The Long Girl essays

The Long Girl essays Many novels are so successful in selling that producers can't wait to put the story onto the big screen. Most of times, the original novel is way better than the movie because its able to capture and let the reader know the exact emotions of each individual character, and all the symbols and events that happen throughout the book. In the novel the reader is able to use their imagination. This is what the author William Golding was trying to do in the novel "The Lord of the Flies." Overall, the novel is better then the movie because it has better description of the characters feelings, and symbols that has a true meaning in the story. First of all, the classic movie, "The Lord of the Flies," seems to be missing some things involving the characters. I think the reason to this is the time they have for the movie, so the character's role and his true feeling are not real or believable unlike the novel. In the novel, the readers can see how Piggy really feels and that he was being treated as an "Outsider" but, in the film version the audience doesnt clearly see the true feelings of Piggys emotion. Other characters in the movie such as Simon and Roger are so like no there in the movie so it puzzles the viewers because the movie doesnt show their roles. The movie failed in showing Simon as a "Christ" figure and Roger's evil nature. On the other hand, the novel has all these ideas and allows the reader to use their creativity and most of all their imagination. So, since the movie wasnt able to give the audience more information about the characters, their role, and their emotions, the novel is much more effective and ha s more information. Secondly, the novel gives the reader more insight into the story with the authors use of symbols. The novel is able to do this because it in depths the most important messages and serious incidents. For example, Piggy's glasses represent civilization, but once ...

5 Types of Unnecessary Hyphenation

5 Types of Unnecessary Hyphenation 5 Types of Unnecessary Hyphenation 5 Types of Unnecessary Hyphenation By Mark Nichol The sentences below, each followed by a discussion and a revision, illustrate various ways in which a hyphen is used extraneously. 1. He adds that cities should be forced to follow a federally-defined law pertaining to what kinds of benefits restaurants should be required to provide to their employees. Because adverbial phrases such as â€Å"federally defined† (where the adverb federally modifies the adjective defined, which in turn modifies a noun) so closely resemble adjectival phrases such as â€Å"little known† (where the adjectives little and known combine to modify a noun), and phrases in the latter category are usually hyphenated before a noun, adverbial phrases are also often (incorrectly) hyphenated. Here, as in the case of all adverbial phrases ending in -ly, â€Å"federally defined† is not hyphenated: â€Å"He adds that cities should be forced to follow a federally defined law pertaining to what kinds of benefits restaurants should be required to provide to their employees.† (However, flat adverbs- those lacking the -ly ending- are hyphenated to an adjective when the adverbial phrase precedes a noun, such as â€Å"high ranking.† 2. Most of them are small- and medium-sized cities many people may never have heard of. Small is followed by a hyphen here as if it constitutes a case of suspended hyphenation, where a repetition (in this case) of sized is implied, but the two elements modifying cities are not â€Å"small sized† and â€Å"medium sized,† but rather small and â€Å"medium sized,† so the hyphen after small is erroneous: â€Å"Most of them are small and medium-sized cities many people may never have heard of.† 3. The film was among the highest-grossing that year. A phrasal adjective is generally not hyphenated when it follows the noun it modifies: â€Å"The film was among the highest grossing that year.† (Alternatively, retain the hyphen but insert a synonym for the noun after the phrasal adjective, as in â€Å"The film was among the highest-grossing releases that year.†) 4. The developers proposed to phase-in that part of the project over the course of several years. â€Å"Phase in† consists of a verb and a preposition, which have no need of a hyphen to signal their interrelationship: â€Å"The developers proposed to phase in that part of the project over the course of several years.† (This error likely exists as a result of a confusion of the phrase with its use as an adjectival phrase, where a hyphen is valid, and as the noun phase-in, similar to built-in.) 5. Jones is a past-president of the organization. In this sentence, past is an adjective modifying president, and as such, it should not be attached to the word it modifies: â€Å"Jones is a past president of the organization.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Congratulations on or for?"Gratitude" or "Gratefulness"?How to Treat Names of Groups and Organizations

Debate outline Research Paper Example | Topics and Well Written Essays - 500 words

Debate outline - Research Paper Example The ethical dilemma for the medical profession and the family of the afflicted individual give rise to ongoing debates. Both sides present strong arguments for their side. II. Facts for Pro and Con side a. Pro side-Seven facts to support the Pro side of the debate In more ways, the aging group is more susceptible to developing clinical conditions that require extensive hospitalization, as most present protracted medical status; however, the exact pathophysiological path towards worsening condition remained indefinable (Kaufman, 2009). As such, clinical practitioners may try a number of treatment procedures with vague clinical presentation, possibly even during critical times in patient status, but these measures may remain in futile attempts as they do not target the exact cause of geriatric condition. In most cases, the education and vast clinical experiences that health professionals have acquired in academic and clinical settings do not assure that they are no longer liable to mak e clinical errors, especially on the side of the â€Å"omnipotent† physicians in predicting the outcomes of patients’ condition and course of disease process.

Assessment Analysis Essay Example | Topics and Well Written Essays - 1250 words

Assessment Analysis - Essay Example Hence, educating the ESOL students with intellectual programs such as IT can emerge as a challenging process. It is worth mentioning in this regard that effective learning of IT requires the learners to possess skills in terms of numeracy and language application where the ESOL students are commonly observed to lack behind (Lawton & Turnbull, 2007; Kambouri & et. al., 2006). It is in this context that the effectiveness of a particular learning process, such as IT, depends on its assessment process by a considerable extent where the limitations possessed by individual ESOL students are addressed and mitigated within the classroom environment (Rust, 2002). Reviewing Two Assessment Methods The assessment method of observation in the classroom provides an opportunity to teachers to effectively and rationally recognize the various developmental needs of individual students from a comparative perspective. Observation also allows teachers to conduct continuous interaction with the students and gain better knowledge regarding their perceptions, individual competencies, individual limitations and other factors which strongly influence their behaviour as well as learning performances with regard to learning IT skills. Additionally, observation also assists in the proper identification of the distinctive learning needs among the students by allowing the comparison of one student with their peers in the classroom setting. It can be stated that as IT skills consist of diverse practical skills, thus observation can be regarded as a key assessment method. This method can significantly facilitate to enhance the level of motivation of a learner as development needs and lacunas can be better assessed by this method (Crown, 2004). Another assessment method that has proved to be quite effective when teaching IT to ESOL students is the application of practical tests. As mentioned by Kambouri & et. al. (2006), literacy skills are highly required among students when learning IT. Howe ver, owing to the behavioural limitations of the ESOL students and lack of knowledge in English language, the literacy rate is quite likely to differ from one group to the other as well as in the individual level as well. It is in this context that the practical test process aims at evaluating the literacy skills possessed by the students based on quantitative raking system where the learners are required to solve few IT problems through multiple-choice questioning by applying their obtained knowledge and skills learnt through the education process. Strengths and Weaknesses of Observation and Practical Test Assessment Methods Observation Method Strengths: Through continuous observation, teachers can maintain a record of students to identify the IT related skills as well as limitations possessed by individual students which are often non-verbally communicated by the students’ attitudes This process allows the observers, i.e. the teachers to prepare the IT related tasks accordi ng to the requirements and capabilities of the learners Comparison of the development of one student in comparison to the other with regard to

Interesting Facts of the Crucible :: Essay on The Crucible

Interesting Facts of the Crucible The Interesting Facts of The Crucible Was The Crucible, by Arthur Miller, just an â€Å"irrational fear?† (Arthur Miller’s The Crucible: Fact & Fiction Par.1). The panic of Communism during the Cold War and Senator Joseph McCarthy’s anti-communist hearings on February 3, 1953 led to this â€Å"irrational fear.† There are several major differences from the true version of the story and Miller’s version. These differences could have made the whole event much more interesting and eerie. Many specific details were overlooked that could have changed the play around. For example, Parris’ wife was not dead. In Miller’s play he refers to the group of girls as Abigail’s girls, but there were many other girls that were included in the group of the â€Å"afflicted†. Another difference that could have reconstructed how the play was is Abigail’s age. Because Miller used different context from the event, the true facts of history could have made the play muc h more interesting. In Miller’s play, Reverend Parris says â€Å"...my daughter...† (1.7). Reverend Parris mentioned he has a daughter and he is a widower. However, â€Å"Betty Parris’ mother was not dead, but very much alive at the time† (The Crucible: Fact & Fiction Para.5). Betty Parris’ mother really died 4 years after the events had taken place. This fact could have changed the total out-come of Miller’s play. If Betty had a mother figure, perhaps she would not have been lured into Abigail’s malicious ways. Since Abigail and Betty are cousins, Betty’s mother could have played as a mother figure for Abigail. Abigail would not have been such a troublemaker if she had a role model. This fact could have changed how Miller’s play was put together, and it could have made the play more interesting. In The Crucible, Miller mentioned that Abigail and her followers were just a bunch of teenage girls. In reality, Abigail’s group did not just consisted of teenage girls. Abigail’s afflicted group not only consists of teenage girls, but it consists of men and women. Some of the people from Abigail’s â€Å"afflicted† group are Sarah Bibber, John Indian, and Ann Putnam. The â€Å"afflicted† group could have consisted of many more people, and they could have had a bigger, stronger effect on the whole hype.

Compare and Contrast: New England and the Mid Atlantic

Compare and Contrast: New England and the Mid Atlantic Colonists began arriving in the Americas in the early 1600’s. Some were seeking wealth and opportunity in the New World, others fleeing from persecution in their native country. Two distinct regions of the 13 British colonies were New England and the Mid Atlantic and though the two areas were governed by the British, in some ways they were quite different. Though they share similar backgrounds, the New England and Mid Atlantic regions differed in the structure of their economy, their tolerance of religions, and the structure of their self-government.The North American colonies were all rich with resources; as part of the mercantilist system, raw materials were what the colonists sold to England for profit. Each region had their own specific contribution to this system; colonists in the Mid Atlantic region grew crops such as wheat, rye and flax. The climate and soil of the Mid Atlantic region was well suited for the cultiva tion of grains, and the Mid Atlantic colonies became known as the â€Å"bread basket colonies†. By contrast, the New England region experienced long, cold winters and had rocky soil unsuitable for an economy based on farming.The New England region mainly traded furs, timber, and fish. Religion was a very important aspect of colonial life; many people came to America in search of religious freedom. The New England colonies were predominantly Puritan, and the Puritans wanted everyone to worship as they did. In order to ensure the Puritan way of worship was practiced, punishments were given to those who did not oblige. There was greater religious diversity in the Mid Atlantic region, including Quakers, Catholics, and Protestants.The Mid Atlantic colonies were the most diverse in America, and such an assortment made the dominance of one religion difficult. Finally, the colonial regions all had forms of self-government as they sought to assert local control. In the different regio ns, the priority of the colonies was very important in the formation of the governments. In the New England colonies, strict democratic law was practiced. Only men in good standing with the church were allowed to voice their opinions at the town hall meetings which decided laws.By contrast, in the Mid Atlantic colonies landowning men were represented, and political power was in the hands of the wealthy. The colonies of North America have similar origins and purposes, but are quite different in many ways. The New England and Mid Atlantic regions of colonial America were similar because of their role to England, the importance of religion and the fact that they were self-governing, but were different because of the resources found in each region, religious tolerance, and how one received the right to take part in politics.

Margaret Beaufort Facts and Timeline

Also see: Margaret Beaufort Biography   Margaret Beaufort Facts Known for:  founder of the (British royal) Tudor dynasty through her support for her son’s claim to the throneDates:  May 31, 1443 – June 29, 1509 (some sources give 1441 as birth year) Background, Family: Mother: Margaret Beauchamp, an heiress. Her father was John Beauchamp, and her first husband was Oliver St. John.Father: John Beaufort, earl of Somerset (1404 – 1444). His mother was Margaret Holland and his father was John Beaufort, first earl of Somerset.Siblings: Margaret Beaufort had no full siblings. Her mother had six children with her first husband, Oliver St. John Margaret’s mother, Margaret Beauchamp, was an heiress whose maternal ancestors included Henry III and his son, Edmund Crouchback.   Her father was a grandson of John of Gaunt, Duke of Lancaster, who was a son of Edward III, and of John’s mistress-turned-wife, Katherine Swynford. After John married Katherine, he had their children, given the patronym Beaufort, legitimized through a papal bull and royal patent.   The patent (but not the bull) specified that the Beauforts and their descendants were excluded from the royal succession. Margaret’s paternal grandmother, Margaret Holland, was an heiress; Edward I was her  paternal ancestor and Henry III her  maternal ancestor. In the wars of succession known as the Wars of the Roses, the York party and the Lancaster party were not completely separate family lines; they were much interconnected by family relationships.   Margaret, though aligned with the Lancaster cause, was the second cousin of both Edward IV and Richard III; the mother of those two York kings,  Cecily Neville  was the daughter of  Joan Beaufort  who was the daughter of John of Gaunt and  Katherine Swynford. In other words, Joan Beaufort was the sister of Margaret Beauforts grandfather, John Beaufort. Marriage, Children: Contracted marriage with: John de la Pole (1450; dissolved 1453). His father, William de la Pole, was Margaret Beaufort’s guardian. John’s mother, Alice Chaucer, was the granddaughter of the writer Geoffrey Chaucer and his wife, Philippa, who was the sister of Katherine Swynford.   Thus, he was a third cousin of Margaret Beaufort.Edmund Tudor, Earl of Richmond (married 1455, died 1456). His mother was Catherine of Valois, daughter of King Charles VI of France and widow of Henry V. She married Owen Tudor after Henry V died.   Edmund Tudor was thus a maternal half-brother of Henry VI; Henry VI was also a descendant of John of Gaunt, by his first wife, Blanche of Lancaster.Son: Henry Tudor, born January 28, 1457Henry Stafford (married 1461, died 1471).   Henry Stafford was her second cousin; his grandmother, Joan Beaufort, was also a child of John of Gaunt and Katherine Swynford.   Henry was a first cousin of Edward IV.Thomas Stanley, Lord Stanley, later Earl of De rby (married 1472, died 1504) Timeline Note: many details have been left off.   See: Margaret Beaufort biography 1443 Margaret Beaufort born 1444 Father, John Beaufort, died 1450 Marriage contract with John de la Pole 1453 Marriage to Edmund Tudor 1456 Edmund Tudor died 1457 Henry Tudor born 1461 Marriage to Henry Stafford 1461 Edward IV took crown from Henry VI 1462 Guardianship of Henry Tudor given to a Yorkist supporter 1470 Rebellion against Edward IV put Henry VI back on throne 1471 Edward IV again became king, Henry VI and his son both killed 1471 Henry Stafford died of wounds suffered in battle on behalf of the Yorkists 1471 Henry Tudor flees, went to live in Brittany 1472 Married to Thomas Stanley 1482 Margarets mother, Margaret Beauchamp, died 1483 Edward IV died, Richard III became king after imprisoning Edwards two sons 1485 Defeat of Richard III by Henry Tudor, who became King Henry VII October 1485 Henry VII crowned January 1486 Henry VII married Elizabeth of York, daughter of Edward IV and Elizabeth Woodville September 1486 Prince Arthur born to Elizabeth of York and Henry VII, Margaret Beauforts first grandchild 1487 Coronation of Elizabeth of York 1489 Princess Margaret born, named for Margaret Beaufort 1491 Prince Henry (future Henry VIII born) 1496 Princess Mary born 1499 1506 Margaret Beaufort made her home at Collyweston, Northamptonshire 1501 Arthur married Catherine of Aragon 1502 Arthur died 1503 Elizabeth of York died 1503 Margaret Tudor married James IV of Scotland 1504 Thomas Stanley died 1505 1509 Gifts to create Christs College at Cambridge 1509 Henry VII died, Henry VIII became king 1509 Henry VIII and Catherine of Aragon coronation 1509 Margaret Beaufort died Next:  Margaret Beaufort Biography