Summary of Research Article - Free Essay Example

Sample details Pages: 4 Words: 1271 Downloads: 1 Date added: 2018/12/14 Category Information Systems Essay Type Research paper Level High school Tags: Information Essay Did you like this example? Summary of Granta article The news of Russian Prime minister Vladimir Putin giving out information about the absence of his soldiers in Ukraine introduces this article. Although the Russian soldiers were openly seen in Russia, the Prime Minister denials the truth honestly. Also, Donald Trump, current president of United States testifies to the Muslim community to have cheered the booming of twin towers and also adds that Mexican government had planned to have bad immigrate to the US. Don’t waste time! Our writers will create an original "Summary of Research Article" essay for you Create order The analysis of all this vital information from great and high profiled leaders in the world proves that truth or the fact has no value in a free environment. Both politician and media have given out the message that is unreliable since having no fact of truth since they dont care whether their message is of truth or not. Then the author wonders how comes the world has reached his state whether anybody can give and testify a lie. He further wonders whether technology or history of philosophy or economic globalization are risible for this state. Whereby media and politician can cheat without fear. Technology is highly blamed for this mess. Through social Medias such as Facebook and Google people have been posting information that has no basis in fact or truth. The politician has been using social media such as Twitter to make themselves proud and has made as they create a nostalgic environment for their followers. As the American philologist Svetlana Boym claims that politician use non-fact information to make theyre follows feel irrational suspiciousness and hence cannot trust other leaders. Leaders from a different part of the world are seen using propaganda which is have not fact. Throughout this article, Trumps propaganda and much of his information that is considered as to have no fact base but just post truth or truth that maybe will come in future are illustrated. For instance, for Trump to achieve his mission of causing American to stop trusting on former president Obama, he associates Obama with Muslim. This is because Muslim community is taken to have enmity with Americans after Asama bombed twin towers. It is believed that the truth and falsehood have established itself at almost equal levels and hence taking advantage of post-modernism as a result of technology. The article further discovers that the postmodernism made a mistake by assuming that all knowledge is power and hence it is not possible to debate against power. This article concludes that it is a dark joy for one to open to the world all his madness. This uses Trump as a good example of a leader in power who expresses his emotion and ager in media with the pressure of validating any propaganda or shit he has. And hence nobody can expect fact information considering the current state of politician and media information/ messages. Summary of the research reports on making up history: False Memories of fake news stories Based on previous research that had been carried out on the field of the truthiness of information, the past results found that repeated information was more likely to be taken as true information if it had not been heard before. Researchers from Washington University have performed this experience on false memories of fake news stories. This research is carried out with the aim of examining whether familiarity with stories that are false increases the rate of truthfulness for such events. It also focuses on establishing whether familiar false stories create a false memory. Methods used in this experiment involved 44 undergraduate students of psychology who were used as the experimental material for this research. Participants were divided into two groups, one group was not exposed new stories, but the other group of participants in this research was exposed to false new stories, but the investigators tried as much as possible to portray this information as true stories to the participants. This was aimed to achieve the goal of this research that focused on establishing the influence of memory on the exposure of false information. This was to be achieved through exposing part of research material (undergraduate students of psychology) to false stories while sparing the other group to establish any variation in the response between these two groups. After five weeks, the participant was required to rated various stories. Results found that the group of the participant that had been exposed to false experimental stories rated them as more plausible and tr uthful than the group that had not been exposed to false experimental stories. From this research, it was found that false information is repeated in ones memory, the higher the belief on the false information was taken to be true. Also, found that the more the experimental group had been exposed to false information the more they were confusing it with other information from outside the research. Hence giving out a proof that people are likely to confuse a false information or stories with what they had heard before and hence make the wrong conclusion. Summary of Forbes Article On: 10 Journalism Brands Where You Find Real Facts Rather Than Alternative Facts This is an article on the opinion expressed by Forbes contributors, by Paul Gladder, the author. It comprises many opinions on accessing information that is true and of equal facts without any alteration of the reality of the occurrence. Contributors are wondering whether it is possible to access real truth in this era of fake news from the internet and also new political leaders that are stressing on their baseless fact that have no any element of truth. It is clear that many people are confused by the current state of the validity of factualness of the communicated information. This has made many people start reading past books and novels such as dystopian novel of 1984 as BBC reports that its sales are increasing. It seems as if people do not trust reading currents documents or information since much of has no factual base. Subscription to some of trusted magazines and newspapers are rising. Even the academic class is wondering whether the reading habits are only reading people to wards fiction and truth. Nobody has the information on devices that can give trusted information in our todays media. Then contributors o Forbes wonders why journalists cannot organize themselves according to their professional code of ethics as a journalist. There is a confusion on the point of what ought to be done to the editors who allow information that is full of an exaggeration to be channeled to the public, be fired or get a new position in the same job field. The trusted information shows that there are some media such as BBC and NBC whereby if his journalist violets the professional code of ethics is fired. This article concludes up outlining some of the trusted media sources that can be relied upon for the acquisition of true information. For instance, the New York Times, the wall street journal among other trusted media sources. Youtube (the third link just send me to YouTube with no feeds) YouTube is a video exchange platform. A lot of information is posited on you tube both educational, informal and non-informal. The authenticity of this information may be not be proved since anybody can post or upload a document on YouTube. Thus there is a mixture of trusted and trusted information that can be accessed from YouTube. For instance, through YouTube, one can watch a trusted TV channel and hence get access to trusted information. At the same account, one may upload edited official video such as the official inauguration of a leader that has been edited for a specific purpose.

Definition Of The Politeness Theory - 704 Words

1.4. Theoretical Framework 1.4.1. Definition of the politeness theory. Watts (2003) explains, â€Å"Politeness is not something we are born with, but something we have to learn and be socialized into† (p. 9). Each linguist defines politeness in a different way. Cobley (2010) says that politeness is a way of showing consideration and social position in language. Politeness includes words that show respect such as please . He indicates, â€Å"The phenomenon has been the object of the considerable scrutiny in pragmatics† (p. 290). In addition, Yule (2006) describes politeness as â€Å"showing awareness of and consideration for another person s face† (p. 119). Huang (2014) defines it as any behavior that maintains his or her face through an interaction. Brown (1987) threw light on different aspects of behavior such as manners, courtesy, tact, etc...(p. 142). On the other hand, Thomas (1995) sees politeness as a real world goal, which means that politeness happens t o be only a desire to be pleasant to others. In his point of view, politeness should not be included within pragmatics, because linguists do not have access to the speakers intentions, they only hear what the speakers say and see how the hearers react (p. 150). Pinker (2007) indicates that politeness is not an etiquette to learn, but to the countless ways that can confuse their listeners (p. 380). Hence, one can define politeness in many ways, but what is surely common between them is thatShow MoreRelatedA Research Study On The Semantics Of Face And The Harlequin / Al Bhlwan /1671 Words   |  7 Pagesimportant theories in the pragmatics field, which is the Politeness theory. This theory is proposed by Penelope Brown and Stephen C.Levinson (1978) and it is based on the notion of face by Goffman (1967). This paper applies this theory to two plays, which are The Misanthrope by Moliere and The Harlequin /Al-Bhlwan/ by Yusuf Idris. In both plays, through the main characters, the authors point out the hypocrisy in the society they each belong to. This study explains the politeness theory throughRead MorePoliteness and Pragmatics in the Context of Cross-Cultural Communication1160 Words   |  5 PagesThroughout almost all societies, politeness plays an integral role in the effectiveness of social life and interaction within the context of both inter-cultural and cross-cultural communication. Within different cultures the definition of politeness may vary substantially and as a result may be appropriated in ways that are largely misunderstood within the context of other cultures. It is for this reason that scholars such as Brown and Levinson have derived theories on politeness and its use within globalRead MoreThe Problem Of Face Theory1627 Words   |  7 PagesFace theory, developed originally by Goffman (1969), is defined as how we view ourselves through the interpretation of others in interaction. A key part of his theory suggests that, in avoiding pot ential threats to face, defensive (for the self) and protective (for others) measures are employed. Brown and Levinson (1987) expand on this theory. They suggest an individual has a positive and negative face, reflecting our feeling of self-worth and the desire for our thoughts and actions to be unimpededRead MoreThe Role Of Critical Race Theory941 Words   |  4 PagesThe role of Critical Race Theory provides us with the idea of â€Å"racial realism†, the idea that racism, the normalcy of white supremacy is part of the everyday life of an ‘other’, in other words, racial or indigenous minorities in Canada. Consequently, the Critical Race Theory gives an understanding of the power that can be given to a definition such as ‘race’, and how heavily influence the way society functions and sparked in a cultural divide in Canada due to the simple idea that biological and aestheticRead MorePoliteness Theory and Its Application in Arabic1840 Words   |  8 Pagesdifferent ways to express politeness and they usually use a range of different linguistic expressions to do so, depending on the relationship with the addressee. This research will explain Browns and Levinson’s politeness theory and will recognize how universal this theory is and weather it can be applied on Japanese language taking into account the difference in cultures. Brown and Levinson’s theory of Politeness and how it applies in Arabic: Brown and Levinson`s theory is mainly based on threeRead MoreInteraction Ritual by Erving Goffman1369 Words   |  6 Pagesalongside five more essays featured in this book and focuses on the concept of the face. His essay on face-work offers an analytic study which explores interaction as a ritual process. It is instrumental in providing a sound understanding of the definition of face and is a comprehensive insight into basic kinds of face-work. Some of Goffman’s other works include ‘The Presentation of Self in Everyday Life’, ‘Asylums’, and ‘Stigma’ which are a series of books about social behaviour. They areRead MoreCulture, no doubt one of the most complex words of the English language, for years, scholars1900 Words   |  8 PagesCulture, no doubt one of the most complex words of the English language, for years, scholars debated its definition. Clarifying what culture means in this essay or what culture means in an Intercultural respect would be to start by defining what it is not. Culture does not refer to products of the intellectual and artistic elites, or â€Å"high-culture†, nor does it refer Lady Gaga’s dress sense or Miley Cyrus’s Twerking or otherwise known as â€Å"pop-culture† both examples of such culture are merely aestheticsRead MoreDeviance1701 Words   |  7 Pagescriminals were atavists – evolutionary throwbacks whose biology prevented them from conforming to society’s rules Why people become deviant – Positivist theories Social typing process – the process through which deviance and normality are socially constructed – Interpretive and critical theories Why do People Become Deviant? Using Positivist Theories Interested in explaining why people act in particular ways Positivist-sociologists seek cause-and-effect relationships in the form of statisticalRead MorePoliteness - a Comparison Between Chinese and English3483 Words   |  14 PagesTable of contents 1. Introduction 2 2. Politeness Ââ€" a theoretical approach 3 3. the concept of limao 4 4. Request strategies 4 4.1. Request strategies in Chinese 4 4.2. Request strategies in English 5 5. Forms of address 6 5.1. Forms of address in Chinese 6 5.2. Forms of address in English 7 6. Chinese: Politeness across social groups 8 7. Conclusion 9 References 11 1. Introduction In many parts of this world, former existing borders are removed and peopleRead MoreProblematic Issues Arising with Intercultural Communication2857 Words   |  11 Pagesof people from others’. Even though Hofstede does attempt to define culture, his definition can be deemed as being inexplicit and somewhat confusing. A more comprehensive definition of ‘culture’ is provided by Goodenough (1971, p4) who defines it as ‘a cognitive cultural anthropology, as a body of knowledge shared by members of a society as to standards of perceiving, believing, evaluating and acting’. This definition indicates that culture can indeed play a large role in the behaviour of an individual

Lifespan development free essay sample

Human development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Studying change and constancy throughout the lifespan. Basic Issues in Lifespan  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Continuous or discontinuous?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ One course of development or many?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Nature or nurture? The Lifespan Perspective: A Balanced Point of View  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as lifelong.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as multidimensional and multidirectional.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as plastic.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as embedded in multiple context:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ age-graded influences  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ history-graded influences  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ nonnormative influences Periods of Development Prenatal Conception to birth Infancy and toddlerhood Birth to 2 years Early childhood 2 to 6 years Middle childhood 6 to 11 years Adolescence 11 to 18 years Early adulthood 18 to 40 years Middle adulthood 40 to 65 years Late adulthood 65 years to death Scientific Beginnings  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Scientific study of human development dates back to the late nineteenth and early twentieth century.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Charles Darwin (1809-1882)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Forefather of scientific child study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Natural selection and survival of the fittest.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The normative period  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ G. Stanley Hall (1844-1924) à  Ã¯Æ'   founder of the child study movement and Arnold Gesell (1880-1961).  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Both were known because of their normative approach to development. Scientific Beginnings (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The mental testing movement  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Alfred Binet (1857-1911) à  Ã¯Æ'   created an intelligence test which sparked interest in individual differences. Mid-Twentieth Century Theories  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ In the mid-twentieth century, human development expanded into a legitimate discipline. As it attracted increasing interest, a variety of theories emerged, each of which still has followers today:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic perspective  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ People move through a series of stages in which they confront conflicts between biological drives and social expectations. The way these conflicts are resolved determines the person’s ability to learn, to get along with others, and to cope with anxiety. Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic perspective (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sigmund Freud (1856-1939) à  Ã¯Æ'   parts of personality and psychosexual development.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Erik Erikson (1902-1994) à  Ã¯Æ'   psychosocial development.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ An approach that views directly observable events as the appropriate focus of study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Traditional behaviorism: John B. Watson (1878-1958) à  Ã¯Æ'   classical conditioning and B. F. Skinner (1904-1990) à  Ã¯Æ'   operant conditioning Freud s Three Parts of the Personality nï  ® Id nï  ® nï  ® nï  ® Ego nï  ® nï  ® nï  ® Superego nï  ® largest portion of the mind unconscious, present at birth source of biological needs/desires conscious, rational part of mind emerges in early infancy redirects id impulses acceptably the conscience develops from ages 3 to 6 from interactions with caregivers Erikson s Psychosocial Stages Basic trust vs. mistrust Birth to 1 year Autonomy vs. shame/doubt 1–3 years Initiative vs. guilt 3–6 years Industry vs. inferiority 6–11 years Identity vs. role confusion Adolescence Intimacy vs. isolation Early adulthood Generativity vs. stagnation Middle adulthood Integrity vs. despair Late adulthood Behaviorism and Social Learning Classical conditioning Stimulus–response Operant conditioning Reinforcers and punishments Social learning Modeling Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social learning theory: proposed by Albert Bandura à  Ã¯Æ'   emphasized on modeling, also known as imitation or observational learning.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cognitive-developmental theory  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Inspired by Jean Piaget à  Ã¯Æ'   children actively construct knowledge as they manipulate and explore their world:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sensorimotor – birth to 2 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Preoperational – 2 to 7 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Concrete operational – 7 to 11 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Formal operational – 11 yrs. onwards Recent Theoretical Perspectives  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Information processing  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ An approach that views the human mind as a symbolmanipulating system through which information flows.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology and evolutionary developmental psychology  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology is concerned with the adaptive or survival, value of behavior and its evolutionary history.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Evolutionary seeks to understand the adaptive value of specieswide cognitive, emotional, and social competencies as those competencies change with age. Recent Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Vygotsky’s sociocultural theory  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ It focuses on how culture – the values, beliefs, customs, and skills of a social group – is transmitted to the next generations.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social interaction – cooperative dialogues with more knowledgeable members of society – is necessary for children to acquire the ways of thinking and behaving that made up a community’s culture. Recent Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ecological systems theory  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Urie Bronfenbrenner (1917-2005) views the person as developing within a complex system of relations affected by multiple levels of the surrounding environment:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Macrosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Exosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Mesosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Microsystem Studying Development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Common research methods:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Systematic observation à  Ã¯Æ'   naturalistic and structured observations  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Self reports à  Ã¯Æ'   clinical and structured interviews  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Clinical, or case study method  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Methods for studying culture à  Ã¯Æ'   ethnography Studying Development (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ General research designs:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Correlational design à  Ã¯Æ'   correlation coefficient  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Experimental design à  Ã¯Æ'   IV/DV  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Modified experimental designs à  Ã¯Æ'   field experiment/quasi  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Designs for studying development:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Longitudinal design à  Ã¯Æ'   same group at different times  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cross-sectional design à  Ã¯Æ'   different groups at same time  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sequential designs à  Ã¯Æ'   mixed

Verbs free essay sample

This also includes academic vocabulary, recognizing organizational patterns, understanding minor points, main supporting ideas, authors purpose, outline a reading section, write a short u Mary of what you read, etc. * Writing: Develop fluency as writers with both personal and academic topics. This includes learning to write a 5- paragraph essay using appropriate grammar, vocabulary, unity, coherence, logic, etc. Grammar: Improve your ability to understand form and function (meaning) in an effort to help you communicate more accurately in speaking and writing. You will work to learn to when it is appropriate to use a simple sentence, a compound sentence, or a complex sentence. Required Texts ; Materials: * Grammar Dimensions 3 (4th De. ) by Stephen H.Tittles and Diane Larson-Freeman Grammar Dimensions 3 Workbook by Diane Larson- Freeman and Kathleen Flynn * Blue Prints 2: Composition Skills for Academic Writing by Mary Fitzpatrick * Reading Connections (High- Intermediate) by Anne Digger and Cheryl Pavlov * Vocabulary Power 3 by Kate Dingle * Please bring the following materials to class each day: * Standard size* lined notebook paper (8 la by 1 1 inches) * 3-hole binder with folders * Pencil, a colored pen (red or green) ; hi-liter * All FIVE textbooks A method for bringing electronic documents to and from class (e. We will write a custom essay sample on Verbs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page G. USB flash drive) Credit/No-Credit Polio Credit/No-Credit Policy The following policy, which applies to all students enrolled in POPE courses, has been adopted because consistent attendance and practice is important for effective language learning. Students who skip classes or dont prepare for class not only slow their own language progress but also disrupt the learning of their classmates. Group and pair work is important for quicker language development, so your class participation each and every day is necessary! 1. The official grades for an POPE course are Credit (CRY) and No Credit (NC). . Reported for a student who has a) participated* in class at least 90% of the time AND A grade of Credit is attended and actively b) time. 3. Has failed to a) scheduled classes time. 4. Completed at least 90% of out-of-class assignments on A grade of No Credit is reported for a student who attend and participate in at least 90% of all OR complete at least 90% of out-of-class assignments on If a student earns one Credit (e. G. In attendance) and one No Credit (e. G. In homework), the No Credit will be reported. 5.Students who receive No Credit (NC) at the end of the semester will be placed on Academic Probation and the No Credit grade will appear on dents permanent Ohio University academic transcripts. 6. Students who have already received one term of No Credit should not make travel plans to leave the United States at the end of each following term until they officially know that they will not be receiving No Credit for a second time. This will be stated on the end-of-session proficiency report. 7. Any student who receives No-Credit for any two terms will be required to leave or dismissed from POPE and Ohio University. . Dismissed students can a) transfer to another academic institution return to their home country. Students who have transferred to another academic institution may re-apply to Ohio university after completing a minimum of 20 semester hours of classes and demonstrating a minimum 2. 75 grade point *Students who are active and positive participants are awake and are engaged with their instructors and their peers. This means that they are actively participating in whole class and group discussions. They work cooperatively with fellow classmates in pair work.During class time, they are concentrating on the subject matter of the class. Additionally, their homework is completed in a thoughtful manner, well before the start of class. Examples of inactive behavior are sleeping in class, checking a cellophane during class, not interacting with peers and the instructor, and trying to complete homework just before the start of the class. These actions do not help students improve their English. Excused Absence Policy Ohio University and POPE expect students to attend their classes. Attending 90% of your classes is an POPE requirement to obtain Credit for the semester.If you miss classes beyond the 90% requirement, it can only be for legitimate (excused) reasons by the University. We call these excused absences. These excused absences include illness, death in the immediate family, and involvement in University-sponsored activities. Excused absences will be accepted and will NOT count towards No Credit. However, due to immigration regulations and the intensive nature of your English courses, these excused absences cannot be for more than 3 days. For medical absences longer than 3 days, you are strongly advised to seek a medical leave. Please consult with your POPE advisor about your situation.Medical Leave forms are available from International Student and Faculty Services and on the Web: http://www. Ohio. Du/CIFS/ forms/PDF/Recalculated. PDF Here are some important things to remember about being absent from class: 1 . You are required to notify your instructor as soon as possible and provide evidence (e. G. A doctors note, a note from your OH sports coach) to support the legitimacy of your absence. You may also request that your instructor call Campus Care to verify hospitalizing at Blueness Memorial Hospital. For more information, see the Class Attendance Policy section in the OH Undergraduate Catalog: http:/ /www. Dialogs. Ohio. Du/content. PH? Citation=27Navaho=1424 ; Enron info 2. For ALL absences, you are expected to complete as much of your missed homework as possible in a timely manner. If multiple days of work have been missed, please meet with your instructor to arrange modified due dates. In the event that you do not make up the homework in the specified amount of time, you will receive no credit for those assignments. 3. If you miss a test or a quiz due to an absence, instructors will not permit you to take the quiz or test. Missing tests and quizzes will lower your grade. 4.Ohio University and POPE assume that, whenever possible, you will visit Campus Care or another doctor without missing class. . Excused: a) Absences for reasons similar to these will NOT be attending or spending additional time studying for another course. B) changing registration, or taking the TOEFL bit. C) seeing an advisor, going to the bank, paying bills, taking a driving test, or meeting someone at the airport. Tardy Policy Students are expected to arrive to all classes on time. A tardy is defined as being five minutes late for class. Three tardiest equal one unexcused absence.If a student attends less than 40 minutes of a 55-minute period, he or she will be counted absent for that hour. Lack Of progress and Dismissal Students in POPE are expected to make satisfactory progress in the development of their language skills. At the end of each semester, students are expected to advance to the next level in the program (e. G. , Intermediate to Advanced) or at least progress to a higher component course in the same level (e. G. , Intermediate to High Intermediate). In the event that a student fails to progress or advance and has to repeat the same course at the same level, he/she will be allowed to do so only one time.If the student fails to progress within a level (e. G. , Intermediate to High Intermediate) or to advance o a higher level (e. G. , Intermediate to Advanced) after taking a course for the second time, he/she will be dismissed from POPE and Ohio University. Students who receive notice that they will be dismissed according to this policy may appeal the decision by submitting a written Statement of Appeal to the POPE office within ten calendar days from the date that the dismissal notice is sent. This Statement of Appeal should describe any unusual circumstances that contributed to the students lack of progress.An POPE/ Linguistics committee will review the appeal and render a decision within three calendar days. College of Business (COB) students should complete their POPE English studies within 6 semesters of study or they will need to change their major from the College of Business. Academic Misconduct: Copying, Cheating, and/or Plagiarism* POPE follows the Ohio Universitys policies on Academic Misconduct. For more details and examples, see http://www. V. Ohio. Du/communitarians/ academic/students. CFML. Academic misconduct includes (but is not limited to) the following: * Being dishonest in fulfilling academic requirements. Cheating (I. E. , answering questions on a test, quiz, or assignment by means other than your own knowledgee. G. , using notes or cell phones; talking to others, looking at another students paper ;k Popularizing (I. E. , using the ideas or writing of someone else as your own). * Un-permitted collaboration (e. G. , having someone else rewrite your work for you). * Fabrication (e. G. , using invented or made up information). * Using advantages not approved by the instructor (e. G. , looking at a copy of an exam ahead of time). * Knowingly permitting another student to plagiarism or cheat from ones work. Submitting the same assignment in different rouses without consent of the instructor. * Changing material on a graded exam or quiz and then requesting a re-grading of the exam. Consequences: 1 . The first time a student commits an act of academic misconduct, he/she will need to meet with his/her POPE instructor to discuss the situation. If necessary, the instructor can require the student to meet with the POPE director. At this time, the student will receive a verbal warning not to commit another act of academic misconduct. A grade penalty, such as an F, may be imposed on the assignment or test. 2.If the student commits a second act f academic misconduct, a written warning will be placed in his/her file describing the offense. The student will meet the POPE director. 3. If the student commits a third act of academic misconduct, he/she will be referred to the University Judiciaries for disciplinary action* *. All students should understand that the penalty for academic misconduct can range from a verbal or written reprimand*** to expulsion * plagiarism means copying information (from books, the Internet, or even your friends) that you did not write or create yourself and claiming that it is your own work. * disciplinary action means a punishment for doing something wrong *** reprimand means a warning for having done something wrong **** expulsion means that you are asked to leave the university Course Website (Model) The course website is where you will find copies of course handouts and weekly schedules. Often you will be asked to print handouts off the site and bring them to class or submit homework online. We may occasionally use Blackboard as well. ***The information on this syllabus is tentative and is subject to change.Homework * Expect to spend around la 2 hours outside of class for one day of class. You must complete your homework 100% before class. If you do not complete all of your homework, you will receive a ZERO for the days homework. All homework is due at the start Of class. If you are not present at the beginning of the class when homework is checked, you can receive half- credit. * Late Work: If your assignment is one-day late you will receive half-credit. After one-day, assignments will receive no credit. Even if you are absent, YOU are still expected to complete your homework and show it to your teacher. It is your responsibility to talk with classmates or me to find out what you missed from class. Typed assignments must conform to attached guidelines. * For multi-draft writing assignments, keep all of your drafts. When the assignment is due, you will need to submit all of your drafts with the final paper. * We encourage you to get help with your writing and feedback, but please remember that all writing you turn in for this class must be your writing that you received appropriate help with.That means it is your paper and someone can have helped you with a few awkward sentences or incorrect grammar points, but not a re-write of your work. If you turn in work that does not look like your writing, it may not be accepted. * Practice Homework: There will be many assignments that will prepare you for the quizzes and graded assignments listed on the following page. Even though they do not count toward your grade, the amount of effort you apply to these assignments will most likely influence how well you perform on the graded assignments. If you missed a quiz/test or homework assignment because you were sick, you must make up the quiz/ homework on the first day back to class. If you do not do this, you will receive a zero. Quizzes Tests will usually start at the beginning of class. Your Total Grade: * Writing -? says x Essay one: Essay two: Essay three: . . . 25% Essay four: * In-class writing x 2 . In-class writing 1: In-class writing 2: * Reading Summary 1: Us Mary 2: * Reading Presentations x 2 Presentation 2: .. 20% * Multi-draft * Summary x 2 . .. 10% Presentation 1 Quizzes/Tests.. .. * Grammar quizzes/tests x 7 * Quiz 1: * Quiz: * Quiz 3: * Quiz 4: * Quiz 5: * Quiz 7: * Reading/Vocabulary quizzes/tests x 7 * Quiz 2: Quiz 5: * Quiz 6: * Other graded .. . 5% Reading and Writing Projects: Below is a more detailed description of what will be expected for your reading and writing projects. Keep in mind that your performance in these assignments is key to proving your overall mastery of this courses content. * Multi-Draft Essays: In this writing project you will run through a series of steps to help you produce an excellent final draft in terms of both grammar and content.This multi draft essay project will be based primarily on the reading texts addressed in this class. Every step in this process (both pre-written and written) will be a part of your overall grade. * In-Class Writing: Most of your writing projects are best categorized as homework, but this is one will take place during class. Because this is a timed assignment, this will only be a paragraph assignment, but you must be able show that you have mastered both grammatical and rhetorical structures covered in this class. Similar to the writing projects, the in-class writing will be based on readings covered in this class. Summary: This assignment will also be based on a reading text covered in class, but instead of incorporating your opinion or other outside elements, this paper only be based on the authors ideas expressed in the text. Using your vocabulary knowledge your ability to annotate and outline, you will write a one paragraph expressing key ideas and details in your own words from a provided text. * Reading Presentations: You will be asked to give presentations related to topics that are discussed in our reading textbook and the novel that we will read in this class.These presentations will be done in groups. POPE Grading System A+ 97-100% AAA-96% A- 90-92% 87-89% 883-86% B- 80-82% C+ 77 _ CO-76% C- 70-72% Advance to the next level (Part-time POPE 12 hours) D+ 67-69% May move to Pre-Academic (Full-time POPE) D 63-66% D- 60-62% F 59% or below Must repeat the Advanced Level A (Full-time POPE) Your Name DVD core Skills B May 15, 2013 Assignment type and draft Title of Your Essay Here Place your wonderfully, amazing, attention grabbing hook here. Do not forget that background information comes next.Background information may be a continuation or further example of your hook. Your essay should move from general to specific and have more than three sentences. Try to make this paragraph five sentences long. Notice too how this essay is using Times New Roman, size 12. End this paragraph by putting your thesis statement here. Your first topic sentence goes here. Remember to connect this topic entente to the thesis above. Then use supporting details such as facts, example or other interesting and specific details to support your topic sentence.Be as specific as you can. General statements will not improve your writing. You should be able to write six or seven strong sentences. Do not forget to check over your grammar. Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph. Your second topic sentence goes here. Remember to connect this topic sentence to the thesis above. Then use supporting details such as facts, example or other interesting and specific details to support your topic sentence.Be as specific as you can. General statements will not improve your writing. You should be able to write six or seven strong sentences. Do not forget to check over your grammar. Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph. Your third topic sentence goes here. Remember to connect this topic sentence to the thesis above. Then use supporting details such as facts, example or other interesting and specific details to support your topic sentence.Be as specific as you can. General statements will not improve your writing. You should be able to write six or seven strong sentences. Do not forget to check over your grammar. Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph. You are now ready to start your conclusion paragraph. Remember that a conclusion paragraph starts by restating the thesis using new words or synonyms. Then t summarizes the controlling ideas from the body paragraphs.

Comparing Historical and Present Landscapes in the East Cascades of the Washington State

Comparing Historical and Present Landscapes in the East Cascades of the Washington State Introduction There are many ways to evaluate the changes within a specific ecosystem in a particular landscape. Among the most efficient methods, a comparison between the historical and the present-day landscape can be used (Hessburg, Agee Franklin, 2005).Advertising We will write a custom research paper sample on Comparing Historical and Present Landscapes in the East Cascades of the Washington State specifically for you for only $16.05 $11/page Learn More With the help of the latter, it is possible to find out whether the impact on a particular landscape has been positive or negative and what further steps are to be undertaken. The analysis of the current and the historical landscape in the East Cascades of the Washington State will possibly help determine the pattern of the landscape development, as well as set the strategy for the further course of actions concerning the management of the given landscape. Methods To explore the pattern of change within the landscape ecology of the East Cascades of the Washington States, the data assembled by Dr. Paul Hessburg’s research group was used. In the course of research, the Fragstas 3.3 program was used to analyze the landscape. The ArcMap technology was utilized to view the data. Finally, to conduct the evaluation of the landscape change, the qualitative analysis was used, well as some elements of quantitative analysis. Results Considering the data that was sorted according to the principle â€Å"‘met06’=Methow subwatershed 06. Last names G-J,† the amount of herbland has changed sufficiently over the course of the East Cascades history, spreading south and southeast. The forest area, however, remained the same, with few exceptions in the northeastern part of the land. Quite similarly, the nonforest area did not change much, apart from the small patches that disappeared from the southeastern parts of the landscape.Advertising Looking for research paper o n ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Speaking of the changes in the vegetation system of the forest, or, as Hessburg, Salter, Richmond and Smith defined it, â€Å"a theoretical endpoint of succession in the absence of disturbance† (Hessburg, Salter, Richmond Smith, 2000, p. 166), one must mention that the deforestation process has took its toll, since more parts of the area have been marked as â€Å"non-forest† ones. In addition, the area covered by old forest multi-storey has also decreased, giving more room to the young forest multi-storey parts of the forest. Likewise, old forest single storey has moved northeast, giving its way to the young forest multi-storey elements. In addition, the area covered by stem exclusion open canopy has grown smaller over the past few decades, with only several elements scattered sideways across the area. The amount of trees that are currently in the stand initiation sta ge has also changed; while in the past, only two small areas of SI trees could be found, at present, the central and the southern part of the forest are in the phase of stand initiation. The amount of trees that are currently in the stage of understory re-initiation has, on the contrary, remained the same. It is also important to mention that the intensity of firelines in certain parts of the East Cascades has changed over the past few decades. According to the data obtained with the help of the Fragstats 3.3, the amount of instances of fireline has gone down in the western area from 2 (in central parts of the west area) to 1. The changes in the northern part of the area are also rather gratifying, with the instances of firelines going from 3 to 1 in most parts of the area. Finally, it is noteworthy that the southwestern spot in the East Cascades area, which was notorious for 6 firelines per year, has had only 3 to 5 firelines.Advertising We will write a custom research pape r sample on Comparing Historical and Present Landscapes in the East Cascades of the Washington State specifically for you for only $16.05 $11/page Learn More The instances of 7 firelines per year, however, have been noticed in the north and southwest, though previously,.west and north-west were known for suffering 7 firelines running. Generally speaking, one must admit that the number of firelines has declined. Discussion When assessing the changes that have taken place in the mean patch area of the landscape in the given time slot, one must admit that there have been radical changes in the development of the landscape of the East Cascades area over the past few years. According to the obtained data, nowadays, the largest mean patch area in the East Cascades landscape consists of young forest multi-storey patches; the recent data shows that the latter take almost 278 (277,7067) sq. km. In the past, however, the mean patch area in the East Cascades consisted mostly of non-forest landscape (206,5067 sq. km). Therefore, it can be concluded that the rates of deforestation have dropped considerably and that the forest ecosystem is getting stronger. The given idea can be supported by the fact that the amount of young trees has increased compared to the previous records, while the amount of old trees has narrowed down. Therefore, such factors as the restoration of the balance between the old and the young trees plays a great role in shaping the mean patch area scale. It is also important to outline the difference between the mean and the median patch area. According to the existing definition, a median patch area allows to evaluate the â€Å"sample median value† (USDA, 1999, p. 66). Therefore, it can be concluded that, in contrast to the mean patch area, median patch area offers a midpoint of all patch areas in question. As a counterpoint to the mean patch area, it allows to see how even a specific element is distributed across the land.Adver tising Looking for research paper on ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the East Cascades, the Shannon diversity index has increased, with the split in the increase of various landscape elements ranging from 248,16 (non-forest) to –597,92 (young forest multi-storey). Speaking of the shape complexity, however, one has to mention that the rates of the given parameter have also declined, which can be explained by the massive fire that was witnessed in the northern and northwestern parts of the area. The fires must have also influenced the rates of contagion in the area; according to the recently obtained data, the contagion rates have also risen, allowing for a more rapid fragmentation of the landscape. It is crucial to stress that the structures that can be classified as young forest multi-storey have increased in size and variety. The given data stands in a sharp contrast to the information concerning the old forest. As it has been previously mentioned, the amount of old forest elements has dropped. The given change can be the result of the fir es that gripped the area in the past few years. At first, the given change might seem deadly to the forest, since so many elements have been taken out of the picture. On a second thought, one must admit that the fires allowed to make way for the young forest multi-storey, thus, renewing the forest ecosystem. However, judging by the high rates of the areas that are very vulnerable to fires, one must admit that the given area should be managed to protect it from intense exposure to fires. Literature Cited Hessburg, P. F. Salter, R. B., Richmond, M. B. and B. G. Smith. 2000. Ecological subregions of the Interior Columbia Basin, USA. Applied Vegetation Science 3, 163–180. Hessburg, P. F., Agee, G. K. and J. F. Franklin. 2005. Dry forests and wildland fires of the inland Northwest USA: Contrasting the landscape ecology of the pre-settlement and modern eras. Forest Ecology and Management 211, 117–139. USDA. 1999. Historical and current forest and range landscapes in the inte rior Columbia River Basin and portions of the Klamath and Great Basins. USDA, Washington, D.C.

The Growth of Government Intervention in the Economy

The Growth of Government Intervention in the Economy The founding fathers of the United States wanted to create a nation where the federal government was limited in its authority to dictate ones inalienable rights, and many argued this extended to the right to the pursuit of happiness in the context of starting ones own business. Initially, the government did not meddle in the affairs of businesses, but the consolidation of the industry after the Industrial Revolution resulted in a monopoly of markets by increasingly powerful corporations, so the government stepped in to protect  small businesses  and consumers from corporate greed. Since then, and especially in the wake of the Great Depression and President Franklin D. Roosevelts New Deal with businesses, the federal government has enacted more than 100 regulations to control the economy and prevent monopolization of certain markets. Early Involvement of Government Near the end of  the 20th century, the rapid consolidation of power in the economy to a few select corporations spurred the United States government to step in and begin regulating the free trade market, starting with the Sherman Antitrust Act of 1890, which restored competition and free enterprise by breaking up corporate control of niche markets. Congress again passed laws in 1906 to regulate the production of food and drugs, ensuring that the products were correctly labeled and all meat tested before being sold. In 1913, the  Federal Reserve  was created to regulate the nations supply of money and establish a central bank that monitored and controlled certain banking activities. However, according to the United States Department of State, the largest changes in the governments role occurred during the New Deal, President Franklin D. Roosevelts response to the Great Depression. In this Roosevelt and Congress passed multiple new laws that allowed the government to intervene in the economy to prevent another such catastrophe. These regulations set rules for wages and hours, gave benefits to unemployed and retired workers, established subsidies for rural farmers and local manufacturers, insured bank deposits, and created a massive development authority. Current Government Involvement in the Economy Throughout the 20th century, Congress continued to enact these regulations meant to protect the working class from corporate interests. These policies eventually evolved to include protections against discrimination based on age, race, sex, sexuality or religious beliefs and against false advertisements meant to purposefully mislead consumers. Over 100 federal regulatory agencies have been created in the United States by the early 1990s, covering fields from trade to employment opportunity. In theory, these agencies are meant to be shielded from partisan politics and the president, meant purely to protect the federal economy from collapse through its control of individual markets. According to the U.S. Department of State, by law members of the boards of these agencies must include commissioners from both political parties who serve for fixed terms, usually of five to seven years; each agency has a staff, often more than 1,000 persons; Congress appropriates funds to the agencies and oversees their operations.

American Government Assg2 Essay Example | Topics and Well Written Essays - 500 words

American Government Assg2 - Essay Example It has extended the right of suffrage to women and minorities and survived without a major disruption in government for nearly all of its history (with the one exception being the Civil War). Nowadays, with the growth of democratic institutions, it is important to protect people from the â€Å"tyranny of the majority.† American democracy is just as much threatened by having its government become unaccountable as it is by a ruthless voting majority suppressing or ignoring minorities and their rights. â€Å"How minority group interests are treated in democratic systems is a central concern of citizens, government officials, and scholars† (Haider-Markel 2007, 304). There is a danger that in the future the government will not so much be the voice of the people, as it will be the distributor of wealth and goods to them. A democracy that seeks to protect minority voices and promote division often finds itself using handouts and all manner of financial incentives to gain elect oral majorities. â€Å"Opinion surveys from many advanced democracies repeatedly find widespread popular support for the institutions of direct democracy† (Bowler 2007, 35). This shows that there is a potential for a â€Å"tyranny of the majority,† especially if the rights of individuals are not protected. A fundamental part of representative democracy is not just the principle of popular rule but also the need to protect inalienable rights. In order to remain effective, the American political system must be careful not to give too much say to majorities and polls. A fundamental feature of the modern nation-state since the 1848 Treaty of Westphalia has been the tendency to centralize power, usually in a physical place called the capital, over the recognized territories of the same. The Articles of Confederation, though well-intended, ultimately failed to provide for this basic centralizing authority so necessary to have a functioning state. â€Å"The Articles provided for a loose

Rules and Regulations Essay Example | Topics and Well Written Essays - 250 words - 1

Rules and Regulations - Essay Example Expectation: â€Å"Students raising their hand†; all students will be needed to raise their hand any time they have a question. In addition to this, all students will be required to give adequate time to their colleagues to answer and contribute in the classroom conversation. This is to ensure that all students participate and contribute adequately during classes. Some students if left to decide whether to contribute or not may never contribute in class. As a measure to ensure full participation, constant encouragement to participate in classroom discussions and positive reinforcement will be implemented or encouraged. Expectation: â€Å"preparing to go home†; all students will be required to ensure their classrooms are clean by keeping away materials in the right place. They will put their chairs on top of the allocated desks/tables. The classroom will end by meeting at the assembly hall where the students and teachers discuss what they learned throughout the day (Franco & ODonoghue, 2004). The discussions will be conducted in the foreign language learnt in school in order to ensure effective practice of the

Pride and Prejudice Essay Example for Free

Pride and Prejudice Essay The novel Pride and Prejudice was written during the middle of the Romantic period in western literature, but it is itself rather uncharacteristic of other fictional works of the period. Unlike the great Romantic novels and poems of the period, which usually praised youthful passions, Austens work minimizes them. Austens works are models of restraint. Instead of the wild force of nature, Austen concentrates on family life in small English towns. Instead of rampant emotionalism Austen emphasizes a balance between reason and emotion. Instead of suicide and unrequited love, Austen offers elopement and marriage. â€Å"Austen’s prime theme of marriage is far from trivial† (Walder 1996, p. 52) as it is considered today as marriage was an important issue in Austen’s time and it was the only time when a woman had the freedom to get upward socio-economic mobility [though some critics thinks that she considers that considering money as the criterion for marriage is highly terrible. (Collins p. 161)] This extract explains this correlation between socio-economic status and marriage. Irony or the contrast between the expected and the actual is the chief literary device Austen uses to comment on the manners of English gentry in Pride and Prejudice. Her irony takes different forms for different. Another stylistic feature that one can observe in this extract in general and throughout novel in particular is her formal style. Perhaps the first thing about Jane Austens style that strikes the reader is its formality by modern standards. This is a characteristic of her time, and of the outlook she shared. The decorum of her prose represents a disciplined habit of mind and a disciplined attitude towards life. But the formality has about it nothing of the pomp us or verbose. On the contrary one of the chief qualities of her narrative style is precision, lucidity, and economy. With these is combined a habitual tone of irony. The irony is the cutting edge, as it was an instrument of moral perception which was Jane Austens sensibility. Mr. Collins speaks about his conception of a true marriage. He takes the conventional notions about marriage of true minds where partners have similar dispositions and ideas about life in general. Mr. Collins philosophy of marriage reminds Charlotte’s reminds Charlotte’s matrimonial ideology as she also consider the harmony of characters and minds as the ultimate source of matrimonial bliss and place no importance to money or fortune. She says in Chapter 6; â€Å"Happiness in marriage is entirely a matter of chance. If the dispositions of the parties are ever so well known to each other, or ever so similar before-hand, it does not advance their felicity in the least. They always contrive to grow sufficiently unlike afterwards to have their share of vexation; and it is better to know as little as possible of the defects of the person with whom you are to pass your life. Mr. Collins also suffers from the same fictitious idealism like Charlotte. That’s the reason he says; â€Å"My dear Charlotte and I have but one mind and one way of thinking. There is in everything a most remarkable resemblance of character and ideas between us. We seem to have been designed for each other. † (Chapter XXXV) Furthermore, he longs for same matrimonial felicity for Elizabeth in her married life without knowing what is her ideals of marriage and what she wants to be come out of marriage. Jane Austin has beautifully employed irony as Mr. Collins wishes something for Elizabeth that she does not like. Furthermore, Jane Austin juxtaposes this conception of matrimonial bliss with his own conception of marriage and its preconditions that prevail throughout the novel. Jane Austin has Marxian conception of marriage and she considers wealth and socio-economic well-being as the foremost pre-condition of marriage. For the author, in the persona of Mr. Bennets daughter Elizabeth, however, irony is potent toy and a defensive weapon in the war against stupidity. The author uses Elizabeth to skewer self-important characters such as Mr. Collins and Mrs. Bennet. Yet Elizabeth is also blind to her own character faults, and her very blindness is another example of Austens use of irony. In her misunderstandings with Darcy, she (who is blind to her own pride in her ability to read character) accuses him false and excessive pride, while he (who is prejudiced against people with less money than he has) accuses her of prejudice. The rest of the episode shows the haughtiness and pomposity of Mr. Collins. Mr. Collins is a type of character that Jane Austin uses to highlight the posing and pretensions of English society of the time and the vain self-importance of an individual. His acquisition of fortune by chance to get an approval of Lady Catherine de Bourgh has made him to think of himself in higher terms and opinion. All his haughtiness and snobbery in the extract is a manifestation of this high opinion of his own self. His high opinion of Charlotte is also a product of this imagined high placement in society. He earns a handsome income and owns a house, so he requires a wife at this stage that can enrich his own fortune. Here Jane Austin elaborates the interrelation of marriage and money. If Mr. Collins would not have owned a house and would not have made a good fortune by chance, he would never think of having marriage. So he imagined conception of marriage as a bond between tow souls that are alike in their dispositions and character, seems only a caprice of imagination only. Establishing a correlation between marriage and social status is an important theme of Austen in this extract. Jane Austen also makes her reader see the correlation in the light of her contemporary social conventions. Earlier in the novel, when Elizabeth refuses the proposal of Mr Collins, he is unwilling to accept it. It was highly improbable that a woman of Elizabeth’ social status would reject the proposal of a well-off person. His self-importance is another factor that contributes toward his un-acceptance if her refusal. He disapprove of Elizabeth’s social status in these words that Elizabeth’s portion is unhappily so small that it will in all likelihood undo the effects of [her] loveliness and amiable qualifications†. His social status reassures himself by saying that; â€Å"you are not serious in your rejection of me, I shall chuse to attribute it to your wish of increasing my love by suspense, according to the usual practice of elegant females. There is a dichotomy of Elizabeth’s refusal to Mr. Collin and her manifestation as an ideal woman of Austen who thinks marriage in terms of money. Walder (1996) has rightly pointed out; â€Å"In a social world where only possibility of movement in a women’s life was through marriage, choice of partner was as serious a business as choice of career was for a man. † Seen in this light, Elizabeth’s refusal of Mr. Collins is as brave an act as that of a young man who refuses to enter the family firm. † (Walder, 52) Jane Austen used Elizabeth as her mouth-piece to ridicule the fictitious idealism of various characters throughout the novel. In this case, Elizabeth does not directly say any word about Mr. Collins viewpoints but only show her contempt by feeling sorry for â€Å"Poor Charlotte† but she revisits her thought about her and says that she is not innocent as she herself has decided to marry Collins and choose a pretentious society. Jane Austen reflects here that if someone is placed in this situation, then it is tragic but someone has consciously decided to go for a vain marriage proposal, he ore she should be fully responsible for it. So it was Charlotte own disposition rather than chance that her placed her in that situation. But when Elizabeth herself refuses the proposal of Mr. Collins, she was also caught in fictitious idealism. She is of the view that as her father is a gentleman; she is on equal terms with Darcy and Bingleys. (Brooke, 1999. p. 158) Jane Austen beautifully shows her fictitious idealism as well. Jane Elizabeth also shows, through the character of Maria, the vainglory of English gentry. Unlike Elizabeth, Maria is amazed and amused by the social decorum. She was still startled at the nine dinners at Rosings and several teas. This extract further another aspect of Jane Austens art i. e. handling of dialogue. She had a remarkable ear, and must have been a shrewd observer of mannerism in speech. The speech of her characters is always consonant with their personalities yet it never approaches caricature. In the extract, Mr. Collins dialogues are true reflection of his personality yet it does not portray him as a caricature. Maria’s dialogues are equally expressive of her self and her tender age. So this extract and other textual examples from Pride and Prejudice clearly manifest that Jane Austen has skillfully conveyed her basic theme of money and marriage through her subtle style. She does not waste her words and there is uncommon clarity with economy in her art. References Austen, Hane. (2006). Pride and Orejudice. New York: Poenguin Classic. Brooke, C. (1999). Jane Austen: Illusion and reality. Rochester, NY: D. S. Brewer. Walder, D. (1996). The realist novel. Approaching literature. London: Routledge.

Our Day Out by Willy Russell Essay examples -- English Literature

The play Our Day Out by Willy Russell. "Our Day Out" The play "Our Day Out" by WillyRussellraised many questions about education, school trips, and how teachers react to different and less able kids. In my C.E.L. I shall answer two important questions that I feel were raised in this play, and explain how the writer made me aware of these issues. I shall also explain clearly my response to these issues. "Mrs. Kayscans the beach, Carolcannot be seen." This is something whichdefinitelywould not happen on a school trip nowadays. A pupils lost. The first question raised in the play was whether school trips are dangerous or worth the risk. Mrs. Kay was supposed to take a group of kids to Conwy Castle however on the way there they visited a zoo, a funfair, and the beach. This is something which simply wouldn't be allowed to happen on a modern day school trip as there are too many rules and restrictions to follow and teachers have no freedom with the kids on school trips which I feel is perhaps wrong. Some of the kids on the trip in "Our Day Out" had never seen the sea and wouldn't have know what it was if they hadn't been on that trip. I think that all pupils who have never been to the sea, a museum, or a gallery should be given the chance to go so that they can experience the same as everyone else. All trips nowadays are thought to be dangerous and teachers must fill in lots of forms and make justifications and assurances just to take pupils out on a simple trip to a museum. This puts many teachers off going on school trips. If the trip from the play occurred today, which it wouldn't, the teachers would probably lose their jobs. I feel teachers should be allowed more opportunity to take kids n this sort ... ...ll in benefit forms, write letters, and fill in job applications instead of being taught pointless things such as history as they will never use those skills. Teaching the less able kids how to fill in simple forms will set them up for the real world where there are no teachers to help them with everything. This sort of education would give these pupils a chance in life so they could survive on their own. Even though "Our Day Out" was quite a simple, easy to read play it raised many questions about education, teachers and most of all school trips. The play also raised many points of discussion which my class spoke about for several hours, this, I feel is one of the main merits of the book. I feel one of the main weaknesses of the book was the simple language used. However this play made me think more about education and I feel it was well worth reading.

There Is Always More Than Meets the Eye

In everyday life false judgment is not hard to find. Everybody in the world has a different perspective and way of portraying themselves to the public, the way you look does not always show who you really are. This essay will discuss and analyze the poem â€Å"The Beggar & the Tourist† by Shahriar Shahriari that is about not judging a book by its cover. The song â€Å"The Way I Am† by Eminem talks about the same topic but with celebrities and their fans. The meaning of both will be discussed throughout the essay. These two poems are based on judgments on many points of views like media, values and society.Exploring the similarities and differences between them will help explain their meaning. The poem â€Å"The Beggar & the Tourist† clearly shows how looks can make people wonder what kind of person you are and how valuable is to society. This can be seen at the beginning: â€Å"What a simple existence, purposeless and futile my opinion† (Shahriari 2) this was addressed by the tourist when he saw a bum just staring into the sky. The poem clearly states how some determine a person’s value to society basing on looks, without knowing or speaking to them ever in their life. This kind of mentality can affect how and with who you socialize.In this case the bum thinks the tourist is as useless as him because he lives as a slave of society when he stated in the poem: â€Å"He saw a young man busily running around in futile pursuit/Only to fulfill what he was taught, someone's ideal to suite† (Shahriari 3). Eminem in his song â€Å"The Way I Am† talks about the judgment between fans and celebrities in the part of the song: â€Å"I'm so sick and tired of being admired / That I wish that I would just die or get fired / And dropped from my label and stop with the fables† (Eminem 62-64) In this verse Eminem is talking about him being tired of getting so much attention.All that attention gets in the way of him being able to live a normal life and he would rather get a new job than to live by the expectations of the fans. They expect him to always be a nice man when he is just simple human being like the rest of the world that have their ups and downs. It also expresses a hard critic on society and media when he says: â€Å"When a dude's getting bullied and shoots up his school / And they blame it on Marilyn†¦ and the heroin / Where were the parents at?And look where it's at / Middle America, now it's a tragedy / Now it's so sad to see, an upper class city / Having this happening† (Eminem 52-55) This entire verse talks about the Columbine shooting tragedy and how the media tries to cover it up by blaming the music that they listened and the drugs they used. Eminem criticized the media on why they did not stop to think maybe it was their parent’s negligence to prevent the bulling against their kids. He also criticizes how if that same scenario happened in a lower society class the media would not have cared that much.There are lots of differences and similarities between these two poems. The most obvious similarity between the song and the traditional poem is the prejudgment and both authors criticize it from different perspectives. The difference between them is the subject is addressed in the prejudgment. In the â€Å"The Beggar & the Tourist† it is between a bum and a suit tourist and in the song â€Å"The Way I Am† it is between celebrities and their fans. Both poems have very noticeable social critics such as the significance of life and how looks can affect how people think of you.The world suffers from this social outbreak because it is taught since childhood how poor people break the law and rich people do not, how black people are bad and white people are good. Since we were born society has always been telling us what to do depending on our ethnicity, status and personality. These are examples of the most common prejudgments of society that have to be changed and the objective of the poems is to open the eyes of people and make them realize how this is happening.

Principles of Conditioning

Needs and drives, what exactly are they and what do they have to do with dogs/dog training? A need or drive is a type of motivation that describes the behaviors dogs show during training. Needs can be something as obvious as water or food, all the way to behaviors that serve no clear physical need at all (ex play behavior). Dog training is all about arranging matters so the dog’s yearnings are met when they perform the desired action. Before any of this can take place you must ensure all of the dog’s primary needs are met. The dog needs to be in a healthy state, be happy, and have a good emotional connection to the trainer, also known as rapport. There are two types of drives, primary and secondary. Primary drives are the drives that are a necessity for ensuring your dog stays alive and healthy (i. e. thirst and hunger). If these drives are not met it can lead to injury or death. Secondary drives include all of the motivations that make a dog behave the way it does. They are not as necessary for the life and health of a dog, but are still very important. 1) Primary drives: ) Oxygen: i) Quite simply, the dog needs oxygen to survive. Many things your dog does increase the oxygen that they consume, which results in panting. Panting is also a way that your dog expels excess heat. Heavy panting can interfere with the sense of smell (olfactory). b) Thirst: ii) The need for water. It’s important to maintain your dog’s hydration level so it does not interfere with training. Also water cannot be u sed as a reward for the dog. c) Hunger: iii) Just like oxygen and water, food is also a very important part in keeping your dog happy and healthy. Though, unlike water food can be used as a reward, normally in the form of a treat. The dog should not eat if it has recently been doing intense physical activity, particularly in hot conditions. d) Drive to avoid pain and discomfort: iv) Dogs are a very intelligent species and learn very quickly, especially when there is a pain factor involved. They will avoid performing actions that they have learned cause them pain. Thus why handlers will inflict a type of discomfort when the dog disobeys or performs an action incorrectly. I. e. f you command the dog to sit but they ignore, or perform an incorrect action the handler will give a physical correction (command avoidance) that inflict pain upon the dog. In this process the dog is learning that if it does not sit like it has been taught it will be corrected (punished). Before you can use this type of training you must ensure that the dog knows the desired response. 2) Secondary drives: e) Socialization: v) This is basically the same as the dogs pack drive. One of the dog’s strongest drives is to have a social relationship with other dogs or humans. It needs to be a stable relationship in which the dog trusts or has affection for it’s companion. Though this is not an instantly created bond, it is extremely important for the handler to build rapport with the dog. Walking, feeding, grooming, or just playing with the dog for a period of time can build this relationship. Building rapport is very important to the successfulness of the team. Socialization is made up of two sub-types, alpha and beta. (1) Alpha is what the dog initially wants to be. It’s instinct for dogs to want to have supremacy or dominance in a relationship. 2) Beta is when the dog is submissive, and allows others to be in control and dominant. This is what you want your dog to be as a handler. This is because the dog will show willingness or motivation to please the handler by completing actions that the handler commands. f) Play socialization: vi) Play socialization does not clearly serve any important needs, but it is important to incorporate fun pl ay into the relationship between handler and dog. g) Prey drive: vii) This is the dog’s natural instinct to attack, bite, and carry anything the dog sees as prey. This can be another animal or object. What a dog would do to a rabbit, can be initiated by throwing a ball in most circumstances. This predatory instinct is very important in dog training, especially in controlled aggression. h) Aggression: viii) This includes any behaviors such as biting, growling, and fighting when used to compete with others for resources (food/water) or to protect them selves when felt threatened. Dominant, defensive, and pain-elicited aggression are all a vital role in motivating dogs in patrol training or rewarding them with a bite.

Holocaust Literature Reflection †History Essay

Holocaust Literature Reflection – History Essay Free Online Research Papers â€Å"Holocaust Literature Reflection† History Essay We lament in fields of loneliness for six million of one number torn away. Remember them. This quote is from an anonymous author who was remembering all of the innocent people that were killed during the Holocaust. The Holocaust was during World War One from the years of 1933-1945. During this period innocent people were killed because they were Jewish, handicapped, homosexual, a gypsy or any other type that the Nazis didn’t like. In the book, All But My Life, a memoir written by Gerda Weissmann Klein, a survivor from the Holocaust tells her story of what she went through. There were many memorable parts, but I can remember one part that I will never forget. The most memorable part for me was when Gerda was at Bolkenhain on page 133, Part Two, Chapter 5. Frau Kà ¼gler, a German, was in charge of everyone at this camp. One of the days at camp Gerda began to run a very high fever. The nurse, Litzi, decided to keep her from working because she was feeling terrible fatigue. Gerda had been in there for two days when Frau Kà ¼gler came running in. She told Gerda to hurry up and get dressed to go work in the factory. Gerda was really confused, but she did what she was told. When Gerda got there she started working, but felt very sick and could hardly stand. Frau Kà ¼gler rushed over to her and said, â€Å"Pull yourself together, Gerda, it is a matter of life or death!† A few minutes later she saw an SS man walk by. She learned later that the ones who were ill were sent straight to Auschwitz. Gerda learned that day that not all Germans were bad people. This was my favorite part because it showed how kind even people against you can be. In conclusion, I learned a lot from this part of the story. Next time I can help someone this much, I will definitely do it. Frau Kà ¼gler was very brave and if I could ever get to know her I would commend her. Gerda was very strong and very lucky to have such a good friend like Frau Kà ¼gler. Research Papers on â€Å"Holocaust Literature Reflection† - History EssayBook Review on The Autobiography of Malcolm XHarry Potter and the Deathly Hallows EssayTrailblazing by Eric AndersonThe Fifth HorsemanCapital PunishmentMind TravelThe Masque of the Red Death Room meaningsPersonal Experience with Teen PregnancyAppeasement Policy Towards the Outbreak of World War 2Honest Iagos Truth through Deception

State Versus National Standards

State Versus National Standards As you write lesson plans, you will need to refer to standards for your subject area. Standards are created to ensure that students from one classroom to another are taught the same basic information in a particular subject. While that concept might seem simple stated as such, it can, in fact, be much more complicated for the individual classroom teacher. State Standards The situation is further complicated by the periodic changes that occur to standards. When a particular curriculum area meets to change their standards, teachers are handed and expected to teach to a new group of standards from that point on. This can cause problems when drastic changes occur and teachers are still using textbooks based on the older standards. So why does this situation exist? The answer lies in flexibility and the desire for local control. States are able to determine what is important for their citizens and focus the curriculum accordingly. National Standards Will there ever be mandated national standards? At this time, it looks doubtful. Proponents claim that the curriculum would be standardized across the nation. However, the desire for local control is one of the foundational beliefs of the United States. An individual focus desired by the states would be virtually impossible with national standards. Getting Involved How can you get involved? On an individual level, just learning the state and any national standards will keep you informed of what is current in your field. You should join any organizations for your subject area such as the National Council for Teachers of English (NCTE). This will help you stay up-to-date as national standards are changed. In terms of your individual state, contact the state Department of Education to see if there is a way for you to become involved in reviews and changes to standards. In many states, teachers are selected to be a part of the standards process. In this way, you can have a voice in future changes to the standards for your subject area.

School Counselor Self Assessment Essay Example | Topics and Well Written Essays - 1250 words

School Counselor Self Assessment - Essay Example Much attention though is directed to students with special needs as they will require special attention, like special education, services while in school and assessment which is essential to their management and treatment. School Counselors Counselors work in different society settings and are intended to provide various counseling services and support. Counselors are majorly given the challenge with adolescents, children, and adults and families with various issues like health regarding mental state namely addiction and other mental disorders. Counselors must identify the various issues so that they can offer the suitable counseling and support to their clients. School counselors should at all level assist students to know how to deal with their social problems, their actions and how to manage personal problems (Trolley et al., 2009). Counselors put emphasis on preventive measures in counseling so that students enhance their academic, social and personal growth and this offers these students with skills they need in life so that they can manage their troubles before they come to the worse. The student counselors also provide services that are unique like offering programs on prevention of alcohol and drugs. They identify domestic cases like abuse and other problems revolving in the family which may interfere with the development of the student. Their interaction with students can be done at an individual level, manageable groups or even the whole class. For the success of the students, the counselors discuss with parents and work together with them so that support is given to students. They also collaborate with the administrators of the school, medical workers, psychologists and social staff. A good counselor must have a strong personal attitude whereby he must know how to relate with different people because people are not equal and; therefore, he must be able to accommodate different people with patience. This will depend on his interpersonal skills whereby people should be handled as individual and not as a group (Trolley et al., 2009). Special Education Special education is a preventative intended to manage small troubles from being a disability. The remedy used is intended to reduce the disability effects. Special education is intended to congregate the distinctive needs of children who have a disability. Through this, special education offers extra services, maintenance, programs, environments and places that are special so that all the needs for students are taken care of. The services offered in special education make students qualify while parents do not feel any cost. The number of students who have special needs is many, and their wishes are addressed via special education. The support varies on the basis of the need and the educational influence. Typically, the students with disabilities are recognized in the law within the special education. Students who qualify in this category require a lot of support, which extends beyon d what a normal student is offered in a regular school (Smith and Tyler, 2010). The special education has a goal of ensuring that students with special needs obtain education and get accessed to the curriculum as much as possible. All students, therefore, are required to access education so that they can manage to achieve their potential. If a child is suspected to be in need of exceptional education support, then the school exceptional educa

Health Promotion Essay Example | Topics and Well Written Essays - 500 words - 1

Health Promotion - Essay Example Because nurses are involved with direct and frequent care of clients, health promotion is important for the nurse to serve as an educator and change agent, aiding the client to achieve the best health possible. Nursing Roles in health promotion The role of the nurse in health promotion may include various aspects, or the nurse may have several roles. Funnell, Koutoukidis, and Lawrence (2009) present that the nurses can make a contribution to the health and social well-being of their clients by: (1) recognizing there is a role for the nurse in the promotion of health and self-care; (2) participating in providing health promotion interventions; (3) being aware of key health and social factors to be considered when carrying out an assessment of individual needs; and (4) being aware of the contributions of other professionals to assessment and interventions (p. 71). In nursing areas of education, clinics, community, and administration, nurses nowadays are trained and encouraged in health promotion interventions. In these four areas nurses apply in the nursing process interventions to suit the needs of the clients according to and using the three levels of health promotion prevention.

Women and Gender in Islam Essay Example | Topics and Well Written Essays - 1250 words

Women and Gender in Islam - Essay Example For this text analysis assessment, the purpose is to analyze and compare/contrast the issues pertaining to the Islamic culture and specifically the women of Islam. Women are viewed as subservient to their husbands, with very little choice but to remain as a secondary force to the dominant male race. To better understand the role of women in a culture such as this, as well as to assess how the cultural aspect plays into such a societal standing, the two pieces of work to look at are "Women and Gender in Islam: Historical Roots of a Modern Debate" by Leila Ahmed and "Believing Women" in Islam: Unreading Patriarchal Interpretations of the Quran by Asma Barlas. What was often common place for a woman in this culture would be to marry someone, but to marry a person that was chosen by her father. A marriage such as this would commonly be referred to as an "arranged marriage". As she begins her work, Ahmed brings up the first of many points regarding women and marriage. That is, "Neither the diversity of marriage practices in pre-Islamic Arabia nor the presence of matrilineal customs, including the association of children with the mother's tribe, necessarily connotes women's having greater power in society or greater access to economic resources," Adding that, "Nor to these practices correlate with an absence of misogyny; indeed, there is clear evidence to the contrary. The practice of infanticide, apparently to girls, suggests a belief that females were flawed, expendable," (Ahmed p.41). Ahmed begins her work with one of the central themes for study of women in Islamic cultures. While there was a vast cultural diversity throughout the region , in the end the women were seen as the weaker sex and as such could be done with as was decided by the male elders of the home. Ahmed emphasizes this by the choice of the word misogyny in her text. That is defined as, "hatred or strong prejudice towards women; an antonym of philogny," Elaborating further that, "Misogyny is considered by most feminist theories as an implicit motivation of political ideologies that justify and maintain the subordination of women to men," ("Misogyny" p.1.). Just as monarchs were throughout the ages, males in this culture tended to express more outward joy at the birth of a male offspring rather than a female birth. This can be explained by the understanding that males sought to continue on their blood lines, as well as having someone to train that would be able to take a place of leadership as they saw it. Ahmed does counter with the fact that variation did occur in regards to the roles with which women were able to play throughout the vast Islamic culture. She sets out to compare lives, as well as the marriages, which the Islamic leader Muhammad would have had with his wives Khadija and Aisha. Unlike some of the other women around her, Khadija was a woman of wealth who actually was an employer of Muhammad as it was his job to keep an eye on her interests. Unlike the cultural norm, Khadija herself proposed marriage to Muhammad. Ahmed writes that, "She proposed to and married him when she was forty and he twenty-five, and she remained his only wife until her death at

Japanese traditional game

Japanese traditional game Japanese traditional game Introduction Given the task to innovate a Japanese traditional game, we decided to use the Two Ten Jack and create our very own which is much simpler to be played. It uses part of the Uno cards and also a board with numbers to be placed with a bet. In order to continuously win the prizes, we construct the game to be in ways that a player must place a bet that is either same number, or same color that is the taken out from the deck of cards played with. The Two Ten Jack game is played without the dealer and with points deducted and added which in the end, the player with the highest points balance. The next page would be the manual to the game and after that would be the manual to the Two Ten Jack game. Furthermore, a comparison would be made to show the innovation of our game being born. The Game Manual for the Two Ten Jack Preliminaries The object of two-ten-jack is to get the most points by taking tricks containing positive point cards while avoiding tricks containing negative point cards. Two players receive six cards each from a standard 52-card deck ranking0 1 2 3 4 5 6 7 8 9 and the remaining undealt cards are placed between the players to form the stock. Non-dealer leads the firsttrick and winner of each trick leads to the next. Players replenish their hands between tricks by each drawing a card from the stock with the winner of the last trick drawing first. Play continues until all of the cards in the entire deck have been played. Points are then tallied before the deck is reshuffled and dealt anew. Following, Trumping, and Speculation In two-ten-jack a player may lead any card and the other player must play a card of the same suit if able, or otherwise must play atrump cardif able. If a player has neither cards in the lead suit or trump, then any other card may be played. The highest trump card, or the highest card of the lead suit if no trumps were played, takes the trick In two-ten-jack hearts are always thetrump suit and theace of spadesis a special trump card known asspeculationranking above all of the hearts. Rules for playing speculation are as follows: If a trump (heart) is lead, a player may follow with speculation and must play speculation if no other trumps are held in the hand. If a spade is lead, a player may follow with speculation and must likewise play speculation if no other spades are held in the hand. If a club or diamond is lead and the other player has neither of these, speculation may be played, and must be played if no other trumps are available. A player leading speculation must declare it as either a spade or trump. Scoring and winning Cards are worth the following point values: 2â™ ¥, 10â™ ¥and Jâ™ ¥are worth +5 each 2â™ £, 10â™ £ and Jâ™ £ are worth -5 each 2â™  , 10â™  , Jâ™   and Aâ™   are worth +1 each 6â™ ¦is worth +1 point Hence the total number of card points per deal is +5. Winner is the first player to reach 31 points. Game Manual The number of players required to play this game is one to two players and maximum five players each round Start by placing a single bet. Each bet is place on a number between zero to nine and four different colors Each time six cards would be pulled out from the deck The bet is counted with sweets. Each sweet cost RM1. Each player starts with a sweet The bet with the same color out of the 6 cards drawn will get his money The bet with the same number out of the 6 cards drawn will get win 5 sweet. The bet without same color or same number out of the 6 cards loses 1 sweet. The bet with the same color and same number walks away with Rm50 The bet with same color and same number and also another same number but different color in the six card drawn from the deck walks away with Rm100 Game Rules A player can only place one bet to a number and color per round. Not more than 1 player can bet at a same number and color in each round. A player has to verify his/her choice of bet before the opening of the six cards from the deck. Comparison The amount of cards used in Two Ten Jack is 52 while the game we have created uses 40. Also, the Two Ten Jack is played between players while the game we have created uses a dealer. Besides that, the Two Ten Jack is played with a system of addition and subtraction while we tried to make it compatible by placing bets instead of tricking the other players. Furthermore, the game we have created has been added with little elements of western card game like 21.

Gulliver’s Travels Essay -- Satire Satirical Essays

Gulliver’s Travels Gulliver’s Travels has set a standard for satirical writing for a long time, and Swift’s imaginative ability and talent can explain a lot of the text’s continued popularity. People can approach Gulliver’s Travels like a children’s book, and not search for deeper meaning. They read the story as a fantasy, and seek only to be entertained. Gulliver’s Travels is valuable and enjoyable for its plot and surface elements alone, but a deeper level of meaning and significance can be achieved if we take note of the satirical elements in the novel. Although to gain a full appreciation of the satire, the reader needs to be somewhat familiar with the events of Swift’s time. Taking the historical period in which Swift was writing into consideration, one of the major changes that was occurring was the shift to a more scientific, empirically-informed worldview (being advanced by the Royal Society of England and Francis Bacon). However, Swift and others were concerned that if this new scientific outlook could lead to disaster if it continued unchecked. Swift and other â€Å"nonconformists† argued that science without context could have widespread harmful consequences, and this position profoundly reveals itself in his satirical treatment of science and knowledge in Gulliver’s Travels. This paper will discuss Swift’s satirical treatment of these subjects in the novel. Several critics have pointed out that evidence exists that suggests that Swift was not uniformly opposed to all science (Phiddian 52). Therefore, it would seem unfair to read Swift’s satirical approach to science in Gulliver’s Travels as a full rejection of the science of his day-it would be overly simplistic and reductive. Swift was not an anti-Luddite. In fact, Swift was a proponent of science in some ways, but he reacted strongly against what he perceived as its abuse or exploitation. The satirical treatment of science in Gulliver’s Travels is more complex than an all-or-nothing rejection of the scientific mindset that was becoming increasingly popular in Swift’s time. Instead of objecting to the use of science in general, Swift seems to have had problems with a particular form of scientific research, and it is with this type of science/scientist that Swift is primarily concerned in Gulliver’s Travels. The type of science that Swift attacks is inapplicable science, or â€Å"pure... ...ss of the scientific worldview that was becoming more widespread during his lifetime. Swift himself was not opposed to all scientific endeavors, but Gulliver’s Travels provided a platform for him to explore the potential negative effects/affects of the â€Å"new science,† engaging in the exaggeration and absurdity that are essential to satire. Although Swift’s characterization of the Laputan scientists is distorted, it does successfully call into question the ultimate goal of science. Should scientific research be pursued because society has achieved the technology to perform them? My opinion is that Swift, through Gulliver’s Travels, argued that it should not automatically and necessarily be pursued. Works Cited Fitzgerald, Robert P. â€Å"Science and Politics in Swift’s Voyage to Laputa.† Journal of English and Germanic Philology 87: 213-29. Patey, Douglas Lane. â€Å"Swift’s Satire on ‘Science’ and the Structure of Gulliver’s Travels.† ELH 58.4: 809-39. Phiddian, Robert. â€Å"A Hopeless Project: Gulliver inside the Language of Science in Book III.† Eighteenth Century Life 22.1: 50-62. Swift, Jonathan. Gulliver's Travels. Ed. Greenberg, Robert A. 2nd ed. New York: Norton, 1970.

Ethical Theories Within the Film “Crimes and Misdemeanors” Essay

In the final scene of the movie Crimes and Misdemeanors, I believe the fictional philosopher Louse Levy’s message was very similar to philosophy Jean-Paul Sartre and his theory on existentialism. One of Sartre’s quotes, â€Å"Man is nothing else but that which he makes of himself.† Levy is trying to convey that we are in control of our choices and we choose our own happiness. In the final scene of the film Levy states, â€Å"We’re all faced throughout our lives with making conscience moral decisions. Some are on a grander scale than others, but we define ourselves by the choices we have made. We are, in fact, the sum total of our choices.† So when Levy’s character states, â€Å"most human beings seem to have the ability to keep trying and find joy from simple things†, this is based on our choices. We decide to be happy or sad. Because we as human beings have the ability to think rationally or ill-rationally, our minds have the capacity to feel emotions, to dream up, or cognitively entertain, a mind-based reality of happiness. One of the survival tactics as human beings is our ability to strive for happiness; and once a level of happiness is achieved there is always a need for more; it is a never ending pursuit of happiness. Our happiness should also be achieved without pain. Ever though we strive for this happiness there is no methodical way to obtain happiness or does the sense of happiness always become achieved. I believe this viewpoint is heavily reflected throughout the movie, Crimes and Misdemeanors. I think all the characters in the movie are striving and hoping for happiness but I think the only character who truly achieves the ultimate happiness would be Rabbi Ben. The role of GOD in establishing ethical values and whether the world would be valueless if GOD didn’t exist is displayed throughout this movie. Rabbi Ben (Sam Waterston) leads a moral life throughout the film and he ends up blind, but he can dance with his daughter with a clear conscience. The irony about this character is he fails to see in the real world yet he has strong spiritual vision. His detachment from mundane concerns, and emphasize on what is real and meaningful – a life devoted to GOD. The ideas that only by blinding oneself to reality can one live a meaningful life devoted to GOD. The symbolism of blindness seems to have a connection to a blind universe indifferent to any sense of justice. In fact all of the religious characters in Crimes and Misdemeanors suffer from impaired vision and are portrayed wearing glasses. This may represent their inability to  see the true nature of reality and the understanding of true happiness. I feel all of the characters in this film reflect the viewpoint of hope and the desire to achieve happiness without pain; it is just the choices, consequences or motive of their actions that is misguided. We make consequentialist decisions regarding our actions to separate the morally right from wrong which leads us to our ultimate goal of happiness. But what determines if an action is moral right or wrong? Stuart Mill’ theory on, â€Å"The Principle of Utility†, views the consequences that arise from the action to determine the moral worth of an action; the best decisions result in good consequences for the largest number of people. He also believes that happiness equal pleasure; the actions are morally right to the extent that they produce lots of pleasure. Other theorists like Immanuel Kant, who takes a deontology approach on the intention or motive of the action. He believes that our actions are morally right only if we can apply them universally. I feel the character Lester (Alan Alda), displays the theories of Jean Paul Sartre and Friedrich Nietzsche. He’s a successful television producer with a pompous attitude. His character takes charge of his own destiny. He knows what he wants and goes after it. His Will to Power is great and sets no limitations on what he can achieve throughout this film. There are a few characters in Crimes and Misdemeanor who strive for the hope of happiness but fall short. The main character, Judah Rosenthal (Martin Landau) this character is a successful ophthalmologist who achieves short-term happiness in a two year affair with a woman named Dolores (Anjelicia Huston). When Dolores threatens tell his wife of there affair his moral structure is threaten he feels as if his entire universe becomes meaningless. But, by the end of the film Judah make peace with himself and finds that he commits a crime and gets away with it. He is only implicated to his own moral consciousness. In reality, hope i s the worst of all evils, because it prolongs the torments of man. FRIEDRICH NIETZSCHE, Human, All-too-Human The second character that falls short of achieving happiness would be Clifford Stern (Wood Allen); this character is a small-time film maker hired by his brother-in-law Lester to produce a documentary about his life and work. Clifford dislikes Lester as well as his marriage to Lester’s sister  Wendy (Joann Gleason). While filming this documentary Cliff falls in love with Lester’s associate producer, Halley Reed (Mia Farrow). However Cliff’s efforts to woo Halley fail and in the end Wendy chooses to be with Lester. This gives proof that good doesn’t always prosper over evil. The comment by Halley after learning about Levy’s death she says, â€Å"No matter how elaborate a philosophical system you work out, in the end it’s got to be incomplete.† I believe it is the selfish needs, constant change, as well as the desires of human beings that allow people to choose right from wrong and good from bad. It is all about wants over needs. I believe Halley didn’t initially want Lester it was his constant appeal to the things that she needed which gave her pleasure that won her over. Not the roses because she was allergic, but the caviar and his influence and power. I believe that the universe is in fact indifferent. However, if there is no GOD, there can be no objective standards of right and wrong. All we are confronted with is â€Å"the bare valueless fact of existence† (Jean-Paul Sartre). This is probably what Rabbi Ben meant during the film when he said, â€Å"Without the law, it’s all darkness, and, â€Å"You Judah see the world as harsh and empty of value and pitiless.† Rabbi Ben states, how he couldn’t not exist without moral structure-with real meaning-with forgiveness and some kind of higher power. Also during the climax of the film Judah concludes that â€Å"GOD is a luxury that he can’t afford† and arranges for Dolores-mistre ss (Angelica Houston) to be murdered. Afterwards, in a state of despair he visits his childhood home and recreates in his mind a Passover Seder from his youth. Judah’s atheist Aunt May (Anna Berger) and religious father Sol, is an exploration of the relationship between morality and GOD and the problem of morality in a godless universe. Aunt May takes the position of the atheist and moral relativist in the ensuring debate as she envisions a cruel and godless world with no objectives standards of good and evil and no moral purposes behind human reality. Aunt May believes individuals justify their actions as they wish: â€Å"For those who want morality there’s morality. Nothings handed down in stone.† Aunt May argues that in a world where everything is permissible, there is nothing to stop an individual from committing murder other than their own conscience. â€Å"And I say, if he can do it, and get away with it, and chooses not be bothered by the ethics, then he’s home free.† We live in a universe where our moral ethics between right and wrong are greatly  unbalanced. A world where the good suffer, the bad prosper and no greater power will ever rectify this which is a sad consequence. It is really hard to establish a basic moral or ethical system for human beings because we are so indiff erent of each other. We have for example the Bible or the Koran, but, like Aunt May state in the film, â€Å"For those who want morality there’s morality.† [Also in the final scene of the film Judah draws Cliff into a supposedly hypothetical discussion that draws upon his morals. Judah says that with time, any crisis will pass; but Cliff morosely claims instead that one is forever fated to bear ones burdens for â€Å"crimes and misdemeanors†] Wikipedia. We battle daily for justice. All we can do as human beings is to hope for happiness try to utilize our own moral ideas and meaningful values to again hopeful influence our lives and to reflect upon future generations. References â€Å"Crimes and Misdemeanors (Philosophical Films).† Crimes and Misdemeanors (Philosophical Films). N.p., n.d. Web. 30 Mar. 2013. â€Å"Crimes and Misdemeanors: The Final Scene.† YouTube. YouTube, 04 Feb. 2009. Web. 30 Mar. 2013. â€Å"Crimes and Misdemeanors.† Wikipedia. Wikimedia Foundation, 29 Mar. 2013. Web. 30 Mar. 2013. â€Å"Existentialism Is a Humanism Quotes.† By Jean-Paul Sartre. N.p., n.d. Web. 30 Mar. 2013. IMDb. IMDb.com, n.d. Web. 30 Mar. 2013. â€Å"The Journal of Religion and Popular Culture.† The Journal of Religion and Popular Culture. N.p., n.d. Web. 30 Mar. 2013. http://phil.uregina.ca/vancha/Litch-chp6.pdf