What's In A Name
"A rose by any other name would smell as sweet" is a popular adage from William Shakespeare's play Romeo and Juliet, in which Juliet seems to argue that it does not matter that Romeo is from her family's rival house of Montague. The reference is used to state that the names of things do not affect what they really are. This formulation is, however, a paraphrase of Shakespeare's actual language. Juliet compares Romeo to a rose saying that if he were not named Romeo he would still be handsome and be Juliet's love. This states that if he were not Romeo, then he would not be a Montague and she would be able to marry him without hindrances.
What's in a Name
In the famous speech of Act II, Scene II of the play, the line is said by Juliet in reference to Romeo's house: Montague. The line implies that his name (and thus his family's feud with Juliet's family) means nothing and they should be together.
Romeo and Juliet was published twice, in two very different versions. The first version of 1597, named "Q1", is believed to have been an unauthorised pirate copy or bad quarto provided to the printer by actors off the books: a memorial reconstruction. It may also, separately, represent a version of the play improved and trimmed after rehearsals for more dramatic impact.
A name is much more than just a couple words thrown together; they also help identify and distinguish people from others in society. Names can give people a greater sense of individuality, link them to their ancestors and even be a source of strength, comfort and pride.
Emilien says Etienne is a family name connotating his French/Haitian heritage. Throughout the year, Coach Willard has said Emilien is the unsung MVP of the team for his hustle and toughness, certainly a high honor for the graduate student. And while everyone knows him as Patrick or Pat, the meaning of Etienne certainly describes the impact he can have on the team.
The vaccine will be marketed in the EU under the brand name COMIRNATY, which represents a combination of the terms COVID-19, mRNA, community and immunity, to highlight the first authorization of a messenger RNA (mRNA) vaccine, as well as the joint global efforts that made this achievement possible with unprecedented rigor and efficiency, and with safety at the forefront, during this global pandemic.
Yes, if the assumed business name of the associated broker meets the requirements for a team name since a team name must be used when the associated broker is associating with another broker. Keep in mind that the associated broker registers the assumed business name that is used when they are not associating with another broker and the broker that they are associating with registers the team name being used when associating with that broker. [Rule 535.154(a)(5)]
Note on Exclusive Name Use: TREC does not, and is not, required to vet names submitted for registration as an assumed name or team name for exclusivity. A brokerage should decide whether it makes good sense from a liability exposure standpoint to allow an associated broker (or a sales agent who owns a business entity) to use the same name for a team name under the brokerage that they have registered as an assumed name under their own licensed business entity.
Generally, in Texas, filing an assumed business name is required to put the public on notice that you are doing business under a name other than your legal name. For most business entities, the assumed business name is filed with the Secretary of State. For a general partnership or individual broker, the assumed business name is filed with the county clerk in the county or counties where you do business. See
Evidence of registration of the assumed business name with the Secretary of State or in the county or counties where the broker does business is adequate proof of authority to do business under that name. [Rule 535.154(d)]
Yes. The name on your government issued photo ID must match the name on your real estate license application. If the names do not match, please submit a name change request. Include your name as it appears on the application, a copy of your government-issued photo ID, and your telephone number to TREC.
Learning student names has been promoted as an inclusive classroom practice, but it is unknown whether students value having their names known by an instructor. We explored this question in the context of a high-enrollment active-learning undergraduate biology course. Using surveys and semistructured interviews, we investigated whether students perceived that instructors know their names, the importance of instructors knowing their names, and how instructors learned their names. We found that, while only 20% of students perceived their names were known in previous high-enrollment biology classes, 78% of students perceived that an instructor of this course knew their names. However, instructors only knew 53% of names, indicating that instructors do not have to know student names in order for students to perceive that their names are known. Using grounded theory, we identified nine reasons why students feel that having their names known is important. When we asked students how they perceived instructors learned their names, the most common response was instructor use of name tents during in-class discussion. These findings suggest that students can benefit from perceiving that instructors know their names and name tents could be a relatively easy way for students to think that instructors know their names.
In this study, we explored student perceptions of instructors knowing their names in a large-enrollment undergraduate biology course that was taught in an active-learning way. This study is novel, in that we know of no other study that has linked student perception of instructors using names to student affective gains. Further, we know of no other study that has explored the use of names in a large-enrollment course. Our specific research questions were as follows:
On the first day of class, each student was provided with a piece of brightly colored card stock and a marker and asked to make a name tent (see Figure 1 for an example). Students were asked to bring their name tents to class every day and display them on their desks. Throughout the course, students were greeted by teaching assistants as they came into class and were reminded to take out their name tents. Additionally, the first lecture slide of most lectures reminded students to display their name tents. The instructors brought the materials to make new name tents to every class; if students forgot to bring their name tents, they were invited to make a new one at the beginning of the class period.
During the first week of class, students completed a survey that asked about their prior experiences in large-enrollment biology courses. Large-enrollment courses were defined as courses of 50 students or more. Students were asked how likely it was that instructors of previous large-enrollment biology courses knew their names and responded on a four point Likert-scale ranging from very likely to very unlikely. These data were later collapsed into two categories, likely and unlikely. Student demographic information was also collected, including race/ethnicity, gender, and college generation status (see the Supplemental Material for a copy of the pre course survey).
On the last day of class, we provided all students with a list of the two instructors for the course. We asked students to circle which of the instructors, if any, knew their names. If students thought an instructor knew their names, we asked them to describe how they thought the instructor learned their names. Finally, we asked students to please explain why instructors knowing their names was or was not important to them (see the Supplemental Material for a copy of the postcourse survey).
Students in the course were offered several options to earn extra credit at the end of the semester. One of the ways in which students were able to earn the credit was to participate in an interview to give feedback on the course. To provide anonymity and to encourage students to speak freely about their experiences in the course, we assured students that instructors of the course would never listen to the interviews or associate their names with their responses. We designed interview questions to explore student conceptions of affective instructional practices, including instructors knowing student names. We created interview questions based on the findings of Seidel and colleagues (2015) and preliminary data collected from three sources during the previous term: student nominations for one of the instructors for a teaching award, general feedback from the students about what they had liked and disliked about the course, and formal student evaluations. We asked students whether they felt the instructors fostered relationships with students, built a classroom community, and cared about student success. If students indicated that one or both of the instructors established relationships with students, built a classroom community, or cared about student success, we asked the students how they thought the instructor did so. At the end of the interviews, we also asked students if they thought that either of the instructors knew their names. If students reported that they perceived an instructor knew their names, we asked them how they thought the instructor learned their names. We asked all students whether or not having their names known was important to them and what their opinions were of using name tents in class. In the interviews, we asked students the same set of questions for each instructor, and we combined those responses, because we are interested in how students perceive and interact with the instructors generally. The interview questions that were analyzed are provided in the Supplemental Material.
Within 3 days of the last day of class, each instructor was asked to identify the first names of students in the class. Each instructor was individually presented with a photo roster of the class with the names of students removed. The instructors looked at individual pictures of all students and were asked to name as many students as they could. This information was recorded into an Excel spreadsheet. 041b061a72