THE MERCHANT OF VENICE Essay Summary Example For Students

THE MERCHANT OF VENICE Essay Summary A monologue from the play by William ShakespeareMOROCCO: Some god direct my judgment! Let me seeI will survey th inscriptions back again.What says this leaden casket?Who chooseth me must give and hazard all he hath. Must give for what? for lead! hazard for lead?This casket threatens; men that hazard allDo it in hope of fair advantages.A golden mind stoops not to shows of dross;Ill then nor give nor hazard aught for lead.What says the silver with her virgin hue?Who chooseth me shall get as much as he deserves.As much as he deserves? Pause there, Morocco,And weigh thy value with an even hand:If thou best rated by thy estimation,Thou dost deserve enough; and yet enoughMay not extend so far as to the lady;And yet to be afeard of my deservingWere but a weak disabling of myself. We will write a custom essay on THE MERCHANT OF VENICE Summary specifically for you for only $16.38 $13.9/page Order now As much as I deserve? Why thats the lady!I do in birth deserve her, and in fortunes,In graces, and in qualities of breeding;But more than these, in love I do deserve.What if I strayed no farther, but chose here?Lets see once more this saying graved in gold:Who chooseth me shall gain what many men desire.Why thats the lady! All the world desires her;From the four corners of the earth they comeTo kiss this shrine, this mortal breathing saint.The Hyrcanian deserts and the vasty wildsOf wide Arabia are as thoroughfares nowFor princes to come view fair Portia. The watery kingdom, whose ambitious headSpits in the face of heaven, is no barTo stop the foreign spirits, but they comeAs oer a brook to see fair Portia.One of these three contains her heavenly picture.Ist like that lead contains her? Twere damnationTo think so base a thought; it were too grossTo rib her cerecloth in the obscure grave.Or shall I think in silver shes immured,Being ten times undervalued to tried gold?O sinful thought! Never so rich a gemWas set in worse than gold. They have in EnglandA coin that bears the figure of an angelStamped in gold but thats insculped upon;But here an angel in a golden bedLies all within. Deliver me the key.Here do I choose, and thrive I as I may!

Press Freedom of Japan Mongolia and North Korea essays

Press Freedom of Japan Mongolia and North Korea essays In the world today, media is presented in many diverse ways. Through radio, television, magazines, books, newspapers, and the Internet, media is everywhere. Freedom of the press and media does not come as easily for some countries of the world as it does for others such as the United States. Japan, Mongolia, and North Korea are examples of how vastly different press freedom can differ between countries. Japan is a small island chain in Eastern Asia. It is located between the North Pacific Ocean and the Sea of Japan, east of the Korean peninsula. The islands include the Bonin Islands, Daitoshoto, Minami-jima, Okinotori-shima, Ryukyu Islands, and Kazan-retto the volcanic islands. A proportional area of Japans total size could be somewhat smaller than California. Japan is entirely surrounded by water and borders no countries (Japan Geography 1996, p.1). The freedom of the press in Japan is considered completely free. Political parties and government organizations do not control the press in Japan, but some unofficial associations between the press and political figures exist (Karlekar Americans, and American occupation began. The American occupation of Japan was a seven-year period in which the Americans restructured the Japanese government. The constitution was rewritten during this time, and communism ended (Costa, 1997, p.1). Japan became a free country and even gave its media freedom of the press. American occupation ended in 1952 and Japan was left to command itself (Penna, 2002, p.1). The size of Japans media structure is massive. They have the biggest newspaper audience in the world (Fujimoto, Kitada, & Scuka, 2001, p. 1). With five national daily newspapers, 65 larger regional papers, over 70,000 books published every year, thousands of weekly and monthly magazines, television, and broadcast radio,...

Corporate finance Essay Example | Topics and Well Written Essays - 3000 words - 2

Corporate finance - Essay Example Last, the third objective is to maintain a dividend payout ratio of 40%. The objective is suitable because it helps prevent agency problems and respond to the investors’ preference to certain earnings (dividends). The cash flow analysis indicates a strong financial position of the company. In addition, the financial plan takes into consideration the shareholders’ interest of wealth maximizing through payment of high dividends. Food for life, a company incorporated in the United Kingdom, operates locally. The company was established 25 years ago and since its establishment, it has been providing services to various customers such as schools, colleges, hospitals, businesses and retirement homes. The company faces strong competition from only one company, the Organic Foods. Its rival company is a much larger and has expanded into various international markets. The establishment of Food-For-Life was made by two young women who currently own 75% of shares, whereas, the other 25% of shares are owned by a venture capital firm. The end of the financial year 2014 is on the horizon and the customary board meeting is expected any time. Among the most critical issues to be discussed during the board meeting are the company’s objectives. The following are the three objectives to be reviewed during the meeting: first, the company wishes to maintain the company’s profit margin of around 24%. Second, the company seeks to uphold the current strong financial position. Last, in order to satisfy the interest of the shareholders, the company is planning to maintain the current dividend payout ratio of 40%. In addition, the company anticipates an increase in the sales levels to  £ 270 million in 2015,  £ 310 million in 2016 and  £ 350 million in 2017. However, the sales growth rate is expected to be zero for the subsequent years. Based on the company’s financial objectives and other

The Great Pro-Democratic Revolutions of the spring of 2011 in Syria Essay

The Great Pro-Democratic Revolutions of the spring of 2011 in Syria - Essay Example Finally, there will be a comparison between the main topic to the ideas of the Makovsky and Ross thesis in addition to a thorough conclusion. There are three basic myths as analyzed by Makovsky and Ross in the book of Myths, Peace, and Illusions: Finding a New Direction for the US in the Middle East. The first myth shows that all issues concerning the Middle Eastern countries are associated with the conflicts between Israel and Palestine. The second myth is the comparison between the engagement and non-engagement of regimes, changes in regimes and their behavior. The final myth discussed by the two authors concerns the question about the democracy promotion. In the first myth, the Arabs claimed that they had a large population in Palestine before the creation of Israel forgetting there was Jewish population as well. The conflict began when Palestine wanted to create their own Jewish State claiming that they owned, but the Zionists rejected their right. It was claimed that Zionist leaders had a legal mandate for the existence of Israel State which was false as recommended by the UN. According to Ross and Makovsky, the old s aying that everything in the Middle East was connected to everything else gives a better roadmap rather than rejecting any connection between Israel and other matters (Ross & Makovsky, 2010). In the second myth, Ross and Makovsky focus on Iran and their satellites, Hamas, and Hezbollah, with Israel. The pattern of conflict between two-states was repeated when Hamas was voted into power in the year 2006. Hamas had accepted the form of the Israel state, although it rejected the two-state solution claiming that it was meant to destroy Israel. After Ismail Haniyeh was being elected in 2006, he said that Hamas had accepted the formation of a Palestinian state, according to 1967 borders.  Ã‚  

My personal Faith journey as a Roman catholic utilizing Fowler's Essay

My personal Faith journey as a Roman catholic utilizing Fowler's Stages of Faith as related to my life - Essay Example For days I believed that I had tainted my soul, for which I needed to beg forgiveness from God. During my childhood days the Church services were very traditional. I still remember that at that time the Mass was said in Latin. I attended the Mass more out of an allegiance to family practices, without really understanding as to what was being said. The Church fascinated me and I listened to the Jesus stories with rapt attention and interest. I very soon realized that there existed different approaches to faith such as the Catholics and the Protestants. However, my grandparents being from Ireland often spoke unfavorably of Protestants. So in a way I preferred to imitate their views regarding religion by holding that there was only one true approach towards faith as espoused by the Roman Catholic Church. I must say I experienced an exposure to different religions not until my teens. Most of my friends were Catholics and we avidly participated in the activities organized by CYO (Catholic Youth Organization). At the age of 13 I felt a strong desire to devote my life to the service of God and humanity. I aspired for a meaningful social identity through selfless service. To learn more, I actively corresponded with the nursing nuns serving in Pennsylvania. During my high school years, I aspired to be a nursing nun after my graduation. This is the time I affiliated to Fowler’s third stage of faith that is Synthetic-Conventional Faith. I felt so happy and confident that I was going to lead a meaningful life, serving the Church and the faithful. My course was almost set when; surprisingly I graduated to Fowler’s fourth stage of Faith, the individuative-projective faith. With the passage of time as I came across people from different faiths, I felt an innate need to question my beliefs. I realized that my focus was quiet narrow, which didn’t allow for understanding and appreciating people who were not Catholics. Somewhere I also started to believe that as God was

Roles and Responsibilities of a PE Teacher

Roles and Responsibilities of a PE Teacher QCA (2007) states that a range of activities is needed to be carried out in schools for pupils to become physically active learning new skills that will help with their personal development. It is important for students to understand skills and decision making and understanding how to improve. It is important to be educated in physical activity at a young age in order to carry on with a healthy life-style. Physical Education is not just important in the curriculum for sport it has social benefits too as working together in different roles prepares pupils for future careers. Secondary Physical Education teachers are at the heart of providing the foundations to deliver a good curriculum due to teaching in their own secondary school and also their partnered primary schools as there is a shortage of specialist PE teachers in primary schools (Green, 2008). The Every Child Matters model states that there are five elements that every child has the right to experience. stay safe, be healthy, enjoy and achieve, make a positive contribution and achieve economic well-being (The Association for Physical Education, 2008) schools throughout the country have a different intake of pupils with different needs whilst critiquing the national curriculum Green (2000) suggests that the National Curriculum does not account for what type of school and which pupils would be in your class therefore planning is highly important of every single PE lesson. Teacher have to be fully inclusive to provide for a wide range of abilities in their class, planning is of the upmost importance to provide a fully inclusive lesson (Block, 2002) Every Child Matters and this should be at the very centre of all planning and at the forefront of every Physical Education teachers minds (The Association for Physical Education, 2008). Planning is paramount and is an important responsibility of any teacher because they must gain an understanding of what will actually occur during a lesson (Macfadyen and Bailey, 2002). However, it is argued that unforeseeable situations arise during physical education lessons therefore a teacher needs to have the skills to think on the spot this is gained through experience (Green, 2008). This statement was supported by Macfadyen (2010) stating that planning in too much depth takes away an important teaching skill of improvisation. It is important to understand that planning provides an inclusive curriculum, without planning and differentiation this would simply not happen (Johnson, 2007). Teachers have to have the skill and be responsible for fully inclusive provision for a wide range of abilities in their class planning is of the upmost importance to provide this; however, it has been suggested that physical education teachers often lack the ability to adapt tasks to include SEN s tudents (Block, 2002). This may be through a lack of experience as only in recent years many pupils with disabilities have been moving into mainstream schools and it is the duty of a PE teacher to provide equal opportunities for all participants (Fitzgerald, 2006 cited Green, 2008:187). This is supported by Lieberman and Huston-Wilson, (2002) who state that 93 percent of SEN children are based in mainstream schools. As teachers of PE we have to plan SEN pupils personnel and equipment. It has become apparent that some teachers in this country are not providing a fully inclusive curriculum with regards to SEN students (Block, 2002). In relation to the increase of SEN students in mainstream schools statistics from National Centre for Educational Statistics (2005) states that in the last 30 years EAL students have increased in our schools by 161% (cited Causton-Theoharis et al., 2008: 382). Many EAL students have different cultures and attitudes toward PE that may prevent them from performing. It is therefore the responsibility of the P.E teacher to plan strategies and use communication skills to include EAL students. Another consideration for all teachers is providing for Gifted and Talented students. First the PE teacher needs the skill to identify a gifted student and then ways in which they can be kept engaged during lessons and promote them to elite sporting success (Bailey Morley, 2010). Even though it is positive that certain students with additional needs are catered for by preplanning there tends to be a negative effect on the majority of students in the class. This is because our attention as a teacher gets focused predominantly on the students with the additional needs (Causton-Theoharis, 2008). Planning and risk assessment co-inside with one another in order provide a safe place to work (Macfadyen, 2010). Physical education teachers show high skills when risk assessment becomes routine practice (Shewry, 2008 cited Whitlam, 2010:173). PE teachers must see an event such as injury and danger before it takes place, furthermore physical education teachers must have the skills to prevent a risk without impeding on the students learning (Whitlam, 2010). When pupils take part in practical Physical Education the environment should be safe to exercise and the activity should be carried out safely (Whitlam, 2010). With relation to the National Curriculum this provides students with the underlying knowledge to carry safe and effective exercise on their own away from the classroom (QCA, 2007). An expected role of all teachers is that they are required to be reflective practitioners and evaluate on their own teaching and the learning of pupils as a means of ensuring the intended outcomes are met (Causton-Theoharis, 2008). In order to develop and deliver a curriculum that allows for all pupils to be included and make progress, it is the responsibility of the teacher to examine the needs of the pupils in their class and to adapt their lessons accordingly (Armour, 2010). The teachers with the most success are those who take it as their responsibility to act upon what happened during their class by using reflective strategies. The characteristics of the pupils could not be blamed such as behaviour due to home-life part by the way in which the teacher handles the class reflecting will improve the learning experience and curriculum delivery (James et al., 2007). Furthermore without reflective practice teacher will not gain experience to get across better teaching of the national curriculum (Keay, 2006). Upon critiquing the National Curriculum, reflection is a very important responsibility of the PE teacher, as the teacher is still a learner. The National Curriculum states that evaluating and improving is a key process (QCA, 2007). All people should be able to analyse, evaluate and improve therefore teachers should demonstrate this to. Assessments are a means of obtaining information to find out what level students have achieved. PE teachers need to have analysis skills such as observation to carry this out (Green, 2008). It is an ongoing and never ending process that PE teacher need to continuously develop throughout their career (Casbon and Spackman, 2005). There are two forms of assessment; summative and formative (Green, 2008). The debate has risen in resent modern day Physical Education arguing that teachers should move away from assessment of learning (summative) to assessment for learning (formative) this is because it gives to students a chance to act to improve (Frapewell, 2010). The role of a PE teacher has no difference from any other subject on the National Curriculum with regards to assessment and of high importance to Physical Education (Green, 2008). Assessment for learning has shown that students are given better direction in knowing how to improve, however, the national curriculum within PE lessons does not cater for SEN pupils as teachers are not skilled enough to grade the pupils with SEN on the attainment target criteria (Smith and Green, 2004). This is supported by Lieberman Houston-Wilson (2002) who state that PE teachers need to get speciaist advice from an adapted PE specalist before grading pupils, this therefore demonstrates a weakness in the national curriculum. Frapwell (2010) demonstrates that one important skill needed for PE teachers is that of feedback which is communicating accurate analysis. Blankenship (2008) states this will ultimately help pupils understand what they need to achieve and how they need to act to achieve the outcome (QCA, 2007). Teachers should encourage peer assessment as the national curriculum states that pupils should be able to analyse performance and identify strengths and weaknesses (QCA, 2007). Therefore it is the role of a PE teacher to provide pupils with the skills necessary for them to peer assess. One theory that suggests positive and negative aspects of peer assessment is the competence motivational theory (Harter, 1981 cited Blankenship, 2008:153) which states that feedback from a peer significantly affects the pupils perceived competence. If the peer praises perceived competence will rise, if the pupil is criticised or ignored perceived competence will full. Due to the advance of modern day technology and its affordability, the national curriculum has introduced ICT in the past ten year (Taylor, 2009). However it is debated that ICT should be a cross-curricular subject taught within other subjects as the 21st century world is dependent on it (Becta, 2003 cited Taylor, 2009:147). The National Curriculum for PE is inclusive of ICT as a way of improving performance (QCA, 2007). The use of ICT is also beneficial for pupils finding a role that best suits them in sport besides performing as well as evaluation of performance (QCA, 2007) this can be done by using player cam. As ICT is part of the National Curriculum, it is stated that PE teachers of modern education need to be ICT literate and have the skills and knowledge to use technology within their Physical Education lessons (Taylor, 2009). It was concluded by Bailey (2001) that ICT is awkward to use in PE lesson without careful planning and therefore the planning will allow for teachers to pick up the skills which they need. As a Physical Education teacher you gain further knowledge by participating in sport yourself to improve skills and be responsible to obtain help from coaches and instructors that are more experienced especially in sports and activities the teacher is weak in and take their knowledge into your physical teaching practice. (Carle, 2010) This can help provide good teaching of the national curriculum as pupils have a chance of experiencing a range of activities giving them a greater chance to see what type of activity best suits them. If the teacher understands the sporting technique then pupils are able to refine their own (QCA, 2007). Teachers however, do not have a full understanding of the subject but must act with the best interests of their students (Armour, 2010). Bailey (2001) takes this idea one step further by stating teachers are forever developing subject knowledge, subject knowledge is not the most important skill having the ability to plan is the key to successful teaching. Whilst delivering and planning for a Physical Education lesson Grossman (1990) suggests teachers need to understand four categories before teaching. They need to have an understanding of the topic, students understanding and performing in PE, how it relates the national curriculum and finally the strategies in which they can deliver the topic. However this was criticised by Green (2008) who stated that gaining experience of the teacher is more important. One important knowledge skill of a PE teacher is health knowledge that is to be able to deliver to pupils within the school setting and applied. This knowledge must be up to date, accurate and not hyped up by the media (Armour, 2010). Schools are the first place that The Government can educate and promote Public Health and Physical Education Curriculum is seen to be an ideal place to start (Allensworth et al. 1997). This is supported by Sallis and McKenzie (1991) stating school physical education is seen as an ideal site for the promotion of regular physical activity. Moreover this is because schools already have a captive audience in the pupils Physical Education teacher have the responsibility to provide free of charge opportunities to educate children in health issues (Fox, 1992). One modern problem the nation faces and is the responsibility of PE teachers to tackle is obesity, physical education teacher can play in the treatment of obesity at school (Ward and Bar-Or, 1986) The primary role of physical education is to develop the need for lifelong physical activity (NASPE, 2004: cited Blankenship, 2008:300). This was supported by Shephard and Trudeau (2000) as they consider the most important goal of PE is the long-term health of students. Health related exercise the area of the curriculum which includes the teaching of knowledge, understanding, physical competence and behavioural skills, this is aimed for pupils to understand and create a desire to carry out a healthy life style and be confident to continue participation in physical activity (Harris, 2000). Health related teaching is now an established and statutory component of the National Curriculum for PE in England this there for states it is a legal responsibility of a PE teacher (Carle, 2000). Furthermore, if teachers have the skills to create a positive impact on their pupil during lessons then life-long participation maybe created (Carle, 2000). The Social Learning theory by Bandura (1978) states that students model the behaviour of their teachers and copy reinforced behaviours social learning theory by Bandura (1978). Role modelling as a PE teacher is seen to be an essential skill for PE teachers to attract pupils to participate in life-long physical activity, this is supported by Hopper (2005) shows that primary school teachers tend to push pupils away from Physical Education however secondary school teachers have the specialist personal qualities to deliver the curriculum. The discussion continues Green (2008) stating that showing their love and passion for sport will attract children to continue sport, this applies to a national curriculum aim. In opposition having a love of the sport is not enough teachers need to gain the respect of the students building confidence, social skills, and self-esteem by role modelling in this way students will be more willing to access the curriculum opportunities (Comer 1988). One problem PE teachers experience is communication and therefore becoming friendly with the pupils this leads to discipline issues rather than positive role modelling (Bailey, 2001). This was supported Larson (2006) stating a number of personal qualities have also been associated with it teacher such as enthusiasm, sense of humour, approachability, patience, impartiality, open-mindedness, empathy, ability to be a good communicator and organiser and also be caring towards pupils. A good way in which PE teachers create inter-personal relationships is through extra-curricular clubs (Bailey, 2001). one responsibility of the PE teacher is to provide extracurricular clubs by providing the opportunity before school at lunchtimes and after-school (Green, 2008) the national curriculum states that people should be given the opportunity to participate in and beyond school (QCA, 2007) Physical Education has a place within schools as it is a way in which social cohesion can be brought about as we see the behaviour of pupils improving within the School and social community (Armour, 2010). Furthermore the study by Green (2000) states that a role of the PE teacher it is to promote the social skills during their lessons. Green (2000) suggests this is an unwritten part of the national curriculum however open to critiquing the national curriculum in our state that social well-being is an important outcome of physical education. To conclude it has come apparent that planning is the fundamentals that underpin all the roles and responsibilities of a PE teacher. However reflection is a key responsibility so teachers are able to plan and improve their delivery of the national curriculum. It has become clear from the research highlighted that the main role of Physical education in the nation curriculum is to provide a healthy life style which pupils can use in their adult life and to promote social well being for pupils to become good citizens.

Brief Encounters :: essays papers

Brief Encounters Brief encounters do seem to be accidental, but I also think that they are part of a plan that nobody understands. Like in the short story "Pen of My Aunt," the man just shows up at her door and she seems to know what to do about it. All the lies just come to her, and that encounter changed him and her for the rest of their lives. She probably saved his life by giving him the names of safehouses down the road a ways. Brief encounters can break down barriers not only between people, but also between people and animals. Maude Martha shows this when she finally traps the mouse in the trap. They seem to be communicating to each other about who won and what to do about it. She sees how the mouse is in acceptance about being caught, and the mouse is supposed to be her enemy. She then feels dirty in the fact that it is helpless and decides to let it go. That shows that a brief encounter like that broke down the wall between Maude Martha and the mouse. There do lie hidden qualities in each of us that a brief encounter will bring out and show to the world. The story that proves this is "The Grains of Paradise." I picked this because Pete Hoyle is in a pepper-eating contest with the Indians and they have all their money on the table that they probably own. Pete knows that he can beat the Indian and also realizes that if they loose, they will become even lower in the town. He gives up when he almost won and this shows that he has compassion for the people who are less fortunate than he is. A brief encounter can change somebody's life forever. This is true in the short story "The Good Samaritan." In this story there is a man who got severely beat and all his money got stolen. Brief Encounters :: essays papers Brief Encounters Brief encounters do seem to be accidental, but I also think that they are part of a plan that nobody understands. Like in the short story "Pen of My Aunt," the man just shows up at her door and she seems to know what to do about it. All the lies just come to her, and that encounter changed him and her for the rest of their lives. She probably saved his life by giving him the names of safehouses down the road a ways. Brief encounters can break down barriers not only between people, but also between people and animals. Maude Martha shows this when she finally traps the mouse in the trap. They seem to be communicating to each other about who won and what to do about it. She sees how the mouse is in acceptance about being caught, and the mouse is supposed to be her enemy. She then feels dirty in the fact that it is helpless and decides to let it go. That shows that a brief encounter like that broke down the wall between Maude Martha and the mouse. There do lie hidden qualities in each of us that a brief encounter will bring out and show to the world. The story that proves this is "The Grains of Paradise." I picked this because Pete Hoyle is in a pepper-eating contest with the Indians and they have all their money on the table that they probably own. Pete knows that he can beat the Indian and also realizes that if they loose, they will become even lower in the town. He gives up when he almost won and this shows that he has compassion for the people who are less fortunate than he is. A brief encounter can change somebody's life forever. This is true in the short story "The Good Samaritan." In this story there is a man who got severely beat and all his money got stolen.