For admission Essay Example | Topics and Well Written Essays - 250 words

For admission - Essay Example It was both a difficult and interesting transition in my life; on one hand was the shock of environmental and cultural change whereas on the other my quest for academic excellence. I went through a period of depression being away from home and in an environment where English is the sole language of communication but stood strong. I was not going to give up on my academic goals. I therefore developed friendships with fellow students and teachers who offered tremendous assistance with my English skills and now drastically improved. The challenges have taught me to be strong and now I am applying for my postgraduate studies. I am more confident than ever before to enjoy the postgraduate academic experience considering that I am now used to international cultures, my English language skills are impressive and have learnt a lot from interacting with people of different cultures. I will be using any opportunity both in and out of class to learn and interact so as to grow not only academically but also

The Day The Children Vanished PACTS Analysis Essay Example for Free

The Day The Children Vanished PACTS Analysis Essay The theme is the authors reason for writing the story. This message or main thought presented by the author is usually based on their beliefs and principles. The main thought being communicated by the author of The Day The Children Vanished is the psychology of how people react in the face of fear and anxiety. This main thought is established, developed, and enhanced through the use of literary techniques contained in a P.A.C.T.S. analysis. When inspecting this P. A.C.T.S. analysis, we can further understand the ways and means of how the author generates a mood and depicts the theme successfully. The most crucial element of any story is the plot and through it, the author associates the theme of the novel. The title plays a great role in the short story. It gives the audience an immediate idea of what the story is going to be about. This particular title, The Day The Children Vanished, suggests to the audience a mystery surrounding children. Since all children are seen as being innocent, this makes the audience at once sympathize for them. As the story advances, the condolence is extended to the parents who are the heirs of the children. Through the frantic parents, the author now begins to examine human behavior and how it reacts when faced with fear and anguish. The inciting event, when the parents begin to realize that there was no factual explanation for the disappearance of the children and the idea of them vanishing into thin air seemed saner. Some kind of gag. We cant figure it out, the bus never came through the dug way. (Trooper Teliski, pg 410). This inciting event provides space for the mind to grow increasingly paranoid and illogical. In the midst of all the confusion, the first reactions of the townsfolk were to blame the formerly respected Jerry Mahoney. For example, Mr. Goreman, Mr. Peabody and a few others headed by trooper Telinski, stormed into the house of Pat Mahoney and demanded information linking Jerry to the kidnapping. They posed questions like Did he have the need for money? trying to get information which would associate Jerry to the disappearance of the children (Pg 413). They brought up Jerrys past and came to foolish conclusions like Maybe Jerry go sick all of a sudden. It happened to men who saw action overseas ¦ (Pg 413). They fail at considering that Pat Mahoney is going through the same anxiety and distress as they are, as Jerry like their children, was his son on that very same  vehicle. Pat is depicted to be quite crazy through his misleading answers and his ridiculous trips into memory lane. We only learn at the end off the story that Pat Mahoney was in fact not crazy, but one of very few people who managed to maintain their sanity as he had objectives of his own. The increase in suspense and complication excelled when the childrens clothes and other articles were found just outside the quarry. Pat Mahoney said to Mr. Haviland, Everyone in this town is going to be looking for that station wagon in the lake, where they know it isnt ¦ (417). Just like he predicted, the townsfolk crazily were at the quarry in confusion and torment in search for their children. The story reaches its conclusion when the climax of the bank robbery is met. Through the events in the story, the author reveals how the bank robbers were dependant on natural human behavior, and how the townsfolk would react in the face of fear and anxiety. This psychology almost worked for them if it were now for Pat Mahoney and Mr. Haviland. In The Day The Children Vanished, the author shows both sides of the spectrum when examining the characters. There are the townsfolk that allow fear and anguish to consume them, which causes them to react impulsively and point fingers at others without any evidence. For example, Mrs. Jennings and Mr. Dickler accuse Pat Mahoney of hiding the truth to protect his son Jerry, due to his ridiculous responses to questions posed by trooper Teliski. These characters are the ones faced with the tragedy and retort to means that the author uses to depict them as being consumed with fear. On the other hand, characters such as Mr. Haviland and Pat Mahoney contrast the other townsfolk in logical train of thoughts. Mr. Haviland is an outsider to the town and he remained calm since he was not emotionally involved like the others. By keeping his cool he was able to logically weigh the facts and have a steady objective in mind. Pat Mahoney somewhat similar to Mr. Haviland in a weird way reacts exactly opposite to the townsfolk, which made him more hated in the town and the number one suspect to the mystery. Pat is just as worried and consumed with fear as the rest of the townsfolk, but he chooses to remain strong with his objective in mind for the benefit of his son. Through such characters in the story the author relay the mindset of different kinds of humans and thus advance his theme by linking it to the people around us  in our lives. The atmosphere surrounding the short story is vital to maintaining the interest of the audience. The atmosphere must not fail to reflect the plot and the progressing story line. Excluding the introductory paragraph, the atmosphere in The Day The Children Vanished is tense, and suspense seems to be a constant throughout the story. We as the audience can grasp how the parents of the vanished children feel and we link their unreasonable reactions to the fact that they are only human and humans are not perfect. Although the author arouses sympathy from the audience, we are still apart from the story and can see the townsfolk act on impulse not logic. We the audience, still understand why the townsfolk react the way they do because faced with the same situation, most of us would react the same way. Foreshadowing is provided through Pat Mahoney and his story about The Great Thurston. To Mr. Haviland it seemed ludicrous at the time, but he did not realize that Pat Mahoney was speaking from rational thought and knew the outcome of this happening, which he saw as a magic trick or a perfect diversion. Pat Mahoney also foreshadows future events through his friendly bet with Mr. Haviland where he says,  ¦tomorrow morning theyll be out searching. Ill make you a bet if you order them to stay in their houses they will go out searching. (Pg. 418). This prediction turned out to be very accurate as come next morning, all the townsfolk were out searching at the quarry for their children. Through a P.A.C.T.S. analysis, we can better grasp the motive for the author to write this story in the manner he does, allowing him to portray the theme through his own eyes. The theme is established, enhanced and developed through the use of literary techniques examined in this P.A.C.T.S. analysis. When we analyze a piece of work, we can see the techniques used by the author to try and portray a theme and make us see his point of view.

Cross Cultural Application Of Maslows Hierarchy Of Needs Commerce Essay

Cross Cultural Application Of Maslows Hierarchy Of Needs Commerce Essay Studies have proposed that the effective use of human capital is likely the most important determinant of organisational performance (Adler, 1991 cited in Fey 2005). This has prompted organisations to seek for ways to motivate their employees to work to their full potential and to ensure optimal organisational performance. Once of the most cited and discussed theories of motivation is Abrahams Maslows Hierarchy of needs, which is same as with other popular motivation theories, Maslows model was based on research carried out on individuals from the United States (Fatehi, 1996, Gibson 1994). While it is reasonable to assume that this theory can help managers in America, the question arises as to its applicability to international management. The aim of this essay is to address that question using America and China as case studies. This essay is structured into three parts, the first part of this essay would consist of an overview of the various theories of motivation, the second part w ould look at Hofstedes cultural dimensions of individualism and collectivism while the final part would analyse the applicability and implications of using Maslows Theory of Motivation within individualistic and collectivistic cultures (America and China respectively). Motivation According to Bateman and Snell (2007) motivation refers to forces that energize, direct and sustain a persons efforts. Theories of Motivation There are two groups under which motivation theories are classified namely: content theories and process theories. Content theories, also known as the need theories are concerned with the internal factors that motivate an individual. These theories suggest that individual needs keeps changing and that to motivate individuals, it is important to take into consideration these needs and fulfil them. Notable among the content theories is Maslows Hierarchy of Needs Theory, Herzbergs Hygiene Theory and McClellands Learned Need Theory. On the other side, the process theories of motivation are concerned with the how people initiate, direct and maintain their motivations. These theories see motivation as a rational cognitive process. Examples include Adams equity theory (1963), which assumes that people expect a balance to exist between their contributions and their outcomes. They compare their circumstances with other similar people and if there is any inequity (if it is to their disadvantag e) they adapt their behaviour to lessen that inequity. Vrooms Expectancy Theory (1964) is also part of the process theories. Maslow Hierarchy of Need Theory: Maslows theory suggests that people will satisfy basic-level needs before adjusting behaviour to satisfy higher-level needs. Once a lower need is satisfied, it ceases to be a motivator and the individual progresses to the next need in hierarchical order. Source: Maslows Hieracy of Needs; www.learnmanagement2.com Such needs have been recognized by Maslow and in their hierarchical order, include physiological needs, safety needs, social needs, self-esteem, and self-actualization. In Maslows model, individuals at the outset desire to gratify physiological needs. Physiological needs are the fundamental human needs which are necessary to maintain life and consist of food, clothing and shelter. Other desires present slight motivation pending the satisfaction of these basic needs. As soon as physiological needs are satisfied, safety becomes the next need. Safety characterizes the need to be liberated of the fear of bodily harm, the want to experience freedom from lack of fundamental physiological needs and the desire for self-protection. Subsequently, the social need arises as the chief need to be satisfied. The social need represents striving for significant relationships with other people. Once the need for significant relationship is fulfilled, the individual begins to seek more personal recogni tion and desires esteem or recognition from other people. The satisfaction of this need produces feelings of self-confidence, prestige, power, and control. After satisfying the need for self-esteem, self-actualization becomes the principal need. Self-actualization represents the desire to take full advantage of ones abilities and be what one is able to be (Maslow, 1970, Hersey, 1996, Gambel and Cianci, 2003). Cultural Dimensions Culture can be defined as a system of values and norms that are shared among a group of people and that when taken together constitute a design for living (Hill, 2009 p. 89). According to Hofstede (1984), there are five dimensions of culture namely: power distance, uncertainty avoidance, individualism vs. Collectivism, Masculinity vs. Femininity. Power distance relates to the way a society deals with the fact that people are unequal in intellectual and physical capabilities. The uncertainty avoidance dimension relates to the extent to which different cultures socialised their members to accepting uncertainty and ambiguous situations; According to Hofstede, members of high uncertainty avoidance cultures place a premium of job security, benefits and demonstrate a strong resistance to change while the opposite applies to members of cultures with low uncertainty avoidance. Individualism and Collectivism refers to relationship between the individual and his fellows. In individualistic cultures, bonds between individuals are loose and freedom an individual achievement are valued while in cultures where collectivism is emphasized, bonds are tight and individuals are supposed to look out for the interest of others before his own. Hofstedes masculinity versus femininity dimension refers to the distribution of roles between genders in a particular culture. (Hofstede, 1984, Hill, 2009). Overview of Individualism and Collectivism Individualism Amongst individualistic societies, Hofstede (1984) suggests that individuals desire and gain a high quality of life as a result of success achieved by his or her efforts alone. Achievement, self-actualization, and self-respect describe an individualistic society and furthermore typify self-esteem and self-actualization in Maslows hierarchy of needs. One conserves self-respect and separates work and private life in an individualistic society. In the work organization, completing the job task will come before developing relationships. Collectivism Hofstede (1980) suggests that collectivism can be described by a tight social framework where differences exist between in-groups and out-groups. Individuals expect to be cared for by their fellows, which can consist of relatives, clans, or organizations in exchange for absolute allegiance. Hofstede (1982) also points out that individual are born into a collective society. Consequently, Hofstede (1984) suggests that in a collectivist society, a high quality of life is defined more in terms of the family and close relatives than the individual. In terms of the work environment, individuals from collectivist cultures do not separate their private lives from their jobs, relationships take precedence over job tasks and importance is placed on the development of relationships as a requirement to work together effectively. American and Chinese Culture To better understand the extent to which various factors motivates individuals from different cultures, it important to look at their national culture. The national culture of America and China shall be discussed briefly using Hofstedes (1984) model. Despite the short coming of this model, it is still widely used because it provides data on characteristics of culture based on a large number of respondents from variety of countries. Dimension America China Power Distance 40 80 Individualism 91 20 Uncertainty Avoidance 46 40 Masculinity 62 66 Source: Hofstede, G (1983), The Culture Relativity of Organisational Practices and Theories, Journal of International Business Studies, Vol.14 (4) pp.75-89 American Culture Hofstede argues that, the ordering of needs in Maslows hierarchy represents a value choice Maslows value choice. This choice was based on his mid-twentieth century U.S. middle class values (1984, p. 396). Maslows hierarchy was developed during an era when the American culture stressed individual achievement. The rapid growth of this country, which was facilitated by strong emphasis on education, lifestyle and career opportunities, influenced the formulation the needs demonstrated on Maslows model (Gambel and Cianci, 2003). Hamden, Turner and Trompenaar (1993) argue that the American culture places a lot of emphasis on making the individual self reliant as against being influenced by his or her external environment or others. Nevis (1983) also states that the American culture over the years has developed from assumptions that stress the independence of the individual. It can be confirmed from the research done the Maslows Theory was based on individualism that was prevalent in the Ame rican society. The question therefore arises as to whether this theory can be applied to cultures that are high on the collectivism dimension. Chinese culture Lit et al (2002) state that research on cultural studies identify family oriented collectivism as a key Chinese cultural characteristics. According to Triandis (1996), the Chinese are collectivist individuals. Similarly, Smith and Bond(1993) points out that a lot of research have discovered that the Chinese place a lot of emphasis and importance on family values and hierarchy. This characteristic is also noticed in the work environment; Chinese business practices are influenced by family-oriented collectivism and the structure of their organisations supports the collectivist nature (Nevis 1983, Li et al, 2000). These factors suggest that a Chinese hierarchy of needs would differ significantly from Maslows original model. The main issue concerning Maslows Theory and its ability to apply to Chinese cultures is the aspects of self actualisation and the need for social belonging. Other needs such as physiological and safety needs are basic needs that are present in any culture, although it may not be sought after in the sequence proposed by Maslow. However, his hierarchy of needs places the need for social belonging as being desired after physiological and safety needs are met. While self actualisation is the ultimate need. While these may be applicable in the American society, such cannot be said concerning the Chinese. Being a collectivist culture, one of the main focuses of individuals in such societies is to look out for the well being of their immediate family and relations. Such characteristics are acquired from young as the individuals watch the way their fellows interact. It is therefore not a need that they aspire to or desire but rather one that is already embedded in their environment. This ne ed therefore, cannot be used as a motivator for individuals from collectivist cultures especially China. Another problem with the application of this theory in collectivist cultures is the importance Maslow places of self actualisation. Self actualisation is seen as the chief desire of individuals. While this is possible in cultures that are highly individualistic, the same doesnt apply to collectivist cultures. As demonstrated in the literature on collectivist cultures, the aspect of self is not emphasized while communal thinking is promoted in place of individualistic behaviours. In cultures such as China, the need for Self-actualisation as proposed by Maslow may not exist at all. The implication of this is especially important for managers who are working in cross cultural environment. When using Maslows theory of motivation, it should be clear as to who such motivations are targeted to. Generalising this theory as being applicable to individuals from diverse cultures may not be in the best interest of management as they may not achieve their aim of motivating their employees to full potential. Although Maslows Hierarchy of Need theory is an important contribution that can help managers in motivating their employees, it should be handled carefully when dealing with individuals from diverse backgrounds.

My First Love Essay -- essays papers

My First Love When I was ten years old, I fell in love. It was more romantic and emotionally uplifting than any other experience I had ever been through. The object of my affection reciprocated that love instantly, and since that day, we have never fought, never been apart, and never been unfaithful. It started one brilliant October day. The bright New England foliage fell like large, fluttery raindrops as I coasted down the road that lead to the elementary school, and the gravel crunched beneath my bike tires as I rounded the corners. I sighed. Today had been just another day at school for me. Another day with the rest of the country-grown kids who lived in the hills of this straight-laced town. Another day in which I said hello to everyone I saw, calling them by name. Just another normal day with normal events. Except for the fact that this was the day that the cast list for Bakersfield Elementary School's production of "Oliver Twist" had been posted. Big deal. I had auditioned, but mainly because Cathy, a good friend of mine, had no one to audition with, and had whined so much, I did it to make her shut up. It was the most dull and uneventful process I had been through since my last doctor's checkup. The audition process consisted of the 2 directors (who actually were the school's music teacher and the secretary) saying the following: "Read these lines." "Okay, now read these ones." "Try that again, please." "Right, now sing this... And this." Then they muttered for a bit amongst themselves, and then said, "okay, then, thanks for auditioning!" Cathy had obsessed and worked herself into such a frenzy by the end of the day that the list was going to be posted. She was worried about if she was going to be cast or not. Her incessant fidgeting and one-way conversation irritated me so much, I had headed home early, not even stopping to see if I was in the play or not. I know that it's bad when you avoid friends, but I think maybe I was just in a bad mood or something. I now found myself riding back to school, compelled to see if I had actually gotten a part. As I walked into the school, I saw a small group of kids loitering around a piece of paper by the door that led to the gymnasium. This was it. I stepped toward it, muttering "excuse me to a pair of burly eighth-grade girls who looked quite disgusted. I scanned do... ...lfway across the gymnasium, which had been completely rearranged and decorated in black for this play. I walked up the three steps to the stage. I turned to face the audience. And I saw them. The whole town, sitting there, watching me. I swear a sweat drop rolled down my jaw line, and all of the lines that I had worked so hard to remember flew right out the window. I didn't know what to say. It was if the weight of the world had been placed squarely on my head. In that split second that I lost all of my composure, just as fast, I regained it. I shook it off. The lines came flooding back, and I resumed my character. I threw my whole heart and soul into my performance. Adrenaline was rushing through my blood, and I acted better than I had ever had in rehearsal. I even earned quite a few laughs for the "kiss" with Mr. Bumble. The curtain call came, and as I stood onstage with the rest of the cast, I smiled on the inside as well as on the outside, and I felt as though I would burst with the feelings that were bouncing around in my head. I was happier than I had ever been in my whole life (at least that I could remember). When I was ten years old, I fell in love with Theatre.

Genre Analysis

Genre Analysis The musical film has always held a special place for me. From my time as a drama student in high school, my eyes have been opened to the amazing world of the musical and especially the musical film. The musical film is a film genre in which the characters sing songs that are integrated into the overall story. Since musicals first began in theaters, musical films usually contain similar elements. These elements often simulate that there is a live audience watching. In a sense, the film viewers become the audience members, at a theater production, as the actor performs directly to them.Due to the popularity of musicals in the theater, the style was quickly brought over into film. In 1927, the musical film genre began with the accompaniment of the first film talkie, The Jazz Singer. While popularity for this genre has fluctuated over the years, it nevertheless has succeeded in becoming a staple in films. Throughout this paper, I will explore what is a film in the musical genre and why it has such a lasting effect through the examination of three considered, classic musical films of their eras. The three films that will be examined are Singin’ in the Rain, Grease, and Rent.These three movies are considered some of the top musicals of their time. Singin' in the Rain is a 1952 musical comedy film starring Gene Kelly, Donald O'Connor and Debbie Reynolds. This film is a comic portrayal of Hollywood’s transition from silent films to talkies in the late 1920s. It is now frequently described by critics as one of the best musicals ever, and it continually tops on the AFI's 100 Years of Musicals list. Next, Grease is a 1978 musical film starring John Travolta and Olivia Newton-John as two students in a 1950s high school.This is a story of the trials and tribulations of the teenagers are that era. Grease was considered as one of the best films of 1978. Lastly, Rent is a 2005 musical drama film about the depictions of the lives of several Bohemian s squatting in the East Village of New York City from 1989 to 1990 and their struggles with sexual preference, drugs, and AIDS. The film was nominated for a number of awards, including a GLAAD Media Award for Best Picture Musical/Comedy. They may seem quite different on the surface; however, the similarities they do have in common are mainly due to the genre they share.This is shown by the use of music, production design, and film techniques. The use of music is a key to determining if a film is in the musical genre. Not only are songs used to further the story along in a musical, but they also have the ability to put the audience in the emotional state of the character singing. Song has always been used as a good conductor for emotional understanding. For example, during the song â€Å"You Were Meant for Me† in Singin’ in the Rain, Don Lockwood is able to confess his love to Kathy Selden in a way that feels magical and shows a connection between the two would be lover s.Also, the song â€Å"There Are Worse Things I Could Do† in Grease is able to betray the emotional depth of the character Rizzo’s fear, shame, and anger. At the time this film came out, topics such as teen pregnancy were not generally presented in films. By having this character sing her issue, the audiences, who may have dismissed her outright for her actions, are able to sympathize with her plight. Moreover, in Rent, the song â€Å"I'll Cover You† by Angel and Collins allow the viewer to get caught up in this young couple's relationship without having to worry or even consider that this is a gay couple.Therefore, it is obvious that the power of song is one of greatest attributes that the musical genre has to offer. Music has a tendency to touch a person more than mere words, which might be the reason why musicals do, too. Another item that films in the musical genre share in common is production design. Production design is the creation and organization of th e physical world surrounding a film by the use of lighting, staging, and set design. Musicals share many similarities in their production design. For instance, many musicals from the past and present use elaborate production numbers.A production number is a specialty routine, usually performed by the entire cast consisting of musicians, singers, and dancers of a musical with the use of grand set pieces. All the films being discussed here have, at least, one production number in them. Singin’ in the Rain has Gene Kelly's legendary performance in the rain. The ending of Grease features a carnival with several song and dance numbers. The beginning of Rent showcases a beautiful New York block back lot, surrounded with flaming debris. Also, since musicals had their start in the theaters, many lighting choices have theater-like qualities, such as the spotlight.All three films use a spotlight to highlight their actors. Rent and Singin’ in the Rain, use it to emphasize the the ater and movie qualities of their film; while Grease uses the spotlight to portray a beginning of a dream sequence. Many musicals, even the grittier ones, have a sense of grandeur to them that can be seen in the production design. One can say grandeur has always been a calling card for musicals. Once musicals made the transition to film, a number of film techniques have been used repeatedly. First of all, many musicals use the technique of creating lines of movement from background to foreground to foster an illusion of depth.Singin’ in the Rain presents a line of beautiful women in tremendous outfits, in the background, during the â€Å"Beautiful Girl† song. The balcony scene in Rent and the carnival scene in Grease provide the same sense of an illusion of depth. In addition, the use of ellipsis, an omission of time to that separates one shot from another, allows films, such as these, to show a long progression of time quickly. The stories of these films take place ov er a matter of months like Singin’ in the Rain, a school term like Grease, or a full year like Rent. Since all that time cannot be shot, ellipses are used.Another technique, which is commonly used, is the fadeout. Since several of the song and dance scenes are basically vignettes, a fadeout is typically a good transition or ending. Grease uses it at the end of Beauty School Dropout, and the other films use it at the end of their films. Furthermore, the long shot, also known as the full-body shot, is used frequently in musicals to allow the audience to see the dexterity of the actors. The scenes like the ballet in Singin’ in the Rain, the hand jive in Grease, and the tango in Rent, must be shown with such shots to enhance their performances.Hence, while the feel of a musical can differ from one to another, the general format tends to follow a set path that one allows the viewer a measure of comfort. In conclusion, the genre of the musical has had a long standing in film for many years. From mere comedy to critiques on our society, the musical has taken many forms. For some reason, our society allows one to express their point of view through a musical to a mass audience. Such musicals as Hair, Tommy, and even Rent would not have been shown if not in musical form.The use of song and dance has always been a factor in any civilization from the rituals to entertainment. It is said that music soothes the savage beast, but music also allows the viewers of musicals to almost experience movie firsthand. One can easily get caught up in the songs of the musical. Have you ever caught yourself singing the songs after the show? That is a sign of an excellent musical. Whether it is live or on a screen, I receive so much enjoyment out of watching a musical. I hope the same can be said about you.

Elizabethan Age essays

Elizabethan Age essays In England, the period between the Gothic and Renaissance styles is known as the Elizabethan age. It reached its peak in the late 1500s, toward the end of the long reign of Queen Elizabeth I, and is often considered the last phase of the long- lasting Tudor style. Although the Elizabethan age produced a certain amount of characteristic sculptures and paintings, the Elizabethan style can best be seen in the period's architecture. The dramatic personality of Elizabeth became the subject of a voluminous literature (Elizabethan Age). However, the literature coming out of this period was also quite exceptional. Among the many great writers and poets were Edmund Spenser who wrote a very detailed piece about a feast for Elizabeth, Sir Walter Raleigh who wrote poems about Elizabeth, and William Shakesphere (Elizabethan Writers). The Gothic period preceding the Elizabethan age was based very much on religion. Secular buildings, sculpture, stained glass, illuminated manuscripts, and other decorative arts were produced in Europe during the latter part of the Middle Ages. Since then the term Gothic has been restricted to the last major medieval period, immediately following the Romanesque (Gothic Period). The Renaissance, following the Elizabethan age was a rebirth of scholarly interests. It was based on the classics of art, religion, science and inventions, philosophy, and humanism (Renaissance). Queen Elizabeth I was a powerful political figure in English history. Her background was definitely relative to her choice of words and her topics that she used in "When I Was Fair and Young." Elizabeth was born in London on September 7, 1533. She spent her childhood away from the court and received an excellent classical education under such scholars as Roger Ascham, who influenced her greatly (Plowden 7). Her exceptional education aided in many of her future deci...