Film review of Romeo and Juliet Essay

Tears, laughter, fear and desperation. These are just some of the emotions you’re guaranteed to endure whilst viewing the epic tragedy that is, â€Å"Romeo and Juliet†. This classic love story was first written by William Shakespeare in 1591, it was adapted for screenplay by Baz Luhrmann and Craig Pearce. This version was first released in 1996, Baz Luhrmann, the critically acclaimed director of the film, brought a modern, energetic and unforgettable quality to a fantastic theatre piece. With a budget of $14,500,000 and making $46,400,000 in the box office, â€Å"Romeo and Juliet† was an immediate hit. This was highlighted in awards ceremonies where the film achieved 3 BAFTA’s and 2 Oscar nominations proving its heartbreaking brilliance. â€Å"Romeo and Juliet† begins with the knowledge that two ‘star-crossed lovers’ have taken their lives due to constant bickering and fighting between two dignified and highly respected families, The Montague’s and The Capulet’s. At the start of the film, we are taken on a whirlwind tour of Verona beach, where the movie is set, we can see that a high proportion of the businesses are owned by either the Montague or Capulet family. During the appearances of the Montague and Capulet families, we can see a significant difference immediately. The Montague’s wear bright Hawaiian shirts and board shorts, whereas the Capulet’s look a lot more sophisticated, wearing mainly black/brown western styled outfits. This makes you think that perhaps the Capulet’s are a lot more serious and noble than the Montague’s in the younger generations. The movie takes us through Romeo and Juliet’s story, from a fairy tale meeting and a lustrous affair, to true romance and passion that eventually leads to their deaths in one of the most moving scenes in film history. With a cast of stars, including Leonardo De Caprio (Titanic, The Beach, The Talented Mr Ripley) playing Romeo and Claire Danes (Polish Wedding, Stray Dogs) playing Juliet, the film was always sure to shine. The tears Romeo cries appear to come straight from the heart of De Caprio, this leaves you wanting to solve his problems and see that Romeo and his Juliet are together forever, which they of course are. Baz Luhrmann was born in Australia but grew up in Northern New South Wales, he first began film productions in 1985 after attending the prestigious National Institute of Dramatic Arts in Sydney. The first well-known film that Luhrmann independently released was â€Å"Strictly Ballroom† (1992) surprisingly â€Å"Romeo and Juliet† was only the second major film he released, in 1996. This was followed by the enchanting and mesmerising â€Å"Moulin Rouge†(2000), which was an immediate hit, boasting one of the most astounding soundtracks ever made. The music in Luhrmann’s films seems to revolve around a theme of amazing orchestral pieces building up to climaxes that make your hair stand on end. In both â€Å"Moulin Rouge† and â€Å"Romeo and Juliet†, Luhrmann uses singers to give you goose bumps, that are superior to any previously heard. Besides his ability to give you singing voices that will fill you with tears or joy, Luhrmann also achieves this with his perfectly selected sets. During one of the final scenes, in which Romeo finds Juliet, the family tomb is filled with candles, the dim light shed from these gives the perfect romantic yet tense atmosphere that the scene requires. Before the final tragedy occurs, Luhrmann draws you into the puppy love apparent in Juliet and Romeo, portraying them as ‘Loves Young Dream’. This only makes it worse when you witness their dreams being shattered. The circumstances of their deaths were always going to be heart-wrenching, but Luhrmann breaks your heart, as Romeo gently walks through the dimly lit tomb to his ‘dead’ lovers side. Their last kiss is almost as traumatic as the deaths themselves, to see the fear and desperation in Juliet’s (Clare Danes) eyes, knowing she’s lost her first love. It’s at points like this, that you can see how talented Luhrmann is at raising the anticipation up to a level at which you actually need to know more. Throughout their (Romeo & Juliet’s) final kiss, you find yourself praying Juliet wakes up, even though you already know she wont. Even though this is the film’s most tearful moment, the most spectacular scene is the confrontation at the petrol station, which gives you an idea of the rivalry and sheer hatred between the two families. The line â€Å"Peace, I hate the word, like I hate†¦. and all Montagues. † Spoken by Tybalt, a Capulet, this shows how forbidden Romeo and Juliet’s love would have been. However, there are points at which the delivery of lines is somewhat impersonal, for example in some scenes involving Juliet and the nurse, its almost as if the characters don’t actually know what they’re saying in modern English, and have purely learnt the lines without pursuing the issue further. Yet, with other characters, such as, Romeo and Mercutio, you actually feel that this is the language they normally use, the delivery of lines is in such a way that the actors appear to be deeply involved with their character. MERCUTIO is such an effective Mercutio, he brings comedy to every moment, even when he is dying he would make the audience giggle, if they were not so emotionally torn by emotional pain at the same time.

Ethical Health Care Issues Essay

Breast Cancer is a serious issue that affects almost every woman worldwide, either directly as someone diagnosed with cancer, or indirectly through the illness of a loved one (Women’s Health Resource, 2014). Breast Cancer is found in women, in their twenties and thirties, and those with a family history of the disease. In 2006, approximately 212,920 new cases of invasive breast cancer were diagnosed in the United States alone (Women’s Health Resource, 2014). The case scenario will discuss the ethical and legal issues regarding a 25 year old female patient stricken with breast cancer, who refuses treatment for the disease, in addition to the four (4) ethical principles, (a) autonomy (respect for persons), (b) justice, (c) beneficence, and (d) non-maleficence. Case Scenario A 25 year old female patient made an appointment with her primary care physician because she discovered a lump in her breast after a routine check. On the day of the appointment, the physician examined her breast, and made a referral for her to visit and oncologist, who specializes in the diagnoses and treatment of cancer. There are three types of oncologists. They are (a) medical oncologist (uses medicine (chemotherapy) to treat cancer), (b) radiation oncologist (uses radiation to treat cancer), and (c) surgical oncologist (treats cancer with surgery) (The Denise Roberts Breast Cancer Foundation, 2009). The patient schedules an appointment with the oncologist, who then will inform her of the diagnoses and treatments if needed as per the result of the biopsy. The result of the biopsy will confirm if the patient has breast cancer or not. Autonomy (respect for persons) acknowledges a person’s right to make choices, to hold views, and to take actions based on personal values and beliefs (Chowning et al., 2007). To refuse treatment, the patient must be legally and mentally capable, and 18 years or older. Parents with children under the age of 18, have the right to consent or refuse treatment for his or her child. Physicians also have a  moral and legal obligation to comply with a patient’s voluntary, informed refusal of life sustaining treatment, regardless of a physician’s judgment concerning the medical or moral appropriateness of this (Miller et al., 2000). A 25 year old patient with breast cancer refused medical treatment as suggested by the oncologist. Conflicts may arise with the patient as she made a decision to not receive care, which can ultimately lead to death. Death may be seen as a failure, rather than an important part of life (Smith, 2000). Upon receiving the patient choice to deny treatment, the oncologist is then obligated to inform, and educate the patient about the benefits of treatment, and risks associated with not receiving treatment. The patient has the right to deny treatment, even when the physician suggests the benefits of treatment. The following treatment options are available to the patient such as, lumpectomy, mastectomy, chemotherapy, radiation therapy and eventually, surgical reconstruction (Woman’s Health Resource, 2014). Autonomy When a patient refuses treatment to care for the disease, autonomy then becomes a bit challenging. While there may be opposing views in regard to treatment or non-treatment, medical professionals must respect the patient decision, and support the patient during this process, while delivering quality care (Stringer, 2009). The rules of law are based on ethical beliefs that are commonly held in our society. These basic ethical principles include respect for individual autonomy, beneficence (helping others), non-maleficence (not harming others), and justice or fairness. Regardless of whether these ethical duties are derived from religious faith, natural law, or a social contract, these principles form the basis for the legal rules of our society (Harris, 2007). Beneficence The principle of beneficence means that the health care provider must promote the wellbeing of patients and avoid harming them (Rosenthal, 2006). When a patient refuses treatment(s), the health care professional must communicate the risks of not receiving treatment. The job of the health care professional is to provide quality of care to the patient, even when a patient refuses treatment. The health care professional must remain compassionate, as the patient expects the medical professional to still  treat him or her with dignity and respect. Non Maleficence Non Maleficence means to do no harm. Health care professionals must always strive to do their work without malice or the intention thereof to the patient (Ask.com, 2014). The health care provider is obligated to aid the patient to the best of his or her ability by providing benefits, protecting the patients’ interest, and improve wellbeing. To ensure that the patient is not harmed while refusing treatment, the health care professional can conduct a risk benefit analysis where research on the disease and various medications can be found. Upon his or her findings, the health care professional should explain the effects of treatment or non-treatment. Under non maleficence, there is a legal â€Å"duty to warn† third parties, which is a critical and legal concept (Rosenthal, 2006). Justice The principle of justice means to treat others equitably, distribute benefits or burdens fairly (Chowning et al., 2007). Health care professionals must provide patients with treatment alternatives, and not misinform the patient about any of the medical processes involved. The major issue with this principle is that economic barriers can interfere with access to appropriate therapies and medications (Rosenthal, 2006). The health care organization is required to provide services or care to a patient regardless of health care coverage. Patients should also be treated equally regardless of age, race, or ethnicity. Patients must be treated with dignity and respect, even though he or she may refuse care or treatment for their medical condition. Conclusion One of the most common place ethical dilemmas in the health care industry is a patient refusing treatment to care, as this action may threaten his or her wellbeing or health. The health care professional must determine what aspects of autonomy, beneficence, justice, and non-maleficence need to be used before providing care. A physician has the legal right to ensure and provide the patient with sufficient information about treatment plans, and care. Health care administrators must examine underlying issues such as competence of the patient, the distinction apparent, and refusal of care (Michels, 1981). In the case of the 25 year old patient, ethical issues were  present because her right to refuse treatment conflicted with the oncologist’s obligations to provide quality care to her. References Ask.com (2014). What Is Non Maleficence? Retrieved from http://www.ask.com/question/what-is-non-maleficence Chowning et al. (2007). An Ethics Primer. Seattle WA: Northwest Association of Biomedical Research. Retrieved from https://www.nwabr.org/sites/default/files/NWABR_EthicsPrimer7.13.pdf Harris (2007). Contemporary Issues in Healthcare Law and Ethics, 3e. Retrieved from University of Phoenix Michels, R. (1981). The Right to Refuse Treatment: Ethical Issues. American Psychiatric Association, 32(1), 251-255. Miller, F., Fins, J., & Snyder, L. (2000). Assisted suicide compared with refusal of treatment: a valid distinction? Annals of Internal Medicine, 132(6), 470-475. Rosenthal, M. S. (2006). Patient misconceptions and ethical challenges in radioactive iodine scanning and therapy*. Journal of Nuclear Medicine Technology, 34(3), 143-50; quiz 151-2. Retrieved from http://search.proquest.com/docview/218613783?accountid=458 Smith, R. (2000). A good death: an important aim for health ser vices and for us all. British Medical Journal, 320(7228), 129-130. Stringer, S. (2009). Ethical issues involved in patient refusal of life-saving treatment. Cancer Nursing Practice, 8(3), 30-33. The Denise Roberts Breast Cancer Foundation (2009). Breast Health. Retrieved from http://www.tdrbcf.org/oncologist/index.html Women’s Health Resource (2014). Breast Cancer. Retrieved from http://www.wdxcyber.com/breast_home.html

The Case Against the Minimum Wage essays

The Case Against the Minimum Wage essays The issue of government mandated minimum wages did not begin in America. Great Britain, New Zealand, Australia, and France all had some sort of minimum wage program before it began in the United States with the Fair Labor Standards Act (FLSA) in 1938 (Nordlund, 1997, pp. xv, and 1). While the FLSA was completely necessary legislation in its day, today, the Federal Minimum Wage, which was a part of the FLSA, is nothing if not controversial. Many experts believe the minimum wage is no longer necessary and even adds to unemployment and poverty. The case against the minimum wage is strong today, for many reasons. One economic expert notes, These [minimum wage] programs are one element in the fabric of the economy that affects the relationship between economic sectors and individual economic participants but whose impacts are large or small, depending on the character of the legislation, the state of the economy, the level of enforcement, and a host of other variables As the writer notes, minimum wage programs are simply one "element in the fabric" of the nation's economy, but to keep the fabric whole, many believe the minimum wage programs must be modified greatly, or erased altogether, because when wages go up, workers lose jobs, and also lose employment opportunities, as other experts note. "A 1998 study by Burkhauser, Couch, and Wittenberg reaffirms earlier findings that raising the minimum wage reduces teenage employment, with a 10 percent increase in the minimum wage leading to employment losses of 1 to 3 percent" (Editors, 1999). Many Americans believe increasing the minimum wage will increase the income of America's lowest paid workers, but this is not always the case. Increasing the minimum wage often causes employers to cut back positions to avoid increased costs, so increasing the minimum wage can actually lead to minimum wage earners l...

Useful Japanese Expressions

Useful Japanese Expressions Whether youre traveling to Japan or simply want to learn a new language, here are some useful Japanese expressions to get you started. Provided below is a Japanese Audio Phrasebook for many of the words and phrases in this article. Yes.Hai.㠁 ¯Ã£ â€žÃ£â‚¬â€š No.Iie.㠁„㠁„㠁ˆã€‚ Excues me.Sumimasen.㠁™ã  ¿Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£â‚¬â€š Thanks.​Doumo.㠁 ©Ã£ â€ Ã£â€šâ€šÃ£â‚¬â€š Thank you.Arigatou gozaimasu.㠁‚り㠁Å'㠁 ¨Ã£ â€ Ã£ â€Ã£ â€"㠁„㠁 ¾Ã£ â„¢Ã£â‚¬â€š You are welcome.Dou itashimashite.㠁 ©Ã£ â€ Ã£ â€žÃ£ Å¸Ã£ â€"㠁 ¾Ã£ â€"㠁 ¦Ã£â‚¬â€š Do you speak Japanese?Nihongo o hanashimasu ka.æâ€" ¥Ã¦Å" ¬Ã¨ ªÅ¾Ã£â€šâ€™Ã¨ © ±Ã£ â€"㠁 ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Yes, little.Hai, sukoshi.㠁 ¯Ã£ â€žÃ£â‚¬ Ã¥ °â€˜Ã£ â€"。 Do you understand?Wakarimasu ka.分り㠁 ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š I dont understand.Wakarimasen.分り㠁 ¾Ã£ â€ºÃ£â€šâ€œÃ£â‚¬â€š I dont know.Shirimasen.çŸ ¥Ã£â€šÅ Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£â‚¬â€š How do you say it in Japanese?Nihongo de nan to iimasu ka.æâ€" ¥Ã¦Å" ¬Ã¨ ªÅ¾Ã£  §Ã¤ ½â€¢Ã£  ¨Ã¨ ¨â‚¬Ã£ â€žÃ£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What does it mean?Dou iu imi desu ka.㠁 ©Ã£ â€ Ã£ â€žÃ£ â€ Ã¦â€ž Ã¥â€˜ ³Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What is it?Kore wa nan desu ka.㠁“ã‚Å'㠁 ¯Ã¤ ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Please speak slowly.Yukkuri hanashite kudasai.ゆ㠁 £Ã£  Ã£â€šÅ Ã¨ © ±Ã£ â€"㠁 ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š Please say it again.Mou ichido itte kudasai.も㠁†ä ¸â‚¬Ã¥ º ¦Ã¨ ¨â‚¬Ã£  £Ã£  ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š No, thanks.Iie, kekkou desu.㠁„㠁„㠁ˆã€ Ã§ µ Ã¦ §â€¹Ã£  §Ã£ â„¢Ã£â‚¬â€š It is all right. Daijoubu desu.Ã¥ ¤ §Ã¤ ¸Ë†Ã¥ ¤ «Ã£  §Ã£ â„¢Ã£â‚¬â€š Essential Words whatnani㠁 ªÃ£  « wheredoko㠁 ©Ã£ â€œ whodare㠁  Ã£â€šÅ' whenitsu㠁„㠁 ¤ whichdore㠁 ©Ã£â€šÅ' how muchikura㠁„㠁 Ã£â€šâ€° Weather Related Words weathertenkiÃ¥ ¤ ©Ã¦ °â€" climatekikouæ °â€"候 temperatureondoæ ¸ ©Ã¥ º ¦ Traveling Words and Phrases Where is the Tokyo Station?Toukyou eki wa doko desu ka.æ  ±Ã¤ º ¬Ã© §â€¦Ã£  ¯Ã£  ©Ã£ â€œÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Does this train stop at Osaka?Kono densha wa oosaka ni tomarimasu ka.㠁“㠁 ®Ã©â€º »Ã¨ »Å Ã£  ¯Ã¥ ¤ §Ã©Ëœ ªÃ£  «Ã¦ ­ ¢Ã£  ¾Ã£â€šÅ Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What is the next station?Tsugi wa nani eki desu ka.æ ¬ ¡Ã£  ¯Ã¤ ½â€¢Ã© §â€¦Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What time does it leave?Nan-ji ni demasu ka.ä ½â€¢Ã¦â„¢â€šÃ£  «Ã¥â€¡ ºÃ£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Where is the bus stop?Basu-tei wa doko desu ka.ãÆ' Ã£â€š ¹Ã¥ Å"㠁 ¯Ã£  ©Ã£ â€œÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Does this bus goes to Kyoto?Kono basu wa kyouto ni ikimasu ka.㠁“㠁 ®Ã£Æ' Ã£â€š ¹Ã£  ¯Ã¤ º ¬Ã©Æ' ½Ã£  «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Where can I rent a car?Doko de kuruma o kariru koto ga dekimasu ka.㠁 ©Ã£ â€œÃ£  §Ã¨ »Å Ã£â€šâ€™Ã¥â‚¬Å¸Ã£â€šÅ Ã£â€šâ€¹Ã£ â€œÃ£  ¨Ã£ Å'㠁 §Ã£  Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š How much is it daily?Ichinichi ikura desu ka.ä ¸â‚¬Ã¦â€" ¥Ã£ â€žÃ£  Ã£â€šâ€°Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Please fill the tank.Mantan ni shite kudasai.æ ºâ‚¬Ã£â€š ¿Ã£Æ' ³Ã£  «Ã£ â€"㠁 ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š Can I park here?Koko ni kuruma o tometemo ii desu ka.㠁“㠁“㠁 «Ã¨ »Å Ã£â€šâ€™Ã¦ ­ ¢Ã£â€š Ã£  ¦Ã£â€šâ€šÃ£ â€žÃ£ â€žÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What time is the next bus?Tsugi no basu wa nanji desu ka.æ ¬ ¡Ã£  ®Ã£Æ' Ã£â€š ¹Ã£  ¯Ã¤ ½â€¢Ã¦â„¢â€šÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Greetings and Well Wishes Please give my regards to everyone.Minasama ni douzo yoroshiku.皆æ §ËœÃ£  «Ã£  ©Ã£ â€ Ã£ Å¾Ã£â€šË†Ã£â€š Ã£ â€"㠁 Ã£â‚¬â€š Please take care of yourself. Okarada o taisetsu ni.㠁Šä ½â€œÃ£â€šâ€™Ã¥ ¤ §Ã¥Ë†â€¡Ã£  «Ã£â‚¬â€š Take care of yourself. Douzo ogenki de.㠁 ©Ã£ â€ Ã£ Å¾Ã£ Å Ã¥â€¦Æ'æ °â€"㠁 §Ã£â‚¬â€š I look forward to hearing from you.Ohenji omachi shite orimasu.㠁Šè ¿â€Ã¤ ºâ€¹Ã£ Å Ã¥ ¾â€¦Ã£  ¡Ã£ â€"㠁 ¦Ã£ Å Ã£â€šÅ Ã£  ¾Ã£ â„¢Ã£â‚¬â€š Other Resources: Introduction to Japanese * Learn to Speak Japanese - Thinking of learning Japanese and want to know more, start here. * Introductory Lessons - If you are ready  to learn Japanese, start here. * Basic Lessons - Confident with the basic lessons or want to brush up, go here. * Grammar/Expressions - Verbs, adjectives, particles, pronouns, useful expressions and more. Japanese Writing * Japanese Writing for Beginners - Introduction to Japanese writing. * Kanji Lessons - Are you interested in kanji? Here you will find the most commonly used kanji characters.   * Hiragana Lessons - Here you will learn the basics of hiragana. * Learn Hiragana with Japanese Culture- Lessons to practice hiragana with Japanese cultural examples. Please check out my Japanese Audio Phrasebook to lean more Japanese vocabulary.

PSAT vs SAT 6 Key Differences You Must Know

PSAT vs SAT 6 Key Differences You Must Know SAT / ACT Prep Online Guides and Tips There's the PSAT, there's the SAT. There are even a few other assessments, as it turns out. There's a lot of jargon out there when it comes to the tests offered by the College Board, so it's important to know exactly what you're signing up for- and how each test is different. The SAT suite of assessments is designed to work together. All tests are fundamentally similar, and you can use any one to prepare for any other. That being said, the PSAT vs SAT isn't a perfectly equal match-up. In reality, there are some differences- both major and minor- between them. We take a look at these below. The SAT Suite of Tests: Overview First things first, let's establish what College Board tests are actually out thereand what these tests' often confusing monikers actually mean. PSAT 8/9 This test is taken in 8th and/or 9th grade to indicate what areas need special attention before a student graduates high school. PSAT 10 This test is exactly identical to the PSAT/NMSQT (discussed below); however, it's only offered in the spring and is only open to students in the 10th grade. PSAT/NMSQT This test, taken in the fall of 10th and/or 11th grade,is another check-in point meant to point out any skills a student has yet to master. Notably, though, it also gives students a chance to qualify for the National Merit Scholarship. SAT The college admission test we all know and love, the SATindicates your college readiness to any schools receiving your application. From here on out, we're going to zero in on the two tests that do most of the heavy lifting: the PSAT/NMSQT (hereafter referred to simply as the PSAT) and the SAT. There are similarities, and there are differences. PSAT vs SAT: What's the Same? The content and format of the SAT and PSAT are very similar, though not identical.Before we get into the key differences, let's talk about what doesn't change from one test to the other. #1: Content These two tests cover the same subjects. I mean, exactlythe same subjects- it's even a bit eerie. There's algebra on the PSAT; there's algebra on the SAT. There are vocab-in-context questions on the PSAT, and there are vocab-in-context questions on the SAT, too. You get the picture. #2: Basic Structure The style of the questions doesn't change much from one test to the other,either in terms of wording or the actual tasks. Also, the overall structureandglobal goal of testing remain the same. Both tests have two major components:Evidence-Based Reading and Writing (EBRW), and Math (the SAT also has an optional Essay component- more on that below). EBRW includes the Reading Test and theWriting and Language Test, whereas Math is made up of two subsections: one allows the use of a calculator, and the other one does not. On both the PSAT and the SAT, you'll getpassages on the Reading and Writing sections.On the Reading section you'll answer reading comprehension questions, and on the Writing section you'll answer questions about how to fix grammatical and stylistic weaknesses in the text. In addition, both the PSAT and SAT Math sections contain grid-in questions as well as multiple-choice questions.The grid-in questions come at the end of eachsection. #3: Subscores and Cross-Test Scores In addition to your final composite score, you'll always receivecross-test scores and subscores on the PSAT and SAT. However, there's a division between Math andEBRW,and there are a few other specifications, too. The two cross-test scores are Analysis in History/Social Studies and Analysis in Science.These scores refer to every question that tests critical thinking in the named areas, whetherappearing in a verbal section or the qualitative one. As for subscores, these differ for each of the three sections on the PSAT and SAT. The Reading section uses the following subscores: Command of Evidence Words in Context The Writing and Languagesection gives us these subscores: Expression of Ideas Standard English Conventions And finally, the Math section's subscores are as follows: Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math #4: No Guessing Penalty In the olden days, answering a question wrong meant having points literally deducted from your score.One-quarterpoint per question, to be exact. So if you missed eightquestions, not only would you not get those eightpoints, but you'd also lose an extra two points. Those two points would be subtracted from the points you'd already earned. Fortunately, those dark days are over.Today, if you miss eight questions on either the PSAT or SAT, all you lose is the opportunity to earn those eight points. Nothing gets subtracted from your score! Sometimes, on the SAT or PSAT, it's worth taking a gamble. PSAT vs SAT: What's Different? Now that we've covered the similarities between the two tests, let's dig into the differences. #1: Purpose The first major difference is the purpose of each test. Whereas the SAT isa common requirement for college admissions,the PSAT is an SAT practice test and the basis for the National Merit Scholarship Program.In other words, since the PSAT is essentially a precursor to the SAT, it is not as important as the SAT is. In regard to colleges, the PSAT has no impact on your admission chances, while the SAT typically does. Even a super low score on the PSAT would have no effect on your college applications. By contrast, a super low SAT score would likely significantly lower your admission chances. With National Merit, you can only enter the competition if you get in the top 1% of scorers on the PSAT (and are a high school junior). Thus, while a top 1% SAT score would no doubt give a boost to your college applications, it would not make you eligible for National Merit. #2: Score Range The PSAT is scored ona scale of 320-1520, while the SAT is scored ona scale of 400-1600. This means that the individual section score ranges differ as well. On the PSAT, EBRW and Math are each scored on a scale of 160-760.On the SAT, however, these sections are scored on a slightly bigger scale of200-800. Your PSAT score is meant to directly predict your SAT score.So if you get 1200 on the PSAT, you can expect to get roughly the same score if you took the SAT without further preparation. Why the different score ranges, though? Because the PSAT is a little less challenging (so as to accommodatea lower grade level),a perfect score on the PSAT falls a little short of a perfect score on the SAT. #3: Timing It's also important to notethat the amount of time and the number of questions for each section differ between the two tests. The SAT is slightly longer and has more questions,but the amount of time allottedper question is generally the same. The only exception is the Math No Calculator subsection, for which you get 13 seconds more per question on the PSAT than you do on the SAT. Here's an overview of the time and question differences between the PSAT and SAT: Test Section Time # of Questions Time per Question PSAT Reading 60 minutes 48 75 seconds Writing 35 minutes 44 48 seconds Math No Calc 25 minutes 17 88 seconds Math Calc 45 minutes 31 87 seconds Total 165 minutes 139 - SAT Reading 65 minutes 52 75 seconds Writing 35 minutes 44 48 seconds Math No Calc 25 minutes 20 75 seconds Math Calc 55 minutes 38 87 seconds Essay (optional) 50 minutes 1 50 minutes Total 180 minutes (230 minutes with essay) 154 (155 with essay) - If you skip the essay, the SAT is only 15 minutes longer.But if youdo take the essay- which is probably wise- you're in for an extra hour of testing.You'll want to train your endurance toward that goal. #4: The Essay You'll note that there was actually more than just a matter of timing implied in that last section. That's right: the PSAT has no essay. The SAT, on the other hand, does. It's optional, so you don't have to take it.But as your colleges might require or recommend it, you should be aware that this is one aspect of the SAT that the PSAT won't prepare you for. As a result,make sure you give the essay some attention before you dive into the SAT. Colleges tend to like having students write essays. #5:Level of Difficulty Throughout the College Board's suite of tests,things get a little bit harder.It's nothing huge; you just might find that the PSAT has more concrete, find-this-detail-in-the-text questions whilethe SAT has more abstract, what-purpose-did-this-detail-serve sorts of questions. #6: Logistics The final difference lies in the logistics of the PSAT and SAT, namely how each test is administered, how much each test costs, and where you can take each test. In terms of administration, the PSAT is held just once a year in October, while the SAT is offered seven times throughout the school year.(You can also take the SAT on adesignated school-day test day.) As you can see, you're typically expected to take the PSAT just once or twice in total. With the SAT, however, you have far more options to retake itand raise your score. Another big logistical difference is price. Though the PSAT is sometimes free for students whose schools cover the full cost of the test, the typical price is$16 a test.Comparatively, the SAT costs $46 without the Essay and $60 with the Essay. (Note that fee waivers are available for both the PSAT and SAT.) Finally, while the PSAT is alwaysadministered at schools,the SAT is administered at both schools and test centers. So if you're homeschooled or if your school doesn't offer the PSAT, you'll need to find another local school at which you can take it. PSAT vs SAT: Key Takeaways It's always a good idea to throw in a full-length, officialpractice PSAT before you take the real thing. If you're preparing for the PSAT using an SAT program, the good news is that you'll likely be overly prepared in terms of comfort with the content and your overall endurance. What you'll need to watch out for, though, is a probable tendency to overanalyzethe slightly simpler questions on the PSAT. Know that you will not be writing an essay on the PSAT, either. If you're preparing for the SAT using the PSAT, bear in mind that though it will get you most of the way there, you'll still need to supplement your study program with official practice SAT questions and at least a few cracks at the essay. What's Next? Prepare for the task ahead of you,whether it be the PSAT, the SAT, or both. It's important to be familiar with what you'll be doing on test day. And practice, as they say, makes perfect. Set some good goals- find out what it takes to qualify for the National Merit Scholarship Program, and learnwhat a good PSAT score looks like. That's actually not a simple question to answer, but reading up on the subject will get you feeling more comfortable with what you should aim for! If it's too early to think about the PSAT or the SAT, read some carefully considered advice about taking the PSAT 8/9. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Discuss the ways in which law is changed and assess whether the law Essay

Discuss the ways in which law is changed and assess whether the law responds adequately to changes in technology and changes in - Essay Example It draws on the dominant morals, ethics and values to establish rules that are consolidated into law. Changes in Common Law comes with changes in the dominant culture of England at any point in time. Equity automatically developed after the Crown appointed a distinct unit of courts to handle cases based on the tradition of pardons that was established by in cases. Equity therefore changes with the changes in the dominance practices in the society. Aside Common Law and Equity which forms the basis of law in the UK, there are statutes that are created by Parliament as well as various units with powers arising from delegated legislation. Statutes are changed as and when a bill is presented before parliament and relevant bodies and changed as appropriate. Aside the British parliament, there are also various statutes that are created from the European Union as well as other international bodies that the country is signatory to like the United Nations. Statutes are interpreted by the Judic iary who are empowered as an autonomous body to do so. This is discharged through the various courts. The decisions of a court serves as precedence for other cases that may be presented to courts at its level or with jurisdictions below it. This is known as judicial precedents. Judicial precedents also change when the case at hand is decided in a manner that is quite different from the previous ruling. It can be pointed out that although the Common Law and Equity forms the broad framework within which the law is applied, Statutes are rules that are made and changed from time to time to ensure that the courts get a specific basis for the handling of cases. Changes in Law Rules are converted to laws when they are written down and backed by authority. Laws are created through bills which are discussed before parliament or an appropriate body, accepted, signed into law and enforced. In the UK today, Law is made by parliament – that is the House of Commons and the House of Lords. This therefore means that if a law is to be changed, it needs to go through the House of Lords and the House of Commons before it can be accepted as changed. A change in law can be prompted by a member of parliament, a Royal Commission set up to examine a certain law or situation in the society, a national emergency, the Law Commission or the party manifesto of the ruling government. All these outlets can potentially cause parliament to consider changing an existing statute to reflect situations that exist in the society at a given point in time. In this sense there are three main types of bills, there are the public bills, which affect the general public, the public members' bill which are put forward by an individual member of parliament. There is also a private bill which is a bill meant to create a law that affects a small interest group in the United Kingdom. After a proposition for a new law is raised before parliament, the relevant government department publishes a Green Pape r that outlines the elements of the Bill and engage various interest groups in a consensus building process. When the inputs for all interest groups are taken, the civil servants in the Government department summarizes the advice and comments and present them to the Minister in question. The Minister examines the comments and publishes a White Paper that contains the main ideas of the

Childrens creativity with language takes different forms and is Essay

Childrens creativity with language takes different forms and is expressed in various ways - Essay Example The contextual part of the language factors in the interpersonal contexts and the sociohistorical contexts. Critically the art of language refers to the ability of the linguistic creativity to wrap in all kinds of critical and evaluative positions that are visible in the use of language. Subject to the findings of the contemporary researchers in applied linguistics, creativity of the language is not limited to the linguistically skilled writers and speakers, media professionals and literary authors but also a pervasive feature of utilization of the language. Carter (102) focuses on the poetic forms in everyday discourse where rhyme, metaphor, word play and other figures of speech are used in the manipulation of the linguistic form. Styles like repetition are incorporated in the language to reflect what the speakers echo and demonstrate the seriousness of the information even though at times it might not be in accordance to the linguistic form. Another aspect of the language that is used creatively is the innovative creation of dialogue in narrative where the story is converted into drama. At the same both the children’s and adults preoccupation with imaginary or fictional worlds is elaborated using the creativity of language. In essence everyday conversation offers the source for strategies that are later on taken up by others and they include literary genres. According to Carter (105), creativity is a matter of degree that exists together with a series of clines in most of the literary texts on a daily basis unlike the discrete sets of features that are related to the specific registers. In this particular case the term literariness encompasses the clinal nature of creativity. On the other hand the lang uage play is referred to as opposed to the literariness and the two terms have got different intellectual starting points and purposes. For instance Carter dwells on broadening the frame of literariness to involve everyday linguistic practices whereas the other theory focuses on language play in the general terms of play and later on expands this to high culture practices like ceremony and literature. In the long run most of the linguists seem to agree on most of the issues emerging in the language and have a common stand. At the end, the policy and practice in several areas like education are affected due to the pervasiveness of language creativity. There is a conspicuous gap between the linguistic world of young children and the lack of playful use of language in educational materials like reading schemes. As a result most of the modern orthodoxies in communicative and task based approaches to the teaching of the language have not factored in the potential of language play. On the contrary the researchers suggest that the inclusion of a play element in the teaching of the language could be very vital as it would enhance the learning of the language. An example of this is where the importance of an effective dimension in learning, proficiency and value of play in linguistic form due to the acquisition of the second language (Carter, 110). In addition the pervasiveness of creativity across communicative practices leads to broader theoretical challenges to the