Sunday, April 26, 2020
Social Networking Essay Example
Social Networking Essay Social Networking Name: Course: Date: We will write a custom essay sample on Social Networking specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Networking specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Networking specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Social Networking Writers Address: October 17, 2012 Receivers’ Address: Dear Principal, RE: REQUESTING FOR SOCIAL NETWORKING TOOL IN THE CLASSROOM The classroom is in constant need for improvement when it comes to the learning process. This process is effective especially if the motivation of the learner is high. The motivations arise from skills and tools teachers use in the pedagogical process. The social networking capabilities are increasing in all parts of the society. In view of this, I recommend that the learning process in the classroom setting adopt a social networking approach, specifically Facebook, to create a more interesting learning process. Many benefits can accrue from using Facebook in the classroom setting and it would be important to implement it in our classrooms. The potential benefits include creating a more enjoyable learning environment, which will ensure that learner morale is always up. Another benefit is that learners can understand that learning is not restricted to the school (William Chin, 2009). His opens up a new world of learning outside the school environment (Bosch, 2009). Students can engage in on line discussions about ongoing lessons with individuals on Facebook, making discussions in class more engaging and more informative by drawing necessary information from the Facebook friends. The students can also transfer the classroom at home by getting personalized attention during home based consultation. The free usage of social networking in classroom setting creates a friendlier environment since the teacher is no longer viewed as the one who inhibits the use of social networking in the classroom (Chen Bryer, 2012). However, there are risks involved in allowing Facebook in the classroom setting. Top on the list is the concern of teacher and students relationships and the issue of privacy (Bosch, 2009). This in turn may alter the desired outcome from using the social networks as a leaning medium. It is also a concern that a teacher’s private life should remain just that. It is unfortunate that a teacher may lose their jobs just by what has been seen of their Facebook page (Chen Bryer, 2012). While the proposal is noble, Facebook in the classroom is more likely to create more distractions in class and in the end reduce students’ achievement levels. There is also creates the possibility of poor curriculum delivery since the teacher will always be fighting for attention against the social network in use (Chen Bryer, 2012). The teachers who may feel that maintaining societal distance between him and the learner may still need to be upheld. Teachers may therefore want to create separate profiles to detach their personal and professional lives. However, such thought may inhibit the teacher’s ability to deliver the content over the social networking systems (Chen Bryer, 2012). This is because the teacher limits the full social interaction experience and only reveals a nature that has deterred consultation in the past. This in turn disadvantages the student in terms of the content received from the teacher through Facebook. The limitations identified make the proposal seem improbable or unrealistic. However, current trends in the classroom setting suggest that learners may be more resistant to traditional methods of teaching (Bosch, 2009). Facebook offers a new way through which learning is more interesting to the learner. The benefits for Facebook use in class are clear yet the limitations cannot be ignored, therefore, undertaking this proposal would require apt measures that will enable students and teachers to gain maximum advantage from the use of Facebook (Bosch, 2009). It may desire that you may overlook the obvious limitations seek solace in the benefits attached to the proposal. Sincerely, Name: References Bosch, T. E. (January 01, 2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communicato Pretoria-, 35, 2, 185-200. Chen, B., Bryer, T. (February 20, 2012). Investigating instructional strategies for using social media in formal and informal learning. International Review of Research in Open and Distance Learning, 13, 1, 87-104. Williams, J., Chinn, S. J. (January 01, 2009). Using Web 2.0 to Support the Active Learning Experience. Journal of Information Systems Education, 20, 2, 165-174. Social Networking Essay Example Social Networking Essay Attention Getter: Has anyone here ever added someone on a social networking site, whom you did not know? Well Megan Meier did and it was the tragic end of her. II. Reveal the topic: Today I will be discussing with you, social networking sites and the unhealthy effects it has on our society. III. Establish credibility: I myself am associated with social networking sites, and know firsthand the dangers they can cause. And for the past couple of days I have been researching how harmful they can be to a person. IV. Goodwill:I feel like in this day and age our society uses social networking as their way to communicate, and were losing personal contact with each other. V. Main body points: Today I am going to discuss with you the three most common dangers of social networking. A. Addiction B. Cyber bullying C. Sexual harassment Body I. Peoples addiction to social networking sites is fast on the rise, according to a study which said an increasing number of Facebook and Twitter users check t heir accounts first thing in the morning while some look at their social media messages even while having sex.A. 66% of online Americans use social networking sites today, up from just 20% in 2007. However, whats notable is that its an increasingly additive activity 43% of people visit multiple times each day. 1. The Gadgetology study asked consumers how they felt about being interrupted at various times and occasions for an electronic message. While 33% said they did not mind being interrupted by message updates during a meeting, 76% said they can take a break from their meal to check their accounts.Transition: So now that you know a little bit about how addicting social networks can be, let me tell you about the cyber bullying that goes on in social networks and its effects. II. Cyber bullying affects many adolescents and teens on a daily basis. A. It can be very damaging. Cyber bullying could lead to anxiety, depression, and even suicide. Also, once things are circulated on the Internet, they may never disappear, resurfacing at later times to renew the pain of cyber bullying. 1. Cyber bullies think that bullying others online is funny.They may not realize the consequences for themselves of cyber bullying. The things teens post online now may reflect badly on them later when they apply for college or a job. Cyber bullies may face legal charges, and if the bullying was sexual in nature or involved sexting, the results can include being registered as a sex offender. Teens may think that if they use a fake name they wont get caught, but there are many ways to track someone who is cyber bullying. B. Despite the potential damage of cyber bullying, it is alarmingly common among the youth. . According to statistics from the i-SAFE foundation of cyber bullying, Over half of adolescents and teens have been bullied online, and about the same number have engaged in cyber bullying. Transition: I just discussed with you about the dangers of cyber bullying, I’m no w going to talk with you about the sexual harassment on social networking sites. III. 16 percent of teens have considered meeting someone that they have only talked to online and 8 percent have actually met someone they only knew online. A.Currently, there are over six hundred thousand Registered Sex Offenders in the United States; an estimated 10,000 have been lost in the system. 1. The predominant sex crime scenario doesnt involve violence or stranger molesters posing online as children; only 5 percent of offenders concealed the fact they were adults from their victims. Almost 80 percent of offenders were explicit about their intentions with youth. In 73 percent of crimes, youth go to meet the offender on multiple occasions for multiple sexual encounters.B. Four percent of all youth Internet users received aggressive sexual petitions. These requests asked to meet the teens in person, called them on the telephone, or sent offline mail, money, or gifts. Also 4 percent of youth Inter net users had distressing sexual requests that left them feeling upset of extremely afraid. Conclusion As you can see, addiction, cyber bullying, and sexual harassment are leading factors in the unhealthy problem that is social networking.Our society is consuming their lives with social networking and all the unproductive things that come along with it. Bullying has reached new heights as a result of social networking leading to depression, anxiety, and even suicide; this is an unexcitable reality we are all living with. More and more teens are in danger every day as a result of sexual harassment on the internet, and social networking does nothing but aid to sex offenders and their crimes.A girl named Megan Meier hung herself as a result of depression caused by bullying on social networking. She was all in your places, thinking she was immune to any harms of social networking and she has now met a tragic end. Let us all take this as a lesson, and sto p and think the next time we use a social network, hopefully being more cautious and wary as this can only benefit you in the long run. I would like to thank you all for your time, and wish you all the best.Bibliography I. Social Networking and Students: A Bad Mix?  Inside the School. Teaching Strategies and Tips for Secondary Educators  Inside the School. Web. 04 Apr. 2011. lt;http://www. insidetheschool. com/articles/social-networking-and-students-a-bad-mix/gt;. II. Social Networking: An Internet Addiction? The Early Show CBS News. Breaking News Headlines: Business, Entertainment amp; World News CBS News. Web. 04 Apr. 2011. lt;http://www. cbsnews. com/stories/2008/06/24/earlyshow/main4205009. shtmlgt;. III. Peoples Addiction to Networking Sites on Rise: Study Economic Times. Featured Articles From Economic Times. Web. 04 Apr. 2011. ;lt;http://articles. economictimes. indiatimes. com/2010-03-25/news/27615482_1_social-media-social-networking-facebo ok-and-twitter;gt;. IV. List of Cyberbullying Related Suicides. Cyberbullying News | Research, Reviews, Summaries ;amp; Expert Interviews for Educators ;amp; Researchers. Web. 04 Apr. 2011. ;lt;http://www. cyberbullyingnews. com/2010/05/list-of-cyberbullying-relate
Wednesday, March 18, 2020
Free Essays on Truancy In Schools
Truancy in Schools â€Å"Everyday, hundreds of thousands of students are absent from school without a legitimate excuse.†(Baker, 2000) Every year, cities, states, and school districts across the country announce new initiatives designed to entice, counsel, threaten, or coerce kids to attend school but poor attendance still remains a problem. Good attendance involves not only the student, but also teachers, family, and the community. According to the U.S. Department of Education, truancy is the first sign of trouble in a young person’s life. â€Å"It is also the first indicator that a student is giving up or losing their way.†(U.S.) Student nonattendance is a problem that extends much further then the school. It affects the student, family, and community. â€Å"Police departments across the nation report that many students who are not in school during regular hours are committing crimes including shoplifting, vandalism, and graffiti.†(Baker) Absenteeism is detrimental to students' achievement, promotion, graduation, self-esteem, and employment potential. Clearly, students who miss school fall behind their peers in the classroom. In the four years that I was at Carmel High School, the attendance policies were revised in attempt to reduce student truancy. When I was a freshman, the only consequence to truancy was a detention or an in-school suspension. Now Carmel has a low tolerance for truancy. On a student’s first truancy, an in-school suspension is assigned and parents are notified. On a student’s second truancy, two days of in-school suspension are assigned and the parents are notified again. On a student’s third truancy, two days of out of school suspension are assigned and the parent’s are notified. A student’s 4th truancy is assigned to out of school suspension for a week and a referral to the Carmel court. When I was a sophomore, Carmel High School implemented a program called â€Å"Skip a Final.†At the end of... Free Essays on Truancy In Schools Free Essays on Truancy In Schools Truancy in Schools â€Å"Everyday, hundreds of thousands of students are absent from school without a legitimate excuse.†(Baker, 2000) Every year, cities, states, and school districts across the country announce new initiatives designed to entice, counsel, threaten, or coerce kids to attend school but poor attendance still remains a problem. Good attendance involves not only the student, but also teachers, family, and the community. According to the U.S. Department of Education, truancy is the first sign of trouble in a young person’s life. â€Å"It is also the first indicator that a student is giving up or losing their way.†(U.S.) Student nonattendance is a problem that extends much further then the school. It affects the student, family, and community. â€Å"Police departments across the nation report that many students who are not in school during regular hours are committing crimes including shoplifting, vandalism, and graffiti.†(Baker) Absenteeism is detrimental to students' achievement, promotion, graduation, self-esteem, and employment potential. Clearly, students who miss school fall behind their peers in the classroom. In the four years that I was at Carmel High School, the attendance policies were revised in attempt to reduce student truancy. When I was a freshman, the only consequence to truancy was a detention or an in-school suspension. Now Carmel has a low tolerance for truancy. On a student’s first truancy, an in-school suspension is assigned and parents are notified. On a student’s second truancy, two days of in-school suspension are assigned and the parents are notified again. On a student’s third truancy, two days of out of school suspension are assigned and the parent’s are notified. A student’s 4th truancy is assigned to out of school suspension for a week and a referral to the Carmel court. When I was a sophomore, Carmel High School implemented a program called â€Å"Skip a Final.†At the end of...
Monday, March 2, 2020
What You Ought to Know About Crafting Great Scenes - Freewrite Store
What You Ought to Know About Crafting Great Scenes - Freewrite Store Today’s guest post is by Marsh Cassady. Marsh has Ph.D in theatre and is a former actor, director, and university professor. He is the author of fifty-seven published books and hundreds of shorter pieces. His plays have been performed in Canada, Mexico and the U.S., including Off-Broadway. Two men are collecting their papers and preparing to go home after a writing workshop. One approaches the other, obviously wanting to say something.     â€Å"Get the hell away from me.†    â€Å"I just want to help, damn it.†    â€Å"Help? How can you possibly help me? For God’s sake, man, you know even less about constructing a good scene than I do.†    â€Å"Oh, yeah? If that’s what you think, why don’t you let me prove you wrong?†    â€Å"Yeah, sure, you’re going to prove me wrong. I can’t believe this.†    â€Å"Just listen, for heaven’s sake.†    â€Å"I guess that’s the only way to end this stupid argument.†    â€Å"So it’s agreed?†    â€Å"You wear me down, man. So just go ahead and say what you want.†    â€Å"All right then.†He begins to explain†¦ We often think of scenes as plot segments, or to use a theatrical term, motivational units. Yet consider two things. First, a scene can rarely stand alone and make sense by itself. But some jokes and some short stories, particularly flash fiction, are exceptions. For instance:  The Forecast Is Rain     â€Å"For crying out loud! We gotta run...or are you gonna lie in bed all day? I’ll get the car, while you phone and tell them we may be a little late.†    Sally knew how important it was to get the new apartment. The rent was cheap, but all we could afford.     â€Å"When you're ready- and it better be quick- come out to the car.†    It was a sad situation. I’d lost my job. No prospects. Sally never would work; too lazy, I suppose. Can’t see any other reason. And if we didn’t get the new apartment, the manager here would kick us out on the street.     Dammit, where was she? The forecast was for rain, and the old car leaked around both doors and the windshield. I wanted to get to the new place before we got soaked. Make a good impression.     â€Å"Sally, where the hell are you?†I screamed.     The front door opened; Sally stood there in pajamas and a robe.     â€Å"What’s wrong with you?†I asked.     â€Å"Mom sent me money,†she said. â€Å"You can go; I’m staying here.†    What! After all this time, nearly four years, together. And to think I’d always treated her so well. Second, not all scenes directly contribute to the plot. What was that? Okay, I said â€Å"directly contribute.†Yet each scene has to contribute in some way to the overall story. Sometimes scenes are largely narrative or descriptive and involve little conflict. At the same time, they have to be interesting; they have to, in some way, contribute to the advancement of the plot- even though indirectly- and they have to hold a reader’s attention. This all means that a scene needs to have a purpose, and everything within it has to relate that purpose. It’s up to you to figure out the purpose of each of your scenes and not deviate from it. There can be many reasons for including a scene. Maybe it’s to establish the world or universe in which the action exists. Maybe it’s to reveal character. There are many types of scenes, a few of which we’ll get to later. But let’s take the type that directly advances the plot. Plot and The Scene First, maybe we need to define plot? What exactly is it? The answer is that it’s the portrayal of conflict between a protagonist- the guy with the white hat- and the antagonist- the guy with the black hat.  Both have a particular goal they want to reach within the context of the story. When plotted fiction is at its highest point, one of the two beings or forces is victorious in defeating the other, thus reaching its goal. â€Å"Beings or forces†instead of men or women? Yes, since first of all there are different sorts antagonists. In other words, the protagonist may struggle against: 1) another person; 2) against self; 3) against society; 4) against nature. To further confuse things, a protagonist or antagonist may be a group of people, rather than an individual. The second sort of conflict may be as simple as a person fighting against an addiction, the third fighting against corruption, the fourth against a severe storm. An example of a group antagonist would be a n evil government. And characters in fiction certainly don’t have to be human beings; they can be animals, extraterrestrials, or even imaginary creatures like Hobbits. A plot generally has four (or sometimes five) parts. It begins when things are at an even keel and something destroys this balance. This may occur near the beginning of the novel but often occurs before the action begins. This â€Å"upset†is the inciting incident, which initiates the struggle between the protagonist and antagonist. The parts are the: 1. Inciting incident- Which leads to the conflict. 2. Rising action- Where the tension and conflict build. 3. Turning point- Where the end of the conflict is determined. 4. Climax- Where the protagonist or antagonist is defeated. 5. Falling action or denouement- Where everything is tied up. The following illustrates a very simple plot, and serves as a diagram for a scene, as well. But if it is one scene of many, of course, there is no turning point. Rather the action falls off a little before it continues to build. In other words, there are minor climaxes.   Look back at the opening of this post, which, in effect, has all the necessary ingredients of a scene- two people arguing over whether one of them actually knows how to construct a scene. The beginning of the argument is the inciting incident, the argument itself the rising action, the one person’s decision to give up is the climax, and the rest of the blog is the denouement- though most denouements are short. (An exception is some mystery novels in which a lot of loose ends need to be tied up.) Each scene in which there is conflict has to contain these elements. Most stories and certainly virtually all novels have more than one scene, each building to a climax and then falling off a little before the next scene begins, like this:   Sometimes, the turning point and the climax are the same, sometimes not. The turning point is where the action can go no further without something irrevocable happening. The climax is where the irrevocable actually occurs. Think of a close basketball game. The teams struggle to score baskets. One scores first and temporarily gains the upper hand. Then the other goes ahead. The struggle continues till the final seconds of the game. The score is tied. One team gets the ball and scores just as time runs out. This is both the turning point and the climax. But suppose two people are enemies, and each wants to defeat the other. They have a sword fight. One knocks the sword out of the opponent’s hand. This is the turning point. The climax comes a few seconds later when the one still holding the sword stabs the other†¦or decides to spare his life. The turning point is when the one with the sword in hand carries out the decision, which brings about the defeat of the other. Fiction often contains scenes in which there appears to be no direct conflict. Yet if the piece is well‑written, the conflict is inherent; it relates to what already has been shown. For example, one character may be describing what is bothering her, what has caused the central problem and conflict. In so doing, she may begin to glimpse a possible solution, foreshadowing more direct conflict while building tension and anticipation about whether she will succeed. But remember that everything that occurs in fiction with a plot has to be relevant to the advancement of the plot. Everything must be relevant to the protagonist’s attempt to reach his or her goal. Dialogue and The Scene Most scenes contain conversations. Writing dialogue involves many considerations. First, does it sound natural? I say â€Å"sound natural†because dialogue is rarely an exact replication of everyday speech. It’s more direct, more honed. It doesn’t change direction as often as regular conversation. Each line has to contribute in some way to the advancement of the scene. It cannot be extraneous, except if going off on tangents is an important part of the character’s personality. Other things to consider are if the dialogue fits the â€Å"universe†or the â€Å"given circumstances†of the story. Dialogue from Elizabethan times would be vastly different from that of today. And a Bostonian would speak much differently than a Canadian. You need to consider if the dialogue in any scene fits the characters. Are they highly educated or do they have little formal education? What are their economic backgrounds? You need to figure out any part of a character’s background, experience, and personality to have them speak â€Å"naturally.†What is natural for one character could be vastly different from what is natural for another. Further, the mood of the scene helps determine the type of dialogue. A scene in which a mother is trying to save a child from an attack by a rabid dog would certainly be different from that mother talking to her neighbor about an upcoming vacation. Character, Dialogue and The Scene More than all this, you need to keep in mind everything you already known about the  character and build on that. You also need to be sure that during any scene, particularly one of intense conflict, you need to reveal more and more about what the characters are like. This is true for the protagonist and the antagonist, but usually not so important for other characters, many of whom are there simply as â€Å"devices†to further the action. The less important the characters, the less the reader needs to know about them. If you spend too much time with these minor characters, you take away from the plot and lead the reader astray. The central characters have to be well-developed enough so that what they are willing to do to reach their goal is a logical outgrowth of the type of people they are. There also has to be a reason for other characters to be present in any scene. You need to ask yourself why they are necessary to the advancement of the plot. Each character in a plotted story, like the protagonist and the antagonist, has a goal. Maybe a husband’s goal is just to support to his wife in her struggles. Maybe it’s as simple as a mailman delivering a letter- his goal- that is important to the plot. Exposition, Dialogue and The Scene There’s also the matter of exposition. You need to determine everything the reader or audience member needs to know in order to understand the scene. Exposition establishes the time period, the location, the situation, and anything else the reader needs to know. At the same time it shouldn’t call undue attention to itself. The first of the two following examples is ludicrous; it’s intrusive and unnatural:      John: Well, here we are, the first day of our vacation in Paris, and we forgot to ask the Thompsons to water our plants while we're gone.     Marsha: Yes, and, like we discussed, we should have canceled the newspaper.     John: Oh, well, since this is the first vacation we've taken in the last eight years, we should just try to forget such things and enjoy our two weeks together.  Such a scene can come across as humorous or boring. Besides that, the characters are telling each other things they already know. Some of the information may be necessary for a reader to know, but presenting it this way doesn’t work. You could rewrite the same material to give it tension and conflict:      â€Å"For heaven’s sake, Marsha, how could you forget to ask the Thompson’s to water the plants?†    â€Å"I suppose, John, the same damn way you forgot to cancel the paper. I mean we did agree on who was responsible for what!†    â€Å"I take you to Paris- for a nice vacation, one I thought you’d appreciate- and you act like this.† Or take the following scene from Oscar Wilde’s The Importance of Being Earnest. The scene is pure exposition, yet Wilde makes it humorous, reveals lot of information about the two characters, and sets up what is to follow:  ALGERNON: How are you, my dear Earnest? What brings you up to town? JACK: Oh, pleasure, pleasure! What else should bring one anywhere? Eating as usual, I see Algy. ALGERNON: (Stiffly) I believe it is customary in good society to take some slight refreshment at five o’clock. Where have you been since last Thursday? JACK: (Sitting down on the sofa) In the country. ALGERNON: What on earth do you do there? JACK: (pulling off his gloves) When one is in town one amuses oneself. When one is in the country one amuses other people. It is excessively boring. ALGERNON: And who are the people you amuse? JACK: (airily) Oh, neighbours, neighbours. ALGERNON: Got nice neighbours in your part of Shropshire? JACK: Perfectly horrid! Never speak to them. ALGERNON: How immensely you must amuse them! (Goes over and takes a sandwich) By the way, Shropshire is your county, is it not? JACK: Eh? Shropshire? Yes, of course. Hallo! Why all these cups? Why cucumber sandwiches? Why such reckless extravagance in one so young? Who is coming to tea? ALGERNON: Oh! merely Aunt Augusta and Gwendolen. JACK: How perfectly delightful! ALGERNON: Yes, that is all very well; but I am afraid Aunt Augusta won't quite approve of your being here. JACK: May I ask why? ALGERNON: My dear fellow, the way you flirt with Gwendolen is perfectly disgraceful. It is almost as bad as the way Gwendolen flirts with you. JACK: I am in love with Gwendolen. I have come up to town expressly to propose to her. ALGERNON: I thought you had come up for pleasure?...I call that business. JACK: How utterly unromantic you are! ALGERNON: I really don’t see anything romantic in proposing. It is very romantic to be in love. But there is nothing romantic about a definite proposal. Why, one may be accepted. One usually is, I believe. Then the excitement is all over. The very essence of romance is uncertainty. If ever I get married, I’ll certainly try to forget the fact.  Some of the things we learn in this scene are that Jack and Algernon are good friends since Jack has felt comfortable enough to drop in unexpectedly. We learn that Jack will be serving tea to Gwendolen, whom he obviously intends to marry. We find that Jack and Gwendolen obviously love each other. Wilde also begins to reveal what the two men are like and hints at what is to follow. Furthermore, Wilde sets up a series of small conflicts. Many of the lines are humorous because we don’t expect them. In the following, the two characters had been hovering over their bodies in an emergency room. Suddenly, they swooped down†¦into the same body:      Frank opened his eyes.     "Well, Brad, I see we're awake," a female voice said.     Brad! What the hell was going on!     "What...what happened?" His voice sounded funny; he felt strange.     Brad woke up, his head filled with random images, alien thoughts. What's going on?He screamed inside his brain.     Stop the damned screaming!     What! Who are you?he asked.     Frank Willard. Who are you?     Bradley Booth.     What are you doing in my head?     You're in my body,Brad said. Get the hell out!     Your body? What happened to my...oh, my God!     What?Brad asked.     I was in this smash-up. A guy wasn't looking. An asshole in a semi. He pulled in front of me; I couldn’t even swerve.     You!Brad said. You were hovering. I thought how awful your body looked. A pile of rubbish!     Hey!     Yeah?     My body isn't... Oh, Jesus, I was up there, and floating beside me- You! Nothing seemed to be wrong with you.     Nothing wrong, you stupid shit! I'd been stung by a bee!     A bee? You were stung by a bee. What kind of person-     I'm allergic to bee stings, all right! I could die.     What kind of sissy are you, man?     Look, creep, you're the one who's dead.     Dead! Oh, Jesus.     You ...Brad sensed that part of his brain had gone to sleep. Oh, fuck. How could this be? He really was crazy.     Then he remembered. Somebody saying he was going to make it. At the instant he merged with his body, he felt another-     "Mr. Booth!"     "Yes," he said. "It's just me."  The second scene, presented humorously, is filled with conflict, though with elements of personality and some exposition involving the situation. But the scene sets up what is going to be a series of conflicts in which the two men have to solve the major problem of sharing the same body. Obviously, this is going to affect everything they try to do in that each is stubborn and refuses to give in to what the other wants. Some scenes are strictly narration, as in the following excerpt from a longer scene in which a man with serious mental problems has been trying repeatedly to kill a young actress. Though the scene consists only of his thoughts, we certainly get a glimpse into the sort of person he is and how he feels.      I said I loved Mary. I was going to kill her†¦ I love Mary. I love Ruthie. She'll have to have me. We're going to be married. If she doesn't marry me, I'll ki...     No, I love her. Damn it, I love her. I love Mary too; no, I don't, the little bitch.      Some scenes are strictly narrative. They may show a character jogging or traveling in a train or any one of dozens of other scenarios. Or they may be entirely descriptive. But they set up what is to follow; they anticipate and so build interest and suspense. __________     It is important to remember that each scene in a story is different and therefore has its own purpose and its own requirements. What you need to do is to determine that purpose and how you can do your best to achieve it.     Examine each element of your scene and figure out if it accomplishes what you want it to, and that it is consistent with the other scenes in the story or novel.     Does the dialogue fit the character, the situation, the mood, the time period? What is jarring about the conversation? What doesn’t fit?     Do the same with the important characters. Are they believable and consistent within the framework of the story? Is there anything out of place? If so, what, and how can it be fixed?     Is the scene interesting? Will it hold a reader’s attention? Is there tension and suspense? Have you written the scene so that it holds the reader’s attention and make him or her look forward to the next scene? Are the characters themselves interesting? Will the reader care about the protagonist and those close to him or her? If not, you need to make the character more appealing in whatever way you can. What can you do to make the reader care?     Writing a good scene is a matter of figuring out its purpose and following through in an interesting manner. If you do that, you should have no problems.   Marsh Cassady has Ph.D in theatre and is a former actor, director, and university professor. He is the author of fifty-seven published books and hundreds of shorter pieces. His plays have been performed in Canada, Mexico and the U.S., including Off-Broadway. For about eight years he was co-publisher of a small press and a literary journal. He has also taught creative writing at the University of California, San Diego, and for thirty-five years led all-genre writing workshops.
Saturday, February 15, 2020
Political Science Essay Example | Topics and Well Written Essays - 500 words - 3
Political Science - Essay Example When Barak Obama was elected the President of the United States it reflected the need for change. It showed how desperately the people of America wanted to change the political situation in the world and within the country. I too was very optimistic when Barak Obama was elected the new President of the country because he expressed his desire to bring a change. It was clear from his speeches that Obama was keen to solve the economic, ethnic, and war issues that the country is facing through peace talks. Soon after the election, President Obama ordered the closure of Guantanamo Bay prison (BBC News), which I personally appreciated as the prison was a clear violation of human rights. But soon after the President took the office it became clear that not much has really changed. The economy of the country is getting worse every day. In March 2009, the national debt of United States was 11 trillion dollars, which was the highest recorded in the history of the country (Knoller). Currently, the debt of the country is increasing which is having a severe attack on the economy. Moreover, Obama’s policies on terrorism are quite similar to the policies of Bush administration. Even though some promising speeches were made by the President before the elections, no implementation is seen. The President has been in the office for almost two years now and still no significant improvement can be seen in any sector. The country is still spending billions of dollars annually on the Israel which is a clear violation of human Rights, no end can be seen to the war in Iraq, no significant measures are being taken to improve the political situation of the world, and the economy of United States seem to be getting worse. I have not seen any notable â€Å"change†in the politics of the country or any improvement in any area. Even though I was initially optimistic about the World Politics in the beginning, I cannot help but be a little sceptical after two years. However, when
Sunday, February 2, 2020
Identity Theft in America Essay Example | Topics and Well Written Essays - 2250 words
Identity Theft in America - Essay Example Simply it is all about â€Å"deterring, detecting and defending†. For example deterring efforts that a potential identity theft victim is asked to make include such things as placing a fraud alert in the credit report and going for a credit freeze. A credit alert can be either an initial one for just 60 days only or it can be an extended one. Deterring action might include even avoiding phishing scams. Websites which inveigle potential identity theft victims into phishing scams have to be avoided at all cost. Detecting is another effort that the potential victim would have to do in the process of transacting a deal. Successful detections are very far and few in between, despite ever increasing vigilance by federal and state anti-Identity Theft agencies. Implications of identity theft are diverse and complex. In the US such implications again assume a very risk-prone dimension after the 9/11 attacks. The US internal security environment has become so complex and the current efforts by federal and state law enforcement agencies to identify and prevent potential threats to national security are obviously on the rise. Recent measures at the both the levels include some seminal technologically advanced ones including those targeting identity thieves. Superior technologies are needed by law enforcement officials to deter and detect those identity thieves who increasingly adopt undetectable modus operandi to overwhelm and rob their would-be victims. The US law enforcement authorities have been baffled by the recent spate of crime involving identity theft and phishing scams. With an ever rising global tendency among consumers to shop online, a parallel but highly disturbing development has taken shape too, viz. a breed of thieves known as identity or cyber thieves. Indeed identity thieves is a general term applied to all those potential shady characters lurking in the internet or elsewhere with the
Saturday, January 25, 2020
Irelands Michael Collins And Emon De Valera :: essays research papers
Ireland's Michael Collins and Emon De Valera      There are many conditions under which Ireland was divided into two nations. Two main men were the main leaders of this split, Emon de Valera and Michael Collins. Sinn Fein also played a large role. Their differing visions for an Ireland free of British rule was the root motivation for the split.      Born in New York City in 1882, Emon de Valera was described as a 'tall, spectacled, schoolmasterly, of Jewish cast' as Tim Healy said. Edward Norman, the author of A History of Modern Ireland, added that de Valera was an 'austere theoretician' (Norman, 265). Michael Collins was born in 1890 at Clonakilty, Co. Cork. Edward Norman said his personality was to be to the contrary of de Valera's; he said Collins was not an intellectual and was a man of violent impulses. He took that statement further when he said the Collins would go as far to tumble his colleagues on the floor and bite their ears in playful attention. Now that de Valera's and Collins' personalities have been established, we can now analyze the events and actual conditions under which Ireland was under that led ultimately to her freedom.      All across Ireland people were repulsed by the executions which they considered to be needlessly brutal. What they lacked was new leadership to focus the restless energy of the Irish into effective political action, but it was not long in coming. At Christmas 1916 all rebel prisoners who had been interned without trial, those that the British had considered insignificant, were released as a goodwill gesture to the United States which had been very angry by British conduct regarding the rebels. This proved to be a costly mistake. Among those released was a cadre of IRB men who had spent their time in prison educating and organizing themselves into what came out to be a formidable political and military force. The leader of these efforts in prison was Michael Collins, who was still a little known Volunteer at the time.      Despite martial law, Collins contacted the members of his secret organization throughout Ireland and set in motion a clever plan to obtain political power. Using Sinn Fein as cover, the IRB began to run its members as candidates for parliament. Their successes throughout 1917 against Redmond's Irish Parliamentary Party candidates shifted power to Sinn Fein and caused a turmoil of public support for the republican movement throughout Catholic Ireland. After Collins release in June, 1917,Eamon de Valera, the oldest of the surviving 1916 rebels, joined Collins. De Valera was lucky for he had been
Thursday, January 16, 2020
Csp Reflection Essay
a) Identify your agency and briefly discuss the history, goals and objectives. The name of my agency is Maldon Primary School. Maldon Primary is a rural school located in the community of Maldon in the parish of St. James. It was established in January 1935 and named after a white land owner named John Maldon. The first principal was Mr. Morrison and the current principal (acting) is Mrs. Kennedy. The Ministry of Education 2008-1009 School Profile Statistics, shows an enrollment of 374 and a percentage attendance of 88%. However, current records reveal a student enrollment of 330 which includes 151 boys and 182 girls and an attendance rate of 85-90%. The total staff population is 15, consisting of 13 teachers including acting principal and the guidance counselor and 3 ancillary staff. Mission Statement- â€Å"to provide a system which secures quality education for all students within our school community and fasters the holistic development of each child.†a) Bearing the Vision 2030 goal you selected in reflection 1 in mind, identify a set of objectives you aim to fulfill in your assignment at your agency. The following are objectives I aim to fulfill at my agency: 1) To gain experience so that when I venture into the working world I will know what to expect. 2) For my community service I am teaching grade 3 therefore, my objective is to help educate the students which will contribute to the passing of the Grade 3 Diagnostic Test. b) Discuss the specific steps you will take to accomplish those objectives. To accomplish my objectives I would: 1. Make sure that I am always on time 2. Always be ready to jump at any given task. 3. Try to always be available to the students and to answer their questions as clearly as possible. 4. Use my time efficiently and effectively, not to spend more or limited time with one student, i.e. treat them fairly but if a student is slow I would help him/her to catch up with the other students
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