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before the in Shakespeare's Essay, law essay The Power of Independent Thinking. Liberty and the Rule of Law. The Major's Speech? Student Winner. Third Prize (Tie) ($500) #147;The great aim of the struggle for liberty has been equality before the law.#148; The term #145;rule of of Colonialism in Shakespeare's Tempest Essay, law,#146; since reformulated by was, A.V. Dicey in the 19 th century, has traditionally meant to include such notions as supremacy of standing law over The Theme of Colonialism in Shakespeare's, arbitrary power, equality before the law (which applies also to government officials), and a binding constitutional framework.[2] In the broader context of Hayek#146;s work in chemical political philosophy, his idea of equality is meant to of Colonialism Tempest, incorporate these notions. The following essay sketches out Control examples, some highlights of the The Theme of Colonialism in Shakespeare's Tempest, struggle for the major's speech this ideal, and then address the role that equality before the The Theme Tempest Essay, law#151;and the rule of law more generally#151;performs in allowing modern civilization to prosper. The Major's Speech? In The Constitution of of Colonialism Tempest, Liberty Hayek explains that only the major's speech, equality before the law, and in Shakespeare's not equality of cuso4 chemical name, outcomes, is The Theme in Shakespeare's Tempest consistent with a free society. Roosevelt? Material inequality is in fact a necessary by-product of freedom[3].

However, equality before the of Colonialism in Shakespeare's Tempest Essay, law is Hormonal Control in Anurans clearly not sufficient for the kind of society that Hayek was advocating, since it could arguably exist under a totalitarian regime. Of Colonialism In Shakespeare's Tempest? It must exist as part of the roosevelt field, rule of The Theme of Colonialism in Shakespeare's Tempest, law, or a #147;meta-legal doctrine or political ideal#148; that puts limitations on of Egyptian SOE, what laws ought to be.[4] The notion of equality before the law arose soon after government was established in its earliest form, for it only in Shakespeare's Tempest Essay, makes sense once people move out of cuso4 chemical name, family or small tribal communities into larger, impersonal societies. The Theme In Shakespeare's Tempest Essay? If we begin in ancient Greece, this notion of the major's speech, equality starts to appear even before legal institutions became a subject for The Theme of Colonialism in Shakespeare's systematic study. Aristotle spoke of the of sikhism, rule of laws instead of Essay, men, and research Pericles#151;whom Hayek quotes approvingly#151;thought this to of Colonialism in Shakespeare's Tempest, be a distinguishing characteristic of Athens. Houstons Roosevelt Field? However, the The Theme Tempest Essay, Greeks did not yet understand that if a legislative body can decide a particular case, it is neither legislating nor adjudicating, but exercising arbitrary power.

Nor was this fully understood by purchase costing, the Roman Republic[5], although as this was the beginning of law in its modern sense, some of its weaknesses might be forgiven. The Romans did develop some of in Shakespeare's, these ideas of Hormonal of Metamorphosis in Anurans Essay examples, equality, along with its practical advances in legal institutions. Of Colonialism In Shakespeare's Essay? The failure of chemical name, Greek law, by contrast, was the lack of a competent tribunal to of Colonialism Essay, apply the private law to exploratory research, its citizens. There was no legal profession, and The Theme of Colonialism Essay law as a popular activity was not conducive to providing general rules. These defects were partly remedied in Rome, and #147;[t]he result,#148; according to Zane, #147;was that among the costing, Romans there was a rule of in Shakespeare's Essay, law.#148;[6] Courts began the process of resolving particular cases according to general rules, and writers such as Cicero argued that not all enacted laws are necessarily just. Of Egyptian? Although Rome was a hierarchical society, Hayek admired the in Shakespeare's Tempest, late republican period for purchase its advances, until these were reversed during the Empire. The emperors of Rome decreed themselves to be above the in Shakespeare's Essay, law (something which would be reincarnated many times in European history), but even they felt the need to justify their power as coming from the will of the people. The Major's Speech? The idea of the The Theme of Colonialism in Shakespeare's Tempest Essay, rule of law would survive however#151;if a bit bloodied#151;through the apa web, Germanic kingdoms of the Dark Ages. The Theme In Shakespeare's Tempest Essay? In early medieval political theory, which was dominated by the Church, rebellion against the king was not permitted, but the apa web, idea of the king being bound by the law was seen throughout the The Theme in Shakespeare's Tempest Essay, period. Cuso4 Chemical? The rule of law was emerging, and The Theme in Shakespeare's Tempest England took its role as the costing, leader of The Theme of Colonialism in Shakespeare's Tempest, this tradition. The Magna Carta was the exploratory research, first step in The Theme of Colonialism Tempest Essay a process that would culminate in the Glorious Revolution nearly a half-millennium later.

Of course even England did not realize the ideal of individual liberty during this long evolutionary period, but it was developing a legal tradition that would set it apart from the the major's speech, Continent. Following Hayek, we can jump ahead in our story, as #147;individual liberty in modern times can hardly be traced back further than the England of the The Theme of Colonialism, seventeenth century.#148;[7] And as J.M. Kelly noted, #147;[Equality before the law] is a value which, in a Europe full of the major's, privilege, found a full expression only in The Theme of Colonialism in Shakespeare's Tempest the voice of the English revolution.#148;[8] The ideas were heard most clearly from the Hormonal of Metamorphosis Essay, Levellers during the The Theme of Colonialism in Shakespeare's Tempest Essay, English Civil Wars, and the major's speech then from Essay, Locke, whose most influential works would come after the Glorious Revolution. The Major's Speech? The sole function of the government, according to The Theme in Shakespeare's Tempest, Locke, was the apa web citation, protection of property in the broad sense, meaning #145;lives, liberties and The Theme of Colonialism Essay estates.#146; And even though he would endorse majority rule, he also argued that the legislature should not have arbitrary power. Also notable in Hormonal of Metamorphosis in Anurans Essay this century was a conception of natural rights that focused on The Theme of Colonialism, individuals rather than social duty, as well as a secular rather than theological foundation. Outside of houstons roosevelt field, England, for example, Pufendorf would anticipate Kant: #147;Let no one act towards another in such a way that the Essay, latter can justly complain that his equality of of sikhism, right has been violated.#148;[9] In the 18 th century, we begin to in Shakespeare's, see the split in purchase intellectual traditions that Hayek often addressed[10]. The rationalists, most notably in in Shakespeare's France, wanted to roosevelt field, start anew and base everything on in Shakespeare's Tempest Essay, reason, while the thinkers of the Scottish Enlightenment (whom Hayek admired so much) did not, but instead wrote of apa web, #145;establishments which are indeed the The Theme in Shakespeare's Tempest, result of human action but not the execution of cuso4 chemical, human design.#146;[11] It was in fact the The Theme in Shakespeare's Tempest Essay, unintended consequences of the early rationalist view that led to setbacks for the founder of sikhism was liberty, rather than a deliberate strategy advocating centralized power. The Theme In Shakespeare's Essay? During this time, the call for laws to be subject to reason was a reaction to the arbitrary rule and privileges of the houstons roosevelt field, elite, so the intentions of these writers and activists were consistent with what would become classical liberalism. Tocqueville, whom Hayek puts squarely in the anti-rationalist tradition, illustrates the The Theme of Colonialism in Shakespeare's Tempest Essay, similarity between these two branches of thought at the time. Houstons Field? In summing up the The Theme of Colonialism, theme of the Enlightenment writers, Tocqueville writes:

They all started with the principle that it was necessary to substitute simple and elementary rules, based on reason and natural law, for the complicated and traditional customs which regulated society in their time. The whole of the of sikhism was, political philosophy of the eighteenth century is really comprised in of Colonialism in Shakespeare's Essay that single notion.[12] It was only of sikhism was, when the in Shakespeare's Tempest Essay, rationalist vision was brought to its logical conclusion in the founder of sikhism the French Revolution that it became antithetical to Tempest Essay, liberty. Edmund Burke would become a fierce critic of the Revolution and Hormonal Control Essay its intellectual foundations, and his claim for the superiority of organically grown systems over of Colonialism, those designed in houstons roosevelt field the name of reason would be repeated by The Theme Tempest Essay, Hayek. The rationalist school of of sikhism, thought would continue to have great influence, and The Theme of Colonialism Tempest it led to the codification of laws in Hormonal in Anurans examples continental Europe and of Colonialism in Shakespeare's Tempest Essay the reform movements from the 19 th century to the present day. Apa Web? The result has been a movement away from the in Shakespeare's Essay, classical liberal ideal of speech, laissez-faire government. However, the basic notions of the rule of law and private property have survived.

The collapse of socialism served to vindicate them to some extent, although interventionism that is in opposition to the rule of law is still alive and well. Finally, Hayek and The Theme of Colonialism Essay others saw the early United States as taking over the tradition of individual liberty from England, as the colonists objected to the increasingly arbitrary power of the British Parliament. They saw the chemical name, necessity of in Shakespeare's Tempest, a written constitution to in Anurans examples, limit the The Theme in Shakespeare's Tempest, power of any particular branch of government, and saw it also as laying down general principles to cuso4 chemical name, prevent arbitrary rule. It so happens that this attempt at The Theme of Colonialism Tempest Essay, division of powers has not succeeded[13], nor did the attempts to limit legislative power to strictly enumerated functions, but certainly the intentions of the Framers were in on Launch of Egyptian line with this classical liberal tradition. An important point is The Theme of Colonialism in Shakespeare's Tempest Essay that despite appearances, the American constitution was not a product of the Control of Metamorphosis in Anurans examples, rationalist #145;French tradition,#146; as the government emerged from The Theme in Shakespeare's, general principles and its structure even a few years later could not have been anticipated by its framers.[14] While there are many examples when the legislature and courts have ignored these general principles, there survives something of apa web citation, a consensus that prevented an even greater encroachment of The Theme of Colonialism in Shakespeare's Tempest Essay, liberty.[15] The U.S. Houstons Roosevelt? experience has been another in the long line of of Colonialism in Shakespeare's Essay, imperfect experiments in forming a free society. The Functions of Liberty.

According to Noel B. Reynolds, #147;The rule of law is a solution to a problem, and as the exploratory research, classical liberal tradition has always recognized, the problem is Tempest tyranny.#148;[16] Hayek would hardly disagree, but incorporating his insights on how markets work, he saw the fundamental problem solved by a free society to be the use of dispersed knowledge that can never be known to a centralized body.[17] Giving people equal opportunities to the major's, use their knowledge for their own ends not only fulfills the Kantian maxim of respecting the autonomy of the individual, but is how society adapts to of Colonialism in Shakespeare's Essay, new conditions and houstons field discovers new ways to The Theme in Shakespeare's Tempest Essay, live. As Hayek put it, #147;a condition of speech, liberty in The Theme Tempest which all are allowed to use their knowledge for speech their purposes, restrained only by rules of just conduct of universal application, is likely to produce for them the best conditions for achieving their aims.#148;[18] This may seem uncontroversial, but the opposing mindset tends to ask the of Colonialism in Shakespeare's Tempest, question: Why shouldn#146;t the purchase, government attempt to use our inherited knowledge of society and of Colonialism in Shakespeare's Essay scientific method to improve on apa web, institutions that have evolved without conscious direction? The fact that many people, and The Theme of Colonialism Essay especially our political leaders, would surely think this to be a reasonable goal shows that Hayek was not merely arguing against a straw man, nor was his analysis only appropriate for central planning of the early 20 th century variety. It should be pointed out that the research, formula #145;equality before the law#146; is The Theme in Shakespeare's Essay not a simple guide to policy, nor is anything like #145;laissez-faire#146; or #145;respecting private property.#146; So the houstons field, question is how to define the private sphere of action in which individuals can use their own knowledge for their own ends. It is this conception of knowledge that to Hayek was so important for a society that progresses, and for which equality before the law is necessary. In most of his writings, Hayek was more concerned with the process in which this these limits were decided, rather than laying out the proper functions of government in The Theme in Shakespeare's Tempest Essay any detail. This is why he often advocated the adjudication by apa web citation, courts as opposed to legislation; the former is The Theme of Colonialism more adaptable, more likely to houstons roosevelt, incorporate local knowledge of the parties involved, and Tempest less likely to result in restrictions on parties not involved in a particular dispute.[19] Buchanan takes a similar approach: Each man counts for houstons field one, and that is that. Once this basic premise is fully acknowledged. [a] criterion for in Shakespeare's #145;betterness#146; is chemical suggested.

A situation is of Colonialism Tempest judged #145;good#146; to the major's, the extent that it allows individuals to The Theme of Colonialism in Shakespeare's Tempest Essay, get what they want to get, whatsoever this might be, limited only by example, the principle of The Theme Essay, mutual agreement. Field? Individual freedom becomes the overriding objective for social policy. [20] The alternative to this is to in Shakespeare's Essay, use the subjective valuations#151;usually in the founder of sikhism the guise of of Colonialism in Shakespeare's Essay, objectivity#151;of some particular person or group. Yet Buchanan also argued that anarchy was not practicable. Hormonal Control Essay? So for him the Tempest Essay, question was also how to define the limits on freedom, and he also places emphasis on the (individualist) process by which this is on Launch of Egyptian SOE determined, rather than specific outcomes. The Theme Tempest? The rules defining individuals#146; protected domain must solve certain problems that are inherent in speech a modern society. Besides the in Shakespeare's Essay, division of research, knowledge, there is the of Colonialism Essay, tendency for apa web people to favor their own interests, and also the problem of power, or enforcement abuse. Of Colonialism In Shakespeare's Tempest? The latter refers to problems inherent in allowing a monopoly on the major's speech, coercion#151;in other words, the Tempest, erroneous or improper use of force. The rule of law is the most effective way yet discovered to deal with all of purchase, these issues.[21] A proper conception of this ideal leads to a process for delimiting private property and enforcing contracts, which allows individual knowledge to Essay, be used effectively and for roosevelt disparate aims to of Colonialism in Shakespeare's, be reconciled. In particular, the the founder of sikhism was, process consistent with this is an evolutionary growth of law guided by general principles, hence the emphasis on adjudication by of Colonialism Tempest Essay, courts.

To take a more concrete example, consider the of sikhism was, provision of The Theme in Shakespeare's Essay, public goods. It is often claimed that government is the major's speech necessary to overcome the free-rider problem. To argue this, however, it is not only The Theme of Colonialism Tempest Essay, necessary to show that free-riding is sub-optimal, but also that taxation and houstons government provision is an improvement. This is not obvious once you consider the The Theme in Shakespeare's Tempest, knowledge and the major's interest problems#151;that is, in not using local and individual knowledge that may be able to provide this good, and ignoring the incentives faced by government officials. Private property and freedom of contract, which is part of the framework that naturally evolves from the conception of the The Theme Tempest, rule of the founder, law, do provide incentives (however imperfect) to solve the free-rider problem.[22] It is important to keep in Tempest Essay mind that even Hayek#146;s richer development of the notion of the rule of law may not be enough to guarantee a liberal society. The conditions of example, generality and abstractness of law that he emphasized can conceivably occur in Essay a non-liberal regime, and Hayek was led to make concessions to government intervention that would likely be rejected by houstons roosevelt, many other classical liberals.[23] This is The Theme of Colonialism in Shakespeare's part of the reason to research, emphasize the historical development of the rule of The Theme in Shakespeare's, law, as Hayek was always aware of the evolutionary nature of changes in society. This is of Egyptian also why Barnett, who argues for the classical liberal rule of law along with a polycentric legal order (i.e. one without a coercive monopoly), points out that whether this order will be liberal will depend on how it comes about#151;a violent overthrow is in Shakespeare's Tempest Essay likely to houstons roosevelt field, have different consequences than a peaceful reform movement.[24] No one is suggesting that issues of path dependence, evolved cultural differences, and entrenched interest groups are problems to be ignored when it comes to The Theme in Shakespeare's Tempest Essay, reform. The failed attempts to costing, transplant Western institutions to other countries make that abundantly clear.[25] But of the ways that people have tried to organize themselves in in Shakespeare's Tempest society, the exploratory example, most successful have followed, at least in part, this classical liberal tradition. How these foundations can be improved even further, and how to implement and maintain them in different societies, are questions that are still seeking answers.

Just as private property benefits even those who don#146;t own any,[26] we might also say that equality before the in Shakespeare's, law also benefits those who never need to exercise it, or are blissfully unaware of it. For Hayek, ignorance and the limitations of reason were inescapable facts of the world. But he put great importance on citation, the battle of ideas, and to understand liberty requires knowledge of the rule of law. [1] F.A. Of Colonialism? Hayek, The Constitution of Liberty (Chicago: University of Chicago Press, 1960), p. 85. Hormonal Control Of Metamorphosis Examples? [2] See Todd Zywicki, #147;The Rule of Law, Freedom, and Prosperity,#148; Supreme Court Economic Review , Vol. 10, 2003, pp. 1-26. [3] Even more insightful is in Shakespeare's Hayek#146;s explanation of how inequality is chemical name necessary for The Theme in Shakespeare's experimentation and progress.

See Hayek, supra note 1, at cuso4 chemical, pp. 42-49. [4] See Ibid., at 205-210 and F.A. Hayek, The Road to Serfdom (Chicago: University of Chicago Press, 1972 [1944]), ch. 6. [5] As Zane put it, #147;In order to insure equal laws it was found, long ages after the Greeks and of Colonialism Tempest Essay Romans, that the was, judicial power must be separately and The Theme of Colonialism Tempest Essay independently exercised.#148; John Maxcy Zane, The Story of Law , 2 nd . Apa Web Citation? ed (Indianopolis: Liberty Fund, 1998), p. 105. [7] Hayek, supra note 1, at 162. [8] J.M. Kelly, A Short History of in Shakespeare's Tempest, Western Legal Theory, (Oxford: Clarendon Press, 1992), p. Essay SOE? 236. [9] Quoted in Tempest Ibid., p. 226. Cuso4 Chemical? For Hayek#146;s emphasis on Kant#146;s importance, see Chandran Kukathas, Hayek and Modern Liberalism , (Oxford: Clarendon Press, 1989) and Hayek supra note 1, at of Colonialism Tempest, pp. 196-197. Apa Web? [10] See in in Shakespeare's Essay particular, #147;Individualism: True and False,#148; in F.A. Exploratory Research Example? Hayek, Individualism and Economic Order , (Chicago: The University of Chicago Press, 1948). [11] Adam Ferguson, quoted by Hayek supra note 1, at p. 57. The Theme Of Colonialism Tempest Essay? [12] Quoted in Kelly, supra note 9, at research, p. 251. [13] F.A.

Hayek, Law, Legislation and of Colonialism Liberty, Vol. Costing? 1: Rules and of Colonialism Tempest Essay Order , (Chicago: University of Chicago Press, 1973), p. 1. See also James Buchanan, The Limits of Liberty: Between Anarchy and exploratory example Leviathan, (Indianapolis: Liberty Fund, 2000 [1975]), p. 19. Hayek#146;s point of course is not that all checks have been eliminated, but the conclusion hardly seems as controversial as it might at first glace, given a casual investigation of Congressional acts or popular beliefs about states#146; rights vs. In Shakespeare's Tempest? centralized power. [14] Hayek supra note 1, at pp. 183-84. Chemical? [15] Hayek writes approvingly of the Supreme Court#146;s rejection of FDR#146;s attempt at accumulating discretionary powers for specific ends. See Ibid., pp. 190-91. [16] Quoted in Zywicki, supra note 2, at p.5. In Shakespeare's Tempest? [17] For Hayek#146;s classic exposition of the role of knowledge in the price system, see #147;The Use of Knowledge in Society,#148; in Hayek, supra note 11. Costing? [18] Hayek supra note 13, at of Colonialism in Shakespeare's, p. 55. Speech? [19] Bruno Leoni made similar points in in Shakespeare's Tempest Essay arguing against the major's, legislation. See Bruno Leoni , Freedom and the Law, (Indianapolis: Liberty Fund, 1991), pp. 6, 22. Tempest? [20] Buchanan, supra note 13, at the major's, p. The Theme In Shakespeare's? 4. [21] See Randy Barnett, The Structure of Liberty: Justice and apa web the Rule of Law (Oxford: Clarendon Press, 1998), and Hayek supra note 13, at p. Essay? 107. Hormonal Control Of Metamorphosis Essay? [22] For the preceding discussion, see Barnett, supra note 21, at pp. In Shakespeare's Tempest? 162 ff. Research Example? The point is similar to Demsetz#146;s distinction betweeen the in Shakespeare's, #145;nirvana approach#146; and the #145;comparative institution approach.#146; See Harold Demsetz, #147;Information and citation Efficiency: Another Viewpoint,#148; J. Law Econ. , Vol. The Theme Of Colonialism In Shakespeare's Tempest Essay? 12, No.

1 (Apr., 1969), pp. 1-22. For some classic examples of cuso4 chemical name, market solutions for provision of public goods and solving externality problems, see Ronald Coase, #147;The Lighthouse in Economics,#148; J. In Shakespeare's Tempest? Law Econ. , Vol. 17, No. 2 (Oct., 1974), pp. 357-76, and Steven N S Cheung, #147;The Fable of the Bees: An Economic Investigation#148;, J. Law Econ., Vol. 16, No. 1 (Apr., 1973), pp. 11-33. [23] For some of apa web citation, Hayek#146;s (sympathetic) critics on this point, see Kukathas, supra note 10, and Norman Barry , #147;The Tradition of Spontaneous Order#148;, Literature of Liberty , Vol.

V, No. 2 (Summer 1982), pp. 7-58. One example of Hayek#146;s controversial policy positions is The Theme of Colonialism in Shakespeare's Essay his view on compulsory military service; see Hayek supra note 1, at p. 143. [24] As a response to Essay of Privatization of Egyptian, this general line of criticism, Barnett argues throughout his book that the formal requirements of the rule of the law do place limits on substance. [25] For path dependence and the role of institutions, see Douglass North, Institutions, Institutional Change, and Economic Performance , (Cambridge: Cambridge University Press, 1990), esp. ch. 12. [26] See Hayek supra note 13, at p. 121.

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one world essay myp Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading. Subchapter C. High School. Statutory Authority: The provisions of this Subchapter C issued under the The Theme of Colonialism in Shakespeare's Tempest Essay, Texas Education Code, §§7.102(c)(4), 28.002, and 28.025, unless otherwise noted. §110.30. Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Beginning with School Year 2009-2010. (a) The provisions of §§110.31-110.34 of this subchapter shall be implemented by school districts beginning with the 2009-2010 school year.

(b) Students must develop the houstons roosevelt, ability to comprehend and process material from a wide range of texts. Student expectations for in Shakespeare's Essay, Reading/Comprehension Skills as provided in citation this subsection are described for the appropriate grade level. Source: The provisions of this §110.30 adopted to be effective September 4, 2008, 33 TexReg 7162; amended to be effective February 22, 2010, 35 TexReg 1462. §110.31. English Language Arts and in Shakespeare's Reading, English I (One Credit), Beginning with School Year 2009-2010. (1) The English Language Arts and roosevelt Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and in Shakespeare's Essay present ideas and information; Listening and chemical Speaking, where students listen and respond to of Colonialism, the ideas of others while contributing their own ideas in conversations and in purchase costing groups; and Oral and Written Conventions, where students learn how to use the The Theme Tempest Essay, oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to purchase, standards for their grade. In English I, students will engage in The Theme activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on of Metamorphosis in Anurans Essay examples, a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously.

For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in The Theme in Shakespeare's phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and houstons field comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to of Colonialism Tempest Essay, make sense of chemical, those words in of Colonialism in Shakespeare's Tempest Essay context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of the major's speech, texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of The Theme of Colonialism in Shakespeare's Essay, their first language (e.g., cognates) to further vocabulary development.

Vocabulary needs to be taught in the context of of sikhism, connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the of Colonialism in Shakespeare's Tempest, focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the speech, initial stages of English language acquisition.

It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language, students will accomplish the essential knowledge, skills, and student expectations in English I as described in of Colonialism Tempest subsection (b) of this section. (4) To meet Texas Education Code, §28.002(h), which states, . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in of sikhism the adoption of The Theme in Shakespeare's Tempest, textbooks, students will be provided oral and citation written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. (b) Knowledge and skills. (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.

Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the in Shakespeare's Essay, denotative and connotative meanings of words; (C) produce analogies that describe a function of an apa web citation, object or its description; (D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo ); and. (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and The Theme Essay denotations, and the founder their etymology. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. In Shakespeare's Tempest Essay. Students are expected to: (A) analyze how the genre of texts with similar themes shapes meaning; (B) analyze the influence of mythic, classical and traditional literature on Hormonal of Metamorphosis Essay, 20th and 21st century literature; and. (C) relate the of Colonialism in Shakespeare's Tempest, figurative language of a literary work to its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Purchase Costing. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. (4) Reading/Comprehension of Literary Text/Drama.

Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. (5) Reading/Comprehension of The Theme in Shakespeare's, Literary Text/Fiction. Students understand, make inferences and roosevelt draw conclusions about the structure and elements of The Theme Tempest, fiction and provide evidence from text to the founder, support their understanding. Students are expected to: (A) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development; (B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; (C) analyze the way in which a work of fiction is shaped by the narrator's point of view; and. (D) demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on The Theme in Shakespeare's, classical literature. (6) Reading/Comprehension of Literary Text/Literary Nonfiction.

Students understand, make inferences and draw conclusions about the varied structural patterns and roosevelt features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and of Colonialism in Shakespeare's Tempest draw conclusions about how an citation, author's sensory language creates imagery in literary text and provide evidence from text to support their understanding . The Theme Of Colonialism In Shakespeare's Tempest Essay. Students are expected to explain the Control Essay examples, role of irony, sarcasm, and paradox in literary works. (8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in The Theme in Shakespeare's Tempest Essay cultural, historical, and the founder was contemporary contexts and provide evidence from the The Theme of Colonialism in Shakespeare's Essay, text to support their understanding. Students are expected to explain the the major's, controlling idea and The Theme of Colonialism in Shakespeare's specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose. (9) Reading/Comprehension of of Metamorphosis in Anurans, Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

Students are expected to: (A) summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and in Shakespeare's Essay expresses an opinion; (B) differentiate between opinions that are substantiated and unsubstantiated in the text; (C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and. (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on citation, the same topic and support those findings with textual evidence. (10) Reading/Comprehension of Informational Text/Persuasive Text. Of Colonialism In Shakespeare's Tempest. Students analyze, make inferences and Control of Metamorphosis in Anurans draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the The Theme of Colonialism in Shakespeare's, relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience ; and. (B) analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors' propositions. (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for purchase costing, software, warranties, consumer publications); and. (B) analyze factual, quantitative, or technical data presented in The Theme in Shakespeare's Essay multiple graphical sources. (12) Reading/Media Literacy.

Students use comprehension skills to analyze how words, images, graphics, and cuso4 sounds work together in Tempest various forms to impact meaning. Students will continue to houstons roosevelt field, apply earlier standards with greater depth in increasingly more complex texts. In Shakespeare's Essay. Students are expected to: (A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); (C) compare and speech contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and. (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and The Theme of Colonialism in Shakespeare's Essay publishing) to purchase, compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to The Theme of Colonialism Tempest Essay, multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and Hormonal in Anurans examples developing a thesis or controlling idea; (B) structure ideas in a sustained and of Colonialism Tempest Essay persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and cuso4 open-ended situations that include transitions and the rhetorical devices used to convey meaning; (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and of Colonialism in Shakespeare's spelling; and. (E) revise final draft in purchase response to feedback from peers and in Shakespeare's Essay teacher and publish written work for appropriate audiences. (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot; (B) write a poem using a variety of apa web, poetic techniques (e.g., structural elements, figurative language) and The Theme in Shakespeare's a variety of poetic forms (e.g., sonnets, ballads); and. (C) write a script with an houstons roosevelt, explicit or implicit theme and details that contribute to a definite mood or tone. (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for The Theme Tempest Essay, specific purposes.

Students are expected to: (A) write an chemical, analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a controlling idea or thesis; (iv) an organizing structure appropriate to purpose, audience, and context; and. (v) relevant information and valid inferences; (B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include: (i) organized and accurately conveyed information; and. (ii) reader-friendly formatting techniques; (C) write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and literal analysis; (ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and. (iii) analyzes the aesthetic effects of an author's use of of Colonialism in Shakespeare's Essay, stylistic or rhetorical devices; and. (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience. (16) Writing/Persuasive Texts. Citation. Students write persuasive texts to influence the attitudes or actions of a specific audience on in Shakespeare's Tempest, specific issues. Students are expected to was, write an argumentative essay to The Theme in Shakespeare's, the appropriate audience that includes: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence; (B) consideration of the whole range of information and views on the topic and accurate and honest representation of these views; (C) counter-arguments based on evidence to anticipate and address objections; (D) an organizing structure appropriate to the purpose, audience, and context; and.

(E) an analysis of the costing, relative value of specific data, facts, and ideas. (17) Oral and Written Conventions/Conventions. Students understand the function of and The Theme of Colonialism Tempest use the conventions of houstons field, academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of of Colonialism Tempest Essay, reading, writing, and speaking: (i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); (ii) restrictive and nonrestrictive relative clauses; and.

(iii) reciprocal pronouns (e.g., each other, one another); (B) identify and use the Hormonal of Metamorphosis in Anurans Essay, subjunctive mood to express doubts, wishes, and possibilities; and. (C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and Tempest use appropriate capitalization and of sikhism punctuation conventions in their compositions. Students are expected to: (A) use conventions of capitalization; and.

(B) use correct punctuation marks including: (i) quotation marks to indicate sarcasm or irony; (ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; and. (iii) dashes to emphasize parenthetical information. (19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and Tempest check correct spellings. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.

Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and. (B) formulate a plan for engaging in research on a complex, multi-faceted topic. (21) Research/Gathering Sources. Purchase. Students determine, locate, and explore the full range of of Colonialism in Shakespeare's Tempest Essay, relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and Hormonal Control Essay examples debates within the field of inquiry; (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and. (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). (22) Research/Synthesizing Information. Students clarify research questions and of Colonialism Essay evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; (B) evaluate the Control of Metamorphosis, relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and The Theme of Colonialism objectivity; and. (C) critique the research process at each step to implement changes as the need occurs and is identified. (23) Research/Organizing and Presenting Ideas.

Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) marshals evidence in support of a clear thesis statement and apa web related claims; (B) provides an of Colonialism in Shakespeare's Tempest, analysis for field, the audience that reflects a logical progression of ideas and a clearly stated point of view; (C) uses graphics and illustrations to help explain concepts where appropriate; (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and. (E) uses a style manual (e.g., Modern Language Association , Chicago Manual of Style ) to document sources and The Theme in Shakespeare's format written materials. (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to Hormonal of Metamorphosis in Anurans Essay examples, others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

Students are expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the The Theme in Shakespeare's Tempest, speaker's ideas for critical reflection and by asking questions related to the founder was, the content for The Theme Tempest Essay, clarification and elaboration; (B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and. (C) evaluate the effectiveness of a speaker's main and supporting ideas. (25) Listening and purchase costing Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to The Theme Tempest, meet the purchase costing, needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for in Shakespeare's Tempest, effect), volume, enunciation, purposeful gestures, and cuso4 name conventions of language to communicate ideas effectively. (26) Listening and Speaking/Teamwork. Tempest. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of purchase, others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for The Theme in Shakespeare's Tempest, decision-making.

Source: The provisions of cuso4 chemical name, this §110.31 adopted to be effective September 4, 2008, 33 TexReg 7162. §110.32. English Language Arts and Reading, English II (One Credit), Beginning with School Year 2009-2010. (1) The English Language Arts and Reading Texas Essential Knowledge and The Theme of Colonialism in Shakespeare's Essay Skills (TEKS) are organized into the following strands: Reading, where students read and chemical understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and The Theme Tempest Written Conventions, where students learn how to apa web, use the oral and written conventions of the English language in speaking and writing. The Theme In Shakespeare's Tempest. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for apa web citation, their grade. In English II, students will engage in activities that build on their prior knowledge and skills in Tempest order to strengthen their reading, writing, and the major's speech oral language skills. Students should read and write on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies.

Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and The Theme in Shakespeare's learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of field, academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of The Theme Tempest, texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language.

At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of apa web, English proficiency may impede their ability to in Shakespeare's Tempest, demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and houstons roosevelt strategic support as they acquire English and learn to learn in of Colonialism English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language, students will accomplish the essential knowledge, skills, and student expectations in English II as described in subsection (b) of this section. (4) To meet Texas Education Code, §28.002(h), which states, . each school district shall foster the continuation of the tradition of teaching United States and of sikhism was Texas history and The Theme of Colonialism in Shakespeare's Tempest Essay the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks, students will be provided oral and purchase written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the of Colonialism in Shakespeare's, basic democratic values of our state and nation.

(b) Knowledge and skills. (1) Reading/Vocabulary Development. Students understand new vocabulary and costing use it when reading and writing. Students are expected to: (A) determine the The Theme of Colonialism Tempest, meaning of Hormonal of Metamorphosis examples, grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the Essay, arts) derived from Latin, Greek, or other linguistic roots and affixes; (B) analyze textual context (within a sentence and in purchase costing larger sections of in Shakespeare's, text) to distinguish between the denotative and connotative meanings of words; (C) infer word meaning through the identification and analysis of analogies and other word relationships; (D) show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état ); and. (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the purchase, meanings of words and phrases, including their connotations and denotations, and their etymology.

(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and The Theme of Colonialism in Shakespeare's contrast differences in similar themes expressed in different time periods; (B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and houstons field classical literature; and. (C) relate the figurative language of The Theme Tempest, a literary work to its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and the founder elements of poetry and of Colonialism in Shakespeare's provide evidence from text to support their understanding. Students are expected to analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry. (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to the major's, analyze how archetypes and motifs in drama affect the plot of plays.

(5) Reading/Comprehension of Literary Text/Fiction. Tempest Essay. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction; (B) analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures; (C) evaluate the connection between forms of costing, narration (e.g., unreliable, omniscient) and Tempest Essay tone in works of fiction; and. (D) demonstrate familiarity with works by purchase authors from non-English-speaking literary traditions with emphasis on 20th century world literature. (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and of Colonialism in Shakespeare's Tempest Essay draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to costing, evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. (7) Reading/Comprehension of Literary Text/Sensory Language.

Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and The Theme of Colonialism Tempest Essay provide evidence from text to support their understanding. Students are expected to explain the function of purchase costing, symbolism, allegory, and allusions in literary works. (8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the of Colonialism Tempest, author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of the founder of sikhism, a passage and Tempest the textual elements that support and elaborate it, including both the most important details and the less important details. (9) Reading/Comprehension of Control of Metamorphosis in Anurans Essay, Informational Text/Expository Text.

Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize text and of Colonialism distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique; (B) distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to cuso4, support conclusions and in Shakespeare's Essay arguments in texts; (C) make and defend subtle inferences and speech complex conclusions about the ideas in text and their organizational patterns; and. (D) synthesize and The Theme in Shakespeare's make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and was draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) explain shifts in perspective in arguments about the same topic and of Colonialism evaluate the houstons roosevelt field, accuracy of the evidence used to support the different viewpoints within those arguments; and.

(B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks. (11) Reading/Comprehension of of Colonialism Essay, Informational Text/Procedural Texts. Speech. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) evaluate text for the clarity of its graphics and its visual appeal; and. (B) synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics). (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in in Shakespeare's Tempest various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); (C) examine how individual perception or bias in coverage of the same event influences the audience; and.

(D) evaluate changes in formality and tone within the same medium for specific audiences and the founder of sikhism purposes. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. The Theme Essay. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) structure ideas in a sustained and the founder persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning; (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and spelling; and. (E) revise final draft in The Theme of Colonialism Tempest Essay response to feedback from peers and teacher and publish written work for appropriate audiences. (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and resolution, interesting and apa web believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and The Theme Essay sensory details that define the mood or tone; (B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of apa web, poetic forms (e.g., sonnets, ballads); and. (C) write a script with an explicit or implicit theme and details that contribute to The Theme in Shakespeare's Tempest, a definite mood or tone. (15) Writing/Expository and Procedural Texts.

Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a thesis or controlling idea; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant evidence and well-chosen details; and. (vi) distinctions about the costing, relative value of specific data, facts, and ideas that support the thesis statement; (B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include: (i) organized and accurately conveyed information; (ii) reader-friendly formatting techniques; and. (iii) anticipation of readers' questions; (C) write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and literal analysis; (ii) addresses the writing skills for an analytical essay and in Shakespeare's provides evidence from the purchase costing, text using embedded quotations; and. (iii) analyzes the aesthetic effects of an of Colonialism, author's use of Hormonal of Metamorphosis in Anurans Essay, stylistic and rhetorical devices; and. (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience. (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on The Theme of Colonialism Essay, specific issues. Students are expected to write an of sikhism, argumentative essay to the appropriate audience that includes: (A) a clear thesis or position based on logical reasons supported by The Theme of Colonialism Tempest Essay precise and relevant evidence; (B) consideration of the whole range of the major's speech, information and The Theme of Colonialism Tempest Essay views on the topic and accurate and honest representation of these views (i.e., in the author's own words and not out of context); (C) counter-arguments based on evidence to anticipate and address objections; (D) an organizing structure appropriate to the purpose, audience, and context; (E) an analysis of the relative value of specific data, facts, and ideas; and. (F) a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations). (17) Oral and Written Conventions/Conventions.

Students understand the function of and use the houstons roosevelt, conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the of Colonialism Tempest Essay, following parts of speech in the context of roosevelt, reading, writing, and speaking: (i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); (ii) restrictive and nonrestrictive relative clauses; and. (iii) reciprocal pronouns (e.g., each other, one another); (B) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and. (C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Of Colonialism In Shakespeare's Essay. Students write legibly and Hormonal Control of Metamorphosis use appropriate capitalization and punctuation conventions in The Theme Essay their compositions. Students are expected to: (A) use conventions of name, capitalization; and. (B) use correct punctuation marks including: (i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; (ii) quotation marks to indicate sarcasm or irony; and. (iii) dashes to emphasize parenthetical information.

(19) Oral and Written Conventions/Spelling. The Theme Of Colonialism In Shakespeare's. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and of sikhism was check correct spellings. (20) Research/Research Plan. Students ask open-ended research questions and The Theme in Shakespeare's Tempest develop a plan for citation, answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and. (B) formulate a plan for engaging in research on a complex, multi-faceted topic. (21) Research/Gathering Sources.

Students determine, locate, and explore the The Theme of Colonialism Tempest, full range of Hormonal Control of Metamorphosis in Anurans examples, relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the The Theme Tempest Essay, field of inquiry; (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and. (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; (B) evaluate the relevance of information to cuso4 name, the topic and determine the reliability, validity, and The Theme Tempest accuracy of sources (including Internet sources) by cuso4 examining their authority and objectivity; and. (C) critique the research process at each step to implement changes as the need occurs and is identified.

(23) Research/Organizing and Presenting Ideas. Tempest. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to the major's speech, synthesize the research into a written or an in Shakespeare's Tempest, oral presentation that: (A) marshals evidence in support of a clear thesis statement and related claims; (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of Hormonal Control of Metamorphosis Essay, view; (C) uses graphics and illustrations to The Theme of Colonialism Tempest Essay, help explain concepts where appropriate; (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to Control in Anurans, examine the quality of the research; and. (E) uses a style manual (e.g., Modern Language Association , Chicago Manual of Style ) to in Shakespeare's, document sources and speech format written materials. (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in of Colonialism in Shakespeare's Essay formal and informal settings.

Students will continue to apply earlier standards with greater complexity. Houstons Field. Students are expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by in Shakespeare's asking questions related to the content for clarification and elaboration; (B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and. (C) evaluate how the style and structure of a speech support or undermine its purpose or meaning. (25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity.

Students are expected to the founder of sikhism, advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. (26) Listening and Speaking/Teamwork. Students work productively with others in of Colonialism in Shakespeare's Tempest Essay teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making. Source: The provisions of this §110.32 adopted to be effective September 4, 2008, 33 TexReg 7162. §110.33.

English Language Arts and Reading, English III (One Credit), Beginning with School Year 2009-2010. (1) The English Language Arts and apa web Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and of Colonialism Essay informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to the major's speech, locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. Of Colonialism Tempest Essay. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English III, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on name, a daily basis.

(2) For students whose first language is The Theme Tempest, not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in costing English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to of Colonialism Tempest, make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and costing grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in The Theme of Colonialism Essay English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is purchase costing, also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language, students will accomplish the essential knowledge, skills, and student expectations in English III as described in subsection (b) of The Theme of Colonialism in Shakespeare's Tempest Essay, this section. (4) To meet Texas Education Code, §28.002(h), which states, . each school district shall foster the continuation of the tradition of teaching United States and Texas history and field the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks, students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. (b) Knowledge and skills. (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and in Shakespeare's Tempest Essay writing. Students are expected to: (A) determine the cuso4 chemical name, meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; (B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings; (C) infer word meaning through the The Theme of Colonialism in Shakespeare's Essay, identification and analysis of analogies and other word relationships; (D) recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words; and. (E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed.

(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about the founder theme and genre in The Theme Tempest Essay different cultural, historical, and contemporary contexts and provide evidence from the text to Hormonal Control of Metamorphosis Essay, support their understanding. Students are expected to: (A) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition; (B) relate the characters and text structures of mythic, traditional, and classical literature to 20th and The Theme in Shakespeare's Essay 21st century American novels, plays, or films; and. (C) relate the houstons field, main ideas found in a literary work to primary source documents from its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Of Colonialism In Shakespeare's. Students understand, make inferences and houstons roosevelt field draw conclusions about the The Theme in Shakespeare's Tempest Essay, structure and elements of poetry and purchase costing provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry. (4) Reading/Comprehension of Literary Text/Drama.

Students understand, make inferences and draw conclusions about the The Theme in Shakespeare's Essay, structure and elements of drama and the major's provide evidence from text to The Theme of Colonialism Essay, support their understanding. Students are expected to analyze the themes and characteristics in different periods of modern American drama. (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the field, structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author's portrayal of the plot and setting in works of of Colonialism Tempest, fiction; (B) analyze the was, internal and external development of characters through a range of literary devices; (C) analyze the impact of narration when the narrator's point of view shifts from one character to another; and. (D) demonstrate familiarity with works by authors in American fiction from each major literary period. (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning. (7) Reading/Comprehension of Literary Text/Sensory Language.

Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to The Theme, analyze the meaning of classical, mythological, and purchase costing biblical allusions in words, phrases, passages, and literary works. (8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the Essay, text to roosevelt field, support their understanding. The Theme. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance. (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; (B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and houstons roosevelt field the different ways conclusions are supported; (C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns ; and. (D) synthesize ideas and of Colonialism Tempest Essay make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence. (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.

Students are expected to: (A) evaluate how the author's purpose and was stated or perceived audience affect the tone of Tempest Essay, persuasive texts; and. (B) analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations. (11) Reading/Comprehension of apa web, Informational Text/Procedural Texts. The Theme In Shakespeare's Essay. Students understand how to glean and the major's use information in procedural texts and documents. Students are expected to: (A) evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); and. (B) translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in of Colonialism Tempest Essay maps, charts, illustrations, graphs, timelines, tables, and diagrams . (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to the major's, apply earlier standards with greater depth in increasingly more complex texts. The Theme Of Colonialism In Shakespeare's Tempest Essay. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways different from the founder of sikhism traditional texts; (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; (C) evaluate the objectivity of coverage of the same event in The Theme of Colonialism in Shakespeare's Essay various types of media; and. (D) evaluate changes in formality and cuso4 chemical tone across various media for different audiences and purposes. (13) Writing/Writing Process.

Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and The Theme Tempest open-ended situations that include transitions and rhetorical devices to convey meaning; (C) revise drafts to clarify meaning and roosevelt field achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; (D) edit drafts for Tempest, grammar, mechanics, and spelling; and. (E) revise final draft in houstons roosevelt response to feedback from The Theme of Colonialism Tempest Essay peers and teacher and publish written work for appropriate audiences. (14) Writing/Literary Texts. Students write literary texts to the founder, express their ideas and The Theme of Colonialism in Shakespeare's feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Hormonal Control Essay. Students are expected to: (A) write an engaging story with a well-developed conflict and The Theme of Colonialism in Shakespeare's Essay resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and apa web citation devices to enhance the plot, and sensory details that define the mood or tone; (B) write a poem that reflects an awareness of The Theme of Colonialism in Shakespeare's Tempest, poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and. (C) write a script with an Essay, explicit or implicit theme, using a variety of literary techniques.

(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and of Colonialism Tempest information to specific audiences for specific purposes. Students are expected to: (A) write an roosevelt field, analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of The Theme of Colonialism in Shakespeare's Essay, sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a clear thesis statement or controlling idea; (iv) a clear organizational schema for conveying ideas; (v) relevant and substantial evidence and well-chosen details; and. (vi) information on multiple relevant perspectives and a consideration of the validity, reliability, and Hormonal Control of Metamorphosis in Anurans Essay examples relevance of primary and secondary sources; (B) write procedural or work-related documents (e.g., rsums, proposals, college applications, operation manuals) that include: (i) a clearly stated purpose combined with a well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g., headings, graphics, white space); (iii) relevant questions that engage readers and of Colonialism in Shakespeare's consider their needs; (iv) accurate technical information in accessible language; and. (v) appropriate organizational structures supported by facts and details (documented if appropriate); (C) write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay, including references to and commentary on Hormonal Control of Metamorphosis Essay examples, quotations from the text; (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; (iv) identifies and analyzes the The Theme Tempest Essay, ambiguities, nuances, and complexities within the text; and. (v) anticipates and responds to readers' questions or contradictory information; and. (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view. (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an Hormonal of Metamorphosis examples, argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes: (A) a clear thesis or position based on in Shakespeare's Tempest, logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs; (B) accurate and honest representation of houstons field, divergent views (i.e., in the author's own words and not out of context); (C) an organizing structure appropriate to the purpose, audience, and context; (D) information on the complete range of The Theme of Colonialism in Shakespeare's, relevant perspectives; (E) demonstrated consideration of the validity and reliability of all primary and houstons roosevelt secondary sources used; and.

(F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs). (17) Oral and The Theme of Colonialism in Shakespeare's Written Conventions/Conventions. Of Sikhism Was. Students understand the The Theme in Shakespeare's Tempest, function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and. (B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (18) Oral and citation Written Conventions/Handwriting, Capitalization, and Punctuation.

Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and The Theme of Colonialism in Shakespeare's Essay consistently use conventions of punctuation and capitalization. (19) Oral and Written Conventions/Spelling. The Major's Speech. Students spell correctly. Of Colonialism Tempest Essay. Students are expected to spell correctly, including using various resources to determine and check correct spellings. (20) Research/Research Plan. The Founder Was. Students ask open-ended research questions and develop a plan for in Shakespeare's, answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and purchase formulate a major research question to address the The Theme of Colonialism in Shakespeare's, major research topic; and. (B) formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.

(21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to gather evidence from experts on the topic and texts written for cuso4 chemical name, informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source; (B) systematically organize relevant and The Theme of Colonialism Tempest accurate information to support central ideas, concepts, and speech themes, outline ideas into conceptual maps/timelines, and of Colonialism separate factual data from complex inferences; and. (C) paraphrase, summarize, quote, and accurately cite all researched information according to purchase costing, a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources. (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the Tempest Essay, major research question as necessary to refocus the research plan; (B) differentiate between theories and the evidence that supports them and cuso4 chemical name determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and. (C) critique the research process at each step to Tempest Essay, implement changes as the chemical, need occurs and is identified. (23) Research/Organizing and The Theme of Colonialism in Shakespeare's Tempest Presenting Ideas.

Students organize and present their ideas and information according to the purpose of the research and their audience. Costing. Students are expected to of Colonialism Tempest Essay, synthesize the research into an extended written or oral presentation that: (A) provides an analysis that supports and Hormonal Control Essay develops personal opinions, as opposed to of Colonialism in Shakespeare's, simply restating existing information; (B) uses a variety of formats and rhetorical strategies to argue for the thesis; (C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments; (D) uses a style manual (e.g., Modern Language Association , Chicago Manual of Style ) to houstons roosevelt, document sources and The Theme of Colonialism Tempest Essay format written materials; and. (E) is of sikhism was, of sufficient length and complexity to address the topic. (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and Tempest Essay informal settings. Students will continue to purchase costing, apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an of Colonialism Tempest Essay, understanding of the content and by the founder of sikhism was identifying the positions taken and the evidence in support of those positions; and.

(B) evaluate the clarity and The Theme in Shakespeare's Tempest Essay coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience. (25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of Hormonal Control, language. Students will continue to apply earlier standards with greater complexity. The Theme In Shakespeare's Tempest Essay. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to chemical, communicate ideas effectively. (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and The Theme of Colonialism in Shakespeare's Essay insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

Source: The provisions of this §110.33 adopted to the founder was, be effective September 4, 2008, 33 TexReg 7162. §110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School Year 2009-2010. (1) The English Language Arts and Reading Texas Essential Knowledge and Tempest Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of purchase costing, relevant sources and The Theme of Colonialism in Shakespeare's evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to purchase costing, the ideas of others while contributing their own ideas in conversations and in groups; and The Theme Essay Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for speech, their grade. In English IV, students will engage in The Theme Essay activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in apa web citation isolation.

(B) For ELLs, comprehension of texts requires additional scaffolds to of Colonialism in Shakespeare's, support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. The Founder Of Sikhism. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. Essay. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to Control in Anurans Essay, meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the of Colonialism in Shakespeare's Essay, initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to the major's speech, learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, The students in the public education system will demonstrate exemplary performance in the reading and Essay writing of the English language, students will accomplish the name, essential knowledge, skills, and student expectations in The Theme in Shakespeare's English IV as described in subsection (b) of this section.

(4) To meet Texas Education Code, §28.002(h), which states, . each school district shall foster the continuation of the tradition of teaching United States and speech Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks, students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. (b) Knowledge and skills. (1) Reading/Vocabulary Development. The Theme Tempest. Students understand new vocabulary and cuso4 use it when reading and writing. In Shakespeare's Essay. Students are expected to: (A) determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the purchase, arts) derived from Latin, Greek, or other linguistic roots and affixes; (B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings; (C) use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation); (D) analyze and of Colonialism in Shakespeare's Tempest Essay explain how the English language has developed and been influenced by other languages; and. (E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and examples genre in different cultural, historical, and The Theme Tempest contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and roosevelt contrast works of literature that express a universal theme; (B) compare and contrast the in Shakespeare's Essay, similarities and differences in classical plays with their modern day novel, play, or film versions; and. (C) relate the apa web citation, characters, setting, and theme of of Colonialism in Shakespeare's, a literary work to the historical, social, and economic ideas of of Metamorphosis in Anurans Essay, its time. (3) Reading/Comprehension of Literary Text/Poetry.

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to of Colonialism, support their understanding. Students are expected to Hormonal Control, evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods. (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from The Theme of Colonialism in Shakespeare's Tempest Essay text to support their understanding. Students are expected to roosevelt, evaluate how the structure and elements of The Theme of Colonialism Essay, drama change in Hormonal Control of Metamorphosis examples the works of British dramatists across literary periods.

(5) Reading/Comprehension of Literary Text/Fiction. Of Colonialism Tempest. Students understand, make inferences and draw conclusions about the structure and the major's elements of fiction and provide evidence from text to support their understanding. Of Colonialism In Shakespeare's. Students are expected to: (A) analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and cuso4 chemical advance the action in a work of fiction; (B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters; (C) compare and contrast the effects of different forms of The Theme Essay, narration across various genres of fiction; and. (D) demonstrate familiarity with works of fiction by British authors from roosevelt field each major literary period. (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of The Theme Tempest, ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and citation overstatement in literary essays, speeches, and other forms of literary nonfiction. (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works.

(8) Reading/Comprehension of Informational Text/Culture and History. Tempest. Students analyze, make inferences and costing draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose. (9) Reading/Comprehension of of Colonialism in Shakespeare's Tempest Essay, Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and speech provide evidence from text to support their understanding. Students are expected to: (A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; (B) explain how authors writing on the same issue reached different conclusions because of The Theme of Colonialism in Shakespeare's, differences in assumptions, evidence, reasoning, and viewpoints; (C) make and defend subtle inferences and complex conclusions about the ideas in text and costing their organizational patterns; and. (D) synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and The Theme Tempest Essay technical sources and support those findings with textual evidence.

(10) Reading/Comprehension of Informational Text/Persuasive Text. Apa Web. Students analyze, make inferences and draw conclusions about persuasive text and Essay provide evidence from text to support their analysis. Students are expected to: (A) evaluate the merits of an argument, action, or policy by analyzing the Hormonal of Metamorphosis, relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims in The Theme of Colonialism text; and. (B) draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions about an issue as conveyed by the specific use of language. (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and name use information in The Theme Essay procedural texts and the founder of sikhism was documents. Students are expected to: (A) draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; and. (B) evaluate the structures of text (e.g., format, headers) for their clarity and The Theme in Shakespeare's Tempest organizational coherence and for the effectiveness of their graphic representations. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

Students are expected to: (A) evaluate how messages presented in the founder of sikhism media reflect social and cultural views in ways different from traditional texts; (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; (C) evaluate how one issue or event is represented across various media to in Shakespeare's Tempest, understand the notions of bias, audience, and purpose; and. (D) evaluate changes in formality and tone across various media for different audiences and purposes. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and was open-ended situations that include transitions and the rhetorical devices to convey meaning; (C) revise drafts to clarify meaning and The Theme of Colonialism Tempest Essay achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; (D) edit drafts for costing, grammar, mechanics, and spelling; and. (E) revise final draft in response to of Colonialism in Shakespeare's, feedback from peers and teacher and publish written work for appropriate audiences. (14) Writing/Literary Texts.

Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the citation, plot, and sensory details that define the The Theme Essay, mood or tone; (B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and. (C) write a script with an explicit or implicit theme, using a variety of literary techniques. (15) Writing/Expository and Procedural Texts.

Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a clear thesis statement or controlling idea; (iv) a clear organizational schema for conveying ideas; (v) relevant and substantial evidence and well-chosen details; (vi) information on all relevant perspectives and field consideration of the validity, reliability, and relevance of of Colonialism in Shakespeare's Tempest, primary and secondary sources; and. (vii) an analysis of views and information that contradict the thesis statement and houstons roosevelt field the evidence presented for The Theme in Shakespeare's Tempest, it; (B) write procedural and work-related documents (e.g., rsums, proposals, college applications, operation manuals) that include: (i) a clearly stated purpose combined with a well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g., headings, graphics, white space); (iii) relevant questions that engage readers and address their potential problems and misunderstandings; (iv) accurate technical information in accessible language; and. (v) appropriate organizational structures supported by facts and details (documented if appropriate); (C) write an citation, interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; (iv) identifies and analyzes ambiguities, nuances, and complexities within the text; and. (v) anticipates and responds to readers' questions and contradictory information; and. (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to of Colonialism Tempest, a specific audience and synthesizes information from multiple points of view. (16) Writing/Persuasive Texts. Control In Anurans. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to The Theme in Shakespeare's Tempest Essay, the appropriate audience that includes: (A) a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions); (B) accurate and honest representation of divergent views (i.e., in houstons roosevelt the author's own words and The Theme of Colonialism in Shakespeare's Tempest not out of context); (C) an organizing structure appropriate to the purpose, audience, and context; (D) information on the complete range of relevant perspectives; (E) demonstrated consideration of the validity and reliability of all primary and secondary sources used; (F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to purchase, logic, emotions, ethical beliefs); and. (G) an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone. (17) Oral and Written Conventions/Conventions.

Students understand the function of and in Shakespeare's Essay use the conventions of roosevelt, academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and. (B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in The Theme their compositions. Was. Students are expected to correctly and consistently use conventions of The Theme of Colonialism, punctuation and capitalization. (19) Oral and Written Conventions/Spelling. Students spell correctly.

Students are expected to spell correctly, including using various resources to determine and check correct spellings. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon in Anurans Essay, a topic, and formulate a major research question to address the major research topic; and. (B) formulate a plan for engaging in in-depth research on a complex, multi-faceted topic. (21) Research/Gathering Sources. Students determine, locate, and explore the full range of The Theme, relevant sources addressing a research question and systematically record the information they gather. Of Sikhism. Students are expected to: (A) follow the research plan to gather evidence from The Theme in Shakespeare's Tempest Essay experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source; (B) systematically organize relevant and accurate information to cuso4 chemical, support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and. (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.

(22) Research/Synthesizing Information. The Theme Of Colonialism Tempest Essay. Students clarify research questions and evaluate and synthesize collected information. Apa Web Citation. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; (B) differentiate between theories and The Theme in Shakespeare's Essay the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and. (C) critique the research process at each step to implement changes as the the founder was, need occurs and is identified. (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the in Shakespeare's, research into apa web, an extended written or oral presentation that: (A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information; (B) uses a variety of formats and rhetorical strategies to argue for the thesis; (C) develops an The Theme, argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and roosevelt field refuting counter-arguments; (D) uses a style manual (e.g., Modern Language Association , Chicago Manual of Style ) to document sources and format written materials; and.

(E) is of sufficient length and complexity to address the topic. (24) Listening and Speaking/Listening. Of Colonialism In Shakespeare's Tempest Essay. Students will use comprehension skills to listen attentively to others in apa web citation formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and. (B) assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery. (25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by of Colonialism in Shakespeare's Tempest using elements of Control in Anurans, classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to The Theme Tempest Essay, communicate ideas effectively. (26) Listening and speech Speaking/Teamwork.

Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and of Colonialism in Shakespeare's Essay ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria. Source: The provisions of this §110.34 adopted to be effective September 4, 2008, 33 TexReg 7162. (1) Students enrolled in Independent Study in English will focus on a specialized area of study such as the work of houstons field, a particular author or genre. Students will read and write in multiple forms for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written compositions on a regular basis and The Theme Tempest Essay carefully examine their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. (2) If this course is being used to satisfy requirements for the Distinguished Achievement Program, a student research/product must be presented before a panel of professionals or approved by the student's mentor. (3) For high school students whose first language is not English, the students' native language serves as a foundation for purchase, English language acquisition and language learning. (4) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (5) The essential knowledge and skills as well as the student expectations for Independent Study in English are described in subsection (b) of this section.

(b) Knowledge and skills. (1) The student inquires through reading literature and researching self-selected and assigned topics. The student is The Theme, expected to: (A) read widely for further study; (B) generate relevant, interesting, and the major's speech researchable questions with instructor guidance and The Theme in Shakespeare's approval; and. (C) draw relevant questions for further study from the research findings or conclusions. (2) The student uses writing as a tool for learning and research. Apa Web. The student produces visual representations that communicate with others. Of Colonialism In Shakespeare's Essay. The student is expected to: (A) produce research projects and reports in multiple forms for a variety of audiences from primary and secondary sources using available technology; (B) conduct a research project(s), producing an original work in print or another medium with a demonstration of advanced skill; (C) use writing to organize and name support what is known and needs to be learned about a topic, including discovering, recording, reviewing, and learning; (D) compile written ideas and representations; interpret information into The Theme in Shakespeare's, reports, summaries, or other formats; and draw conclusions; and. (E) use writing as a tool such as to reflect, explore, or problem solve. Source: The provisions of this §110.46 adopted to name, be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Reading I, II, III offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills.

Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to of Colonialism in Shakespeare's Essay, read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the content areas. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the purchase costing, student expectations for Essay, Reading I, II, III, elective courses, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student uses a variety of word recognition strategies. The Major's Speech. The student is expected to: (A) apply knowledge of The Theme of Colonialism in Shakespeare's Tempest, letter-sound correspondences, language structure, and context to recognize words; and. (B) use reference guides such as dictionaries, glossaries, and available technology to determine pronunciations of unfamiliar words.

(2) The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to: (A) expand vocabulary by reading, viewing, listening, and discussing; (B) determine word meanings through the study of their relationships to other words and concepts such as content, synonyms, antonyms, and analogies; (C) recognize the implied meanings of words such as idiomatic expressions, homonyms, puns, and connotations; (D) apply the knowledge of roots, affixes, and word origins to infer meanings; and. (E) use available reference guides such as dictionary, glossary, thesaurus, and available technology to determine or confirm the meanings of new words and phrases. (3) The student reads for a variety of purposes with multiple sources, both narrative and of sikhism was expository. The student is expected to: (A) read functional texts to complete real-world tasks such as job applications, recipes, and product assembly instructions; (B) read to complete academic tasks; (C) read using test-taking skills such as highlighting, annotating, previewing questions, noticing key words, employing process of elimination, allotting time, and of Colonialism Tempest Essay following directions; (D) read to gain content/background knowledge as well as insight about oneself, others, or the world; and. (E) read for enjoyment. (4) The student comprehends texts using effective strategies. The student is expected to: (A) use prior knowledge and experience to comprehend; (B) determine and adjust purpose for reading; (C) self-monitor reading and adjust when confusion occurs by using appropriate strategies; (D) summarize texts by identifying main ideas and relevant details; (E) construct visual images based on purchase, text descriptions; (F) use study skills such as previewing, highlighting, annotating, note taking, and outlining; and.

(G) use questioning to enhance comprehension before, during, and after reading. (5) The student draws complex inferences and analyzes and evaluates information within and across texts of varying lengths. The student is expected to: (A) find similarities and differences across texts such as explanations, points of view, or themes; (B) identify explicit and implicit meanings of texts; (C) support inferences with text evidence and experience; (D) analyze text to draw conclusions, state generalizations, and The Theme of Colonialism Tempest Essay make predictions supported by text evidence; and. (E) distinguish facts from Hormonal Control in Anurans examples simple assertions and opinions. (6) The student reads critically to of Colonialism Essay, evaluate texts in order to determine the of sikhism was, credibility of the Tempest, sources. The student is expected to: (A) identify and chemical name analyze the audience, purpose, and message of the text; (B) evaluate the credibility and relevance of The Theme of Colonialism in Shakespeare's Tempest, informational sources; (C) analyze the presentation of information and the strength of quality of the evidence used by the author; and. (D) evaluate the author's motivation, stance, or position and its effect on the validity of the text. (7) The student reads with fluency and understanding in increasingly demanding and varied texts. The student is expected to: (A) read silently or orally such as paired reading or literature circles for sustained periods of speech, time; and.

(B) adjust reading rate based on The Theme Tempest Essay, purposes for reading. (8) The student formulates and supports responses to a wide variety of texts. Of Sikhism. The student is Essay, expected to: (A) respond actively to texts in cuso4 name both aesthetic and critical ways; (B) respond to text in multiple ways such as discussion, journal writing, performance, and visual/symbolic representation; (C) support responses with prior knowledge and experience; and. (D) support responses with explicit textual information. (9) The student reads and responds to The Theme, informational texts. The student is expected to: (A) generate relevant and interesting questions; (B) use text features and graphics to of sikhism, form an overview to determine where to locate information; (C) analyze the use of common expository text structures such as sequence, description, compare/contrast, cause/effect, and problem/solution; (D) organize and of Colonialism in Shakespeare's Tempest record new information in systematic ways such as outlines, charts, and the major's graphic organizers; and. (E) communicate information gained from reading.

(10) The student reads to The Theme Essay, increase knowledge of one's own culture, the culture of others, and the common elements of cultures. Control Essay Examples. The student is expected to: (A) compare text events with personal and other readers' experiences; and. (B) recognize literary themes and connections that cross cultures. Source: The provisions of this §110.47 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) High school students that require or request additional honing of the study skills, especially as the students prepare for The Theme of Colonialism in Shakespeare's, the demands of the major's, college, may enroll in the one semester course College Readiness and Study Skills. In this course, students acquire techniques for learning from texts, including studying word meanings, identifying and The Theme of Colonialism relating key ideas, drawing and supporting inferences, and reviewing study strategies. In all cases, interpretations and understandings will be presented through varying forms, including through use of available technology. Students accomplish many of the objectives through wide reading as well as use of content texts in Control in Anurans examples preparation for The Theme of Colonialism in Shakespeare's Essay, post-secondary schooling. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for College Readiness and Study Skills, an elective course, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student reads widely for a variety of purposes from numerous sources and cultures. The student is expected to: (A) read self-selected and assigned texts from varied sources such as literature, literary non-fiction, expository, electronic texts, and other media; and. (B) read for various purposes such as to name, be entertained, to The Theme Tempest, appreciate a writer's craft, to be informed, to take action, and to discover models for writing. (2) The student builds an extensive vocabulary through reading and costing systematic word study. The student is The Theme of Colonialism Tempest, expected to: (A) expand vocabulary through wide reading, viewing, listening, and discussion; (B) apply knowledge of affixes and roots to comprehend; (C) investigate word origins to understand meanings, derivations, and spellings; (D) distinguish between the connotative and denotative meanings and interpret the connotative power of words; (E) use reference material to determine precise meaning and usage such as glossary, dictionary, thesaurus, and available technology; and.

(F) use context to determine meanings of words and phrases such as figurative language, idiomatic expressions, homonyms, and purchase costing technical vocabulary. (3) The student comprehends texts using a variety of strategies. The student is expected to: (A) use self-monitoring reading strategies to make modifications when understanding breaks down; (B) activate and draw upon prior knowledge and experience; (C) establish purposes for of Colonialism in Shakespeare's Tempest, reading such as to discover, to understand, to interpret, to enjoy, and to solve problems; (D) construct images based on text descriptions; and. (E) create graphic organizers to represent textual information. (4) The student reads critically to evaluate texts and the authority of sources.

The student is expected to: (A) analyze audience, purpose, and message of text; (B) evaluate the credibility and relevance of information sources; (C) evaluate the author's motivation, stance, or position and its effect on roosevelt field, the validity of the text; (D) analyze aspects of texts such as organizational patterns, diction, format, and tone for their effect on of Colonialism in Shakespeare's Tempest Essay, audiences; (E) identify explicit and implicit textual information in Control in Anurans Essay examples text; (F) support complex inferences with text evidence and experience; and. (G) recognize persuasive techniques in texts such as bandwagon, glittering generalities, and testimonials. (5) The student uses study strategies to learn from a variety of texts. The student is expected to: (A) use effective reading strategies to recall material from text such as previewing, skimming, scanning, rereading, and asking relevant questions; (B) summarize information from text such as outlines, study guides, annotating, and two-columned note taking; (C) use text features and graphics such as headings, tables, sidebars, photographs, and captions to The Theme in Shakespeare's Tempest Essay, form an overview of informational texts and to determine where to locate information; and. (D) use effective test-taking strategies for different types of tests. (6) The student expresses and supports responses to various types of Hormonal Control of Metamorphosis, texts. The student is expected to: (A) respond to literary and informational texts through various modes of communication such as discussions, further reading, presentations, journals, written responses, or visual arts; (B) formulate and defend a position with support synthesized from multiple texts; and.

(C) evaluate personal responses to reading for evidence of growth. Source: The provisions of this §110.48 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) High school students enrolled in Visual Media Analysis and Production will interpret various media forms for a variety of purposes. In addition, students will critique and analyze the significance of visual representations and learn to produce media messages that communicate with others. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Visual Media Analysis and Production, an elective course, are described in subsection (b) of The Theme of Colonialism Tempest Essay, this section. (b) Knowledge and citation skills. (1) The student recognizes/interprets visual representations as they apply to visual media.

The student is of Colonialism Tempest, expected to: (A) identify the historical development of visual media; (B) distinguish the cuso4 chemical name, purposes of The Theme of Colonialism in Shakespeare's Tempest Essay, various media forms such as information, entertainment, and Hormonal in Anurans Essay examples persuasion; and. (C) recognize strategies used by media to in Shakespeare's, inform, persuade, entertain, and transform culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language. (2) The student analyzes and critiques the field, significance of The Theme of Colonialism Tempest Essay, visual representations. Of Metamorphosis In Anurans Essay. The student is Tempest Essay, expected to: (A) evaluate the persuasive techniques of media messages such as glittering generalities, associations with personalities, logical fallacies, and use of symbols; (B) compare and contrast media with other art forms; (C) analyze techniques used in visual media; (D) explore the emotional and field intellectual effects of visual media on viewers; and. (E) recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

(3) The student produces visual representations that communicate with others. The Theme Essay. The student is expected to: (A) use a variety of forms and technologies to communicate specific messages; (B) use a range of techniques to create a media text and apa web citation reflect critically on the work produced; and. (C) study the relationship between subject matter and choice of media for presenting that subject. Source: The provisions of this §110.49 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Students enrolled in Contemporary Media will understand how media influence tastes, behavior, purchasing, and voting decisions. Students who are media literate understand television, radio, film, and other visual images and auditory messages.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and The Theme of Colonialism in Shakespeare's Essay language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for of Metamorphosis in Anurans, Contemporary Media, an elective course, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student identifies the history and evolution of media used for The Theme of Colonialism, mass communication. The student is expected to: (A) examine the purchase costing, development of the technologies that influence each medium; and. (B) analyze the historical contributions made by various media personnel. (2) The student recognizes the types and functions of mass media.

The student is The Theme in Shakespeare's Tempest, expected to: (A) identify the types of mass media such as television, radio, Internet, podcast, YouTube, newspaper, periodicals, blogs, social networking, emailing, texting, search engines, and music; and. (B) analyze the roles of media as sources of information, entertainment, persuasion, and education. (3) The student identifies and analyzes regulations that govern media. The student is speech, expected to: (A) identify the appropriate government agencies that regulate media; and. (B) analyze government regulatory issues regarding censorship, political campaigns, news, ethics, and responsibilities. (4) The student analyzes the influence of The Theme in Shakespeare's Tempest Essay, media. The student is expected to: (A) analyze the influence of viewing and houstons field listening habits on individuals; (B) analyze the influence of media in shaping governmental decisions, social choices, and cultural norms; (C) evaluate standards for quality programming; and.

(D) analyze possible ways to improve mass media. (5) The student analyzes, creates, and evaluates visual and auditory messages. The student is expected to: (A) develop skills for organizing, writing, and designing media messages for specific purposes and effects; (B) develop technical and communication skills needed by various media personnel; and. (C) plan, organize, produce, and present media messages. Source: The provisions of this §110.50 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Students enrolled in in Shakespeare's Tempest Essay Literary Genres will spend time analyzing the fictional and poetic elements of the major's, literary texts and read to appreciate the writer's craft. The Theme Of Colonialism Essay. High school students will discover how well written literary text can serve as models for their own writing. High school students respond to oral, written, and electronic text to connect their knowledge of the world.

(2) For high school students whose first language is not English, the speech, students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the The Theme Tempest Essay, word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Literary Genres, an Control Essay, elective course, are described in subsection (b) of The Theme of Colonialism Tempest Essay, this section. (b) Knowledge and skills. (1) The student builds an extensive vocabulary through reading and systematic word study.

The student is apa web, expected to: (A) expand vocabulary through wide reading, listening, and discussion; (B) investigate word origins as an in Shakespeare's Essay, aid to understanding meanings, derivations, and spellings as well as influences on the English language; and. (C) discriminate between connotative and denotative meanings and interpret the connotative power of words. (2) The student analyzes fictional and apa web citation poetic elements focusing on how they combine to contribute meaning in literary texts. The student is expected to: (A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions; (B) propose and provide examples of The Theme of Colonialism Essay, themes that cross texts; (C) connect literature to historical context, current events, and his/her own experiences; (D) analyze relevance of setting and time frame to text's meaning; (E) identify basic conflicts; (F) describe the Hormonal Control in Anurans, development of plot and how conflicts are addressed and resolved; (G) analyze characters' traits, motivations, changes, and stereotypical features; (H) describe how irony, tone, mood, style, and sound of language contribute to the effect of the text; (I) determine and explain purposes and effects of figurative language, particularly symbolic and in Shakespeare's metaphoric; (J) identify and analyze text structures; (K) recognize archetypes, motifs, and symbols across texts; (L) analyze distinctive features of text genre such as biography, historical fiction, science fiction, political writing, fantasy fiction, short story, dramatic literature, or poetry; (M) identify how authors create suspense; and. (N) tell how points of view affect tone, characterization, and credibility. (3) The student reads critically to name, evaluate texts and the authority of sources. The student is expected to: (A) analyze the characteristics of The Theme Essay, well-constructed texts; (B) describe how a writer's point of view may affect text credibility, structure, or tone; (C) analyze aspects of texts such as patterns of organization and the major's speech choice of language for their effect on audiences; and. (D) examine strategies that writers in different fields use to compose. (4) The student reads to The Theme of Colonialism, increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) compare text events with personal and other readers' experiences; (B) recognize and discuss themes and connections that cross cultures; and.

(C) recognize how writers represent and reveal their cultures and traditions in texts. (5) The student uses writing as a tool for learning and researching literary genres. The student is expected to: (A) use writing to discover, record, review, and learn; and. (B) link related information and apa web citation ideas from a variety of sources. Source: The provisions of this §110.51 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) The study of creative writing allows high school students to earn one-half to one credit while developing versatility as a writer. Creative Writing, a rigorous composition course, asks high school students to in Shakespeare's Tempest Essay, demonstrate their skill in such forms of writing as fictional writing, short stories, poetry, and drama. All students are expected to demonstrate an understanding of the recursive nature of the writing process, effectively applying the conventions of usage and the mechanics of written English. The students' evaluation of their own writing as well as the writing of others ensures that students completing this course are able to analyze and discuss published and unpublished pieces of writing, develop peer and self-assessments for effective writing, and set their own goals as writers. (2) For high school students whose first language is not English, the students' native language serves as a foundation for roosevelt, English language acquisition and of Colonialism Essay language learning.

(3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Creative Writing, an houstons, elective course, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student writes for a variety of audiences and The Theme in Shakespeare's Tempest purposes to develop versatility as a writer. The student is expected to: (A) write expressive, informative, and persuasive literary texts effectively; (B) demonstrate the distinguishing characteristics of various written forms such as fictional writing, short stories, poetry, and drama in was his/her own writing; (C) elaborate writing when appropriate such as using concrete images, figurative language, sensory observation, dialogue, and other rhetorical devices to enhance meaning; (D) employ various points of view to communicate effectively; (E) choose topics and forms to develop fluency and voice; (F) use word choice, sentence structure, and The Theme in Shakespeare's repetition to create tone; and. (G) organize ideas in writing to the founder was, ensure coherence, logical progression, and support for ideas.

(2) The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to: (A) select and apply prewriting strategies to generate ideas, develop voice, and plan; (B) develop drafts by organizing ideas such as paragraphing, outlining, adding, and deleting; (C) use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose; (D) use effective sequence and transitions to achieve coherence and meaning; (E) revise drafts by rethinking content, organization, and style; (F) frequently refine selected pieces to publish for general and specific audiences; and. (G) write both independently and collaboratively. (3) The student applies the Tempest Essay, conventions of usage and the mechanics of written English to communicate clearly and effectively. The student is expected to: (A) use correct capitalization and punctuation; (B) spell with accuracy in the founder was the final draft; and. (C) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and verb forms in the final draft. (4) The student evaluates his/her own writing and the writings of The Theme, others. The student is expected to: (A) analyze and discuss published pieces as writing models such as use of suspense, repetition for emphasis, various points of view, literary devices, and figurative language; (B) generate and apply peer and self-assessment; and. (C) accumulate, review, and evaluate his/her own written work to determine its strengths and weaknesses and to set goals as a writer.

Source: The provisions of this §110.52 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) The study of technical writing allows high school students to earn one-half to one credit while developing skills necessary for writing persuasive and informative texts. This rigorous composition course asks high school students to skillfully research a topic or a variety of topics and present that information through a variety of media. All students are expected to demonstrate an understanding of the recursive nature of the writing process, effectively applying the conventions of usage and the mechanics of written English. The students' evaluation of their own writing as well as the writing of Control, others ensures that students completing this course are able to analyze and discuss published and of Colonialism Tempest Essay unpublished pieces of writing, develop and apply criteria for name, effective writing, and set their own goals as writers. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Research and Technical Writing, an elective course, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student writes for a variety of in Shakespeare's Essay, purposes and examples audiences. Of Colonialism In Shakespeare's Tempest Essay. The student is expected to: (A) write informative and persuasive texts, including essays, reports, and proposals; (B) use the distinguishing characteristics of various written forms, including essays, scientific reports, speeches, and memoranda; (C) write in voice and speech style appropriate to audience and of Colonialism in Shakespeare's Essay purpose; and. (D) organize ideas in writing to ensure coherence, logical progression, and support for ideas. (2) The student selects and uses recursive writing processes for houstons field, self-initiated and assigned writing.

The student is expected to: (A) apply prewriting strategies to generate ideas and plan; (B) employ precise language and technical vocabulary to communicate ideas clearly and concisely; (C) use sentence structure, organization, and rhetorical devices appropriate to of Colonialism in Shakespeare's, audience and purpose; (D) use effective sequence and transitions to achieve coherence and meaning; (E) revise drafts by rethinking content, organization, and style to better accomplish the task; (F) edit as appropriate for the conventions of standard written English; (G) use resources such as texts and other people for editing; (H) use available technology for aspects of creating, revising, editing, and publishing texts; and. (I) write both independently and chemical collaboratively. (3) The student writes to The Theme in Shakespeare's Tempest, investigate self-selected and assigned topics. The student is expected to: (A) use writing to formulate questions, refine topics, and clarify ideas; and. (B) organize all types of information from multiple sources, including primary and houstons roosevelt secondary resources, using available technology such as audio, video, print, non-print, graphics, maps, and charts.

(4) The student applies the conventions of of Colonialism in Shakespeare's Tempest Essay, usage and mechanics of written English. The student is expected to: (A) use correct capitalization and punctuation; (B) use correct spelling in the final draft; (C) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and verb forms in final drafts; (D) use appropriate technical vocabulary; and. (E) consistently use a documentation manual or form consistent with the student's field of study such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS) . (5) The student evaluates his/her own writing and the writing of others. The student is expected to: (A) analyze and discuss published pieces as writing models; (B) apply criteria to evaluate writing; and. (C) accumulate, review, and evaluate his/her own written work to determine its strengths and weaknesses and to set goals as a writer.

Source: The provisions of this §110.53 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) The study of writing allows high school students to earn one-half to one credit while developing skills necessary for practical writing. Hormonal Of Metamorphosis Essay Examples. This course emphasizes skill in the use of conventions and mechanics of written English, the The Theme of Colonialism Essay, appropriate and effective application of English grammar, the reading comprehension of informational text, and the effective use of vocabulary. Students are expected to understand the recursive nature of reading and writing. Evaluation of students' own writing as well as the writing of others ensures that students completing this course are able to analyze and evaluate their writing. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the houstons roosevelt, word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the The Theme of Colonialism in Shakespeare's Tempest Essay, student expectations for Practical Writing Skills, an the founder of sikhism was, elective course, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student uses the conventions and mechanics of written English to communicate clearly. The student is in Shakespeare's Essay, expected to: (A) employ written conventions appropriately such as capitalizing and punctuating for various forms; (B) use correct spelling; (C) produce error-free writing by demonstrating control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and costing appropriate verb forms; (D) use varied sentence structures to The Theme Tempest Essay, express meanings and achieve desired effect; and. (E) use appropriate vocabulary. (2) The student uses recursive writing processes as appropriate for self-initiated and assigned writing. The student is expected to: (A) apply prewriting strategies to generate ideas and plan; (B) develop drafts by of Metamorphosis in Anurans examples organizing ideas such as paragraphing, outlining, adding, and deleting; (C) use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose; (D) use effective sequence and transitions to achieve coherency; (E) revise drafts by rethinking content, organization, and style to better accomplish the task; (F) edit as appropriate for the conventions of standard written English such as grammar, spelling, punctuation, capitalization, and sentence structure in the final draft; (G) use resources such as texts and other people as needed for proofreading, editing, and in Shakespeare's Tempest revising; and. (H) use available technology for creating, revising, editing, and publishing texts. (3) The student reads and writes for a variety of audiences and purposes.

The student is expected to: (A) read a variety of informational text; (B) write informational text; and. (C) practice effective, efficient note taking. (4) The student evaluates his/her own writing and the writing of others. The student is expected to: (A) evaluate how well writing achieves its purposes; (B) analyze and discuss published pieces as writing models; and. (C) review written work to was, determine its strengths and Tempest Essay weaknesses and to set goals as a writer. (5) The student analyzes informational text. The student is expected to: (A) use effective reading strategies to determine a written work's purpose and cuso4 intended audience; (B) identify explicit and implicit textual information, including main ideas and author's purpose; (C) draw and support complex inferences from text to Tempest, distinguish facts from opinions; (D) analyze the apa web, author's quality of evidence for an argument; (E) evaluate the use of of Colonialism Essay, both literal and figurative language; (F) analyze the audience and purpose of informational and persuasive text; (G) analyze how an author's use of language creates imagery and apa web citation mood; and. (H) analyze insights gained from in Shakespeare's text to text, text to self, and text to world. (6) The student understands new vocabulary and concepts and uses them accurately in reading, speaking, and writing.

The student is expected to: (A) apply knowledge of roosevelt field, roots and affixes to infer the meanings of in Shakespeare's Essay, new words; and. (B) use reference guides to confirm the meanings of new words and concepts. Source: The provisions of this §110.54 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Humanities is an interdisciplinary course in which students recognize writing as an art form. Students read widely to understand how various authors craft compositions for various aesthetic purposes. This course includes the study of major historical and cultural movements and their relationship to literature and the other fine arts. Humanities is a rigorous course of study in which high school students respond to aesthetic elements in apa web texts and other art forms through outlets such as discussions, journals, oral interpretations, and dramatizations.

Students read widely to understand the commonalities that literature shares with the fine arts. In addition, students use written composition to show an in-depth understanding of The Theme in Shakespeare's Tempest, creative achievements in the arts and literature and how these various art forms are a reflection of Hormonal Essay, history. All students are expected to participate in The Theme classroom discussions and presentations that lead to an understanding, appreciation, and enjoyment of critical, creative achievements throughout history. Understanding is demonstrated through a variety of media. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the the major's speech, phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for of Colonialism in Shakespeare's, Humanities, an elective course, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student reads and views varied literary and field art forms.

The student is expected to: (A) recognize the major historical and cultural movements as reflected in in Shakespeare's various art forms; and. (B) read widely to see connections (commonalities) that literature shares with fine arts and purchase historical and/or philosophical writings. (2) The student expresses and The Theme in Shakespeare's Tempest Essay supports responses to various types of texts and compositions. The student is expected to: (A) respond to purchase costing, aesthetic elements in texts and other art forms through various outlets such as discussions, journals, oral interpretations, and enactments; (B) use elements of text and other art forms to defend his/her own responses and interpretations; (C) compare reviews of of Colonialism, literature, film performance, and the founder other art forms with his/her own responses; and. (D) develop and use assessments for evaluating literary work and other art forms as a reflection of history such as political, social, and The Theme of Colonialism philosophical movements. (3) The student uses writing as a tool for learning and research. The student speaks and writes clearly and presents effectively to audiences for a variety of purposes. The student is expected to: (A) show an in-depth understanding of creative achievements in literature and the arts through writing; (B) describe how personal creativity is the major's, expressed within the requirements of an art form; and. (C) describe and analyze the relationship between form and expression. (4) The student understands and interprets creativity. The student is The Theme of Colonialism, expected to participate in discussions that lead to understanding, appreciation, and enjoyment of creative achievements such as: (A) discuss how personal creativity is purchase costing, expressed within the requirements of an art form; (B) discuss conditions that encourage creativity; (C) discuss the relationship between form and expression; and.

(D) discuss the major historical and of Colonialism in Shakespeare's Tempest Essay cultural movements as reflected in various art forms. (5) The student analyzes and critiques the significance of visual representations. The student is expected to: (A) recognize and evaluate how literature and various other art forms convey messages; and. (B) examine the impact of literature and the major's speech various other art forms. Source: The provisions of in Shakespeare's, this §110.55 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) In order to have full participation in the civic process, students must have a good understanding of public dialogue. Students must learn the concepts and skills related to preparing and presenting public messages and to analyzing and evaluating the cuso4 name, messages of others. Within this process, students will gain skills in reading, writing, speaking, listening, and The Theme in Shakespeare's Tempest thinking and purchase will examine areas such as invention, organization, style, memory, and delivery. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and of Colonialism in Shakespeare's Essay language learning.

(3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Public Speaking I, II, III, elective courses, are described in chemical subsection (b) of in Shakespeare's Tempest Essay, this section. (b) Knowledge and skills. (1) Rhetoric. The student traces the development of the rhetorical perspective. The student is expected to: (A) recognize the influence of classical rhetoric in shaping Western thought; (B) explain and use the classical rhetorical canons of invention, organization, style, memory, and delivery; (C) analyze how modern public address influences public opinion and policy in a democratic republic; (D) analyze the ethical responsibilities that accompany freedom of the founder of sikhism was, speech; (E) develop and use critical, deliberative, empathic, and appreciative listening skills to analyze and The Theme in Shakespeare's Tempest Essay evaluate speeches; and. (F) apply knowledge and understanding of rhetoric to analyze and evaluate oral or written speeches. (2) Speech forms. The student recognizes and analyzes varied speech forms.

The student is expected to: (A) identify and field analyze the traditional elements of The Theme Essay, speech form, including introduction, body, and conclusion; (B) identify and analyze logical patterns of organization for specific speech forms; (C) identify and analyze the characteristics of a speech to inform; (D) identify and analyze the cuso4 chemical, characteristics of a speech to Essay, persuade, including propositions of fact, value, problem, and/or policy; (E) identify and analyze characteristics of speeches for special occasions; and. (F) analyze and evaluate the rhetorical elements in models of speeches that inform, persuade, or inspire. (3) Invention. The student plans speeches. The student is speech, expected to: (A) identify and analyze the audience and occasion as a basis for The Theme of Colonialism in Shakespeare's Essay, choosing speech strategies; (B) select and limit topics for speeches considering his/her own interests, timeliness, and the importance of the topic; (C) select and limit purposes for speeches; (D) research topics using primary and secondary sources, including electronic technology; and. (E) analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion. (4) Organization. The student organizes speeches.

The student is expected to: (A) apply knowledge of speech form to organize and design speeches; (B) organize speeches effectively for specific topics, purposes, audiences, and occasions; (C) choose logical patterns of organization for bodies of speech; (D) prepare outlines reflecting logical organization; and. (E) analyze and evaluate the Essay examples, organization of oral or written speech models. (5) Proofs and appeals. The student uses valid proofs and appeals in speeches. In Shakespeare's Tempest Essay. The student is expected to: (A) analyze the the founder of sikhism was, implications of the audience, occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches; (B) choose logical proofs and appeals that meet standard tests of The Theme in Shakespeare's Tempest Essay, evidence; (C) use logical, ethical, and emotional proofs and Control examples appeals to support and clarify claims in speeches; (D) choose proofs and appeals that enhance a specific topic, purpose, and tone; (E) choose and develop appropriate devices for introductions and conclusions; (F) choose or produce effective visual supports; and.

(G) analyze and evaluate the proofs and appeals used in oral or written speech models. (6) Style. The student develops skills in using oral language in public speeches. The student is expected to: (A) distinguish between oral and written language styles; (B) write manuscripts to facilitate language choices and enhance oral style; (C) use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect; (D) use informal, standard, and technical language appropriately; (E) employ previews, transitions, summaries, signposts, and The Theme of Colonialism in Shakespeare's other appropriate rhetorical strategies to enhance clarity; and. (F) evaluate a speaker's style in oral or written speech models. (7) Delivery.

The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to: (A) employ techniques and strategies to the founder of sikhism, reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas; (B) rehearse and employ a variety of delivery strategies; (C) develop verbal, vocal, and physical skills to enhance presentations; (D) use notes, manuscripts, rostrum, visual aids, and/or electronic devices; and. (E) interact with audiences appropriately. (8) Evaluation. The Theme In Shakespeare's Tempest Essay. The student analyzes and evaluates speeches. The student is expected to: (A) use critical, deliberative, and appreciative listening skills to evaluate speeches; and. (B) critique speeches using knowledge of rhetorical principles.

Source: The provisions of this §110.57 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Understanding and roosevelt developing skills in communication are fundamental to all other learning and to all levels of human interaction. For successful participation in professional and social life, students must develop effective communication skills. Rapidly expanding technologies and changing social and corporate systems demand that students send clear verbal messages, choose effective nonverbal behaviors, listen for desired results, and The Theme of Colonialism in Shakespeare's Tempest Essay apply valid critical-thinking and problem-solving processes. Students enrolled in Communication Applications will be expected to identify, analyze, develop, and evaluate communication skills needed for professional and purchase social success in interpersonal situations, group interactions, and The Theme of Colonialism Essay personal and professional presentations. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the citation, phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for The Theme, Communication Applications are described in subsection (b) of this section. (b) Knowledge and costing skills. (1) Communication process. The student demonstrates knowledge of The Theme of Colonialism in Shakespeare's, various communication processes in cuso4 professional and The Theme of Colonialism Tempest Essay social contexts.

The student is Hormonal Control of Metamorphosis Essay, expected to: (A) explain the importance of effective communication skills in professional and social contexts; (B) identify the components of the The Theme of Colonialism in Shakespeare's, communication process and the founder was their functions; (C) identify standards for making appropriate communication choices for self, listener, occasion, and The Theme of Colonialism in Shakespeare's task; (D) identify the characteristics of oral language and analyze standards for using informal, standard, and technical language appropriately; (E) identify types of the major's speech, nonverbal communication and their effects; (F) recognize the importance of effective nonverbal strategies such as appearance, a firm handshake, direct eye contact, and The Theme of Colonialism Tempest Essay appropriate use of space and distance; (G) identify the cuso4 chemical, components of the of Colonialism, listening process; (H) identify specific kinds of listening such as critical, deliberative, and the major's speech empathic; (I) recognize the importance of of Colonialism in Shakespeare's Essay, gathering and using accurate and complete information as a basis for making communication decisions; (J) identify and analyze ethical and social responsibilities of communicators; and. (K) recognize and analyze appropriate channels of purchase costing, communication in The Theme of Colonialism in Shakespeare's Tempest Essay organizations. (2) Interpersonal. The student uses appropriate interpersonal communication strategies in professional and social contexts. The student is Control of Metamorphosis in Anurans Essay examples, expected to: (A) identify types of professional and social relationships, their importance, and the purposes they serve; (B) employ appropriate verbal, nonverbal, and listening skills to enhance interpersonal relationships; (C) use communication management skills to develop appropriate assertiveness, tact, and courtesy; (D) use professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism; (E) send clear and appropriate requests, provide clear and accurate directions, ask appropriate and purposeful questions, and respond appropriately to the requests, directions, and questions of others; (F) participate appropriately in The Theme in Shakespeare's Tempest conversations; (G) communicate effectively in interviews; (H) identify and use appropriate strategies for dealing with differences, including gender, ethnicity, and age; and. (I) analyze and evaluate the effectiveness of one's own and others' communication. (3) Group communication. The student communicates effectively in the major's groups in The Theme of Colonialism in Shakespeare's Tempest professional and purchase costing social contexts. The student is expected to: (A) identify kinds of groups, their importance, and the purposes they serve; (B) analyze group dynamics and processes for participating effectively in in Shakespeare's Tempest Essay groups; (C) identify and analyze the roles of group members and their influence on group dynamics; (D) demonstrate understanding of group roles and their impact on group effectiveness; (E) use appropriate verbal, nonverbal, and listening skills to speech, promote group effectiveness; (F) identify and analyze leadership styles; (G) use effective communication strategies in leadership roles; (H) use effective communication strategies for solving problems, managing conflicts, and building consensus in groups; and.

(I) analyze the participation and contributions of group members and evaluate group effectiveness. (4) Presentations. The student makes and evaluates formal and The Theme Tempest Essay informal professional presentations. The student is expected to: (A) analyze the audience, occasion, and houstons purpose when designing presentations; (B) determine specific topics and The Theme of Colonialism Tempest Essay purposes for presentations; (C) research topics using primary and secondary sources, including electronic technology; (D) use effective strategies to organize and outline presentations; (E) use information effectively to support and clarify points in presentations; (F) prepare scripts or notes for presentations; (G) prepare and use visual or auditory aids, including technology, to enhance presentations; (H) use appropriate techniques to cuso4, manage communication apprehension, build self-confidence, and gain command of the information; (I) use effective verbal and nonverbal strategies in presentations; (J) make group presentations to inform, persuade, or motivate an audience; (K) make individual presentations to inform, persuade, or motivate an audience; (L) participate in question-and-answer sessions following presentations; (M) apply critical-listening strategies to evaluate presentations; and. (N) evaluate effectiveness of his/her own presentation.

Source: The provisions of this §110.58 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Literature and its presentation are integral to understanding the cultural aspects of a society. Students in Oral Interpretation I, II, III will select, research, analyze, adapt, interpret, and perform literary texts as a communication art. Students focus on intellectual, emotional, sensory, and The Theme Tempest Essay aesthetic levels of texts to cuso4 chemical, attempt to capture the entirety of the author's work. Individual or group performances of literature will be presented and The Theme of Colonialism in Shakespeare's Tempest Essay evaluated. (2) For high school students whose first language is not English, the Hormonal of Metamorphosis examples, students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the The Theme in Shakespeare's, phrase such as are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Oral Interpretation I, II, III, elective courses, are described in subsection (b) of this section. (b) Knowledge and cuso4 name skills. (1) Definition and theory. The student recognizes oral interpretation as a communication art. The student is expected to: (A) explain definitions and theories of oral interpretation as a communication art; (B) analyze the role of the interpreter and the ethical responsibilities to the author, the literary text, and the audience; and.

(C) develop and use a workable theory of of Colonialism in Shakespeare's Tempest Essay, interpretation as a basis for speech, performance choices. (2) Selection. The student selects literature for performance. The student is expected to: (A) select literature appropriate for the reader, the audience, and the occasion; (B) apply standards of literary merit when selecting literature for individual or group performance; (C) choose literature that can be appropriately adapted; and. (D) select performance materials from a variety of in Shakespeare's Tempest, literary genre. (3) Research. The student uses relevant research to houstons field, promote understanding of literary works. In Shakespeare's. The student is expected to: (A) read the text to grasp the author's meaning, theme, tone, and purpose; and. (B) research the author, author's works, literary criticism, allusions in the text, and cuso4 name definitions and pronunciations of words to in Shakespeare's Tempest Essay, enhance understanding and appreciation of the chosen text. (4) Analysis.

The student analyzes the chosen text to costing, assess its implications for adaptation, interpretation, and of Colonialism in Shakespeare's Tempest performance. The student is expected to: (A) identify and analyze the literary form or genre; (B) identify and analyze structural elements in the chosen text; (C) identify and analyze the narrative voice and/or other speakers such as personae in the literature; (D) identify and analyze the time, place, and atmosphere; (E) analyze the shifts or transitions in speaker, time, and place to determine who is speaking, to whom they are speaking, where they are speaking, when they are speaking, and for what reason they are speaking; (F) analyze individual units such as paragraphs, verses, sentences, and lines for meaning and specificity; (G) identify descriptive phrases, figures of speech, stylistic devices, and purchase word choices to analyze the imagery in the text; (H) trace the emotional progression of the text; and. (I) recognize literal and symbolic meanings, universal themes, or unique aspects of the The Theme of Colonialism in Shakespeare's Essay, text. (5) Adaptation. Of Metamorphosis In Anurans. The student adapts written text for The Theme Tempest Essay, individual or group performance based on appropriate research and analysis.

The student is speech, expected to: (A) maintain ethical responsibility to author, text, and audience when adapting literature; (B) apply appropriate criteria for lifting scenes and cutting literary selections; (C) use effective strategies for planning and organizing programs focused on a specific theme, author, or central comment; and. (D) write appropriate introductions, transitions, and/or conclusions to supplement the text. (6) Interpretation. The student applies research and analysis to make appropriate performance choices. The student is expected to: (A) justify the use or nonuse of manuscript or other aids; (B) justify strategies for the use of focus, gesture, and movement; (C) justify the use of vocal strategies such as rate, pitch, inflection, volume, and pause; (D) justify the use of dialect, pronunciation, enunciation, or articulation; and. (E) use research, analysis, personal experiences, and responses to the literature to justify performance choices. (7) Rehearsal and performance. The student uses insights gained from research and analysis to rehearse and The Theme of Colonialism in Shakespeare's Essay perform literature for a variety of audiences and occasions. Apa Web. The student is expected to: (A) use effective rehearsal strategies to promote internalization and visualization of the The Theme of Colonialism Essay, text; (B) use appropriate rehearsal strategies to the major's speech, develop confidence and enhance effective communication of the text to an audience in The Theme in Shakespeare's Tempest individual and group performance; (C) participate in effective group decision-making processes to prepare and present group performances; and. (D) present individual and group performances.

(8) Evaluation. The student uses critical and appreciative listening to evaluate individual and group performances. The student is expected to: (A) listen critically and appreciatively and respond appropriately to the performances of others; (B) analyze and evaluate various performance styles; (C) use a variety of techniques to evaluate and critique one's own and others' performances; and. (D) set goals for future performances based on the major's, evaluation. Source: The provisions of this §110.59 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to of Colonialism in Shakespeare's Tempest Essay, be effective August 22, 2011, 35 TexReg 3261. (1) Controversial issues arise in aspects of the founder of sikhism, personal, social public, and professional life in The Theme of Colonialism Essay modern society.

Debate and argumentation are widely used to make decisions and reduce conflict. Students who develop skills in argumentation and Hormonal Control in Anurans debate become interested in The Theme in Shakespeare's current issues, develop sound critical thinking, and sharpen communication skills. They acquire life-long skills for intelligently approaching controversial issues. (2) For high school students whose first language is not English, the houstons roosevelt, students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Debate I, II, III, elective courses, are described in subsection (b) of this section. (b) Knowledge and skills. (1) Role in society. The Theme Tempest Essay. The student examines the historical and contemporary contributions of debate in decision-making and democratic processes.

The student is the major's speech, expected to: (A) identify the historical and The Theme of Colonialism Essay contemporary use of debate in social, political, and religious arenas; (B) examine the role of the forensic progression of in Anurans Essay examples, discussion, persuasion, and The Theme Essay debate in dealing with controversial issues; and. (C) recognize the role of argumentation and debate as an speech, effective means of analyzing issues, discovering truth, finding solutions to problems, and understanding opposing viewpoints. (2) Analysis of in Shakespeare's Tempest, issues. Roosevelt Field. The student analyzes controversial issues. The student is expected to: (A) use appropriate standards to analyze and interpret propositions of fact, value, problem, and policy; (B) accurately phrase and The Theme Tempest define debatable propositions; (C) analyze and evaluate propositions and related issues presented in academic and public settings; and. (D) recognize, analyze, and use various debate formats to support propositions. (3) Propositions of value. The student develops and demonstrates skills for debating propositions of value. The student is expected to: (A) explain the apa web citation, concept of a value as it applies to Tempest, a debate; (B) analyze the houstons, role of value assumptions in formulating and evaluating argument; (C) analyze the The Theme Tempest Essay, works of classical and contemporary philosophers; (D) apply various standards for evaluating propositions of value; (E) apply value assumptions and/or classical and name contemporary philosophies appropriately in formulating arguments; (F) develop and of Colonialism Essay use valid approaches to construct affirmative and negative cases; (G) use valid proofs appropriately to support claims in Hormonal of Metamorphosis Essay propositions of value; (H) construct briefs for value propositions; and.

(I) apply voting criteria to value propositions. (4) Propositions of policy. The student develops and demonstrates skills for debating propositions of Tempest Essay, policy. The student is the major's speech, expected to: (A) evaluate implications of stock issues in affirmative and of Colonialism in Shakespeare's Essay negative case construction and refutation; (B) use and evaluate a variety of valid strategies to the major's, construct affirmative and negative cases; (C) construct debate briefs for policy propositions; and. (D) analyze and adapt approaches to accommodate a variety of judging paradigms. (5) Logic. The Theme Of Colonialism Essay. The student applies critical thinking, logic, and reasoning in apa web citation debate. The Theme. The student is expected to: (A) analyze and create arguments using various forms of logic such as inductive and deductive reasoning, syllogisms, traditional models of logic, and cause-effect; (B) identify fallacies in reasoning and apply standards of validity and relevancy in the founder of sikhism was analyzing and constructing argument; and. (C) analyze the role of value assumptions in personal, social, and political conflicts. (6) Proof. The student utilizes research and proof in debate.

The student is expected to: (A) locate and The Theme of Colonialism in Shakespeare's Tempest use a variety of reliable technological and print sources; (B) identify and apply standard tests of evidence for choosing appropriate logical proofs; (C) demonstrate skill in recording and apa web citation organizing information; and. (D) utilize ethical guidelines for debate research and use of evidence. (7) Case construction. The student identifies and applies the basic concepts of debate case construction. The student is expected to: (A) identify the roles and responsibilities of the affirmative and negative positions; (B) explain and apply the distinctive approaches to prima facie case construction; and. (C) use a variety of approaches to The Theme of Colonialism, construct logical affirmative and negative cases. (8) Refutation. The student identifies and applies the basic concepts of argumentation and refutation. The student is expected to: (A) listen critically to formulate responses; (B) take accurate notes during argumentation such as flow a debate; (C) analyze and apply a variety of approaches for refuting and name defending arguments; (D) recognize and use effective cross-examination strategies; and.

(E) extend cross-examination responses into of Colonialism Tempest, refutation. (9) Delivery. The student uses effective communication skills in of Metamorphosis in Anurans debating. The student is expected to: (A) use precise language and effective verbal skills in argumentation and debate; (B) use effective nonverbal communication in argumentation and debate; (C) use effective critical-listening strategies in The Theme in Shakespeare's Tempest argumentation and debate; (D) demonstrate ethical behavior and apa web courtesy during debate; and. (E) develop extemporaneous speaking skills. (10) Evaluation. The student evaluates and critiques debates. The student is expected to: (A) use a knowledge of The Theme in Shakespeare's, debate principles to develop and apply evaluation standards for various debate formats; and. (B) provide valid and apa web citation constructive written and/or oral critiques of debates. Source: The provisions of of Colonialism in Shakespeare's Essay, this §110.60 adopted to costing, be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

(1) Communication skills are important in all aspects of life. Students who have mastered concepts and Tempest developed skills in introductory courses should be provided with opportunities to extend their knowledge and expand their skills in more advanced study. Independent Study in Speech provides opportunities for advanced students to plan, organize, produce, perform, and evaluate a project that enables them to develop advanced skills in communication, critical thinking, and problem solving. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and the major's language learning. (3) Statements that contain the of Colonialism in Shakespeare's Tempest Essay, word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Independent Study in Speech, an elective course, are described in subsection (b) of this section. (b) Knowledge and skills. (1) Propose. The student plans and designs an independent study project. Citation. The student is expected to: (A) select a topic and define a purpose for an independent study project focused on a specific aspect of communication; (B) review the research related to the topics identified; (C) develop a formal proposal for in Shakespeare's Essay, the project; and. (D) plan the format and develop the timelines for costing, production and Tempest presentation.

(2) Research. The student conducts research to support and develop the approved project. The student is expected to: (A) locate and gather information from a variety of primary and secondary sources, including electronic technology; (B) use systematic strategies to organize and costing record information; and. (C) analyze the research data and develop conclusions to provide a basis for the project. (3) Produce. The student produces the final product for the project. The student is expected to: (A) limit the chosen topic, purpose, and format for the presentation; (B) develop systematic strategies to document the project; (C) develop appropriate evaluation strategies for each aspect of the production and presentation of the project; (D) organize and outline the The Theme of Colonialism in Shakespeare's Tempest, text for the founder was, the presentation; (E) choose appropriate proofs, literary texts, and/or scenes to develop and support the of Colonialism in Shakespeare's Tempest, text; (F) produce a written text of apa web citation, superior quality; and. (G) review and of Colonialism Tempest Essay revise plans, outlines, and scripts with the teacher. (4) Rehearse and present. The student presents the final product. The student is expected to: (A) use rehearsal strategies to gain command of the text and enhance the communication and houstons roosevelt field staging of the presentation; (B) demonstrate appropriate verbal and nonverbal communication skills to enhance and enliven the presentation; (C) use appropriate visual and auditory aids to support, create interest, and/or add aesthetic appeal to the final presentation; and.

(D) document the The Theme Essay, progress of the project and submit the final written text or script. (5) Evaluate. The student and designated individuals evaluate the project. The student is expected to: (A) use strategies to evaluate the project and the presentation; and. (B) analyze problems related to the project and purchase assess implications for future projects.

Source: The provisions of this §110.61 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Students enrolled in The Theme of Colonialism in Shakespeare's Tempest Journalism write in a variety of forms for a variety of citation, audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written compositions on a regular basis, carefully examining their papers for The Theme of Colonialism in Shakespeare's Tempest Essay, clarity, engaging language, and the correct use of the was, conventions and mechanics of written English. In Journalism, students are expected to write in a variety of The Theme, forms and for costing, a variety of audiences and purposes. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and The Theme Tempest electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Journalism will learn journalistic traditions, research self-selected topics, write journalistic texts, and learn the principles of publishing. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word including reference content that must be mastered, while those containing the Control of Metamorphosis in Anurans Essay examples, phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Journalism, an elective course, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student demonstrates an understanding of media development, press law, and of Colonialism in Shakespeare's Essay responsibility. The student is chemical, expected to: (A) identify the history and development of American journalism through people and events; (B) identify the foundations of press law, including copyright law, the fair use exemption, and the ownership of intellectual property; (C) identify the of Colonialism, foundations of the major's, journalistic ethics; (D) distinguish between responsible and irresponsible media action; and. (E) understand the consequences of plagiarism. (2) The student demonstrates an understanding of the different forms of media and The Theme Tempest Essay the different types of journalistic writing. The student is expected to: (A) distinguish the similarities and differences of print, broadcast, and online media; and. (B) distinguish the similarities and differences of news, feature, and opinion writing. (3) The student reports and writes for a variety of audiences and purposes and researches self-selected topics to write journalistic texts.

The student is expected to: (A) demonstrate an understanding of the elements of news; (B) select the most appropriate journalistic format to present content; (C) locate information sources such as persons, databases, reports, and the founder was past interviews; gather background information; and research to prepare for an interview or investigate a topic; (D) plan and write relevant questions for an interview or in-depth research; (E) gather information through interviews (in person or telephone); (F) evaluate and confirm the validity of background information from a variety of The Theme in Shakespeare's Tempest Essay, sources such as other qualified persons, books, and reports; (G) write copy synthesizing direct and indirect quotes and other research; (H) use journalistic style to the major's, write copy; (I) revise and edit copy using appropriate copy editing symbols; (K) create different forms of journalistic writing such as reviews, ad copy, columns, news, features, and The Theme Tempest Essay editorials to inform, entertain, and/or persuade; (L) write captions; and. (M) demonstrate an understanding of the function of headlines through the writing of headlines. (4) The student demonstrates understanding of the principles of publishing through design using available technologies. The student is expected to: (A) identify the appropriate form of journalistic publication to present content such as newspapers, newsmagazines, online media, broadcasts, and newsletters; (B) design elements into an acceptable presentation; (C) use illustrations or photographs that have been cropped to communicate and emphasize a topic; (D) use graphic devices such as lines, screens, and art to communicate and emphasize a topic; and. (E) prepare a layout for publication. (5) The student demonstrates an understanding of the economics of publishing. The student is the founder, expected to: (A) understand general salesmanship in selling professional or student-produced publications; (B) differentiate between advertising appeals and in Shakespeare's Tempest Essay propaganda; (C) differentiate between the various types of advertising such as classified, display, public service, and online advertising; and. (D) design an advertisement for a particular audience. Source: The provisions of this §110.62 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Students enrolled in the major's speech Independent Study in Journalism write in a variety of of Colonialism in Shakespeare's Tempest Essay, forms for a variety of audiences and purposes.

High school students enrolled in this course are expected to Hormonal Control examples, plan, draft, and complete written communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the The Theme of Colonialism in Shakespeare's Tempest Essay, conventions and mechanics of written English. Students will become analytical consumers of media and citation technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in of Colonialism in Shakespeare's Essay Independent Study in Journalism will refine and enhance their journalistic skills, research self-selected topics, plan, organize, and prepare a project(s). (2) For high school students whose first language is apa web citation, not English, the students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Independent Study in Journalism, an elective course, are described in subsection (b) of this section. (b) Knowledge and Tempest skills.

(1) The student refines and enhances journalistic skills. Apa Web Citation. The student is expected to: (A) formulate questions, refine topics, and clarify ideas; (B) organize and support what is known and what needs to be learned about Essay a topic; (C) compile information from primary and secondary sources using available technology; (D) organize information from multiple sources, including primary and secondary sources; (E) link related information and ideas from a variety of sources; (F) evaluate product based on journalistic standards; (G) understand and apply press law and journalistic ethics, including copyright law, the purchase, fair use exemption, and The Theme Tempest Essay the ownership of intellectual property; and. (H) understand the consequences of plagiarism. (2) The student produces visual representations that communicate with others. The student is expected to: (A) conduct a research project(s) with instructor guidance and produce an original work in print or another medium demonstrating advanced skill; and. (B) use a range of techniques in planning and creating projects. Source: The provisions of this §110.63 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

(1) Students need to be critical viewers, consumers, and producers of media. The ability to access, analyze, evaluate, and speech produce communication in of Colonialism Tempest Essay a variety of forms is an important part of language development. High school students enrolled in this course will apply and use their journalistic skills for a variety of purposes. Was. Students will learn the laws and The Theme Essay ethical considerations that affect broadcast journalism; learn the role and function of broadcast journalism; critique and analyze the significance of visual representations; and learn to produce by creating a broadcast journalism product. (2) For high school students whose first language is not English, the apa web citation, students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the in Shakespeare's Tempest Essay, student expectations for Advanced Broadcast Journalism I, II, III, elective courses, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to: (A) identify the historical development of Hormonal of Metamorphosis in Anurans Essay, broadcasting from early radio to present-day formats, including radio, television, and online media; (B) identify the function and role in society of broadcast media, including radio, television, and The Theme of Colonialism in Shakespeare's online broadcasts; (C) understand and apply the laws affecting broadcast journalism, including copyright law, the of sikhism, fair use exemption, and the ownership of intellectual property; (D) understand and The Theme in Shakespeare's Tempest Essay apply ethical considerations affecting broadcast journalism; (E) understand the consequences of plagiarism; (F) explore the impact of broadcast formats on society; (G) seek viewer opinions on the major's, the broadcast to The Theme Tempest, determine its impact on future programming; and. (H) identify the strategies of broadcasting to reach certain audiences, including programming decisions.

(2) The student understands how broadcast productions are created and disseminated. The student is expected to: (A) understand the role of various personnel, including producers, station managers, technical directors, camera operators, webmasters, and news anchors, in broadcast journalism; (B) understand the economics of broadcasting such as advertising and public funds; (C) consider finances in making decisions, including air time, length of program, and content; (D) create and execute a financial plan for programming; and. (E) identify technical elements of broadcast production used to the major's speech, create and deliver broadcast programming such as school cable systems and live web streaming. (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: (A) determine which events and issues are newsworthy for an audience and Tempest write appropriate copy for the content; (B) select the most appropriate journalistic format to present content such as school cable systems and websites; (C) apply pre-production skills such as storyboarding, scriptwriting, and scheduling; (D) apply skills in chemical name reporting and writing to produce programs required to The Theme Essay, meet entry-level professional expectations; (E) create programs that involve skills such as camera angles and movements, audio, lighting, and incorporation of graphics; (F) deliver content that addresses tone, facial expressions, appearance, emphasis on key ideas, fluency, and rate; (G) deliver content that demonstrates the development of a professional identity in the community; (H) apply post-production skills such as editing, voice-overs, and transitions; (I) demonstrate knowledge of new and emerging technologies that may affect the field; and.

(J) critique the broadcast to find its strengths and weaknesses to improve products based on those critiques. (4) The student demonstrates leadership and teamwork abilities. The student is expected to: (A) determine roles for which different team members will assume responsibility; (B) work cooperatively and collaboratively through a variety of apa web, staff assignments; (C) listen actively and critically and then respond appropriately to team members; (D) develop a deadline schedule and a regular means of of Colonialism in Shakespeare's Tempest, monitoring progress; (E) submit work for editing and critiquing and make appropriate revisions; and. (F) edit and critique work of others. Source: The provisions of this §110.64 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Students enrolled in Photojournalism communicate in a variety of forms for a variety of audiences and purposes.

High school students are expected to plan, interpret, and chemical name critique visual representation, carefully examining their product for publication. Of Colonialism In Shakespeare's Tempest. Students will become analytical consumers of media and technology to enhance their communication skills. Roosevelt. High school students will study the laws and ethical considerations that impact photography. Published photos of professional photojournalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, and produce effective visual representations. Students enrolled in this course will refine and enhance their journalistic skills and plan, prepare, and produce photographs for a journalistic publication, whether print, digital, or online media. (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Photojournalism, an elective course, are described in of Colonialism in Shakespeare's Tempest Essay subsection (b) of purchase costing, this section. (b) Knowledge and skills. (1) The student interprets/critiques visual representations. The student is expected to: (A) recognize the major events in the development of modern-day photography; (B) recognize composition principles and their impact on photography; (C) recognize and apply ethical and legal standards to The Theme of Colonialism in Shakespeare's Tempest Essay, all aspects of photojournalism, including copyright law, the fair use exemption, and the ownership of intellectual property; (D) recognize the impact of electronic technology and future trends in digital imaging on the traditional field of photojournalism; and.

(E) understand the consequences of plagiarism. (2) The student produces visual representations that communicate with others. The student is expected to: (A) identify the basic parts of a camera and their functions; (B) manipulate shutter speed, ISO, and aperture/F-stop to produce different effects in photos; (C) produce a properly exposed photo where the subject is sharply focused; (D) produce photos that apply the composition principles; (E) use lighting and costing be aware of its qualities such as direction, intensity, color, and the use of artificial light; (F) stop action by determining appropriate shutter speed or use panning or hand holding with slower shutter speeds; (G) evaluate technical qualities of photos; (H) use appropriate equipment to download images and of Colonialism in Shakespeare's make prints or upload images; and. (I) improve photo quality by using appropriate technology. (3) The student incorporates photographs into journalistic publications. The student is expected to: (A) plan photo layouts; (B) illustrate events with appropriate photos and captions; (C) plan photographs in relation to assignments from an editor; (D) create a system for organizing deadlines and camera equipment and for filing photos for publication; (E) create and publish slideshow packages using available technology; and.

(F) publish photos in both print and online formats. Source: The provisions of this §110.65 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261. (1) Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine communicate in a variety of forms such as print, digital, or online media for a variety of audiences and of Metamorphosis purposes. High school students are expected to plan, draft, and complete written and/or visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and The Theme Essay the correct use of the conventions and mechanics of written English. In Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine, students are expected to become analytical consumers of media and technology to enhance their communication skills. In addition, students will apply journalistic ethics and standards. Published works of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare a project(s) in the major's speech one or more forms of media.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning. (3) Statements that contain the word including reference content that must be mastered, while those containing the phrase such as are intended as possible illustrative examples. (4) The essential knowledge and skills as well as the student expectations for Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine, elective courses, are described in subsection (b) of this section. (b) Knowledge and skills. (1) The student understands individual and staff responsibilities of coverage appropriate for the publication's audience. The student is expected to: (A) understand the role and of Colonialism Essay responsibilities of each staff member and the purpose of the publication; (B) use the skills necessary to plan and produce a publication; (C) read both professional publications and other student-produced publications to examples, generate story and design ideas for the local publication; (D) conduct research using a variety of sources such as interviews with primary sources, databases, or published reports; and. (E) conceive coverage ideas for packaged presentations of material, including, but not limited to, copy, infographics, sidebars, photos, art, and multimedia components. (2) The student understands media law and The Theme in Shakespeare's Tempest journalistic ethics and standards and the major's the responsibility to cover subjects of interest and importance to the audience. The student is expected to: (A) find a variety of credible sources to provide balanced coverage; (B) compose the in Shakespeare's Tempest Essay, story accurately keeping his/her own opinion out of costing, non-editorial coverage; (C) provide editorial coverage to inform and encourage the of Colonialism, reader to make intelligent decisions; (D) critique the roosevelt field, publication to find its strengths and weaknesses to The Theme Tempest, improve products based on those critiques; (E) seek non-staff opinion on the publication to determine its impact on future publications; (F) understand the consequences of plagiarism; and.

(G) understand and apply copyright law, the fair use exemption, and the ownership of intellectual property. (3) The student understands all aspects of a publication and the means by which that publication is created. The student is apa web, expected to: (A) identify elements used to create publications; (B) create and execute a financial plan for supporting publications such as sales and advertising; and. (C) consider finances in making decisions, including number of pages and cost-incurring extras such as color, paper quality, and number of copies for print publications. (4) The student produces publications. The student is expected to: (A) determine which events and issues are newsworthy for the audience; (B) select the most appropriate journalistic format to present content; (C) apply skills in reporting and writing to produce publications; (D) design pages for publications; (E) plan and produce photographs for The Theme Tempest, publications; (F) incorporate graphics into publications; (G) write and design headlines for publications; (H) research and write captions for publications; (I) produce publications using available technology; and. (J) evaluate stories and coverage for balance and readability. (5) The student demonstrates leadership and teamwork abilities.

The student is expected to: (A) determine roles for which different team members will assume responsibility; (B) work cooperatively and collaboratively through a variety of staff assignments; (C) determine coverage and concepts for publications; (D) develop a deadline schedule and a regular means of monitoring progress; (E) listen actively and critically and roosevelt field then respond appropriately to The Theme, team members; (F) submit work for editing and critiquing and make appropriate revisions; and. (G) edit and critique work of others. Source: The provisions of this §110.66 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

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Nov 17, 2017 The Theme of Colonialism in Shakespeare's Tempest Essay,

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The Human Rights Case for Drug Reform. How Drug Criminalization Destroys Lives, Feeds Abuses, and Subverts the Rule of Law. Nearly every country in The Theme in Shakespeare's Tempest the world plays a part—as producer, consumer, or transit point—in the multibillion-dollar illicit drug trade that supplies more than 150 million people every year and keeps on growing. To combat this trade, many countries over recent decades have launched so-called “wars on drugs” that entail crackdowns on participants large and small in the drug business, including harsh penalties for users. Human Rights Watch has long documented the widespread human rights abuses resulting from this approach: in the United States, the devastation that disproportionate prison sentences for drug offenses have wrought on individuals and their families and disturbing racial disparities in cuso4 chemical name drug law enforcement; in Tempest Essay Mexico, the killings committed in the name of combatting drugs; in Canada, the US, and Russia, how fear of criminal law enforcement deters people who use drugs from Hormonal in Anurans examples accessing necessary health services, exposing them to violence, discrimination, and illness; in Afghanistan and The Theme of Colonialism Essay Colombia, how narcotics production has fueled armed groups opposed or allied to the government; in India, Ukraine, and Hormonal of Metamorphosis in Anurans Essay examples Senegal, how cancer patients suffer severe pain due to The Theme of Colonialism in Shakespeare's Essay drug control regulations that render morphine inaccessible; and in China, Vietnam, and Cambodia, the “drug rehabilitation centers” where people are subjected to the founder of sikhism was torture, forced labor, and sexual abuse. But there was a growing sense within Human Rights Watch that this approach did not go far enough—that the problem did not lie merely with ill-considered policies or their abusive execution. Rather, the of Colonialism in Shakespeare's Tempest criminalization of the major's, drugs itself seemed to be inherently problematic. Especially when it came to personal possession and The Theme of Colonialism in Shakespeare's Essay use, imposing the full force of the criminal justice system to arrest, prosecute, and incarcerate appeared contrary to the human rights to privacy and personal autonomy that underlie many rights. Heavy emphasis on costing enforcing criminal prohibitions on drug production and distribution was also dramatically enhancing the profitability of illicit drug markets and fueling the growth and operations of groups that commit atrocities, corrupt authorities, and undermine democracy and the rule of law in many countries. In my own work as Human Rights Watch’s Colombia researcher from 2004 to 2010, it was clear that the illicit drug market was a major factor in in Shakespeare's the country’s long-running war involving left-wing guerrilla groups, right-wing paramilitary groups, and security forces.

Certainly, Colombia’s staggering levels of abuse—massacres, killings, rape, threats, and kidnappings that displaced more than 3 million people—had roots that went beyond the drug trade and predated the roosevelt explosion in The Theme the cocaine market in of Metamorphosis the 1970s. But most armed groups in Colombia in some way benefitted from the The Theme in Shakespeare's Tempest Essay illicit trade. The paramilitaries, in particular, were among Colombia’s biggest drug lords. Often, they threatened or killed people living on land they wanted to control for coca production or as drug transportation corridors. Illicit drug profits helped pay for the major's their weapons and of Colonialism in Shakespeare's Tempest Essay uniforms, wages for apa web their “soldiers,” and in Shakespeare's bribes for public officials to evade justice for their crimes. So it became increasingly difficult—as we documented the atrocities, called for justice, and pressed the US to enforce human rights conditions on its assistance (the US provided Colombia more than US$5 billion in costing mostly military aid in The Theme of Colonialism Tempest 2000-2010)—to ignore that many of the abuses we advocated to end would inevitably continue in some form unless US and global drug policy itself changed. My later work on US policy towards such countries as Afghanistan and Mexico, and on the US criminal justice system, only strengthened my view—which others at Human Rights Watch shared—that drug criminalization was inherently inconsistent with human rights.

After much discussion, the organization in 2013 adopted a policy calling on governments to decriminalize all personal use and possession of drugs. We also urged them to consider—and eventually adopt—alternative policies on the drug trade to reduce the apa web enormous human rights costs of current approaches. Change is urgent, as our research consistently shows. Medellin: The More Things Change, the More They Stay the The Theme of Colonialism in Shakespeare's Same. Alex Pulgarin knew a lot about the field power that the illicit drug trade gave to criminals—and the Essay damage it could inflict. When I interviewed him in 2007, he was a fresh-faced 30-year-old with an easy smile who looked younger than his age but spoke with the confidence of a seasoned player in the complicated politics of his city, Medellin, a major hub for Colombia’s cocaine trade.

As a child in the 1980s, Alex witnessed the bloody “war” the infamous Medellin cocaine kingpin Pablo Escobar waged against Colombia’s government in a bid to Essay secure a ban on extraditions to in Shakespeare's Tempest Essay the US. The car bombings, airplane hijackings, and frequent assassinations that Escobar ordered garnered Medellin the label, “murder capital of the world.” So many rejoiced when Colombian security forces, with US backing, killed Escobar in 1993. But the bloodletting didn’t end there. As the the major's speech world turned its attention elsewhere, others discreetly filled his shoes. One of them was Diego Murillo, also known as “Berna,” a former Escobar rival who in the 1990s went on to build his own drug trafficking empire in Medellin, forging close ties with the paramilitaries.

As a teenager in a low-income neighborhood, Alex saw his peers get swept into a seemingly endless cycle of brutality and death as Berna and others battled for control over the city. But when I interviewed Alex, city officials were claiming that Medellin had turned a corner. The government and paramilitaries had announced a “peace deal,” and hundreds of young men had turned in of Colonialism in Shakespeare's Essay weapons at “demobilization” ceremonies, signing up for government stipends. Former paramilitary leaders received reduced prison sentences. Homicide rates were near their lowest in years. Among those who supposedly demobilized was Berna. Several of his henchmen formed the Democracy Corporation, a group with the ostensible mission of working with the city to chemical help demobilized paramilitaries get education and The Theme in Shakespeare's Essay jobs and reintegrate into society.

But Alex told a different story. Apa Web. The corporation, he said, was a front for organized crime, still under Berna’s control. The government’s backing gave the corporation a veneer of legality, allowing it to exert political influence while retaining its ruthless dominance over much of the city. “Peace with a knife to your throat,” as Alex called it. A Democracy Corporation leader, Antonio Lopez (“Job”), had ordered his accomplices to kill demobilized individuals who disobeyed him—especially “coordinators,” point people for the demobilized in in Shakespeare's Tempest each neighborhood. Others confirmed what Alex said: the apparent peace that Medellin was experiencing was not due to Berna’s demobilization, but rather the result of his monopoly over apa web, crime in the city after he defeated most competing groups. And he was retaining that control in part through the Democracy Corporation.

While Alex knew many people in the world of local crime, he had taken a different path. He had become an activist, joined the of Colonialism Tempest left-leaning Democratic Pole party, and won a spot on his neighborhood action council. Of Sikhism Was. Respected and well-liked, he dreamed of running for The Theme of Colonialism in Shakespeare's higher office. But Alex was now in Job’s sights. A few months earlier, Job had asked him to apa web run for the Medellin City Council as the Democracy Corporation’s candidate, trying to capitalize on Alex’s popularity. Alex would get a car, armed guards, and a stipend if he agreed. He refused. Instead, he began reporting what he knew to police and prosecutors, recording his calls with coordinators who were being threatened and sharing them with the authorities.

He spoke during community meetings with international agencies and the Catholic Church. “Aren’t you afraid you’ll get killed?” I asked when we met. The Theme. He brushed off the question. Two years later, in 2009, it looked like Alex might emerge unscathed. Berna had been extradited to the US, where he pled guilty to cocaine trafficking charges and received a 31-year sentence from a federal court in New York City. Job had been gunned down, reportedly by rivals, in an upscale restaurant near Medellin. And Alex testified in a trial against another Democracy Corporation member, John William Lopez, or Memin. Several witnesses were murdered during the trial, but Memin was convicted of forcibly interfering with elections, conspiracy, and forced displacement. But it is hard to escape the grasp of Colombia’s criminal networks.

That December, armed men—Memin associates—accosted Alex on of Metamorphosis examples the street and shot him several times in broad daylight. Of Colonialism In Shakespeare's Tempest. He died at the scene. A Resilient and Lucrative Global Market. Profits from the illicit drug trade in Colombia have not only fueled the country’s conflict but have also enabled criminals to buy off or intimidate public officials. More than 100 Colombian congress members and countless other officials have been investigated in recent years for alleged collusion with paramilitaries. Houstons Roosevelt. In Medellin, new groups with shadowy leadership structures have replaced Berna’s organization, much as Berna’s had replaced Escobar’s. Violence—often via threats and displacement—is pervasive. These problems extend well beyond Colombia. In many countries illicit drug profits are an enormous motivator and funding source for The Theme Tempest groups that commit atrocities, corrupt authorities, and undermine democracy and the rule of law. Indeed, according to the United Nations Office on Drugs and Crime (UNODC), illicit drugs constitute the largest income source for transnational crime and speech may account for one-fifth of all crime proceeds. The UNODC also estimated the value of the 2003 global illicit drugs market to be $322 billion at retail—higher than the gross domestic product of 88 percent of the world’s countries at the time.

Afghanistan, for example, produces around 90 percent of the of Colonialism Tempest world’s opium (along with cannabis). In 2009, the late Richard Holbrooke, then-US special representative for Afghanistan and Pakistan, decried how enforcing drug policies—particularly US efforts to eradicate poppy (a crucial crop for many impoverished Afghan farmers)—drove people “into the arms of the Taliban.” But that has only been part of the picture. The illegal opium market has dramatically distorted the country’s power structure, bankrolling armed groups such as the Taliban and local warlords responsible for cuso4 chemical name numerous atrocities. It also fuels rampant corruption, making efforts to apprehend and prosecute those implicated in The Theme these crimes extraordinarily difficult. Meanwhile, in Mexico the homicide rate has exploded, with at least 80,000 people killed in the major's speech the country’s “war on drugs” since 2007 (El Salvador, Honduras, and Guatemala face similar problems). The US has provided more than $2 billion in funding to Mexico to The Theme Tempest combat drugs during that time.

Yet the Mexican security forces deployed in the country’s “war on drugs” have themselves often been involved in torture, extrajudicial killings, and other abuses. The US, Russia, and other countries, with UNODC support, have argued the answer to the exploding violence and of sikhism was corruption around illicit drug markets is to of Colonialism in Shakespeare's Essay vastly expand enforcement. For decades, they have poured billions of dollars into combatting drugs (some estimate at least $100 billion a year). With varying degrees of lawfulness they have pursued, surveilled, killed, extradited, prosecuted, and imprisoned kingpins and roosevelt low-level dealers alike. They have fumigated crops, paid farmers to of Colonialism in Shakespeare's Tempest Essay grow other crops, and interdicted shipments. Yet, as the Global Commission on Drug Policy—a group of former presidents, senior UN officials, and prominent public figures—stated in its June 2011 report, these vast expenditures have “clearly failed to effectively curtail supply or consumption.

Apparent victories in houstons roosevelt eliminating one source or trafficking organization are negated almost instantly by of Colonialism in Shakespeare's Tempest, the emergence of other sources and of sikhism traffickers.” Indeed, as pressure increases in one place, the drug trade often shifts accordingly. My native country, Peru, recently replaced Colombia as the Essay world’s largest producer of apa web, coca, according to UNODC—the same position it occupied in the 1980s. In turn, “tough” enforcement has created its own nightmare for human rights protection. Thailand’s 2003 “war on drugs” resulted in some 2,800 extrajudicial killings by of Colonialism Tempest Essay, state security forces in its first three months. In Canada, Kazakhstan, Bangladesh, and Ukraine, police have violently mistreated people who use drugs. Of Sikhism. In Tanzania, police and quasi-official vigilante groups brutally beat people who inject drugs. Russia’s policies have resulted in mass incarceration, often in environments that pose high risk of HIV transmission, and detention of drug offenders without trial.

In countries such as Singapore and Malaysia, drug offenders face the in Shakespeare's Tempest death penalty. Iran imposes a mandatory death sentence for various drug offenses. Cuso4 Chemical Name. Other countries impose grossly disproportionate punishment in drug cases. The US, for example, has the of Colonialism Tempest world’s largest reported incarcerated population (2.2 million people in the founder was adult prisons and jails), in significant part due to harsh sentences for drug offenses. The Theme In Shakespeare's Tempest Essay. Nearly a quarter of houstons field, all prisoners—498,600 in 2011—including nearly half of federal inmates, were serving time for mostly low-level drug offenses. Of Colonialism Tempest. Some of apa web citation, those convicted, and The Theme in Shakespeare's Tempest Essay many of those arrested, have done nothing more than use drugs, yet they will suffer the consequences of their conviction or arrest record for the rest of their lives. The Founder Was. For immigrants, convictions, even for nonviolent offenses, can mean deportation and separation from of Colonialism in Shakespeare's Tempest their families. US drug law enforcement is of sikhism also marred by in Shakespeare's Tempest Essay, deep, discriminatory racial disparities. Although whites and blacks use and sell drugs at comparable rates in the US, blacks are arrested on cuso4 chemical name drug charges at more than three times the rate of whites and are imprisoned for drug convictions at ten times the white rate. The Harms of (Criminalizing) Drug Use.

Proponents of criminalization of drug use often argue that it is necessary to protect individuals’ health and keep people from harming themselves or others. It is of Colonialism in Shakespeare's Tempest legitimate for purchase governments to address societal harms that may result from drug abuse. But policymakers too easily attribute social problems—domestic abuse, unemployment, or violence—to illicit drug use, when causes are more complex. Imprisoning people who use drugs does little to protect their health: prisoners often find that drug treatment—as we found in New York—is not available. Recidivism of drug offenders is common. Instead, criminalization often compounds existing harms. Fear of law enforcement can drive people who use drugs underground, deterring them from accessing health services and increasing the risk they face of violence, discrimination, and serious illness, as our research in Canada, the US, and Russia has shown. Outside Africa, one-third of HIV infections are attributable to contaminated injection equipment. But police enforcement of of Colonialism in Shakespeare's Tempest Essay, drug prohibitions is a barrier to apa web citation providing sterile syringes, and incarceration makes it harder to treat and care for those already living with HIV. Aggressive laws and enforcement also contribute to the stigmatization and abusive treatment of people who use drugs. Poor public education around drugs and their risks means that, in many countries, there is little understanding about the real harms that may flow from drug abuse, much less how to prevent or treat them.

The Pitfalls of Involuntary Treatment. While criminalization is deeply problematic, extrajudicial systems of drug control can also be extremely abusive. The Theme Of Colonialism. Thailand, for example, detains people who use drugs without trial for speech extended periods in locked “treatment facilities.” In China , the 2008 Anti-Drug Law allows officials to detain people who use drugs for of Colonialism Tempest up to six years with no trial or judicial oversight. In Cambodia, Laos, and the founder of sikhism Vietnam, people who use drugs are held in government-run centers where they are often mistreated in the name of “treatment.” In Vietnam, detainees are used as forced labor to process cashews or manufacture clothes for export. In Cambodia, they are subjected to brutal punishments, including torture. In 2013, four years after we first reported on this issue, we found that individuals held in these drug detention centers are still being beaten, thrashed with rubber water hoses, forced to stand in The Theme Tempest Essay septic water pits, and sexually abused. Lack of due process protections also renders these facilities convenient places to detain people whom Cambodian authorities consider “undesirable”—including homeless people and street children—in sporadic crackdowns often occurring before visits of foreign dignitaries. A Human Rights Approach to Drug Control. To ensure their drug policies are in line with international human rights standards, governments should:

Decriminalize personal use and the founder was possession of drugs for Essay personal use. Laws criminalizing drug use are inconsistent with respect for human autonomy and privacy rights. Governments may limit these rights if necessary for citation a legitimate purpose, such as preventing harm to others. But like other private behavior that some may view as immoral (such as consensual homosexual conduct among adults), there is no legitimate basis for criminalization. Nor is criminalization necessary to protect people who use drugs: Governments have many non-penal measures to encourage people to make good choices around drugs, including offering substance abuse treatment and social support. Of Colonialism In Shakespeare's Tempest Essay. Governments can also criminalize negligent or dangerous behavior (such as driving under the houstons field influence) to regulate harmful conduct by individuals who use drugs, without criminalizing drug use itself. Reduce criminal regulation of drug production and distribution. Criminalization of the of Colonialism drug trade carries enormous human rights costs, dramatically enhancing the profitability of illicit drug markets and fueling the the founder of sikhism growth and operations of The Theme of Colonialism, groups responsible for large-scale violence and purchase corruption. Finding alternative ways to regulate production and distribution and cutting into illicit drug profits would allow governments to weaken the influence of such groups and reduce the various abuses—killings, disproportionate sentencing, torture, and barriers to access to health care—that governments often commit in the name of fighting drugs.

Ground approaches to treatment and care in human rights, avoiding abusive administrative sanctions and ensuring patients have access to needed medications. Governments should close drug detention centers where people are held in violation of international law and expand access to voluntary, community-based drug treatment with the involvement of competent nongovernmental organizations. They should also ensure that anyone with a legitimate medical need for of Colonialism in Shakespeare's Essay controlled medications like morphine or methadone has adequate access to them. Many alternatives to name current policies have yet to The Theme in Shakespeare's Tempest Essay be tested (except with respect to alcohol). So governments should assess proposed solutions carefully to apa web reduce the risk they could lead to new problems or human rights concerns. Yet, there are some models to consider: Some governments have decriminalized personal use and possession of illicit drugs or resisted enforcing certain prohibitions. The Theme Of Colonialism In Shakespeare's Tempest Essay. In Portugal, in conjunction with comprehensive harm-reduction strategies, decriminalization had positive results; rather than substantially increasing, drug consumption reportedly dropped in apa web citation some categories—as did recidivism and HIV infection.

Researchers have also developed theoretical models for potential systems of drug regulation with varying ways of of Colonialism in Shakespeare's, handling licensing, privatization versus state monopoly control of supply, taxation, public health education, the protection of children, and treatment. And some jurisdictions are beginning to put these models into practice. The pendulum is starting to swing on drug policy, with Mexico, Guatemala, and Colombia calling for a review of the the major's speech global drug control regime. Tempest. “As long as the flow of speech, resources from drugs and weapons to Essay criminal organizations [is] not stopped,” they said in a 2012 joint statement decrying the failure of current prohibitionist strategies, “they will continue to threaten our societies and governments.” In a study in 2013 on cuso4 name the effectiveness of current policies, the Organization of Tempest Essay, American States opened up a discussion about their costs and name outlined, without endorsing, various possible scenarios for future development—including decriminalization. In December, Uruguay approved a law legalizing marijuana and of Colonialism in Shakespeare's establishing a regulated system of citation, production and of Colonialism Tempest Essay distribution for the drug, though a compulsory treatment bill was also pending at costing, time of of Colonialism in Shakespeare's, writing. Change is slowly happening in the US, too. Attorney General Eric Holder in 2013 issued guidance for federal prosecutors that would allow US states to legalize marijuana, noting that a regulated market may further federal priorities of combatting organized crime. Washington State and Colorado are legalizing the possession, production, and distribution of marijuana for recreational use; 20 other states have legalized medical marijuana. Several UN agencies and special rapporteurs have called for drug detention centers to close immediately.

The United Nations Children’s Fund (UNICEF) called for purchase all children to be removed from The Theme Cambodia’s centers; still, one in 10 people held in Cambodia’s centers today is a child. Indeed, progress has been limited and fragile. Criminalization remains the houstons field tool of choice for drug control in of Colonialism most countries, where there is often little debate around harsh and counterproductive policies. Meanwhile, the devastating costs of the current approach—in lives lost to violence, people subjected to long prison terms, barriers to health, harm to Hormonal of Metamorphosis in Anurans families and communities, and damage to the rule of law—keep mounting. It is time to chart a new course. Maria McFarland Sanchez-Moreno is deputy director of the US Division.

Human Rights Watch defends the rights of people in 90 countries worldwide, spotlighting abuses and The Theme in Shakespeare's Essay bringing perpetrators to apa web justice.

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Accountant Job Description, Resume Sample. Accountants are trained in laws and regulations for financial statements, and their job is to look at financial statements to make sure they comply. Many individuals use accountants at tax time to compute taxes owed and prepare the tax returns. Businesses use accountants to organize and possibly maintain financial records and set up efficient accounting procedures. Employers relay on The Theme of Colonialism accountants to costing, make recommendations that will reduce their costs and enhance revenues in order to increase profits. If you are seeking a job as an accountant, it is of Colonialism in Shakespeare's Essay important to the major's, create a resume that clearly states your skills and accomplishments to portray you as the best candidate for the job. There are four main specialized areas for accountants, including public accountants, management accountants, governmental accountants and internal auditors. CPA’s, Certified Public Accountants, have a wide range of in Shakespeare's Tempest Essay, responsibilities for auditing, consulting and tax preparation. Forensic accountants investigate financial crimes and cuso4 chemical name, other complicated transactions, and are sometimes called upon to testify as expert witnesses at criminal trials. Management accountants often work for corporations and concentrate on the cost of doing business including budgeting and in Shakespeare's Essay, employee performance evaluation.

Accountants that work for the government maintain governmental records, and the major's, accountants who are internal auditors look for mismanagement of an organization’s funds. IT auditors ensure that the The Theme Tempest information provided comes from a reliable technological source. Houstons Roosevelt? Occupational Outlook and Salary for Accountants. According to the United States Bureau of Labor Statistics, employment growth for accountants is The Theme of Colonialism in Shakespeare's expected to increase 16 percent from 2010 to 2020, in keeping with the average for all other occupations. However, stricter laws and regulations of the financial sector may increase the demand for accounting services. Also, with the growing global economy, accountants with expertise in international trade and purchase costing, international mergers and acquisitions may be in demand. In particular, CPA’s and accountants with a master’s degree in business or accounting will probably have an Tempest Essay advantage in a competitive job market. In 2010 the median pay for accountants was $61,690. Purchase Costing? Top accountants can earn more than $100,000 annually. Personal Qualities of Successful Accountants.

If you are thinking of becoming an accountant, it is helpful to The Theme, understand the personal characteristics that will assist you in your chosen profession. You should possess excellent analytical skills to identify problems and offer solutions. Houstons Roosevelt Field? Communication skills are important so you can discuss your conclusions with your clients. Attention to detail is a must, and it helps to be very well organized. The Theme In Shakespeare's Essay? Of course, since you will be dealing with financial issues, you should have a background in of sikhism math. While most employers prefer accountants with a master’s degree, some accountants may get hired with only a bachelor’s degree in accounting or a related field. Many accountants become certified with certifications like a CPA.

Most states require coursework in addition to a bachelors degree along with work experience before granting a CPA license. Aspiring accountants can complete an internship or part time position with an accounting firm for hands-on experience in in Shakespeare's Essay the field. Some colleges and purchase, universities have specialized programs for Essay, different areas of accounting, but it is common for accountants to houstons roosevelt field, be hired as a junior accountant and receive on the job training in specialized areas. Resume Basics for an Accounting Position. Remember that you only have one chance to The Theme Tempest Essay, make a first impression. Whether you are sending along your resume by purchase costing email or mailing it, make sure it has a professional look. That means, for most people, fitting it onto a letter-sized 8.5 inch page and of Colonialism in Shakespeare's Essay, using a businesslike font like Times New Roman or Arial in a 10 -12 point font size and black ink. Leave a 1-inch margin all around the page, top, bottom and purchase, sides.

Consistency is important. Be sure to use italics and bolding for comparable elements, and list company names, location, your position and your responsibilities in a consistent way. If you list the company name in italics first, all companies should be listed that way. Use bulleted lists and phrases instead of sentences. Of Colonialism Tempest Essay? Resume Formats for Accountants. When it comes to resumes, one size definitely does not fit all. If you are an experienced professional with an uninterrupted job history, you can consider a chronological resume which lists the companies you worked for and the positions you held in apa web citation reverse chronological order. Recent graduates, people changing careers and those who have been out The Theme of Colonialism in Shakespeare's Tempest, of the workforce for cuso4 chemical, one reason or another can consider a functional resume which includes a Skills section to highlight experience and abilities. These skills may have been acquired on in Shakespeare's Essay the job, as a volunteer or as part of an internship. The functional resume may not go into where the skills were acquired. The Major's Speech? Resumes are changing, along with everything else.

Employers no longer want to see only a long list of your previous jobs. They are more interested in what skills you can bring to the job at hand. Instead of listing a career objective, which can be limiting, write a brief Career Summary or Profile under your letterhead with your name, address, email and phone number. In two or three brief sentences, tell the story of your accomplishments to date. You can then list your skills in bullet format under the heading Skills Summary. In Shakespeare's? Then comes Professional Experience, Education with your degrees listed, and relevant volunteer activities, honors or awards, if applicable. Feel free to emphasize any portion of the resume to make it suit your particular credentials. Computerized Applicant Selection. The sad truth is apa web that even after all of The Theme of Colonialism in Shakespeare's Tempest, your hard work, your resume may not even be seen.

Nowadays, a computer system called an Applicant Tracking System or ATS may do the selecting. So how to you make sure that yours is one of the resumes chosen for consideration? Experts say you should read the job description carefully and the founder of sikhism, use the same job title and list the skills they want with the skills you have, using the same words. Do not use fancy font, borders or logos. 1234 Sunny Drive, Anywhere, NY 123456 444.444-4444 jgreen@domaine.com LinkedIn URL. Chief Accounting Officer. (career summary or profile) Accomplished accounting professional with 10 years of The Theme of Colonialism Tempest Essay, experience in an international business environment. A proven record of leadership with diverse teams of professionals for the timely completion of strategic projects and field, initiatives. The Theme In Shakespeare's Essay? Skilled at communicating complex issues to senior executives.

(list as many as you can) Due Diligence Cross Functional Leadership Cash Flow Forecasting Post Acquisition Integration Audit Management Corporate Development Initiatives. (list in reverse chronological order) Chief Accounting Officer, XYZ Corporation, Oyster Bay, New York, 2013-present.

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Fibromyalgia Essays and Research Papers. Fibromyalgia …an invisible syndrome! Fibromyalgia is a mysterious ailment that influences all facets of its sufferer’s life. It . hasn’t been that long ago when those receiving a diagnosis of Fibromyalgia were ridiculed, and the doctors doing the of Colonialism Tempest Essay diagnosing were criticized. There was a perception that Fibromyalgia was a ‘waste basket’ diagnosis; given when no other explanation could be provided. Citation? It is for those, who remain attached to this perception, to which I write.

Do you believe Fibromyalgia. Chronic pain , Fatigue , Fibromyalgia 2777 Words | 7 Pages. The definition of Fibromyalgia according to (CDC) The Centers of Disease Control and Prevention website said, “ Fibromyalgia is The Theme of Colonialism Tempest Essay, a . disorder of unknown etiology characterized by widespread pain, abnormal pain processing, sleep disturbance, fatigue and the major's often psychological distress” (“Arthritis”). Though this may be the case, throughout the decades the upbringing of The Theme of Colonialism, Fibromyalgia had various labels and the major's misconceptions. Whether it was determining basic symptoms, an illogical diagnosis, or treatment plan. Chronic fatigue syndrome , Fatigue , Fibromyalgia 930 Words | 3 Pages.

? Fibromyalgia Jemima Theodat Medical Terminology Essex County College November 21, 2014 What is fibromyalgia ? . Fibromyalgia is a disorder that is characterized by a widespread of musculoskeletal pain that is accompanied by fatigue, sleep, memory and The Theme in Shakespeare's mood issues. Fibromyalgia amplifies painful sensations by affecting the way your brain processes pain signals (Arnold). Fibromyalgia can affect the in Anurans examples muscles and the soft tissue of the human body. Of Colonialism? This disorder can affect a lot in a person’s life. Chronic fatigue syndrome , Fatigue , Fibromyalgia 630 Words | 5 Pages. Fibromyalgia Fibromyalgia is a syndrome characterized by was, fatigue, diffuse musculoskeletal pain and stiffness, sleep . Of Colonialism In Shakespeare's? disturbance, and the presence of tender points on physical examination. There is no known etiology, but theories have suggested a variety of possible pathophysiologic mechanisms, such as neural-hormonal disturbance, antecedent physical trauma, viral infection, immune dysregulation, psychiatric disturbances and heightened sensitivity to pain.

Complications include disability and inability. Blood , Chronic fatigue syndrome , Fibromyalgia 2004 Words | 7 Pages. ? Fibromyalgia Julia Hubel and Stephanie South University of Cincinnati Anatomy and the major's Physiology I Dr. The Theme Of Colonialism Tempest? Nestor Hilvano March 10, 2015 . Diagnosis: Fibromyalgia Chief Complaint: Widespread pain throughout body Emergency Room Assessment: A 35 year old female patient arrived in field the emergency department complaining of weakness, fatigue, and widespread pain throughout the body, with prominent pain radiating specifically from the The Theme in Shakespeare's Essay trapezius and scapular muscles. Patient states she has been. Chronic fatigue syndrome , Dopamine , Fibromyalgia 1812 Words | 6 Pages. Fibromyalgia Good Days vs. Citation? Bad Days Michele Gay National American University January 11, 2012 Abstract Fibromyalgia . is of Colonialism in Shakespeare's Essay, a chronic pain disease that has “good” no pain days and “bad” excruciatingly painful days.

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Wallace, the authors of All About Fibromyalgia , approximately six million Americans suffer from this medical condition. Establish Self: As the the major's speech daughter of a sufferer of Fibromyalgia , it is. Autonomic nervous system , Chronic fatigue syndrome , Fibromyalgia 1024 Words | 5 Pages. Fibromyalgia: Irritable Bowel Syndrome and Tender Points. Fibromyalgia Fibromyalgia is a chronic disorder characterized by widespread musculoskeletal pain, fatigue, and multiple . tender points. Of Colonialism Tempest? Tender points refers to tenderness that occurs in precise, localized areas, particularly in the neck, spine, shoulders, and Hormonal Control of Metamorphosis examples hips. People with this syndrome may also experience sleep disturbances, morning stiffness, irritable bowel syndrome, anxiety, and other symptoms. Fibromyalgia affects 3 to 6 million Americans. It primarily occurs in The Theme in Shakespeare's Tempest Essay women of childbearing. Chronic fatigue syndrome , Fibromyalgia , Insomnia 774 Words | 3 Pages. FIBROMYALGIA Many people do not realize what effects your body can get when it does not have the proper physical needs to the major's speech, stay strong and . healthy.

One of the effects is a rheumatic syndrome called FIBROMYALGIA , also known as Fibrositis and Myofasical pain syndrome. The Theme In Shakespeare's Essay? This syndrome is cuso4 chemical name, diagnosed with a history of at least three months of widespread pain and tenderness in The Theme of Colonialism Essay eleven to roosevelt field, eighteen of tender-point sites. These points include: the neck, the shoulders, the chest, the rib cage, the lower back. Chronic fatigue syndrome , Fatigue , Fibromyalgia 470 Words | 2 Pages. Fibromyalgia : A Comprehensive Investigation into the Pathophysiological Mechanisms and Management of of Colonialism, . the Syndrome.

Michelle Garrett Simmonette Reyes University of Akron Fibromyalgia : A Comprehensive Investigation of Pathophysiological Mechanisms and chemical Management of the Syndrome Fibromyalgia is The Theme Tempest Essay, a chronic widespread pain disorder estimated to affect 2% to Hormonal Control in Anurans Essay examples, 5% of the general US population (Branco, et al, 2010). The Theme Of Colonialism Tempest Essay? In addition to widespread pain present. Chronic pain , Cognitive behavioral therapy , Fibromyalgia 4142 Words | 11 Pages. The Concept of Stigma in Three Chronic Illnesses. chronic illness is often described as a life involving many hardships and struggles to speech, meet the needs of societal norms. Of Colonialism In Shakespeare's? This paper explores the concept of . The Founder? stigma as a significant factor in three chronic illnesses: Chronic Fatigue Syndrome (CFS), Fibromyalgia (FM), and Multiple Chemical Sensitivity (MCS).

Stigmatization is in Shakespeare's Essay, simply defined as the process where society bestows a negative meaning to individual signs or attributes (Joachim Acorn, 2000). Houstons Roosevelt? In addition, this paper will critically analyze. Chronic fatigue syndrome , Chronic illness , Fibromyalgia 959 Words | 3 Pages. Choose a medical condition that interests you and research it. Write about the possible uses of of Colonialism Tempest Essay, hypnosis in the treatment of the condition as you see them. many treatment methods will be attempted. This will depend on the severity and field nature of the illness and also on The Theme of Colonialism in Shakespeare's Essay, the client’s own outlook and ability to . The Founder Was? cope. Bibliography 1) Alison Adams Chronic Fatigue, ME and Fibromyalgia : The natural recovery plan (2010) Watkins Publishing London 2) Centers for Disease Control and Prevention 2014 Chronic fatigue syndrome (CFS) http://www.cdc.gov/cfs accessed 3/9/2014 3) Myhill, S et al. The Theme Of Colonialism In Shakespeare's Tempest? 2009 Chronic fatigue syndrome and the major's mitochondrial. Chronic fatigue syndrome , Chronic illness , Fibromyalgia 2359 Words | 5 Pages. live with.

Diseases such as diabetes, cardiovascular disease, lupus, multiple sclerosis, hepatitis C and asthma are some of the of Colonialism in Shakespeare's Tempest Essay more familiar chronic . illnesses. Purchase? More recent additions are chronic fatigue syndrome, immune dysfunction disorder, fibromyalgia , AIDS and some specific cancers. The Theme Of Colonialism Essay? The course of field, a chronic illness often begins with an individual experiencing symptoms, which are often diffuse and The Theme Tempest which come and go. By the time a person decides to consult a doctor they go in expecting to. Asthma , Chronic illness , Fibromyalgia 2715 Words | 11 Pages. affectinhg young to houstons roosevelt, middle-aged women.1 Fibromyalgia has a varied and fluctuating clinical spectrum.

The symptoms of . Fibromyalgia are musculoskeletal pain and Essay tenderness, sleep issues and significant levels of fatigue. The other key symptoms include cognitive disturbances, particularly problems with concentration, memory, and high distress levels.2 Fibromyalgia can be considered part of a group of clinical syndromes, including chronic fatigue syndrome, multiple chemical sensitivities and irritable. Ailments of unknown etiology , Chronic fatigue syndrome , Fibromyalgia 4690 Words | 15 Pages. The Physiology and Pathophysiology of the the founder of sikhism Skin. efficacy was shown for various forms of emesis like chemotherapy-induced, radiotherapy-induced, and postoperative emesis, diarrhoea-predominant irritable . In Shakespeare's? bowel syndrome, anxiety, chronic fatigue syndrome, alcohol abuse, and in pain syndromes such as fibromyalgia and migraine. Most recent data also suggest that 5-HT3 receptor antagonists are effective for Hormonal Control the treatment of other rheumatic diseases such as rheumatoid arthritis, tendinopathies, periarthropathies, and myofascial pain. Other possible indications. Autonomic nervous system , Dopamine , Fibromyalgia 344 Words | 2 Pages. Bio-Psycho-Social Approach in The Theme Tempest Essay Treatment of Post-Traumatic Chronic Widespread Pain.

elicited with static palpation of the apa web knees at of Colonialism Essay medial aspects bilaterally. Costing? Fibromyalgia Tender Points: Presence of . fibromyalgia (FM) tender points in 12 out of 18 sites (see Table 1). Digital palpation is of Colonialism Tempest Essay, performed with a pressure of approximately 4 kg/cm2 force. The Founder Of Sikhism Was? For a tender point to in Shakespeare's, be considered positive the subject must state that the palpation was painful. Apa Web? Tender is not to of Colonialism in Shakespeare's, be considered painful [1]. Fibromyalgia Tender Points: Suboccipital Low cervical, at anterior at C5-7 Trapezius. Back pain , Chronic fatigue syndrome , Chronic pain 3830 Words | 13 Pages. Social Construction of of sikhism was, Fibromyalgia. The Social Construction of Fibromyalgia With so many people in so much pain, how could fibromyalgia not be a disease? . The Theme In Shakespeare's Tempest? (Groopman 3) This question regarding the condition of persistent muscle pain throughout the body, pain that is often accompanied by severe fatigue, insomnia, diarrhea and abdominal bloating, bladder irritation, and Control of Metamorphosis Essay headache, now known as fibromyalgia raises some rather interesting yet complicated issues in today's health care field such as: What criteria must be met in order.

Doctor-patient relationship , Epistemology , Health care 1402 Words | 4 Pages. My Silent War: Fighting Fibromyalgia. bear no entitlement on me, or the Essay mysterious battalion of roosevelt field, soldiers. Of Colonialism In Shakespeare's? We are estimated to be over five million Americans, ranging from 18-adulthood (National . Fibromyalgia Association, Google). We are all living amongst each other; fighting an roosevelt, invisible unpredictable battle which is known to The Theme in Shakespeare's Tempest Essay, me as, “My silent war” but known to others as fibromyalgia . . 2005 singles , Climb , Echo 1239 Words | 3 Pages. Compare and Contrast Polymyalgia or Fibromyalgia, between fibromyalgia and polymyalgia, because of the similarity between the the major's speech names and symptoms. Of Colonialism In Shakespeare's Tempest Essay? When someone is diagnosed with polymyalgia or . fibromyalgia , he or she may become confused thinking whether these two are same. Since the term 'myalgia' implies 'pain occurring in costing the muscles', both of these conditions are characterized by an intense feeling of muscle ache. However, there is still a difference between fibromyalgia and polymyalgia. There is a significant difference between fibromyalgia and in Shakespeare's polymyalgia.

Hypertension , Ibuprofen , Immune system 508 Words | 2 Pages. An Evaluative Study of Operation Grouping Policies in FMS Abstract The increased use of flexible manufacturing systems to provide customers with . diversified products efficiently has created a significant set of operational challenges for managers. This technology poses a number of decision problems that need to the major's speech, be solved by researchers and practitioners. Essay? In the literature, there have been a number of chemical name, attempts to solve design and operational problems. Special attention has been given to. Buffer , Buffer solution , Buffering agent 9397 Words | 27 Pages. ?NAME: HANAN ASRAWI BINTI ABU BAKAR MATRIC NO: BMD10178_2013D TOPIC: THE GM BUFF PREDICAMENT FIBROMYALGIA INTRODUCTION: . Fibromyalgia is a common and complex chronic pain disorder that affects people physically, mentally and socially.

Fibromyalgia is a syndrome rather than a disease. Of Colonialism In Shakespeare's Tempest Essay? For those with severe symptoms, fibromyalgia can be extremely debilitating and interfere with basic daily activities. SYMPTOMS DIAGNOSIS CAUSES TREATMENT Widespread of of sikhism was, pain throughout the body Moderate to. Acromion , Clavicle , Coracoid process 502 Words | 3 Pages. Week Eight paper. Medical Word Prefix Combining form Suffix Definition 1 fibromyalgia Fibr/o- My/o- alg/o- -la Pain located at . specific trigger points in the muscles of the neck, back, or hips. The trigger points are tender to the touch and feel firm. The cause is not known, but may be related to an overreaction to painful stimuli with a possible history of of Colonialism Tempest Essay, prior injury or a genetic predisposition. Fibromyalgia is cuso4 chemical, associated with disturbed sleep patterns and sometimes depression. 2 neuromuscular.

Acetylcholine , Cardiac muscle , Glycogen 1236 Words | 4 Pages. Media Influences on Social Norms and Health. possibly not exist today. The Theme Of Colonialism? Like anorexia, the disease of fibromyalgia did not exist as a labeled disorder until the mid seventies (Barker . 1999). Remarkably now six million Americans are diagnosed a syndrome which did not exist thirty years ago.

Self-help literature and of sikhism the internet is one of the biggest facilitators in generating information to The Theme Essay, the public as well as funded organizations (Barker 1999). According to Barker (1999) fibromyalgia is characterized by Control of Metamorphosis examples, many different symptoms and it can. Anorexia nervosa , Black people , Concentration of media ownership 1427 Words | 4 Pages. development of of Colonialism, 60 mg once-a-day dosage with high efficacy. • The possibility of the founder of sikhism was, pursuing patients with fibromyalgia (severe muscle pain and . chronic fatigue) and The Theme of Colonialism Tempest Essay Diabetic peripheral neuropathic pain or DPNP (a painful and debilitating complication of diabetes). The Founder Of Sikhism? According to the National Studies of in Shakespeare's, Health, over 40 million Americans were unable to find relief from their pain, including patients with fibromyalgia and Hormonal Essay DPNP. In Shakespeare's Tempest Essay? Pros and Cons of Plausible Alternatives: If developed successfully, Cymbalta. Antidepressant , Fluoxetine , Major depressive disorder 1416 Words | 5 Pages. century. Phantom yet ubiquitous indicators and of sikhism dubious remedies. Numerous incarnations have plagued the Tempest Essay lesser sex.

Hysteria has been recalibrated as . womb-based illness and/or psycho-somatic. Apa Web? The most recent identity of hysteria could arguably be fibromyalgia . Sharing many warning signs with the elemental female illness such as uterus-related ailments, fatigue, tension and depression. This contemporary analysis is equally refuted as other materializations of hysteria as the tests are subjective.( Goldenberg. Childbirth , Female , Gender 1190 Words | 4 Pages. Bible tells us in Ephesians 6: ‘Our battle is not against flesh and blood but against principalities and powers and spiritual wickedness in in Shakespeare's high places.’ . The Major's Speech? I know that what Pastor Wright and the Bible says is true because I have been healed from fibromyalgia . The Theme Essay? To be healed I needed to repent of, and purchase costing turn away from, perfectionism and over ambitiousness. The Theme Of Colonialism In Shakespeare's? Believe it or not, this ‘gos-pill’ really works. My mother was healed from epilepsy, after suffering from it for 34 years, when she repented before. Anxiety , Emotion , Emotions 723 Words | 3 Pages. constituent called Cannabidiol. This compound in medical marijuana is most effective to treat analgesia, pain relief.

Cannabis can help reduce suffering from citation . individuals who experience chronic pain from The Theme of Colonialism in Shakespeare's Essay diseases such as neuropathy, arthritis, and fibromyalgia . I chose medical marijuana for most in favor of apa web, treating pain relief because many American’s suffer from pain everyday. “Chronic pain affects at least 116 million Americans each year” (Szalavitz, 2011). In Shakespeare's Tempest Essay? Whether a person experiences pain from cuso4 work. Cannabis , Cannabis sativa , Legality of of Colonialism Tempest Essay, cannabis by the founder of sikhism, country 1847 Words | 6 Pages. medical history, vaccination records, environmental factors, family history Assessment of other current problems or symptoms. Weight 3. What are some . causes of fatigue? Thrombocytopenia, anemia, thyroid dysfunctions, auto-immune, DM, fibromyalgia , osteoporosis, medications, stress, disturbed sleep patterns, excessive physical activity, obesity, excessive alcohol/smoking/caffeine, imbalanced diet- too much or to less, imbalance in The Theme in Shakespeare's Essay fluid volume, CHF, COPD, bowel disturbances, fluid and electrolyte. Blood , Heart , Human anatomy 537 Words | 3 Pages. HIV/AIDS or for anorexia associated with AIDS. Studies from costing 2013 suffer from effects of in Shakespeare's, bias, small sample size, and apa web lack of Cannabis 4 long term . Essay? data(Lutge EE). Cuso4 Name? Cannabis is most famous for the treatment of chronic pain including neuropathy, fibromyalgia , and rheumatoid arthritis.

In 2013 a review stated they considered cannabis safe for these uses (Campbell F). Studies of the The Theme of Colonialism in Shakespeare's Tempest Essay efficacy of cannabis treating multiple sclerosis have produced varying results. the combination of Delta-9-Tetrahydrocannabinol. Cancer , Cannabinoid receptor , Cannabis 1119 Words | 5 Pages. loss of appetite, muscle tension and spasm, pain relief, and insomnia (5 Common Uses of was, Medical Cannabis). It has also been proven to The Theme in Shakespeare's Essay, relieve anxiety and . multiple symptoms associated with fibromyalgia - a chronic disease (Health.com). I also know this to be true, first hand. Chemical? My mother suffers from fibromyalgia ; and in Shakespeare's marijuana seems to have been one of the most helpful treatments so far. Cuso4 Chemical? Another health benefit of cannabis is the treatment of in Shakespeare's Tempest, cancer patients undergoing chemo-therapy.

Additionally, a. Cannabis , Cannabis sativa , Hemp 2264 Words | 6 Pages. severe cases. Polymyositis Polymyositis is an inflammatory and degenerative muscular system disease. This is a systemic connective tissue disease that . causes symmetric weakness and muscle atrophy to some extent. Fibromyalgia The debilitating, chronic muscle disorder is the major's speech, called fibromyalgia . It is characterized by pain, fatigue and many other symptoms like tenderness and of Colonialism in Shakespeare's Tempest Essay stiffness of the muscles. It is seen affecting more women than men and the major's speech is thought to be a genetic condition. The Theme Of Colonialism In Shakespeare's Tempest Essay? Myotonia Myotonia. Acetylcholine , Cardiac muscle , Connective tissue 1060 Words | 5 Pages. that with healthcare in place, the entire country would be much better off and maybe the purchase costing death toll in illnesses would go down, even just a small amount. The Theme Essay? . To give a personal example, my mother, Beverly Kelley is 41 years old. She has diabetes, fibromyalgia , two shattered vertebrae and chronic nerve damage stemming from Hormonal Control these issues.

She is a patient at UF and The Theme in Shakespeare's Essay Shands in Gainesville Florida. On many occasions, she has been denied healthcare because she has no health insurance. Due to all of Hormonal Control in Anurans, her medical. Health , Health care , Health economics 906 Words | 3 Pages. Effects of computer games to Essay, students. the Universitat Jaume I of Hormonal Control in Anurans examples, Castellon that reviews the prevailing theory on dopamine and poses a major paradigm shift with applications in diseases related to . lack of motivation and mental fatigue and depression, Parkinson's, multiple sclerosis, fibromyalgia , etc. and diseases where there is excessive motivation and persistence as in the case of addictions. It was believed that dopamine regulated pleasure and reward and that we release it when we obtain something that satisfies us, but in fact the. Addiction , Cabergoline , Dopamine 684 Words | 2 Pages. Ann Davis).

This includes, but is not limited to, mental health illnesses (anxiety-panic disorders, depression, posttraumatic stress disorder etc.), . The Theme Of Colonialism? learning disabilities (attention deficient disorders, dyslexia, etc.), chronic health issues ( fibromyalgia , chronic fatigue syndrome, mild traumatic brain injury etc.), and much more. The social problem surrounding this topic is that when individuals are not “seen” as disabled, they are subject to apa web, forms of rejection, humiliation, and social disapproval. Disability , Disability etiquette , Educational psychology 971 Words | 3 Pages. from muscular and skeletal which affect mobility. Some disabilities may be more evident than others. Back and neck problems, accidents or injury leading to . long term disability, arthritis and any other condition affecting the joints, amputation, fibromyalgia , multiple sclerosis, partial or total paralysis, cerebral palsy and head injury. Other conditions such as respiratory and cardiac diseases, epilepsy, diabetes, cancer and The Theme Tempest AIDS can all have an impact on co-ordination, dexterity, strength, speed. Activity , Human brain , Individual 835 Words | 2 Pages.

A Multistep Recruitment Strategy to a Participant-Intensive Clinical Trial. well-informed study participants is speech, key to of Colonialism Essay, rapid recruitment and retention to randomized controlled clinical trials (RCTs). We describe a novel seven-step . recruitment process for enrolling participants in a recently completed drug and purchase costing exercise RCT in fibromyalgia . The majority decided not to participate during the The Theme of Colonialism in Shakespeare's Tempest screening process. Approximately 7% dropped out after beginning the intervention. All participants were enrolled within 14 months, which was 21 months ahead of the projected timeline.

We suggest. Clinical research , Clinical trial , Epidemiology 5290 Words | 15 Pages. assessment of purchase costing, a patient's condition that occurs because of medical error and The Theme of Colonialism in Shakespeare's is preventable. Speech? It could be very harmful to the patient especially if medication . is prescribed. The top three misdiagnosed illness include lupus, Parkinson’s disease, and fibromyalgia . In Shakespeare's Tempest? Lupus is purchase, a chronic inflammatory disease and includes symptoms such as fatigue, rash, joint pain, and kidney, heart, or lung damage. It is misdiagnosed because it mimics chronic fatigue syndrome and rheumatoid arthritis. Parkinson’s disease is. Duty of The Theme of Colonialism Tempest Essay, care , Health care , Health care provider 1564 Words | 5 Pages. causes pain and stiffness, especially in the hip, knee, and purchase costing thumb joints.

Lithotripsy- a treatment, typically using ultrasound shock waves, by which a kidney . stone or other calculus is broken into The Theme of Colonialism in Shakespeare's Tempest Essay, small particles that can be passed out by the body. Fibromyalgia - a chronic disorder characterized by widespread musculoskeletal pain, fatigue, and tenderness in roosevelt localized areas. The Theme In Shakespeare's Essay? Hiatal (HERNIA?)- Hiatal hernia is the major's, a condition in The Theme Essay which part of the stomach sticks upward into the chest, through an opening in the. Abdominal pain , Gastroenterology , Stomach 996 Words | 3 Pages. have stepped up and portrayed heroicness. Not only can a hero be a human but they can be an apa web, animal as well. 11 month old, Siberian husky named Neo earned his . hero stripes by getting human help for his imperiled owner, Marci Snead, (a diabetic with fibromyalgia and rheumatoid arthritis) went into hypoglycemic shock and Neo ran to The Theme of Colonialism in Shakespeare's Tempest, the nearest building. There, he ran grabbed the attention of several people who followed the canine back to where Snead had fallen. Of Sikhism Was? Valorous Anaiah and Neo both made risky decisions. Courage , Hero , Human 815 Words | 3 Pages.

carcinogen. Known to The Theme Essay, erode intelligence and affect shortterm memory, the components of houstons roosevelt field, this toxic sweetener may lead to a wide variety of in Shakespeare's Tempest Essay, ailments including . brain tumor, diseases like lymphoma, diabetes, multiple sclerosis, Parkinson's, Alzheimer's, fibromyalgia , chronic fatigue, depression and anxiety attacks, dizziness, headaches, nausea, mental confusion and seizures. High Fructose Corn Syrup HFCS most processed foods, breads, candy, flavored yogurts, salad dressings, canned vegetables. Coca-Cola , Corn syrup , E number 628 Words | 6 Pages. osteoporosis itself is not painful, it can lead to Hormonal Control of Metamorphosis Essay, painful fractures of the vertebrae. Other causes of back pain include pregnancy; kidney stones or . In Shakespeare's Essay? infections; endometriosis, which is the buildup of uterine tissue in places outside the uterus; and fibromyalgia , which causes fatigue and widespread muscle pain.

Infections and tumors: Although they are not common causes of back pain, infections can cause pain when they involve the roosevelt vertebrae, a condition called osteomyelitis, or when they involve the discs. Back pain , Intervertebral disc , Massage 907 Words | 3 Pages. exhaustion. Adrenal exhaustion is associated with decreased resistance to stress, premature aging, and, if left uncorrected, even death. Conditions that . are common in The Theme of Colonialism Tempest Essay people in this phase of the GAS include allergies, chronic fatigue syndrome, fibromyalgia , hypoglycemia, multiple chemical sensitivities, irritable bowel syndrome, hypotension, insomnia, hypothyroid, lack of the founder was, motivation, Addison’s disease is of Colonialism, a failure of the adrenal cortex. It affects approximately four people in 100,000 and occurs. Addison's disease , Adrenal gland , Adrenal insufficiency 892 Words | 3 Pages. Why Marijuana Should Be Decriminalized. affordable price (Rosenthal and was Kubby 50).

Marijuana also helps relieve the side effects of chemotherapy, which include loss of appetite and The Theme of Colonialism nausea (Keene . 91). Hormonal In Anurans Examples? Finally, marijuana helps individuals suffering from chronic pain caused by diseases such as fibromyalgia , arthritis, and cancer (Rosenthal and Kubby 50). The Theme Of Colonialism Essay? Although, it appears that marijuana should be available at every pharmacy, behind every counter, after reading about cuso4 chemical name, its medicinal properties, it is not. The Theme Of Colonialism Tempest Essay? The second reason marijuana should be decriminalized. Cannabis , Cannabis sativa , Decriminalization 935 Words | 3 Pages.

to have strong influences on pain sensitivity for cuso4 chemical name women. Women are two to three times more likely to experience migraines during childbearing years, are more . sensitive to pain during the premenstrual period, and are six times more likely to have fibromyalgia .18 With recent findings from the Human Genome Project, genetic differences between both genders may account for the differences in pain perception.19 A pain gene exists, which helps explain why some people feel more/less pain even with the The Theme in Shakespeare's Tempest same. Alzheimer's disease , Chronic pain , Emotion 786 Words | 4 Pages. Reflective Writing Using Gibb's Model of Reflection. distressing situation. Thorne (1988) reported that patients perceived that communication with health care professionals was important in enhancing care . quality. CONCLUSION The doctor found Estelita’s symptoms to cuso4 chemical, be attributed to her condition Fibromyalgia which Wallace, Daniel J. (2003) states is a form of soft tissue rheumatism.

A complaint was sent to the ambulance service regarding the crew’s conduct and a letter of in Shakespeare's, apology was received. ACTION PLAN In my future paramedic career, I will. Ambulance , Emergency medical services , Emergency medical technician 816 Words | 4 Pages. Chapter26 musculoskeletal disorders. bone surfaces. A tear in a ligament is called a sprain, and a tear in a tendon is considered a strain. The Major's? Bone disorders in the musculoskeletal system consist . of: Osteoperosis, Rickets and The Theme of Colonialism in Shakespeare's Osteomalacia, Paget's Disease, Bone tumors, and Primary Fibromyalgia Syndrome.

Osteoporosis, a common metbolic bone disorder that is characterized by a decrease in the bone mass and apa web citation density also combined with loss of bone matrix and mineralization. Osteoporosis is technically more common in of Colonialism in Shakespeare's Essay women but there are. Arthritis , Bone , Joint 573 Words | 3 Pages. Many Americans today suffer from various chronic pain disorders. Back pain, fibromyalgia , migraines and other forms of chronic pain cause them . Control Of Metamorphosis Essay Examples? reoccurring pain on a day to day basis. Some doctors suggest that their patients incorporate some physical activity into their daily routines, in addition to their medications. The most common forms of physical activity suggested by a health professional included Yoga and the Pilates method as two of the top choices; they are encouraged because they both include. Chronic pain , Exercise , Medicine 484 Words | 2 Pages. different conditions: • neck pain • shoulder pain and problems • slipped discs • leg pain and sciatica • pain or problems with hip, . knee, ankle and foot joints • pain or problems with elbow, wrist and hand joints • fibromyalgia • Lower back pain • Some chiropractors treat a wide range of conditions that are unrelated to muscles, bones and joints, such as: • asthma • allergies • painful periods • infant colic • headache and migraine . Acupuncture , Hypertension , Hypnosis 836 Words | 5 Pages.

begun to use and diagnose the use of medical marijuana. Marijuana may prevent Alzheimer’s disease, relieves chronic pain, and fights the of Colonialism Essay effects of cuso4 name, cancer . (Pope, 1996). Also, recent research has shown that marijuana can fight the effects of The Theme of Colonialism Tempest, fibromyalgia , cataracts, glaucoma, diabetes, rheumatoid arthritis, osteoporosis, multiple sclerosis, and Lou Gehrig’s disease (Pope, 1996). These are serious illness and diseases that cannabis has already been known to help cure. All of this knowledge has.

Cannabis , Dipping tobacco , Medical cannabis 777 Words | 3 Pages. ? Spiritual-Needs Assessment Spiritual-Needs Assessment The patient that I interviewed is a 38 year old woman who suffers from citation . The Theme Of Colonialism? Fibromyalgia . Apa Web? She is married and has no children. She has been dealing with this diagnosis for 5 years and The Theme in Shakespeare's Tempest receives treatment on roosevelt, a regular basis. Of Colonialism In Shakespeare's Tempest? She has a strong Christian faith and believes in the power of prayer. Chemical Name? She also believes that God only The Theme of Colonialism in Shakespeare's gives you challenges that he knows that you can learn and grown from and never too much that you cannot. Belief , Death , Faith 867 Words | 3 Pages. blistering over the past four days that started to enlarge. The doctor prescribed her Bactrim.

Erythema, swelling, and pain progressively got worse. She . denies any fever or chills. PMH: COPD, Hypertension, Diabetes mellitus, Osteoporosis, Fibromyalgia , Osteoarthritis, Morbid obesity Allergies: Morphine Nubain Social History: Patient denies smoking and alcohol use. She is roosevelt, disabled and lives at home with her husband. The Theme Of Colonialism? Objective Medications: Clonazepam 0.5 mg by mouth once daily . Alkaline phosphatase , Dialysis , Inflammation 786 Words | 3 Pages. this drug illegal. The principal component of cannabis is tetrahydrocannabinol (THC) and is successful in treating nausea, vomiting, appetite loss and acute . and chronic pain. Also, recent research has shown that marijuana can fight the effects of fibromyalgia , cataracts, glaucoma, diabetes, rheumatoid arthritis, osteoporosis, multiple sclerosis, and may prevent Alzheimer’s disease.

The plant used in making marijuana has alternative uses which include making paper, geotextiles, dynamite, composites for. Cannabis , Drug , Indirect tax 856 Words | 3 Pages. improved by practicing music therapy (Novotney, 2013), which has been widely practiced in remedying numerous, different afflictions such as pain, stress, . chronic mental illness, dementia, cardiac disease, cancer, drug abuse, Parkinson’s disease, fibromyalgia and potentially even Alzheimer’s. Both musical artifacts and musical performances (such as performing relationships) are explored and considered as possible ways for achieving health and the major's well-being (Baker, 2013). The Theme Tempest? Music therapists can practice music. Al-Farabi , Dementia , Medicine 633 Words | 4 Pages. Digestive Diseases, Cancer, Alzheimer’s Disease, Appetite Stimulant, Anxiety, P.M.S., Pruritus, Leukemia, Methicillin- Resistant Disease, Tourette Syndrome, . Multiple Syntosis, Multiple Sclerosis, Bi- Polar Disorder, Tics, Insomnia, Psoriasis, Fibromyalgia , Migraines, Hepatitis C, Painkiller, Parkinson’s Disease, Depression, Asthma, Nausea. 3) How do you consume it? * Vaporizers * Bongs * Joints * Pipes * Bubblers * Food II. The lies around Marijuana. Cannabidiol , Cannabinoid receptor , Cannabis 779 Words | 3 Pages. Diet and Control of Metamorphosis Essay Health ''Irritable Bowel Syndrome'' intake can also cause irritant to The Theme of Colonialism in Shakespeare's, the gastrointestinal tract because caffeine is the founder of sikhism was, a gastrointestinal stimulant (IBS Foods to Avoid, n.d.).

Psychological . conditions such as depression, fibromyalgia , migraine, panic disorder and stress are also one of the many risk factors associated with irritable bowel syndrome. Fibromyalgia for instance, causes the widespread of muscle and soft tissue pain and tenderness which is one of the The Theme of Colonialism in Shakespeare's Essay causes of IBS. Generally speaking, diet plays an imperative role in gastrointestinal. Digestion , Digestive system , Gastroenterology 1859 Words | 4 Pages. CranioSacral Therapy and Control Essay examples Occupational Therapy. such as headaches, neck and back pain, temporomandibular joint syndrome, and motor coordination impairment. Occupational therapy in combination with cranial . sacral therapy has also been used in the management of neurovascular and immune disorders, fibromyalgia and other connective-tissue disorders. Learning difficulties such as attention deficit hyperactivity disorder and emotional difficulties are other conditions that can be managed effectively through the use of cranial sacral therapy (Aghayev, Zullig. Craniosacral therapy , Manipulative therapy , Medicine 1648 Words | 5 Pages. procrastination.

Subsequent classes delve into common causes of stress, ways to avoid stress, and techniques for managing the unavoidable stressors of daily . life. Manage Chronic Pain with Yoga Searching for relief from chronic pain from arthritis, fibromyalgia , headaches or other conditions? In a surprising number of cases, the solution is relaxing, simple and enjoyable—yoga! Kevin Adelman’s class, Yoga for The Theme of Colonialism Essay Managing Chronic Pain, explores the many pain relief benefits of daily yoga. The first session. Chronic pain , Health , Health care 736 Words | 3 Pages. Sustainability issue of companies. for the costing treatment of of Colonialism in Shakespeare's Tempest Essay, this potential contours.

In what is now our global innovative pharmaceutical business, a team of Hormonal Control of Metamorphosis, researchers detected . fibromyalgia challenge - a complex of symptoms characterized by chronic widespread pain condition pain, fatigue, etc. - and created a use of electronic medical records to The Theme of Colonialism in Shakespeare's Essay, identify and a new method of diagnosis of fibromyalgia related variables. Business development team in Portugal, will help lead to apa web, some account Enbrel was significantly higher than the performance. CVS Caremark , Health care , Health insurance 1657 Words | 5 Pages. pain, fibromyalgia and headache. This technology review was requested by the Director of Traditional and Complementary Medicine (TCM), Ministry . of Health Malaysia to evaluate the therapeutic effect of cupping therapy on certain diseases or conditions. Objective/aim To assess the efficacy, effectiveness and safety of of Colonialism in Shakespeare's Tempest Essay, cupping therapy in treating diseases or medical conditions such as herpes zoster, facial paralysis, back pain, spondylosis, cerebrovascular accident, hypertension, fibromyalgia , bronchitis.

Acupuncture , Efficacy , Evidence-based medicine 2102 Words | 8 Pages.

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