBible- renderingtheory. Nida was born inOklahoma City,Oklahomaon November 11, 1914. He became a Christian at a young age, when he responded to the altar c every(prenominal) at his church to accept Christ as my Saviour He graduated from theUniversity of Californiain 1936. After graduating he attended Camp Wycliffe, where Bible exposition theory was taught. Later Nida became a founding charter member ofWycliffe Bible Translators, a sister organization of theSummer Institute of Linguistics.In 1937, Nida undertook studies at theUniversity of Southern California, where he obtained a Masters Degree in New Testament Greek in 1939. In 1943, Nida received his Ph. D. in Linguistics from theUniversity of Michigan, His Ph. D. dissertation,A Synopsis of English Syntax, was the first-class honours breaker point full-scale analysis of a major lyric poem according to the immediate-con stituent theory. He began his career as alinguistwith theAmeri goat Bible Society(ABS). He was quickly promoted to Associate secretarial assistant for Versions, consequently lay downed as Executive Secretary for Translations until his retirement.Nida retired in the early 1980s, although he continued to give lectures in universities all around the world, and lived in Madrid, Spain andBrussels,Belgium. He died in Madrid on August 25, 2011 fourth-year 96. Nida was instrumental in engineering the joint effort betwixt theVati grassand theUnited Bible Societies(UBS) to produce cross-denominational Bibles in shifts across the globe. This work began in 1968 and was carried on in accordance with Nidas comment principle of Functional Equivalence. His portions in general Nida has been a pioneer in the fields of comment theoryandlinguistics.His most nonable contribution to translation theory is Dynamic Equivalence, likewise known as Functional Equivalence. Nida also developed the com ponential-analysis technique, which split words into their components to help determine comparability in translation (e. g. bachelor = male + unmarried). This is, perhaps, non the outmatch example of the technique, though it is the most well-known. Nidas dynamic- equation theory is often held in opposition to the views ofphilologistswho maintain that an understanding of the root text(ST) an be achieved by assessing the inter-animation of words on the page, and that meaning is self-contained within the text (i. e. much more focused on achieving semantic equating). This theory, on with opposite theories of concord in translating, are elaborated in his essayPrinciples of Correspondence,where Nida begins by asserting that given that no both languages are identical, either in the meanings given to similar symbols or in the rooms in which symbols are arranged in phrases and sentences, it stands to reason that there lot be no despotic correspondence between languages.Hence, th ere can be no fully exact translations. While the mend of a translation may be windup to the master key, there can be no identity in detail. Some of his theories in detail First major contribution Dynamic equivalence Nida and then sets forth the differences in translation, as he would account for it, within three basic factors (1) The nature of the subject return in some nubs the field of study is of primary consideration, and in others the approach pattern must be given a higher priority. 2) The purpose of the author and of the translator to give information on both form and content to aim at full intelligibility of the reader so he/she may understand the full implications of the message for imperative purposes that aim at non unspoiled understanding the translation but also at ensuring no misunderstanding of the translation. (3) The type of earshot prospective audiences differ both indecodingpower and in potential interest. Nida brings in the reminder that while there are no such things as identicalequivalents in translating, what one must in translating seek to do is find the closest natural equivalent.Here he identifies two basic orientations in translating based on two divergent types of equivalence Formal Equivalence (F-E) and Dynamic Equivalence (D-E). Principle of dynamic equivalence * General introduction In Toward a Science of Translating, Nida first put onwards the principle of dynamic equivalence which he defines as the congenership between receptor and message should be substantially the equivalent as that which existed between the sure receptors and the message (Nida,1964, p. 59). Following this principle, dynamic equivalence, as defined by Nida, is to reproduce in the receptor language the closest natural equivalence of the source-language message(Nida and Taber, 1969 12). Nida (1964 167) specially stresses that a natural rendering must fit the receptor language and culture as a whole the context of the particular message and the receptor-language audience. To put it plain, either the meaning or form should not sound foreign.The essence of dynamic equivalence is the receptors reaction, in Nidas own term, the degree to which the receptors of the message in the receptor language respond to it in substantially the same manner as the receptors in the source language (Nida and Taber, 1969 68). The reaction or repartee is based on the comprehensive reception of the message, not lonesome(prenominal) understanding the meaning or content, but also feeling in the way the original readers do. By laying stress on the receptors response, he underlines the improvement to the source text by the receptors subjectivity and aesthetic sense. The essential features of the principle we must first know about the essential features of this principle and D-E translation. As Nida himself points out, the essential features of D-E translation consists of the following points (1) equivalent, which points toward the source-langu age message. (2) natural, which points toward the receptor language (3) closest, which binds the two orientations together on the solid ground of the highest degree of approximation (Nida, 1964). All these points aim at arousing similar response between the source text readers and the objective text readers.A. Equivalent As mentioned above, this aims at reproducing the message of the original text. This is the basic requirement of D-E translation, as is with any other anatomy of translation. That is to say, to produce a D -E translation, the translator must aim primarily at conveying the meaning of the original text, and to do anything else is essentially wrong to his task as a translator, because translation is basically a kind of communication (Nida and Taber, 1982). B. inbred A D-E translation is directed primarily towards the similarity of response.To achieve this purpose, the translation must be natural, for it is of abundant immenseness to arousing in the target readers a response similar to that of the original readers. To be natural, the equivalent forms should not be foreign either in terms of form, or in terms of meaning, which means that the translation should not get wind any signs of its non- autochthonous source (Nida, 1975). Nida stresses that naturalness in a D-E translation must fit these three aspects (1) The receptor language and culture as a whole, 2) The context of the particular message, (3) The receptor-language audience (Nida, 1964). He yet remarks The best translation does not sound like a translation It should not exhibit in its grammatical and stylistic forms any trace of awkwardness or strangeness It should studiously avoid translationese he defines as formal fidelity, with resulting unfaithfulness to the content and the impact of die message (Nida and Taber, 1982). C. Closest Closest here is of a double nature.On the one hand, it indicates that equivalence in translation can never be absolute identity, because acquittance occurs in all forms of communication, whether it involves translation or not (Bassenet and Lefevere, 1990, p. 35). It can only be an approximation, because no two languages are identical, either in the meanings given to corresponding symbols or in the ways in which such symbols are arranged in phrases and sentences. Therefore, the total impact of a translation may be sanely close to the original, but there can be no identity in detail.On the other hand, since equivalence in translation is just a kind of approximation, not absolute identity, it naturally results in the possibility to establish equivalence between the source text and the target text on various degrees or in contrasting aspects. However, it is the highest degree that a D-E translation is expected to strive for. In other words, though loss of meaning is inevitable, the translator should try his best to reduce it to the minimum. D. Similar Response This is the principal aim of the D-E translation and all the above thre e points are directed to it.The term response here refers to the way in which receptors of a text understand the text, including the effect the text produces on them while similar response involves a proportion of two relations the relation of the target text readers to the target text should be substantially the same to that of the source text readers to the source text. That is to say, the target text readers must not only know how the source text readers must have understood the content of the text, but they should also be able to instruct some of the impact and draw in which such a text must have had for t he source text readers (Jin Di and Nida, 1984).Formal Correspondence in opposition to dynamic equivalence Nida puts earlier dynamic equivalence in opposition to formal correspondence. In speaking of naturalness, he is strongly against translationese as we mentioned Basically, a formal equivalence translation, as Nida (1964, 165) states, is source-oriented, which is design ated to reveal as much as possible the form and content of the original message, that is, to match as closely as possible the formal elements like grammatical units, consistency in word usage, meanings in terms of the source context, just to name some. David Crystal, J.R. Firth, Catford and other linguists and translation theorists agree upon the six levels of formal equivalence, namely, phonetic, phonological, morphological, lexical, syntactical and semantic equivalence. We may throw more light on formal equivalence or correspondence by citing Catfords view. Catford and his views of equivalence in translation Catfords approach to translation equivalence clearly differs from that adopted by Nida since Catford had a preference for a more linguistic-based approach to translation and this approach is based on the linguistic work of Firth and Halliday.Catford has defined formal correspondence as identity of function of correspondent items in two linguistic systems for him, a formal corr espondent is any TL /target language/ category which may be said to occupy, as nearly as possible, the same place in the economy of the TL as the given SL/source language/ category occupies in the SL (Catford, 1965 32). His main contribution in the field of translation theory is the introduction of the concepts of types and shifts of translation. Catford proposed very broad types of translation in terms of three criteria 1.The extent of translation (full translationvspartial translation) 2. The grammatical rank at which the translation equivalence is established (rank-bound translationvs. unconditioned translation) 3. The levels of language involved in translation (total translationvs. restricted translation). We will refer only to the second criterion of translation, since this is the one that concerns the concept of equivalence, and we will then move on to analyze the notion of translation shifts, as elaborated by Catford, which are based on the distinction between formal corres pondence and textual equivalence.Inrank-bound translationan equivalent is sought in the TL for each word, or for each morpheme encountered in the ST. Inunbounded translationequivalences are not tied to a particular rank, and we may additionally find equivalences at sentence, clause and other levels. Catford finds five of these ranks or levels in both English and French. Thus, aformal correspondencecould be said to exist between English and French if relations between ranks have approximately the same configuration in both languages, as Catford claims they do.As far as translation shifts are concerned, Catford defines them as departures from formal correspondence in the process of going from the SL to the TL (ibid. 73). Catford argues that there are two main types of translation shifts, namelylevel shifts,where the SL item at one linguistic level (e. g. grammar) has a TL equivalent at a different level (e. g. lexis), andcategory shiftswhich are divided into four types 1. Structure-sh ifts,which involve a grammatical diverge between the structure of the ST and that of the TT 2.Class-shifts,when a SL item is translated with a TL item which belongs to a different grammatical class, i. e. a verb may be translated with a noun 3. Unit-shifts, which involve changes in rank 4. Intra-system shifts,which occur when SL and TL give systems which approximately correspond formally as to their constitution, but when translation involves selection of a non-corresponding term in the TL system (ibid. 80). For instance, when the SL singular becomes a TL plural.The anteriority of Dynamic Equivalence over Formal Correspondence In view of the difficulty in retaining formal correspondence, and of the fact that all communication is goal-oriented, no military issue intralingual or interlingual communication, the move from the sources intention to the receptors interpretation is quite natural and reasonable. So Nidas dynamic equivalence seems a good way to foster the interlingual com munication and it is reassert to say that dynamic equivalence often has priority over formal correspondence. C. W.Orr likens translation to painting the painter does not reproduce every detail of the landscape, he selects what seems best to him, and for a translator, it is the spirit, not only the letter that he asks to embody in his own version (Nida, 1964 162). Merits and demerits of dynamic equivalence theory As is known to all, translation in essence is a kind of communication, and its main task is to let the target reader understand the meaning of the original text. Whether a translation is good or not depends largely on whether the target reader understands the original message adequately.However, traditionally, the adequacy of translation is judged only on the basis of the correspondence in words and grammar between the source and target languages, and this is some beats misleading (Nida, 1993). Since translating means communication, evaluating the adequacy of a translation cannot stop with a comparison of corresponding lexical meanings, grammatical classes, and rhetorical devices. In short, it cannot stop with a comparison of the verbal forms of the source and target texts.Instead, it should take into consideration the readers response and comparison should be made between the way in which the original receptor understood and appreciated the text and the way in which receptors of the translated text understand and appreciate the translated text (Nida, 1993 p. 116). Merits It has a lot of merits to take into consideration the readers response and focus on the similarity between the response of the source text readers and that of the target text readers, which include the following aspects Rationality of Taking into Consideration the Readers Response Since translation is mainly intended for its readers to understand, quite naturally, we should take into consideration how the readers interpret the translation, namely, their response to the target text, and compare it with that of the source text readers to the source text. Only when the response o f the source text readers and that of target text readers are similar can we say that the translation is adequate. If we do not take into consideration the readers response when judging the adequacy of a translation, it is often misleading.As we know, sometimes what seems to be equivalent translation of the original text in terms of lexical, grammatical features may actually distort the meaning. Most earlier approaches to translation have focused attention upon the kind of the source text to the target text, whether in terms of form or content. The concept of dynamic equivalent translating introduces an important new dimension, namely, the relationship of receptors to the respective texts. It deals not merely signs as signs, but focuses on the ways in which verbal signs have meaning for receptors.It is really within such a context that discussions of international adequacy and accepta bility make sense (Jin Di and Nida, 1984). In short, taking into consideration the readers response helps to reproduce the original message adequately and guarantee equivalence between the source text and the target text in real sense. B. Avoiding the Debate over Literal Translation versus Free Translation Whether to translate literally or freely is an anesthetize that has long been debated in the translation circle.Some scholars argue for literal translation while others argue for free translation. It seems that the two views will never pass on with each other. However, it is no use arguing which is better, since literal translation and free translation both have their validity and limitations. Instead, it is more helpful, in the authors opinion, to deal with this issue from a different perspective and provide a principle of translation that can well combine them. In a sense, the principle of dynamic equivalence may serve as an effective means to turn aside the debate.Since it fo cuses on the similar response, any kind of translation, either literal or free, is adequate, so long as it can arouse the similar response. Thus, the debate over literal translation versus free translation tends to be useless, and the choice between them depends on which can better bring about the closest natural equivalent and elicit substantially the same response. C. Freeing the Translator from the Binding of the cowcatcher Verbal Form and Increasing Translatability Languages differ from each other, and each language has its own peculiarities.Sometimes the ways of using language are peculiar to a accredited language. In this case, if the translator focuses on the original verbal form, he is usually incompetent. However, if he turns aside from the verbal form and focuses on the similar response, he can sometimes crack the nut. D. More readable and intelligible text The advantage of dynamic equivalence is that it usually produces a more readable/understandable Bible version. Earl y translations of Bible were sometimes obscure and may reach the edge of unintelligibility as they were keen on preserving the original text. DemeritsNidas dynamic equivalence theory is of great practical value, as well verified by his Bible translation. However, it is not almighty and perfect. There are still some doubts which catch argument. A. The abstract nature of dynamic equivalence as a translation criterion The first doubt cast upon the theory is that it is too abstract to be used as a criterion to judge the quality of a translation. Nida maintains, to measure dynamic equivalence, we can only rightly compare the equivalence of response, preferably than the degree of agreement between the original source and the later receptors (Nida and Taber, 1969 23).However, the measurement is intuitive, dependent upon subjective judgment, for how can we know exactly the responses of the source language receptors, particularly if the source text was written ages ago? Moreover, the recep tors Nida has in mind are the specific readers of plastered text and it is their responses that are required to judge the quality of a translation, but he does not request the average readers of the translation to check with the source text, since they do not know or just know a little source language, that is to say, those who judge virtually are not average readers but the critics of a translation or linguists.B. The degree of naturalness in translation Moreover, in speaking of naturalness, Nida insists that the best translation should not sound like a translation, but I think otherwise for two reasons Firstly, language and culture are inseparable. Language is an integral part of culture, John Lyon says, and that the lexical distinctions drawn by each language will tend to reflect the culturally-important features of objects, institutions and activities in the society in which the language operates community that uses a particular language as its means of expression.As translati on aims to enable one to get candid to foreign works, while you are translating a foreign language text, you are introducing its culture as well. The change of some images bearing cultural features will undoubtedly diminish the cultural load of its language and leave unfinished the task of cultural transmission. By naturalizing the translation, dynamic equivalence, to certain degree, has ignored the assimilating ability of peoples.In ill will of the fact that differences do exist, the similarities between men are finally much greater than the differences, and all members of the species share primal attributes of perception and response which are march in speech utterances and which can therefore be grasped and translated. In sum, to sound natural to the receptor is good, while to keep foreignness or strangeness to certain degree is also permissible. In this sense, as far as the preservation of the cultural elements of the source language is concerned, it is desirable that a tran slation read like a translation. C. The simplification of the source languageWhat also comes under criticism is that dynamic equivalence risks simplifying the source language, even decreasing its literary value. One of the distinctive features of literary works is the frequent use of figurative language and fresh expressions, and the authors real intention is to be sought between the lines. If intelligibility or the communicatory effect of the receptor language text is always given the priority and all the figurative images in the source text are left out, or all that is implicit is made explicit, then, despite its intelligibility, the receptor language text reads boring and fails the purpose of literature.Therefore, in translating secular literary works, unlike Bible translation, intelligibility should not be solely stressed. In later years Nida has increasingly realized the problem and in his work From One Language to Another, he no prolonged agrees to the priority of intelligibi lity but places equal weight on intelligibility, readability and acceptability. D. Modification of Dynamic Equivalence and Formal Correspondence Aware of the defects in his dynamic equivalence theory, Nida continues to modify and perfect his theories, including those concerning formal correspondence.He acknowledges that any element in connection with receptor language text is meaningful, including the form For effective impact and appeal, form cannot be separated from content, since form itself carries so much meaning(Nida, 1989 5). If form is sacrificed, meaning is damaged as well, so he cautions the translator not to easily change the form and asks them to achieve as much formal correspondence as possible, which marks a shift from total neglect of form to attaching certain importance to formal elements.Mention should also be made of his replacing dynamic equivalence by functional equivalence in From One Language to Another. No matter how varied the ways of expression of languages are, he holds, they have the same or similar functions, therefore, functional equivalence seems more accurate and precise. E. Risk of imprecise translation The translator is freer from the grammatical forms of the original language, he is more likely to exceed the bounds of an accurate translation, in an effort to speak naturally in the native language.That is, the dynamic equivalence translations are capable of being more natural and more precise than are formal equivalence translations, but they are also more capable of being precisely wrong. Second major contribution Componential analysis To determine the meaning of any form contrast must be found, for there is no meaning apart from significant differences. Nida (1975 31) states If all the universe were blue, there would be no blueness, since there would be nothing to contrast with blue. The same is true for the meanings of words.They have meaning only in terms of systematic contrasts with other words which share certain features with them but contrastwith them in respect to other features. Nida in Componential Analysis of Meaning (1975 32) categorize the types of components into two main types, i. e. common component and diagnostic or distinctive component. a. Common component. This is the central component which is shared by all the lexemes in the same semantic domain or lexical field. b. Diagnostic or distinctive components.They serve to distinguish the meaning from others from the same domain. A very simple example to explain these two types is provided by the words man, woman, son, girl, and other related words in English (Leech, 1976 96). These words all belong to the semantic field of human race and the relations between them may be represented by the following matrix. components man woman boy girl human + + + + adult + + - - male + - + - Table 1. Common and Diagnostic Components of the words man, woman, boy, and girl.In the semantic domain of man, woman, boy, and girl, human is the common comp onent, and they are distinguished by adult, male, female as the diagnostic components. The meanings of the individual items can then be expressed by combinations of these features Man +human +adult +male Woman +human +adult -male Boy +human -adult +male Girl +human -adult -male Before going further with the componential approach, it is important to consider possible differences in the roles of diagnostic components (Nida, 1975 38).The differences can be best designated as (1) implicational, (2) core, and (3) inferential. Implicational component are those implied by a particular meaning, though they do not form an essential part of the core meaning. On the contrary, implicational components remain associated with a meaning, even when other components are negativized by the context. The word repent has three diagnostic components (1) previous wrong behavior, (2) contrition for what has been done, and (3) change of behavior, and the first component is implicational. Whether in a positi ve or negative context, e. . he repented of what he did or he didnt repent of what he did, the implication is that the person in question did something wrong. The negation affects the core components which specify the central aspects of the event, but does not modify the implicational component. The inferential components of meanings are those which may be inferred from the use of an expression, but which are not regarded as obligatory, core elements. In the expression the policeman shot the thief, the thief was killed is the inference, and without further contextual condition assumed to be the case.However, it is possible to deny this inference, e. g. the policeman shot the thief but didnt kill him. At the same time an inferential component may be explicitly stated, e. g. the policeman shot the thief to death or the policeman shot and killed the thief. Conclusion Nida is a great figure that contributed great efforts to the development of Translation Theories. His numerous books ref lect a prominent translator and researcher as well. His major contribution was the introduction of dynamic equivalence which represented a shift in attention of the process of translation.Nidas dynamic equivalence contributes a remarkable insight into translating and helps to create an atmosphere of treating different languages and cultures from an entirely new perspective. The concept of dynamic equivalence, despite having some disadvantages but perfection is inaccessible and the concept really formed a milestone along the road of translation studies and theories Works cited 1. Bassnet, Susan & Andre Lefevere, eds.. Translation History & Culture. London Casell, 1990. Print 2. Catford, J. C. A Linguistic Theory of translation. London Oxford University Press, 1965. Print 3. Eugene A. Nida. Wikipedia Free Ecyclopedia. Web. 7 April 2013. 4. Jin Di Eugene A. Nida. . On Translation with special Reference to Chinese and English. Beijing China Translation Publish Corporation, 1984. print . 5. Nida, Eugene A. Toward a Science of Translating. Leiden E. J. Brill, 1964. Print. 6. Nida, Eugene A. Language Structure and Translation. Stanford Stanford University Press, 1975. Print 7. Nida, Eugene A. Language, Culture and Translating. instill Shanghai Foreign Language Education Press, 1993. Print. 8. Nida, Eugene A. Charles R. Taber. The theory and Practice of Translation. Leiden E. J. Brill, 1982. Print. .

Ocd Abstract

OBSESSIVE-COMPULSIVE DISORDER WHO IS AFFECTED AND HOW TO TREAT IT? Abstract Sometimes we bring forward we know ourselves better than anybody else. But havent you asked yourself why youre acting the direction you act and you cant raze figure the answer out? This tells us that we dont truly know ourselves because there are still questions unanswered. Try to imagine how our air changes to the grade that we are no longer in control of it.We experience strange behavior once in our life but is this really natural or is it a disorder? Obsessive-compulsive disorder is characterized by persistent and repetitive thoughts (obsession) and actions (compulsions). We tend to ignore symptoms and we didnt know that these can lead to a devastating results if left(p) untreated. OCD is a growing epidemic in society and we should take it seriously once we see the early symptoms.It doesnt matter if youre a child, an adult or even if youre on your 60s, everybody can be a victim of this disorder. This disorder may interfere with our daily routine and it can have a bad affect on relationships for some people. Theres a lot of factors causing OCD such as biological, psychological and sociocultural and it can also be inherited and pass on to the next generation without awareness. However, this can be prevented by having enough knowledge to point out what is wrong, and how to treat it.Cognitive-behavior therapy is one of the emerging solution for this disorder. It combines cognitive therapy and behavior therapy by helping clients regularly act out their new ways of thinking and talking in their everyday life. Its never too late to think and look for possible solutions for OCD. Keywords obsessive-compulsive disorder, biological factor, psychological factors, sociocultural factors, cognitive-behavior therapy

An Unpredicted New kind Of Warfare Essay

World state of war wiz continued for four years across a vast and stretching from the English Channel to the northern Swiss border. In 1914 the prediction was that the war would be over by Christmas. At the beginning of the war, The Germans sentiment they could capture France before invading Russia therefore preventing a war on two fronts. tho because of the failure of tactics they couldnt succeed, and this was one of the main precedents the war lasted for such a long period. It was no longer each side trying to capture the other in the war but stopping the enemies movements in trench war out-of-the-way(prenominal)e and using un lawsuitd technology to soften up enemy, if it didnt back fire.Defense was now the key to winning the war and was far superior than the offensive. The trenches were hard to capture by advancing force because of increasing firepower from machine guns. Crossing no-mans land was committing suicide for the soldiery as machine guns could communicate enorm ous damage on advancing infantry.The realization of the advantage of defense resulted in the enhanced rate of advancing technology. This was one of the core reasons for stalemate upon the westbound Front because technology was advancing at such a rapid rate and new inventions were being introduced in a hasty manner. Many of the new inventions were not sufficiently tested and many of the ideas were not thoroughly thought through which resulted in gratuitous delays. Aircraft at the start of the war was used generally for reconnaissance work, spotting enemy trenches and movements before a possible attack. But this alerted the enemys attention and gave them time to prepare resulting in the attackers job being more costly and difficult to infratake. Barbed equip was massed produced on an industrial scale by both sides as barbed wire entanglements were unbreakable for troops, stopped cavalry in their tracks, and slowed troops down completely.Attempts were made to destroy barbed wire with shellfire but the barbed wire is just bring up and often ends up in a bigger mess than before. centilitre swash was premiere introduced in April 1915 by the German army against the French army. Chlorine gas destroyed your respiratory organs and you had a long slow death. But poisonous gas was an extremely unreliable method of attack as the direction of the wind may change at any time and return the poison in the direction of the attacker killing your own troops. Also, as with many other weapons that were developed it can only be used once to an advantage, as their element of surprise is lost. Gas masks were quickly distributed to both sides and gas was not such a great fear as it was first thoughtTanks were invented to be the technical solution to the major problem of both barbed wire and machine guns. They had an armour plate to protect troops whilst attacking and caterpillar traction to allow them to cross-hilly and muddy ground. But the first Mark I tank was a weak and variable weapon. It was used at the Somme in 1916 but neither their performance nor numbers could help win the battle. It was not until Cambrai in 1917 that tanks were used on a large scale. They crunched their way over the barbed wire and German trenches creating a huge hole in the German defenses.A General on horseback commanded his armies in battle up until 1914. After 1914 telephones were working. Battles could be safely won from far away behind a desk. But though this development in communications may seem a great success, but telephones in reality were useless in attack, because the commanders didnt subscribe to a good perspective of the war and didnt know everything as they would be if they were sitting on horse and overlooking the battle which led to troops often pulling back because of lack of communications and broad view of the battle.In 1914 neither the French nor the British armies were trained for trench warfare. They had to adapt which took them some(prenominal) yea rs and accounted for several of their failures and delays. French generals felt infantry charges were a necessity to win the war despite the huge advances in technology. And Germen generals thought that with enough ammo and man power and gradually wearing down the enemy they would win the war.Eventually in 1917 the French army refused to attack any more, only to be because of the horrific numbers of casualties lost for only a few miles gained. A term to explain this was the cannon fodder. The battle of Somme in 1916 is a good example for a shocking case of awful miscalculations by the leadership of both sides Britain lost around 419,000 men for only a strip of land closely 25 km long and 6km wide. These huge loses were imputable to bad planning. The men were untrained and advanced towards the enemy walking and carrying heavy packs on their backs. These big pushes which was a belief shared by British Kitchener and Haig were mere execution of sides troops as they were walking strai ght into machine gun fire.The first World War was the first war between two vastly industrialized economies and factories on both sides mass-produced inconceivable amounts of artillery and ammunition. Industry was under an incredible amount of strain and it was not until 1917 that the munitions industry was able to produce adequate quantities of ammunitions. Railways played a major part in the transportation of troops form one area of the western front to the next along with food and other supplies. Both sides were also both able to keep vent because of the huge numbers of men and supplies continuously brought by trains and trucks. Basically both the central powers and allies were never in a drought of resources.At the extravasation of war on the Western Front, the Allies and the Germans were relatively equal in their strengths and weaknesses. Bad leadership held up many of the British and French attacks resulting in unnecessary numbers of casualties. Germany spread its men out ov er many of the fronts not only in the eastern front, but also in the Western Front. wholeness argument is that if perhaps they had concentrated on only one front they may have had a chance of success as opposed to bedcover out the troops over a large area.The deadlock ended in 1918 when it was broken by eventual collapse of the central powers. It was ultimately contriteness that proved the crucial decider but it was a series of events and inventions that had not happened before which gave way to the end result. The submarine campaign was important as it brought America into the war with fresh troops and much needed resources and resulted in a huge blow to the German morale.In conclusion, there was no one true reason for deadlock on the western front, but that it was due to several problems. Technology advanced too rapidly, generals were not adequately trained for trench warfare. As one quote would say The great war was fought with 20th century weapons and 19th century tactics. Th e war was able to be kept going due to the fact they were both vastly industrialized economies and neither side was able to eliminate the other since and the governments of both sides directed the industries towards mass production of uniforms, ammunitions, ships, explosives etc

Maniac Magee: Summary Essay

Characters Name Jeffery Lionel Magee- ( harum-scarum Magee), Amanda Beale, Mars Bar Thompson, John McNab, Piper McNab, Russell McNab, Earl Grayson, Mrs. Beale, Hester, Lester. Personalty Traits Maniac Magee, the main character, has very kind and a nice personality. He is also brave, and trusted and very athletic. Physical Features Jefferys parents died by a car accident when he was 3 days old.andout QuestionsTitle of the book Maniac MageeAuthor Jerry SpinelliNumber of pages 1-184Name of the main characters Full Name (Jeffery Lionel Magee)- Maniac Magee Genre of the story FictionPlotManiac Magee, lived with his parents until he was 3 years old. His parents died in a car accident. Then he lived with his uncle Dan, and aunt Dot. He left his uncle and aunt when they were annoying in the school auditorium. He went to far away, afterward he left. He wanted to find a home that will be best for him. There he faced many challenges that he overcame, such(prenominal) as a race running backwar ds. Maniac is very athletic, he is also nice. He met a lot of people that liked him of his kindness. All he wanted is a home where it would be best for him. He made the west end (white side of meat) and the easternmost end (black side) be together. Climax Maniac necessitate a new home.Resolution Maniac finds a home, the Beales family said he can stay with them. Maniac also made the east side and the west side be together. Would you change anything about the story I would change the part where Grayson dies because Grayson loved Maniac as much as harum-scarum loved Grayson. It feels like that Grayson felt as a grandfather to Maniac.OpinionThe best part I like about the book is that when Maniac won the race against Mars Bar by running backwards. The least I liked about this book is that when Maniacs parents died, and when Grayson died. The part that truly got watchfulness is when they died, and it feels like something worse is going to happen when is parents died. I visualized thi s book well because this book was really interesting, and even though this book is faction it sounds real. I would recommend this book to students that are in 5th to 8th graders because it teaches you about how difficult it can be when you are an orphan and how the west side and the east side came together.

Developmental Psychology and Life

Understanding Psychology Psychology is e very(prenominal)where, surrounding our daily lives. It upholds us, humans, to overcome difficult ch ei in that respectnges and obstacles we come across. I do not admit my futurity, hardly what I plan on looking forward withal is reverseing as an accountant. As I bilk up to becoming an accountant, using psychological theories go out patron me, but having a self-made c areer does not necessarily mean a successful life. In my opinion, a successful life consists of the job you are blissful to work for and the family you take a shit unceasingly regarded.Throughout the course of this psychological science class, the theories and concepts I got the roughly out of was on infant development. Learning psychology is advantageously worth anyones time if they neediness the drive and aim toward a specific goal and it bequeath definitely help me in life. The psychological concept of problem-solving go away be drillful in my future as alg orithms forget be the most reliant to an accountant. But using heuristics to get done with work more(prenominal) than quickly during a bad day is a solution I need to speak out of too.If I became a well-liked accountant serving many companies and people, it depart be difficult for me to get tout ensemble the work done for every single person. That is wherefore I hope the heuristics I come up with leave behind get the job done quicker. Algorithms are for computers, but we humans learn shortcuts for most things in life. Getting to my goal of becoming an accountant, I want to bring forth the psychological motivation in my theme to achieve the best I can. Motivation is be a huge factor in achieving most obstacles. Having the motivation leave help you rise above others that are looking for the job to serve someone.Also, as I am a Type B person correct now, the nice, calm, relaxed however, I should be more of a hardy personality, the one who has a strong commitment to a specif ic goal in life which will get me to name that motive of being that accountant. It will be easier for me to earn the stain of my future career. Everyone has a goal in life and having a hardy personality will help one achieve and pursue further past the goal. Even becoming a type A person will help me achieve my goals sooner it will end my life more quickly.Psychology has helped me create more motivated in achieving completely the goals I have to look forward to and hopefully achieving in the future. Self-esteem is a major role in everyones life. Before this psychology class, I did not notice my self-esteem level. I assume that I have a high self-esteem because of all the high hopes and smackings I always think of. Having that high self-esteem is essential in life and I hope that I will hold open to have the high self-esteem I have now. I look at myself as if I will live on a successful accountant. I continue to say that I can achieve what I want to achieve if I believe I can. This course has helped me deduct the self-esteem and what I get out from it. Knowing more about it got me to label harder so that I can look at myself, happy. Sternbergs Triangular Theory of lovemaking taught me tercet key components in keeping a relationship strong and healthy. Intimacy, passion, and commitment are what Sternbergs speculation of love consists of. As I grow closer to my significant other, I want to have all three of those elements with her to stick with each other. Working on all three elements is something that I should work on now and passim the future.It will get me closer to my significant other and will provide a more exciting and committed relationship. As I have learned plenty of information throughout the semester, I have learned more on child development more than anything else in the class. I know that it has helped me proceed a soften parent for the future. I am hoping to have a family of my avow someday. It is not a goal that will be easy to acc omplish. The theory of cognitive development has been the biggest meet for me because I have learned the stages of Piaget.I think that is important because understanding the stages and where the child is with the stage it will help me figure out the childs needs and wants. Knowing this will encourage me to become a better father in the future. The stages will help me know why a child did what. Toddlers will be clueless being talked out of doing something they will not understand the lectures you present to them. Learning to ally them a different way will be much more effective and efficient if you understand the different stages of children.The future will provide many great things and having to raise a child the turn down way depending on your child will be greatly beneficial as it will not only please you, but the child will grow up happy. Learning about Eriksons Psychosocial Theory has helped me understand the meaning of true life. What it is intended for and what I have done with my life as of now. I do not remember the time of my early childhood that much, but I know I was taught in a well organized way because you need the early stages strong and immense to develop a strong later stage.Teaching my kids using Eriksons theory will get my children to become strong and well controlled. I want my infant to know that people will be there for her. I want the baby to learn trust instead of mistrust so that she will have a strong base to start off in the right direction of her new life. As she becomes a toddler, I want her to know that she can do things on her own. I do not want to interfere with anything or even look frustrated at her that will make her feel unworthy of doing something which will get her to be shameful and doubtful later on in life. As the toddler grows, I want to encourage her to do things on her own.I want her to take initiative instead of being in guilt all the time. Taking initiative will help her become more of a role model later in li fe and that is what most caring parents want their child to become. During middle childhood, I want my child to know the industry of our culture and to learn the basic skills of our culture. As adolescence hits my child, I want them to understand who she really is and what she is going for. I want her to identify herself and not get mixed up in role confusion. I am in my adolescence as well, and I have figured out where I want to go in life, as I want to become an accountant.I can say I have successfully overcome the role confusion in Eriksons Psychosocial Theory. Knowing Eriksons theory has helped me recognize the later life and what it has to offer me. I want to have the intimacy in my life instead of isolation. Having that special person in my life helps me make every effort to become successful in the future. When I finally hit my middle age, I want to realize that my life is acquire closer to an end and that I cannot live forever. It will help me for my next stage, which will help me understand that I had a purpose in life. I would not want to die in living in regret.Not only do I want to do the right thing for myself, but also I want my family to take time to understand Eriksons Psychosocial Theory. It will help each single person become a better person. In addition, learning the theme in the door and door in the face effect will greatly impact what I can get out of life. The foot in the door effect is when you start off with something subaltern and then you add on something small. In the future if I am planning on getting married, I could get hold of my parents if they are willing to buy something small for the wedding such as, invitation aper. indeed as I get them to accept my request, I add on something small again such as, flowers. and then add on more and more eventually, my parents will be paying a large measure for the wedding. However, the door in the face effect is something different. It is when you ask for something big where they will say no. Then putting out something big again but is easier to do, so that someone will do it because they will feel bad for saying no. This could be useful when I ask for a raise, but I ask for a large amount where I will get denied.Then I ask for something smaller so that I will be able to acquire even a raise. That is why the foot in the door and door in the face effect will be very useful to me in the future where my expenses will be much higher than it is now. In conclusion, psychology has presumptuousness me the opportunity to help go through life step by step for the aspirations I have. Having aspirations are important in the process of moving forward in life and I know that psychology has helped me move forward. Learning material that will make my future a whole lot better is more fun to learn about than material I may never have to use again.Learning about the different stages in Piagets stages as well as Eriksons Psychosocial Theory will be useful for a child in the futur e. As well as providing the information of motivation, self-esteem, types of personalities, and problem-solving will help me for my future career. I want to use the knowledge of psychology to help me achieve the happy life that will be the best for me. Learning about Sternbergs Triangular Theory of Love will also help me get the most out of a relationship and be triumphal to be with someone I will truly love.

Swot Analysis College

SWOT abstract Lauren Fischer October 29, 2012. SWOT Analysis Strengths Location Low savant to instructor ratio Weaknesses Crime College Mission/ plenty Lack of Diversity Threats Economy Peer Insitutions Opportunities Economy orthogonal fundraising efforts Strengths Location Low student to teacher ratio Weaknesses Crime College Mission/Vision Lack of Diversity Threats Economy Peer Insitutions Opportunities Economy External fundraising efforts Strengths Location The college may bene? t most from its location.The location may have little to do with the inner workings of the college, but it is one of the most attractive features about the college. The campus aesthetics, historical surroundings and law of proximity to the beach processs it an attractive location for prospective college students and helps increase enrollment. The quality of life here is rated highly which non only couchs students to enroll, but haps to high retention rates amongst the student body. Student to Teac her Ratio The student aptitude ratio stands at 1691 which allows an intimate acquisition environment for the students.The The faculty is bright and genuinely c ar about the students. Students get to experience an availability to their professors and a personalized learning experience. This bene? ts the students and allows them to excel academically throughout their time at the college of charleston and establishes a mutual respect and beloved relationship between the students and faculty. Students come here seeking that direct of attention and leave the school receiving much than they expected. Weaknesses Crime The College lies in the heart of downtown dance, which neighbors North Charleston.North Charleston is regarded as one of the most serious cities in the nation. Crime draws bad publicity and damages student morale. While more students who are expecting an urban environment and have an understanding that there are dangers with living in a city, the crime level may hinder perspective students from enrolling. Theft is an issue on campus for many of the students. College Mission/Vision concord to Charlestons strategic plan for the year of 2012, the college has failed to assert itself in the club. Internal and external constituents are often computed about the Colleges missions, questioning whether it is the states liberal arts college or a super university, private or public, a teaching or a research institution. (Strategic Plan, p. 2) Two- thirds of the students at the College of Charleston are earning degrees in the liberal arts and sciences and most of the faculty and students regard the school as a liberal arts college. The state of South Carolina considers College of Charleston to be one of the ten comprehensive institutions.Lack of Diversity The College of Charleston has increased its academic quality and quality of life signi? whoremastertly over the years. Its student body remains overwhelmingly white, female, middle class. The colleges current strategic plan says that percentage of students from diverse ethnic groups at the College of Charleston is the lowest of any of the states four-year colleges and universities. The lack of variety may hinder enrollments, especially those students looking for a unique urban experience. The school should try to break off strategies or programs that might attract more students from diverse backgrounds.Opportunities Economy While for many reasons the economy can be seen as a threat, and in todays world it is a threat for many colleges across the nation, it is an opportunity in disguise. Because of the economic downfall, many adults have been let go from there jobs. many another(prenominal) people who have become unemployed over the last few years have do the decision to return to school. Enrollments are up, and people are ? nishing their degrees and receiving in the altogether ones. In result, the college is receiving more money from new enrollments and helping adults conti nue their future.External Fundraising Efforts The college has a strong presence and history in the city of charleston. The school needfully to utilize that presence and seek out external fundraising efforts and support. According to College of Charlestons strategic plan, the colleges external resources have been historically weak and remain signi? cantly behind the level of of success in compeer institutions. There seems to be an issue of underfunding throughout the college, but increased relations with external resources can rear endowment resources and continue on with future growth of the college.Threats Economy While the current economy could lead to possible opportunities for the college, it stands as an obvious threat the the college and its operations. State appropriation combined with other operating revenues make up only 20 percent of the budget, making the College Substantially considerent on tuition revenues. The college cannot depend on state sources alone to fund fu ture growth. In our current economy, people are pinching their pockets and deliverance money in any way that they can.In result, many are opting out of college or going to community colleges instead. There is a higher demand for loans and scholarships than ever before. The College is currently unable to offer all merit students competitive scholarships and ? nancial aid. People are hurting everywhere, usual donors and alumni are cutting their costs and providing less donations to the college or none at all. This causes in shortages for technology, facilities, and athletics. Peer Institutions Peer institutions have always and will always be a threat to the College of Charleston.People are going to less urban schools where the cost of living is cheaper. The College is not sound known for their sports and does not have a football team, so many schools with strong athletics draw in more students who desire the camaraderie big athletics brings to a university. Salaries and bene? ts fo r faculty and staff has not kept pace with our competitors. This could cause lowered retention and recruitment among the staff and faculty at the college and College Of Charleston could risk losing their strong reputation.All of these weaknesses in the colleges internal and external workings stand as a bene? t for other institutions and pose as a threat to the success of the College of Charleston. Sources The College of Charleston http//www. cofc. edu/strategicplan/ The Princeton Review http//www. princetonreview. com/schools/college/CollegeAcademics. aspx? iid=1022 883 College fink http//collegeprowler. com/college-of-charleston/ Post & Courier http//www. postandcourier. com/article/20121016/PC05/121019443/1010/conde-nast-charleston-top-tourist-cityin-the-world

Creating Performance Goals and Measures for Your Charter School Essay

This document is designed to endure guidance and assistance in developing reasoning(a) goals and measures both learningal and organizational for inclusion in your charter agreement with Authorizing Agency. The following guidance focuses oddly on providing deeper guidance for developing strong educational goals and measures i.e., those that will comprise the faculty member and Student Non-Academic military operation indicators of your charter agreement. This task demands particular attention because educational surgical operation indicators argon often more ambitious to state in substantive, objective terms than ar non-educational measures, such as those focusing on organizational and Management Performance (the third category of death penalty indicators required for your charter agreement).However, the principles for developing all of these types of goals and measures argon very similar thus, to the extent applicable, you should follow the guidance in these pages for d eveloping your non-educational goals and measures as well. I. General Criteria for Goals Goals should be SMARTSpecific and Tied to Standards Measurable Ambitious and Attainable reflective of Your Mission Time-Specific with Target accompaniment1. Specific A well-defined goal must be specific, clearly and concisely stated, and easily understood. Academic goals should be buttoned to academic standards that specify what students should This document was first developed by Margaret Lin as a guidance tool for the Charter civilises Office of Ball State University (IN) to offer to the conditions it oversees. It has been fit for distribution at the Annual Conference of the National Association of Charter discipline Authorizers, Nov. 13-14, 2003, San Diego, CA. Many of the concepts, definitions and principles in these pages are adapted from the following sources Measuring Up How Chicagos Charter Schools Make Their Missions Count, by Margaret Lin (Leadership for Quality Education, 2001) Guidelines for indite Charter School obligation Plans, 2001-2002 (Charter Schools Institute, State University of New York), http//www.newyorkcharters.org/charterny/act_ cast.html and Some Expectations Regarding the Contents of Charter School Accountability Plans, District of Columbia Public Charter School Board. hump and be able to do, for individually present or content area and for each grade, age, or other grouping take. Equally important, academic goals should be developed with solid intimacy of students baseline act levels.2. Measurable A goal should be tied to measurable results to be achieved. Measurement is then simply an judgement of success or failure in achieving the goal. 3. Ambitious and Attainable A goal should be challenging yet attainable and realistic. Academic goals should be base on a well-informed sound judgement of your shallows capacities and your students baseline achievement levels. 4. Reflective of Your Mission A goal should be a natural outgro wth of your school mission, reflecting the schools values and aspirations. 5. Time-Specific with Target Date A well-conceived goal should specify a clip frame or target date for achievement. Ball State expects its charter schools to specify both long-term goals that each school expects to achieve by the end of its fourth year of operation, along with annual benchmarks that will enable the school, authorizer and other stakeholders to monitor and assess the pace of progress.Definitions of Key Terms To develop adequate study goals and measures, schools should startle with a clear understanding of a few essential terms Goal A clear, measurable record of what students will know and be able to do in order to be considered meliorate after a authoritative length of time attending the school. Standard A clear, measurable statement of what students will be expected to know (a content standard) or be able to do (a operation or skill standard) at a tending(p) touch in their developmen t, usually each year and at graduation. (Standards are usually defined grade-by-grade and subject-by-subject, and are thus more specific than but incumbent to support overarching school goals.)Assessment (sometimes also measure) A method, tool or system to measure and abut student progress toward or mastery of a particular learning standard or goal. (Examples A exchangeable test, or a portfolio-judging system) Measure An application of an assessment that defines progress toward or progression of a goal and indicates the level of transactance that will constitute success.(Example Students at the Successful Charter School will improve their performance on the reading portion of the Stanford-9 by at least 3% per year, on average.) Assessments and by extension, measures should be valid, reliable, and demonstrate scoring consistency Valid Assesses the skill or knowledge it is intended to assess. Reliable Provides consistent results when taken repeatedly by the student at a g iven point in his/her development, as well as by other students at the same point in development. Scoring Consistency Produces consistent nocks, ratings, results or responses when a particular assessment tool, scoring guide or rubric is employ by different evaluators to assess the same student performance or work sample.3II. Essential Principles to Guide the Development of Sound educational Goals and Measures Your mandate as the manipulator of a charter school is not just to teach well but also to demonstrate objectively in ways that are clear, understandable and credible to a variety of external audiences that you are doing so. Thus, you must measure and report academic progress precisely and extensively. Distinguish between goals and measures. Goals are the beginning point, but require valid, reliable ways to measure and demonstrate that you make achieved them. Make sure that your goals are clear, specific and measurable. Your measures for attainment of those goals should describe how you will assess progress, and how much progress will constitute success. Educational goals must be connected to a well-defined set of learning standards for both content (what students should know) and performance (what students should be able to do).Such standards should exist for every(prenominal) subject or content area and each grade, age or other grouping level in the school. Focus on outcomes and evidence of learning, not inputs. For example, participation rates or the number of hours spent on an activity are not fitted measures of success. Participation and investment of time arenecessary first steps, but they are inputs, not measures of learning and accomplishment. In developing goals for your accountability plan, focus on whats most important.Ten or less clear, well-chosen and carefully measured educational goals (for both Academic and Student Non-Academic Performance) should allow you to provide a convincing story of your progress and achievements and wil l be more effective than listing a score of vague, trivial, redundant or hard-to-measure indicators. The measures you develop to assess achievement of each goal, if not based on standardized assessments, should be demonstrably valid and reliable. (The attached framework will provide some help in developing stiffness and reliability of assessments.)A Note on Defining Standards Milestones on the Path to Broader School Goals Educational goals must be tied to clear content and performance standards specifying what you expect your students to know and be able to do in order to graduate or be promoted to the next level. These standards need unaccompanied to be referenced in your accountability plan, but they form the foundation of your schools education program. As such, selecting and developing grade-bygrade, subject-by-subject standards is an essential component of accountability planning that goes hand-in-hand with broader goal-setting. Of course, many of your school standards will b e Indiana state standards.However, most schools befuddle important aims beyond the state requirements, and developing these supplemental standards is a technically challenging task. It usually consists of several steps, including 1. Articulating desired characteristics of educated students at a general level or setting yourschools overarching goals 2. Breaking these general qualities and goals into more concrete graduation or exit standards and 3. Benchmarking these exit standards down into specific and measurable grade-age-level content and performance standards.2III. Practical Steps for create Sound Educational Goals and Measures Define a set of goals that describe what success will look akin at your school. These goals should be carefully selected to reflect the breadth and depth of your mission, and should answer critical questions such as How will you know if your school is succeeding (or not)? What will be important characteristics of educated students at your school? Wha t will students know and be able to do after a certain period of time? Outline your goals in precise, declarative sentences.Example All students at the Excelencia Charter School will be proficient readers and writers of Spanish within four years of enrolling. Identify at least one and mayhap multiple measures to assess and demonstrate progress toward each goal. These measures must indicate both (1) the level of performance you will expect your school or students to achieve, and (2) how much progress will indicate success. (It is not fitted to say youll administer a certain type of assessment you must explain how you expect your students to perform on it to demonstrate progress and success.)Adapted from Accountability for Student Performance An Annotated Resource Guide for do an Accountability Plan for Your Charter School (Charter Friends National Network, 2nd ed., 2001), p. 5, http//www.charterfriends.org/accountability.doc.You may develop different types of measures to assess (1) absolute achievement (2) student growth or gains or (3) achievement compared to other schools. (The box under provides an example of different ways to measure achievement of the same goal.) For every goal, choose means of assessment that make non-attainment of the goal as objectively apparent as success. That is, the assessment(s) should tell you (and external audiences) immediately whether you aim achieved a particular goal or not. Make sure that your measures of student learning are based on knowledge of your students baseline achievement levels. Without such knowledge, your measures will not be meaningful or realistic. Set long-term goals as well as intermediate (typically annual) benchmarks to assess progress.Administer assessments corresponding to this timeline to provide longitudinal data over the term of the charter. To have time to counter learning deficits that students may have upon entering your school, you may consider setting certain goals for students who have been enrolled in your school for a certain period of time, such as students who have been in the school for at least collar years. For every measure you develop, ask yourself, Will this measure be readily understandable and credible to someone who doesnt spend a day or a week in our school getting to know us?Remember, your school will be judged by the media, community leaders and the public at large, in addition to your authorizer and parents. For measures not based on standardized tests, establishing external credibility typically requires demonstrating validity and reliability. (The attached framework offers an overview of one way for schools to do this.) Understand what data you will need to fill to support each measure. Remember, if you have no data, you have no case proving your schools achievements. Likewise, if you have insufficient data, you have an insufficient case.There is no single best way to measure achievement of a particular goal. As charter schools, you are free to cho ose measures that you prefer, provided that they are also meaningful and persuasive to external audiences. The following example shows how three different measures might be applied to a single learning goal. (These goals could be developed by one school or by three different schools that have the same goal.) Note that each measure describes how progress will be assessed and how much progress will constitute success. The third measure allows the school to assess skills beyond those measured on standardized tests, and would thus require some demonstration of validity and reliability or be used in addition to externally validated assessments.