Presentation Essay Example for Free

Presentation Essay As a matter of introduction, I would provide the students with all relevant information concerning the topic in question and thereafter introduce the use of graphic organizers. Firstly, I would let the students be in pairs and assign them a task which will require the two to discuss. I would henceforth combine several pairs of the students to form a small group for purposes of discussion. Thereafter, I would join the small groups to form the whole class and therefore let them work as a class. The first step of teaching the students helps them to learn all the required concepts before they are allowed to master the concepts through graphic organizers (Danford, 2006). Step two which has given two students the chance to read through their books and hence gather information. The sub-groups on the other hand helps the students to compare any information they came up with and therefore be able to decide what was the required information. Given that the groups will have drawn a conclusion, the whole class shall benefit when the results are read by different leaders of the small groups. Finally, I would request the students to all write a report individually which shows their masterly level. The next step in my plan would be to help the students be able to attain the objectives of the lessons as per the requirements. This I would help the students to achieve the right information for the specific class. Graphic organizers would be best to use where I would allow the students to identify the required concepts of the lesson. Most students would be able to assimilate all the information about a specific lesson only when they are given a brief summary which contains the objectives of the lesson (Adams, 2007). Therefore, graphic organizers would help me to summarize all the required concepts for students to understand easily. With this I would let the students know that the objectives of the specific lesson are summarized in the graphic organizer. The following is an example of a graphic organizer that highlights on events which depend on certain inputs and specific requirements for the output to be as desired. The above graphic organizer has elaborated on how the required results of the task would not be got without the input which has to go through certain processing to attain the required specification. Michael (2004) observed that this type graphic organizer helps the students during their revision to spot the necessity of specific requirements for the output to be as desired. Students shall hence be in a position to formulate several relating questions especially on the requirements for the output to be as specified. Mostly the graphic organizer will hence be of help to the students especially in identifying the right flow of the required process before they get the final result.

Gonorrhea Essay -- essays research papers

Gonorrhea   Ã‚  Ã‚  Ã‚  Ã‚  We chose the bacterial disease gonorrhea. We were not able to find when the disease was discovered or who discovered it.   Ã‚  Ã‚  Ã‚  Ã‚  Gonorrhea is a bacterial disease that is an infection caused by gonoccocus bacteria. This bacteria is round shaped and can live only in dark, warm, moist places. These places would include; inside your body, cervix, penis, throat, and rectum. It usually involves the urethra in males, and vagina, cervix, and fallopian tubes in females.   Ã‚  Ã‚  Ã‚  Ã‚  For 2-9 days there are no symptoms of Gonorrhea. Then some do occur. There can be frequent burring urination and thick green-yellow discharge from the penis or vagina. Also, there may be rectal discomfort and discharge, joint pain, a mild rash, or sore throat and swollen glands. For men, the opening of the penis may be red and sore. Symptoms of gonorrhea show up more in males than in females, in fact, about half of the women with gonorrhea have no symptoms. Effects of this disease could include; gonococcal eye infection, blood poisoning, infectious arthritis, pelvic inflammatory disease, epididnmitis, endocarditis, sexual impotence in men, and infertility in women. Also, pregnant women can infect unborn babies.   Ã‚  Ã‚  Ã‚  Ã‚  Gonorrhea can be diagnosed by tests that include blood studies. There could be laboratory cultures and microscopic analysis of the discharge from the reproductive organs, rectum, or throat....

Gladiator: Critical film essay Essay

Ridley Scott’s Gladiator is the critically acclaimed 2000 film starring Russell Crowe which won forty-eight awards, including a BAFTA for best film. Gladiator depicts the tale of Maximus Decimus Meridius and his struggle against the might of the Roman Empire and the vicious gladiatorial arenas. Throughout Scott’s masterpiece are a wide range of filmic techniques in the visual and auditory channels that collaborate in enunciating the overall narrative. The opening sequence is a prime example that uses Mise-en-scene, lighting, costume and film speed to enunciate the key scene. The opening scene begins with some historical information that introduces the audience into the scene and sets up the narrative. Scott informs his audience on the vast scale of the Roman Empire, â€Å"One quarter of the world’s population lived and died under the Caesars.† The emphasis is on â€Å"and died† in order to set the scene for the incoming battle. The Universal and Dre amWorks logos are in a sepia colour. This colour informs the audience that the film is set in the past due to it being used for old photographs and ink. The historical information is accompanied by calming, serene music which leads to the first view of the protagonist. Scott has made use of coloured lighting, incorporating gold (which is representative of the wealth the Roman Empire had) in many scenes throughout the film. The colour gold is an interesting choice because it represents peace and riches which could also be a reference to the Roman afterlife Elysium. Scott has used Mise-en-scene in the first shot of the protagonist, brushing his hand in the corn field. Although the audience are only presented with an extreme close up shot of his hand; they learn about his character through Scott’s control of what appears in the frame. The audience sees a wedding ring on his hand and so learn that he is a family man. The critic John Gibbs also comments on Mise-en scene, â€Å"the contents of the frame and the way they are organised.† During the close-up of the protagonist’s hand, the audience can hear a diegetic sound of the wheat blowing. A non-diegetic sound of children playing and soothing music can also be heard which again tel ls the audience he is a family man with something to loose. The consonant tone of music and golden cornfields set up an idyllic scene of calmness which instantly contrasts when the frame cuts to a harsh, cold and dark Germanic battlefield. The camera uses a medium close up of Maximus’s face which reveals the emotions of a tired soldier. Maximus catches a glimpse of a red  robin which symbolises his near return home to the summer and his family. The robin’s red breast could also be a signifier of the forthcoming bloodshed. When Maximus moves on to greet his army a long shot is used which displays him walking alone. The theme of isolation comes into play which also recurs throughout the film. As the battle scene draws near, a high angle long shot is used to display the mighty Roman army. Costume is used a great deal in Gladiator and adds to the films authentic feel. A medium close up shot is used for the first time on Emperor Marcus Aurelius which shows him wearing rich clothing and surrounded by knights. This scene only lasts a few seconds but the audience discover he is a man of importance through costume. Moreover, Scott wanted Maximus to appear as a strong character that holds high authority as an important character. This is achieved through costume as Maximus’s armour is bigger than all other characters and has different insignias weaved into it. The costume for the barbarian army is rather contrasting to that of the Roman Empire. The barbarians are dressed in rugged cloth which suggests they are not nearly as advanced or wealthy as the Roams who wear steel armour. A Critical Introd uction to Film highlights the importance of costume, â€Å"Costume provides information about time and place, but, more importantly, they express social milieu and personal style.† At 04:41 the barbarian leader steps forward from his army and lunges the head of the Roman messenger into the swampy ground and disrespects the Roman army. This is a casual chain of events that help drive the plot forward, â€Å"Film narration moves forward by a succession of events linked in a casual chain.† It is evident that the Roman army will fight now and Maximus kneels down to run dirt through his hands which is a recurring motif. The motif shows the spiritual side of Maximus, he asks the gods to fight beside him. As Maximus kneels down the audience are given a Point of View shot through Maximus staring into a dog’s eyes. The dog symbolises the brute force of Maximus and suggests he is a wild character. As Gladiator mounts his horse the music quickens and a non-diegetic drum beat begins to enunciate the battle scene. The music increases pace as the battle almost begins which heightens audience’s tension and excitement. As the battle begins a wave of Roman arrows are dispersed and computer generated imagery showcases a variety of special effects. A long range establishing shot on a high angle displays the dest ruction that the Roman Empire is unleashing. As  Gladiator rides with his cavalry there is an array of fast cutting shots that last a few seconds each. The fast paced shots give the audience a battle like feel with exaggerated sound effects of swords clashing and explosions. Maximus demonstrates his leadership role by shouting commands like, â€Å"Stay with me† and â€Å"Hold the line† . After the establishing shots of the battle Scott includes scenes that are more subjective to Gladiator. The gory battle follows Maximus as he enters a slow-motion phase that displays his disorientated point of view of the battle and a montage of his men fighting. Furthermore, the dog also engages in battle which suggests he is strong and independent like Gladiator. Ridley Scott’s Gladiator incorporates brilliant techniques that contribute in enunciating the opening sequence. These techniques are things such as the use of costume which generates an authentic feel and camera speed which demonstrates a terrifying battle. A strong use of Mise-en-scene shows how the narrative develops through camera lighting and casual chains in the plot.

Graduate School Adviser vs. Mentor Whats the Difference

The terms mentor and adviser are often used interchangeably in graduate school.  Duke Graduate School  notes, however, that while the two overlap, mentors  and advisers serve very different roles. They both help graduate students move forward in their studies. But, a mentor encompasses a far wider role than an adviser. Adviser vs. Mentor An adviser may be assigned to you by the graduate program, or you may be able to pick your own adviser. Your adviser helps you select courses and might direct your thesis or dissertation. Your adviser may or may not become your mentor. A mentor, however, does not simply provide advice on curriculum issues, or what courses to take. The late  Morris Zelditch, an American sociologist  and emeritus  professor of sociology at Stanford University, defined the six roles of mentors in a 1990 speech at the Western Association of Graduate Schools. Mentors, said Zelditch, act as: Advisers, people with career experience willing to share their knowledgeSupporters, people who give emotional and moral encouragementTutors, people who give specific feedback on your performanceMasters, in the sense of employers to whom you might be apprenticedSponsors, sources of information about, and aid in, obtaining opportunitiesModels of the kind of person you should be as an academic scholar Note that adviser is only one of the roles that a mentor might play during your years at graduate school and beyond. A Mentors Many Hats A mentor facilitates your growth and development: She becomes a trusted ally and guides you through the graduate and postdoctoral years. In science, for example, mentoring often takes the form of an apprenticeship relationship, sometimes within the context of an  assistantship. The mentor aids the student in scientific instruction, but perhaps more importantly, socializes the student to the norms of the scientific community. The same is true in the humanities; however, the guidance is not as observable as teaching a laboratory technique. Instead, it is largely intangible, such as modeling patterns of thought. Science mentors also model thinking and problem-solving. The Advisers Important Role This in no way minimizes the importance of an adviser, who, after all, may eventually become a mentor. College Xpress, an educational publisher focusing on college and graduate school, notes that an adviser can  guide you through whatever graduate school difficulties you might encounter. If you are allowed to chose your adviser, College Xpress says that you should choose wisely: Start looking around in your department for someone who has similar interests and has achieved professional success or recognition within their field. Consider their standing in the university, their own career achievements, their network of associates, and even their current group of advisees. Make sure that your adviser will have the time to help you plan your academic career in graduate school. After all, the right adviser might eventually become a mentor. Tips and Hints Some may say that the difference between adviser and mentor is just semantic. These are usually students who have been lucky enough to have had advisers who take an interest in them, guide them, and teach them how to be professionals. That is, without realizing it, they have had adviser-mentors. Expect your relationship with your mentor to be professional but also personal. Many students maintain contact with their mentors after graduate school, and mentors often are a source of information and support as new graduates enter the world of work. 1 Zelditch, M. (1990). Mentor Roles, Proceedings of the 32nd Annual Meeting of the Western Association of Graduate Schools. Cited in Powell, R.C.. Pivo, G. (2001), Mentoring: The Faculty-Graduate Student Relationship. Tucson, AZ: University of Arizona