Confucianism - Filial Piety in Chinese Religion Essay

Filial Piety in Chinese Religion Filial piety was an integral part of Chinese culture and therefore was embraced by three of Chinas main religions: Confucianism, Buddhism, and Daoism. Among the three, Confucianism, with its well documented social hierarchy, supported the ideals of filial piety the most. Buddhism and Daoism also supported filial piety in some of their texts, but had monastic systems that prevented monks and nuns from being filial children. The term filial piety refers to the extreme respect that Chinese children are supposed to show their parents. It involves many different things including taking care of the parents, burying them properly after death, bringing honor to the family, and having a male heir to carry†¦show more content†¦These things were not all that was required of a filial child. Rather, they were an just a few rules that Confucius disciples felt were important enough to be included in the Analects. The concept of filial piety was exhibited in other Confucian texts as well, such as the Book of Rewards and Punishments. Although this text was technically a popular religious text, rather than a Confucian one, it highlighted many Confucian ideals, such as filial piety. It describes good, virtuous people seeking immortality as those who exhibit loyalty to their ruler, filial piety to their parents, true friendship to their older brothers (143). Contrarily, those who are evil insult their ruler and their parents behind their backs (143). According to this text, it is impossible to be a good, virtuous person without showing respect for ones parents. The inclusion of filial piety in this popular religious work also helps to show how widespread the belief in filial piety was in China. Although it received a great deal of support and promotion from Confucianism, filial piety was not limited to Confucians -- it was a widespread part of Chinese culture. Filial piety is also mentioned in Buddhist texts. In the Mangalasutta, it is said that the love of the parents can never be compensated even if one were to carry ones parents on the shoulder without putting them down for a hundred or aShow MoreRelatedA Short History Of Confucianism And Confucianism1196 Words   |  5 PagesProfessor Dimick 23 November 2014 A Short History of Confucianism Confucianism is a way of life propagated by the Chinese philosopher Confucius in the 6th–5th century BCE, and it has been followed by the Chinese for more than 2000 years. Although Confucianism as changed over time, at its core, it is still places the same emphasis on the substance of learning, the source of values, and the social code of the Chinese. Additionally, the influence of Confucianism has extended to other countries such as KoreaRead MoreConfucianism Of Han Chin Synthesis And Syncretion1581 Words   |  7 PagesINT 196J 14 November 2014 Confucianism in Han China – Synthesis and Syncretion Abstract: The American Oriental Society suggests that historians consider the fall of the Han Dynasty in negative perspective, viewing the fall of the Han Dynasty as â€Å"the failure of Confucian ethics.† After scrutinizing the available information, one is led to think otherwise. The studies of Confucian traditions are mostly approached by historical and philosophical views. Based on the Chinese dynastic histories of theRead MoreConfucianism And Its Influence On Chinese History1713 Words   |  7 Pagesfigure in the Chinese history. He was a teacher, a philosopher, and also the founder of Confucianism. Confucius’ philosophies, on the other hand, would became well known as Confucianism. 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Pre-ModernRead MorePhilosophy Of Mencius And Xunzi1111 Words   |  5 Pages Confucianism is unique in the fact that unlike other religions, it doesn’t have a divine ruler that is worshiped by its followers. Instead, followers of Confucianism adhere to the ideas and values spread in the teachings of Confucius, a philosopher. According to the Stanford Encyclopedia of Philosophy, Confucius was a thinker, political figure, educator, and founder of the Ru School of Chinese Thought (Reigel, para. 1). Other than that, however, not much is known for certain about the life of ConfuciusRead MoreDisneyfication of Confucianism as Prersented in Mulan1853 Words   |  8 PagesDisneyfiying Confucious’ Filial Piety as seen in Disney’s Mulan (1998) Filial Piety in the Ballad of Mulan compared to Disney’s version The legend of Mulan, the Chinese woman warrior, was first presented in an annonomous poem called â€Å"the Ballad of Mulan† which dated back the 6th sentury Tang Dynansty. 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Confucius, who lived from 551 to 479 BCE, is different to most philosophers in that he showed no interest questioning his existence, the possibility of a God, or the reality that he seemed to live in; instead he focused on the human relations side of philosophy as it was his belief that people should â€Å"give (themselves) earnestly to the duties due to men †¦Read MoreConfucianism and Filial Piety in Chinese Culture Essay examples2916 Words   |  12 Pages Confucianism and Filial Piety in Chinese culture Western people might wonder why once upon a time in China, choosing a wife or husband for one’s life was not his or her decision but their parents’, or one must mourn for their deceased parents at least three years. The answer is about the definition of morality. Different conceptions of morality have guided different cultures in different directions regarding a central question of human existence: Does morality require filial piety (orRead MoreThe Basic Values Of Confucianism Essay1154 Words   |  5 PagesAsian cultures have religions that are deep rooted, which date back thousands of years. Although Confucius was Chinese, Confucianism has been practiced throughout all of Asia. In Korea, many of the practices when it comes to aging is based on the Confucian value of Filial Piety. â€Å"In Confucian philosophy, filial piety is a virtue of respect for one s parents, elders, and ancestors† CITATION Wik16 l 1033 (Filial piety, n.d.). This is one of the three basic values of Confucianism, but often it is regarded

Strain Theory Essay - 995 Words

The book â€Å"Crime and the American Dream† is an example of the Strain Theory. Social class and living conditions are some of the factors that increases the vulnerability of a certain group to commit crimes. People are eager to be part of the ideology of the dream that the United States has to offer. The United States promise people that if they form part of the American society they will be successful and have the opportunities that they did not have in their home country. Most people believe that since the United States is the land of opportunity. Many people come to this country chasing the American dream while leaving behind the restrictions of their home land. People in their home country that have not yet experienced the living†¦show more content†¦Some people in society rather conform and take socially acceptable paths. Some of those paths include taking less derivable jobs if they cant get their dream job, get an education in less expensive schools if they cant get to harvard or take night classes and learn a trade (Hesling) Those will be the institutionalized way of reaching cultural goals.According to James Heslin there are four other way in which a person can be classified as a conformist or a non conformist (174). Innovators are those who accept the cultural goals but they do not accept the institutionalized means to get them. Some examples are drug dealer, robbers or con artist. The second path is ritualism and happens with those who at the beginning were accepting cultural goals but then they got discourage. At the same time they still do the responsibilities of their job because they want to help the future generation a nd help the world be a better place. The third one is Retreatism and they are those who reject both the institutionalized means and the cultural goals. They usually remove themselves from society and start doing drugs to cope with their lives. Some decide to join a convent. The fourth one is rebellion.They also reject the institutionalized means and cultural goals . However, the difference is that this path tries to change society and their goals and the wayShow MoreRelatedStrain Theory Essay1361 Words   |  6 PagesRobert Agnew is known for his general strain theory. The theory explains that the basis of people getting involved in criminal activity is because of strain. If someone becomes upset, frustrated, depressed, or mistreated they will turn to crime in order to deal with the feelings. Yet, not all people turn to crime in order to deal with strain or stressors. There are different ways to measure strain. Subjective strains are those strains that are disliked by particula r person or group. This approachedRead MoreStrain Theory Essay1657 Words   |  7 PagesStrain Theory Bigger Thomas, a young African American male, Twenty years old; vicious, vile and mean; he hates himself and all human society, especially that part of society which he attributes to making him a monster. Bigger Thomas is in rebellion on what he views as the white caste system; his crime is targeted at white society and the people that he views as being his oppressors. Bigger has the choice of taking on three roles, he can take on the role passivity designed for him by the southernRead MoreRobert Merton Strain Theory Essay1017 Words   |  5 PagesIdentify the key aspects of Robert Merton’s ‘strain theory’. It was a powerful statement focussing on the social causes of crime but what were its limitations? This essay is going to demonstrate an understanding of Robert Merton’s strain theory, the advantages of the Strain theory and also the disadvantages of the theory. Robert Merton (1910) best known for developing theories of deviance. Robert Merton is considered to be one of the most influential social scientists. Merton’s work is highlyRead MoreThe Revival of the Strain Theory Essay1272 Words   |  6 Pagespresented many theories to serve as such explanations with strain theory being one of them; however, like many other theories, strain theory was pushed aside decades ago. It was not until recently that this theory was given new life by criminologist, Robert Agnew. Robert Agnew introduced this new development as the general strain theory. GST was the first supposition that was not tied to social class or cultural variables as it was in previous implications of Émile Durkheim’s anomie theory. Instead,Read MoreEssay on Mertons Strain Theory1127 Words   |  5 PagesIn Merton’s (1938) strain theory social structures account for the criminal tendencies found in offenders. Individuals adjust to societal pressures in fi ve distinct ways. Adaptation I, which entails conforming to both culture norms and means, is the most common. The popularity of this adaptation allows a society to function effectively. In contrast, adaptation IV is the least common and gives rise to the rejection of both cultural goals and means. Those that adopt this culture pattern are societalRead MoreClassic Strain Theory Essays1443 Words   |  6 PagesClassic Strain Theory, as introduced and defined by Robert Merton, is a Social Structure Theory used to help explain the effect one’s community, most notably lower class areas, has on their ability to achieve predetermined goals, usually considered culturally normal. Merton theorized that all people in a various culture and social structure have similar values, goals, and norms. He stated that within this social structure there are individuals who come from affluent upbringing and are therefore moreRead More The General Strain Theory Essay2128 Words   |  9 PagesP roposed Topic Exploring the role of negative emotions among murderers in a population of federal offenders: the General Strain Theory Introduction The General Strain Theory (GST) states that people who commit crimes are pressured into them by negative emotions that result from a variety of life strains. Negative emotions cause them to feel in a negative way and thus creating pressure on them to act in a variety of ways, with crime and violence being one possible response. GST has been exploredRead MoreEssay on Control theory, Anomie theory and Strain theory 1444 Words   |  6 Pages Control theory, Anomie theory and Strain theory provide very different explanations of why people commit crimes based upon assumptions about how humans function. Control theory suggests that humans are naturally drawn to breaking the law. Humans are driven to fulfill their needs and desires. Crime provides one method by which humans can reach their goals. Control theorists would thus ask why everyone does not turn to crime to meet their wants and needs. The question shifts from the typical why doRead MoreEssay Deviance: Sociology and Strain Theory 966 Words   |  4 Pagesnorms including formally-enacted rules (e.g., crime) as well as informal violations of social norms.† People consider an act to be a deviance act because of the three sociological theories: control theory, labeling theory and strain theory. It deeply reflected in the movie called Menace II Society. Control theory. Portrayed in this movie, there are 2 control systems working against our motivations to deviate. Inner controls (things inside you that stop you from deviating- morals, religious beliefsRead More Strain Theories of Criminal Behaviour Essay1997 Words   |  8 PagesStrain theories of criminal behaviour have been amongst the most important and influential in the field of criminology. Taking a societal approach, strain theories have sought to explain deficiencies in social structure that lead individuals to commit crime (Williams and McShane 2010). Strain theories operate under the premise that there is a societal consensus of values, beliefs, and goals with legitimate methods for achieving success. When individuals are denied access to legitimate methods for

Buddhism in Japan from Prehistoric to Kamakura Period Free Essays

Buddhism in Japan might have been brought by early merchants traveling the Silk Road from India, to China, to Korea and to Japan. Because of the constant interaction between these countries, many Buddhist teachings and practices, particularly the Mahayana Buddhism, together with some Chinese cultural traditions became integrated with Japan’s own cultural development. At first, conflicts with Shinto belief caused delay in the spread of the Buddhist religion. We will write a custom essay sample on Buddhism in Japan from Prehistoric to Kamakura Period or any similar topic only for you Order Now Ancient Japanese people regarded Buddha as one of the kamis yet many were attracted to the beauty of its arts and the promises of concrete benefits such as â€Å"wealth and longevity†. As time went on, more and more people recognized that Buddhism has its own belief that was thought to be complementary with the existing Shinto religion, Japan’s native religion. During the Nara period, some Buddhist monasteries built around the capital Nara gained political influence in the ruling government. Because of this ambitious and militant movement of monasteries, the government was forced to move the capital from Nara to Nagaoka (784AD) and then to Kyoto (794AD). This issue remained a problem for many centuries in the Japanese history. During the Heian Period (794-1185), many sects were grabbing popular attention over the Japanese population. These sects presented Buddhism in a way that best suited the ancient Japanese culture and tradition as seen from these three sects: Shingon sect (774-835AD) by Kukai; True Pure Land Sect (1173-1262) by Shinran; and, Lotus Hokke or Nichiren Sect (1222-1282) founded by Nichiren. The acceptance of Buddhism can be attributed from the works of these sects, which still have millions of followers as of today. In conclusion, Buddhism in Japan became popular since its core practices and teachings were complementary with Shinto religion as shown by popular Buddhist sects named above. References (â€Å"Buddhism in Japan†; , â€Å"Japanese Buddhism†, 2004; , â€Å"A View on Buddhism: History of Japanese Buddhism†) Buddhism in Japan. (n. d. ). Retrieved April 6, 2007, from http://afe. easia. columbia. edu/japan/japanworkbook/religion/jbuddhis. html Japanese Buddhism. (2004). Retrieved April 6, 2007, from http://www. japan-guide. com/e/e2055. html A View on Buddhism: History of Japanese Buddhism. (November 30, 2006). Retrieved April 6, 2007, from http://buddhism. kalachakranet. org/history_japanese_buddhism. html How to cite Buddhism in Japan from Prehistoric to Kamakura Period, Papers

Button Button free essay sample

In the context of this particular lesson, we will be using literary analysis of Button, Button, by Richard Matheson, to give students a space in which to think critically, creatively, and ethically about their own experiences with ethical decision making in the world and then communicate those experiences in their own writing. Because students in middle school are soon going to be entering a phase in their lives where an empathetic understanding of the world will require the fair consideration of multiple perspectives, the primary competency at work here will be ethical thinking. In regards to ethical thinking, Lipman says education is not the extraction of a reasonable adult out of a reasonable child, but a development of the child’s impulses to be reasonable† (Lipman 263). We know our students will be naturally inclined to want to make reasonable decisions, and we believe our lesson will start them on the path to thinking about what exactly should go into making those decisions. Objectives: 1) Students will learn to actively â€Å"read† social texts for comprehension and analysis. As part of this analysis students will also be expected to draw and justify conclusions about the ethics of decision-making according to context. ) Students will work collaboratively in small groups to uncover meaning in the texts they’re analyzing. b) In small and large group discussion students will be asked to communicate their interpretations of the text, using supporting evidence from the text and their own experiences to back up their reasoning. 2) Students will compare and contrast the moral situations described in multiple social texts, understanding what circumstances may play into a certain decision. 3) Students will be able to understand the concept of a narrative arc and apply it to their comprehension of the text and their own narrative. ) Comprehension of the narrative arc concept will include an understanding of the terms exposition, rising action, climax, falling action, and resolution and the ability to identify them at work in a piece of writing. 4) Students will be able to write to exemplify understanding of the three competencies of thinking. a) Students will recreate a scene using dialogue and other storytelling techniques to tell an original story. b) Students will fully consider the ethical implications of their experience and write to accurately portray them. ) Students will have to critically consider their prior knowledge and experience in the terms newly defined by class discussion regarding ethical decisio n-making and literary analysis. Context: Ideally, we would be teaching this lesson as the beginning of a unit centered on choices—namely, how the choices we make are influenced by others and how our choices impact the people around us. Eventually, the unit would develop into the ultimate exercise of empathetic understanding: a consideration of social injustice currently on display in the world today. This topic is very broad in scope, however, and in order to do it justice we would first focus on the individual with our analysis of Button, Button. Through our analysis, informal, and formal assessments, students will come to an understanding of how a decision of theirs influenced their lives. After working with Button, Button, we will move on to an analysis of a novel dealing with ethical questions in the context of situations laden with peer pressure and how other people affect the choices we make, such as The Absolutely True Diary of a Part-time Indian, by Sherman Alexie. Finally, we will end the unit by reading A Wreath for Emmett Till. At the conclusion of this unit, students will have a fully developed narrative in which they consider how an ethical choice(s) impacted their lives and the lives of those around them and what influenced the making of that choice(s). Introductory Set: 1) What is your definition of ethics? 2) Who decides what is right or wrong or ethical? Does it come from authority? Is there a difference between collective and personal ethics? Can the two be different and both be â€Å"right? 3) What do you take into consideration when you compile your own ethical principles? 4) If no one’s watching or if there are no consequences, does acting ethically matter? Why? Procedures: Day 1: 1. Milgram experiment reenactment—5 minutes 2. Debriefing questions orally as class—5 minutes a) Why did you do it? b) Would you all have done it? 3. Watch Milgram experiment video w/ background—10 minutes a) Introduce first t wo questions of introductory set. 4. Small group discussions—10 minutes a) Assign questions to small groups and have groups answer questions 5. Large group discussion—10 a) Groups report findings and discuss questions leading into tomorrow’s reading of Button, Button 6. Freewrite about a time when they had to make an ethical decision—10 minutes a) Notify class that the story will be part of the final project Homework: Embellish story Day 2: 1. Large Group discussion reviewing yesterday’s group findings—10 minutes 2. Intro to Button, Button—5 minutes a) Author background and story context. 3. Read Button, Button out loud (teacher or audio recording)—15 minutes 4. Large group discussion of story—20 minutes Day 3: 1. Introduce notion of the narrative arc and explain/discuss—10 minutes 2. In pairs: plot Button, Button narrative on narrative arc diagram—20 minutes 3. Debrief with class; share/discuss—10 minutes 4. Directed freewrite: plot out your own narrative—10 minutes Homework: find a genuine conversation with anyone (text message, IM, facebook, email, real life, etc) and bring it the next day (5-8 exchange conversation) Day 4 – Grammar: 1. Explain dialogue and good techniques for writing dialogue—5 minutes 2. Teacher model example with class participation (â€Å"Spice things up! †)—10 minutes 3. Students enliven their artifacts—10 minutes 4. Verbs/adverbs definition work—5 minutes 5. â€Å"Spice verbs/adverbs up† on overhead/board—10 minutes 6. Free write: spice up narrative—10 minutes Homework: Bring a 1st draft for next class Formal Assessment: For the formal assessment of our lesson we will have students write a narrative about an instance in which they had to make an ethical decision. Integral to the compilation of their narrative will be the execution of effective techniques for writing dialogue and skillfully employing verbs and adverbs in correlation with our in-context grammar lesson. Formal Assessment Rubric: Content – 40%: -Must be based on a central ethical issue. -Must include at least 2 exchanges of dialogue between two or more people. -Must include a reflection on the ethical situation answering these questions: Why did you make the choice you did? Did you make the right choice? Why/why not? Would you change it if you could? Organization – 10%: -Must include a title. -Must be 2-3 pages, double-spaced. Conventions – 50%: -Proper use of Dialogue -Varied use of verbs and adverbs -Varying sentence structure -Proper spelling and punctuation Informal Assessment: Our informal assessment will consist of completion of daily writing as well as students’ active participation in small and large group discussion. Materials Needed: 1. Enough soda for every student. 2. Computer and Internet access to Youtube 3. Projector 4. Milgram Experiment video 5. Copies of short story Button, Button, by Richard Matheson 6. Narrative arc handouts 7. Narrative arc blank diagrams 8. Overhead projector/ELMO 9. Verb/adverb activity 10. Copies of Teacher dialogue model Grammar Lesson: Essential questions: 1. How does narrative writing benefit from the skillful employment of dialogue? . How does the active use of varied verbs and adverbs make writing more engaging? Rationale: Students need to understand the role of dialogue and engaging verbs and adverbs in bringing a text to life. Our selected text, Button, Button, employs these techniques especially well, and so students will be able to see a model of what their effective use looks like so they can more fully understand how they might utilize dialogue and diverse verbs and adverbs to enhance their own writing. Objectives: 1) Comprehend traits of effective dialogue writing and apply to their own writing. ) Comprehend what verbs and adverbs are, how to use them skillfully, and be able to transfer this understanding to their own writing. Introduction/anticipatory set: 1. How does dialogue work in real life? How is that similar to or different from written dialogue? 2. What are the roles of verbs and adverbs in writing? Procedures: Day 4 – Grammar: 1. Explain dialogue and good techniques for writing dialogue—5 minutes 2. Teacher model example with class participation (â€Å"Spice things up! †)—10 minutes 3. Students enliven their artifacts—10 minutes 4. Verbs/adverbs definition work—5 minutes . â€Å"Spice verbs/adverbs up† on overhead/board—10 minutes 6. Free write: spice up narrative—10 minutes Homework: Bring a 1st draft for n ext class Closure and assessment features: Our grammar lesson is integral to our students’ understanding of how to complete the formal assessment for the lesson as a whole. We will evaluate student understanding of the concepts of effective dialogue and verb and adverb use by the presence of dialogue and diverse verbs and adverbs on display in their own writing, as per the following guidelines of the formal assessment rubric: Content: Must include at least 2 exchanges of dialogue between two or more people. Conventions: Proper use of Dialogue Varied use of verbs and adverbs We will further assess students’ understanding of the contents of our grammar lesson by their participation in our in-class â€Å"spicing up† of bland dialogue and verb/adverb use. This will extend to encompass students’ display of dialogue and verb/adverb use as evident in their writing journals and homework. Such will be the contents of our informal assessment. Six Essential Curriculum Design Questions: ) What do you want students to learn? We want students to be able to apply aspects of critical, caring, and creative thinking to social texts and their own experience. Critical thinking: students will display comprehension and analysis of social texts. Caring thinking: students will elicit an emotional response to our social texts and analyze how that response affects their reading of the texts. Creative thinking: students will take what they have read and express it in a creative project, utilizing prior experience in some way. A) Why are these your beliefs/ ideas? We believe the combination of these three schools of thought fosters the ability of our students to act in critically literate ways on the world in which they live. B) How is â€Å"what counts as the content of English† determined? We search out texts that bear analysis of the English language in such a way that will help students use English to make meaning from their lives. When you study English you’re studying more than the words on the page. You’re studying it to gain meaning from the text that can affect you in some way. How you interact with the text determines the meaning you make. We’re teaching students to interact with texts in meaningful ways (comprehension, analysis, composition, etc. ). 2) Why do you want students to learn these things? We’re giving students an opportunity to become better users of the English language. For example, you shouldn’t leave an English classroom without being able to analyze a social text and make a connection between it and the world as you know it. Because the texts we’re dealing with are concerned with personal ethics, the connection we will be fostering is one that will instill morals and skills in students that need to be in operation every day in and out of school. A) Why are these your justifications and where do they come from? State standards dictate that these are the types of things we need to be teaching students. The following state standards dictate that the lessons we have prepared for students are essential:   Reading: 12. 1. 1: By the end of the twelfth grade, students will  identity  the basic facts and essential ideas in what they have read or viewed. 12. 1. 3: By the end of the twelfth grade, students will identify, analyze, and apply  knowledge  of the basic forms of text and various literary genres. 2. 1. 8: By the end of the  twelfth grade, students will interpret the meaning of poetry, drama, prose-fiction, and non-fiction film, or media by using different analytic techniques and presenting specific evidence from the text. These standards provide rationale for both reading Button, Button and for analyzing the texts through comparison-contrast and various strategies. Writing: 12. 2. 3: By the end of the twelfth grad e, students will produce varied written texts that communicate effectively in expository and narrative prose. 12. 2. : By the end of the twelfth grade, students will use creative and critical thinking strategies and skills to generate original and meaningful products. These standards provide rationale for our personal narrative writing assignment. Speaking: 12. 3. 1: By the end of the twelfth grade, students will pose questions and contribute their own information or ideas in group discussion. This standard provides rationale for our students to engage in extensive conversation about Button, Button in both large and small groups. Listening: 12. 4. : By the end of the twelfth grade, students will use listening skills for a variety of purposes. This standard provides rationale for students to consistently listen to the instructor and one another in class discussion over the text. B) What are the most effective ways to develop and communicate your justifcations? The most effective way to develop justifications for teaching is to think critically about what we want our students to learn and consult authorities that have conducted research on the matter—like the Lipman text. Only when we apply our justifications to practice, however, do we truly discover their merit. Before we begin teaching, we need to communicate our justifications to students by connecting them to a â€Å"big idea† students can latch onto as meaningful and practical. In this case, making a personal connection to the ethical basis of the decisions students make is a very relevant idea for 8th graders. 3) How will we know if students have learned or understood what we want them to? We will know if students are understanding on the level we want them to if they are demonstrating an understanding of the reading in their discussion and writing. A) Why are these your beliefs? These displays are measurable evidence that students are engaging and nteracting with the text. We will be able to see and hear students’ interpretations of the text first hand and facilitate their understanding from there. B) How might this be determined in teaching contexts? We will have rubrics for both our informal and formal assessments that will determine if students fully understand what we want them to learn. We will be sure to evaluate students’ efforts to make meaning from the text on an individual basis. Participation in discussion will help students better analyze the text, which will in turn have an effect on how they develop their formal assessment. ) Why are you going to determine your students understanding in these ways? We believe the more creative forms of assessment we are emphasizing do not promote rote learning—the accumulation of knowledge—but understanding. If students know they’re going to take a test at the conclusion of a reading based on random facts from the book, they’re going to read the text differently—and more superficially—than if they know they’re going to have to develop a meaningful composition from their interaction with the text. A) Where do these ideas come from? Why? These ideas come from experiences in accidental apprenticeships where we have seen these principles at work. None of us have ever had a positive experience with a class where an understanding of a text was based on our accurate regurgitation of surface details from the text. However, classes that have forced us to make personal connections with the text and explain that interaction have been much more beneficial across the board. B) Why do these ways â€Å"make sense† to you? Our personal experiences as students have informed us that when we read a text for a test, we don’t come to the same understanding as when we read a text for a more authentic, meaningful purpose. Creative assignments that have tasked us with scouring our own experiences for ways of making meaning from reading of a text lead to a more authentic engagement with the material. 5) How are you going to facilitate your students’ learning of the things you want them to learn? We will lead students in discussion by asking thought provoking and open-ended questions, encouraging students to think beyond the â€Å"right/wrong† answer paradigm. Also, we will model writing techniques with the goal that students will become comfortable sharing their thoughts in a forum and writing about them. A) Why are these your beliefs and where do they come from? We’ve learned about the benefits of modeling writing and encouraging open-ended discussion in several of the English education classes we’ve taken thus far. Additionally, we’ve seen the benefits first hand when teachers use these techniques in the classroom. B) How might you determine the best ways to facilitate student understanding of the school subject â€Å"English? We determine our methods by drawing from what we’ve read and what we’ve seen in action. Then, if our own interpretation of that is effective, we continue to use those methods—if not, we modify our methods to reflect the needs of our students. For example, we mention we want students to think outside of the â€Å"right/wrong† answer paradigm, a tenant we can gather from Lipman’s idea that â€Å"An inventive thought contains many problems and many relevant, promising ideas† (Lipman 247). If our students are too focused only on the â€Å"problems† in their inventive thinking, they may discount what they have in the way of â€Å"relevant, promising† ideas. However, because students are traditionally taught that there is usually only a single â€Å"right† answer, we may have to try a number of different methods to get them to see that an idea that doesn’t align with the â€Å"right† answer can be immensely valuable too. 6) Why are you going to facilitate your students learning in these ways? What are your justifications and rationales? What, then, is your theory of learning the content of the school subject English? Honestly, we believe that the methods we’ve outlined above have the potential to be very effective mechanisms for helping our students come to an understanding of what we want them to learn about ethical decision making in the context of social texts and their own lives. We’ve compiled these methods with the notion that we should always aim to engage our students in similarly meaningful forms of instruction so they can transfer what they learn into an understanding of what it takes to be a productive and conscientious member of society. Questions to consider during lesson development to†¦ Foster critical thinking: 1. In his explanation of the key role judgment plays in critical thinking, Lipman says the making of thoughtful judgments mandates that â€Å"knowledge and experience are not merely possessed, but applied to practice† (Lipman 210). What steps can we take to ensure that what we teach bears practical application or is meaningful to our students? 2. Lipman stresses that â€Å"claims and opinions must be supported by reasons† (Lipman 212). How can we impress upon our students the importance of carefully evaluating what they think and believe by stringent criteria? 3. What can we do to help our students achieve self-corrective thought not only on an individual, but also a communal basis? â€Å"One of the most important advantages of converting the classroom into a community of inquiry is that members of the community begin looking for and correcting each other’s methods and procedures† (Lipan 219). 4. â€Å"Individual situations need to be examined on their own terms and not forced into some Procrustean bed of general rules and regulations† (Lipmman 219). How can we ensure our students understand the importance of context when thinking critically? 5. According to Lipman, the critical thinker can â€Å"apply problem-solving techniques appropriately in domains other than those in which they were learned† (Lipan 59). What assessments can we implement to ensure that what we teach has transferrable potential? Foster creative thinking: 1. Lipman states, â€Å"Creative thinking requires a constant trying out or testing,† but how can we get students to separate the concept of creation from the fear of failure that often prevents students from taking creative liberties (Lipman 245)? 2. How do we get students to trust in the novelty of their own thought processes? Lipman believes â€Å"creative thinkers are those who ask questions where others are content to proceed without further reflection† (Lipman 245). 3. Lipman notes, â€Å"creative thinking defies not the rules, but the odds† (Lipman 251). How can we use this principal to form a union between the â€Å"rules† of grammar and creative thought? 4. How much attention should teachers pay to fostering students’ ability to think creatively? â€Å"Success of creative thought done by students hinges upon the ability of the practitioner to understand and identify with the creative process from within† (Lipman 252). . How can we get students to think beyond the traditional right/wrong paradigm as they ask questions and engage in discussions? â€Å"An inventive thought contains many problems and many relevant, promising ideas† (Lipman 247). Foster caring/ethical thinking: 1. Lipman states, One can conceive of emotions as themselves forms of judgment or, mor e broadly, forms of thought† (266). How can we safely provide students the opportunity to render judgment based on emotion within the classroom? Is this a process that we should value in the English classroom? . â€Å"To care is to focus on that which we respect, to appreciate its worth, to value its value† (Lipman, 262). Due to the personal nature of caring, how can a teacher foster a community of caring thinkers without stressing personal biases? 3. Empathetic thinking deals with â€Å"what happens when we put ourselves into another’s situation and experience that person’s emotions as if they were our own† (Lipman, 269). What types of pedagogical decisions must be made in order to foster a community of empathy? 4. According to Lipman,  Ã¢â‚¬Å"Caring has ample credentials as a cognitive enterprise, even though it often consists of hardly discernible mental acts (270). Due to carings ambiguous nature, how can teachers assess ones engagement in this type of thinking? 5. If thinking does not have a value component, it is liable to approach its subject matters apathetically, indifferently, and uncaringly and this means it would be diffident even about inquiry itself† (Lipman, 270). Is it possible for students or teachers to think completely objectively, without a value component? Should they be able to?

The Myth of Buildeus Essay Example For Students

The Myth of Buildeus Essay Buildeus was born when a rogue flash of lightening from the god Zeus struck a sapling and turned it into a real boy. Zeus needed a new craftsman for his lighting because it just wasnt good enough so Zeus gave Buildeus powers to create many a things from toys to airplanes. The only problem with Buildeus was that he was made of wood so fire was his worst enemy, even a small spark can light his body instantly. Buildeus was raised by a blind couple that lived in the woods. At age seven he had built 100s of different tools for the couple to use, things like a pocket knifes, hammers, and anything he could get his wooden hands on, and did chores such as rebuilding the house, cooking, cleaning, amazingly everything he did was perfect. When Buildeus was 15 years old, the couple decided an education was the smartest choice for Buildeus so they traveled by foot for 11 miles and upon finding the first school of Lake Ozwego joined and enrolled. Buildeus being different, was treated very badly by the other students, he was called freak, ugly, and was often brought near lighters for the fun of the other students. The worst of them all was the evil janitaur which lived in boiler room, the janitaur constantly disrespected Buildeus, forcing the poor boy to clean up messes he didnt make and create evil things for him. Janitaur also hurt and punished many of the other students and was hated by all. The only way for the students to calm him was offering 7 students every year into detention. Principal Minos did not care, for he was an evil conservative bent on an only human school. The only thing keeping Buildeus alive was his love for Betsy Crocker the only girl carpenter in the school which treated him like a normal person. We will write a custom essay on The Myth of Buildeus specifically for you for only $16.38 $13.9/page Order now Buildeus decided to leave and go to live with his brethren for mediation and wisdom within the forest. He prayed to his creator on what to do, and so Zeus told him Son, with your amazing craftsmanship change yourself, become newer and better and smarter. If they dont accept you then talk to me and Ill set em straight Doing as he was told made himself into Buildeus 2.0 returned to school and found out that another school was being made. Now was the time for Buildeus to shine, he offered to help but the janitaur refused to let this wooden boy work. While the janitaur was in the boiler room Buildeus challenged him to a wrestling contest, the janitaur strapped on his wrestling horns and could be easily mistaken for a man bull you could say. Within the boiler room, which spewed fire like the underworld Hades, the wrestling took place. The heat was almost too much for Buildeus, but he fought on. The janitaur tried to defeat him but Buildeus 2.0 was to strong and defeated the evil janitaur. After his defeat the janitaur screamed out Youll never get out of my labyrinth of pipes, bwahahaha and fainted but Buildeus shirt had a loose string that caught onto the door handle and slowly found his way out. Now confident in himself, other people realized his change and effort to help the new school and stopped making fun of him and started becoming friends. The other students realized that its whats on the inside that counts, and that he destroyed the Janitaur. Buildeus worked effortlessly on this school; as long as sun was in the sky Buildeus worked. Slowly it seemed, the supplies were running low, on the final day of its creation, they needed just a plank more of wood and all the funds were gone so Buildeus reverted to his natural state and sacrificed himself in order to save the school. Though Buildeus may not have been immortal while living, Buildeus was immortal to the eyes of the students of the school and is now a part of the school as to this day.

What To Do To Increase Blogging Productivity Monday

What To Do To Increase Blogging Productivity Monday Happy Monday. What did you do this weekend? Perhaps you spent the weekend blogging. Almost half of bloggers do exactly that every weekend, according to Orbit Medias recent blogger survey. That still leaves about 60 percent of you who  leave blogging to the work week, and that means the arrival of Monday brings with it a mad rush to do the hard work of content creation. So, when the weekend is over, do you get  a case of the Mondays when it comes to blogging?  Then you need to use the weekend to make your Monday arrive a bit better, without sacrificing your weekend to work. What To Do On The Weekend To Make Your Monday #Blogging Shine via @JulieNeidlinger Use  Friday And Sunday For  A Better Monday Monday arrives, for many of us, a groggy shock to the system. It's difficult to remember where you left off on Friday, and the lag in the morning that is required to resume forward motion from Friday wastes a lot of time. Mondays will never be productive if you wait until Monday to figure out what to do  with the day and the week. There's a reason TV chefs have all of their ingredients measured out and in bowls, ready to dump into the pot when the time is right. You don't want to be running around trying to find what you need, hoping you have enough, when the time crunch is on. The same can be said for your blogging. Doing a bit of prep work is like packing the night before you leave on a trip. Packing the early morning of a flight is stressful. Packing the night before and having everything ready to go means you can hit the ground running the next day. Mondays won't be productive if you wait until Monday to figure out what to do. #bloggingDo some prep so that when Monday arrives, you don't spend the first hour or two trying to figure out what's happening in blogging this week. Recommended Reading:  How To Write Faster, Even If You Procrastinate Handle your Fridays better. By making the most of your Friday- a day most of us are in a good mood- you can reduce the angst and workload of Mondays. Unfortunately, according to productivity app Flow, most workers experience a slump on Friday when it comes to productivity. That means Mondays are forced to be the busiest days; they are compensating for Friday. Kill unpleasant tasks. Friday morning should be the time to complete those onerous tasks that have been hounding you all week. Finish them before Friday afternoon so you can coast into the weekend- and so that you don't leave them for Monday. No one should start the work week with the most challenging tasks. Make Friday notes. One helpful trick I've always used is to make a list and notes in the last 20 minutes or so of work on Friday so that I know where I left off and what I was intending to do next. When you are "in the zone" and you stop for two days, it is extremely difficult to get back to where you left off and head in the right direction without a lot of backtracking. By leaving myself notes on Friday for when I arrived on Monday, I shaved a lot of wasted time off of my Monday morning. Your  Friday plans need to instruct where you'll start on  Monday. Plan the next week. Friday is a good time to plan the next week. Depending upon how far in advance you plan your editorial calendar, you might want to consider Fridays. Whatever you plan, Friday works well because you've come off a full week of activity and it's fresh in your mind. You have a good idea of where to head next week. Also, avoid content planning meetings for Monday, especially Monday mornings. Oddly, the Monday morning staff meeting is common in most offices. If you can, use the morning for serious work. Push meetings back into the afternoon. The point of many Monday meetings is to recap and discuss the coming week, which can all be done better in the afternoon on Friday. Plan, schedule consistent content, write content goals- but do it on Friday. Get to inbox zero. You should not start Monday with last week's email still nagging at you. Answer, delete, and clear out your inbox. That's a good Friday afternoon task. Do the heavy lifting during the week and finish it up by Friday. If your blog post involves interviews, follow-up questions, or heavy research, don't leave it for Monday. Make Monday as easy a day as possible. By turning Monday into a highly productive day, you give yourself a boost for the rest of the week. Nothing feels as good as completing tasks. The right Friday can turn your Monday into a productive powerhouse that keeps you ahead of the curve all week. Plan your upcoming week on Friday to  turn your Monday into a productive powerhouse. #bloggingUse Sunday to review and refresh. Your weekends should not be filled with work, so it's important not to turn Sunday into a full work day. However, in the evening, you can do a few minor things that prepare you for Monday without falling headlong into serious work. Review.  On Sunday evening, review your Friday notes, and what work you completed or were working on when you left on Friday on Sunday evening. Reread your research for upcoming posts.  Hopefully, you don't leave your research for a blog post until the last minute, and have been collecting research as soon as you scheduled topics to write.  Review your blog post research, and see if you have enough. Do you have enough to support your thesis? Do you need to do a little more research now so you're ready to go on Monday? If you feel like you're short on research but don't want to research on a weekend, make some notes about the areas you need to flesh out. Make some notes as a jumping off point.  Jot down notes and ideas of how you'll approach your blog post. These notes might be in the form of questions you want to be sure to answer when you actually write the post. In a way, these notes are a kind of trampoline. On Monday morning, you review your notes, and then take a leap into blog writing. The notes give you an extra boost. You can leap much further from a trampoline than the cold, hard ground. Review the week's editorial calendar.  Hop into your editorial calendar and see what tasks you have for the upcoming week. Check out the conversations on the blog posts you're involved in. Add any notes, tasks, or comments that other team members need to know. Get your tools in order.  The final way to close off your Sunday prep time is to make sure everything is in order. Depending on how you work (and where you work) will define what that looks like.  Work at home? Clean up your home office, and put away anything from the previous week that you don't need for the upcoming week. Lay out a pen, your daily planner- anything that you will be using. Set your desk and work area up so that when you walk in on Monday, you're ready to go.  Use a daily planner? Whether you use a paper daily planner or a planning app, review it. Any tasks from the previous week that you did not finish should be carried over to the new week. Image (C) Jim Davis A wisely used Friday and Sunday should leave Monday free and clear to simply write, write, write. You Shouldn't Be Blogging All The Time I'm wary to suggest even a modest review and prep time on Sunday, because it will encourage some bloggers to start working on the weekend. One of the interesting factoids in that Orbit Media survey is this statement: 8% of bloggers write all the time! They selected every option: before, during, and after work, as well as on nights and weekends. If you blog all the time, with or without a regular schedule, you're on your way to writer burnout. It's very easy to take the mantra that if you are a writer, you "must be writing every day!" and turn that into an unhealthy habit of constant writing at any time and in any place. Keep some of your time sacred, when you do not blog and you do not think about blogging. Keep some places sacred, too. If you sit down to enjoy an hour or two of TV, don't try multi-tasking (which doesn't work). Write during the time and in the place where writing gets done. Take a pass on the burnout that comes from always being "on" when it comes to blogging.

Event Handling and Web Forms Essay Example | Topics and Well Written Essays - 750 words

Event Handling and Web Forms - Essay Example An event takes place whenever the user performs an action. The user’s causes an event and when the web page reacts to this event true interactivity between the web page and the user is born. The start of event handling took place when Netscape version 2 browsers were launched; this browser supported JavaScript and hence also supported events. Netscape 2 supported only a few events. Mouse over and Mouse out were two events which became famous with this browser. The Netscape 2 browser was also able to detect the submission of a form, the resetting of form and the time when the page has completed loading (Jackson, 2007). However the problem started with the advent of browser wars between Netscape and IE. Both of them created completed incompatible event models. Thus at present we have to deal with three event models – the Netscape navigator 4(NN4), Internet explorer 4 and the most recent one – W3C model. The first step to ensure cross browser compatibility is to reg ister the event handler. There are four main ways of registering the event handler – inline, traditional, W3C and Microsoft. The best method is to use the traditional method as it is completely compatible across all the browsers and will not cause any problem in any of them. After registering the event; the actual script writing takes place. ... The area where the browser computability is the least is reading out the properties of the event. In this we have to ensure that very detailed object detection is used. The first step should be check if the property exists in the browser and if it does only then should the value be read out (D Flanagan, 2011) The last thing to be decided is the event order. The code –writer has to see if he wants the event to bubble up and if that is not the desired result; the propagation of the event should be stopped. The compatibility between different models is a problem; however if we take in to account the precautions mentioned above a workaround can be easily found for all the platforms. DQ 2 Web Forms Since their inception in the early 1990’s, Web forms have become the essential interface of the transactional Web. They are a central component of e-commerce applications and are use to collect business critical information. It has also been said that Web forms are changing the pa radigm of Business workflows. Do you agree with this? Discuss this in relation of Business workflows and data collection at various points of these workflows. Any company that is engaged in e-commerce has to deal with information at three stages – ordering of a product, processing of that order and shipping the product to the customer. Different information needs to be available at these three points and also needs to be transferred from one point to another. Web forms are one of the most exciting innovations of modern times. They allow the business to interact directly with clients, prospective customers and even the employees of the organisation. With the advent of web forms business workflows of

If manager coaching can help to improve results, why don't more of Essay

If manager coaching can help to improve results, why don't more of them do it - Essay Example This is because of the fact that managers often understand the business better than the trainers and can provide a practical insight on the significant issues faced by the firm.(Cox, Bachkirova & Clutterbuck, 2009). With the emphasis on the providence of coaching to the employees, managers therefore attempt to improve the efficiency as well as effectiveness of the employees. However, it is argued that despite such tendency to coach and improve the efficiency of the employees, not all managers’ coach their staff. The obvious reasons can be different and this research study will attempt to understand as to whether the coaching by managers really add value to the sales staff and their performance and what can be different methods and criteria against which this can be assessed. As such this research study therefore will attempt to provide clear and concise discussion of the issue by surveying the existing literature as well as conducting primary research. The authors’ company is focused on helping clients to achieve their sales objectives by training their salespeople in new methodologies. They also provide coaching training for the sales managers and advocate coaching as a way of embedding the new learning. Their experience indicates that though Sales managers intuitively know that coaching can help to improve performance, they often find that managers simply do not do it. Since the author is involved in this type of profession therefore the personal reasons for choosing this research include achieving the broader understanding of the issue in order to better design the training and development programs in order to assist the clients to better manage their sales force and improve its performance. What is also important from a personal point of view is the fact that this research will provide author a comprehensive ground to understand training and

Integrated Marketing Plan Essay Example | Topics and Well Written Essays - 1250 words

Integrated Marketing Plan - Essay Example The plan also outlines the communication tools required for the launch of the product. The main marketing objective is to increase market share by 30% by the end of the plan implementation using appropriate communication tools such as online marketing, brand advertising, telemarketing, tradeshows, and direct mail. The company also wants to increase the purchase of its products by sports people and the general population. The communication objectives include; (a) making the product known to the target audience by the end of plan implementation; the objective is to reach approximately 25% of the target audience; and (b) to increase the number of target audience purchasing the products through the internet by 30% by the end of plan implementation. The company also wants to increase the target audience’s visits to its stores by 10% by the end of plan implementation. The objectives will be met through the use of appropriate communication tools. The company faces several issues and challenges. Other competitors such as Nike and Adidas have already reached the target audiences. The international footwear market is highly fragmented and competitive with numerous smaller players and a few key players. It is estimated that only a few of the companies such as Nike and Adidas are able to reach the 1 billion U.S. dollar barrier (Packaged Facts 2009, p71). This indicates that reaching the target audiences will pose a great challenge to the company because of the stiff competition from the other footwear companies. SWOT analysis of the company includes the following. The main strength of the company is the already established brand. The quality of its products is also exceptional. The target audience (the general population) lies within the ages of 6 to 50 years and this means that once they (the group between the ages of 6 to 25 years) have bought a product from the company, they will most likely buy it in the future. Thus, this will is a great strength for the compan y because it will develop a long-term relationship with the company. The greatest weakness for the company is that it is still new in the market and the products it is launching are entirely new. Notions about the quality of the product may affect its penetration into the market. The rapidly changing tastes of the shoe buyers present a great opportunity for the company to become more innovative. Products that look trendy attract the consumers. For the company, it indicates that performance and comfort of the products need to be improved (Gray 2012, par. 4). Though the economic recession has adversely affected most of the industries, it seems to be a positive impact for the footwear industry. The economic recession has affected the consumer trends and they are purchasing what they require to survive. Items such as diapers, groceries, shoes, and medicine top the list of what the consumers are buying (Rosenbloom 2009, par. 1). Stiff competition from other footwear companies such as Nik e and Adidas is a major threat to the company (Packaged Facts 2009, p71). The name of the product is TOMS and it was introduced into the company at the start of the year. The aim of the company is to introduce the product to the sports audience and the general population. The selected target audience is the sports people and the general population. The demand for footwear products is driven by demographics and fashion (Gray 2012, par. 2). The global footwear consumption is

Analyzing the Flesh and the Spirit by Anne Bradstreet

Analyzing the Flesh and the Spirit by Anne Bradstreet Five Literary Criticisms Throughout history, there have been many religious faiths and practices that aim the same goal in different ways. One of them was Puritanism and the Puritan believed that the best way to gain admission to heaven was to focus on how sinful they were. Anne Bradstreet was the first Puritan figure in American Literature and in her poem titled The Flesh and the Spirit, she discussed Puritan practices. This essay will analyses the poem with 5 literary criticisms, including Marxist Criticism, Feminist Criticism, New Criticism, Reader-response Criticism, and Psychoanalytic Criticism. Starting with the Marxist Criticism, we need to look at the eras economic conditions first. Anne Bradstreet lived in the Massachusetts Bay Colony and the colony was highly dependent on the import of staples from England. The Puritan dislike of ostentation led the colony to also regulate expenditures on what it perceived as luxury items. Items of personal adornment were frowned upon. In the poem, we see two characters discussing what kind of life people should have. The sister named Flesh tries to explain to her sister named Spirit that the World has everything that could keep them happy and content. Fleshs this kind of approach to the earthly goods is totally against Puritan believes. As the colony Bradstreet lived in already frowned upon luxury items, the sister Spirit says, My Crown not Diamonds, Pearls, and gold, / But such as Angels heads infold. Here, she means that she doesnt have a materialist personality. The poet, Bradstreet, reflects her colonys world-view for the economic matters in those lines. When we try to analyze this poem using the Feminist Criticism, we simply need to ask some questions regarding to poets sex, education, and then look at the characters. The poet was a woman. And when we read her biography, we see that she didnt attend any school but was educated by his father. This informs us that she lived in a male-dominant society because girls didnt attend school even if her father was a steward. The characters in the poem are also girls and they discuss religious matters. Here, the author breaks the male-dominant society and makes her female characters question the religious matters, especially the Puritanism. When the subject is religion, one shouldnt even question the most unimportant thing. But the sister Flesh questions it and all she says is totally against the Puritanism seen in the poets colony. Since the poet herself is a woman, we can assume that a woman discusses a religious practice in a male-dominant society. Analyzing a poem with New Criticism requires a person not to take background information of the poet, poets other works or the story in the poem into consideration. When we read what Spirit says about earthly goods and how she criticizes what Flesh claims that people need to enjoy them, we can understand that this poem reflects the Puritan beliefs. Words used in the poem belong to the English spoken at least 350 years ago. Metaphors were also used in the poem. The character Flesh is a metaphor for earthly items, such as diamonds, pearls, and gold. The poem is not also in a stanza form. It looks like a wall of text. This means that the poet didnt want to separate what is wanted to mean. It means that the poem is all about the same thing. Rhymes used in the poem also makes it sound better and that way it attracts readers attention. When I try to analyze this poem as a reader with the Reader-response Criticism, I can directly say that this poem is about Puritanism; therefore, religion. Since Spirit seems to be more dominant in the poem, the poets environment is a Puritan society. Id say this poem is not different than other religious poems because they all aim one goal: Heaven. It is the way they discuss what to do in order to go to Heaven. Flesh seems to be a sinner character whom readers should avoid. I dont know whether its okay to blame a character to praise a religion or religious practice, but this kind of behavior would make me more uninterested in that religion or practice. As the verses say, No Candle there, nor yet Torch light, / For there shall be no darksome night. they just sound to be impressive sentences that attract people to that religion no different than that of all religions have. To analyze this poem with the Psychoanalytic Criticism, we need to analyze the characters thoughts, their fears, and what they do to suppress their fears.   When we look at what Spirit says in the poem, we can understand that her core issue is fear of God; thus, she adopted the Puritan beliefs in order to go to Heaven. On the other hand, Flesh is just opposite of Spirit. She displays everything that is against fear of God. This can also be interpreted to be an avoidance as her defense mechanism, since she tries to avoid any religious thoughts and want to enjoy all earthly pleasures. To sum up, this essay tried to analyze the poem titled The Flesh and the Spirit by Anne Bradstreet with 5 literary criticisms. With the Marxist Criticism, we looked at the eras economic conditions and tried to reflect Bradstreets colonys world-view for the economic matters in her poems verses. Using the Feminist Criticism, we tried to explain how Bradstreet broke the man-dominated society and used her female characters to discuss religious matters. With New Criticism, we tried to show figures of speech and what the poems form means. Reader-response Criticism was used to explain what the author of this paper understood from the poem. And finally, with the Psychoanalytic Criticism, we tried to identify characters core issues and their defense mechanisms.

Death of Science :: essays research papers

Science Of Death   Ã‚  Ã‚  Ã‚  Ã‚  Nathaniel Hawthorne was a writer with many successful stories. From reading those stories it is evident that he had an obsession with science and experimenting with people. In his stories you can find characters (or scientists) trying to find answers that typically end in death. This tragic result shows how one of Hawthorne’s main themes is the misuse of science.   Ã‚  Ã‚  Ã‚  Ã‚  The misuse of science that Hawthorne establishes in his stories is assiduous, but is most evident in The Birth Mark. In this short story he describes a couple, Aylmer and Georgiana, who are intertwine with science. For Aylmer believed â€Å"the love of science [could] rival the love of [a] woman in its depth and absorbing energy† because of Aylmer’s love of science. For Georgiana’s beauty â€Å"came so nearly perfect from the hand of Nature† except for a minor blemish. The blemish or defect was in the center of Georgiana’s left cheek, and was the reason that Aylmer thought he needed to experiment on or remove it. This was the basis of Hawthorne’s theme and the reoccurring themes that involved science, which he is emphasizing.   Ã‚  Ã‚  Ã‚  Ã‚  The story of Aylmer and Georgiana goes on to tell how they made the removal of this â€Å"singular mark† the justification of science and human experimentation. Before Georgiana can get it removed she has to be convinced of the benefits of this experiment. But his fear that it might be fatal to keep the birthmark is revealed to her through talking in his sleep. She is disturbed on how important it is to him,so she agrees to the removal. With the help of his assistant, Aminadab, he begins the experiments. He locking her in a fumigating room and drugged her to delusions - making â€Å"a strange, indefinite sensation creeping through her veins, and tingling, half painfully, half pleasurably, at her heart†. On one occasion between experiments, she found Aylmer’s journals - â€Å"sorcerer’s books†. These journals were â€Å"the sad confession and continual exemplification of the shortcomings of the composite man, the spirit burdened with clay and working in matter, and of the despair that assails the higher nature at finding itself so miserably thwarted by the earthly part† that were common failures of a â€Å"genius men† or that of scientists. Ending in tragic results were the theme of this collection of journals such as the theme of this tale and of Hawthorne’s stories. So in the despair of many failed attempts at removing this birthmark, Aylmer and Georgiana fall into insanity over this one minor blemish. Death of Science :: essays research papers Science Of Death   Ã‚  Ã‚  Ã‚  Ã‚  Nathaniel Hawthorne was a writer with many successful stories. From reading those stories it is evident that he had an obsession with science and experimenting with people. In his stories you can find characters (or scientists) trying to find answers that typically end in death. This tragic result shows how one of Hawthorne’s main themes is the misuse of science.   Ã‚  Ã‚  Ã‚  Ã‚  The misuse of science that Hawthorne establishes in his stories is assiduous, but is most evident in The Birth Mark. In this short story he describes a couple, Aylmer and Georgiana, who are intertwine with science. For Aylmer believed â€Å"the love of science [could] rival the love of [a] woman in its depth and absorbing energy† because of Aylmer’s love of science. For Georgiana’s beauty â€Å"came so nearly perfect from the hand of Nature† except for a minor blemish. The blemish or defect was in the center of Georgiana’s left cheek, and was the reason that Aylmer thought he needed to experiment on or remove it. This was the basis of Hawthorne’s theme and the reoccurring themes that involved science, which he is emphasizing.   Ã‚  Ã‚  Ã‚  Ã‚  The story of Aylmer and Georgiana goes on to tell how they made the removal of this â€Å"singular mark† the justification of science and human experimentation. Before Georgiana can get it removed she has to be convinced of the benefits of this experiment. But his fear that it might be fatal to keep the birthmark is revealed to her through talking in his sleep. She is disturbed on how important it is to him,so she agrees to the removal. With the help of his assistant, Aminadab, he begins the experiments. He locking her in a fumigating room and drugged her to delusions - making â€Å"a strange, indefinite sensation creeping through her veins, and tingling, half painfully, half pleasurably, at her heart†. On one occasion between experiments, she found Aylmer’s journals - â€Å"sorcerer’s books†. These journals were â€Å"the sad confession and continual exemplification of the shortcomings of the composite man, the spirit burdened with clay and working in matter, and of the despair that assails the higher nature at finding itself so miserably thwarted by the earthly part† that were common failures of a â€Å"genius men† or that of scientists. Ending in tragic results were the theme of this collection of journals such as the theme of this tale and of Hawthorne’s stories. So in the despair of many failed attempts at removing this birthmark, Aylmer and Georgiana fall into insanity over this one minor blemish.

Bullying-Literary Review

The literary review looks at different aspects related to the research topic. The first part of the chapter looks at defining and identifying key aspects of bullying. It looks at the general occurrence of bullying and the researches that indicate the extent of bullying in the different parts of the world. The section then dwells on the different types of bullying and how it can affect the individuals involved.One of the key aspects of bullying in the modern world, cyber bullying is also treated in this section. The different characteristics and elements involved in bullying are treated to understand the phenomenon of bullying.The section then looks at the different theories that could explain the bullying behaviour. An important section of this section is the role of teachers in overall bullying scenario. It also discusses the different intervention methods currently used. The second section of chapter deals with the second aspect of bullying, namely, empathy. It looks at the definit ion and historical evolution of empathy. It also looks at the aspects related to the definition and how it is differentiated from other similar terms often used. The section also looks into the use of empathy in related fields of healthcare.The section specifically looks that researches done on the relationship between bullying and empathy as well. The section finally looks at empathy in relation to teachers. Bullying Defining bullying Smith, P. K. et al (2000) defines bullying as a form of antisocial behaviour that is found in schools, neighbourhoods and homes. Olweus, D. (1986, 1993) defines being bullied or victimized as the following: â€Å"A person is bullied when he or she is exposed repeatedly and over time to negative actions on the part of one or more other persons†. Olweus adds the negative and harmful factor of bullying to the definition.Richter, N. (2005) defines bullying in the following way: â€Å"A bully is a person who hurts or browbeats those who are weaker. Browbeat means to intimidate with harsh, stern looks and talk†. American Medical Association defines bullying as a negative behaviour that involves a pattern of repeated aggression against the victim, deliberate intent to harm or disturb despite apparent distress of the victim and a real or perceived imbalance of power with the more powerful individual or group attacking a physically or psychologically vulnerable victim.Richter and AMA add the factor of imbalance of power to the definition of bullying. The Diagnostic and Statistical Manual of Mental Disorders defines bullying as psychiatric disorder that is characterized by a repetitive and persistent pattern of behaviour in which either the basic rights of the victim is violated. The phenomenon of bullying is characterised by three major aspects: (1) An aggressive behaviour or intentional behaviour to bring harm (2) It is carried out repeatedly and over time, (3) the inter-personal relationship is characterized by an imbalan ce of power.Often bullying is found to happen without any apparent provocation. Hence bullying can be considered as a form of abuse. This is mainly at a peer level and can be termed as a peer abuse. The Prevalence of Bullying Bullying among the children is found to typically occur at school or during their way to the school. As children do not have an option of changing the environment by not being in the school, most of them are unable to avoid bullying.A study conducted by US Department of Education and Justice in 1999 indicated that almost 1 million students (4%) who are aged between 12 and 18 years reported fear of being attacked or harmed in the school vicinity. About 5% reported that they avoided one or more places in the school wile 13% reported that they were targets of language of hate. The National Threat Assessment Center found that more than two thirds of the attackers involved in 37 shootings did the attack for taking revenge for incidents in their lives when they felt persecuted, bullied, threatened, attacked or injured by others.It was found that exposure to bullying at school played a major role in motivating most of the perpetrators to take up violence. (AMA, 2002) Studies conducted by Olweus in Norway and Sweden with 150,000 students who are from grades one to nine indicated that 15% of the students reported of being involved in bully or victim problems several times within a three to five month period. About 9 percentage of the students reported that they had been bullied by their peers several times and about 7 percentage of the students indicated that they bullied others.About 2 percentage of students reported that they were bullied as well as they bullied other students. Studies in Europe and United States have indicated higher level of bullying among the children and the youth. In a study that involved 6,500 students who are between the 4th grade and the 6th grade in South Carolina, about 23 percentage of the students reported of being b ullied several times during the three months and 9 percent reported of being victim of very frequent bullying, which was qualified as once a week or more.About one in five reported that they bully other students several times during the period of the study. A study conducted by Nansel with representation of about 15,600 students from 6th to 10th grades provided similar results. Seventeen percent of the students studied indicated that they bullied sometimes during the school term and 19 percent reported bullying others more often. Six percent of the full sample reported both bullying and having been bullied.Many studied have found that the rates of bullying decrease steadily through the elementary grades such as the study conducted by Melton, Nansel shows. A study conducted by Olweus on about 10,000 Norwegian studies indicated that the rates of victimisation were twice as high among the 4th grade students when compared to the 10th grade. Nansel found that about one quarter of the stu dents in the 6th grade reported being bullied during the current school term which was less than one tenth of the 10th graders. (AMA, 2002)

SWOT analysis for Tesco Research Paper Example

SWOT analysis for Tesco Research Paper Example SWOT analysis for Tesco Paper SWOT analysis for Tesco Paper Strengths:– -Their size which allows Tesco to buy competitively so they can buy more products than other supermarkets so they can sell them cheaper because when you buy in bulks you get price reductions, Tesco can use this because they are bigger than all other supermarkets so they have a opportunity to make more money, The larger you become the more economy of scale you achieve. For example if you ten thousand tins of beans its cheaper than buying one tin of beans per unit therefore the more you buy the cheaper they get their products. -Tesco also have strong senior management which helps the store because their management of the store is strong so they can manage Tesco a lot more efficiently and the staff in it, their senior staff is also useful because they will always know how to manage the store because they do it well, They make great recommendations, decisions for Tesco as they are one of the best supermarkets in the UK and couldn’t be that without the senior management team. -Tesco are hypermarkets which are big hyper stores which mean you can buy big bulks at lower prices at their warehouses; they have the widest range of products to offer for their customers all over the UK, These are cheaper alternatives to customers who need more at cheaper prices which makes them strong because they will make more money and they are the only supermarket with a strong hypermarket portfolio. -Tesco has national UK coverage which is a strength because they have supermarkets open all over the UK, this help’s Tesco because it makes them well known and people have more Tesco’s to shop at, Their UK national coverage helps more people because they have more branches of Tesco to shop at rather than travelling large distances to use the Tesco services. -Tesco has a Increasing Level of Investment which is helpful because they have lots of investors that have invested in the business who help keep it running, the investors helped Tesco become what it is now, and more people want to invest into Tesco which makes it a strong business because it is a High selling supermarket. -Tesco have a strong price message which will be strength for them because they are accurate about their price range and are cheaper than other supermarkets in the area, the Tesco price message helps the business to keep its strength because they are clear about their prices and have cheaper prices than other supermarkets in the area, They also give customers things like club cards and special offers which can help them reduce the price they have to pay for their products which helps because more people want to use the Tesco services. -Tesco have expanding non food and online offers which means that if you shop online or buy stuff other than food from them you will get offers such as cheaper rates for ordering online, This helps Tesco because they are one of the only supermarkets doing online offers, Customers who use the computer will use this to order their shopping online and get it delivered to their house, This also means that they have moved onto things like electrical products, phone networks as well as groceries. -Tesco have Efficient distribution because they always have enough products and supplies for the customers to purchase, Tesco will always order in advance to ensure that they always have enough products for their customers, they always make sure that they have a distribution chain to get products to the stores, They use many different methods such as vans and lorries to get the products to Tesco on time. Weaknesses:– -Increasing geographical spread makes focus on specific markets difficult, this affects Tesco because the more supermarkets that open in the different areas there will more places for customers to go so they might move away from Tesco and go somewhere else which will be bad for Tesco because they can loose money. -International expansion requires substantial investments, this is a weakness of Tesco because when they want to expand international they will need substantial investments to open up new businesses, and this is a weakness because Tesco might not have the investments to open up the new businesses. -High reliance on UK market is a weakness of Tesco because their business is going sluggish because of things like customers not having enough money to spend which will cause them to downgrade, if the customers don’t have enough money to buy products or less products than usual Tesco won’t make enough money. Opportunities:– -Growth of non-food is an opportunity of Tesco because they can start growing things like plants and flowers and sell them in store, not many other have a flowers/plant range so this could be an Opportunity for Tesco, also to sell genetically modified food to prevent shortage of the products in the future. -Enter new Asian markets is an opportunity of Tesco because they can do something for all types of customers so they can get everything from under one roof rather than going to different stores to get their shopping, Entering the Asian Market for Tesco will help them because they will have a new market and it will benefit their customers, Also because they will branch out more Asian countries which will make them more well known. -Effective use of Club card database to increase basket size is an opportunity of Tesco because when a customers buys products from Tesco they earn club cards points which they can later trade in for things like reductions, this is a opportunity for Tesco as they are the only ones who offer a Club Card and it will help their customers because they will want to spend more to earn more points. -Develop additional services is an opportunity of Tesco because they could start new services which other business don’t have for example Tesco already have the self pay tills that customers can use, and they benefit the customers, Tesco can develop new services that will help them because they will have services other businesses don’t. Threats:– -Faces range of diverse competitors internationally which is a threat for Tesco because they have moved internationally and they will competitors that are more well know at the location, Tesco are threatened because the other stores are more well know and there is more of a chance that the customers will visit that store instead of Tesco. -Increased level of eating out in the UK is a threat of Tesco because if people are eating from out more often they are not buying food from Tesco; this is a threat because if people continue to eat out Tesco will loose money because people are not buying from them. -Restrictive planning guidelines in UK and Asia is a threat of Tesco because if Tesco wants to increase the size of their supermarkets they must follow the restrictive guidelines, they can build a supermarket but they must follow how many Square feet and set in the guidelines, This is a threat for Tesco because if they want to expand a supermarket they won’t be able to increase it buy much.

Free Essays on Antony and Cleopatra

Explain how Shakespeare uses language in ‘Antony and Cleopatra’ to depict the two main protagonists. The epic love affair of Antony and Cleopatra is a great and powerful love shared by two people at the height of their fame and glory. Plutarch’s ‘Life of Antonius’ is the principal source, and Shakespeare has blended this factual evidence together with fiction and drama to create a play that is strikingly different from many of his other works, especially in terms of theme, structure and the impressive and most descriptive language used. Plutarch wrote in the first century AD, probably not more than a hundred years after the death of Antony, but soon enough to hear personal experiences from his great grandfather about the battle of Actium, and from even his grandfather about Antony’s generous entertaining in Alexandria. He was a Greek philosopher, and so his sympathies ran more towards his fellow countrymen than the Roman subjects of his detailed studies. Shakespeare, distilling North’s version at the time when his creative skills were at their height, was able to use both the language and the stories exactly to suit his intentions. In many cases he remains remarkably faithful to the original, for example in the famous speech by Enobarbus praising Cleopatra (II.2.193), but he sometimes left out unfavourable comments and expanded the material, adding his own events in order to create his plays and to evoke the special atmosphere for his verse translation from the prose of the biographer. Plutarch’s account of Antony and Cleopatra is so vivid because of his use of sources that were personal to the characters, such as Cleopatra’s doctor’s notes, but also his own memories of Egypt, which was the first country he visited on his travels. Shakespeare has smoothly condensed Plutarch’s account of eleven years of Antony’s history into a swiftly moving plot, filled with intense sensibility, revealing the dee... Free Essays on Antony and Cleopatra Free Essays on Antony and Cleopatra Explain how Shakespeare uses language in ‘Antony and Cleopatra’ to depict the two main protagonists. The epic love affair of Antony and Cleopatra is a great and powerful love shared by two people at the height of their fame and glory. Plutarch’s ‘Life of Antonius’ is the principal source, and Shakespeare has blended this factual evidence together with fiction and drama to create a play that is strikingly different from many of his other works, especially in terms of theme, structure and the impressive and most descriptive language used. Plutarch wrote in the first century AD, probably not more than a hundred years after the death of Antony, but soon enough to hear personal experiences from his great grandfather about the battle of Actium, and from even his grandfather about Antony’s generous entertaining in Alexandria. He was a Greek philosopher, and so his sympathies ran more towards his fellow countrymen than the Roman subjects of his detailed studies. Shakespeare, distilling North’s version at the time when his creative skills were at their height, was able to use both the language and the stories exactly to suit his intentions. In many cases he remains remarkably faithful to the original, for example in the famous speech by Enobarbus praising Cleopatra (II.2.193), but he sometimes left out unfavourable comments and expanded the material, adding his own events in order to create his plays and to evoke the special atmosphere for his verse translation from the prose of the biographer. Plutarch’s account of Antony and Cleopatra is so vivid because of his use of sources that were personal to the characters, such as Cleopatra’s doctor’s notes, but also his own memories of Egypt, which was the first country he visited on his travels. Shakespeare has smoothly condensed Plutarch’s account of eleven years of Antony’s history into a swiftly moving plot, filled with intense sensibility, revealing the dee...

Evaluate the current streght of evidence for a complimentory therapy Essay

Evaluate the current streght of evidence for a complimentory therapy (Transcutaneous electrical nerve stimulation TENs for post operative pain management in chi - Essay Example As a result, use of complementary, non-pharmacological therapies for management of pain appears to be an effective and safe option (Zollman & Vickers, 1999). Complimentary therapy has been defined by the Zollman  and Vickers (1999, p.693) as â€Å"group of therapeutic and diagnostic disciplines which exist outside the institutions where conventional health care is taught and provided.† Some of practices of complimentary medicine like chiropractic medicine, transcutaneous electrical nerve stimulation (TENS), acupuncture etc are increasingly being accepted and used clinically by mainstream medical practitioners (Zollman & Vickers, 1999). Complimentary therapy is now increasingly becoming an important aspect of the health care system in the U.K. a small machine, called the TENS unit is used to transmit electrical currents through the skin to stimulate the underlying nerve endings at or near the area where pain occurs (Hicks, 2006). The electric impulses which are generated by the TENS device are delivered to the area of pain through the sticky pad electrodes, which are placed on the skin in the painful area. Electrical impulses which stimulate the nerve endings at or near the site of pain help in diminishing the pain. intensity and frequency of electric current used by TENS machine, it can be sub-classified into two sub-types: low-intensity (1–2 mA) and high-frequency (50–100 Hz) TENS or high-intensity (15–20 mA) and low-frequency (1–5 Hz) TENS (White et al, 2001).The mechanism of action of TENS is thought to involve both spinal (gate-control theory) and supraspinal theories (release of endogenous opioid like substances). High-frequency and low-intensity TENS is thought to control pain through ‘Melzack and Wall’s theory of spinal gating’ (Erdogan et al, 2005). According to this theory activation of large myelinated afferent nerve

INTERVIEW PROJECT Assignment Example | Topics and Well Written Essays - 750 words

INTERVIEW PROJECT - Assignment Example He came back recently and now runs the store that was previously operated by his father. Peter received his draft when he was 30 years old and still struggling to become a teacher in local schools. Since, this was not producing fruitful results so he decided to go on to serving his nation in that way. He strongly believes that this was Fate and that he was really nervous when he reported at the mentioned area in the draft letter (Peter refuses to give exact names, places and dates) as many able bodied people were assembled there. The first day was a general introduction to everything, most importantly understanding the ideology of going to Iraq. The second day however left everyone in cramps and aching limbs. â€Å"The only thing that let me through was the belief that this is for the greater good.† Says Peter as he had to do an extra mile since he wasn’t that tough. He does not remember his instructors clearly; all he remembers are the tenor of their voices. It was at night in the training centre when the delegated places of the soldiers were announced, Peter was assigned to go to Mosul and there he joined the 71st Cavalry regiment. â€Å"It was November when we landed there, the hot gust of wind and stench welcomed us and I realized that the training was justified for being that tough.† says Peter. ... He was good at spying, so he assisted in planting coups too. And there he experienced being a prisoner. Peter says, â€Å"I was held captive for some hours because a riot broke out between the people of different Iraqi sects and there I showed them my Mississippi spirit.† Peter was sent to combats as his fellow soldiers fell, the fight in the beginning was the toughest because they were being opposed by many as US army was also trying to strike peace-pacts with the over-thrown government. However, when matters grew worse, air raids were called for, which was the most effective one in conquering the enemy. â€Å"Life got a new meaning when I became a soldier; every act was an act of purpose and service.† says Peter. Though they seldom enjoyed because most of the time they were on duty. Apart from that, the food they usually got was below average as all of them were more used to hygienic and healthy food but resources were scarce because of the ongoing battle. The soldier s were provided with food and other essential supplies from the Headquarters but with the enemy at their heels, they had to be extra cautious. Entertainment was scarce but once in a while a fellow soldier used to sing songs of love and nobody mentioned songs of war. Once or twice, Peter tried to keep a diary but it got lost when they were moving from Mosul to Baghdad. â€Å"Never was a very religious person, but the tomb of Jonah was a historical place in Mosul and before I was transferred to Baghdad, I visited there. My stomach tingled with awe at the tomb which was elaborately decorated with enamel colors and what not. Before I could cross all the steps leading to the tomb, a lolling head, dismembered from it body

European Economics Essay Example | Topics and Well Written Essays - 2500 words

European Economics - Essay Example But this has supported unsustainable agricultural sectors. Therefore, after three reforms in 1992, 1999 and 2003 it has been reduced to 45%, which is 55 billion euro per year, with the prospect of further reductions in regard to new long term EU budget of 2014 – 2020. (EC. 2005; Doliak, 2004; Europa, 2011) There were two pillars of CAP. The first pillar was the current Single Farm Payment whereas the measures of the second pillar aimed to support development and diversification of rural communities. The CAP Health Check was launched in 2008, so as to modernize the policy and provide assistance when answering to new challenges such as climate changes. The EU 27 also agreed to further cut direct subsidies to farmers, so that there can be benefit of the rural development policy and also to  abolish quotas on milk production. (ELO. 2001; EC., 2003) The future of CAP beyond 2010 in context of the general reform of EU budget has started in 2010. The European Commission highlighted the fact that agriculture must do more to mitigate climate changes and consider the option to establish the third pillar of CAP focusing on this issue. Also it stressed that the current single payment scheme could by maintained but targeted at providing public goods so as to real EU added value. Former commissioner Marian Fischer Bowl has committed to the farmers to carbon emission will be reduced by 20 % by the year 2020. (Europa, 2011) The biggest recipient of CAP funds was France. The largest per capita beneficiaries from CAP were Greece and Ireland. All four graduated countries were net beneficiaries of EU budget and CAP funding. At the start of February 2010, the ministers of agriculture of Hungary, Slovakia, Poland, Romania, Lithuania, Latvia, Estonia, Cyprus and Bulgaria agreed in Warsaw on common statement on the future of CAP after 2013. They wanted both pillars to be preserved. They also opposed to the idea of basing the payment level on historical principle. The economic crisis seriously attacked the European agricultural sector, especially the Dairy Farming. Farm milk prices began to fall in late 2008 until it brought the whole sector at the edge. Europe was a witness of several protests of farmers calling for action against volatility of prices and phasing out milk quotas as soon as possible, due to surplus production of milk and dairy products and falling prices. (Europa, 2011) In about 2020, the European Commission will publish a Communication on CAP which will meet the food, natural resources and territorial challenges in the near future. The reform focused in making the European agriculture sector more dynamic, competitive, and effective in responding to the Europe 2020 vision of stimulating sustainable growth, smart growth and inclusive growth. The paper outlined three options for further reforms. In mid 2011, the Commission will present formal legislative proposals following the discussion on these ideas. (Europa, 2011) On the basis of the Communication today, the Commissioner of EU Agriculture and Rural Development highlighted on the importance of making CAP greener, fairer, more efficient and more effective. As per him, CAP will not be just for farmers but for all the EU citizens – as consumers and taxpayers. Hence, it is important that we design our policy in a way which will more simply