Women, Minority Ethnic Groups, and Transform Unions Essay - 1

Overused LinkedIn Buzzwords of 2014 ... At Long Last!!

Abused LinkedIn Buzzwords of 2014 ... At Long Last!! The Power of A Single Word On Friday, I got two snippets of data that I would not typically set up into one blog, however they agreed too well to even consider resisting: 1. One of my customers, closely following a meeting, kept in touch with me enthusiastically that the questioner adored her resume-particularly the word â€Å"unstoppable† in her rundown segment. The questioner had never observed this word on a resume previously. 2. LinkedIn came out with its rundown of Top Ten Global Buzzwords. Alerts LinkedIn: â€Å"Pledge to expel trite popular expressions [from your profile].† The article offers phenomenal guidance on the most proficient method to abstain from utilizing insignificant stating to depict yourself, as does my book, How to Write a KILLER LinkedIn Profile. I urge you to peruse the article-and my book-for the tips they offer! Here’s the rundown of 2014s abused LinkedIn trendy expressions: 1. Propelled 2. Enthusiastic 3. Imaginative 4. Driven 5. Broad experience 6. Capable 7. Vital 8. Reputation 9. Authoritative 10. Master It is safe to say that you are Unstoppable? You may see that â€Å"unstoppable†-the word that so dazzled my client’s questioner isn't on the rundown of LinkedIn popular expressions. It’s no happenstance that the word grabbed the eye of somebody who most likely experiences many continues each week. I’m not pushing that you utilize the word â€Å"unstoppable† in your resume or LinkedIn profile, except if it is the most flawlessly awesome modifier to depict you. I dont need to be â€Å"responsible for† adding â€Å"unstoppable† to next year’s list! Or maybe, I need you to discover some language that doesn’t incorporate the above trite words and expressions utilized by huge numbers of LinkedIn clients. (I’m ready to wager these are the words appearing regularly on resumes as well.) I additionally need you to sift through your resume and LinkedIn profile to perceive what number of abused trendy expressions appear. At that point ask yourself how you can make statements distinctively with the goal that you don’t sound like every other person. Howâ to Stand Out on LinkedIn Here’s a clue: Whereas anybody can profess to be roused or innovative, or to have a reputation, not every person can guarantee that they ventured into a serious [insert type of] market and drove an association from #2 to #1 around the world, or that they led a multi-media crusade that expanded a client base by 500K. Whatever your accomplishments, get to the subtleties and quit utilizing similar words every other person is utilizing to â€Å"try† to sound great. It’s not working! Rather, use LinkedIn best practices for each area of your profile, particularly your feature, work titles, extraordinary segments, aptitudes mastery, and proposals. That’s how you’ll point out positive what you bring to the table. On an individual note, I should concede I’m disheartened to see the word Expert on the popular expressions list, given that the word is for the sake of my organization. Be that as it may, that is something I’ll need to live with.

Effective Classroom Presentations with Mind Maps - Focus

Effective Classroom Presentations with Mind Maps - Focus If youre looking for a way to  create more  engaging and  effective classroom presentations and maybe save some time while doing so, this article is for you. In this quick guide well show you how to use  MindMeister  as a powerful  alternative to classic and often convoluted  options such as PowerPoint or Prezi. MindMeister uses the mind map principle to help students  comprehend and retain information better and offers numerous  practical  ways of utilizing and repurposing content both during and after the presentation. What Is a Mind Map Presentation? A mind map is a diagram that uses keywords, colors, images and other graphical elements to represent information. When you create a mind map, all of its  content is visualized on one single page. The maps subject is always located right at the center of this page. All related subtopics and keywords are arranged around the center in a radiant, two-dimensional structure and connected to it  via lines. A mind map presentation, then, is a dynamic slideshow that you create from such a mind map. Each slide shows a detail of the map, such as a branch or an individual topic. At the beginning, the end, and at key points during the presentation, you can zoom back out so the whole map can be displayed for the audience. How Does a  Mind Map Presentation Work? In a classic Power Point presentation, students are presented with a number of independent  slides, one after the other, with no way of seeing the big picture. There may be a table of contents shown on the first slide, but a list of unfamiliar keywords and headlines is all too quickly forgotten. In order to comprehend and retain individual pieces of information, students need to be able to place them in context and understand how they relate to one another. Its the difference between merely collecting dots, and connecting them. Seeing all topics of the presentation laid out in  the two-dimensional structure of a mind map  helps students do exactly that. How to Create a Mind Map Presentation The best part about mind map presentations is that they are incredibly easy and fast to create. Do you remember how much time you invested in making your last Prezi look good? Or how time-consuming it can be to make  your PowerPoint slides look a little less boring? On the other hand, you can create  a good-looking mind map presentation in less than three minutes. All it takes are 4 simple steps: 1. Map out the content of your presentation Start by creating a new, blank mind map in MindMeister. Write the subject of your presentation in the center of the map, then use the TAB and ENTER keys to create new topics. The TAB key creates sibling topics, the ENTER key creates child-topics. Tip:  Use keywords or short phrases for the topics in your map. You can add additional information in the form of notes, links, comments and even attached files without cluttering up your presentation. 2. Add visuals to your map Visuals function as memory  triggers, so make sure to add lots  of images, icons and colors to your map to make the presentation as memorable as possible. You can upload your own images using the sidebar on the right side of the map editor, or simply drag-and-drop images  onto a topic. You can also use different font sizes to highlight individual keywords. 3. Create the presentation slides Now its time to turn your mind map into a presentation. In the footer of the mind map  editor, click on the presentation symbol to open presentation mode. While pressing  the CMD key (or CTRL key if youre on Windows), click and drag  your cursor over topics in the map to create the slides. Start with the topic in the center, then create the other slides in chronological order. Tip:  Show the whole mind map  at the beginning,  somewhere in the middle, and once at the end of the presentation to ensure your audience knows how everything is connected and related to each other. 4. Present your slideshow When all your slides are created, click on the Start Slideshow button to play the presentation inside your browser. You can present to the classroom just like you normally would, by connecting a projector to your computer and projecting the slideshow onto a big screen. Alternatively, you can invite students to the map (making sure to give them read-only access) and broadcast the presentation to their screens (a great way to reach remote learners and support distance education!). Check out this real-time screen recording of us creating a  mind map presentation for a  book report: 5. Utilize and repurpose your presentation Gone are the days when students had to study from those tiny  hard copies of  teachers presentation slides  trying to fit up to 9  slides onto a single A4 sheet to save money on ink, and adding their own barely decipherable notes to the sheet. With MindMeister you can easily share your mind map presentation and enable students to repurpose it for their personal study needs, such as Real-time note taking Export your mind map presentation as a .mind file and either send it to students via email or make it accessible for download in your shared cloud space. Tell students to download and import the file into their own MindMeister account. During your presentation, students can take notes directly inside the mind map, adding details to the keywords as well as emphasizing what seems important to them. This way, they dont end up with two sources of information (namely your slides and their notes), and they  dont feel the need to copy the content  of your slides alongside their own notes just to make sense of them later on. Real-time collaboration If the goal of your presentation is to spark a discussion among students, share your mind map with the whole classroom, ensuring that all students have write-access to it. You can do this  either by creating a secure link and sending it to them, or by inviting them directly via email (take a look at our guide about inviting whole groups of students at once).  As soon as  everyone is logged in, all students can take notes, add ideas and vote others ideas up or down inside the map and all in real-time. Make your map accessible to a wider audience You can publish your mind map to make it accessible for all people on the world wide web. Public mind maps can be found through Google searches, are automatically added to MindMeisters public map library, and can also be embedded into websites, blog posts and Google Pages. Embedded maps are interactive and map presentations can be played just like an embedded Slideshare slideshow. Give it a try by clicking on the play button on the embedded mind map presentation below: Your browser is not able to display frames. Please visit Book Report on MindMeister. Are you ready to give mind map presentations a try? MindMeister offers great discounts for teachers and students. Sign up for one of our educational plans today or create up to three mind maps for free with our Basic plan. Effective Classroom Presentations with Mind Maps - Focus If youre looking for a way to  create more  engaging and  effective classroom presentations and maybe save some time while doing so, this article is for you. In this quick guide well show you how to use  MindMeister  as a powerful  alternative to classic and often convoluted  options such as PowerPoint or Prezi. MindMeister uses the mind map principle to help students  comprehend and retain information better and offers numerous  practical  ways of utilizing and repurposing content both during and after the presentation. What Is a Mind Map Presentation? A mind map is a diagram that uses keywords, colors, images and other graphical elements to represent information. When you create a mind map, all of its  content is visualized on one single page. The maps subject is always located right at the center of this page. All related subtopics and keywords are arranged around the center in a radiant, two-dimensional structure and connected to it  via lines. A mind map presentation, then, is a dynamic slideshow that you create from such a mind map. Each slide shows a detail of the map, such as a branch or an individual topic. At the beginning, the end, and at key points during the presentation, you can zoom back out so the whole map can be displayed for the audience. How Does a  Mind Map Presentation Work? In a classic Power Point presentation, students are presented with a number of independent  slides, one after the other, with no way of seeing the big picture. There may be a table of contents shown on the first slide, but a list of unfamiliar keywords and headlines is all too quickly forgotten. In order to comprehend and retain individual pieces of information, students need to be able to place them in context and understand how they relate to one another. Its the difference between merely collecting dots, and connecting them. Seeing all topics of the presentation laid out in  the two-dimensional structure of a mind map  helps students do exactly that. How to Create a Mind Map Presentation The best part about mind map presentations is that they are incredibly easy and fast to create. Do you remember how much time you invested in making your last Prezi look good? Or how time-consuming it can be to make  your PowerPoint slides look a little less boring? On the other hand, you can create  a good-looking mind map presentation in less than three minutes. All it takes are 4 simple steps: 1. Map out the content of your presentation Start by creating a new, blank mind map in MindMeister. Write the subject of your presentation in the center of the map, then use the TAB and ENTER keys to create new topics. The TAB key creates sibling topics, the ENTER key creates child-topics. Tip:  Use keywords or short phrases for the topics in your map. You can add additional information in the form of notes, links, comments and even attached files without cluttering up your presentation. 2. Add visuals to your map Visuals function as memory  triggers, so make sure to add lots  of images, icons and colors to your map to make the presentation as memorable as possible. You can upload your own images using the sidebar on the right side of the map editor, or simply drag-and-drop images  onto a topic. You can also use different font sizes to highlight individual keywords. 3. Create the presentation slides Now its time to turn your mind map into a presentation. In the footer of the mind map  editor, click on the presentation symbol to open presentation mode. While pressing  the CMD key (or CTRL key if youre on Windows), click and drag  your cursor over topics in the map to create the slides. Start with the topic in the center, then create the other slides in chronological order. Tip:  Show the whole mind map  at the beginning,  somewhere in the middle, and once at the end of the presentation to ensure your audience knows how everything is connected and related to each other. 4. Present your slideshow When all your slides are created, click on the Start Slideshow button to play the presentation inside your browser. You can present to the classroom just like you normally would, by connecting a projector to your computer and projecting the slideshow onto a big screen. Alternatively, you can invite students to the map (making sure to give them read-only access) and broadcast the presentation to their screens (a great way to reach remote learners and support distance education!). Check out this real-time screen recording of us creating a  mind map presentation for a  book report: 5. Utilize and repurpose your presentation Gone are the days when students had to study from those tiny  hard copies of  teachers presentation slides  trying to fit up to 9  slides onto a single A4 sheet to save money on ink, and adding their own barely decipherable notes to the sheet. With MindMeister you can easily share your mind map presentation and enable students to repurpose it for their personal study needs, such as Real-time note taking Export your mind map presentation as a .mind file and either send it to students via email or make it accessible for download in your shared cloud space. Tell students to download and import the file into their own MindMeister account. During your presentation, students can take notes directly inside the mind map, adding details to the keywords as well as emphasizing what seems important to them. This way, they dont end up with two sources of information (namely your slides and their notes), and they  dont feel the need to copy the content  of your slides alongside their own notes just to make sense of them later on. Real-time collaboration If the goal of your presentation is to spark a discussion among students, share your mind map with the whole classroom, ensuring that all students have write-access to it. You can do this  either by creating a secure link and sending it to them, or by inviting them directly via email (take a look at our guide about inviting whole groups of students at once).  As soon as  everyone is logged in, all students can take notes, add ideas and vote others ideas up or down inside the map and all in real-time. Make your map accessible to a wider audience You can publish your mind map to make it accessible for all people on the world wide web. Public mind maps can be found through Google searches, are automatically added to MindMeisters public map library, and can also be embedded into websites, blog posts and Google Pages. Embedded maps are interactive and map presentations can be played just like an embedded Slideshare slideshow. Give it a try by clicking on the play button on the embedded mind map presentation below: Your browser is not able to display frames. Please visit Book Report on MindMeister. Are you ready to give mind map presentations a try? MindMeister offers great discounts for teachers and students. Sign up for one of our educational plans today or create up to three mind maps for free with our Basic plan.

Frozen Frozen Embryo Ownership - 1012 Words

Emely Santana Mr. Pumphrey Period 7 1/9/17 Frozen Embryo Ownership With the touchy topic of frozen embryos, many controversial questions come to mind. Perhaps the most controversial of all is in the case of divorce, who has the rights to the frozen embryos? The true questions is, should a frozen embryo be regarded as a person, property, or something else entirely? Many see freezing an embryo as freezing a baby, and others see it as property as it is not implanted in the mother and doesn t have the capability of deciding on its own or feeling pain. An embryo is a fertilized egg in its earliest stages of development. An embryo is formed when sperm fertilizes an egg. Cryoprotectants are to eliminate the formation of ice during†¦show more content†¦For people who feel like embryos are like fetuses this option does not sit well with them. In the case of a divorce the two parents can also destroy them, donate them to an infertile couple, donate them to science or go through a custody battle. Disputes over the ownership of the frozen embryos depend on how courts legally classify the embryos. Donna M. Sheinbach states, â€Å"If the courts consider the embryos to be unborn children they will use a â€Å" best interest of the child † analysis based on family law principles to decide which parent prevails in the custody battle. If the courts classify the embryos as personal property they will apply it to property law as if the embryos were automobiles or jewelry. If the embryos are determined to be neither persons or pro perty but something in between, the applicable regime is constitutional law.† Although many couples partake in freezing their embryos, others find it inhumane and unnatural. Many see it as freezing a baby and correlate it to the subject of abortion. Some couples see the act of freezing embryos to later have them transferred into the mother’s uterus as unnatural, for intercourse did not take place in the creation of the fetus. Another issue couples have is that freezing embryos and transferring them is a costly deed. Couples also suffer with the fear of having the embryos switched during theShow MoreRelatedFrozen Sperm And Frozen Eggs1382 Words   |  6 PagesOver the last few years there have been court battles involving frozen embryos, frozen sperm and frozen eggs. One of the most recent cases is Sofia Vergara and Nick Loeb’s publicized battle over the frozen embryos that they created together in 2013. The decision was made to create the embryos due to Sofia’s age and Nick’s desire to have children. They realized how sophisticated science had become and decided to use the scientific knowledge to their advantage. When they were ready, they would haveRead MoreThe Adoption Process Of The United States1498 Words   |  6 Pagesfamiliar with the traditional adoption process, but few have heard of embryo adoption. Embryo adoption proves to be a great alternative to IUI, IVF, or traditional adoption for couples wanting to have a baby. When a couple decides to try IUI with high powered ovulation drugs or IVF, most of the time they are left with embryos that have not been used. The big question that the couple must decide is what to do with the embryos. The answer to this question carries more weight than many would thinkRead MoreTo Respond Appropriately To The Most Ethically Relevant1246 Words   |  5 Pagesfirst recommendation is to see the case out to the supreme court in support of Peggy. Referring to the Davis v. Davis Case () in 2004, we use the structure used for determining the fate of the embryos in that case and apply it to our case. The court created a hierarchical structure for disposition of the embryos. It follows three steps: first, the preferences of the genetic parents are considered; second, a prior agreement; and third, weighing the interests of the parties. Since the preference of theRead MoreI Find It Ironic That The Star Of The American Sitcom â€Å"Modern1898 Words   |  8 Pagesâ€Å"i nformal† mechanisms, particularly gossip and scandal, which are effective in communicating and enforcing acceptable behavior (Rosen 2008, 16). In the Sofà ­a Vergara article, it is noted that Nick Loeb filed his lawsuit to claim ownership of the former couple’s frozen embryos in a â€Å"desperate attempt to stay in the public eye† (Article). If this statement is true, Nick Loeb obviously understands the importance of fame and kinship within the American culture and is creating this scandal to further improveRead MoreThe Impact of Roe V. Wade1738 Words   |  7 Pagesbegins, which Roe never even touched on, remains a torn in any politician’s side. Due in part to the fact that technology is moving a lot quicker then the law can rule on issues like medical research involving embryos; cloning; behavior of pregnant woman; and the legal ownership of frozen embryos. Anti-abortion activists have been able to chip away at the right and access to an abortion for many women. One of the biggest victories for abortion opponents came in 1992, the case of Planned ParenthoodRead MoreEthical Considerations Behind New Alternatives to Abortion.1566 Words   |  7 Pagesregarding ownership of the embryos and what to consider of unused embryos. In the case of A.Z. v B.Z. in 2000, the disposition upon frozen pre embryos upon separation is the ethical consideration taking place. AZ and BZ underwent IVF treatment and several extra pre embryos were formed. The wife, AZ, used one of the embryos yet no child was produced. After the couple divorced, it was apparent that the consent form signed by the couple had agreed upon separation that the pre embryos would be returnedRead More Human Embryonic Stem Cell Research Essay4185 Words   |  17 Pagesscientists believe that research on human embryonic stem cells, components of human embryos created in laboratorie s, will eventually yield cures to a number of devastating human conditions including juvenile diabetes, Parkinson’s disease and spinal cord injuries. On August 9, 2001, President George W. Bush announced he would permit federally funded research on existing stem cells lines derived from human embryos. He prohibited the federal funding of research on any cell lines created after thatRead MoreMock Strategic Plan For California Hospital Medical Center Essay3834 Words   |  16 Pagespenicillin and in 1984, it began the family medicine residency program in conjunction with the University of Southern California (USC) ongoing today. In 1986 the hospital opened the California Reproductive Health Institute, where the first successful frozen embryo transfer in the nation was achieved. In 2002, the hospital opened the Los Angeles center for women s health to provide specialty care programs for women and today, the hospital runs the only Level 11 trauma center in Los Angeles (CHMC, n d).

Potential Health Risks from Inappropriate Prescription of...

Learning Goals 1) Locate where in the renin-angiotensin-aldosterone pathway ACE inhibitors act 2) Identify commonly prescribed antihypertensive medication by primary care physicians 3) List 3 possible side effects from inappropriate ACE inhibitor prescription 4) Suggest possible regulations of ACE inhibitor use for primary care physicians and alternative treatment plans for patients Introduction Cardiac related diseases account for over 56 million annual deaths worldwide.1 Cardiovascular disease (CVD) is the leading cause of death in economically developed countries and is increasing in occurrence in developing nations.1 The prevalence of CVD increases with age.1 The mean level of blood pressure, used to diagnose CVD, is higher in†¦show more content†¦She has been smoking a pack of cigarettes per day for the past 20 years. She has admitted to occasional alcohol use. She is allergic to the commonly prescribed antibiotic penicillin. Biochemical Mechanisms of ACE Inhibitors The renin-angiotensin-aldosterone system (RAAS) is a group of hormones that are produced sequentially in order to regulate salt-water homeostasis as well as blood pressure.5 The first enzyme, renin, is produced by the juxtaglomerular cells of the kidney when blood volume is low and is released into the bloodstream.3,5,6 Renin then catalyzes the conversion of angiotensinogen to angiotensin I.3,5,6 Angiotensin-converting enzyme (ACE), which is produced in the lungs, subsequently converts angiotensin I to angiotensin II, a more active enzyme.3,5,6 Angiotensin II has several functions. The hormone’s primary mechanism for increasing blood pressure is through the stimulation of blood vessel constriction. Furthermore, angiotensin II increases the contractility of the heart via sympathetic activation. It also stimulates anti-diuretic hormone (ADH) release, which increases water reabsorption at the collecting ducts, resultingShow MoreRelatedWhat is Polypharmacy?2471 Words   |  10 P agesPolypharmacy is generally defined as the use of multiple prescription and/or over-the-counter medications simultaneously. â€Å"The incidence of risk for adverse drug events, reactions, and interactions increases proportionately with the number of drugs taken, such that the use of five or more compounds increase risk for adverse drug events to more than 50% while the use of seven or more drugs results in a risk of more than 80% (Heuberger, 2012).† Having multiple prescribers, different filling pharmaciesRead MoreCase Study Essay33967 Words   |  136 PagesEmergency department, hospital Index Words: heart failure (HF), cardiomyopathy, volume overload, quality of life X Scenario M.G., a â€Å"frequent flier,† is admitted to the emergency department (ED) with a diagnosis of heart failure (HF). She was discharged from the hospital 10 days ago and comes in today stating, â€Å"I just had to come to the hospital today because I cant catch my breath and my legs are as big as tree trunks.† After further questioning, you learn she is strictly following the fluid and salt

The Constructive Alignment Theory Education Essay Free Essays

string(111) " will be considered and adopted, in acknowledgment of the diverseness of the pupil organic structure † \." The constructive alliance theory has been used to underpin the development of course of study in medical instruction for some clip Biggs and Tang 2007. A constructivist instructor designs larning experiences which are active and synergistic and works at the interface between the course of study and the scholar, which creates a new cognition. A A constructivist scholar will make or build their ain cognition and understanding with what they already know. We will write a custom essay sample on The Constructive Alignment Theory Education Essay or any similar topic only for you Order Now The constructive alliance theory has been shown to fit medical pupils with the needed cognition and accomplishments that is required to pattern medical specialty successfully. There are two wide orientations in instruction ; the content cantered or teacher-centered constructs and pupil or learner-centered construct. A In the learner-centered construct the cognition is constructed by the scholar and the instructors a facilitator of larning than a mere presenter of cognition. The pupil centeredness includes the thought that the scholar has a pick what to analyze, when to analyze and how to analyze. Here the scholar is placed at the centre of the full acquisition procedure there is increased duty and answerability on the portion of the scholar. An emerging tendency in all the medical schools in Australia is to hold an integrated medical course of study where there is an increased accent on autonomous or scholar centered acquisition, and active engagement of the acquisition procedure. JCU integrated medical course of study follows the guidelines for effectual university learning which says â€Å" effectual university instructors provide pupils with chances to be involved in the structuring of their ain acquisition experiences, and promote them to take control of their ain acquisition † and â€Å" effectual university instructors select from a scope of learning attacks and media those which will assist pupils run into topics and their ain purposes efficaciously † . Today ‘s medical pupils represent a wide spectrum in footings of age, experience, civilization, ethnicity and degree of readiness every bit good as acquisition manners and preferences.so there is a immense challenge for teachers to run into the educational demands of all pupils. When direction is adopted to scholars larning manners at that place will be increased student motive and public presentation. Because there are pupils with different educational backgrounds and different acquisition manners, it is the duty of the teacher to turn to this diverseness of larning manners among pupils and develop appropriate learning learning activities. The challenge of supplying quality larning experience for the pupils has prompted many pedagogues to look towards larning engineerings. Increased involvement in flexible acquisition chances in third instruction has risen in recent old ages in response to increased pupil diverseness and the outgrowth of new engineerings. Technologies allow pedagogues to personalise and humanise acquisition by including rich media constituents in classs that endeavor to prosecute pupils in active, meaningful acquisition ( Lee, Tan A ; Goh 2004 ) . Australia has a strong tradition of distance instruction and a displacement towards online larning in Universities in the recent old ages has been seen as a natural extension of the more traditional signifier of distance instruction ( Bell et al, 2002 ) . In today ‘s acquisition environments, the effectual usage of instructional engineerings provide the scholar with flexible, immediate and on demand entree to class content. Flexible acquisition has eme rged late to depict the altering stage of distance instruction, brought about by the turning acceptance of different larning engineerings to back up progressively diverse pupil population. Flexible acquisition Flexible acquisition is a scope of larning attacks in footings of clip, gait, topographic point, content and manner, which are applied in changing grades. Flexible acquisition incorporates computing machine engineering into larning helping pupils in developing the cognitive processes needed for the usage of information engineering efficaciously. A scaffold of larning activities is created in flexible acquisition. The most of import purpose of flexible acquisition is to supply greater control to the scholar in the acquisition procedure and to supply chances and options through a assortment of learning -learning manners. The scholar will hold greater pick, liberty and control in flexible acquisition ( Geroge and Luke 1995 ) . This type of larning provides the scholar with picks about where, when and how learning takes topographic point ( Shurville et al. , 2008 ) . Pedagogical attack in flexible acquisition is sound and here the instructor becomes the facilitator in the acquisition procedure and the scholar gets greater control in the acquisition procedure. This teaching method is a going from the traditional teacher-centered methods of instruction, prefering the facilitation of the collaborative building of cognition and accomplishments. It increases the efficiencies in the bringing of instruction and caters to different groups of scholar. Present twenty-four hours net coevals scholar is multitasking nature and they demand for greater flexibleness related in the manner of survey, topographic point and gait. Flexible larning caters for these diverse groups of pupil organic structure ( Casey and Wilson, 2005 ) . The exponential growing of computing machine power and rapid enlargement of the broadband velocities in recent old ages has changed the outlook of these net coevals pupils and the acquisition chances offered to these scholars. In order to run into this turning demand, Universities are turning to flexible acquisition and e-learning as a convenient manner to supply flexible entree to acquisition ( Buleen and Janes 2007 ) . James cook Universities committedness to the development of flexible acquisition is embedded in the instruction learning appraisal policy, that is dedicated in supplying pupils from different backgrounds with the top quality larning environment and heighten pupil ‘s learning experience. One of the Core rules of the JCU learning larning assessment policy addresses this diverseness of pupils and their different acquisition manners. â€Å" Course design will endeavour to react to the rich diverseness of pupil backgrounds and tracts, including Aboriginal, Torres S trait Islander, international, inter cultural, low socioeconomic backgrounds, rural or remote, first household member go toing a university, return to analyze and people with handiness issues † . â€Å" In all topics a assortment of resources, learning methods and attacks to larn will be considered and adopted, in acknowledgment of the diverseness of the pupil organic structure † . You read "The Constructive Alignment Theory Education Essay" in category "Essay examples"A Overall objective here is to give pupils many picks in larning and control over the timing, construction and sequencing of their acquisition. One of the cardinal trademarks of flexibleness in acquisition is the acknowledgment of the differences ; differences in what the pupils want to larn and when he/she wants to larn. It besides allows for functioning pupils with particular demands and suiting the progressively varied cultural dimension in larning. Educators recognize that the scholars have single demands and require varying grades of flexibleness to run into their demands. Learner centered direction is the nucleus rule underlying this flexible acquisition. Here the accent is on the pick of the scholar. Facilitation of acquisition is another nucleus rule of flexible acquisition where the teacher takes more of a facilitator function in the procedure of larning than a commanding or information transporter function. Facilitators provide chances for showing content in a new and advanced function utilizing a combination of media and bringing manners. Here the content is drawn from a assortment of beginnings including picture, web sites, multimedia, artworks, sounds, lifes etc. Today ‘s medical pedagogues are confronting challenges than their predecessors in learning tomorrows physicians. Changing in wellness attention bringing and progresss in medical instruction and clinical medical specialty have increased demands on the medical module, ensuing in reduced clip for learning. Flexible acquisition can be used in undergraduate medical instruction to better the efficiency and effectivity of educational intercessions in the face of scientific and pedagogical challenges. Use of flexible acquisition is extremely variable in medical schools and it is more common in basic scientific discipline classs than in clinical scientific disciplines. Flexible acquisition has a characteristic that presupposes a great accent on self-teaching in undergraduate medical instruction. Students are encouraged to analyze and research independently. Collaborative acquisition and information exchange is intensified as to consolidate larning through group activities. The practical group activities can be performed in synchronal or asynchronous meeting in pupil place groups that permits collaborative and deep acquisition. Capable Design Year 2 Medical plan has 190 pupils of which more than 50 % of the pupils are between 21 to 25 old ages and the group besides has approximately 35 % of pupils who are above 30 old ages. Students fall ining six twelvemonth undergraduate medical plan at JCU are school departers, alumnuss ( with a grade non related to the medical class ) or graduates with grades in biological and wellness scientific disciplines. But there are pupils in this group who are non from the biological background and had the trouble in settling into the Medical course of study in their early months in the Medical School. The biggest challenge faced by the School of Medicine at JCU is to suit the scholars who have come from different backgrounds. Bing a rural medical school this challenge is heightened at JCU due to miss of resources and isolation. Because the pupil group has scholars from different backgrounds, the course of study or the single faculty must be more originative and flexible to run into the demand s of single scholars. Larger category ( 190 pupils ) means more about talk centered – acquisition and minimum pupil battle and this will make a barrier to entree acquisition. The category size plants against the rational development, larning and success in a medical school. Year 2 medical plan has two pathophysiology classs – Integrated system pathophysiology 1 and 2. Different organic structure system faculties are taught with accent on Anatomy, Physiology and Pathophysiology in these classs which is spread across two survey periods ( SP1 and 2 ) . Hematology and Renal Medicine is the faculty under Integrated System Pathophysiology 1 during survey period 1, which runs for 13 hebdomads. This faculty has two subdivisions – haematology and Renal Medicine. During the last 5 hebdomads of HRM faculty pupils learn about Renal Physiology and Pathophysiology. Physiology and Pathophysiology subjects in this faculty are complex and in the old feedback pupils have raised few concerns about the talk subjects in the faculty and about deficiency of clip and chances available for the survey of complex physiology subjects in this faculty. Feedback suggested that face to face and synthesising Sessionss in the faculty were unequal to gestate the dynamic procedures and complex physiology mechanisms in the nephritic physiology subject. Besides when complex subjects were presented in schoolroom talks, pupils either retained a simplistic position of the subject or were confused when introduced to a new subject based on an apprehension of consecutive procedures. Hence, I have planned to present flexible acquisition faculty, which supports face-to-face bringing, to specifically turn to the jobs identified by the pupils in the Renal Medicine Course. Face-to-face acquisition for this faculty is in the signifier of one hr talk at the beginning of the hebdomad and another hr of synthesising session on Fridays. There is a three hr guided larning session in the signifier of active acquisition that supports these face-to-face bringings during the hebdomad. The contents of the nephritic medical specialty faculties are carefully chosen to develop flexible acquisition activities spread across a 4 hebdomad period. Table 1: Different sections chosen to present in the flexible acquisition faculty for this class Teaching Sections Week Subjects 1 9 Histology of kidneys and the urinary system 2 9 Physiology of nephritic system 3 10 Role of kidneys in H2O balance 4 11 Role of kidneys in blood force per unit area ordinance 5 12 Control of urinary vesica and urination 6 13 Diuretic drugs and their mechanisms of action Every section has different learning acquisition activities which are developed utilizing Blackboard, the unfastened beginning class direction system. Different learning acquisition activities for these flexible acquisition faculties are Podcasting and Camtasia recordings ; face-to-face talk will be recorded utilizing Camtasia/Doceri and will be uploaded online. Lecture podcasting is besides uploaded in MP3 format A 20 proceedingss i-lecture which will cover the subjects ( as per the sections mentioned above ) is recorded and uploaded Home group wiki treatment board for mini instance treatment related to the hebdomadal subject. Open treatment board for treatment about the inquiries asked in the workbook in the GLS Sessionss, utilizing blackboard treatment tools YouTube picture links – Anatomy, Physiology and Pathophysiology pictures E-book chapters, text edition pages, and reappraisal articles related to the subjects are uploaded to the learning resources booklet Home groups [ 20 pupils in a group ] have the chance for 30 proceedingss blackboard collaborate confabs session with the lector Linkss to the specific subject pages of Medical Revision Community and Pod trefoils Online quizzes at the terminal of the hebdomad – which will hold MCQ ‘s and cardinal characteristic paper inquiries. Online brooding diaries will be used for feedback on a hebdomadal footing for this faculty. Contexts and Settings for Flexible Learning: Our scholars: Undergraduate, grownup, domestic and international pupils The sort of acquisition we are seeking to accomplish: Knowledge, accomplishments and attitudes Delivery of the content: On-line talks and instance treatments. The other acquisition activities that can be organized to run into the larning results: Question-answer Sessionss, pictures, online quizzes Available Resources: press releases, worksheets, workbooks, ocular, power points, pictures Table 2: Summary of the Comprehensive Teaching Schemes used for Flexible Learning in this faculty Learning Results Teaching Scheme Learner Activity Cognition Transmit/Inform Reading Podcast Camtasia I-lecture Videos Associating to theory Autonomous acquisition Cognition Engage Video Mini Case Discussion Discussion Board Quiz Knowledge reading Supplying multiple positions Skills Practice Case Discussion Discussion board Blackboard Collaborate Clarifying cognition Interpretation accomplishments Skills Application Collaborate treatment Case Discussion Cardinal Feature Paper inquiries ( instance based ) Synthesizing cognition Deep acquisition Apply basic scientific disciplines to clinical medical specialty Researching acquisition As with face to face instruction, these online, blended categories is constructively aligned to accomplish upper limit larning benefits and results. All facets of the flexible bringing, from purposes, larning results, talks and other activities are all and straight related to each other, and back up a progressive system of larning throughout the 5 hebdomads continuance of the class. Justification Year 2 haematology and nephritic medical specialty class are presently utilizing face-to-face instruction which treats all pupils as indistinguishable scholars. This ignores the fact that pupils have different degrees of acquisition manners, motive, attending span and ability to larn [ ref 5 ] . Traditional big talk presentations [ first twenty-four hours debut session and synthesising session in this faculty ] have jobs prosecuting the pupils and in run intoing their single acquisition manners. With flexible teaching-learning activities in this faculty, the acquisition and instruction can happen at times that are more convenient and productive for pupils. Students can work at their ain gait within a given model. Online larning provides options to entree and portion information more readily and this besides provides greater deepness of resources and information. Open treatment and mini instance treatment Sessionss in this faculty offer opportunities to interact and larn in ways that the traditional instruction in the faculty ca n’t offer. Therefore, there is a displacement of focal point in the faculty from a teacher-centered theoretical account to learner centered theoretical account offering stronger learning motive and interactivity. The faculty is designed to value the diverseness of experience and pattern taking into the consideration of the Internationalization of University course of study and this flexible instruction will ever back up both local and international pupils ‘ who have come from different educational backgrounds and have diverse learning manners. Learning direction system, societal package application like Wiki, treatment forum and web based talk engineerings are the different acquisition engineerings used in this flexible acquisition faculty that will supply communicating and coaction chances. The university instruction and acquisition policy emphasizes that the instructor should seek to heighten pupil battle in acquisition by linking assorted constituents in a topic. The nucleus acquisition rule besides underlines the demand of invention in learning and acquisition and the usage of larning engineerings to reenforce and heighten the pupil larning experience. The different acquisition engineerings will give the pupils flexibleness to take when and where to entree talks and other learning resources. Students with weaker acquisition accomplishments will acquire more clip and options for interaction and to speed up their acquisition independently. Medical instruction is a dynamic entity that is germinating rapidly and taking adv antage of the flexible, web based learning methods allow more face-to-face instruction clip to be used for learning other complex subjects during this basic scientific discipline faculty. The talk podcasting, Camtasia/Doceri and i-lecture formats offer pupils the increased flexibleness of being able to entree the acquisition stuffs every bit frequently as required, 24 hour. a twenty-four hours, 7 yearss a hebdomad. This on-line talk will be really effectual for this faculty as there are a big figure of pupils in category ( more than 180 pupils ) . These on-line talks engage the pupils more efficaciously than the face-to-face talks and pupils can mention to this talk several times over the class of the faculty. During the on-line treatment forums ( mini instance treatments and unfastened treatments in this faculty ) , pupils are given basic information about the new constructs and are encouraged to work together on clinical jobs and inquiries which helps them to understand cardinal physiology and pathophysiological constructs for themselves. Students in the traditional face-to-face acquisition do non possess the cardinal critical analytical accomplishments hence they a re happening it hard to understand the key basic physiological constructs. Flexible acquisition enables pupils to widen their acquisition experience beyond the boundary lines of a schoolroom and a assortment of web resources and web links to medical podcast, podmedics and medical alteration community pages in this faculty to better pupil ‘s acquisition capablenesss and besides their critical thought accomplishments. Nephritic Medicine faculty in twelvemonth 2 includes complex subjects in Physiology ( nephritic ordinance of electrolyte balance, H2O balance, blood force per unit area ordinance etc. ) . Some of the facets of physiology that make it hard include the big volume of information typically covered and its integrative nature. Most common ailments from pupils in their feedback is that there is excessively much to analyze and retrieve and excessively many didactic Sessionss on basic physiology. The planned flexible acquisition Sessionss address these facets and present active acquisition tools to form construction and represent information and cognition in a more meaningful format. During the flexible acquisition, pupils are able to take a content bringing method that matched their learning manner to understand the complex subjects in physiology. Students can work through the different sections in the faculty at their ain velocity and develop a more meaningful apprehension of the subjects. Therefore the overall aim of this flexible acquisition faculty is to give the scholar more pick and control over the timing, sequence and the construction of larning activities, and to cut down the barrier to entree acquisition. This on-line faculty is likely to heighten pupils ‘ motive in larning Renal Medicine physiology. The interactivities and communicating tools will actuate the pupils and assist them increase perceptual experience and keeping of this subject. Present twenty-four hours net-generation medical pupils want larning ‘options ‘ , ‘choices ‘ and ‘personalization ‘ . By supplying scholars with the freedom of pick, this flexible acquisition can put the phase for pupil success in this class. How to cite The Constructive Alignment Theory Education Essay, Essay examples

Shakespeares greatest works Essay Example

Shakespeares greatest works Essay The aim of the paper is the discussion of the four language conventions used by Shakespeare in his three works – Hamlet, King Lear and The Tempest. It is necessary to look at these literary means as the ways of expressing certain ideas and achieving the emotional goals of the works.SoliloquySoliloquy is one of the four Shakespeares conventions and the one through which he not only describes inner thoughts and feelings of his characters, but the one which he uses in all three of his works making them the basis for judging these characters. If we pay attention to the scene 2 of the first act of King Lear, we will face the soliloquy pronounced by Edmund. The scene describes Edmund as talking loud to him; this soliloquy is means to describe the unhappiness which Edmund feels inside. He feels that as each of brothers is loves equally, each of them should also have the equal share of the bounty; through this soliloquy he questions himself why he is not treated as his brother is.When my dimensions are as well compact,My mind as generous, and my shape as true,An honest madam’s issue? Why brand they usWith base? With baseness? Bastardy? Base, base? (Act I Scene 2 lines 7–10)The soliloquy here is also used as a literary instrument for the contemplation of Edmund; it should be noted that soliloquy as such is often used for the public to know the inner thoughts and doubts of their characters. While in appearance the character may look as innocent and rather kind in his actions, soliloquy often becomes the discovery of the traits which are usually concealed from the reader; in the present case Edmund is depicted as being a villain without any sympathy or conscience. Language is extremely important in this scene.In The Tempest one should address the soliloquy which Shakespeare uses in the second act, relating to Caliban and Prospero.All the infections that the sun sucks upFrom bogs, fens, flats, on Prosper fall and make himBy inch-meal a disease! His spi rits hear meAnd yet I needs must curse. But theyll nor pinch,Fright me with urchinshows, pitch me i the mire,Nor lead me, like a firebrand, in the darkOut of my way, unless he bid em; butFor every trifle are they set upon me;Sometime like apes that mow and chatter at meAnd after bite me, then like hedgehogs whichLie tumbling in my barefoot way and mountTheir pricks at my footfall; sometime am IAll wound with adders who with cloven tonguesDo hiss me into madness.Again as in the previous work, the author uses this soliloquy for the discovery of the inner thoughts and ideas which the character carries inside. Though it may be thought that the aside could serve this purpose better than soliloquy, but it is still evident that soliloquies in the Shakespeares plays play the major role of making the audience aware of the character traits participants possess; moreover, in the present play Caliban curses Prospero and makes his animosity seen; while Caliban has only briefly appeared in the Ac t I of the play, the present soliloquy is the first attempt of Shakespeare to give the reader ideas about the image of Caliban and his real role in the play. Through this soliloquy Caliban appears as the person who is not ruled by the civilized laws, but by wild laws of nature; in this relation soliloquy plays the best part and lets the reader see these implications without any difficulty.The role of soliloquy in Hamlet should not be underestimated; moreover, in this play soliloquy plays so great role in making the plot that it can be considered to be the most meaningful device of all three plays described here. The famous To be or not to be†¦ does not even need to be cited, but it should be thoroughly analyzed to understand its meaning for the whole play. Soliloquy as such and as it has already been noted, is a very important literary device, but in Hamlet it acquires additional meaning through the popular debate which it causes; while the soliloquies which have already been d iscussed here bear the clear meaning and just add knowledge about the characters for the reader to understand the plot, soliloquy in Hamlet is the central action of the play and bears so many implications and discoveries that it may also be supposed to be one of the plays culminations. Hamlets soliloquy absolutely turns the impression which he creates about himself throughout the play. Seeming to be indecisive and uncertain in his knowledge of life, this soliloquy is the sign of major inner fight, the fight between life and death, the life of action and the life of silent acceptance. When he says whether tis nobler in the mind to suffer The slings and arrows of outrageous fortune – this appears to be sign of the alternative which we should call here not to be, while the line to take arms against a sea of troubles And by opposing end them is the alternative which we should call here to be.I guess that Shakespeare was leading the reader to this soliloquy through the whole play; he was trying to make the reader prepared to this soliloquy, but no matter how one could be prepared to this turn of events, the soliloquy and its implications strike; the use of this literary device in this place was so appropriate that the soliloquy itself is well known more than the whole play is. It is not denied that soliloquies were used by Shakespeare in many of his plays, may be even in all of them, but as we here speak only of three of them, the judgment and evaluation may relate to only these three works.AsidesAside is another interesting literary device, and it is different from the soliloquy. The difference lies in the fact that while soliloquy is spoken to the public while the actor is alone at the stage, the aside is spoken by the actor in the presence of other actors, creating the impression that the speaker does not want other actors hear what he speaks, and this device is often commented upon by the play writers themselves, putting the word aside into the speech, t hus making the reader understand the situation. Sometimes asides are spoken by the actor to the audience and to himself; sometimes they are spoken to some actors on the stage but not to all present there. In Shakespeare asides appear even more often than soliloquies do, and this is why it will be appropriate to consider the three plays discussed in the light of this literary device.Reading Hamlet, it becomes evident that asides here play different roles and fulfill different functions; sometimes they are used for irony, sometimes they are used for premonitions of the future events and actions; sometimes (and most of the time) they serve as the way to look inside the character the actor plays (and in this asides are very similar with the soliloquies) because the words and thoughts which the character expresses to himself and not to others are very meaningful for the understanding of the character and the plot. A little more than kin, and less than kind (Act I, scene 2, line 66) †“ this is the first aside which we face in Hamlet, and which is uttered by Hamlet. This aside here is used for the description of the real feelings Hamlet has towards the King. Aside is the means of reading the psychology of the character. While Hamlet says Thats wormwood – it appears to be a kind of play within the play. This aside was a response of hamlet to the play queen, and the play queen had just said that she would not remarry. The aside shows disbelief of Hamlet in queens words, and simultaneously serves as breaking queens words, as well as the picture of how Hamlet sees women in general.King Lear is especially rich in asides; asides are the devices used in the work for the depiction of Cordelias doubts and her inability to express feelings and thoughts openly; this is why she often speaks aside and aside becomes the principal means of her expression. For example:Cordelia. [Aside]. What shall Coredlia speak? Love, and be silent. (Act I, scene I,lines 63-64) orCorde lia. [Aside] Then poor Cordelia!And not so, since I am sure my lovesMore ponderous than my tongue.'(Act I, scene I, lines 78-80)While Cordelia sincerely loves her father, she also understands that being honest with him in terms of her feelings would not please him, this is why the aside becomes here the only means of making the audience aware of Cordelias true feelings without letting her father know about them.Many asides are seen in The Tempest (Act 3, scene 3): ANTONIO[Aside to SEBASTIAN] I am right glad that hes soout of hope.Do not, for one repulse, forego the purposeThat you resolved to effect.SEBASTIAN[Aside to ANTONIO] The next advantageWill we take throughly.ANTONIO[Aside to SEBASTIAN] Let it be to-night;For, now they are oppressd with travel, theyWill not, nor cannot, use such vigilanceAs when they are fresh.SEBASTIAN[Aside to ANTONIO] I say, to-night: no more.Solemn and strange musicThough the whole play written by Shakespeare leads us to the outcome when plotting by Seba stian and Antonio against Prospero does not work out and is absolutely powerless against Prosperos magic, the use of these asides is essential for the understanding of the plotting as such and the way the thoughts of both Antonio and Sebastian go. They are not able to speak loud not to be discovered for their plans, and in order for the reader to understand that they still keep to the idea of winning the fight against Prospero.Disease imageryImagery and the creation of the mental picture is one more literary convention used by Shakespeare in his three plays which we describe here. It should be admitted that The Tempest was difficult to be characterized by the presence of any disease imagery, but both Hamlet and King Lear are full of disease imageries.The creation of this mental picture goes through a very thorough choice of words, this is why this literary convention is one of the most complex and meaningful. Some strong images of disease appear in King Lear when the King curses Gon eril. Being furious, he wants different crippling diseases to Infect her beauty†¦ strike her young bones†¦with lameness. (Act II) The similar disease imagery touches Lear himself, when he speaks about himself noting that it is a disease that’s in my flesh Which I must needs call mine. (Act II)Disease imagery is interesting in King Lear as it turns the fairy tale upside down, and makes it realistic and tragic.The disease imagery in Hamlet is the instrument of constant reminding the reader the core problem of the play which Shakespeare wanted to carry in the basic meaning of this play: poisoning of King Hamlet by his brother. This is the reason why Hamlet creates so many images connected with murder, disease and poisoning – this issue is always on Hamlets mind. The number of sickness images in Hamlet is higher than in any other play. There is a serious presence of the disease imageries which are related to Hamlets sickness and different ideas connected with tum or and ulcer, which is expressed in the moral corruption of the Danish Court. The use of the disease imagery in any play, and especially in Hamlet is the sign of showing the feelings of horror, powerlessness and disgust perceived by the characters (in our case they are mostly perceived by Hamlet).diseases desperate grownBy desperate appliance are relieved,Or not at all, [Act IV Scene 3 line 9]Orskin and film the ulcerous placeWhiles rank corruption, mining all withinInfects unseen. [Act III scene 4 line 147]The general trend in the use of disease imagery not only in Hamlet, but in King Lear as well, is symbolic, because Hamlet and other characters going through the images of diseases which follow them through the play, have to pay some price to get rid of these images and to be cured of them (full body of the infected world – as Shakespeare himself puts it. The aim of disease imagery in both plays is the creation of the atmosphere of the total darkness, cold and isolated, in which a person would feel absolutely sick.The principal disease images found in Hamlet can be listed as follows:-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   in the first Act one finds he premonition that the tragedy would take place and the reader is getting prepared to it. This disease imagery is used through the appearances of the Ghost – the killed king, which is interpreted as the prediction of the line of bad signs and dangers which the State would face in the nearest future.-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   moon `was sick almost to doomsday with eclipse [Act I scene 1 line 120] says Horatio, as he describes the conditions in Rome just before the murder of Julius Caesar. He believes that the appearance of the Ghost is a portent to Denmark, as the sick moon was to Rome.-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One can also find the aversion against sexuality in the play, and this aversion is also depicted through the use of the disease imagery. The cause of this disease imagery is the marriage if hamlets mother to Claudius at the time when such marriages were supposed to be incestuous. The mere fact of such marriage becomes the reason of Hamlets disease images which go through his mind through the whole play.will but skin and film the ulcerous place,Whiles rank corruption, mining all withinInfects unseen ´ [Act III scene 4 line 147]Structural climaxThe structural climax is the integral part of any dramatic structure, and thus we will try to find this climax in all three plays, as in case we assume any of the three plays lacks it, it would have the incomplete structure.The Act V (scene 2) is the climax of the Hamlets play. The reasons for assuming so are several. It is notable that the play begins with Hamlets contemplation of his presence and time in Denmark; in the fifth act the reader sees absolutely new Hamlet, without any indecisiveness and without any more expressions of self-approach. The very climax takes place through the fencing match; during th is match Queen Gertrude makes some workd expressions as soon as the match begins, and what followed these expressions is the climax of the play – Laertes is allowed to express twinges of conscience just before he is able to wound Hamlet; but as soon as he himself is wounded to death, he is able to admit that his treachery had become the reasons of Hamlets death. Demands of the plot at this point of its resolution, in part, explain Laertes free confession and accusation.   But it is not inappropriate that Laertes, who shortly before had declared that he stood aloof from Hamlet in terms of honor and then faced the Prince armed with an unblunted and poisoned rapier, should be allowed to retrieve himself through full confession.   Claudius must, and does, remain the rascal of the piece.Now cracks a noble heart.   Good night, sweet prince,And flights of angels sing thee to thy rest. (Act 5, scene 2)For most of us, the Prince emerges finally as sacrificial victim, one whose death is inevitable but which makes possible the purging of great evil and the restoration of a moral universe.Thus, the structural climax here is the means of Shakespeare to show us the real inner world of Hamlet and to give us the realistic notions of his behavior, as well as decoding the implications which have been included into the play through other literary devices, especially the disease imagery.The climax of a play or another narrative work, such as a short story or a novel, can be defined as the turning point at which the conflict begins to resolve itself for better or worse, or as the final and most exciting event in a series of events. The climax in King Lear occurs, according to the first definition, when Lear leaves Gloucesters castle during a violent storm after being rejected by his evil daughters, Goneril and Regan. According to the second definition, the climax occurs in the final act, when Goneril, Regan, and Edmund die and Lear comes to his senses, then falls and dies on the body of innocent Cordelia, who has been executed.The climax in The Tempest occurs, according to the first definition, in Act III, Scene III, when Ariel (appearing as a Harpy, a mythological monster with the head of a woman and the body of a bird) reveals Antonio, Alonso, and Sebastian as sinners who conspired to remove Prospero from his dukedom. According to the second definition, the climax occurs at the end of Act V when Ferdinand and his father are reunited, and all the enemies in the play become friends. You 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;And even with such-like valour men hang and drownTheir proper selves. (Act III, scene 3)ConclusionThe use of the Shakespeares four main literary conventions (soliloquy, aside, disease imagery and structural climax) a re the means of making the plays brighter and more understandable to the reader; moreover, these literary devices dont make the works understandable literally – they just clarify the implications which every author puts into his works. Shakespeare is not an exception – the deep sense of every word and sentence of the three plays described in the present work could not be revealed without using these literary conventions.Different literary conventions have different aims; while soliloquy is the analogy of the monologue (through the contemplation of the character actor on the scene, without any other actors present at the stage at this time), the aside, for example, is used with the presence of other actors, intentionally avoiding them to hear what the actor speaks, but making it heard by the audience. In this way the thoughts and contemplations of the character are seen as secret to other play participants. This is very beneficial device for the author when depicting th e plots in the plays (as it has been done in The Tempest).King Lear and Hamlet are very bright for the use of disease imagery, and this imagery goes as a whole line through both plays. This device is meant at depicting the inner world of the main characters, being morally sick, full of doubts and moral tortures.While the three previously described literary conventions can be avoided in any work of writing and are used by authors depending on what meaning they would like to carry to the reader, structural climax is the integral part of any play and is a part of the plays dramatic structure. This device is found in all three plays considered here and sometimes it is used for showing the characters of the play in the new (sometimes absolutely opposite) light.Works citedShakespeare, William   Hamlet. 1610. The Complete Works of William Shakespeare. 10 May2007. http://shakespeare.mit.edu/hamlet/full.html Shakespeares greatest works Essay Example Shakespeares greatest works Essay The aim of the paper is the discussion of the four language conventions used by Shakespeare in his three works – Hamlet, King Lear and The Tempest. It is necessary to look at these literary means as the ways of expressing certain ideas and achieving the emotional goals of the works.SoliloquySoliloquy is one of the four Shakespeares conventions and the one through which he not only describes inner thoughts and feelings of his characters, but the one which he uses in all three of his works making them the basis for judging these characters. If we pay attention to the scene 2 of the first act of King Lear, we will face the soliloquy pronounced by Edmund. The scene describes Edmund as talking loud to him; this soliloquy is means to describe the unhappiness which Edmund feels inside. He feels that as each of brothers is loves equally, each of them should also have the equal share of the bounty; through this soliloquy he questions himself why he is not treated as his brother is.When my dimensions are as well compact,My mind as generous, and my shape as true,An honest madam’s issue? Why brand they usWith base? With baseness? Bastardy? Base, base? (Act I Scene 2 lines 7–10)The soliloquy here is also used as a literary instrument for the contemplation of Edmund; it should be noted that soliloquy as such is often used for the public to know the inner thoughts and doubts of their characters. While in appearance the character may look as innocent and rather kind in his actions, soliloquy often becomes the discovery of the traits which are usually concealed from the reader; in the present case Edmund is depicted as being a villain without any sympathy or conscience. Language is extremely important in this scene.In The Tempest one should address the soliloquy which Shakespeare uses in the second act, relating to Caliban and Prospero.All the infections that the sun sucks upFrom bogs, fens, flats, on Prosper fall and make himBy inch-meal a disease! His spi rits hear meAnd yet I needs must curse. But theyll nor pinch,Fright me with urchinshows, pitch me i the mire,Nor lead me, like a firebrand, in the darkOut of my way, unless he bid em; butFor every trifle are they set upon me;Sometime like apes that mow and chatter at meAnd after bite me, then like hedgehogs whichLie tumbling in my barefoot way and mountTheir pricks at my footfall; sometime am IAll wound with adders who with cloven tonguesDo hiss me into madness.Again as in the previous work, the author uses this soliloquy for the discovery of the inner thoughts and ideas which the character carries inside. Though it may be thought that the aside could serve this purpose better than soliloquy, but it is still evident that soliloquies in the Shakespeares plays play the major role of making the audience aware of the character traits participants possess; moreover, in the present play Caliban curses Prospero and makes his animosity seen; while Caliban has only briefly appeared in the Ac t I of the play, the present soliloquy is the first attempt of Shakespeare to give the reader ideas about the image of Caliban and his real role in the play. Through this soliloquy Caliban appears as the person who is not ruled by the civilized laws, but by wild laws of nature; in this relation soliloquy plays the best part and lets the reader see these implications without any difficulty.The role of soliloquy in Hamlet should not be underestimated; moreover, in this play soliloquy plays so great role in making the plot that it can be considered to be the most meaningful device of all three plays described here. The famous To be or not to be†¦ does not even need to be cited, but it should be thoroughly analyzed to understand its meaning for the whole play. Soliloquy as such and as it has already been noted, is a very important literary device, but in Hamlet it acquires additional meaning through the popular debate which it causes; while the soliloquies which have already been d iscussed here bear the clear meaning and just add knowledge about the characters for the reader to understand the plot, soliloquy in Hamlet is the central action of the play and bears so many implications and discoveries that it may also be supposed to be one of the plays culminations. Hamlets soliloquy absolutely turns the impression which he creates about himself throughout the play. Seeming to be indecisive and uncertain in his knowledge of life, this soliloquy is the sign of major inner fight, the fight between life and death, the life of action and the life of silent acceptance. When he says whether tis nobler in the mind to suffer The slings and arrows of outrageous fortune – this appears to be sign of the alternative which we should call here not to be, while the line to take arms against a sea of troubles And by opposing end them is the alternative which we should call here to be.I guess that Shakespeare was leading the reader to this soliloquy through the whole play; he was trying to make the reader prepared to this soliloquy, but no matter how one could be prepared to this turn of events, the soliloquy and its implications strike; the use of this literary device in this place was so appropriate that the soliloquy itself is well known more than the whole play is. It is not denied that soliloquies were used by Shakespeare in many of his plays, may be even in all of them, but as we here speak only of three of them, the judgment and evaluation may relate to only these three works.AsidesAside is another interesting literary device, and it is different from the soliloquy. The difference lies in the fact that while soliloquy is spoken to the public while the actor is alone at the stage, the aside is spoken by the actor in the presence of other actors, creating the impression that the speaker does not want other actors hear what he speaks, and this device is often commented upon by the play writers themselves, putting the word aside into the speech, t hus making the reader understand the situation. Sometimes asides are spoken by the actor to the audience and to himself; sometimes they are spoken to some actors on the stage but not to all present there. In Shakespeare asides appear even more often than soliloquies do, and this is why it will be appropriate to consider the three plays discussed in the light of this literary device.Reading Hamlet, it becomes evident that asides here play different roles and fulfill different functions; sometimes they are used for irony, sometimes they are used for premonitions of the future events and actions; sometimes (and most of the time) they serve as the way to look inside the character the actor plays (and in this asides are very similar with the soliloquies) because the words and thoughts which the character expresses to himself and not to others are very meaningful for the understanding of the character and the plot. A little more than kin, and less than kind (Act I, scene 2, line 66) †“ this is the first aside which we face in Hamlet, and which is uttered by Hamlet. This aside here is used for the description of the real feelings Hamlet has towards the King. Aside is the means of reading the psychology of the character. While Hamlet says Thats wormwood – it appears to be a kind of play within the play. This aside was a response of hamlet to the play queen, and the play queen had just said that she would not remarry. The aside shows disbelief of Hamlet in queens words, and simultaneously serves as breaking queens words, as well as the picture of how Hamlet sees women in general.King Lear is especially rich in asides; asides are the devices used in the work for the depiction of Cordelias doubts and her inability to express feelings and thoughts openly; this is why she often speaks aside and aside becomes the principal means of her expression. For example:Cordelia. [Aside]. What shall Coredlia speak? Love, and be silent. (Act I, scene I,lines 63-64) orCorde lia. [Aside] Then poor Cordelia!And not so, since I am sure my lovesMore ponderous than my tongue.'(Act I, scene I, lines 78-80)While Cordelia sincerely loves her father, she also understands that being honest with him in terms of her feelings would not please him, this is why the aside becomes here the only means of making the audience aware of Cordelias true feelings without letting her father know about them.Many asides are seen in The Tempest (Act 3, scene 3): ANTONIO[Aside to SEBASTIAN] I am right glad that hes soout of hope.Do not, for one repulse, forego the purposeThat you resolved to effect.SEBASTIAN[Aside to ANTONIO] The next advantageWill we take throughly.ANTONIO[Aside to SEBASTIAN] Let it be to-night;For, now they are oppressd with travel, theyWill not, nor cannot, use such vigilanceAs when they are fresh.SEBASTIAN[Aside to ANTONIO] I say, to-night: no more.Solemn and strange musicThough the whole play written by Shakespeare leads us to the outcome when plotting by Seba stian and Antonio against Prospero does not work out and is absolutely powerless against Prosperos magic, the use of these asides is essential for the understanding of the plotting as such and the way the thoughts of both Antonio and Sebastian go. They are not able to speak loud not to be discovered for their plans, and in order for the reader to understand that they still keep to the idea of winning the fight against Prospero.Disease imageryImagery and the creation of the mental picture is one more literary convention used by Shakespeare in his three plays which we describe here. It should be admitted that The Tempest was difficult to be characterized by the presence of any disease imagery, but both Hamlet and King Lear are full of disease imageries.The creation of this mental picture goes through a very thorough choice of words, this is why this literary convention is one of the most complex and meaningful. Some strong images of disease appear in King Lear when the King curses Gon eril. Being furious, he wants different crippling diseases to Infect her beauty†¦ strike her young bones†¦with lameness. (Act II) The similar disease imagery touches Lear himself, when he speaks about himself noting that it is a disease that’s in my flesh Which I must needs call mine. (Act II)Disease imagery is interesting in King Lear as it turns the fairy tale upside down, and makes it realistic and tragic.The disease imagery in Hamlet is the instrument of constant reminding the reader the core problem of the play which Shakespeare wanted to carry in the basic meaning of this play: poisoning of King Hamlet by his brother. This is the reason why Hamlet creates so many images connected with murder, disease and poisoning – this issue is always on Hamlets mind. The number of sickness images in Hamlet is higher than in any other play. There is a serious presence of the disease imageries which are related to Hamlets sickness and different ideas connected with tum or and ulcer, which is expressed in the moral corruption of the Danish Court. The use of the disease imagery in any play, and especially in Hamlet is the sign of showing the feelings of horror, powerlessness and disgust perceived by the characters (in our case they are mostly perceived by Hamlet).diseases desperate grownBy desperate appliance are relieved,Or not at all, [Act IV Scene 3 line 9]Orskin and film the ulcerous placeWhiles rank corruption, mining all withinInfects unseen. [Act III scene 4 line 147]The general trend in the use of disease imagery not only in Hamlet, but in King Lear as well, is symbolic, because Hamlet and other characters going through the images of diseases which follow them through the play, have to pay some price to get rid of these images and to be cured of them (full body of the infected world – as Shakespeare himself puts it. The aim of disease imagery in both plays is the creation of the atmosphere of the total darkness, cold and isolated, in which a person would feel absolutely sick.The principal disease images found in Hamlet can be listed as follows:-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   in the first Act one finds he premonition that the tragedy would take place and the reader is getting prepared to it. This disease imagery is used through the appearances of the Ghost – the killed king, which is interpreted as the prediction of the line of bad signs and dangers which the State would face in the nearest future.-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   moon `was sick almost to doomsday with eclipse [Act I scene 1 line 120] says Horatio, as he describes the conditions in Rome just before the murder of Julius Caesar. He believes that the appearance of the Ghost is a portent to Denmark, as the sick moon was to Rome.-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One can also find the aversion against sexuality in the play, and this aversion is also depicted through the use of the disease imagery. The cause of this disease imagery is the marriage if hamlets mother to Claudius at the time when such marriages were supposed to be incestuous. The mere fact of such marriage becomes the reason of Hamlets disease images which go through his mind through the whole play.will but skin and film the ulcerous place,Whiles rank corruption, mining all withinInfects unseen ´ [Act III scene 4 line 147]Structural climaxThe structural climax is the integral part of any dramatic structure, and thus we will try to find this climax in all three plays, as in case we assume any of the three plays lacks it, it would have the incomplete structure.The Act V (scene 2) is the climax of the Hamlets play. The reasons for assuming so are several. It is notable that the play begins with Hamlets contemplation of his presence and time in Denmark; in the fifth act the reader sees absolutely new Hamlet, without any indecisiveness and without any more expressions of self-approach. The very climax takes place through the fencing match; during th is match Queen Gertrude makes some workd expressions as soon as the match begins, and what followed these expressions is the climax of the play – Laertes is allowed to express twinges of conscience just before he is able to wound Hamlet; but as soon as he himself is wounded to death, he is able to admit that his treachery had become the reasons of Hamlets death. Demands of the plot at this point of its resolution, in part, explain Laertes free confession and accusation.   But it is not inappropriate that Laertes, who shortly before had declared that he stood aloof from Hamlet in terms of honor and then faced the Prince armed with an unblunted and poisoned rapier, should be allowed to retrieve himself through full confession.   Claudius must, and does, remain the rascal of the piece.Now cracks a noble heart.   Good night, sweet prince,And flights of angels sing thee to thy rest. (Act 5, scene 2)For most of us, the Prince emerges finally as sacrificial victim, one whose death is inevitable but which makes possible the purging of great evil and the restoration of a moral universe.Thus, the structural climax here is the means of Shakespeare to show us the real inner world of Hamlet and to give us the realistic notions of his behavior, as well as decoding the implications which have been included into the play through other literary devices, especially the disease imagery.The climax of a play or another narrative work, such as a short story or a novel, can be defined as the turning point at which the conflict begins to resolve itself for better or worse, or as the final and most exciting event in a series of events. The climax in King Lear occurs, according to the first definition, when Lear leaves Gloucesters castle during a violent storm after being rejected by his evil daughters, Goneril and Regan. According to the second definition, the climax occurs in the final act, when Goneril, Regan, and Edmund die and Lear comes to his senses, then falls and dies on the body of innocent Cordelia, who has been executed.The climax in The Tempest occurs, according to the first definition, in Act III, Scene III, when Ariel (appearing as a Harpy, a mythological monster with the head of a woman and the body of a bird) reveals Antonio, Alonso, and Sebastian as sinners who conspired to remove Prospero from his dukedom. According to the second definition, the climax occurs at the end of Act V when Ferdinand and his father are reunited, and all the enemies in the play become friends. You 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;And even with such-like valour men hang and drownTheir proper selves. (Act III, scene 3)ConclusionThe use of the Shakespeares four main literary conventions (soliloquy, aside, disease imagery and structural climax) a re the means of making the plays brighter and more understandable to the reader; moreover, these literary devices dont make the works understandable literally – they just clarify the implications which every author puts into his works. Shakespeare is not an exception – the deep sense of every word and sentence of the three plays described in the present work could not be revealed without using these literary conventions.Different literary conventions have different aims; while soliloquy is the analogy of the monologue (through the contemplation of the character actor on the scene, without any other actors present at the stage at this time), the aside, for example, is used with the presence of other actors, intentionally avoiding them to hear what the actor speaks, but making it heard by the audience. In this way the thoughts and contemplations of the character are seen as secret to other play participants. This is very beneficial device for the author when depicting th e plots in the plays (as it has been done in The Tempest).King Lear and Hamlet are very bright for the use of disease imagery, and this imagery goes as a whole line through both plays. This device is meant at depicting the inner world of the main characters, being morally sick, full of doubts and moral tortures.While the three previously described literary conventions can be avoided in any work of writing and are used by authors depending on what meaning they would like to carry to the reader, structural climax is the integral part of any play and is a part of the plays dramatic structure. This device is found in all three plays considered here and sometimes it is used for showing the characters of the play in the new (sometimes absolutely opposite) light.Works citedShakespeare, William   Hamlet. 1610. The Complete Works of William Shakespeare. 10 May2007. http://shakespeare.mit.edu/hamlet/full.html