1.abandon- to leave completely and finally; forsake utterly; desert.
e.g The crew abandoned the burning ship.
2.absorb- to suck up or drink in (a liquid); soak up.
e.g The sponge absorbs water.
3.abuse- to use wrongly or improperly; misuse.
e.g He abused his power while in office.
4.accent- prominence of a syllable in terms of differential loudness, or of pitch, or length, or of a combination of these.
e.g You can tell that she is from England from noticing her accent.
5.accident-an undesirable or unfortunate happening that occurs unintentionally and usually results in harm, injury, damage, or loss; casualty.
e.g There was a car accident yesterday.
6.accompanied-to go along or in company with; join in action.
e.g He wished her to accompany him.
.
7.accomplishment-an act or instance of carrying into effect; fulfillment.
e.g The first walk on the moon was quite an accomplishment.
8.accurate- free from error or defect; consistent with a standard, rule, or model; precise; exact.
e.g His information was accurate.
9.acquaint- to make more or less familiar, aware, or conversant.
e.g I acquainted him with the facts of the case .
10.acquire - to come into possession or ownership of; get as one's own.
e.g She just acquired a new bag from her mom for her birthday.
11.acres - lands; land,Informal. large quantities.
e.g He sold this acres yesterday.
12.activities -the state or quality of being active.
e.g There is a new activity coming up.
13.acute -sharp or severe in effect; intense.
e.g He is a man of acute intelligence.
14.adapt - to make suitable to requirements or conditions; adjust or modify fittingly.
e.g He tried hard to adapt himself to the new conditions.
15.adaptation - the act of adapting/the state of being adapted; adjustment.
e.g He made a quick adaptation to the new environment.
16.adequate - as much or as good as necessary for some requirement or purpose; fully sufficient, suitable, or fit.
e.g He decided that he had no adequate proof.
17.adjustment - the act of adjusting; adaptation to a particular condition, position, or purpose.
e.g The company made an adjustment in my salary.
18.administer - to manage (affairs, a government, etc.); have executive charge of.
e.g The courts administer the law.
19.admiration - a feeling of wonder, pleasure, or approval.
e.g The team felt great admiration for the coach.
20.admit- to allow to enter; grant or afford entrance to.
e.g I admitted breaking the window.
Tuesday, October 6, 2009
Monday, September 14, 2009
Researching Elizabethan England
1.The role of women in Elizabethan England
The roles of women in society were very limited. Women were expected to be housewives and mothers. On average, a woman gave birth to a child every two years. Childbearing was considered a great honor to women.
Women were regarded as "the weaker sex", not just in terms of physical strength, but emotionally too. It was believed that women always needed someone to look after them. If they were married, their husband was expected to look after them. If they were single, then their father, brother or another male relative was expected to take care of them.
Many women in this period were highly educated. Women were not allowed to go to school or to university, but they could be educated at home by private tutors.
Women were not allowed to enter the professions i.e law, medicine, politics, but they could work in domestic service as cooks, maids etc. Women were also allowed to write works of literature, providing the subject was suitable for women: mainly translations or religious works. Women were not allowed to act on the public stage or write for the public stage. Acting was considered dishonorable for women and women did not appear on the stage in England until the seventeenth century. In Shakespeare's plays, the roles of women were often played by young boys.
Women, regardless of social position, were not allowed to vote. Neither could women inherit their father's titles. The only exception was, of course, the crown. The crown could pass to a daughter, and that daughter would be invested with all the power and Majesty of any king. In some cases women could not inherit estates, but women could be heiresses to property, and some women, especially if they were the only child of a great noble man, could be very affluent heiresses indeed.
Women had more freedom in the Elizabethan period than they had had previously and would have again for some time. Thus, noble women, as well as men, were given an impressive education in the classics, mathematics, and all other academic subjects of the day.
Sources from: www.elizabethi.org/us/women
·The Yeomanry
"Between the two extremes of rich and poor are the so-called 'middling sort', who have saved enough to be comfortable but who could at any moment, through illness or bad luck, be plunged into poverty. They are yeomen farmers, tradesmen and craft workers. They have apprentices and take religion very seriously; usually, they are literate." (Time Traveler’s Guide)
"They had existed for centuries and were, like the gentry, peculiar to England. They had no counterparts in Europe, which had great nobles, poor peasants, and little in between.
"The yeomen were prosperous, and their wealth could exceed that of some of the gentry. The difference was how they spent their wealth. The gentry lived like lords, building great houses. The yeoman was content to live more simply, using his wealth to improve his land and to expand it.
"Below the free holding yeoman on the social scale were the small leaseholders or "copyholders". Their lands might occasionally compare in size and wealth with those of the wealthier yeomen, but they were much less secure. A lease might be for life, in which case a copyholder could not be sure his son would inherit the land. His lease might be hereditary, but the amount due to the landowner might change. Copyholders were often forced off their land to make way for the larger operations.
"Beneath the copyholders were the hired laborers. Some of these lived in one place, working for wages on the lord's land and farming the four acres that, by law, went with their cottages. Other laborers went from county to county as migrant workers, wherever there might be sheep to shear or crops to harvest."
·The Poor
At the bottom were the poor. There was far more poverty under Elizabeth than in previous reigns, mostly because of enclosure, but there were also the sick, the disabled, the old and feeble, and soldiers unable to work because of wounds.
The result was the famous Elizabethan Poor Laws, one of the world's first government- sponsored welfare programs. The program was financed, at first, by contributions from the wealthy. When this proved inadequate, a poor tax was levied on everyone. The Poor Laws had three goals: first, those unable to care for themselves were placed in hospitals or orphanages. Children, when they were old enough, were put out as apprentices to craftsmen. Second, the able-bodied who could not find jobs on their own were put to work, usually in workhouses established in the towns. These were places where the unemployed were put to work making goods for sale -- such small items as candles, soap, or rope -- in exchange for a place to sleep and enough food to keep alive.
The third goal was to discourage the permanently unemployed, "rogues, vagabonds, and sturdy beggars" responsible for "horrible murders, thefts, and other great outrages." The Elizabethans made a clear distinction between those who, for one reason or another, were unable to work and those able-bodied people who refused employment, whether in a regular job or in a workhouse. The Elizabethan sense of order revolted at the thought of people wandering about with no respectable occupation. To refuse to work for wages was an offense punishable by law.
If the vagrant refused work or escaped from a workhouse and was caught, he was "burned through the gristle of the right ear with a hot iron of the compass of an inch about."50 If, for a third time, a vagrant was found to be unemployed, the punishment was death.
Sources from: http://www.brandonsd.mb.ca/crocus/library/social_classes_in_shakespeare.htm
3.Fashion in Elizabethan England
Women:
The Elizabethan age brought about a great development of culture in sixteenth century England. One way this great development of culture came about is through fashion and costume. Fashion in the Elizabethan age was a way of expressing one's self: the fashion truly helped to reveal the general culture of the period.
In the early stages of the Elizabethan era women generally wore clothes that covered them completely. The bodice or the top part of the gown was generally tight fitting with square shoulders. The yoke was usually of a dark color, and there was often some type of high collar. The collar would extend all the way to the chin and usually would ruffle at the top.
The sleeves were usually full from the shoulder to the elbow and then more tight and form-fitting from the elbow to the wrist. At the wrist the sleeves would open wide into a large ruffle.
The gown usually contained a v-shaped point at the waistline and then expanded into a sort of funnel shape reaching the ground. The shoes the women wore in this beginning period were not important because the gown reached to the floor; the shoes most often were not seen. As for jewelry, many woman in this period wore large pendants of gold around their necks. Earrings were not very common except among the very sophisticated, who could wear pearls.
The headgear of the beginning of the Elizabethan period was an English version of the French hood. This "hood" was placed near the back of the head and was worn with a stiff base that was very close-fitting. Many women in this period also opted for small jeweled caps decorated with jewels, pearls, or lace.
As the period went on, the women's style of dress saw a few changes. The bodice of a dress was still tight-fitting, but instead of a v-shaped waistline, the bodice was cut in a straight line around the hips. The sleeves also changed. Instead of ruffling between the shoulder and the elbow, they were tight-fitting all the way down to the wrist. The skirt became heavily embroidered, yet still remained long enough to drag the ground.
Men:
The men's style of clothing was also very distinct during the beginning of this great period. The men wore embroidered vest-like shirts called jerkins, which had square shoulders and buttons down the front. The sleeves were often decorated and loose- fitting all the way to the wrists. The pants were loose-fitting and extended to about three to four inches above the knee. They were padded with horse-hair and slashed in order to show the knitted silk stockings underneath.
The shoes of the men were generally made with the finest of leather. They contained a small leather heel and were often decorated with slashes. The headgear was either a small flat hat made of velvet or silk or a tall crown hat that was covered by fine fabric or feathers. Some of the more distinguished men wore small capes with big-edged collars.
As the period continued, so did the development of men's fashion in this culture. Stockings began to be replaced by garters, and silk stockings were replace by horse hair trunk hose. The most distinguished men began to wear crowned beaver hats and wide cloaks held by a chain and a crucifix. The tailored stockings were plain. The pumps had rounded toes and closed at the ankles. The bonnet was trimmed around the edged and decorated with a plume on one side.The men also began to carry short perfumed gloves.
There really isn't much to be said about the fashion of children in this age. They usually wore smaller versions of the adult fashions, and even the infant girls were required to wear long gowns. The boys generally wore miniature versions of clothing worn by the men. Their doublets and shirts had slashes in them, and they wore silk stockings of color underneath. The girls generally wore long braids in their hair; the braids would either be tied with ribbon or made into a crown.
Throughout the Elizabethan period there was a great development of culture in England. The influences of this culture can be seen through the fashion and costume of the sixteenth century English people.
sources from: http://www.springfield.k12.il.us/schools/springfield/eliz/fashionwm.html
The roles of women in society were very limited. Women were expected to be housewives and mothers. On average, a woman gave birth to a child every two years. Childbearing was considered a great honor to women.
Women were regarded as "the weaker sex", not just in terms of physical strength, but emotionally too. It was believed that women always needed someone to look after them. If they were married, their husband was expected to look after them. If they were single, then their father, brother or another male relative was expected to take care of them.
Many women in this period were highly educated. Women were not allowed to go to school or to university, but they could be educated at home by private tutors.
Women were not allowed to enter the professions i.e law, medicine, politics, but they could work in domestic service as cooks, maids etc. Women were also allowed to write works of literature, providing the subject was suitable for women: mainly translations or religious works. Women were not allowed to act on the public stage or write for the public stage. Acting was considered dishonorable for women and women did not appear on the stage in England until the seventeenth century. In Shakespeare's plays, the roles of women were often played by young boys.
Women, regardless of social position, were not allowed to vote. Neither could women inherit their father's titles. The only exception was, of course, the crown. The crown could pass to a daughter, and that daughter would be invested with all the power and Majesty of any king. In some cases women could not inherit estates, but women could be heiresses to property, and some women, especially if they were the only child of a great noble man, could be very affluent heiresses indeed.
Women had more freedom in the Elizabethan period than they had had previously and would have again for some time. Thus, noble women, as well as men, were given an impressive education in the classics, mathematics, and all other academic subjects of the day.
Sources from: www.elizabethi.org/us/women
2.Class distinctions in Elizabethan England
There were four groups of classes in Elizabethan England:
·The nobility
In Shakespeare's time there are only about 55 noble families in England. At the head of each noble family is a duke, a baron, or an earl. These are the lords and ladies of the land.
These men are rich and powerful, and they have large households. For example, in 1521 the earl of Northumberland supports 166 people – family, servants and guests.
A person became a member of the nobility in one of two ways: by birth, or by a grant from the queen or king. Noble titles were hereditary, passing from father to oldest son.
People in other classes might lose status by wasting their fortunes and becoming poorer. It took a crime such as treason for a nobleman to lose his title.
There were four groups of classes in Elizabethan England:
·The nobility
In Shakespeare's time there are only about 55 noble families in England. At the head of each noble family is a duke, a baron, or an earl. These are the lords and ladies of the land.
These men are rich and powerful, and they have large households. For example, in 1521 the earl of Northumberland supports 166 people – family, servants and guests.
A person became a member of the nobility in one of two ways: by birth, or by a grant from the queen or king. Noble titles were hereditary, passing from father to oldest son.
People in other classes might lose status by wasting their fortunes and becoming poorer. It took a crime such as treason for a nobleman to lose his title.
·The Gentry
When Elizabeth I was young, only about 5% of the population would have been classed as gentry: knights, squires, gentlemen, and gentlewomen "who did not work with their hands for a living." (Time Traveller's Guide) Their numbers, though, were growing. They were the most important social class in Shakespeare's England.
"Wealth was the key to becoming part of the gentry. These were people not of noble birth who, by acquiring large amounts of property, became wealthy landowners. Some families bought property bit by bit over generations.
"The upper gentry lived like nobles, building huge houses, and employing hundreds of servants. They could not buy their way into the nobility, but their sons or grandsons often became peers (nobles).
"The gentry were the solid citizens of Elizabethan England. They went to Parliament and served as justices of the Peace."
When Elizabeth I was young, only about 5% of the population would have been classed as gentry: knights, squires, gentlemen, and gentlewomen "who did not work with their hands for a living." (Time Traveller's Guide) Their numbers, though, were growing. They were the most important social class in Shakespeare's England.
"Wealth was the key to becoming part of the gentry. These were people not of noble birth who, by acquiring large amounts of property, became wealthy landowners. Some families bought property bit by bit over generations.
"The upper gentry lived like nobles, building huge houses, and employing hundreds of servants. They could not buy their way into the nobility, but their sons or grandsons often became peers (nobles).
"The gentry were the solid citizens of Elizabethan England. They went to Parliament and served as justices of the Peace."
·The Yeomanry
"Between the two extremes of rich and poor are the so-called 'middling sort', who have saved enough to be comfortable but who could at any moment, through illness or bad luck, be plunged into poverty. They are yeomen farmers, tradesmen and craft workers. They have apprentices and take religion very seriously; usually, they are literate." (Time Traveler’s Guide)
"They had existed for centuries and were, like the gentry, peculiar to England. They had no counterparts in Europe, which had great nobles, poor peasants, and little in between.
"The yeomen were prosperous, and their wealth could exceed that of some of the gentry. The difference was how they spent their wealth. The gentry lived like lords, building great houses. The yeoman was content to live more simply, using his wealth to improve his land and to expand it.
"Below the free holding yeoman on the social scale were the small leaseholders or "copyholders". Their lands might occasionally compare in size and wealth with those of the wealthier yeomen, but they were much less secure. A lease might be for life, in which case a copyholder could not be sure his son would inherit the land. His lease might be hereditary, but the amount due to the landowner might change. Copyholders were often forced off their land to make way for the larger operations.
"Beneath the copyholders were the hired laborers. Some of these lived in one place, working for wages on the lord's land and farming the four acres that, by law, went with their cottages. Other laborers went from county to county as migrant workers, wherever there might be sheep to shear or crops to harvest."
·The Poor
At the bottom were the poor. There was far more poverty under Elizabeth than in previous reigns, mostly because of enclosure, but there were also the sick, the disabled, the old and feeble, and soldiers unable to work because of wounds.
The result was the famous Elizabethan Poor Laws, one of the world's first government- sponsored welfare programs. The program was financed, at first, by contributions from the wealthy. When this proved inadequate, a poor tax was levied on everyone. The Poor Laws had three goals: first, those unable to care for themselves were placed in hospitals or orphanages. Children, when they were old enough, were put out as apprentices to craftsmen. Second, the able-bodied who could not find jobs on their own were put to work, usually in workhouses established in the towns. These were places where the unemployed were put to work making goods for sale -- such small items as candles, soap, or rope -- in exchange for a place to sleep and enough food to keep alive.
The third goal was to discourage the permanently unemployed, "rogues, vagabonds, and sturdy beggars" responsible for "horrible murders, thefts, and other great outrages." The Elizabethans made a clear distinction between those who, for one reason or another, were unable to work and those able-bodied people who refused employment, whether in a regular job or in a workhouse. The Elizabethan sense of order revolted at the thought of people wandering about with no respectable occupation. To refuse to work for wages was an offense punishable by law.
If the vagrant refused work or escaped from a workhouse and was caught, he was "burned through the gristle of the right ear with a hot iron of the compass of an inch about."50 If, for a third time, a vagrant was found to be unemployed, the punishment was death.
Sources from: http://www.brandonsd.mb.ca/crocus/library/social_classes_in_shakespeare.htm
3.Fashion in Elizabethan England
Women:
The Elizabethan age brought about a great development of culture in sixteenth century England. One way this great development of culture came about is through fashion and costume. Fashion in the Elizabethan age was a way of expressing one's self: the fashion truly helped to reveal the general culture of the period.
In the early stages of the Elizabethan era women generally wore clothes that covered them completely. The bodice or the top part of the gown was generally tight fitting with square shoulders. The yoke was usually of a dark color, and there was often some type of high collar. The collar would extend all the way to the chin and usually would ruffle at the top.
The sleeves were usually full from the shoulder to the elbow and then more tight and form-fitting from the elbow to the wrist. At the wrist the sleeves would open wide into a large ruffle.
The gown usually contained a v-shaped point at the waistline and then expanded into a sort of funnel shape reaching the ground. The shoes the women wore in this beginning period were not important because the gown reached to the floor; the shoes most often were not seen. As for jewelry, many woman in this period wore large pendants of gold around their necks. Earrings were not very common except among the very sophisticated, who could wear pearls.
The headgear of the beginning of the Elizabethan period was an English version of the French hood. This "hood" was placed near the back of the head and was worn with a stiff base that was very close-fitting. Many women in this period also opted for small jeweled caps decorated with jewels, pearls, or lace.
As the period went on, the women's style of dress saw a few changes. The bodice of a dress was still tight-fitting, but instead of a v-shaped waistline, the bodice was cut in a straight line around the hips. The sleeves also changed. Instead of ruffling between the shoulder and the elbow, they were tight-fitting all the way down to the wrist. The skirt became heavily embroidered, yet still remained long enough to drag the ground.
Men:
The men's style of clothing was also very distinct during the beginning of this great period. The men wore embroidered vest-like shirts called jerkins, which had square shoulders and buttons down the front. The sleeves were often decorated and loose- fitting all the way to the wrists. The pants were loose-fitting and extended to about three to four inches above the knee. They were padded with horse-hair and slashed in order to show the knitted silk stockings underneath.
The shoes of the men were generally made with the finest of leather. They contained a small leather heel and were often decorated with slashes. The headgear was either a small flat hat made of velvet or silk or a tall crown hat that was covered by fine fabric or feathers. Some of the more distinguished men wore small capes with big-edged collars.
As the period continued, so did the development of men's fashion in this culture. Stockings began to be replaced by garters, and silk stockings were replace by horse hair trunk hose. The most distinguished men began to wear crowned beaver hats and wide cloaks held by a chain and a crucifix. The tailored stockings were plain. The pumps had rounded toes and closed at the ankles. The bonnet was trimmed around the edged and decorated with a plume on one side.The men also began to carry short perfumed gloves.
There really isn't much to be said about the fashion of children in this age. They usually wore smaller versions of the adult fashions, and even the infant girls were required to wear long gowns. The boys generally wore miniature versions of clothing worn by the men. Their doublets and shirts had slashes in them, and they wore silk stockings of color underneath. The girls generally wore long braids in their hair; the braids would either be tied with ribbon or made into a crown.
Throughout the Elizabethan period there was a great development of culture in England. The influences of this culture can be seen through the fashion and costume of the sixteenth century English people.
sources from: http://www.springfield.k12.il.us/schools/springfield/eliz/fashionwm.html
Reflection on my reading book 3
I have finished the book "For One More Day" this week, i've got a kind feeling of understanding from life after reading it. It told me how i should think carefully before we done something that may affect our life, not only the big things and also the "little" things that you don't even care with. Decition making is a such hard thing to do, because you do not know whether it is right to do in this way or that, and you got confuse then the things may go wrong. In the book, The main character Charley made some wrong decitions during his life, which are the things he really regreated with. There was one example is that he left his mom and family on his mom's birthday, and went to the baseball game which his dad told him to. He lied to them that his office called and told him to go as soon as posible, but he did not except that day became his mom's funeran. He thought it was part of his fault, because he thought his mom could be survived if he was there as being the only person who was strong and calm enough to do some emergency. However, during the day he spend with his mom after her death, which means she might be a spirit who come along to help his son when he tried to end up his life. He told the truth of trying on her birthday, but his mom forgived him immediately. There are too much good things in this book which i can talk about, but the ending of this book is my favourite part. I remembered how he got back to his normal life and started everything again in a possitive way. He did not drank and he work reguarily, and he got closer to his ex-wife and his daughter again. He got a quite nice and peace life after that "day", he deeply belived that "day" was not a dream, it was his mom's spirit who came to help him out. At the final part, the story teller introduced herself at the last sentence, and she mentioned that she was the daughter from charley, that was surprised my i bit, and i kind like it.
Thursday, September 3, 2009
Reflection Task
This task is to write a reflection on some co-curricular activity in which I've been involved this year that could be included in this year's ammonite. The activity I've been doing is QG badminton, I've started this sport from term three and I really like it. I have been playing badminton for few years in my old schools, it is the only sport that i could really play well with. We have training every Friday for middle school students, but Danialla and I are very into the sport, so while teacher mentioned that we could come on Thurday with other senior students, we said yes immidiately. My expectation on this sport activity is to learn more skills from the cotch and team mates while i having fun at the same time. It is good if you learning something that you are interesting in and you know you are actually improving. Twice traning a week seem not fun enough for me, because when every time i lift up my head and look at the clock, the time has always come to 5o'clock. It's like only 10 minutes passed. I think badminton is a really good sport, it isn't like other sports which are hard to play with. I had lots of fun in it, and i think it is a good choice of chosing this soport for my term activity.
reflection on my reading book 2
I have continued the book "For One More Day" by Mitch Albom, once i read it i could not stop. It is very attractive because of the mistry feeling of story it have given. The more i read, the more i found it interest. The part i have been up to is that Charley, the main character had tried to kill himself twice, by jump down from the high place and car accident during the journal to his mom's home. He was upset because of many things happened, this all started with his mom's death. Since his mom passed away, he could not get over it, he stayed in his mood and that depressed his wife and daughter. He started drinking and lost his job, and then finally got divorced with his wife. His daughter followed her mother and got married without invite him. When Charley got the card and photos from his daughter's wedding after few weeks, he was pretty sad but more anger at himself. He took the ride to his mom's home in a vallege, and maybe because he missed his mom too much or whatever, he saw his mom! Just there infront of him, and spend a day with him like normal. That is where i up to, it is mistery and also interesting so i'm going to keep reading this.
reflection on my reading book
i'm reading the book called "For One More Day" by Mitch Albom. It is a really interesting book, it isn't like other books have many tense situations, it is more likely of calmness. The book is about the relationships between a family, mainly on the son and the mom. It start with the auther talking about how he started this book and the reasons he wrote this book. The auther said he was talking to Charley (the main character in the book) at a baseball court, Charley used to be a really famous softball player but eventually quited. I'm not sure wether this character is real or not, but the book is about his story, and it is writing with first person tence from the site of Charley. I just started this book, but i have read about quarter of it, I'll keep reading because i found this is a really good book.
Wednesday, August 26, 2009
Disagree letter
Dear the editor of The Courier Mail
Hi, i am Debbie Pang, one of the student from St Hilda's School. Recently, i have read an artivle called "The Real Cost of Posh's Locks" from you, and i really thought i shoulf write my disagreement with the article to you. Where you have mentioned that women in India had no idear whith what was going on with their hair after they shaved them, and the temple made a pretty great money from selling them to the western counties. In my point, they do not have to know ]because those hair were the things they shaved off and did not want to keep. Those were treated as garbege, so what need do people have to tell them before they "recycle" the garbeges they did not need anymore. Just like us, when peopel recycle the things we have though away, they do not ask for our promission before they do that. So why shoulf those women know either? I think it is allright that people selling shaved hair from the women in India even without telling, becaue they did not want it.
Kind reguards
Debbie Pang
24th of August 2009
Hi, i am Debbie Pang, one of the student from St Hilda's School. Recently, i have read an artivle called "The Real Cost of Posh's Locks" from you, and i really thought i shoulf write my disagreement with the article to you. Where you have mentioned that women in India had no idear whith what was going on with their hair after they shaved them, and the temple made a pretty great money from selling them to the western counties. In my point, they do not have to know ]because those hair were the things they shaved off and did not want to keep. Those were treated as garbege, so what need do people have to tell them before they "recycle" the garbeges they did not need anymore. Just like us, when peopel recycle the things we have though away, they do not ask for our promission before they do that. So why shoulf those women know either? I think it is allright that people selling shaved hair from the women in India even without telling, becaue they did not want it.
Kind reguards
Debbie Pang
24th of August 2009