High School and Personality Traits Essay Example for Free

High School and Personality Traits Essay Directions: Read the following questions and write the answers on a separate sheet of paper. Include the question as part of your response. Use COMPLETE sentences—do not use fragments or incomplete thoughts. Use DETAIL in your responses. â€Å"None, nothing, I don’t know, etc.† are inadequate responses. Your goal is to give me as much information about yourself as possible! 1. Who was your English teacher last year? Describe both your successes and difficulties in the class. 2. What is your full name? Are you named after someone in your family? 3. When and where were you born? How old are you now? 4. Describe three members of your immediate family—be specific by detailing names, ages, physical characteristics, and personality traits. 5. In what places have you lived? 6. Who is your best friend and why is that the case? Describe him/her—be specific by detailing names, ages, physical characteristics, personality traits. 7. Describe any pets you have/have had/desire to have. If you could be any animal, what would you be and why? 8. Describe what you like to do in your spare time, and on weekends. 9. What is your favorite TV program(s)? Why? What kind of music do you like? 10. Where have you traveled or would like to travel? Describe what draws you to that particular place and why. 11. Describe your particular talents. What do you do well? 12. Do you want to go to college? Which one? What career do you hope to pursue when you are an adult? Why? What are you doing now to prepare yourself for these goals? 13. What do you like best about school? What do you like least about school? 14. What extracurricular activities are you involved in at school or outside of school? 15. Describe any other interesting aspect(s) of yourself. CLASS COPY!DO NOT WRITE ON THIS! Detailed Biography Directions: Read the following questions and write the answers on a separate sheet of paper. Include the question as part of your response. Use COMPLETE sentences—do not use fragments or incomplete thoughts. Use DETAIL in your responses. â€Å"None, nothing, I don’t know, etc.† are inadequate responses. Your goal is to give me as much information about yourself as possible! 1. Who was your English teacher last year? Describe both your successes and difficulties in the class. 2. What is your full name? Are you named after someone in your family? 3. When and where were you born? How old are you now? 4. Describe three members of your immediate family—be specific by detailing names, ages, physical characteristics, and personality traits. 5. In what places have you lived? 6. Who is your best friend and why is that the case? Describe him/her—be specific by detailing names, ages, physical characteristics, personality traits. 7. Describe any pets you have/have had/desire to have. If you could be any animal, what would you be and why? 8. Describe what you like to do in your spare time, and on weekends. 9. What is your favorite TV program(s)? Why? What kind of music do you like? 10. Where have you traveled or would like to travel? Describe what draws you to that particular place and why. 11. Describe your particular talents. What do you do well? 12. Do you want to go to college? Which one? What career do you hope to pursue when you are an adult? Why? What are you doing now to prepare yourself for these goals? 13. What do you like best about school? What do you like least about school? 14. What extracurricular activities are you involved in at school or outside of school? 15. Describe any other interesting aspect(s) of yourself.

Chaucers Canterbury Tales - The Nun’s Priest’s Tale :: Nun’s Priest’s Tale Essays

The Nun’s Priest’s Tale      The tale told by the Nun’s Priest is a fable or story with animals as the main characters and usually ends with a moral of some sort. This tale takes place on the farm of and old, poor widow. All that she posses can be summed up in a few lines. It is among her possessions that we find the rooster Chanticleer, who’s crowing is more precise than any clock and a voice that was jollier than any church organ.   The tale is told from the point-of-view of Chanticleer. One night he has the dream of a fox pursuing him and killing him. When he wakes, his wife, Lady Pertelote tries to convince him that it was just a dream and that it has no meaning.   Chanticleer argues with Pertelote and produces a tale of his own. This is the tale of two young travelers who in search of lodging must separate. One of the travelers found a bed in a farmer’s barn, the other in a lodge of some type. In the night, one of the travelers hears his friend in a dream calling out for help. He says that he is to be murdered for his money and his body is to be hidden in a dung cart at the west end of town. In the morning, the man goes in search of is friend and discovers him dead in exact location that he learned from his dream. Chanticleer uses this story to try and prove to Pertelote that dream have meaning.   The fox enters the scene the next morning as the hens and Chanticleer come down from their roost to feed and relax in the sun. The fox waits and watches Chanticleer and the hen’s for a good bit of the day from a nearby cabbage patch. However, right before he is about to crow, Chanticleer catches a glimpse of the fox and silences himself. The fox sensing that his meal maybe lost quickly comes up with a new scheme to trick Chanticleer. He instantly claims to be friendly and means no harm towards Chanticleer. He then uses flattery on Chanticleer, convincing him that the fox came only to hear his beautiful voice and how he had been waiting so long to hear it, this tricks Chanticleer into lowering his guard, it is at that moment that the fox strikes and runs with the almost lifeless body of Chanticleer towards the woods.

Analysis of Burial at Thebes

The opening events of the play quickly establish the central conflict. Creon has decreed that the traitor Polynices must not be given proper burial, and Antigone is the only one who will speak against this decree and insist on the sacredness of family. Whereas Antigone sees no validity in a law that disregards the duty family members owe one another, Creon’s point of view is exactly opposite.He has no use for anyone who places private ties above the common good, as he proclaims firmly to the Chorus and the audience as he revels in his victory over Polynices. Creon’s first speech, which is dominated by words such as â€Å"principle,† â€Å"law,† â€Å"policy,† and â€Å"decree,† shows the extent to which Creon fixates on government and law as the supreme authority. Between Antigone and Creon there can be no compromise—they both find absolute validity in the respective loyalties they uphold.In the struggle between Creon and Antigone, Sop hocles’ audience would have recognized a genuine conflict of duties and values. In their ethical philosophy, the ancient Athenians clearly recognized that conflicts can arise between two separate but valid principles, and that such situations call for practical judgment and deliberation. From the Greek point of view, both Creon’s and Antigone’s positions are flawed, because both oversimplify ethical life by recognizing only one kind of â€Å"good† or duty.By oversimplifying, each ignores the fact that a conflict exists at all, or that deliberation is necessary. Moreover, both Creon and Antigone display the dangerous flaw of pride in the way they justify and carry out their decisions. Antigone admits right from the beginning that she wants to carry out the burial because the action is â€Å"glorious. † Creon’s pride is that of a tyrant. He is inflexible and unyielding, unwilling throughout the play to listen to advice.The danger of pride is t hat it leads both these characters to overlook their own human finitude—the limitations of their own powers. Oddly enough, the comical, lower-class messenger is the only character to exhibit the uncertainty and careful weighing of alternatives required by practical judgment. The sentry has no fixed idea of an appropriate course of action. He says that as he was coming to deliver his message, he was lost in thought, turning back and forth, pondering the consequences of what he might say and do.The sentry’s comic wavering seems, at this point, like the only sensible way of acting in this society: unlike Creon or Antigone or even Ismene, the sentry considers the possible alternatives to his present situation. As a comic character, the sentry offsets the brutal force of Creon’s will. Whereas the conflict between Creon and Antigone is a violent clash of two opposing, forceful wills, Creon’s injustice is clearest when he promises to kill the sentry if the perso n responsible for Polynices’ burial is not found.The two times the Chorus speaks in this section, it seems to side with Creon and the established power of Thebes. The Chorus’s first speech (117–179) describes the thwarted pride of the invading enemy: Zeus hates bravado and bragging. Yet this paean to the victory of Thebes through the graces of Zeus has a subtly critical edge. The Chorus’s focus on pride and the fall of the prideful comments underhandedly on the willfulness we have just seen in Antigone and will see in Creon.Few speeches in the Oedipus plays are more swollen with self-importance than Creon’s first speech, where he assumes the â€Å"awesome task of setting the city’s course† and reiterates his decree against the traitor Polynices (199). The second choral ode begins on an optimistic note but becomes darker toward the end. This ode celebrates the â€Å"wonder† of man, but the Greek word for wonderful (deinon) has a lready been used twice in the play with the connotation of â€Å"horrible† or â€Å"frightening† (the messenger and Chorus use it to describe the mysterious burial of the body).The Chorus seems to praise man for being able to accomplish whatever goal he sets his sights on—crossing the sea in winter, snaring birds and beasts, taming wild horses. But the point of the ode is that while man may be able to master nature by developing techniques to achieve his goals, man should formulate those goals by taking into consideration the â€Å"mood and mind for law,† justice, and the common good. Otherwise, man becomes a monster.In his first speech, Creon also uses imagery of mastery to describe the way he governs—he holds the â€Å"ship of state† on course (180). The logical problem with Creon’s rhetoric is that maintaining the ship cannot be the ultimate good or goal in life, as he seems to think. Ships travel with some further end in mind, not for the sake of traveling. Similarly, the stability of the state may be important, but only because that stability enables the pursuit of other human goals, such as honoring family, gods, and loved ones.

Eng 225 Week 5 Film Critique Final Paper - 836 Words

ENG 225 Week 5 Film Critique Final Paper Click Link Below To Buy: http://hwcampus.com/shop/eng-225/eng-225-week-5-film-critique-final-paper/ Or Visit www.hwcampus.com ENG 225 Week 5 Film Critique Final Paper Focus of the Final Film Critique Throughout this course, you have been compiling a blog and writing essays that analyze various elements of film such as theme, cinematic techniques, and genre. It is now time to combine those elements into a comprehensive analysis of one movie. You will be completing this assignment in two stages: for the first stage (1500 to 1800 words), you will analyze an entire movie; in the second stage (300 to 600 words), you will reflect on how you analyzed the movie as well as how your ability†¦show more content†¦Ã¯â€š § How did society affect this film (i.e., what currents in society led to the creation of the film)? ï‚ § If you are unable to find any information about the social impact of the film, explain the personal impact it has had on you. Note: Not every bullet point under the four listed components will necessarily apply to your movie. However, you will still need to discuss each of the four main components thoroughly, which means that you may need to explain a concept even if it can‟t be directly applied to your movie. Your paper should be organized around a thesis statement that clarifies what you will attempt to accomplish in your paper, and how you will proceed. Additionally, you must conclude with a restatement of the thesis and a conclusion paragraph. Stage 2: Reflection After completing your movie analysis, you will reflect on the analysis process and how you have learned to more thoroughly analyze film as well as how rigorous study of film enhances your development as a student and thinker. In this 300- to 600-word reflection, review your initial post from the â€Å"Post Your Introduction† discussion in Week One, and consider how your ability to analyze movies has changed or grown. Append your reflection to the analysis portion of your paper. Your reflection should be personal and exploratory inShow MoreRelatedEng 225 Week 5 Film Critique Final Paper New831 Words   |  4 PagesENG 225 Week 5 Film Critique Final Paper NEW To Buy This material Click below link http://www.uoptutors.com/eng-225-ash/eng-225-week-5-film-critique-final-paper-new Focus of the Final Film Critique Throughout this course, you have been compiling a blog and writing essays that analyze various elements of film such as theme, cinematic techniques, and genre. It is now time to combine those elements into a comprehensive analysis of one movie. You will be completing this assignment in two stages:Read MoreWeek 5- Final Film Critique1421 Words   |  6 PagesWeek 5 – Final Film Critique Byron Phillips ENG 225 Introduction to Film Instructor Hayes 11 May 2015 FINAL FILM CRITIQUE There’s no doubt that Star Wars is one of the most impactful films of all time, having changed the movie-making game ever since it premiered in 1977. It quickly became a global phenomenon and has accumulated some of the most passionate fans in the universe. Star Wars: Episode IV - A New Hope is a great example to use in order to illustrate the properties discussed throughoutRead MoreProject Mgmt296381 Words   |  1186 Pagesplanning (.2.3.4) [App. G-4] Chapter 12 Outsourcing 12.1.1 Procurement requirements [G.8] 12.1.2.3 Contract types 9.4.2.3 Conflict management 12.2.7 The art of negotiating 12.2.3.5 Change requests Chapter 13 Monitoring Progress Chapter 5 Estimating Times and Costs 6.4 Activity duration estimates (.3) 6.4.2 Estimating tools (.1.3.4) 6.3.1 Identifying resources 7.1 Activity cost estimates (.2.3.4.5) 5.1.2.4 Delphi method Chapter 6 10.5.3 Cost/schedule system (.1) 6.6 .2.1 TimeRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesindexes. ISBN-13: 978-0-13-283487-2 ISBN-10: 0-13-283487-1 1. Organizational behavior. I. Judge, Tim. II. Title. HD58.7.R62 2012 658.3—dc23 2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and Individual Decision Making