Feeling Motivated-PUMPED UP?

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Feeling Motivated-PUMPED UP?

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This article may be used as long as it includes the resource box!

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Comparison of Daria and Kevin

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Teenagers today are constantly stereotyped and are misrepresented in the media. Daria and Kevin have many similarities and differences relating to teenagers social, emotional and physical "clicks" today. The purpose of this essay is to delineate the similarities and differences between teenagers (Daria and Kevin). Even though Daria and Kevin are extremely stereotyped, they show day to day problems that teenagers go through.

Relating to the chosen videos, Daria and Kevin have a few similarities that define each others personalities. They include social, emotional and physical. The social side of their lives are quite similar in that they both are considered as "social outcasts" and seem to have only one true/close friend. The emotional side of things include their self-esteem. They both have a high self esteem for themselves, but have a low esteem for others. Also their respect, they have no respect for elders e.g. their parents. The physical part of their lives include their lack of presentation, they don't care what anyone thinks. Also the way they walk, they usually have their heads hung low and "trudge" were ever they go.

Although Daria and Kevin act alike, there are some differences contrasting their personalities. They include social, emotional and physical. Their social lives are in fact almost incomparable, but there are a few differences; Daria has been invited to a party, Kevin on the other hand decides to have his own party, that shows that Daria actually is not that antisocial and can get invited to parties and Kevin is what you would call a "wanna be". The emotional differences that compare their personalities include the way Daria never shows any emotion even when she wants something, she never "sucks up". Kevin is quite different, when he wants something he pretends to be well mannered and polite. The physical differences between Daria and Kevin include the way Daria shows some physical activity, while Kevin is usually on the couch in front of the TV eating etc.

Teenagers today are becoming more and more stereotypical due to the media. Teenagers are not represented fairly; the media is so over the top with stereotypes. They are represented unfairly in shows such as Daria, Kevin and Perry, Beavis and Butthead and many more. Teenagers are not represented fairly because otherwise the show would be boring to watch. Even though it's wrong, it's entertaining for even teenagers. The media relies mainly on teenager stereotypes for movies and TV shows. Teenagers can also be represented fairly and those such as; Neighbours, Home and Away, Degrassi high and other soap operas. Teenagers are represented fairly in those TV shows because they are supposed to reflect real life situations. Comparing the number of non stereotypical to the stereotypical shows, the non stereo typical shows are minimal and the stereo typical shows are at extremely high and increasing. The media has many different ways in which it works but teenagers seem to be there main target.

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In conclusion, teenagers are represented and misrepresented in many different ways. Teenagers and stereotypes will always be a big part of the media and as the media creates new ideas, the stereotyping will get worse and more insulting. Nobody even bothers about complaining to the media anymore because there is so much of it around, it's not worth it.

Please note that this sample paper on Comparison of Daria and Kevin is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Comparison of Daria and Kevin, we are here to assist you. Your cheap research papers on Comparison of Daria and Kevin will be written from scratch, so you do not have to worry about its originality.

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GUIDE TO REFERENCING WHEN WRITING ESSAYS

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REFERENCING

Why should I list the sources I consulted for an assignment?

§ Because of copyright laws, it is necessary that you acknowledge an author when you use his published works.

§ Your Teacher can see the kind and quality of sources you have used.

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§ You may want to refer to those works again at a later date.

§ So that anyone interested in ordering or purchasing your source can do so with minimum difficulty.

What is a source list?

§ It is a list of materials consulted for an assignment. It contains the information needed to identify them.

§ This list is arranged ALPHABETICALLY and must appear at the end of you work.

What is the HARVARD system of reference?

§ It is an internationally recognized system of referencing which is used very widely in science and scholarship.

§ It expresses the essential information clearly, briefly and economically.

Source List AN EXAMPLE

1. BREWER, E.C. 16. Brewer's dictionary of phrase and fable, rev. ed. London Cassell. 70p.

. FOWLER, H.W. 168. A dictionary of modern English usage, nd ed. London O.U.P. 75p.

. FOWLER, H.W. & F.G., eds. 18. The concise Oxford dictionary of current English, 5th ed. London O.U.P. 1566 p.

4. FRANKLYN, J. 16. A dictionary of rhyming slang. London Routledge & Kegan Paul. 01p.

5. HANG down your head, Tom Dooley. 158 Los Angeles HMV. Sung and played by E. Smith. HMV 1. (gr. record)

6. HANGMEN also die. 14. Los Angeles United Artists. (motion picture)

7. OXFORD dictionary of quotations, nd ed. 17 London O.U.P. 100p.

8. PARTRIDGE, E. 184. A dictionary of slang and unconventional English. London Routledge & Kegan Paul. v.

. WAITE, V. 178. Hang-glider Bicycle of the air. WORLD Airnews, 17th Aug., 178 vol.6, no.6, p.17-1.

EXPLANATION OF THE ENTRIES IN THIS SOURCE LIST

1. Entry for a book with an author. "Rev. ed." Means "revised edition". "Revised" means that an editor has re-examined and reconsidered the text of the book.

. Entry for a book with an author. "nd ed." Means nd edition. The publisher, Oxford University Press, is shorted to "O.U.P.".

. when there are two authors or editors, the ampersand (&) is used for "and". "eds" means editors.

4. the ampersand can also be used in the publisher statement.

5. Gramophone record is entered by title, as no composer is specifically credited.

6. Film is entered by title. The term "motion picture" is used.

7. Anonymous work, i.e. there is no author, compiler or editor so work is entered under title.

8. "v" means volumes; pages are not quoted in this instance.

. Periodical article. N.B. It is title of periodical, NOT THE TITLE OF THE ARTICLE, that is underlined.

What does it mean to CITE a book, article, etc?

To cite means either to quote directly, or to include the substances of a published work in your assignment. When you cite the words, thinking or information from any source, you must acknowledge this.

How should I acknowledge a quote?

§ Acknowledging one Author

Either "Fowler (168, p.65) defines ….."

Or "Hanging particles are defined as unattached modifiers" (Fowler, 168, p.65)

§ A Specific Quotation

"Handing me my whiskey, hid face broke into an awkward smile". (Fowler, 168, p.660)

§ Two Authors When two authors are involved, the ampersand (&) is used.

"(Fowler & Fowler, eds., 18, p557) define the word 'hang' …..".

and

"….. the members of the United Nations were called upon to decide the future of a sliver of land … (Collins & Lapierre, 18, p.)".

§ SEVERAL AUTHORS Where several authors are responsible, all are cited the first time, but in later references, only the first author is given followed by et al.

First Time

"American experts on elementary school math's (Barker, Curran &Metcalf, 164, p.8) said….."

Subsequent References

"The idea of sets is not new (Barker et al., 164, p1)".

§ More than one book by the same author

If more than one book by the same author of the same year is referred to, then label them "a" and "b", etc. Thus

Bernstein (178 a, p.16)

Bernstein (178 b, p 50

N.B. These items must also be labeled "a" and "b" in you bibliography.

§ References to several works

" Recent studies (Brown, 17, p.; Jones, 17, p.70; Smith, 180, p 55) have shown that…"

§ Reference to a composite work

Reference to a contribution in a composite work would appear thus

"…. (Morris, 10 quoted in Carpenter & McLuhan, 170, p 11) describes this development as "the most sweeping and radical change in the history of the Indo-European languages."

How should I compile my source list?

§ Books and Pamphlets

Entry for books and pamphlets should contain the following items in order of appearance.

Author(s), Initial(s), (or editor(s), compiler(s)).

Year of publication.

Title (underline)

Edition

Place of publication.

Publisher (abbreviated).

Total number of volumes, or pages.

Examples of books and pamphlets

FOWLER, H.W. 168. A dictionary of modern English usage, nd ed. London O.U.P. 75p

FOWLER, H.W. & F.G., eds. 18. The concise Oxford dictionary of current English, 5th ed. London O.U.P. 1566 p.

READ, H. & Dobree, B comps. 15. The London book of English verse, nd rev. ed. London Eyre & Spottiswoode. 851 p.

WARD, I. 180. Delicious vegetable recipes. Johannesburg Evergreen. 16 p.

Anonymous Works i.e. those for which no author, editor or compiler is credited.

For Example MODERN European poetry. 166. New York Bantam 605p.

WORLD Book Encyclopedia. 178 Chicago World Book-Childcraft. v

§ Periodicals.

For periodical articles, the following items are given in order of appearance

Author(s), Initial(s), (or editor(s), compiler(s)).

Year of publication.

Title of article

Name of periodical (underlined, abbreviated and first word capitalized).

Day, month and year of publication (year is repeated).

Volume number (e.g. vol.5)

Part number (e.g. No. 11)

Page number (e.g. p. 1-15)

Examples

WAITE, V. 178. Hang-gilder Bicycle of the air. WORLD Airnews, 17 Aug., 178, vol. 6, no. 6, p. 17-1.

BUTCHER, W.H. 150. The crust of the earth, SCIENTIFIC America, 10th Jul., 150, vol. 18, no.5, p.

§ Newspapers

If the author of the article is not mentioned, then the article is entered under title.

SALARIES of teachers. 166. THE STAR, 8th Jan., 166, p.7, col..

(col. means "column")

§ Non book materials

Films, slides, pictures, gramophone records, tapes, etc., are entered thus (N.B. ALSO PERSONAL DISCUSSIONS)

HANGMEN also die. 14. Los Angeles United Artists. (motion picture)

HANG down your head, Tom Dooley. 158. Los Angeles HM. Sung and played by E. Smith. HMV 1. (gr record)

LIONS of the Kruger Park. 180. Cape Town Shell. (picture)

BEETHOVEN, L. 165. Symphony no. in E flat major, op. 55 "Eroica"; NBC Symphony Orchestra, conducted by A. Toscanini. RCA (AT 11) (gr. record).

BLAKENEY, R.P. 17. Discussion with the author.

Alternative method of referencing for history students

N.B. Most departments wish you to follow the method of referencing we have described. However, students in the department of history should follow the method below

References are made by means of end-notes numbered sequentially throughout the assignment. These notes are then supplemented by an alphabetically arranged source list at the en of the assignment.

e.g. "Fowler(1) defines …"

END-NOTES (At end of assignment before source list)

1. FRANKLYN, J. 16. A dictionary of rhyming slang. London Routledge & Kegan paul. P.74

. FOWLER, H.W. 168. A dictionary of modern English usage, nd ed. London O.U.P. 65p.

Etc.

SOURCE LIST (At the end of assignment after end-notes)

FOWLER, H.W. 168. A dictionary of modern English usage, nd ed. London O.U.P. 65p.

FRANKLYN, J. 16. A dictionary of rhyming slang. London Routledge & Kegan paul. P.74

Etc.

Helpful notes

§ UNDERLINE the title of the BOOK, WHOLE VOLUME or PERIODICAL not the article, or part of the work.

§ CAPITALISE the SURNAME of the AUTHOR, EDITOR or COMPILER. In the case of title entry, the FIRST WORD of the TITLE is capitalized.

§ Your source list should be compiled in ONE ALPHABETICAL SEQUENCE.

§ The NAME OF THE PUBLISHER SHOULD BE ABBREVIATED

Hamish Hamilton is shortened to Hamilton

Oxford University Press to O.U.P.

Longman and Co. Ltd. to Longman.

§ Punctuation

Punctuation in referencing systems is determined by strict rules, and it is important to use it consistently. This consistent punctuation helps people to interpret complex entries, and entries of foreign material, intelligently.

Standardization in referencing techniques is helpful to academic people in the same way standardization in accounting is helpful to bookkeepers.

§ WHERE A WORK IS PUBLISHED IN SEVERAL VOLUMES, THE WHOLE WORK MUST BE LISTED IN THE SOURCE LIST. i.e. You list a whole set of encyclopedias, not just single volume in that set.

§ PUBLISHERS are not noted in SOURCE LISTS, AND NOT PRINTERS, as publishers are responsible for books. Any questions about books are therefore addressed to the PUBLISHERS.

Important Abbreviations

col. Column, e.g. in a newspaper

comp. Compiler of anthologies, etc

ed. Editor(s) of collections, etc

ed. Edition, found as nd ed., rd ed,. 4th ed., etc.

et at. Et alia, Latin for 'and others'

ibid Ibidem, Latin for 'in the same place'

no. Number.

p. Page.

rev. Revised. rev.ed. means revised edition

vol. Volume

.

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Psychology of teaching

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I, , embrace the belief that all children can learn. My goal is to provide all students with an opportunity to increase academic performance and gain knowledge of the subject. Also, I believe it is important to prepare all children for the problems that lie ahead, including prejudice, economic and social problems.

Each student should be capable of expressing his/ her opinion with out disrespecting others.

The curriculum should embrace the context of the New Jersey state standards. Also there should be a reflection of current events as well as past events that prove to be lessons in life. Students will acquire the uniqueness of multiple learning styles while meeting the requirements of the school.

Parents and Guardians should also take part in the students learning process. The community should encourage each student as well. Positive reinforcement from the family and community will aid students in their studies as well as their self-identity. The teachers and community should work together to give the students a guide for self-esteem, reinforcement, and sense of belonging.

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Students should also be aware of the changing and demanding world that lay ahead of them. All changes should be positive and open doors not close them. These challenges include economic and cultural differences. Children no matter w hat social status should have to opportunity to better themselves. Children should be able to celebrate and enjoy cultural differences not loath them.

While is the classroom children should understand classroom rules and obey them. If a teacher asks a student to do something they are expected to perform the task. Children should be aware of their surroundings and be able to maintain a common ground among their classmates. Any discipline action should not be taken lightly.

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The grapes of wrath

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Elisa is frustrated as a woman, and so has taken on masculine qualities, so she is first depicted as a woman whose strengths are really too much for the tasks at hand. She was cutting down the old year's chysanthemum stalks with a pair of short and powerful scissors, the reader learns. She has too much energy for the job. Her face was eager and mature and handsome; even her work with the scissors was over-eager, over-powerful. The chrysanthemum stems seemed too small and easy for her energy. Thus, we get a sense, early on, of Elisa's promise, of her potential. But it is also checked and limited by her circumstances and by her stereotypical role as a woman, and as a farmer's wife.

A tinker comes on the scene. Elisa's first response to his overtures as a salesman is in her masculine guiseshe simply tells him she has no work for him. But he persists, and he finds her soft spot, her chrysanthemums. While it is possible to interpret Elisa's love for the chrysanthemums as her need to mother, (she has no children), it is also possible to see her love for her flowers as an expression of the creative female principle (Renner 07). In the next paragraphs, we witness Elisa's flirtation with this tinker, who is really only interested in making a sale. But he succeeds in gaining access to her emotional side, her feminine side, and lets go of her need to control the situation.

As her creative female side emerges in the presence of the tinker, Elisa's character undergoes a dramatic change. Her love for the natural beauty of the flowersfor her own feminine sidecombines with her natural strength, and a whole woman begins to emerge. Let us track this process as it reveals itself. Her female, receptive side is revealed as she notices the size and sheer physical presence of the tinker, Elisa saw that he was a very big man. Although his hair and beard were greying, he did not look old....He took off his battered hat. With this felt urge to open up, Elisa stands up and shoves the thick scissors in her apron pocket. She shields the symbol of her energy and strength, as if the world weren't ready to see it.

It is not the tinker or his attentions that interest her. Instead, it is the sharing of what she has grown from the bitter, hard earth, her chrysanthemums, a symbol of her potential for wholeness. When the tinker says that he knows someone who would like her flowers (in an attempt to gain her sympathy and get some work), she opens up to him like a flower in the sun, The irritation and resistance melted from Elisa's face. Her eyes grow eager and alert, and Elisa's enthusiasm for the sharing of the flower buds grows with her excitement at the possibility of such expansion.

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The promise comes to a high point as Elisa transfers the symbolic chrysanthemum buds to the tinker. She doesn't know whether he will understand her meaning, but she confides in him that she has planting hands, hands that know what the earth needs and wants. At this moment, she is at her best. She knows that she can be both strong and receptive, that she can be whole

Elisa's voice grew husky. She broke in on him. I've never lived as you do, but I know what you mean. When the night is darkwhy, the stars are sharp-pointed, and there's quiet. Why, you rise up and up! Every pointed star gets driven into your body. It's like that. Hot and sharp andlovely. (Chrysanthemums).

At this moment, Elisa has access to the larger picture, and she knows what it means to

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Wowen in australia during the 20s and 30s

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"A young lady's role is to be a fit wife to her husband. She must give herself completely to him. She must always be presentable and modest, pretty and pure. She has to be able to cook, sew, clean and look after his children. She has to manage on what money he gives her and not complain. She is the height of purity and goodness."

The role of the wife and mother of the 10s and 10s is very different from how it is today. Back then women were only used to serve men. They were used to cook, sew, clean and look after their children. They had no say in society. All they said and thought didn't matter at all. But since time has gone by, things have changed.

Since suffragists, feminists, and the whole Women's Liberation Movement, women have become more equal to men. Both world war one and world war two have changed women's ideas of what they were capable of achieving and doing. The suffragist movement had made women aware of their lack of protection under the law. Many suffragists were shocked when they realised that their husbands had sole rights over the custody of their children. At one stage, if a woman left her husband, all she was allowed to take with her was her marriage certificate and her sewing machine.

What became obvious in the years of the 140s was that women could do what was regarded as 'men's work' as good as the men but those women who were forced to work to provide for themselves had very little protection under the law in the workplace and were given poor conditions and low wages.

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Back in the 10s and 10s women weren't meant to even have jobs. They were meant to stay home, and be housewives, but as time passes, morals change.

Source One Land Many Stories, Pyne, Bowe, Connolly. Longman Publishing, 001.

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The Patriot

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The Patriot Historical Accuracy

The Patriot is a fictional piece with the timeframe and events of the American Revolution, with a few exceptions. As suggested in the title, there are obvious biases in favour of the United States right from the beginning. Th

1) The brutality of the British regulars is, in the worlds of star Mel Gibson, 'juiced up' for dramatic effect. In one scene, the British regulars murder wounded American POWs; in another, they order the execution of a colonial soldier captured in uniform. In fact, such war crimes by regular troops rarely happened. Spies and traitors, such as Nathan Hale (American) and Major John Andre (British), were hanged, and irregular militias, terrorist bands allied to both sides and Indian proxies certainly carried out some horrific atrocities. But regular troops on both sides almost universally observed the law of war that distinctions should be made between the former categories and uniformed combatants.

In the most bizarre scene, the people an entire town are locked in a church, which is then set on fire. This mimics a notorious Nazi war crime, when 64 peple were massacred in the French village of Oradour sur Glane in June 144, but no such incident took place in the American Revolution. As historian Thomas Fleming puts it 'Of course it never happened. If it had do you think Americans would have forgotten it? It could have kept us out of World War I.'

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) The film gives the impression that the conflict was a straight fight between British troops and colonials only one colonist is shown fighting for the British, and regarded as an oddity by Tavington. However in reality, about a third of the colonists were rebels, a third were loyal to the British Crown and a third were neutral. Thus the Revolution was much more like a civil war, with communities and even families split between 'patriots' and 'loyalists'.

) Similarly, The Patriot tends to exaggerate the degree to which a unified 'American' identity had been forged in the 1770s. For instance, the colonials all sound like modern Americans, wheras in truth there would have been a wide range of European tongues and accents being spoken. Similarly the American flag with the circle of stars would not have been used in battle at that time, but is flown in the film to give greater dramatic impact.

4) The declaraction by George Washington that slaves who fight for the Continental cause will earn their freedom is fictional.

5) The film-makers enlisted the help of the Smithsonian Institute to ensure the movie was free from anachronism in terms of military chronology, weapons used and costumes worn. However, certain changes were made for dramatic reasons. In battle sequences, the colours of uniforms have been altered to make it clearer to the audience which side is which. (According to the Smithsonian's Bobby Moss, often the only way to distinguish between Loyalist and Patriot soldiers was what they wore in their caps the loyalists had pine twigs and the Patriots white paper). Similarly, the soldiers led by Tavington, the Green Dragoons, wore (as their name would suggest) green in real life, but in the film they are given red coats to align them in the audience's mind with the rest of the British army.

Another change that may infuriate purists is the merging of two important 1781 battles Cowpens and Guildford Courthouse into one. However, both battles were similar, in that local militia fought alongside the continental army to help turn the tide against the British in South Carolina.

The cannons used in the final battle scene are lb guns. These werent used in the field - the correct gun should have been the smaller 6lb gun. But, at the end of the day, the director wanted bigger bangs.

It is also worth mentioning that some of the characters are 'based on' real-life American Revolution combatants.

- Tavington is based on the historical figure Lieutenant Colonel Banastre Tarleton, who was renowned for the violence and brutality he inflicted on his enemies. The phrase 'Tarleton's quarter' was coined to refer to his practice of ordering the execution of defeated combatants even after they had put down their weapons and waved the white flag. He continued his reign of terror until Cornwallis surrended at Yorktown in 1781, after which he became MP for Liverpool and lived to the age of 78.

- According to screenwriter Robert Rodat, the character of Benjamin Martin is a composite of several heroes of the American Revolution, including Thomas Sumter, Andrew Pickens, Daniel Morgan, Elijah Clark and Francis Marion. Martin's ghostlike elusiveness is particularly reminiscent of the so-called 'Swamp Fox' Francis Marion, who would attack then 'disappear' into marshland. His effective guerrilla campaign recalls Thomas Sumter, whose harrassment cut off British supplies. And he also represents Daniel Morgan, whose force of light infantry, riflemen, regular troops and militia leads the crucial victory at Cowpens.

- Villeneuve is partially based on the young French fighter the Marquis de Lafayette, who rose through the ranks of the Continental Army to become Washington's protg.

- Colonel Burnel is loosely based on Colonel 'Lighthorse' Harry Lee (although unlike actor Chris Cooper, Lee was just 1 when he fought in the Revolution

Please note that this sample paper on The Patriot is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Patriot, we are here to assist you. Your persuasive essay on The Patriot will be written from scratch, so you do not have to worry about its originality.

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