Leonardo Da Vinca :: Essays Papers

Leonardo Da Vinca The ill-conceived child of a 25-year-old legal official, Ser Piero, and worker young lady, Caterina, Leonardo was conceived on April 15, 1452, in Vinci, Italy, simply outside Florence. His dad took care of the little individual not long after his introduction to the world, while his mom wedded another person and moved to a neighboring town. They continued having children, in spite of the fact that not with one another, and they in the long run provided him with a sum of 17 stepsisters and siblings. Experiencing childhood in his dad's Vinci home, Leonardo approached insightful writings claimed by loved ones. He was likewise presented to Vinci's longstanding painting convention, and when he was around 15 his dad apprenticed him to the eminent workshop of Andrea del Verrochio in Florence. Indeed, even as a student, Leonardo exhibited his epic ability. In reality, his virtuoso appears to have saturated various pieces created by the Verrocchio's workshop from the period 1470 to 1475. Leonardo got his beginning as a craftsman around 1469. Verocchio's strength was point of view, which specialists had as of late gotten the hang of, and Leonardo immediately aced its difficulties. Truth be told, Leonardo immediately outperformed Verocchio, and when he was in his mid twenties he was absolute popular. For instance, one of Leonardo's first large breaks was to paint a heavenly attendant in Verrochio's Absolution of Christ, and Leonardo was such a great amount of better than his lord's that V errochio purportedly settled never to paint again. Leonardo remained in the Verrocchio workshop until 1477 when he set up a shingle for himself. Looking for new difficulties and tons of money, he entered the administration of the Duke of Milan in 1482, deserting his first bonus in Florence, The Adoration of the Magi. He went through 17 years in Milan, leaving simply after Duke Ludovico Sforza's tumble from power in 1499. It was during these years that Leonardo hit his sweet spot, arriving at new statures of logical and aesthetic accomplishment. One of his most well known early works, The Adoration of the Magi, was painted in 1481 for the Monastery of San Donato a Scopeto as a special raised area piece. It was never completed because of his flight for Milan, where he offered his administrations to Duke Ludovico il Moro. He took a shot at the Duomo in Milan and the Duomo and Castle in pavia; and painted the Madonna of the Rocks and the Last Supper as of now. Leonardo Da Vinca :: Essays Papers Leonardo Da Vinca The ill-conceived child of a 25-year-old legal official, Ser Piero, and worker young lady, Caterina, Leonardo was conceived on April 15, 1452, in Vinci, Italy, simply outside Florence. His dad took care of the little individual not long after his introduction to the world, while his mom wedded another person and moved to a neighboring town. They continued having children, in spite of the fact that not with one another, and they inevitably provided him with an aggregate of 17 stepsisters and siblings. Experiencing childhood in his dad's Vinci home, Leonardo approached insightful writings possessed by loved ones. He was likewise presented to Vinci's longstanding painting convention, and when he was around 15 his dad apprenticed him to the famous workshop of Andrea del Verrochio in Florence. Indeed, even as a student, Leonardo showed his goliath ability. For sure, his virtuoso appears to have saturated various pieces created by the Verrocchio's workshop from the period 1470 to 1475. Leonardo got his beginning as a craftsman around 1469. Verocchio's claim to fame was point of view, which craftsmen had as of late gotten the hang of, and Leonardo immediately aced its difficulties. Truth be told, Leonardo immediately outperformed Verocchio, and when he was in his mid twenties he was out and out acclaimed. For instance, one of Leonardo's first huge breaks was to paint a holy messenger in Verrochio's Sanctification of Christ, and Leonardo was such a great amount of better than his lord's that Verrochio supposedly settled never to paint again. Leonardo remained in the Verrocchio workshop until 1477 when he set up a shingle for himself. Looking for new difficulties and gobs of cash, he entered the administration of the Duke of Milan in 1482, relinquishing his first bonus in Florence, The Adoration of the Magi. He went through 17 years in Milan, leaving simply after Duke Ludovico Sforza's tumble from power in 1499. It was during these years that Leonardo hit his sweet spot, arriving at new statures of logical and creative accomplishment. One of his most well known early works, The Adoration of the Magi, was painted in 1481 for the Monastery of San Donato a Scopeto as a special raised area piece. It was never completed because of his flight for Milan, where he offered his administrations to Duke Ludovico il Moro. He dealt with the Duomo in Milan and the Duomo and Castle in pavia; and painted the Madonna of the Rocks and the Last Supper as of now.

Unit IV Essay Example | Topics and Well Written Essays - 750 words

Unit IV - Essay Example Three years’ explanations are accommodated the organization. Likewise, articulations can likewise be seen on quarterly premise. This is a fascinating connection and shows costs for IBM stocks since December 31, 1965 to date. The data that is given incorporate open and close costs for the afternoon, most noteworthy and least costs and complete volume of exchanges for the afternoon. One can scan the scope of dates for which the chronicled stock costs are to be seen and the framework gives these promptly. This connection shows the business where the organization works. For IBM, the industry is â€Å"Diversified Computer Systems† in the â€Å"Technology† segment. It likewise gives a concise correlation of the organization with the business changes in stock costs. This page gives far reaching data about IBM. This incorporates the full place of work of the organization, its site, the stock trades where the organization is recorded, number of representatives (366,486 for IBM) and a short outline of IBM along with a portrayal of key officials and their compensation bundle. The exploration reports give different examination of the organization by various research offices like Standard and Poor’s, Plunkett, Reuters and so forth. The reports are accommodated existing and potential investors to increase an understanding into company’s procedures, tasks and market standings. The P/E proportion for IBM is 16.92 (as on June 28, 2007). The stock cost relies on factors like last profit paid, profit development proportion and the financing cost in the market. The genuine figure, however, might contrast from the determined one on the grounds that other non-monetary elements like economic situations, theory, and company’s picture are likewise basic in the real stock cost. 2. Yes. Government needs to mediate into the activities of organizations from the perspective of a controller. This is on the grounds that these recorded organizations utilize normal people’s cash to build up their frameworks and methods and consequently, have

Conspiracy and intrigue

Conspiracy and intrigue Before we get to the subject of this entry, we have a question! Xin-Xin asks, Hi, I need a bike (damn Simmons). I hear there are bike auctions sometimes. Where do I find out more about them, like where and when they are? Excellent question, Xin-Xin. Im not much of a cyclist, but I looked at my contributors copy of How to Get Around MIT (frosh should use it, its a good book), and discovered that every fall Campus Police have a bicycle auction where old bicycles sell for very cheap prices. I also discovered that you can buy a bike at Cambridge Bicycle, which is two blocks up Mass Ave from MIT. If you dont want to spend money, theres a new student-run program called TechBikes, which allows members (membership is free) to borrow bikes locked at intelligent bike rack stations around campus. I did something Id never done before this weekend. I got a playing character part in an Assassins Guild game. The Guild is an MIT live-action roleplaying (LARPing) society. What is a LARP, you might ask? Well, its a little like a play, only not quite as scripted (and played in buildings around campus, not a stage). And not really intended for an audience, though many Guild games have observers watching them. If youre a playing character (PC), youre given a packet with several informational sheets in it. Your character sheet is a short biography and personality description of your character that also explains your characters goals for the game. Your greensheet explains prior knowledge that your character has. Your bluesheet exlains any groups, formal or informal, that your character belongs to, and what the goals of those groups are. You may also have ability cards that give you commands that can be used to represent skills that may be useful for your character in the game, like fighting or first aid. Or item cards, which can be exchanged before the game for items that your character posesses, such as guns (represented by disc guns) or secret papers. All these sheets and cards are written by the gamemasters, or GMs the creators and administrators of the game. Once the game starts, you act out your role based on the information in your packet, which includes not only playing a personality but trying to accomplish any missions you were given as well. Other characters are doing the same thing, and you dont know what was in their packetsit might include trying to thwart or even kill your character, form a conspiracy with or against you, or any number of other possibilities! The fun thing about this is that nobody, including the GMs, actually knows whats going to happen in the game they wrote the context, but again, theres no script. The particular game I was in last night, Krazny Octybr, has now run five times, starting in 2003 (run four was Friday night, run five was the one I played in Saturday night). And each run has been drastically different. On Friday night, the game was pretty quiet for the first three-quartersthen the Executive Officer of the submarine staged a coup but was gunned down, most of the other characters were also gunned down in a series of massacres and counter-massacres, and the sub was sunk by the Americans because nobody was there to drive it. Only three characters survived the game. In our run, on the other hand, only about half a dozen characters were gunned down, most of them by a deep-cover CIA agent on a killing spree, and there was no coup, but the reactor control room was flooded, the radio and warheads kept getting stole n by various characters, several people were beaten up by the Russian Mafia all throughout game, and we launched 13 missiles to start World War 3! I played the Zampolit, or political officer, of the sub, which meant that everyone would stop talking when I walked in anywhere (which made it annoyingly hard to figure out what anyone was up to!). Also that I got to legitimately carry a disc gun. Unfortunately, since I was playing, I couldnt take pictures of the game, but I did take pictures during the wrap-up at the end, where the GMs discussed what had happened with us and explained what had been going on and what everyone was up to. Ash 08, pictured here listening to the GMs, was secretly in a plot to kill me and take over the ship! (Or at least, her character was plotting to kill my character important to keep in-game and out-of-game reality separate). Alya 06, next to her, was also trying to kill me. Actually, she was trying to kill a lot of people. She played the deep-cover CIA agent, who flipped out when we started launching missiles and took out most of the people in the missile room before getting shot down herself. The plot line with Ash and me was sort of funny. I realized that she was plotting to kill me about halfway through the game, and made absolutely sure not to let her behind me for the rest of the game. She knew that I was on to her. In the last 20 minutes or so, while we were facing each other sitting at our stations to launch the missiles, we were in a bizarre standoff, watching each other out of the corners of our eyes, both of our disc guns drawn and in our laps, fingers on the trigger, just waiting for the other to make a false move, paranoid and frozenand all the while, we were turning our keys on command to launch nuclear strikes! I was so tempted to shout that I knew she was plotting against me and blow her away in a hail of discs, but I thought any move would probably lead her to shoot me, and she might get me before I got her (in retrospect, I should have done it anyway). She, in the meantime, was in a similar situation, waiting for the chance to attack. Neither of us ended u p shooting the other. Im sure the observers watching us were fighting not to laugh. I didnt do so great on keeping the ship together, but I did achieve my goal of protecting the illegal boxing ring from detection, even though it meant having to drag Ash (who, remember, was trying to kill me) away from the scene and distract her by discussing the conspiracy against me with her, only not letting her know that I knew she was involved! One reason I played this game was that I really like the GMs. The GMs who wrote, cast, and administered the game were Jake 00 and Joe 98 (now a Graduate Resident Tutor at Senior Haus). Liz 05 was their assistant GM, who helped cast and administer these runs of the game. Jake 00 and Liz 05 explain the plotlines to us during wrap-up: The guy whose head is in the bottom right corner of that pic, Nelson 09, was probably the biggest star of our run of the game. Thats right, a freshman was the big star! His character was secretly a Nazi who wanted to take control of the ship, and really wanted us to fire missiles. In an amazing bit of acting, he managed to convince everyone that there were orders coming over the radio to fire, even though all he could really hear was static. Another big star was my hallmate Yelena 06, wearing the black shirt. Her character really wanted us to fire missiles and start a nuclear war. And, look what happened, we fired 13 missiles! (the previous record was 3 missiles, and three of the five runs had no missiles launched at all). Id say thats a pretty successful result for her. There were a lot more stories, but I dont want to give too much awayin case this game runs again sometime when you prospectives are students and maybe playing in it! One thing I really love about 5th East when those of us from the hall got back from game, we started yelling to the people from the Friday run about how we lauched 13 missiles and blew up the world and people kept stealing the radio and on and on, and nobody in the lounge even raised an eyebrow. The hall is used to this sort of thing.

What A Database Is, Features Of A Relational Database, And...

Introduction: In this report I am going to explain what a database is, features of a relational database, and the benefits of a relational database, purpose of primary keys and how they are used to build relationships, and I am also going to focus on, what are foreign keys and how they are been used, explain referential integrity and finally, how to apply referential integrity. I am also going to backed up my views and opinions with the valid references. Assessment introduction Iain’s Co is a large building services company which currently employs a team of IT technicians to manage their IT infrastructure and support the IT users. Recently, the company has taken over a similar but smaller company which also employs technical support staff in the same way. The company feels that it needs a centralised IT-based support system that will track, monitor and report on the progress of the problems identified by users across the two sites generally improving the IT support services. The IT Support System needs to monitor the use if IT hardware, such as: keyboard, monitor, printer, system unit, laptop, CD writer, mouse, in order to improve the service provided to users and ensure the service is operated in an efficient way. You have already met with the network manager and he has provided the main requirements of the system. The responsibility for monitoring each hardware item is allocated to a specific employee. I have decided to design a relational database for the IT supportShow MoreRelatedThe Features Of A Relational Database1585 Words   |  7 Pages P1 - Explain the features of a relational database. This is to be shown as a report or presentation and must discuss the following. †¢ Features: entities; attributes; relationships; †¢ Entities: primary keys, foreign keys; referential integrity; attributes; †¢ Attributes: field properties e.g. data types, size, validation rules †¢ Relationships: one-to-many; one-to-one; many-to-many Relational database – This is a database that contains more than one table of which are linked using key fieldsRead MoreRelational And Non Relational Database Model Essay1428 Words   |  6 Pagesclearly explain the concept of relational and non-relational databases. Although those literature hightligted varieties of significant theories, this review will attempt to establish a clear meaning of relational and non-relational database Concept, NoSQL data model, ACID and Base properties, CAP Theorem and Scalability. Furthermore, it will attempt to critically evaluate structured and unstructured data, elucidate on the strength and weakness of relational and NoSQL databases and give an overview of theRead MoreKey Features Of The Database Management System1035 Words   |  5 Pagesthis paper we will examine the key features of the database management system MongoDB. Day-to-day information is growing in gigantic amount. Generated information include predominant information and it w ill have to be analyzed for gathering essential expertise. On the whole, relational databases are used so as to system the data. These, ways works successfully for small amount of knowledge. What if the data is very tremendous? To avoid this problems Mongo databases are introduced. MongoDB is a cross-platformRead MoreAnalysis Memorandum1532 Words   |  7 Pagesanalysis memorandum proposing the use of Microsoft Access databases within our Security Division’s infrastructure. Many security managers are relying heavily on the use of Microsoft Excel spreadsheets in order to keep track of their personnel, security violations, inspection programs and training. While spreadsheets are effective means for complex calculations they are also limited in that they basically fall short in showing the relational qualities of security data in relationship to particularRead MoreWhat Is A Relational Database?1043 Words   |  5 Pagesservice. What is a Relational Database? Relation database is a database model in which information is stored in separate tables stored in a linked relationship in a table with rows and columns. Each table has a record which is known as tuples and each record has a field which is known as an attribute which all containing unique value, every table has at least one field with another table such as many to many’ ‘one to many’ or ‘one to one’ relationships. What is the purpose of a relational databaseRead MoreThe Features Of A Relational Database1406 Words   |  6 PagesP1 Explain the features of a relational database. Introduction: A company called Ian’s Co currently employs a team of IT technicians to manage their IT infrastructure and also support the IT users. Also quite recently the company has taken over a similar but a smaller company which is also employs technical support staff in the same way. What is a relational database? Firstly a relational database contains a set of tables which basically are linked collectively by the relationships between theRead MoreBtec1256 Words   |  6 PagesLearner Registration No. Assessor Name LEI13160876 Soory Abbassi 15/10/13 Hand-in Date Submitted On 15/10/13 18/03/14 Qualification and Programme Number Unit Number and Title BTEC Extended Diploma In IT (QCF): Level 3 Unit 18: Database Design Assignment Title Assignment 1 No. 1 of 2 Whole or Part of Unit? Whole /Part Grade for Whole Unit Deadlines: If you do not meet the deadlines for handing in your assignments you may not have your work marked. This could resultRead MoreSql Vs. Relational Databases956 Words   |  4 PagesTo SQL or Not to SQL Relational databases play a major role in making many apps and programs work. They provide an easy way to store large amounts of data in a consistent, non duplicating, and maintainable way to be used by developers for analytical or software use (Advantages of a relational database, n.d.). However, more and more applications and companies with a tremendous amount of data such as search engines, social networks, and e-commerce sites have been requiring a level of speed and scalabilityRead MoreRelational Database : A Database1622 Words   |  7 Pages Relational Database Introduction – What is a relational database It is a database which shows the links and relationships between two sets of data/stored information in a document or mainly entities. This means e.g. if a computer system has to store a lot of data/information about people instead of repeating the same row of information which may include personal or unnecessary things, you will then be able to click on the main primary key data which then leads to the actual personal things. ThisRead MoreWhat Are The Four Types Of Database And Their Pros And Cons1172 Words   |  5 PagesIntroduction: In this document I am going to explain what database is and then I am going to list four different types of database and their pros and cons (Advantages and Disadvantages) for all databases that has been listed. And finally I am going to give an example of each database when it can be used. What is a Database? A database is a group of data and ii is often shortened DB. They are mainly or normally used for two purposes. Storing data and sorting data. You can save different types of

The Causes Of Crime And Crime Essay - 1354 Words

The cause of crime When an individual commits a crime it is society that has placed laws to find this individual guilty of such crime(s). This individual will now face the consequences of their action. But what caused this individual to participate in criminal activities? What causes crime? In order to answer such question, one has to understand what crime is. Nadia defined crime as â€Å"the breach of laws that are laid down by the ruling authority of the land† (topyaps.com) via mechanisms such as legal systems can ultimately prescribe a conviction. There can be various causes of crime. Each individual may give you their own opinion and answer of what causes crime. This document will provide you with three main factors contributing to this issue and how these issues show that the cause of crime is a never ending cycle that the society has placed out for many years. This cycle is due to 3 main issues, which are Environmental influences, followed by poverty and over population. This document will not be stating that these are the only causes but arguing by why these are the four main causes contribute strongly to this never ending cycle and why its society’s doing. Following this document the readers will understand more in-depth of this continuing cycle. Environmental influences Such as fostering adoption etc. are all major factors that motivates an individual towards criminal activities. Adoption or fostering homes are great examples of how an environment can influence anShow MoreRelatedCauses Of Crime809 Words   |  4 Pages Causes of Crime Crime is a part of life that all nationals must manage as it appears to have been around as long as human progress itself. Crime has violated groups for a considerable length of time and I think one declaration is that crime is more pervasive in poor inward city neighborhoods than it is in reciprocals that are more affluent. I think the three noteworthy reasons for crime stem from an absence of training, living in destitution, and being brought up in a solitary parent home. TrainingRead MoreThe Causes of Crime1530 Words   |  7 PagesThe causes of crime seem to be indefinite and ever changing. In the 19th century; slum poverty was blamed, in the 20th century, a childhood without love was blamed (Adams 152). In the era going into the new millennium , most experts and theorists have given up all hope in trying to pinpoint one single aspect that causes crime. Many experts believe some people are natural born criminals who are born with criminal mindsets, and this is unchangeable. However, criminals are not a product of heredityRead MoreThe Causes of Crime. What are the causes of crime essay1421 Words   |  6 Pagesthat has no evident cure - crime. Before one can even try to find solutions for it, one must understand what a crime is and the nature of crime. Crime itself is defined as any offence harmful against society. The nature of crime however deals with the motives and causes of crime, which has no one clear cut explanation. There are several different theories on the cause of crime such as heredity, gender and mental defects, but each one is not substantial enough to explain crime and why it takes place.Read MoreEssay on Causes of Crime1147 Words   |  5 Pages Causes of Crime For centuries, the one plague that human civilization faces is a disease that has no evident cure - crime. Before one can even try to find solutions for it, one must understand what a crime is and the nature of crime. Crime itself is defined as any offence harmful against society. The nature of crime however deals with the motives and causes of crime, which has no one clear cut explanation. There are several different theories on the cause of crime suchRead MoreCauses of Street Crime746 Words   |  3 PagesCauses of street crimes The major causes are unemployment and illiteracy rate but there are some other factors too like lawlessness, fundamentalism, backwardness and double standards prevailing in the society. People around the world always think of Pakistannis as terrorists- we arent all like that. Yes, I agree that there is a high crime rate, however, most Pakistannis in the lesser civilised areas of Pakistan suffer from extreme depths of poverty, which is somewhat the main reason for highRead MoreCauses Of Street Crimes790 Words   |  4 PagesThere are several reasons why street crimes are increasing in our society today. Unemployment, Violent Crimes, Lack of Education, and Poor Parenting Skills play a huge role in street crimes in our society. The reason being is because they all have an extreme effect on the children in many different ways. Like for instance, not having a father in a childs life can cause children to For example, unemployment is one of the main causes because it leads to crimes such as pick-pocketing. Unemployed peopleRead MoreThe Causes And Trends Of Crime969 Words   |  4 PagesIntroduction Crime is a very prominent issue. Most of us know someone who has been a victim of a crime, has committed a crime or have committed a crime ourselves. News outlets are filled with crime stories. Television shows depict criminals and the agencies trying to bring criminals to justice. Being such a dominant part of life, it is essential that we take a deeper look into the causes and trends of crime. Discussion of Theory I believe there are many different motivating factors as to why peopleRead MoreWhat Causes Crime?2748 Words   |  11 Pagesone another bringing about a break in the order of human life, this is where the social roots of crime would be discovered and Chicago sat center stage. It was during this time that Chicago won the rights to hold the World’s Fair and with it saw a rise in the city’s population and where researchers of the Chicago School and elsewhere would dispel crime as a reasoned action or genetic circumstance. Crime would be found right in the heart of growing cities, like that of Chicago, and rapid invasion wouldRead MoreMental Illness And Crime Is Not Cause Crime And Violence1282 Words   |  6 Pagescover up? Does mental illness really cause crime? There are so many questions all with varying supplementary scenarios however, I will focus on my belief that although mental illness does not cause crime and violence, it does contribute to it. I believe that th e first and most important problem in this controversy is the lack of understanding what both mental illness and crime is. Robert Schug refers to both terms as â€Å"umbrella terms† in Stacy Mallicoat’s Crime and Criminal Justice: Concepts and ControversiesRead MoreEssay about The Causes of Crime1537 Words   |  7 PagesThe causes of crime seem to be indefinite and ever changing. In the 19th century, slum poverty was blamed; in the 20th century, a childhood without love was blamed (Adams 152). In the era going into the new millennium, most experts and theorists have given up all hope in trying to pinpoint one single aspect that causes crime. Many experts believe some people are natural born criminals who are born with criminal mindsets, and this is unchangeable. However, criminals are not a product of heredity.

The instructional design process Free Essays

string(67) " be demonstrated by the scholar as a consequence of the direction\." See the undermentioned conjectural state of affairs, you have been approached by a module member at UNC who has merely received a big grant for developing educational stuffs in her field of expertness. Although the module member knows her capable really good, she has ne’er been involved in a big development undertaking. Her annual undertaking involves working with other module members as capable affair experts and organizing the attempts of assorted media production contractors. We will write a custom essay sample on The instructional design process or any similar topic only for you Order Now The module member has approached you to assist her program this undertaking. Describe for her what is meant by instructional design in relation to this undertaking. In peculiar, she is interested in how instructional aims, choosing the right media, and formative development will assist her undertaking. Instructional design is a mussy procedure. It is a non-linear iterative procedure that includes legion visions and alterations. Sims and Koszalka ( 2008 ) define instructional design as â€Å" a purposeful activity that consequences in a combination of schemes, activities, and resources to ease acquisition † ( p. 570 ) . Merrill, Barclay, and van Schaak ‘s ( 2008 ) definition suggests purpose and intent when they describe the procedure as one which involves â€Å" making designs for effectual, efficient, and prosecuting direction † ( p. 174 ) . What we know about this peculiar grant is that it is a â€Å" big grant † with the intent of â€Å" developing educational stuffs † for one twelvemonth. Furthermore, this undertaking will affect working with assorted module members every bit good as media production contractors. Given these conditions, the instructional design theoretical account created by Morrison, Ross, and Kemp ( 2004 ) will be the underli ning usher for this treatment. The subdivisions on aims, message design, and formative development will be written in more item than other subdivisions based on the petition by the module member. Typically, the first measure in the instructional design procedure is placing the job. This involves calculating out if instructional design is appropriate. Because the grant has already been approved, it will be assumed that the demands appraisal, end analysis, and public presentation appraisal for the undertaking have been conducted and it was determined that direction is the appropriate manner to work out the job. The 2nd measure is to measure the demands of the scholars. Morrison et Al. ( 2004 ) suggest taking a expression at three facets of the intended audience: a ) general features, or â€Å" wide placing variables such as gender, age, work experience, instruction, and ethnicity † ( p. 57 ) ; specific entry competences, or â€Å" prerequisite accomplishments and attitudes that scholars must possess to profit from preparation † ( p. 58 ) ; and larning manners, or â€Å" traits that refer to how persons approach larning undertakings and procedure information † ( p. 58 ) . For the undertaking, the instructional interior decorator must take into consideration who the scholars are. Are they traditional undergraduate pupils? Are there international pupils? Are they from Colorado? Depending on the features of the scholars, direction will be altered to suit their demands. The 3rd measure is the undertaking analysis. Morrison et Al. ( 2004 ) describe three methods for specifying the content: subject analysis, procedural analysis, and critical incidence analysis. A subject analysis â€Å" is used to specify the facts, constructs, rules, and regulations that will do up the concluding direction † ( p. 80 ) . For the undertaking, it is of import to happen the cardinal stuffs that are relevant to the direction. If the other module are from different subjects, each capable country will necessitate to analyse their ain list of subjects. The procedural analysis â€Å" aˆÂ ¦is used to analyse undertakings by placing the stairss required to finish them † ( p. 84 ) . Making walkthroughs with other module members functioning as subject-matter experts may be a good attack. The critical incidence method â€Å" aˆÂ ¦is used to place the content related to interpersonal interactions and attitudes † ( p. 96 ) . Because in many instances, the aim of an direction is for pupils to derive the accomplishments that experts in the field have acquired, the subject-matter expert becomes a important portion of the design. Therefore, it is necessary to sit down with the other module to better understand the conditions and grounds for which they do what they do and how they do it. Taking into consideration the results of the undertaking analysis, the 4th measure is to make instructional aims. Aims are â€Å" aˆÂ ¦a aggregation of words and/or images and diagrams intended to allow others cognize what you intend your pupils to accomplish † ( Mager, 1984, p. 3 ) . Kaufman ( 2000 ) suggests making an ideal vision, or â€Å" aˆÂ ¦in mensurable footings, the sort of universe we want to make together for tomorrow ‘s kid † ( p. 92 ) as a starting point. This may be a good recommendation, particularly in a big grant where people ‘s thoughts about the agencies by which they get to the ends may be different or may conflict. By placing an ideal vision, planning is set at the mega-level, safely beyond the boundaries of the grant, leting different positions to hold upon a common ends or result. When this is completed, aims for the grant can be written so that they align with the ideal vision. One of the issues in working with a big group of people is that, without clearly stated aims, after a piece, people may acquire off path. When aims are clearly stated, both those involved in making the direction ( i.e. , teachers, instructional interior decorators, capable affair experts ) , the stakeholders, every bit good as scholars to the full understand the purpose of the lesson or course of study. There are three types of aims: cognitive, psychomotor, and affectional. Typically, aims are written for the cognitive sphere, or â€Å" aˆÂ ¦objectives related to information or cognition, calling, work outing, predicting, and other rational facets of larning † ( Morrison et al. , 2004, p. 109 ) . Therefore, merely objectives for the cognitive sphere will be discussed here. A simple manner of retrieving how to compose aims for the cognitive sphere is by utilizing the mnemotechnic ABCD. A refers to the intended audience of the educational stuffs. B is the behaviour, public presentation, or cognitive procedure that will be demonstrated by the scholar as a consequence of the direction. You read "The instructional design process" in category "Essay examples" C is the status or accelerator by which the behaviour or cognitive procedures will be evaluated. D is any grade or standard that specifies and clarifies the B and C parts of the aim. Harmonizing to Morrison et Al. ( 2004 ) , aims can be behavioural aims or cognitive aims. If the aims are behavioural aims, it is recommended to province the terminal aim and any enabling aims that are aligned to those terminal aims. A terminal aim is â€Å" a major aim for a subject or undertaking † ( p. 116 ) . These aims tend to be more general and concentrate on the overall ends. Enabling aims are â€Å" the subobjectives that lead to carry throughing the terminal aims † ( p. 117 ) . These are more specific and may depict certain lesson activities or processs that are related to the acquisition undertaking. If higher order thought is one of the ends of the direction, it is recommended that the aims be classified in a taxonomy in order to guarantee that they are so mensurating higher degree ends, and are aligned to larning undertakings and appraisal. If the aims are behavioural aims in the cognitive sphere, the original Bloom ‘s Taxonomy is recommended ( Bloom, Engelhart, Furst, Hill, A ; Krathwohl, 1956 ) . If the aims are based on cognitive procedures, more recent theoretical accounts such as the one by Anderson et Al. ( 2001 ) or Marzano and Kendall ( 2007 ) are recommended. After aims are stated, the instructional design procedure involves sequencing of content â€Å" aˆÂ ¦in such a manner as to assist the scholar achieve the aims † ( Morrison et al. , 2004, p. 136 ) . Morrison et Al. ( 2004 ) suggest three methods: Gagne ‘s Prerequisite Method, Posner and Strike method, and Reigeluth ‘s Elaboration Theory Sequencing Method. Because it is hard to find sequencing without a discipline-specific lineation of the content, it is beyond the range of this paper to propose sequencing processs. However, for more information, it is recommended to reexamine Morrison et Al. ‘s subdivision on sequencing. The measure after sequencing involves finding the schemes for the direction. Morrison et Al. ( 2004 ) describes two types of schemes, bringing and instructional. Delivery strategies describe the grade of individualisation. These schemes can be individualized or group-paced. Instructional schemes â€Å" prescribe sequences and methods of direction to accomplish an aim † ( p. 150 ) . Such schemes are written to make direction that is effectual, efficient, and appealing. The writers describe assorted prescriptions for learning facts, constructs, rules and regulations, cognitive processs, psychomotor processs, interpersonal accomplishments, and attitudes. With schemes determined, the following measure is to make the message. Message design is the procedure â€Å" to fix the instructional stuffs by interpreting the instructional design program into a unit of direction † ( Morrison et al. , 2004, p. 174 ) . This includes the preinstructional scheme, schemes for signaling, and utilizing images and artworks in the direction. For the undertaking, one preinstructional scheme is a pretest to measure anterior cognition of the pupils. Cognitivist research workers believe that anterior cognition is an of import factor in finding how to maximise acquisition, or alteration in long-run memory. Another preinstructional scheme is merely saying aims at the beginning of the category. Overviews and progress organisers serve to place relevant subjects and content of the lesson. Signing is another scheme that is a portion of message design. Signaling is â€Å" aˆÂ ¦to design the message so that it is communicated efficaciously † ( Morrison et al. , 2004, p. 178 ) . Some suggestions for the undertaking include expressed signals or arrow words to assist scholars spot the most relevant stuff. Morrison et Al. ( 2004 ) states that this can be done through lists, comparings and contrasts, temporal sequencing, cause and consequence, and through definition and illustration. Typographic signals are those signals in the text that emphasize of import information. Paying attending to headers and layout, every bit good as changing the type will assist maximise pupils ‘ focal point. Using and pull stringsing images and artworks is the 3rd scheme of message design. Harmonizing to Morrison et Al. ( 2004 ) , images are good to understand abstract information and to demo spacial relationships. Pictures and artworks such as original art, cartridge holder art, or exposure may heighten acquisition. However, costs effectiveness and copyright Torahs are necessary considerations for its usage. In developing the existent direction, Morrison et Al. ( 2004 ) supply good recommendations. The first recommendation is to do the direction concrete. One of the major cognitive ends in direction is to assist pupils make mental theoretical accounts. By supplying illustrations and artworks, concrete and shorter text, and legion illustrations, pupils will be able to solidify the mental theoretical accounts, doing it easier to recover the information from long-run memory. The 2nd recommendation is to command the measure size. This means that the direction should flux from one subject to the other. Some of the schemes to maximise measure size is utilizing consistent nomenclature and doing mentions to antecedently learned stuff. Pacing is another issue that must be considered through changing the figure of illustrations and supplying amplification on subjects that may be confounding. Another major consideration is cognitive burden. Harmonizing to Lohr and Gall ( 2008 ) , cognitive burden theory is the â€Å" cognitive theoretical account of information processing that emphasizes a conceptual mental work load in understanding human idea † ( p. 86 ) . Harmonizing to Lohr and Gall, cognitive overload and underload may both hinder acquisition. Effective acquisition means that the instructional stuff can non over-burden the pupils ‘ working memory. The usage of multimedia in larning as it relates to cognitive burden has been researched extensively ( see Mayer, 2001 ) . It is of import to understand basic multimedia rules sing the usage of text, life, and narrative prior to their usage in direction. The last measure that needs to be considered is rating. As stated in the debut, all of these stairss are non-linear and iterative. As it will go apparent, the rating subdivision is no exclusion to this regulation. Morrison et Al. ( 2004 ) define three types of rating: formative, summational, and confirmative. The map of formative rating is â€Å" aˆÂ ¦to inform the teacher or planning squad how good the instructional plan is functioning the aims as it progresses † ( p. 240 ) . These types of rating provide feedback to the teacher, the instructional interior decorator, the stakeholders so that alterations can be made to better the direction. During the development of the undertaking, one-to-one tests are recommended. This involves proving out the direction on single scholars. As the bill of exchange of the direction becomes developed, small-group tests can assist the instructional interior decorator expression for strengths and failings in the design. When the design is co mpleted, field tests are conducted. This involves the existent execution of the direction in existent schoolrooms. Summational rating â€Å" is directed toward mensurating the grade to which the major results are attained by the terminal of the class † ( p. 243 ) . Issues that will be considered include effectivity and efficiency of acquisition, cost of development, attitudes to the plan, and long-run benefits. Finally, verification rating is done over clip. This is done by carry oning a follow-up rating ( p. 244 ) . Through questionnaires, interviews, observations and other records, effectivity of the direction can be evaluated and reflected upon. How to cite The instructional design process, Essay examples

Reflective Writing for Problem Solving Skills -myassignmenthelp

Question: Discuss about theReflective Writing for Problem Solving Skills. Answer: Introduction And Reflective Journal Scope Learning is a continuous process, which needs to be prioritized in the community. Globally, learning is considered a powerful tool to success, which has been proven by research over the years. My course has specifically helped me a lot, regarding differentiating between right and wrong, as related to intellectual fields (Smith 2015, p. 23). I am now well versed with different experiences, problem-solving skills and more so, increased knowledge. During my class, I specifically got to be fed with a lot of knowledge regards to the field of outsourcing in the business community. This is a phenomenon which takes place on a daily basis in our society. During my course, I realized that most organizations are keen to join with other more established entities in the industry to achieve their goals, meeting demand, acquire a large market share and more so, be able to retain consumers. The concept of outsourcing was not embraced currently, but it has been relevant in the traditional era of doin g business. This class has helped me learn a lot, and remain open-minded regarding what goes on around my environment, specifically in the business sector (Smith 2015, p. 13). This journal covers this area of learning in critical depth and presents a reflective analysis of main areas about what I have learned. Opinions about my learning experience are also provided, and a conclusion included wrapping up the entire aspect. Critically And Depth Of Learning Reflections Reflective Analysis Effectiveness and usefulness of the learning experience The learning process was advantageous all along. I was able to do a lot of things on my own, one of which I would initially rely on my peers for opinions and suggestions. This experience has helped me to become better and more diverse when it comes to searching for information. The learning experience has also helped me to realize the importance of literature in our learning process. The sources I managed to get for my research were secondary sources, which have been preserved either in the university library or on online platforms (Miller 2012, p. 14). I would consider this experience to be very effective especially since I am now able to do thing independently, search for information and judge what is credible and approved, as well as what is irrelevant and considered ambiguous in the research process. Judgments connected to observations I have made I would judge the entire experience as very fulfilling, and informative. I realized the extent of satisfaction I gained after completing my entire course (Christensen, 2015). This process is very informative as it has helped me gain knowledge and relevant experience, as well as an overview of what happens in the real business sector. The value of this experience is significant, as it has helped me gain a lot, and realize the ultimate value of education, research and overall learning in the society at large. How this learning process will be useful The field of business is dynamic and is a diverse platform which enables businesses and different individuals to share experiences, knowledge, ideas and come up with the most effective ways of achieving profitability in the long term (Creswell 2007, p. 12). This learning experience is bound to serve me in regards to my course, program, future career and life in general. In regards to my course, I will be able to think critically, and more so, come up with ideas on how I can handle tasks more effectively. Regarding my program, I will be able to achieve good grades which will help me raise the ladder of my future career (Silverman 2016, p. 31). Regarding my career, this learning process will help me to apply concepts I have learned in the professional world effectively. Life, in general, is all about idea sharing, innovation, idea generation and application of theories learned in class. The learning process will, therefore, help me to have a solid framework that I will effectively use in decision making in making life choices in the future. I intend to transfer and apply my new knowledge and insights in the future through first, passing them on to my juniors at the workplace, and even younger ones in different learning institutions. I intend to put my knowledge into practice by also coming up with practical and theoretical frameworks which will help in business and society growth in the future. Describe objectively what happened in the learning process During my learning process, I read about the challenges and opportunities which are associated with outsourcing, the concepts related to outsourcing in the Australian telecommunication sector, the impact outsourcing has had on the large telecommunication companies in Australia, the challenges who are faced by major telecommunication companies in the course of outsourcing, the direct benefits which are associated with outsourcing, as well as the indirect benefits and finally, the countries where telecommunication companies outsource jobs to (Cohen 2013, p. 43). I also went ahead to come up with different concepts which I read in different research sources about the topic in consideration. This learning process has been a growing experience for me, both intellectually and careers wisely. Evaluate what you learn Business research has been useful for my research learning process. I have come across a lot of aspects I did not initially know of, in the past. For example, I now understand how operations affect basic business processes. The whole business research process has opened my mind in regards to what happens in the business and research process (Salkind 2010, p. 54). Evidently, this field is highly convenient in trying to uncover different elements and practices in the society. The bottom line should be to establish a clear distinction of what is needed, and what is not to be prioritized in the business world. The observations I have made are very beneficial and related to my coursework. Explain your learning process: My learning process has been smooth and interesting. Gaining new skills is an achievement for any students, and I have not been exclusion. I have gained new insights into different aspects and ways. My knowledge about the business field and how to gather relevant information in the same field has been enhanced in different ways (Bryman 2015, p. 23). Through research, I have been enlightened that the business field can be as interesting as one need and makes it be. Conducting research is one of the most effective ways for any person to gather relevant information concerning any given field or topic. Before, I was not furnished will all the details and needs of conducting research (Neuman 2014, p. 8). However, I was familiar with the basics and formalities. Today, I am an enlightened student. I can conduct a research and at the same time have the capability to ensure that it meets all ethical guidelines and it meets the desired goals. Connection with other learning has also been enhanced. I have realized that when it comes to researching different fields, there are no major differences with researching business world (Blumberg 2014, p. 23). For example, I realized that any research must be furnished with facts and reliable information. After investigating, I realized that the requirements were not only effective in business but all fields. Therefore, I was able to connect with other learning, and now I am more diverse than I was there before. My feelings were in line with my desire to be a success in my field. Therefore, I was eager to pursue my course further and know more than I did before. I hypothesize that there are opportunities as well as challenges when it comes to outsourcing (Sachdeva 2009, p. 13). The reason why I did these particular activities was to increase my knowledge on matters related to outsourcing. In conclusion, the experience was interesting and educating at the same time. Explain Plan how this learning you will apply The research subject will affect my career in different ways. First, it will help me to advice on matters related to the research I conducted. Second, when I attain a leadership position, I will be able to make wise decisions related to outsourcing because I already know more about it (Best 2016, p. 12). I have been able to identify the challenges as well as the opportunities which are presented by outsourcing. Therefore, before I plan to use outsourcing in my organization, I will be able to know the challenges, and that will help me to know if they are worth implementing the outsourcing process or not. Conclusion My learning process in this particular course and subject affects my intellectual power. I must admit that the path might not be as easy as it may seem. However, a learning process can be challenging at times. But, what one gains is what matters a lot. What I have gained is worth the time and sacrifices. The course has assisted me to build my career and to ensure that in future, I become a person who can be trusted in conducting business. The activities which I have engaged in have been of so much help to me and my career. For example, the research has given me more insights about outsourcing. I have been able to have a deeper and widened reasoning on matters related to outsourcing than there before. Reference List Best, J. W. 2016. Research in education. Pearson Education India. Blumberg, B. F. 2014. Business research methods. McGraw-hill education. Bryman, A. . 2015. Business research methods. Oxford University Press, USA. Christensen, L. B. 2011. Research methods, design, and analysis. Cohen, L. M. 2013. Research methods in education. Routledge. Creswell, J. W. 2007. Designing and conducting mixed methods research. Miller, T. B. 2012. Ethics in qualitative research. Sage. Neuman, W. L. 2014. Basics of social research. Pearson Canada. Sachdeva, J. K. 2009. Business research methodology. Himalaya Publishing House. Salkind, N. J. 2010. Encyclopedia of research design (Vol. 1). Sage. Silverman, D. 2016. Qualitative research. Sage. Smith, J. A. 2015. Qualitative psychology: A practical guide to research methods. Sage.

I Am Not that Women, Poem by Kishwar Naheed Summary Essay Example

I Am Not that Women, Poem by Kishwar Naheed: Summary Paper Summary of I Am Not that Women (Essay) The poems I am not that women by Kishwar Naheed and women work by Mayo Angelou show the struggles of two black women from different cultures. Compare and contrast the two womens experiences. The two poems I am not that women by Kishwar Naheed and Women Work by Mayo Angelou are two examples of how black women were treated in these days. The poems come from two different backgrounds but each have similarities and differences. In this essay, I intend to compare and contrast the two poems to hopefully give a better understanding of the two poems, and show how the two women faced exploitation and oppression. The purpose of these poems is to highlight the lives and difficulties of women from other cultures and traditions. Poetry is the chosen medium for these two writers, it gave them a way to express there true feelings and opinions without the fear of getting abused for sharing them. Mayo Angelou is a highly respected and educated black American who is writing about the daily struggle of a working class woman. Her escape is her mind, her flight of fantasy, as she pleads to another women (mother nature) to release her. Kishwar Naheed is also a highly educated, successful woman who takes on the customs and traditions of her Asian background. Main Theme of the Poem I Am Not that Women We will write a custom essay sample on I Am Not that Women, Poem by Kishwar Naheed: Summary specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on I Am Not that Women, Poem by Kishwar Naheed: Summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on I Am Not that Women, Poem by Kishwar Naheed: Summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This poem I am not that women tells of the difficulties that a particular women faces in her struggle against a male dominated society (patriarchal). I am not that women is a poem by Kishwar Naheed, it displays the issues of discrimination against women and how men treated them. The title of this poem is a strong positive sentence I am not that women she (whether it be the poet or a made up women) is not the usual women who is treated harshly by men, she is the women who is going to stand up for the right of equal-ness! This gives the poem a bit of authority at the start. The stanzas are not of any regular pattern, the first stanza consists of 6 lines where as some of them are run on lines. The first stanza starts with I am which Is repeated variously around the poem, this gives a strong voice across to give enthusiasm to I am so the reader remembers this statement. It also gives the impression that this women is a person and she does exist, its stating a positive fact. I am is followed by selling you socks and shoes this is here to point out that she isnt just here for the mans benefit, to be here just to get the mans shoes and socks for them but here for their own benefit, to enjoy themselves. This sentence is ended with a exclamation mark, this is used for effect to give the sense of a strong statement being made. Another strong statement that is used throughout the poem is remember me this is again her plea to extinguish her existence. She is making herself the subject of this poem by always bringing herself into the topic remember me and I am. This statement remember me is followed by I am the one you hid in your walls of stone suggesting that this man that the poem is aimed at is trapping her at home and making her do the house work. not knowing that my voice cannot be smothered by stone although she is stuck in this house she will be heard no matter what and she makes the point of saying this. I am is again used at the beginning of stanza 2 but in a different way. The difference is a positive statement where she is recognises that she is an individual who cannot be abused. Instead of stating that she is the women, she states she isnt the women who was crushed by custom and tradition This statement recognises that men can treat women in an appalling manner knowing full well that men have the right to treat women how they wish. The word crushed is a very strong harsh verb, which shows the strengths of the oppression. Custom and tradition is being introduced in this stanza with the weight of custom and tradition she has no one or no where to turn to, the men in society can crush as every man does as its the custom and tradition to do so. This is another sign of entrapment and discrimination. The poet uses imagery in this stanza to again bring across the effects of this kind of treatment that light cannot be hidden in darkness this is a metaphor of light against dark. Light is a representive of the light of knowledge showing that women will one day break out of this trap and see the potential they can reach. After this proclamation remember me is repeated, another sign to draw attention to her plight, asking the men to remember her. There is a use of sexual imagery that reflects the tension between being loved and being owned. The imagery of flowers I am the one in whose lap you picked flowers and planted thorns and embers shows as she feels she has being picked, enjoyed for her beauty and thrown away. The word chains in this sentence show how she is chained, locked in her house only there for the use of men. Smother is another harsh verb that is used like crushed in stanza one bringing the feeling of death and entrapment. She could feel claustrophobic, she is stuck in this house twenty four seven only for the enjoyment of the man. This stanza as well as others uses short sharp lines for effect, this is here to represent how abruptly she says this, how quick she wants to say this and forget about the hurt she is facing. Repition again is used as an opening for stanza three with I am This stanza is aimed at how she feels she is being bought and then sold off, how she feels dirty because of this. Whom you bought and sold you can tell this women is educated by the language she uses in this sentence whom. In the name of my own chastity this man has obviously used her for sex, took her virginity off her and then thrown it back in her face. The value of virginity in Asian countries at this time was very strong. Women tended to keep there virginity until they were with the person they loved and wanted to spend the rest of there lives with, so being treated like this with a thing as precious as virginity has made this women so angry, made her feel like nothing, like dirt on the floor, but with all the trouble hes causing her she gets back up to fight again that I can walk on water when I am drowning Before this sentence she refers to the man as him not knowing that she is this strong that she can get back up when pushed down not knowing. Stanza four is different to any of the other stanzas, the poet is now addressing a different man, her father. I am the one you married off to get rid of a burden this tells us how she has being married off by her father so he doesnt have the responsibilities of her, this was called dowry, where the father of a women paid a man to marry her. The word burden is a common noun which is used to describe a thing, this women isnt a thing though, she is a person with her own personality her own freedom, her own way of living. The poet is always fighting with the thoughts of these men by using I am not and not knowing suggesting they dont know whats right and who she is. She uses not knowing again that a nation of captive minds cannot be free to suggest that this man and all other men are trapping these women and using them for indecent purposes. Stanza 5 ends the poem but with a slight change at the end. The word commodity is used at the beginning of this stanza to make out shes a thing that people trade in when they arent satisfied. My chastity, my motherhood, my loyalty There is no love shown here, this women is only wanted for her pureness, her ability to make children and her loyalty as a wife. This line follows off with a referral to stanza 2 now it is time for me to flower free this is stating she isnt going to keep being used for something as precious as her pureness, shes going to keep that special and keep it for someone who can treat it with the right respect. The perspective of the poem changes here with the use of alliteration and imagery of flowers, she is making a stand, setting her standards for the use of not just herself, but for women universal. The last 3 lines of this stanza tell the audience how she is making her peace the women on that poster, half-naked, selling socks and shoes she was that women who was bought and sold but now she is breaking free no no I am not that women this is a strong positive ending making it feel triumphant. The punctuation used here is for effect to make the poem move. The poem Women Work by Mayo Angelou expresses a more personal point of view towards work and life where as in I am not that women Naheed is writing for universal women in equality and Oppression that she sees from her own personal point of view. Mayo Angelou is writing from her own feelings, her own daily life and very narrow perspective. The poem Women Work by Mayo Angelou is about black women in rural living conditions and explains the work done by a woman. The poem starts with a tedious list of jobs using no punctuation to make the reading of the poem fast to reflect the pace of the day. This also show the types of work she has to do, including back breaking ones the cane to cut. This is a sing song effect to make this easy to read, as there is no time for detail with the amount of work she has to do, this stanza also includes rhyming couplets again to make it an easy read. The repetition of pro noun I reinforces how much she has to do in a day. This builds up a feeling of repition, tediousness and routine. The poet uses colloquial expressions to show nationality in this stanza with I gotta clean up this hut this too shows nationality with the word hut. This stanza reveals quite a lot about the women and her daily life, but this stanza is different to the others. The rhythm, structure and rhyme all change in stanza 2. The rhyme scheme is now ABCB, where instead off rhyming couplets we have the 2nd line rhyming with the 4th line. The rhythm changes as it goes a lot slower now, she is now describing what she wants not what she has to do. These changes are made when she begins to appeal for peace from routine, she wants this time to go slow thats why the rhythm has changed and isnt all fast like the first stanza. This stanza and the following refer to nature shine on me, sunshine rain on me , rain fall softly, dewdrops and cool my brow again She wants nature to cool her down to relax her, suggesting she is hot and bothered. She uses alliteration in her requests to bring across the amount of relaxment she wishes for. Its the same in the next three stanzas, each uses a part of nature to represent the feeling of harmony she wants. Stanza 3 uses the imagery of wind with storm, blow me from here with your fiercest wind let me float across the sky til I can rest again this shows an imagery of death with let me float across the sky til I can rest again, she doesnt want the hassle anymore of work she wants to rest and be peaceful without the stress of work. The next stanza is imagery of ice and snowflakes fall gently, snowflakes cover me with white cold icy kisses and let me rest tonight this also again has imagery of death with cold icy kisses suggesting the kiss of death put her to sleep again so she doesnt have to suffer with the overload of work any more. Nature is her friend, this is a positive image of the snow kisses this is a repeated request for coolness. Alliteration is used to emphaysis this request for coolness. Cold icy kisses, almost a sadness in her words. These lines show she craves relaxation. The last verse another list of natural elements sun, rain, curving sky mountain, oceans, leaf and stone star shine, moon glow this lists the natural elements. Life is just a routine a list of chores to do. Everyday is structured by the harsh reality of life. Very poetic language is used in its appeal, she looks to nature to ease her life. This is dreamlike vision. The only thing she can turn to is nature youre all that I can call my own she cannot call anything her own as she posses nothing but as the weather is neutral she can call it her own as its the only thing not giving her any stress! I have analysed these two poems and found a lot of similarities and differences between them both. Both poems come from different backgrounds and even though they are aimed at the same type of problem they come from very different perspectives. Women Work is a more personal point of view where as I am not that women is writing for universal women and sticking up for the rights of others. I Am Not that Women: Conclusion v The tone of both poems is very different as well I am not that women is a more strong voice with attitude and harshness whereas Women Work is more mellow but frustrated, this women is giving feelings of her daily lifestyle and the sadness she is being put through, she gives wishes as well, things she wants to feel. Both of these poems included metaphors, repition and alliteration for effect of feeling emotions. Women Work uses rhyming couplets and a ABCB rhyme scheme, which is not used in I am not that women, this poem goes without rhyme. The stanza length varies in each poem but Women Work has a regular pattern after stanza one with ABCB. I like theses two poems, I prefer I am not that women as it is more aggressive while Women Work relaxes near the middle and doesnt show as much anger towards the men of society. Times have changed in the last 60 years, Women are now not as discriminated as they used to be, men have more respect for them. It is to poets like Mayo Angelou and Kishwar Naheed that give us a sense of how women were treated and how times have changed for the better.

Hamlet - Critical Analysis

Hamlet - Critical Analysis Free Online Research Papers Why is Shakespeare considered to be one of the greatest playwrights of his time? Shakespeare lived in the Elizabethan era and had to write for an Elizabethan audience and theater. By todays standards, this was no picnic in the park. Under those circumstances, he wrote some of the greatest works in history. These works, still popular today, prove him to be a consummate dramatist. Shakespeare knew how to craft dramatic scenes full of external and internal conflict and emotion, something the Elizabethan audience delighted in; he also intertwined superstitions of this era and pageantry, which the Elizabethans also loved. Shakespeare creates external conflict between opposing characters to build tension onstage. When Hamlet and King Claudius interact in the second scene of Act I, tension builds: But now, my cousin Hamlet, and my son- A little more than kin, and less than kind. How is it that the clouds still hang on you? Not so, my lord, I am too much Ithsun. (1.2.65-68). While Queen Gertrude and Hamlet are heatedly discussing the unlawful marriage to Claudius, more tension builds between Hamlet and his mother: Have you forgot me? No, by the rood, not so. You are the Queen, your husbands brothers wife, and, would it were not so, you are my mother. (3.4.15-18). Shakespeare also creates internal conflict within Hamlet himself, using revenge, and a common theme of that time. It was expected of playwrights of the Elizabethan era to write plays containing the motive of revenge. He struggled with the decision to write Hamlet as a revenge play, and it is evident in the play that in Hamlets To be or not to be soliloquy which parallels Shakespeares ambivalence about the theme of the play: To be or not to be, that is the question: Whether tis nobler in the mind to suffer. The fair Ophelia! Nymph, in thy orisons be all my sins remembered. (3.1.63-78) Hamlet wants revenge when he thinks of his mother and her incestuous marriage to Claudius: Haste me to knowt, tha t I with wings as swift as meditation or the thoughts of love may sweep to revenge. (1.5.33-35). Hamlet doesnt want revenge when he sees King Claudius vulnerable while praying: Now might I do it pat, now he is a-praying. And now Ill do it. And so he goes to heaven; And so I am revenged. That would be scanned: A villain kills my father, and for that I, his sole son, do this same villain send to heaven. Why, this is hire and salary, not revenge. (3.3.76-83). Shakespeare whips up the emotion onstage by incorporating the conflict and tension between Hamlet, Queen Gertrude, his mother, and King Claudius, his uncle stepfather. Kinship and inheritance are very strong themes in Hamlet. Hamlets excessive emotion is focused on Gertrudes sexual relations with Claudius. Because their marriage is unlawful according to the era and it deprives Hamlet of his rightful succession (Jardine 39). According to the table of affinity, unlawful marriages that would conflict with possible inheritance would be, a mans marriage to his fathers wife, his uncles wife, his fathers wifes daughter (his sister), his brothers wife (i.e. Claudius and Gertrude), or his wifes sister (Jardine 40). Although none of these are blood ties, each creates questions over inheritance. In Hamlets case, his uncle Claudius marriage to his mother threatens his claim to inheritance. Hamlet, when talking alone with his mother, exclaims: Nay but to live in the rank sweat of an enseamed bed, Stewed in corruption, honeying and making love Over the nasty sty! (3.4.100-104). Hamlet, in a soliloquy, says to himself: O, within a month, ere yet the salt of most unrighteous tears had left the flushing in her galled eyes, She married. O most wicked speed! To post with such dexterity to incestuous sheets! (1.2.155-159). Shakespeare uses beliefs and superstitions of the era to entertain and relate to his audience. Realizing the rift between Catholics and Protestants in his day, Shakespeare requests his audience to a belief in ghosts as a major necessity to understanding the play. Catholics, at the time, believed that ghosts came from purgatory and were the souls of the departed (Bloom 24), while Protestants believed that ghosts came from hell and were the devil who had assumed the shape and appearance of the dead (Bloom 24). While Marcellus, Horatio, and Barnardo are on guard duty, they spot King Hamlets ghost: But soft, behold. Lo, where it comes again. Ill cross it though it blast me. Stay illusion: For which, they say, you spirits off walk in death. (1.1.139-140; 152). When a scene like the previous, occurred onstage, Shakespeare let his audience know the ghost from everyone else by having the ghosts costume be in a ghostly fashion. Ghosts were trained to speak in a slow, high-pitched, portentous tone (Charney 25); whether or not the ghost was wailing while moving onstage is unknown (Muir and Schoenbaum 35). Pageantry and military content is something else Elizabethans expected to appear in their plays. Elizabethans loved blood and gore. This gave Shakespeare a good basis to incorporate this theme into Hamlet: The play begins on guard; Denmark is a warlike state; in Act III, scene IV in the event in which Hamlet kills Polonius displays a bloody and grotesque picture. Staging and scenery were very important concepts for Shakespeare when writing a play. In early years of Shakespeares time, plays were performed for audiences in courtyards of city inns and for upper class, in the great halls of institutions (Lamb 12). This concept didnt apply to Shakespeare when writing Hamlet; public theaters were built and being used. They plays staging actions and written text are a combination of courtyards, halls, and public theater stages (Lamb 12). The conventions of soliloquy allow characters to address the audience directly, outside of the dialogue form (Charney 39). The construction of Shakespeares apron stage helped to give soliloquy its complete efficiency. On this large stage that extended all the way into the middle of the pit, an actor could come downstage to address the spectators in a tone of confidence (Charney 39). Due to limitations in lighting in Elizabethan England, Shakespeare used certain theatrical conventions to accommodate these circumstances so that his audience would know what time of day or night it was; torches were brought onstage; candles were lit; poetry was used to describe the time and setting. Barnardo, arriving to guard the tower, says to Francisco: Tis now struck twelve. Get thee to bed, Francisco. (1.1.7). Barnardo says to Horatio and Marcellus of when the ghost left at daybreak: It was about to speak when the cock crew. (1.1.164). In Shakespearean theater, a scene does not necessarily take place in a certain geographical place. It is described by the words of the actors. Very little was done to create the illusion of a place. Painted, movable scenery was not in general use until the end of the seventeenth century, so that the understanding of a scene as a location does not hold for Elizabethan drama (Charney 95). To overcome this obstacle, Shakespeare lets his audience know the setting by the words of his characters. He defines the setting, Denmark, in the words of the men on guard in the opening scene of Act I. Without the requirements of located places, Shakespeares scenes can move easily into each other in an uninterrupted sequence. There isnt any need for changing scenes; any needed props were thrust onto the stage. Shakespeares plays maintain a quick pace, unimaginable in a modern production (i.e. Hamlet was completed in two hours). The advantage to having such a short play is that the dramatic effect can be intensified and the audience is able to feel the full effect of the climax. Players in the Elizabethan era were of vast importance to the outcome of the play. Shakespeare displays this importance in Hamlet with references to the players of that time. The entire scene ii of Act III is based on the players and the play that Hamlet has rewritten to be performed for the King. Also in this scene is mention of Shakespeares rivalry, The Lord Admirals Men. Shakespeare mentions, too, the children players of the Black friar theater; they were harsh competition then. Rosencrantz says to Hamlet while discussing players and the theater: there is, sir, and eyrie of children. (2.2.336). When Shakespeare sat down to write his plays, he knew the limitations that he was faced with, limitations that modern-day authors would have a hard time accepting; yet, he leaps over these walls and presents us with masterpieces of art. Due to scenery and staging complications, there werent any breaks between scenes, as there are in todays productions. To Shakespeare, these types of scenes made no difference, they were just numbers of different groupings of, people carrying on the actions of the play (Lamb 13). The exact origins of Hamlet are unknown, but it is believed that Shakespeare cut, pasted, and edited tales before his time that resembled Hamlet. One story can be traced back to the Danish chronicle of Saxo Grammaticus (thirteenth century). This account was printed in Latin in 1514 (Lamb 14-15). Another version of Hamlet is Belleforests Historic Tragiques of 1582; this version is based on Saxo with a few minor changes. It was translated into English in 1608 as The Historic of Hamlet (Lamb 15). It is believed that Shakespeare was familiar with both Saxo and Belleforest’s tale of Hamlet; his only son was christened Hamnet in 1585 (Hamnet is one spelling of Hamlet) (Lamb 15). Another origin of the name Hamlet is believed to be from a young girl, Katherine Hamlett, who drowned near Stratford when Shakespeare was, sixteen. Her drowning occurred under circumstances very similar to those of Ophelia (Bloom 96). Similarities between the Earl of Essex (Shakespeares supposed lover) and Hamlet have also been commonly pointed out (Bloom 96). Shakespeare, as a dramatist, uses many different literature elements in his plays. The story of Hamlet came out in the seventh century, but in Shakespeares version, Hamlet attends Wittenberg, a university founded in 1502 (Lamb 18-19). Shakespeare uses irony and dramatic irony: In scene iii of Act III, Hamlet thinks Claudius is kneeling to make his peace with God, but actually, Claudius is realizing that he cant repent and evil is the only path for him. The King says to Laertes: O, That we are made of stuff so flat and dull. (4.3.33). Although faced with the many great challenges that playwrights faced in the Elizabethan era, Shakespeare proves himself worthy of the Elizabethan audience and also shows that he is a consummate dramatist in that his works are still being read and performed today. Research Papers on Critical Analysis of HamletLegalization of Same Sex MarriagesConflict Resolution TacticsThe Story of Beatrix PotterHenderson the Rain KingBooker T. Washington, W.E.B. Du Bois, Ida B. Wells-BarnettThe Broken FamilyEmmett Till BiographyMy Writing ExperienceThe Gnostic JesusAmerican Central Banking and Oil

Mummy and Painted Cartonnage of an Unknown Woman Essay

Mummy and Painted Cartonnage of an Unknown Woman - Essay Example This can be revealed through the decorative funerary rituals that were done during the time. These practices reveal the fascination and the obsession of the people on immortality. One way through which this can be revealed is through the mummifications and decorations that could be found in museums. One of these beliefs and customs are revealed through the mummy and painted Cartonnage of unknown woman The mummy and painted Cartonnage of unknown woman looking upwards is made up of decorated layers of linen and plaster (The Walters Museum par 1). These are made into a shape of a woman. However, the woman is not known. It was believed that the mummy would sustain the life of the dead woman when it comes back. The mummification contains decorations all over. The mummy also contains a decoration of floral wreath on the wig, a winged scarab beetle and a broad collar (The Walters Museum par 1). The mummy also has decorations that include four men who are standing facing one direction. The f our men represent the four sons of Horus. According to the Egyptian culture, the four sons of Horus are associated with protection. They offer security from any threat. This further reveals the fact that the ancient Egyptians believed on immortality of the soul. This is revealed by the act of providing protection for the dead; in this case who are represented through a mummy. The decorations also include the boat of the funerary deity Sokar. This boat was a sacred one. The sacred boats are very significant to the ancient Egyptian culture. They were usually used when the gods were brought out from their sanctuaries where they processed before the public. The decorations on the mummy of the unknown woman also include a mummy of Osiris who is lying on a funerary bed. This reveals the importance of the god to the dead people. The God of Osiris was important for the protection of the dead. The mummy also contains a decoration of a divine falcon god. The falcon god is among the most impor tant gods of the Ancient Egypt. The divine falcon god is considered as the divine personification of the kinship of Egypt (Nicholson and Shaw 156). The god was also a representation of the god of heavens. In the ancient Egyptian culture, Horus relates to the Egyptian divine kingship. It was representation of the last king who has ever ruled in Egypt. Since the living king was Horus, when he died the new king would usually become the new image of Horus and the dead king would become Osiris (Nicholson and Shaw 185). The decoration on the mummy and painted Cartonnage of unknown woman also contains a short hieroglyphic text, which contains an offering formula. The burial customs that were observed in the ancient Egypt were meant to ensure immortality after death. All the rituals performed were believed to contribute to the immortality of humanity. This was the main reason why they preserved the bodies through mummification. In addition, the dead would be accompanied with the things the deceased would need afterlife. The mummification process usually took a period of 70 days. The internal organs were usually removed from the body after which the body was desiccated using a special kind of salts. The body could then be tied with linen. The latest mummies were also kept inside painted Cartonnage mummy cases. Therefore, the mummy of an unknown woman is more recent since it was made using the latest mummification technology that was used then. According to the ancient Eg

Rousseau's Idea of Amour-Propre Essay Example | Topics and Well Written Essays - 3500 words

Rousseau's Idea of Amour-Propre - Essay Example This theoretical research on defining amour-propre would highlight on the causes and consequences of 'self-love' in the light of political philosophy. We would analyse the claim that why amour-propre has been a complex ontological process that negatively undermines community and civic harmony and why it is perceived in quest for honor to be superior to others, particularly in liberal societies. 'Amour propre' and 'amour de soi-meme' are two different works of Rousseau which differ in their nature in which they are presented and their effects and must not be perceived alike (Bertram, 2003, p. 22). Amour-propre is an evil effect of amour de soi-meme (self love) which in itself holds a natural innocence for it is close to nature and inclines every living being to be attracted towards its self-preservation. Self-love in contrast to amour-propre respects humanity and does not consider worldly or materialistic ambitions, thereby producing virtue. Amour propre is the ultimate production of society, ruled by the society, and deceived by the society which governs a set of principles to be established for acquiring the genuine source of honor. On contrary 'self-love' is close to nature, ruled by the nature and appreciated by God and is responsible for bringing the true contentment of the human being. Rousseau's innovative social ontology revolves around the ongoing competition for self-esteem which suggests various dimensions central to understand amour-propre. The first dimension presents before us the reason for social survival that is unalterable to the extent which pressurises the individuals to come together to construct lives with shared understandings and institutions. The cause for social survival has itself causes and consequences, as social existence possess meaning for others in society which in turn reveal important truths about themselves. Truth reveals about the development of self-conscious life which in turn cause the individuals to seek their own identities in the light of worldly materialism which by becoming part of a group compare themselves with other members of the society. Causes for social survival to name a few includes sharing commonalities with other members, competition for self-esteem, motivation by honor and so on. Though Rousseau succeeded in naming the categories of 'self-love' but where he failed to acknowledge the application of 'self-love' was the area of 'self-exploration'. With 'self-exploration' comes 'self-knowledge' and awareness for which Rousseau never denied that he used self-examination as a means to generate universal knowledge, however he portrayed that self-exploration is something deeply related with self-knowledge. One can consider self-knowledge to be one of the major consequence for social existence, where Rousseau often portrayed himself as unable to inspect the true source of knowledge, since when he considered that knowledge is from the self, he never meant to exactly oppose

Business Game As A Training Method

Business Game As A Training Method The use of lecture, handout, case studies, coaching, and other methods are very common for the training purposes. Each of the method has its own specific usage and yet it also consists of its limitation. Business games are different from the traditional training method and it has now shown to be a valuable and enjoyable teaching tool. They allow the participant to be involved directly instead of just hearing or reading how to do something (Gilgeous, Dcruz, 1996). According to Fortmà ¼ller 2009, business game is one of the most important methods to acquire technical and problem-related knowledge. With the adequate set up, business games able to be a practical teaching-learning arrangement that combine both the natural predisposition of the players with planned and directed knowledge acquirement. Under a suitable learning condition together with an appropriate structure and dynamic of games, the player would be able to acquire new skills and knowledge. However, it is not possible to include all knowledge and skills into one game. Therefore, it would be the best to carry out several games instead of one. There are few business games that are famous among UPM students such as LOrà ©al Brandstorm and OSK Investment challenge. These games gave the students a good opportunity to take on the role as a marketing brand manager or learn more about the capital market to put their knowledge to test. Although using games as a tool for training purpose may sound attractive, but there are also few negatives consequences from it. Therefore, it should always be remember that there is no single tool is perfect and extremely effective. 2.0 Advantages of business game: With globalization growing rapidly and advancement of technologies, more organizations are using computer based simulations instead of the traditional board games used for business training. Although times have changed, business games are still a preferred tool in training employees. The various advantages of business games ability to simulate the whole organization provide a better perspective than other training methods. 2.1 Real world experience The advantage of business games is that it provides hands-on experience in business related practices and problem solving from the real world. It is designed to let participants experience real job requirements in order to prepare them for the future. Participants are given real business scenarios and will try to solve the various problems using the knowledge that they possess and the new training input. As players get to face challenges from the business world, they will be able to acquire better understanding about the real world job requirements. According to Fortmuller, (2007), repetitive actions through a certain activity will lead to the gain of skills known as procedural knowledge. By exposing real situations to employees, they will be able to improve themselves. 2.2 Improve leadership and management skills Participants in business games will be able to hone their skills to a higher degree after repeatedly playing the game (Gonen, Brill, Frank, 2009). Because business game involves constant interacting with group members and solving problems using suitable strategies, an employees leadership and management skills will improve. Participants will experience the real world emotions through the business game when interacting and coordinating among fellow group members. Building bonds and expending networks with people can be a good side effect from business games as it will be useful in the future. Employees will be given the chance to lead teams and manage projects through the simulation of real world business which ultimately improves their performances. 2.3 Faster learning time The advantage of business game is that it can provide multiple training in a short period of time for the participant. By compressing time, the participants of business games will learn at a faster rate compared to normal training methods. By taking part in business games, participants can learn, apply and adapt at the same time, thus shortening the time of learning. The compressed topics intended for learning will be absorbed easily by the participants as they can physically and psychologically experience it. 2.4 Enjoyable way of learning Another advantage of business game is that it encourages active learning among the participants. With their high involvement rate in the business game, it encourages learning compared to passive involvement. As business game creates a fun and laidback atmosphere, participants will embrace the training program willingly and thus increases the success of the training (Gilgeous DCruz, 1996). Business game helps to lower the perceived threat level of a participant which later creates a clearer picture of the intended outcome. Participants will also more creative as the informal environment makes it okay for making mistakes. Improve memory retention Business games also have the advantage of retaining information and memory learnt by participants. The information of the training are easily absorbed and remembered by participants, this is because real business situation are presented in an exhilarating way. When participants are given the opportunity to practice analytical techniques in a comfortable and supporting environment, they will improve memory detainment by 70%. Through constant feedback from decisions made, participants will be able to improve learning as they learn from their mistakes. Using business game as a training tool will boost the memory of participants as feedback through successful or non-successful decisions made. 3.0 Disadvantages of business game: Since business game gives the company so many advantages, it may seem like the obvious way Reason to choose this training method compared to the rest. However, no training method is perfect and business games also have some setbacks. 3.1 Oversimplifications of reality A disadvantage of business game is that the game scenario is just modified from the model of reality. The learning outcome is hard to measure from the contribution of business game training method because simulation alone cannot accurately represent the real world which has more challenges and changes. The business game lacks verisimilitude for the player to learn true experience. 3.2 Limitation of learning effectiveness Meanwhile, another drawback for business games would be oversimplification of the business world compared to the real world; which is more complex to model accurately and this may limit potential learning. Business game is regarded as an educational medium but it has limitations in learning effectiveness, (Stainton, Johnson, Borodzicz, 2010). This is because the game only chooses some aspect and phenomena from reality which can be limiting the players area to discover the knowledge and skills into consideration in the game scenario. 3.3 Players decision lack of responsibility Moreover, the players might lack responsibility for their decisions which are made in the simulation game because the games outcomes do not affect the real situation of a player or other people. For instance, a players financial situation in the game do not influence the players financial in the real world. So, the players might not take it seriously on the decision making in the business game. 3.4 Costly Designing a valid and reliable business game is costly. The costs include designing a high quality model of business game, materials, finding qualification designers and facilitators. The simulation implementation needs to be designed as well and suggest several considerations, (Stainton et al., 2010). At the same time, designing a high quality model and implementing the business game with validity and reliability is problematic, which might cost the organization millions in expenses. There are many considering essential criteria such as complexity and realism of representation, depth of content, and method of implementation, (Stainton et al., 2010). On the other hand, finding the qualification facilitators also is a challenge because the companies have to pay extra to trainer hire qualification facilitators so that they can give the right directions and instructions to control the situation with strategically and effectively toward achievement of a desired goal (Kato, 2010). 3.5 Di ¬Ã¢â€š ¬er signi ¬Ã‚ cantly of participants behaviors and poses in real life Participants may act different from their behaviors in real life. Additional, they might not get involved in training games fully and lacking attention in the game will lead to breaking rules which might cost the objective of the training. 3.6 Game is consider as an entertainment than as education Most the participants of the business game are mature people and it is hard to control their perception of the business game as mere fun and fad than learning; this can be compromise the result of educational validity. Sometimes business game has been used to fill time and do not bring out any value outcomes. So, this factor can lead to wasteful of money and time for the companies who have to spend unnecessary cost. 4.0 Condition Running a business game requires no specific condition. It can be a simple board game or a professionally constructed simulation game. Although business game can be one of the simplest to implement and cost effective, the result from the kind of business game may differ. Thus, to determine which conditions used we should refer to the following procedure. First, determine the problem that an organization face and identify the objectives that wish to be accomplished. One of the ways to determine the goals of the training can be done through the Training Need Analysis. It will help to find out who need which type of training and under what condition. Next is choosing the most suitable business game based on the objectives to maximize the learning outcome among employees. The business game chosen may be simple as long as it can support the intended training objectives. By selecting a suitable game that can meet the objective and consider the possible constrain such as budget, place setting, and method, it will let the organization train employees in the wanted areas. After choosing what kind of business game, the organization has to apply it. The correct implementation will also affect the outcome of the training program. Although the right method of training is chosen, poor organization and weak enforcement may comprehend the effect of the business game. Monitoring the game process and ensuring it achieves the objective requires good implementation. The final step in carrying out a business game is evaluation. Evaluation is important because it determines whether the business game succeeds in achieving the objectives. The training of employees will be evaluated to gauge the effectiveness of the business game conducted. The use of Donald Kirkpatricks evaluation model is used to evaluate the outcome of the game. If the outcome is not favor then it has to change certain condition of the game. 5.0 Conclusion In conclusion, it is not easy to conduct a successful business game as it needs a lot of effort from the company to create an effective game. The most effective games to users must be those able to maintain interest, effective, teach a concept and enjoyable (Gilgeous et al., 1996). Beside that it should also be develop based on the companys business environment and strategy.

A Game of Thrones Chapter Seventeen

Bran It seemed as though he had been falling for years. Fly, a voice whispered in the darkness, but Bran did not know how to fly, so all he could do was fall. Maester Luwin made a little boy of clay, baked him till he was hard and brittle, dressed him in Bran's clothes, and flung him off a roof. Bran remembered the way he shattered. â€Å"But I never fall,† he said, falling. The ground was so far below him he could barely make it out through the grey mists that whirled around him, but he could feel how fast he was falling, and he knew what was waiting for him down there. Even in dreams, you could not fall forever. He would wake up in the instant before he hit the ground, he knew. You always woke up in the instant before you hit the ground. And if you don't? the voice asked. The ground was closer now, still far far away, a thousand miles away, but closer than it had been. It was cold here in the darkness. There was no sun, no stars, only the ground below coming up to smash him, and the grey mists, and the whispering voice. He wanted to cry. Not cry. Fly. â€Å"I can't fly,† Bran said. â€Å"I can't, I can't . . . â€Å" How do you know? Have you ever tried? The voice was high and thin. Bran looked around to see where it was coming from. A crow was spiraling down with him, just out of reach, following him as he fell. â€Å"Help me,† he said. I'm trying, the crow replied. Say, got any corn? Bran reached into his pocket as the darkness spun dizzily around him. When he pulled his hand out, golden kernels slid from between his fingers into the air. They fell with him. The crow landed on his hand and began to eat. â€Å"Are you really a crow?† Bran asked. Are you really falling? the crow asked back. â€Å"It's just a dream,† Bran said. Is it? asked the crow. â€Å"I'll wake up when I hit the ground,† Bran told the bird. You'll die when you hit the ground, the crow said. It went back to eating corn. Bran looked down. He could see mountains now, their peaks white with snow, and the silver thread of rivers in dark woods. He closed his eyes and began to cry. That won't do any good, the crow said. I told you, the answer is flying, not crying. How hard can it be? I'm doing it. The crow took to the air and flapped around Bran's hand. â€Å"You have wings,† Bran pointed out. Maybe you do too. Bran felt along his shoulders, groping for feathers. There are different kinds of wings, the crow said. Bran was staring at his arms, his legs. He was so skinny, just skin stretched taut over bones. Had he always been so thin? He tried to remember. A face swam up at him out of the grey mist, shining with light, golden. â€Å"The things I do for love,† it said. Bran screamed. The crow took to the air, cawing. Not that, it shrieked at him. Forget that, you do not need it now, put it aside, put it away. It landed on Bran's shoulder, and pecked at him, and the shining golden face was gone. Bran was falling faster than ever. The grey mists howled around him as he plunged toward the earth below. â€Å"What are you doing to me?† he asked the crow, tearful. Teaching you how to fly. â€Å"I can't fly!† You're flying tight now. â€Å"I'm falling!† Every flight begins with a fall, the crow said. Look down. â€Å"I'm afraid . . . â€Å" LOOK DOWN! Bran looked down, and felt his insides turn to water. The ground was rushing up at him now. The whole world was spread out below him, a tapestry of white and brown and green. He could see everything so clearly that for a moment he forgot to be afraid. He could see the whole realm, and everyone in it. He saw Winterfell as the eagles see it, the tall towers looking squat and stubby from above, the castle walls just lines in the dirt. He saw Maester Luwin on his balcony, studying the sky through a polished bronze tube and frowning as he made notes in a book. He saw his brother Robb, taller and stronger than he remembered him, practicing swordplay in the yard with real steel in his hand. He saw Hodor, the simple giant from the stables, carrying an anvil to Mikken's forge, hefting it onto his shoulder as easily as another man might heft a bale of hay. At the heart of the godswood, the great white weirwood brooded over its reflection in the black pool, its leaves rustling in a chill wind. When it felt Bran watching, it lifted its eyes from the still waters and stared back at him knowingly. He looked east, and saw a galley racing across the waters of the Bite. He saw his mother sitting alone in a cabin, looking at a bloodstained knife on a table in front of her, as the rowers pulled at their oars and Ser Rodrik leaned across a rail, shaking and heaving. A storm was gathering ahead of them, a vast dark roaring lashed by lightning, but somehow they could not see it. He looked south, and saw the great blue-green rush of the Trident. He saw his father pleading with the king, his face etched with grief. He saw Sansa crying herself to sleep at night, and he saw Arya watching in silence and holding her secrets hard in her heart. There were shadows all around them. One shadow was dark as ash, with the terrible face of a hound. Another was armored like the sun, golden and beautiful. Over them both loomed a giant in armor made of stone, but when he opened his visor, there was nothing inside but darkness and thick black blood. He lifted his eyes and saw clear across the narrow sea, to the Free Cities and the green Dothraki sea and beyond, to Vaes Dothrak under its mountain, to the fabled lands of the JadeSea, to Asshai by the Shadow, where dragons stirred beneath the sunrise. Finally he looked north. He saw the Wall shining like blue crystal, and his bastard brother Jon sleeping alone in a cold bed, his skin growing pale and hard as the memory of all warmth fled from him. And he looked past the Wall, past endless forests cloaked in snow, past the frozen shore and the great blue-white rivers of ice and the dead plains where nothing grew or lived. North and north and north he looked, to the curtain of light at the end of the world, and then beyond that curtain. He looked deep into the heart of winter, and then he cried out, afraid, and the heat of his tears burned on his cheeks. Now you know, the crow whispered as it sat on his shoulder. Now you know why you must live. â€Å"Why?† Bran said, not understanding, falling, falling. Because winter is coming. Bran looked at the crow on his shoulder, and the crow looked back. It had three eyes, and the third eye was full of a terrible knowledge. Bran looked down. There was nothing below him now but snow and cold and death, a frozen wasteland where jagged blue-white spires of ice waited to embrace him. They flew up at him like spears. He saw the bones of a thousand other dreamers impaled upon their points. He was desperately afraid. â€Å"Can a man still be brave if he's afraid?† he heard his own voice saying, small and far away. And his father's voice replied to him. â€Å"That is the only time a man can be brave.† Now, Bran, the crow urged. Choose. Fly or die. Death reached for him, screaming. Bran spread his arms and flew. Wings unseen drank the wind and filled and pulled him upward. The terrible needles of ice receded below him. The sky opened up above. Bran soared. It was better than climbing. It was better than anything. The world grew small beneath him. â€Å"I'm flying!† he cried out in delight. I've noticed, said the three-eyed crow. It took to the air, flapping its wings in his face, slowing him, blinding him. He faltered in the air as its pinions beat against his cheeks. Its beak stabbed at him fiercely, and Bran felt a sudden blinding pain in the middle of his forehead, between his eyes. â€Å"What are you doing?† he shrieked. The crow opened its beak and cawed at him, a shrill scream of fear, and the grey mists shuddered and swirled around him and ripped away like a veil, and he saw that the crow was really a woman, a serving woman with long black hair, and he knew her from somewhere, from Winterfell, yes, that was it, he remembered her now, and then he realized that he was in Winterfell, in a bed high in some chilly tower room, and the black-haired woman dropped a basin of water to shatter on the floor and ran down the steps, shouting, â€Å"He's awake, he's awake, he's awake.† Bran touched his forehead, between his eyes. The place where the crow had pecked him was still burning, but there was nothing there, no blood, no wound. He felt weak and dizzy. He tried to get out of bed, but nothing happened. And then there was movement beside the bed, and something landed lightly on his legs. He felt nothing. A pair of yellow eyes looked into his own, shining like the sun. The window was open and it was cold in the room, but the warmth that came off the wolf enfolded him like a hot bath. His pup, Bran realized . . . or was it? He was so big now. He reached out to pet him, his hand trembling like a leaf. When his brother Robb burst into the room, breathless from his dash up the tower steps, the direwolf was licking Bran's face. Bran looked up calmly. â€Å"His name is Summer,† he said.