Consider both the text and film versions Essay Example

Consider both the text and film versions Essay Romeo and Juliet is one of Shakespeares greatest literary works and regarded as one of the best and most popular plays. The story is, of course, about a pair of star-crossed lovers. Two teenagers pursue their love for each other despite the fact that their families have been at odds with each other for decades. The story combines sword fighting, disguise, misunderstanding, tragedy, humour, and some of the most romantic language found in Shakespeares work. It was originally written in 1595 and since this time there have been many publications and film adaptations. Mercutio whose name is derived form the adjective mercurial (which means unpredictable, erratic and fast thinker) is, as his name suggests: lively, quick witted and high spirited. He is a cheerful young man with a high sense of humour, which sometimes stretches into bawdy humour. Mercutio is often used as a contrast to Romeo in terms of character and wit. He thinks love is drivelling and has no patience with Romeos infatuation for Rosaline. He loves life and wants to enjoy it as much as he can. It is in this sense that in the film adaptation he is portrayed exactly like this, very spontaneous in his thoughts and actions and full of youth. We will write a custom essay sample on Consider both the text and film versions specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Consider both the text and film versions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Consider both the text and film versions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In the text version however, we see him as more of an intellect as his character isnt exaggerated, whereas most of his language seems like hyperbole. This is in stark contrast to the film, only the most important segments of his speeches have been included and instead we see more of a focus on the theatrical element to his character. In the film his role becomes more apparent later on as a front to hide his insecurity and doubts about Romeos infatuation with Juliet and (at first) Rosaline. It is important to understand his role in the play and how his character contributes to the flow of the play. Mercutio can be described as the trigger for tragedy. Mercutios impact on the play is immediate in both the film and text versions. Instead of any lengthy time being spent to develop his character in the film, instead his appearance has a very immediate impact and the first impressions are of a pompous and headstrong person. In the film adaptation he pulls up in his car, with the stereo playing music very loudly, he comes just before the scene of the Capulets fancy dress party. His pompous and comical impact is strengthened by the dress that he wears in the film, that of a drag queen. This scene is very important for the audience, as it is the impression that we get of Mercutio. During this scene many things are said but the speech that is most significant is that of the description by Mercutio of Queen Mab. Here we see Mercutios intellect and skill with language heightened and shown to such an extent that the speech stands out as being very imaginative, fluent and original. It was something that he created in his own head and Queen Mab was a totally fictional character. Oh then I see Queen Mab hath been with you. She is the fairies midwife and she comes in shape no bigger than an agate stone. This speech, in both the text and film version is the pinnacle of all advice that Mercutio will ever give to Romeo and its importance is misunderstood as Romeo does not heed many of the thoughts, however, the speech will be confusing to audiences who will find it difficult to interpret and it works to such an effect that we see Mercutio as it was intended, a mysterious character, unpredictable and ecstatic. He has a vivid imagination, as can be seen from his rich portrayal of Queen Mab. In his description of Queen Mab, his subject changes from fantasy to hard reality, revealing his cynical view towards life. Mercutio believes in his own ideals and stands up for his own rights. By my heel, I care not and I will not budge for no mans pleasure are two examples of this. He is also frank and can take a laugh at himself, admitting that True, I talk of dreams after the speech on Queen Mab. We see a significant mastery in the art of language from Mercutio, which stands out particularly in the text version. Mercutio often uses rich and sophisticated language, which I find very intriguing as it contradicts the nature of his character, that of a rash and unpredictable person. Language, by far, is the most intriguing and exciting aspect of Mercutios character. Prince of cats courageous captain of compliment (act 2 scene 4) in this speech the description is very elaborate, rich, and sophisticated and these are very common and come to be expected from Mercutio. Here in this speech we see a lot of technical elements being included such as the use of Italian words and musical knowledge pessado, minim. Here we see much of his knowledge of other cultures being used and he is dominant in this speech. This knowledge would be very highly regarded and looked upon by audiences in Shakespearian times and would provide a certain respect for the character. We see more examples of Mercutios knowledge of other languages and culture and this is apparent in Act 2;Scene 4: Dido a dowdy, Cleopatra a gipsy, Helen and Hero hildings and harlots. Here he names some of the famous women of myth and history, Dido being queen of Carthage, Hero as Priest of Sestos and so on. Nonethele ss, as irrelevant as it may seem it is nonetheless very impressive. His language throughout the play is also full of sexual innuendo and, as shown above, allusions and references to myth and legends such as this example from Act 2;Scene 1: an open caetera, thou art a paperin pear! Another example of sexual references is in Act 2;Scene 1 where Mercutios own attitudes of sexual desire are in a complete contrast to Romeos want for love. And wish his mistress were that of a kind fruit. As maids call medlars when they laugh alone Here is just one example of sexual reference by using the term medlar to refer to an open arse. This would have gone down extremely well with audiences in Shakespearian times due to its vulgarity and attempt at humour in which the likes of these quotes were popular then. However, this use of sexual innuendo is just a disguise for his real feelings. Mercutio is extremely loyal to Romeo and we do not see the full extent of his loyalty until his tragic demise. We see him talking about Romeo in Act 2;Scene 4 where when speaking to Be nvolio he expresses his concerns for Romeo Ah, that same hard-hearted wench, that Rosaline, torments him so, that he will sure run mad. In addition to the styles and extent of language used, Shakespeare makes the play all the more interesting by the use of iambic pentameter. This style of writing is almost like a harmonious piece of poetry. The iambic pentameter is used to symbolise how the characters are feeling and also their status in society. For example, we would see all the nobles talking in blank verse whereas the everyday street folk would not and instead talk in prose. The use of this element signifies status but also friendship. Iambic pentameter is a line of 10 syllables, no more and no less. In the early parts of the play we see Romeo and Mercutio completing each others Iambic Pentameter with each of the characters saying sentences of 5 syllables and the other completing the rhythm one example of this is in Act 1; Scene 4: Well what was yours? (Romeo) That Dreamers often Lie (Mercutio). We see this use of iambic pentameter diminish as the play progresses and the two friends move further apart in friendship. Other variations to this style of language can be used to create a certain effect As A Rich Jewel here irregular iambic pentameter is used by Mercutio to show that he is gob-smacked signified by the single stretched beats. The use of Iambic Pentameter cannot be understood until it is looked into in-depth as its use and the nature in which it is presented is amazing and very complex. For example, Romeo and Juliet are both mutually supportive of each other whilst talking: If I profane with my unworthiest hands (Romeo) you do wrong your hand too much (Juliet). Here they bolster and compliment each others confidence. A sonnet is formed due to there being rhyming all the way throughout this conversation. Motifs are also used to a similar extent, especially by Romeo where we see in Act 2; Scene 1 Romeo constantly referring to light and angelical references to love: dove, angel, heaven; stars; purity just like we see Mercutio using exclamation marks and hyperbole very regularly. The use of language, therefore, is very central to the presentation as it stands out particularly in the text version as being fluent, very dynamic and varied. The use of metaphors and imagery are used widely in the text As a rich jewel in Ethiops ear. Metaphors, puns, and the dynamic diversity of the styles of writing used are very crucial to the presentation. It is in this sense that we see Mercutio as a very quick witted and intelligent person with constant references to historical events, myth and foreign culture in his speeches. It is important to remember that the actual text version was originally intended for audiences in 1595 and that in the film adaptation by Baz Luhrmann we see a slight differentiation and the film ventures more into modern day culture. This is immediately apparent by presenting Verona as a bustling modern metropolis. A lot of pictorial devices are used at the beginning to highlight important aspects to the films introduction. The introduction to the film is loud and modern in style with cut away camera shots being used to introduce the characters. After this energetic and lively introduction pandemonium immediately ensues with an action sequence setting the scene. This action sequence represents the duel between the servants, Abram and Sampson, at the beginning of the play, which would have been highly amusing to audiences of old. As mentioned before the references to sex and vulgarity were always popular amongst audiences in those times who werent always very educated. Poor-John here Gregory is insulting Sampsons virility. In this part of the scene there are constant references to sex. Due to the complex nature of the language however, it is not used to this extent in the film adaptation. Instead Luhrmann has focused on the action element to the film to make it familiar and appealing to all audiences rather than make it complex and frustrating for audiences. It is in this sense that I believe that Luhrmann has done a great job in blending Shakespearian elements, the play, and the language with a modern backdrop, influence and attitude. Luhrmann has managed to blend many aspects of the text version into the film such as the use of old Shakespearian language, which surprisingly does not seem out of place in the film. One example of this is the use of bawdy humour and insults. Without his roe, like a dried herring: O flesh, flesh, how art thou fishified! (Act 2; Scene 4). Mercutio and Romeo exchange witty insults until the Nurse appears, at which time Mercutio begins to make fun of her. An old hare hoar Mercutio continues to insult the nurse and displays a low degree of etiquette, something that may surprise audiences initially, but when we look closer towards his attitudes towards women it becomes more apparent. He and Benvolio finally leave Romeo alone with the Nurse, but Mercutios bawdy witticisms have so upset her that she asks Romeo, I pray you, sir, what saucy merchant was this, that was so full of his ropery [knavery]? (Act 2;Scene 4). Romeo explains that Mercutio is just a man who likes to hear him-self talk, and who doesnt mean most of what he says. This is just one of the aspects that Luhrmann has successfully managed to transform into the film. Mercutio was Romeos dearest friend, and he took it upon himself to defend Romeo from any harm. When Romeo was depressed about his unrequited love to Rosaline, Mercutio tries to get Romeo to forget about this hurtful love I prick love for pricking, and you beat love down. This shows Mercutios attempt to protect Romeo from hurtful love by telling him to forget it all together. Such is the case when Romeo falls in love with Juliet. Though the love itself is not hurtful to Romeo, the feuding of the two families over the affair will be. Mercutio foresees the turmoil this love affair could bring and expresses his fears to Romeo. This is very important to the story because in expressing his fears for Romeo, Mercutio also foreshadows the tragedy that is to come. It is in Act 3; Scene 1 that we see the death of Mercutio. Benvolio and Mercutio are lingering out on the streets of Verona, but Benvolio is a little nervous. He knows the Capulets are coming, And, if we meet, we shall not scape a brawl; / for now, these hot days, is the mad blood stirring (Act 3; Scene 1). Apparently Mercutio doesnt want to believe that his friend is afraid of a fight, so he tries to kid Benvolio into a different frame of mind. He says Benvolio is like a fellow who goes into a tavern, slaps his sword on the table and says loudly that he hopes he doesnt have to use that sword. Mercutio is angered by Romeos mildness and Tybalts pretentious ways of being the dominant aggressor. Mercutio, being easily riled, rash and impulsive, challenges Tybalt for a word and a blow and subsequently duels with Tybalt even though Tybalt was not interested in fighting Mercutio. Even throughout the fighting we see Mercutios use of technical language Romeo then seeing the intensity of the confrontation decides to try to stop the fight. It is at this point when Tybalt gives Mercutio his death wound. Even as he is dying, Mercutio can still pun about himself and his fate. He says, Ask for me to-morrow, and you shall find me a grave man (Act 3; Scene 1). Mercutio, who is always joking and never grave, will be grave tomorrow. Then the senselessness of it all comes rushing upon him. He curses the houses of Capulet and Montague; he curses Tybalt, and asks Romeo, Why the devil came you between us? I was hurt under your arm (Act 3; Scene 1). Romeo answers that he was only trying to do what he thought best, but Mercutio isnt listening. He asks Benvolio to help him into a house before he collapses, and as Benvolio does so, Mercutio continues to curse A plague o both your houses! They have made worms meat of me: I have it, and soundly too. Your Houses! Here Mercutio, seeing that all has been in vain by referring to worms meat, curses both their houses as his peace has been shattered and destroyed and he sees his best friend Romeo as a traitor upon his death. It is at this point that we (the audience) realise the true importance of Mercutio in this dramatised segment of the play. Mercutios rash actions eventually got the better of him and his pent up emotions ultimately led to his demise. If Shakespeare were to make Mercutio a little bit calmer and tranquil as a character these events would never have taken place therefore, as I have mentioned before Mercutio is the trigger for tragedy. It is his death that instigates the chain reaction of tragic events that subsequently occur. Mercutio is central to the audiences enjoyment of the play as his character was essential as a driving force in the play. He affected the book in three ways: By foreseeing the trouble that would come from Romeos affair and thereby foreshadowing the impending doom to come in the play; his character contrasted with that of Romeos; and Mercutios death so enraged Romeo, that he slew Tybalt which lead to Romeos banishment, and ultimately, his death. Therefore Mercutios character in the play was one who was necessary to foreshadow tragedy, and ultimately, to cause it. His presentation is of utmost importance in developing his character in the film and a sense of ambiguity and importance surround him. He is an integral part of the play bringing wit, intrigue, and humour to both the text and film versions and for that we appreciate Mercutio.

How To Attack Paired Passages in SAT Reading

How To Attack Paired Passages in SAT Reading SAT / ACT Prep Online Guides and Tips Answering questions on multiple passages is a little different from answering questions on just one passage. Some of the same advice is still applicable, but there are strategies specific to multipassage questions as well. I’ll go over the different topics you might see covered in paired passages on the SAT as well as giving strategies for paired passage questions. feature image credit: Happy Furry Friday by Alan L, used under CC BY 2.0/Cropped from original. SAT Reading: A Quick Recap We have a detailed breakdown of SAT Reading in another article, but just in case you've forgotten: Reading is the first section of the SAT and consists of 52 questions on six passages to be answered in 65 minutes. The passages used on the SAT are always on varying subject areas and come in three varieties: single passages, passages with charts or tables that you also have to analyze, and paired passages or "comparing passages," which I will be discussing in this article. If you want more information about how to grapple with any or all of these passage varieties, read this article. Passage-based questions come in these seven basic flavors: Big Picture: Find the main point of a passage or paragraph, or from what perspective is this information being given. Little Picture/Detail: Find a specific detail in the text, with or without location information. Inference: Based on the information provided in the passage, infer information. Vocabulary in Context: Find how a word is used in the specified place (or choose a word that best encapsulates a description from the passage). Function: Explain how a phrase, sentence, or paragraph functions in a larger context (paragraph or passage). Author Technique: What is the tone or style of a passage (often asked to compare and contrast different authors’ techniques)? Find the Evidence: Which of these lines from the passage best supports your answer? Paired Passages On The SAT Out of the six passages on SAT Reading, two of them will be "paired" passages. These passages are usually 40-50 lines each and are followed by 10-12 questions. The first four to seven of these questions will be about the passages individually, while the last three to six questions will ask about both passages. Paired passages on SAT Reading often include introductory material with information about the genre, publication date, and sometimes even the general situation/topic of the text. Here's an example from a practice SAT: Questions 32-42 are based on the following passages.These passages are adapted from the Lincoln†Douglas debates. Passage 1 is from a statement by Stephen Douglas. Passage 2 is from a statement by Abraham Lincoln. Douglas and Lincoln engaged in a series of debates while competing for a US Senate seat in 1858. The introductory material above tells you about the type of passage (Passage 1 is from a statement by Douglas, Passage 2 is from a statement by Lincoln) and when the source of each passage was originally published/written (as well as when the Lincoln-Douglas Debates occurred). Like these Lincoln-Douglas passages, paired passages most frequently fall into the "U.S. Founding Documents and the Great Global Conversation" genre of SAT Reading passages. These passages are usually written pre-1900s and concern "issues and concerns central to informed citizenship" like the meaning of democracy, slavery, women's rights, civil rights and civil disobedience, and so on. The next most frequently covered subject area is science, with passages on topics such as extraterrestrial mining, organic farming, and the effect of the internet on the brain. Keep in mind, however, that while most paired passages in the past have been either science or Great Global Conversation passages, that doesn't mean that you might not come across a literary or social-science focused set of paired passages in the future. As far as the SAT is concerned, any topic could work as a set of paired passages. what lurks within by Sandy Schultz, used under CC BY 2.0. You never know what topics you'll find lurking in paired passages. Plan of Attack: All Paired Passages There is no one surefire strategy that will let you power through questions on paired passages, because part of it depends on how you approach the passage. Below, we've gathered our top three strategies for mastering paired passages; try out each to see which best works for you. Strategy 1: Start By Answering Questions on Individual Passages No matter how you approach the passage (thorough read first, questions first, or skimming and then questions), for paired passages, I highly, highly recommend answering the questions about each individual passage first before moving on to the multi-passage questions. Even if you're planning on guessing on questions that ask about multiple passages, it’s still worth it to take time to answer questions on individual passages. Each passage that appears as part of a set of paired passages is shorter and less complicated than the standalone long passages (since you're expected to compare passage to passage, not just focus in on one passage). Because of this, it's often easier to answer the individual passage questions- there are fewer words to read overall, and it's easier to find details. In addition, sometimes the questions the SAT asks about each individual passages will give you information that might be helpful when it comes to questions about both passages For instance, take a look at this question about an individual passage (of a set of paired passages): As used in line 32, "observed" most nearly means A) followed.B) scrutinized.C) contemplated.D) noticed. Now, here’s a question in the same section that asks about both passages: Based on the passages, Lincoln would most likely describe the behavior that Thoreau recommends in lines 64-66 ("if it...law") as A) an excusable reaction to an intolerable situation.B) a rejection of the country's proper form of remedy.C) an honorable response to an unjust law.D) a misapplication of a core principle of the Constitution. Lines 64-66 read "if it is of such a nature that it requires you to be the agent of injustice to another, then, I say, break the law." If you’ve answered the first question, which involves going back the sentence that contains line 32 ("But I do mean to say, that, although bad laws, if they exist, should be repealed as soon as possible, still while they continue in force, for the sake of example, they should be religiously observed"), then you know that A) cannot be correct and that B) is likely correct. This doesn't necessarily give you the correct answer right away (you still have to eliminate answer choices C) and D) ), but it will save you time. A final point to keep in mind about answering questions about individual passages is that for paired passages, the two passages will agree on some things and disagree on others. Answering questions on the individual passages can help you suss out what the passages may agree or disagree on before you get to questions on both passages that ask you to do exactly that. Strategy 2: Find The Hardest Paired Passage Questions For You...And Drill Them This strategy is not unique to paired passage questions on the SAT- figuring out your weakness in any area and then focusing your time on practicing what is difficult for you will help you improve. For paired passages on SAT Reading, however, figuring out your higher level weaknesses is more difficult because it is not always clear which skill (or even combination of skills) is being tested by the question. To help out with your SAT Reading paired passage triage, I've compiled a list of the most common ways each question type might appear in the context of paired passages. Note: The questions below are all questions that ask you about multiple passages. While occasionally vocab-in-context questions will be asked after a series of longer paired passages, these questions are always in reference to either Passage 1 or Passage 2, not both; therefore, they are omitted below. Function Questions In non-paired passages, function questions ask what a phrase, sentence, or paragraph is accomplishing within the context of the whole passage. When they appear on paired passages, function questions often show up on individual passages but appear relatively infrequently with regards to both passages. Here are two ways I've seen function questions asked about multiple passages: â€Å"In lines 61-65, the author of Passage 2 refers to a statement made in Passage 1 in order to" "In the context of each passage as a whole, the question in lines 25-27 of Passage 1 and lines 67-69 of Passage 2 primarily function to help each speaker" Big Picture, Detail, and Inference Questions While these questions test different skills, they will often be asked in the same way. Here are a few examples (modified from actual SAT practice tests): "The main purpose of each passage is to" "Both authors would most likely agree that the changes in cats' status that they describe would be" "Based on the passages, both authors would agree with which of the following claims?" "Webber would most likely have reacted to lines 65-68 ("The musical...terrible") of Passage 2 with" OMG! by Andrea Schaffer, used under CC BY 2.0/Cropped from original. Alas, SAT answer choices are not in cat facial expression form. While the first of these questions is clearly a main point question, it’s a little more hazy with others. The second question could be any of the three types, depending on the context. If "the change in cats' status" was the main point of the passages, it would be a main point question. If "the change in cats' statuses" was just mentioned in passing as part of a larger picture, it would be a detail question. If the answer choices for that question asked you to take what was in the text and go a step beyond, the question would be an inference question. Here are some more clearly-worded examples of each type of question: Big Picture Questions "Which choice identifies a central tension between the two passages?" "Based on the passages, one commonality in the stances Lincoln and Thoreau take towards house cats is that" "Both passages discuss the issue of household cats in relationship to" Inference Questions "How would Eliot most likely respond to Webber's statement in lines 30-34, Passage 1 ("As the...yowl")?" "Stevens would most likely have reacted to lines 65-68 ("Now...cat") of Passage 2 with" Detail Questions "On which of the following points would the authors of both passages most likely agree?" "Based on the passages, both authors would agree with which of the following claims?" Find the Evidence questions These questions show up in paired passages in much the same way as they do on single passages. Here are a couple of examples: "Which choice provides the best evidence for the answer to the previous question?"[previous question: "How would Eliot most likely respond to Webber's statement in lines 30-34, Passage 1 ("As the...yowl")?"] "Which choice provides the best evidence for the answer to the previous question?" [previous question: "Which choice best describes how Saintriver would most likely have reacted to Lai Wai's remarks in the final paragraph of Passage 2?"] Multi-skill questions Often, questions that ask about both passages will ask you to draw upon multiple skills. The most common examples of this are big picture/inference combo questions, which require you to figure out author perspective and then take one step beyond that. Examples: "The author of Passage 2 would most likely respond to the discussion of the future of household cats in lines 18-28, Passage 1, by claiming that such a future" "Saintriver in Passage 1 would most likely characterize the position taken by Lai Wai in lines 65-69 "Let...climb") as" "Which choice best describes the ways that the two authors conceive of the cat's proper position in the household?" It's also possible to have a combo of detail and find-the-evidence questions: "Which choice provides the best evidence that the author of Passage 2 would agree to some extent with the claim attributed to Hatshepsut in lines 41-43, Passage 1?" So what should you do to figure out which question type is most difficult for you? First, when going through practice tests (actual SAT practice tests, mind), be sure to circle the questions that you're unsure you've answered correctly. Next, compare the questions you've circled to the example questions in this article to figure out where your weaknesses lie. And finally, study our articles on specific SAT Reading question types to improve your skills in the areas that you struggle with. Strategy 3: Eliminate Answers This is somewhat related to the strategy of answering questions on individual passages first (because individual passage questions can help you out with the answers to questions on both passages). Questions that ask about both passages have to meet the same standard as questions about a single passage: there must be one unambiguously correct answer. What does this mean for multipassage questions? If part of an answer is wrong, then you can eliminate it completely. Here’s an example of a common multipassage inference question: [practice2q30correctB] Which choice best describes the relationship between the two passages? A) Passage 2 relates first-hand experiences that contrast with the clinical approach in Passage 1.B) Passage 2 critiques the conclusions drawn from the research discussed in Passage 1.C) Passage 2 takes a high-level view of a result that Passage 1 examines in depth.D) Passage 2 predicts the negative reactions that the findings discussed in Passage 1 might produce. Let’s say you’ve just finished answering questions about Passage 2 when you get to this question about both passages, so Passage 2 is pretty clear in your mind. You can start by eliminating the answers that are not true for Passage 2. In this case, you can immediately eliminate A), because Passage 2 does not relate first-hand experiences. (Since the passage is too long to include here, you either have to take my word for it or read the passage in the free practice test in which it appears here.) You can also start to lean towards B), because it is unambiguously true for Passage 2. Why? Passage 1 ends with the following sentence: "We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply." On the other hand, the second paragraph of Passage 2 begins with this sentence: "Experience does not revamp the basic information-processing capacities of the brain." As you can see from these sentences, Passage 2 certainly critiques at least one of the conclusions from Passage 1. To confirm it is the right answer, of course, you'd need to skim Passages 1 and 2 again to make sure that there aren't any other conclusions in Passage 1 (or if there are, that Passage 2 critiques them as well) and eliminate the last two answers. A common recommendation for eliminating answers is to cross out answers that are not contrasting (since oftentimes the SAT wants you to compare passages, and what’s the point in comparing passages that are the same?). In this example, eliminating answers that suggest the passages have similarities would cause you to eliminate C) and D), pointing you back to the correct answer, B). However, this "eliminate answers that don't suggest the passages differ" elimination approach should not be considered a hard and fast rule. Depending on the question, the correct answer choice may confirm the two passages agree on something. Therefore, for paired passage questions, we recommend that instead of trying to go with the general strategy of "eliminate answers that don't suggest the passages differ," you still go through the answer choices and eliminate them one by one. If You Must by Michael Coghlan, used under CC BY-SA 2.0/Cropped from original. You do not want this cat coming after you for accidentally eliminating the right answer. Strategies To Attack Paired Passage Questions: A Summary #1: Answer Single-Passage Questions First. Answering questions about individual passages will often give you clues to answer questions about both passages. #2: Find Your Weaknesses And Drill Them. Figure out which type of question you tend to get wrong and then focus on improving that skill. #3: Eliminate Answers. If part of an answer is wrong, then you can eliminate it entirely. What’s Next? Find out more about the overall structure and content of SAT Critical Reading in our guide to SAT Reading. Is there a "best way" to read the passage for SAT Reading questions? Learn different ways to approach SAT Reading passages here. Get detailed with your SAT prep by studying each skill SAT Critical Reading questions test, starting with big picture questions and words-in-context questions. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

FitMath Essay Example | Topics and Well Written Essays - 5750 words

FitMath - Essay Example According to the research facing the dilemma between scholastic education and extracurricular and health education can be daunting, especially in the light of the impetus to heighten academic performance in schools. FitMath attempts to bridge the gap between physical education and academia by implementing a syllabus involving physical activity, using it as a pathway to reach out to young students who need in so much. FitMath fits Math into the curriculum, allowing students to profit from interdisciplinary learning via health education. In tandem with mathematics, fields such as biology, anatomy, physiology and physics will be open to them. Launched by the US government as a programmed new approach towards education, FitMath’s objectives consist of a merger of â€Å"the guiding principles in the Massachusetts Department of Education Mathematics and Comprehensive Health Curriculum Frameworks, by utilizing aerobics and fitness as a means to support a better understanding of math ematical vocabulary and concepts.† Active participation will bear the fruits of a healthier lifestyle, a more confident perception of one’s own physical abilities and stronger grasp in English Language and Science. To assess the effectiveness of FitMath, researchers have decided to conduct an in-depth survey on the participants of five FitMath centers in Massachusetts. By obtaining quantitative and qualitative data, researchers will have a better understanding of FitMath’s impact on students, staff and families. ... 1.3 Participants Participants in this survey are 200 students, 20 educators and 80 parents of students. The targeted age group for students is 10-15 years (grades 6 to 9). A 50/50 gender distribution between male and female students is preferred for better cohort comparison. Seeing that a wide performance gap exists between ethnicities, both minority and majority students will be approached to take this assessment to determine FitMath’s ability to close the vacuum and equalize achievements. Participants that will be excluded from this study are infrequent attendees that have missed more than a month of work for the year to date. This step has been taken to ensure that respondents have been receiving optimal training from the FitMath program. To protect the identities of assessment takers, surveys have been resubmitted anonymously to ensure that respondents are allowed freedom to express views unhindered, without fear or favor. 1.4 Qualitative study The qualitative component of the study seeks to acquire from respondents their views on school, FitMath, teachers and social development. Opinions gathered are confidential and will only serve to understand social, economical and educational backgrounds of participants. Questions seek to elicit from respondents their own estimation of their social and educational abilities and their perspectives in their core relationships, forming the support network. Data collected here would help boost the knowledge base on student lifestyles that ultimately affect study habits. 1.5 Quantitative study Statistics gleaned are confidential and will only serve to understand social, economical and educational backgrounds of participants. Personal

Outline the main features of ethnographic research and discuss when Assignment

Outline the main features of ethnographic research and discuss when and how it might be used - Assignment Example These are naturalism, understanding and discovery. Naturalism is the view that social research should capture the human beings in their natural environment directly. Understanding conveys that human beings do not give out fixed responses each time and each response has to be understood individually. Lastly, ethnographic research is defined as being inductive or discovery-based, rather than merely testing hypothesis. According to ethnography, cultural understandings need to be identified for research interest. An ethnographic study can overestimate the role of cultural perceptions or underestimate the role of objective forces. Ethnography can identify the relevant community of interest though often this isn’t easy. Factors like community, formal organization, informal group, and individual-level perceptions may affect the subject of study. An ethnographic focus may overestimate the role of community culture and underestimate the casual role of individual psychological or of sub-community forces. It is also believed that the researcher has complete knowledge of the subject under study including the language and customs of the population. In this case, the researcher may get influenced by his or her own culture during the

Assessment item 4 Report Essay Example | Topics and Well Written Essays - 750 words

Assessment item 4 Report - Essay Example Pepsi was able to maintain such big reputation in international markets because of their innovative distribution strategies. This paper briefly analyses the distribution strategies of Pepsi in international markets. Distribution strategies of Pepsi Pepsi has concentrated in developing a wide range of distribution channels like, supermarkets/retail stores, fountain/restaurant, convenience stores, vending machines etc for marketing their products. Their product distribution philosophies or objectives were based on; making available all or most of the products in its portfolio within a distance easily reachable by consumers. Pepsi has realized that the beverage market is highly competitive and the customers may not take many efforts in locating the products. Most of the customers who like to purchase a soft drink will select the drink which is easily accessible to them. They will never travel long distances to purchase a soft drink even if they like a particular drink very much. Pepsi k nows better about the above consumer psychology and they structured their distribution channels in such a way to meet the customers at their doorsteps rather than asking the customers to travel lengthy distances in search of Pepsi products. In order to meet the above objective of shortening the distance between the customers and Pepsi products, â€Å"PepsiCo had developed various distribution models to offer its products and services to customers including the Direct Store Delivery (DSD), Broker Warehouse Distribution (BWD) and Vending & Food Service (V&FS) systems etc† (PepsiCo's Distribution and Logistics Operations, n. d). Advanced logic systems were also incorporated to the distribution channels in order to ensure hassle free transport of Pepsi products across the world. Moreover, in order to serve the customers more effectively and efficiently, Pepsi has made agreements with the local bottling companies. Direct channels, retailer channels, wholesaler channels, agent or b roker channels, dual channel or multiple channels etc are some of the common channels opted by product manufacturers to distribute their products. The distribution channels is selected based on the nature of the product, type of customers, market size, the producer’s level of control, the size of the producing company, the size of the retailers etc (The Retail Distribution Channel, n. d, p.36). PepsiCo is one of the largest companies in the world and they can opt for any type of distribution channels because of their immense financial capabilities. Pepsi has made use of different distribution channels based on the geographical characteristics and the cultural and economical aspects of the country in which they operate. For example, in countries like America and Middle East, Pepsi vending machines are available large in number whereas in countries like India instead of vending machines,

Health and Safety at Work Act 1974: An Overview

Health and Safety at Work Act 1974: An Overview Substructures are anything constructed below DPC or ground floor level for example foundations or cellar floors on social housing or even tunnels for commercial use. Substructure legislations include the town and country planning legislation, Health and Safety at Work Act of 1974 and COSHH. The Town and Country Planning legislation means that the towns and developments will be planned appropriately and safely bearing in mind fellow housing owners that may be affected by any developments. Planning is necessary to ensure that the buildings and the environment is safe, secure and happy amongst the public. Local authorities are responsible through their planning committees to decide whether a new building or an alteration to an existing building is needed and suitable. Planning permission is not always required, for example internal alterations or work which does not change the appearance of the outside of a property does not require planning permission. Extending or altering the shape of a building, planning permission will be required and if failed to apply for or have a planning application you may risk having the building demolished by the council or planning committee. Some developments even make sure that other property owners are happy by keeping fencing a certain he ight and shape for them not to contact planning permission. Some old fashioned houses may also be affected by this legislation as you may not be legally allowed to put a new, modern, contemporary house in an old, vintage village or near any other old existing houses as it does not fit in or the neighbours may have objected. This legislation applies before construction as you have to apply for planning permission before a building is built to see whether it fits in, it is safe and suitable for the location and the public however during construction it also applies as housing developers apply for planning permission on site for temporary roads or compounds to help planning committees keep the existing properties safe and happy too. The Health and Safety at Work Act of 1974 means that you should promote, stimulate and encourage high standards of health and safety in places of work. It protects employees and the public from work activities that may cause danger to them in that very moment or in the future. Everyone must abide by the act or you may be prosecuted for not doing so if someone has an injury because of you. The act means that the employers have a duty of ensuring that there employees are safe and secure within the work place. Depending on the type of work place you must wear protection, for instance if the job is construction related the employer must provide you with PPE like a hard hat, steel toe cap boots and a hi-vis. They must also ensure that all your equipment and materials are safe, handled well and have had recent services and lastly they must provide you with training, supervision or simply a site induction which includes details of your job, the health and safety on site and the site rules. Site managers or your employer must provide a written safety policy or risk assessment and depending on your age a young persons risk assessment. Employees objectives are to take care of their own health and safety, and that of others, cooperate with their employer and not to interfere with anything provided in the interest of health and safety. A HSE is a health and safety executive, this person observes and monitors the site under strict instructions and guidelines under the Health and Safety at Work Act 1974. If the HSE are unhappy they are allowed to shut the site down completely. They have the right to have entry, close the site, see documents and take copies, size substances and ask questions. They even produce an improvement or prohibition notice. Both employers and employees may face prosecution if the site is unfit by the HSE. This act applies before construction as the employer has to provide everyone with PPE, inspect the site to see if it is safe before construction star ts and set up risk assessments and first aid boxes however during construction this applies as the employer doesnt want any accidents or illnesses on site, they would like the PPE to protect their workers, the equipment to be safe, serviced and used well, the fences to protect the public and the vehicles have reversing sirens to protect everyone. COSHH stands for the control of substances hazardous to health. COSHH covers any chemicals used on site for instance adhesive glues or paint thinners. Every chemical that is used on site must have a risk assessed by the site manager on behalf of the COSHH act. The regulations recommend that you do a risk assessment, decide what precautions are needed for example PPE, prevent or control exposure for example dust masks or gloves, ensure that control measures are maintained and used, monitor exposure through measurements, carry out regular health tests for example blood tests, prepare plans and procedures if an accident was to occur and ensure the employees are properly informed and trained usually by the HSE. A prime example of a hazardous substance is asbestos which is now banned due to the harm it does to your body when inhaled. The fibres within the material are the parts of the asbestos that are dangerous. Some products require careful control like the extraction of asbestos like s ome foam product instillations. This act applies before construction as the site manager needs to know if there is any products already on the site that may need to be removed or a risk assessment done for them however during construction it still applies as the chemicals and materials brought on site during the build may be hazardous too and may need to be risk assessed. Superstructures are all the elements visible above the substructure level for example a multi storey building, a social house or even a sky scraper. Superstructure legislations include Building regulations, RIDOR and Construction design management regulations 2008. Building regulations apply in England and wales and these promote standards for most aspects of a buildings construction process, energy efficiency in buildings, the needs of all people even including the disabled. The regulations apply to most new buildings, and many alterations of existing buildings, whether domestic, commercial or industrial. The types of work that do need to comply with the building regulations is the erection or extension of a building, the installation or extension of a service or fitting which is controlled under the regulations, an alteration involving work which will temporarily or permanently affect the on-going compliance of the building, service or fitting with the requirements relating to structure, fire, or access to and use of buildings, the insertion of insulation into a cavity wall and the underpinning of the foundations of a building. All buildings within this list must meet the requirements as they are for danger purposes for example a fire escape and air supplies for the combustion for some appliances. The main requirements come in 14 parts: Part A Structure Part B Fire safety Part C Site preparation and resistance to moisture Part D Toxic substances Part E Resistance to the passage of sound Part F Ventilation Part G Hygiene Part H Drainage and waste disposal Part J Combustion appliances and fuel storage systems Part K Protection from falling, collision and impact Part L Conservation of fuel and power Part M Access to and use of buildings Part N Glazing safety in relation to impact, opening and cleaning Part P Electrical safety This regulation applies before construction as the planning department need to put in the fire escapes e.t.c.. however during construction it still applies as the building regs managers or the HSE may test the products to see if they meet the standards. RIDDOR stands for reporting of injuries, diseases and dangerous occurrences regulations. RIDDOR covers deaths, major injuries; accidents resulting in an over-three-day injury, diseases, dangerous occurrences and gas accidents. If an accident did happen an accident investigation must be done as it is a legal requirement under the RIDDOR regulations. If a member of public is hurt or killed the HSE must be informed. Over three days injuries must be reported to the HSE too. When you report the injuries under RIDDOR you must issue the date and time, a brief description of what happened, put the name and address of the person injured and the date and method of reporting. The injuries listed as RIDDOR are fractures other than fingers, thumbs or toes, amputation, dislocation of shoulder, hip, knee or spine, loss or sight temporarily or permanently and chemical or hot metal burns to the eye that is penetrating. This regulation applies before construction as the site manger may need to write o ut methods of what to do in the event of certain injuries however during construction this will carry on as the site manager may need to write a report after an injury or inform the HSE. Construction design and management regulations 2008 aim to reduce the large numbers of serious, fatal accidents and cases of ill health which occur in construction. CDM places responsibilities on key members such as the design and management teams to keep the projects running safely and smoothly. CDM duties are to select and appoint a planning supervisor and principal contractor that will both allocate adequate resources for health and safety, be satisfied that the designers and contractors arrange for work to be done smoothly and safely, provide the planning supervisor with information on health and safety and ensure the health and safety files are up to date and construction starts and ends well. This regulation applies before construction as the planning, contractors and site managers need to organise whos doing what and when however during they must all make sure it is running as they planned without any health and safety risks.

Earlier Teen Years :: Personal Narrative Growing Up Essays

Earlier Teen Years My little sister's all grown up now, but she's only ten years old. She looks like a teenager. She thinks like a teenager. And you could say she acts like one because teenagers themselves are not very mature. She loves to hang around me, and she tries to persuade me to act more like a typical 18-year-old girl because she wants to be one herself. She begs me to take her shopping and let her do my hair. She wants to be just like me. At first, I thought it was because she's the youngest in the family, and she wanted to be like her big sister and brother. However, I realized I didn't look like the typical teen. In fact, she dresses more like a typical teenager than I do. Many of her friends are the oldest children in their families yet try to present the image of a teenager. They all seem to wish they were older. Girls these days just seem to want to, and do, grow up sooner and sooner. It seems the "teenage years" have changed, starting well before the age of thirteen. As I have said, my sister and her friends are prime examples of this change. For instance, they have sleep-overs and stay up till dawn. Their many sleep-over activities include gossiping about boys and discussing fashions, painting nails, and experimenting with make-up. I never did such things at that age. My friends and I had to go to bed by one or two at the latest, and we played games and watched movies. My sister also thinks that she should have the same privileges that I do at age eighteen when she's only ten. She thinks she can stay up late, till ten or eleven o'clock. I was in bed by eight when I was her age. Not only does she want to stay up late, but she also thinks that she can watch any movie she wants. It's hard to pick a movie the whole family will like that's rated PG these days, so many times we choose a PG-13 movie (sometimes even R) and let her watch with us. This has given her the idea that she is mature enough to watch anything she wants. She likes the TV show Fr iends, but at her age she doesn't completely understand the adult content in the show, nor does she need to.