Set up Your Elementary School Classroom for the First Day of School

Set up Your Elementary School Classroom for the First Day of School With the start of each school year, teachers get a fresh chance to arrange their classrooms for a new group of students. Every choice you make sends a message to your students, their parents, and anyone who visits your classroom. Through furniture, books, learning stations, and even desk placement, you communicate the values and priorities of your class. Follow these steps to deliberately maximize the organization and efficiency of your classroom set-up. What You Need Classroom furniture (desks, chairs, bookshelves, etc.)Textbooks and reading books for the class libraryPosterboard for sharing class rules and other key informationAn alphabet/handwriting poster for easy student referenceMaterials for decorating bulletin boards (butcher paper, die cut letters, etc.)School supplies (paper, pencils, dry erase markers, erasers, scissors, and more)Optional: Computers,  class pets,  plants, games 1. Decide How to Place Student Desks If you are going to emphasize cooperative learning on a daily basis, youll probably want to move the student desks into clusters for easy discussion and collaboration. If you want to minimize distractions and chatting, consider separating each desk from the one next to it, leaving a little buffer space to discourage misbehavior. You could also place the desks in rows or semi-circles. Whatever you choose, work with the room and materials you have, leaving plenty of aisle space for you and the students to move around with ease. 2. Strategically Place the Teachers Desk Some teachers use their desks as a central command station, while others use it primarily as a paper pile repository and rarely sit down to work there. Depending on how your desk functions as part of your teaching style, choose a spot where your desk will meet your needs. If its very messy, consider placing it in a less conspicuous spot. 3. Determine What Belongs up Front Since students spend most of their days facing the front of the classroom, be very deliberate about what you place on the walls up front. Perhaps you want to emphasize discipline by placing the class rules on a prominent bulletin board. Or maybe theres a daily learning activity that requires easy-to-view space that all students can see. Make this prime time space engaging, but not distracting. After all, all eyes should be on you, not necessarily a colorful explosion of words and images that distract from the core instruction at hand. 4. Organize Your Class Library Just like a public library, your classroom book collection should be organized in a logical manner that will be easy for the students to maintain throughout the school year. This could mean sorting the books by genre, reading level, alphabetical order, or other criteria. Labeled plastic bins work well for this. Also consider providing a little comfortable reading space for students to lounge with their books during silent reading time. This could mean some inviting bean bag chairs or a dedicated reading rug. 5. Set Aside Space for Your Discipline Plan Its wise to post your class rules in a prominent spot for all to see each day of the school year. That way, theres no opportunity for argument, miscommunication, or ambiguity. If you have a sign-in book or flip chart for rule offenders, set up a station for this activity. Ideally it should be in an out-of-the-way spot where curious student eyes cant easily stare as a rule-breaking student signs in, flips the card, or otherwise does his or her penance. 6. Plan for Student Needs   Make sure basic school supplies are strategically placed for easy student access. This may include various types of writing paper, sharpened pencils, markers, erasers, calculators, rulers, scissors, and glue. Organize these materials in one clearly-delineated part of the classroom. 7. Define the Role Technology Plays in Your Classroom Placement of your computer center communicates the role technology plays in your teaching. If you aim for a more traditional approach to instruction with technology as an occasional compliment, the computers likely belong in the back of the room or a cozy corner. If you integrate technology into most of the lessons, you might want to mix the computers in throughout the room so theyre easily accessible. This is a personal choice based on your beliefs about teaching in the 21st Century in combination with how available technology is on your campus. 8. Express Yourself Through Bulletin Boards Almost every elementary school classroom has bulletin boards on the walls, requiring themes, displays, and regular rotation. Consider designating one or two bulletin boards as seasonal, and thus focus on keeping those boards timely and relevant to current holidays, instructional units, or class activities. Make it easy on yourself by keeping the majority of the bulletin boards evergreen and constant throughout the school year. 9. Sprinkle in Some Fun Stuff Elementary school is primarily about learning, for sure. But its also a time for fun personal touches that your students will remember for a lifetime. Think about having a class pet and make space for cages, food, and other required materials. If a pets not your style, place a few houseplants around the room to add life and a touch of nature. Make a game center for educational activities that students can use when finished with their work. Pop a couple personal photos from home on your desk to express your interests and personality. A little bit of fun goes a long way. 10. Minimize Clutter and Maximize Functionality Before your new students (and their parents) enter the classroom on the first day of school, take a look around your classroom with fresh eyes. Are there any little piles that could be put into a cupboard to tidy up? Does each part of the room serve a clear, functional purpose? What messages are you sending with your classrooms overall appearance at first glance? Make tweaks as necessary. Check out your colleagues classrooms Visit the classrooms of other teachers on your campus for ideas and inspiration. Talk to them about why they made certain organizational decisions. Learn from their mistakes, and dont be shy about copying any brilliant ideas that will work with your teaching style and resources. Similarly, dont feel pressured to adopt any aspects that arent a good fit for your personality or approach. As a gesture of gratitude, share a few of your own best tips with your colleagues. We all learn from each other in this profession. Strike the right balance An elementary school classroom should be engaging, colorful, and expressive. However, dont go overboard and end up more towards the overstimulating end of the spectrum. Your classroom should project a sense of calm, organization, and positive energy, as well as a seriousness about learning. If you gaze around your room and feel overwhelmed by too much color or too many focal points, your students will feel scattered, too. Find a balance between chaotic and stark. Aim for cheery, but focused. Your students will feel the difference each day they walk into the room. Dont be afraid to make changes at any time Once your school year gets underway, you may find that certain aspects of your classroom set-up arent working quite the way you initially envisioned. No worries! Just eliminate any parts that now seem obsolete. Add in the new functionalities you now know you need. Briefly introduce the changes to your students, if necessary. Every so often, reevaluate with a practical, flexible attitude, and your classroom will be a vibrant, organized place for learning all year long.

Electric Cars and Electrical Engineers

Electric Cars and Electrical Engineers Electric Cars and Electrical Engineers Electric Cars and Electrical Engineers By Maeve Maddox Jeffrey asks: What is the proper use of the words electric and electrical? I am an engineer and do not know when to use one form or the other.   We say electric car but also say electrical wiring.   If I have a new device: is it an electric device or an electrical device?   Is the equipment in the electric room or the electrical room? Is there a proper distinction or at least a rule of thumb? Merriam-Webster lists electrical as a variant of electric, but the Institute of Electrical and Electronics Engineers (IEEE) makes this useful distinction: electric: containing, producing, arising from, actuated by or carrying electricity. electrical: relating to, pertaining to, or associated with electricity but not having its properties. With this distinction in mind we would speak of an electrical engineer, but an electric typewriter. Etymological note: Essayist Sir Thomas Browne (1605-1682) was the first to use the word electric in English. A Latin version, electricus, was coined by English physicist William Gilbert (1540-1603). He took the word from Latin electrum, â€Å"amber.† The Greek word for amber was elektron. Electricity was first generated by rubbing amber. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Types of RhymeIn Search of a 4-Dot EllipsisCharles's Pen and Jesus' Name

Collaboration and Peer Reviews Essay Example | Topics and Well Written Essays - 750 words

Collaboration and Peer Reviews - Essay Example There are disadvantages, however, such as sometimes having one’s ideas rejected or significantly altered before they are put on paper, and having to accommodate other people’s schedules and life. One of the major advantages to collaborating on a project is that one gets a different set of expertise that can inform the work being done. Specialization is key in w wide variety of fields, because the amount of knowledge and experience in the world is exploding at a much greater rate than someone can actually keep up with it. Thus collaborating allows someone to access knowledge and expertise they may not otherwise have, which can provide different points of view, subtlety to an argument, or even correct errors that are made in the original judgement. Another benefits of collaborating on projects is having another person to bounce ideas off of, that can be more critical than one usually is to one’s self. Sometimes other people can see errors in thinking that another p erson cannot, and this help protect anyone collaborating on a project from accidentally publishing things that might not be accurate when viewed critically. It is very, very difficult to be thoroughly critical about one’s own ideas, so having another person who can do that can be incredibly helpful on a variety of levels. While collaboration has a number of advantages, it also has some disadvantages. Collaborating necessarily means compromise. Sometimes people will differ on where to put emphasis, or perhaps on even more major issues such as whether or not something is an argument that they should be making. Collaborating means that sometimes each person’s ideas will be heavily edited before they get out, which can lead to somewhat less creative or outside the box thinking. Furthermore, collaborating takes a lot more time than working on something alone can – one has to accommodate their collaborator’s schedule, life and so on, so instead of just working when and how one wants, one has to sometimes wait for feedback, go over things several times and so forth. Collaboration does have some disadvantages that detract from its overall advantages. One of the things I learned through reviewing my peers work is how much easier it is to see negative things in another person’s work than one’s own. After reviewing a peer’s work, I went back and looked for those same issues in my own, and many of them were present. Furthermore, I learned that it is much easier to see what is done improperly (bad grammar, structure errors and so on) than to appreciate what is done well. One of the major advantages of having a peer review my paper was catching errors in logic or communication that I would not see. Obviously I created the ideas and arguments I use when writing a paper, so when I read it back to myself it always makes perfect sense – I know what I’m talking about. Another person, however, can only glean what your argument means from the writing you put on the page, so it can really highlight things that you have not communicated well enough, or that do not make sense without added detail. One of the disadvantages to having a peer review my work before I submit it is that sometimes having someone else review my work can

American Government Research Paper Example | Topics and Well Written Essays - 2000 words

American Government - Research Paper Example The last part undertakes the critical evaluation of the policies undertaken and suggests optimal policy ramifications. The launch pad for the flight of the worst recession in the past six decades around the globe was unleashed in the mid of 2007 and continued over almost two years. The entire global economy remained shivering owing to its evil affects. Moreover this recession jeopardized the roots of the formidable US economy. The dark sides began to erupt with global job crisis and crisis-induced credit crunch that lead to trade collapse. Again high rate of unemployment in the OECD countries devastated millions of the civilians of the poorer countries sweeping them deep down into acute poverty (Verick & Islam, 2010, p.v ). The absolute damage to the financial sector was prolific. The entire globe moved into a shock as the stock markets crashed and the giant financial institutions collapsed or went bankrupted. Even the governments in the wealthiest nations came up with rescue packages to save their financial systems from further worsening. It was soon felt that this global financial meltdown would affect the livelihoods of almost everyone around the world in an increasingly inter-connected world (Shah, 2010). The paper will highlight on various factors of global economic crisis of 2008-2009 with major focus on the US economy and how far the key actors of the American government are successful in curbing the evil effects of the crisis on the US economy. The world economic crisis of 2008- 2009 can be attributed mainly to the combination of world macroeconomic imbalances and serious weaknesses in the U.S. and the western financial structure. The US exports in 1975, exceeded the foreign imports by an amount of $12, 400 million. But that was the last trade surplus the United States saw in the 20th century. By 1987, the American trade deficit   swelled to $153,300 million. The deficit diminished a

Macbeth tragic hero Essay -- essays research papers

Tragic Hero or Villain?   Ã‚  Ã‚  Ã‚  Ã‚  MacBeth the play is considered a tragedy and every tragedy needs a tragic hero. There are many factors that caused the degeneration of Macbeth. Macbeth is not a villlian in this story he is a tragic hero. The major factor that started the downfall was the prophecy by the witches in Act 1, Scene 3.   Ã‚  Ã‚  Ã‚  Ã‚  The witches were praising Macbeth. The first witch said, â€Å"All hail, Macbeth! Hail to thee, Thane of Glamis!† The second witch said, â€Å" All hail, Macbeth! Hail to thee, Thane of Cawder!† The third witch said, â€Å"All hail, Macbeth! That shalt be King hereafter!† When Macbeth and Banquo are leaving the witches Banquo is told that he won’t be King but his son’s will be.   Ã‚  Ã‚  Ã‚  Ã‚  In the middle of Act 1 scene 3, Ross tells Macbeth that the Thane of Cawdor is being executed and he will be taking his place. Now Macbeth believes the prophecy told by the witches. He hasn’t quite figured out how he will become King. One of the things that could have also contributed to Macbeth’s downfall is that he is too vulnerable and he believes everything that he hears. The witches corrupt Macbeth’s character and make him power hungry.   Ã‚  Ã‚  Ã‚  Ã‚  In Act 1, Scene 5 Macbeth wrote a letter to Lady Macbeth. Lady Macbeth has a crazy idea; the King is staying in their castle, giving Macbeth a chance to kill the King and become King. Lady Macbeth corrupts Macbeth even more by putting ideas...

Othello William Shakespeare Essay

* William Shakespeare created one of his most famous plays Othello to investigate in an influential manner the unrelenting issues of racial discrimination and gender equility. Based on the tale ‘Un Capitano Moro’ (The Moorish Captain) by Giovanni Cinthio, Othello was written during the epoch of 1603. Due to the actions of Othello, in the midst of a small cast, there is an exploration of sexual jealousy, and thus this play has earned a title of a domestic tragedy. * In this, the final scene depicts how the tragic hero Othello acquiesces to his incurable blemish and reaches his cessation. The foreseeable ending is cathartic for the audience to experience catharsis, as they experience a passionate feeling of trepidation and pity. Shakespeare shows how he is able to differentiate an individual’s personality in the unchanging hierarchy of his society. * This was achieved through the Turkish invasion in Cyprus where the Venetians fought purely for national identity. Intertwined in the play, the Machiavellian character of Iago brings a certain rise to chaos and blurs out all the lines between appearance and reality. Saying this, by Shakespeare’s intense use of language, the emotional engaging final scene, brings back a certain order; giving light to issues of truth, race and female insubordination and defining the central protagonist. Context: * Written between 1601 and 1604, Othello’s context is based around the eras of the Elizabethan and Jacobean epochs of English history. Between the two different periods, the Renaissance ideologies are greatly encompassed. These ideologies are that of a cultural movement occurring throughout Europe in the 14th to the 17th centuries. In the crux of this era, a deep understanding of characters and issues in Othello may perhaps be attained from the initial actions of the play, being set in one of the foremost cities of the Italian Renaissance. Moreover, this period also brought with it the Protestant Reformation which was commenced by Martin Luther which viewed the refusal of medieval Christian values. The Protestant theology believed that God’s divine plan of rational and moral logic was constant throughout society; one which developed in the unchallengeable hierarchy. * The Chain of Being was the reason for such order whereby it relegate all beings to ones rightful place and purpose in the universe. To preserve such a harmony, people had to develop reason and intellect to rule their emotions. In difference to such strict array, the Renaissance also gave rise to Humanism. Pico Della Mirandola here declared that â€Å"one could become as low as an animal or through intellect and imagination become equivalent to God, at least in understanding†1, which I believe may have shaped Shakespeare’s traditional thinking in Othello. * The selection of using a black tragic hero was indeed controversial, and furthermore those â€Å"Blackamoors† in Shakespeare’s previous dramas were without a doubt wicked. This is exemplified through Aaron in Titus Andronicus where this drama exclaimed ‘If one good deed in all my life I did, I do repent it to my very soul’(Act 5, Scene 3). Due to the conflict with Spain during the Elizabethan period, Blackamoors arrived in England and were reduced to servants or slaves. Therefore it is obvious that the audience of the era would have seen Othello’s superior military position as a serve rebellion to natural order. * Nevertheless, although the importance of race in Othello, it is essential that the audience recognises that the play is created primarily for the concern with class and subordination rather than forceful racism. The historical and geographical setting also plays a major influence in bringing various amounts of symbolism to the play. Venice was seen as a locus of Christian civilisation, rational order, culture and prosperity. It was also linked with poisoning as it was the birthplace of Niccolo Machiavelli. Moreover, the city was at the forefront of the battle, between the Christians and the Turks; who were seen as malicious, barbaric infidels. * The conflict was move to the island of Cyprus in 1570 which was a place isolated from civilisation and allied with Aphrodite, the goddess of love- and thus deemed a place of wild infatuation. Therefore we can see how this setting is able to show Othello’s inner conflict and dichotomy of identities; between the civilised and the barbaric, the Christian and the Pagan, the good and the evil within himself. Theme 1: Women * According to the time that the play was written in and the general hierarchy within Venetian society men hold all the power and women are considered to be of low intellect. Yet it is the women that speak the most sense throughout the play and it is also the women that are able to trust other characters in the play. Each woman represents a different social level, Desdemona being the highest and Bianca being of the lowest. Each sexual relationship in the play provokes some jealousy between the couple. * Bianca does not appear in the play as much as the other female characters yet her presence is key to the death of Desdemona as well as other play themes. Iago often refers to her as a prostitute, â€Å"A house wife that by selling her desires, Buys herself bread and clothes†. She has fallen in love with Cassio, yet he does not speak of his returned affection for her due to his desire for status, and her social standing would affect this dramatically. She is the jealous partner in this relationship and expresses this when Cassio produces Desdemona’s handkerchief, which Iago has planted in Cassio’s room. * As Iago’s wife and Desdemona’s lady in waiting Emilia helps link Iago’s plan. It was she whom supplied the Desdemona’s handkerchief for Iago. This helps Iago distort Othello’s views about Desdemona’s fidelity. It is interesting that she does not question Iago too much when she gives him the handkerchief, it could be considered that this illustrates female ability to trust in the play. However she also remains ignorant of the entire plot until the end, when her life comes to an abrupt ending, at the hands of her husband, Iago. She often failed to think before saying and performing some action. This, without much thought, uncovers her husband’s plan, but she fails to consider the consequences for herself. This is very different to her husband, who seems to plan out every word in order to get the right response. It is apparent that this is quite an unhappy marriage, made clearer through their dissimilar personalities. She has many honorable qualities such as her honesty in addition to her loyalty towards Desdemona. Iago does not treat her like his wife until he requires something; this shows this marriage was purely one in order to gain status among piers. * Throughout the play Desdemona is a symbol of innocence and helplessness. However on first encounter with her she appears to be mature and quite perceptive of events around her. Iago often tells Othello that she is unfaithful. It seems that she refuses to accept what is happening. Her views are impartial. She has a tendency to be sympathetic towards other people’s situations, like Cassio. This also further inspired Othello’s jealousy when Iago pointed out they were speaking in privacy. She often pays attention to other peoples thoughts yet remains cynical if they differ to her own. She has a loyalty to her husbands in all aspects of life, whether it is mental or physical. If Desdemona had been an emotional void then Iago would not have succeeded in his plan. This would have meant that she would not have lied to Othello about losing the handkerchief, which she did so as not to hurt his feelings. However Othello sees this as an attempt to deceive him and conceal the alleged truth about her affair with Cassio. Even her final words, indicate that she blames her death on herself, and not her jealous husband. * Othello was indeed a tragedy, in which out of the three women that are introduced, only one survived. Although the women were all rational in thought and trusting, their trust was often misplaced, in gentlemen like Iago. As well as this regardless of their intellect and contemplation of events around them (in some cases) this was not enough for them to rise up in society, as women had no opinion in the time of the play. Although Shakespeare undertook many modern day ideas, he did not do this for a modern day society, as it would not have allowed so many events to occur, and it would not have been considered realistic by the viewing public. Theme 2: Appearance vs Reality. * When we are able to see the hidden truth in the closing scene of Othello, the distinct battle between appearance and reality is concluded, giving a clear exposure to the understanding of all the characters and issues of the play. Notably, productions of Othello during the Elizabethan epoch would have used a white actor as the protagonist, and masked their skin with black makeup. * This ultimately emphasises the immense difference between external appearances and the internal reality, whereby the obvious dishonesty of the white Iago is juxtaposed with a fundamentally dignified black Othello. This is further promoted by the lines of the Duke in Act 1, who confirms that ‘If virtue no delighted beauty lack/ Your son-in-law is far more fair than black’. * Iago has the ability to clearly identity the fraud of appearances; as also he is the most likely to lie, he gains a trust from all characters in the play which concludes as being fatal to Othello. Iago further says ‘I am not what I am’, as he is able to put on a fake honesty in society and only tells of his wickedness in soliloquy with the audience. * Thus wickedness allows Iago to affect the thinking of Othello and moreover creating a crude image that ‘Cassio did top  her’, hence believing his obscure reasoning and logic and making Othello take this as the truth leading to his disastrous endings. The soubriquet of â€Å"Honest Iago† is continually reiterated by Othello, Cassio and Desdemona; hence it is cynically mocking those he wanted to deceive. Moreover, in the closing scene, the truth is slowly revealed as Iago is finally revealed as the villain who he is seen by the audience throughout the whole play. * Although, in the final resolution to ‘never speak word’, Shakespeare is able to penetrate the message of the very mysterious and inevitable human nature which Iago represents. Actions made by Othello are depended on the characters ability to not see things. He is able to blame and prosecute Desdemona even though he never witnessed her so called unlawful act against him, and Emilia- although she does witness Othello’s extreme anger and sadness over the loss of the handkerchief- she does not properly see what her husband has done to cause this. * Thus it is obvious to see how the importance of the ‘eye’ imagery in the final scene as it helps to demonstrate a material realisation of the actual fatal truth. Once Othello has committed his own suicide, Iago is invited by Lodovico to ‘Look on the tragic loading of this bed/ This is thy work. The object poisons sight, let it be hid’. * Formerly, Iago poisoned Othello by pouring ‘this pestilence into his ear’. Conversely, it is as though Shakespeare is parodying the heroes need for ‘ocular proof, as it ends as the eye which receives the poison; with the man himself Othello being a part of the typical ending for a Shakespearean play, a horrific massacre. We then gain an understanding from the conclusiveness of death a certain reality and moral implication on issues of truth within the final scene. * Furthermore, it is only a given that Emilia protects Desdemona as ‘the sweetest thing that ere did lift up eye’, followed by Othello confirming his own wife’s truthful innocence by declaring of her look that ‘This look of thine will hurl my soul from heaven’. Hence in the closing scene of the play, Shakespeare uses both visual and auditory imagery to show the difference between appearance and reality and deepen our understanding of the character Othello. Theme 3: Order and Chaos * The final scene, due to Elizabethan context, brings to place the restitution of order; which helps to reunite the characters with concerns they have detained throughout the play. All Shakespearean plays depict a hierarchic society to maintain the cosmic laws of God. * A great amount of torment in the 17th century came from this Great Chain of Being, as a disturbance of this order possibly would force the world into great chaos, one which out does any of the kind. Othello is given two roles in this, one as the creator of chaos, and the other, the protector of order. Being held at high regard as the military general gave him the label of a hero and defender of Venetian civilisation. * However, due to his race and colour, Othello also was seen to be threatening the white authority of the state. Much the same of the island of Cyprus, Othello was colonised by Venice, and used, however never fully becomes a Venetian. * With social fears of miscegenation, Othello’s position as an outsider was forced upon him, and hence by Brabantio’s repulsion at the harsh image of a ‘black ram tupping your white ewe’. Yet, like all Shakespearean plays, order is restored in the final scene. In this scene, Othello is able to re-establish himself as a heroic soldier through his suicide, by getting rid of the barbaric Turkish enemy. Through the uses of chaos and order, it represents the battle between Christians and Infidels. In the closing scene of Othello, Emilia reiterates ‘play the swan/ and die in music’. * This natural imagery says that it is possible that the laws of nature or religion are extremely powerful in society. This belief is further exemplified through the religious turmoil of the previous century, as Protestants were harshly persecuted under the rulings of Queen Mary I. * Thus, it is obvious how religious devotion kept world order. We can further link Othello’s character to black magic and a pagan history through items such as the handkerchief, illustrating the disorder of the unknown to the Venetians. This is further linked with Christopher Marlowe’s, Doctor Faustus who is able to create a sense of disorder through his associations with the devil. Saying this, at the ending of Othello, Shakespeare verifies that chaos and disorder can occupy the microcosm of an individual. * As Othello states ‘Perdition catch my soul/ But I do love thee; and when I love thee not/ Chaos is come again’, we can see how he foreshadows an expression of self chaos at the loss of Desdemona’s love. Next to the ‘temptation scene’ of Act 3, we see how Othello succumbs to the ‘green eyed monster’ of pure jealously brought on through Iago’s evil mind games. * This extremely powerful human emotion releases the beast hidden in Othello. This can greatly be seen in the breakdown of his language which has been his tool to command order throughout the whole play; typical of his contextual authority. He cries ‘Pish! Noses, ears,/and lips. Is’t possible? Confess-handkerchief! O/devil! ’, illustrating his confused mind and disorderly insecurity over Desdemona’s fidelity. However, as the play closes, Shakespeare leads Othello back to person order. * In ‘killing himself to die upon a kiss’, Othello is able to seal his bond with his sweet and innocent wife, Desdemona and eventually dies in an act of love. Ultimately, the final scene of Othello, illustrates to the audience the utmost importance of the restoration of order, in terms of both social structure and the individual. Conclusion: The final scene of Shakespeare’s Othello, offers us a sometimes erratic, emotion and foreseeable series of events. However this type of ending is extremely effective. It is in agreement with various traditional Aristotelian tragedies by the way it involves an intense feeling of pity and fear for the audience’s entertainment. Moreover, the exaggerated ending of the play brings intensity and incites the readers to look upon the nature of the characters in the various issues amongst the play. Mainly, in the final scene, we see the flaws of the tragic hero, the Machiavellian disposition of Iago, the way women are seen and positioned in Shakespearian context and lastly the necessity of order after the use of chaotic dimensions. Ultimately, the various emotions and thoughts put upon the audience in this final scene of the play Othello, helps promote and illustrate how it is one of Shakespeare’s most intriguing and controversial plays.

Predicting Formulas of Ionic Compounds Example Problem

This problem demonstrates how to predict the molecular formulas of ionic compounds. Problem Predict the formulas of the ionic compounds formed by the following elements: lithium and oxygen (Li and O)nickel and sulfur (Ni and S)bismuth and fluorine (Bi and F)magnesium and chlorine (Mg and Cl) Solution First, look at the locations of the elements on the periodic table. Atoms in the same column as each other (group) tend to exhibit similar characteristics, including the number of electrons the elements would need to gain or lose to resemble the nearest noble gas atom. To determine common ionic compounds formed by elements, keep the following in mind: Group I ions (alkali metals) have 1 charges.Group 2 ions (alkaline earth metals) have 2 charges.Group 6 ions (nonmetals) have -2 charges.Group 7 ions (halides) have -1 charges.There is no simple way to predict the charges of the transition metals. Look at a table listing charges (valences) for possible values. For introductory and general chemistry courses, the 1, 2, and 3 charges are most often used. When you write the formula for an ionic compound, remember that the positive ion is always listed first. Write down the information you have for the usual charges of the atoms and balance them to answer the problem. Lithium has a 1 charge and oxygen has a -2 charge, therefore2 Li ions are required to balance 1 O2- ion.Nickel  has a charge of 2 and sulfur has a -2 charge, therefore1 Ni 2 ion is required to balance 1 S2- ion.Bismuth has a 3 charge and Fluorine has a -1 charge, therefore1 Bi3 ion is required to balance 3 F- ions.Magnesium has a 2 charge and chlorine has a -1 charge, therefore1 Mg2 ion is required to balance 2 Cl- ions. Answer Li2ONiSBiF3MgCl2 The charges listed above for atoms within groups are the common charges, but you should be aware that the elements sometimes take on different charges. See the table of the valences of the elements for a list of the charges that the elements have been known to assume.