Life of William Shakespeare Paper Essay Example for Free

Life of William Shakespeare Paper Essay Ever since the death of Shakespeare, his life was only well known about his plays and poems. He had written many famous Plays such as: Hamlet, Romeo and Juliet, Macbeth and etc and his famous poems were the Sonnets. Many decades have passed since his death and his plays and poems are still famous and read out loud in schools. Sadly, only a few people knew about Shakespeares life and how he became a Bard. â€Å"Details about William Shakespeare’s life are sketchy, mostly mere surmise based upon court or other clerical records.   Ã¢â‚¬  (enotes. com). Shakespeares early life was not very well known to the public at this time but according â€Å"Enotes†, he was born in Stratford upon Avon, England in 1564. According to the website william-shakespeare. org. uk. There were records of William Shakespeare being born in the â€Å"Holy Trinity parish church, in Stratford,† on April 26, 1564. His dad John Shakespeare, was a â€Å"yeoman—a glover and commodities merchant. â€Å"(enotes. com). His mother Mary, was a Land owner or as they called it back then, a landed gentry. Shakespeare was the 3rd child of the family but he was one of the childs that lived for a long time. He had 4 sisters and 4 brothers. According to William went to a grammar school until the age of fourteen but he did not continue his education at a university. In 1582, at the age of eighteen he married Anne Hathaway and had their first child, Susanna six months after their marriage in 1583. After two years, they had twins named Judith and Hamnet. It is estimated that Shakespeare arrived in London around 1588 and began to establish himself as an actor and playwright. † (bardweb. net ). According to â€Å"bardweb. net† the exact date of Shakespeare going to London is unknown but estimated to 1588. They thought Shakespeare moved to London because he was â€Å"pursued by the law for poaching deer on private property. † ( enotes. com ). The same year he was called an â€Å"upstart crow, the theater closed in London because of the Black Death plague. â€Å"By 1594 Shakespeare had joined a theater troupe known as the Lord Chamberlains Men. † During this time period, Shakespeare had expressed many of his plays but sadly, it was not to last Soon, the law had banned plays throughout the reach of London. According to â€Å"william-shakespeare. org. uk â€Å", Shakespeare was very successful in 1596 due to his performance while Queen Elizabeth the first was present. He also got permission to hang his coat of arms and he got very rich because of his career. In 1597 they started to make the Globe Theatre and finished making it in 1598 (which Shakespeare got 10% of the profit from the Globe Theatre). One day, while the Globe Theater was performing the play King Henry VIII, on June 29, 1613, there was a fire due to the cannon that was shot, since the building was made of wood, the fire spread quickly. That day, the globe theater was destroyed. Three years before the fire, Shakespeare retired and went back to Stratford upon Avon, England. Though he lived a wealthy life, according the both websites, the cause of his death was unknown. He died on April 23, 1616 at the age of fifty-two. Just four weeks before his death, on March 25, 1616, he wrote his will. In his will he gave â€Å"his properties to his daughter Susanna† (bardweb. net ). According to that website Shakespeare â€Å"he left ? 300† to his daughter Judith (who was still living at the time) and his wife he left her â€Å"his second best bed†. â€Å"William Shakespeare was buried on April 25th 1616 in Holy Trinity Church, Stratford-upon-Avon. † (william-shakespeare. org. uk ). After William Shakespeare died, he was buried 3 days after his death and according to that website his tomb was â€Å"beneath the floors of the church in the chancel†. In the end, there was almost no record of Shakespeare’s life but some records. After the death of Shakespeare people found out that he wrote those plays that were performed in the Globe Theatre. They were all written in Shakespeares First Folio. Work Citation N. P, Enotes. com, eNotes Inc. 2011, 16 Nov. 2011 L. K. , Alchin, William Shakespeare info. November 21 2005. Web. 16 Nov. 2011. Pressley, J. M. Bard web the Shakespeare Resource Center 1997-2011 16 November 2011.

The Change in Our Relationship with Nature over Time Essay Example for Free

The Change in Our Relationship with Nature over Time Essay The relationship between humans and nature has been interactive, chaotic, and complex. From a many human viewpoints, nature can be considered as both a source of everyday needs, and an adversary, a rather indefinite force which we interact with. Many people today consider themselves a separate entity, existing completely outside, if not above nature, especially in western cultures. Yet, nature was not always perceived as such. Over the centuries, people have thought of nature in a number of different ways, depending on their connection to nature at the time. To fully understand this relationship, one must first define what is meant by nature. Nature, put simply, is the complete physical world. One might also venture further to say nature is what also occurs beyond of any human feats, with a distinction between nature and the artificial. While this line between the natural and synthetic is not always so clear, one could say nature is the original arrangement and order of components of a substance, without mankind’s tampering and interference. Whereas all humans have an agenda of some sort, nature can be considered perhaps the clearest example of indifference. Beginning from humanity’s more primal state, nature was most often viewed as more of an omnipotent presence than anything else, where nature’s indifference bore down upon them the strongest. It brought hunger, disease, and disaster, wreaking havoc on all mankind. Of course there were different reactions to cope with nature’s torments, one being the creation of tools to help increase the chances of survival. However, more often a coping method would involve embodying these elemental powers as celestial forces by representing them with animals or through ritual objects. They could also be personified as gods who could direct these forces however they pleased. When disasters struck, it was due to the actions and offences of humans, so hence they let loose their unbridled anger upon the masses of terrified souls. One could say this is especially true for the Judeo-Christian traditions, where humans are thought to sit at the head of the table over all aspects of natur e, and to help deal with the intimidating character of nature, it is said humans are destined by God to dominate nature. While on the other hand,  many Eastern religions claim nearly the exact opposite: humans are an internal and basic part of nature. This Eastern way of thinking evolved over the years and became a basis for the Romantic/Transcendentalist movements. These two movements reflected people’s feeling of estrangement from nature as a dreadful loss, and they worked to recover what was seen as a broken concord between humans and nature. As a result, they favored the pastoral simplicity of the outdoors to the extensive commotion of the more modern cities. This opinion was expressed by Henry David Thoreau in his essay when he stated â€Å"Our life is frittered away by detail†¦ Simplicity, simplicity, simplicity!† With this statement he tells us that people are too caught up in their own petty, insignificant problems and a fast-paced lifestyle to see the beauty in nature and how communing with it can release men from â€Å"quiet lives of desperation,† enslaving them. Romanticism and Transcendentalism had much more of a sentimental viewpoint of life and unity with nature people, especially of Eastern philosophies, used to have. Eventually this world view dwindled and was overtaken by the manufacturer’s standpoint. Nature was simply a vast expanse of raw materials only waiting to be taken advantage of, according to the more modern businessman. With the usage of both human labor and a little human ingenuity these natural stores could be converted into products for society’s use, precious goods and services to be dispersed within communities everywhere, particularly for the company’s profit. This point of view is nearly the exact opposite of Romanticism and Transcendentalism. One could also say it seems to be a caricature of Ralph Waldo Emerson’s statement â€Å"To speak truly, few adult persons can see nature. Most persons do not see the sun. At least they have a very superficial seeing,† where the entrepreneur’s viewpoint is just that, only taken to a whole new level. Instead of simply being estranged from nature, caught up in their own little lives, they imply that nature is only a collection of decomposing matter and the physical forces controlling it, just waiting to be exploited by humans. This stance tapered away to be exchanged with its radical opposite: Environmentalism. Once people realized the rise in industry and the destruction triggered by it and the potential damage that could be done, they began to condemn what they saw as corporate greed running rampant. Environmentalists generally believed that nature was almost sacred in a sense, and inspiring reverence. Any mistreatment of nature by humans was considered invasive and an offense against its inborn inviolability. Should humans not see their mistakes and fix their lifestyles, humanity shall surely be lost. Finally, the relationship between humans and nature is much more complex and ambiguous than how most perceive it. The notion of nature has other conceptual connotations and meanings to be dealt with and understood. In different time periods this relationship is seen in many different lights, from fear, to mastery, to spiritual connectedness, to near worship. This demonstrates that the differing philosophies show one common theme-the idea that humans share an awkward, disconnected relationship with nature. The reason why is an enigma that with continue to mystify the human race.

Complexes Of Cobalt In Different Metal Oxidation State Biology Essay

Complexes Of Cobalt In Different Metal Oxidation State Biology Essay Cobalt forms a complex since it has an empty valence shell orbital thus it is an electron pair acceptor. It can donate electrons from the ligands thus forming a coordination compound. Cobalt usually exists in two oxidation stable states usually the +2 and +3 and can also be in the form of a tetrahedral arragement and octahedral in the case of the Cobalt(II) oxidation state . Co(III) oxidation state can only form an octahedral arragement. Co(II) is one of the transition metals which can form tetrahedral complexes more easily . The energy levels of octahedral and tetrahedral of Co(II) have the least difference in energy.The magnetic moments of tetrahedral ranges from 3.89 to 4.7BM and that of octahedral complexes ranges from 4.7 to 5.2BM Co(III) oxidation state is not very favourable, this is because when it reacts with water it would quickly go back to the +2 oxidation state. When reacting with ammonia, cobalt(III) is more stable. The Co(III) can show also isomerism. Co(III) is expected to be paramagnetic but the cross over from high spin to low spin takes place at very long ligand field strengths and therefore it is more likely to be diamagnetic. Cobalt(III) complexes are described as kinetically inert and undergo ligand exchange very slowly. On the other hand cobalt(II) undergoes ligand exchange faster since it is liable.1 In this experiment ligand exchange is going to take place such that the ammonia molecule which is a stronger ligand replaces the water molecules in the cobalt(II) chloride hexahydrate. In the second experiment the coordination around cobalt is changing from an octahedral to a tetrahedral complex. The different colours of these transition metals are caused by the excitation of the d electron to another d subshell. The 3d orbitals split in eg and t2g. This splitting enables the electron to excite from ground state to excited state. The size of energy gap of the excitation corresponds to the wavelength of the absorbance in the visible region of the spectra. Apparatus: Pasteur pipette, weighing boat, spatula, watch glass, measuring cyclinder, stirring rod, buchner funnel, stopper, heating mantle, weighing balance, beakers, thermometer, filter paper, ice-salt bath, flasks Chemicals Chemical Grade Brand Cobalt(II) chloride hexahydrate GPR N/A Ammonium chloride GPR BDH Hydrogen peroxide GPR BDH Ammonia GPR Timstor Hydrochloric acid GPR BDH Charcoal GPR N/A Acetone GPR BDH Pyridine GPR N/A Ethanol GPR BDH Method: Experiment A: Preparation of Hexamminecobalt(III) Chloride 6g of ammonium chlorideand 9g of cobalt(II) chloride hexahydrate were dissolved in 13cm3 boiling water and 0.5g of decolourising charcoal was added carefully. The mixture was cooled to 0OC in an ice-bath and 20cm3 of ammonia was added, while keeping the temperature below 10OC. 18cm3 of hydrogen peroxide was added while the solution was being stirred rapidly and the temperature was kept below 20OC. When all the hydrogen peroxide was added, the mixture was heated to 60 OC until the pink colour disappeared. The mixture was cooled in ice and the precipitate was collected by filtration on a Buchner funnel. The precipitate was dissolved in a boiling mixture of 80cm3 of water and 3cm3 of concentrated hydrochloric acid. The charcoal was removed by filtration while it was still hot. 10cm3 of concentrated hydrochloric acid was added to the filtrate and the mixture was cooled in ice when crystals of hexamminecobalt(II) chloride were deposited. The crystalline product was collected on a Buchner funnel, then it was washed with acetone and dried in a vacuum dessicator. The yield was measured and the product was kept for inspection. Experiment B: Preparation of dichlorodipyridinocobalt 1.2g of cobalt(II) chloride was dissolved in 6cm3 of hot absolute ethanol. 1cm3 of hot solution of pyridine in 3cm3 of absolute alcohol was added slowly to the solution.This was carried in a fume cupboard. The solution was allowed to stand at room temperature for 15minutes and the product was collected by filtration on a Buchner funnel. The crystals were washed quickly with ice-cold absolute ethanol and the product was dried in a vacuum dessicator. The yield was recorded and the product was kept for inspection. Results: Experiment A: Mass of ammonium chloride=5.850g Mass of cobalt chloride=8.960g Mass of crystals of hexamminecobalt chloride=4.787g Experiment B: Mass of cobalt(II) chloride=1.204g Mass of crystals of dichlorodipyridinocobalt=0.000g Calculation: Moles of NH4Cl= 5.985 =0.112moles 53.49 (RMM) Moles of cobalt chloride= 8.960g= 0.038moles 237.9(RMM) Moles of Hydrogen peroxide= 6% of Hydrogen peroxide=20volumes 6 x 18= 1.08g 100 1.08g= 0.032moles 34(RMM) 1 CoCl2.6H2O:2H2O2 0.038 : 0.076 Therefore: CoCl2.6H2O is the limiting reagent 1:1 CoCl2.6H2O:[Co(H2O)6]Cl3 1 mole=267.3g 0.038 moles=? 10.16g % yield= actual yield x100% Theoritical yield 4.787gx100%=47.27% (percentage yield of hexamminecobalt(III) chloride) 10.16g Precautions: The vacuum at the flask was disconnected before turning off the water aspirator. This prevents water from being sucked into the vacuum flask. The suction of the vacuum filtration was checked so that filtration would be a success. It was made sure that the crystals would not remain on the sides of the funnel since a low result would be obtained. Prevention of excessive cooling during filtration was by suction through a flat piece of filter paper properly fitting a Buchner funnel. The solution was cooled to room temperature and sometimes even colder with the aid of an ice-water bath. Filtration was done using the Buchner funnel to increase the speed of filtration A heating mantle was used instead of a bunsen burner because ethanol is flammable. The hydrogen peroxide,ammonia, pyridine and absolute ethanol were quite dangerous and so they were performed in the fumehood. The crystals that remained in the beaker were not rinsed by distilled water since some of the product would dissolve. The solvent had to be cooled before washing the crystals since crystals could dissolve. Sources of error: Transfer errors when collecting the crystals formed by suction filtraton, since some of them would remain with the filter paper. Some of the substance was left with the glass rod during stirring which would cause loss of the product. The mixture was contaminated and so the yields were not sufficiently pure. Side reactions could have occurred beside the actual reaction which can lead to the generation of other products. Error in the apparatus especially the weighing balance. Discussion: Experiment A: Preparation of Hexamminecobalt(III) chloride When ammonium chloride is added to the cobalt(II) hexahydrate, it has a function to stabilize the ion.2 When dissolved in water the cobalt(II) chloride salt decomposes, resulting in the formation of the Co(H2O)62+ ion. Cobalt(II) can be oxidized by air oxidation to cobalt(III).5 When adding the ammonia solution the hexaammine complex is formed: [Co(H2O)6]2+ +NH3 → [Co(NH3)6]2+ + 6 H2O Ammonia is added to the solution to aid in this oxidation process. When adding ammonia the reaction would be exothermic and so the mixture is placed in a salt-bath to keep the mixture cooled. Hydrogen peroxide is used as an oxidizing agent thus oxidizing the Cobalt(II) to Cobalt(III). The decolourising charcoal is used as the catalyst of the reaction to give high yields in a relatively short time. The activated charcoal increases the speed of the reaction by helping in the formation of the bonds between NH3 and conveniently, it also catalyzes the transformation of Co2+ into Co3+ by the hydrogen peroxide. Thus it is used to increase the reaction of the ligand exchange. 2 The charcoal is made from finely divided carbon sheets which provide a large surface area. The holes on the surface of the charcoal are used to allow the reaction of the ligand exchange to take place. 2 The process for collecting the product involves the dissolving of the precipitate in the boiling water and adding concentrated hydrochloric acid to the precipitate, the hexamminecobalt(III) chloride. When heating the mixture directly on the hot plate while stirring, helps to dissolve the crystals. The filtrate should be orange, and it contains the dissolved product. 4 CoCl2Â ·6H2O + 4 NH4Cl + 20 NH3 + O2 → 4 [Co(NH3)6]Cl3 + 26 H2O 2 CoCl2Â ·6H2O + Â ½H2O2 + NH4Cl + 5 NH3 → [Co(NH3)6]Cl3 + 7 H2O 3 Acetone was used as the solvent so that impurities are removed from the crystals. When the solution was cooled, crystals of pure product were formed and the impurities remained dissolved in the solution. If the solvent was not cooled, the crystals may dissolve and result in a decrease of the percent yield. The solvent that is chosen has to have low solubility at low temperatures and high solubility at high temperatures. 4 Hexammincobalt(III) chloride is an ionic compound having three chloride ions with a charge of -1 and the cation having a charge of 3+ . Some years ago it was questioned whether the chlorine atoms in hexaamminecobalt(III) chloride were part of the complex or ionic thus they were free. Chlorine in this complex was indeed determined to be ionic. To verify this theory one can complex the cobalt iodometrically and so titrating the liberated iodine with sodium thiosulfate solution.5 The Co3+ is an electron deficient cation and so ammonia is capable of donating an electron pair to the metal ion in a coordinate covalent bond. NH3 is a strong field ligand thus there would be more splitting, ie. it is a low-spin complex. The yield of Hexamminecobalt(III) chloride was 4.787g which is a rather high yield if one is assuming that all of the cobalt(II) chloride hexahydrate turned into the hexamminecobalt(III)chloride. The yield could have been better if there were no losses during the synthesis and also during the recrystallisation process. Hexamminecobalt(III) chloride absorbs light in the violet-blue-green region but reflects the orange wavelengths thus appearing orange. The ground state 5D would split into 5T2g and a 5Eg. 5 The ligand NH3 would have a weak field since it has four unpaired electrons. From the Tanabe sugano diagram one can verify that the ligand NH3 is of intermediate field strength having a Dq/B of 1.8.5 Experiment B: Preparation of Dichlorodipyridinocobalt In the second experiment the octahedral complex of cobalt(II) chloride hexaydrate is going to take a tetrahedral form.6 This complex is found to exist in two forms: a monomer with a formula of [CoCl2(py)2] consisting of a tetrahedral with cobalt 2+ as the central metal ion and the other one is an octahedral polymer [CoCl2(py)2]n.6 Polymerizes on standing CoCl2+ 2py→[CoCl2(py)2] ↔ [CoCl2(py)2]n 6 Blue violet Diagram of structure of dichlorodipyridinocobalt 6 Pyridine has an equatorial lone pair of electrons at the nitrogen atom in the benzene ring 7 and so it is able to donate the lone pairs to the metal ion cobalt(II). Pyridine and chlorine are monodentate ligands since they donate only one lone pair to the metal. When adding the hot absolute ethanol the cobalt(II) chloride would dissolve and pyridine would exchange with water ligands since it is a stronger ligand. Because a tetrahedral complex has fewer ligands and there are no ligands at the axis, the magnitude of the splitting is smaller when compared to the octahedral. Octahedral complexes would have large splitting because of higher repulsion.8 The difference between the energies of the t2g and eg orbitals in a tetrahedral complex is slightly less than half as large as the splitting in octahedral complexes. 8 From the results one can observe that the yield of the dichlorodipyridinocobalt resulted in 0g. This could be the cause of heating the alcohol and pyridine at high temperature thus evaporating some of them and so the synthesis would not occur as desired. The absolute ethanol could have melted the crystals so resulting in low yield of product. One source of error is that normal balances would not detect such low yields. Conclusion One can conclude that the aim of this experiment: To prepare two complexes of cobalt in different metal oxidation state was reached, such that relatively good yields were obtained for the hexamminecobalt(III) complex and dichlorodipyridinocobalt crystals were also obtained by in such a low yield that could not be measured.

Comparing the Rights of the Individual in Handmaids Tale and Invisible Man :: comparison compare contrast essays

Rights of the Individual in Handmaid's Tale  and Invisible Man    The Handmaid's Tale, by Margaret Atwood, and Invisible Man, by Ralph Ellison, are two novels which use an essentially "invisible" central character to comment on the manipulative power society holds over people, destroying the individual. Offred, the protagonist of The Handmaid's Tale, and the narrator of Invisible Man are both invisible as individuals and are manipulated by society to become a dehumanized natural resource. The authors of these two works use the protagonist to criticize society's use of certain groups of people only as resources to reach a goal, ignoring the individuality of these people. The very names, or lack thereof, of the main characters indicate their invisibility in the eyes of society. Offred is named after her commander; she is Fred's possession and therefore of Fred. Her original name is never mentioned. Likewise, the name of the narrator of Invisible Man is never mentioned. When he joins the Brotherhood, he is given a new name. Both Offred and the narrator of Invisible Man see their real names as a source of self-identification, yet society refuses to use their real names. Offred is a natural resource to Gilead because she is one of few women who still have viable ovaries. She describes the existence of the handmaids: "We are two-legged wombs, that's all: sacred vessels, ambulatory chalices. We are containers, it's only the insides of our bodies that are important. What we prayed for was emptiness, so we would be worthy to be filled: with grace, with love, with self-denial, with semen and babies." (pg. 176, 124, 251) The narrator of Invisible Man is a resource is a similar way. The Brotherhood uses him as a speaker to advance their efforts to take power over the blacks. He says"What was 1, a man or a natural resource?" (pg. 303) Offred is seen not as an individual, but as one of a group of women who must serve the Republic of Gilead. When Offred asks the Commander for skin lotion, she says, "Our hands get very dry. For some reason I said our instead of my." (pg. 203) Here she sees herself as one of many handmaids, as she was taught to see at the Red Center. The narrator of Invisible Man, like Offred, finds himself identifying with a group and not with himself. He says, "they usually think in terms of "we" while I have always tended to think in terms of "me.

Comparing Crime in Beloved, Crime and Punishment, and Utopia :: comparison compare contrast essays

Crime in Beloved, Crime and Punishment, and Utopia      Ã‚  Ã‚  Ã‚  Ã‚   To begin with an omniscient and philosophical frame of reference, crime is only defined as crime by the society defining it.   When a mass of human beings coagulate to ¬ gether and form a civilized society, they are bound to make rules and laws to follow and bide by; for laws are one of the cornerstones of a civilized society.   If there were no laws, society would be uncivilized and in a chaotic state of anarchy.   These laws are decided and administered usually by elected officials who act as leaders in the society.   From the input of the citizens, they make laws to run the society by.   And when a person breaks the law, that is defined as a 'crime'.   For example, purposeful and alleged manslaughter is a crime, because it is a law to not kill others; people are not allowed to go cavorting around killing whomever they please, if they did, civilization would fall.   Laws and rules hold us to civilization.      Ã‚  Ã‚  Ã‚  Ã‚   Another way to define crime is through ethics and morals.   Each person on this Earth possesses a conscience; when we do something wrong, our conscience makes us feel guilty, although some people feel less or more guilt than others about certain acts; it varies individually.   Based on this, one can define a crime as the things that make us feel guilty, although some crimes do not make us feel guilty.   Some people do not feel any guilt when committing immoral acts; these people are deemed psychopaths or sociopaths by society. For example, most people do not feel guilty when they break the law by speeding, its just a way of life these days, but with complex ideologies (stealing, killing), we feel guilt if they are committed.   Our consciences also hold us to civilization.      Ã‚  Ã‚  Ã‚  Ã‚   In Dostoevsky's Crime and Punishment, the laws are already defined in Early Nineteenth century St. Petersburg, Russia.   Henceforth, when one breaks a law they have committed a crime and are eligible for arrest and punishment by the upholders of law in society, the police.   A particular act that is defined as criminal is that of murder. Raskolnikov knows of this very well, for he has

Radio And Television Advertising :: essays research papers

Radio and Television Advertising We are constantly surrounded by advertising. From bus stop benches to televsion commericals. Everywhere we lookd something is being advcertised. Two of the best ways to advertise are radio and television. These two mediums effect virtually everyone. Most of us listen to the radio or watch televison at some point each day. Because of this, many of us are able to remember products by the jingles or slogans that are used. An example of this is the slogan for Charmin tissue. Anytime you see Mr. Whipple you think of Charmin, and the slogan "Don't squeeze the Charmin." This type of advertising keeps the products in the mind of the consumer. Therefore, when the consumer goes to the market, he will reach for the Charmin. Before deciding which medium youshould advertise in, there are some questions you should ask yourself. The potenetial advertiser should know who they are, what they are selling and to whom they are selling it. When you advertise you should have a realistic profile of your customers. By defining yout target audience, you will be able to aim your advertisments at them. Therefore, a business should take the time to do some research and plan their adveritising strategies. For the small advertiser rafdio is the most effective mediom. It can reach a target audience and propl are likely to herar the advetissment more than once. Most prople spend a great deal of time listening to the radio. They listen while they are commuting to work, are at the office, and while communting home. Radios greatest advantage is mobility. It can and does go everywhere. Its weakness, which can also be viewed as a strength is that it sis limited to tow things, sound and silence. Radio also works on the power of suggestion and the imagination of the listener. Radio advertising rate are determiend by the size of the listening audience. The size os the audience is determined by polls, census data and surveys. Because radio has a lost of competition for its audience, the audience you are paying for is anticipated and potenetiol, it is not guaranteed. Audvertising in radio is bought in "spots." These spots can run form 10 seconds to 60 seconds. You have the option to choose when you would lke the spot to run and how many times you would like for it to run. If you choose prime rate, the spot will cost you more, however it is guaranteed to run at a certain time. Televeiosn is the strongest medium to advertise in and also the most expensive.

What You Have Learned About Why We Assess Young Children

Consider what you have learned about why we assess young children. Based on pages 31–33 of  Assessing and Guiding Young Children's Development and Learning  and the video segment â€Å"Overview of Assessment†,† briefly explain the importance of developmentally appropriate assessments. ANS: There are different importance of developmentally appropriate assessments that I learned from our text. As a teachers we can not assume every age are the same or makes an assumption about their development and learn style.It is very important to identify which area each child need special help and set a goal on how we can help them out. Assessment help teachers to set a goal for each child in their care. Assessment information can used as communication log in a meeting with other staffs or with parent in a conference. Policymakers, the early childhood profession, and other stakeholders in young children's lives have many shared responsibilities regarding effective assessment (NAEYC & NAEC/SDE, 2003, p. 4).Using the information presented on pages 3–6 of Assessing and Guiding Young Children's Development and Learning, explain the responsibilities of each of these groups in ensuring effective assessment. ANS: As a professional child care our responsibilities to ensure an effective assessment is to identify the make issue that we are trying to help each child on. Set a goal and programs that can help to improve their literacy and development. After the assessment teachers should use the appropriate assessment methods on each child.Share their results with the children, their parent and others staffs. Also as the text stated â€Å" developing valid pupil grading procedures which use pupil assessment. Parent,policy makers and the general public; with the accountability are expected to report their procedures and they are sensitive to children progress make sure children do well on their accountability tests. The test to this result are available to e veryone from teachers, parent to general public.Professionals must have detail information to present to other for children with special needs. Teachers must be sensitive to children from different culture because their ways are different from United States systems. Most children are going to have their first experience in speaking English in their classroom among their peers and their caregiver. Assessment must be done in the right way to achieve the right goal for each child in our care. Each child approaches, interacts, and processes their world in unique ways.Effective assessment takes this uniqueness into account through sensitivity to individual abilities and linguistic, social, and cultural differences. Review pages 18–23 of  Assessing and Guiding Young Children's Development and Learning, and explain, using examples, why sensitivity to each of these factors is such an important component of effective assessment. Then, summarize the role fair and impartial assessment plays in achieving this sensitivity. ANS: The reason why each of these factors on assess all children fairly is because children with disabilities are special in their own ways.Even though they may not fit in the category of their peers but they are still required to be challenges and have the right activities put in place for them. Other other hand many children here in United States are from diverse homes. And as a teacher we must be sensitive to children culture and their belief and value. Children that comes from different background from us may speak different from us and act in a different way, but we should judge them and understand everyone act and do things differently. Because culture influence the way children thinks, the way they interact with people around them.Example: in Nigeria we are taught to always response to people that are older than us as â€Å"yes, ma'am† to never ague with adult is a way to show respect. Assessment information help teachers to identi fy which areas children needs help and it can be used as communication tools among staffs or other professional child care. However right assessment method must be use on each child to achieve the right information that I needed for each child. Reference Assessing and Guiding Young Children's Development and Learning