It Is Commonly Accepted That The Beowulf Epic Was From The Anglo-Saxon

It is normally acknowledged that the Beowulf epic was from the Anglo-Saxon period. It is so regularly acknowledged on account of the solid proof in the story. At that point, in view of these equals that can be attracted it is sheltered to state that a peruser who is unconscious of Anglo-Saxon society can't completely comprehend this epic. That is the reason I plan to clarify the fundamental standards of this general public to all the more likely fathom the epic at another level. There is clearly next to no reference to ladies in this story. In class it was talked about that it might be because of the little significance of ladies during the time enough said. In any case, I have discovered that during the Anglo-Saxon period females were not of little essentialness. They accepted that in ladies there was a component of blessedness and prescience. They even solicited exhortation from their ladies. It is likewise obvious that ladies were regularly organized in union with keep harmony. This may appear to be annoying yet, isn't it a commendation to accept that a lady can transform outrage into a peace negotiation. It is contended that maybe ladies were generally kept separate from the story on the grounds that the artist picked rather to build up the significance of male to male kinships. This is upheld by numerous works of the time while huge numbers of them revolved around male characters. The warriors in Beowulf had spouses and families yet it is proposed this was irrelevant to the story. The male kinships were exceptionally esteemed at that point. Beowulf was encircled by respectable warriors who might have ensured him with their lives. Such a fellowship is shaped that is worth more than gold. Perhaps the greatest discussion encompassing Beowulf is that of religion. Did the artist expect for this to be a Christian based work. While I won't examine the issue top to bottom there is one part of it that had been troubling me. It is that of the solid accentuation of vengeance in the content. This causes it to appear just as Beowulf doesn't fit the Christian worth framework by any stretch of the imagination. However I found that the tooth for a tooth, tit for tat was not all that exacting at that point. It was firmly energized that rather than avenging the demise of your family by slaughtering the person who had submitted the wrongdoing that the executioner should pay a werglid or manpayment. These werglids were in light of the expired's social standing. An eorl or aristocrat was worth twelve hundred shillings, a ceorl or normal free man was worth 200 shillings, what's more, a slave whether he was executed or simply harmed unrecoverable was worth as it were one pound. The congregation likewise pronounced that ministers were comparable to aristocrat in these cases and their religious communities got any pay. Old English Saxon culture set an incentive on open regard. Many accept that treasure was significant. Be that as it may, to be regarded and adored by everybody was a man's worth. Fortune appeared to be collected from this affection and regard. Be that as it may, this fortune was not intended to be accumulated. Regularly a blessing was parted with. This helped a saint to remain popular. It is called attention to that in Beowulf he is covered with his fortune. This doesn't imply that the individuals put significance on this. They were basically making a point that a precious ruler had simply kicked the bucket. The crowd could have effectively been utilized to purchase harmony. It was so difficult in the seventh and ninth hundreds of years to keep out of war that a quiet lord was the best riches. Beowulf's kin perceived one or the other is the reason they covered his wealth with him. Since they realized that he was justified, despite all the trouble ten times. These parts of Anglo-Saxon culture make Beowulf a progressively tenable also, perhaps considerably all the more intriguing story. It is such a James Bond. The saint is put in a current spot and exact authentic setting which makes it simpler to swallow. Since a great many people know about current culture, James Bond is without any problem deciphered. Simply these couple of Anglo-Saxon realities that have been examined can likewise build up a superior comprehension of Beowulf. Book reference Chickering, Howell D. Readings on Beowulf. pgs. 38-44 San Diego:Greenhaven Press, 1998 Robinson, Fred C. Readings on Beowulf. pgs. 49-54 San Diego: Greenhaven Press, 1998 http://www.geocities.com/Athens/2471/beowulf.html

cloning :: essays research papers

Cloning people and organs could just yield new advances that will be gainful to society. Organ cloning is something that would be very useful to society. For instance, in the event that we could clone human organs there would be no requirement for sitting tight records for individuals searching for contributors. Researcher could make a clone of a patient’s organ, that their body would be bound to acknowledge, without the flaws of their past organ. Thusly, someone else who was on the holding up rundown could get the organ. In America there are a large number of individuals on holding up records to get new organs that will help drag out their life. A large number of these individuals will pass on the grounds that there is anything but a reasonable contributor that coordinates their necessities. Envision the lives that will be spared if an individual can clone their own liver, or whatever other organ that is expected to endure a sickness. The procedure is genuinely straightforward. At the point when a youngster is imagined, specialists will take a couple of cells from it and clone them. These cells will at that point be put in a national tissue bank until required. There they are promptly accessible. On the off chance that the kid gets injured, or gets an illness, it will have a â€Å"repair kit† to count on. The vast majority of the contention is about whether or not we will be murdering another human so as to get these parts. It might be said, we would. The solidified undeveloped organism would be put in a proxy mother. There it needs just a negligible week to develop. It would then be able to be expelled, and the required organ singled out. At that point, this organ can be developed in a lab, where researchers can accelerate the procedure extraordinarily. Truly, we created the beginnings of a human, yet it was just a single week old. Regardless of whether individuals trust in the "art" of c loning you need to concur that there are unquestionably beneficial things that can emerge out of the entirety of this exploration. Scientists state that inside 5-10 years we will really have the option to develop headless human clones. I’m not saying this ought to be moral to everybody, except simply envision the potential outcomes. Not any more holding up records, and almost uliminating organ dismissal ought to be and leaving prospect to everybody. This kind of innovation could spare a large number of lives. Utilizing only the early stage cloning, we could definitely improve numerous people’s opportunity to live. . Cloning can change the substance of the planet until the end of time. cloning :: papers inquire about papers Cloning people and organs could just yield new innovations that will be helpful to society. Organ cloning is something that would be incredibly advantageous to society. For instance, on the off chance that we could clone human organs there would be no requirement for sitting tight records for individuals searching for givers. Researcher could make a clone of a patient’s organ, that their body would be bound to acknowledge, without the defects of their past organ. Along these lines, someone else who was on the holding up rundown could get the organ. In America there are a huge number of individuals on holding up records to get new organs that will help draw out their life. Huge numbers of these individuals will bite the dust in light of the fact that there is definitely not a reasonable contributor that coordinates their necessities. Envision the lives that will be spared if an individual can clone their own liver, or whatever other organ that is expected to endure a disease. The procedure is genuinely straightforward. At the point when a kid is considered, specialists will take a couple of cells from it and clone them. These cells will at that point be put in a national tissue bank until required. There they are promptly accessible. In the event that the youngster gets injured, or gets a malady, it will have a â€Å"repair kit† to depend on. A large portion of the debate is about whether or not we will be executing another human so as to get these parts. It could be said, we would. The solidified undeveloped organism would be put in a substitute mother. There it needs just a unimportant week to develop. It would then be able to be evacuated, and the required organ singled out. At that point, this organ can be developed in a lab, where researchers can accelerate the procedure significantly. Indeed, we created the beginnings of a human, however it was just a single week old. Regardless of whether individuals have confidence in the "art& quot; of cloning you need to concur that there are unquestionably beneficial things that can emerge out of the entirety of this exploration. Specialists state that inside 5-10 years we will really have the option to develop headless human clones. I’m not saying this ought to be moral to everybody, except simply envision the potential outcomes. Not any more holding up records, and almost uliminating organ dismissal ought to be and leaving prospect to everybody. This sort of innovation could spare a large number of lives. Utilizing only the early stage cloning, we could definitely improve numerous people’s opportunity to live. . Cloning can change the substance of the planet until the end of time.

How to Help With Essay Writing

How to Help With Essay WritingA word of warning before you begin; don't give up right away. Even if you are struggling with your essay, you can still finish it. You just need to know what your options are and the ways in which you can go about accomplishing the task.Subject selection is a big one. A subject chosen poorly can leave you baffled, confused and even frustrated. Make sure that you choose a topic that interests you and the people you will be writing for. You can also try writing for your own research or even simply to improve your English writing skills.Since so many people use essay writing to get their personal essays finished, this is where you should concentrate your efforts. Choose your topic and build up a thesis statement. By doing this, you have already laid the groundwork for an essay that can help you succeed.One of the first things you need to learn about is writing your thoughts down. A lot of people have found this to be very helpful when it comes to coming up with something to write about. You also need to be able to turn your thoughts into words and this can be easier than you think.The first thing you need to do when it comes to essay writing is to actually sit down and write about your thoughts. Start with some short sentences about your topic. By using this method, you will have a better chance of coming up with an essay that you can use for your college application.Lastly, avoid cramming. One of the best ways to go about accomplishing this is to actually read a book or articles that discuss the topic. This is going to give you a better idea of what is said and what you can include in your essay.Essays are also a great way to learn and hone your skills as a writer. Do not expect to get a perfect score at any time. Instead, enjoy the process and enjoy learning new things. It is important to remember that the essay that you write is also there to help you improve on other things.When it comes to help with essay writing, make sure that you don't give up. Don't try to please everyone by including everything you read. Focus on what you need to do to achieve your goal, and you will eventually find the steps to write that is perfect for you.

Analysis of the Ethics of Milgram’s and Burger’s Obedience...

Stanley Milgram’s (1963) study of behavioral obedience sought to understand the nature that drives humans to submit to destructive obedience. In his study, Milgram deceived his subject volunteers into believing that the experiment they were submitting themselves to involved learning about the effects of punishment on learning. Under this pretext, a subject â€Å"teacher† was to administer electric shocks to a confederate â€Å"learner† for every wrong answer in a word-pairing exercise. The subject was to administer shocks in increments, even when the learner protested. The experimenter’s role was to pressure the subjects to continue when they wanted to stop (Milgram, 1963). In doing so, Milgram sought to gauge what it is that influences his subjects†¦show more content†¦377). More so, Milgram’s disclosure that the money was theirs to keep regardless of experimental circumstances was ambiguous and presented without context, providing virtual ly no substance for the subject to make an informed choice. Their lack of full comprehension denies the subjects treatment as an autonomous being, a guideline mandated in the Belmont Report (1979, Section B, 1). The subject’s full right for respect of their deliberation and self-determination was hindered by their lack of full comprehension of the circumstances they were subjecting to. As a human being, they had the right to be exempt from the arbitrary exercise of authority Milgram was practicing, which subjected them to unhealthy levels of stress. 5. In his experiment, Burger addressed the issue of informed consent by ensuring the subject’s full comprehension of their available options. Whereas Milgram simply mentioned to the subjects that the money was theirs to keep regardless of the occurrences during the experiment, Burger made his statements less ambiguous by informing the participants both verbally and in writing that they were able to discontinue the study at any time and still receive their $50 for participating (Burger, 2009, p. 4). Burger paid his subjects prior to commencing his experiment, unlike Milgram who simply told them the

The Evolution of Political Thought From Conservatism to Communism - Free Essay Example

Sample details Pages: 8 Words: 2471 Downloads: 9 Date added: 2019/10/31 Category Politics Essay Level High school Tags: Communism Essay Did you like this example? Hobbes: Language In Contracts, the right passeth, not onely where the words are of the time Present, or Past; but also where they are of the Future: because all Contract is mutual translation, or change of Right; and therefore he that promiseth onely, because he hath already received the benefit for which he prosimeth, is to be understood as if he intended the Right should passe: for unlesse he had been content to have his words so understood, the other would not have performed his part first. (Hobbes, Thomas, Richard Tuck, Raymond Geuss, and Quentin Skinner 1996) Hobbes delineates a social contract through the use of fixed, universal language in order to facilitate the transfer of authority to a sovereign to attain security in an otherwise chaotic state of nature. In this state of nature, humans have an affinity towards self-preservation which is contrasted with the imminent fear of death. Don’t waste time! Our writers will create an original "The Evolution of Political Thought: From Conservatism to Communism" essay for you Create order Given the inclination to reside in a state where one may be able to live out their desires without the constant threat of death, there arises the need for safety in an anarchic natural state. The progression of sensations to desires within humans is ultimately developed into the need to communicate these wills. The transference of wills under the mechanism of language is central to Hobbess notion of a social contract. Thus, this comes about through communicating that very inclination for safety to those who can provide stability†in Hobbes interpretation, a monarch. In this relationship between the constituent and the ruler, trust is the mechanism to make a political society a viable option. However, the question of the communication of fundamental instinctual desires†which a government must make possible for one to pursue†is essential to the formation of language. Contracts as mutual translation subsequently rely on accurate communication. For stability to exist in a constant condition of disorder, the consent of the ruled under their sovereign must be clearly determined. This, as in the excerpt above, is where Hobbes highlights the importance of perfect language rooted in the universal understanding of the meaning of words themselves. He realizes that there is a need to have universally set definitions of words for language in order to be able to establish a covenant that will outline the order of a civil society. To uphold the credibility of a contract of the utmost importance†in this case, pertaining to the way people submi t to authority to ensure civil security†the role of language is crucial to the implementation of a government. In a modern sense, the importance of language in the development of political institutions is epitomized in one document: a constitution. It can generally be acknowledged that nations view these contracts as holding the highest degree of value in the formation of what the state is founded upon. Therefore, Hobbes conception of languages role in terms of the political organization of society is further demonstrated time and time again. Moreover, historical conflicts arising from the misinterpretation of the meaning of what such contracts translate to demonstrate the validity of the argument in this work. Hobbes implementation of such a perfect language is meant to institute theoretical peace. Under the protection of a sovereign with a rigid political structure is the solution to a world where entropy reigns supreme, his proposed government seems to be a far better option than the state of nature. What is ironic about Hobbes argument for the covenant of giving up liberty to attain security is that in a primarily ideal state, all citizens consent to this. However, the reality of this transference of power to a sovereign is not guaranteed to be accepted by all. Rousseau: Equality The other, which may be called moral, or political inequality, because it depends on a sort of convention, and is established, or at least authorized by Mens consent. It consists in different Privileges which some enjoy to the prejudice of o ther, such as to be more wealthy, more honoured, more Powerful than they, or even to get obeyed themselves by them. (Rousseau, Jean-Jacques, and Victor Gourevitch 2012) To prompt a new structuralization of modern unequal political institutions, Rousseaus account of political inequality is rooted in the awareness that this is not a natural phenomenon†it is a construct based upon distinctions between individuals through linguistic conventions that create the capacity for comparison in a civil society. Rousseaus use of a secular hypothetical state of nature concerning mankind is used to explore the origin of social inequalities. This particular passage begins with the fundamental truth that the only inequality found in the state of nature is that which cannot be changed, that which is found in physical distinctions between individuals. Transcending this fact, the moral inequality that is spoken of is that which has proliferated society through disparities amongst people via the economic and political structures of power. What is most concerning about the origin of this situation present in modern civilization is the fact that individuals view the matter as a result of nature. Thus, social conditioning of the acceptance of subsequent Privileges is viewed as being authorized by Mens consent, in that the current political framework is able to perpetuate the inequalities present. Conceptually, this relates to the establishment of power on the basis of the ability for humans to be conditioned to accept the current state of inequality as normal under this political organization. In understanding the development of humanity from its original state to the present civilization which places individuals in a state of inequality, it is then evident that the notion of social inequality itself is not a purely natural phenomenon. For Rousseau, the hierarchies that dominate the rigid social conventions through the acceptance of this system of oppression are present through the means of comparison; this account of inequality begins with distinctions. Language is a means to articulate humanitys key capacity: comparison. With the possession of the means to make distinctions acquired from language, humans are propelled into a constant state of competition. However, one must remember that although distinctions may exist in a natural state, the comparisons and inequality derived from the ability to differentiate are not entirely natural. For it is through language that individuals have the intellectual capacity to make distinctions. The mere capacity for comparison, then, is the the beginning of inequality. Although Rousseaus conception of the natural state of humans is characterized by being free, they are bound to inequality in the present conditions. The political nature of such artificial inequality is indicated in the fact that as humans progress, there is an immense need for institutions to make the matter right in establishing equality. Rousseaus cry to Geneva in this work is a plea for humanity to establish a peaceful state through a republican system of government. Recognizing this allows one to realize the extent to which Rousseaus notions in regard to the unnatural conception of inequality are rooted in the reorganization of political societies to ensure that the course of modern civilizations shall no longer proceed in the way in which they have for centuries leading up to the present. Marx: Alienation Owing to the extensive use of machinery and to the division of labour, the work of the proletarians has lost all individual character, and, consequently, all charm for the wor kman. He becomes an appendage of the machine, and it is only the most simple, monotonous, and easily acquired knack, that is required of him. Hence, the cost of production of a workman is restricted, almost entirely, to the means of subsistence that he requires for his maintenance, and the propagation of his race. (Marx, Karl, and Friedrich Engels 2012 ) Under Marxist theory, there must exist a radical overthrow of the socio-political factors that give rise to the alienation of the individual through the capitalist system which creates the mechanistic existence of the proletariat. The criticism of the bourgeoiss systematic dehumanization of the proletariat class demonstrates the reality that the individuals in this society must face in the context of their daily lives: they are a means to an end for the gain of profit. According to Marx, what we do is connected to who we are; therefore, the actions which one commits are a sort of definition of ones essential being. Thus, the economic outputs of a human are an extension of their essence. But, under the economic system of capitalism, the individual has lost their most fundamental sense of self through their isolation from society as they lose the value of their work under the model of industry. As individuals are lost in the masses of a mechanistic existence, they are alienated from what it fundamentally means to be human. They are denied the right to live for themselves. The proletariat becomes the property of the bourgeois. As slaves to this system, those who make up the proletariat class are dehumanized in how they are seen not only by those under the hierarchy of the capitalist society but in the fact that they become alien to themselves. The value of the individual is reduced to their equivalence to a machine in their expenditure of energy for p roducts. Therefore, as the individual is lost at the hands of industry, the cyclical exploitation of their wage labor is demonstrated in the notion of property. Those belonging to the proletariat class are valued less than the property, the commodity, they produce. As individuals are only valued for the work that can be exploited from them, the human becomes less than an inanimate object. Marxs primary concern is that bourgeois society is able to systematically instill a livelihood of the proletariat that perpetuates their dehumanization at the hands of the few to increase the property of what does not even belong to those creating the object. The irony of this deeply destructive system in modern times is the fact that once one is not in an industrial setting, consumerism is set in place as compensation for alienation in the workplace. Hence, the political nature of Marxs argument is embedded in the solution to the problem. His proposition to abolish private property is a way for humans to radically develop their ideal state in an inevitable force of history. From a political standpoint, Marx conceptualizes an inevitable revolution through a call to materialize the natural force of history in the fight for the final stage of development. Following this logic, Communism is the final stage in the evolution of mankind. The premise of his analysis of the conditions of humans in this system ruled by industry is political at its core in recognizing the exploitation of power by one over the other: the oppressor and the oppressed. By understanding this relationship of power in a much more historically dynamic way, Marxs propositio n for a revolution in the evolution of humanity is expected to come naturally. His argument against alienation relies on recognizing that if the past has seen the overturning of power, why cant the present? Nietzsche: Genealogy it was rather out of the most rudimentary form of legal rights that the budding sense of exchange, contract, guilt, right, obligation, settlement, first transferred itself to the coarsest and most elementary social complexes (in their relations with other similar complexes), together with the custom of comparing, measuring, and calculating power against power. (Nietzsche, Friedrich, and Walter Kaufmann 2000) Nietzsche is concerned with the genealogy of morals in the examination of passing down social constructs as values through historical development in that individuals must reassess values in recognizing that man has the power to rewrite the moral playbook. According to Nietzsches central suspicion of society, there is a fundamental reality that nothing is natural in the concept of human progress. This conclusion relies on recognizing that political power has developed through false contracts. For it is the will to power that drives ones concept of morality today. Furthermore, these assertions are merely random and the idea of a social contract is a facade. Instead, this is a romanticization of a constant underlying human search for power. This is damaging to individuals in that the instinct of freedom is repressed in social order. As citizens under established governments are meant to give up their freedoms to ideally attain a more perfect society, Nietzsche is critical of this a mere ly calculating power against power. In this sense, Nietzsche serves to deconstruct moral values in order to analyze their origin. The evolution of such morals in terms of the system of power set in place is subsequently a continuation of assigning a given morality to what has no value beyond the realm of the human mind. Hence, it is not natural for humans to create social contracts apart from their independent state of nature. Acknowledging the role of power throughout history in the formation of the present perception of values through the use of genealogy is the key to moving past the idea that the history of morality is one driven by a natural progression of thought. In fact, the past remains relevant to the future in understanding that such social complexes are not purely positive values. This is evident in which power has a hidden reality of negativity that must be ignored (or forgotten) in the creation and implementation of ideologies in the foundations of civil societies. What current civilizations deem as moral and such is merely a culmination of random events that have perpetuated the social conditioning of such beliefs. Thus, the future is nothing more than the manifestation of consequences of the manipulation of power in the time prior. To Nietzsche, excavating the meaning of values through the genealogy of morals entails turning away from accepting such concepts as natural in the course of human evolution. The revaluation of values is dependent on recognizing that what is held to be the ultimate image of morality merely is a matter of a long history of aspiring to grasp power through the institution of such falsely originated ideals. The genealogy of morals set forth bring one about to question the notion of morality under systems of government. For if such moral originate out of falsehood, what is the true origin of what individuals have been fed to believe as natural? To Nietzsche, the birth of such moral is merely a symptom of the strong will to power. One is set free from harsh social complexes when the conclusion is arrived at for oneself that none of such morals truly matter nor exist in the natural state of being. Bibliography Hobbes, Thomas, Richard Tuck, Raymond Geuss, and Quentin Skinner. 1996. Hobbes: Leviathan. Cambridge: Cambridge University Press. Marx, Karl, and Friedrich Engels. 2012. Communist Manifesto: a Modern Edition. London: Verso. Nietzsche, Friedrich Wilhelm, and Walter Kaufmann. 2000. Basic Writings of Nietzsche. New York: Random House International. Rousseau, Jean-Jacques, and Victor Gourevitch. The Discourses And Other Political Writings. Reprint, Cambridge: Cambridge University Press, 2012.

The Cost Of Overlooking Culture - 771 Words

The cost of overlooking culture is hard to quantify, but it can be substantial. Evidence suggests that companies that make even moderate adjustments to selection, training, and work design systems based on national cultural value differences in a normally functioning organization are likely to yield improvement in performance. This may translate into several million dollars of additional revenue annually for medium-sized organizations. More importantly, if management systems are devised without regard for culture or blindly generalized from one cultural environment to another, the result is often conflict, misunderstanding, dissatisfaction, undermined morale, and high turnover. The productivity losses due to this can easily lead to a complete business failure (2). This idea seem to be lost on DF who appear confrontational and unwilling to compromise their positions in the JV. Analyzing the individual perspectives of the individual player’s i.e. Francisco Alvarez, Yannis Costas, Mikael Sodergran and Geoff Dryden we find that their national cultures plays into the roles that play out in this case. Several unique characteristics of the Spanish, Greek, Finnish and American cultures, which influences the values, beliefs, attitudes, approaches and communication styles of the key individuals involved come to bear on this case are shown in the Exhibit.1. Francisco Alvarez from TLSA is an archetypal Spaniard who focused on getting to know Bennett before doing business with him.Show MoreRelatedSlade Plating1667 Words   |  7 PagesMichigan area. Employees typically start a few dollars above minimum wage, with small increases given over time based on seniority and skill. In addition to the low pay, working hours in this department are long. 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”Great Expectations” by Charles Dickens Essay Sample free essay sample

Great Expectations by Charles Dickens tells a narrative of a immature male child named Pip who grew up in a lower category but easy finds himself transforming into society’s position of a ‘gentleman’ in order to derive the blessing of Estella. Throughout the Novel many characters. such as Joe. Estella. and Magwitch provide Pip with a really of import lesson ; Your true friends will love and care for you no affair what happens or how much wrong you do to them. This life lesson Pip learns is one of the most of import subjects in Great Expectations. Pip originally started out as a hapless immature uneducated male child. Yet even with Pip being such he had people that loved him through it all. Joe even tells Pip that â€Å"You and me is ever friends. and I’d be the last to state upon you. anytime. † ( Dickens. 12 ) . Though Joe himself is besides really uneducated. it is clear him and Pip have a strong relationship. They have each others back through the think and the thin. As Joe himself even stated â€Å"he would be the last to state upon† ( Dickens. 12 ) him. Several times throughout the novel it is shown that Pip and Joe have each others back. One illustration is the fact that the two helped each other out anytime Mrs. Joe was in a bad temper. When Joe walks into the kitchen â€Å"Mrs. Joe darted a expression at him. and when her eyes were withdrawn. in secret crossed two indexs and exhibited them to me. as to our item that Mrs. Joe was in a cross pique. † ( Dickens. 22 ) By traversing his two bow fingers and warning Pip. Joe is looking out for him. He warns Pip Mrs. Joe is non in the best temper and to be careful so he does non acquire round. Joe is a truly good illustration of what a true friend should be in the fact that he looks out from Pip from the really beginning. Even at the novels terminal. after Pip turning his dorsum on Joe. Joe still shows his kindness and love for Pip by Nursing him back to wellness. paying his debts. and apologising for non being able to halt Pips sister from crushing him. He even tells Pip â€Å"Which dear old Pip. old chap†¦you and me was of all time friends. And when you’re good plenty to travel out for a drive – what larks! † ( Dickens. 446 ) whenever Pip pleads Joe to be angry at him. He could non believe that Joe would still demo him such kindness after he abandoned Joe and treated him Ill merely because Joe was non educated or in the upper category. How Joe treats Pip shows unconditioned love and friendly relationship and is a perfect illustration of how a true friend should move. When Pip foremost meets Estella he is automatically infatuated. He wanted to be with her but she refuses to even see him because when she foremost meets him he is no 1 of import. merely a common category male child. Estella tells Pip she could neer love him because she is non capable of love. Though she does care for Pip in some manner since she warns him that she is non capable of falling in love but he can non assist but be head over heels for her. Pip even feels like he has to alter himself to accommodate Estella and if he became a gentleman so possibly Estella would love him back. That. nevertheless. is non the instance. Pip winds up altering himself and his life to accommodate Estella. but even so she still tells him â€Å"i have no softness at that place. no-sympathy-sentiment-nonsense†Ã¢â‚¬ ¦Ã¢â‚¬Å"i have non bestowed my tenderness anyplace. I neer had any such thing† ( Dickens. 229 ) Estella knows she is non capable of love and in order to non ache Pip she warns him to halt traveling after her. Shoot neer looses hope though and is still there for Estella even if it is merely as a friend. Pip has unconditioned love for Estella even though she treats him still as though he is a small male child. Miss Havisham even tells Pip â€Å"Love her. Love her. Love her! If she favors you. love her. If she wounds you. love her. If she tears your bosom to pieces. love her! † ( Dickens. 230 ) and that is precisely what Pip does. He loves her though everything. Even though Estella is cold hearted and non capable of love he still is at that place for her and attentions for her. Though Estella is non ever the best friend to Pip. and seldom is even a good friend. he still cares for her and does non desire to see her injury. When Estella tells Pip she is to be married to Drummel by her ain act. he angrily states â€Å"Your ain act. Estella. to fling yourself off upon a brute† . . â€Å"such a average beast. such a stupid brute† ( Dickens. 351 ) . Pip worries about Estella and he knows that Bentley Drummel does non hold the best repute and is a unpleasant. choleric immature adult male. Pip is a true friend to Estella in the mode that he showed unconditioned love for her no affair what she did. When we are foremost introduced to Magwitch. we know him as Pips inmate. At the really beginning of the novel Pip shows kindness to his inmate and did whatever he could to assist him. Pip even stole nutrient from Joe and Mrs. Joe to assist feed the inmate and salvage him from hungering. That one small thing action he took in assisting the inmate alterations Pips full life in the fact that the inmate. better known as Magwitch subsequently on in the novel. is Pips secret helper. Magwitch is so grateful to Pip for demoing him kindness when he most needed it that he gives Pip his luck. As Magwitch is on his decease bed he tells Pip â€Å"Thank’ee. beloved male child. thank’ee. God bless you! You’ve neer deserted me. beloved boy† ( Dickens. 442 ) . Magwitch was merely so grateful to Pip for ever being at that place since he â€Å"was under a dark cloud. than when the Sun shone. † ( Dickens. 442 ) Pip and Magwitch are a perfect illustration of uncondition ed love and friendly relationship. Magwitch had neer experienced as much kindness as Pip had shown him was so impressed that he out of the blue and in secret gave Pip his luck. Great Expectations by Charles Dickens has many good subjects and lessons in it. one of which Tells of people demoing unconditioned love and friendly relationship towards each other. Even when the fortunes are non the best. a true friend will ever be by your side and attention for you. Pips relationships with Joe. Estella. and Magwitch are perfect illustrations of the subject that your true friends will love and care for you no affair what happens or how much wrong you do to them. Even though all these relationships had defects in the novel. the characters still end the novel being friends. lovingness and looking out for one another. It took Pip a piece to to the full grok who was his true friend and to whom he was non being a true friend to. Its non ever who has the best repute or money that should do you desire to be someones friend but who will hold your dorsum till the terminal no affair what the conditions.

Poem literary terms Flashcard

Poem literary terms

How to Say Want or Desire in Japanese

How to Say Want or Desire in Japanese There are many ways to express wants or desire in Japanese depending on the situation. Are you in want of an object or an action? Are you speaking to a superior or a peer? Are you telling a statement or asking a question? Each scenario will require a different way to express to want or to desire in Japanese. Lets go through them! Involving a Noun When what one desires requires a noun, such as a car or money, hoshii (to want) is used. The basic sentence structure is  someone) wa (something) ga hoshii desu.  Note that the object of the verb to want is marked with the particle ga, not o. Here are some sample sentences: Watashi wa kuruma ga hoshii desu. ç § Ã£  ¯Ã¨ »Å Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want a car. Watashi wa sono hon ga hoshii desu. ç § Ã£  ¯Ã£  Ã£  ®Ã¦Å" ¬Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want that book. Watashi wa nihonjin no tomodachi ga hoshii desu. ç § Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã¤ º ºÃ£  ®Ã¥ â€¹Ã© â€Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want a Japanese friend. Watashi  wa  kamera  ga  hoshii  desu. ç § Ã£  ¯Ã£â€š «Ã£Æ' ¡Ã£Æ' ©Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want a camera. Involving a Verb There are times when people dont want a material object but instead desire an action, like eating or buying. In such a case, to want in Japanese is expressed as ~tai desu. The basic sentence structure is (someone) wa (something) o ~tai desu. Here are a few sample sentences: Watashi wa kuruma o kaitai desu. ç § Ã£  ¯Ã¨ »Å Ã£â€šâ€™Ã¨ ² ·Ã£ â€žÃ£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to buy a car. Watashi wa sono hon o yomitai desu. ç § Ã£  ¯Ã£  Ã£  ®Ã¦Å" ¬Ã£â€šâ€™Ã¨ ª ­Ã£  ¿Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to read that book. When you want to emphasize a subject, the particle ga is used instead of o. For instance,   Boku wa sushi ga tabetai desu. Ã¥Æ'•ã  ¯Ã£ â„¢Ã£ â€"㠁Å'é £Å¸Ã£  ¹Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to eat sushi. Informal Setting When speaking in informal situations, ~ desu 㠁 §Ã£ â„¢ can be omitted. The following are examples of more casual sentences: Watashi wa okane ga hoshii. ç § Ã£  ¯Ã£ Å Ã©â€¡â€˜Ã£ Å'æ ¬ ²Ã£ â€"㠁„。 - I want money. Watashi wa nihon ni ikitai. ç § Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£ â€žÃ£â‚¬â€š - I want to go to Japan. Watashi wa eigo o benkyou shitai. ç § Ã£  ¯Ã¨â€¹ ±Ã¨ ªÅ¾Ã£â€šâ€™Ã¥â€¹â€°Ã¥ ¼ ·Ã£ â€"㠁Ÿã â€žÃ£â‚¬â€š- I want to study English. When to Use ~Tai Since ~tai expresses a very personal feeling, it is usually used only for the first person, and in a question for the second person. Note that ~  tai  Ã£ Å¸Ã£ â€ž) expression is not normally used when asking about the desire of ones superior. Nani  ga  tabetai  desu ka. ä ½â€¢Ã£ Å'é £Å¸Ã£  ¹Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š - What do you want to eat? Watashi  wa  kono  eiga  ga  mitai  desu. ç § Ã£  ¯Ã£ â€œÃ£  ®Ã¦Ëœ  Ã§â€ »Ã£ Å'㠁 ¿Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to watch this movie. Watashi wa amerika ni ikitai desu. ç § Ã£  ¯Ã£â€š ¢Ã£Æ' ¡Ã£Æ' ªÃ£â€š «Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to go to America. Third Person When describing a third persons desire, hoshigatte imasu æ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢) or the stem of the verb ~ tagatte imasu 㠁Ÿã Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢ are used. Note that the object of hoshii  Ã£  »Ã£ â€"㠁„ is marked with the particle ga  Ã£ Å', while the object of hoshigatte  imasu  Ã¦ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢ is marked with the particle o ã‚’.   Ani wa kamera o hoshigatte imasu. 兄㠁 ¯Ã£â€š «Ã£Æ' ¡Ã£Æ' ©Ã£â€šâ€™Ã¦ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - My brother wants a camera. Ken wa kono eiga o mitagatte imasu. Ã¥  ¥Ã£  ¯Ã£ â€œÃ£  ®Ã¦Ëœ  Ã§â€ »Ã£â€šâ€™Ã¨ ¦â€¹Ã£ Å¸Ã£ Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - Ken wants to watch this movie. Tomu wa nihon ni ikitagatte imasu. ãÆ'ˆãÆ'  Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£ Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - Tom wants to go to Japan. Desire to Have Someone Do Something for You Hoshii is also used to express a desire to have someone do something for him or her. The sentence structure will be ~te (verb te-form) hoshii, and someone is marked by the particle ni. Here are some examples: Masako ni sugu byouin ni itte hoshii n desu. é›…å ­ Ã£  «Ã£ â„¢Ã£  Ã§â€"…é™ ¢Ã£  «Ã¨ ¨â‚¬Ã£  £Ã£  ¦Ã¦ ¬ ²Ã£ â€"㠁„ん㠁 §Ã£ â„¢Ã£â‚¬â€š - I want Masako to go to the hospital right away. Kore o kare ni todokete hoshii desu ka. 㠁“ã‚Å'ã‚’å ½ ¼Ã£  «Ã¥ ±Å Ã£ â€˜Ã£  ¦Ã¦ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š - Do you want me to deliver this to him? The same idea can also be expressed by ~ te moraitai. Watashi wa anata ni hon o yonde moraitai. ç § Ã£  ¯Ã£ â€šÃ£  ªÃ£ Å¸Ã£  «Ã¦Å" ¬Ã£â€šâ€™Ã¨ ª ­Ã£â€šâ€œÃ£  §Ã£â€šâ€šÃ£â€šâ€°Ã£ â€žÃ£ Å¸Ã£ â€žÃ£â‚¬â€š - I want you to read me a book. Watashi wa Yoko ni unten shite moraitai desu. ç § Ã£  ¯Ã¦ ´â€¹Ã¥ ­ Ã£  «Ã© â€¹Ã¨ » ¢Ã£ â€"㠁 ¦Ã£â€šâ€šÃ£â€šâ€°Ã£ â€žÃ£ Å¸Ã£ â€žÃ£â‚¬â€š - I want Yoko to drive. This pattern can be used when stating ones desire for someone of a higher status to do something. In this case, itadaku which is the humble version of morau is used. Watashi wa Tanaka-sensei ni kite itadakitai. ç § Ã£  ¯Ã§â€ °Ã¤ ¸ ­Ã¥â€¦Ë†Ã§â€Å¸Ã£  «Ã¦  ¥Ã£  ¦Ã£ â€žÃ£ Å¸Ã£   Ã£  Ã£ Å¸Ã£ â€žÃ£â‚¬â€š - I would like Professor Tanaka to come. Watashi wa shachou ni kore o tabete itadakitai desu. ç § Ã£  ¯Ã§ ¤ ¾Ã©â€¢ ·Ã£  «Ã£ â€œÃ£â€šÅ'ã‚’é £Å¸Ã£  ¹Ã£  ¦Ã£ â€žÃ£ Å¸Ã£   Ã£  Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want the president to eat this. Invitations Although in English, expressions like do you want to~ and dont you want to~ are informal invitations, Japanese questions with ~tai cant be used to express an invitation when politeness is required. For example, Watashi to isshoni eiga ni ikitai desu ka is a straightforward question, asking if one wants to go to a movie with the speaker. It is not meant to be an invitation. To express an invitation, negative questions are used. Watashi to isshoni eiga ni ikimasen ka. ç § Ã£  ¨Ã¤ ¸â‚¬Ã§ ·â€™Ã£  «Ã¦Ëœ  Ã§â€ »Ã£  «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£ â€¹Ã£â‚¬â€š - Dont you want to go with me? Ashita tenisu o shimasen ka. 明æâ€" ¥Ã£Æ'†ãÆ'‹ã‚ ¹Ã£â€šâ€™Ã£ â€"㠁 ¾Ã£ â€ºÃ£â€šâ€œÃ£ â€¹Ã£â‚¬â€š - Wont you play tennis tomorrow?

What has motivated the desire to pursue primary care practice Essay

What has motivated the desire to pursue primary care practice - Essay Example The researcher tells that his desire to be a practitioner in the medical or healthcare field began long ago. Having witnessed several people suffering to their death for lack of good healthcare during his days as a young person, the researcher developed the passion for learning how to save lives. Saving lives remains my main motivation in life and indeed in my pursuit of further education. While this is the case, the researcher is specifically motivated to pursue primary care practice by the fact that the prevention of diseases or health problems is far better and more desirable than their cure. According to the American Academy of Family Physicians, primary care practice encompasses several activities including counseling, diagnosis and treatment of chronic and acute ailments, patient education, health maintenance, health promotion, and disease prevention. Being the first point of entry into the healthcare system for patients, it is imperative that the practice remains dedicated to ensuring that the patient as much as possible recovers without developing complications related to their initial ailments as noted by. While the researcher wishes to see too patients and the general public lead healthier lives, he is more biased toward getting them educated so that they possibly avoid getting sick and take necessary measures to avoid having their situations worsened as a result of negligence or lack of knowledge. Furthermore, the researcher is most supportive of the idea of preventing, diagnosing and treating illnesses early enough before the patient condition gets worse.

How convincingly do the two studies establish media influence, and why Literature review

How convincingly do the two studies establish media influence, and why they reach rather different conclusions about the media's role - Literature review Example In this study, the authors have conjectured that newspapers have a long term effect on voting patterns. It was believed by these political theorists that the data obtained from the BHPS could provide substantial insight, into the changes that transpire between elections, during pre – elections and in election years. The significant feature of the BHPS is that it gathers information about newspaper reading habits, on a daily basis. In general, many newspapers recommend to their readers the candidate to vote for, and this usually constitutes the basis for their classification. However, the BHPS adopted a markedly different categorisation, by classifying newspapers according to their long – term support to political parties (Newton and Brynin 2001, 272). The BHPS study, fails to consider the partisan attitude of newspapers, and chiefly concentrates on national daily newspapers. A significant disadvantage with the BHPS data is that its questionnaires did not query readers, regarding the amount of time dedicated by them for reading newspapers. Respondents were also not questioned about their interest in the political content of the newspapers read by them (Newton and Brynin 2001, 272). These lacunae in this study render it suspect. In the working paper Was it the Sun that won it again? the author based his study on the data obtained from the 1997 British Election Campaign Study. The latter entailed a four wave panel study, and was carried out between spring of 1996 and the weeks immediately after May 1, 1997, the Election Day. The first phase of the study involved direct interaction with the respondents. In this first phase of this study, the 1996 British Social Attitudes survey had supplied the respondents with the necessary questionnaires (Curtice 1999). The second phase of the study consisted of interviews over the telephone, and was conducted during the first two weeks of April 1997. By that time the election

Historical Book Analysis Assignment Essay Example for Free

Historical Book Analysis Assignment Essay History, it has often been said, is as much a story of individual people as it is of places, events and larger circumstances. This is especially true when considering pivotal figures from American history, for in the stories of pivotal historical figures, the saga of the growth of America can often be seen. Such is the case with first lady, political activist and women’s rights pioneer Abigail Adams and former American slave, orator and anti-slavery advocate Frederick Douglass. It is with these two prominent historic figures in mind that two historical books about them, Dearest Friend: A Life of Abigail Adams and Narrative of the Life of Frederick Douglass, An American Slave will be discussed. Upon conclusion of the research, not only will two historical icons be better understood, but also, two key works about these people will be as well. Main Character of Each Work As was mentioned in the Introduction to this paper, two historical books as well as the people who were the main characters of those books would be discussed. Understanding the books first requires an understanding of the backgrounds of each of these main characters respectively. Abigail Adams, for all of the achievements that her life would hold, was not the product of fine universities or finishing schools; rather, she was for the most part an educated woman, and someone who possessed a great deal of inner drive and instinct, which more than made up for the lack of formal education. The wife of John Adams, who was a founding father of the United States and would eventually become president of the nation, Abigail managed the family farm, took care of the children, and showed a great streak of independence while John, early in his political career, was compelled to travel internationally. Abigail shared her husband’s passion for American independence, with one glaring exception- she did not subscribe to the idea that all men were created equal. For Abigail, there certainly was room to tolerate slavery, but this is not to say that Abigail felt the same about gender issues. One could fairly classify Abigail as a feminist, which she continued to advocate when she accompanied her husband to the White House. Overall, while not perfect, Abigail Adams contributed a great deal to the cause of women’s rights and by some accounts, aided her husband significantly during his presidency (Withey). Like Abigail Adams, Frederick Douglass was not the most formally educated man, but through sheer determination and a high level of natural intelligence, in time became one of the most articulate men in America, slave or free (Douglass). Early evidence of Douglass’ yearning for freedom and equality in a nation which promised this but only delivered to select races can be seen in his escape from slavery and refuge in northern free territory as a young man. This escape not only allowed him to pursue his own destiny, but also allowed him to seek the same for every man, with the abolition of slavery as Douglass’ main ambition. In fact, it was Douglass’ personal experience as a slave which gave him the credibility and passion that he required in order to be able to see the abolition of slavery to completion. Historical Events that Involved the Main Characters of Each Work When comparing Adams and Douglass, it can fairly be said that each of them were similarly exposed to extraordinary circumstances that inspired them to action, while being impaired to a certain extent by limitations that society attempted to place on them. In both cases as well, each of these individuals used that adversity not as a roadblock to future progress, but as a catapult to bigger and better things. Abigail Adams entered the stage of American history at a time when the role of the president as well as first lady was far from well defined, as well as a time when women were largely regarded as subordinates to their husbands and not worthy of equal opportunities or education. In the midst of all of these circumstances, Adams devoted a great deal of her energies in assisting her husband-some say too much- in the duties of the presidency and set the protocol for first ladies to come. Also, Adams chose as her cause the equality of women in all areas of society, making her an early pioneer for women’s equality. Like Adams, Frederick Douglass came upon the American scene at a time when pivotal issues were still undecided; for all of the talk of liberty and justice for all, Douglass had to flee from an environment whereby he was owned, like property, by another human being, as were tens of thousands of other African-Americans. Also, Douglass fearlessly spoke out against the evils of slavery, and became an influential resource for none other than Abraham Lincoln, who would become known in history as The Great Emancipator.

Your Dog is Your Father: The Deceptive Simplicity of Eristic in the Euthydemus :: Essays Papers

Your Dog is Your Father: The Deceptive Simplicity of Eristic in the Euthydemus What is particularly striking about the opening exchanges of the Euthydemus between Socrates and Crito is that they seem to establish the setting and characters of the dialogue concretely—Socrates and his attractive young friend Clinias meet the well-known brothers Euthydemus and Dionysodorus at the Lyceum and ask them to display what Crito calls their â€Å"particular wisdom,† and what they call simply â€Å"virtue.† However, within these first few pages of dialogue, we already begin to sense something about the brothers that makes them difficult to pin down. When Crito asks, â€Å"Where do they come from, and what is their particular wisdom?†, Socrates is vague on their origins—they are from both Greece and Italy, and at the time of the dialogue, they are exiles with no proper city (271c). Thus, they seem to be from everywhere at once. Their â€Å"particular wisdom† turns out to be quite unparticular as well—Socrates claims they can win any fight, making them, one would assume, wise at everything. Whereas both Socrates and Crito dwell on the physical and character descriptions of Clinias and even Ctesippus, the brothers, who are ostensibly the primary focus of the dialogue, are given no personal description at all (271b, 273a). Indeed, when Ctesippus takes up a tirade against them in the Lyceum, he is completely unable to identify them, addressing them as, â€Å"men of Thurii or Chios, or from wherever and however you like to be styled† (288b). In his frustration at their elusiveness, he articulates this very unnatural ability of the brothers to be from everywhere and argue any position, and quite accurately compares them to Proteus, the shape-shifter (288c). Moreover, the brothers are interested in hiding their past occupations in order to appear to be purely teachers of â€Å"virtue,† as Euthydemus insists (273d). Socrates makes a point of reminding both the audience in the Lyceum and Crito that the brothers achieved their reputation as teachers of military combat and rhetoric (271d-272b, 273c). Euthydemus is eager to belittle these skills, laughing when Socrates praises them and calling them â€Å"diversions† to his main interest (273c). However, Socrates does not discard them as easily, and in his later conversation with Crito, he praises the brothers as â€Å"all-round fighters† and considers their skill at eristic to be the â€Å"finishing touch to pancrastic art,† implying that we must view it in concert with their previous interests in order to understand what is so striking about it that it should motivate Socrates to want to seek out their tutelage (272a). Your Dog is Your Father: The Deceptive Simplicity of Eristic in the Euthydemus :: Essays Papers Your Dog is Your Father: The Deceptive Simplicity of Eristic in the Euthydemus What is particularly striking about the opening exchanges of the Euthydemus between Socrates and Crito is that they seem to establish the setting and characters of the dialogue concretely—Socrates and his attractive young friend Clinias meet the well-known brothers Euthydemus and Dionysodorus at the Lyceum and ask them to display what Crito calls their â€Å"particular wisdom,† and what they call simply â€Å"virtue.† However, within these first few pages of dialogue, we already begin to sense something about the brothers that makes them difficult to pin down. When Crito asks, â€Å"Where do they come from, and what is their particular wisdom?†, Socrates is vague on their origins—they are from both Greece and Italy, and at the time of the dialogue, they are exiles with no proper city (271c). Thus, they seem to be from everywhere at once. Their â€Å"particular wisdom† turns out to be quite unparticular as well—Socrates claims they can win any fight, making them, one would assume, wise at everything. Whereas both Socrates and Crito dwell on the physical and character descriptions of Clinias and even Ctesippus, the brothers, who are ostensibly the primary focus of the dialogue, are given no personal description at all (271b, 273a). Indeed, when Ctesippus takes up a tirade against them in the Lyceum, he is completely unable to identify them, addressing them as, â€Å"men of Thurii or Chios, or from wherever and however you like to be styled† (288b). In his frustration at their elusiveness, he articulates this very unnatural ability of the brothers to be from everywhere and argue any position, and quite accurately compares them to Proteus, the shape-shifter (288c). Moreover, the brothers are interested in hiding their past occupations in order to appear to be purely teachers of â€Å"virtue,† as Euthydemus insists (273d). Socrates makes a point of reminding both the audience in the Lyceum and Crito that the brothers achieved their reputation as teachers of military combat and rhetoric (271d-272b, 273c). Euthydemus is eager to belittle these skills, laughing when Socrates praises them and calling them â€Å"diversions† to his main interest (273c). However, Socrates does not discard them as easily, and in his later conversation with Crito, he praises the brothers as â€Å"all-round fighters† and considers their skill at eristic to be the â€Å"finishing touch to pancrastic art,† implying that we must view it in concert with their previous interests in order to understand what is so striking about it that it should motivate Socrates to want to seek out their tutelage (272a).

Differentiated Instruction Paper

Differentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. It is used to help students with diverse needs learn using a general curriculum. There are several approaches to using differentiated instruction when teaching learners with cultural or special needs. Every student has different learning styles, behaviors, and interests. It is up to teachers to meet state and district standards when teaching different learners no matter their needs. There are several ways to make sure students meet these standards. Kapusnick and Hauslein (2001) list the most common instructional strategies as acceleration, curriculum compacting, independent study, flexible grouping, independent-learning centers, complex questions, tiered activities, and contracts. Students who show mastery of instructional material through preassessment can learn at their own pace, acceleration. Curriculum compacting condenses learning and allows students to move ahead of material already learned while staying on grade level. During independent study, students progress at their own pace until they master a task by a due date agreed upon by the teacher. Teachers use flexible grouping based on students’ needs, interests, and abilities to allow students with similar capabilities to work together. Independent-learning centers provide students with remediation opportunities by investigating a topic in depth. In a differentiated classroom, the teacher asks complex questions that are open-ended, appeal to higher-order thinking skills, allow adequate wait time for answers (more than the traditional 1-3 seconds), and provide opportunities for peer discussions and follow-up questions. Additionally, tiered activities are used to promote success because the student chooses his or her own level of accomplishment (Kapusnick and Hauslein, 2001). And contracts are used as an agreement that allows students to take responsibility for completing tasks. Kapusnick and Hauslein, in an inclusive nvironment, students at all levels of understanding can learn more effectively if teachers adjust instruction for individual learning style and needs (2001). Vygotsky and Gardner’s theories of instructional practices are ways to assist teachers with presenting information to their learners. Howard Gardner’s theory of multiple intelligences asserted that students learn better and more easily when teac hers use a variety of delivery methods, providing students with learning experiences that maximizes their strengths (Kapusnick and Hauslein, 2001). Vygotsky’s zone of proximal development supports the notion that effective education facilitates development by assisting the progression to each stage through student-teacher interactions and opportunities to discuss and share ideas (Kapusnick and Hauslein, 2001). This theory requires teachers to help students with special needs by making accommodations to meet their needs. Teachers assist them until they reach their comfort zone of completing tasks independently or with minimal assistance. Students are taught the using the same curriculum, with different methods. The variation of activities provided during instruction should reflect the needs of the students. During differentiated instruction, teachers help students make sense of learning. The steps to using differentiated instruction are content, process, and product. Content is what we teach, process includes how we teach and how students learn, and product is the way our students demonstrate what they have learned (Levy, 2008). In order to find out the students’ abilities, teachers must first assess their skills. This lets the teacher know what levels the students are on. Assessments are used for various reasons. They are used to monitor progress, review abilities, and evaluate students’ strengths and weaknesses. They are an essential part of the decision-making process of determining what a student needs remediation with. Assessment results compare students individually and show differences among other peers. They are used to classify students for ability, or flexible, grouping, which identifies them for placement in special programs and groups. Assessments allow teachers to plan and adjust lessons to accommodate all learners. Grouping students according to their abilities by noting their ability levels, learning styles, and interests are ways teachers can plan for their students. Ability level groups allow teachers to place all students who may need remediation together to receive additional help, or challenging work. Students interpret instruction by what they hear, see, what they can do, and what they say. Some students pay attention to what the teacher says or reads; auditory learners, while others focus on what the teacher writes on the chalkboard, overhead projector, or smart board. Other students must do something hands-on or discuss it using more detail in order for them to grasp an understanding of a lesson. Once a teacher knows the students in the classroom and their learning styles, flexible grouping can be implemented. Students are likely to cooperate and work together as they build upon information of new knowledge. Differentiated instruction provides students with an organized instruction system consisting of basic skills and instruction. Teachers may present whole-class conversations of content big ideas followed by small group or pair work. Thoroughly explaining, demonstrating, and providing student with different interactions are skills teachers use to reach the learners. Student groups may be taught from within or by the teacher to complete assigned tasks. In differentiated instruction, the grouping of students does not have to be permanent, and can vary based on the information or tasks presented, the project, and constant evaluations. Classroom management also plays a role in differentiated instruction. Teachers must be consistent with the expectations of all the students academically and behaviorally. Along with classroom management, continuous assessment of students’ progress and therapy should also be maintained. Classroom guidance is another source of providing differentiated instruction. Guidance and school counselors assist students by counseling them to find out their needs and interests. They also inform students about educational opportunities by providing them with information on transition strategies and techniques used for dealing with unwarranted behaviors of school peers. Just like classroom instruction, counselors can use group or individual counseling sessions to support students. Depending on the students’ needs, the counselors can hold sessions in their office or in the students’ classroom. Akos, Cockman, and Strickland (2007), said through the last century, school counseling evolved from a position, to a set of services, to a multifaceted developmental program where skills needed to facilitate classroom guidance encompass a wide range of abilities, and the curricular nature of classroom guidance requires planning and delivery skills similar to those demanded of teachers. Therefore, whether for academic or social developments, school counselors plan hands-on activities and carry out classroom guidance sessions. English Language Learners (ELLs) and students with special needs may need additional assistance when learning new material. Differentiated instruction with these learners may require certain strategies when addressing curriculum factors and teaching for cultural reasons. It is important for teachers to know the cultural proficiency of their learners when taking into account differentiated instruction. According to Hoover and Patton (2005), language function, acculturation, conceptual knowledge, thinking abilities, cultural values and norms, and teaching and learning styles are curricular factors for concern with ELLs. Language function can be the conversations and social development skills the student makes. The goal is to get ELLs to use elevated language by talking more with friends, family members, and anyone they have constant communication with. It will help student focus on interpreting meanings for unfamiliar words while developing fluency skills. Acculturation is the process where one cultural group assumes traits of another cultural group (Hoover and Patton, 2005). In acculturation, students may respond with signs of withdrawal due to lack of communication and understanding. Conceptual knowledge is the new information gained from prior knowledge. It provides students with connections to the content being taught. ELLs need to apply their thinking capabilities to interact and learn the new curriculum. This is using their higher-order thinking skills. One’s cultural values and norms are their experiences and lifestyles they bring to the classroom. Differentiated instruction provides adaptations so the students can be educated using the appropriate grade level curriculum. This is again where teaching and learning styles play a role in educational developments. It focuses on the conditions the students learn under. Students with special needs or disabilities, in all grade levels, may feel as if they don’t have the same skills as non-disabled students for obvious reasons. Students with disabilities, as do many other students, may require significant practice, application, and generalization of relevant skills and concepts (Mastropieri et al. 2006). As a future educator, I have learned that it is our responsibility to educate all learners. Differentiated instruction involves just this, to teach students in the best way they could learn. Teachers plan instruction based on the readiness levels, interests, and educational needs of their students. They use multiple content, process, and product methods to promote academic and b ehavioral skills. Once teachers become familiar with the learning styles of the students and comfortable with their teaching methods, learning opportunities for the students expand. References Akos, P. Cockman, C. , Strickland, C. (2007). Differentiating classroom guidance. Professional School Counseling, Vol. 10, No. 5, p. 455-463. Hoover, J. & Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, Vol. 40, No. 4, p. 231-235. Kapusnick, R & Hauslein, C. (Summer, 2001). The ‘silver cup’ of differentiated instruction. Kappa Delta Pi Record, p. 156-159. Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House Vol. 81, No. 4, p. 161-164. Mastropieri, M. , Scruggs, T. , Norland, J. , Berkeley, S. , McDuffie, K. , Tornquist, E. , & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. The Journal of Special Education Vol. 40, NO. 3, p. 130-137. Polloway, E. , Patton, J. , & Serna, L. (2005) Strategies for teaching learners with special needs (8th Ed). New Jersey: Pearson-Merrill Prentice Hall.

Community Service and Student Volunteerism - Free Essay Example

Sample details Pages: 1 Words: 399 Downloads: 10 Date added: 2019/05/28 Category Society Essay Level High school Tags: Community Service Essay Did you like this example? Reasonably, community service positively impacts an individual and the community in which he or she resides, as well as neighboring residents, but Wheatland Union High School should not make it a requirement for graduation, as it takes away the merit of the act, is unfair to students who have outside obligations, and can be an insult to those who take pride in their volunteerism. Source 4, In the Good Nameof Community Service, reports a cynical attitude of students who develop community service specifically to strengthen their college applications. Exploitation of a mandated volunteerism system could be encouraged by such a requirement. Source 5, Mandatory Volunteerism from Psychological Science, reports research that proves that requiring activities that should be voluntary discourages future involvement in such activities, making it less likely for community service to be a lifelong habit. Students, especially high schoolers, are extremely overtaxed from their already outrageous tasks at hand. Don’t waste time! Our writers will create an original "Community Service and Student Volunteerism" essay for you Create order Mandating them to maintain hours of extra workload could push them over the edge, making them even more stressed and tired. Some students have responsibilities outside of school, such as a job to support their family or a sport to release the hassle of the day. It would be unfair to those students to bar them from graduating, simply because some just dont have the time to spare or the emotional capacity to handle such consuming tasks with all that is on their plate.. Source 7, the graphs from a study by Mark Hugo Lopez, a researcher from the University of Maryland, raises further evidence against the requirement of community service. Graph 1 shows that support for mandating a requirement about such service is weakest among those currently in school and is about evenly split among those over the age of twenty-one, suggesting a positive trend of open-mindedness, or that the older students get, the easier it is to stick to an agenda. Graph 2 suggests that young people with high levels of scholarship (as opposed to those who decided not to further their education) are more likely to support a community service requirement in high schools. In conclusion this shows that requiring community service in schools like ours would not be a good idea, because although it does make a positive impact in the community, it creates a burden to students forced to fulfill hours and hours of additional workload, taking up their time to study and overall making life more stressful.