Links between the art forms Essays

Links between the art forms Essays Links between the art forms Essay Links between the art forms Essay All three art forms are very similar, music, drama and dance. Between these three art forms there are many links; the similarities being uses of canon, motifs, unison, rhythm, dynamics, space and dialogue. However there are differences between the art forms but they work together to enhance the theatrical and musical effect; these being the use of tension, pace and dynamics. This essay will be referring to my own practical work.The first drama lesson was focused on Greek Chorus. The way a group works together to become one body to narrate a story is very important, so we took a passage from the play OEDIPUS THE KING by Sophocles and physicalised phrases within the text in small groups.Then we beheld the woman hanging there,A running noose entwined about her neck.But when he saw her, with a maddened roarHe loosed the cord; and when her wretched corpseLay stretched on earth, what followed-O twas dread!We stood in a semi-circle and the person speaking stood in the centre of the formatio n and spoke one line whilst the outer people acted out parts of the line, e.g. on the line Then we beheld the woman hanging there, the outside formation pretended to be dead and hanging by letting their head flop backwards while the rest of their body was loose and floppy. After practising a few times we added sound effects from a spring drum to add tension and make the scene more dramatic.The links between this piece of work and the other art forms are that the words of the passage were spoken in a rhythmic way almost like a spoken song. The actions performed by the outer formation of the semi-circle were all in unison, choreographed like a dance piece. The way that the rhythm and pace worked with the physicality of movements and sound created an enhanced effect.GHOST DANCES was a piece created and choreographed by Christopher Bruce in 1981. The piece was created based on the people who were threatened by General Pinochet a man who overthrew the Chilean Government and ran an oppres sive regime in 1973. People who opposed Pinochet were murdered; according to various reports and investigations, between 1200 to 3200 people were killed, up to 80,000 were interned, and up to 30,000 were tortured by his regime including women and children.We learnt two motifs that were very common in GHOST DANCES, the squat motif and the line motif. We then looked at the animalistic movements within the dance and created our own individually. After that we got into small groups and put the animalistic movements together with the two motifs, whilst adding in some key movements (balances, jumps, stillness etc.) and then developed it slowly. Then we listened to three different pieces of music and picked one to fit our dance round. My group picked the last piece of music played because it emphasised a particular point in our dance which needed to be.The links between this piece of work and the other art forms are that developing the animalistic movements was similar to creating a charac ter using stereotypical actions of the chosen animal. We experimented with travelling in different directions, being in unison or canon and changing the pace to fit the desired mood of the dance. Adding layers to the dance was similar to adding layers in a song, bit by bit fitting it round the existing piece creating an enhanced outcome.Slavery of the African American people occurred from 1619 1895. Rural slaves used to stay after the regular worship services, in churches or in plantation praise houses, for singing and dancing. But, slaveholders did not allow dancing and playing drums, as usual in Africa. They also had meetings at secret places (camp meetings, bush meetings), because they needed to meet one another and share their joys, pains and hopes. In rural meetings, thousands of slaves were gathered together and they listened to travelling preachers, and sang spirituals, for hours. The song WADE IN THE WATER, according to many internet sources and popular books, claim that sp irituals such as this contained plain instructions to fugitive slaves on how to avoid capture and the route to take to successfully make their way to freedom. This particular song allegedly recommends leaving dry land and taking to the water as a strategy to throw pursuing bloodhounds off the slaves trail.Wade in the water.Wade in the water, children.Wade in the water.Gods gonna trouble the water.Over the past few weeks, we have been singing a variety of spirituals and have been looking at the features of them, such as call and response and syncopation. With this, we started to improvise our own piece using a repeated motif of music as a background and singing single bar phrases with nonsense syllables individually. Then we got into little groups, taking a short motif we had already learnt and devised a short piece of music based around this motif using nonsense syllables to make sure we concentrated on the melody, harmonies and layers.The links between this piece of work and the ot her art forms are the fact that we improvise to repeated motifs of music, for example the 12-bar-blues which is similar to improvising to and around a short dance motif. There is a specific link between spirituals and the dance piece Ghost Dances. Both art forms contain intense emotion, layers and types of characters, which leads to the fact that choreographing a dance is not dissimilar to creating a piece of music.EAST is a play by Steven Berkoff written in 1975 all about dealing with growing up and rites of passage in Londons rough East End.We looked at the 25th anniversary version of EAST to get a feel of the uses of mime, melodrama and character types. We created a little scene called Gun in the Drawer and did it to a rhythm of bars of eight. Then we developed it by adding three different points of repetition to enhanced the melodramatic side, and subsequently put it to the preset music of scene two from EAST, a mime sequence where Mike comes to meet Sylv and her parents. Sylv i s attracted to Les and a fight breaks out. After that, we looked at the very beginning text dialogued by Mike and Les explaining how they met and describing a fight between them over Mikes girl Sylv. We individually chose a line from the duologue and heavily physicalised it.LES: Its soft, its gooey but choose it I did not in my Mothers hot womb did she curse this name on me its my handle under the soft its spiky, under the pillow its sharp concealed instrument offensive weapon lies waiting.MIKE: Oh, he doth bestride Commercial Road like a Colossus thats my manor where we two first set our minces on each other and those Irish yobs walk under our huge legs and peep about for dishonourable bother hes my mucker, china or mate.The links between this piece of work and the other art forms are that the words were spoken rhythmically like a song, e.g. its sharp was spoken staccato to accentuate the words. Music was added for effect and to add more tension to the piece along with c hanges in levels and speed of both movements and words spoken. In the mime piece, the actions were choreographed to a rhythm of eight bar phrases like a dance which helped create a further feel of heightened physicality.All three art forms are very similar, music, drama and dance. Between these three art forms there are many links; both similarities and differences the differences working together to enhance the theatrical and musical effects.Using my own practical work as examples, I can see that the different art forms can be used within each other to create tension, or just to enhance it along with pace and dynamics.

Lines and Slopes ACT Math Geometry Review and Practice

Lines and Slopes ACT Math Geometry Review and Practice SAT / ACT Prep Online Guides and Tips You’ve dealt with the basics of coordinate geometry and points (and if you haven’t already, you may want to take a minute to refresh yourself) and now it’s time to look at the ins and outs of lines and slopes on the coordinate plane. This will be your complete guide to lines and slopeswhat slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the ACT. What are Lines and Slopes? If you’ve gone through the guide on coordinate geometry, then you know that coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any point on this space is given a coordinate point, written as $(x, y)$, that indicates exactly where the point is along each axis. A line (or line segment) is a marker that is completely straight (meaning it has no curvature). It is made up of a series of points and and connects them together. A slope is how we measure the slant/steepness of a line. A slope is found by finding the change in distance along the y axis over the change in distance along the x axis. You have probably heard how to find a slope by finding the "rise over run." This means exactly the same thingchange in $y$ over change in $x$. $${\change \in y}/{\change \in x}$$ Let's look at an example: Say we are given this graph and asked to find the slope of the line. We must see how both the rise and the run change. To do this, we must first mark points along the line to in order to compare them to one another. We can also make life easier on ourselves by marking and comparing integer coordinates (places where the line hits at a corner of $x$ and $y$ measurements.) Now we have marked our coordinate points. We can see that our line hits at exactly: $(-3, 5)$, $(1, 0)$, and $(5, -5)$. In order to find the slope of the line, we can simply trace our points to one another and count. We've highlighted in red the path from one coordinate point to the next. You can see that the slope falls (has a negative "rise") of 5. This means the rise will be -5. The slope also moves positively (to the right) 4. Thus, the run will be +4. This means our slope is: $-{5/4}$ Properties of Slopes A slope can either be positive or negative. A positive slope rises from left to right. A negative slope falls from left to right. A straight line has a slope of zero. It will be defined by one axis only. $x = 3$ $y = 3$ The steeper the line, the larger the slope. The blue line is steepest, with a slope of $3/2$. The red line is shallower, with a slope of $2/5$ Now that we've gone through our definitions, let us take a look at our slope formulas. Line and Slope Formulas Finding the Slope $${y_2 - y_1}/{x_2 - x_1}$$ In order to find the slope of a line that connects two points, you must find the change in the y-values over the change in the x-values. Note: It does not matter which points you assign as $(x_1, y_1)$ and $(x_2, y_2)$, so long as you keep them consistent. Find the slope of the line with coordinates at (-1, 0) and (1, 3). Now, we already know how to count to find our slope, so let us use our equation this time. ${y_2 - y_1}/{x_2 - x_1}$ Let us assign the coordinate (-1, 0) as $(x_1, y_1)$ and (1, 3) as $(x_2, y_2)$. $(3 - 0)/(1 - -1)$ $3/2$ We have found the slope of the line. Now let's demonstrate why the equation still works had we switched which coordinate points were $(x_1, y_1)$ and which were $(x_2, y_2)$. This time, coordinates (-1, 0) will be our $(x_2, y_2)$ and coordinates (1, 3) will be our $(x_1, y_1)$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 3)/(-1 - 1)$ ${-3}/{-2}$ $3/2$ As you can see, we get the answer $3/2$ as the slope of our line either way. The Equation of a Line $$y = mx + b$$ This is called the â€Å"equation of a line,† also known as an line written in "slope-intercept form." It tells us exactly how a line is positioned along the x and y axis as well as how steep it is. This is the most important formula you’ll need when it comes to lines and slopes, so let’s break it into its individual parts. $y$ is your $y$-coordinate value for any particular value of $x$. $x$ is your $x$-coordinate value for any particular value of $y$. $m$ is the measure of your slope. $b$ is the $y$-intercept value of your line. This means that it is the value along the $y$-axis that the line hits (remember, a straight line will only hit each axis a maximum of one time). For this line, we can see that the y-intercept is 3. We can also count our slope out or use two sets of coordinate points (for example, $(-3, 1)$ and $(0, 3)$) to find our slope of $2/3$. So when we put that together, we can find the equation of our line at: $y = mx + b$ $y = {2/3}x + 3$ Remember: always re-write any line equations you are given into this form! The test will often try to trip you up by presenting you with a line NOT in proper form and then ask you for the slope or y-intercept. This is to test you on how well you're paying attention and get people who are going too quickly through the test to make a mistake. What is the slope of the line $3x + 12y = 24$? First, let us re-write our problem into proper form: $y = mx + b$ $3x + 12y = 24$ $12y = -3x + 24$ $y = -{3/12}x + 24/12$ $y = -{1/4}x + 2$ The slope of the line is $-{1/4}x$ Now let’s look at a problem that puts both formulas to work. For some real number A, the graph of the line $y=(A+1)x +8$ in the standard $(x,y)$ coordinate plane passes through $(2,6)$. What is the slope of this line? A. -4B. -3C. -1D. 3E. 7 In order to find the slope of a line, we need two sets of coordinates so that we can compare the changes in both $x$ and $y$. We are given one set of coordinates at $(2, 6)$ and we can find the other by using the $y$-intercept. The $b$ in the equation is the y-intercept (in other words, the point at the graph where the line hits the y-axis at $x = 0$). This means that, for the above equation, we also have a set of coordinates at $(0, 8)$. Now, let’s use both sets of coordinates- $(2, 6)$ and $(0, 8)$- to find the slope of the line: ${y_2 - y_1}/{x_2 - x_1}$ $(8 - 6)/(0 - 2)$ $-{2/2}$ $-1$ So the slope of the line is -1. Our final answer is C, -1. (Note: don’t let yourself get tricked into trying to find $A$! It can become instinct when working through a standardized test to try to find the variables, but this question only asked for the slope. Always pay close attention to what is being asked of you.) Perpendicular Lines Two lines that meet at right angles are called â€Å"perpendicular.† Perpendicular lines will always have slopes that are negative reciprocals of one another. This means that you must reverse both the sign of the slope as well as the fraction. For example, if a two lines are perpendicular to one another and one has a slope of 4 (in other words, $4/1$), the other line will have a slope of $-{1/4}$. Parallel Lines Two lines that will never meet (no matter how infinitely long they extend) are said to be parallel. This means that they are continuously equidistant from one another. Parallel lines have the same slope. You can see why this makes sense, since the rise over run will always have to be the same in order to ensure that the lines will never touch. No matter how far they extend, these lines will never intersect. What is the slope of any line parallel to the line $8x+9y=3$ in the standard $(x,y)$ coordinate plane? F. -8G. $-{8/9}$H. $8/3$J. 3K. 8 First, let us re-write our equation into proper slope-intercept equation form. $8x + 9y = 3$ $9y = -8x + 3$ $y = -{8/9} + 1/3$ Now, we can identify our slope as $-{8/9}$. We also know that parallel lines have identical slopes. So all lines parallel to this one will have the slope of $-{8/9}$. Our final answer is G, $-{8/9}$. A...valiant attempt to be parallel. Typical Line and Slope Questions Most line and slope questions on the ACT are quite basic at their core. You’ll generally see two to three questions on slopes per test and almost all of them will simply ask you to find the slope of a line when given coordinate points or intercepts. The test may attempt to complicate the question by using other shapes or figures, but the questions always boil down to these simple concepts. Just remember to re-write any given equations into the proper slope-intercept form and keep in mind your rules for finding slopes (as well as your rules for parallel or perpendicular lines), and you’ll be able to solve these types of problems easily. What is the slope of the line through $(5,-2)$ and $(6,7)$ in the standard $(x,y)$ coordinate plane? F. $9$G. $5$H. $-5$J. $5/11$K. $-{5/11}$ We have two sets of coordinates, which is all we need in order to find the slope of the line which connects them. So let us plug these coordinates into our slope equation: ${y_2 - y_1}/{x_2 - x_1}$ $(7 - 2)/(6 - -5)$ $5/11$ Our final answer is J, $5/11$ Despite the fact that we are now working with figures, the principle behind the problem remains the samewe are given a set of coordinate points and we must find their slope. From C to D, we have coordinates (9, 4) and (12, 1). So let us plug these numbers into our slope formula: ${y_2 - y_1}/{x_2 - x_1}$ $(1 - 4)/(12 - 9)$ $-3/3$ $-1$ Our final answer is B, $-1$. As you can see, there is not a lot of variation in ACT question on slopes. So long as you keep track of the coordinates you’ve assigned as $(x_1, y_1)$ and $(x_2, y_2)$, and you make sure to keep track of your negatives and positives, these questions should be fairly straightforward. How to Solve a Line and Slope Problem As you go through your line and slope problems, keep in mind these tips: #1: Always rearrange your equation into $y = mx + b$ If you are given an equation of a line on the test, it will often be in improper form (for example: $10y + 15x = 20$). If you are going too quickly through the test or if you forget to rearrange the given equation into proper slope-intercept form, you will misidentify the slope and/or the y-intercept of the line. So always remember to rearrange your equation into proper form as your first step. $10y + 15x = 20$ = $y = -{3/2}x + 2$ #2: Remember your $\rise/\run$ Our brains are used to doing things "in order," so it can be easy to make a mistake and try to find the change in $x$ before finding the change in $y$. Keep careful track of your variables in order to reduce careless mistakes like this. Remember the mantra of "rise over run" and this will help you always know to find your change in $y$ (vertical distance) over your change in $x$ (horizontal distance). #3: Make your own graph and/or count to find your slope Because the slope is always "rise over run," you can always find the slope with a graph, whether you are provided with one or if you have to make your own. This will help you better visualize the problem and avoid errors. If you forget your formulas (or simply don't want to use them), simply draw your own graph and count how the line rises (or falls). Next, trace its "run." By doing this, you will always find your slope. Now let's put your newfound knowledge to the test! Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and the few basics you’ll need to solve them, let’s look at a few real ACT math examples: 1. 2. Which of the following is the slope of a line parallel to the line $y={2/3}x-4$ in the standard $(x,y)$ coordinate plane? A. $-4$B. $-{3/2}$C. $2$D. $3/2$E. $2/3$ 3. When graphed in the standard $(x,y)$ coordinate plane, the lines $x=-3$ and $y=x-3$ intersect at what point? A. $(0,0)$B. $(0,-3)$C. $(-3,0)$D. $(-3,-3)$E. $(-3,-6)$ Answers: D, E, E Answer Explanations: 1. You can solve this problem in one of two waysby counting directly on the graph, or by solving for the changes in $x$ and $y$ algebraically. Let’s look at both methods. Method 1- Graph Counting The question was generous in that it provided us with a clearly marked graph. We also know that our slope is $-{2/3}$, which means that we must either move down 2 and over 3 to the right, or up 2 and over 3 to the left to keep our movement across a negative slope line consistent. If you use this criteria to count along the graph, you will find that you hit no marked points by counting up 2 and over 3 to the left, but you will hit D when you go down 2 and over 3 to the right. So our final answer is D. Method 2- Algebra Alternatively, you can always use your slope formula to find the missing coordinate points. If we start with our coordinate points of $(2, 5)$ and our slope of $-{2/3}$, we can find our next two coordinate points by counting finding the changes in our $x$ and $y$. Our first coordinate point of $(2, 5)$ has a $y$ value of 5. We know, based on the slope of the line that the change in $y$ is +/- 2. So our next coordinate point must have a $y$ value of either: $5 + 2 = 7$ Or $5 - 2 = 3$ This means we can eliminate answer choices B and C. Now we can do the same for our x-coordinate value. We begin with $(2, 5)$, so our $x$ value is 2. Because the line has a slope of $-{2/3}$, our x-coordinate change at a rate of +/- 3. This means our next x-coordinate values must be either: $2 + 3 = 5$ Or $2 - 3 = -1$ Now, we must put this information together. Because our slope is negative, it means that whatever change one coordinate undergoes, the other coordinate must undergo the opposite. So if we are adding the change in $y$, we must then subtract our change in $x$ (or vice versa). This means that our coordinate points will either be $(5, 3)$ or $(-1, 7)$. (Why? Because 5 comes from adding our change in $x$ and 3 comes from subtracting our change in $y$, and -1 comes from subtracting our change in $x$ and 7 comes from adding our change in $y$.) The only coordinates that match are at D, $(5, 3)$. Our final answer is D. 2. This question is simple so long as we remember that parallel lines have the same slopes and we know how to identify the slope of an equation of a line. Our line is already written in proper slope-intercept form, so we can simply say that the line $y = {2/3}x - 4$ has a slope of $2/3$, which means that any parallel line will also have a slope of $2/3$. Our final answer is E, $2/3$ 3. This question may seem confusing if you’ve never seen anything like it before. It is however, a combination of a simple replacement in addition to coordinate points. We are given that $x = -3$ and $y = x - 3$, so let us replace our $x$ value in the second equation to find a numerical answer for $y$. $y = x - 3$ $y = -3 - 3$ $y = -6$ Which means that the two lines will intersect at $(-3, -6)$. Our final answer is E, $(-3, -6)$. A good test deserves a good break, don't you think? The Take-Aways Though the ACT may present you with slightly different variations on questions about lines and slopes, these types of questions will always boil down to a few key concepts. Once you've gotten the hang of finding slopes, you'll be able to breeze through these questions in no time. Make sure to keep track of your negatives and positives and remember your formulas, and you’ll be able to take on these kinds of questions with greater ease than ever before. What’s Next? Whew! You may know all you need to for ACT coordinate geometry, but there is so much more to learn! Check out our ACT Math tab to see all our individual guides to ACT math topics, including trigonometry, solid geometry, advanced integers, and more. Think you might need a tutor? Take a look at how to find the right math tutor for your needs and budget. Running out of time on ACT math? Check out how to buy yourself more time on ACT math and complete your section on time. Looking to get a perfect score? Our guide to getting a 36 on ACT math will help you iron out those problem areas and set you on the path to perfection. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Charlotte Perkins Gilman v. David Foster Wallace Essay

Charlotte Perkins Gilman v. David Foster Wallace - Essay Example Many believe that depression can lead to mental disorder which is not true but it can affect a person’s perception and attitude. The author states that the girl feels neglected as her parents are more concerned about â€Å"scoring petty points of each other† (P). It makes her feel that her parents have abandoned her with no help and or concern. The author further shows that a depressed person looks for support and comfort, which can help her gain confidence and strength to fight the situation. In the book the girl’s therapist finds that the â€Å"depressed person’s support system† comprised of girls who happen to be her childhood friends and few other who helped her at â€Å"various stages of her school career† (P). She calls these acquaintances in late nights to get support and â€Å"some realistic perspective on the day’s despair† (P). The context in which the author mentions the girl’s situation gives the readers a cle ar idea that depression cannot be purely called as a mental illness. Often situations lead a person to a sense of despair which causes emotional stress and trauma. There should be a proper approach to the depressed persons in order to get them out of that situation. They often feel that they are boring and blame themselves for being in that situation. This might be due to lack of proper support system required for an individual in the situation of emotional agony. Giving the example of the situation the girl is in, the author says â€Å"the depressed person always apologized for dragging them down or coming off as boring or self-pitying or repellant or taking them away from their active, vibrant, largely pain-free long-distance lives† (P). They also think that talking to others during depression can make others feel bored. Therefore, most of the depressed individuals like to be alone and isolated. More interaction with such people can help to improve their situation. A great deal of compassion and emotional attachment should be there to deal with depression. Many people are of the notion that depression is a kind of mental illness. This might be because they hear lot of stories and news on depressed people doing weird and horrifying acts. Therapists believe that depressed people do not like to mention their situation in details. They sometimes give only the outline of their emotional agony. People suffering from mental illness always suggest that others are being too harsh in this situation and most of them eventually break down in tears. The author further tells the audience that â€Å"her support system often told the depressed person that they just wished she could not be a little less hard on herself, to which the depressed person responded by â€Å"bursting involuntarily into tears† (Wallace 58). A person in depression is most vulnerable and any comments can affect their mental situation badly. Frequent talking to friends in such situations can make them feel bored and less responsive. Eventually, the depressed person will get a sense of shame talking to their so called support system and there will be an â€Å"inadequacy the depressed person experience about calling members of her support system† (Wallace 58). How to tackle this kind of situation is a big challenge. Besides, continuous depression can make the people in the support system feel bored. Sometimes, their gestures or â€Å"

Security of Social Networks Essay Example | Topics and Well Written Essays - 2500 words

Security of Social Networks - Essay Example The explosion in social networking marks a new stage in the global evolution of technologies and media. Social networking is merely about technologies but about human interactions. For thousands of young people, creating and updating social network content is an important part of their daily routines and a driver of their identity formation (Livingstone 2008). It is through social networks that people create and reconstruct their identities and invite convergence among their daily activities and social networking technologies. The most popular social networks, Facebook, Twitter, and MySpace attract millions of new users every day. Social networking is often believed to be a technological embodiment of the twenty-first century’s lifelogging. In this sense, social networking can be legally defined as â€Å"the practice of using a web site or other interactive computer service to expand one’s business or social network†. These web-based applications and solutions ar e used by individuals and groups to construct a public or semi-public profile, create and articulate connections with other users of the same network, and view and manage their own and their friends’ connections within the given social network. The uniqueness of social networks is not only in that they allow for creating productive social connection but also that they make other social networks and connections visible to users. Social networks enhance public connectivity and impose new social expectations on users. Needless to say, not all social network users are fair and honest. Social networking has far-reaching legal implications. Apart from unprecedented self-expression and community engagement opportunities, social networking enables and facilitates the main dangers of the Internet age. More specifically, social networks attract those who use them to download malware, spam, steal private information and use it in criminal schemes (Nelson, Simek & Foltin 2009). Therefore , social networking is equally a remarkable achievement and a serious threat to the future of Internet technologies. Nonetheless, most, if not all, these threats can be easily tackled by means of wise social network policies, sophisticated security protection, regularly updated software and hardware, and perfect understanding of the risks posed by social networks in the global online reality. Legal controversies. Social networking is surrounded by much legal controversy. At once, the concept of social networking lacks a single legal definition (Terry 2010). Most of what is currently known about social networks and their legal features is due to the hard work of

A Western Wind Essay Example for Free

A Western Wind Essay â€Å"Western Wind† by an anonymous Middle English lyric relates to A Farewell to Arms by Ernest Hemingway. In A Farewell to Arms Fredrick Henry has a stream-of-consciousness. In a stream-of-consciousness the writer approximates the rapid, often chaotic thought patterns of the character. Thinking about Catherine, in the rain, Henry refers to the poem Western Wind†. The poet of â€Å"Western Wind† wishes that his heart would heal from the pain of not being with the person that he loves. That is the same with Fredrick Henry. In his dream, Henry says, â€Å"Blow, blow, ye western wind† (Hemingway A Farewell to Arms 197). Henry is commanding the winds to blow the small rain back and maybe â€Å"That my sweet love Catherine down might rain† (197). During the war time it is raining â€Å"the big rain† (197). Obviously, the poet in â€Å"Western Wind† is also having some big rain because he wants â€Å"The small rain† (Anonymous â€Å"Western Wind† 2). It is obvious that the poet wishes for his heartache to go away because he says, Christ, that my love were in my arms, (3). This blatantly shows that he wishes to be with his love so she could ease his pains. Fredrick Henry’s pain is that he is lonely and only when they are together is when he has no pain. â€Å"Western Wind† â€Å"Western Wind† by an anonymous Middle English lyric relates to A Farewell to Arms by Ernest Hemingway. In A Farewell to Arms Fredrick Henry has a stream-of-consciousness. In a stream-of-consciousness the writer approximates the rapid, often chaotic thought patterns of the character. Thinking about Catherine, in the rain, Henry refers to the poem Western Wind†. The poet of â€Å"Western Wind† wishes that his heart would heal from the pain of not being with the person that he loves. That is the same with Fredrick Henry. In his dream, Henry says, â€Å"Blow, blow, ye western wind† (Hemingway A Farewell to Arms 197). Henry is commanding the winds to blow the small rain back and maybe â€Å"That my sweet love Catherine down might rain† (197). During the war time it is raining â€Å"the big rain† (197). Obviously, the poet in â€Å"Western Wind† is also having some big rain because he wants â€Å"The small rain† (Anonymous â€Å"Western Wind† 2). It is obvious that the poet wishes for his heartache to go away because he says, Christ, that my love were in my arms, (3). This blatantly shows that he wishes to be with his love so she could ease his pains. Fredrick Henry’s pain is that he is lonely and only when they are together is when he has no pain.

The Struggle of the Educational System Essays -- Public Education Scho

The Struggle of the Educational System It seems as if the American government has struggled to evaluate the current educational system in order to determine if significant social issues, including increasing regional poverty, and declining literacy rates in specific urban regions are related to economic differentiations in the education system. There needs to be more emphasis placed on determining a system that provides greater equity between disadvantaged inner-city schools and wealthier suburban, middle class schools. The gap between the nation’s best and worst public schools continues to grow. Our country is based on freedom and equality for all, yet in practice and in the spectrum of education this is rarely the case. Many obvious distress signals seen in today's American urban schools include the increasingly overloaded and under-funded schools, confusion over actual goals and purposes, and a tendency toward a separation into two unequal class divisions within the public schools. Our nation has sadly become a society where many people are concerned only for themselves with little concern for those who are less fortunate. One of the most significant issues raised in public education in recent years is the radical difference that exists in funding levels between wealth and poor school districts. â€Å"Many states have allotted educational funding related to tax revenues, and this has determined a higher level of educational spending in wealthy neighborhoods and a much lower level of spending for inner-city poor and rural poor communities† (Frady 15). A number of states have considered and implemented plans for the equalization of school funding, but this has not come without considerable opposition. Though individuals in low-income neighborhoods areas have defined this equalization as a positive process for improving urban schools, wealthier suburban populations have complained that this will take away funding necessary to maintain programs that are already in place. â€Å"The basic formula for educational spending today is determined by a program called the "foundation program (Kozol 238)". The way that the program works is a local tax based on the value of homes and businesses within a given district raises the initial funds for schools. Then to compensate poorer districts, the state provides sufficient funds to lift the poorer districts to an estimat... ...eets. The lack of equal quality education is producing a generational cycle of poverty in the country that is casting a gloomy burden on our schools and society for the future. Many individuals stay in poverty because they don't know there is a choice and have no one to teach them how to overcome it and become successful. Schools are the only place where students can learn the choices of other social classes. The chances of them overcoming the heavy obstacles that await them without the skills the need are very slim. Their chances of being economically successful in today’s competitive society is small. Those who have had a more extensive and advantageous educational experience will continually overshadow them. â€Å"The children of poverty and those who are products of inner city schools will most likely remain prisoners of an extensive legacy of economic and social exile† (Gross 185). The neglect for the educational needs of the children in urban schools threatens the economic well being of the nation. Unless the inequalities in education between suburban and urban schools are diminished, the schools and their students will always be victims of the divisions of race and class.

Embryonic Stem Cell Research Essay

Dear Mr. Doerflinger[1], In response to your article on Embryonic Stem Cell Research, I would like to point out that man’s war against disease, has recently advanced dramatically through the introduction of such techniques as pre-implantation genetic diagnosis (PGD), and has been instrumental in both saving lives and preventing disease. This approach, which has already been used to fight such disorders as Huntington’s disease, cystic fibrosis, and more recently, cancer, opens the way for undreamt of possibilities concerning both the future diagnoses of different diseases, and their subsequent treatments (Genetic Engineering, 2007). Throughout the world, thousands of children are born with life-threatening diseases and conditions, which man, through genetic science, is now potentially capable of either treating, or maybe even entirely eliminating. By allowing genetic scientists the necessary freedom to continue with research, and to use the recent advancements that science has acheived in embryo screening, future generations will be able to live longer and healthier lives (Bionet, 2007). Within your statement you claim that â€Å"More than two decades of research using mouse embryonic stem cells have produced no treatments †¦. that are safe or effective enough for anyone to propose in humans. These cells have not helped a single human being†¦Ã¢â‚¬  (Richard M. Doerflinger, 2007). However, in recent years genetic science has already saved, and changed, the lives of many, giving hope to families facing desperate situations. Adam Nash’s birth, in August 2000, is just one example, which so clearly demonstrates the beginning of a whole new adventure that is just beginning to open before man. Adam’s embryo was chosen after having been screened for Fanconi anemia (FA), which is a rare, and often fatal, congenital blood disorder, due to the fact that Adam’s parents’ were both carriers of the disease. They already had one child, Molly, who had been born with the rare blood disorder, and the Nash’s wanted a sibling for their little girl – but one who was not inflicted with the same disorder. However, doctors, through the use of PGD, were able to find an embryo with tissue that matched Molly’s, which led to their daughter being cured. For the first time in medical history doctors â€Å"blended the sciences of in vitro fertilisation, stem cells, and genetic screening† (5280.com, 2005). One-day-old embryos were tested for FA’s genetic code, and healthy ones were further screened for a tissue match. The embryo was then transplanted into Lisa Nash’s womb and immediately after Adam’s birth blood was removed from the umbilical cord. This was then used for the critical, life-saving transplant. Today both Molly and Adam Nash are healthy, normal children that can, along with their parents, look ahead with confidence (ScienCentralNews, 2004). Clearly research is needed to determine whether the use of embryos is murder, and restrictions enforced to ensure that asthetic choices, such as gender and appearence, are not permitted. But medical sicence isn’t interested in obtaining perfect babies, its objective is curing and preventing disease. Therefore, scientific research in this field to should be continued to advance the human race, especially if he is to make any headway in understanding the nature of disease, its origins and its cure. And, although there is a need to address both the ethical and social questions that have been raised by those who fear the posibility of ‘designer babies’, medical science must be allowed to progress, if we are ever to successfully combat diseases and conditions that both wreck lives, and kill human beings (Caroline Mackie Ogilvie, 2007). The likely possibilities are immense; but genes offering protection against fatal and crippling diseases are not the only benefits of this incredible medical advancement. There are also genes that enhance intelligence, the five senses, beauty, and almost every other aspect of man, which opens up other avenues of exploration. Many animals, for example, possess skills and senses that humans don’t have – such as better hearing, or leg regeneration. In the future it may be possible, through gene identification, to incorporate these functions into humans (GMO, 2007), and use them to heal conditions such as deafness, or in limb replacement. It is clear that ethical and social questions concerning the future use of genetic engineering within modern society will need to be addressed. While appropriate democratic laws and structures will hopefully reflect a considered and balance view of the importance of genetic medicine for future generations, such measures should not be allowed to interfere with future scientific research. References 5280.com, Online Article, The Miracle of Molly, 2005. Information retrieved 03/27/2007. Bionet: Explore life science and debate the issues, Online Article, Design-a-Baby? 2007.   Page Downloaded 03/12/2007. Caroline Mackie Ogilvie, et al., Online Article, Preimplantation Genetic Diagnosis—An Overview, 2007. Page downloaded 03/19/2007. < www.jhc.org/cgi/content/full/53/3/255> Genetic Engineering, Joà £o Pedro de Magalhà £es, Online Article, Defining Our Children’s Traits, 2007. GMO: Genetic Engineering, Online Article, Designer Baby Ethics, 2007. Page downloaded 03/19/2007. Richard M. Doerflinger, The Ethics & Religious Liberty Comission, Online Article,   Testimony of Richard M. Doerflinger on Embryonic Stem Cell Research, 2004.   Page downloaded 03/19/2007.    ScienCentralNews, Online Article, Stem Cell Siblings, 2004. Page downloaded 03/19/2007. [1] Audience: Richard M. Doerflinger is Deputy Director of the Secretariat for Pro-Life Activities, United States Conference of Catholic Bishops, where he has worked for 25 years. Among his duties is the preparation of policy statements and congressional testimony on abortion, euthanasia, embryo research, human cloning, and other medical-moral issues for the bishops’ conference.   

Definition of a Short Story Essay

A short story is a â€Å"short piece of fiction aiming at unity of characterization, theme and effect. 2nd definition: The authors of the modern English short story â€Å"no longer attempt to make daily life more entertaining by inventing exotic plots. Instead, modern short story writers have tended to base their narratives on their own experience; here the focus is much more on the less spectacular aspects of life, on the significance underlying what is apparently trivial. The result of such perceptive writing is perfection of form, harmony of theme and structure, and precision of style to reveal the subtleties of the human mind and of human behaviour. 3rd definition: Many attempts have been made to define the short story. But on a few points at least, the opinion of most critics is unanimous. This does not imply that the literary form of the American short story can be set up in a rigid way. It has undergone and will probably still undergo many changes as the literary taste and demands of the reading public also change in the course of time with new outlooks on life. What are some of the elements that make up a good story? a) A short story is a piece of prose fiction which can be read at a single sitting. b) It ought to combine matter-of-fact description with poetic atmosphere. c) It ought to present a unified impression of temper, tone, colour, and effect. d) It mostly shows a decisive moment of life (which can entail a fatal blow). e) There is often little action, hardly any character development, but we get a snapshot of life. f) Its plot is not very complex (in contrast to the novel), but it creates a unified impression and leaves us with a vivid sensation rather than a number of remembered facts. g) There is a close connection between the short story and the poem as there is both a unique union of idea and structure. The short story is a piece of art that tries to give us a specified impression of the world we live in. It aims to produce a single narrative effect with the greatest economy of means and utmost emphasis.

Arreglar Conjugation in Spanish, Translation, and Examples

Arreglar Conjugation in Spanish, Translation, and Examples The Spanish verb arreglar means to fix or to repair. It is a regular -ar verb, and is conjugated like other regular verbs, such as pelear, tratar and ayudar. This article includes arreglar conjugations in the present, past, conditional, and future indicative mood, the present and past subjunctive mood, the imperative mood, and other verb forms such as the gerund and past participle. Using the Verb Arreglar The most common use of the verb arreglar is to say to fix or to repair something. For example, arreglar la computadora (to fix the computer), arreglar el carro (to fix the car), or arreglar la refrigeradora (to fix the refrigerator). Another verb with a similar meaning is reparar (to repair). The verb arreglar can also mean to resolve or sort out a problem or issue. For example, arreglar un conflicto (to solve a conflict) or arreglar las cuentas (to settle accounts). Another use of arreglar can be to talk about organizing or tidying up a place. For example, arreglar la habitacià ³n (organize the room). Finally, when used reflexively, the verb arreglarse means to get ready or get dressed up, as in Ella se arreglà ³ antes de ir a la fiesta (She got ready before going to the party). Arreglar Present Indicative Yo arreglo I fix Yo arreglo la cama todas las maà ±anas. Tà º arreglas You fix Tà º arreglas el telà ©fono daà ±ado. Usted/à ©l/ella arregla You/he/she fixes Ella arregla la habitacià ³n para las visitas. Nosotros arreglamos We fix Nosotros arreglamos el problema con el jefe. Vosotros arreglis Youfix Vosotros arreglis el florero roto. Ustedes/ellos/ellas arreglan You/they fix Ellos arreglan la motocicleta averiada. Arreglar Preterite Indicative The preterite tense is one of two past tenses in Spanish. The preterit is used to describe completed actions in the past. Yo arreglà © I fixed Yo arreglà © la cama todas las maà ±anas. Tà º arreglaste You fixed Tà º arreglaste el telà ©fono daà ±ado. Usted/à ©l/ella arreglà ³ You/he/she fixed Ella arreglà ³ la habitacià ³n para las visitas. Nosotros arreglamos We fixed Nosotros arreglamos el problema con el jefe. Vosotros arreglasteis Youfixed Vosotros arreglasteis el florero roto. Ustedes/ellos/ellas arreglaron You/they fixed Ellos arreglaron la motocicleta averiada. Arreglar Imperfect Indicative The imperfect tense is another form of the past tense in Spanish. The imperfect is used to talk about ongoing or repeated actions in the past. It can be translated to English as was fixing or used to fix. Yo arreglaba I used to fix Yo arreglaba la cama todas las maà ±anas. Tà º arreglabas Youused to fix Tà º arreglabas el telà ©fono daà ±ado. Usted/à ©l/ella arreglaba You/he/she used to fix Ella arreglaba la habitacià ³n para las visitas. Nosotros arreglbamos We used to fix Nosotros arreglbamos el problema con el jefe. Vosotros arreglabais Youused to fix Vosotros arreglabais el florero roto. Ustedes/ellos/ellas arreglaban You/they used to fix Ellos arreglaban la motocicleta averiada. Arreglar Future Indicative To conjugate the future tense, start with the infinitive (arreglar) and then add the future endings (à ©, s, , emos, à ©is, n). Yo arreglarà © I will fix Yo arreglarà © la cama todas las maà ±anas. Tà º arreglars Youwill fix Tà º arreglars el telà ©fono daà ±ado. Usted/à ©l/ella arreglar You/he/she will fix Ella arreglarla habitacià ³n para las visitas. Nosotros arreglaremos We will fix Nosotros arreglaremos el problema con el jefe. Vosotros arreglarà ©is Youwill fix Vosotros arreglarà ©is el florero roto. Ustedes/ellos/ellas arreglarn You/they will fix Ellos arreglarn la motocicleta averiada. Arreglar Periphrastic  Future Indicative   To conjugate the periphrastic future, use the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive arreglar. Yo voy a arreglar I am going to fix Yo voya arreglar la cama todas las maà ±anas. Tà º vasa arreglar Youaregoing tofix Tà º vasa arreglar el telà ©fono daà ±ado. Usted/à ©l/ella vaa arreglar You/he/she isgoing tofix Ella vaa arreglar la habitacià ³n para las visitas. Nosotros vamosa arreglar We aregoing tofix Nosotros vamosa arreglar el problema con el jefe. Vosotros vaisa arreglar Youaregoing tofix Vosotros vaisa arreglar el florero roto. Ustedes/ellos/ellas vana arreglar You/they aregoing tofix Ellos vana arreglar la motocicleta averiada. Arreglar Present Progressive/Gerund Form The gerund or present participle can be used as an adverb or to form progressive verb forms like the present progressive. Present Progressive ofArreglar est arreglando Is fixing Ella est arreglando la habitacià ³n para las visitas. Arreglar Past Participle The past participle can be used as an adjective or to form perfect tenses like the present perfect. Present Perfect of Arreglar ha arreglado Has fixed Ella ha arreglado la habitacià ³n para las visitas. Arreglar Conditional Indicative The conditional tense is used to talk about possibilities. It is usually translated to English as would verb. Yo arreglarà ­a I would fix Yo arreglarà ­a la cama todas las maà ±anas si me diera tiempo. Tà º arreglarà ­as Youwould fix Tà º arreglarà ­as el telà ©fono daà ±ado si supieras cà ³mo hacerlo. Usted/à ©l/ella arreglarà ­a You/he/she would fix Ella arreglarà ­ala habitacià ³n para las visitas si vinieran pronto. Nosotros arreglarà ­amos We would fix Nosotros arreglarà ­amos el problema con el jefe, pero es muy complicado. Vosotros arreglarà ­ais Youwould fix Vosotros arreglarà ­ais el florero roto si tuvieras pegamento. Ustedes/ellos/ellas arreglarà ­an You/they would fix Ellos arreglarà ­an la motocicleta averiada, pero no son mecnicos. Arreglar Present Subjunctive The present subjunctive is used in sentences with two clauses. The subjunctive is used in the secondary clause when there is an expression of desire, doubt, denial, emotion, negation, conditions, possibilities, or other subjective situations. Que yo arregle That I fix Mi madre quiere que yo arregle la cama todas las maà ±anas. Que tà º arregles That you fix El jefe pide que tà º arregles el telà ©fono daà ±ado. Que usted/à ©l/ella arregle That you/he/she fix La patrona espera que ella arregle la habitacià ³n para las visitas. Que nosotros arreglemos That we fix El colega quiere que nosotros arreglemos el problema con el jefe. Que vosotros arreglà ©is That you fix La abuela necesita que vosotros arreglà ©is el florero roto. Que ustedes/ellos/ellas arreglen That you/they fix El chico quiere que ellos arreglen la motocicleta averiada. Arreglar Imperfect Subjunctive There are two different ways to conjugate the imperfect subjunctive. Option 1 Que yo arreglara That I fixed Mi madre querà ­a que yo arreglara la cama todas las maà ±anas. Que tà º arreglaras That you fixed El jefe pedà ­a que tà º arreglaras el telà ©fono daà ±ado. Que usted/à ©l/ella arreglara That you/he/she fixed La patrona esperaba que ella arreglara la habitacià ³n para las visitas. Que nosotros arreglramos That we fixed El colega querà ­a que nosotros arreglramosel problema con el jefe. Que vosotros arreglarais That you fixed La abuela necesitaba que vosotros arreglarais el florero roto. Que ustedes/ellos/ellas arreglaran That you/they fixed El chico querà ­a que ellos arreglaran la motocicleta averiada. Option 2 Que yo arreglase That I fixed Mi madre querà ­a que yo arreglase la cama todas las maà ±anas. Que tà º arreglases That you fixed El jefe pedà ­a que tà º arreglases el telà ©fono daà ±ado. Que usted/à ©l/ella arreglase That you/he/she fixed La patrona esperaba que ella arreglase la habitacià ³n para las visitas. Que nosotros arreglsemos That we fixed El colega querà ­a que nosotros arreglsemosel problema con el jefe. Que vosotros arreglaseis That you fixed La abuela necesitaba que vosotros arreglaseis el florero roto. Que ustedes/ellos/ellas arreglasen That you/they fixed El chico querà ­a que ellos arreglasen la motocicleta averiada. Arreglar Imperative To give orders or commands you need the imperative mood. Conjugations are slightly different for the positive and negative commands. Positive Commands Tà º arregla Fix!  ¡Arregla el telà ©fono daà ±ado! Usted arregle Fix!  ¡Arregle la habitacià ³n para las visitas! Nosotros arreglemos Let's fix!  ¡Arreglemos el problema con el jefe! Vosotros arreglad Fix!  ¡Arreglad el florero roto! Ustedes arreglen Fix!  ¡Arreglen la motocicleta averiada! Negative Commands Tà º no arregles Don't fix!  ¡No arregles el telà ©fono daà ±ado! Usted no arregle Don't fix!  ¡No arregle la habitacià ³n para las visitas! Nosotros no arreglemos Let's not fix!  ¡No arreglemos el problema con el jefe! Vosotros no arreglà ©is Don't fix!  ¡No arreglà ©is el florero roto! Ustedes no arreglen Don't fix!  ¡No arreglen la motocicleta averiada!

Domestication and Spread of the Sweet Potato

Domestication and Spread of the Sweet Potato The sweet potato (Ipomoea batatas) is a root crop, probably first domesticated somewhere between the Orinoco river in Venezuela north to the Yucatan Peninsula of Mexico. The oldest sweet potato discovered to date was in the Tres Ventanas cave in the Chilca Canyon region of Peru, ca. 8000 BCE, but it is believed to have been a wild form. Recent genetic research suggests that Ipomoea trifida, native to Colombia, Venezuela, and Costa Rica, is the closest living relative of I. batantas, and maybe its progenitor. The oldest remains of domesticated sweet potato in the Americas were found in Peru, about 2500 BCE. In Polynesia, decidedly Precolumbian sweet potato remains have been found in the Cook Islands by CE 1000-1100, Hawaii by CE 1290-1430, and Easter Island by CE 1525. Sweet potato pollen, phytoliths, and starch residues have been identified in agricultural plots alongside maize in South Auckland. Sweet Potato Transmissions Transmission of the sweet potato around the planet was primarily the work of the Spanish and Portuguese, who got it from the South Americans and spread it to Europe. That doesnt work for Polynesia, though; its too early by 500 years. Scholars generally assume that either seed of the potato were brought to Polynesia by birds such as the Golden Plover that regularly cross the Pacific; or by accidental raft drift by lost sailors from the South American coast. A recent computer simulation study indicates that raft drift is, in fact, a possibility. Source This article on the domestication of sweet potatoes is part of the About.com Guide to Plant Domestications, and part of the Dictionary of Archaeology. Bovell-Benjamin, Adelia. 2007. Sweet potato: A review of its past, present and future role in human nutrition. Advances in Food and Nutrition Research 52:1-59. Horrocks, Mark and Ian Lawlor 2006 Plant microfossil analysis of soils from Polynesian Journal of Archaeological Science 33(2):200-217.stonefields in South Auckland, New Zealand. Horrocks, Mark and Robert B. Rechtman 2009 Sweet potato (Ipomoea batatas) and banana (Musa sp.) microfossils in deposits from the Kona Field System, Island of Hawaii. Journal of Archaeological Science 36(5):1115-1126. Horrocks, Mark, Ian W. G. Smith, Scott L. Nichol, and Rod Wallace 2008 Sediment, soil and plant . Journal of Archaeological Science 35(9):2446-2464.microfossil analysis of Maori gardens at Anaura Bay, eastern North Island, New Zealand: comparison with descriptions made in 1769 by Captain Cooks expedition Montenegro, lvaro, Chris Avis, and Andrew Weaver. Modeling the prehistoric arrival of the sweet potato in Polynesia. 2008. Journal of Archaeological Science 35(2):355-367. OBrien, Patricia J. 1972. The Sweet Potato: Its Origin and Dispersal. American Anthropologist 74(3):342-365. Piperno, Dolores R. and Irene Holst. 1998. The Presence of Starch Grains on Prehistoric Stone Tools from the Humid Neotropics: Indications of Early Tuber Use and Agriculture in Panama. Journal of Archaeological Science 35:765-776. Srisuwan, Saranya, Darasinh Sihachakr, and Sonja Siljak-Yakovlev. 2006. The origin and evolution of sweet potato (Ipomoea batatas Lam.) and its wild relatives throughout the cytogenetic approaches. Plant Science 171:424–433. Ugent, Donald and Linda W. Peterson. 1988. Archaeological remains of potato and sweet potato in Peru. Circular of the International Potato Center 16(3):1-10.

LAWS310 Percy Vs. Derby (Write a persuasive argument) Essay

LAWS310 Percy Vs. Derby (Write a persuasive argument) - Essay Example This was how the case of Severson v. Elberon Elevator, Inc. was ruled. Severson was promised the ability to purchase real estate from Elberon Elevator, but Elberon Elevator breached this contract. The court came to the rightful decision that having Elberon merely pay damages would not be enough because the promised real estate was uniquely situated to Severson's needs; specific action would be required. (Iowa Supreme Court, 1977). Similarly, Percy was promised a unique piece of property that was uniquely situated to needs. Darby agreed by contract to sell Percy this one of a kind, hand-crafted gazebo that happens to be well-situated for Percy's hilly backyard. There are no other gazebos like it; no amount of money that Darby paid in damages could buy Percy what he was promised the ability to purchase. Darby also agreed by contract to move and install the gazebo into Percy's yard. No matter how much money Darby paid to Percy in damages, it has been clearly established that there are no other parties willing to undertake this installation. Due to the unique nature of the gazebo and rare willingness Darby showed to install it, Darby fully owes Percy specific performance. Those misguidedly in favor of the defendant, Darby, may point to the case of Yonan v. Oak Park Federal Savings, but they do so in error.

Probability Essay Example | Topics and Well Written Essays - 2000 words

Probability - Essay Example However, based on this ranking Judge Hellen comes in last followed by Paul, who comes in second last and finally Dianne was third last based on the probability of appeal. However, based on probability of cases being reversed Judge John comes in as the best judge followed by Angela and then David Friedman. Based on this ranking Paul Feinman comes in last and the second last position is taken by Sallie Manzanet-Daniels. Based on the probability of reversal given an appeal, then Karia Moskowitz is the best performing judge followed by Judith J. Gische. However, judge Darcel D. Clark is the least performing judge based on this system. Finally, the overall ranking of these judges is as shown in figure 4 above, it is, therefore, evident that Judge Sallie Manza is the best performing judge followed by Judith and then Peter Tom who completes the three best performing judges. From the figure above it can be seen that Judge David has the least probability of appeal therefore making him the best performing judge followed by Darcell and the least performing judge under this category is Rosalyn and then John comes in second last Judge on this category. In conclusion, this investigation has revealed that in the Court of Common Appeal Judge Sallie is the best performing Judge followed Judge Judith. However, Judge Angela comes in last in the overall ranking. On the other hand on the municipal category Judge Leslie is the best performing judge while Judge Edward is the least performing Judge overall. Finally, in the Municipal Courts Judge Angela is seen to be the one carrying out her duties diligently making her the best performing judge overall while Leslie is the last judge under this