Twentieth Century Drama Essay Example for Free

Twentieth Century Drama Essay The inspector is interrogating the Birlings and Gerald Croft. He is trying to get the truth out of them without letting on that he already knows everything. I think that some of the characters have changed for instance Sheila; she knows that the inspector already knows that Mrs Birling turned Eva away when she came for help. Sheilas realisation of what the inspector is doing is quite clear when Mrs Birling is denying the fact that Eric is the father of Evas unborn baby, and Sheila says stop it mother, stop it, as Sheila already knows that the inspector knows this. Some of the most dramatic moments in the play are Sheilas obvious understanding of Mrs Birling ignorance that it was Erics baby. Sheila was horrified the Evas unborn baby was dead. Whereas Mrs Birling doesnt really care. Another dramatic point in the play is when Eric returns and the curtain falls, this causes great tension within the audience again. I believe that J. B Priestleys purpose in writing the play may be because of social injustice, he obviously had a strong belief in treating people equally and to be careful of how you treat them and he is trying to get this across to the audience. He expresses his feelings in this scene through the characters especially with Mrs Birling. It is obvious that Mrs Birling is not ashamed of what she has done, but the inspector is trying to make her aware of this. I also believe that J. B Priestley uses the inspector as a mouthpiece, the inspector is trying to communicate the same message as J. B Priestley is to the audience. I think that at that at the end of Act 2 when the curtain falls the audience would feel anxious about what is going to happen next. Priestley must be successful if the audience experiences this tension. This scene is a crucial part of the play because before now we didnt know that Eric was the father of Evas unborn baby and that Mrs Birling knew Eva Smith, but near the end this is all revealed. At the end of the play the inspector makes a speech that finally changed Eric and Sheila, it altered their perspective in ways such as, to treat people with respect and treat them fairly. This could be reflected in the audience, as the Birling family were of a high class and the majority of the play who came to see this play was also of the same standard so they could relate to the plays events. The audience may think that they have done something terrible in the past like the Birlings had done and might think more carefully next time. I think that J. B Priestley has been completely successful with this play as a piece of theatre because of the above reasons.

Cost-Utility Analysis Essay -- Economics

The central concern of economics is how best to allocate scarce resources among competing uses. The same concern applies to the scope of health care. As a result, pharmacoeconomics, which compares the value of one pharmaceutical drug or drug therapy to another, became a prominent issue by the mid 1980s. There are several types of pharmacoeconomic evaluations, one of which is cost–utility analysis (CUA). CUA focuses on quality of a health outcome produced or forgone by different health programs or treatments. CUA is a form of cost-effectiveness analysis (CEA) that attempts to capture timing and duration of disease and disability by comparing the utility (person’s preference) associated with different health outcomes. (see Figure 1) It was originally called â€Å"Generalized Cost-Effective Analysis† as it is used to narrow the restrictiveness of traditional cost-effectiveness analysis. In 1972, it was renamed â€Å"Utility Maximization† and then â€Å"Healthy Status Index Model† in 1976. Since 1982, it has been referred to as CUA in many countries, although the United States still called it CEA. Even though these two terms are used interchangeably, there are still several distinguishing features between the two. Such differences include integration of multiple outcomes, , quantification of outcomes based on desirability, and measurement of relative desirability of outcomes with von Neumann-Morgenstern utility theory. A cost-utility analysis describes the additional cost of the new intervention per unit of health gain and assesses health in terms of length and quality of life using the quality adjusted life year (QALY). QALYs were invented in 1956 by two health economists, Christopher Cundell and Carlos McCartney. The concept of QALY was f... ...room/features/measuringeffectivenessandcosteffectivenesstheqaly.jsp Neumann, P., Weinstein M. (2010, Oct 14). Legislating against use of cost-effectiveness information. The New England Journal of Medicine, Vol 363, 1495-1497. doi:10.1056/NEJMp1007168. Office of Health Economics (2002). What is a QALY? Retrieved from http://oheschools.org/ohech5pg4.html Wilkerson J. (2011, Sep 28). PCORI head vows not to do cost-effectiveness studies, but notes gray areas. InsideHealthPolicy.com. Retrieved from http://insidehealthpolicy.com/Inside-Health-General/Public-Content/pcori-head-vows-not-to-do-cost-effectiveness-studies-but-notes-gray-areas/menu-id-869.html Yee, GC (1997, Dec 1). Cost-utility analysis of taxane therapy. American Journal of Health-System Pharmacy, Vol 54, Supplement 2, S11-15. Retrieved from http://ajhp.org/content/54/suppl_2/S11.short

Sex Balls Gangbang

UHL2412–English for Academic Communication–Unit 4–Learning Tasks Introduction to argumentative essay I) Pre-listening task: Instruction: In groups of 4/5, discuss and work out the structure of an argumentative essay, which is different from other types of essays. Your group leader has to report the structure to the whole class. II) Listening task: a) Watch the following video on ‘argumentative essay’. Take notes while watching. http://www. youtube. com/watch? v=R3fCIuX7BMc b) The video will be played again.This time check your notes. c) Referring to your notes, answer all questions below. Write your answers on the lines provided. ANSWERS 1. Structure of academic essay:___________________________________________________ 2. Structure of 5-paragraph essay: ________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________ 3. Structure of argumentative essay: _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________ 4. Chosen topic:______________________ 5. Debatable statement:_________________________________________________________ 6. Chosen position statement:_____________________________________________________ 7. My positioning statement:______________________________________________________ Reasons for disagreeing: i)_____________________________________________________________________ i)_____________________________________________________________________ iii)____________________________________________________________________ 8. Pattern of topic sentence:__________________________________________________ 9. Refutation: We must refute the ____________________of this argument. We need a transition signal __ ____________________to introduce the refutation. III) Post-listening task Task: Write an argumentative essay on â€Å"Facebook is better than emailling’. The following headings can help you complete your essay. A) INTRODUCTIONBackground information: __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________ ___________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ Thesis statement: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ___________ _______________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ B) SUPPORTING EVIDENCE PARAGRAPH #1 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ ____________________________________ ______________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________ __________________________________________________________________________________________________________________ C) SUPPORTING EVIDENCE PARAGRAPH #2 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ D) SUPPORTING EVIDENCE PARAGRAPH #3 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______ ___________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ E) COUNTERARGUMENT PARAGRAPH __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______________________________________________________ ___________________________________________________________ _____________________________________________________________________________ ____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _______________________________________________________________________________________________________________ __ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ F) CONCLUSION PART 1: SUM UP PARAGRAPH __________________________________________________________________________________________________________________ _____________________________________________________________________________ ____________________________________ ___________________________________ _______________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ G) CONCLUSION PART 2: YOUR â€Å"SO WHAT† PARAGRAPH _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ _____________________________________________________________________________ ____________________________________ ________________________________________________ __________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Paraphrasing Exercise Direction: Write a paraphrase of each of the following passages on the lines provided. 1. Of the more than 1000 bicycling deaths each year, three-fourth s are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head.From â€Å"Bike Helmets: Unused Lifesavers,† Consumer Reports (May 1990): 348. __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ____________________________________________________________________________________________ _____________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______________________________________________________ ___________________________________________________________ __________________________________________________________________________________________________________________ 2.While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, â€Å"Reaching for the Sky. † Dial (May 1990): 15. __________________________________________________________________________________________________________________ _____________________________________________________________________________ ____________________________________ ______________________________________________ ____________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Identifying the main idea Task: Read the following paragraph and identify the main idea.Write down in your own words what you are able to conclude from the information. â€Å"The rules of conduct during an examination are clear. No books, calculators or papers are allowed in the test room. Proctors will not allow anyone with such items to take the test. Anyone caught cheating will be asked to leave the room. His or her test s heet will be taken. The incident will be reported to the proper authority. At the end of the test period, all materials will be returned to the proctor. Failure to abide by these rules will result in a failing grade for this test. † ANSWERS i) Which sentence indicates the main idea? _____________________________________ ii) Your conclusion: ____________________________________________________________________ _____________________________________________________________________ ___________________________________________________ ___________________________________________________ Supporting Details Top of Form [pic][pic][pic][pic][pic][pic][pic]Directions: Read the following paragraphs. Each consists of a stated main idea and several details. Since there is more than one detail, you will select more than one answer. CIRCLE YOUR ANSWERS. | | [pic] Passage One The topic of this paragraph is personal digital assistants.Personal digital assistants (PDAs) are small, hand-held elect ronic organizers that come in a range of prices and capabilities. These lightweight computers are usually operated with a stylus, a special â€Å"pen. † The most basic, inexpensive PDAs have monochromatic screens. They can be used to organize and store contact information, such as names, phone numbers, and email addresses. More expensive models have colour screens and offer computer-like applications. For example, you can manage email and create documents. In addition, they include a calendar function that allows you to keep track of appointments and events. They feature the ability to play video and audio files. The most expensive PDAs also offer a phone function, including text messaging. [pic][pic] | |[pic] | |a) |Which of these are supporting details in the paragraph? | | | | | |Personal digital assistants (PDAs) are small, hand-held electronic organizers that come in a range of prices and | | |capabilities. | | |They can be used to organize and store contact information , such as names, phone numbers, and email addresses. | | |More expensive models have colour screens and offer computer-like applications. | | |The most expensive PDAs offer a phone function, including text messaging. | | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | |[pic] | | | | | |b) |The purpose of the major details in this paragraph is to give | | | | | |reasons to buy a colour PDA. | | |differences between inexpensive and expensive PDAs. | | |the procedure for buying a PDA. | | | | | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | [pic] Passage Two The topic of this paragraph is eating nutritious food. Are you in the habit of skipping breakfast? Breakfast is important; it gets your metabolism going. Then spread your remaining calories throughout the rest of the day by eating a wholesome lunch, nutritious snack, and balanced dinner. Eating this way keeps your metabolism high. You are also less likely to binge on junk food. You wi ll have more energy and feel better if you eat nutritious food at least every four hours. [pic][pic] | |[pic] | |a) | |Which of these are supporting details in the paragraph? | | | |Breakfast is important; it gets your metabolism going. | |Then spread your remaining calories throughout the rest of the day by eating a wholesome lunch, nutritious snack, and balanced dinner. | |Eating this way keeps your metabolism high. | |You will have more energy and feel better if you eat nutritious food at least every four hours. | | | | | | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | | | | | | | | | | | | | | | | | | | | | | |[pic] | |b) |The purpose of the major details in this paragraph is to give | | | | | |reasons for eating healthy food a throughout the day and how to do it. | | |examples of nutritious meals and snacks that can be eaten throughout the day. | | |suggestions for making healthier food choices. |[pic] | | | |[pic] | | | |[pic] | | | [pic] Passage Three The topic of this paragraph is college campuses and criminal activity and violence. College campuses can be the site of criminal activity and violence, so they require the same level of caution and awareness that you would use in other situations. Keep in mind that 80% of campus crimes are committed by one student against another student. Also, alcohol or drug use is involved in 90% of campus felonies. Drinking or drug use can affect judgment and lower inhibitions, so be aware if you or another person is under the influence. [pic][pic] | |[pic] | |a) |Which of these are supporting details in the paragraph? | | | | | |College campuses can be the site of criminal activity and violence, so they require the same level of caution and | | |awareness that you would use in other situations. | | |Keep in mind that 80% of campus crimes are committed by one student against another student. | | |Also, alcohol or drug use is involved in 90% of campus felon ies. | | |Drinking or drug use can affect judgment and lower inhibitions, so be aware if you or another person is under the | | |influence. | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | |[pic][pic] | | | |[pic] | | | | | | | | | | | | | | | |b) |The purpose of the major details in this paragraph is to | | | | | |suggest ways of making college campuses safer. | | |contrast college campuses with other places. | | |explain why people need to be alert to possible criminal activity and violence on college campuses. | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | (Source: http://highered. mcgrawhill. com/sites/0073123587/student_view0/chapter9/supporting_details__exercise_1. html)Bottom of Form Contextual Clues Instruction: Read the following article on ‘Changing Plants’ and work out the meanings of the chosen words (1-10) through contextual clues.Write down the clues on the line provided. You are not allowed to use a dictionary. Changing Plant s: New Life Forms The life cycle affects all living things, so the topic has always interested people. Scientists study different life forms and ways to extend life. Some people even work to change life forms. Read about them in this article. New Few people know the name of Dr. Anders Dahl. He died over two centuries ago. Yet Dahl achieved a type of (1) immortality through a flower that bears his name: the dahlia. Like many other plants, the dahlia has changed over the years. People like Dahl are responsible for many of those changes. Dahl’s field was (2) botany.In his lifetime, botany was often practiced in far-off jungles, forests, and meadows. It didn’t take place in laboratories, where much of it takes place now. Botanists in the 1700s travelled around the world. They visited distant places, such as China, collecting plants that were (3) indigenous to those countries. Many flowers came from other lands. Scientists collected these plants and took them back to their own countries. Today, these flowers are found in the United States. However, many have changed. Over the years, scientists have (4) enhanced the plants’ best features and reduced the worst ones. For example, zinnias are now large, colourful flowers. However, the (5) progenitors of today’s zinnias were

Lon or On Euphony in French Pronunciation

On  is the French impersonal subject pronoun, and normally shouldnt be preceded by l neither the direct object definite article In Old French,  on  was the subject case for the noun   homme, so  lon  at this time meant  les hommes. When the subject case disappeared in French,  on  stuck around as a pronoun, and retained the ability to take the definite article.  Lon  is much more common in written French than in spoken, because it is a formal, elegant construction, and writing tends to be more formal than speech. Today, this l is simply considered a  euphonic  consonant and is used in the following situations: 1.  After certain monosyllabic words that end in a vowel sound, like  et,  ou,  oà ¹,  qui,quoi, and  si, to avoid a  hiatus. Sais-tu si lon a demandà ©Ã‚  ?   (avoid  si on)   Do you know if someone asked?...et lon a dit la verità ©.               (avoid et on)   ...and they told the truth. 2.  After que, lorsque, and puisque, to avoid the contraction  quon  (sounds like con), especially if the next word begins with the sound con. Lorsque lon est arrivà ©... (avoid  lorsquon)   When we arrived...Il faut que lon comprenne. (avoid  quoncomprenne)   Its necessary for everyone to understand. 3.  At the beginning of a sentence or clause. This usage of  lon  is not a question of euphony, but rather a holdover from  là ©poque classique  and is thus very formal. Lon ne sait jamais.   One never knows.   Ã‚  Lorsque je suis arrivà ©, lon ma dit bonjour.   When I arrived, everyone said hello. Note: For the purposes of euphony,  on  is used instead of  lon After  dont  (le livre dont on a parlà ©)In front of words that begin with  l  (je sais oà ¹ on lit)