Symbols in “the Masque of the Red Death” Essay Example for Free

Symbols in â€Å"the Masque of the Red Death† Essay â€Å"The Masque of the Red Death† is a Gothic style story written by Edgar Allan Poe. In this story, many setting and descriptive details contain symbols. These symbols are very important because each symbol stands for something and gives readers much thought. For example, the red color represents the blood and the clock represents the time, etc. Through these symbols, we can learn the story teaches us that no matter you are rich or poor, you can not avoid death. There are seven chambers in Prince Prospero’s castellated abbey. Each chamber is painted in different color. The last chamber is described as â€Å"was closely shrouded in black velvet tapestries that hung all over the ceiling and down the wallsThe panes here ware scarlet—a deep blood color.†(Poe,84). The colors black and red represent the death and blood, which is the symbol of the Red Death. The chamber the guests fear just as they fear death. These hint the readers something about the Red Death will happen in the last chamber and leave reader a guess of the outcome. Another symbol in the story is the gigantic clock of ebony. This clock reminds all the guests how time flies because â€Å"the musicians of the orchestra were constrained to pause†¦Ã¢â‚¬  (Poe, 84). It also represented the countdown to death, â€Å"And the life of the ebony clock went out with that of the last of the gay.†, which is the theme of the story, death is inexorable.(Poe,88) This symbol gives meaning to the story by pointing out the theme. Symbols play an important role in writing because they make the story more mysterious and more interesting. Readers can find out what the author want to express instead of telling by the author. It’s a necessary way of writing Gothic style story. Symbols represent the theme and mind of the story. They leave people deep thoughts and something to recall.

Vocational Teacher Education Reform Essay -- Teaching Educate Essays

Vocational Teacher Education Reform The reform movements of the 1980s triggered numerous demands to reexamine and reform the way students and their teachers are educated. This Digest examines the implications for vocational teacher education emerging from general teacher education reform movements. It discusses how excellence in vocational education teaching can be achieved and proposes 21st century models for vocational teacher education. Impacts of Reform Movements on Vocational Teacher Education Several of the major reform initiatives of the 1980s and early 1990s argued that improving education requires improving teacher quality and, accordingly, teacher education. Numerous changes in teacher recruitment, preparation, and certification were proposed. (For a detailed list, see Hartley, Mantle-Bromley, and Cobb 1996.) In response to the calls for reform, general teacher education programs raised admission standards/exit requirements; revised curricula to reflect multiculturalism and new K-12 standards; paid more attention to pedagogy, teaching practice, and relevance; included clinical experiences in public schools and other learning environments; and proposed new model standards/principles for licensing beginning teachers (Lynch 1997). As of 1989, the only major impacts of national education reform movements on vocational teacher education at the macro (national) level were stiffer requirements for entry into teacher education programs and, to a lesser extent, more credit hours/time devoted to student teaching/clinical-type experiences with public schools (Lynch 1991). Until 1993, the discussion of reform of teacher education in the vocational education literature was limited to individual authors' suggestions f... ... R.E., and Venable, W. "Implications of Increasing Numbers of Nontraditional Students for Vocational Teacher Education Reform." In Beyond the Debate, pp. 95-102. University Council for Vocational Education, 1988. (ED 303 639) Rudolph, J.; Fry, B.; and Barr, L. "Factors Affecting the High School Curricula and Their Implications upon Vocational Teacher Education." In Beyond the Debate, pp. 82-94. University Council for Vocational Education, 1988. (ED 303 639) Sharp, G. "Post-Fordism, the Vocational Curriculum and the Challenge to Teacher Preparation." Journal of Vocational Education and Training48, no. 1 (1996): 25-39. Tozer, S., and Nelson, R.E. "Vocational Teacher Education: Emerging Patterns for General Studies, Academic Majors, and Professional Education." In Beyond the Debate, pp. 18-37. University Council for Vocational Education, 1988. (ED 303 639) Vocational Teacher Education Reform Essay -- Teaching Educate Essays Vocational Teacher Education Reform The reform movements of the 1980s triggered numerous demands to reexamine and reform the way students and their teachers are educated. This Digest examines the implications for vocational teacher education emerging from general teacher education reform movements. It discusses how excellence in vocational education teaching can be achieved and proposes 21st century models for vocational teacher education. Impacts of Reform Movements on Vocational Teacher Education Several of the major reform initiatives of the 1980s and early 1990s argued that improving education requires improving teacher quality and, accordingly, teacher education. Numerous changes in teacher recruitment, preparation, and certification were proposed. (For a detailed list, see Hartley, Mantle-Bromley, and Cobb 1996.) In response to the calls for reform, general teacher education programs raised admission standards/exit requirements; revised curricula to reflect multiculturalism and new K-12 standards; paid more attention to pedagogy, teaching practice, and relevance; included clinical experiences in public schools and other learning environments; and proposed new model standards/principles for licensing beginning teachers (Lynch 1997). As of 1989, the only major impacts of national education reform movements on vocational teacher education at the macro (national) level were stiffer requirements for entry into teacher education programs and, to a lesser extent, more credit hours/time devoted to student teaching/clinical-type experiences with public schools (Lynch 1991). Until 1993, the discussion of reform of teacher education in the vocational education literature was limited to individual authors' suggestions f... ... R.E., and Venable, W. "Implications of Increasing Numbers of Nontraditional Students for Vocational Teacher Education Reform." In Beyond the Debate, pp. 95-102. University Council for Vocational Education, 1988. (ED 303 639) Rudolph, J.; Fry, B.; and Barr, L. "Factors Affecting the High School Curricula and Their Implications upon Vocational Teacher Education." In Beyond the Debate, pp. 82-94. University Council for Vocational Education, 1988. (ED 303 639) Sharp, G. "Post-Fordism, the Vocational Curriculum and the Challenge to Teacher Preparation." Journal of Vocational Education and Training48, no. 1 (1996): 25-39. Tozer, S., and Nelson, R.E. "Vocational Teacher Education: Emerging Patterns for General Studies, Academic Majors, and Professional Education." In Beyond the Debate, pp. 18-37. University Council for Vocational Education, 1988. (ED 303 639)

French and Indian War Brief Essay

Major Players in the French and Indian War The French and Indian War was primarily England and the American colonies against the French and various Native American tribes in America. As France expanded its colonies along the Ohio River, and Britain ventured further into the mountains and discovered them, it was inevitable that there would be competition, tension and eventually war between the two colonies. This war has come to be known as the French and Indian war, but it has various other names such as ‘The Seven Year War’ or ‘The War of British Conquest’. The war escalated into a world war in 1760 when France and Britain declared war on each other. It was sparked in America, not Europe, but Great Britain spent a lot of money in helping to fight the war and support to their colonies in America and the colonies participated fully in the war. Main reasons for the French and Indian War Britain and France had long been in a competition for territory in North America. The rich land west and north-west of the Appalachians was in top demand, for it was filled with waterways, fisheries, abundant game and beaver runs. Tensions grew until France and Britain finally declared war on each other for the region in 1756. In the first year, the British were defeated numerous times by the French and their allies, the Native Americans. This is when British Prime Minister William Pitt lent a hand to help out with the war, and funded an expanded war effort which involved shipping 10,000 soldiers overseas. He could see that there was potential of imperial expansion if France were defeated and borrowed substantial amounts of money to contribute. From then on, France’s attempts started to fail. By 1760 they were expelled from Canada, and their all allies in Europe were defeated or made separate peace with Prussia. The War comes to an end The French and Indian War was a great British victory. It ended with the signing of the Treaty of Paris and also the Treaty of Hubertsburg in February 1763. In the Treaty of Paris, France lost east-Canada and gave Louisiana to Spain. Britain received Spanish Florida, Upper Canada and other French holdings overseas. The British were very pleased with the treaty, as they no longer had to worry about French attacks as much as they previously did. Also, the extra land meant more room for discovery and settlement, although there were still natives all through the land. Contribution the beginning of the American Revolution Fifteen years after the war, the bitterness the French felt after the loss of their colonial empire influenced their input in the American Revolution.

Italian Personal Pronouns - Pronomi Personali

Italian personal pronouns (pronomi personali) replace proper or common Italian nouns (and in some cases even animals or things). There are three forms in the singular and three forms in the plural. They are also further divided into personal subject pronouns (pronomi personal soggetto) and personal object pronouns (pronomi personali complemento). Personal Subject Pronouns (Pronomi Personali Soggetto) Oftentimes in Italian, the personal subject pronouns are implied because the form of the verb indicates the person. egli (he) and ella (she) refer only to people: Egli (Mario) ascoltà ² la notizia in silenzio.He (Mario) heard the news in silence. Ella (Marta) gli rimproverava spesso i suoi difetti.She (Martha) often reproached him for his faults. NOTE: ella is now a literary form and has fallen into disuse in spoken language. esso (he) and essa (she) refer to animals and things: Mi piace quel cane perchà © (esso) sia un bastardino.I like that dog because (he) is a mutt. NOTE: In colloquial language essa is also used to indicate people. essi (they) and esse (they) refer to people, animals and things: Scrissi ai tuoi fratelli perchà © (essi) sono i miei migliori amici.I wrote to your brothers because they are my best friends. Il cane inseguà ¬ le pecore abbaiando ed esse si misero a correre.The barking dog chased the sheep and they began to run. NOTE: Often, in the spoken language, but also when written, the personal object pronouns lui (him), lei (her), and loro (them) function as the subject, and in particular:  »Ã‚  When they follow the verb È stato lui a dirlo non io.It was him who said it, not I.  »Ã‚  When you want to give special emphasis to the subject Ma lui ha scritto!But he wrote!  »Ã‚  In comparisons Marco fuma, lui (Giovanni) non ha mai fumato.Mark smokes, he (John) has never smoked.  »Ã‚  In exclamations Povero lui!Poor him! Beata lei!Lucky you!  »Ã‚  After anche, come, neanche, nemmeno, persino, proprio, pure, and quanto Anche loro vengano al cinema.They too are at the cinema. Nemmeno lei lo sa.Not even she knows. Lo dice proprio lui.He says it himself. Personal Object Pronouns (Pronomi Personali Complemento) In Italian, personal object pronouns replace direct objects and indirect objects (that is, those preceded by a preposition). They have toniche (tonic) and atone (atonic) forms. toniche or forti (strong) are those forms that have a strong emphasis in the sentence: È a me che Carlo si riferisce.Its me that Charles is referring to. Voglio vedere te e non tuo fratello.I want to see you and not your brother. atone or debole (weak) (also called particelle pronominali) are those forms that do not have particular significance and that may depend on the adjacent word. The unstressed forms are referred to as:  »Ã‚  proclitiche when they relate to the word they precede Ti telefono da Roma.Ill phone from Rome. Ti spedirà ² la lettera al pià ¹ presto.Ill send the letter as soon as possible.  »Ã‚  enclitiche, when they relate to the previous word (usually the imperative or indefinite forms of the verb), giving rise to a single form Scrivimi presto! Write to me soon! Non voglio vederlo.I do not want to see it. Credendolo un amico gli confidai il mio segreto.Thinking he was a friend, I confided in him my secret. NOTE: When verbal forms are truncated the consonant of the pronoun is doubled. fa a me—fammidi a lei—dille Pronomi Personali PERSONA SOGGETTO COMPLEMENTO Forme Toniche Forme Atone 1a singolare io me mi (reflexive) 2a singolare tu te ti (reflexive) 3a singolare maschile egli, esso lui, s (reflexive) lo, gli, si (reflexive), ne femminile ella, essa lei, s (reflexive) la, le, si (reflexive), ne 1a plurale noi noi ci (reflexive) 2a plurale voi voi vi (reflexive) 3a plurale maschile essi loro, s li, si (reflexive), ne femminile esse loro, s le, si (reflexive), ne