Top 5 Mistakes to Avoid with Personal Pronouns

Top 5 Mistakes to Avoid with Personal Pronouns Top 5 Mistakes to Avoid with Personal Pronouns Top 5 Mistakes to Avoid with Personal Pronouns By Maeve Maddox Among the most established words in English are the individual pronouns I, you, he, she, it, we, and they. Two of the individual pronouns, you and it, have just one structure that is utilized as either subject or item: See that goat? It bit me. (It is the subject of the action word bit.) I hear a honey bee. Do you see it? (It is the object of the action word see.) There’s a toxic insect. Step on it! (It is the object of the relational word on) You concur with Charlie on everything. (You is the subject of the action word concur) That vehicle simply missed you. (You is the object of the action word missed.) This data must stay between you and me. (You is the object of the relational word between.) Five of the individual pronouns have two structures each: a subject structure (I, he, she, we, they) and an article structure (me, him, her, us, them). The most widely recognized blunders happen when subject and article structures are switched. Two extra blunders that appear to be expanding are 1.) supplanting an individual pronoun with a pronoun finishing off with - self and 2.) utilizing an individual pronoun in a setting that requires a possessive descriptive word. Mix-up #1: Object structure utilized instead of subject structure Mistaken: In the following half a month, my associates and me will examine the proper method to do that. (Jay Inslee, Congressional Record) Right : In the following half a month, my partners and I will talk about the suitable method to do that. The subject structures I, he, she, we, and they are utilized as the subject of an action word. Here are models of right utilization: We went to New Orleans for Mardi Gras. (subject of the action word went) The youngsters and I made some flawless memories. (subject of the action word had) My associates and I will examine the arrangement. (subject of the action word will examine) Slip-up #2: Subject structure utilized instead of article structure following a relational word Erroneous: She caused every kid to feel uncommon by taking pictures and investing quality one on one energy with they and the canine. (A tribute composed by an individual who has a M.A. degree) Right : She caused kids to feel unique by taking pictures and investing quality one on one energy with them and the canine. At the point when the object of a relational word is a pronoun, the item structure is required. Update: Prepositions incorporate such words as with, to, in, on, under, and between. Here are two instances of right use: The butterfly landed on her. (object of the relational word on) She gave the pony to Jack and me. (object of the relational word to) In the example sentence, a social laborer caused kids to feel extraordinary by investing energy â€Å"with them.† Misake #3 Subject structure utilized instead of item structure following a transitive action word Mistaken: Rodgers at that point tailed she and her little girl out of the market. (New York Daily News) Right : Rodgers at that point followed her and her little girl out of the market. At the point when the immediate object of a transitive action word is a pronoun, the article structure is required. Here is a case of right use: The boss lauded him for his commitment. (direct object of the action word recognized.) The transitive action word followed requires the item structure her. Mix-up #4 Subject structure utilized instead of the comparing possessive descriptive word Mistaken: Susan reports she and her husband’s plans to separate before Atticus’s family. (Downtown Abbey site) Right : Susan reports her and her husband’s plans to separate before Atticus’s family. Note: The individual pronouns have comparing possessive structures. The possessive descriptive word structures are my, your, his, her, its, our, and their. They remain before the thing that is â€Å"possessed.† For instance: Jack is his companion. (possessive descriptive word that relates to individual pronouns he and him) Sally is her companion. (possessive modifier that relates to individual pronouns she and her) She is a subject structure and can't be utilized as a possessive modifier. Susan reports plans for the looming divorce. They are â€Å"her husband’s plans.† They are â€Å"her plans† also. Misstep #5 Reflexive pronoun utilized instead of individual pronoun Off base: Bothâ my spouse and myself feltâ so a lot more joyful in the wake of watching this film. Right : Bothâ my spouse and I feltâ so a lot more joyful in the wake of watching this film. Pronouns that end in - self or - selves are called â€Å"reflexive pronouns† or â€Å"emphatic pronouns.† Here are instances of their right use: The kid cut himself with the support scissors. (reflexive pronoun) The city hall leader herself conveyed my paper today. (unequivocal pronoun) There might be events when the decided structure is needed for a logical prosper, yet in common discourse, supplanting an individual pronoun with one closure in - self or - selves is nonstandard utilization to be maintained a strategic distance from. Need to improve your English quickly a day? Get a membership and begin getting our composing tips and activities every day! Continue learning! Peruse the Common Mistakes class, check our famous posts, or pick a related post below:Writing Prompts 101For Sale versus On SaleForming the Comparative of One-syllable Adjectives

Essay on Family History The Dominican Republic Essay Example For Students

Article on Family History : The Dominican Republic Essay Family HistoryShe is a multi year old female, she originates from a Hispanic foundation. Both of her folks are Dominican, they were both conceived in the Dominican Republic. Her mom moved to the United States at 12 years old. She later on got hitched in the Dominican Republic. In 1994 her dad relocated to the United States to be with her mom and her. She is the most seasoned of three, she has a more youthful sibling who is 18 years of age and a younger sibling who is 11 years of age. She was conceived in the United States, yet invested some energy in the Dominican Republic with her grandma. Her grandma died in 2012 from colon disease, it was perhaps the hardest thing that the family has ever managed. The individual who took it the hardest was her granddad, he began drinking more than he has drank before which made him endure a few mind seizures. The seizures made him lose his memory and he couldn't walk and eat all alone. Beside the cerebrum seizures later on the family found that he was determined to have leukemia. She is close with her mother’s side of the family She doesn't generally have a cozy relationship with her father’s side. They never indicated a lot of enthusiasm into being a piece of her or her kin lives.Medical HistoryShe doesn't show any physical side effects, nor has she at any point been taking drugs. She had iron deficiency once in her life, there are sure ailments that run in her family, for example, malignancy, diabetes, and hypertension. For the time being she gives an indication of good health.Social SupportShe is family situated, her family is consistently there when she needs them. She has a little circles from secondary school that she despite everything stays in touch with and there are likewise companions that she has made in school he. .framing to the guidelines and guidelines set out to her. She will in general be an underachiever, yet she is profoundly energetic to accomplish specifically settings that offer her adaptability. She likes to work in a domain where she can do some free reasoning and where she can characterize her own objectives. She feels great and certain when managing scholarly and theoretical issues, she is verbally familiar and likes to think ahead. Thinking ahead permits her to effectively finish undertakings when inquired. She over thinks a great deal of the occasions making her settle on ill-advised choices. She takes a gander at how things can influence her in either a positive or negative manner, regardless of whether it might now and again prevent her from doing certain things she gets a kick out of the chance to look forward. Thinking ahead permits her to prepare and have a thought of what she needs to do so as to have a fruitful result.

Teenage Suicide Essay -- Teenage Suicide Essays

High school self destruction has gotten a basic, national issue the degree of which is amazing. From 1980 to 1992 the pace of suicides including people from the ages of 10-14 years of age has expanded by 120 percent, and has expanded 28.3 percent while including people from the ages of 15-19 years of age (Suicide 451). All the more as of late in a survey of 3,210 secondary school respect understudies, a dazzling one-quarter have truly thought about self destruction (Eaton 15). Suicides have been demonstrated to be one of the main sources of death among teenagers, falling second just to mishaps (Roberts 45). This information, in any case, might be mistaken, being that passings marked coincidental may have really been adolescent suicides. Likewise, numerous families might not have any desire to report suicides or self destruction endeavors for the dread of shame. By the by, there is broad evidence that self destruction endeavors as well as triumphs are on the ascent among young people, and various gatherings have committed themselves to setting up a reason to this plague. The one closeness that these various gatherings appear to concur on is that there isn't one single hypothesis that clarifies the developing wonder of adolescent self destruction. In any case, various variables appear to be regular among â€Å"at-hazard teens,† factors that, whenever given the correct situation, could place them in peril.           One of and apparently the most widely recognized of these components is wretchedness. As indicated by the National Association for Emotional wellness, almost 20 percent of the individuals who get care for misery in emergency clinics and facilities are younger than eighteen (Leder 31). Everybody has various purposes behind being discouraged and the degree of that downturn will likewise differ from individual to individual. Some basic reasons for wretchedness that have been found to prompt self destruction endeavors are not feeling cherished or potentially comprehended, the sentiment of dismissal, issue with loved ones, or the sentiment of being â€Å"no good.† A misfortune, (as in the demise of a friend or family member, separate, or the separation up with a sweetheart/sweetheart) Has additionally been found to connect misery and self destruction (Leder 34).           Psychologists and specialists have additionally understood that having various mental issues, known as â€Å"conduct disorders,† makes teenagers have imprudent conduct. This incautious conduct can make them act brutal... ... a feeling of personality is regularly pretty shacked and delicate during youth, sentiments of not being worth a lot in one’s guardians eyes won’t help a youthful person’s confidence. In extraordinary cases the juvenile may view himself, as being abhorrent and useless, and figure out how to despise himself, when he can't ready to arrive at their objectives (Hafen 95). The Youth Suicide National Center feels that â€Å"few of them [adolescents] have discovered methods of managing the absence of confidence and when these emotions overpower them, they accept there is something amiss with them.† (qtd. in Hafen 23).           After perusing various books and articles, the plain, however basic truth is that nobody knows precisely why young people murder themselves. Therapists have, be that as it may, arrived at the decision that in a general public where young people have been presented to numerous grown-up weights and stresses, they will most likely be unable to adapt. The absolute most basic reasons for pressure spin around family circumstances, social issues, sadness, formative elements, and different variables related with youths. It is this unendurable pressure that drives them to the demonstration of self destruction.

2012 Ten-year Top Performing Direct Plans Q4

Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year, five-year and ten-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of December 31, 2012 for Direct-sold 529 plans. Ten-year performance ranking (click here for one-year performance table, three-year performance table, and five-year performance table,) : Rank State Plan Percentile 1 Alaska T. Rowe Price College Savings Plan 20.19 2 Alaska University of Alaska College Savings Plan 27.20 3 Virginia Virginia529 inVEST 33.07 4 Maryland College Savings Plans of Maryland -- College Investment Plan 34.36 5 Louisiana START Saving Program 40.90 6 Iowa College Savings Iowa 43.58 7 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 45.20 8 Nevada The Vanguard 529 Savings Plan 49.40 9 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 56.13 - Alabama College Counts 529 Fund (Direct-sold) NA - Arizona Fidelity Arizona College Savings Plan NA - Arkansas GIFT College Investing Plan NA - California The ScholarShare College Savings Plan NA - Colorado Direct Portfolio College Savings Plan NA - Connecticut Connecticut Higher Education Trust (CHET) NA - Delaware Delaware College Investment Plan NA - District of Columbia DC 529 College Savings Program (Direct-sold) NA - Florida Florida 529 Savings Plan NA - Georgia Path2College 529 Plan NA - Hawaii Hawaii's College Savings Program NA - Idaho Idaho College Savings Program (IDeal) NA - Illinois Bright Start College Savings Program -- Direct-sold Plan NA - Indiana CollegeChoice 529 Investment Plan (Direct-sold) NA - Kansas Learning Quest 529 Education Savings Program (Direct-sold) NA - Kansas Schwab 529 College Savings Plan NA - Kentucky Kentucky Education Savings Plan Trust NA - Maine NextGen College Investing Plan -- Client Direct Series NA - Massachusetts U.Fund College Investing Plan NA - Michigan Michigan Education Savings Program NA - Minnesota Minnesota College Savings Plan NA - Mississippi Mississippi Affordable College Savings (MACS) Program NA - Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) NA - Montana Montana Family Education Savings Program Investment Plan NA - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA - Nebraska TD Ameritrade 529 College Savings Plan NA - Nevada SSgA Upromise College Fund NA - Nevada USAA 529 College Savings Plan NA - New Hampshire UNIQUE College Investing Plan NA - New Jersey NJBEST 529 College Savings Plan NA - New Mexico The Education Plan's College Savings Program (Direct-sold) NA - New York New York's 529 College Savings Program -- Direct Plan NA - North Carolina National College Savings Program NA - North Dakota College SAVE NA - Ohio Ohio CollegeAdvantage 529 Savings Plan NA - Oklahoma Oklahoma College Savings Plan NA - Oregon Oregon College Savings Plan NA - Pennsylvania Pennsylvania 529 Investment Plan NA - South Dakota CollegeAccess 529 (Direct-sold) NA - Tennessee TNStars College Savings 529 Program NA - Texas Texas College Savings Plan NA - Utah Utah Educational Savings Plan (UESP) Trust NA - Vermont Vermont Higher Education Investment Plan NA - West Virginia SMART529 Select NA - West Virginia SMART529 WV Direct NA - Wisconsin Edvest College Savings Plan NA NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Saving For College, LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here. Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year, five-year and ten-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of December 31, 2012 for Direct-sold 529 plans. Ten-year performance ranking (click here for one-year performance table, three-year performance table, and five-year performance table,) : Rank State Plan Percentile 1 Alaska T. Rowe Price College Savings Plan 20.19 2 Alaska University of Alaska College Savings Plan 27.20 3 Virginia Virginia529 inVEST 33.07 4 Maryland College Savings Plans of Maryland -- College Investment Plan 34.36 5 Louisiana START Saving Program 40.90 6 Iowa College Savings Iowa 43.58 7 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 45.20 8 Nevada The Vanguard 529 Savings Plan 49.40 9 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 56.13 - Alabama College Counts 529 Fund (Direct-sold) NA - Arizona Fidelity Arizona College Savings Plan NA - Arkansas GIFT College Investing Plan NA - California The ScholarShare College Savings Plan NA - Colorado Direct Portfolio College Savings Plan NA - Connecticut Connecticut Higher Education Trust (CHET) NA - Delaware Delaware College Investment Plan NA - District of Columbia DC 529 College Savings Program (Direct-sold) NA - Florida Florida 529 Savings Plan NA - Georgia Path2College 529 Plan NA - Hawaii Hawaii's College Savings Program NA - Idaho Idaho College Savings Program (IDeal) NA - Illinois Bright Start College Savings Program -- Direct-sold Plan NA - Indiana CollegeChoice 529 Investment Plan (Direct-sold) NA - Kansas Learning Quest 529 Education Savings Program (Direct-sold) NA - Kansas Schwab 529 College Savings Plan NA - Kentucky Kentucky Education Savings Plan Trust NA - Maine NextGen College Investing Plan -- Client Direct Series NA - Massachusetts U.Fund College Investing Plan NA - Michigan Michigan Education Savings Program NA - Minnesota Minnesota College Savings Plan NA - Mississippi Mississippi Affordable College Savings (MACS) Program NA - Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) NA - Montana Montana Family Education Savings Program Investment Plan NA - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA - Nebraska TD Ameritrade 529 College Savings Plan NA - Nevada SSgA Upromise College Fund NA - Nevada USAA 529 College Savings Plan NA - New Hampshire UNIQUE College Investing Plan NA - New Jersey NJBEST 529 College Savings Plan NA - New Mexico The Education Plan's College Savings Program (Direct-sold) NA - New York New York's 529 College Savings Program -- Direct Plan NA - North Carolina National College Savings Program NA - North Dakota College SAVE NA - Ohio Ohio CollegeAdvantage 529 Savings Plan NA - Oklahoma Oklahoma College Savings Plan NA - Oregon Oregon College Savings Plan NA - Pennsylvania Pennsylvania 529 Investment Plan NA - South Dakota CollegeAccess 529 (Direct-sold) NA - Tennessee TNStars College Savings 529 Program NA - Texas Texas College Savings Plan NA - Utah Utah Educational Savings Plan (UESP) Trust NA - Vermont Vermont Higher Education Investment Plan NA - West Virginia SMART529 Select NA - West Virginia SMART529 WV Direct NA - Wisconsin Edvest College Savings Plan NA NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Saving For College, LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here.

Desdemona’s Handkerchief in Othello Essay - 891 Words

In Shakespeare’s play Othello, one of the main character’s Desdemona possesses the most essential symbol and object in the play, a handkerchief. The handkerchief appears in Act III of the play and is a particularly important part in the plot of the play. It helps weave the entire story together. The handkerchief symbolizes Othello’s love and trust to Desdemona and Desdemona’s marital fidelity to Othello. The first symbol of the handkerchief is Desdemona’s marital fidelity. In the play, Iago gives the only description of the handkerchief when he says to Othello, Have you not sometimes seen a handkerchief / Spotted with strawberries in your wifes hand (III.iii.434-435)? The handkerchief is white with a pattern of strawberries in the†¦show more content†¦Iago sees the handkerchief as a way of finally being able to get to Othello. Iago feels that the handkerchief is a symbol of Desdemona’s faith to Othello. By obtaining this symbol of he r faith, he is able to deploy his plan of revenge against Othello. Othello discovers that the handkerchief is missing and becomes very angry with Desdemona. When Desdemona looses her handkerchief, Othello believes she is unfaithful. Othello sees Cassio with the handkerchief and accepts it as confirmation of Desdemonas infidelity. The handkerchief also represents Othello’s love and trust in Desdemona. Othello has an obsession with the handkerchief because of its history. It carries a significant amount of meaning and is extremely important to him. He tells Desdemona about the history of the handkerchief and how his mother used it to keep his father faithful to her: That handkerchief Did an Egyptian to my mother give. She was a charmer, and could almost read The thoughts of people. She told her, while she kept it, Twould make her amiable and subdue my father Entirely to her love; but if she lost it Or made gift of it, my father’s eye Should hold her loathed, and his spirits should hunt After new fancies. She, dying, gave it me, And bid me, when my fate would have me wived; To give it her. I did so, and take heed on ’t; Make it aShow MoreRelatedOthello s Othello By William Shakespeare848 Words   |  4 Pages Desdemona’s Passivity [In the Shakespeare’s play â€Å"Othello†] Desdemona is a passive character in the Shakespeare play â€Å"Othello†. We can identify this as a fault in Desdemona, in various acts and scenes throughout the play. A critic had stated that â€Å"Desdemona is passive, acted upon rather than acting.† This is a valid statement which is noticeable in Desdemona’s character. When Desdemona argues Cassio’s position that Othello stripped from him. We see from this that she could have actedRead MoreWhos Responsible for Desdemonas Death? Essay1036 Words   |  5 PagesIs Othello responsible for Desdemona’s death? Or is it Iago who planned to get revenge against the Moor? There are many people in the play who are responsible for Desdemona’s death. However, one of the individuals in the play unwittingly helps contribute to her death by being naive. Emilia who is Desdemona’s loyal friend fails to convince Othello that Desdemona is faithful. She is unwittingly responsible for her fr iend’s death because, she never mentions the handkerchief until Desdemona has beenRead MoreThe Significance of the Handkerchief in Othello by Shakespeare566 Words   |  3 Pages The handkerchief is significant to the plot, mainly to Iagos manipulation of Othello and his convincing the latter of Desdemonas infidelity. Moreover, it sheds light over Iago, Desdemona, Othello and Emilias characters, and is thus important to characterisation. The symbolic significance attached to the handkerchief reveals Othellos social background, his treatment of Desdemona and the latters feelings towards her husband. Interestingly, Othello provides two sides of the story of how heRead MoreIs It Possible For A Small Piece Of Cloth?879 Words   |  4 Pagesthe Shakespearean play â€Å"Othello†, it is very possible. There are many factors that lead up to these deaths, but the handkerchief is the most significant. It is the most significant because of all the chaos it causes. Nevertheless, the play depicts a story about Othello and Desdemona, a couple that deems unacceptable in Iago’s eyes. Thus, Iago devises a plan in order to ruin their marriage. His plan includes stealing the handkerchief that was given to Desdemona from Othello. At this point it is clearRead MoreOthello By William Shakespeare s Othello Essay1230 Words   |  5 Pages Previously, in Act 3.4, Othello begins to suspect Desdemona’s loyalty, as he continuously asks Desdemona for the handkerchief, yet she keeps on changing the topic. In Act 4.1, Iago continues to convince Othello of Desdemona’s faithful ness. In Act 3.4, Othello defended Desdemona when Iago accused her; but in Act 4.1, their position is switched. Othello becomes more aware of what Iago is saying and the anger that he has towards Iago has significantly reduced, while he begins to doubt Desdemona.Read MoreOthello Character Analysis905 Words   |  4 Pages1. Throughout the drama, â€Å"The Tragedy of Othello†, Iago successfully manipulates Cassio various times. In the writing, Shakespeare creates Iago’s plan to demote Cassio from being Othello’s lieutenant, the role Iago dreamt of, by tricking Cassio to get drunk so that he will raise chaos and result in Cassio being demoted. This worked out for Iago when Cassio accepts Iago’s encouraging words and began to drink heavily, this would result in Cassio ultimately fighting and stabbing Montano in a drunkenRead MoreThe Handkerchief Of Shakespeare s Othello1730 Words   |  7 PagesHandkerchief Destruction Destruction caused by a single piece of cloth seems like a very farfetched idea. In William Shakespeare’s play Othello, he shows how a single handkerchief can cause mass devastation, and he shows how it can ruin many lives. The background of the handkerchief is what makes the handkerchief so important to Othello. The handkerchief was a family heirloom, and was handed down to him by his mother. The handkerchief is passed around to majority of the characters, and those whoRead MoreTo What Extent Is Desdemona Presented as a Tragic Victim in Othello?1489 Words   |  6 PagesTo what extent is Desdemona presented as a tragic victim in the play ‘Othello’? Desdemona, the daughter of Venetian senator Brabantio, is captivated by Othello’s fables of bravery as a warrior and she falls in love with him. In view of the fact that Desdemona is a â€Å"fair† woman and Othello is â€Å"an old black ram†, commonly referred to as ‘the Moor’, their marriage indicates that her fate might be tragic. In ‘Othello’, Desdemona is portrayed as a courageous young woman whose character is used againstRead MoreOthello, The Moor Of Venice Essay860 Words   |  4 Pagesthat the hero possesses. In Shakespeare’s tragedy Othello, the Moor of Venice (rpt. In Thomas R. Arp and Greg Johnson, Perrine’s Literature: Structure, Sound, and Sense, 10th ed. [Boston: Wadsworth, 2009], 1273-1366), there are several contributing factors in the tragic outcome of the play. Iago, the primary antagonist, targets Othello in various ways to obtain revenge and this contributes to the demise of beloved characters. Althoug h Iago and Othello contribute heavily to the final result of the tragedy:Read MoreTragedy is mostly seen in characters pure and innocent. The deaths of those whom are innocent have800 Words   |  4 Pagesdeserve their unfortunate fates. Desdemona is the heart of Iago’s plan and her loyalty to Othello eventually leads to her death bed. Emilia’s husband is the villain she hates, but giving him the one item he needs dooms everyone. Othello falls into Iago’s plan as soon as his fatal flaw of jealousy comes into play. In the tragic play Othello, by William Shakespeare, the innocent characters Desdemona, Emilia, and Othello are lead to their demise because they are manipulated into trusting Iago. Desdemona

Factors that Promote Rapid Language Learning in Children

According to Chomsky (1972), language acquisition is one of the exclusive characteristics of human beings and is known as the jewel in the crown of cognition (Pinker, 1994). It is well known that other species on earth have communication system also, but differ substantially in their qualities from human communication. Several attempts have been made to teach apes to speak (Allen Gardner, 1969; Savage-Rumbaugh, Sevcik, Hopkins, 1988), but language acquisition is a mystery of human beings, it starts before a child is born (DeCasper Spence, 1986). Until today, no artificial intelligence has been created which can learn a language. Healthy newborn children acquire seemingly effortlessly and rapidly the language of any part of the world,†¦show more content†¦We can establish the importance of time, childrens language acquisition must develop within their first 5 years, children should not be denied linguistic stimulation and adequate social interaction must surround them. Gol dfield and Reznick (1990) investigated childrens vocabulary development. The growth of vocabulary starts slowly, around the first year children speak barely a couple of words, when children reach 18 months old they possess approximately 10 words in their vocabulary but after they undergo a huge development, they are capable of learning a new word almost every day. These words are mostly nouns, objects which are located in the direct surroundings. It is important from the acquisition process point of view to be surrounded by a nourishing environment, as in a deprived, depressing home the child’s development might be slowed down. Schachner and Hannon (2010) described in their studies the importance of the infant directed talk. Mothers or caregivers speak to a baby in a special way: slowly, with simple grammar, mostly about concrete things which are visible to the child. As the child develops, the infant-directed talk advances also, it becomes more complex so the child can lea rn more. In the experiment 5 month old babies were presented with adults who used infant directed talk and adult directed talk. The babies showed a preference for the person who spoke in the infant directed manner. Cooper and Aslin (1990) also discoveredShow MoreRelatedDeveloping A Successful Classroom Inclusive Environment Is The Quality Of Teaching926 Words   |  4 PagesAnother factor that incorporates in having a successful classroom inclusive environment is the quality of teaching. Alton-Lee (2003) argues that quality teaching has been identified as an important practice of positive outcomes for diverse students. Forlin (2012) discusses, but with more details than in Alton-Lee (2003) saying that quality teaching for students with diverse abilities has got various characteristics. For example, it has to focus on student’s achievement, to make clear links betweenRead MoreElls Essay1376 Words   |  6 Pagesbeliefs may affect ELLs learning process and even a well-inten ded teacher delimits ELLs’ social growth (Shim, 2014). Now let me dig a close attention into the introductory quote I used at the beginning: â€Å"In my teaching, I do not usually make reference to the home language of the ELL students I have in class, and I also do not allow my students to speak in their home language in class. I offer practical advice to the ELL students who wish to maintain their home language, but allowing students toRead MoreDevelopment Of Infancy And Early Childhood1385 Words   |  6 PagesJessica Wilson Development in Infancy and Early Childhood Throughout the course of the human lifespan, the period of most rapid development extends through infancy and early childhood. The early stages of development that occur during this time set the stage upon which further and more specific aspects of development will occur. There are many different external and internal components which influence and guide development during this time. These components include the individual’s family, includingRead MoreAssociations Between Media Viewing and Language Development in Children Under Age Two Years of Age1251 Words   |  6 PagesDevelopment in Children Under Age 2 Years (Zimmerman et al., 2007) Nearly every theory of language development recognizes that there is a critical period for learning language. During this critical period a child must receive environmental input for normal development. Parents and caregivers are an extremely important piece of this environmental input and the best way for caregivers to teach their children language is to simply talk to them—a lot. We know that children often say their first wordRead MoreThe Health Of The Community- Public Health778 Words   |  4 Pages1) Factors that Influence the Health of the Community- Public health seeks to prevent environmental conditions such as: Asbestos exposure, lead exposure, radon exposure, mercury exposure, radioactivity and radiation, ground and surface water contamination, contaminated and abandoned wells, food- borne and waterborne disease, air contamination (second- hand smoke, molds, carbon monoxide, etc.), public health nuisances (e.g., animal control, noise pollution), occupational disea se (e.g., farmer s lungRead MoreEarly Childhood Education Is The Most Rapid Period Of Development960 Words   |  4 PagesAfter doing a little research I have come to the conclusion that Early Childhood Education is the most rapid period of development in a human brain. The years from conception through birth to eight years of age critical to the complete and healthy cognitive, emotional and physical growth of children. The brain is part of the central nervous system, and plays a decisive role in controlling many bodily functions, including both voluntary activities such as walking or speaking and involuntary onesRead MoreLanguage Is The Primary Form Of Communication For The Human Race Essay1567 Words   |  7 PagesIntroduction: Language can play many different roles in our day-to-day life. It’s a means of communication and a way of expressing our needs, wants, feelings and emotions. The purpose of this essay is to firstly highlight the important role language plays in every stage of a child’s life, while also examining the learning processes and cues that are used by children to understand written, oral and visual language. Secondly, discuss what it means for a child to be multiliterate in today’s societyRead MoreWhy Do We Use Portfolios As An Assessment?1693 Words   |  7 Pagesportfolios promote positive student involvement. As students create their portfolios, they are actively involved in and reflecting on their own learning. This means that the teacher can individualize instruction for the student. Portfolios are a form of alternative/authentic assessment in which a student s progress is measured over a period of time in various language learning contexts. Portfolios can include evidence of specific skills and other items at one particular time and language performanceRead MoreChildhood Disability And Child And Youth1615 Words   |  7 Pagesapproach and classification. In 2007, World Health Organization (WHO) introduced International Classification of Functioning, Disability and Health, Child and Youth (ICF-CY) version, a special classification system sensitive to the rapid changes of development for children and youth under 18 years of age. In this paper, I argue that ICF-CY is the most useful and comprehensive tool for measuring and documenting the dynamic nature of childhood health conditions, as it emphasizes the integrative approachRead MoreThe Effects Of Pre Kindergarten Programs On Public Schools1705 Words   |  7 Pages Brain development is most rapid in the first five years of life. Educators, economists, business leaders, and politicians all agree that high-quality early learning programs are a key factor in improving a child’s educational and social development for many years to come. These stakeholders are aware that children need the appropriate intervention in order to make meaningful gains across a variety of domains and succeed successfully in their academic development and achievement. They are mindful

Criminal Justice Trait Theory free essay sample

A study of trait theories as applied to the criminal justice system. This paper considers two different models of trait theories biosocial and biosocial/psychological within the context of the field of criminal justice. It describes the attempt to isolate what it is that defines human nature and human personality, in terms of what is the effect of environment and what is purely genetic in a personality. The author shows how these psychological concepts are applied to criminal rehabilitation therapy. One of the ways in which researchers have tried to answer this question is that they have attempted to isolate what it is that defines human nature and human personality. In other words, they have sought to isolate the different traits that together make up the personality. Although this approach is certainly subject to various criticisms perhaps the most important of these being that personality traits are not consistently manifested over time the trait model has remained useful in some arenas for helping people to understand human personality. We will write a custom essay sample on Criminal Justice Trait Theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page