Prayers in Schools Essay Example for Free

Prayers in Schools Essay My name is Ericka Jaid Laurett heil. I have long brown hair and I have blue eyes and I am 5’6. My interests are drawing, playing Xbox, babysitting, watching family guy, and sleeping. My expectations for myself are to pass high school not failing any classes. I was close to failing my expectation because I failed math. But I took credit recovery and got the credit! I wish to be a pediatrician because I love kids and helping them and making them happy. Activities that I enjoy are volleyball, basketball and I used to play soccer but my knees and ankles are bad. My mom’s name is Janda-lynn laurett heil, my dad’s name is Adam Jack Heil, my older sister’s name is Devon Brooke Heil, and my younger sister’s name is Emily Mable Clara Heil. I am the middle child of the family. My family grew up around Bobbi and Tom pitkanen. I called them auntie and uncle all the time. We used to go camping every year at a little campsite we made on an island down the Dryden highway. I actually thought that we were related but recently I found out they are just a close family friend. Also, my best friend’s grandmother lives beside me and I talk to her about everything! Sometimes I just go there and talk to her, and sometimes she comes by my house and chats for a bit. My best friend’s grandmother knows more about me than my mother. Well I have a very strong relationship with my dad’s mom. My mom’s mom left and turned against my family because of something personal that happened in the past. My grandma heil has always been there for my mom and me and my sisters and my dad and even our family friends! She has great advice and is such a nice woman. A couple years ago she was on the phone with my uncle and she had a brain aneurism and collapsed while she was on the phone. She got shipped to Winnipeg and had surgery Everyone in my family was so upset. She is probably the only grandparent or person in my mom and dad’s side of the family that was actually there for our family and helped us through rough times. She is my bestfriend. My relationship with my sisters is okay at times. I love my sisters but they both bother me. My little sister gets me so mad you don’t even know. I beat her up all the time and when I say beat†¦ I actually mean beat. : P I can kinda tap her with my shoulder and I’m being dead honest she screams and runs to my mom or dad. Its like she’s scared of me or something. My older sister always waits till I leave the house and she steals all my clothes and says there hers. She’s lucky she has a child, I would never beat her up in front of her baby. She is my only sister that I actually trust and can tell stuff to. I was always there for her when she needed help when we were younger, so I trust her with a lot. They are important to me because they are family. If anyone were to hurt them I would honestly beat the person up. I have done that for my little sister already. I don’t like her friends and they know not to do that kind of stuff to my family. My family has helped me with my volleyball sport choice. They have paid for all my volleyball travels and my shirt’s and all that fun stuff. They were the ones that told me about the viper’s volleyball team in grade 8. I tried out and made both cuts so I was on the team! We travelled to Kenora and to a town outside of Winnipeg. I was with a lot of my friends and it was so much fun. We competed in tournaments again kids nowhere near here. I have been told I am great at playing volleyball and that I should try out for the volleyball team. I wanted to but I never had the good grades and the perfect attendance for that. They helped me to become the person I am today. To be strong and stick up for what I believe. That’s why I’m such a smart mouth. I get it from my daddy. Well before I came into high school my family and a close family friend’s family would go to a campsite thing that we made on an island down the Dryden highway. We would stay there and camp for at least a week. Other then that I don’t really know any other things that my family does together. I don’t socialize with my family and if I do it’s Devon or it’s because I want something. I don’t really ever leave my bedroom unless I have to go to the washroom, I’m hungry, I have to do the dishes, I’m babysitting, or I leave the house. Well in my future family I’m going to continue to go camping every year and I don’t really know what else to do. I kind of keep to myself in my house so I don’t really know what my family does that I could continue in my future family. That is all I have to say about my family and my life really. I love my family and my friends and I don’t know what I would do without them.

The Concept Of Teaching Practicum

The Concept Of Teaching Practicum Teaching practicum concerns preparation of teachers and its use has embraced all the learning experiences of student teachers in schools. The purpose of reviewing related literature is to explore ideas of teaching practicum. This review will discuss three main ideas, namely, overview of the concept of beliefs and teaching practicum, theoretical framework and related research studies. 2.1 The concept of teaching practicum Teaching practicum is almost universally accepted today as the climax of a teachers professional preparation in pre-service teacher education programs. According to the studies of Gower Walters (1983), the teaching practice programme is the major essential component in professional education. Teaching practicum is defined as those periods of continuous practice twelve weeks (depends on the particular teacher training college or university) in school constitute an obligatory part of the course in colleges or universities of education. This period of practical experience is also called by various term, clinical experience, student teaching, teaching practice as well as practicum. During the teaching practicum, student teacher conducts classroom lessons and performs the duties of a teacher in school. According to the Teacher Training Division Guidelines on practicum for pre-service teacher training (2005), teaching practicum provide opportunities for student teacher to practice theories in teaching and learning practices and to develop individual teaching and learning theories. The main aim of teaching practicum is to produce effective school teachers and not merely classroom teacher. Student teachers are also provided with opportunities for a variety of encounters with children in schools. This means that student teachers are not only know how to teach effectively in class but are also able to handle co-curricular activities as well. In short, teaching practicum programme is to equip future teachers with the essential experiences which can lead to the development of their professional competencies. Teaching practicum aims for student teachers to master and practice all the concepts, principles, skills and values in order to become a professional teacher. 2.2 What is belief ? According to Michaela Borg (2001), belief is a proposition which may consciously or unconsciously held, is evaluative in that it is accepted as true by the individual, and there imbued with emotive commitment; further, it serves as guide to thought and bahaviour. On the other hand, Fishbein and Ajzen (1975) define belief as information, factual, and nonfactual cognitions. Cognition is described as what someone knows or assumes to be true (Berkowitz, 1980, p. 275). No matter what is ones belief, the beliefs still play an important role in many aspects of teaching, as well as in life. It is because these beliefs help individuals make sense of the world, influencing how new information in perceived, and whether it is accepted or rejected. Nevertheless, beliefs differ from knowledge, although they are related to each other, in that beliefs do not always represent the truth. Beliefs are not only considered as discipline-dependent (Tsai, 2002), but beliefs also include understandings, assumptions, images or propositions that are felt to be true (Kagan, 1992 Richardson, 1996). 2.3 Theoretical framework 2.3.1 Teachers Beliefs Shulman (1986) claimed that a teacher needs to know about the subject matter, to know a variety of general instructional strategies, and to know about the specific strategies necessary for teaching particular subject matter. Most of us would also agree that the good teacher transforms curriculum goals and guidelines in such a way that a particular student is able to master and understand the related content. Dan Lortie states that ones personal predispositions are not only relevant but, in fact, stand at the core of becoming a teacher. Teachers belief is a term usually used to refer to teachers pedagogic beliefs, or those beliefs of relevance to an individual teaching. The areas most commonly explored are teachers beliefs about teaching, learning, and learners; subject matter; self as a teacher, or the role of a teacher (Calderhead, 1995). Besides that, teachers beliefs do play a central role in the process of teacher development. Those beliefs form part of the process of understanding how teachers conceptualize their work as a teacher. Tattos (1996, p. 155) important work on beliefs concluded lay cultural norms among enrollees are strongly ingrained and that most teacher education, as it is currently structured, is a weak intervention to alter particular views regarding the teaching and management of diverse learners. Another study shows that a persons belief system has pervasive effects in different spheres of activity- ideological, conceptual, perceptual, and esthetic (Rokeach, 1960, p. 288). In addition, Brown found that certain philosophical beliefs and educational beliefs were effective in predicting agreement-disagreement with experimentalism of classroom practice. Indications were that professed educational beliefs had a generalized effect on teaching behavior; specific fundamental beliefs were most powerful in influencing specific classroom behaviors (Brown Webb, 1968, p. 215). To support those beliefs, Clark and Peterson (1986) proposed that: The most resilient or core teachers beliefs are formed on the basis of teachers own schooling as young students while observing teachers who taught them. Subsequent teacher education appears not to disturb these early beliefs, not least, perhaps, because it rarely addresses them. If teachers actually try out a particular innovation which does not initially conform to their prior beliefs or principles and the innovation proves helpful or successful, then accommodation of an alternative belief or principle is more possible than in any other circumstance. For the notice teacher, classroom experience and day to day interaction with colleagues has the potential to influence particular relationships among beliefs and principles, and, over time, consolidate the individuals permutation of them. Nevertheless, it seems that greater experience does not lead to greater adaptability in our beliefs and, thereby, the abandonment of strongly held pedagogic principles. Quite the contrary in fact. The more experience we have, the more reliant on our core principles we have become and the less conscious we are doing so. Professional development which engages teachers in a direct exploration if their beliefs and principles may provide the opportunity for greater self-awareness through reflection and critical questioning as starting points for later adaptation. The teachers conceptualizations of, for example, language, learning, and teaching are situated within that persons wider belief system concerning such issues as human nature, culture, society, education and so on. Consequently, teachers belief about the importance of teaching have a great impact on their teaching practices (Salmon, 1988). The next section will look at teachers belief about teaching practicum. 2.3.2 Teachers belief about teaching practicum The term practicum is used generically to refer to the different types of school attachment; namely, school experience, teaching assistantship, teaching practice and so forth that pre-service students will be undergoing as part their initial teacher preparation programme. The school-based practicum is designed to enable student teachers to observe a teachers real work of work, and to apply and refine the knowledge and skills acquired through course-work in classroom teaching. Student teachers are to use the opportunities during the practicum to integrate education theory and practice and to widen their practical experiences. In the context of teaching practicum, a student teacher is expected to apply what they have learned theoretically. To maximize the utility of practicum, it is important that teacher trainers actively promote the effective learning during the practicum period. Effective learning should be concerned with the learning of organized wholes of knowledge. It is a process that involves developing the ability to identify the objectives one is seeking and, within a flexible framework, optimizing a programme to meet these objectives, in line with individual learning attributes. Effective learning also needs to achieve transference of knowledge from the artificiality of a training course, to practical application where the trainees adapts acquired knowledge to the perceived needs of a particular problem or situation (Robotham, 2003). Many researches claim that teaching practicum is a central element in most pre-service teacher education programmes. Many also debates about the assessment of the practice of student teachers often reflect ongoing philosophical debates about the nature of teacher education (Brown, 1996) and traditional barriers between teachers and academics (Groundwater-Smith, 1997). A set of written criteria used to assess the competence of pre-service secondary teacher education students during practicum. The dimensions of the assessment protocol did not appear to be based on any articulated theory of good teaching practice, and there were significant doubts about the extent to which the various groups of stakeholders had a shared understanding of the standards implied in the criteria. In education what we label as standards are socially constructed and frequently fuzzy (Sadler, 1987) and require the shared understanding of a construct in a community of practice (Wiliam, 1996). 2.4 Related Research Studies 2.4.1 Pre-service teachers beliefs about teaching practicum Prior to actual teaching experiences, pre-service teachers derive their initial views on teaching from at least two sources. Firstly, it comes from their personal experiences as students, consisting of their interactions with and exposures to various teachers throughout their school life, with such factors having a tendency to influence their reasons for career choice, as well as beliefs and practices on their professional lives (Ben-Petetz, 2003; Bramald, Hardman, Leat, 1995; Saban, 2003). Secondly, it results from pre-service teachers forming their conceptual repertoires as they undergo the formal training provided by teacher educational programs (Bermald, 1995; Dunkin, Precian, Nettle, 1994; Nettle, 1998), initially consisting of theoretical knowledge through foundation and methods courses, and eventually progressing or culminating into the application of such theories via the so-called practice teaching. Few studies have been done in pre-service teachers. The following assumptions are fundamental to a justification of practice as a part of the training of teachers: Teaching is behavior, and as behavior is subject to analysis, change, and improvement. Much of the habitual behavior which individuals have developed in other contexts is inappropriate for the teaching situation. Under present conditions, much teaching is conducted under conditions of stress. Teaching is an extremely complex kind of behavior, involving the full range of thought processes, communication and physical action. Teachers, through practice can learn to analyze, criticize and control their own teaching behavior. Practice has the dual purpose of training and the elimination of the unfit. Practice provides the experience which gives meaning to many other aspects of instruction in education (teaching). The beliefs of pre-service TESL teachers have may merit their own exploration. These beliefs may influence students in acquisition of knowledge, selection and definition of specific teaching tasks, and interpretation of knowledge, and interpretation of course content. Puchta (1999) asserts that beliefs are guiding principles of our students behavior and strong perceptual filtersà ¢Ã¢â€š ¬Ã‚ ¦ they act as if they were true. On the other hand, Dunkin (1994) claims that how student-teachers views on teaching may be influenced by formal teaching practicum programme. Kennedy (1996) hypothesizes that real and effective change in teachers practices can only occur through a change in their beliefsà ¢Ã¢â€š ¬Ã‚ ¦ the way teachers behave.

Job characteristics :: essays research papers

1. Introduction C# (pronounced â€Å"See Sharp†) is a simple, modern, object-oriented, and type-safe programming language. C# has its roots in the C family of languages and will be immediately familiar to C, C++, and Java programmers. C# is standardized by ECMA International as the ECMA-334 standard and by ISO/IEC as the ISO/IEC 23270 standard. Microsoft’s C# compiler for the .NET Framework is a conforming implementation of both of these standards. C# is an object-oriented language, but C# further includes support for component-oriented programming. Contemporary software design increasingly relies on software components in the form of self-contained and self-describing packages of functionality. Key to such components is that they present a programming model with properties, methods, and events; they have attributes that provide declarative information about the component; and they incorporate their own documentation. C# provides language constructs to directly support these concepts, making C# a very natural language in which to create and use software components. Several C# features aid in the construction of robust and durable applications: Garbage collection automatically reclaims memory occupied by unused objects; exception handling provides a structured and extensible approach to error detection and recovery; and the type-safe design of the language makes it impossible to have uninitialized variables, to index arrays beyond their bounds, or to perform unchecked type casts. C# has a unified type system. All C# types, including primitive types such as int and double, inherit from a single root object type. Thus, all types share a set of common operations, and values of any type can be stored, transported, and operated upon in a consistent manner. Furthermore, C# supports both user-defined reference types and value types, allowing dynamic allocation of objects as well as in-line storage of lightweight structures. To ensure that C# programs and libraries can evolve over time in a compatible manner, much emphasis has been placed on versioning in C#’s design. Many programming languages pay little attention to this issue, and, as a result, programs written in those languages break more often than necessary when newer versions of dependent libraries are introduced. Aspects of C#’s design that were directly influenced by versioning considerations include the separate virtual and override modifiers, the rules for method overload resolution, and support for explicit interface member declarations. The rest of this chapter describes the essential features of the C# language. Although later chapters describe rules and exceptions in a detail-oriented and sometimes mathematical manner, this chapter strives for clarity and brevity at the expense of completeness.

Incorporation of the Ottoman Empire into the Capitalist World-Economy, 1750-1839 :: History Economics Ottoman Empire Essays

Incorporation of the Ottoman Empire into the Capitalist World-Economy, 1750-1839 In 1977, Immanuel Wallerstein proposed a research agenda to answer the question: When and by what process did the Ottoman Empire become incorporated into the capitalist world-economy? He also asked whether incorporation was a single event or a series of events for the different regions of the Empire--Rumelia, Anatolia, Syria, and Egypt. He suggested the answer be sought in Ottoman production processes and trade patterns between 1550 and 1850. By 1980, Wallerstein had answered his own question. When the European base of the capitalist world-economy began to develop its boundaries in the sixteenth century, the Ottoman Empire remained outside the system. Between 1750 and 1839, the process of incorporation into the capitalist world-economy was complete and the Ottoman Empire had been peripheralized. Wallerstein did not comment whether incorporation was a single event or a series of events. In this paper, I argue that current scholarship fails to support Wallerstein's version of incorporation of the Ottoman Empire into the capitalist world-economy. I examine Wallerstein's arguments and critique his discussion based on my own interpretation of recent work by Ottoman and Balkan historians pertaining to Rumelia (Southeastern Europe). According to Wallerstein, a world-economy is a single social economy containing multiple state or political structures that operates on the basis of a capitalist mode of production and in which ceaseless accumulation of capital guides the system. Wallerstein recently added the word "ceaseless" (his italics) to his definition in order to distinguish his paradigm of the capitalist world-economy with its origins in the sixteenth century from other paradigms that trace the origins to earlier points in history. The capitalist world-economy comprises a core, a periphery, and a semiperiphery. Nation-states reach the core by successfully exploiting other geographic areas in the periphery. The semiperiphery forms a buffer zone, where geographic areas can move up into the core or down into the periphery. Geographic areas outside the world-economy are relegated to the external arena. They are eventually and inevitably incorporated into the system, however.

Rain Forest :: essays research papers

Long ago, the Earth had a green belt of rain forests around its middle that covered almost twelve percent of the earth's land surface.(Miller & Berry 3) Today, the rain forest covers two percent of the earth's land surface and it is declining rapidly. The following will be a description of the rain forest, factors in its destruction, and if there are any answers to slow or halt the process. "Today, as we enter the last decade of the twentieth century, we have reached a turning point; we can no longer use the excuse of ignorance."(Hammond 2) People need to try harder to stop rain forest depletion. There are two major areas on earth where rain forests are located. One of these areas is called "The Old World Tropics," which includes Africa and Asia. In Africa, the rain forests are primarily located around the Zaire river. The other area in which rain forests are located is called "The New World Tropics," which contains Central and South America. The New World tropics are in lower altitudes as opposed to the Old World tropics, which are at higher altitudes. Rain forests are located around the equator. This location of the rain forests makes them warm and humid all year round. There are never cold winters in the rain forests. During winter in the rain forests, people comfortably are able to wear T-shirts and shorts. The rain forest has a rainy season which usually lasts most of the year. "The rain forests of the world are home to more than half of the animal species that live on earth."(CSIRO 1) Many of these creatures are some of the most beautiful and odd creatures in the world, Such as the large rodent Capybara, the Anteater, and many different colorful exotic birds. There are many beautiful creatures living in our Earth's rain forests. Many people are ignorant to the effects of rain forest depletion on our environment, and this ignorance is a major cause in the beginning of the destruction of the rain forests. "Eu ropean settlers exploited the rain forests for timber and cleared them for agricultural purposes."(Parish 4) "The name scrub, which was originally applied to the rain forest by European settlers, became a term for land seen as useless until subject to ax, fire, and plough."(Parish 4) People did not think of the affects on the environment because the little knowledge that was known about the affects was not very widespread.

Geomatics : Levelling

Topic 2: Levelling Aims -Heights, datums and bench marks -Levelling equipment -Field procedure for levelling -Calculating reduced levels -Sources of error in levelling -Other levelling methods Levelling – how heights are defined Engineering surveying involves the measurement of three quantities; heights, angles and distances. Levelling it the process of measuring heights. It is possible when levelling to measure heights with an accuracy of millimetres Heights can also be measured using total stations, handheld lasers and GPS devices.However, levelling offers an inexpensive, simple and accurate method for measuring heights, and it is widely used in construction sites. Any method of measuring the heights of points above or below the ground using an agreed datum. These datum's or reference points are present in all construction sites and has an arbitrary height assigned to the point. Most construction sites will have several of these benchmarks, and if they have heights based on an arbitrary datum, they are known as Temporary Bench Marks. Heights Heights are defined using horizontal and vertical lines.The figure below shows a plumbbob suspended at point P, the direction of gravity along the plumb-line defines the vertical at point P. A horizontal or level line is any line at right angles to this For site work, any horizontal line can be chosen as a datum for heights and for levelling. The height of a point is measured along the vertical above or below the chosen datum. The height of a point relative to a datum is known as its reduced level (RL). On most construction sites there is a permanent datum. The horizontal line or surface passing through this, with its height, becomes the levelling datum.The height of the datum can be arbitrary, a value often used for this is 100. 000m. This is chosen to avoid any negative heights occurring. Any reference point on site which has had a height assigned to it is known as a bench mark. For most surveys and construction work, several bench marks would normally be established by levelling from the datum. If heights are based on an arbitrary datum these are known as Temporary Bench Marks or TBMs. Curved Surfaces Level (or horizontal) lines are always at right angles to the direction of gravity. The direction of gravity is generally towards the centre of the earth.Over large areas, as the Earth is curved, level surfaces will also be curved. For these, a height difference is measured along a vertical between two curved level surfaces. When surveying over a large area, a curved level surface of zero height has to be defined. This has been established by the Ordnance Survey, this is called the Ordnance Datum (OD). This corresponds to the average sea level measured Poolbeg or Malin Head. Heights based on these are know as OD heights. The levelling staff Levelling involves measuring vertical distances with reference to a horizontal plane or surface.To do this, a levelling staff is needed to measure vertica l distances and an instrument known as a level is required to define the horizontal plane. Many types of staff are used with varying lengths and different markings. The E-type face is commonly used in the UK and Ireland. This can be read directly to 0. 01m and by estimation to the nearest mm. The staff must be held vertically – a circular bubble is sometimes fitted to help this. Automatic Level 1. Focusing screw 2. Eyepiece 3. Foot screw 6. Tangent screw 7. Circular bubble Automatic Level 4. Horizontal circle 5. Base plate 8. Collimator (sight) 9. Object lensThe main features of the telescope 1. Object lens 2. Focusing screw 3. Focusing lens 4. Diaphragm 5. Eyepiece The object lens, focusing lens, diaphragm and eye piece are all mounted on an optical axis called the line of collimation or the line of sight. This is an imaginary line which joins the optical centre of the object lens to the centre of the cross hairs. When looking through the eye piece of the surveying telescope , a set of lines called the cross hairs can be seen. These are used for taking measurements from the staff. These cross hairs are etched on a small sheet of glass known as the diaphragm.To make the telescope work, the image of the staff is brought to a focus in the plane of the diaphragm using the focusing screw. The eyepiece is rotated so that the cross hairs are in focus and its focal point is also in the plane of the diaphragm. When looking into the telescope an observer will now see a magnified image of the levelling staff focused against the cross hairs. Parallax Parallax occurs when the focusing screw and the eyepiece is done incorrectly. This condition can be detected by moving the eye to different parts of the eyepiece when reading the staff. If different readings are obtained then parallax is present.To remove parallax, hold a sheet of paper in front of the object and adjust the eyepiece so that the cross hairs are in focus. Then remove the sheet of paper and bring the staf f into focus using the focusing screw. Once again check for parallax by moving your eye around the eyepiece. If parallax is still occurring repeat the adjustment procedure. The compensator In an automatic level, the compensator is mounted on the telescope next to the eyepiece. It will only work when the instrument has been levelled to within about 15’ of the vertical using the foot screws and circular bubble.The function of the compensator is to ensure that the line of sight viewed through the telescope is horizontal even if the telescope is tilted Tilting levels Tilting levels use a spirit level instead of a compensator to establish a horizontal line of sight. When the bubble is centred the sprit level will be horizontal. When the bubble is off centre the axis will be tilted. By attaching a sprit level to the telescope such that its axis is parallel to the line of sight a horizontal line can be set. This is done by using a tilting screw, when this is rotated the telescope is tilted a small amount in the vertical plane.The tilting screw is adjusted until the bubble is centred. Digital levels Digital levels are similar in appearance to automatic levels, a horizontal line is established by a compensator and this is done by centralising a circular bubble with the foot screws. The main difference between this and other levels is that the staff readings are taken and recorded automatically. When levelling, a special bar-coded staff is sighted, and there is no need to sight this staff as the level will do this automatically and display the measurement. It can also display the horizontal distance to the staff.The advantages of digital levels are that observations are taken without the need to read a staff or record anything by hand. Introducing this automation removes two of the most common errors when levelling, reading the staff incorrectly and writing down the wrong value in the field book. The on-board computer also calculates the heights required so that the possibility of making a mistake is removed. This makes the digital level much faster to use. Laser levels Laser levels contain a rotating laser which defines a visible horizontal plane from which distance to the ground can be made and then the height can be determined.Using a level The following steps are taken when using a level to measure heights 1. Set up the tripod 2. Ensure the top is level 3. Push legs firmly into the ground 4. Attach level 5. Use foot screws to centralise the circular bubble 6. Test to see if the compensator is working 7. Remove parallax Once the level is set up its important that the line of sight is horizontal. When the foot screws have been used to centralise the circular bubble, it is assumed that the compensator has set the line of sight to be horizontal.However, most levels are not in perfect adjustment and when levelled their line of sight is never exactly horizontal. If the line of sight is not horizontal when the instrument has been levelled, the level has a collimation error. As most levels will have some level of collimation error, a method is required to check if the error is within acceptable limits. This is known as a two-peg test. This needs to be conducted when using a new or different level for the first time and at regular intervals thereafter. Two peg test Stage 1 On fairly level ground, two points A and B are marked a distance of Lm apart.In soft ground, two pegs are used, on hard surfaces nails or paint may be used. The level is set up midway between the points at C and carefully levelled. A levelling staff is placed at A and B and staff readings S1 (at B) and S2 (at A) are taken. The two readings are: S1 = (S1‘ + x) and S2 = (S2‘ + x) S1‘ and S2‘ are the staff readings that would have been obtained if the line of collimation was horizontal, x is the error in each reading due to the collimation error, the effect of which is to tilt the line of sight by angle ?.Since AC = CB, the error x i n the readings S1 and S2 will be the same. The difference between readings S1 and S2 gives: S1 – S2 = (S1‘ + x) – (S2‘ + x) = S1‘ – S2‘ This gives the true difference in height between A and B. This demonstrates that if a collimation error is present in a level, the effect of this cancels out when height differences are computed provided readings are taken over equal sighting distances. Stage 2 The level is then moved so that it is L/10m from point B at D and readings S3 and S4 are taken.The difference between readings S3 and S4 gives the apparent difference in height between A and B. If the level is in perfect adjustment then: S1 – S2 = S3 – S4 However this is not always the case and that an error term (e) needs to be estimates e = (S1 – S2) – (S3 – S4) per Lm If the results of these tests show that the collimation error is less than 1mm per 20m (or some specified value). If the collimation error is gre ater than this specified value then the level has to be adjusted. This is normally done by the manufacturer or a trained technician.Example Readings obtained from a two peg test carried out on an automatic level with a staff placed on two pegs A and B 50m apart are: Staff reading at A = 1. 283m Staff reading at B = 0. 860m With the level position 5m from peg B (L/10): Staff reading at A = 1. 612m Staff reading at B =1. 219m Calculate the collimation error of the level per 50m of sighting distance Solution S1= 0. 860M S2 = 1. 283M S3 = 1. 219M S4 = 1. 612M e = (0. 860 – 1. 283) – (1. 219 – 1. 612) per 50M = (-0. 423 – (-0. 393)) = -0. 030M per 50M Exam Question 2007 (5 marks)

How Does Shakespeare Use Representations of Speech and Other Dramatic Effects to Introduce Iago’s Character?

Shakespeare portrays Iago’s character in the play ‘Othello’ with villainous content by using dramatic effects and specific representations of speech in order to engage the audience to witness this deceitful, dishonest and disturbing man. Iago portrays himself as an innocent and rejected man with the use of powerful and emotive language such as ‘despise me’ and ‘abhor me. ’ The abrupt language used by Iago enables the audience to witness his disgust after Roderigo accuses him of withholding some information from him about his own finances.Iago acts the innocent and threatened character by stating ‘if ever I did dream of such a matter, / Abhor me. ’ The phrase ‘abhor me’ is a use of hyperbole used by Iago, where he exaggerates the issue of not being trusted by Roderigo. Here, the audience is able to see how Iago exaggerates things to a great level and it allows them to believe Iago will behave in this way for the m ajority of the play.Connotations of jealousy are revealed frequently throughout the play, especially within Iago’s first speech between himself and Roderigo, of how he was dismissed as lieutenant in favour of ‘Michael Cassio, a Florentine-/ A fellow almost damned in a fair wife. ’ Here, Iago claims that Cassio will have a wondering eye and is likely to stray from his job, proving how untrustworthy he is. He claims Cassio ‘nor the division of a battle knows/ More than a spinster, unless the bookish theoric. Shakespeare’s powerful use of imagery and asyndetic listing here, when Iago refers Cassio to a ‘spinster,’ reveals connotations of him being an inexperienced soldier as much as a spinster woman is inexperienced in love. The use of asyndetic listing also infers jealousy as Iago is listing the many reasons why Cassio should not have been promoted. The term ‘bookish theoric,’ refers Cassio to be an inexperienced and unknowled geable man on the battlefield, except from the theory he learnt about war in books.Here, the audience can witness Iago’s jealousy, which foreshadows the vengeful acts he performs later on upon certain characters within the play. Juxtaposition is also used when Iago describes to Roderigo the many reasons why Cassio should not be lieutenant, as he claims Cassio’s soldiership is ‘Mere prattle without practice’ compared with he who is ‘worth no worse a place,’ claiming he deserves no lower rank than lieutenant and subordinate to Cassio. This, aswell as showing jealousy, reveals Iago’s blunt arrogance towards being cast aside for the promotion. This may enable the reader to both take pity on him and understand his upset of being verlooked, or disagree completely and believe he is too confident for his own good. Shakespeare introduces Iago as a master of manipulation in the sense that he dominates the conversation when speaking to Roderigo.Th is may be because Roderigo is seen as Iago’s right hand man and is easily manipulated into believing and sympathising with Iago because of the way Othello treated him. In response to Iago’s speech that is full of connotations of jealousy and deceit about the dismissal of the promotion, Roderigo responds by stating ‘by heaven, I rather would have been his hangman. This enables the audience to see how honourable and trusting Roderigo is to Iago as he does not question the latter of how he may be wrong and also does not judge Iago’s aggressive nature towards Cassio and his experience in battle. The metaphorical use of the phrase ‘I rather would have been his hangman,’ is largely ironic as this, again, foreshadows Iago’s actions later on within the play upon those who, in particular Othello, deceived him. Aswell as the manipulation Iago empowers over Roderigo, he also has a financial hold upon him.Roderigo uses the simile ‘as if the s trings were thine,’ where he states that Iago has been using his money as if it were his own. In response to Roderigo’s accusation, Iago replies by saying ‘Sblood, but you will not hear me. ’ Instead of apologising to Roderigo for abusing his trust in looking after his money, he accuses Roderigo of not listening to him. It is here that Iago begins his long speech revealing his jealousy and he was betrayed, allowing the topic of the theft of the money to be forgotten.Shakespeare allows the audience to witness another vengeful side to Iago where he says the promotion seems to stem from favouritism and academic prowess rather than seniority, in which he believes there is no reason to love the moor. After Roderigo claims he would ‘not follow [the Moor],’ Iago responds by saying he will ‘follow [Othello] to serve [Iago’s] turn upon him,’ meaning he will eventually get his own back and will not ‘truly’ follow him due to the pain and deceit this has caused him. The phrase ‘Were I the Moor, I would not be Iago’ infers that Iago would not want to be himself if he were the Moor as he is of lower status.Iago would also not be true to himself he were sucked into the Moor’s ways, so he would continue to serve Othello, but will conceal his true feelings. Shakespeare also portrays Iago’s bitter behaviour when he declares to Roderigo, ‘in following him, I follow but myself,’ meaning he will look after his own interests instead of doing what is best by the Moor, which also portrays him as a self-serving character. His self-serving character is proven in the scene two when informing Othello of Roderigo spreading foul reports about the general. He claims Roderigo ‘spoke such scurvy and provoking terms against [Othello’s] honour.Iago’s double dealing nature proves he is untrustworthy, deceitful and a trouble stirrer, which is ironic as previously he was speaking of how he was treated unkindly and believed Othello was the deceitful person within the issue of the lieutenant promotion. The manipulative power Iago has over Roderigo must be strong if he is unaware of the great stirring Iago is conducting behind his back. Iago’s true representation is best portrayed by Shakespeare with the use of degrading, vulgar and taboo language in order to cause trouble when informing Brabantio of Desdemona’s deceitfulness in order to take revenge upon Othello.Upon arriving at his house, Iago orders Roderigo to ‘poison [Brabantio’s] delight†¦ incense her kinsmen†¦ Plague him with flies†¦ throw such changes of vexation. ’ These dynamic imperatives reveal connotations of rather harsh pain, suffering and destruction, enables the reader to visualise the two men trying to cause much distress, worry and anger to Brabantio before informing him of his daughter’s disappearance. Iago can be seen as a very self-centred character as the revenge he wants to be conducted upon Othello, means another person, Brabantio, will also be hurt during this vengeful act.It also shows how Iago enjoys causing much chaos and mayhem amongst people to witness their reactions for entertainment, and to possibly show he does not want to be the only character who has been deceived. After Brabantio calls out to the two men, Iago immediately uses his vulgar language to explain who Desdemona is with when stating ‘you have lost half your soul†¦ an old black ram is tupping your white ewe. ’ At first Iago portrays his sorrow towards the senator when saying ‘you have lost half your soul’ as if he pities him. The vulgar description ‘an old black ram is tupping your white ewe’ reveals rather degrading and racist imagery.The ‘black ram’ is in reference to the moor, portraying him to be a dirty, old man who is having relations with a pure and innocent â⠂¬Ëœwhite ewe’ which is in reference to Desdemona. The audience can see that this use of zoomorphism infers rather negative qualities about the moor before he has even been introduced into the play. The use of zoomorphism occurs often throughout the first act when Iago graphically describes the sexual relationship between Desdemona and Othello to her father. Iago states to Brabantio that his ‘daughter and the Moor are now making the beast with two backs. The constant use of animalistic imagery and reference to specific animals, infers that the two characters are having a very sexual relationship and may not be together for love. This phrase is also a use of antithesis as the ram and ewe differ completely, similarly to how Desdemona and Othello differ in race and ethnicity. The degrading language used reveals Iago’s total disregard for Brabantio’s feelings and status in society, proving once again the manipulative nature Iago has and the enjoyment he receiv es when causing someone else great distress.Shakespeare also uses religious imagery within the play when Iago declares to Brabantio: ‘the devil will make a grandsire of you. ’ This imagery can also be seen as racial as the devil was often depicted as black, which proves he is referring Othello to the devil. Once Brabantio finds his daughter is in fact missing from his house, Iago decides this is the time to flee, showing his distrust to Roderigo by leaving him to fend for himself.He claims ‘it seems not meet, nor wholesome to my place, to be produced†¦ against the moor,’ where he means he cannot be seen by Brabantio as it may threaten his official position if he is brought forward as a witness against the Moor. Iago, and his double dealing ways, tells Roderigo that he ‘must show out a flag and sign of love. ’ The metaphor used by Iago here, conveys to the audience that Iago will support Roderigo from a distance but will not support him in person, but he later informs Othello of Roderigo’s supposed deceitful ways.Shakespeare uses a variety of different language techniques in order to portray Iago’s villainous character with such content. Zoomorphism is used frequently when Iago is referring to Othello which shows his racist and vulgar language, especially when describing the sexual relationship between Desdemona and Othello. The audience is able to see how Iago revels in the mayhem and distress he causes amongst characters including Brabantio. This shows the cruel and manipulative streak he has.