Symbolism in Houses, Nature, and Culture essays

Symbolism in Houses, Nature, and Culture essays The setting and descriptions of Wuthering Heights and Thrushcross Grange that Emily Bronte uses throughout her novel, Wuthering Heights, helps set the mood for describing Heathcliff and Cathy. The cold, muddy, and infertile moors separate the two households. Each house stands alone, in the midst of the dreary land, but the atmospheres of the two estates are quite different. This difference helps explain the personalities and bond of Cathy and Heathcliff. The Conflict between Nature and Culture are constantly playing against each other. Nature is represented by the Earnshaw family, and by Catherine and Heathcliff in particular. These characters are governed by their passions, and "wildness." Wuthering Heights comes to symbolize a similar wildness. On the other hand, Thrushcross Grange and the Linton family represent culture, refinement, gathering, and cultivation. Emily Bronte's fine usage of symbolism help one to understand the differences in nature, culture, and personality shown by comparing the Heights and the Grange, kept together by the moors. Wuthering Heights, which represents basically Hell, is always in a state of storminess. The Heights and its surroundings portray the coldness, darkness, and evil associated with Hell. This parallels Heathcliff. He symbolizes the cold, dark, and dismal house. The author also uses parallel personifications to depict specific parts of the house as analogues to Heathcliffs face and body. "He is a dark-skinned gypsy in aspect... He has an erect and handsome figure, and rather morose." (Bronte 3). Emily frequently made references to the dark windows such as the darkness of Heathcliff. Although he is hansom and study such as the house, he is also depressing and gloomy. The very definition of wuthering is to dry up, shrivel, or wilt as from decay The inhabitants, especially Heathcliff and Cathy, cause the decay and bring storminess to the house. Hea ...

Standard vs. Tipping Bucket Rain Gauges

Standard vs. Tipping Bucket Rain Gauges A rain gauge is a  weather instrument that gathers and measures the amount of liquid precipitation that falls from the sky. How a Tipping-Bucket Gauge Works A tipping bucket rain gauge has several components that allow it to accurately measure rainfall. As rain falls, it lands in the funnel of the tipping bucket rain gauge. The rain travels down the funnel and drips into one of two very carefully calibrated ‘buckets’ balanced on a pivot (like a see-saw). The top bucket is held in place by a magnet until it has filled to the calibrated amount (usually approximately 0.001 inches of rain). When the bucket has filled to this amount, the magnet will release its hold, causing the bucket to tip. The water then empties down a drainage hole and raises the other to sit underneath the funnel. When the bucket tips, it triggers a reed switch (or sensor), sending a message to the display or weather station. The display counts the number of times the switch is triggered. Because it knows how much rain is needed to fill the bucket, the display can calculate the rainfall. Rainfall is measured in inches; 1 of rain would fill a container with straight edges to a level of 1. Getting the Best Results From Your Rain Gauge To get the most accurate results from a tipping bucket rain gauge, you need to properly install the rain gauge. The rain gauge must be positioned on a flat surface – if the surface isn’t flat, the see-saw may tip before the bucket has filled to the calibrated level, or not tip at all. If the bucket doesnt tip at the calibrated level, the rainfall calculated will not be correct. Use a spirit level to determine whether a surface is flat, and then fix the gauge to the flat surface to ensure you are getting an accurate reading.The rain gauge must be positioned on a surface that does not vibrate – surfaces such as a porch or fence can move and vibrate. The tipping bucket is very sensitive and any vibrations could cause the gauge to tip even if it is not raining.The instrument must not be positioned near trees – being positioned near trees could allow leaves or pollen to fall inside the funnel and block it, causing an inaccurate reading.It must not be positioned in a sheltered area – being positioned in a sheltered location (such us beside your house or a fence) co uld significantly increase or decrease the amount of rain depending on the wind direction, and cause an inaccurate reading. The gauge should be positioned at least twice as far away from the object as the object’s height (e.g. if the fence is 6 feet high, the gauge should be positioned at least 12 feet away). Your weather equipment must not be located near any magnetic, steel, or iron objects – magnetic, steel, or iron objects can affect the amount of time the magnet will hold the bucket or whether it will hold it all, causing an inaccurate reading. Will a Rain Gauge Measure Snow? If it snows where you live, most rain gauges will not be able to measure the snow fall; snow will block the opening of the collection funnel. However, special snow gauges are available to measure this. Following these recommendations should ensure your get an accurate result from your tipping bucket rain gauge.

Media Law Case Study Example | Topics and Well Written Essays - 2500 words

Media Law - Case Study Example Sullivan a policeman from Montgomery, Alabama, sued New York Times for alleged untrue facts about him in the ad of New York Times. Alleged false information consisted of several minor inaccurate details about the protests at Alabama State College. Most of them were of minor character (for instance the names of songs were confused or some other minor facts were stated). Supreme Court found that newspaper really misrepresented some facts, yet it nevertheless held that public official who sued for the damages must prove first of all, that untrue information was intentionally presented as such or that no attempt was actually made to find out whether this information was false or untrue and thus gross neglect to the verification of the truth occurred. However, in the opinion of the Court no such intentions were evident in the actions of New York Times, and thus the case of the Sullivan collapsed. 1 However, is Sullivan defense present in current libel laws of the United Kingdom In order to answer this question one has to study the law that regulates libel and defamatory. Let us consider the most important features of UK libel law. First of all, one should distinguish between slander and libel. ... Libel is the statement in print; whereas slander is statement in spoken form (however statement made by radio and TV broadcasters or by some performers can be regarded as libel as well). Libel can b presented in any form, it can be written on bulletin boards, websites and emails 2. As far as the broadcasting is concerned, defamatory statements are regulated by Broadcasting Act of 1990 3, and this act protects broadcasters especially if they make true, honest statements without malice. However, the broadcasting is a unique type of media, as the sound as well as visual materials is transmitted, and a broadcaster might wrongfully point out, or give the impression that they target some persons or companies. As the result of it some people may believe that they were especially targeted and singled out whereas they were not Also some allegations in defamation can be made when particular text can be on top of some pictures that might induce persons to make some conclusions about particular person or event. 2 Libel, 3 Broadcast The same pertains to the radio that can mix music with particular text and thus can give particular impression about the event or another person. 4 If the statements induce person to evince hatred toward particular individual, might entail isolation of the person mentioned (the person can be avoided by some group of people as the result of the libel), damage his reputation and entail some financial difficulties or losses either for business or some groups of people, then the statements can be denoted as defamatory ones5. However, if the statements might induce people to hate or consider with contempt Royal family, Government,

Technology and International Development Essay Example | Topics and Well Written Essays - 750 words

Technology and International Development - Essay Example Charles T. Hyte was an elementary school teacher at Lost Creek School before he became the head of Booker T. Washington Junior High School up to his demise in 1941 (Hyte Center para.2). Hyte was an exemplary educator to the youth during his time and managed to become a mentor to many youth in Vigo County, thus, this organization evolved from helping and empowering the youth to its current status of assisting the entire society. Based on works of Hyte, the organization strives to encourage the youth to focus on academic excellence with athletic participation as a supplement or an addition. In order to achieve this mission, the Center offers the following programs for youth and the families: Youth Leadership Academy that is open to all youth between 10 and 14 years. Its aim is to improve lives of youth by helping them in achieving academic excellence, creativity, prevention of substance abuse, time management, fitness, and conflict resolution (Hyte Center para.4). Secondly, Hyte Center after School Program offers tutorial assistance, test preparation, and time management skills. Additionally, other programs include African Festival, Open Gym, Fall Festival, and Lunch on Us. Lastly, it also acts as a host to some community programs including WIC, which is nutritional program for children between 0-5 years and their mothers, Well Child Clinic, Mentor Mothers Program, and NAACP. Initially the Center was established to cater for need of youth but over the time it changed its purpose to encompass nurturing and promoting educational, cultural, and recreational well-being of people of Terre Haute, Indiana by 1965 (Weinbaum, 1981). Following these changes, apart from youth programs, the Center is currently involved in more than twenty services including tutoring services, meal programs, legal aid services, and medical and referral services. Initially, the Center relied on grants from City of Terre Haute authority and well-wishers. For instance, Hyte Center Boosters Club that was formed in 1950s by Center’s teenagers has been raising funds for the Center. This was followed by Mother Booster Club in 1960s. United Fund charitable organization has been among the contributors to the center’s initiative. More so, the Coalition Board, which is composed of organizations that benefit or support Hyte Center, contributes generously to Center’s initiatives. They achieve these mainly through joint fund raising events. Additionally, the Good Neighbor Housing Improvement Association and the Young Adults for a Better Black Community are also among the major contributors to the Center’s programs. The center also receives many grants from the federal government (Taft Group, 1998). For example, the $500000 grant towards construction of the new Hyte Center it was granted by the Federal Department of Housing and Urban Development in 1970. During the volunteer period, we worked with the Hyte Center after School Program where were mainly focus ing on offering students tutorial assistance in areas of mathematics, science and English. This role also involved coaching pupils on ways of preparing for exams and time management skills. Moreover, we gave the students a counseling session to assist them in decision-making, self-advocacy, self-awareness, and stress management. Additionally, we coached students on how to

Observation of a Toddler (Lifespan) Essay Example for Free

Observation of a Toddler (Lifespan) Essay Abstract I observed Harper, a 23 month old little girl that is full of energy. Also participating in the interaction with Harper was her mother and five year old sister, Mya. Harper is very friendly and outgoing. She is very interested â€Å"reading books† and loves to be read to. She enjoys helping her mother clean and do simple tasks. She seems to be very confident with and without her mother in her sight. Harper’s father is not actively involved in her life because he lives in another state. Observation of a Toddler 1. Harper is a 23 month old little girl. She is 34 inches tall and weighs approximately 27 pounds. She has blonde hair and blue eyes and a very pretty smile. 2. Harper’s gross motor skills are normative. She is able to walk, squat and run with ease. She can go up and down stairs one at a time all by herself and according to her mother she is â€Å"reasonably bowel trained† although she has nighttime accidents. Harper’s fine motor skills are also normative. She can throw a ball overhand, handle a spoon well, turns pages in her book and washes her hands. The skills Harper has are normative because they are in sync with other toddlers her age. Our book states â€Å"By 18-24 months, toddlers can walk quickly or run stiffly for short distance, walk backward without losing their balance, stand and kick a ball without falling, stand and throw a ball and jump in place†(Santrock, 2011, p. 129). a. Harper ZPD was in the upper limit. She had to be told to pull down her pants when she went to potty; but didn’t need to be told to wipe and pull her pants up. Her mother scaffolded by telling her what to do initially and letting her figure the rest out for herself. 3. Harper has mastered five substages. She is currently in Piaget’s sixth substage of sensorimotor development, Internalization of schemes. She loves to play with her kitchen and pretends to do dishes. She has learned this from watching her mother. She also engages in imaginative play with her sister. 4. Harper is very vocal and expresses herself very well. She has trouble with the L phenome and pronounces the letter L as a W. Example: She says wap instead of lap. She likes to listen to stories and responds with â€Å"what’s that?† and â€Å"Why†. She uses syntax. She understands the meaning of most words. Example: Her mother said â€Å"do you love mommy† and Haper replied â€Å"yes† the mother asked â€Å"how much† and Harper replied â€Å"sixty dollars†. 5. Harper had an easy temperament. She was very happy and easy to please. She was also easily redirected when her sister took her toy. 6. Harper was gender type was supported because she loves to wear dresses, play with dolls, loves the color pink, and loves princesses. While Harper is quite the girly girl she also likes to get dirty and kick the ball with her neighbor. 7. I would describe Harper as a securely attached child. When her mother left to run to the store to give me some alone time with her she seemed a little scared and wanted to go with her mother. Her mother was gone for approximately 15 minutes and Harper was fine after her mother was out of sight and didn’t seem to notice much when her mother returned. She continued to play with her toys and barely looked up. 8. When Harper hit her sister Harper’s mother used negative punishment to discipline her. She made her sit in a time out for two minutes and she was unable to play with her sister or her toys. She was also told if she hit her sister again she would have to go to bed immediately and would not be able to play with her sister for the rest of the night. Harper’s mother also used positive punishment by telling Harper that only mean girls hit and that she was being bad. At first, Harper responded by crying. However, she displayed compliance by sitting her in time out chair by herself and staying there until her mother told her that is was okay for her to get up. This combination of negative and positive punishment seemed to work as there no more episodes of bad behavior during my observation. 9. Harper is currently in the stage of Autonomy vs. Shame and Doubt. In this stage â€Å"The child is developing physically and becoming more mobile. Between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc†(McLeod, 2008, para. 4). Harper likes to pick out her own clothes and expresses that she likes dolls and the color pink and that she does not like to eat beans. She is on her way to achieving the virtue of will by expressing her likes and dislikes. Harper has mastered the previous stage of Trust vs. Mistrust and has achieved the virtue of hope. She is very comfortable with her surroundings and a very easy child. She does not appear to have a heightened anxiety or agitation even when her mother in out of her sight. She easily warms up to others and has a very sunny disposition. References McLeod, S. A. (2008). Psychosocial stages. Simply Psychology. Retrieved from http://www.simplypsychology.org/Erik-Erikson.html Santrock, J. W. (2011). Life-Span development (13th ed.). Ny, Ny: McGraw-Hill.

The Movie Crash and Racial Tensions :: Crash Film Movies Racism Race Essays

Tension between the African Americans and Caucasians have been present in America since slavery. In the movie Crash (2004), race and culture are major themes that can be seen in the lives of the characters in the film. One character in particular, Cameron, a prestigious color vision director, displays the friction between two cultures. He belongs to the educated, upper class of the Los Angeles area. He is also an African American, yet he seems to have no ties with that class. He has a light-skinned wife, attends award shows, and it appears that his acquaintances are predominately white. When he and his wife, Christine, get pulled over by a racist cop, he experiences emotions of powerlessness and helplessness that he never knew he would experience due to his upbringing and place in society. Cameron goes through a radical transformation where he comes to grips with his background and how he fits into these two clashing cultures. In the first scene when Cameron is introduced, two white cops get a call about a stolen car. The openly racist cop, Officer Ryan, pulls over Cameron and Christine’s Lincoln Navigator, although it is obvious that their Navigator is not the stolen vehicle. The cop thinks he sees the couple participating in a sexual act while driving. When he approaches the car to ask for registration and license, Cameron and Christine laugh and find the whole situation humorous. Officer Ryan then asks Cameron to step out, and although Cameron obeys, he acts confused. He is obviously not drunk or wanting trouble (in the movie it even states that he is a Buddhist), and he declares that he lives only a block away. When his wife comes out of the car protesting the absurdity of the stop, the officer tells both of them to put their hands on the car so he can check for weapons. The cop then humiliates Christine by feeling her up between her thighs while Cameron is forced to stand by and w atch. In this scene, Cameron does not protest but unbelievingly stares at what is happening to his wife. He is in a vulnerable situation because if he objects, he and his wife could be arrested and his reputation ruined. When the police ask Cameron what he should do with what they did in the car he slowly says, â€Å"Look, we’re sorry and we’d appreciate it if you’d let us go with a warning, please.

Internet Essay

I don’t agree if the internet give more good than harm influence, as we could see nowadays teenager or child had been contaminated by lots of negatives in internet, they become more lazy to study, do homework, and they also wasted their time mostly on internet. Some negatives are like Porn and social networking, porn have make them become wild and misunderstood about sex they just get bad influence of porn that keep disturbing their minds. In Social networking we could hear nowadays that people were killed, and divorce because of social networking like they use this for acquaintance with strangers and they are cheating through social networking,Other case is when they meet each other then that stranger is not a good person and he / she was killed. Thats why from this we could see that internets give fatal influence. I dun really want to know what my friends are doing every minute. I know of students who tweet almost every second of their lives. Gosh, dun they have better things to do? Grab a book and read! Bryan on January 30, 2012 at 1:11 pm said: Everything really only depends on the person using the internet. If they are wise, they will use it for what they need it for and will not affect them in real life in any way at all. There are some cases about cyber bullying and that some people have committed suicide. I think those are the dumb people who did that as the internet is only just a virtual thing and it should not affect them in any way. So there is more good than harm in using the internet in my opinion as you can search almost anything on the internet. If only everyone is as mature as you ! Sent from my BlackBerry ® powered by Sinyal Kuat INDOSAT 3. Internet is just like soil of fertility. If you planted something bad,you won’t get away from it and you will take care of it until it grow and it determines you that you like that kind of plant. Plant of evil. Neverthless, when you plant a good seed it will grow and benefictial to you as well. The point is when you have internet, the magnifying glass that can search the whole world ,whether it is bad or good is in your hand. Just a question of what you use it for.

Cold Blood’ and Frankenstein Essay

Compare how Capote and Shelley use different techniques for characterisation and their use of emotive, figurative language with the use of repition to show the theme of wasted lives ‘In Cold Blood’ was written in 1966 when screenplays were very common. Authors such as Shakespeare wrote traditional plays so it was unpredictable that the readers of ‘In Cold Blood’ would respond to the novel well as it was the first non fiction novel Capote wrote. Capote wanted to experiment with his writing using narrative techniques of the novel to depict real life events. Capote believed that the narrator should not interrupt in novels; but the characters should tell the story themselves. Capote was able to write a novel which displayed the real events surrounding the murder of the Herb Clutter family and shaped it into a storyline. ‘In Cold Blood’ is based on a true story of the murders of a family- something which would be wrote about in today’s society. The novel is an account of the events but also contains elements of Capote’s creativity therefore it is hard to tell whether it is fictional or factual. ‘Frankenstein’ on the other hand is a non fictional novel which is still read and appreciated today as it is of a gothic genre. ‘Frankenstein’ was written in 1818 when science was seen as exciting but also dangerous as it was trespassing on the territory of God. The early 19th century was a time which generated exceptional events and ideas therefore it must have been quite interesting to read ‘Frankenstein’. The danger of science was a great classic theme and Shelley provided her gothic genre as a framework to tone the horror of failed science- the famous experiment gone wrong. ‘Frankenstein’ is still a very popular novel today because of it’s fascination in science which is still explored. Capote portrays his character Bonnie as being a very timid and shy character. She has a ‘heart faced shape’ which is symbolic to her personality and it suggests that she is a likeable character. The significance of this is that it makes the readers engage with her and they want to know her story in order to feel sympathy for her. Bonnie has ‘bony hands’ and is quite petitie which suggests that she is quite vunerable- like the creature in ‘Frankenstein’. In ‘Frankenstein’, we get the creature’s perspective, ‘and what was I? ‘ this is similar to Capote’s character Bonnie with both the characters looking for reassurance from someone. Both the writers make it easy for the reader to discover new aspects of the characters personalities. Capote uses emotive language in repition to suggest that Bonnie may have had a wasted life which makes the readers have sympathy for her. Capote uses the term ‘spinster aunt’ which is a type of semantic change known for an unmarried woman. Even though the novel was written in 1966, the language is still easily read and understood. Unlike ‘In Cold Blood’, ‘Frankenstein’ contains language which may cause a barrier if read today. Shelley uses words like ‘loathsome’ and ‘squalid’ which would rarely be used today however the novel is still effective at portraying the gothic horror through emotive and figurative language. In the extract of the dialogue between Jolene and Bonnie, Capote portrays the significance of the difference between Bonnie and Jolene. Jolene is a very confident character whereas Bonnie constantly panicks and stutters when she speaks; this shows that she may feel worthless and may feel that she is not noticed by others. Capote emphasizes Bonnie’s wasted life indirectly by comparing her to Jolene’s character who comes across as very confident. The comparison of the two characters is quite significant as it shows the importance of emotion that Bonnie has felt. Capote brings a child like quality to Bonnie through the dialogue between Bonnie and Jolene, ‘They don’t need me,’ this shows that Bonnie may be looking for reassurance from Jolene. Capote makes the reader feel sorry for Bonnie in order to like her character as she may have had a bad past. The repition of ‘they don’t need me’ reinforces the sadness of Bonnie. It is also suggesting how she may not be very close to her family. Capote makes us aware of the sadness and timidness of Bonnie for the readers to sympathise with her and hope that she succeeds later in the novel. The insecurities that Capote brings out in his character can resemble the characters of today’s famous novels. Shelley makes the readers realise that even though the creature is deformed, he is still a character who underneath his flaws should be treated the same as any other person. ‘I was not even of the same nature as man’, this shows that Shelley wants the readers to sympathise with the creature and almost feel his emotion. The creature’s life is empty if not more than Bonnies as all he longs for is companionship. Shelley makes the readers feel quite sad for the creature as he is deprived of love. With the use of figurative and emotive language, ‘I saw and heard of none like me’, Shelley introduces feelings to the reader which can only be seen as human. The readers see that the creature is still an outcast even though he has tried helping people and tried being humane. It’s unfortunate for the creature to have an empty life, one which he didn’t really ask for and like the one Bonnie almost wished she didn’t have.

How to Make a Rainbow Rose (and How It Works)

How to Make a Rainbow Rose (and How It Works) Have you seen a rainbow rose? Its a real rose, grown to produce petals in rainbow colors. The colors are so vivid, you may think pictures of the roses are digitally enhanced, but the flowers really are that bright! So, you may be wondering how the colors are made and whether the rose bushes that produce these flowers always bloom in vibrant colors. Heres how it works and how you can make a rainbow rose yourself. How Real Rainbow Roses Work The rainbow rose was developed by  Peter van de Werken, the owner of a Dutch flower company. While special roses are used, the plants are not bred to produce the rich colors. Actually, the rose bush would ordinarily produce white roses, but the stems of the flowers are injected over time with dyes so that petals form in bright single colors. If the flower isnt treated as it is growing, the blooms are white, not ​rainbow. While the rainbow is a special version of the technique, other color patterns are also possible. Its not a science trick you can achieve quite so well with your home rose bush, at least not without a lot of experimentation and expense, because most pigment molecules are either too large to migrate into the petals or else too toxic for the rose to flower. Special proprietary organic dyes said to be made from plant extracts are used to color the roses. Making Rainbow Roses at Home While you cant duplicate the exact effect, you can get a lighter version of a rainbow using a white rose and food coloring.  The rainbow effect is much easier to achieve with white or light-colored flowers that arent as woody as a rose. Good examples to try at home include carnations and daisies. If it has to be a rose, you can do the same project, but expect it to take longer. Start with a white rose. Its best if it is a rosebud because the effect relies on capillary action, transpiration, and diffusion in the flower, which takes some time.Trim the stem of the rose so that it is not extremely long. It takes more time for color to travel up a longer stem.Carefully split the base of the stem into three sections. Make the cuts lengthwise up the stem 1-3 inches. Why three sections? The cut stem is fragile and likely to break if you cut it into more parts. You can use color science to achieve the full rainbow using three colors - red, blue, yellow or yellow, cyan, magenta - depending what dyes you have available.Carefully bend the cut sections slightly away from each other. Now, one way to apply the dyes would be to bend the stems into three contains (e.g., shot glasses), each containing a single color of dye and a bit of water, but this is hard to accomplish without breaking the stems. An easier method is to use 3 small plastic baggies, 3 rubber bands, and o ne tall glass to hold the flower upright. Into each bag, add a small amount of water and several (10-20) drops of one color of dye. Ease a section of the stem into the bag so that it is immersed in the dyed water, and secure the bag around the stem with a rubber band. Repeat the process with the other two bags and colors. Stand the flower in a glass. Check to make sure each stem section is immersed in the liquid since the flower needs water to live.You may start to see color in the petals as quickly as half an hour, but expect to let the rose soak up dye overnight or possibly for a couple of days. The petals will be the three colors, plus the mixed colors, for petals receiving water from two parts of the stem at once. This way, youll get the whole rainbow.Once the flower is colored, you can trim off the cut section of stem and keep it in fresh water or a homemade flower food solution. Helpful Tips Flowers take up warm water more quickly than cold water.Keep the rose away from light and heat, since these can cause it to wilt and die too quickly.If you want to try injecting flowers with natural colors, learn about natural pigments you can use.

Using Tan and Tanto in Spanish Comparisons of Equality

Using 'Tan' and 'Tanto' in Spanish Comparisons of Equality Probably the most common way that Spanish uses to indicate that two people or things are equally a certain way is to use the phrase tan ... como where the ellipsis (three periods) is replaced by an adjective. The phrase is the equivalent of the English phrase as ... as. Examples Diego es tan alto como Pedro. (James is as tall as Peter.)Eres tan inteligente como cualquier hombre. (You are as intelligent as any man.)Cervantes es tan conocido como Shakespeare. (Cervantes is as well known as Shakespeare.)No estoy tan feliz como me gustarà ­a. (I am not as happy as I would like to be.) Such comparisons are known as comparisons of equality. Note how they are both similar to and different than  expressions of inequality, such as Diego es ms alto que Pedro (James is taller than Peter). Comparisons of equality using tan are similar when adverbs are used to indicate the way in which things are done: La cerveza puede afectarle tan rpidamente como el vino. (Beer can affect you as quickly as wine.)Las infopistas transformarn nuestra cultura tan poderosamente como la imprenta de Gutenberg transformà ³ los tiempos medievales. (The information highway will transform our culture as powerfully as Gutenbergs printing press transformed medieval times.) A similar sentence structure is used when a noun is used in the comparison. In such cases, however, a form of tanto, an adjective, is used, and it must agree in number and gender with the noun referred to. (Tan is an adverb.) A few examples: El paà ­s exporta tantos dà ³lares como importa. (The country exports as many dollars as it imports.)La experiencia tiene tanta importancia como el conocimiento de libros. (Experience has as much importance as book knowledge.)Nada tiene tanto à ©xito como à ©l. (Nobody has as much success as he.)No tengo tantas preguntas como antes. (I dont have as many questions as before.) The similar construction of tanto como can also be used to mean as much as. Note that this form of tanto is an invariable adverb; it doesnt change form to agree with words around it: Nadie habà ­a hecho tanto como mi padre. (No one has done as much as my father.)Dormir poco disminuye el rendimiento tanto como el alcohol. (Lack of sleep reduces performance as much as alcohol.)Tienen un lado bueno tanto como uno malo. (They have a good side as much as a bad side.)

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

Education Paper - Essay Example In Germany, while the states have the major control, a national coordinating agency keeps a check and ensures a high degree of comparability between the states. In the United States the major control and financial support falls under the jurisdiction of the state and local governments. In Japan, even though the centre has control, the teachers and the school districts are allowed to develop their own curricula as long as they are within the prescribed guidelines (Stevenson & Nerison-Low, n.d). The Japanese curriculum has a balance between academic and non-academic subjects, but they ensure that at least a third of the time at school is spent on subjects such as music, arts and crafts, homemaking, physical education, and special activities such as school clubs. Many elementary schools have their own standard of grading their students. Attendance at high school is not compulsory in Japan. In high school, students are separated into academic and vocational tracks in Japan. The teachers believe that their goal of instruction is exposure and not mastery. In Japan about 175 school periods per year are spent on the Japanese language and about 105 periods each for math’s and science. In Germany, the curriculum guidelines within each state provide a uniform basis for instruction. The guidelines include the content, learning objectives, and instructional periods required of each type of school. In Germany the greatest number of instructional periods is spent in learning the German language and mathematics. Sciences, math’s and language studies take up 27 hours of a total of 40 instructional hours per week (Stevenson & Nerison-Low, n.d). Teachers in Germany have the option to revise and supplement the content of the curriculum depending upon the socio-economic and cultural background of each student. The German educational system is divided into distinct levels (Hyperstudy, 2007). Elementary school is called Grundschule and is preceded by voluntary