Patriotism In The Poetry Of The Great War English Literature Essay

Patriotic ideals and attitudes towards the Great War changed dramatically when soldiers began returning place ; the barbarous world sing warfare became evident to civilians. Soldiers excessively began to oppugn their forfeits for their state, since 1000s of deceases were ensuing and there was a sense of lost intent. Furthermore, many work forces suffered from shell daze, whilst those who had died were non seen as baronial, since nil good was achieved or resolved after the war. Prior to soldiers returning place, civilians were incognizant of how barbarous the war truly was, still go oning to utilize old loyal mottos which romanticised warfare. Therefore, war poets who had fought on the forepart saw it as their responsibility to show the harsh worlds, which finally affected their imaginativenesss and poetic technique, go forthing them traumatised and everlastingly unable to bury. Siegfried Sassoon ‘s ‘Glory of Women ‘ articulates how propaganda enforced a ‘glorious ‘ portraiture of enlisting to the war. Sassoon illustrates the misrepresentation adult females faced sing the romantic impressions of war juxtaposed to its rough world. Work force were killed for no intent, since the original cause of the war had been lost, whilst adult females held the naif belief that work forces were nobly prosecuting heroic ideals. Sassoon argued that the intent of war was lost, which is partially why the loyal ideal dispersed ; forfeit was non dignified, since the combat was go oning and nil was altering. Sassoon stated, ‘This war, upon which I entered as a war of defense mechanism and release, has now become a war of aggression and conquering ‘[ 1 ], and he saw the war as being prolonged unnecessarily. ‘Glory of Women ‘ adopts a alone signifier since Sassoon amalgamates both the English and Italian sonnet ; the construction itself is hence dry, since the underlying tone is one of resentment and ill will towards civilians. Sassoon emphasises that the loyal ideal and romanticised impression of war is a prevarication entirely enforced by propaganda. The conventional abab rime strategy, synonymous with a typical English sonnet, runs through the two quatrains, which finally express the adult females ‘s esteem for heroic soldiers and their captivation with war, ‘You love us when we ‘re heroes ‘[ 2 ]and ‘You listen with delectation ‘ ( line 5 ) . However, undertones of acrimonious sarcasm pervade the octave, conveying Sassoon ‘s antipathy towards the misrepresentation enforced upon civilians, ‘You believe/That gallantry redeems the war ‘s shame ‘ ( line 4 ) . The ‘You ‘ is turn toing adult females at place , and its changeless repeat segregates the soldiers from society and represents its nescient deficiency of consciousness towards the world of warfare. Furthermore, the to a great extent dry linguistic communication used throughout the octave, such as ‘Worship ‘ , ‘Love ‘ and ‘Laurelled ‘ ( lines 3,1 & A ; 8 ) is mocked by the on-going unenrgetic beat of the verse form, ‘And mourn our laureled memories when we ‘re killed ‘ ( line 8 ) , which alongside the iambic pentameter, highlights the lip service of nationalism. Therefore, the beat and signifier are constructed intentionally in a tight and conventional construction to reflect the unreal composing of prevarications which the populace were led to believe, sing the war as dignifying and heroic. Sassoon farther attacks the ‘Delight ‘ and ‘Thrill ‘ ( lines 5 & A ; 6 ) which civilians felt when told the ‘Tales of soil and danger ‘ ( line 6 ) ; the initial rhyme makes these ‘tales ‘ seem exciting, proposing a fairy tale, which distances the civilians from the black world of the soldiers despairing state of affairs. Furthermore, ‘You crown our distant ardor ‘ and ‘You worship ornaments ‘ ( lines 7 & A ; 3 ) suggests knighthood and courage, and the octave besides indicates canonized artificiality ; the ‘Decorations ‘ , ‘Shells ‘ , ‘Crown ‘ , ‘Laurel [ led ] ‘ ( lines 3,5,7 & A ; 8 ) are false and mercenary, symbolizing the deceit of war to civilians. The six, conversely, moves from the contrived portraiture of war, to its cruel world, following a Petrarchan cdecde rime strategy, which heightens Sassoon ‘s intensified acrimonious tone. The octave therefore insinuates Sassoon ‘s choler, but the Volta, ‘You ca n't believe that British military personnels ‘retire † ( line 9 ) obviously expresses Sassoon ‘s bitterness for the populace ‘s incredulous attitude towards resigned soldiers and their ‘lack of nationalism ‘ . The old ‘Worship ‘ ( line 3 ) of the mercenary gear is juxtaposed to the blunt world of the work forces who ‘Run ‘ ( line 10 ) with fright which finally ‘Breaks them ‘ ( line 10 ) , bespeaking that these work forces will either be broken through shell daze or decease ; there is no flight from injury. The image stoping the verse form, ‘His face is trodden deeper in the clay ‘ ( line 14 ) farther conveys this thought that traumatic memories will ne'er be forgotten. The soldier will be trodden ‘Deeper ‘ ( line 14 ) as clip base on ballss ; bespeaking how he will everlastingly be imprinted on the land, yet there is besides a affecting tone proposing that he has been left and forgotten about, which dispels all semblances sing war as a baronial chase. Sassoon intentionally replaces the conventional rhyming pair featured in the English sonnet by grouping three lines together to exemplify his concluding message, ‘O German female parent dreaming by the fire ‘ ( line 12 ) , indenting the ‘O ‘ to pull attending to these concluding ideas. Sassoon is exemplifying how he has torn down the hatred barrier between the two states and treated them as one ; indenting the border separates the German female parent from the English civilians he is mentioning to in the verse form, yet his message conveys that the German female parent would be merely as devastated by her boy ‘s decease as an English female parent would. Similarly, both states are pressurised by untruthful propaganda, and false thoughts of nationalism. Sassoon therefore saw all worlds every bit, which contradicts the impression of war in itself. Wilfred Owen ‘s, ‘Dulce Et Decorum Est ‘ , likewise conveys the morbid worlds of war, juxtaposing civilians ‘ loyal ideals. Owen vividly depicts a soldier deceasing from a gas onslaught, underscoring how forfeit was non glamourous and epic as propaganda conveyed it to be, but alternatively, it was unpointed and barbarous. Nerve gas causes the person to experience a drowning esthesis, and Owen therefore makes changeless mentions to H2O associated with this deceasing adult male, ‘Sea ‘ , ‘Drowning ‘ , ‘Gargling ‘ and ‘Guttering ‘[ 3 ]. These sounds are brooding of the adult male ‘Choking ‘ ( line 16 ) , and as we read the verse form aloud, we can literally hear him deceasing. Furthermore, these verbs are distinguished from the other work forces ‘Flound'ring, ‘Fumbling ‘ , ‘Stumbling ‘ ( lines 12,9 & A ; 11 ) which are all actions performed on land. The deceasing adult male in the ‘Green sea ‘ ( line 14 ) is therefore to the full detached from his fellow soldiers in his death minutes, and the affecting statement from the talker, ‘He plunges at me ‘ ( line 16 ) , farther conveys the deceasing adult male ‘s despairing effort to make out. However, he is stray and entirely ; decease and forfeit are hence non honorable qualities or loyal, but lonely and terrorizing. Owen challenges the conventional poetic signifier, which signifies the dislocation of society ‘s rules and its constituted system. Initially, the verse form looks as though it is written in iambic pentameter, but Owen breaks up the iambic beat with punctuation, ‘But limped on, blood-shod. All went square ; all blind ‘ ( line 6 ) , delegating the verse form with a colloquial tone. However, this confused beat is effectual, since Owen did non desire his verse form to flux swimmingly ; it is intentionally full of ‘Stumbling ‘ and ‘Fatigue ‘ ( lines 11 & A ; 7 ) , symbolizing a realistic tone of devastation and conveyance that nationalism, and the romanticised image of war, no longer existed. The soldiers in the verse form are portrayed pitifully, urgently seeking to persist ; this impression is highlighted through the actions of the work forces who are ‘Bent dual ‘ , ‘Marched asleep ‘ , ‘Trudge ‘ and ‘Limped on ‘ ( lines 1,5,4 & A ; 6 ) , and the slow beat adds to their sulky motion. The gait of the beat so quickly speeds up in the undermentioned stanza, when person shouts, ‘Gas! Gas! Quick, boys! – An rapture of groping ‘ ( line 9 ) . Two forces are hence working against each other, since the words ‘Fumbling ‘ and ‘Clumsy ‘ ( lines 9 & A ; 10 ) suggest the work forces are still trapped in this slow motion, but the usage of exclaiming Markss and the capitalization of ‘Gas! ‘ implies a sense of urgency and force per unit area. Therefore, the work forces are non portrayed as ‘racing ‘ for their gas masks, foregrounding a feeling of at hand licking and futility , and their apathetic nature towards seting their masks on reveals the atrociousnesss of warfare. The usage of similes in the verse form are highly effectual ; at the beginning of the verse form, the soldiers are compared to old cripples ‘Bent double, like old mendicants under pokes, / Knock-kneed, coughing like beldams ‘ ( lines 1-2 ) . The work forces ironically juxtapose the fine-looking image of a soldier enforced by propaganda. Furthermore, these gap lines are compared to the stoping of the verse form which portrays ‘Innocent linguas ‘ and ‘Children ‘ ( lines 24 & A ; 26 ) , which serve as a reminder that these work forces are non aged and crippled, but vernal, and there is nil glorious about the decease of kids. Owen is angry with the deceit of warfare to boys whose lives have merely merely begun and are necessarily being wasted for nil. A farther simile which Owen uses to convey his choler towards the impression of nationalism is, ‘His hanging face, like a Satan ‘s sick of wickedness ‘ ( line 20 ) . This image suggests that if the Satan is ill of wickedness, which is the chief feature he is associated with, he is efficaciously oppugning his values and manner of life. The ‘hanging face ‘ farther reflects his letdown with his realization that his being has been for no intent. Owen is therefore connoting that likewise, the deceasing soldier is oppugning nationalism and ‘glory ‘ in deceasing, gaining his decease will hold no positive result, and his life has been wasted unnecessarily. Furthermore, Owen could be seen as comparing the prevarications of nationalism and war with wickedness itself. To reason, Sassoon and Owen provided civilians with the true word picture of warfare because the publicity of deceasing for one ‘s state was unfair, since 1000s of work forces were giving their lives for a lost cause. There was a necessity hence to kill the exploited image of nationalism created by propaganda, and expose the ruthless world of giving oneself to warfare.

Frederick Douglass And The Abolitionist Movement Essay

Frederick Douglass spoke to Washington, DC in 1876: â€Å"We must either have all the rights of American citizens, or we must be exterminated, for we can never again be slaves†¦Ã¢â‚¬  (Foner, 1969, p. 320, as cited in Ballard, 2004, p. 53). This statement concretizes the inhumanity of slavery; its only equal is death. Douglass was born as a slave in Talbot County, Maryland. It was 1818 and slavery already existed for two hundred years in the United States (U. S. ). It took Douglass twenty years, before he escaped slavery. Before his escape, Douglass surreptitiously learned to read and write, and he soon rose as one of the most eloquent orators of the abolitionists. Using speech premeditated to distress, educate, and sometimes infuriate, Frederick Douglass encouraged the abolitionist movement. Douglass used his speeches to distress people about their prejudice, so that they would be aware of its inequitable and dangerous outcomes. When people were distressed of the realities and results of slavery, they would be more attracted by the principles and goals of the abolitionists. Douglass argued that slavery produces no benefits for the society. Slavery only leads to ignorance among blacks, which both negatively affects them and the whites. In â€Å"The Church and Prejudice,† Douglass asserted: â€Å"You degrade us, and then ask why we are degraded–you shut our mouths, and then ask why we don’t speak–you close our colleges and seminaries against us, and then ask why we don’t know more. † The blacks were disadvantaged by unawareness, while the whites were deprived of intellectual forces that the black people could have provided. In his speeches, Douglass further aimed to speak to both whites and blacks, so that they could feel slavery’s demeaning consequences. It was his way of using literacy to distribute power among the black people, without disempowering the whites. Lisa Sisco said that Douglass defined literacy as â€Å"shifting† as he showed an â€Å"understanding of literacy as a system of self-representation†¦ and as an avenue for political representation as he attempts to speak and write for an oppressed people without alienating his white readership† (p. 213 as cited in Ryden, 2005, p. 7). Slavery also compounds prejudice that would have marred a critical victory for the nation during the American Civil War (1861-1865). Douglass criticized how the American government would even imagine being a bigot in times of need, by not recruiting blacks as soldiers. He asked the President of the United States: â€Å"†¦if this dark and terrible hour of the nation’s extremity is a time for consulting a mere vulgar and unnatural prejudice? † Douglass spoke eloquently about how the blacks had helped the whites to rebel against the government, and so there should be no reason that the government would not employ black people to be soldiers of the state: â€Å"Rising above vulgar prejudice, the slaveholding rebel accepts the aid of the black man as readily as that of any other. If a bad cause can do this, why should a good cause be less wisely conducted? † He also made a compelling symbolism for a state fighting without the aid of the blacks: â€Å"Men in earnest don’t fight with one hand, when they might fight with two, and a man drowning would not refuse to be saved even by a colored hand. † Through this speech, Douglass distressed the audience into thinking that slavery does not make any sense at all, and only its abolition can protect the state from another secessionist movement and other threats to national security and peace. Douglass wanted to educate people about the grave failings of slavery through his speeches- slavery reduces people to beasts with no free will or self-control (DeLombard, 2001). If slavery was this immoral, Douglass could compel people to join the abolitionist movement. Slavery turns human beings into creatures of violence or submission, through a dialectical process embedded in the master-slave relationship. An article compared Douglass’ understanding of slavery to Hegel’s: Hegel â€Å"knew about real slaves revolting against real masters, and he elaborated his dialectic of lordship and bondage deliberately within this contemporary context† (Buck-Morss, 2000, p. 844 as cited in Kohn, 2005, p. 498). Douglass’ speeches related the dialectical impacts of slavery to all parties involved. First, slavery dehumanizes slaves. Douglass described the horrendous experiences of slaves under the white man. The verbal and physical abuse could only fit animals. These experiences of the slaves underlined the inhumanity of slavery. Second, Douglass argued that slavery dehumanizes masters as well. In â€Å"The Church and Prejudice,† he provided a fitting example of a slaveholder who acted like a vicious animal. Douglass said that there was a class leader master of the Methodist Church, who preached about deliverance and liberty. However, he also lashed Douglass’ cousin through the same thumbs that prayed, while using the words of the Bible to rationalize his illogical behavior: â€Å"He that knoweth his master’s will, and doeth it not, shall be beaten with many stripes! † Douglass also educated people about the ills of prejudice on the protection of civil rights and liberties. In â€Å"What the Black Man Wants,† Douglass explained that black people have suffrage rights, simply because as human beings they do: â€Å"We want it because it is our right, first of all. No class of men can, without insulting their own nature, be content with any deprivation of their rights. † By asserting these rights, Douglass motivated people to believe that all human beings have human rights, so they would support the civil rights and freedoms that the abolitionist movement fought for. Douglass used his speeches to infuriate people into action, into destroying every form and face of slavery. In the speech â€Å"The Church and Prejudice,† Douglass narrated his experiences of religious bigotry: â€Å"[A minister looked to the door, where the blacks were and breathed heavily] Come up, colored friends, come up! for you know God is no respecter of persons! † This is an example of a speech that enraged people to question the sanity of slavery, when even â€Å"men of the altar† acted like beasts. This speech also uses humor to depict the dark comedy of slavery (Ganter, 2003). How can God differentiate between colored and white people? They are His children, are they not? Douglass also infuriated people by illustrating the bleakness of slavery and its different forms. In â€Å"What the black man wants,† Douglass defended the right of the colored people to choose employment: â€Å"†¦when any individual or combination of individuals undertakes to decide for any man when he shall work, where he shall work, at what he shall work, and for what he shall work,† it is still a form of slavery. By underlining how the government and white people preserved slavery even after the Declaration of Independence, Douglass enraged people to eradicate slavery. Douglass also incensed the people in his Fourth of July speech delivered in Rochester on July 5, 1852, where he assaulted the 1850 Fugitive Slave Act. David W. Blight stressed that the attack came with Douglass repetitions of a harmless word, yours (p. 75 as cited in Ramsey, 2007, p. 29). Douglass said: â€Å"This, for the purpose of this celebration, is the Fourth of July. It is the birthday of your National Independence, and of your political freedom. † The word â€Å"your† aimed to â€Å"alienate his audience as America has alienated him† (Ramsey, 2007, p. 29). Douglass aggravated listeners by enunciating that there was no real independence, only social exclusion and neglect: â€Å"This Fourth of July is yours, not mine. You may rejoice, I must mourn. † Douglass’ rhetorical tactic meant to aggressively plead, by transferring the feeling of how the nation had abandoned him to listeners, so that they too would feel how difficult and iniquitous it was to be â€Å"orphaned† (Ramsey, 2007, p. 29; Waymer& Heath, 2007). His ending for speech emphasized his anger and resentment. He asked people to find another place that had been as vicious as the U. S. in upturning civil liberties and freedoms: â€Å"for revolting barbarity and shameless hypocrisy, America reigns without a rival. † This speech angered people to feel that racism brutally orphaned the whole society, and it was time to abolish slavery and its emerging forms. Douglass used the power of the spoken word to distress, educate, and sometimes infuriate, so that people would be persuaded to join the abolitionist movement. His speeches aroused emotions and intellectual understanding, which maximize logos and pathos as rhetorical strategies. By combining these strategies, Douglass could reach out to as many hearts and minds as possible- in either side of the color line. His earnest aim was to change attitudes and behavior toward the colored race and the idea of freedom and humanity. Douglass’ speeches have effectively expressed his core vision of society, a society of free and equal whites and blacks. References Ballard, B. J. (2004). Frederick Douglass and the ideology of resistance. Critical Review of International Social & Political Philosophy, 7 (4), 51-75. DeLombard, J. (2001). ‘Eye-witness to the cruelty’: Southern violence and northern testimony in Frederick Douglass’s American Literature, 73 (2), 245-275. Douglass, F. (1841). The church and prejudice. Retrieved from http://www. frederickdouglass. org/speeches/ _______. (1852). â€Å"What to the slave is the 4th of July? † Retrieved from http://www. freemaninstitute. com/douglass. htm _______. (1861). Fighting rebels with only one hand. Retrieved from http://www. frederickdouglass. org/speeches/ _______. (1865). What the black man wants. Retrieved from http://www. frederickdouglass. org/speeches/ Ganter, G. (2003). â€Å"He made us laugh some†: Frederick Douglass’s humor. African American Review, 37 (4), 535-552. Kohn, M. (2005). Frederick Douglass’s master-slave dialectic. Journal of Politics, 67 (2), 497-514. Ramsey, W. M. (2007). Frederick Douglass, Southerner. Southern Literary Journal, 40 (1), 19-38. Ryden, W. (2005). Conflicted literacy: Frederick Douglass’s critical model. Journal of Basic Writing, 24 (1), 4-23. Waymer, D. & Heath, R. (2007). Non-profit activist public relations and the paradox of the positive: A case study of Frederick Douglass’ â€Å"Fourth of July Address. † National Communication Association, Conference, 1-39.

Interview Spiritual Leader Essay Example | Topics and Well Written Essays - 1000 words

Interview Spiritual Leader - Essay Example When asked from the experience of providing patients and their families with spiritual care, particularly in expectations of people who are dying, Rev. RVM revealed that different patients have varied expectations of facing death, depending on the age of the patient and the circumstances that led them to face death – either in a natural or unexpected conditions.  For instance, it was revealed that older people who have had a long time being afflicted with chronic illnesses have mostly relayed expecting death as a natural part of life. Some, who have faced extreme health challenges, especially those who experience chronic and constant pain, have actually expressed the natural preference to transcend.  However, for some patients who are still young, who have had to contend with facing imminent death due to accidents or unexpected illness which are debilitating and painful face allegedly death with fear, apprehension, and great sorrow. According to Rev. RVM, these patients us ually could not accept having to give up life so soon, especially when there are loved ones or pressing obligations that still need to be fulfilled.  In addition, some of the patients expressed worry and concern regarding facing death depending on the support systems: available resources to address issues surrounding death and after death experiences for family member who would be left; availability of loved ones who would support the patient during and after death; and whether all personal messages.... Some, who have faced extreme health challenges, especially those who experience chronic and constant pain, have actually expressed the natural preference to transcend into the afterlife. However, for some patients who are still young, who have had to contend with facing imminent death due to accidents or unexpected illness which are debilitating and painful face allegedly death with fear, apprehension, and great sorrow. According to Rev. RVM, these patients usually could not accept having to give up life so soon, especially when there are loved ones or pressing obligations that still need to be fulfilled. In addition, some of the patients expressed worry and concern regarding facing death depending on the support systems: available resources to address issues surrounding death and after death experiences for family member who would be left; availability of loved ones who would support the patient during and after death; and whether all personal messages have already been relayed to a ny of the family members, as deemed needed. Overall, what Rev. RVM has relayed regarding expectations and experiences of people who were dying were consistent with those which were relayed by Smith (2001) who categorized expectations into the lack of control, capacity, autonomy, feelings of pain, and worrying about being a burden to their loved ones. Findings Relative to Requests of Final Preparations and/or Unusual Requests When asked regarding the most common experiences being relayed by patients or relatives regarding making final preparations during an end-of life experience, Rev. RVM relayed that predominantly, what has been requested comes from predominantly Catholic practitioners or devotees who requests for the presence of a priest

Antoine Busnois Essay Example | Topics and Well Written Essays - 750 words

Antoine Busnois - Essay Example As for a fact, one of his best known work Lhomme Arme 'is still recognized and even used in several musical and theatrical presentations today. Lhomme Arme', like the other works of Busnois is a hymn of manifested art that relates to the soul of anyone hearing it. For this reason, many musicians saw the possibility of using this particular hymn in composing mass music hence suggesting that use of the said hymn never goes undoubtedly boring even when it is repeatedly applied in different songs. As a hymn, Lhomme Arme' is a musical factor that enhances other hymns that when it is combined with other musical arrangements, it becomes more appealing to the ear and warming to the heart. Antoine Busnois primarily concentrated in developing music that is symphonic and easy to understand. People during his time were noted to directly respond to his music. Undoubtedly, the brilliance of his hymn endows the fact that the French art portrays both simplicity and complexity in so many terms. The arrangements may be complex at some point yet the simplicity of the sound produced by such a complex arrangement warms the soul of anyone hearing it. Sound has been a prevalent concept in the society affecting and influencing humanity in many ways known to man. Because of the influential nature of music, this medium is perceived to an effective tool for society in different aspect. Every element of the general concept of sound becomes a significant one namely the voice, music, sound effects, ambience and even silence. Each of these elements brings a different significance mainly emphasizing the expression of the general theme of a certain project. The use of voice can significantly influence the understanding of the expressed idea of the certain public or audience being pointed at. The intonation of the voice of the speaker can designate the emotion of the person and his or her loudness or softness will depict the personality, authority and character of the speaker. The use of background music, sound effects either through cyclical or continuous mean can intensify the environment's emotion which can later contribute to the personality of the speaker and/or character and can encourage the curiosity and enthusiasm of the audience. Also, these elements can significantly contribute to the meaning and intensity of the concept being expressed by the certain project thus aiding its dissertation and understanding by the public. In addition, the employment of the effects of silence as a background can also contribute to the expression of the general theme as it can set stages of excitement thus promoting the audience's interest (Altm an, 1992). Thus, the employment of sound through the application of each of its elements can significantly contribute to the general theme of a certain project as it promotes a better communication approach between the main concept and its audience. The use of sound can facilitates the dissertation and understanding of the public thus aiding the effectiveness of the project of communicating a certain concept and its significance to the society. On the part of Antoine Busnois' primary compositions, he uses the sound of his music to send

Differentiated Instruction Essay Example | Topics and Well Written Essays - 1250 words

Differentiated Instruction - Essay Example This ensures that all students who are placed in an education system can be provided with training materials in ways that are considerate of the different situations of the environment. Through this way, there is no single student who can fail to acquire ideas because of the limitations posed by their environment, gender, ability or disability, language spoken, personal interests as well as the socioeconomic issues surrounding the area. In education, there are different methods of teaching that are implemented and which can be implemented to ensure that all the people who seek education get the ideal kind without restriction (Etscheidt, 2006). This kind of education, which factors in the requirements of all students in terms of their ability and improvising the environment to make it bearable for learner, is known as differentiated instruction and it takes place in different forms. Differentiated instruction does not characterize the area of acquisition of knowledge only but also the environment of acquisition, modes of assessment of ideas, the amount of support that is given to different students as well as manipulating the contents in the study. Differentiated education is a method of instruction whose main purpose is to ensure easy accommodation different students in program, which has students who have different styles of learning and varying instruction preferences. This kind of instruction involves teaching one subject to different students in varying ways to make sure that the differences are represented by the people. In order to understand differentiated instruction, a person can consider the elaborating the different methods of differentiation which lead to improvement of the situation of individual learner when they are exposed to classes. There are four main ways through which teachers accommodate students with different education needs to ensure that they do not only get the ideas but also are able to apply them in their day to day life after they are subjected them. The four areas that are addressed by the differentiated instruction include the factors of environment of learning, the mode of assessment, the support accorded to learners as well as the modification of the content of learning (Landrum & McDuffie, 2010). In passing of ideas, there are students that are generally slow to learn while others are quick to grasp and use ideas, which are passed by a teacher to them. Those with slow learning abilities require more support from their teachers than those that are quick learners and can get ideas by their own. There are students who can get ideas by their exposure to books on their own without necessarily getting the teachers to help them in elaborating the content of the book. These students can be taught in very easy ways because the amount of time the teacher accords them is minimal so that they do not have to spend a lot of time and energy to teach. These students are able to get and apply ideas that are contained in different books without necessarily getting much assistance from their teachers. This means that exposure to book books can be the only tasking support that a teacher can engage in to facilitate the learning of such a student. On the other hand, there are those students

Curriculum Development for CTE Research Paper Example | Topics and Well Written Essays - 750 words

Curriculum Development for CTE - Research Paper Example The program ensures that it offers the necessary skills and certificates that students require in their careers. It contains a set of the curriculum which is structured to reflect on the basics that are taught during technical training of students. The printed materials used in the CTE program fully match the training requirements because they are in accordance with the syllabus so as to enhance cohesion and understanding of the basics by the students. The students passing through this program highly benefit from the verse academic and technological resources presented by the institutions offering this program. This is because they gain the much needed first hand information on the basics (Wang & King, 2009). The equipments used in the CTE program are always technologically updated to ensure that the instructors teaching the program curriculum finds them efficient and effective to them and the students. This exposes students to the technological world and ensures efficiency upon sitt ing for the real classes. In most cases, it is the government that takes sole responsibility of sponsoring the CTE program for economical purposes. This enhances efficiency on the part of the instructors as they have all the necessary materials; on the other hand, it takes the burden away from private individuals who are out to make profits, and to make it an affordable to every student. Its aim is to bring change in the educational subjects that are of immense importance to the economy. They aim at imparting students with such skills like engineering and medicine which are of meaning to the expansion of the economy technologically (Wang & King, 2009). Reflections To evaluate the CTE program, the outcomes for the program must be measured for accuracy. This can be done through a survey, by conducting a research using a questionnaire to investigate the student remarks, or a sample research where samples of students are asked and data approximated. The CTE curriculum is aimed at helpin g students to acquire the basic skills through a clear organized and reflective program, which is its main purpose. The CTE program has tremendously assisted in my education because to a certain level the resources provided by the program have simplified my academic work, hence the accomplishment of school work accurately, efficiently, and effectively. My technical institution is a beneficiary of the program, and I get the privilege to access various academic resources provided for the student’s purposes. These academic resources have boosted learning and grades in school. Initially, most students could not attain the results which were essential in taking a CTE course, but with the changing times, majority of the students in technical institutions have registered for CTE courses. An example is, before I was enrolled for a CTE course, I experienced certain challenges that denied me an opportunity into the program. The most significant was my geographical area. It turned out t o be one of my nastiest nightmares because the district I came from did not benefit from the program, since it was inaccessible due to a variety of reasons. In my view, all CTE programs should be incorporated to enable it maintain its viability in secondary school education in technical education. The program largely contributes in such fields like

Parenting Capacity and Substance Misuse Essay Example | Topics and Well Written Essays - 8000 words

Parenting Capacity and Substance Misuse - Essay Example Because these effects within the children have a strong potential to be carried into the next generation as well as to impact the public health, it is necessary for the social worker to learn how to recognize these signs and develop means of providing the children with the needed elements they are missing within the home. While this seems a nearly impossible task without the investment of vast resources and time into each family unit, there are some tools and practices that may help. It is the purpose of this study to examine the prevalence of these issues within society and to illustrate the importance of understanding on the part of the social worker in bringing about positive effective change within the home. It seems to be almost common knowledge that substance abuse/misuse can have serious detrimental effects on the care and raising of children within the home where one or both parents are involved in substance abuse activity. The tendency of this thinking holds that all children living within homes in which substances are used or abused are the victims of domestic violence. However, children living in these types of situations may not have any experience at all with the concept of violence within the home, yet may have numerous other issues to deal with as a result of neglect or other forms of abuse. Parents engaging in substance abuse may not have enough time or attention to provide their children with the necessary skills and attention they require to thrive while the parents may also be spending much-needed time and money away from the home as a means of supporting their habit. Children living in this sort of environment may find themselves needing to survive without adequate cloth ing, food or housing while also being required to essentially raise themselves without the benefit of parental guidance or support. This situation can have serious public implications as teenagers, having grown up in this sort of environment, tend to have

Love.Rapid weight gain during infancy and obesity in young adulthood Research Paper

Love.Rapid weight gain during infancy and obesity in young adulthood in a cohort of african American - Research Paper Example It involved selecting a cohort of 300 African Americans born at full term and their progress followed from birth to 20 years of age. The study was slow since it took the researchers two decades to get the appropriate outcome and results. The subjects used in the study were living and made for a more informative interview. The outcome of the research was general and gave satisfying results. The statistical analyses used in the study included; finding the weight of the subjects as recommended by Center for Disease Control and Prevention (CDCP) using the LMS method and a representative sample of the US population (Stettler et al, 2003). In analyzing, a pattern of quick rate of weight gain in the first 4 months of life, was defined as an increase in weight-for-age z score>b SD between birth and 4 months. The major result in table 1 show that the population attributes risk of young adulthood obesity was 30% for a pattern of rapid weight gain during infancy. 1 Â ½ of the obese young adults in the early infancy gained a quick weight (Stettler et al, 2003). 15% of African americans with and 6% without a quick mass increase throughout untimely infancy became ‘overweight –overfat’ in childish adulthood. In table 2, a quick weight gain in the early infancy and adult obesity was found out by sexual category, delivery weight, gestational time, firstborn condition, maternal BMI, motherly smoking condition or education (Stettler et al, 2003). OR information represents ‘odds ratios’ while CI represents ‘Confidence Intervals’. OR of 5.22 signifies harm in relation to the risk of quick weight gain as infant compared to weight as an immature adult, since gaining weight will affect the internal organs by fats blocking the body tissues. The biological facts of clinical knowledge are significant in comprehending and analyzing the results. The clinical implications of the study included using alternate definitions based on BMI or BMI combining it with

Indian National Cinema Essay Example | Topics and Well Written Essays - 2500 words

Indian National Cinema - Essay Example From the beginning of the 18th century, inventors focused on developing a motion picture, and eventually from live dramas to silent movies and ultimately the development of motion picture with sound surfaced. Since then, motion pictures have become a global phenomenon. National industries have been developed in many countries, to cater to the needs of people belonging to a certain culture and can speak a certain language. Countries where diversity in culture exists, national cinemas have been so vastly developed that movies are produced in various languages and are also translated from one local language to another. One of the best and most widely known examples of national cinema is the Indian Cinema. This article looks into the concept of national cinema and explores the Indian cinema in detail. The history of the Indian cinema, along with the analysis of the film industry from production to exhibition and the governmental infrastructure for films, has been discussed. The essay als o reflects on the dominant ideas of what constitutes cinema in India. The Concept of National Cinema Andrew Higson (1989) has presented an innovative insight into the concept of national cinema. National cinema has been referred to mean the films that are produced in a particular country. Before the 1980s the cinema was analyzed using common-sense concepts by critics (). The past decades have shown that national cinema has long served as a means of promoting non-Hollywood films. Stephen Crofts argues that coupled with the name of the director-auteur, national cinema has subserved as a way of distinguishing between the Hollywood and non-Hollywood films. Used as a marketing strategy, he contends that national cinema has vouched for the delivery of ‘otherness’- representative of the cultural differences existing between Hollywood and films from other countries (Triana-Toribio 2003). Higson observes that there is no single, universal definition of national cinema. Looking b ack at the history of how cinema has evolved, the term does not confer any updated holistic meaning. Globalization has altered the perspectives through which cinema was viewed in the yore (Carroll & Choi 2006). Now there are a number of perspectives regarding the notion of national cinemas, as Higson (1989) illustrates. The notion of national cinema can be interpreted from an economics perspective, expounding upon the link between the national cinema and the domestic film industry (Higson 1989). This comes to encompass issues such as who own the cinemas, who makes the films and where are these films shot. Another perspective of exploring and studying the national cinema is to contemplate upon the nature of the films made. The approach, being text-based, represents questions such as the theme of the films produced, the nature of the projections of the national character that they portray and the degree to which these films are able to discover, survey and build a concept of nationhoo d embedded in the films themselves as well as in the spectators. Higson observes that there is a third perspective to national cinema, entailing an exhibition-led or consumption based approach. This view looks into the type of films that are viewed the most, with specific attention being given to foreign films, chiefly those produced in Hollywood having a high-profile distribution in one particular country. Higson asserts that the criticism based approach to national cinema also exists and rates the films produced by the industry in the context of the quality of the art cinema. Higson is of the view that in order to recognize a national cinema, it is essential to detail consistency and a unison. The identification of a national

Foreign Press vs. U.S. Press Essay Example | Topics and Well Written Essays - 750 words

Foreign Press vs. U.S. Press - Essay Example When people were still in shock the next bomb exploded creating wider chaos and fear everywhere. A lot of bodies were left in pieces with boots of police officers scattered all over the scene along with several severed hands. Thereafter ambulances began evacuating casualties of what remains of the dead bodies and injured people. The injured and victims were then taken to hospitals bloodied and bandaged they lay on the floor because of the beds that were already filled with patients. Chaotic scenes unfolded as the doctors and nurses tended to the patients and security officials who were also brought as more victims. Within an hour another bomb exploded taking the list to three bombs all in one day; the last bomb injured almost 8 more security officials. It was evident that this bomb along with other terrorist activities aimed at police officials only; however it was considered the worse since February. Comparison The news are reported by the USA press (Voice of America) and the Foreig n Press ( Khaleej times). Good comparisons of both are given below. Commonalities: There are various commonalities in facts and general information where both citations are mostly similar. Both reports clearly mention 27 people killing in northern city of Iraq. The area that was the blasted, that is, Kirkuk was even correctly identified. Other details that included, the bombs rushing the policemen out of their headquarters, three bombs all in one day, the location of bomb i.e. parking area near police station and the third bomb being planted on the road was even clearly pointed out by both press. The number figures mainly eight wounded security officers, second bomb occurring within minutes, the third within an hour were also some of the accurate approximates. Differences: The reports from US press (voice of America) had a very short note due to which places of disparities reduced naturally in the report. Still in some areas the problem was sighted this included mainly in the title. Whereeas th Foreign Press (Khaleej Times) mentioned two bombs killing 27 people the USA Press (Voice of America) mentioned series of bomb killing 27 people. At first side any addressee would comprehend the word â€Å"series† as more than two bombs, which could be a wrong view, thus the title could be said as an exaggerated one to draw attention. The second difference sighted were in the distance of Kirkuk from north of Baghdad. Where Foreign Press (Khaleej Times) mentioned 290 kilometers the USA Press (Voice of America) mentioned it as 250 kilometers. This was a factual data and such error must not have occurred. News # 2: At least 18 killed in Baghdad jail fight The article reported the killing in Baghdad prison flight. It all started when one of the Al-Qaeda leaders, Huthaifa al-Battawi, who was reported as the Emir of Baghdad and also the planned attacker at a Catholic Church, wrestled with one of the security guards in an attempt to flee off the prison with other of his inmates. In fighting between the security officers and the prisoners he got killed along with many others from security guards and prisoners either injured or killed. Commonalities: Both the USA Press (Voice of America) and the Foreign Press (Khaleej times) agreed on Huthaifa al-Battawi death, his wrestling for gun from a guard and him being the one who planned attack at Catholic Church back in October . Differences: There are various

Death Changes Essay Example for Free

Death Changes Essay Changes in Death Management Practices One of the first noted changes in the book regarding attitudes towards death can be seen with the advances in mass media. As Technology has advanced, so have the ways in which news is reported to the world. Radio, Television, and the Internet have given the public many ways of receiving information. When situations portray a perceived threat, people turn to mass media for information. The ability to access information regarding worldwide disasters, terrorism, and other acts of brutality make us feel like survivors of death. Because we are able to see and hear about things that we have no firsthand knowledge of, we feel like we are experiencing it to some degree. (DeSpelder, Strickland pg. 6) During the Vietnam War, television gave people access to images of things that were happening half a world away. In no other time were daily doses of violence to this degree a part of everyday life. Media analyst George Gerbner observed that these depictions of death evoked a heightened sense of danger, insecurity, and mistrust which contributed to an â€Å"irrational dread of dying and thus to diminished vitality and self-direction in life† (DeSpelder, Strickland pg. 8) Life expectancy and Mortality Rates have been affected by technology as well. In 1900, the average life expectancy was 47 years of age in the United States. As of 2005, the average life expectancy rose to 78 years of age. This rise can be attributed to epidemiologic transition which moves the largest number of deaths from the young to the old. In the early days people died from infection due to lack of medication and knowledge on how to treat and prevent. As this knowledge was gained, deaths tended to be from chronic disease processes that are common in the older population rather than young. In 1900, over half of deaths that occurred were to children under the age of 14. That number has decreased to less than 2% and this fact influences how we feel and think about death. (DeSpelder, Strickland pg. 36) In the 1870’s, nine out of ten Americans over the age of 15 had lost a parent or a sibling. Because medicine and medical care was not advanced, mother’s died during child birth and/or babies were born still born due to lack of prenatal knowledge and care advancement. The family unit was very important and often people in this time period would display postmortem pictures of loved ones who had passed as a testament to this family unit and the common knowledge of their mortality. One other change that has taken place is death rituals. In the early 1900’s families were more likely to be multigenerational living in the same house. People tended to intermingle with other generations out of necessity. Families lived on large homesteads and it took everyone to make it work. Because of this, multiple generations were present at the death of older family members and rituals and traditions existed. In this day and age people are more mobile and on the move. It is harder to maintain close relationships with family when you don’t live in the same state, let alone city. People appear to be less affected by the death of an older relative when the closeness of the relationship has been lost due to sheer proximity. Several changes that can be discussed regarding children are their attitudes towards death, their functional ability to understand death, and their desensitization to violence regarding death. Children’s attitudes towards death are much different in this day and age from in the late 1800’s or early 1900’s. In that time, families tended to live together in extended family situations possibly on homesteads. There was less access to medical care and things were taken care of at home. Death was something that was seen as a natural part of the living process and happened more regularly because of the generations that cohabitated. In this day and age as generations tend to live separately, children are more sheltered from this and therefore tend to look at death as something that doesn’t directly affect them. Jean Piaget, a theorist in human development, did extensive study of children and divided them into approximate age groups and developmental periods. He theorized that we develop our knowledge based on things we already know. These stages are sensorimotor from birth to 2 years when children learn based on their senses and motor abilities and begin to develop the idea of object permanence where they understand an object is still present even when it can’t be seen. Preoperational from 2-7 years where they progress from egocentric thought where they look at things as if they are the center of the world to prelogical where they learn trial and error and can begin to understand other points of view. Concrete operational from 7-12 years where they are able to logically understand and organize information and begin to think forward and backward about experiences. And finally, Formal operational from 12 years and up where they can think hypothetically and abstractly about situations and begin to have an interest in ethical situations. . (DeSpelder, Strickland pg. 2-53) Before these types of theorists existed, death was considered a natural part of the living experience and children just dealt with it like the rest of the family. Also in early years when children talked about death, it tended to be in the context of disease processes and accidents. As the culture has, advanced children are routinely exposed to things they weren’t before. If you ask, a child now days what things are that can cause death you may hear things like gunshot wounds and other traumatic experiences that can be linked to crime, violence they see on TV or video games or inner city experiences. In a cultural or historical sense differences in how dying is perceived can be from a cultural standpoint. Different religious and ethnical cultures have different practices and beliefs regarding death but as we have become more culturally competent society, the varying beliefs have become better understood. The physical cause of dying has changed simply by historical differences in living conditions. For example, in the Stone Age people were more likely to have died from trauma and animal attacks, whereas today dying from frailty, organ failure and dementia are more common. One change in regards to mortality and society where death is concerned can be related to education and training. For example, an earthquake in Japan in 1923 caused the death of 100,000 people. Today, because of advances in technology and safety we have ways to warn people of dangerous weather situations and have developed better safety practices that if followed can save many lives. . (DeSpelder, Strickland pg. 135-136) Change has also been seen in the conventional signs of death. Most deaths are determined by the absence of heartbeat and breathing. With the advances in technology and medicine, though, it is possible for mechanical ventilation and medications to artificially maintain these functions while the brain is termed dead. For this reason, the concept of brain death was created. Another innovation that has changed death is organ transplantation. Before this was discovered and perfected people had no choice but to die if they fell victim to an irreversible organ failure. Now, through organ donation and transplantation people can live long and productive lives if they can receive these lifesaving procedures. The final three changes that will be discussed are in regards to patients, staff, and institutions in the field of Health care. In 1900, about 80% of deaths in the United States took place in the home. As the invention of hospitals and other institutions took place, this shifted to the institutional setting with more people dying in hospital or nursing home setting. There is beginning to be a shift again however as hospice care becomes an option available to more and more people that allow them to stay in their homes around familiar surroundings instead of the sterile, non-personal setting of a hospital or institution. Another change that has taken place with regards to dying could be the rationing of resources. This will undoubtedly be getting even worse under Obamacare. Physicians used to be considered the gate keepers of what services and treatments were reasonably appropriate to which patients. As managed care comes more and more into the picture, this will change. Physicians will be paid a certain amount of money per month by insurance companies to manage the patients’ health. The less procedures, tests, and resources that are used the more money the physician will get to keep. This leads to the fear that rationing of resources or withholding of resources is a real possibility in order to keep from bankrupting doctors and clinics. Finally, palliative care, and end of life decisions are changing as well. There have been many advances with the advent of hospice and what can be done to allow a natural and peaceful death for those that are not interested in prolonging it. Undoubtedly, we will all die one day. There has been a shift in recent years from death being an almost taboo topic to one where people are taking control of their decisions. This is an area I am passionate about. You can take control of your end of life decisions by an advanced directive and informing your family members of your wishes. There are people who know they want every intervention possible done to keep them alive and there are those that are accepting of their own mortality, comfortable with their idea of what happens after death, and know that they want nothing heroic done to try and keep them on this earth if they cannot be an active participant.

The Way We See And Understand Things Essay

The Way We See And Understand Things Essay This is a famous quote and it is really significant in our world and in our lives in the recent time. First of all we need to look at the two most important two words see and understand in the quote. The see word correspond to perceive with eyes  [1]  while the understand world correspond to perceive the meaning of something  [2]  . As we can see according these definitions we can only reach the complete knowledge if we not only see things but we need to understand them at the same time. This claim shows a great influence of our beliefs and experiences on our view of the world. This is because our beliefs and experiences, the things that make us who we are, are an influence on our ways of knowing. Since our ways of knowing are the ways that we form our views and understanding. Emotion and Sense perception, in particular, are greatly affected. This quote brings up many questions like: Can you say that the human mind shapes the world according to its knowledge requests? Does culture, our believes limit the way we see and understand? Do we experience the same reality? In this essay I am going to analyse this quote according to in the relation of emotion and sense of perception and reasonsing , and trying to find the answers to the question what are stated above through couple of examples. The sense of perception according to the general definition is the physical response of our senses to stimuli. I have often wondered how we can perceive the same things differently, then I realised as the animals perceive things in dissimilar ways the individual human perception varies from individual to individual. It is an extreme thing, but a couple of people suffer in the world from synaesthesia, it means they can smell colours instead of seeing them and perceiving with their eyes or they can feel tastes, or some people in the world have sixth sense, they can feel danger forward, but in usual people experience the same things but the sense of perception has another element, it is the interpretation. What we sense (smell, sight, sound), we usually interrupt in different ways, that is why we each have a unique view of the world. If you look at this picture what do you see? I asked 3 people and all of them came up with a different answer for this question. The answers were: The grey figure is swimming for his life. The black figure is sticking up his arms. They could also both be swimming. The black figure would then be breast-swimming. It could also be the grey figure waving in greeting towards friends, and the black figure raising his arms in victory. Through this example we can see how people see the same picture but understand and interrupt so differently. The reasons for that are the usual perceptual learning does not work in such a situation like this picture. Perceptual learning is the increase in ability to absorb information of one type of information from the environment as a result of experience or practice  [4]  . In such a situation our brain does not have answer for it, because it has never experienced or practiced these kind of pictures, that is why usually people see and then understand, interrupt the same picture differently. The other scientific reasons for the question are we all have different education level, different attitudes, even particular moon could affect our perception and interruption and yes our believes and culture limits our perception, and the culture could change our conception, perception of something. For example in the Western culture the dog is pictured as beloved pet, the best friend of m an while a guard dog is treated as a working animal or in the Muslim culture the dog is the symbol of the an unclean animal, it should be kept of a home or Chinese people like it as a delicious dish. I have a personal experience how people feel so different about the dog, me and one my friend from Malaysia went down the seafront, we found a dog down there, and I went there stroke the dog while my friend just run away, that is the story how I learned the dog is not loved in the Muslim culture. As I stated above even the emotions affect how we perceive things, therefore it affects what we see and our understanding. Emotion as a way of knowing is integral with human awareness and is instinctive. How does the emotion linked to the perception? We cannot perceive someone elses emotional state, but our senses give clues how the others fell or what mood they are in. When people communicate, observers gain information from seeing their actions, during these actions observers see the same things, but these actions could mean more for one of the observer, because he or she can read body language. For example the head resting in the hands and eyes downcast means for an experienced body language reader his or her partner is bored, while to others it does not mean anything. Furthermore obviously if were feeling a certain way well react to things very differently than when we are in a different emotional stage. People often say the love is blind, and it is really true. When we are at th is emotional stage we are blinded by love, we can not see the mistakes and disadvantages of the other person, who is in love does not see and understand the other person as the outsiders. She or he just sees the good things, is shaded by a cloud, by his or her emotions so therefore she or he does not experience the same reality as the surrounding people. People usually have different emotions towards the same things, these emotions could affect their seeing and understanding, because of their economical status, culture or even the particular situation, our gender, our culture. If you see somebody get mugged by someone I think you would feel sad towards the one, but actually you do not really care while who got mugged probably fell horrified, feared. We can see from this example how our emotion changes according to the particular situation. We cannot see and understand the same thing in the same way, because every single unique people have touched differently emotionally. We feel differently towards the same ethical problems, dilemmas, situations, but I think often our emotions are socially and culturally constructed. If we think about at a funeral, people have to feel sad, they need to cry. Are they true feelings? Often people have to have the same emotions, but I think these emotions are not true or real. Our culture, our outside world limits our emotions, therefore as it is one of the ways of knowing, it limits our seeing and understanding. The emotions can greatly affect our perception, so it is sometimes not reliable. We often feel emotionally strong t owards which is not true, or we do not it is true or not. That is why often call the reasoning as help. Reason is basically logic leading us to find the truth. We use past experiences to work out what has happened in situations, for instance, if it is wet on a pavement in the morning, due to past experience, you rationalize that it has rained the night before . Scientists apparently see and understand the same reality. They use different methods reach the same reality, they can use the deductive reasoning or inductive method. They experiment on it to produce data to prove or disprove their theories about the world. They use different methods, but at the end they get the same understanding of an experiment. The scientists think the past is fixed, is it? The things that have happened are a constant, so to speak. Then how is it that historians see and understand those events differently? I think our perception of the history is greatly affected by our culture or our believes. Finally I think we do not access to the reality as it is in and of itself, and that our perceptions of it is coloured by the way our mind shapes it. So, it turns out that the way we see the world tells us more about ourselves than it tells us about the world as such. Modern rationalism (Descartes, Spinoza, and, arguably, Kant) all hold (in some form) that the way we see the world is really just a function of how the mind works. For Descartes, there is an act of intellection in every perception, and for Kant the pure Concepts of the Understanding determine how we see the world. I think world is too complex, and we watch the world through different glasses, some of the glasses are shiner or darker than the others, it affects our ways of knowing, and we are determined by our ways of knowing, that why it affects our seeing and understanding. Therefore we should reverse the claim: what we see and understand is limited by the world outside the very things that we see shape our understandi ng.

The Sorites Paradox And The Epistemic Philosophy Essay

The Sorites Paradox And The Epistemic Philosophy Essay Soritic thinking that is based on reasoning, which is entailed in the sorites paradox plays an important role in some forms of weakness of will. Such reasoning based on soritic thinking leads to failures of behavior, however, these behaviors cannot be revealed to be irrational by ordinary means. Logical paradoxes are not expected to be important to the psychology of everyday life. However, the sorites paradox unlike other paradoxes actually leads to defeat and confusion, and plays an important role in some forms of weakness of will. I will illustrate a representative version of the sorites paradox, and in the conclusion obtained in this example, I will argue that the epistemic response runs into numerous difficulties, and as a result, does not successfully diagnose the problem with the paradox. Discussion The sorites paradox is a term given to several paradoxical arguments that arise because of the indeterminacy surrounding restrictions of the application of the predicates entailed. The following is a representative version of the sorites paradox. If we are to judge the height of four basketball players, observing them from a distance, which makes a difference in height invisible as long as it amounts to less than one inch. Tim Duncan is 7 feet tall. Shaquille is 71. He is also tall. Amare is 610. He is tall. Kevin is 611. He is tall. Rudy is 69. He is also tall. LeBron is 68 and he is tall. Using this sequence of reasoning, specifically, that if I deduct an inch off any persons height, it would not make much difference since somebody will only be one inch shorter than a tall individual would, supposedly, be tall himself. Thus, as I use this sequence of reasoning, I can keep creating more premises, namely that Jordan is 66, Kobe is 67 and so on till I reach somebody like Nate who is 5 9. Many individuals would hesitate to call Nate tall, because when compared to the other people like LeBron and Kobe, he is short. I can also reason to conclude that Bogues whose height is 53 and Boykins 55 are tall. However, most reasonable people would not classify these players as tall. The reasoning in the above case is a good example of the sorites paradox that results from common vague predicates such as tall. The sorites paradox can also be constructed using other predicates such as 100, 000 grains of sand is a heap of sand, thus 99, 999 grains is still a heap of sand, as is 99, 998 and so forth, till I am forced to conclude that one grain of sand is still a heap of sand. It is possible to also reconstruct the tall version of the sorites paradox to work the conflicting way. For instance, if I reason that Bogues whose height is 53, is short, then an individual who is just one inch taller would also be considered short, and I would also use this reasoning to work my way up LeBron, who at 68, would be deemed short. Thus, the paradox in argument form is: Premise 1: LeBron is 68, he is tall. Premise 2: If LeBron is tall, then someone else who is one inch shorter than LeBron is tall. Premise 3: if somebody one inch shorter than LeBron is tall, then someone one inch shorter than LeBron is tall. The conclusion is that Bogues whose height is 53 is tall. Such a conclusion is paradoxical if we are to consider our common notions about expressions like short and tall to be correct. In addition to this, if we have a common agreement that Bogues who is 53, is short, then the conclusion that stems from the sorites argument, to be precise, that Bogues must be tall, leads to a contradiction, since Bogues cannot have the properties tall and short at the same time. Therefore, there are three alternatives if we are to steer clear of this paradox of vague predicates: we can refute the primary premise that LeBron is tall; we can refute one of the other premises in the argument that anyone who is a certain height is tall if an individual an inch taller is tall, or refute the notion that the conclusion follows from the argument. I will discuss one approach to solving the paradox; the epistemic solution. I will also discuss difficulty in accepting the epistemic solution. The epistemic solution entails refuting one of the other premises. For instance, given the argument: (1) LeBron is tall for a person, (2) if LeBron is tall for a person, then someone who is 69 is tall for a person, and (3) if someone who is 69 is tall for a person, then someone who is 68 is tall for a person. Conclusion: Bogues who is 53 is tall for a person. We can refute one of the premises that will grant us a way out of the paradox. For instance, we can refute the premise that will ultimately result from the above argument that if Nash whose height is 63 is tall, then Ellis whose height is 62 is also tall. Or we can reject the premise that if Chris who is 60 tall, then Damon who is 511 is tall. The epistemic solution entails forming a hard line division, dividing people into two groups (not tall and tall). There would look as if there would be a cutoff point, if somebody who is nn is tall, and it would not follow that someone who is nn-1 is tall. So, if this dissimilarity was to be in place, it would provide an obstacle that the reasoning that led me in the first place to conclude that Bogues was tall. And if this dissimilarity was in place, then the group of tall individuals would have stopped before we got to Bogues. I think that this solution runs into a lot of difficulty. First and foremost, the dissimilarity would seem to be wholly illogical and dependent on a certain individuals idea of tall. For instance, I may want to specify that all individuals who are 60 and above, are tall. My younger brother who is 56 may want to stipulate that all individuals 57 and above are tall. In the same way, Kobe may want to stipulate that all individuals 68 and above are tall. All of these illogical lines are wholly logical, relative to each individual. I do not think that the epistemic solution successfully diagnoses the problem with the paradox as shown in the example of height. One can argue against arbitrariness by specifying that people should consider those above the average height for people as tall and those below this average height as shorts, and therefore, a fixed point would solve the problem. But this provision also runs into hypothetical issues. First of all, the average height for human beings is always changing. Today, human beings may be taller than people were 20, 000 years ago. Therefore, it would seem, a person would have been tall 20, 000 years ago would be short now. However, if can correctly guess, no one wants to accept that a person who is tall can become short without shrinking. Secondly, if are to refute one of the premises, then we should do reject it with good reason. We should give a reason why, for instance, it is better to refute the premise that if Amare who is 610 tall, then Kobe who is 67 is tall, instead of the premise that if Shaquille who is 71 is tall, then Duncan who is 70 is tall. Is there a logical reason why we should refute the former premise instead of the latter? Assume, for the sake of science fiction, the case of a shrinking person. Suppose the shrinking man was Shaquille, who shrank one inch each month, from a starting height of 71. If are to refute one of the premises, then we should also acknowledge that there is an exact spatiotemporal location where Shaquille changes from someone who is tall to someone who is not tall. Where is the point? 63? 64? 55? 511? Is there a good reason to dispense one of these heights over another height? If the answer is yes, then we should give an account for which particular moment in time, this change occurs, and why it is logical to opt for this moment instead of another one. It appears that nobody can practically choose of these moments over another one, and so, it appears, the epistemic solution runs into a barrier. The response that would probably successfully diagnose the problem would be the degree of truth solution that takes a modern approach towards the notions of falsity and truth, and seeks to annul the sorites argument. With the degree of truth solution, a person can make the claim that Nash is 63 tall. I can state the degree of truth for the claim that Nash is 63 tall is about .70 because he appears to be closer to the model for human tallness than the paradigm for shortness. The sorites paradox started by hypothesizing that if Shaquille is tall, and we reason that Bogues is also tall, we are stating that these two men have equivalent property of tallness and the truth of such statements are true to the similar degree. Thus, this theory appears to have the strength of removing all contradictions entailing vague predicates unlike, the epistemic approach, and thus would be more appropriate in explaining the sorites paradox example of who is tall and who is short. Conclusion The epistemic solution does not seem to be the closest solution to the example about height discussed. One can argue against unpredictability by specifying that people should consider those above the average height for people as tall and those below this average height as shorts, and therefore, a fixed point would solve the problem. It is clear that the epistemic solution is counter intuitive in nature, and this becomes a purported problem. From the example discussed, it is evident that there all kind of things that people do not know, however, ignorance in the case of indistinctness appears to be necessary ignorance. It is not that we do not know if someone is tall and another is short, we simply know it. But, for the person seeking the epistemic solution, the problem is harder, for there is something to know and it is simply that we cannot know it. Thus, the epistemic solution does not successfully diagnose the problem.

Transformations in Ovids Metamorphosis Essay -- Ovid Metamorphoses Es

Transformations in Ovid's Metamorphosis Transformations from one shape or form into another are the central theme in Ovid's Metamorphoses. The popularity and timelessness of this work stems from the manner of story telling. Ovid takes stories relevant to his culture and time period, and weaves them together into one work with a connecting theme of transformation throughout. The thread of humor that runs through Metamorphoses is consistent with the satire and commentary of the work. The theme is presented in the opening lines of Metamorphoses, where the poet invokes the gods, who are responsible for the changes, to look favorably on his efforts to compose. The changes are of many kinds: from human to animal, animal to human, thing to human, human to thing. Some changes are reversed: human to animal to human. Sometimes the transformations are partial, and physical features and personal qualities of the earlier being are preserved in mutated form. In the story of Daphne and Apollo, the chief agent of transformation is love, represented by Venus and her youthful and mischievous son, Cupid. When the god Apollo brags to Cupid of his great might exemplified by his defeat of the python, Cupid humbles him by reducing the great god to a shameless lover with his gold-tipped arrow of love. A transformation of sorts takes place when the Cupid's arrow strikes Apollo. Apollo transforms from a bragging God who claims superiority over Cupid by saying, 'You be content with your torch to excite love, whatever that may be, and do not aspire to praises that are my prerogative,';(p. 41) to a man possessed by desire. Despite his powers of strength and domination, the God of War is humbled by Love. A lesson is being taught to Apollo by Cupid. A weakness is spotlighted and exposed, and the role of Apollo is almost completely reversed. He is transformed from a figurehead of power to a crazed lover with no power over his love. Just after shooting Apollo, Cupid strikes Daphne with a blunt, lead-tipped arrow intended to put love to flight. The first transformation of Daphne occurs at this point. Not by her own choice but brought upon by the arrow, Daphne no longer is interested by the prospect of love. Although no physical changes take place, the character is obviously different than previous to being struck. At this point, Daphne and Apollo have both been transformed to t... ...ses may be read and interpreted separately, taken together rather than apart, the stories can be more effectively linked. The use of repetition throughout the work and constant symbolism in each tale help connect the stories. The entire work is in poetic form, and the literary techniques used are consistent with the time period. Common symbols are used throughout. A common motif is the stretching out of arms preceding metamorphosis. Also, the imagery of hunting coincides with that of sexual passion. Daphne is a huntress and is associated strongly with the forest and nature. It is fitting then that she is the character pursued by Apollo. The vocabulary of hunger and thirst, or devouring and drinking are associated with acts of violence. The constant repetition and the imagery in Metamorphoses are key to interpreting what Ovid is trying to convey to the reader. The power of change is the central issue in each story and in all the stories combined. Change as a vehicle of escape, pun ishment, or any means to an end is apparent in virtually every story in the book. Works Cited Mandelbaum, Allen, trans. The Metamorphoses of Ovid. By Ovid. San Diego: Harcourt Brace & company, 2008.

Camphor: A Diminishing Industry of Great Importance :: Botany

Camphor: A Diminishing Industry of Great Importance Camphor, a member of the Family Lauraceae (Heywood, 1978), is much valued in different parts of the world, particularly in China. This prized botanical has been said to originate in China, but there have been references to Japan, Taiwan and East Asia in similar time periods. Camphor is abundant in mostly sub-tropical countries including India and Ceylon. The camphor tree also thrives in Egypt, the Canary Islands, Argentina, Europe, Florida, California, and Formosa. As trade routes to the east developed, the camphor tree began to flourish. Particularly important to Formosa, its abundance on the island formerly gave Japan control of the natural supply of camphor (VanNostrand 1968). Characteristics The camphor tree is an evergreen tree possessing many branches, small clustered white flowers, and red berries much like cinnamon. The Cinnamomum camphora tree grows to be 80 - 120 feet tall and the trunk reaches 6 feet in diameter (Internet site 3). Because of its enormous size, it is known to be a provider of great amounts of shade, which is its primary purpose in Florida, California and other southern states. The camphor tree is linked as a reminiscent of the lime or linden tree originally from Europe (Internet site 2). It is a near relative to Cinnamomum zeylanicum (Janick 1969). In order to obtain a product from the tree, certain procedures must be accomplished. The old method of extracting camphor has yet remained and involves chopping down a tree that has aged over fifty years. The camphor is ready to be extracted only if the tree is over fifty years old. After cutting the tree down, it is cut up into small pieces and distilled by primitive means. The crude product obtained is further distilled to remove the oil of camphor present and obtain crystalline camphor (VanNostrand 1968). According to Dreamlink Limited of the United Kingdom, the oil is extracted by steam distillation from the pulverized wood, branches and stump and by condensing those vapors. There are three separate fractions of the camphor oil; white being the lightest, brown as the medium oil, and yellow being the heaviest oil. Each has the camphoraceous sharp odor (Internet site 3). The camphor crystallizes from the oily portion of the distillate and purification is completed by pressing the wood and also by sublimation. A notable fact about camphor is the abundance that can be gathered even in only a small amount of trees.

Faulkner’s Relationship with his Daughter as Displayed in the Film, William Faulkner: a Life on Pap :: Movie Film Essays

Faulkner’s Relationship with his Daughter as Displayed in the Film, William Faulkner: a Life on Paper In William Faulkner, a Life on Paper, Faulkner seemed to be more a father to the literary works he produced than he was to his true daughter (or to the niece/ward who appeared in the film). His daughter Jill Faulkner Summers spoke of him in much the same manner as did the other people interviewed in the film. From the residents of Oxford, Mississippi to Lauren Bacall, everyone seemed to have some interesting or entertaining anecdote to relate about Faulkner and his eccentric ways. His daughter and niece were no different. His niece relates a tale about Faulkner making up a family ghost; his daughter laughs about his drinking and recites the poem that signaled that a binge was coming. She quotes him as telling her â€Å"No one remembers Shakespeare’s child† when she criticizes his drinking, signaling a less than ideal relationship. All in all, although she perhaps provides more details about her father’s life, she really has no more to say about him than any other Oxford resident. Faulkner’s children, or daughters, were his literary masterpieces (and those not-so-masterpieces). People, even his family, did not seem to understand him, and he did not seem to care. He once said, â€Å"I can invent much more interesting people than God can.† Apparently, he believed this. Even though he always had several dependents, his emotional nurturing went into his writing not into his literal family. Jill states that he never willingly hurt or offended anyone but that he did not care about people and was not interested in ordinary people. His attention was devoted to his writing and the extraordinary people he invented in his fiction rather than the daughter he â€Å"invented† in his real life. The film seems to set this up as well. As much (possibly more) time is spent discussing the literature he produced as is spent discussing his family. Passages from his works are quoted at length, tying the imaginary to Faulkner’s reality. Even when simply discussing the plot of a work, a direct connection between the work and Faulkner’s life is implied. For instance, when the film focuses on As I Lay Dying, the narrator states that Addie’s wish to be buried with her â€Å"people† is a literal rejection of her husband and children. This immediately follows the narration about Estelle’s attempted suicide, linking this imaginary family with Faulkner’s real family.

Framework and Ethical Dispositions Comparison Matrix Essay

The professional educator accepts personal responsibility for teaching students character qualities that will help them evaluate the consequences of and accept the responsibility for their actions and choices. (AAE, 2014) Educators should be committed to the profession of teaching and learning. They should be professionally active, life-long learners and seek opportunities for professional development. (COE-GCU Framework, 2014) Priority ranking : 1 I believe an individual who has the calling on their heart to teach, should be dedicated to his/her students. They should be dedicated to their profession just the same so as to further their education in any manner possible, thus better educating the students. The professional educator accepts personal responsibility for teaching students character qualities that will help them evaluate the consequences of and accept the responsibility for their actions and choices. (AAE, 2014) The professional educator, in exemplifying ethical relations with colleagues, accords just and equitable treatment to all members of the profession. (AAE, 2014) Educators should model integrity by their words and actions. They should be forthright with others and uphold high standards of trust, character, and integrity. (COE-GCU Framework, 2014) Priority ranking : Honesty is key to all facets of one’s life. Honesty is imperative, for without it, a teacher cannot be trusted by a co-worker, a parent and most of all, the student. And ye shall know the truth, and the truth shall make you free. John 8:32 (KJV) The professional educator assumes responsibility and accountability for his or her performance and continually strives to demonstrate competence. The professional educator endeavors to maintain the dignity of the profession by respecting and obeying the law, and by demonstrating personal integrity. The professional educator, in exemplifying ethical relations with colleagues, accords just and equitable treatment to  all members of the profession. The professional educator endeavors to understand and respect the values and traditions of the diverse cultures represented in the community and in his or her classroom. (AAE, 2014) Educators should exercise sound judgment and ethical behavior. They should be a positive role model within their community. (COE-GCU Framework, 2014) Priority ranking : I believe the teacher is the role model within the classroom and should conduct their attitude and behavior with this fact in mind. Although it is my contention that a student’s role model should be the parent at home, this right is not afforded to all. Therefore, the teacher should conduct themselves with the realization that they may be the only Bible that a student may see†¦ or read. Only let your conversation be as it becometh the gospel of Christ†¦ Philippians 1:27 The professional educator does not intentionally expose the student to disparagement. The professional educator endeavors to present facts without distortion, bias or personal prejudice. The professional educator endeavors to understand and respect the values and traditions of the diverse cultures represented in the community and in his or her classroom. (AAE, 2014) Educators should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment. (COE-GCU Framework, 2014) Priority ranking : Fairness is imperative within the classroom setting, so that each student sees they are getting the same equal opportunity to learn. There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus. Galatians 3:28 (KJV). The professional educator assumes responsibility and accountability for his or her performance and continually strives to demonstrate competence. The professional educator continues professional growth. (AAE, 2014) Educators should believe that all students can learn and should set and support realistic expectations for student success. (COE-GCU Framework, 2014) Priority ranking : The student expects greatness of the teacher. The teacher expects greatness from each of his/her students. The teacher needs to have high expectations for themselves, so they can continually support the learning by the student. I can do all things through Christ which strengtheneth me. Philippians 4:13 The professional educator recognizes that quality education is the common goal of the public, boards of education, and educators, and that a cooperative effort is essential among these groups to attain that goal. The professional educator does not interfere with a colleague’s freedom of choice, and works to eliminate coercion that forces educators to support actions and ideologies that violate individual professional integrity. (AAE, 2014) Educators should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support. (COE-GCU Framework, 2014) Priority ranking : For as self-involved as a student can seem, they are very aware of the attitude that an adult carries themselves with. Showing a genuine interest in each student and their interests outside the classroom can help a teacher better know how to educate the student. And be ye kind one to another, tenderhearted, forgiving one another, even as God for Christ’s sake hath forgiven you. Ephesians 4:32 (KJV). The professional educator deals considerately and justly with each student, and seeks to resolve problems, including discipline, according to law and school policy. The professional educator makes concerted efforts to communicate to parents all information that should be revealed in the interest of the student. (AAE, 2014) Educators should promote and support curiosity and encourage active inquiry. They should be able to think innovatively and creatively, using critical thinking as a problem-solving approach. (COE-GCU Framework, 2014) Priority  ranking : Curiosity can and should be resolved in the classroom so the student can learn. Curiosity on the part of the parent about their child – revealing the answers so they can better understand what and how their child is learning and progressing in their educational experience. It is the glory of God to conceal a thing: but the honour of kings is to search out a matter. Proverbs 25:2 (KJV) References Association of American Educators’ Four Principles of Ethical Teachers, 2014. LaPrade, K., (2011). GCU College of Education Conceptual Framework, 16-20.

Road Safety Speech Essay

A very good morning to the Principal of SM Sri Mayang, teachers and fellow friends. As the chairperson of the school’s organizing committee for the ‘Road Safety Week’, I would like to give a talk on some safety tips for the students. As we know, there has been an increase in the accidents reported involving students of this school. I hope this talk will raise your awareness to be more responsible and careful when using the road. I would like to identify some of the reasons why road accidents occur. First, speeding beyond the prescribed limits is the main cause.Some drivers not only speed but also drive recklessly, breaking road rules and beating the traffic lights. Moreover, drivers who are tired after long distance driving or after a long day work, may not be able to concentrate on the road, thus causing accidents. Youngsters using the road as their racing track is another cause too. Drivers who do not check and maintain their vehicles often may be involved in ac cidents because their vehicle is faulty. Many potholes and uneven roads which contribute to the poor condition of the road too can cause accidents.However, these problems can be overcome with strict enforcement of traffic rules to those who flaunt the law. The offenders should be caught and fines should be increased. Only road-worthy vehicles, which have been maintained well, should be permitted on the roads. Awareness campaigns on safe driving should be carried out everywhere. Since young drivers are high on the accident list, their age limit should be increased. If the drivers are involved in any accidents, their licence should be suspended. I hope the short talk that I have delivered have given you some ideas of how to use the road safely. Thank you for listening.

Point of Sale System Essay

Technology nowadays is fast changing and new machines are developed in order to make job faster and convenient. Technologies often have an important role to play and the key to success in competing the world. Automation is designed to maximize efficiency, convenience and quality service offered. It is undeniable that automation is a lot faster compared to the traditional way of doing a job that requires much effort. Computer Base Testing /Exam is a method of administering the test in which the responses are electronically recorded and assessed. Today we are living in a modern world, leading businesses or any other type of company institutions use system that would help benefit their business. Having a system in a business/ institutions proves to be helpful in many ways. In the field of education, implementation of computerized based system that stored, process allows a user to manipulate data easily and its speed of performance incomparable that affected our way of working is seldom applied by school here in Philippines. Technologies have become widespread that even simple tasks are resorted to be done with the aid of these powerful scientific inventions. Through the innovativeness and technical knowledge possessed by men, computers are making revolutionary changes in the way people live, play and work. The contribution of computers in the business fields has been undeniably strong and effective. To perform a complex and tedious work in a very effective manner could be attributed to a computer because of its usefulness like storing, retrieving, and clever of processing information. The microcomputer and development of various software are not just for scientific and engineering use as well as for business purposes made a significant impact on the computer industry. The demand for them grew rapidly when people realized that to make better decision or solve problem, it could be found at the tip of one’s fingers at the quickest time possible. Without us noticing it, our world has been innovated by technology in all possible ways this millennium. People have been replaced by robots, tasks have been made easier by different software, and newly developed technologies have been updated even before it has been introduced to most of the world, and much more, faster than our imagination  could catch. These innovations aim to better utilize the existing resources and maximize their uses to be able to bring out new or better products or results. Different institutions have been seeking different form of innovations to their current system for better service to their customers since customer’s satisfaction should always be placed as first priority in whatever business. This strategy is also to maintain their competence in the market, considering the growing number of businesses, establishments and institutions seeking for trust and patronage from customers. Academic institution is of the many organizations which greatly adopts and embraced technological innovation. Many schools have come up with their unique websites in order to create a projection of being competent as an institution, considering that competency nowadays is based on technology. The projection that this innovation brings is simply a greater chance of having more applicants for enrollment year-in and year-out. Computerization is synonymous to the word automation which is the act of implementing the control with equipment with advanced technology, which usually involves using electronic hardware. It also implies the replacement of human workers with machines. (FARL, 2012) An information system describe how the people and information technology communicates and interacts with each oth er in the sense that users used this for their every transaction, to support business processes and the top managers decisions making. Traditionally organizations in our country manage access communicates and share information in a manual manner. Academic establishment like schools use various paper materials and pens to process the manual entrance examinations. In this new era, there are institutions using automated entrance examinations system while other still depend on the manual procedures. A database –management system is a collection of interrelated data that and a set of programs to access those data. The collection of data, usually refers to as the database, contains information relevant to an enterprise. Database systems are designed to manage large bodies of information. Management of data involves both defining structures for storage of information and providing mechanism for the manipulation of information. In  addition, the database system must ensure the safety of the information stored, despite system crashes or attempts at unauthorized access. If data are to be shared among several users, the system must avoid possible anomalous results. Because information is so important in most organizations, computer scientist have developed a large body concepts and techniques for managing data. Entrance examination is commonly used in universities enable for the university to accept the examinees as a student to the course chosen by the examinee. By the use of entrance examinations, examinees are being tested to the fullest by answering the exam within a limit. With regards to the entrance examinations in University of Batangas – Lipa Campus uses a traditional way of implementing on entrance exam normally examinees are given a questionnaire sheet and an answer sheet followed by answering the exam manually by using a pencil and an answer sheet. Basically delay of enrollment of new students in school is caused by the deferment of entrance examination results. The manual checking of papers is time  consuming. However the proposed Computerized Examination System allows for fast relieve of exam results. The exam results are electronically calculated for accuracy. In order to solve the problem, the researchers propose a system that will minimize all paper works and manual checking, therefore allowing the freshman students wait for fast exam result. This result was calculated after submitting the exam. The group wants to create a computerized entrance examination to accelerate the process of checking for the result and to save the records of examinees either passed or failed. It helps the guidance officer to minimize their work and upgrade their system rather than their old and manual system. As Bachelor of Science in Information Technology (BSIT) students, the researchers chose the topic for they are interested in developing a database for the computerized entrance examination that will improve the way of giving the freshmen student an accurate and fast result of their exams. The researchers are also capable in doing the system, to enable them to apply the learning that they have learned in the previous courses and utilized their skills in developing and designing a system.