The London Dungeon, Hadrians Wall Mix Tenses, Active X Passive Essay Example

The London Dungeon, Hadrians Wall Mix Tenses, Active X Passive Paper The London Dungeon Fill the gaps with the correct tenses. 1. The London Dungeon (lie) __________ in the oldest part of London in an old subterranean prison (thats what the word Dungeon (stand) __________ for). 2. The museum (take) __________ its visitors on a journey through Englands bloody history. 3. It (demonstrate) __________ the brutal killings and tortures of the past. 4. You (experience / can) __________ for example how people (die) __________ on the Gallow or during the Plague of 1665. 5. The Dungeon also (show) __________ scenes of Jack the Ripper or the beheading of Anne Boleyn, who (be) __________ one of Henry VIII’s six wives. . The atmosphere at the Dungeon (be) __________ really scary nothing for the faint-hearted. 7. While you (walk) __________ around the Dungeon, watch out for creepy creatures the Dungeon (employ) __________ actors to give its visitors the fright of their lives. 8. The actors, dressed as monsters, ghosts or executers, (hide) __________ in th e dark corners of the Dungeon and then suddenly (jump) __________ out and (grab) __________ one of the visitors. 9. And the horror (end / not) __________ at the exit of the exhibition. 10. (you / eat / ever) __________ a pizza with fingers and eyeballs on it? 1. Well, if you (fancy) __________ that kind of food, you (love) __________ the meals at the Dungeon restaurant. 12. The museum (want) __________ to provoke, shock, educate and delight. 13. And this it (do) __________ extremely well. 14. Since its opening in 1975, the Dungeon (attract) __________ many visitors from all over the world. 15. Besides the regular opening hours, the Dungeon sometimes also (open) __________ at night. 16. If you (have) __________ enough money and nerves of steel, you (book / can) __________ the Dungeon for parties, conferences or charity events at night. 17. And on 31 October, a frightfully good Halloween Party (take place) __________ at the Dungeon every year. Hadrians Wall Fill the gaps with the correct tenses (active or passive voice). 1. In the year 122 AD, the Roman Emperor Hadrian (visit) ___________ his provinces in Britain. 2. On his visit, the Roman soldiers (tell) ___________ him that Pictish tribes from Britains north (attack) ___________ them. 3. So Hadrian (give) ___________ the order to build a protective wall across one of the narrowest parts of the country. 4. After 6 years of hard work, the Wall (finish) ___________ in 128. . It (be) ___________ 117 kilometres long and about 4 metres high. 6. The Wall (guard) ___________ by 15,000 Roman soldiers. 7. Every 8 kilometres there (be) ___________ a large fort in which up to 1,000 soldiers (find) ___________ shelter. 8. The soldiers (watch) ___________ over the frontier to the north and (check) ___________ the people who (want) ___________ to enter or leave Roman Britain. 9. In order to pass through the Wall, people (must go) ___________ to one of the small forts that (serve) ___________ as gateways. 10. We will write a custom essay sample on The London Dungeon, Hadrians Wall Mix Tenses, Active X Passive specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The London Dungeon, Hadrians Wall Mix Tenses, Active X Passive specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The London Dungeon, Hadrians Wall Mix Tenses, Active X Passive specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Those forts (call) ___________ milecastles because the distance from one fort to another (be) ___________ one Roman mile (about 1,500 metres). 11. Between the milecastles there (be) ___________ two turrets from which the soldiers (guard) ___________ the Wall. 12. If the Wall (attack) ___________ by enemies, the soldiers at the turrets (run) ___________ to the nearest milecastle for help or (light) ___________ a fire that (can / see) ___________ by the soldiers in the milecastle. 13. In 383 Hadrians Wall (abandon) ___________ . 14. Today Hadrians Wall (be) ___________ the most popular tourist attraction in northern England. 15. In 1987, it (become) ___________ a UNESCO World Heritage Site. 1. The London Dungeon lies in the oldest part of London in an old subterranean prison (thats what the word Dungeon stands for). 2. The museum takes its visitors on a journey through Englands bloody history. 3. It demonstrates the brutal killings and tortures of the past. 4. You can experience for example how people died on the Gallow or during the Plague of 1665. 5. The Dungeon also shows scenes of Jack the Ripper or the beheading of Anne Boleyn, who was one of Henry VIII’s six wives. 6. The atmosphere at the Dungeon is really scary nothing for the faint-hearted. . While you are walking around the Dungeon, watch out for creepy creatures the Dungeon employs actors to give its visitors the fright of their lives. 8. The actors, dressed as monsters, ghosts or executers, hide in the dark corners of the Dungeon and then suddenly jump out and grab one of the visitors. 9. And the horror doesnt end at the exit of the exh ibition. 10. Have you ever eaten a pizza with fingers and eyeballs on it? 11. Well, if you fancy that kind of food, you will love the meals at the Dungeon restaurant. 12. The museum wants to provoke, shock, educate and delight. 13. And this it does extremely well. 4. Since its opening in 1975, the Dungeon has attracted many visitors from all over the world. 15. Besides the regular opening hours, the Dungeon sometimes also opens at night. 16. If you have enough money and nerves of steel, you can book the Dungeon for parties, conferences or charity events at night. 17. And on 31 October, a frightfully good Halloween Party takes place at the Dungeon every year. 1. In the year 122 AD, the Roman Emperor Hadrian visited his provinces in Britain. 2. On his visit, the Roman soldiers told him that Pictish tribes from Britains north had attacked them. . So Hadrian gave the order to build a protective wall across one of the narrowest parts of the country. 4. After 6 years of hard work, the Wal l was finished in 128. 5. It was 117 kilometres long and about 4 metres high. 6. The Wall was guarded by 15,000 Roman soldiers. 7. Every 8 kilometres there was a large fort in which up to 1,000 soldiers found shelter. 8. The soldiers watched over the frontier to the north and checked the people who wanted to enter or leave Roman Britain. 9. In order to pass through the Wall, people had to go to one of the small forts that served as gateways. 0. Those forts were called milecastles because the distance from one fort to another was one Roman mile (about 1,500 metres). 11. Between the milecastles there were two turrets from which the soldiers guarded the Wall. 12. If the Wall was attacked by enemies, the soldiers at the turrets ran to the nearest milecastle for help or lit a fire that could be seen by the soldiers in the milecastle. 13. In 383 Hadrians Wall was abandoned . 14. Today Hadrians Wall is the most popular tourist attraction in northern England. 15. In 1987, it became a UNESCO World Heritage Site.

PERCEPTUAL DEVELOPMENT essays

PERCEPTUAL DEVELOPMENT essays a) Describe 2 studies of perceptual development (12 marks). b) Assess the way in which such studies help to explain the development of perception (12 marks). In the following essay I intend to describe two studies of perceptual development. I then intend to assess such studies and how they help to explain the development of perception. By perceptual development, I mean how animals and humans alike develop their seeing capabilities. This development of perception could be learnt or innate. By innate, I mean to be born with the ability. a) Gibson and Walk conducted a study in 1960. The study was investigating Depth Perception. The study involved a 6-month-old child, 24-hour-old chicks, kids and lambs. Gibson and Walk used a 'Visual Cliff' to conduct the study. The 'Visual Cliff' was comprised of 2 floors. On one side there was a check-board pattern, on the other side there is glass floor. Below the glass floor there was another floor with check-board pattern. This was placed so that an illusion of a cliff and depth was created. At first the child was placed and was found to be reluctant to go onto the glass. The child's reluctance could be seen as even with encouragement from the child's mother, the child refused to go onto the glass. The study was continued on chicks, kids and lambs. All subjects studied refused to go onto the glass. Held and Hein conducted a study in 1965. The study was investigating Depth Perception. The study involved two kittens. The kittens were kept in the dark for a period of eight weeks since their birth and for three hours per day they were kept in a 'Kitten Carousel'. The kittens were given appropriate name. 'Passive Kitten' and Active Kitten' were their names. The Active Kitten was given the ability to move freely at it's own discretion, during the eight weeks. The Passive Kitten was unable to move freely during the eight weeks. Both Kittens were released into the l ...

Halloween Quotes for Kids

Halloween Quotes for Kids Halloween has special significance for children. Kids look forward to October 31 when they can play out their imagination and spook their friends. Retailers have realized the importance of this holiday and stock up a variety of wild costumes for kids. You can get any costume- from a pirate to Pinocchio. On Halloween night, kids dress up in zany costumes, pretending to be scary monsters and weird creatures. They travel door to door, usually accompanied by an adult and yell, trick or treat! If the friendly neighbor chooses to be tricked, the kids play a naughty prank on the neighbor. Most people enjoy treating kids with candy. Kids also love to share ghost stories, and spooky tales of dead people to add to the thrill. If your children enjoy Halloween, join them in their naughty adventures. Share these wonderful Halloween quotes for kids to make the night a truly memorable one. Organize a Halloween costume party and encourage kids to dress up in wicked and wacky costumes. Titus Lucretius Carus For as children tremble and fear everything in the blind darkness, so we in the light sometimes fear what is no more to be feared than the things children in the dark hold in terror and imagine will come true. Robert Brault I dont know that there are real ghosts and goblins, but there are always more trick-or-treaters than neighborhood kids. David Arquette The first horror film I remember seeing in the theatre was Halloween and from the first scene when the kid puts on the mask and it is his POV, I was hooked. R. L. Stine When I was a kid my family was really poor and I remember one Halloween I wanted to dress up really scary and my parents came home with a duck costume. I wore that costume for years! I hated it. Gavin DeGraw When I was a kid I got busted for throwing a rock through a car window and egging a house on Halloween. Larry, Curb Your Enthusiasm [When trick or treating kids ask for some candy] Yeah, its Halloween but that doesnt mean you can go around to peoples houses and bilk candy from them. Emily Dickinson One need not be a chamber to be haunted;One need not be a house;The brain has corridors surpassingMaterial place. Dexter Kozen Shadows of a thousand years rise again unseen,Voices whisper in the trees, Tonight is Halloween! Henry C. Link Fear is natures warning signal to get busy. Virna Sheard Hark! Hark to the wind! Tis the night, they say,When all souls come back from the far away-The dead, forgotten this many a day! Scottish Saying From ghoulies and ghosties and long leggety beasties and things that go bump in the night, Good Lord, deliver us! Theodosia Garrison At first cock-crow, the ghosts must goBack to their quiet graves below. William Motherwell Men say that in this midnight hour,The disembodià ¨d have powerTo wander as it liketh them,By wizard oak and fairy stream. John Kendrick Bangs Bring forth the raisins and the nuts-Tonight All-Hallows Spectre strutsAlong the moonlit way. Henry David Thoreau I would rather sit on a pumpkin and have it all to myself than be crowded on a velvet cushion. Dennis Yost and the Classics IV Just like a ghost, youve been a-hauntin my dreams, So Ill propose on Halloween. Love is kinda crazy with a spooky little girl like you. Shakespeare O horror! Horror! Horror! Tongue nor heart Cannot conceive nor name thee! Steve Almond Nothing on Earth so beautiful as the final haul on Halloween night. William Shakespeare Tis now the very witching time of night, When churchyards yawn and hell itself breathes out, Contagion to this world. J. M. Barrie A house is never still in darkness to those who listen intently; there is a whispering in distant chambers, an unearthly hand presses the snib of the window, the latch rises. Ghosts were created when the first man awoke in the night. Janet Little, On Halloween At Halloween, when fairy spritesPerform their mystic gambols,When ilka witch her neebour greets,On their nocturnal rambles;When elves at midnight-hour are seen,Near hollow caverns sportin,Then lads an lasses aft convene,In hopes to ken their fortune,By freets that night. Nina Willis Walter The witches flyAcross the sky,The owls go, Who? Who? Who?The black cats yowlAnd green ghosts howl,Scary Halloween to you! Henry Wadsworth Longfellow, Haunted Houses The spirit-world around this world of senseFloats like an atmosphere, and everywhereWafts through these earthly mists and vapours denseA vital breath of more ethereal air.

Cooperative Learning Essay Example | Topics and Well Written Essays - 2750 words

Cooperative Learning - Essay Example Moreover, each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Hence, students work through the assignment until all group members successfully understand and complete it (Kennesaw State University, 2009) There are several uses and benefits of cooperative learning, which have been typified by many authors. As such, according to Kennesaw State University (2009), the use of cooperative learning research design renders the following benefits: As stipulated by the authors above, cooperative learning provides positive learning experiences on students and might as well to the teachers. It improves not only the intellectual aspect of students, but also their overall sociability, that is, improved social interaction, communication, and above all, cooperative learning epitomizes the respect to classmates or members of a group regardless of color, ethnicity, or race. The above methods of cooperative learning are said to have considerable diversity (Kagan, 1985). Nevertheless, although the aforementioned methods have different philosophies distinct from one another, a common purpose seems to be their uniting point- group empowerment through cooperation (Kagan, 1985). According to Kagan (19... 5. It promotes positive social relations and pro-social development; and 6. It increases the liking among students for class, school, learning, and self. (p 67) As stipulated by the authors above, cooperative learning provides positive learning experiences on students and might as well to the teachers. It improves not only the intellectual aspect of students, but also their overall sociability, that is, improved social interaction, communication, and above all, cooperative learning epitomizes the respect to classmates or members of a group regardless of color, ethnicity, or race. The Methods of Cooperative Learning Cooperative learning has various methods, which adhere to its principle of learning through cooperation. Kagan (1985), in his chapter, presented six cooperative learning methods, which are as follows: 1. Student Teams-Achievement Division (STAD) a) Class Presentations b) Teams c) Quizzes d) Individual Improvement Scores e) Team Recognition 2. Teams-Games-Tournaments (TGT) a) Game Tournaments 3. The Orginal Jigsaw (or Jigsaw I) 4. Jigsaw II 5. Group Investigation 6. Co-op Co-op The above methods of cooperative learning are said to have considerable diversity (Kagan, 1985). Nevertheless, although the aforementioned methods have different philosophies distinct from one another, a common purpose seems to be their uniting point- group empowerment through cooperation (Kagan, 1985). The Elements of Cooperative Learning According to Kagan (1985), cooperative learning has certain elements that make its distinction from traditional instructional formats, which are summarized by the Kennesaw State University (2009), as follows: 1. Positive Interdependence 2. Face-to-Face Interaction 3. Individual and Group

Private School Education Essay Example | Topics and Well Written Essays - 1500 words

Private School Education - Essay Example That would enable the government to support education without necessarily maintaining public institutions. The champions of this voucher system also say that the one-size-fits-all public school system is inappropriate as the model does not cater to the different needs of the students. Opponents of the voucher system, on the other hand, say that it is unfair to take public money meant for public schools and channel the same into the private school where the public has no oversight over how the funds would be used. There is also fear that the private school system may only help to further segment the population alongside religious, social class and other lines. It is entirely possible that the introduction of the voucher system in private schools would provide a magnet for students in public schools. Faced with a larger applicant's pool, private schools would then find it easier to reject applicants deemed undesirable. Unlike public schools, private schools are not obliged to take in one and all. Why the private school vouchers system issue so polarizing Part of the answer lies in the way it has been promoted. California was among the first states to flirt with private schools voucher way back in 1993. A proposal was brought into the legislature of the state that would have taken away as much as 10 per cent of public school funding, with a possibility of further increases on the card if more students moved from public to private schools (Rushefsky, 2002, p. 396). The issue is a political hot potato so much that George W. Bush stopped talking about it in the 2000 election primaries. Two powerful arguments already advanced are essential for a balanced view on the issue. And this article will chronicle the vouchers debate and will attempt to close the difference between the two sides through critically analyzing the pros and cons of the voucher system in private schools. Recurring discussions on the topics are decidedly one-sided. And once a path has been identified, for many an author on the topic, there is no turning back. Two critically acclaimed works on the topic include Rhetoric Versus Reality done by four RAND researchers; Gill, Tiampane, Brewer, Ross and Booker (2007). This book does a fairly good job examining the theoretical underpinnings of vouchers and charter schools and tables the empirical data on their efficacy. The book also looks at how several policy formulations such as the funding, eligibility criteria, academic standards and accountability, may affect the success of the program. Some issues which have yet to be addressed are raised, and although the book is not conclusive on those issues, it leaves room for a more robust consideration of the issues in the future. The other important work on the topic is The Education Gap by Howell and Peterson (2002). Compelling evidence is tabled that African Americans have greatly benefited from the voucher system. Overall, The Education Gap is illustrative on the practicability of the voucher program in private schools and emphatically so in poor urban environments. The point of convergence for both books is that the authors favour random field trials. The sheer volume of applications that are usually received reduces the voucher program into some form of the wager so that those who received the vouchers were merely lucky than needful. There are other studies/articles on the subject. Breaking These Chains is a book by Daniel McGrory, a former Whitehouse speechwriter that in an evangelical fashion roundly criticizes the public school system (1996).        

The Man With The Movie Camera Analysis

The Man With The Movie Camera Analysis Dziga Vertovs 1929 film, The Man with the Movie Camera, documents life in a Russian city while also telling a story about filmmaking. The film is a dazzling mix of imagery and technique, inviting the viewer to see the city through the eyes of the cameraman, and to share his perception of the events and visions that he encounters through the filmmaking process. This review will examine the films narrative line and its underlying themes, its use of genre and generic traditions, the cinematic techniques employed and the effectiveness of its approach to the material. At the beginning of the film, The Man with the Movie Camera defines itself as something out of the ordinary. In the opening credits, the title cards refer to the film as an experiment in the cinematic communication of visible events, executed without the aid of intertitles, without the aid of a scenario, without the aid of a theater (Vertov). From the outset, the film distinguishes itself by aiming to explore the pure essence of film-to document and record human life and activity in the form of moving pictures. The Man with the Movie Camera is split into four sections, and is book-ended by imagery relating to film and filmmaking. It opens in a cinema and closes with the lens of a camera shutting its eye. From a narrative perspective, the film is different from the norm in that it has no typical protagonist or antagonist. If a main character had to be defined, he would be the cameraman, with his main supporting character being the editor. The city and its inhabitants as a unified entity also become a major character in the film, showing how they interact with each other in the daily routine of work, rest and leisure through the perspective of the filmmaker. The movie is predominantly concerned with depicting reality, rather than dramatized fiction or re-creations of historic events. The films story is constructed in an unconventional narrative style, but is brought together through the recurring theme of the camera and the filmmaker. The events in the film take place over the course of a day, and although Vertov experiments with geographical and temporal continuity, the audience is given enough information to piece together the plot. Upon first viewing, this plot may not be entirely clear, but as Roberts confirms, The Man with the Movie Camera does have a plot (1). Each section of the film covers the different parts of the day (work, rest and leisure), and through this, Vertov establishes images which provide the visual language which is brought into play throughout the length of the film. By layering this imagery through editing and montage, and combining them with the underlying story of the filmmaker and his camera, the overarching narrative is tied together. Roberts explains that all human life is here from birth to death via childhood, marriage, divorce, wo rk, rest and play (2). This avant-garde style of filmic storytelling became popular in the form of the city symphony genre. Dimendberg explains that the genre encompasses around twenty titles and relies heavily upon montage to represent a cross-section of life in the modern metropolis (109). In adhering to this genre, The Man with the Movie Camera does away with the traditional trappings of the documentary and becomes something different. There is no narration, no conventional narrative or plot elements, but rather a succession of rhythmic imagery detailing the inner workings of a city. Graf describes the genres structure as having a dawn to dusk strategy in the search for a pure film form (79). Vertov employed many cinematic techniques to achieve the incredible momentum of imagery found in the film. These techniques included split-screen, slow motion, freeze-frame, fast motion, and stop-motion animation. The stop-motion animation sequence where the camera seems to come alive and walk around on its tripod remains startling even today. When juxtaposed with the everyday motions of human life which the film presents, it becomes clear that the camera itself has a life of its own. It has its own perception of events separate from that of the filmmaker, and separate from that of the audience. The diversity of techniques used makes the film a showcase of the power of cinema and its ability to transform everyday life into something completely different, with its own rhythm and sense of unpredictability. The editing in The Man with the Movie Camera is one of the films strongest points. There is a segment which contrasts challenging footage of a birth with that of a funeral. As one life ends, another begins. Similarly, there is a scene of marriage, with joyous atmosphere and smiling faces. In contrast, Vertov inserts a somber scene of a couple signing their divorce papers. These binary oppositions are ubiquitous throughout the film, with juxtapositions between work and play, play and rest, man and machine, and many others. The musical score also brings much life and energy to the film. The repeated themes complement the visual language that Vertov established. According to Feldman, Vertov carefully planned the musical score and may well have intended the work to be made as the first Soviet sound film (qtd in Barsam 74). The synchronicity between sound effects and onscreen action creates an impressive and exciting mosaic of audio and imagery. While the film is certainly a product of its time, it holds up surprisingly well in modern day. Barsam states that the film was well-received in the domestic and international press (74). The inventive narrative construction and the multitude of cinematic techniques placed the film genuinely ahead of its time. Vertov was successful in his attempt at documenting Russian life in a city without many of the normal elements typically found in documentaries. He managed to show an impressive cross-section of Russian society, by following the daily lives of different classes of people. The Man with the Movie Camera remains a wonderful piece of experimental cinema, and offers a fascinating view of life as it was in the Soviet 1920s.

Boy Overboard by Morris Gleitzman Essay

Characters and settings in the book Boy Overboard by Morris Gleitzman help the reader to understand the themes and issues in Afghanistan. The themes of war, freedom, oppression and hope are particularly show through the characters of Jamal and his mother and through the settings of Afghanistan and the boat. This book is written in first person point of view, which helps the reader to understand how war affects children and how women are treated in Afghanistan. Body Paragraph 1 The character Jamal shows the effect of war on children through his daily life in Afghanistan. This is show when Jamal says â€Å" There’s no smoke or nerve gas or sandstorms. I can’t even hear any explosions. Which is really good.† Pg1 This quote highlights the effect of war on the children through the language Jamal uses which shows that it is a regular occurance. The boo shows the reader how war has effected children in Afghanistan and helps the reader to understand it more as it is from a child’s point of view. The book has shown the reader how tough life is for children and the conditions that they live in, in Afghanistan. Body Paragraph 2 The character of Jamal’s mother shows the effect of freedom and oppression through her daily life as a woman in Afghanistan. This is shown through the quote â€Å"Girls playing soccer is a crime. I say. Almost as big as mum and dad running an illegal school.† This quote shows how Jamal’s mother is running an illegal school as the government does not allow women to become teachers. This is shown through the restrictions she faces which the government have made rules. The book has shown the reader what life is like for the women living in Afghanistan and how harsh the government are towards women. It has also shown the reader how very little rites women have and how many rites men have compared to women. Body Paragraph 3 The setting of the boat shows the theme hope through the challenges Jamal, Bibi and their friends face. This can be shown through the quote â€Å"Pay full price, or we turn back†¦. I haven’t got anything he croaks in a tiny voice nor have I.† This quote shows that Jamal and Bibi have a lot of hope and belief even though they have no ide where their parents are and if they are ever going to see them again. This book has shown you must have courage, hope and belief to get through tough times even though it may not be easy. Conclusion Morris Gleitzman shows the themes and issues through the characters and settings in the book Boy Overboard. The reader is shown how tough it is for children especially as on the it is always about the people smugglers but this book focus’s on how war and conflict effects children and I show shown through a young boy named Jamal.