The Opening Scene of Macbeth Sets the Mood of the Whole Play-Discuss

Macduff (Macbeth) 1 Macduff (Macbeth) Macduff (Macbeth) Dan O'Herlihy as Macduff in Orson Welles' dubious film adjustment Macbeth (1948) Creator William Shakespeare Play Date Source Family Macbeth c. 1603-1607 Holinshed's Chronicles (1587) Lady Macduff, spouse Son, (name obscure) Antagonist to Macbeth; executes him in the last demonstration. Sadness thy fascinate/And let the heavenly attendant whom thou has served/Tell thee Macduff was from his mother’s belly/Untimely tore (5. 10. 14-16) Role Quote Macduff, the Thane of Fife, is a character in William Shakespeare's Macbeth (c. 603-1607). Macduff assumes a urgent job in the play: he associates Macbeth with regicide and in the end murders Macbeth in the last demonstration. He is the principle opponent, yet the legend, in the play. The character is first known from Chronica Gentis Scotorum (late fourteenth century) and Orygynale Cronykil of Scotland (mid fifteenth century). Shakespeare drew for the most part from Holinshed's Chro nicles (1587). In spite of the fact that portrayed irregularly all through the play, Macduff fills in as a foil to Macbeth, a figure of ethical quality, and an instrument to the play’s wanted extraction of womanliness. OriginThe generally speaking plot that would fill in as the reason for Macbeth is first found in the compositions of two recorders of Scottish history, John of Fordun, whose exposition Chronica Gentis Scotorum was started around 1363 and Andrew of Wyntoun's Scots section Orygynale Cronykil of Scotland, composed no sooner than 1420. These filled in as the reason for the record given in Holinshed's Chronicles (1587), on whose stories of King Duff and King Duncan Shakespeare to a limited extent based Macbeth. Macduff first shows up in Holinshed's story of King Duncan after Macbeth has slaughtered the ruler and ruled as King of Scotland for 10 years.When Macbeth calls upon his aristocrats to add to the development of Dunsinane château, Macduff maintains a strategi c distance from the request, exciting Macbeth's doubts. Macduff leaves Scotland for England to nudge Duncan's child, Malcolm, into taking the Scottish seat forcibly. In the interim, Macbeth kills Macduff's family. Malcolm, Macduff, and the English powers walk on Macbeth, and Macduff slaughters him. [1] Shakespeare follows Holinshed's record of Macduff intently, with his solitary deviations being Macduff's revelation of Duncan's body in 2. 3, and Macduff's short gathering with Ross in 2. 4.Historically, the Clan MacDuff was the most remarkable family in Fife in the medieval ages. [2] The remnants of Macduff's Castle lie in East Wemyss burial ground. Job in the play Macduff first talks in the play in 2. 3 when he finds the body of King Duncan in Macbeth’s palace. He raises an alert, illuminating the manor that the lord has been killed. Macduff starts to associate Macbeth with regicide when Macbeth says, â€Å"O, yet I do atone me of my rage/That I killed them† (2. 3. 103 -104). Curiously, Macduff’s name doesn't show up in this scene; rather, Banquo alludes to him as â€Å"Dear Duff† (2. 3. 75). In 2. Macbeth has left for Scone, the antiquated regal city where Scottish rulers were delegated. Macduff, in the interim, meets with Ross and an Old Man. He uncovers that he won't go to the crowning ritual of Macbeth and will rather come back to his home in Fife. In any case, Macduff escapes to England to join Malcolm, the killed King Duncan’s senior child, and persuades him to return Macduff (Macbeth) to Scotland and guarantee the seat. Macbeth, in the interim, visits the Three Witches again after the phantom of Banquo shows up at the regal meal. The Witches caution Macbeth to â€Å"beware Macduff, be careful the Thane of Fife† (4. 1. 87-88).Furthermore, they illuminate him that, â€Å"The intensity of man, for none of lady conceived/Shall hurt Macbeth† (4. 1. 96-97). Macbeth, dreading for his situation as King of Scotland , arranges the passings of Macduff's significant other, youngsters and family members. Macduff, who is still in England, learns of his family’s passings through Ross, another Scottish thane. He joins Malcolm, and they come back to Scotland with their English partners to confront Macbeth at Dunsinane Castle. After Macbeth kills the youthful Siward, Macduff stands up to Macbeth. In spite of the fact that Macbeth accepts that he can't be killed by any man conceived of a lady, he before long discovers that Macduff was â€Å"from his mother’s belly/Untimely ripped† (5. 10. 15-16). The two battle, and Macduff kills Macbeth offstage. Macduff at last presents Macbeth’s head to Malcolm, hailing him as lord and approaching different thanes to pronounce their loyalty with him (5. 11. 20-25). 2 Analysis Macduff as a foil to Macbeth As a supporting character, Macduff fills in as a foil to Macbeth; his trustworthiness legitimately stands out from Macbeth’s moral corruption. [3] In a trade between the Scottish thane Lennox and another master, Lennox talks of Macduff’s trip to England and alludes to him as â€Å"some sacred angel† (3. 6. 6) who â€Å"may before long come back to this our enduring nation/Under a hand accursed† (3. 6. 48-49). The play positions the characters of Macduff and Macbeth as sacred versus detestable. The complexity among Macduff and Macbeth is complemented by their ways to deal with death. Macduff, becoming aware of his family’s passing, responds with a tormented sadness. His words, â€Å"But I should likewise feel it as a man† (4. 3. 223), show a limit with respect to enthusiastic affectability. While Macbeth and Lady Macbeth demand that masculinity suggests a refusal of feeling (1. 7. 45-57), Macduff demands that passionate profundity and affectability are a piece of being a man.This translation is upheld by Macduff’s response upon his revelation of Duncan’s cadaver and the reverberation of Macduff’s words when Macbeth reacts to the updates on Lady Macbeth’s demise. Macduff battles to discover the words to communicate his fierceness and anguish, crying, â€Å"O repulsiveness, frightfulness, horror† (2. 3. 59). In some stage translations, Macduff’s character changes from a condition of stun to one of furious alert. [4] This stands out obviously from Macbeth’s acclaimed reaction to the declaration of his wife’s passing: â€Å"She ought to have kicked the bucket in the future/There would possess been an energy for such a word/Tomorrow, and tomorrow, and tomorrow† (5. . 17-19). Macbeth’s words appear to communicate a fierce indifferenceâ€she would have passed on anywayâ€and maybe even recommend that he has lost the ability to feel. Macduff as an ethical figure Although Macduff comes to speak to a kind of â€Å"goodness† in obscurity universe of Macbeth, Shakespeare additionally ta kes into consideration some unsteadiness in his character. This turns out to be generally apparent in 4. 3 when Macduff joins Malcolm in England. In this scene, the play has moved from the tumult in Scotland to England. In the trade between the two Scotsmen, Malcolm is plainly in charge and powers Macduff to inspect and accommodate with himself his own good code.In a snapshot of emotional incongruity, Macduff starts the discussion asking Malcolm to battle for Scotland as opposed to lament, not realizing that Malcolm has just masterminded English military help (4. 3. 134-136). Malcolm controls Macduff, scrutinizing his devotion, encouraging his enthusiastic reactions, and testing to perceive the amount Macduff’s, and maybe the audience’s, ethical quality can at last be undermined. Malcolm depicts Macbeth as a despot, however he positions himself, as well, as somebody ethically unpleasant. [4] He portrays his own voluptuousnessâ€the no-limit â€Å"cistern of [his] lu st† (4. 3. 4)â€and â€Å"staunchless avarice† (4. 3. 79). Macduff must choose whether he can acknowledge Malcolm as an option in contrast to Macbeth. He doesn't offer this response until the last scene, tending to Malcolm, â€Å"Hail King† (5. 6. 20). By this point, in any case, Malcolm has â€Å"abjure[d]/The corrupts and accuses I laid upon myself,/For aliens to my nature†(4. 3. 125-127). This shows as opposed to talking honestly about himself, Malcolm was just trying Macduff to see where Macduff's loyalties were. Accordingly, Macduff is directly in tolerating Malcolm Macduff (Macbeth) as ruler. Macduff may likewise be perused as a forerunner for moral way of thinking. 5] Macduff's departure from Scotland is a â€Å"spiritual reawakening†, with otherworldliness based around reality, paying little mind to what it might be. Macduff continually reevaluates his qualities. In choosing to leave his family, Macduff deserts those qualities and pays har shly for it. Macduff echoes opinions of scholars, for example, Plato and the later Thomas Hobbes, who guarantee that ethical quality may just be decided to the degree that an individual assumes liability for their activities. Along these lines, since he acknowledges the weight of his choice to leave his family for political investigation, Macduff's activities can be legitimized. [5] 3 Macbeth and the dream of female powerOne of the topics that the play Macbeth grapples with is the connection between male powerlessness and ladylike impact. The play investigates the dream of a female or maternal force just as the longing of a departure from this impact. [6] Femaleness is to be dreaded and scolded, and somewhat, the play attempts to extract womanliness and reestablish self-governing male or fatherly force. Be that as it may, the play additionally uncovered the inconceivability of the dream of outright manliness. After Macbeth infers a lot of his inspiration from the Witches’ saw guarantee of power: that no man conceived of lady can slaughter him.He deciphers the prediction to mean he is untainted by womanliness, as though gentility were the wellspring of defenselessness. [6] Macbeth has confidence in his own immunity, asserting, â€Å"I bear an enchanted life, which must not yield/To one of lady born† (Act V, scene 8). Be that as it may, Macduff, conceived through caesarian segment, uncovered this dream as a paradox. He answers to Macbeth: â€Å"Despair thy beguile,/And let the blessed messenger whom thou still hast served/Tell thee, Macduff was from his motherâ�

Personal Change Case Essay Example | Topics and Well Written Essays - 2500 words

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Blog Archive Beyond the MBA Classroom An International Taste at Darden

Blog Archive Beyond the MBA Classroom An International Taste at Darden When you select an MBA program, you are not just choosing your learning environment, but are also committing to becoming part of a community. Each Thursday, we offer a window into life “beyond the MBA classroom” at a top business school. For the International Food Festival at the University of Virginias Darden School of Business Administration, sponsored by the International Business Society, students arrange themselves into teams according to their home country or culture. On the night of the festival, the teams set up tables with decorations representing their home countries and cultures and present home-cooked, authentic cuisine; in addition, the students often dress in their region or culture’s traditional clothing. A cultural showcase at the end of the evening allows participating groups to show off their region’s music and dancing. One alumna told mbaMission, “It is fascinating to see all of your classmates whipping up their own culinary decadence. Everyone makes a point to eat light the day before, and they gear up to taste foods from 30 different countries and regionsâ€"from Korea to Greece to Texas.” Most of the student body and their partners attend this event, as do many professors and alumni. For in-depth descriptions of social and community activities at Darden and 14 other top MBA programs, check out the mbaMission Insider’s Guides. Share ThisTweet Beyond the MBA Classroom University of Virginia (Darden)

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Political Parties in George Washingtons Cabinet - 758 Words

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After eight years of war fighting for freedom from British tyranny and corruption, the American colonists were ready for peace, an organized governmentRead MoreGeorge Washington s President Of The Continental Army And The President1341 Words   |  6 Pagesâ€Å"Leadership is practiced not so much in words as in attitude and in actions† (Geneen). No other president has exemplified such an understanding of leadership as President George Washington. There is no doubt that Washington deserves his reputation as one of the best presidents this country has ever had. His moral character and bold actions continue to set the standards for future presidents. Not only was Washington the Commander and Chief of the Continental Army and the President of the Continental

Summary Of Kants Life Essay Example For Students

Summary Of Kants Life Essay Summary Of Kants LifeImmanuel Kant (1724-1804) spent all of his life in K?nigsberg, asmall German town on the Baltic Sea in East Prussia. (After World War II,Germanys border was pushed west, so K?nigsberg is now calledKaliningrad and is part of Russia.) At the age of fifty-five, Kant appeared tobe a washout. He had taught at K?nigsberg University for over twentyyears, yet had not published any works of significance. During the last twenty-five years of his life, however, Kant left amark on the history of philosophy that is rivaled only by such toweringgiants as Plato and Aristotle. Kants three major works are oftenconsidered to be the starting points for different branches of modernphilosophy: the Critique of Pure Reason (1781) for the philosophy ofmind; the Critique of Practical Reason (1788) for moral philosophy; andthe Critique of Judgment (1790) for aesthetics, the philosophy of art. The Grounding for the Metaphysics of Morals was published in1785, just before the Critique of Practical Reason. It is essentially a shortintroduction to the argument presented in the second Critique. In order tounderstand what Kant is up to in this book, it is useful to know somethingabout Kants other works and about the intellectual climate of his time. Kant lived and wrote during a period in European intellectual historycalled the Enlightenment. Stretching from the mid-seventeenth century tothe early nineteenth, this period produced the ideas about human rights anddemocracy that inspired the French and American revolutions. (Some othermajor figures of the Enlightenment were Locke, Hume, Rousseau, andLeibniz.)The characteristic quality of the Enlightenment was an immenseconfidence in reasonthat is, in humanitys ability to solve problemsthrough logical analysis. The central metaphor of the Enlightenment was anotion of the light of reason dispelling the darkness of mythology andmisunderstanding. Enlightenment thinkers like Kant felt that history hadplaced them in the unique position of being able to provide clear reasonsand arguments for their beliefs. The ideas of earlier generations, theythought, had been determined by myths and traditions; their own ideas werebased on reason. (According to this way of thinking, the French monarchys claims to power were based on tradition; reason prescribed a republicangovernment like that created by the revolution.)Kants philosophical goal was to use logical analysis to understandreason itself. Before we go about analyzing our world, Kant argued, wemust understand the mental tools we will be using. In the Critique of PureReason Kant set about developing a comprehensive picture of how ourmindour reason receives and processes information. Kant later said that the great Scottish philosopher David Hume(1711-76) had inspired him to undertake this project. Hume, Kant said,awoke him from an intellectual slumber. The idea that so inspired Kantwas Humes analysis of cause-and-effect relationships. When we talk aboutevents in the world, Hume noted, we say that one thing causes another. But nothing in our perceptions tells us that anything causes anything else. Allwe know from our perceptions is that certain events regularly occurimmediately after certain other events. Causation is a concept that weemploy to make sense of why certain events regularly follow certain otherevents. Kant took Humes idea and went one step further. Causation, Kantargues, is not just an idea that we employ to make sense of ourperceptions. It is a concept that we cannot help but employ. We dont sitaround watching events and then develop an idea of causation on the basisof what we see. When we see a baseball break a window, for instance, wedont need to have seen balls break windows before to say that the ballcaused the window to break; causation is an idea that we automaticallybring to bear on the situation. Kant argued that causation and a number ofother basic ideastime and space, for instanceare hardwired, as it were,into our minds. Anytime we try to understand what we see, we cannot helpbut think in terms of causes and effects. .u2079805c20078971d8a1fb5139aeec7c , .u2079805c20078971d8a1fb5139aeec7c .postImageUrl , .u2079805c20078971d8a1fb5139aeec7c .centered-text-area { min-height: 80px; position: relative; } .u2079805c20078971d8a1fb5139aeec7c , .u2079805c20078971d8a1fb5139aeec7c:hover , .u2079805c20078971d8a1fb5139aeec7c:visited , .u2079805c20078971d8a1fb5139aeec7c:active { border:0!important; } .u2079805c20078971d8a1fb5139aeec7c .clearfix:after { content: ""; display: table; clear: both; } .u2079805c20078971d8a1fb5139aeec7c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2079805c20078971d8a1fb5139aeec7c:active , .u2079805c20078971d8a1fb5139aeec7c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2079805c20078971d8a1fb5139aeec7c .centered-text-area { width: 100%; position: relative ; } .u2079805c20078971d8a1fb5139aeec7c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2079805c20078971d8a1fb5139aeec7c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2079805c20078971d8a1fb5139aeec7c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2079805c20078971d8a1fb5139aeec7c:hover .ctaButton { background-color: #34495E!important; } .u2079805c20078971d8a1fb5139aeec7c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2079805c20078971d8a1fb5139aeec7c .u2079805c20078971d8a1fb5139aeec7c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2079805c20078971d8a1fb5139aeec7c:after { content: ""; display: block; clear: both; } READ: Theravadan Buddhism EssayKants argument with Hume may seem like hairsplitting, but it hashuge implications. If our picture of the world is structured by concepts thatare hardwired into our minds, then we cant know anything about how theworld really is. The world we know about is developed by combiningsensory data (appearances or phenomena, as Kant called them) withfundamental concepts of reason (causation, etc.). We dont know anythingabout the things-in- themselves from which sensory data emanates. Thisrecognition that our understanding of the world may have as much to dowith our minds as with the world has been called a Copernican Revolutionin philosophya change in perspe ctive as significant to philosophy asCopernicus recognition that the earth is not the center of the universe. Kants insights posed a severe challenge to many earlier ideas. Before Kant, for instance, many philosophers offered proofs of theexistence of God. One argument made was that there must be a firstcause for the universe. Kant pointed out that we can either imagine a worldin which some divine being set the universe in motion, causing all laterevents; or we can imagine a universe that is an infinite series of causes andeffects extending endlessly into the past and future. But since causation is anidea that comes from our minds and not from the world, we cannot knowwhether there really are causes and effects in the worldlet alone whetherthere was a first cause that caused all later events. The question ofwhether there must be a first cause for the universe is irrelevant, because itis really a question about how we understand the world, not a questionabout the world itself. Kants analysis similarly shifted the debate over free will anddeterminism. (Kant presents a version of this argument in Chapter 3 of theGrounding.) Human beings believe that they have free will; we feel asthough we may freely choose to do whatever we like. At the same time,however, the world that we experience is a world of causes and effects;everything we observe was caused by whatever preceded it. Even our ownchoices appear to have been caused by prior events; for instance, thechoices you make now are based on values you learned from your parents,which they learned from their parents, and so forth. But how can we be freeif our behavior is determined by prior events? Again, Kants analysis showsthat this is an irrelevant question. Anytime we analyze events in the world,we come up with a picture that includes causes and effects. When we usereason to understand why we have made the choices we have, we cancome up with a causal explanation. But this picture isnt necessarilyaccurate. We d ont know anything about how things really are; we arefree to think that we can make free choices, because for all we know thismight really be the case. In the Critique of Practical Reason and the Grounding for theMetaphysics of Morals, Kant applies this same techniqueusing reason toanalyze itselfto determine what moral choices we should make. Just as wecannot rely on our picture of the world for knowledge about how the worldreally is, so can we not rely on expectations about events in the world indeveloping moral principles. Kant tries to develop a moral philosophy thatdepends only on the fundamental concepts of reason. Some later scholars and philosophers have criticized Enlightenmentphilosophers like Kant for placing too much confidence in reason. Somehave argued that rational analysis isnt the best way to deal with moralquestions. Further, some have argued that Enlightenment thinkers werepompous to think that they could discover the timeless truths of reason; infact, their ideas were determined by their culture just as all other peoplesare. Some experts have gone as far as to associate the Enlightenment withthe crimes of imperialism, noting a similarity between the idea of reasondispelling myth and the idea that Western people have a right and a duty tosupplant less advanced civilizations. As we work through the Groundingfor the Metaphysics of Morals, we will return to such criticisms as theyapply to Kant. .uf943690dcf30f372eca19a86b1c3ec46 , .uf943690dcf30f372eca19a86b1c3ec46 .postImageUrl , .uf943690dcf30f372eca19a86b1c3ec46 .centered-text-area { min-height: 80px; position: relative; } .uf943690dcf30f372eca19a86b1c3ec46 , .uf943690dcf30f372eca19a86b1c3ec46:hover , .uf943690dcf30f372eca19a86b1c3ec46:visited , .uf943690dcf30f372eca19a86b1c3ec46:active { border:0!important; } .uf943690dcf30f372eca19a86b1c3ec46 .clearfix:after { content: ""; display: table; clear: both; } .uf943690dcf30f372eca19a86b1c3ec46 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf943690dcf30f372eca19a86b1c3ec46:active , .uf943690dcf30f372eca19a86b1c3ec46:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf943690dcf30f372eca19a86b1c3ec46 .centered-text-area { width: 100%; position: relative ; } .uf943690dcf30f372eca19a86b1c3ec46 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf943690dcf30f372eca19a86b1c3ec46 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf943690dcf30f372eca19a86b1c3ec46 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf943690dcf30f372eca19a86b1c3ec46:hover .ctaButton { background-color: #34495E!important; } .uf943690dcf30f372eca19a86b1c3ec46 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf943690dcf30f372eca19a86b1c3ec46 .uf943690dcf30f372eca19a86b1c3ec46-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf943690dcf30f372eca19a86b1c3ec46:after { content: ""; display: block; clear: both; } READ: Gratitude for the Mentors in Hermann Hesse’s Siddhartha example EssayPhilosophy

History of Golf Essay Example

History of Golf Essay Golf as we know it today originated from a game played on the eastern coast of Scotland in the Kingdom of Fife during the 15th century. Players would hit a pebble around a natural course of sand dunes, rabbit runs and tracks using a stick or primitive club. Some historians believe that Kolven from Holland and Cole from Belgium influenced the game. The latter was introduced into Scotland in 1421. However while these games and countless others are stick and ball games, they are missing that vital ingredient that is unique to golf the hole.Whatever the argument, there can be no dispute that Scotland gave birth to the game we know as golf today. Golfs status and popularity quickly spread throughout the 16th century due to its royal endorsement. King Charles the 1st , popularized the game in England and Mary Queen of Scots, who was French, introduced the game to France while she studied there. Indeed the term caddie comes from the name given to her helpers who were the French Military, k nown in French as cadets. The premier golf course of the time was Leith near Edinburgh.Indeed King Charles was on the course when given the news of the Irish rebellion of 1641. Leith was also the scene of the first international golf match in 1682 when the Duke of York and George Patterson playing for Scotland beat two English noblemen. The Gentlemen Golfers of Leith in 1744 was the first club and was formed to promote an annual competition with a silver golf club as the prize. Duncan Forbes drafted the clubs rules, which were * You must tee your ball within one clubs length of the hole. Your tee must be on the ground. * You are not to change the ball which you strike off the tee. * You are not to remove stones, bones or break any club for the sake of playing your ball, except on the fair green, and that only within a clubs length of your ball. * If your ball comes among water, or any watery filth, you are at liberty to take out your ball and bringing it behind the hazard and teeing it, you may play it with any club and allow your opponent a stroke for so getting out your ball. If your balls be found anywhere touching one another you are to lift the first ball till you play the last. * At holeing you are to play your ball honestly for the hole, and not to play upon your opponents ball, not lying in your way to the hole.If you should lose your ball, by its being taken up, or any other way, you are to go back to the spot where you struck last and drop another ball and allow your opponent a stroke for the misfortune. * No man at holeing his ball is to be allowed to mark his way to the hole with his club or anything else. If a ball be stopped by any person, horse or dog, or anything else, the ball so stopped must be played where it lies. * If you draw your club in order to strike and proceed so far in the stroke as to be bringing down your club; if then your club shall break in any way, it is to be accounted a stroke. * He who whose ball lies farthest from the hol e is obliged to play first. * Neither trench, ditch or dyke made for the preservation of the links, nor the Scholars Holes or the soldiers lines shall be accounted a hazard but the ball is to be taken out, teed and played with any iron club.The first womens golf club in the world was formed there in 1895. King William honored the club with the title Royal amp; Ancient in 1834 and the new famous clubhouse was formed in 1854. The Royal and Ancient Golf Club of St Andrews became the premier golf club because of its fine course, the publication of rules, its royal patronage and its promotion of the game as a proper sport. Of course, by this time golfers were using proper clubs and balls.Club heads were made from beech or the wood of fruit trees such as apple. Some club heads for were made from hand-forged iron. Shafts were usually ash or hazel. Balls were made from tightly compressed feathers wrapped in a stitched horse hide sphere. The sport was somewhat exclusive due to the expense of the handcrafted equipment. After 1826, perimmon and hickory were imported from the USA to make club heads and shafts respectively. Today these antiques are highly prized by collectors.

When the Was Titanic Found

When the Was Titanic Found After the sinking of the Titanic on April 15, 1912, the great ship slumbered on the floor of the Atlantic Ocean for over 70 years before its wreckage was discovered. On September 1, 1985, a joint American-French expedition, headed by famous American oceanographer Dr. Robert Ballard, found the Titanic over two miles below the ocean’s surface by using an unmanned submersible called Argo. This discovery gave new meaning to the Titanic’s sinking and gave birth to new dreams in ocean exploration. The Titanic’s Journey Built in Ireland from 1909 to 1912 on behalf of the British-owned White Star Line, the Titanic officially left the European port of Queenstown, Ireland, on April 11, 1912. Carrying over 2,200 passengers and crew, the great ship  began its maiden voyage across the Atlantic, headed for New York. The Titanic carried passengers from all walks of life. Tickets were sold to first-, second-, and third-class passengers- the latter group largely consisting of immigrants seeking a better life in the United States. Famous first-class passengers included J. Bruce Ismay, the managing director of the White Star Line; business magnate Benjamin Guggenheim; and members of the Astor and Strauss families. The Sinking of the Titanic Only three days after setting sail, the Titanic struck an iceberg at 11:40 p.m. on April 14, 1912, somewhere in the North Atlantic. Although it took the ship over two and a half hours to sink, the vast majority of the crew and passengers perished due to a significant lack of lifeboats and improper use of those that did exist. The lifeboats could have held over 1,100 people, but only 705 passengers  were saved; nearly 1,500 perished the night the Titanic sank. People around the world were shocked when they heard that the â€Å"unsinkable† Titanic had sunk. They wanted to know the details of the disaster. Yet, however much the survivors could share, theories about how and why the Titanic sank would remain unsubstantiated until the wreckage of the great ship could be found. There was just one problem- no one was sure exactly where the Titanic had sunk. An Oceanographers Pursuit For as long as he could remember, Robert Ballard had wanted to find the wreckage of the Titanic. His  childhood in San Diego, California, near the water sparked his life-long fascination with the ocean, and he learned to scuba dive as soon as he was able. After graduating from the University of California, Santa Barbara in 1965 with degrees in both chemistry and geology, Ballard signed up for the Army. Two years later, in 1967, Ballard transferred to the Navy, where he was assigned to the Deep Submergence Group at the Woods Hole Oceanographic Research Institution in Massachusetts, thus beginning his illustrious career with submersibles. By 1974, Ballard had received two doctoral degrees (marine geology and geophysics) from the University of Rhode Island and had spent a lot of time conducting deep-water dives in Alvin,  a manned submersible he helped design. During subsequent dives in 1977 and 1979 near the Galapagos Rift, Ballard helped discover hydrothermal vents, which led in turn to the discovery of  the amazing plants that grew around these vents. Scientific analysis of these plants led to the discovery of chemosynthesis, a process in which plants use chemical reactions rather than sunlight to get energy. However many shipwrecks Ballard explored and however much of the ocean floor he mapped, Ballard never forgot about the Titanic. â€Å"I always wanted to find the Titanic, Ballard has said.  That was a Mt. Everest in my world- one of those mountains that had never been climbed.†* Planning the Mission Ballard wasn’t the first to try to find the Titanic. Over the years, there had been several teams that  had set out to find the wreckage of the famous ship; three of them had been funded by millionaire oilman Jack Grimm. On his last expedition in 1982, Grimm had taken an underwater picture of what he believed to be a propeller from the Titanic; others believed it was only a rock. The hunt for the Titanic was to continue, this time with Ballard. But first, he needed funding. Given Ballards history with the U.S. Navy, he decided to ask them to fund his expedition. They agreed, but not because they had a vested interest in finding the long-lost ship. Instead, the Navy  wanted to use the technology Ballard would create to also help them find and investigate the wreckage of two nuclear submarines (the USS Thresher and the USS Scorpion) that had been mysteriously lost in the 1960s. Ballard’s search for the Titanic provided a nice cover story for the Navy, who wanted to keep their search for their lost submarines a secret from the Soviet Union. Amazingly, Ballard maintained the secrecy of his mission even as he built the technology and used it to find and explore the remains of the USS Thresher  and the remains of the USS Scorpion. While Ballard was investigating these wreckages, he learned more about debris fields, which would prove crucial in finding the  Titanic. Once his secret mission was complete, Ballard was able to focus on searching for the Titanic. However, he  now had only two weeks in which to do it. Locating the Titanic It was late August 1985 when Ballard finally began his search. He  had invited a French research team, led by Jean-Louis Michel, to join this expedition. Aboard the Navy’s oceanographic survey ship, the Knorr, Ballard and his team headed to the likely location of the Titanic’s resting place- 1,000 miles due east of Boston, Massachusetts. While previous expeditions had used close sweeps of the ocean floor to search for the Titanic, Ballard  decided to conduct mile-wide sweeps in order to cover more area. He was able to do this for two reasons. First, after examining the wreckage of the two submarines, he discovered that ocean currents often swept lighter pieces of the wreck downstream, thus leaving a long debris trail. Secondly, Ballard had engineered a new unmanned submersible (Argo) that could explore wider areas, dive deeper, stay underwater for many weeks, and deliver crisp and clear pictures of what it found. This meant that Ballard and his team could stay on board the Knorr and monitor the images taken from Argo, with the hopes that those images would capture small, man-made pieces of debris. The Knorr arrived in the area on August 22, 1985, and began sweeps of the area using Argo. In the early morning hours of September 1, 1985, the first glimpse of the Titanic in 73 years appeared on Ballard’s screen. Exploring 12,000 feet below the ocean’s surface, the Argo relayed the image of one of the Titanic’s boilers embedded within the sandy surface of the ocean’s floor. The team on the Knorr was ecstatic about the discovery, although the realization that they were floating atop the graves of nearly 1,500 individuals lent a somber tone to their celebration. The expedition proved to be instrumental in shedding light on the Titanic’s sinking. Prior to the discovery of the wreckage, there was some belief that the Titanic had sunk in one piece. The 1985 images did not give researchers definitive information on the ship’s sinking; however, it did establish some basic foundations that countered early myths. Subsequent Expeditions Ballard returned to the Titanic in 1986 with new technology that allowed him to further explore the interior of the majestic ship. Images were collected that showed the remains of the beauty that so captivated those who had seen the Titanic at its height. The Grand Staircase, still-hanging chandeliers, and intricate  iron-work were all photographed during Ballard’s second successful expedition. Since 1985, there have been several dozen expeditions to the Titanic. Many of these expeditions have been controversial since salvagers brought up several thousand artifacts from the ship’s remains. Ballard has been widely outspoken against these efforts, claiming that he felt the ship deserved to rest in peace. During his two initial expeditions, he decided not to bring any discovered artifacts to the surface. He felt that others should honor the sanctity of the wreckage in a similar fashion. The most proliferate salvager of Titanic artifacts has been RMS Titanic Inc.  The company has brought many notable artifacts to the surface, including a large piece of the ship’s hull, passenger luggage, dinnerware, and even documents preserved in oxygen-starved compartments of steamer trunks. Due to negotiations between its predecessor company and the French government, the RMS Titanic group initially could not sell the artifacts, only put them on display and charge admission to recoup expenses and generate profit. The largest exhibition of these artifacts, over 5,500 pieces,  is located in Las Vegas, Nevada, at the Luxor Hotel, under the direction of the RMS Titanic Groups new name, Premier Exhibitions Inc. Titanic Returns to the Silver Screen Although the Titanic has been featured in numerous films through the years, it was James Cameron’s 1997 film, Titanic, that stimulated massive, worldwide interest in the ship’s fate. The movie became one of the most popular films ever made. The 100th Anniversary The 100th Anniversary of the sinking of the Titanic in 2012 also fueled renewed interest in the tragedy, 15 years after Cameron’s film. The wreckage site is now eligible to be named a protected area as a UNESCO World Heritage site, and Ballard is also working to preserve what remains. An expedition in August 2012  revealed that increased human activity has caused the ship to break down at a faster rate than previously expected. Ballard came up with a plan to slow the process of degradation- painting the Titanic while it remains 12,000 feet below the ocean’s surface- but the plan was never implemented.   The discovery of the Titanic was a momentous accomplishment,  but not only is the world conflicted about how to care for this historical wreck, but its existing artifacts could also now be in jeopardy. Premier Exhibitions Inc. filed for bankruptcy in 2016, asking permission from the bankruptcy court to sell the  Titanics artifacts. As of this publication, the court has not made a ruling on the request.

Major factors of obesity Essay Example | Topics and Well Written Essays - 1250 words

Major factors of obesity - Essay Example This essay "Major factors of obesity" outlines the causes of obesity and the consequences of this medical condition. The problem of obesity is being considered to be a serious issue in the United States of America owing to the fact that the number of people who suffer from this condition have increased. According to the statistical analysis of the year 2010, in the United States one out of every five individuals had increased weight in comparison to the normal limits. This analysis revealed the fact that the problem has been increasing in the country as statistics from the year 1991 showed that one out of every eight people suffered from the problem of increased weight. Recent reports presented by the Centers for Disease Control and Prevention highlighted the fact that in the year 2011, there are 9 million youths and young children who are overweight. A similar report indicated the fact that 130 million adults were suffering from the problem of increased weight. The effects of obesit y on the health of individuals have led to mark obesity to be a serious problem. The Department of Health and Human Services in the United States highlighted the fact that healthcare costs of the people who were suffering from obesity served to lay a burden on the healthcare system of the country owing to the higher cost that has to be paid for their health. It was also indicated that the pathological conditions that resulted due to obesity led to the death of 300,000 individuals in the United States (Bass III 2011; Huber 2010; McCambridge 2006).

Fitness Club System Essay Example | Topics and Well Written Essays - 2750 words

Fitness Club System - Essay Example The basis of this system is to manage effectively the available resources involved in The Fitness Center namely the members, fitness consultants and the higher management of the company involved in strategic decisions. The first section details out the primary purpose to come up with an IT solution for the company and the advantages to the stakeholders of the company. It follows with the roles of the people involved in this project. The Information system deployed here will help the company and its members in identifying their individual goal and contribute to the overall objective of the company to create a competitive edge over others in the similar business. Enveloping an information system, which happens to be quite a erode of time, effort and money, would put the company in the digital world to manage all its business processes, may how small or big it be, effectively creating a record of the activities and covering all the deficiencies of the manual system. Members: The current and prospective members would use the system to feed in their personal data and reason as to which they have joined the Fitness center. The members may have various objectives while joining the center. Some are for simple fitness programs while others have different objective. The system would take care of all those and keep the latest details about performance and other measures such as future interests. Solution: This system provides with user inputs to a large variety of questions to analyze their needs and future goals to get them the best they desire. Constant monitoring is a very important activity. They form a major part of the system and handle a lot of tasks relating to the members activities and alignment to several other programs and future interests. They interface with the management giving valuable information regarding members and their

Meccan people Essay Example for Free

Meccan people Essay Zoroaster’s miracles are often very similar to Jesus’s, although most of Zoroaster’s miracles focus on healing others, rather than displaying power. He often healed people of blindness, lameness, and other physical conditions suffered by those he encountered. One particular miracle proved to be very significant for Zoroaster’s role as a prophet. When called before a king of a neighboring country, Zoroaster was asked to cure the king’s horse, which had fallen lame. Zoroaster agreed to perform this miracle if the king agreed to convert to Zoroastrianism and provide his army to protect the faith. The king agreed to this provision, as long as Zoroaster was able to assure the king where he would reside spiritually after his demise. According to the Zoroastrianism followers, Zoroaster healed the horse and the king was immediately visited by a group of angels who showed him the true way of Zoroastrianism. The king converted and spent his life protect the faith of Zoroastrianism (Quinn 116-118). Unlike Jesus and Zoroaster, Muhammad never performed any miracles. He instructed his followers that such displays were counterproductive to understanding the true nature of God. He also suggested that the vast majority of miracles performed by numerous other prophets, other than Jesus, were artificial productions (Fatih 156). The three prophets are also said to have had similar instances were each was tempted by the Devil. Zoroaster met Ahriman, or the Devil, while having a vision where he traveled both to heaven and to hell. He was tempted many times to renounce his faith in Ahura Mazda, but Zoroaster resisted this temptation through his prayers to Ahura Mazda (Hambartsumian 34). Jesus was tempted three times by the Devil after having fasted in the desert for forty days. For the first temptation of Jesus, the Devil told him, â€Å"If thou be the Son of God, command that these stones be made bread† (NIV, Matt. 4:3). Jesus was also tempted to jump for the roof of the temple, and, finally, to worship the Devil. After each of these temptations, Jesus rebuked the Devil and reaffirmed his commitment to God (Anwar 155). The temptation of Jesus and Zoroaster are well established traditions within the literature of both religions. While there are literary records of Muhammad’s temptation, most Muslims refuse to acknowledge these reports as being true. According to these accounts, known as the Satanic Verses, Muhammad was â€Å"tempted to acknowledge another polytheistic religion in order to convert the Meccan people† (Najmi 12). The account given by the Satanic Verses states that Muhammad succumbed to this temptation and acknowledged the polytheistic deities. The angel Gabriel then appeared to Muhammad and chastised him for giving in to such temptation. Muhammad then recanted his statement and asked for forgiveness. Various reasons have been given to deny this account. Prominently, most Muslims agree these verses were added by unhappy Meccans to discredit the message of Muhammad (Anwar 156-157). Another substantial dissimilarity between these religious figures is their use of the word â€Å"prophet† went describing their own actions. Muhammad was the only figure to actively refer to himself as a prophet. He believed that he was a continuation of a long line of prophets that included Abraham, Moses, and Christ. Even though Muhammad elevated himself to the standing of prophet, he never considered himself divine in any way (Beki 209). Jesus, on the other hand, never considered himself a prophet, but promoted himself as being a combination of divinity and mortal and as being the one true son of God (Eve 44). Zoroaster refused to refer to himself as even a prophet. He claimed that he has a learned man who had been able to achieve some connection with God, and was used, by God, to relay His messages (Quinn 115). While each of these religious figures is held as prophets or deities in their own religion, their ultimate successes and failures seem entirely unrelated to their similar experiences in life. Muhammad successfully united his followers in order to conquer Mecca and convert its people. Jesus was thought to have been crucified by the Roman government, and then resurrected as a fulfillment of Judaic prophecy (Anwar 158). Zoroaster was murder in his old age by a disgruntle member of an opposing religion (Quinn 153). Ultimately, Christianity and Islam, the religions inspired by the lives of Jesus and Muhammad, succeeded in attracting vast masses of people to the teachings of their leaders. The two religions globally dominate as two of the world’s largest organized religion. Zoroaster, on the other hand, has gradually faded throughout history. The religion is currently only practiced by a few devout followers in Iran and Northern India. Although it has seen a slight resurgence in recent years, Zoroastrianism will probably never reach the level of popularity enjoyed by both Islam and Christianity (Choksy 430).. All three religions have many characteristics in common, but these similarities have not been enough to create a similar success for each of these religions. Works Cited: Anwar, Etin. â€Å"Prophetic Models in Islamic and Christian Spirituality. † Islam Christian- Muslim Relations 15. 1 (2004): 142-162. Beki, Niyazi. â€Å"The Concept of Revelation According to the Bible and the Quran. † Journal of Academic Studies 7. 26 (2005): 191-210. Choksy, Jamsheed K. â€Å"Hagiography and Monotheism is History: Doctrinal Encouncters Between Zoroastrianism, Judaism, and Christianity. † Islam Christian-Muslim Relations 14. 4 (2003): 407-432.

Idle Minds and Wagging Tongues: Conversation in Anna Karenina :: Essays Papers

Idle Minds and Wagging Tongues: Conversation in Anna Karenina Perhaps one of the most striking scenes in Anna Karenina is that of Kitty and Levin’s silent declarations of love to each other, etched out cryptically in chalk on a card table, with each understanding innately the exact words the other was saying (362). With the relationship between Kitty and Levin serving as Tolstoy’s model for a strong and successful love, it appears odd that such a relationship should be founded on silence, and in such sharp contrast to the chatter of Society surrounding the couple at the party. How then are we to understand the significance of conversation in the novel, if the most sincere relationships and understandings are not founded upon dialogue, but on unspoken knowledge? Entire subplots and themes are conveyed through conversations between the characters—the peasant problem and farm management, religion, marriage and faithfulness. Everyone is trying to grasp what a good life is, but the ideas expressed in conversation, however, appe ar quite often to contradict both the inner monologue of the characters and their actions, or fall pathetically short of expressing the power of the feelings of characters. For most of the characters, neither Society banter nor intellectual discourse does justice to their real passions, and even personal exchanges are steeped in insincerity. Unless they find a means to express their passions some other way, they are doomed to a life of dissatisfaction at best, or a tragic end at worst. Within the opening conflict of the novel—Stiva’s affair with the French governess and his wife’s reaction when learning of it—Tolstoy first presents this tension between honesty and speech. Before Dolly and Oblonsky’s exchanges, Tolstoy interposes a short confrontation between Oblonsky and his son, Grisha. Oblonsky is â€Å"conscious of not caring as much for the boy as for the girl, but [does] his best to treat them both alike† (7). Although he says, â€Å"Good morning† to Grisha, Oblonsky’s words are insufficient to mask his inner feelings, and his actions betray him through a â€Å"cold smile† (7). Grisha, significantly, does not reply. To reply with some pleasantness would be to pretend that Oblonsky was sincere in his greeting, and Grisha is too naà ¯ve to use speech to do anything but to tell the truth. Short of accusing his father of not loving him, which he is already old enough to understand would be entirely i nappropriate, he can only remain silent.

Every Child Is Special

In   this   world,   children   exist   with   exceptional   behaviors.   Their   behavior   is   hard   to   accept   for   the   society.   Teachers   play   a   very   vital   role   in   making   them   educated.   First   of   all   teacher   should   be   trained   to   work   in   the   school   where   there   are   children   with   exceptionalities.   Sometimes   it   becomes   very   hard   for   the   teacher   to   react   in   a   right   manner   when   they   teach.   The   students   with   behavioral   issues   needs   extra   of   teaching   and   attention. The   small   classes   would   help   a   lot   in   teaching   them   effectively.   Also   there   must   be   a   room   for   visiting   faculty   to   come   and   take   extra   sessions.   This   not   only   comes   out   to   be   beneficial   for   children   but   also   is   a   help   to   the   teachers.   There   could   be   a   new   technique   of   teaching   or   handling   the   students   and   could   be   advantageous.   The   visiting   faculty   proves   out   to   be   change   for   the   students. The   good   teacher   is,   who   emphasize   on   child's   ability   not   disability.   The   disability   must   be   removed   but   without   depressing   a   child.   A   child   must   know   about   his   disabilities,   but   he   must   also   that   he   has   abilities   which   are   more   in   number   than   his   disabilities.   A   teacher   must   teach   with   a   mentality   that   every   child   has   some   incapacities.   Teacher   should   help   a   child   in   bringing   up   his   abilities   and   should   curb   the   disabilities   silently.   Expectations   should   be   high,   because   every   child   can   achieve   some   position   in   a   society   according   to   his   potential,   but   this   needs   assistance. Environment   of   class   should   be   positive   and  Ã‚   friendly.   This   depends   on   a   teacher   that   how   she   maintain   the   environment.   Because   the   positive   environment   boost   the   learning   capabilities   of   a   child.   Also   the   behavior   of   a   child   depends   on   his   surroundings.   If   a   child   feels   threatened   by   something   then   it   is   obvious   that   his   behavior   would   change.   Sometimes   it   become   very   important   for   a   teacher   to   know   about   child's   likes   and   dislikes. Every   child   has   an   individual   goal,   so   from   time   to   time   teachers   should   keep   themselves   updated   that   how   far   he   has   progressed.   The   grade   does   not   tell   everything   about   what   the   child   has   learned   so   far.   The   emphasis   on   grade   should   be   low.   Teacher   should   know   what   he   has   learned   so   far   or   in   which   field   is   he   lacking   behind. This   also   boosts   up   the   confidence   of a   child. The   whole   learning   process   makes   a   child   tired.   This   not   only   effects   their   learning   abilities   but   also   distracts   them.   Therefore   a   teacher   should   employ   proper   techniques   for   relaxing   in   a   class.   A   child   with   attention   disorder   gets   mentally   tired   soon.   There   should   be   proper   relaxing   techniques   like   listening   to   soft   music   or   playing   games.   Playing   games   not   only   ease   a   child   but   also   keeps   them   healthy. The   first   thing   a   child   should  Ã‚   learn   is   to   take   care   of   himself.   They   should   be   made   self   dependent.   Taking,   basic   example   a   child   must   learn   to   tie   his   shoe   laces.   The   dependent   child   always   has   a   low   confidence   level.   There   must   be   short   extra   sessions   to   teach   the   students,   how   to   take   care   of   themselves,   or   how   to   be   more   organized. There   should   be   also   be   sessions   to   prevent   behavior   issues.   Sometimes   teacher   takes   a   child   as   a   normal   child,   she   does   not   lay   stress   on   the   behavior   problems.   But   she   does   not   know   that   the   lack   of   attention   by   a   teacher   encourages   the   problem   in   a   child. But   sometimes   these   session   proves   out   to   be   futile   as   students   continues   to   misbehave,   then   it   is   necessary   to   know   that   they   are   misbehaving   because   of   these   sessions.   Because   the   sessions   does   not   fit   to   their   needs   every time,   and   they   wait   for   someone   who   can   help   them   in   personal. In   case   of   higher   education   there   are   many   faculties   who   are   taking   a   single   class.   The   coordination   between   these   faculties   is   a   must   so   that   the   students   does   not   get   confused   between   all   the   faculties.   A   teacher   has   its   own   style   of   teaching   and   if   another   teacher   comes   and   teaches   them   in   totally   different   style   it   becomes   hard   for   the   students   to   know,   which   one   they   should   follow.   Therefore   all   the   faculties   teaching   a   particular   class   should   know   about   each   other   teaching   styles,   it   becomes   easy   for   a   student   to   learn. Teacher   should   make   sure   the   behavioral   improvements   and   achievements   generalize   to   other   situations.   They   should   make   sure   that   what   they   teach   should   apply   in   most   of   the   real   world   situations.   The   generalized   teachings   proves   out   to   be   more   beneficial   to   the   students,   as they   come   to   know   the   particular   thing   that   they   have   learned   can   apply   in   the   most   of   the   problems.   This   type   of   teaching   method   proves   out   to   be   very   beneficial   because   students   can   learn   more   things   with   less   stress   on   their   brains. Students   should   learn   to   socialize   with   other   students   who   may   or   may   not   be   disable   like   them.   The   interaction   with   other   students   should   be   started   at   the   beginning   of   their   year.   Their   should   be   learning   centers   that   promote   social   interaction   for   these   children’s.   Necessary   social   skills   should   be   taught   in   the   learning   centers.   If   the   school   is   finding   it   difficult   to   start   learning   centers   then   skills   should   be   taught   in   the   lunch   time   or   in   the   free   period. Literature   Review:- Teaching   strategies   for   attention   deficit   hyperactivity   disorder:– Unable   to   pay   attention,   hyperactivity,   impulsive   are   the   signs   of   ADHD.   There   are   about   three   to   five   percent   of   the   students   in   United   States   who   are   suffering   from   ADHD   (   American Psychiatric Association, 1994   ).   The   students   suffering   from   ADHD   fail   to   finish   their   homework   and   are   careless.   Older   students   with   ADHD   are   less   communicative   and   react   spontaneously.   The   main   symptoms   are:– 1)   Restlessness 2)   Unable   to   concentrate 3)   Difficulty   in   following   instructions 4)   Losing   things 5)   Doing   little   mistakes 6)   Great   deal   of   mood   swings Teacher   should   start   with   evaluating   the   child's   needs   and   strengths.   The   assessment   should   be   done   on   the   behavior   and   academic   needs.   After   evaluating   all   their   needs   appropriate   practice   should   be   chose.   The   selected   practice   should   gain   the   attention   of   the   child   and   is   appropriate   to   their   age.   It   should   be   kept   in   mind   that   the   practice   that   is   selected   should   be   a   additional   benefit   to   the   students   who   do   not   have   ADHD.   After   selecting   all   the   practices   they   must   be   wrapped   up   in   a   single   program. After   the   conclusion   of   each  Ã‚   lesson   the   selected   practice   should   achieve   its   goal.   The   lessons   must   be   presented   in   a   different   manner.   Teacher   should   prepare   the   lesson   and   the   activities   planned   in   advance.   The   review   of   the   previous   lessons   also   proves   out   to   be   beneficial   for   the   students.   Teacher   must   identify   all   the   materials   needed   in   the   classroom,   because   sometimes   it   becomes   very   difficult   for   the   children   to   identify   the   materials   on   their   own. It   is   very   hard   for   the   students   with   ADHD   to   change   from   one   topic   to   another.   Therefore   revision   of   the   previous   lecture   is   a   must.   The   use   of   audiovisual   materials   helps   the   students   a   lot. Describe   how   students   can identify   and   correct   their   own   mistakes.   For   example,   remind   students   that   they   should   check   their   calculations   in math   problems   and   reiterate how   they   can   check their   calculations;   remind   students   of   particularly   difficult  Ã‚   spelling rules   and   how   students   can   watch   out   for   easy- to – make   errors. If   the   teacher   tries   to   lower   the   noise   level   in   the   classroom   it   helps   a   child   in   maintaining   his   focus. Teaching   strategies   for   students   with   emotional   behavioral   disorder:- For   teaching   the   students   with   EBD   teacher   should   encourage   the   positive   learning   techniques.   The   objectives   of   the   lesson   should   be   presented   before   which   helps   in   predictability.   The   presentation   should   be   exciting,   and   if   the   students   performs   well   he   should   be   given rewards.   This   helps   a   lot   in   dealing   with   the   students   with   EBD.   The   vocabulary   used   in   the   presentation   should   be   lucid   and   the   feedback   should   be   given   immediately. The   lessons   should   be   started   with   the   interesting   items   or   questions.   It   should   be   kept   in   mind   that   if   a   teacher   wants a   child   to   be   excited   about   learning   then   teacher   should   be   excited   about   teaching.   While   taking   up   the   lessons   students   should   know   that   they   are   learning   and   making   progress.   After   completing,   the   lesson   must   be   revised   and   the   students   should   be   prepared   to   move   to   next   lesson.   The   long   presentations   must   be   cut   into   short   presentations,   so   as   in   case   of   long   assignments.   Extra   time   should   be   given   to   students   for   completing   their   work. The   environment   of   a   class   should   be   healthy.   Rules and   regulations   should   be   made   and   teach   them   to   act   in   accordance   with   the   rules.   The   environment   of   a   class   should   be   quiet   as   well   active.   Adequate   materials   should   be   provided   to   them   so   that   they   do   not   feel   shortage   of   resources   in   between   the   lecture.   There should   be enough room   for   the   students   to   move   in   the   classroom   without   disturbing   each other   and   adequate   space   must   be   provided   to   them   for   their   personal   belongings.   The   classroom   rules should   be   less   and   positive.   They   should   emphasize   more   on   like   what   students   must   do   in   class. Teacher   should   communicate   with   a   child   in   a   non   threatening   manner   and   should   show   the   personal   interest   in   a   child.   This   makes   a   child   feel   good   and   boost   up   his   confidence   level.   Proper   gestures   and   body   language   is   very   important   in   communication.   The   gesture   given   should   be   holding   longer   than   normal.   Speaking   slowly   and   clearly   are   also   very   important.   Proper   wait   time   should   be   included   because   some   students   are   slow   learners. Managing   behavior   is   very   important   in   dealing   with   the   EBD   students.   Sometimes   it   proves   out   to   be   very   beneficial   to   ignore   the   negative   behaviors,   because   sometimes   a   child   behaves   negatively   in   order   to   grab   the   attention.   Punishment   should   only   be   used   in   a   case   when   the   behavior   of   a   child   is   harmful   for   other   students. There   must   be   a   social   problem   technique,   which   effectively   identifies   the   problems   and   provides   the   best   solution   for   it.   Anger   management   is   the   main   problem   with   the   child   suffering   from   EBD.   Anger   is   natural   so   it   useful   to   teach   anger   control   techniques   rather   anger   elimination   techniques.   The   first   step   in   anger   management   is   to   convince   a   child   that   he   should   change,   teaching   relaxation   techniques   helps   a   lot. Teaching   strategies   for   the   students   having   learning   disabilities:- Learning   disabilities   is   a   problem   in   which   a   child   finds   difficulty   in   organizing   received   information,   remembering   them,   manipulating   them.   But   with   the   effective   learning   strategies   they   can   be   taught   effectively.   The   common   symptoms   are   difficulty   in   learning,   poor   memory,   difficulty   in   remembering   facts,   confusion   among   the   basic   words,   spelling   and   reading   errors,   impulsive   behavior   etc.  ·      The   course   load   should   be   low,   because the   course   load  Ã‚   will   make   them   even   more   poor   learners.  ·    Questions should   be   asked   in   a   clarifying   manner,   the   language   used   must   be   easy   to   digest.  ·      The   key   points   of   the   chapter   must   be   told   before   the   beginning   of   the   chapter.  ·      While   writing   on   the   board   verbalize   what   is   being   written,   the   audio   and   video   effects   in   teaching   boost   up   the   learning   capabilities.  ·      The   environment   of   the   class   must   be   peaceful   so   that   the   students   do   not   feel   diverted.  ·      The   assignments   should   be   given   in   oral   form   as   well   as   in   written   form.  ·      They   should   be   given   more   time   to   complete   difficult   assignments.  ·      The   pace   of   teaching   should   be   kept   in   accordance   with   their   learning   abilities.  ·      Using   plenty   of   examples   in   the   presentation   makes   their   understanding   level   high.  ·      Encourage   them   to   borrow   the   classmate’s   notes   if   required.  ·      Colored   apparatus   must   be   used   for   high   visual   recognition. Group   discussion   helps   a   lot   for   the   students   having   learning   disabilities,   for   them   group   discussion   is   fun   as   well   as   is   beneficial   in   learning.   Encourage   them   to   ask   questions   during   or   after   the   lecture   to   make   sure   that   they   have   understood   completely.   Teacher   must   pay   individual   attention   towards   every   child.   Frequent   sessions   with   a   child   for   proper   assessment   should   be   conducted.   Using   large   fonts   make   their   processing   fast. Give   individual   conferences   to   guide   students   with learning   disabilities   to   monitor   progress   and   understanding   of   the   assignment   and   of   the   course   content. Examples   of   science   role   models   with   disabilities   should   be   given   to   them   frequently   so   that   they   do   not   feel   depressed.   Encourage   them   to   ask   for   help   whenever   needed. It   would   be   wrong   to   assess   the   potential   of   a   child   on   the   basis   of   test   scores.   Every   child   has   its   own   strength   and   weaknesses. Summary:- The   main   aim   of   teaching   is to educate   individuals   who   are   active   members   in   the   society   at   it’s   various   levels. Teachers   are   very   important   in   our   society   because   we   need   them   to   provide   our   youth   with   the   knowledge   and social   experiences   they   will   need   to   improve   their   future   and   the   future   of   the   entire   planet. While   teaching   students   with   exceptionalities   teacher   should   keep   in   mind   that   every   child   is   special.   Teacher   should   not   run   from  Ã‚   their   responsibilities,   they   can   change   the   life   of   these   children’s.   Every   child   likes   different   environment,   so   it   better   for   a   teacher   to   try   to   educate   them   keeping   in   mind   their   likes   and   dislikes. Teachers   can   apologies   to   the   government   to   issue   the   policies   which   are   in   pure   favor   of   these   children’s.   Like   in   maximum   countries   reservations   are   made   for   these   children. The   teachers should   motivate   the   society   around   them   to   take   care   of   these   children.   We   should   all believe   that   there   are   hopes   for   those   children’s   and   we   can   do   something   for   them.   These   children   have   their   own   qualities   like   others   and   they   can   help   our   society   uprising.   No   one   should   take   it   as   taken   for   granted   because   this   can   happen   to   any   body,   what   if  Ã‚   they   got   suffered   with  Ã‚   the  Ã‚   same.   The   society   will   surely  Ã‚  Ã‚   turn   their   face   around   from   those   children.   But   if   we   all   together   work   for   them   then   changes   can   be   there. Questions:— 1)   Did   you   ever   felt   frustrated   in   teaching   students   with   exceptionalities? 2)   What   are   the   important   strategies   adopted   by   you? 3)   How   you   will   handle  Ã‚   the   disputes   between   the   students? 4)   Any   special   apparatus   is   required   for   teaching   them? 5)   What   are   the   methods   you   have   implemented   to   provide   social   exposure? 6) According   to   you   what   kind   of   environment   do   you   think   is   best   suited   for   them? References Adelizzi,   Jane U.   &   Goss,   Diane B.,   (2001),   Parenting   children   with   learning disabilities,   Greenwood Publishing  Ã‚   Group,   ISBN: 0897897722 Dockrell, Julie,   & McShane, John   (1993), Children's   learning   difficulties:   A   cognitive  Ã‚   approach,   Blackwell Publishing,   ISBN: 0631170170