Unhealthy Diets Essay Example For Students

Unhealthy Diets Essay Unhealthy Diets Some foods are considered unhealthy on grounds of their being high in calories (saturated fats), lack of antioxidants and fibers. Eating very high amounts of saturated fat and cholesterol, and very low amounts of fruits, vegetables, and whole grains increases a persons risk of getting numerous diseases.Although there is much controversy on the overall effects of fat on health, nearly all experts strongly recommend limiting intake of saturated fats and trans-fatty acids (found in hard margarine, commercial baked goods, and fast foods). Other fatty acids, however, appear to offer benefits. People should try to limit even reduced-fat foods and fat substitutes in their diets. Although people might believe that eating reduced-fat or fat substitute products means consuming fewer calories, this is often not always true. Many commercial, lowered-fat products have extra calories from sugar and other carbohydrates. We will write a custom essay on Unhealthy Diets specifically for you for only $16.38 $13.9/page Order now Bibliography:

3 Errors in Using Parentheses

3 Errors in Using Parentheses 3 Errors in Using Parentheses 3 Errors in Using Parentheses By Mark Nichol Parenthetical marks can cause difficulties for writers- and, as a result, for readers. In each of the following examples, parentheses are misused; discussion and revision of each sentence follow. 1. The act brings the United Kingdom into line with the Organization for Economic Co-operation and Development’s (OECD) recommendations in dealing with bribery and corruption. One writing convention is to insert an acronym or initialism of a term in parentheses after that term is introduced, after which the abbreviation, rather than the full term, is used in subsequent references. However, it is awkward to introduce a term in this manner when it appears in possessive form, with an apostrophe followed by s. In such cases, it is best to replace the possessive form with a prepositional phrase so that the parenthesis immediately follows the term itself: â€Å"The act brings the United Kingdom into line with the recommendations of the Organization for Economic Co-operation and Development (OECD) in dealing with bribery and corruption.† 2. Moving tangible and nontangible (for example, data files and intellectual property) assets is an option. Again, a parenthesis that provides more information should immediately follow the relevant word or phrase; in this case, the parenthetical refers not to â€Å"tangible and nontangible† but to assets: â€Å"Moving tangible and nontangible assets (for example, data files and intellectual property) is an option.† 3. This work does not cover all aspects of IT integration (those are laid out in a detailed IT integration plan that will take months to complete while parallel IT environments are operated). This treatment of a parenthesis is not strictly wrong, but when the parenthesis consists of a complete sentence, it is clearer to treat it as such, with the first letter of the first word capitalized and with a period preceding the close parenthesis mark (and terminal punctuation following the preceding sentence): â€Å"This work does not cover all aspects of IT integration. (Those are laid out in a detailed IT integration plan that will take months to complete while parallel IT environments are operated.)† If, however, a complete sentence in parentheses falls within another sentence, leave the first letter of the first word lowercase and omit the period. (Exception: A question mark or exclamation point at the end of the wording in parentheses should be retained regardless of where the parenthesis falls.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Good At, Good In, and Good WithTen Yiddish Expressions You Should KnowOne "L" or Two?

Fail

When to Take a College Course Pass/Fail Most college courses require students to take them for a grade, but not always: In some cases, students can take a few courses as pass/fail during their time in college. Whether or not thats a good choice for you depends on a variety of factors, and there are a few things you need to know before choosing a pass/fail option over the regular grading system. What Is Pass/Fail? Its exactly what it sounds like: When you take a course pass/fail, your instructor simply decides whether your work qualifies you to pass or fail the class, rather than assign you a letter grade. As a result, it isnt factored into your GPA, and it will show up on your transcript differently. Assuming you pass, you will get the full course credits, just as if you had received a letter grade. When to Take a Course Pass/Fail There are a few situations in which you may want to take a college course pass/fail: 1. You dont need the grade.  Whether youre fulfilling graduation requirements or you just want to experiment with other areas of study, youll probably have to take a few courses outside your major. You may want to consider the pass/fail option if a letter grade in one of those courses isnt necessary for earning your degree or getting into  graduate school. 2. You want to take a risk. Pass/fail courses have no bearing on your GPA - what class might you take if you didnt have to worry about it affecting your grades? Pass/fail can be a good opportunity to expand your horizons or take a class that will really challenge you. 3. You want to reduce your stress. Maintaining good grades takes a lot of hard work, and opting for a pass/fail course can relieve some of the pressure. Keep in mind your school will have deadlines by which you have to declare youre taking the course as pass/fail, so it might not be an option for avoiding a bad grade at the last minute. Your school also likely limits how many courses you can take pass/fail, so youll want to carefully plan how to take advantage of the opportunity. Other Things to Consider Make sure youre choosing pass/fail for the right reasons, not just because you want to take it easy. Youll still need to study, do the reading, complete the homework  and pass the exams. If you slack off, the fail will show up on your transcript, not to mention the possibility youll have to make up for the credits you didnt earn. Even if you withdraw  from the class to avoid failing it, that will also show up on your transcript (unless you get out of it during a drop period). Keep in mind you may not be able to enroll in  all as a pass/fail student, and before you commit to a grading system, you may want to discuss the choice with your academic advisor or a trusted mentor.

Innovative Approaches to Corporate Management Essay

Innovative Approaches to Corporate Management - Essay Example Innovative approaches are assessed based on its impact upon its profitability. Through implementing strategic management approaches in ones company, the need for customer satisfaction will be met, not only locally but world wide. Globalization of corporations evolved and exist for many reasons. There could be a need to follow the buying trends of consumers. Another is to meet the demand of customers. In todays business field,there is a rapid emergence of global buyers and sellers. Through the help of the latest technologies, communications, wire and money transfers, receiving of payments and any other activities are made possible regardless of distance, race, and currency. devising, implementing and improving a quality management system (QMS). (PCL - Petts Consulting Ltd) This model of a quality management system approach acknowledge the facts that quality results are achieved by producing a company manual, complete with work procedures and work instructions, proper recording and keeping of quality records and tracking of inputs and outputs. The HACCP System is a systematic approach to the identification, assessment of risk and severity, and control of biological, chemical and physical hazards associated with a particular food production process or practice. (Cianci, 2000) When speaking of HACCP, it is always associated with food safety. By using and by being certified with this system, the customers of the company are always assured of the safe processing of food. Corporate Social Responsibility CSR is about how companies manage the business processes to produce an overall positive impact on society. (Baker, 2006) It is the balance between the

Research Essay Paper Example | Topics and Well Written Essays - 2500 words

Essay - Research Paper Example The onset of international business growth and ease of access to information worldwide because of the improvement of technology, state boundaries became less important because geographic and social boundaries changed and became accommodative. The new era of globalization, which became popular particularly in the 1970s brought changes, opportunities and new considerations and challenges because it created a free market in the world compared to when globalization was an unknown phenomenon. Globalization has facilitated the formation of a common market all over the world based on a liberal exchange of goods, services and money. Therefore, economic globalization refers to the increase of integration of markets across political boundaries. The oil industry captures the aspect of globalization through the growth of MNEs and a free international market for oil products (Golove, 1996:135). Globalization has affected the oil industry in a variety of ways. Oil-exporting states occupy an inconsistent position in the international system because of several aspects. First, in terms of economy, these states are highly globalized and are highly dependent on international trade, labor and finance. All these states are the source of a commodity that is significantly vital to all sections of the world making them influential states in the world. However, these states are not politically globalized because they are not likely to sign major treaties or join intergovernmental organizations. Most of them defy the global norms of human rights in search of cheap labor (Mitchell, Marcel & Mitchell, 2012:23). All over the world, economic globalization is related to political globalization because economic globalization only works through international trade, business, and finance and labor exchanges. Political globalization also ensures that economic globalization grows because it opens local

History Of Ordnance Corps Essay Example for Free

History Of Ordnance Corps Essay The Ordnance Corp is one of the oldest branches of the Army, established May 14, 1812. The U. S. Army Ordnance Department established from The Revolutionary War. General George Washington, the commander of the Continental Army, appointed Ezekiel Cheever to provide ordnance support to army in July 1775. Until 1779, all the armies had Ordnance personnel moving with them. They were civilians and Soldiers, served as conductors for maintenance ammunition wagon and arms. Each conductor led five to six armorers who repaired small arms. In 1776, Board of War and Ordnance was created. In 1777, the first Ordnance facilities were established at Carlisle, Pennsylvania, and the first arsenal and armory operations at Springfield, Massachusetts. Other arsenals and armories were also established at Harpers Ferry, Philadelphia, and Watertown. On May 14, 1812, the Ordnance Department was organized by Congress. The Ordnance Department was responsibility for arms and ammunition production, acquisition, distribution, and storage for the war. In 1832, the Ordnance Corps had new responsibilities for researching and development of field services. Good work of the Ordnance Department continully to developed and tested during the Mexican War. The Mexican War became the foundation for the massive logistics. During the American War, the Ordnance Corps was really tested and developed. The Ordnance Corps brought massive procurement of weapons and supplies, and providing field support for fast moving armies. In 1898, Spain War, the Ordnance Corps first deployed overseas and provided close-combat support. During World War I, the Ordnance Corps mobilized and developed weapons systems, organized Ordnance training facilities, and established overseas supply depots. In World War II saw dramatic expansion of the Ordnance mission of production, maintenance and training. In both Korea War and Vietnam War, the Ordnance Corps provided supplies and maintenance, and was active in the development of rockets, guided missiles and satellites. In modern U. S. Army Regimental System, the Ordnance Corps is organized under the whole branch concept. The Chief of Ordnance serves as the Regimental  Commander, and the Office Chief of Ordnance serves as Headquarters Ordnance Corps. The Ordnance Corps will be always supporting the development, production, acquisition and sustainment of weapons, ammunitions, missiles, electronics, and mobility to supporting combat power to the U. S. Army. The insignia of the Ordnance Corps is yellow color metal shell and flame. The Shell and Flame is considered the oldest branch insignia in the U. S. army. The Shell and Flame had been used by European armies before its adoption by the U. S. army. In fact, it is still used by European armies. This insignia was assigned to the Ordnance Corps in 1832. The branch colors are crimson and yellow. At first, the Ordnance Corps had a red trail, like Artillery. In 1851, Crimson was assigned to the Ordnance Corps. Then in 1902, it was changed to black and scarlet color. Then finally, in 1921, crimson and yellow were assigned to the Ordnance Corps again. The Act of May 14, 1812, recognized the Ordnance Corps. In 1936, the army Institute of Heraldry redesigned and standardized version of the Shell and Flame. Redesigned Shell and Flame remains the current version.

Lady Of Shallot by Alfred Lord Tennyson :: essays research papers

Lady Of Shallot   Ã‚  Ã‚  Ã‚  Ã‚  The Lady of Shallot is an interesting poem by Alfred Lord Tennyson. In this poem he tells a story of sadness and disappointment. This story is showing how a person crushed his life somehow. My guess would be he had his heart broken and felt trapped in depression.   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning he talks about the scenery and how beautiful it is but he can’t get out to go where everything is ok in Camelot. He sees people enjoying their lives and longs to join them outside in the freedom of the world. He realizes he is trapped in the castle just like a prisoner. He feels as if nobody can see or hear him.   Ã‚  Ã‚  Ã‚  Ã‚  Later, he sees all the great things Camelot has to offer him but is reminded that if he goes a curse will fall upon him. He watches the whole world pass him by but he is scared by just the threat of the curse so he stays. He realizes just how alone he is wishing he had a lover to be with, someone to keep him company. He sees a new couple deeply in love and he watches wishing someone would come along.   Ã‚  Ã‚  Ã‚  Ã‚  In the next stanzas he meets someone and is completely stunned by her beauty and charm she is perfect in his eyes. Everything she does is right to him the way she walks and talks and presents herself, but she doesn’t even know he is alive. He decides he can’t take not being with her so he leaves the castle to go find his love he knows the curse has got him but he would rather live for just one more day in love and with hope then 100 years of sadness, regret and despair.   Ã‚  Ã‚  Ã‚  Ã‚  He goes out looking for her but can’t find her then the cures begins to take him and he starts to die before he can ever tell her how he feels but he would still prefer to die like this than in the prison of a castle. Lady Of Shallot by Alfred Lord Tennyson :: essays research papers Lady Of Shallot   Ã‚  Ã‚  Ã‚  Ã‚  The Lady of Shallot is an interesting poem by Alfred Lord Tennyson. In this poem he tells a story of sadness and disappointment. This story is showing how a person crushed his life somehow. My guess would be he had his heart broken and felt trapped in depression.   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning he talks about the scenery and how beautiful it is but he can’t get out to go where everything is ok in Camelot. He sees people enjoying their lives and longs to join them outside in the freedom of the world. He realizes he is trapped in the castle just like a prisoner. He feels as if nobody can see or hear him.   Ã‚  Ã‚  Ã‚  Ã‚  Later, he sees all the great things Camelot has to offer him but is reminded that if he goes a curse will fall upon him. He watches the whole world pass him by but he is scared by just the threat of the curse so he stays. He realizes just how alone he is wishing he had a lover to be with, someone to keep him company. He sees a new couple deeply in love and he watches wishing someone would come along.   Ã‚  Ã‚  Ã‚  Ã‚  In the next stanzas he meets someone and is completely stunned by her beauty and charm she is perfect in his eyes. Everything she does is right to him the way she walks and talks and presents herself, but she doesn’t even know he is alive. He decides he can’t take not being with her so he leaves the castle to go find his love he knows the curse has got him but he would rather live for just one more day in love and with hope then 100 years of sadness, regret and despair.   Ã‚  Ã‚  Ã‚  Ã‚  He goes out looking for her but can’t find her then the cures begins to take him and he starts to die before he can ever tell her how he feels but he would still prefer to die like this than in the prison of a castle.

“Macbeth”: An Exploration of the dramatic nature of Act 2 Essay

Act 2 on its own has a lot of activity going on and a lot of information that you have to churn though to finally get not only the inner meanings of what Shakespeare has written but also the story. There are various little sub headings in which we can split up Act 2. These could be language, timing, irony, tension and dramatic value. I will be looking at dramatic value and the tension which is made due to the actions or expressions which occur in the act. Firstly an overview of what happens. Well Macbeth after being hyped up by Lady Macbeth to kill the King has crazy/guilt full illusions about doing so before the deed is done but eventually kills King Duncan. Duncan’s body is found and his two sons flee Scotland as there â€Å"are daggers in men’s smiles† that in its self is a great source of dramatic tension as we see the heirs to the thrown leave Scotland in fear of their lives and making Macbeths a lot easier. Macbeth gets crowned as King of Scotland, various people are suspicious about Duncan’s death and Macduff doesn’t attend his coronation. The first piece of true tension is apparent at the very beginning of Act 2. We are reminded of the prophecy from the 3 witches from the presence of Banquo’s son Fleance because the witches said â€Å"Thou shalt get kings, though thou shall be none† which means you shall father a king but not be one yourself. This would also mean that Macbeth’s quest of becoming and staying king would mean more deaths and his biggest potential threat seems to be Fleance. So we are reminded of the prophecy and a few lines down we see Banquo ask for his sword although he is in the castle of a close friend which shows the tension and fear. Early in to Macbeth and Banquo’s conversation Banquo mentions the 3 witches and Macbeth replies â€Å"I think not of them† which is an obvious lie to us because ewe now that he is going to murder Duncan on the bases of what the witches have said. We now see the first of many guilt inspired hallucinations in the form of the dagger â€Å"A dagger of the mind, a false creation, Proceeding from the heat-oppressed brain?† this snippet suggests that Macbeth is tired, his brain overheated or again tired and it is because of that, that he can see this dagger. In this speech we also see many unreal and â€Å"unnatural† objects and thoughts. This gives a great sense of tension and shows how this illusion makes Macbeth think of all these unnatural objects mainly to show that what is about to do is unnatural, this is because it was strongly believed that a Monarch was chosen specifically by God so if he did kill Duncan he would be defying God which isn’t such a good thing to do. The bell and knocking on the door seem to prolong the inevitable (Duncan’s murder) and also builds tension in doing so because the audience are on the edge of their seats with fascination of Macbeths soliloquy and want to see what happens next. Now the murder of Duncan itself isn’t actually onstage this technique seems to be borrowed from ancient Greek tragedy’s, this of course drives the audience wild because they can’t actually see the event taking place only the events before hand and after. This definitely increases tension and now the audience have only the power of suggestion to interpretate what has happened which of course is a lot more powerful than actually physically seeing what has happened and each human mind must go wild with thought and ideas about what has happened and it will be as gruesome as it needs to be. We now make a reference to Act 1, as Macbeth are trying to rid their hands of Duncan’s blood we look back at the battle scene in Act 1 were again Macbeth is covered in blood from the long and gruesome battle. But Lady Macbeth reasons with the guilt trodden Macbeth and tells him that â€Å"a little water will clear us of this deed†, but as we see later on guilt gets the better of Lady Macbeth as she goes mad because of the guilt full illusion of blood on her hands that can’t be washed off haunt her until she finally dies. This is rather ironic considering in Act 2 Scene 2 she states â€Å"These deeds must not be thought After these ways; so, it will make us mad† which is what happens to her later on. After the deed Lady Macbeth no longer seems to be in the lime light as often and now stricken with confidence Macbeth takes centre stage. After this murderous passage we get a light comical interlude thanks to the castles porter who unlike most people is common and speaks differently compared to the nobles, it is also visible in the text because he is speaking in pros and his language suggests that he is of lesser importance than other characters of noble birth. The porter’s joke that the door of Inverness is like hell’s gate is ironic, given the cruel and bloody events that have just taken place within the castle. When he cries, â€Å"Who’s there, i’ th’ name of Beelzebub?† we see that unnatural and evil beings and instead receiving a happy or normal welcome when they step into Macbeth’s castle, people are warned that they are putting themselves in danger in this case in the hands of the Devil. Lennox later states to Macbeth at lines 49-56 of the tremendously distressful weather that night, hear we see that Macbeth has unbalanced the pure fabric of being. By defying Gods wish he has in effect left an unnatural tear in time itself, this of course angers God and he brings down over Macbeth’s castle an unnatural storm which lasted â€Å"the livelong night†. You would expect a long reply from Macbeth but because of what he has just done he tries to tone down the thought of evil and he bluntly states â€Å"Twas a rough night.† This response seems rather odd and it seems so. Soon after Duncan’s lifeless body is discovered and is if Macbeth had planned in his head the next few days he springs in to make me king mode by taking control over the situation and the nobles. This is both prompting their decision to make him king and it will also make him look less likely a candidate to kill Duncan. As Macbeth and the nobles prance around feeling sad (obviously not Macbeth he has to lie which builds up tension and fear of getting caught is being portrayed in this fashion by him trying to avoid people believing that he is not sad, and if not why well†¦ †¦..MURDERER) they stumble upon the chamberlains which thank to Lady Macbeth are covered in blood and have daggers also covered in blood in their hands. Macbeth quickly sees an easy way out of being eventually found out, he does this by shifting the blame on the innocent and unaware chamberlains. His fellow nobles don’t seem as sure as Macbeth well of course because he’s lying they didn’t kill Duncan he did, but even so as they question his suspicions Macbeth kills again and leaves the chamberlains bloodier than before and with out life. We can see how much Macbeth’s confidence has grown and how his willingness to do anything to become king has also grown and he now doesn’t seem to mind killing anyone to do so. Of course this shocks the nobles quite a bit and many get a bit edgy. Especially Macduff who later asks Macbeth why he killed the chamberlains, only to get a response from Macbeth that he was driven by passionate anger bought about from Duncan’s death. More tension surfaces in scene 4 when The Thane of Ross speaks to the old man. They speak of the unnatural behaviour referring to both the harsh weather and the odd behaviour of the animals. This of course surrounds the coronation of Macbeth suggesting again that it was not to be and that fate and God aren’t on Macbeth’s side. In the act there are many images of unnatural behaviour these are used to make you see good from evil which in itself is a conflict which brings great tension between what is supposed to be and what is not. We then see Macduff desert Macbeths castle to return to Fife instead of being at his coronation which shows obvious rivalry and conflict of interests. It is also interesting that Macduff is responsible for Macbeth’s death and not Malcolm who is the rightful heir, Malcolm should really avenge his father but he lacks courage and that killer edge that Macduff has. Also just like Duncan’s murder Macbeth’s coronation is off stage we learn of Macbeth’s new position from Macduff, Ross and the old man, so again Shakespeare denies us of seeing the inevitable for dramatic purposes.

School Based Assessment for Learning

School Based Assessment for Learning: A report: Assuring Fairness in the assessment component of school based assessment practice in Brunei Abstract This article describes a research project study in depth carried out with 3 self-selected ‘educators’ teaching English language subject in one of the secondary school in Brunei. All are supporting standardized task provided requires flexibility to cater the students’ need individually. The paper explores the educators' conceptions of and approaches to school based assessment in relation to their teaching.It sets the discussion in the context of ‘assessment for learning’ and the literature on students’ learning in general and raising students’ achievement in particular. Drawing out a number of key themes arising from the study, I compare and contrast these with the existing literature. Finally I examine some implications of this assessment for learners’ development, and ways in which w e could support learners in fostering their learning to achieve the aims of the education system of the 21st century.The researcher is seeing at different perspective of school based assessment for learning and if assessment is made for learners it should cater with different needs of each learner. Keywords: School-Based Assessment for Learners, Brunei Common Assessment Task, pedagogy, standardized 1. Introduction: School Based Assessment School Based Assessment for Learning (SBAfL) is an assessment for learning tool which focuses on obtaining feedback on individual student’s development and performance in the four important domains highlighted in SPN21.Brunei is moving towards the changes as learner is seen as a main player in education, hence to support the changes towards assessment for learning; Brunei Common Assessment Task (BCAT) is implemented. The idea of the introducing BCAT is to make a transition or pedagogical shift between the old system to a new format SBAfL â⠂¬ËœSchool-Based Assessment for Learners’ instead ‘of learners’. In order to ease the transition, the curriculum department introduced BCAT, standardized SBAfL test. This paper therefore examines / aims to highlight significant aspect of school based assessment or learning and the lapses in existing practices. â€Å"Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. † Assessment Reform Group (2002) 2. 1 Objectives or purposes of SBAfL The rationale behind school-based assessment We first can start by looking at the overseas. Internationally, particularly in the West, many countries and almost all the examination boards have introduced school-based assessment.In fact, some countries, SBA contributes to 100% of the total assessment of the students. Typically, however, in countries such as Austral ia and the UK, it contributes about 50%. So, you must ask that: why have these countries and increasingly, why are other countries now following this example and introducing SBA? First of all, the reason is to improve validity. It is to ensure that we can assess the full range of outcomes relevant to our subject. And this is to ensure that we are assessing those things that we are really value.But, there is another side of it; people often think that there is a bit of a trade-off between validity and reliability. Actually, what we know is that when school-based assessment is done properly, it can also contribute to reliability too. In other words, it can be ensure that the student has a more accurate assessment of their ability. Sometimes more accurate than can be obtained from a one-shot examination. So these are some of the reasons why we move to school-based assessment. 2. Review of Related LiteratureThe main research question is ‘to what extend school based assessment help students’ learning with the implementation of Brunei Common Assessment Task (standardized tasks)? Does standardized task could be used for all students? ’ The main theme identified from the previous introduction is the rationale of school based assessment. In literature part, I intended to review the significant of school-based assessment towards students’ learning. Prior to gathering the literature, I produced a list of necessary references and resources to cite from.These resources include library books, internet, journal articles, magazines and electronic books. The first step was a big step because it was not easy to locate the literature. In researching the literature, attention was drawn to the keywords: assessment task, assessment for learning, and standardised assessment. 3. 2 Assessment tasks Assessment and schooling go hand in hand. The assessment of learners and learning is a regular practice in education and are used to determine how far learners ha ve learnt or mastered an educational task or knowledge or how well an educational process has addressed its set objectives.Anikweze (2005: 2) precisely refers to Assessment as â€Å"the process of investigating the status or standard of learners’ attainment, with reference to expected outcomes that must have been specified as objectives† when it concerns learners’ output. Njabili, Abedi, Magesse and Kalole (2005:2) add that â€Å"The fundamental role of Assessment is to provide authentic and meaningful feedback for improving student learning, instructional practice and educational options† which means that Assessment is not and so should not be seen as an end it itself but a means to a justifiable end of learning†. the student’s point of view matters because of its effect on learning. From the student’s point of view, classroom assessment information is not merely information â€Å"about† himself or herself. Rather, it forms a m ajor part of his or her learning life, becoming part of the lessons he or she is expected to learn, the relationship he or she has with the teacher and the subject matter, and relationships with peers. (Brookhart, 2003, p. 6) 3. 3 Fairness in School Based Assessment Among recent trends around the globe, is the concern on fairness in matters concerning the various issues in education.In some contexts, Fairness and Equity are used synonymously. Fairness or equal opportunity in assessment relates to two issues: â€Å"†¦ fairness in . . . comparison: in essence, have the groups †¦ being tested had the same opportunity to learn? † (Uwakwe, 2005: p4). Teachers are professional and know their students best. So they can compare their students’ work done inside or outside the classroom. Then they can authenticate whether the students themselves have done the work. In this way the authenticity of SBA is guaranteed and students’ abilities can be accurately reflec ted.Assessment and grading procedures had the effect helping some students succeed now must serve to help all students succeed. The ‘Including all learners’ statement should be used by settings/schools to look at their existing arrangements and identify good practice. â€Å"Assessment ‘as Learning’ is a Professional Obligation in a previous system. Assessment for learning (AfL) should be Celebration of Learning – students should involve not abundant process† (Rick and Doug, 2008). 3. Research Design It will generally give the overview of the research design, methodology, method, selection of research participants, and data collection.The details of data account will be presented in the later part of this report. I had outlined a research focus and constructed the main research question aligned with the qualitative methodology. I had chosen semi-structured interviews for my data collection because it suited with the nature of my study. Three pa rticipants were recruited for the research. I developed understanding of the issues which emerged in the research from the coding frame after analysing the data collected using the grounded analysis procedures. Finally, I presented the extracts based on the participants’ transcripts. . 4 Main Research Question: The Brunei Common Assessment Tasks (BCATs) currently implemented in schools are formal, standardized and moderated assessment tasks that familiarise teachers and students with Assessment for Learning (AfL) best practises. Over time, teachers are expected to develop their own SBAfL tasks to better cater to the varied abilities and needs for their students. The main research question is ‘to what extend ‘SBAfL help students’ learning with the implementation of Brunei Common Assessment Task (standardized tasks)? 4. 5 Choice of MethodologyThe methodology that I selected and employed throughout the research is qualitative. I chose qualitative because it is fundamentally different from quantitative methods. This qualitative research methodology puts my research in a good position because I want to gain meaning and understanding of teachers’ experience stored, improved and implemented for future practices. This methodology I used requires special equipment to record and transcribe to gather and analyse the data in-depth. Therefore, the qualitative perspective emphasises on the ‘depth of the understanding’ of the study. 4. 6 SamplingThe sample involved 3 teachers who taught English language in one of the secondary schools in Bandar Seri Begawan. Considering their background of teaching experience, each teacher has taught English language at different length/duration in experience of teaching. Three teachers which I recognise as teacher A, teacher B who has taught 13 years in English language and teacher C which is a new experience teacher taught English subject. 4. 7 Limitation of Study There are shortcomings, condit ions or influences that cannot be controlled that place restrictions on the methodology and conclusions that I have chosen.Even though the report finished on time, it does not mean that I did not face any problem in doing this research. Initially, I intended to interview some students to see the overview, real-classroom situation. However, with school activities these students had to involved, it was difficult to gather these students to willingly involve in this study within the constraint time. Another difficulty I faced was, no permission was given in collecting students’ mark as the academic staff seen this as case sensitive. The idea was to view the overall and breakdown results of a chosen class as a reason to see students’ progress and development when onducting assessment. 4. The Account In line with the research question to investigate the students’ learning with the implementation of Brunei Common Assessment Task (standardized task) in supporting asses sment for learning, teachers were asked their views and experiences in conducting school-based assessment. Figure 1: This figure shows Coding Frame which indicates issues arise during the grounded analysis study. Two nodes were highly discussed; teacher’s view on school based assessment and impact of standardised Brunei Common Assessment Task (BCAT) for learners.The figure indicates number of times by which it is frequently mentioned by the participants, on both teachers’ view and the implication of the standardised task. When linkage as I observed it seems that the standardised BCAT is unconstructive for low achievers and all samples were agreed the assessment practice is quite summative. To make it easier to see account frequently mentioned by each participants, I breakdown the findings into Teacher A, Teacher B, and Teacher C. See graph: From the findings, all participants mentioned that assessment for learning (AfL) are beneficial for the learners.From the graph, i t says AfL are helpful for higher achievers, and could improve group of average students in their learning: â€Å"The feedback of the assessment helps them in improving. The weak students for some help them. For others it’s still struggle. † Teacher B On the other hand, another participant describes that standardized BCAT is unconstructive for low achievers: â€Å"My comments on this may not affect the whole scenario, because my year 7K, very special class that can’t read and can’t write so I’m struggling with them. So, standardized BCAT is not for them.It is wonderful test paper, the middle set and the top set is more relevant to them. If SBAfL, teacher are given freedom to do their own SBAfL, it will be much better, for me and for my students because I know their level and I know what to prepare for them. But the rules said it must be standardized, I couldn’t do anything†¦. So, BCAT wasn’t really helpful for them, for particul ar class. â€Å" Teacher A The participant seems to relate that standardized BCAT or assessment practice is quite summative and less helpful to cater students’ need: â€Å"In the test or during the test, I have to help them, as most of them will get zero.The student and the teacher couldn’t cope the extensive syllabus. The syllabus is so huge, even by selecting few pieces in the textbook didn’t help because by the end of the day I have to go to the basic spelling, writing, reading, and the teacher had to forget about the grammar, spelling first. We need to focus on the other skills. Teacher A 5. Discussion Following, the details of data account will be analysed, interpreted and discussed. There are two significant points that emerged from these findings.I integrate the key issue into one significant aspect which deal with the obstacles that the teachers face in conducting ‘assessment for learning’ in relation to standardised BCAT for learners as t o answer the main research question 5. 1 Discussion of assessment for learning in supporting lower achiever While the literature review gave a general picture on the roles of assessment, the finding have revealed that the challenging questions of how teacher conducting common assessment task.Since SBA is a new mode of assessment, education policy provides teachers with the assessment criteria and a series of examples to illustrate the standards. They also provide training for teachers. All these measures will ensure standardization among teachers. Teachers know their own students, but may not know the standards of students in other schools, there may be discrepancies in the assessment of a student’s performance by teachers from different school. The participants argued that there are reasons why assessment and grading procedures had the effect only helping some students succeed.Assessment for learning should not be seen as a professional obligation for the students if we want to achieve the aim of the education system. A view expressed by a participant shows that ‘including all learners’ statement should be used by settings/schools to look at their existing arrangements and identify good practice. Common assessment task shows very little indications what students could actually do in real world or situation; content-based assessment task less constructive in promoting critical thinking and skills needed by the nation.Hence, project-based does necessary happen and performance-based assessment. Conclusion If we are serious about raising student achievement, we have to change what happens in the classroom to enable all learners to access relevant skills, knowledge and understanding at an appropriate level. Schools may select content from or any key stage within the curriculum and use it flexibly, together with the skills framework given. In order to provide a meaningful relevant and motivating curriculum for their learners, meet the specific n eeds of their learners and further their all-round development.Recommendation: the need of flexibility It is recommended that flexible assessment activities is needed to cater the needs of different students and allow them to be assessed effectively. I would like to take this one step further and suggest that, there is a need of flexibility in assessing students’ task by considering level of the students, settings/schools must work to provide an inclusive curriculum which offers opportunities for all learners to achieve and contribute to today’s multi-ethnic. Arrangements for monitoring and evaluating the curriculum should be set out in school policy documents.The full range of professionals, learners and parents/carers can play a part to evaluate the effectiveness of the whole curriculum in the longer term. Standardization is helpful to cater some groups of students, however with the extensive syllabus; weaker students could not cope with too many common assessment ta sks. Therefore there is a need to reduce number of common assessment task to be beneficial for access relevant skills, knowledge and understanding In order to provide a meaningful relevant and motivating curriculum for all learners. Reference: * Black, P. and William, D. (2001). Inside the black box.Raising standards through classroom assessment. http://www. pdkintl. org/kappan/kbla9810. htm * Black, P ; Wiliam, D 1998, ‘Assessment and Classroom Learning’, Education: Principles, Policy and Practice, March, vol 5, no 1, pp 7-74. * Educational Leadership February 2000 Number: What Do We Mean by Results Using Rubrics to Promote Thinking and Learning Volume 57 Pages 13-18. Retrieved February 1, 2013, from http://www. pbs. org/teacherline/courses/rdla230/docs/session_2_andrade. pdf * Glasson, T. (2009). Improving Student Achievement. A practical guide to Assessment for Learning.Curriculum Corporation, Victoria, Australia. * Hong Kong Assessment and Examination Authority (HKE AA). Introduction to School-Based Assessment. Retrieved February 3, 2013, from http://www. hkeaa. edu. hk/en/SBA/ * Hong Kong Assessment and Examination Authority (HKEAA), http://www. hkeaa. edu. hk/en/SBA/ * Jim Tognolini (2007). Standards-based assessment: a tool and means to the development of human capital and capacity building in education. Australian Journal of Education, Vol. 51, No. 2, 2007, 129-145 * Phelps, Richard P. , Standardized Testing Primer. (New York, NY: Peter Lang, 2007)

Free Essays on Afterlife

The concept of the afterlife can be seen in many different perspectives. My opinion of the afterlife depends on how someone would have lived in life. If a human’s occupation in life was a serial killer who was put to death because of your crimes that were commited and therefore would be sent to heal without your skin attached to your body in a pool of hot oil. Complete horror and suffering are the only facts that would be true to this type or person. The punishment for there horrible beings is because of the lives that were taken of perfectly nice humane beings. Those souls of the ones lives that were taken will be sent to paradise. For souls that committed acts of telemarketing during their lives are also dammed to hell. As just punishment a telephone is attached in several spots on there bodies where ear’s have been placed and for eternity they sit strapped to a chair hear telemarketing scams. Paradise or heaven is exactly that. It’s a place of perfection., and everything that is in your wildest dreams. In this place everything you want to happen always comes true. Anything and everything that you wish to happen, does. All the inhabitants of paradise float around on clouds drinking little drinks with those umbrellas in them. In order to make it to this place, the soul needs to be free of all evil doings. This means that time that money was stolen from cash register at Mc. Donald needs to be repent. Although if a human with a good soul leaves earth because of suicide. They are not sent to hell or to heaven. They are sent to a totally different place. Here those people are set out to figure why they left their lives because of suicide. These individuals are chained to a walrus and run into walls. This will take place until their life on earth was suppose to end. Then they are sent for judgment and more than likely directly to hell. On the other hand if someone with an evil soul commits suicide then a automatic ticket to he... Free Essays on Afterlife Free Essays on Afterlife The concept of the afterlife can be seen in many different perspectives. My opinion of the afterlife depends on how someone would have lived in life. If a human’s occupation in life was a serial killer who was put to death because of your crimes that were commited and therefore would be sent to heal without your skin attached to your body in a pool of hot oil. Complete horror and suffering are the only facts that would be true to this type or person. The punishment for there horrible beings is because of the lives that were taken of perfectly nice humane beings. Those souls of the ones lives that were taken will be sent to paradise. For souls that committed acts of telemarketing during their lives are also dammed to hell. As just punishment a telephone is attached in several spots on there bodies where ear’s have been placed and for eternity they sit strapped to a chair hear telemarketing scams. Paradise or heaven is exactly that. It’s a place of perfection., and everything that is in your wildest dreams. In this place everything you want to happen always comes true. Anything and everything that you wish to happen, does. All the inhabitants of paradise float around on clouds drinking little drinks with those umbrellas in them. In order to make it to this place, the soul needs to be free of all evil doings. This means that time that money was stolen from cash register at Mc. Donald needs to be repent. Although if a human with a good soul leaves earth because of suicide. They are not sent to hell or to heaven. They are sent to a totally different place. Here those people are set out to figure why they left their lives because of suicide. These individuals are chained to a walrus and run into walls. This will take place until their life on earth was suppose to end. Then they are sent for judgment and more than likely directly to hell. On the other hand if someone with an evil soul commits suicide then a automatic ticket to he...

Quotes From Shakespeares The Tempest

Quotes From Shakespeare's 'The Tempest' The Tempest is a play by William Shakespeare. It was one of Shakespeares last works, produced in 1611. In The Tempest, Prospero and his daughter have lived on an island for 12 years. They were stranded on the island when Antonio usurped Prosperos rightful place as Duke of Milan. Here are few quotes from The Tempest. None that I love more than myself. You are a councilor; if you can command these elements to silence and work the peace of the presence, we will not hand a rope more - use your authority. If you cannot, give thanks you have lived so long, and make yourself ready in your cabin for the mischance of the hours, if it so hap.- William Shakespeare, The Tempest, 1.1A pox o your throat, you bawling, blasphemous, incharitable dog!- William Shakespeare, The Tempest, 1.1Now would I give a thousand furlongs of sea for an acre of barren ground, long heath, broom, furze, anything. The wills above be done, but I would fain die a dry death-William Shakespeare, The Tempest, 1.1 Canst thou rememberA time before we came unto this cell?- William Shakespeare, The Tempest, 1.2in my false brotherawakened an evil nature, and my trust,like a good parent, did beget !of himA falsehood in its contrary as greatAs my trust was, which had, indeed, no limit,A confidence sans bound...- William Shakespeare, The Tempest, 1.2LibraryWas dukedom large enough- William Shakespeare, The Tempest, 1.2good wombs have borne bad sons.- William Shakespeare, The Tempest, 1.2Would I mightBut ever see that man!- William Shakespeare, The Tempest, 1.2Hell is emptyAnd all the devils are here- William Shakespeare, The Tempest, 1.2I prithee,Remember I have done thee worthy service,Told thee no lies, made no mistakes, servedWithout or grudge or grumblings. Thou did promiseTo bate me a full year.- William Shakespeare, The Tempest, 1.2As wicked dew as eer my mother brushedWith ravens feather from unwholesome fenDrop on you both! A southwest blow on yeAnd blister you all oer!- William Shakespeare, The Tempest, 1.2 To name the bigger light and how the less- William Shakespeare, The Tempest, 1.2violateThe honour of my child.- William Shakespeare, The Tempest, 1.2You taught me language, and my profit ontIs, I know how to curse. The red plague rid youFor learning me your language!- William Shakespeare, The Tempest, 1.2Theres nothing ill can dwell in such a temple.If the ill spirit have so fair a house,Good things will strive to dwell witht.- William Shakespeare, The Tempest, 1.2Might I but through my prison once a daybehold this maid. All corners else o th earthLet liberty make use of; space enoughHave I in such a prison.- William Shakespeare, The Tempest, 1.2doublet is as fresh as the first day I wore it?- William Shakespeare, The Tempest, 2.1My lord Sebastian,The truth you speak doth lack some gentleness,And time to speak it inyou rub the soreWhen you should bring the plaster.- William Shakespeare, The Tempest, 2.1All things in common nature should produceWithout sweat or endeavor.- William Shak espeare, The Tempest, 2.1 Tis as impossible that hes undrownedas he that sleeps here swims.- William Shakespeare, The Tempest, 2.1As this Gonzalo; I myself could makeA chough of as deep chat. O, that you boreThe mind that I do, what a sleep were thisFor your advancement! Do you understand me?- William Shakespeare, The Tempest, 2.1Were I in England now, as I once was, and had but this fish painted, not a holiday-fool there but would give a piece of silver. There would this monster make a manany strange beast there makes a man. When they will not give a doit to relieve a lame beggar, they will lay out ten to see a dead Indian.- William Shakespeare, The Tempest, 2.2Four legs and two voices; a most delicate monster!- William Shakespeare, The Tempest, 2.2These be fine things, an if they be not sprites. Thats a brave god, and bears celestial liquor. I will kneel to him.- William Shakespeare, The Tempest, 2.2dropped from heaven?- William Shakespeare, The Tempest, 2.2Ill show thee the best springs; Ill pluck thee ber ries;Ill fish for thee, and get thee wood enough.A plague upon the tyrant I serve!Ill bear him no more sticks, but follow thee,thou wondrous man.- William Shakespeare, The Tempest, 2.2 The mistress which I serve quickens whats dead,and makes my labors pleasures. O, she isTen times more gentle than her fathers crabbed,And hes composed of harshness.- William Shakespeare, The Tempest, 3.1Poor worm, thou art infected!This visitation shows it.- William Shakespeare, The Tempest, 3.1O heaven, O earth, bear witness to this sound,and crown what I profess with kind eventIf I speak true; if hollowly, invertwhat best is boded me to mischief: I,Beyond all limit of what else i th world,Do love, prize, honor you.- William Shakespeare, The Tempest, 3.1As I told thee before, I am subject to a tyrant, a sorcerer that by his cunning hath cheated me of the island.- William Shakespeare, The Tempest, 3.2Act to Trinculo Thou liest, thou jesting monkey, thou! I would my valiant master would destroy thee. I do not lie- William Shakespeare, The Tempest, 3.2What, what did I? I did nothing! Ill go farther off.- William Shakespeare, The Tempest, 3.2And that most deeply to consider isThe beauty of his daughter. He himselfCalls her nonpareil. I never saw a womanBut only Sycorax, my dam, and she;But she as far surpasseth SycoraxAs greatst does least.- William Shakespeare, The Tempest, 3.2 Sometimes a thousand twangling instrumentsWill him about mine ears; and sometime voices,That if I then had waked after long sleep,Will make me sleep again, and then in dreamingThe clouds methought would open and show richesReady to drop upon me, that when I wakedI cried to dream again.-  William Shakespeare,  The Tempest, 3.2A living drollery! Now I will believethat there are unicorns; that in ArabiaThere is one tree, the phoenix throne, one phoenixAt this hour reigning there.-  William Shakespeare,  The Tempest, 3.3are worse than devils.-  William Shakespeare,  The Tempest, 3.3You are three men of sin, whom destiny,That hath to instrument this lower worldAnd what is  int, the never-surfeited seaHath caused to belch up you, and on this islandWhere man doth not inhabit-you mongst  menBeing most unfit to live. I have made you mad-  William Shakespeare,  The Tempest, 3.3All three of them are desperate: their great guilt,like poison given to work a great time after,No w gins to bite their spirits. I do beseech youThat are of suppler joints, follow them swiftly,And hinder them from what this ecstasyMay now provoke them to.-  William Shakespeare,  The Tempest, 3.3 All thy vexationsWere but my trials of thy love, and thouHast strangely stood the test. Here, afore heavenI ratify this my rich gift. O Ferdinand,Do not smile at me that I boast of her,For thou shalt find that she will outstrip all praiseAnd make it halt behind her.-  William Shakespeare,  The Tempest, 4.1Bestow upon the eyes of this young coupleSome vanity of mine art.-  William Shakespeare,  The Tempest, 4.1a contract of true love to celebrate-  William Shakespeare,  The Tempest, 4.1How does my bounteous sister? Go with meTo bless this twain, that they may prosperous be,And  honored  in their issue.-  William Shakespeare,  The Tempest, 4.1Let me live here foreverSo rare a wondered father and wifeMakes this place a paradise.-  Ã¢â‚¬â€¹William Shakespeare,  The Tempest, 4.1This is strange. Your fathers in some passionThat works him strangely.-  William Shakespeare,  The Tempest, 4.1Never till this daySaw I him so touched with anger, so distempered.-  Wil liam Shakespeare,  The Tempest, 4.1These our actors,As I foretold you, were all spirits, andAre melted into air, into thin air,And, like the baseless fabric of vision,The cloud-capped towers, the gorgeous palaces,The solemn temples, the great globe itself,Yea, all which it inherit, shall dissolveAnd, like this insubstantial pageant faded,Leave not a rack behind. We are such stuffAs dreams are made on, and our little lifeIs rounded with sleep.-  William Shakespeare,  The Tempest, 4.1 A devil, a born devil, on whose natureNurture can never stick; on whom my pains,Humanely taken, all, all lost, quite lostAnd as with age his body uglier grows,So his mind cankers. I will plague them all,Even to roaring.-  William Shakespeare,  The Tempest, 4.1There is not only disgrace and dishonor in that,monster, but an infinite loss.-  William Shakespeare,  The Tempest, 4.1I will have none  ont. We shall lose our timeAnd all be turned to barnacles, or to apesWith foreheads villainous low.-  William Shakespeare,  The Tempest, 4.1If you now beheld them, your affectionsWould become tender.-  William Shakespeare,  The Tempest, 5.1Though with their high  wrongs  I am struck to  th quick,Yet with my nobler reason gainst my furyDo I take  part.  The rarer action isIn virtue than in vengeance.-  William Shakespeare,  The Tempest, 5.1Behold, sir King,The wronged Duke of Milan, Prospero-  William Shakespeare,  The Tempest, 5.1I fear a madness held me. Thi s must crave,An if  this  be  at all, a most strange story.Thy dukedom I  resign,  and do entreatThou pardon me my wrongs. But how should ProsperoBe living, and be here?-  William Shakespeare,  The Tempest, 5.1 A daughter?O heavens, that they were living both in Naples,The King and Queen there! That they were, I wishMy  self  were  mudded in that oozy bedWhere my son lies. When did you lose your daughter?-  William Shakespeare,  The Tempest, 5.1O wonder!How many goodly creatures are there here!How beauteous mankind is! O brave new worldThat has such people  int!-  William Shakespeare,  The Tempest, 5.1Was Milan thrust from Milan that his issueShould become kings of Naples?-  William Shakespeare,  The Tempest, 5.1O look, sir, look, here is more of us!I prophesied if a gallows were on landThis fellow could not drown.To Boatswain Now, blasphemy,That swearst grace  oerboard, not an oath on the shore?Hast thou no mouth by land? What is the news?-  William Shakespeare,  The Tempest, 5.1Sir, my liege,Do not infest your mind with beating onThe strangeness of this business. At picked leisure,Which shall be shortly single, Ill resolve you,Which to you shall seem probable, of everyThese happened accidents; till then, be cheerfulAnd think of each thing well.-  William Shakespeare,  The Tempest, 5.1 Ay, that I will; and Ill be wise hereafter,And seek for grace. What a thrice-double assWas I to take this drunkard for a god,And worship this dull fool!-  William Shakespeare,  The Tempest, 5.1

William Shakespeare's Influence on his Period Research Paper

William Shakespeare's Influence on his Period - Research Paper Example Queen Elizabeth had strong foreign policies and tactical diplomacy, and this encouraged migration of from the two power states France and Spain. About the same period of Shakespeare’s career, religious reformations were taking place, and England was in the middle of the reformations as Queen Elizabeth reign gave freedom of religion between the Catholic and the Protestants. The Queen’s ambiguity on the issue of religion gave Shakespeare a good environment for his play. Shakespeare’s religion remains uncertain but some people believe he was Catholic, as were his parents (Huxley). However, Shakespeare brought up he daughter as a Protestant. Those who say he was Catholic base their arguments on his works saying that the scripts depict Catholic beliefs. Characters in his plays show their devotion to the saints. This is true, but we should remember that a playwright’s work does not necessarily represent his or her beliefs. The society in the Elizabethan times be lieved in a universal order of things, or the Great Chain of Being. All the things in the universe had their rightful place, from the angel to the plants and elements. The human race was above the animals and the plants, but the human soul and God were higher up the hierarchy. The plays by Shakespeare incorporated these beliefs (Hylton). Characters in the play follow this hierarchy, and they are punished if they do not align with the order. The serious relationships in his play follow this order of being, and commonly carry the plot of the play. An instance is in the play A Midsummer’s Night Dream where Titania is under a love spell. She is destined to fall in love with the creatures that she sets her eyes on first, which turns out to be Nick bottom, a weaver. This relationship highlights the violation of the order of being. At the end of the play, the mistakes are rectified and the Queen and king of the Fairies reunite. The other couple also reunites and they live happily ev er after. All the serious relationship that Shakespeare creates complies with the Great Chain of Being (Ackroyd 321). Hence, Shakespeare seems to be advocating to the hierarchy in the society. The English Renaissance period had interests in Greek and Latin classics. Some of his plays have classical characters and settings, like Venus and Adonis, Rape of Lucrece, and Julius Caesar. Some of the critics have analyzed the use of classical setting as effects of school study of works from Ovid, Plutarch, and Livy (AbsoluteShakespeare). Nevertheless, Shakespeare also used the tragic hero, a persona described by Socrates in classical literature. This is notable in the plays King Lear, and Macbeth. Still in the plays Macbeth and King Lear, Shakespeare reflects the issue of independent in women. Lady Macbeth mock and manipulates his husbands, in contrast to what The Courtier had stipulated. The Courtier was a handbook for the society in the Renaissance era, and stipulated that a woman’ s duty was to please a man. In King Lear, the daughters of the king influence their husbands and are not subservient to their father. The illustration of independent women in his play might have had an influence from the reign of Queen Elizabeth I, but might as well be reflecting Shakespeare’s idea of gender equality (McEvoy 230). Female characters in plays by Shakespeare violate the regulations observed by the society and succeed in their own ways. In conclusion, Shakespeare’s works import settings from outside the Elizabethan era. An analysis of his works reflects that